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The document discusses various reading approaches and teaching strategies that can be used, including language experience approaches, constructivism, inquiry-based learning, collaborative learning, integrative learning, and reflective learning. It provides examples and explanations of each approach. It also discusses relevant Philippine laws and policies that support the implementation of these learner-centered pedagogical approaches in schools.

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Various Reading Approach and Teaching Strategies
DO A LANGUAGE EXPERIENCE APPROACH ACTIVITY WITH THE LEARNERS A language experience activity is usually an activity that learners do together. It could also be any experience an individual or group has had. After the experience, a teacher helps the learners write about what they have experienced.
EXAMPLES Taking a trip to an interesting location Bringingan animal or object to the classroom to observe and discuss Inviting a guest to class Taking a walk and observing the people and surroundings.
The Republic Act No. 10533, more commonly known as the Enhanced Basic Education Act of 2013, mandated in Section 5 that the curriculum shall use pedagogical approaches such as Constructivism, Inquiry-based, Reflective, Collaborative, and Integrative. Foundation of Pedagogical approaches
The Republic Act No. 10533, more commonly known as the Enhanced Basic Education Act of 2013, mandated in Section 5 that the curriculum shall use pedagogical approaches such as Constructivism, Inquiry-based, Reflective, Collaborative, and Integrative. Foundation of Pedagogical approaches
Foundation of Pedagogical approaches The law is supported by DepEd Order No. 21, s. 2019 on Policy Guidelines on the K to 12 Basic Education Program to ensure that schools will implement these learner-oriented approaches to support the new K to 12 curriculum. Teachers were instructed to adopt strategies and learning opportunities that foster active learning, cooperative learning, collaboration, exploration, contextualized, and relevant.
Foundation of Pedagogical approaches The law is supported by DepEd Order No. 21, s. 2019 on Policy Guidelines on the K to 12 Basic Education Program to ensure that schools will implement these learner-oriented approaches to support the new K to 12 curriculum. Teachers were instructed to adopt strategies and learning opportunities that foster active learning, cooperative learning, collaboration, exploration, contextualized, and relevant.
21st-teaching-strategies1-230221063436-61c0e5a0.pptx
1. Collaborative 2. Constructivist 3. Integrative 4. Inquiry-based 5. Reflective Pedagogical Approaches (2C2IR)
Students learn through working together with others to create knowledge and achieve shared learning goals. The purpose of the schools is to develop our learnersteaching the students ourselves and gradually fading to let the students break free from supervised teaching. This is when the teachers are not the only ones teaching them, but other people who can also meet their learning needs. Collaborative
1. Discussion / Reflection Group. 2. Writing Group Collaborative Learning. 3. Problem / Project-Centered Collaborative Learning. 4. Peer-Teaching Collaborative Learning. 5. Learning Communities. There are five main models or components of peeragogy that teachers can use to design our course or subjects.
1. Communication and collaboration tools (e.g., Google Docs, Jamboard) 2. Information Search and Gathering tools (e.g., Google Search, Bing) 3. Content modification and calibration 4. Content creation and development (e.g., YouTube) 5. Responsible Digital Presence Suggested activities for collaborative with ICT integration
Constructivism is a learning theory which argues that students actively construct their own knowledge, and that reality is determined by their experiences as a learner. - It also emphasizes that individual experiences make students learning unique to them. Constructivism
1. allow students to choose their learning path 2. use performance-based and experiential approaches to learning 3. do a lot of collaborative and interactive activities 4. contextualize the activities and concepts 5. encourage students to challenge their assumptions ROLE OF TEACHERS IN A CONSTRUCTIVIST CLASSROOM
1. Use Project-Based Learning in the classroom 2. Practice collaborative learning through pair or group activities with clear roles for each student 3. Tap on the Higher-Order Thinking Skills of students 4. Employ authentic learning to engage students in performing tasks and creating products that have practical application and relevance 5. Develop assessment tools that place high value on learning process and student participation 6. Foster and ensure a safe learning environment HOW DO WE OPERATIONALIZE CONSTRUCTIVISM INSIDE THE CLASSROOM?
