Multi-Grade Teaching Strategies PDF

What is Multi Grade Teaching? 'Multi' means plenty, many, or more than one. The word 'grade' means level. Multigrade, therefore, means many grades. Multigrade teaching is a situation in which one teacher has to teach many grades, all at the same time. It happens in all...

What is Multi Grade Teaching? 'Multi' means plenty, many, or more than one. The word 'grade' means level. Multigrade, therefore, means many grades. Multigrade teaching is a situation in which one teacher has to teach many grades, all at the same time. It happens in all schools where there are more grades than teachers. Challenges of Multigrade Teaching and ways to overcome them 1. Few materials are available for multigrade teaching. 2. Planning can be very time consuming. 3. Physical conditions may be unattractive. Some classrooms are very small and over crowded. 4. Stakeholders may have reservations about multigrade teaching. 5. Isolation of teachers may lead to frustration. Challenges for Teachers in Teaching Multi-Grade Classes 1. Curriculum Preparation It requires extensive preparation and adaptation of learning materials for multiple grade levels. 2. Understanding Learner Development Demands careful study of varying developmental stages and selection of effective, adaptable Strategies. 3. Classroom Organization Requires greater investment in organizing a multifunctional learning environment.  4. Time Management Balancing time between different grade levels can be challenging, as each group may need specific attention and support. 5. Documentation and Tracking Requires detailed and systematic tracking of student progress and curriculum implementation across multiple grades Roles of Teacher in multigrade Class 1. As a Teacher - Ensures all students understand content, regardless of grade level 2. As a Facilitator- Creates an environment where students actively participate and learn from each other. 3. As a Planner - creates flexible activities that meet the objectives of the curriculum for a range of children. 4. As an Evaluator - Monitors individual and group achievements to guarantee comprehension at all levels. 5. As a Material Designer- prepare resources that support both independent and group learning. 6. As an Action Researcher - Collects and analyzes data to enhance classroom practices. 7. As Contact with the Community - Engages community resources and knowledge to enhance Cthe learning experience. Implications Of Multigrade Classes Compared To Single-Age Classes 1. Teaching and Learning Dynamics 2. Academic Outcomes and Curriculum Flexibility  3. Teacher Workload and Skill Requirements 4. Community and School Size Impact 5. Assessment Challenges and Student Progress Tracking Opportunities of multigrade classes 1. Peer Learning Students learn from each other, with older students reinforcing skills by teaching younger peers and younger ones exposed to advanced concepts early. 2. Individualized Learning and Self-Paced Progress Teachers can tailor instruction to meet individual students’ needs, allowing students to progress at their own pace. 3. Fostering a Growth Mindset The diverse learning levels in a multigrade class encourage students to see learning as a continuous journey, not a competition. 4. Resource Efficiency Useful in smaller schools, multigrade classes maximize resources by combining students, often creating a tight-knit community. 5.Long-Term Observation of Student Growth This continuity can lead to early identification of learning challenges and strengths. Learner-centered instruction  Empowers learners to participate actively in the learning process. Unlike more traditional teacher-centered approaches which focus on the instructor, this model places the learner at the center of the learning process. The role of the instructor goes beyond transmitting knowledge, as they take on the responsibility of facilitating active learning experiences for the learners. At the same time, learners take on a more proactive role, influencing course content and activities and actively reflecting on their learning. The Philippines has many learning situation challenges, including: Learning poverty: 91% of children in late primary school are not proficient in reading. Low completion rates: Only 67% of students who start Grade 1 finish Grade 6, and 40% finish high school. Lack of resources: There is a shortage of teachers, books, equipment, and rooms. Lack of trained teachers: There is a shortage of properly trained teachers. Outdated teaching methods: Teaching methods are outdated. Limited attention to social and emotional skills: There is limited attention to the development of children's social and emotional skills. Inequitable access to quality education: There are disparities in access to higher education for the less affluent. Pandemic-related challenges: The pandemic led to school closures and a transition to online classes, which left over a million students unable to enroll. What are the Measures and Ways to address diversity in heterogeneous classes. Diversity - According to the Oxford English Dictionary, “diversity” is defined as “the practice or quality of including or involving people from a range of different social and ethnic backgrounds and of different genders, sexual orientations, etc. Heterogeneous- Heterogeneous grouping is when students are mixed in a group, regardless of any shared characteristics. What are the Measures to address diversity in heterogeneous classes. 