Lesson 1 – Pedagogical Content Knowledge and Its Application Across the Curriculum

This lesson will guide you in understanding content knowledge, pedagogical knowledge,
and curricular knowledge. It will help you analyze the importance of content knowledge and its
application to teaching and learning. The objectives of this lesson are the following:

● differentiate content knowledge from pedagogical knowledge and curricular knowledge;

● observe how teachers align the content of the lesson to the curriculum; and
● analyze the benefits of pedagogical content knowledge.

Educational Theory

The mastery of content and comprehensive pedagogical content knowledge (PCK) of the
subject area is one of the competencies expected in a teacher education graduate (CHED 2017).
Shulman introduced PCK in 1986 and defined three categories of teacher’s knowledge that are
essential in teaching and learning. These are the following:

● Content Knowledge – the knowledge of the subject matter or academic course to be

taught or expected to be learned by students, which requires understanding of facts,
concepts, or principles.
● Pedagogical Content – the knowledge of the teaching, which includes methods and
strategies of formulating the subject matter to make it more comprehensible to the
learners.
● Curricular Knowledge – the knowledge of the curriculum, which is represented by full
range of programs designed for the teaching a particular subject/ course at a given level.

PCK is the blending of the content knowledge and pedagogical knowledge that is unique
among teachers. It is the type of knowledge in which the teacher relates his/her pedagogical
knowledge to the content knowledge to make the lesson more relevant and comprehensible to
learners.

While it is important for teachers to have mastery of content and pedagogical skills, it is
also essential to have curricular knowledge to deliver the content effectively. Choppin (2009),
emphasizes that the notion of the curricular-context knowledge has the potential to be a tool to
explore how teachers develop and connect content knowledge, pedagogical content knowledge,
and curricular knowledge in practice.

As a teacher, you should familiarize yourself with the K-12 curriculum guide.
Observation

A. Write down the information asked and answer the succeeding questions based on your
class observation.

Name of Teacher:

Date and Time of Observation:

Educational Background:

Assigned Grade and Section:

Assigned Subject/s:

Relevant Training Attended:

1. Is the teacher’s background and qualifications aligned with the subject/s he/she is
assigned to teach?
_______________________________________________________________________

_______________________________________________________________________
2. Does he/she use K-12 curriculum guide in preparing a lesson plan?

_______________________________________________________________________

_______________________________________________________________________

3. Does he/she consider the learner’s prior knowledge in designing a lesson plan?

_______________________________________________________________________

_______________________________________________________________________

4. Does he/she use varied teaching strategies to deliver the subject matter?

_______________________________________________________________________

_______________________________________________________________________

5. Does he/she conduct research in planning for his/her lessons?

_______________________________________________________________________

_______________________________________________________________________
B. Put a check mark ( / ) to the box that corresponds to your observation. Write your
remarks in the right most columns.

Not
Indicators Observed Remarks
Observed
1. Explain the subject matter

a. Clearly
b. Accurately
c. Comprehensively

2. Relates the subject matter with

previous lessons that have been
taught or future lessons to be
taught

3. Presents facts, theories, and

concepts to support validity of
content

4. Manifests understanding of the

learner’s background in relation to
the subject matter

5. Utilizes appropriate pedagogical

strategies in the delivery of the
subject matter

6. Integrates appropriate technology

tools specific to the subject matter
to be taught

7. Promotes inquiry-based learning

to develop higher order thinking
skills and 21st century skills

8. Uses appropriate languages to

make subject matter delivery more
comprehensible

9. Show skills in the use of

information and communication
technologies (ICT) to facilitate
teaching and learning

10. Uses effective verbal and non-

verbal forms of communication
strategies to promote meaningful
learning

Other comments:

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Processing

A. Based on what you have observed in class, explain the importance of the different kinds
of knowledge.

1. Content knowledge

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

2. Pedagogical knowledge

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________
3. Curricular knowledge

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

B. What do you think are the strategies used by the teacher to enrich his/her mastery of the
subject matter?

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

C. What do you think are the strategies used by the teacher to enrich his/her pedagogical
knowledge?

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

D. What do you think are the strategies used by the teacher to enrich his/her curricular
knowledge?

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________
Reflection

Complete the following statements.

