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THE Teaching Approaches OF THE Subjects IN THE K TO
12 Curriculum
Bachelor of scienci in office administra (Kalinga State University)
Studocu is not sponsored or endorsed by any college or university
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THE TEACHING APPROACHES OF THE SUBJECTS IN THE K TO 12 CURRICULUMS
1. Learner-centered. In a leaner-centered instruction, choice of teaching method
and technique has the learner as the primary consideration his/her nature his
/her innate faculties or abilities, how the he/she learns, his/her developmental
stage, multiple intelligences, learning styles, needs, concerns, interests, feelings,
home and educational background.
2. Inclusive. This means no student is excluded from the circle of leaners.
Everyone is “in”. Teaching is for all students regardless of origin, socioeconomic
background, gender, ability, nationality. No “teacher favorites”, no outcast, no
promdi. (The word promdi is used in Filipino which means from the province,
someone from the province who has just come to an urban center Manila;
sometimes offensive and derogatory.) In an inclusive classroom, everyone feels
he/she belongs.
If you are inclusive in approach you are truly leaner-centered.
3. Developmentally appropriate. The tasks required of students are within M
developmental stages. You will not expect formal operations thinking of
kindergarten children who, according to Piaget’s cognitive theory, are only in their
pre-operational developmental stage.
If you study the competencies of the K to 12 Curriculum per subject you
will find out that the competencies in Grade 1 are obviously more simple
compared to the competencies of Grade 7. The treatment of subject Met
increases in sophistication, however as you go up the Grades. In Math, for
instance, Grade 1 Math with a pupil “visualizing representing numbers from 0 to
100, to 1000 in grade 2, to 100,000 in grade 4 to 10,000,000 in Grade 5.
Observing developmental appropriateness is another way of expressing
learner centeredness.
4. Responsive and relevant. Using a relevant and responsive teaching approach
means making your teaching meaningful. You can make your teaching
meaningful if you relate or connect your lessons to the students daily
experiences. You make your teaching relevant when what you teach answer their
questions and their concerns. There is no place for meaningless “mile-wide-inchdeep teaching”. No teaching-to-the-test. This does not mean, however, no more
test. It is teaching only for the test that is meaningless that is referred to here and
therefore you have to avoid it by all means.
4. Research-based. Your teaching approach is more interesting, updated, more
convincing and persuasive if it is informed by research. Integrating research
findings in your lessons keeps your teaching fresh. You get the latest information
from your research or from others researchers of others that enrich your
teaching. You apply methods of teaching which have been proven to be effective.
If your approach is not research-based, you my end up teaching a subject using
the same method and the same examples again and again.
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4. Culture-sensitive. If your approach is culture-sensitive, you are mindful of the
diversity of cultures in your classroom. You employ a teaching approach that is
anchored on respect for cultural diversity. You view all learners as unique
individuals and realize and accept that their varied cultural experiences, beliefs,
values and language affect their ways of thinking and interacting with others and
the larger community. You are able to look at their work their responses from
various perspectives not only from yours. If you are culture-sensitive, you will not
judge one culture as superior to that of another for indeed no culture is perfect
and every culture has its own strengths and weaknesses. For instance, you don’t
think that your culture is better than any student’s culture. As a result, you
become less judgmental, more understanding and empathetic of your students.
4. Contextualized and global. You make teaching more meaningful by putting
your lesson in a context. This context may be local, national and global.
Considering development stages of learners, the context to which the lesson in
Grade l are connected may be local, becoming national in Grade 4 and global in
Grade 6 and beyond. For instance, in AP you discuss family in Grade 1, local
community in Grade 2, province in Grade 3 expanding to country in grade 4 up to
the international community in high school.
Contextualized teaching means exerting effort to extend learning beyond
the classroom into relevant contexts in the real world It also entails effort to bring
outside-the classroom-realities of academic contexts into the classroom
(Brelsford, 2008).
A contextualized teaching approach is realized also when you indigenize
aid localize your lessons. The Enhanced Basic Education Act of 2013 (K to 12
Law) allows schools to localize and indigenize the K to 12 curriculum. This is in
rapport of a contextualized approach. For Indigenous Peoples (H’s), the context
of your teaching is indigenous culture. This means that you _ use your students’
indigenous thought patterns, practices, materials and local celebration to
concretize lessons.