1. Get to know your students-Take the time to learn about each student’s cultural background, hobbies, learning styles, and what makes them unique. 2. Maintain consistent communication-Teachers should also continue to maintain ongoing communication throughout the semester or school year. 3. Acknowledge and respect every student-Acknowledging these differences and creating a safe space for discussion helps promote understanding in the classroom and beyond. Learning how to talk about other cultures in a respectful, mature way is essential for success in life outside the classroom. 4. Incorporate diversity in Lesson plan-The classroom environment is important for fostering cultural awareness, but you also should ensure diversity is represented in your actual lesson plan. 5. Give Students Freedom and Flexibility-Teachers often feel like they need to take on a strict, authoritative approach when it comes to managing their classroom. The most valuable lessons are often learned through a student’s own experiences, so giving them  some freedom in the course encourages more connection to the curriculum. Here are some ways to address heterogeneous groupings of students: 1. Provide a multiple means of representation: Offer a range of study materials or alternatives for the representation of information. 2. Develop curricular materials: Create materials that support students with different abilities. 3. Use group work: Have students work in pairs or groups to answer questions. You can also try interdisciplinary group work that takes advantage of each student's strengths. 4. Monitor group formation: Make sure each group contains students with a mix of abilities. 5. Use the chalktalk method: Have students work silently on collaborative activities for a few minutes, then come together to discuss their answers. 6. Have an accepting mindset: Ensure that students with different backgrounds and prior knowledge don't feel ignored. Analyzing various learning situations where learner-centered instruction can be effectively applied: 1. Collaborative Learning- Students work in groups to achieve common goals or complete tasks.  2. Active Learning- Students take control of their learning through reflection and action, rather than passively consuming content. 3. Inquiry-Based Learning- Students are engaged in problem solving, critical thinking, and questioning. 4. Personalized learning- Individualized plans based on students' strengths, needs, and interests. 5. Project-Based Learning (PBL)- Involves students designing, developing, and constructing hands-on solutions to a problem. 6. Problem-based learning- Students learn by solving real-world problems, identifying what they know, and applying their knowledge to find solutions. 7. Experiential Learning- Learning through experience, often outside the classroom. 8. Technology-Enhanced Learning- Utilizing technology to facilitate learning. LEGAL BASES Republic Act No. 10533 - Enhanced Basic Education Act of 2013 A. The curriculum shall be learner-centered....an approach to education that puts the needs and interests of the students at the center of the teaching-learning process. DO no. 10 s. 2024 - Policy Guidelines on the Implementation of the MATATAG Curriculum  A. The New MATATAG Curriculum underscores learner- centeredness and flexibility, in accordance with Republic Act No. 10533. WHAT IS ALS? It is a parallel learning system in the Philippines that provides a practical option to the existing formal instruction. ALS includes both the non-formal and informal sources of knowledge and skills. Established by the government to provide all Filipinos the chance to have access to and complete basic education in a mode that fits their distinct situations and needs. Who are the target learners in the ALS? Adults - Filipinos aged 18 years old and above who were not able to begin or continue basic elementary or secondary) education in formal school. Out-of-school children in special cases - children in the official school age who are not enrolled in elementary or secondary school due to special cases such as economic, geographic, political, cultural, or social barriers, including learners with disabilities or conditions, indigenous peoples, children in conflict with the law, learners in emergency situations, and other marginalized sectors. What are the legal basis of ALS?  1. The 1987 Philippine Constitution provides for the recognition and promotion of other forms of education other than formal education. Article XIV, Section 2: Paragraph (1) declares that “the State shall establish, maintain and support a complete, adequate and integrated system of education relevant to the needs of the people and society”; Paragraph (4) concisely encourages “non-formal, informal and indigenous learning systems as well as self-learning, independent and out-of-school study programs particularly those that respond to community needs.” 