Different Approaches in Teaching MTB-MLE

4. Different Approaches in Teaching MTB-MLE

Introduction
Many teaching approaches and strategies are available for us to make the delivery of our lessons more
effective, interesting and fun for our learners.

In using Hiligaynon as medium of instruction, we can use the following strategies and approaches.

Objectives

At the end of the topic the students are expected to:

1. Discuss the benefits of knowing the different teaching strategies and approaches
2. Identify and discuss the major approaches to teaching MTB-MLE (i.e., Communicative Approach, Task-
Based, Content-Based Approaches; Two-track method: story track [focus on meaning] and primer track
[focus on accuracy])

Engage

Paste a sample plan here.

1
 Different Approaches in Teaching MTB-MLE

Explore

Make a list of the different strategies/approaches you are familiar with.

You can add more numbers.
1.
2.
3.
4.
5.

Explain

Two-Track Method
A unique feature of MTB-MLE curriculum. It helps children build fluency and confidence in speaking. It
focuses on both meaning and accuracy in listening, speaking, reading, writing and viewing.

A. PRIMER TRACK (Accuracy and Correctness)

Picture and Key Word

Big Box
Sentence-Making
Spelling and Handwriting
1. Picture and Key Word
- Ask, “What is this picture? This is a picture of ________”
- Point to the key word. “This is how we write ________”
- Read the key word 2-3 times with the students.

Syllable Box
- Point to the key word and read it at normal speed.
- Point to each syllable as you read each syllable distinctly.
- Read each syllable again, clapping once for each syllable. Do this again and have the
students clap for each syllable with you.

2
 Different Approaches in Teaching MTB-MLE

Break-the-word
- Write the key word on the left side under the syllable box. Read it to and then with
the students.
- Write the new letter directly under the new letter above. Read it to and with the
students.
- Continue writing each smaller part of the word and reading it to and with students.
- Write the new letter directly under the new letter above. Read the new letter to and
then with the students.
- Read the whole Break-the-word column with students.

Make-the-word
- Write the new letter to the right of the break the word column and read the new
letter with the students.
- Write the part of the word with the new letter so the new letters are in a straight
column. Then read that part of the word with the students.
- Follow that pattern, using as many steps as you did with the break the word activity.
- Finally, Write the entire word so the new letters are in a straight column and read the
word with the students.
Students read the key word, syllable box, break the word and make the word together,
volunteers; read alone.
2. Big Box
- Students read letters/syllables as you point to them.
- Students find the new key word in the Big Box.
- Students find other words in the big box

3. Sentence Making
Break-the-Sentence
- Write the sentence making word. Point to it and read it with the students. Tell them
you will use this word to make a sentence.
- Write the whole sentence under the big box towards the left side
- Move the pointer smoothly under the sentence as you read it with students
- Write the part of the sentence with the sentence making word so that the word is
directly under the same word above
- Write the next smaller part of the sentence. Use the pointer as you read that part of
the sentence with the students
- Write the sentence-making word by itself so it is directly under the same words in
the rows above. Read it with the students.

Make-the-Sentence
- Tell the students, “Now we will make the sentence again”
- Write the sentence making word under the big box but on the right side

3
 Different Approaches in Teaching MTB-MLE

- Point to the word as you read it with the students

- Write the next biggest part of the sentence so that the sentence making word is just
under the sentence making word above
- Use pointer as you read that part of the sentence with the students
- Now write the entire sentence so that the sentence making word is just under the
same word above
- Use the pointer as you read the sentence with the students

4. Handwriting
a. Students practice writing the new letter
- air 3-4 times (large)
- palm 3-4 times
- notebooks 10 times
b. Students practice writing the new keyword
- chalkboard 3-4 times (large)
- notebooks 10 times
- walk around and help anyone having trouble

B. STORY TRACK

Shared Reading
a. Introduce the Shared Reading Story
- introduce the story topic. Ask the students about people and events from their
own lives that encourage them to think about and talk about the topic of the
story
- Have your pointer ready to move under the words as you read.
b. Read the Story
- Read the title of the story. Ask 1-2 students to tell you what they think the story
will be about. Encourage them to share their stories.
- Open to the first picture. Ask the students to say what they see. Read the text for
that page, moving the pointer smoothly under the text as you read.
- Do the same for each page, stopping 2 to 3 times you ask, “What do you think
will happen next?”
- After reading the story, ask students some questions: “What happened in the
story?” Why do you think that happened?” “What part of the story did you like
best?” “Why did you like that part best?”
- Then read the story following Steps 2-5 of the Reading plan. Move the pointer
smoothly under the words as you and the students read.

