PRINCIPLES

OF
TEACHING
1

Submitted by:
Mary Cris L. Arienza

Submitted to:
Dr. Amparo A. Perez
Introduction

Routines have to be learned. We get used to doing them in order

for them to become routinized. It is, therefore, necessary that we identify
and explain specific rules and procedures in our classrooms. When?
The first days of school will be timeliest. It is good to rehearse classroom
procedures (especially for elementary pupils) until they become
routines. Reinforcing correct procedure and re-teaching an incorrect
one will be of great help.
Some routines on the following can be of great help:
 Beginning and ending the class day or period
 Transitions
 Getting/Distribution of materials and equipment
 Group Work
 Seatwork and teacher-led activities
OBJECTIVES

At the end of the chapter, the learners should be able to:

 Justify the establishment of classroom routine;
 What routines can be established for an efficient and effective
teaching-learning process;
 How to establish classroom routine;
 What routine mostly used by the teachers;
 Why is it important to establish classroom routines;
THE CONTENT

Some routines on the following can be of great help:

• Beginning and ending the class day or period
• Transitions
• Getting/Distribution of materials and equipment
• Group Work
• Seatwork and teacher-led activities

Beginning and ending the class day or period

This routine for starting and ending class were designed to get the
most from the 47-minute and to shift some of the management
responsibilities to the students. The students were organized into
groups with specific roles assigned on a rotating basis. One student in
each group took on the role of “Organizer”. During the first minute of the
class, the Organizer’s job was to check with each group member to
determine if anyone needed make-up assignments explained and to
ensure that everyone had the required materials for class. The teacher
scanned the room to mark attendance and tardies in his grade book.
Within a minute or two, the Students and the teacher were ready to
begin working. At the end of the class, the “organizer” was given time
to make sure that everyone had recorded and understood the
homework. If problems or confusion occurred that could not be
addressed within the group, the Organizer asked the teacher for
assistance. (Except for the change of name, this vignette was lifted from
Robert J. Marzano, (2003) Classroom Management That Works,
Alexandria, Virginia, ASCD).
Transitions
Management of the most instructional interruptions if fully within the
teacher’s control. Transitions can either be anticipated or unanticipated.
Orlich, et al. (1994)
 Beginning of an instructional episode
 Between instructional episodes
 After an instructional episode
 Equipment set up and take down
 Material distribution/collection
 From teacher – to- student-centered activity
 Beginning/end of class or school day

Solving Pre-lesson transitions

Orlich, et al (1994) offers the following suggestions:
 Delegate administrative tasks to students when possible
 Attendance, announcement, material distribution and homework
collection should be routinized
 Use the first few minutes of the class and the last few minutes to
encourage creative thinking activity
The following are some sample routines for the first five minutes of the
class:
 Problem of the day
 Brain teaser
 Vocabulary “Word of the Day”
 React to a quotation
 Warm-up problem or overhead to copy and solve
 Respond to a newspaper editorial
 Conundrum(e.g. What occurs once in a minute, twice in a
moment, but never in a thousand years?)
Solving Transitions during the Lesson
 Give supplementary exercises for the fast workers
 Get the fast learners to tutor students in need of help
 Ask the fast learners to assist you in your administrative tasks like
preparing for the next learning episode

Solving Post-Lesson Transitions

To allow you time to shift to the next activity, create a routine for
the last five minutes of the day. Before the “curtain” activities you
observe routinized dismissal procedures. This is how one teacher does
it:
Students, we will be working throughout the entire period of this
class each day. We won’t pack up and get ready to leave five minutes
before the bell rings. Instead, we will pause after the bell rings to make
sure that all garbage is picked up off the floor. Please look around you
to see that the area around your desk is clean and that materials are
put away. The when we are ready, you will hear me say the magic
words: “Thank you and have a great day!” Those words are what will
dismiss you to leave the room. The bell does not dismiss you. I do.