1. I realized that:

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

2. I believed that:

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

3. I feel that:

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

4. Being a professional teacher requires:

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________
Lesson 2 – Positive Use of Information and Communication Technology

Teachers play a critical role in supporting learners to face challenges and seize opportunities
in the digital world (UNESCO, 2018). This lesson will help you ascertain how to demonstrate
skills using technology to promote quality-learning outcomes. The objectives of this lesson are
the following:

1. identify different types of information and communication technologies (ICT) for

teaching and learning;
2. observe the proper use of ICT in teaching and learning; and
3. understand how technology can improve teaching and learning.

One of the 21st century skills that students need to succeed in the information age is literacy
skill, which comprise information literacy, media literacy, and technology literacy (P21
Framework for 21st Century Learning 2016). Thus, teachers should not only be equipped with
pedagogical knowledge, but also with technological knowledge to adapt with the demand of the
21st century teaching and learning.

Mishra and Koehler (2006) define technological knowledge (TK) as knowledge of different
technologies from traditional such as books, chalk and blackboard to more advanced
technologies like digital technologies that involves skills required to operate hardware and
software and the ability to adapt new technologies regardless of type. Mishra and Koehler (2006),
the pedagogical uses of technology require the development of complex situated form of
knowledge called technological pedagogical content knowledge (TPACK). The TPAK
framework describes the teacher’s knowledge for technology integration, which adds
technological knowledge to Shulman’s concept of PCK. It is an overlap of content knowledge,
pedagogical knowledge, and technological knowledge as shown in Figure 1.

Technological
Knowledge

Pedagogical Content
Knowledge Knowledge
Relatively, due to rapid development of technologies, there is a need to have a clear
vision of the role of teachers in harnessing the power of ICT in the classroom and beyond
(UNESCO 2011). Thus, the UNESCO ICT Competency Framework for Teachers (ICT-CFT)
was created to help countries develop a comprehensive national ICT competency policy and
standard. UNESCO Bangkok in partnership with the Commission on Higher Education
(CHED) addressed this vision by integrating the ICT competency standards in the revised
undergraduate teacher education program of 2017, which aims to build teacher education
graduates’ ability to apply ICT to promote quality, relevant, and sustainable educational
practices.

In order to provide public school teachers with appropriate technologies to enhance the
teaching and learning process and meet the challenges of the 21st century, the DepEd
implemented the DepEd Computerization Program (DCP) in 2010 by virtue of the DepEd
Order No. 78. The objectives of the DCP are as follows:

1. provide computer laboratory packages to secondary schools;

2. provide e-classrooms to elementary schools;
3. provide laptop units to mobile teachers;
4. integrate ICT in the school system;
5. raise the ICT literacy of learners, pupils, students, teachers, and schools heads; and
6. reduce the computer backlogs in public schools.

Observation

A. Familiarize yourself with ICT facilities and tools for teaching and learning. Check if the
following items are available. Provide a description for each of them in the rightmost
column.

Not
ICT Facilities and Tools Available Description
Available
Computer Lab/Computer Room
Audio-Visual Room
Laptop/Desktop
Printer
Scanner
LCD Projector
Audio Equipment
LCD/LED TV
Internet Access
Computer Hard Drives and
Storage Devices (ex. Compact
Disk, Flash Drive/USB, Portable
Drive
Others:

B. Interview the cooperating teacher. Ask the following questions.

1. Does the school have specific ICT policies and standards?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

2. Are the teachers aware of the school’s ICT policies and standards?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

3. Does the school provide ICT training for teachers?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

4. Does the school provide the necessary ICT tools and digital technologies to aid
teaching and learning activities?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________
5. Are the students provided with equal opportunity to use the computers and other
digital technologies?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

6. Are the teachers knowledgeable on how to operate a laptop/computer and other

digital technologies for teaching and learning?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Other comments and observations:

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

C. Check ( / ) the box that corresponds to what you have observed in class. Write your
remarks in the last column.

Not
COMPETENCIES Observed Remarks
Observed
Domain 1: Understanding ICT in Education
Demonstrates awareness of policies affecting
ICT in education
Complies with ICT policies as they affect
teaching-learning
Contextualizes ICT policies to the learning
environment
Domain 2: Curriculum and Assessment
Demonstrates an understanding of concepts ,
principles, and theories of ICT system as
they apply to teaching-learning
Evaluates digital and non-digital learning
resources in response to students’ diverse
needs
Develop digital learning resources to
enhance teaching-learning
Uses ICT as a tool to develop 21st century
skills: Information, Media and Technology
Skills, Learning and Innovation Skills, Life
and Career Skills, and Effective
Communication Skills.
Domain 3: Pedagogy
Applies relevant technology tools for
classroom activities
Uses ICT knowledge to solve complex
problems and support students collaborative
activities
Model collaborative knowledge construction
in face-to-face and virtual environments
Domain 4: Technology Tools
Demonstrates competence in the technical
operations of technology tools and systems
as they apply to teaching and learning
Uses technology tools to create new learning
opportunities to support communities of
learners
Demonstrates proficiency in the use of
technology tools to support teaching and
learning
Domain 5: Organization and Administration
Manages technology-assisted instruction in
an inclusive classroom environment
Exhibits leadership in shared decision-
making using technology tools
Domain 6: Teacher Professional Learning
Explores existing and emerging technology
to acquire additional content and
pedagogical knowledge
Utilizes technology tools in creating
communities of practice
Collaborates with peers, colleagues, and
stakeholders to access information in support
of professional learning
Domain 7: Teacher Disposition
Demonstrates social, ethical, and legal
responsibility in the use of technology tools
and resources
Shows positive attitude towards the use of
technology tools
Processing

Read carefully and answer the following questions based on what you have observed in
class.

1. What are the problems or challenges in integrating ICT in teaching and learning?
____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

2. What are the challenges encountered by students in using ICT tools and other forms for
digital technologies?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

3. In what domain/s of ICT competency standards for teachers do teachers need

improvement? Why?
____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

4. How will you promote the positive used of ICT to your students?
____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________
Reflection

Complete the following statements.

1. I realized that:

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

2. I believed that:

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

3. I feel that:

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

4. Being a professional teacher requires:

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________
Lesson 3 – Strategies for Promoting Literacy and Numeracy

This lesson presents the teaching strategies that augment literacy and numeracy skills. It
will help you analyze how different strategies are employed in integrating literacy and numeracy
in teaching. The objectives of this lesson are the following:

1. define the terms “numeracy” and “literacy”;

2. observe how literacy and numeracy are integrated in teaching and learning; and
3. identify strategies in promoting literacy and numeracy

Education Theory

One of the target goals specified under Global 4.6 is to ensure that all youth and a
sustainable proportion of adults, both men and women, achieve literacy and numeracy by 2030.
To achieve this goal, teachers who serve as forefront of teaching literacy and numeracy should
be equipped with knowledge on strategies that promote literacy and numeracy skills.

Literacy and numeracy skills are the foundation skills that learners need to develop in
order to succeed in life. These basic skills refer to student’s ability to understand the effective
use of language and communication skills (reading, writing, listening, and speaking) and
mathematical concepts (number sense, addition, subtraction, multiplication, division, decimals,
fraction) that are useful in everyday life. According to Wyatt-Smith, Elkins and Gunn (2011),
literacy and numeracy education is core in quality learning across all phases of schooling and all
curriculum areas. This means that the teacher’s role in instigating literacy and numeracy is
significant to improve student’s academic performance. Knowing how literacy and numeracy are
taught under K-12 curriculum and understanding the learner’s competence are essential in
identifying appropriate strategies to promote literacy and numeracy among students.

The following are some of the strategies that can be used to promote literacy in teaching
and learning:

1. brainstorming and discussion;

2. cooperative learning;
3. inquiry-based learning;
4. problem-based learning;
5. using visuals, semantics, and graphic organizers;
6. promoting journal and writing;
7. organizing games, role playing, drama, and charades;
8. using music, rhythm, and dance;
9. conducting experiments and practical experience;
10. storytelling; and
11. using audio and video materials.

Meanwhile, below are the strategies for building numeracy in different learning areas:

1. using concepts of time, numbers, dates, and sequencing events in teaching History, Social
Studies, Values Education, and ICT;
2. measuring distance, volume, weight, and height and using percentage and calculation in
teaching Science and Mathematics.
3. collecting, comparing, and interpreting data in teaching Science, Mathematics, Social
Studies, and TLE;
4. using graphs and diagrams in teaching Mother Tongue, English, Filipino, Values
Education, Mathematics, and TLE;
5. using game scores, dance steps, and rhythm in teaching MAPEH; and
6. using play money in teaching financial literacy in TLE, Math, and Social Studies.

In 2015, the DepEd issued guidelines on the Early Language, Literacy, and Numeracy
Program: Professional Development Component (DepEd Order No. 12) in line with then
President Benigno S. Aquino III ten-point agenda that “every child should be a reader by Grade
1. Its primary goal is to develop the Filipino children’s literacy and numeracy skills and attitudes
toward lifelong learning.

Observation

A. For each given domain, write down the literacy strategies used by the cooperating teacher
during your class observation.