1. Use Project-Based Learning in the classroom 2. Practice collaborative learning through pair or group activities with clear roles for each student 3. Tap on the Higher-Order Thinking Skills of students 4. Employ authentic learning to engage students in performing tasks and creating products that have practical application and relevance 5. Develop assessment tools that place high value on learning process and student participation 6. Foster and ensure a safe learning environment HOW DO WE OPERATIONALIZE CONSTRUCTIVISM INSIDE THE CLASSROOM?
Integrative Students learn in a way that curriculum content cuts across different learning areas and contexts. - Integrative Approach may be described as an approach to organizing curriculum content in a way that cuts across subject-matter lines, bringing together various Aspects of the curriculum into meaningful association (Shoemaker, Betty Jean Eklund, 1989).
Model in Integration
Model in Integration
Model in Integration
Model in Integration
Inquiry-Based Learning Inquiry-based learning (IBL) is described as a student-centered approach driven by students questions and their innate curiosity. - It is closely related to what scientists use in the field since it capitalizes on interest and promotes a variety of methods that lead to better understanding of concepts or phenomena.
Phases of Inquiry-Based Learning 1. Orientation: the teacher stimulates curiosity by briefly introducing the topic or concept 2. Conceptualization: questions are generated and hypotheses are formed 3. Investigation: students discover the answers through reading, exploring the Internet, interviewing, or conducting an experiment, and validating their hypotheses using the data or information they have gathered 4. Conclusion: students establish their solutions and answers to the questions or problem 5. Discussion/communication: students share and inform others about their findings and new learnings.
1. Limited/Confirmation Inquiry Students confirm a principle through an activity. The results are already known in advance. 2. Structured Inquiry Students investigate a teacher- presented question through a prescribed procedure. 3. Guided Inquiry Students investigate a teacher- presented question using student designed/ selected procedures. 4. Open Inquiry Students investigate questions that are student formulated through student designed/selected procedures. Different level of Inquiry-Based Learning
- The most appropriate instructional model that Conforms to the tenets of IBL is the 5-E lesson plan that has been extended to 6-e or 7-E. - The original 5Es stand for Engage, Explore, Explain, Elaborate, and Evaluate. However, as years passed, Elicit and Extend have been added. Instructional model using Inquiry-Based Learning
6E Instructional Model constructed by Peters and Stout
Reflective Learning Students make sense of their experiences by understanding the context of learning, their own contribution to that context, and by drawing from literature to explain these experiences. - According to G辿n辿reux & Thompson (2008), reflection is seldom part of todays education, perhaps explaining why students think that learning is about memorizing facts.
Kolbs Experiential Learning Cycle
Simplified Experiential Learning Cycle
Stages of Reflection R RECALL THE EVENTS (STAGE 1) Give a brief overview of the situation upon which you are reflecting. This should consist of the facts a description of what happened E EXAMINE YOUR RESPONSES (STAGE 2) Discuss your thoughts and actions at the time of the Incident upon which you are reflecting F ACKNOWLEDGE FEELINGS (STAGE 3) Highlight any feelings you experienced at the time of the situation upon which you are reflecting L LEARN FROM THE EXPERIENCE (STAGE 4) Highlight what you have learned from the situation E EXPLORE OPTIONS (STAGE 5) Discuss options for the future if you were to encounter a Similar situation C CREATE A PLAN OFACTION (STAGE 6) Create a plan for the future this can be for future theoretical learning or action T SET TIMESCALE (STAGE 7) Set a time by which the plan outlined in stage 6 will be complete
21st-teaching-strategies1-230221063436-61c0e5a0.pptx
21st-teaching-strategies1-230221063436-61c0e5a0.pptx
21st-teaching-strategies1-230221063436-61c0e5a0.pptx
7 Best Online Teaching Apps that Help Remote Teaching 1. ClassIn 2. Zoom 3. Teachmint 4. TeacherKit 5. Kahoot! 6. Quizizz 7. Educreations

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21st-teaching-strategies1-230221063436-61c0e5a0.pptx

  • 2. DO A LANGUAGE EXPERIENCE APPROACH ACTIVITY WITH THE LEARNERS A language experience activity is usually an activity that learners do together. It could also be any experience an individual or group has had. After the experience, a teacher helps the learners write about what they have experienced.