Unanticipated Transitions
Because you cannot anticipate when and for how long how such
interruptions will last, all you can do is prepare yourself and your classes
for such eventualities. At the beginning of the school year, you take time
to explain your expectations dealing with unanticipated interruptions.
Use of materials and Equipment
Make clear your rules and procedures on the distribution and
collection of materials, storage of common materials, the teacher desk
and storage areas, students’ desks and storage areas, the use of the
pencil sharpener.
The following vignette illustrates the rules:
One of the major roles assigned in Mr. Carpio’s cooperative
groups was “Materials Captain.” Each week, the student in the group
who was assigned this role took responsibility for handling out and
collecting materials throughout the school day. To ensure that all
students understood this role, Mr. Carpio taught the students the
distinctions for each of three major areas where materials might be kept.
He labeled these areas Yours, Mine and Ours. Yours referred to the
materials in the students’ own desks, materials that the Captains were
not to touch. Mine referred to the materials that belonged to Mr. Carpio
and that were not to be used by the students. Ours referred to all other
classroom materials that would be distributed and collected by the
Materials Captain. All of the students, when it was their turn to be
captain, understood the importance of these distinctions and that Mr.
Carpio expected them to follow his procedures. “You are the Captains,
but remember, I am the Admiral”, Mr. Carpio often joked. (Except for
the change of name, this vignette was lifted from Robert J. Marzano,
Classroom Management That Works, Alexandria, Virginia, ASCD,
2003).
Group Work
Research shows that group work like cooperative learning has a
positive impact on student achievement, interpersonal relationships and
attitudes about learning (Marzano, 2003).
Rules and procedures on the group work address the following
areas:
 Movement in and out of the group
 Expected behaviors of the students in the group
 Expected behaviors of students not in the group
 Group communication with the teacher
Mrs. Milanes had avoided using group work in her classroom for a year,
until she took workshop on how to maximize group time. As a result of
the workshop, she realized that, in the past, she had never made group
behavioral expectations clear to the students. Now, whenever she uses
group work, she spends time at the beginning and end of each work
session going over the rules and then processing with students how
well the rules worked for the groups. For example, one rule, “two before
me”, is intended to remind students to ask each other for help before
coming to the teacher. On the first day of new group project, Mrs.
Milanes reminds students of this rule and explains the importance of
helping each other. At the end of their work the students describe in
their individual learning logs any example of how they (1) received help
from their group members and (2) might have helped each other better.
Every day, before they working, the students read to their group
members the learning log entry from the previous work with a review of
what is going well and what behaviors need to be improved. (Except for
local name, the vignette was adapted from Marzano, Robert J., 2003).
Seatwork and Teacher-led Activities
Rules and procedures in these areas pertain to:
 Student attention during presentations
 Student participation
 Talking among students
 Obtaining help
 Out-of-seat behavior
 Behavior when work has been completed

Here are some effective signals used by new and experienced

teachers:
 5,4,3,2,1 countdown
5 for freeze
4 for quiet
3 for eyes on the teacher
2 for hands free (put things down)
1 for listen for instruction
 Raise your hand if you wish to participate.
 To obtain teacher’s attention
One finger= I need to sharpen my pencil
Two fingers= I need a tissue
Three fingers= I need your help
Teacher’s hand signal means:
 Freeze (Stop what you are doing)
 Gently tap on your neighbor’s arm to get his/her attention to freeze
 Face the teacher and listen to instructions
CLASSROOM ROUTINES AND PROCEDURES
Establishing clear classroom routines and procedures is
necessary for ensuring that your classroom runs smoothly. “By Denise
Young”, Students need to know what is expected of them in your
classroom. To ensure that you have smooth transitions throughout the
day, think carefully about the routines for which you must plan. Clarify
them in your mind. It may be helpful to make a list of transitional times
throughout the day (see the list below to help you get started!).
In establishing routines, it is important to:
 Beginning the day
 Entering and exciting the classroom
 Labelling papers
 Collection and distribution of papers
 Signaling for quiet and attention
 Appropriate times for moving around the room
 Emergency drills
 Going to the restroom
 Late arrival
 Grading and homework policies
 Asking questions
 Finishing an assignment early
 Dismissal

Implementing routines, to ensure a safe and secure learning

environment, takes time and effort, however, it is time well spent and
considered the "backbone of daily classroom life" (Murry, 2002).
Routines, critical to maximizing learning opportunities, are best
established at the beginning of the year to set the tone for the remainder
of the school year.
Routines that require interaction between teacher and student (or
among students) also serve to positively reinforce interpersonal
communication and social skills and are one way for teachers to judge
the quantity and quality of students’ skills in these areas (Colvin &
Lazar, 1995). Finally, student-performed routines free the teacher to
focus on more effective instruction and on the unexpected events that
come up throughout the school day (Savage, 1999).

Establishing effective classroom routines early in the school year

helps keep your classroom running smoothly and ensures that no time
is wasted while students wonder what they should be doing during times
of transition. Classroom routines can be established for many activities,
including entering the classroom in the morning, transitioning between
activities and preparing to leave the classroom. The basic procedures
for establishing solid routines remains the same regardless of the
routine procedure that you are teaching your students.

