GUIDING PRINCIPLES IN SELECTING EXAMPLE:

TEACHING STRATEGIES & TEACHING

• Learning is active
STRATEGIES, APPROACHES AND
• Doing is key
METHODS
• Teaching helps
INTRODUCTION (THE FOUR PILLARS OF • Passive learning doesn’t work
EDUCATION BY JACQUES DELORS)

• It's necessary that a teacher will 2. THE MORE SENSES INVOLVED,

develop his/her students holistically. THE BETTER THE LEARNING.
It's not enough to state a fact or to What is seen and heard are learned
memorize theories.Teacher should more than what are just seen or just
emphasize how the learning of heard. The graph below shows the
his/her students can benefit not only contribution of senses and activities to
their own selves but also the learning.
humanity.
EXAMPLE:
• It’s amazing how fast the exchanges
of information today which also • The Cone of Experience by:
demands variety of skills needed to Edgar Dale
accomplish transactions and
THE CONE OF EXPERIENCE
communications.
• That’s why our education should be • is a visual model that shows how
aligned with these changes equipping people learn and retain
the students the necessary skills that information. It's shaped like an
this age demands. upside-down cone, with the
• But bear in mind that no matter how widest part of the bottom and the
fast this world changes, our main narrowest at the top.
concern is to use these knowledge • One research finding confirms
and skills to develop our self into a that humans are intensely visual,
person that cares not only for his/her and that we take in more
own but also for the sake of other information visually that through
people and the community which any of the other senses (Wolfe,
he/she lives in. 2001).
THE CONE EXPERIENCE BY EDGAR • This implies the use of a teaching
DALE strategy that makes use of more
visual aids than mere audio aids.
WHO IS EDGAR DALE? A combination of audio and visual
aids, however, is far superior.
• American Educator
But, of course, the more sense
• Made several contributions to audio
involved, the better (multi-sensory
and visual instruction.
aids)
• 1946- created a model in his book
Audio-Visual Methods in Teaching
3. EMOTION HAS THE POWER TO
which he named Cone of Experience.
INCREASE RETENTION AND
LEARNING.
1. LEARNING IS AN ACTIVE
PROCESS. We tend to remember and learn more the
lessons that strike our hearts! In fact, the
This passage is about the importance of
more emotionally involved our students
active learning. It emphasizes that learning
become in our lesson, the greater the
is a personal journey – no one can learn for
impact.
you, you have to do it yourself.
We should start appealing to the emotions
of our students in our class. Without the
emotional dimension, our subject matter instructional strategies, as cited by Patricia
will remain cold and lifeless. Our own Wolfe in her book.
experience validates that we remember for
FINDINGS ABOUT THE BRAIN
a longer time events that elicit emotion in
us (Wolfe, 2001). The brain's working memory lasts only 15-
20 seconds without rehearsal or constant
attention, indicating the need for memory
4. LEARNING IS MEANINGFUL WHEN aids. Learning involves building neural
CONNECTED TO EVERYDAY LIFE. networks through concrete experience,
representational learning, and abstract
Teaching abstract concepts requires real-
learning.
life examples to make them
understandable. However, teaching is often Teaching strategies involving concrete
reduced to testing, a banking system of experiences are effective. The brain
education where knowledge is deposited struggles with large numbers, necessitating
and then withdrawn. This approach can be representations to help understand
reduced to "answering pedagogy," where abstract concepts. Long-term memory for
students are evaluated based on their pictures is almost unlimited, and
answers. information embedded in music or rhyme is
easier to recall than prose.
Reflective thought and questioning can
help clarify the purpose of knowledge, such BRAIN-BASED STRATEGIES:
as understanding the election process or
• Involving students in real-life or
government branches. The questions
authentic problem solving
emphasize the importance of enhancing
• Using projects to increase meaning
students' learning experiences by
and motivation.
connecting them to their daily concerns
• Simulations and role play as
and lives.
meaning makers
5. GOOD TEACHING GOES BEYOND • Classroom strategies that use visual
RECALL OF INFORMATION. processing
Good thinking concerns itself with higher- • Mnemonic/signal to act strategies
order-thinking skills to develop creative • Writing strategies.
and critical thinking. Most teachings are • Active review
confined to recall of information and Remember! There is no such thing as
comprehension. Ideally. our teaching best teaching strategy or method.
should reach the levels of application,
analysis, evaluation, and synthesis (do you • "What we hear, we forget"
still remember these???) to sharpen our • “What we see, we remember"
students' thinking skills. • "What we do, we understand"

6. AN INTEGRATED TEACHING TEACHING APPROACH - is a set of

APPROACH IS BETTER THAN principles, beliefs, or ideas about the
TEACHING ISOLATED BITS OF nature of learning which is translates into
INFORMATION. the classroom.