c. Do the Matching Word Activity

4
 Different Approaches in Teaching MTB-MLE

Pick up the matching word cards that you prepared. Open to the page with the words
that match your word cards.
- Give the matching word cards to volunteers.
- Volunteers put their cards under the word on the page that is the same as the word on
their card. When they have matched the word correctly, read the word with them, and
have everyone clap. Help them if they have trouble.

d. Do the Hide-A-Word Activity

a. Find the first sentence that you choose for the Hide-A-Word Activity. Read
that sentence with the students.
b. Hold a small piece of paper over one of the important words in that
sentence.
c. Read the sentence again, including the word that is covered with the
students
d. Ask the students, “Which of the words in that sentence did I cover?”
e. If they say the correct word, uncover the word, and praise them. Then read
the sentence again with the students.
f. Do this with the other two “Hide –A-Word” sentences.
-
The following standards illustrate teaching for meaning and accuracy

Story track Primer track

Focus on meaning Focus on correctness

Listening Listen in order to understand, Recognize and distinguish

think critically sounds;
respond creatively recognize parts of words

Speaking Speak with understanding, to Use correct vocabulary,

communicate knowledge, ideas,
experiences

Reading Read with understanding to Decode by recognizing parts of

apply, analyze, evaluate, and to words, sentences
create new knowledge

Writing Write to communicate Form letters properly and

knowledge, ideas experiences, neatly; spell words accurately;
goals use correct grammar

Viewing View in order to understand, Recognize and distinguish print

think critically respond and non-print-materials and be
creatively able to critic the materials
objectively.

https://www.deped.gov.ph/wp-content/uploads/2019/01/Mother-Tongue-CG.pdf

5
 Different Approaches in Teaching MTB-MLE

- chalkboard 3 times

Communicative Language Teaching (CLT)

a. Communicative Language Teaching (CLT) is an approach to the teaching of second and

foreign languages, emphasizes interaction as both the means and the ultimate goal of
learning a language. It is also referred to as “Communicative Approach”. Historically, CLT
has been seen as a response to the Audio-Lingual Method (ALM), and as an extension or
development of the Notional-Functional Syllabus. Task-based language learning, a more
recent refinement of CLT, has gained considerably in popularity.

b. For Chomsky the focus of linguistics was to describe the linguistic competence that
enables speakers to produce grammatically correct sentences. Dell Hymes held, however,
that such a view of linguistic theory was sterile and that it failed to picture all the aspects of
language. He advocated the need of a theory that incorporates communication
competence. It must be a definition of what a speaker needs to know in order to be
communicatively competent in a speech community. Later Canale and Swaine (1980)
described four dimensions of communicative competence.

• Grammatical competence: refers to what Chomsky calls linguistic

competence.

• Sociolinguistic competence: refers to an understanding of the social context

in which communication takes place (role relationships, shared beliefs and
information between participants …)

• Discourse competence: refers to the interpretation of individual message

elements in terms of their interconnectedness and how meaning is represented
in relationship to the entire discourse or text.

• Strategic competence: refers to the coping strategies that participants use to

initiate terminate, maintain, repair and redirect communication

Learning theory

According to the communicative approach, in order for learning to take place,

emphasis must be put on the importance of these variables:

• Communication: activities that involve real communication promote learning.

• Tasks: An activity in which language is used to carry out meaningful tasks

supports the learning process.

• Meaning: language that is meaningful and authentic to the learner boosts

learning.

Acquiring or learning?

6
 Different Approaches in Teaching MTB-MLE

Stephen Krashen later advocated in his language learning theory that there should be a
distinction between learning and acquiring. He sees acquisition as the basic process
involved in developing language proficiency and distinguishes this process from learning.
Acquisition is an unconscious process that involves the naturalistic development of
language proficiency while learning is the conscious internalization of the rules of language.
It results in explicit knowledge about the forms of language and the ability to verbalize this

Characteristics of the teaching/learning process

• The most obvious characteristic of CLT is that almost everything that is done
is done with communicative intent.

• Another characteristic of CLT is the use of authentic materials.

Whenever possible, ‘authentic language’-- language as it is used in a real context
-- should be introduced.