Explain the routine to your class. Tell your students why the routine is
important and what you expect them to do as part of the routine. If you
want your students to enter the classroom quietly in the morning and
select a book to read, explain how entering the room this way helps get
the day started quickly; define what quietly means, because without
clarification, some students may consider quietly to mean a whisper
voice while others will take it to mean no talking. Allow students to ask
questions about the routine and your expectations.

Model your expectations. Act out, in detail, what you expect from
students when completing a routine. Break the routine down and
narrate what you are doing. Show each step of the routine and how it
should be properly completed.
Have students practice the routine. Select one or two well-behaved
students to demonstrate the routine first, allowing the class to see how
the routine should be completed by a student. Once students all
understand what is expected, have the whole class practice the routine.
Younger students may benefit from completing the routine one step at
a time before practicing the whole routine at once. Have students
practice the routine until the class feels comfortable completing the
routine without teacher assistance.

Implement the routine in your day. Once students understand the

routine, have them complete it during the day. As you implement the
routine, remind students of the proper procedure and your expectations,
making your reminders less detailed until they are able to complete the
task completely on their own.

Review your routine as necessary. If the class struggles to remember

the routine or has trouble completing the routine after a break from
school, review your expectations and have students practice the proper
way to complete the routine again.
Summary
Routines are the groundwork for a well-orchestrated classroom.
The establishment of routines helps maximize time for instruction.
Routines can be established to begin and end lessons, to make
transitions smooth, to distribute and collect instructional materials, to
conduct group work, seatwork and other teacher-led-activities.
Beginning and ending the class day or period
Transitions
• Beginning of an instructional episode
• Between instructional episodes
• After an instructional episode
• Equipment set up and take down
• Material distribution/collection
• From teacher – to- student-centered activity
• Beginning/end of class or school day

Solving Pre-lesson transitions

• Delegate administrative tasks to students when possible
• Attendance, announcement, material distribution and homework
collection should be routinized
• Use the first few minutes of the class and the last few minutes to
encourage creative thinking activity
• Problem of the day
• Brain teaser
• Vocabulary “Word of the Day”
• React to a quotation
• Warm-up problem or overhead to copy and solve
• Respond to a newspaper editorial
• Conundrum(e.g. What occurs once in a minute, twice in a
moment, but never in a thousand years?)

Solving Transitions during the Lesson

• Give supplementary exercises for the fast workers
• Get the fast learners to tutor students in need of help
• Ask the fast learners to assist you in your administrative tasks like
preparing for the next learning episode

Solving Post-Lesson Transitions

To allow you time to shift to the next activity, create a routine for
the last five minutes of the day. Before the “curtain” activities you
observe routinized dismissal procedures.

Unanticipated Transitions
Because you cannot anticipate when and for how long how such
interruptions will last, all you can do is prepare yourself and your classes
for such eventualities. At the beginning of the school year, you take time
to explain your expectations dealing with unanticipated interruptions.
Use of materials and Equipment
Make clear your rules and procedures on the distribution and
collection of materials, storage of common materials, the teacher desk
and storage areas, students’ desks and storage areas, the use of the
pencil sharpener.

Group Work
Research shows that group work like cooperative learning has a
positive impact on student achievement, interpersonal relationships and
attitudes about learning (Marzano, 2003).

Rules and procedures on the group work address the following areas:
• Movement in and out of the group
• Expected behaviors of the students in the group
• Expected behaviors of students not in the group
• Group communication with the teacher

Seatwork and Teacher-led Activities

Rules and procedures in these areas pertain to:
• Student attention during presentations
• Student participation
• Talking among students
• Obtaining help
• Out-of-seat behavior
• Behavior when work has been completed
Here are some effective signals used by new and experienced
teachers:
• 5,4,3,2,1 countdown
5 for freeze
4 for quiet
3 for eyes on the teacher
2 for hands free (put things down)
1 for listen for instruction
• Raise your hand if you wish to participate.
• To obtain teacher’s attention
One finger= I need to sharpen my pencil
Two fingers= I need a tissue
Three fingers= I need your help
Teacher’s hand signal means:
• Freeze (Stop what you are doing)
• Gently tap on your neighbor’s arm to get his/her attention to freeze
• Face the teacher and listen to instructions
Conclusion
Classroom routines make your life easier, they save valuable
classroom time. What’s more important is efficient routines make it
easier for students to learn and achieve more. When routines are
carefully taught, modeled and established in the classroom, children
know what is expected of them and how to do certain things on their
own. Having these predictable patterns in place allows teachers to
spend more time in meaningful instruction.
These are the establishment of classroom routines;
• Beginning and ending the class day or period
• Transitions
• Getting/Distribution of materials and equipment
• Group Work
• Seatwork and teacher-led activities
Insight Gain
Routines are the groundwork for a well-orchestrated classroom.
These are the backbone of daily classroom life. They facilitate teaching
and learning. Having these predictable patterns in place allows
teachers to spend more time in meaningful instruction.
These are the establishment of classroom routines;
• Beginning and ending the class day or period
• Transitions
• Getting/Distribution of materials and equipment
• Group Work
• Seatwork and teacher-led activities
The routines can be established for an efficient and effective teaching-
learning process are the seatwork and teacher-led-activities.

