Topic/Subject Matter: Pangngalan / Filipino
Grade Level: Grade 4
Cooperative and Experiential Learning
Principles
Actual hands-on activities are still the most
effective means of learning.
Tasking is a vital component of cooperative
learning.
Specific Teaching Activities/Strategies
The teacher would let the students come
to the board to answer questions and
participate in the activities provided. They
would either write their answers or they
would paste the cards given by the
teacher.
The teacher clustered the students into
groups according to their skill set
(drawing, speaking, reading, etc.). The
students then showcased their skills by
applying them on the lesson discussed by
the teacher. They would either, draw or
read what they learned from the topic,
with the guidance of the teacher.
Further, the teacher also gave the
students a short quiz for assessment
whether the students were able to learn
during the lecture. It is also one way for
students to retain topic in their memory
through writing.
During the groupworks and group
presentations, students tasked
themselves, with the help of the teacher,
of their works. They would assign persons,
who will do the writing in the paper and
who will report during presentations. This
is gives authority on their learning and
teaches them how to lead their group,
making each student feel responsible for
both their learning and their classmates’
learning later.
Cooperative learning allows learners’
creativity and innovation because they
interact with people their age, peers, or
classmates.
Teachers challenge them to come up with
their creative styles of presentation.
The teacher prepared 2 sets of
groupworks so the students can interact
and collaborate with their classmates. The
first activity was identifying and
familiarization of the topic (Nouns)
through the story read prior to the
discussion. Students were grouped
according to the type of nouns and were
tasked to identify them in the story. The
second activity was to apply what they
have learned from the first activity. The
class was clustered into groups according
to their skill set (drawing, speaking,
reading, etc.) to further their learning of
the lesson.
After each of these activities, the groups
would report their works to the class, for
a class discussion and interaction.
The teacher first showed the students
different ways how to present. First, the
teacher asked of the students to story tell
the story the class read the other day.
Second, the teacher used images for the
students to picture out the story well. And
lastly, the teacher used questions to let
the students remember and take note of
the details of the story, which later on is
vital to the class topic.
And because the teacher identified and
knew the students’ skill set and learning
style, the teacher was able to come up
with an activity where the students can
both, hone their skills and have a depth
understanding of the lesson.
Through the 2 groupworks given by the
teacher, students were able to report in
two different ways. First, is through
merely presenting ideas and reading. And
second, is through showcasing their work
 and expressing their own ideas to the
class.
Teachers need to also actively monitor how The teacher, while lecturing, would
tasks are done. observe how the class is doing. During
activities, the teacher would roam around
the classroom to see if the students needs
assistance during the activities. Moreover,
the teacher repeats the given instruction
to the student so they will not get lost in
making the activities.

In addition, the class has one student with

disability and additional assistance. The
teacher would closely monitor that
student to see if she is able to catch up
with her classmates and collaborate with
them interactively.

Collaboration boosts inclusivity in the In an inclusive classroom, all the students

classroom setting. are given the same and equal
opportunities to work with peers,
participate in discussions, and in learning.
Teacher Hazel’s classroom is composed of
students, physically able and not so
physically able. Activities and works were
chosen carefully to cater to all the
students’ need, without bias.

Because students were able to work with

each other through the different set of
activities provided, they were able to
learn equally, even if they have
differences in their learning styles. The
prior knowledge of the teacher on the
students’ learning style made the learning
of the topic go smoothly.

Moreover, the collaborative learning

where students with disability are
involved makes them feel belonged. An
inclusive classroom helps them learn just
like other students.

Source: Bulusan, F. et al (2019). Facilitating Learner-centered Teaching. Metro Manila. Rex Book Store, Inc.