Observation Strategies
1. Oral Language

2. Phonological Awareness

3. Book and Print Knowledge

4. Alphabet Knowledge

5. Phonics and Words Recognition

6. Fluency
7. Spelling

8. Writing and Composition

9. Grammar Awareness and Structure

10. Vocabulary Development

11. Reading Comprehension

12. Listening Comprehension

B. Write down the numeracy strategies used by the cooperating teacher during your class
observation in the following subjects.

Subjects Strategies
1. Language (English, Filipino, Mother
Tongue)

2. Mathematics

3. Science

4. History/ Araling Panlipunan/ Social

Studies

5. Values Education/ Conduct Education

6. Computer/ICT

7. Music, Arts, Physical Education, and

Health (MAPEH)

8. Technology and Livelihood Education

9. Others:

Processing

Read carefully and answer the following questions based on what you have observed in
class.

1. How literacy affect one’s life?

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

2. How important is numeracy in our daily life?

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

3. How can literacy and numeracy improve the learner’s academic performance?

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

4. In the absence of digital technologies and printed materials, what do you think are the
strategies you can use to promote literacy and numeracy?

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Reflection

Complete the following statements.

1. I realized that:

__________________________________________________________________________
__________________________________________________________________________

__________________________________________________________________________

2. I believed that:

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

3. I feel that:

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

4. Being a professional teacher requires:

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________
Lesson 4 – Strategies for Developing Critical and Creative Thinking, as Well as Other
Higher Order Thinking Skills

This lesson will guide you in understanding how teaching strategies develop critical and
creative thinking, as well as higher-order thinking skills (HOTS). The objectives of this
lesson are the following:

1. observe how teachers apply HOTS in formulating lesson objectives and assessments;
2. identify the strategies that enhance the students’ HOTS; and
3. recognize the importance of HOTS in teaching and learning.

Education Theory

Higher-order thinking skills (HOTS) is a concept based on cognitive processes that are
beyond the basic thinking skills classified in Bloom’s taxonomy. Based on Bloom’s taxonomy of
cognitive domain, thinking skills are organized into six major classes and presented in
hierarchical order (see Table 1). The hierarchical presentation suggests that learners should
master lower level thinking skills such as knowledge, comprehension, and application before
they can demonstrate HOTS such as analysis, synthesis, and evaluation. Anderson and
Krathwohl revised bloom’s taxonomy of educational objective in 2001. This led them to provide
six categories of the cognitive processes (see Table 1) and offer active verbs for each level to
help teachers in writing lesson objectives.

Taxonomy of Educational Objectives

Cognitive Domain

Bloom’s
Anderson’s Revised Taxonomy
Taxonomy
Evaluation Create – put elements together to form a coherent functional
whole; recognized elements into a new pattern or structure
(Keywords: Hypothesizing, designing, constructing)
Synthesis Evaluate – make judgment based on criteria and standard
HIGHER
(Keywords: Checking, critiquing)
ORDER
Analysis Analyze – Break material into its constituent parts
determine how the parts relate to one another and to an
overall structure or purpose (Keywords: Differentiating,
organizing, attributing)
Application Apply – carry out or to use procedure in a given situation
LOWER
(Keywords: Executing, implementing)
ORDER
Comprehension Understand – construct meaning from instructional
messages, including oral, written, and graphic
communication (Keywords: Interpreting, exemplifying,
classifying, summarizing, inferring, comparing, explaining)
Knowledge Remember – retrieve relevant knowledge from long-term
memory (Keywords: recognizing, recalling)

Relatively, critical and creative thinking are considered to be HOTS as they require a
more complex level of thinking. Critical thinking is the ability to make logical, rational, and
reasonable judgment using HOTS such as analyzing, synthesizing and evaluating before making
conclusions. Creative thinking, on the other hand, is the ability to become resourceful, open-
minded, innovative, and adaptive in addressing problems; it involves HOTS such as analyzing,
designing, composing, and constructing in order to generate ideas or create something new.

The following are some of the strategies to enhance HOTS of students as suggested by
Collins (2014):

1. teach the language and concept of higher-order thinking;

2. encourage questioning and discussion to tap into particular HOTS;
3. teach subject concepts to connect students;
4. provide scaffolding by giving student support at the beginning of the lesson such as
visuals, graphic organizers, and problem-solving tasks; and
5. encourage higher-order thinking to foster deep conceptual understanding.