  • 3. EXAMPLES Taking a trip to an interesting location Bringingan animal or object to the classroom to observe and discuss Inviting a guest to class Taking a walk and observing the people and surroundings.
  • 4. The Republic Act No. 10533, more commonly known as the Enhanced Basic Education Act of 2013, mandated in Section 5 that the curriculum shall use pedagogical approaches such as Constructivism, Inquiry-based, Reflective, Collaborative, and Integrative. Foundation of Pedagogical approaches
  • 5. The Republic Act No. 10533, more commonly known as the Enhanced Basic Education Act of 2013, mandated in Section 5 that the curriculum shall use pedagogical approaches such as Constructivism, Inquiry-based, Reflective, Collaborative, and Integrative. Foundation of Pedagogical approaches
  • 6. Foundation of Pedagogical approaches The law is supported by DepEd Order No. 21, s. 2019 on Policy Guidelines on the K to 12 Basic Education Program to ensure that schools will implement these learner-oriented approaches to support the new K to 12 curriculum. Teachers were instructed to adopt strategies and learning opportunities that foster active learning, cooperative learning, collaboration, exploration, contextualized, and relevant.
  • 7. Foundation of Pedagogical approaches The law is supported by DepEd Order No. 21, s. 2019 on Policy Guidelines on the K to 12 Basic Education Program to ensure that schools will implement these learner-oriented approaches to support the new K to 12 curriculum. Teachers were instructed to adopt strategies and learning opportunities that foster active learning, cooperative learning, collaboration, exploration, contextualized, and relevant.
  • 9. 1. Collaborative 2. Constructivist 3. Integrative 4. Inquiry-based 5. Reflective Pedagogical Approaches (2C2IR)
  • 10. Students learn through working together with others to create knowledge and achieve shared learning goals. The purpose of the schools is to develop our learnersteaching the students ourselves and gradually fading to let the students break free from supervised teaching. This is when the teachers are not the only ones teaching them, but other people who can also meet their learning needs. Collaborative
  • 11. 1. Discussion / Reflection Group. 2. Writing Group Collaborative Learning. 3. Problem / Project-Centered Collaborative Learning. 4. Peer-Teaching Collaborative Learning. 5. Learning Communities. There are five main models or components of peeragogy that teachers can use to design our course or subjects.
  • 12. 1. Communication and collaboration tools (e.g., Google Docs, Jamboard) 2. Information Search and Gathering tools (e.g., Google Search, Bing) 3. Content modification and calibration 4. Content creation and development (e.g., YouTube) 5. Responsible Digital Presence Suggested activities for collaborative with ICT integration
  • 13. Constructivism is a learning theory which argues that students actively construct their own knowledge, and that reality is determined by their experiences as a learner. - It also emphasizes that individual experiences make students learning unique to them. Constructivism
  • 14. 1. allow students to choose their learning path 2. use performance-based and experiential approaches to learning 3. do a lot of collaborative and interactive activities 4. contextualize the activities and concepts 5. encourage students to challenge their assumptions ROLE OF TEACHERS IN A CONSTRUCTIVIST CLASSROOM
  • 15. 1. Use Project-Based Learning in the classroom 2. Practice collaborative learning through pair or group activities with clear roles for each student 3. Tap on the Higher-Order Thinking Skills of students 4. Employ authentic learning to engage students in performing tasks and creating products that have practical application and relevance 5. Develop assessment tools that place high value on learning process and student participation 6. Foster and ensure a safe learning environment HOW DO WE OPERATIONALIZE CONSTRUCTIVISM INSIDE THE CLASSROOM?