• Activities in CLT are often carried out by students in small groups.

Merits of CLT

There are many advantages in teaching according to the communicative

approach:

• CLT is a holistic approach. It doesn’t focus only on the traditional structural

syllabus. It takes into consideration communicative dimension of language.

• CLT provides vitality and motivation within the classroom.

• CLT is a learner centered approach. It capitalizes on the interests and needs

of the learner.

• In a world where communication of information and information technology

has broken new considerable ground, CLT can play an important role in
education.

Criticism

• Notional syllabus was criticized as merely replacing one kind of list, namely a
list of grammatical structures, with another list of notions and functions.

• The various categories of language functions are overlapping and not

systematically graded like the structures of the language.

• The communicative approach focuses on the use of language in everyday

situations, or the functional aspects of language, and less on the formal
structures. There must be a certain balance between the two. It gives priority to
meanings and rules of use rather than to grammar and rules of structure. Such

7
 Different Approaches in Teaching MTB-MLE

concentration on language behavior may result in negative consequences in the

sense that important structures and rules would be left out.

• The approach relies extensively on the functional-notational syllabus which

places heavy demands on the learners.

• A major principle underlying this approach is its emphasis on learners’ needs

and interests. This implies that every teacher should modify the syllabus to fit the
needs of the learners.

• The requirements are difficult. Not all classrooms can allow for group work
activities and for teaching aids and materials.

In spite of its critics, CLT has gained widespread acceptance in the world of language study.
CLT can succeed, as long as teachers don’t completely reject the need for the structure
provided by grammar. Teachers must strive for moderation and shouldn’t neglect the merits
of other methods. CLT, in the hands of a balanced teacher, can bring new life and joy to the
classroom. Its vitality makes it an important contributor to language learning approaches

Lesson Plan
Time
Stage Aim Procedure Interaction
45m

3m Warm-up   To make Ss more - Greeting & introduction.

comfortable.
- Telling a story related with the topic/
summarizes the previous class.
T-Ss
- Declaration of the lesson.

12m Activity 1 - T will ask Ss to divide into small groups. T-Ss

Ss-Ss

- One member of the group will be given a

picture strip story.
  To promote
communication.
Picture strip
story   To work on negotiating - The S with the strip story will show the first
meaning. picture to other members of his group, while
covering the remaining five pictures.

-  The other Ss will try to predict what they think

will happen in the second picture.

8
 Different Approaches in Teaching MTB-MLE

- The first S will tell them whether they are

correct or not and continues.

12m Activity 2   To figure out the speaker’s - T will distribute a handout written on both
or writer’s intentions is sides.
part of being
Authentic communicatively
text competent.
- One side is a copy of a sports column from a
recent newspaper.

Scrambled  To create variety of

sentences linguistic forms.
- T will tell Ss to read it and underline reporter’s
prediction.
  To make TL as a vehicle for
classroom
communication. - When Ss have finished, they will read what they T-Ss
have underlined. And T will write the prediction
on the board.

- Then T and Ss discuss and say which predictions

they think the reporter feels more certain of and
least certain of.

- T will give directions for the activity in the TL.

- Ss will try to state the reporter’s predictions in

different words.

- T will tell Ss to unscramble the sentences of the

newspaper article.

  To teach cohesion and - Next T will ask Ss to turn the other side of the
coherence properties. handout where the sentences of the article are
out of order.

15m Activity 3   To learn real - T will announce to play a game and divide the T-Ss
communicative events- class into small groups.
Ss-Ss
purpose to the exchange.
Language
  To aware them by giving
games - T will give each group a deck of 12 cards and
immediate feedback.
each card has a picture.

9
 Different Approaches in Teaching MTB-MLE

  To work on negotiating

meaning.
- Ss will identify the items and T will write each
name on the board.

- The cards are shuffled and four Ss in a group

are dealt 3 cards each without showing to
anyone else.

- The extra card is placed face down in the

middle of the group.

- 5th person in each group receives no card and

s/he has a choice as to what she would predict
and how s/he would predict it.

- S/he will receive feedback from the group

members and continues.

3m Warp-up   To engage Ss at home. - T will instruct Ss to listen to a debate on the T-Ss
radio or watch it on television as home work.
Writing

Assessment

Scoring criteria

No. Name of the Ss Fluency Accuracy

Descriptor

Fluency:

10
 Different Approaches in Teaching MTB-MLE

4:  speak fluently with no hesitation and correct intonation. (Know when to pause and to stop)

3: speak fluently enough with little hesitation, there but the intonation still correct 

2: not speak fluently enough (too much hesitation) and the intonation is not really correct.