2. Republic Act 9155 (The Governance of Basic Education Act) Stipulates the establishment of the Alternative Learning System (ALS) to provide out-of-school children, youth and adults population with basic education. 3. Republic Act No. 11510 (An Act Institutionalizing the Alternative Learning System in Basic Education for Out-of-School Children in Special Cases and Adults, and Appropriating Funds Therefor) which provides the much needed support to further expand and strengthen the implementation of ALS throughout the country. What is the difference between the Formal Education System and the Alternative Learning System (ALS) Non-formal Education? Formal Education System Classroom-based Managed by trained formal school teachers. ALS Non-formal Education Outside the classroom, community-based, usually conducted at community learning centers, barangay multi-purpose hall, libraries or at home Managed by ALS learning facilitators, such as mobile teachers, district ALS Coordinators, instructional managers at an agreed schedule and venue between the learners and facilitators. WHAT ARE THE ADVANTAGES AND DISADVANTAGES OF ALS? ADVANTAGES OF ALS 1. Accessibility ALS provides opportunities for marginalized and disadvantaged sectors of society to receive education. It is particularly beneficial for individuals in remote or underserved areas where formal schools may be limited. 2. Flexible Learning The program offers flexibility in terms of time and learning pace, allowing learners to study while balancing other responsibilities such as work or family obligations. 3. Empowerment By acquiring basic education and skills, learners are empowered to pursue further education vocational training, or better job opportunities, contributing to their economic and personal growth. DISADVANTAGES OF ALS  1. Teacher Training and Support The facilitators of learning support aids for ALS may not receive the same level of training and professional development as formal school teachers, which can affect the delivery of lessons. 2. Social Stigma There can be a social stigma associated with non-formal education, leading some ALS learners to feel less confident or stigmatized compared to those who attend formal schools 3. Low Completion Rates Despite the program’s availability, some learners face challenges such as poverty, work commitments, and family obligations that hinder them from completing the program or continuing to higher education. WHAT IS DISTANCE LEARNING? Distance learning, also known as distance education, is an educational Approach that allows students to learn remotely, away from traditional Classroom settings. MAIN TYPES OF DISTANCE LEARNING: 1. Synchronous Distance Learning-Real-time online learning (video conferencing). 2. Asynchronous Distance Learning-Self-paced online learning (pre-recorded lectures).  3. Blended Learning-Combination of online and traditional face-to- face instruction. 4. Online Learning-Fully online courses/programs. 5. Mobile Learning-Learning via mobile devices. CONCEPT AND CONTEXT OF DISTANCE EDUCATION AS AN ALTERNATIVE LEARNING MODE OF DIVERSITY Concept of Distance Education Distance education, also known as distance learning, is an alternative learning mode that provides educational opportunities to students who are physically separated from instructors and traditional classroom settings. It utilizes various technologies, such as online platforms, digital materials, and communication tools, to deliver educational content and facilitate interaction. Context of Distance Education Distance education has emerged as a vital alternative learning mode in response to: 1. Globalization and technological advancements-Increased access to technology and internet connectivity. 2. Diversification of student populations-Working professionals, rural communities, students with disabilities. 3. Flexibility and accessibility-Meeting diverse learning needs. 4. Cost-effectiveness-Reducing educational costs. 5. Pandemics and crises-Ensuring continuity of education. WHAT ARE THE ADVANTAGES AND DISADVANTAGES OF DISTANCE EDUCATION OR DISTANCE LEARNING Advantages 1. Greater Flexibility 2. No Commuting 3. Significant Cost Savings 4. Convenient Learning Disadvantages 1. Lack of Social Interaction 2. High Chances of Distraction 3. Complicated Technology 4. Questionable Credibility of Online Degrees HOW DO WE INTEGRATE MEDIA TECHNOLOGY IN DISTANCE LEARNING? Integrating technology and media in a learning process will provide convenience and benefits not only to teachers but also to students. Both teachers and students will be facilitated in learning that involves reading, writing, listening and listening to material. How can you use technology to enhance distance learning for students?  1. Choose the right tools 2. Design engaging activities Use mobile-friendly apps - Allow students to access course materials, participate in discussions, and complete assignments on their smartphones or tablets. Use gamification - Make learning more enjoyable and motivate students with educational games, quizzes, and rewards. Use multimedia - Present content in different formats, such as videos, podcasts, infographics, or animations. 