Observation

A. Ask the cooperating teacher to show his/her lesson plan to you. Review the objectives of
each lesson in the lesson plans. Provide examples of educational objectives based on the
following HOTS:

1. Creating

2. Evaluating
3. Analyzing

B. Indicate whether the following HOTS strategies applied during your class observation by
checking the appropriate box. Write your remarks in the last column.

Not
HOTS Strategies Observed Remarks
Observed

1. Teaches the concept of HOTS

2. Promotes the use of HOTS

when communicating

3. Encourages question and

answer during discussion

4. Uses visuals and graphic

organizers to connect concepts

5. Uses problem-solving to foster

critical thinking

6. Promotes collaborative learning

to generate new ideas

7. Encourage students to elaborate

their answers

8. Promotes enquiry-based
learning to validate ideas

9. Uses educational objectives that

foster HOTS

10. Uses assessment that promotes

HOTS
Processing

Read carefully and answer the following questions based on what you have observed in
class.

1. In what part of the instructional plan can teachers apply HOTS?

__________________________________________________________________________

2. How can higher-order thinking skills improve the students’ learning

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

3. How important is creative and critical thinking in the 21st century workplace?

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

4. What are the things that teachers need to improve on in order to enrich students’ HOTS?

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Reflection

Complete the following statements.

1. I realized that:

__________________________________________________________________________
__________________________________________________________________________

__________________________________________________________________________

2. I believed that:

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

3. I feel that:

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

4. Being a professional teacher requires:

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________
Lesson 5 – Mother Tongue, Filipino, and English in Teaching and Learning

Mother tongue, Filipino and English are the mediums of instruction (MOI’s) used to
deliver the content of the K-12 curriculum. This lesson examines the importance of the use of
mother tongue, Filipino, and English in facilitating teaching and learning process. The objectives
of this lesson are the following:

1. observe how teachers use mother tongue, Filipino and English as MOIs;
2. determine how instruction plans are designed in line with the principles of mother tongue;
and
3. recognize the importance of the use of mother tongue, Filipino, and English in teaching
and learning.

Education Theory

Mother Tongue Based – Multilingual Education (MTB-MLE) under the K-12 basic
education program was institutionalized in 2009 through the DO No. 74, series of 2009. MTB-
MLE aims to improve the students’ learning as well as their cultural awareness by understanding
the language. Section 4 of the Republic Act No. 10533, otherwise known as The Enhanced Basic
Education Act of 2013 provides that basic education should be delivered in languages
understood by the learners as it plays a strategic role in shaping the formative years of learners.

Mother tongue is used as a medium of instruction in teaching Mathematics, Araling

Panlipunan, Music, Arts, Physical Education and Health (MAPEH), and Edukasyon sa
Pagpapakatao in Grades 1 and 2. It is also taught as a separate learning area in Grade 1 and 2 as
provided in DepEd Order No.31, series of 2013. Aside from Mother Tongue, Filipino and
English are also introduced in Grade 1 as separate subjects with focus of fluency and as MOIs
from Grade 4 onwards.

Relatively, 12 major languages or Lingua Franca are specified in DO No. 16, series of
2012 as learning areas and MOIs. These are: Tagalog, Kapampangan, Pangasinense, Iloko,
Bikol, Cebuano, Hiligaynon, Waray, Tausog, Maguindanaoan, Maranao, and Chavacano.

In addition, seven other languages were identified as MOIs in various regions per DO No.
28, series of 2013. These are Ybanaq (Region II – Tuguegarao City, Cagayan, Isabela), Ivatan
(Region II – Batanes Group of Islands), Sambal (Region III – Zambales), Aklanon (Region VI –
Aklan, Capiz) Kinaray-a (Region VI – Capiz, Aklan), Yakan (ARMM (Basilan), and Suriqaonon
(CARAGA – Surigao City and provinces).

Mother Tongue, Filipino, and English as MOIs are also offered as learning areas under
the K-12 curriculum with focus on oral language, phonological awareness, book and print
knowledge, phonics, and word recognition, fluency, spelling, writing and composition, grammar
awareness and structure, vocabulary development, reading comprehension, listening
comprehension, attitudes towards language, literacy and literature, and study strategies.

Observation

A. Conduct a survey of languages used by students and teachers at home and school.

Language/s used at home Language/s used at school

Students

Teachers

B. Answer the following questions:

1. Do the teachers of kindergarten and elementary students have a copy of the teacher's
guide and learning materials for Mother Tongue, Filipino, and English?