Establishing effective classroom.

 Model your expectations.
 Have students practice the routine.
 Implement the routine in your day.
 Review your routine as necessary.
ESTABLISHING CLASSROOM ROUTINES IS IMPORTANT
BECAUSE:
 It enables the teachers to sustain a good classroom management.
 It enables the learners to predict what will happen to the next day
and he will able to prepare for it.
 It enables the learner to establish a habit every time he arrives at
the school.
 It establishes harmonic rapport between the student and teachers.
 It establishes a feeling of responsibility to the student
Application

For Elaborate Learning

1. Observe a class and find out how the teacher gets the
attention of her students.
2. Find attention signals that fit your personality- and that
works.
For Group Work
1. Is it wise to give all our rules and procedures on the first day
of school? Why or Why not?
2. “Plan to teach from bell to bell” is an advice from an
experienced teacher. What does she mean? Is this a sound
of advice?
3. Add to list of anticipated and unanticipated transitions.

References

Brenda B. Corpuz, Ph.D.

Gloria G. Salandan, Ph.D.
Corpuz, B. et al. (2011). Principles of Teaching.
Publishing. http://plp.eleducation.org/routines
Source:http://www.ehow.com/
(Colvin & Lazar, 1995).
(Murry, 2002).
PRINCIPLES
OF
TEACHING
(with TLE)

2
Submitted by:
Mary Cris L. Arienza

Submitted to:
Dr. Amparo A. Perez
Introduction
In OBE we learned that the outcomes determine instruction and
assessment. In this chapter let us discuss approaches, methods and
techniques to instruction that will lead us to intended learning outcomes.

Objectives
At the end of the chapter, the learners should be able to:
 Distinguish among approach, method and technique
 Describe the teaching approaches of the K to 12 Curriculum
 What teaching approaches is best for K to 12 curriculum
 Enumerate the teaching approaches of the K to 12 Curriculum
 Compare direct and indirect instruction with deductive and
inductive methods of teaching

The Content
Meaning of Approach, Methods and Techniques
Approach is a set of assumptions that define beliefs and theories
about the nature of the learner and the process of learning. Method is
an overall plan for systematic presentation of a lesson based upon a
selected approach (Brown, 1994). Some authors call it design.
Techniques are the specific activities manifested in the classroom
that are consistent with a method and therefore in harmony with an
approach as well (Brown, 1994). Technique is referred also as a task
or activity.
The Teaching Approaches of the Subjects in the K to 12
Curriculum
Section 5 of the enhanced Basic Education Act of 2013, states, to
wit:
The DepEd shall adhere to the following standards and principles
in developing the enhanced basic education curriculum:
(a) The curriculum shall be learner-centered, inclusive and
developmentally appropriate
(b) The curriculum shall be relevant, responsive and research-
based
(c) The curriculum shall be culture-sensitive
(d) The curriculum shall be contextualized and global
(e) The curriculum shall use pedagogical approaches that are
constructivist, inquiry-based, reflective, collaborative and
integrative
(f) The curriculum shall adhere to the principles and framework of
Mother Tongue-Based Multilingual Education (MTB-MLE)
which starts from where the learners are and from what they
already knew proceeding from the known to the unknown;
instructional materials and capable teachers to implement the
MTB-MLE curriculum shall be available
(g) The curriculum shall use the spiral progression approach to
ensure mastery of knowledge and skills after each level; and
(h) The curriculum shall be flexible enough to enable and allow
schools to localize, indigenize and enhance the same based on
their respective educational and social contexts
Let’s discuss the teaching approaches to the K to 12 based on the
principles cited: 1) learner-centered, 2) inclusive, 3) developmentally
appropriate, 4) relevant and responsive, 5) research-based, 6) culture-
sensitive, 7) contextualized and global, 8) constructivist, 9) inquiry-
based, 10) reflective, 11) collaborative, 12) integrative, 13) mother-
tongue-based, 14) spiral progression and 15) flexible, indigenized and
localized.
Learner-centered. In a learner-centered instruction, choice of
teaching method and technique has the learner as the primary
consideration-his/her nature, his/her innate faculties or abilities, how
she/he learns, developmental stage, multiple intelligences, learning
styles, needs, concerns, interests, feelings, home and educational
background.
Inclusive. This means that no student is excluded from the circle
of learners. Everyone is “in”. Teaching is for all students regardless of
origin, socio-economic background, gender, ability, nationality. No
“teacher favorites”, no outcast, no promdi (The word promdi is from the
English words “from the used in Filipino to refer to someone from the
province who has just come to an urban center like Manila, sometimes
offensive and derogatory). In an inclusive classroom, everyone feels
he/she belongs.
If you are inclusive in approach you are truly learner-centered.
Developmentally appropriate. The tasks required of students
are within their developmental stage. You will not expect formal
operations thinking of kindergarten children who according to Piaget’s
cognitive theory are only in their pre-operational development stage.
If you study the competencies of the k to 12 curriculum per subject
you will find out that competencies in Grade 1 are obviously more
simple compared to the competencies of Grade 7. The treatment of
subject matter increases in sophistication, however as you go up the
Grades. In Math, for instance, Grade 1 Math, a pupil is engaged in
visualizing and representing numbers from 0 to 100, to 1000 in Grade
2, to 10,000 in Grade 3, to 100,000 in Grade 4 to 10,000,000 in Grade
5.
Observing development appropriateness is another way of
expressing learner-centeredness.