Imposing our own learning style on TEACHING STRATEGY- is a long term

students can be risky. Howard Gardner's plan of action designed to achieve a
multiple intelligences theory introduces particular goal.
additional intelligences like spatial,
TEACHING METHOD- is a systematic way
musical, bodily-kinesthetic, intrapersonal,
of doing something. it implies an orderly
interpersonal, naturalist, and
logical arrangement of steps.
existentialist. Effective teaching requires a
variety of strategies and techniques, TEACHING TECHNIQUE- is a well defined
including research-based and brain-based procedure used to accomplish a specific
activity or task. It is a teacher's particular dynamic with diverse student
style or trick to accomplish an immediate interactions and exchanges.
objective.
EXAMPLES OF INTERACTIVE
STUDENT CENTERED LEARNING- is an TEACHING METHODS:
approach to teaching and learning that
• Brainstorming: Generating ideas as
focuses on student choice when planning
a group
and implementing lessons. This approach
• Think-pair-share: Students think
highlights more the what students do than
individually, discuss with a partner,
what the teacher does.
then share with the class Debates:
TEACHER-CENTERED LEARNING- refers Students take different sides of an
to a teaching approach where the teacher is issue and argue their points
the primary source of information, while • Role-playing: Acting out scenarios
students primarily listen and absorb the to understand different perspectives
information passively, with the focus • Small group discussions:
largely on the teacher's expertise and Collaborative problem solving in
control over the learning process. smaller groups
SUBJECT CENTERED APPROACH- The CONSTRUCTIVIST APPROACH- students
subject centered approach is one of the are expected to construct knowledge and
most widely used methods for organizing meaning out of what they are taught by
educational experiences. In this approach, connecting them to prior knowledge.
the subject-matter becomes the basis
around which learning experiences are BANKING APPROACH
organized and the mastery of subject • Traditional approach to teaching
matter becomes the basis for attainment of • The students are perceived as empty
educational objectives. vessels which must be filled with
EXAMPLE: information.

• students in history should learn the PAULO FREIRE

subject matter like historians, • explored the banking system in his
students in biology should learn how book “The Pedagogy of the
biologists learn and so with students Oppressed.“
in mathematics should learn how • teaching and learning as a process of
mathematician learn. inquiry and active process.
STUDENT ROLE • believed that teachers should not
think that they are the foundations of
❖ In a teacher: dominated classroom, knowledge and that students are not
students are passive listeners, while
empty receptacles.
in an interactive classroom, they are
• proposed the theory of critical
actively engaged and contribute their
pedagogy which focuses on dialogue.
ideas and perspectives.
❖ Teacher Role: a teacher-dominated
approach focuses on the teacher
INTEGRATED AND DISCIPLINAL
delivering information, whereas an
interactive teacher guides INTRADISCIPLINARY- means that being
discussions, poses questions, and or occurring within the scope of a scholarly
facilitates student-led learning. or academic discipline or between the
❖ Classroom Dynamics: A teacher- people active in such a discipline.
dominated classroom often has a
one-way flow of information, while an
interactive classroom is more
SOME CHARACTERISTICS OF SOME CHARACTERISTICS OF
INTRADISCIPLINARY: INTRADISCIPLINARY:

• One subject area • Collaboration is more superficial;

• Development of new knowledge disciplines contribute separately to a
• Collaborative learning common goal.
• Focus on big ideas, concepts, • There is no significant blending of
learning outcomes, not just isolated theories or methodologies.
facts or superficially related content • Each discipline addresses the
problem from its own perspective.
ISSUE IN IMPLEMENTATION
ISSUE IN IMPLEMENTATION
• Need access to professional
development • Cultural Resistance
• Need support from school • Differing Objectives
administration and community • Time Constraints
• Need to be aware of subject and
sequence of subject area
COLLABORATIVE VS INDIVIDUALISTIC
APPROACHES
INTERDISCIPLINARY AND
COLLABORATIVE LEARNING- is a
MULTIDISCIPLINARY
teaching and learning approach where
- It refers to the integration and synthesis students work together in groups to achieve
of concepts, theories and methods. a common goal. It's about harnessing the
power of teamwork and interaction to
enhance understanding, problem-solving,
INTERDISCIPLINARY- It refers to the and overall learning.
integration and synthesis of concepts,
theories and methods.
COLLABORATIVE LEARNING
SOME CHARACTERISTICS OF
INTRADISCIPLINARY: • Shared Responsibility
• Active Participation
• New frameworks or methodologies
• Mutual Support
may emerge from integration
• Diverse Perspectives
• Collaboration between disciplines is
• Communication Skills
deep and ongoing.
• It often involves a shared goal or FOR STUDENTS:
problem that requires insights from
• Enhanced Problem-Solving
multiple fields.
• Deeper Understanding
ISSUE IN IMPLEMENTATION • Improved Communication Skills
• Communication Barriers • Increased Motivation and
• Cultural Differences Engagement
• Funding Challenges • Development of Teamwork Skills
• Building Confidence