8. Constructivist. Constructive comes from the word “construct”. If you are
constructivist in teaching approach you believe that students learn by building
upon their prior knowledge (knowledge that students already know prior to your
teaching). This prior knowledge is called a schema. This is contrary to the tabula
rasa of John Locke that claims students’ minds are a blank slate. Students learn
when you help them connect lessons to their prior knowledge, Students make
sense of what they are taught according to their current conceptions. Much of
what they learn are those that are connected to their prior knowledge. (These
processes are what Piaget termed assimilation and accommodation). From the
word constructivist, in constructivist teaching it is students who construct
knowledge and meaning for themselves with teacher’s scaffolding not teachers
constructing knowledge and meaning for the students.
8. lnquiry-based and reflective. For inquiry-based and reflective teaching
approach, the core of the learning process is to elicit student-generated
questions. A test of your effectiveness in the use of the inquiry-based approach is
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when students begin formulating questions, risking answers, probing for
relationships, making their own discoveries, reflecting on their findings, acting as
researchers and writers of research reports.
Reflective teaching as a teaching approach is making students reflect on
what they learned and on how they learned and how to improve on their learning
process.
From your perspective as a teacher, reflective teaching is thinking over
your teaching practice why you do it, analyzing which worked and which didn’t
work and how to improve on your current practice. It is a process of selfobservation and self-evaluation. More conscientious reflective teaching on your
part redounds to better learning for your students.
10. Collaborative. As the word “collaborative” suggests this teaching approach
involves groups of students or teachers and students working together to learn
together by solving a problem, completing a task, or creating a product. It may be
a collaboration of two to make a dyad or a triad or a tetrad or a group. This may
also include teacher teaching 1n collaboration with other teachers like team
teaching.
10. Integrative. An integrative approach can be intradisciplinary, interdisciplinary or
transdisciplinary. The integrative approach is intradisciplinary when the
integration is within one discipline. Integrative teaching can be integrating skills
within the subject like the macros kills listening, speaking, reading and writing in
the language subjects (Mother Tongue, Filipino, and English).
Interdisciplinary integration happens when traditionally separate subjects
are brought together so that students can grasp a more authentic understanding
of a subject under study. Students demonstrate interdisciplinary understanding
when they can bring together concepts and methods from two or more disciplines
or established areas of expertise in order to explain a phenomenon, solve a
problem, create a product, or raise a new question. An example is when you
discuss responsible parenthood from the point of view 0f sociology, psychology,
anthropology, economics and health. Another example is when mathematical
skills such as organizing, computing means interpreting data' are also taught in
Araling Panlipunan, Edukasyon sa Pagpapakatao and Science. Art can be taught
with Math. Values Education is expected to be integrated in all subjects that is
why every teacher is said to be a Values Education teacher.
Transdisciplinary integration is integrating your lessons with real life. You
do this when you cite real life applications of your lesson. You also do
Transdisciplinary integration when you indigenize or localize your lessons.
12. Spiral progression approach. To follow a spiral progression approach, you
develop the same concepts from one grade level to the next in increasing
complexity. It is revisiting concepts at each grade level with increasing depth.
Spiral progression approach is also interdisciplinary. This enables students to
explore connections among the sciences and the branches of math.
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Notice how the competencies of a lesson on graph in the subject Statistics
and Probability increases in complexity from K to Grade 6.
K starts to make a graph or chart based on the information gathered.
Grade 1- organize, represent and compare data using pictographs without
scale representations and probability and explores games and activities
Grade 2- compare data using pictographs with scale representations and
the ides of likelihood.
Grade 3- organize and interpret data presented in tables and bar graphs
Grade 6 construct, read and interpret a line graph and its corresponding
table of data and solve' problems involving data from a table and a line graph;
make simple predictions of events based on a probability experiment (Source:
DepEd K to 12 Curriculum Guide, Math)
13. MTB-MLE-based. MTB-MLE means Mother Tongue-based Multilingual '
Education. In MTB-MLE, teaching is done in more than one language beginning
with the Mother Tongue. The Mother Tongue is used as a medium of instruction
from K to 3 in addition to it being taught as a subject from Grades 1 to 3. The
use. of the Mother Tongue as medium of instruction eliminates the. Problem on
language barrier in the early grades. With the use of the Mother Tongue as
language of instruction, it is has been observed that classes have become more
interactive. Children are now asking questions, reciting and actively participating
in class activities. Imagine a Grade 1 pupil learning something in a language
foreign to his/her first language. The content is difficult and the difficulty gets
compounded when the difficult content is taught in a language that the learner
does not understand.