1: not speak fluently and lack of intonation appropriateness.

Accuracy:

4: no grammar error and use appropriate vocabulary

3: some grammar error and use appropriate vocabulary

2: some grammar error and the use of vocabulary is not really appropriate

1: many grammar error and inappropriate vocabulary

Picture Strip Story

Language Game

  

11
 Different Approaches in Teaching MTB-MLE

Scramble Sentences

1.      They were the most perhaps batsmen experienced.

2.      The painful tigers defeat suffered their most.

3.      Mushfiqur of those the need was for never wracking moments.

4.      A short ball he hit at mid-wicket straight to the fielder.

5.      A small piece to create of history the last three balls.

What is the task-based method?

The task-based teaching approach is one of many modern ESL teaching methods and focuses on setting
a goal for students — this could be a report, a video, or a presentation — and then following three main
steps to achieve that goal.

1. The pre-task

During this stage, which can take up a whole lesson if needed, the teacher introduces the task to the
students and gets them motivated to solve it. Once everyone is engaged, the teacher should explain
what is expected for the task.

Verbal explanations can be supported by an example from the teacher or by showing a previous
student’s work. The teacher can then give further instructions if needed and offer advice on how to
approach the task.

2. The task

This is the main stage of task-based learning, where students start working on the task, usually in groups
or pairs. This stage is done in the target language so that students feel the need to use the language
they want to learn in order to solve the task.

The teacher doesn’t usually join in the work process. Instead, he or she will monitor the students and
offer hints if students really need support.

Find out about teaching English online to groups.

12
 Different Approaches in Teaching MTB-MLE

3. The review (or post-task)

Once the students have completed the task and have something to present, the review stage, also
known as the post-task, starts.

It’s a good idea to let students evaluate each other’s work and only offer a teacher review of frequently-
made errors during the task. Peer correction could be carried out in the form of comments, feedback
discussions, or a checklist with additional room for free commentary.

The review stage offers students the opportunity to reflect on their work and analyze it in order to
improve their skills for the future.

How can you apply a task-based approach to your teaching?

As an English teacher, you will not get around the “boring stuff,” such as grammar drills and vocabulary
work. You also have to keep in mind that your students need to practice all four skills: writing, reading,
speaking, and listening.

However, keeping the drills and language exercises to a necessary minimum and including more task-
based learning in your curriculum can help students use the target language immediately and retain
words and grammar points more effectively.

Here are two examples of task-based lesson plans:

In the physical classroom (with a group of 10-15 teenagers)

Greeting and warm-up: While the students are settling in, you can play a song that’s popular among
your students. You can let them sing along if they know the song well!

Assign the task and give instructions: “Create your own music video in groups of 4-5 students using a
song of your choice. Everybody has to have a role, from managing the camera to coming up with
choreography to performing in the video. You have this lesson for planning and the next lesson for
filming. We will watch all of the videos in the third lesson and give feedback to each other.”

Do the task: Let students gather in groups and start planning their video. Monitor their language and
teamwork, and take notes. Make sure that everybody is engaged and involved and that there are no
students who are just standing by.

Review: Before the lesson ends, give brief and motivating feedback to the students, and praise them for
their efforts and their use of the language. Remind the students to be ready to start filming during the
next lesson.

In the online classroom (with around 5 young learners)

Greeting and warm-up: Call out each student’s name and show each of them a card with a different
word on it. It could be “dog,” “play,” “boy,” “girl,” “sunny,” etc. Have each student read their word out
loud.

Assign the task and give instructions: “Create a short story that includes all of the words I gave you just
now. You can decide the order of the words and how you use them in your story. You can add as many
words and plot twists as you like. Each student has to contribute at least one sentence. Please start.”

13
 Different Approaches in Teaching MTB-MLE

Do the task: Watch the students on camera and take notes. If communication between them comes to a
standstill, you can provide some support by asking questions, such as “What do you think could happen
next?” or “Who can come up with the next idea?” or “Who wants to include their word next?” Your
support should encourage the students to participate without giving them an idea straight away. Finally,
have the students write down the story that they created. They can then take turns reading it out loud,
one sentence at a time.