MULTIDISCIPLINARY- it involves the use FOR EDUCATORS:

of knowledge and methods from different • Personalized Learning
disciplines, but each discipline retains its • Active Learning
own identity and methods. • Assessment Opportunities
• Creating a Supportive Learning
Environment
INDIVIDUALISTIC LEARNING- is a style of WHY IS IT CALLED AN EXPOSITORY
learning where students focus on their own APPROACH?
individual progress and development. It
Direct demonstration is considered
emphasizes self-reliance, independence,
expository because it aims to explain and
and personalized learning.
clarify information. The instructor is
essentially "exposing" learners to the skill
or task through a visual and practical
INDIVIDUALISTIC LEARNING
approach.
• Self-Directed
❖ Visual: Learners see the skill being
• Independent Work
performed, making it easier to
• Personalized Learning understand.
• Self-Discipline ❖ Practical: It provides hands-on
• Focus on Personal Growth experience, allowing learners to
FOR STUDENTS: practice what they've seen.
❖ Effective for various skill levels: It
• Develops Self-Reliance and can be adapted to suit beginners and
Independence more advanced learners.
• Fosters Self-Discipline and Time
Management
• Personalized Learning Pace KEY COMPONENTS OF EFFECTIVE
• Enhances Critical Thinking and DIRECT DEMONSTRATIONS
Problem-Solving
CLEAR OBJECTIVE: STATE THE
• Promotes Self-Reflection and
LEARNING GOAL EXPLICITLY.
Metacognition
• Fosters Creativity and Innovation ❖ Clear Objective: State the learning
goal explicitly.
FOR EDUCATORS:
❖ Step-by-Step Process: Break down
• Assessment of Individual Progress the task into manageable steps.
• Identifies Learning Gaps ❖ Visual Aids: Use diagrams, models,
• Flexibility and Adaptability or real-life examples.
• Encourages Self-Directed Learning ❖ Verbal Explanations: Provide clear
and concise commentary during the
demonstration.
DIRECT DEMONSTRATION METHODS: ❖ Check for Understanding: Ask
AN EXPOSITORY APPROACH questions and encourage interaction.
Direct demonstration- is a teaching
method where the instructor directly shows TYPES OF DIRECT DEMONSTRATIONS
how to perform a task or skill. It focuses on
"showing" rather than solely relying on CLEAR OBJECTIVE: STATE THE
verbal explanations. Think of it as learning LEARNING GOAL EXPLICITLY.
by watching and doing. ❖ Whole-part-whole: Show the
DIRECT- The instructor is actively involved complete process, then break it down
in the learning process, physically step-by-step, then show the complete
demonstrating the skill. process again.
❖ Forward chaining: Demonstrate and
DEMONSTRATION- The instructor practice each step sequentially,
performs the task step-by-step, allowing building upon previous steps.
learners to observe the correct technique ❖ Backward chaining: Start with the
and process. final step and work backward,
teaching each step in reverse order.
ADVANTAGES OF DEMONSTRATION • Best for hands-on learning
METHOD • Example subjects: Science
experiments, art, sports.
❖ Clear and Concise: Easy to
understand and follow. ADVANTAGES OF DEMONSTRATION
❖ Engaging: Captures attention METHOD
through visual and auditory
learning. • Engages students actively
❖ Practical: Provides hands-on • Good for teaching skills
experience. • Reduces mistakes by showing correct
❖ Effective for various skill levels: techniques
Adaptable for beginners and LIMITATIONS OF DEMONSTRATION
advanced learners. METHOD
❖ Immediate Feedback: Allows for
quick corrections and adjustments. • Requires preparation
• Time-consuming
DISADVANTAGES OF DIRECT • Equipment-dependent
DEMONSTRATION
UNKNOWN “Children learn more from who
❖ Passive Learning: Can become you are than what you teach.”
passive if not interactive.
❖ Time-Consuming: Requires careful STRUCTURE OF THE K TO 12 SOCIAL
planning and execution. STUDIES
❖ Limited Individual Attention: THE MATATAG FRAMEWORK FOR
Difficult to provide personalized SOCIAL STUDIES
feedback to each learner.
❖ Requires Skilled Instructor: The revised Social Studies curriculum
Effectiveness depends on the emphasizes developing critical thinking,
instructor's expertise. problem-solving, and civic engagement
skills. It integrates local, national, and
DIRECT INSTRUCTION / LECTURE global perspectives, shifting towards a more
METHOD student-centered and inquiry-based
• Teacher-centered approach approach.
• Verbal explanation of concepts KEY PRINCIPLES
• Best for teaching facts and theories
Emphasis on developing critical thinking,
• Example subjects: Scientific laws,
problem-solving, and civic engagement
history
skills.
ADVANTAGES OF DIRECT
INTEGRATION
INSTRUCTION
Local, national, and global perspectives
• Efficient for organized information
are integrated to provide a holistic
• Works well with large groups
understanding.
• Covers essential content best for
factual subjects STUDENT-CENTERED