As RA 10533 states, Mother Tongue-Based Multilingual Education (MTBMLE) “starts from where the learners are and from what they already know
proceeding from the known to the unknown".
Different Methods of Teaching
1. Direct and indirect method
Methods of teaching can be direct or indirect. The direct method is
teacher-dominated. You lecture immediately on what you want that students to
learn without necessarily involving them in the process. his is the traditional OBE
that emphasizes on subject- specific content.
Example: You want to teach students how to pronounce a word, how to
write a paragraph; how to add fractions. how to throat! a sewing machine, how to
dribble a ball. how to draw a Gold“ or how to read a map. To teach them the skill
or process, you show them how by demonstrating it. This is the “telling” and the
“showing" method. You are lecturer and demonstrator.
The indirect method is learner-dominated. You give the student an active
role in the learning process.
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Example: You ask students to sham their comments on a now; snide,
share their thoughts about a lesson-related picture, their stand on controversial
issues like the proposed Chatter Change. Presidential Development Assistance
Fund (PDAF). After listening to their thoughts, you continue facilitating the
teaching-loaming process by asking more thought-provoking questions and by
loading them to the drawing of generalization, abstraction or conclusion.
In the indirect method, you synthesize what have been shared to connect
loose ends and give a whole picture of the past class proceedings and ideas
shared before you lead them to the drawing of manuals or conclusions. As
teacher, who i: expected to know more than the student, you add to what your
student. shared. You must have a significant input. It is important that you
supplement information given by students. These Ire essential in tho dnwing of
valid conclusions.
In the indirect method, Your task is to ask your student! questions to
provoke their thinking. imagination. thought-organizing gm; You are a questioner,
a facilitator, a thought synthesizer.
2. Deductive and inductive methods
Methods of teaching can also be grouped into deduct!" or inductive
method.
In the deductive method, you begin your lesson with a generalization. a
rule. a definition. And end with examples and illustrations or with what is
concrete.
Examples:
1. You start your lesson in economies with the low of supply and demand and
then give examples to illustrate.
2. You state the rule on deriving the area of a rectangle then apply it with an
example.
3. You state the rule on subject-verb agreement then give sentences that
illustrate the rule.
4. ‘You give the definition of pollination then show a video clip of the pollination
process.
In contrast to the deductive method, in the inductive method your begin your
lesson with the examples, with what is known, with the concrete and with details. You
end with the students giving the generalization, abstraction or conclusion.
Examples:
1. For a lesson on the law of supply and demand, you start by‘ giving many
instances that illustrate the law then with your questioning skills the class will
arrive at a general statement showing the relationship of supply and demand
which is actually the law of supply and demand in economics.
2. For the lesson on deriving the area of a rectangle, you proceed this way: present
at least five rectangles of different lengths and widths with computed areas; then
you ask the class how the areas were derived; finally ask them to state in a
sentence how the area of a rectangle is derived.
3. For the lesson on subject-verb agreement, you give sentences that make use of
s-verb form and the non-s verb form for subjects in the third person. (Don’t bring
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in I, You as subjects yet to avoid confusion. That will be another lesson on
subjects verb agreement). Based on the sentences, you ask the students to state
the rule on the 'use of s-verb and non-s verb form
4. For the lesson on pollination, you show them a video, clip of the process of
pollination. Make your students view the process of pollination, then ask them to
state in a sentence what the process of pollination is.
To enable the students to derive the rule, state the formula 01' give the
definition, be sure you gave enough examples, illustrations, details for them to be
able to see a pattern and come up with a generalization or rule or definition.
After describing these methods, we can see that direct end deductive
touching go together while indirect end Inductive teaching also go together.
Here is a more detailed example of lesson taught and deductively then
taught inductively.
The topic is imagery. This direct instruction, deductive teaching.