Review: Praise your students for their effort and teamwork, and applaud their story. Let the students
have time for self-reflection and respond to questions such as “What did you do especially well today?”
or “What would you like to improve for next time?”

https://bridge.edu/tefl/blog/what-is-task-based-learning/

What is content-based instruction?

The focus of a CBI lesson is on the topic or subject matter. During the lesson students are focused on
learning about something. This could be anything that interests them from a serious science subject to
their favorite pop star or even a topical news story or film. They learn about this subject using the
language they are trying to learn, rather than their native language, as a tool for developing knowledge
and so they develop their linguistic ability in the target language. This is thought to be a more natural
way of developing language ability and one that corresponds more to the way we originally learn our
first language.

What does a content-based instruction lesson look like?

There are many ways to approach creating a CBI lesson. This is one possible way.

Preparation

Choose a subject of interest to students.

Find three or four suitable sources that deal with different aspects of the subject. These could be
websites, reference books, audio or video of lectures or even real people.

During the lesson

Divide the class into small groups and assign each group a small research task and a source of
information to use to help them fulfil the task.

Then once they have done their research they form new groups with students that used other
information sources and share and compare their information.

There should then be some product as the end result of this sharing of information which could take the
form of a group report or presentation of some kind.

What are the advantages of content-based instruction?

It can make learning a language more interesting and motivating. Students can use the language to fulfil
a real purpose, which can make students both more independent and confident.

14
 Different Approaches in Teaching MTB-MLE

Students can also develop a much wider knowledge of the world through CBI which can feed back into
improving and supporting their general educational needs.

CBI is very popular among EAP (English for Academic Purposes) teachers as it helps students to develop
valuable study skills such as note taking, summarizing and extracting key information from texts.

Taking information from different sources, re-evaluating and restructuring that information can help
students to develop very valuable thinking skills that can then be transferred to other subjects.

The inclusion of a group work element within the framework given above can also help students to
develop their collaborative skills, which can have great social value.

What are the potential problems?

Because CBI isn't explicitly focused on language learning, some students may feel confused or may even
feel that they aren't improving their language skills. Deal with this by including some form of language
focused follow-up exercises to help draw attention to linguistic features within the materials and
consolidate any difficult vocabulary or grammar points.

Particularly in monolingual classes, the overuse of the students' native language during parts of the
lesson can be a problem. Because the lesson isn't explicitly focused on language practice students find it
much easier and quicker to use their mother tongue. Try sharing your rationale with students and
explain the benefits of using the target language rather than their mother tongue.

It can be hard to find information sources and texts that lower levels can understand. Also the sharing of
information in the target language may cause great difficulties. A possible way around this at lower
levels is either to use texts in the students' native language and then get them to use the target
language for the sharing of information and end product, or to have texts in the target language, but
allow the students to present the end product in their native language. These options should reduce the
level of challenge.

Some students may copy directly from the source texts they use to get their information. Avoid this by
designing tasks that demand students evaluate the information in some way, to draw conclusions or
actually to put it to some practical use. Having information sources that have conflicting information can
also be helpful as students have to decide which information they agree with or most believe.

https://www.teachingenglish.org.uk/article/content-based-instruction

Instructional Plan

Instructional planning includes not only planning what students will learn, but how they will learn it.

Planning should include both short-term goals and long-term goals, and for students with
exceptionalities, should address the goals on their Individualized Education Program (IEP). Instructional
plans may include considerations of academic content, assistive or augmentative technology needs,
scaffolded supports, specific teaching strategies, and adaptations of or modifications to content.

15
 Different Approaches in Teaching MTB-MLE

When delivered with fidelity, well-planned instruction is designed to maximize academic learning time,
actively engage learners in meaningful activities, and emphasize proactive and positive approaches
across tiers of instructional intensity.

https://highleveragepractices.org/topics/instructional-planning

https://studylib.net/doc/9892772/instructional-plan-in-araling-panlipunan-%E2%80%93-i--iplan--
name... (Sample plan)

Elaborate

Discuss the importance of learning different teaching strategies in five to eight sentences.

Evaluate

Make a short description of at least two teaching strategies listed above and prepare your own
plan. (This will be done at the end of topic 4.2)

4.1- Instructional Materials

Introduction

Instructional materials, also known as teaching/learning materials (TLM),[1] are any collection of
materials including animate and inanimate objects and human and non-human resources that a teacher
may use in teaching and learning situations to help achieve desired learning objectives. Instructional
materials may aid a student in concretizing a learning experience so as to make learning more exciting,
interesting and interactive. They are tools used in instructional activities, which include active learning
and assessment. [2] The term encompasses all the materials and physical means an instructor might use
to implement instruction and facilitate students’ achievement of instructional objectives.