LIMITATIONS OF DIRECT A shift towards a more student-centered

INSTRUCTION and inquiry-based approach promotes
active learning.
• Passive learning
• Not ideal for hands-on learners KEY STAGES IN THE K TO 12 SOCIAL
• Less engagement STUDIES CURRICULUM
• Not effective for teaching skills The curriculum is divided into key stages:
DEMONSTRATION METHOD Kindergarten, Elementary (Grades 1-6),
Junior High School (Grades 7-10), and
• Teacher demonstrates task or skill
Senior High School (Grades 11-12). Social Philippine Geography, natural resources,
Studies learning progresses across these and economic activities.
stages, building upon prior knowledge and
Grade 5:
skills.
explores Philippine regions, natural
Kindergarten
resources, cultural groups, and industries,
• Focus: Self-awareness, family, showcasing the country's diverse heritage
school, and the local community. and economic landscape.

Elementary Grade 6:

• Focus: Expanding worldview, Colonial period, Philippine Revolution, and

exploring Philippine history and the establishment of the Republic.
governance.
Grades 7-10: Asian and World History
Junior High School
Grade 7 :
• Focus: Global perspectives and civic explores early Asian civilizations, trade
engagement. routes, cultural exchange, and colonialism,
Senior High School highlighting the region's rich history.

• Focus: Specialization and Grade 8:

application of Social Studies covers ancient civilizations, world
concepts. religions, the Renaissance, and the Age of
KINDERGARTEN: SELF, FAMILY, AND Exploration, providing a broad
COMMUNITY understanding of global events and
movements.
Self-Discovery:
Grade 9:
This level focuses on understanding the
self, family, and immediate community. introduces basic economic concepts,
market systems, global trade, and the
Building Connections: Philippine economy, equipping students
Topics include personal identity, family with essential economic knowledge.
roles, community helpers, and the local
environment.