Responsive and relevant. Using a relevant and responsive teaching

approach means making your teaching meaningful. You can make your
teaching meaningful if you relate or connect your lessons to the student
daily experiences. You make your teaching relevant when what you
teach answers their question and their concerns. There is no place for
meaningless’ “mile-wide-inch-deep teaching”. No teaching –to-the-test.
This does not mean, however, no more test. It is teaching only for the
test that is meaningless that is referred to here and therefore you have
to avoid it by all means
Research based. Your teaching approach is more interesting,
updated more convincing and persuasive if it is informed by research.
Integrating research findings in your lesson keeps your teaching fresh.
You get the latest information from your research or from the
researches of others that enrich your teaching. You apply methods of
teaching which have been proven to be effective. If you approach is not
research-based, you may end up teaching a subject using the same
method and the same examples again and again. In Chapter 5, we will
discuss research-based instructional strategies.
Culture-sensitive. If your approach is culture-sensitive, you are
mindful of the diversity of cultures in your classroom. You employ a
teaching approach that is anchored on respect for cultural diversity. You
view all learners as unique individuals and realize and accept that their
varied cultural experiences, belief, values and language affect their
ways of thinking and interacting with others and the larger community.
You are able to look at their work, their responses from various
perspectives not only from yours. If you are culture-sensitive, you will
not judge one culture is perfect and that every culture has its own
strengths and weakness for instance, you don’t think that your culture
is better than any student’s culture. As a result, you become less
judgmental, more understanding of and empathetic with your students.
Contextualized and global. You make teaching more meaningful by
putting your lesson in a context. This context may be local, national and
global. Considering development stages of learners, the context to
which the lessons in Grade 1 are connected may be local, becoming
national in Grade 4 and global in Grade 6 and beyond. For instance, in
AP you discuss family in Grade 1, local community in Grade 2, province
in Grade 3 expanding to country in Grade 4 up to the international
community in high school.
Constructivist. Constructivist comes from the word “construct”. If you
are constructivist in teaching approach you believe that students learn
by building upon their prior knowledge. This prior knowledge is called a
schema. All students who come to class have prior knowledge or
schema. This is contrary to the tabula rasa of John Locke that claims
that students’ minds are a blank slate. Students make sense of what
they are taught according to their current conceptions. In constructivist
teaching it is the students who construct knowledge and meaning for
themselves with teacher’s scaffolding not teachers constructing
knowledge and meaning for the students.
Inquiry-based and reflective. This teaching approach, the core of the
learning process is to elicit student-generated questions. A test of your
effectiveness in the use of the inquiry-based approach is when the
students begin formulating questions, risking answer, probing for
relationship, making their own discoveries, reflecting on their findings,
acting as researchers and writers of research report.
Collaborative. As the word “collaborative” suggests, this teaching
approach involves groups of students or teachers and students working
together to learn together by solving a problem, completing a task, or
creating a product. It may be a collaboration of two to make a dyad or
a triad or a tetrad or a group. This may also include teacher teaching in
collaboration with other teachers like team teaching.
Integrative. An integrative approach can be intradisciplinary,
interdisciplinary or transdisciplinary. The integrative approach is
intradisciplinary when the integration is within the subject like the
macroskills listening, speaking, reading and writing in the language
subjects (Mother Tongue, Filipino, and English).
Interdisciplinary integration happens when traditionally separate
subjects are brought together so that students can grasp a more
authentic understanding of a subject study. An example is when
mathematical skills such as organizing, computing means interpreting
data are also taught in Araling Panlipunan, Edukasyon sa
Pagpapakatao and Science. Art can be taught with Math. Values
Education is expected to be integrated in all subjects that is why every
teacher is said to be a Values Education teacher.
Transdisciplinary integration is integrating your lessons with real life.
You do this when you cite real life applications of your lesson also as
indigenize or localize your lessons.
Spiral progression approach. A spiral progression approach, you
develop the same concepts from one grade level to the next in
increasing complexity. It is revisiting concepts at each grade level with
increasing depth. Spiral progression approach is also interdisciplinary.
This enables students to explore connections among the science and
the branches of math.
Notice how the competencies of a lesson on graph in the subject
Statistics and Probability increase in complexity from K to Grade 6.
K – starts to make a graph or chart based on the information gathered.
Grade 1 – organize, represent and compare data using pictographs
without scale representations and probability and explores games and
activities
Grade 2 – compare data using pictographs with scale representations
and ideas of likelihood
Grade 3 – organize and interpret data presented in tables and bar
graphs
Grade 6 – construct, read and interpret a line graph and its
corresponding table of data and solve problems involving data from a
table and a line graph
MTB-MLE- based. MTB-MLE means Mother tongue-based Multilingual
education. In MTB-MLE, teaching is done in more than one language
beginning with the Mother Tongue. The Mother Tongue is used as a
medium of instruction from K to 3 in addition to it being taught as a
subject from Grades 1 to 3. The use of mother Tongue as medium of
instruction eliminates the problem on language barrier in the early
grades. Imagine a Grade 1 pupil learning something in a language
foreign to his/her first language.
As RA 10533 states, Mother Tongue-Based Multilingual Education
(MTB-MLE) “starts from where the learners are and from what they
already know proceeding from the known to the unknown.