1. The teacher begins by presenting students with a definition for imagery.
2. The Teacher gives an example of it.
3. Then he/she instructs students to read a short and underline sentences and
passages where the author used imagery.
The same topic is taught using indirect instruction and inductive method.
1. The teacher dramatically reads aloud a short story, asking students
that whenever they can picture something-see an image in their mindsput a star by those words.
2. Then, students partner up and drew a picture to go with each star they
have in common. After thus, pairs of students team up (in groups of
four) and share what they’ve drawn. The teacher asks them to also
discuss in their groups how seeing these pictures in their minds made
the story more interesting.
3. The teacher finally reveals that this is called imagery, and rather than
provide a definition for imagery together. Each group then shares the
definition with the whole class.
The contrast of deductive and direct instruction and inductive and indirect
instruction is summarized below:
Deductive and Direct Instruction
Begins with the abstract, rule, definition, generalization, unknown and ends with
experience, examples, details, known
Abstract, rule, definition,
examples,
Generalize, unknown
Experience,
details, known
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Inductive and Indirect Instruction
Begins with the concrete, experience, examples, details, known and ends with
rule, definition, generalization or conclusion.
Experience, examples,
Abstract, rule, definition
Details, known
generalization, unknown
Interactive approach and the direct-deductive, indirect-inductive method.
Which between the two groups of teaching methods is more interactive? Stated in
another way, which engages students to talk, think and do more?
Obviously, the inductive and indirect method give more opportunities for students
to participate in the learning process. In the inductive-indirect method, the students are
made to study details, examples or concrete experiences, make sense of these details
and state in their own words relationships that they see. The teacher does not tell the
pattern in the details nor does he/she state the generalization and rule but leads the
students to the generalizations rule with her/his questioning skills.
In the deductive and direct method, the teacher tells directly the rule and the
generalization and follows it up with concrete examples and illustrations. The students
are engaged in the drills-mental or physical-that come after the teacher has told them
what they need to know or demonstrated that which they should be able to do.
Which is the best method?
There is no such thing as best method!
There is no such thing as better or best method. The best method is the method
that works, the method that is effective, the method that will enable you to realize your
intended outcome. The effectiveness of a method is dependent on many factors such
as: l) teacher’s readiness, 2) learners‘ readiness, 3) nature of the subject matter, 4) time
allotment for a subject.
The inductive-indirect method is superior to the deductive-direct method in terms
of learners’ engagement. This method is more in keeping with the time-tested principle
that learning is an active process. The more a learner is engaged in the learning
process, the better his/her learning. However, there are times when the inductive or
indirect method does not work. In cases when learners are not yet capable of drawing
generalizations or abstractions; you may employ all facilitating skills you have learned
but students can’t draw and state the generalization or abstractions you ask for, so you
will end up giving the generalization yourself after spending so much time asking them
questions to help them draw the generalization.
Another instance when the inductive-indirect method may not be advisable is
when subject matter is quite difficult, very new or no reading material is readily
available. In short, you, the teacher, are the only one knowledgeable about the subject.
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No matter how well-formulated your questions are, if your students practically know
nothing about the subject, there is nothing substantial that you can get. You can’t
squeeze blood out of turnips.
Manipulative skills like dancing tango, focusing the microscope, playing the
guitar, cooking a recipe are better taught with the direct method. Cognitive content like
the law of the conservation of matter and energy, the laws of the land (unless you
discuss the constitutionality or the unconstitutionality of the law or propose amendment
to the law are better taught with the direct method. The objective of the study of these
laws is understanding to the point of mastery. Observe a class in the College of
Medicine and the College of Law and I bet, you will hear and see the instructor doing
direct or deductive instruction.
The inductive and indirect method require more time than the deductive and
direct method. Time is needed for students to interact, think, analyze and do
abstraction. If you don’ t have the luxury of time for one reason or another, it '3 wise not
to go inductive.
The readiness of the teacher to employ the inductive and indirect method is
crucial. A method may be superior in terms of interaction but if the teacher lacks the
facilitating skills for its effective use, insisting on its use may court disaster. In short, we
advocate the use of the inductive and indirect method because it is more engaging and
interactive. However, to ensure its effective use, both students and teacher must be
ready, the subject matter is something the students have knowledge about, and that
time allotted enables you have maximum student interaction. '
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