ELEMENTARY SOCIAL STUDIES

(GRADES 1-3): EXPANDING THE Grades 7-10: Asian and World History
WORLDVIEW Grade 10:
Grade 1 focuses on contemporary global issues like
delves deeper into family traditions, school population, environment, poverty, conflict,
rules, and community resources. and human rights, encouraging critical
thinking and problem-solving.
Grade 2
SENIOR HIGH SCHOOL SOCIAL STUDIES
Community resources, livelihood, and (GRADES 11-12): SPECIALIZATION AND
basic economic concepts. APPLICATION
Grade 3 Students can choose from specialized
Regions of the Philippines, diverse Social Studies courses, such as Philippine
cultures, and environmental awareness. Politics and Governance, Introduction to
World Religions and Belief Systems,
GRADES 4-6: PHILIPPINE HISTORY AND Community Engagement, Solidarity, and
GOVERNANCE Citizenship, and Trends, Networks, and
Grade 4: Critical Thinking in the 21st Century.
 • Specialization: Options for Continuous development professional for
specialized Social Studies courses. Social Studies teachers.
• Application: Practical application of
THE DIFFERENCES BETWEEN
Social Studies concepts through
MATATAG CURRICULUM VS OLD
research projects, internships, and
CURRICULUM SOCIAL STUDIES
community service.
MATATAG CURRICULUM
KEY FEATURES OF THE MATATAG
CURRICULUM FOR SOCIAL STUDIES: • Emphasizes a strong foundation in
core subjects like mathematics,
FOCUS ON CIVIC COMPETENCE
science, and social studies, focusing
The curriculum aims to cultivate Filipino on developing essential literacy,
students to become critical, reflective, numeracy, and critical thinking
productive, and responsible members of skills.
society with a strong civic competence. • Promotes a learner-centered
approach, encouraging active
INTEGRATIVE AND
learning, experiential techniques,
INTERDISCIPLINARY APPROACH
and technology integration.
Employs various perspectives and • Incorporates a framework for 21st-
disciplines of social science, fostering a century skills, including
holistic understanding issues. communication, collaboration,
critical thinking, creativity, and
EMPHASIS ON LOCAL CONTEXT
problem-solving.
Learning activities are tailored to students' • Places a strong emphasis on
of social local community, making the developing civic competence and
curriculum more relevant and engaging. global citizenship.
INCLUSIVE EDUCATION • The implementation of the Matatag
Curriculum is being rolled out in
The curriculum caters to diverse learning phases, starting with lower grades
needs and promotes socio-emotional and gradually transitioning to higher
learning, fostering a positive learning grades.
environment.
THE DIFFERENCES BETWEEN
LIFELONG LEARNING MATATAG CURRICULUM VS OLD
The curriculum aims to equip students CURRICULUM SOCIAL STUDIES
with the skills and knowledge necessary for OLD CURRICULUM
lifelong learning, preparing them for the
challenges of the 21st century. • Covering foundational subjects, it
was criticized for being
SPIRAL PROGRESSION overburdened with content, leading
Concepts are revisited and deepened to students struggling to grasp key
across grade levels. concepts and develop essential
skills.
INTEGRATION OF ICT • Often relied on traditional methods
Use of technology to enhance learning and of teaching, with a focus on rote
research. learning and memorization, which
could be less engaging and
ASSESSMENT STRATEGIES challenging for students.
Authentic assessment methods to evaluate • The curriculum lacked a
student learning. comprehensive framework for
developing these skills.
TEACHER TRAINING AND SUPPORT
• The old curriculum in the
Philippines also included civic
 education as a component. However, CONSTRUCTIVIST CLASS ACTIVITIES:
it was often criticized for not being as
• RECIPROCAL INQUIRY-BASED
deeply integrated into the
LEARNING
curriculum as the Matatag
• PROBLEM-BASED LEARNING
Curriculum aims to be.
• The previous curriculum was
implemented in a single phase, Reflective Learning
which may have contributed to
-We do not learn from experience... we
challenges in its effectiveness.
learn from reflecting on experience.
CONCLUSION: THE FUTURE OF SOCIAL
-John Dewey.
STUDIES EDUCATION IN THE
PHILIPPINES

The MATATAG Social Studies curriculum What is Reflective Learning?

represents a significant step forward,
A way of allowing you to step back from a
focusing on developing well-rounded,
learning experience to help you develop
informed, and engaged citizens. It's crucial
critical thinking skills and improve on
for educators, policymakers, and
future performance by analysing the
stakeholders to support its implementation
experience
for a brighter future of Social Studies
education in the Philippines. What are reflective learning strategies?
Reflective learning strategies include
The MATATAG Curriculum aims to
journaling, descriptive writing,
empower Filipino learners to become active
conversations with a group of people, and
and responsible citizens.
pausing to absorb and digest information.
Additionally, reflective learning can be done
through linking new material to past
METACOGNITIVE AND
experiences.
CONSTRUCTIVIST APPROACH
Benefits of Reflective Learning
METACOGNITIVE APPROACH- The
teaching process brings the learner to the ➢ Critical thinking, self-awareness,
process of thinking about thinking. The and continuous improvement
learner reflects on what he learned and on ➢ Better performance: Improve reading
his/her ways of learning comprehension and writing
performance
➢ Evaluate their strengths and
METACOGNITION EXAMPLES: weaknesses, set goals for their
learning, and monitor their progress
• PLANNING LEARNING TASKS
➢ Make connections between new
• SELF-ASSESSMENT
information and their existing
• REFLECTION
knowledge, leading to a deeper
• PROBLEM-SOLVING understanding of the material.

CONSTRUCTIVIST PPROACH
BLENDED Classroom Learning Online
The student are expected to construct Learning
knowledge and meaning out for what they
are taught by connecting them to prior BLENDED LEARNING- It is a teaching
experience. method that combines traditional
classroom instruction with online learning.

-It is also known as hybrid learning, mixed

learning or b-learning.
 BLENDED LEARNING HOW DOES IT ❖ In the classroom, students discuss
WORK? the topic and clarify doubts with the
support of teachers and peers
❖ Students may study theory
independently online, then apply it in
class through activities.
Partner Learning
❖ Students may rotate between online
and in-person learning. -Partner learning involves students
❖ Students may learn independently working in pairs to learn and support each
online, while teachers are available other's understanding, fostering
on-site. collaboration and peer instruction, which
can lead to improved learning outcomes.
BENEFITS AND CHALLENGES
-Partner learning is a pedagogical approach
where students are paired to work together
➢ Learning offers flexibility provides on learning activities.
personalized
➢ Learning paths, gives access to
variety of online resources, and Benefits of Partner Learning
prepares students for success in
• Improved Learning Outcomes:
digital world.
• Increased Engagement:
Requires stable- internet access, may • Enhanced Communication Skills:
present technological barriers, and • Development of Social Skills:
requires students to be self-motivated and • Personalized Learning:
disciplined.