Approach and method

When linguists and language specialists sought to improve the
quality of language teaching in the late nineteenth century, they often
did so by referring to general principles and theories concerning how
languages are learned, how knowledge of language is represented and
organized in memory, or how language itself is structured.
A teaching method comprises the principles and methods used by
teachers to enable student learning. These strategies are determined
partly on subject matter to be taught and partly by the nature of the
learner. For a particular teaching method to be appropriate and efficient
it has to be in relation with the characteristic of the learner and the type
of learning it is supposed to bring about. Suggestions are there to
design and selection of teaching methods must take into account not
only the nature of the subject matter but also how students learn. In
today's school the trend is that it encourages a lot of creativity. It is a
known fact that human advancement comes through reasoning.
[citation needed] This reasoning and original thought enhances
creativity.
The approaches for teaching can be broadly classified into
teacher centered and student centered. In a teacher-centered approach
to learning, teachers are the main authority figure in this model.
Students are viewed as "empty vessels" whose primary role is to
passively receive information (via lectures and direct instruction) with
an end goal of testing and assessment. It is the primary role of teachers
to pass knowledge and information onto their students. In this model,
teaching and assessment are viewed as two separate entities. Student
learning is measured through objectively scored tests and assessments
in Student-Centered Approach to Learning, while teachers are the
authority figure in this model, teachers and students play an equally
active role in the learning process. The teacher's primary role is to
coach and facilitate student learning and overall comprehension of
material. Student learning is measured through both formal and
informal forms of assessment, including group projects, student
portfolios, and class participation. Teaching and assessments are
connected; student learning is continuously measured during teacher
instruction. Commonly used teaching methods may include class
participation, demonstration, recitation, memorization, or combinations
of these.
Different Methods of Teaching
1. Direct and indirect method
Methods of teaching can be direct or indirect. The direct
method is teacher-dominated. You lecture immediately on what
you want the students to learn without necessarily involving them
in the process.
Example: You want to teach students how to pronounce a
word, how to write a paragraph, how to add fractions, how to
thread a sewing machine, how to dribble a ball, how to draw a g-
clef or how to read a map. To teach them the skill or process, you
show them how by demonstrating it. This is the “telling” and the
“showing” method. You are a lecturer and demonstrator.