2. Are the teacher's guide and learning materials translated in mother tongue?

3. Are there sufficient references for the teaching of Mother Tongue, Filipino, and English?

4. Are teachers well-informed on, and trained in the teaching of Mother Tongue, Filipino,
and English?

5. Does the teachers speak or understand the identified regional language of instruction?

6. Do the learners speak or understand the language of instruction used by teachers in the
implementation of MTB-MLE?

7. Do the learners have access to learning resources and materials?

C. Conduct an observation of teachers in Mother Tongue, Filipino and English classes.
Identify the strategies used to motivate or arouse the interest of learners in the following
language literacy domains. Write your observations in the last column.

Domains Strategies Remarks

1. Oral Language

2. Phonological Awareness

3. Book and Print Knowledge

4. Alphabet Knowledge

5. Phonic and Words

Recognition

6. Fluency

7. Spelling

8. Writing and Composition

9. Grammar Awareness and

Structure

10. Vocabulary Development

11. Reading Comprehension

12. Listening Comprehension

Processing

A. Based on what you have observed in class, identify the benefits of using Mother Tongue
Filipino, and English as MOIs.
1. Mother Tongue

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________
2. Filipino

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

3. English

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

B. Based on what you have observed in class, identify the strategies to improve the teacher's
ability to help students understand Mother Tongue, Filipino, and English.

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

C. Explain how Mother Tongue can enrich cultural awareness of both teachers and students.

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________
Reflection

Complete the following statements.

1. I realized that:

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

2. I believed that:

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

3. I feel that:

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

4. Being a professional teacher requires:

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________
Lesson 7 – Classroom Communication Strategies

Communication plays a fundamental role in our daily lives, most especially in teaching and
learning. This lesson distinguishes numerous verbal and non-verbal classroom communication
strategies that support learner understanding, participation, engagement, and achievement. The
objectives of this lesson are the following:

1. differentiate verbal from non-verbal communication;

2. observe how communication strategies are used in the classroom;
3. determine how communication strategies support the learners' understanding of the
lesson; and
4. discover how communication strategies improve the learners' academic performance.

Education Theory

Communication skill is one of the 21st century competencies that every student needs. It
is essential in exchanging information with other people. Communication makes teaching and
learning easier.

Communication may occur between individuals, groups, organizations, and social classes
regardless of their complexities, distance, space, and time (Rosengren 2000). In a classroom
setting where the teacher usually plays the role as conveyor of message or information, his/ her
ability to communicate with the learners is very essential in order to engage them in class
discussion.

According to Rocci and de Saussure (2016), verbal communication is arguably the most
pervasive form of communication especially in the huge gamut of communication phenomena
where spoken and written language combines with other modalities such as gestures and pictures.
There are two known forms of verbal communication:

1. Oral Communication — a communication 'through spoken words done face-to-face, in

video chat, or on a telephone call.
2. Written Communication — a communication through the use of written or printed
documents, emails, fax messages, SMS/text messages, or online messaging/chat.

Non-verbal communication, on the other hand, is the process of communication that does
not use any oral or written words. Communication in this form takes place with the use of signals,
behaviors, expressions, or movements. Hall and Knapp (2013) identify the modalities of non-
verbal communications in the following forms:

1. facial behavior
2. vocal behavior
3. gesture and body movement
4. eye behavior
5. face and body physiognomy: non-verbal cues for trait impressions
6. proxemics and haptic interaction: the closeness continuum

Observations

A. Identify the verbal and non-verbal forms of communication used by teachers and students
in classroom.

Verbal Non-verbal Remarks

Teachers

Students

B. Check ( / ) the box that corresponds to what you have observed in class. Write your
remarks in the last column.

Communication Strategies for Not

Observed Remarks
Teachers Observed
Communicates with a friendly tone
Think before you speak to avoid
utterance of irrelevant words
Speaks clearly and articulately delivers
the message he/she is trying to convey
Speaks with confidence
Demonstrates ability to produce
intelligent and fluent discourse
Demonstrates skills in written
communication
Demonstrates proficiency in oral
communication
Manifests positive attitude towards
students
Other comments and observations:
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Processing

Read carefully and answer the following questions based on what you have observed in
class.

1. How important are the verbal and non-verbal forms of communication to the teachers?
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2. How do verbal and non-verbal forms of communication affect the students' learning?
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3. What forms of communication do the teachers and the students need to improve on?
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Reflection

Complete the following statements.

1. I realized that:

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2. I believed that:

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3. I feel that:

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4. Being a professional teacher requires:

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