Example of Partner Learning:

MODELS OF BLENDED LEARNING • Partner Reading
• There are many models of blended • Peer- tutoring
learning, including the FLEX MODEL, • Collaborative projects
ROTATION MODEL, FLIPPED
CLASSROOM, and more. Context in Education

In contemporary education, partner

FLEX MODEL learning is integrated into various
pedagogical frameworks. It supports
❖ Students can choose from a variety of differentiated instruction and helps
learning materials. accommodate diverse learning styles in
Students can work at their own pace. classrooms.

❖ This model can provide a more

personalized learning experience. DEDUCTIVE METHOD AND INDUCTIVE
ROTATION MODEL METHOD

❖ Students rotate between stations, INDUCTIVE METHOD: LEARNING

such as online learning, face-to-face THROUGH DISCOVERY- The inductive
interactions, and peer discussions. method focuses on helping students infer
rules through observation. Instead of
FLIPPED CLASSROOM explicitly stating a grammar rule, the
❖ Students are introduced to a portion teacher provides examples, allowing
of material in advance students to recognize patterns and
formulate the rules themselves.
ADVANTAGES OF THE INDUCTIVE IMPORTANCE OF DEDUCTIVE AND
METHOD: INDUCTIVE METHOD

• Active Learning: Students play an ❖ The inductive and deductive methods

active role in the learning process. offer complementary approaches to
• Better Retention: Discovering rules teaching. While the inductive method
independently leads to longer-lasting promotes discovery and critical
understanding. thinking, the deductive method
• Critical Thinking: Encourages ensures clarity and efficiency.
analytical skills as students patterns ❖ By understanding their strengths
and draw conclusions. and limitations, educators can
• Engagement: Learners are more design lessons that are engaging,
involved, making lessons interactive. effective, and tailored to the needs of
their learners.

CHALLENGES OF THE INDUCTIVE

METHOD: INDIRECT/GUIDED AND
EXPLORATORY APPROACH
• Time-Consuming: Identifying rules
through examples requires more -this approach puts the student at the
time. center of the learning process. Instead of
• Potential Confusion: Learners may directly telling students information,
struggle without adequate guidance, teacher they act as facilitator.
especially beginners.

INQUIRY METHODS
DEDUCTIVE METHOD: LEARNING
THROUGH EXPLANATION- The deductive It is a specific type of exploratory
method, by contrast, involves explaining approach that emphasizes the process of
rules directly, followed by practice asking questions and seeking answer.
exercises. This traditional approach is
systematic and straightforward, focusing
on clarity from the start. TYPES OF INQUIRY

ADVANTAGES OF THE DEDUCTIVE STRUCTURED INQUIRY

METHOD: Teachers provide a question and guide
students through the investigation
process.
• Clarity: Learners receive a clear
understanding of rules upfront.
• Time Efficiency: Ideal for covering GUIDED INQUIRY
more material in limited time.
Teachers provide a question,but students
• Confidence Building: Beginners feel
have more freedom in how they investigate.
reassured with structured guidance.

CHALLENGES OF THE DEDUCTIVE OPEN INQUIRY

METHOD:
Student develop their own questions and
• Passive Learning: Students may rely investigate them independently.
too heavily on teacher explanations.
• Limited Engagement: Lacks the
interactive element of discovery.
 A problem solving method is a process for
finding a solution to a problem. It can be
used to solve personal or professional
INTEGRATED APPROACH problems.
-The integrated approach is Problem solving
intradiscipilinary, interdisciplinary, and
Problem solving is the process of identifying
transdisciplinary.
an existing problem, determining the root
-In an integrated approach, there are no cause or causes of the problem, deciding
walls that clearly separate one subject from the best course of action in order to solve
the rest. the problem, and then finally implementing
it to solve to problem.