3. Support your students 4. Evaluate and improve 5. Collaborate with others 6. Model best practices PROD ED What is Learning? Learning is described as the process of having one's behavior modified, more or less permanently, by what he does and the consequences of his action, or by what he observes. According to S.P. Robbins, "Learning is any relatively permanent change in behavior resulting from experience. According to Scott Miller, "Learning is a change that occurs in response to thinking or other sensual stimuli What is Learning Theories?  Describes how students receive, process, and retain knowledge during learning. Cognitive, emotional, and environmental influences, as well as prior experience, all play a part in how understanding, or a world view, is acquired or changed and knowledge and skills retained. They are sets of conjectures and hypothesis that explain the process of learning or how learning takes place. Principles of Learning Learning by doing is more effective than just sitting and listening Concepts should be presented in varied or different ways Learning is aided by formulating and asking questions Effort is put forth when task are challenging The principle of readiness is related to the learners stage of development A. Behavioral/Learning Theory It operates on a principle of Stimulus Response Prefers to concentrate on actual or observable behavior 1. Ivan Petrovich Pavlov Classical means in the established manner Individual learns when a previously neutral stimulus is repeat Classical conditioning as a three-phase process  Classical conditioning if often described as a learning process that occurs in a series of three phases or stages - before conditioning, during conditioning and after conditioning. Five key terms are used to explain the entire process and are applied whenever describing or analyzing any simple response or more complex behavior acquired through classical conditioning. 2. EDWARD LEE THORNDIKE Connectionism means learning by selecting and correcting Connectionism. Puts more emphasis on the organism not limiting himself to the association between the stimuli and the response Thorndike states that learning is process between stimulus and respond. This theory have three main concept those are Law of Readiness Law of Exercise) and Law of Effect. In journey of his thought about this theory, Thorndike adds some law in his theory and modifies some of element in it 3. B.F. Skinner's Operant Conditioning and Reinforcement What is Skinner's theory of learning? The theory of B.F. Skinner is based upon the idea that learning is a function of change in overt behavior. Changes in behavior are the result of an individual's response to events (stimuli) that occur in the environment... Reinforcement is the key element in Skinner's S-R theory Reinforcers Any consequence that strengthen a behavior  o Primary Reinforcer o Secondary Reinforcer o Positive Reinforcer o Negative Reinforcer Reinforcement- satisfying consequences Any consequence that strengthen a behavior o Verbal o Physical o Non-verbal o Activity o Token o Consumable 4. Albert Bandura- Social/ Observational Learning Theory Emphasizes the importance of observing, modelling, and imitating the behaviors, attitudes, and emotional reactions of others. Social learning theory considers how both environmental and cognitive factors interact to influence human learning and behavior. Known for his "bobo doll" experiment Models are classisfied as Real Life Symbolic Representational 4 Phases of Observational Learning Attention Rentention Motor Reproduction Motivational Process B. Cognitive Theories and Metacognition Main focus is on memory (the storage and retrieval of information)  Prefer to concentrate on analyzing cognitive processes Believe in the non observable behavior 1. David Ausubel's Meaningful Reception Theory Meaningful learning occurs when new experiences are related to what a learner already knows. May occur through Reception Rote learning Discovery learning 2. Jerome Bruner's Discovery Learning / inquiry Method Learning is more meaningful to learners when they have the opportunity to discover on their own the relationships among the concepts or to actively search for a solution to a problem. 3. Wolfgang Kohlers Insight Learning/Problem solving Theory Insight The capacity to discern the true nature of situation imaginative power to see the true nature of situation Gaining insight is a gradual process of exploring, analyzing, and structuring perception, until a solution is arrived at. 4. Richard Atkinson's and Richard Shiffrin's Information Processing Theory The individual learns when the human mind takes in information (encoding), performs operation in it, stores the information (storage) and retrieves it when needed (retrieval) Stages of Human Memory Sensory Memory Short Term Memory STM Long Term memory LTM 5. Robert Gagnes Cumulative Learning Any task or skill can be broken down to simpler skills which can still be further broken down to move simple tasks or skills. 