The indirect method is learner-dominated. You give the student an

active role in the learning process.
Example: You asks students to share their comments on a
news article, share their thoughts about a lesson-related picture,
their stand on controversial issues like the proposed charter
Change, Presidential Development Assistance Fund (PDAF).
After listening to their thoughts, you continue facilitating the
teaching-learning process by asking more thought-provoking
questions and by leading them to the drawing of generalization,
abstraction or conclusion.
In the indirect method, your task is to ask students questions
to provoke their thinking, imagination, thought-organizing skills.
You are a questioner, a facilitator, a thought synthesizer.

2. Deductive and Inductive methods

Methods of teaching can also be grouped into deductive or
inductive method.
In the deductive method, you begin your lesson with a
generalization, a rule, a definition and end with examples
and illustrations or with what is concrete.
Examples:
1. You start your lesson in economics with the law of supply
and demand and then give examples to illustrate.
2. You state the rule on deriving the area of a rectangle then
apply it with an example.
3. You state the rule on subject-verb agreement then give
sentences that illustrate the rule.
4. You give the definition of pollination then show a video
clip of the pollination process.
In contrast to the deductive method, in the inductive method you
begin your lesson with the examples, with what is known, with the
concrete and with details. You end with the students giving the
generalization, abstraction or conclusion.
Examples:
1. For a lesson on the law of supply and demand, you start by
giving many instances that illustrate the law then with your
questioning skills the class will arrive at a general statement
showing the relationship of supply and demand which is
actually the law of supply and demand in economics.
2. For the lesson on deriving the area of a rectangle, you proceed
this way: present at least five rectangles of different lengths and
widths with computed areas; then you ask the class how the
area were derived; finally ask them to state in a sentence how
the area of a rectangle is derived.
3. For the lesson on subject-verb agreement, you give sentences
that make use of s-verb form and non-s verb form for subjects
in the third person. (Dong bring in I, You as subjects yet to avoid
confusion. That will be another lesson on subject-verb
agreement). Based on the sentences, you ask the students to
state the rule on the use of s-verb and non-s verb form.
4. For the lesson on pollination, you show them a video clip of the
process of pollination. Make your students view the process of
pollination, then ask them to state in a sentence what the
process of pollination is.
Here is a more detailed example of a lesson taught directly and
deductively then taught inductively and indirectly.
The topic is imagery. This is direct instruction, deductive teaching.
1. The teacher begins by presenting students with a definition for
imagery.
2. The teacher gives an example of it.
3. Then he/she instruct students to read a short story and
underline sentences and passages where the author used
imagery.
Summary
An approach gives rise to method (design) while a method
(design) includes techniques (tasks or activities). The K to 12
Curriculum was developed along the following stan
dard: 1) learner-centered, 2) inclusive, 3) developmentally appropriate;
4) relevant and responsive, 5) research-based, 6) culture-sensitive, 7)
contextualized and global, 8) constructivist, 9) inquiry-based, 10)
reflective, 11) collaborative, 12) integrative, 13) Mother Tongue-based,
14) spiral progression and 15) flexible indigenized and localized. To do
justice to the K to 12 Curriculum, it must be taught in accordance with
these standards.
Methods of teaching for K to 12 can be direct or indirect or
deductive and inductive. The teaching methods can be grouped into
direct and deductive methods and indirect and inductive methods.
Direct and deductive teaching proceed from the abstract to the concrete
while indirect and inductive methods proceed from the concrete to the
abstract. The direct and deductive method are more fit for the teaching
of manipulative skill and processes and subject matter that does not
lend itself to open discussion given their fixed nature.
The indirect and inductive methods are more interactive and more
constructivist.
No method can be said to be the best method. The best method
is the method that works. Which appropriate method to use is
dependent on the readiness level of the teacher and students, the
nature of the subject and time element.
Conclusion
Approach is a set of assumptions that define beliefs and theories
about the nature of the learner and the process of learning. Method is
an overall plan for systematic presentation of a lesson based upon a
selected approach. Some authors call it design.
Techniques are the specific activities manifested in the classroom
that are consistent with a method and therefore in harmony with an
approach as well. Technique is referred also as a task or activity.
The K to 12 Curriculum was developed along the following
standard: 1) learner-centered, 2) inclusive, 3) developmentally
appropriate; 4) relevant and responsive, 5) research-based, 6) culture-
sensitive, 7) contextualized and global, 8) constructivist, 9) inquiry-
based, 10) reflective, 11) collaborative, 12) integrative, 13) Mother
Tongue-based, 14) spiral progression and 15) flexible indigenized and
localized.
No method can be said to be the best method. The best method
is the method that works. Which appropriate method to use is
dependent on the readiness level of the teacher and students, the
nature of the subject and time element.
Insight Gain
My insight that Approach is a set of assumptions that define
beliefs and theories about the nature of the learner and the process of
learning. Method is an overall plan for systematic presentation of a
lesson based upon a selected approach. Some authors call it design.
Techniques are the specific activities manifested in the
classroom that are consistent with a method and therefore in harmony
with an approach as well. Technique is referred also as a task or
activity.
The K to 12 standard: 1) learner-centered, 2) inclusive, 3)
developmentally appropriate; 4) relevant and responsive, 5) research-
based, 6) culture-sensitive, 7) contextualized and global, 8)
constructivist, 9) inquiry-based, 10) reflective, 11) collaborative, 12)
integrative, 13) Mother Tongue-based, 14) spiral progression and 15)
flexible indigenized and localized.
In a learner-centered instruction, choice of teaching method and
technique has the learner as the primary consideration-his/her nature,
his/her innate faculties or abilities, how she/he learns, developmental
stage, multiple intelligences, learning styles, needs, concerns, interests,
feelings, home and educational background.
Inclusive. This means that no student is excluded from the circle
of learners. Everyone is “in”. Teaching is for all students regardless of
origin, socio-economic background, gender, ability, nationality. If you
are inclusive in approach you are truly learner-centered.
Developmentally appropriate. The tasks required of students are
within their developmental stage. You will not expect formal operations
thinking of kindergarten children who according to Piaget’s cognitive
theory are only in their pre-operational development stage.
Responsive and relevant. Using a relevant and responsive
teaching approach means making your teaching meaningful. You can
make your teaching meaningful if you relate or connect your lessons to
the student daily experiences.
Research based. Your teaching approach is more interesting,
updated more convincing and persuasive if it is informed by research.
Integrating research findings in your lesson keeps your teaching fresh.
Culture-sensitive. If your approach is culture-sensitive, you are
mindful of the diversity of cultures in your classroom. You employ a
teaching approach that is anchored on respect for cultural diversity.