INTRADISCIPILINARY APPROACH
Evolution of problem solving approach
-the subdisciplines are integrated within a
subject ➢ William James in 1907, advocated
problem solving as a field of inquiry
into human problems.
INTERDISCIPLINARY APPROACH

-(CBI) concepts and skills of different

Evolution of problem solving approach
subject areas are integrated
➢ John Dewey "REFLECTIVE
THINKING"
TRANSDISCIPLINARY APPROACH
• Identifying and formulating problem
-transdisciplinary approach to integration,
teachers organize curriculum around • Collecting facts that lead to solution
students' questions and concerns. • Examining each solution
Students develop life skills as they apply
interdisciplinary and disciplinary skills in a
real life Steps in a problem solving method
-transdisciplinary approach to 1. Identify the problem - Define the
integration, teachers organize curriculum problem and its cause
around students' questions and concerns. 2. Generate solutions - Come up with
Students develop life skills as they apply possible solutions
interdisciplinary and disciplinary skills in a 3. Evaluate solutions - Consider the
real life options and choose the best one
Problem- Based Learning (PBL)- It is the 4. Implement the solution - Put the
learning that results from the process of chosen solution into action
working toward the understanding of the 5. Evaluate the results - Determine if
resolution of a problem. This is also known the solution worked
as project based learning or place- based
learning. In project- based learning, Problem solving techniques
students tackle a local problem.
❖ Brainstorming: A roup activity that
encourage screative thinking and
PROBLEM SOLVING METHOD sharing of ideas
❖ 5 Whys: A technique that involves
A problem solving method is a process for repeatedly asking "why" to identify
finding a solution to a problem. It can be the root cause of a problem
used to solve personal or professional
problems.
 ❖ Polya's method: A four-step method Project method of teaching
that involves understanding the
The project method of teaching is a
problem, making a plan, executing
student-centered approach to learning that
the plan, and reflecting
involves students choosing and solving
George Polya problems. It's based on the idea that
students learn best when they're actively
Designed a four-step method to solve all
engaged in real-world activities.
kinds of problems
How it works?

• Students choose a problem to solve

The four C's of problem solving
from a list of projects or situations
• Critical thinking • Students plan and execute activities
• Creativity to solve the problem
• Collaboration • The teacher acts as a guide, helping
• Communication students learn at their own pace

Benefits

Critical thinking- Critical thinking is the • Students develop creative thinking

practice of solving problems, among other skills
qualities. • Students learn to work in teams
• Students develop confidence and a
Creativity-Creativity is the practice of
sense of responsibility
thinking outside the box.
• Students learn to apply their
Collaboration-Collaboration is the practice knowledge in real-world situations
of working together to achieve a common
goal.

Communication- Communication is the Cooperative Learning

practice of conveying ideas quickly and What is Cooperative Learning?
clearly.
-Cooperative learning is the process of
breaking a classroom of students into small
PROJECT METHOD groups so they can discover a new concept
together and help each other learn content.
The project method was originally
associated with John Dewey -By using Cooperative learning students
are exposed to real world strategies in the
classroom.
Project method -Cooperative learning is an instructional
❖ The Project method emphasizes strategy that divides students into teams.
active learning by association and Within the teams, the students all share
mutual cooperation of a group of different roles
peers to complete a specific project
effectively.
❖ It was popularized by American
pedagogue WilliamHeard
Kilpatrick (1871-1965)
 Types of Cooperative Learning ❖ Positive Interdependence-Students
have the sense that they're in this
Cooperative learning can take place in any
together, feeling that each member's
of three common types of learning groups:
individual effort will not only help
❖ Informal cooperative learning him/her, but the whole group.
groups, which may last for only a ❖ Individual Accountability- Each
portion of a lesson or class session student is accountable for their own
❖ Formal cooperative learning contribution to the group. Clearly
groups, which last for one class described goals ensure that each
session or one or more weeks student knows what she is
❖ Cooperative base groups, which last responsible for and what the group is
for at least one year responsible for.
❖ Group Processing- Students are
Examples of Cooperative Learning:
given a means for analyzing their
group for how well the group has
learned and whether or not
1. Think-Pair-Share
collaborative skills are being used.
pair up the students with their classmates
and they share their thoughts. They try to
Peer Tutoting/Peer Teaching
build on each other's ideas, clarify any
misunderstandings, and challenge each History of Peer Tutoring
other's assumptions. Finally, they present
Peer teaching is not a new concept. It was
their findings to the class
First Organized as a theory by Scotsman
2. Case Studies Andrew Bell in 1975, later implemented
into French and English schools in the 19th
case studies are a great way for students to
Century. Over the past 30-40 years, peer
work together, learn from each other, and
teaching is financially efficient methods of
develop important skills that will serve
teaching.
them well in their academic and
professional lives. What is Peer Tutoring? Peer tutoring is a
flexible, peer-mediated strategy that
3. Jigsaw Reading
involves students serving as academic
An effective way to encourage interactive tutors and tutees. Typically a higher
learning and team building. It allows performing student is paired with a
students to work collaboratively to analyze lower performing students to behavioral
complex texts and to develop a deeper concepts.
understanding of the material.
Models of Peer Tutoring
4. Debate Teams
❖ Class-wide Peer Tutoring- This
These activities provide a safe space for method involves sectionalizing the
individuals to explore controversial topics whole class into groups of two or five
and develop their own opinions, while also as a maximum. These groups must
learning how to listen to and understand contain students of differing
the perspectives of others. academic abilities, and anyone can
assume the tutor or tutee status.