6. Howard Gardner's Multiple Intelligences Intelligence refers to general mental ability of a person Achievements- refers to the previous learning of a person in a certain subject area. Multiple Intelligence Capacity of a person to process and adapt two or more intelligences. Intelligences Linguistic Logical / Mathematical Musical Bodily Kinesthetic Spatial Interpersonal Intrapersonal Naturalist 7. Kurt Lewin's Field Theory View - focused on the psychological field of life space of an individual Life Space Concept draw accurate conclusions by observing both overt and covert behavior An individual must see things from the subject's point of view at a given moment. 8. Urie Brofenbrenner's Ecological System Theory/Environmental Contexts Learning is greatly affected by the kind of environment we are in. Learners are understood within the context of the environment 9. Lev Vygotsky's Social Constructivism It emphasizes how meaning and understanding grow out of social encounters. Zone of Proximal Development ZPD gap between actual and potential development. 10. David Kolb's Learning Style Learning styles - are tools utilized by learners to cope and adjust to the learning environment. Learning Styles Convergers Assimilators Divergers Accommodators Types of Learners Auditory Learner Visual Learner Tactile Learner Tactile Learner Kinesthetic Learner The 5 stages of Child Development: 1. Newborn development 2. Infancy 3. Early childhood 4. Play age 5. School age Newborn development  This is the first stage of development and stretches from birth to 2 months. Infancy Usually refers to a baby from 3 months to 18 months. Early childhood This development stage ranges between 18 months to 3 years of age. Play age Play age holds an important role in the child's development. School age Ranges between 6 to 12 years as the child progresses through middle childhood and into adolescence. Freud's theory of Psychosexual Development Sigmund freud (1856 to 1939) was the founding father of psychoanalysis, a method for treating mental illness and a theory which explains human behavior. Freud proposed that personality development in childhood takes place during five psychosexual stages, which are the oral, anal, phallic, latency, and genital stages. During each stage sexual energy (libido) is expressed in different ways and through different parts of the body. ORAL STAGE (BIRTH TO I YEAR) IN THE FIRST STAGE OF PSYCHOSEXUAL DEVELOPMENT, THE LIBIDO IS CENTERED IN A BABY'S MOUTH. ANAL STAGE (I TO 3 YEARS) DURING THE ANAL STAGE OF PSYCHOSEXUAL DEVELOPMENT THE LIBIDO BECOMES FOCUSED ON THE ANUS, AND THE CHILD DERIVES GREAT PLEASURE FROM DEFECATING. PHALLIC STAGE (3 TO 6 YEARS) THE PHALLIC STAGE IS THE THIRD STAGE OF PSYCHOSEXUAL DEVELOPMENT, SPANNING THE AGES OF THREE TO SIX YEARS, WHEREIN THE INFANT'S LIBIDO (DESIRE) CENTERS UPON THEIR GENITALIA AS THE EROGENOUS. ZONE. LATENCY STAGE (6 YEARS TO PUBERTY) THE LATENCY STAGE IS THE FOURTH STAGE OF PSYCHOSEXUAL DEVELOPMENT, SPANNING THE PERIOD OF SIX YEARS TO PUBERTY. DURING THIS STAGE THE LIBIDO IS DORMANT AND NO FURTHER PSYCHOSEXUAL DEVELOPMENT.TAKES PLACE (LATENT MEANS HIDDEN). GENITAL STAGE (PUBERTY TO ADULT) THE GENITAL STAGE IS THE LAST STAGE OF FREUD'S PSYCHOSEXUAL THEORY OF PERSONALITY DEVELOPMENT, AND BEGINS IN PUBERTY. Teaching It refers to the management by an instructor situations. Content Knowledge It is an understanding of content and ability to translate into meaningful form for students. Pedagogical Knowledge It is a research-based connections between teaching and learning. Learning to teach is a life-long process. To become an expert teacher is a common multi- faceted process that continuous throughout the individual's professional lifetime. It will require several different kinds of knowledge A. Knowledge of subject matter B. Knowledge about schools and classrooms within them C. Knowledge of students and an understanding of how teacher can help in this process. Lesson Clarity Teachers make their points understandable and explain concepts clearly so their students can follow in a logical step by step order. Student Success Rate Refers to the rate at which the students understand and correctly complete exercises and activities Instructional Variety It refers to the variability or flexibility of delivery during the presentation of the lesson. Teacher Task Orientation It refers to how much classroom time the teacher devotes to the tasks of teaching academic subjects. Engagement in the Learning Process It refers to the amount of time students devote to learning an academic subject. 