OTHER APPROACHES(Teaching Approach, Strategy, Method and Technique)

OTHER APPROACHES:

• Blended LearningB• Reflective TeachingR• Metacognitive ApproachM• Constructivist ApproachC• Integrated ApproachI

(B) Blended Learning

Learning that is facilitated by the effective combination of different modes of delivery, models of teaching and styles of learning, and is based on transparent communication amongst all parties involved with a course.

(Heinze, Procter, 2004)

“integrative learning”, “hybrid learning”, “multi-method learning”.

It combines classroom learning, mobile learning, and on-line learning.

Through analysis

• New learning and ideas can be constructed.

Through reflection

• The experience acquires meaning, hence the teacher/student is able to formulate his/her own concepts that can be applied to new learning situations.

(R) Reflective Teaching

students/teachers learn through an analysis and evaluation of past experiences

Allocate sufficient time for reflection.

Schedule a short briefing activity so as to

recapture the experience and think

about it.

The teacher serves as facilitator and guide in developing the skill in

analyzing a past learning experience.

Encourage the students to recount the

experience to others, thereby strengthening

the insights gained.

Attend to feelings especially the positive

and pleasant ones.

Evaluate the experience in the light of the learner’s intent.

Guidelines for the Effective Use of Reflective Teaching/Learning

Reflective Teaching Strategies

Self-analysis• Keep a record of

his/her success or failure in employing a strategy, problems and issues confronted, and significance of learning events that occurred

Writing Journals• Includes: a) a

description of the teaching/learning event, b) outcomes of the event, c) value or worthiness of the outcomes and d) causes of success or failures.

Keeping a Portfolio

• Includes a student’s first-hand observations and personal knowledge that will be needed on analyzing changes in values being developed.

• helps students to understand the meaning and effect of their contributions.

The experiential learning process

of reflection

• one borne out of experiences that have been deeply thought of, analyzed and evaluated.

Learning that results from

reflective teaching

Take Note:

(M) Metacognitive Approach

(“meta” means beyond) an approach that goes beyond cognition. It is an approach that makes students think about thinking.

Making the students conscious of their thought processes while they are thinking; allowing them to think aloud.

“students learn more effectively when they are aware on their learning of how they learn and know how to monitor and reflect” (Linda Darling-

Hammond and colleagues, 2008)

“effective problem solvers subvocalize, that is they talk to themselves frequently” (Orlich, 1994)

Students describe what is going on in their mind; Students identify what is known in a situation or problem

(C)CONSTRUCTIVIST APPROACH

“students come to the classroom with prior understandings and experiences and to promote student learning, teachers must

address and build upon this prior knowledge” (Linda Darling-Hammond, 2008)

Learning is an active process that results from self-constructed meanings

Anchored on the belief that ever individual constructs and reconstructs meanings depending on past experiences.

Instructional Characteristics

Teaching is not considered as merely transmitting knowledge and information

(facts, concepts and principles) but rather as providing students with

relevant experiences from which they can construct their own meaning.

Constructivism is anchored on the assumption that “the absorption or

assimilation of knowledge is somewhat personal and therefore no two learners can build up the

same meaning out of one situation”.

The teacher’s role is to facilitate learning by providing opportunities for a

stimulating dialogue so that meanings could evolve and be constructed. She guides the students through skillful

questioning and appropriate cognition processing.

The instructional materials include learning activities and events

rather than fixed documents (laws, principles) that almost always are learned unquestioned and simply

recalled.

Lessons are activity-centered in order for them to experience or gain personal knowledge through active

involvement. Participation with understanding enables them to “live

through” a learning episode.

Reflection is an important activity wherein the learner recaptures an

experience, thinks about it and evaluates it.

Plan learning activities that will develop critical thinking skills,

creativity and innovativeness such as performing own experiments and

in-depth investigations.

Since construction and reconstruction of meanings is an

active and uniquely individual process, students must be

encouraged to work independently.

Instructional Characteristics

Guidelines for Its Effective Use

Encourage students to take their own initiative

in undertaking a learning activity, to develop self-

directed learning.

Respect and accept the student’s own ideas, to

enhance self-confidence.

Ask the students to recall past experiences, analyze and see a

connection with the new learning event.

Note: Experience alone may not result to learning. It is recall and objective evaluation that results in new

understandings.

(I) Integrated Approach

Interdisciplinary, interdisciplinary and

transdisciplinary

Intradisciplinary Approach – the subdisciplines are integrated within a subject area

Listening

Reading

Writing

SpeakingLanguage Arts

Algebra

ProbabilityGeometry Math

Interdisciplinary Approach – (CBI) concepts and skills of different subject areas are integrated

Science Language

Science concepts,

writing skills,

research skills,

reading skills

Social Studies Science

Research skills,

Critical thinking,Scientific processes

• teachers organize curriculum around students’ questions and concerns

• Students develop life skills as they apply interdisciplinary and disciplinary skills in a real-life context.

Transdisciplinary Approach

• learning that results from the process of working toward the understanding of the resolution of the problem; also known as project-based learning or place-based learning (students tackle a local problem)

Problem-based Learning (PBL)

Steps in Planning a Project-based Curriculum

Teachers and students select a

topic of study based on students’

interests, curriculum

standards, and local resources.

Teachers and students select a

topic of study based on students’

interests, curriculum

standards, and local resources.

Students share their work with others in a culminating activity. Students display the

results of their exploration and

review and evaluate the project.

Appropriate Learning Activities in the Different Phases of the Lesson

Introductory Activities

(Starters / Unfreezing Activities)

• KWL (Know, What to Know, Learned)

• Video clips / editorial / cartoon or comic strip that relates to content/topic

• Posing a scientific problem an require the students to formulate a hypothesis

• Game• Simulation• Puzzle, brain teaser• Mysterious scenario• Song (+analysis)• Picture without a caption• Quotable quote• Anecdote• Compelling stories from history /

literature related to the course content

• Current events to introduce curricular topic

• Diagnostic test• Skit, role playing• Voting• Rank ordering• Values continuum• Devil’s advocate• Conflict story• Brainstorming• Buzz session• Interactive computer games• Question and answer• Anticipation guide

Developmental Activities

For date gathering

For organizing

and summarizing

• Interview • Library research• Internet research• Reading• Lecture• Inviting resource speaker• Field trip

• Experiment• Panel discussion• Hands-on learning• Case study

• Using graphic organizers• Jingles, rap, song• verses• acrostic• powerpoint presentation

For Application

/ Creative Activities

For Concluding

Activities

• solving real-word problems• performances and

demonstrations of skill mastery• authentic projects• portfolios of students’ best work

and work in progress• letters to the editor• powerpoint presenations• brochures

• writing and performing a song,

rap, musical• news report for a local news

program• television talk shows• mock debates and mock trials• mock job interviews• personal narratives• cartoons, comic strip• organizing a symposium

• finish and review the KWL chart

• “passport to leave”• Journal writing at the end of

the period• Preview coming attractions• 3/2/1 countdown

• Using analogies• Completing unfinished

sentences• Synthesize or summarize a

lesson

Characteristics of Effective Teaching Methods

Effective Teaching Methods

InteractiveInnovativ

e

Integrative

Inquiry-basedCollaborative

Constructivist

Varied