Elements of Cooperative Learning ❖ Cross-Age Peer Tutoring- An older

student is assigned as a tutor to a
❖ Face-to-Face Interaction- Students
younger student, and their positions
are promoting each others learning
do not change. The older student
through face-to-face activities where
remains the tutor while the younger
they discuss and explain
student remains the tutee.
assignments topics with each other.
 ❖ Peer Assisted Learning Strategies Disadvantages of Peer Tutoring
(PALS)-In this model, the teacher
Parents Resistance Some parents do not
peers two students in the same
simply believe that another student can
group. They don't necessarily need to
teach their kid properly. Although this
have differing ability levels, but the
argument is a little typical, it is not
sole aim is to help each other in
unfounded.
different subjects where one is doing
better than the other. The role of Lack of Social Development
tutor and tutee can also change here
Since they are meeting with one student all
depending on the subject being
the time, the tutee may not have ample
taught.
space to develop themselves socially. They
have no time to meet and interact with
❖ Reciprocal Peer Tutoring- So many
other tutors, which can adversely affect the
questions on 'what is reciprocal peer
results the whole concept is aiming for.
tutoring" have gone around, and
seeing as it is a popular model, that Student May Not Pay Attention Simply
is understandable. This method because this is an arrangement between
involves peering two or more peers, it is obvious why attention may not
students together, and they alternate be on academic activities most of the time.
the roles of tutor and tutee. Each
Scheduling DifficultiesFinding time to do
student can prepare instructional
this might be extremely difficult, especially
materials to help them understand
during school hours. This problem
the subject better.
becomes even more glaring when the tutee
is a student with low academic ability.

Advantages of peer Tutoring

Improved Attitude To Learning Being Program in MATATAG CURRICULUM

taught by peers breaks down the usual
barrier facing some pupils. They see their
fellow students as colleagues and are free What is MATATAG Curriculum?
to ask more questions, make small talk,
and be themselves during lessons.
MAke the curriculum relevant to produce
Higher Achievements For low-performing
job-ready, active and responsible citizens.
students, being personally engaged with
the tutor can help them become better TAke good care of learners by promoting
academically. learner well-being. inclusiveness learning
and positive learning environment.
Personalized Learning As students age,
they start to need more attention, and this TAke steps to accelerate the delivery of
peer tutoring provides them with the one- basic education services and provision
on-one teaching they facilities.

need. Give support for teachers to teach better.

Confidence As a tutor, you gain confidence

and a better grasp of the subject you've
been paired to teach. Phil Collins said, 'In
learning, you will teach, and in teaching.
you will learn."
 The MATATAG Curriculum Goals GMRC Curriculum Goals

Current Curriculum ❖ To teach learners how to respectfully

engage various relational dynamics
❖ Mother Tongue
in a changing world.
❖ Filipino English
❖ Be inclusive citizens of their
❖ Mathematics
communities and the world
❖ Araling Panlipunan
❖ МАРЕН
❖ ESP Features of MATATAG Curriculum

✓ Focus on foundational skills

✓ Decongested Curriculum
MATATAG Curriculum
✓ Balanced cognitive demands
❖ LANGUAGE ✓ Clearer articulation of 21st Century
❖ READING AND LITERACY skills
❖ MATHEMATICS ✓ Reduced learning areas
❖ MAKABANSA ✓ Intensified values education and
❖ GMRC strengtened peace education
✓ On a par with international
standards
Language Curriculum Goals

Emphasis to the development of oral

language skills for communication in the
learner's first language.

Reading and Literacy Curriculum Goals

❖ Equips learners with a strong

foundation in reading skills,
comprehension, and critical
thinking.
❖ Fosters a love for reading

Mathematics Curriculum Goals

Equips students with problem-solving

abilities, logical reasoning skills and the
capacity to think analytically.

Makabansa Curriculum Goals

Weaves vital content and skills from Civics,

Arts and Culture, History and Physical
Education and Health

Araling Panlipunan Curriculum Goals

Payayabungin ang NASYONALISMO,

PATRIOTISMO. at KAGALINGANG
PANSIBIKO bilang isang Pilipino, Asyano,
at mamamayan ng daigdig.