5 KEY BEHAVIORS CONTRIBUTING TO EFFECTIVE TEACHING 1. Lesson Clarity 2. Instructional Variety 3. Teacher Task Orientation 4. Engagement in the Learning Process 5. Student Success Rate John Dewey According to ________, teaching is considered good when the child is made the center of educative process. James Mursell According to _________ becomes a success teaching when it takes into consideration the different principles. Principle of Context Principle of _____ setting and use of appropriate materials Principle of Evaluation Principle of ______ appraisal Principle of Focus Principle of lesson _____ subject matter / lesson Principle of Socialization Principle of _____ social setting in the classroom PRINCIPLES OF GOOD / SUCCESSFUL TEACHING 1. According to John Dewey: Teaching is considered good when:  The child is made the center of the educative process; It is well-planned; The learner is made conscious of the goals to be accomplished; It provides learning experiences; There is provision to meet individual differences; It utilizes the past experiences of the learner; The learner is stimulated to think and reason; It is governed by democratic principles; The method used is supplemented...by another method and instructional devices; Evaluation is made an integral part of the teaching process and Drill or review is made an integral part of teaching and learning. 2. According to James Mursell: Teaching becomes a success when it takes into consideration the following: A. Principle of Context B. Principle of Focuses C. Principle of Socialization D. Principle of Individualization E. Principle of Sequence F. Principle of Evaluation A. Principle of Context Level I-Textbook only Level II - Textbook together w/ supplemental materials Level III - Non-academic and current materials Level IV- Multi-sensory aids Level V-Demonstration and presentation by experts  Level VI - Field experiences B. Principle of Focus Level I-page assignment Level II - announced topic together with page or chapter references Level III-broad concepts Level IV-specific concepts, problem, skills acquisition C. Principles of Socialization Level I-submission Level II-contribution Level III- cooperation and collaboration D. Principles of Individualization Level I-uniform tasks Level II - homogeneous grouping Level III-contract plan Level IV-individual instruction Level V-large units with optional related activity Level VI - individual undertakings E. Principle of Sequence Level I-logical succession of blocks of content Level II - connecting learning / lesson/course through introductions, reviews Level III- building learner's readiness Level IV-building from emerging meanings F. Principle of Evaluation Level I-Through testing Level II - related to objectives and processes  Level III - total learning process and results Affective Domain The domain that describes the attitudes, feelings and dispositions that learners are expected to develop. Cognitive Domain It describes the knowledge that learners are to acquire. Physical Domain It relates to the manipulative and motor skills that learners are to master. Physical Domain It relates to the manipulative and motor skills that learners are to master. Taxonomy of Objectives 1. Cognitive Domain 2. Affective Domain 3. Psychomotor Domain Remember Recall facts and basic concepts Understand Explain ideas or concepts Apply Use information in new situations Analyze  Draw connections among ideas Evaluate Justify a stand or decision Create Produce new or original work 2. Affective Domain - David Krathwohl Affective Taxonomy Level 1: Receive SWBAT be open to others' encouragement by actively listening to their teammates' supportive comments. Affective Taxonomy Level 2: Respond SWBAT reply to others' encouragement by orally acknowledging them. Affective Taxonomy Level 3: Value SWBAT persuade others why being supportive is important in team activities. Affective Taxonomy Level 4: Organize SWBAT discuss how support and encouragement affects team performance. Affective Taxonomy Level 5: Internalize. SWBAT carry out encouragement to all players during the entire game. 3. Psychomotor Domain - Elizabeth Simpson Origination Adaptation  Complex Overt Response Mechanism Guided Response Set Perception Direct/Teacher-centered approach It is teacher-centered/controlled approach wherein the teachers transmit information directly to the learner. Indirect/Learner-centered approach It is a learner-controlled approach wherein the students search for information. Deductive Method This method begins with a rule or generalization that is applied to specific cases or examples. Demonstration or Showing method "Learning by observation and imitation" Lecture Method It is a teaching procedure for clarifying or explaining a major idea cast in the form of question or problem. Concept development method Subject matter is taught to enable pupils to develop concepts Discovery Method This method refers to an inductive method in guiding learners to discuss and organize ideas and processes by themselves. Inductive Method  This would help pupils discover important rules or truth for themselves through careful observations of specific cases or examples leading to generalizations. Laboratory method This method is effectively used in Science and other related subjects. Problem-solving Method This is an application of John Dewey's reflective thinking theory. This makes use of a problem as a nucleus which will make pupils work toward its solution. Project method This method is characterized by learners planning, directing and executing activities which are purposeful, natural, lifelike and significant. DETERMINING METHODS 1. Factors to Consider in Choosing a Method A. Objectives B. Subject Matter C. Learners