Contextualized and global. You make teaching more meaningful by

putting your lesson in a context. This context may be local, national and
global.
Constructivist. Constructivist comes from the word “construct”. If you
are constructivist in teaching approach you believe that students learn
by building upon their prior knowledge.
Inquiry-based and reflective. This teaching approach, the core of the
learning process is to elicit student-generated questions.
Collaborative. As the word “collaborative” suggests, this teaching
approach involves groups of students or teachers and students working
together to learn together by solving a problem, completing a task, or
creating a product.
Integrative. An integrative approach can be intradisciplinary,
interdisciplinary or transdisciplinary. The integrative approach is
intradisciplinary when the integration is within the subject like the
macroskills listening, speaking, reading and writing in the language
subjects (Mother Tongue, Filipino, and English).
Spiral progression approach. A spiral progression approach, you
develop the same concepts from one grade level to the next in
increasing complexity. It is revisiting concepts at each grade level with
increasing depth.
MTB-MLE- based. MTB-MLE means Mother tongue-based Multilingual
education. In MTB-MLE, teaching is done in more than one language
beginning with the Mother Tongue.
Methods of teaching can be direct or indirect. The direct method
is teacher-dominated. You lecture immediately on what you want the
students to learn without necessarily involving them in the process.
The indirect method is learner-dominated. You give the student an
active role in the learning process.
Application
A. Identify the approach described. Because the approaches
described overlap, you may have more than one answer.
These are options to choose from:
 Learner-centered
 Inclusive
 collaborative
 Responsive
 Spiral progression
1. All people are of equal value and consequently, all educational
settings should make high-quality, balance provision to help all
learners achieve their full potential.
2. Teacher meet young children where they are and are given
challenging and achievable learning goals.
3. Students are responsible for one another’s learning as well as
their own.
4. Teacher takes into consideration the need of learners.
5. Learning is extended, reinforced and broadened each time a
concept is revisited.

B. Direction: Choose the letter of the correct answer.

A. Direct instruction helps students master _____.

a. Problem solving
b. Self-discipline
c. Basic skills
d. Conceptual information
B. Which of the following topics would require the use of direct
instruction?
a. Re-igniting the passion for teaching
b. Bike maintenance and repair
c. The Urgency of the K to 12 curriculum
d. The Constitutionality of the “pork barrel”
References

Jack C. Richards, Southeast Asian Ministers of Education Organization

Brenda B. Corpuz Ph. D.,Principles in Teaching 2
Gloria G. Salandanan Ph.D., Principles in Teaching 2
Victorina C. de Ocampo-Acero , Principles in Teaching 2
https://en.wikipedia.org/wiki/Teaching_method
www.educ.teachingmethod