  • 16. 1. Use Project-Based Learning in the classroom 2. Practice collaborative learning through pair or group activities with clear roles for each student 3. Tap on the Higher-Order Thinking Skills of students 4. Employ authentic learning to engage students in performing tasks and creating products that have practical application and relevance 5. Develop assessment tools that place high value on learning process and student participation 6. Foster and ensure a safe learning environment HOW DO WE OPERATIONALIZE CONSTRUCTIVISM INSIDE THE CLASSROOM?
  • 17. Integrative Students learn in a way that curriculum content cuts across different learning areas and contexts. - Integrative Approach may be described as an approach to organizing curriculum content in a way that cuts across subject-matter lines, bringing together various Aspects of the curriculum into meaningful association (Shoemaker, Betty Jean Eklund, 1989).
  • 22. Inquiry-Based Learning Inquiry-based learning (IBL) is described as a student-centered approach driven by students questions and their innate curiosity. - It is closely related to what scientists use in the field since it capitalizes on interest and promotes a variety of methods that lead to better understanding of concepts or phenomena.
  • 23. Phases of Inquiry-Based Learning 1. Orientation: the teacher stimulates curiosity by briefly introducing the topic or concept 2. Conceptualization: questions are generated and hypotheses are formed 3. Investigation: students discover the answers through reading, exploring the Internet, interviewing, or conducting an experiment, and validating their hypotheses using the data or information they have gathered 4. Conclusion: students establish their solutions and answers to the questions or problem 5. Discussion/communication: students share and inform others about their findings and new learnings.
  • 24. 1. Limited/Confirmation Inquiry Students confirm a principle through an activity. The results are already known in advance. 2. Structured Inquiry Students investigate a teacher- presented question through a prescribed procedure. 3. Guided Inquiry Students investigate a teacher- presented question using student designed/ selected procedures. 4. Open Inquiry Students investigate questions that are student formulated through student designed/selected procedures. Different level of Inquiry-Based Learning
  • 25. - The most appropriate instructional model that Conforms to the tenets of IBL is the 5-E lesson plan that has been extended to 6-e or 7-E. - The original 5Es stand for Engage, Explore, Explain, Elaborate, and Evaluate. However, as years passed, Elicit and Extend have been added. Instructional model using Inquiry-Based Learning
  • 26. 6E Instructional Model constructed by Peters and Stout
  • 27. Reflective Learning Students make sense of their experiences by understanding the context of learning, their own contribution to that context, and by drawing from literature to explain these experiences. - According to G辿n辿reux & Thompson (2008), reflection is seldom part of todays education, perhaps explaining why students think that learning is about memorizing facts.
  • 30. Stages of Reflection R RECALL THE EVENTS (STAGE 1) Give a brief overview of the situation upon which you are reflecting. This should consist of the facts a description of what happened E EXAMINE YOUR RESPONSES (STAGE 2) Discuss your thoughts and actions at the time of the Incident upon which you are reflecting F ACKNOWLEDGE FEELINGS (STAGE 3) Highlight any feelings you experienced at the time of the situation upon which you are reflecting L LEARN FROM THE EXPERIENCE (STAGE 4) Highlight what you have learned from the situation E EXPLORE OPTIONS (STAGE 5) Discuss options for the future if you were to encounter a Similar situation C CREATE A PLAN OFACTION (STAGE 6) Create a plan for the future this can be for future theoretical learning or action T SET TIMESCALE (STAGE 7) Set a time by which the plan outlined in stage 6 will be complete
  • 34. 7 Best Online Teaching Apps that Help Remote Teaching 1. ClassIn 2. Zoom 3. Teachmint 4. TeacherKit 5. Kahoot! 6. Quizizz 7. Educreations