D. Educational technology E. Teacher F. School environment G. Safety measures 2. Principles for Determining Method  The method must: Utilize the theory of self-activity Utilize the laws of learning Aid the learner in defining his own purposes Start from what is known already to the students Be based on the accepted, well-integrated educational theory and practice Challenge and encourage the learner to further activities which involve the process of differentiation and integration. Provide opportunity for the learner to ask and answer questions. Be supplemented by other methods. BRAINSTORMING It is a process for generating creative ideas and solutions through intensive and freewheeling group discussion. CONSTRUCTIVIST TEACHING Believes that learning occurs as learners are actively involved in a process of meaning and knowledge construction rather than passively receiving information. COOPERATIVE It is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. DISTANCE LEARNING It is a mode of delivering education and teaching, often on an individual basis, to students who are not physically present in a traditional setting such as a classroom. DALE'S CONE OF EXPERIENCE  A pictorial device that represents bands of experience arrange to degree of abstraction FIELDTRIP It occurs outside the classroom and offers an opportunity for students to get exposure to "real" people and events and the opportunity to make connections with others. METACOGNITIVE TEACHING "Thinking about thinking" Teachers guide learners to become more strategic thinkers by helping them understand the way they are processing information. Teaching Strategies to develop Metacognition: 1. Have students monitor their own learning and thinking 2. Teach students study or learning strategies. PQ4R for older students (to study chapter/unit) Teaching Strategies to develop Metacognition: TQLR - for younger students (before listening to story) MULTIPLE INTELLIGENCES (MI) - Developed by Howard Gardner The theory of multiple intelligences proposes the differentiation of human intelligence into specific "modalities of intelligence", rather than defining intelligence as a single, general ability. PANEL  This consist of a group of three to six persons having a purposeful conversation on an assigned topic with or without active participation audience. PEER TUTORING The assignment of students to help one another on a one-on-one basis or in small groups in a variety of situations. PROBLEM-BASED LEARNING Challenges students to learn through engagement in a real problem. REFLECTIVE TEACHING It is a response to past experience and involves conscious recall and examination of the experience as a basis for evaluation and decision- making and as a source for planning and action. ROLE PLAYING It involves a spontaneous portrayal (action out) of a situation, condition, or circumstance that is similar to real-life. SIMULATION It is an enactment of a make-believe episode as much like the real thing as possible. SMALL-GROUP INSTRUCTION Works best in rooms with movable furniture. It can provide challenges, interesting permit students to progress at their own pace, provide a psychologically safe situation in which to master the material and encourage them to contribute to class activities. SOCRATIC METHOD  Question and answer used by Socrates. The teacher does not give information directly but instead asks students series questions. Of SYMPOSIUM It is a formal activity where two to five persons talk on or discuss a topic, especially an academic topic or social problem before an audience 1. Principles in Selecting Learning Activities A. Learning must profit from the experience. B. Learning activities must provide for the attainment of a set of objectives. C. Learning activities must be authentic and contextualized to meet the needs and interests of the learners. D. Learning activities must challenge the learners to ask questions. E. Learning activities must provide opportunities for content mastery as well as broad and deep study 2. Criteria in Selecting Learning Activities A. Appropriateness B. Feasibility C. Variety D. Optimal value Instructional Materials It consists of educational resources used to improved students' knowledge, abilities, and skills. Concrete It includes objects from nature. Representations of concrete objects and phenomena These include three-dimensional materials, two-dimensional materials, and audiovisual materials. Descriptions of such objects and phenomena It includes scientific, scholarly, reference and methodological teaching aids, as well as textbooks, books of problems and exercises, books for recording scientific observations, laboratory manuals for production training and programmed textbooks. 1. Types of Instructional Materials A. Concrete objects B. Representations of concrete objects and phenomena C. Descriptions of such objects and phenomena 2. Principles in the Selection and Utilization of Instructional. A. Motivation B. Individual differences C. Learning objectives D. Organization of content E. Preparation for learning F. Participation G. Feedback H. Reinforcement I. Practice J. Repetition K. Application