16
 Different Approaches in Teaching MTB-MLE

Objectives

At the end of this topic, students are expected to:

1. Identify the different instructional materials

2. Create/Develop their own instructional materials to be used in their presentation

Engage
Name some instructional materials that you know.
1.
2.
3.
4.
5.

Explore
Choose at least two from your list and describe each.

Explain

Criteria for Selecting Materials

Developmentally Appropriate

- Materials should match the stage of development of the children.

Active

- Children need materials that they can act on

- promote active involvement and exploration

Open-ended

- Can be used flexibly and do not dictate how they are to be used
Give feedback

- Children should receive feedback on the success of their actions

Multipurpose

- Materials or combinations of materials should suggest many possibilities for play

Safe and durable

- Items purchased for children's use should be sturdy and well-constructed

Attractive

- Materials' appearance should be appealing and inviting

Nonsexist, nonracial

17
 Different Approaches in Teaching MTB-MLE

- Materials should convey a sense of equality and tolerance rather than reinforce
sexist, racial, or cultural stereo-types.
Variety

- A wide variety of materials that cater to different interests and that meet all
developmental needs is necessary
Duplicate

- Although variety gives children divergent ways through which they can develop
skills, there should also be more than one of some items

Prepare yourself
• Know your lesson objectives
• Know what you expect from the class after discussion
• know why you choose a particular IM
• Have a plan on how will you proceed, how will you evaluate learning, how will you tie loose ends
before the bell rings (wrap up and summarize)

18
 Different Approaches in Teaching MTB-MLE

Prepare your students

• Set class expectation and learning goals

• Give guide questions so that they can answer during the discussion

• Motivate the students

• Keep the students interested and engaged

Present the materials

• Plan well (avoid ROG syndrome) ROG means running out of gas- result of unplanned work

• Rehearse if needed

• Plan performance

• Try the materials ahead

Follow up

• Use instructional materials for the attainment of lesson objectives

• To find out if the objective was attained

Elaborate

What IMs will you use in the following topics?

1. Katigbatuhan

2. Mga Tinagpong kag Mga Dinalan

3. Paktakon

4. Katuladan kag Kabaliskadan

5. Story Telling

Evaluate

Create two among your answers in “Elaborate” part and discuss how will you use each.
Take pictures of your IMs and post it here.
List down also the materials you used and the steps on how to do it.

4.2 Parts of Lesson Plan in Hiligaynon

4.2 Parts of Lesson Plan in Hiligaynon

Introduction
19
 Different Approaches in Teaching MTB-MLE

A lesson plan is a teacher’s daily guide for what students need to learn, how it will be
taught, and how learning will be measured. It helps teachers to be more effective in the
classroom by providing a detailed outline to follow each class period.

Objectives

At the end of the topic the students are expected to:

1. Identify the parts of lesson plan in Hiligaynon

2. Prepare a lesson plan in Hiligaynon
3. Demonstrate the lesson prepared

Engage

Explore

Give the five basic parts of lesson plan.

1. _______________
2. _______________
3. _______________
4. _______________
5. _______________

Explain

Mga Parte sang Lesson Plan

I. Katuyuan (Objectives)
20
 Different Approaches in Teaching MTB-MLE

II. Leksyon (Subject matter)

III. Pamaagi (Procedure)
1. Pagdumdom sang Nagligad nga Leksyon (Review)
2. Pagganyat (Motivation)
3. Pagpakilala sang Leksyon (Presentation)
4. Hilikuton (Activity)
5. Pag-analisa (Analysis)
6. Pagdihon sang Kabilugan nga Ideya (Abstraction)
7. Paggamit sang Natun-an (Application)
IV. Pagtakos (Evaluation)
V. Hilikuton sa Balay (Assignment)

Elaborate

What makes a lesson plan so important for us teachers?

Rubric

Criteria 5 3 1
Main Idea or Response rephrases Response declare write’s Writer’s main
Opinion the question while idea or opinion idea or opinion is
declaring the writer’s not clear
main idea or opinion
Details and Writers shares at least Writers shares at least 1 Writers shares
evidence 2 examples to support example to support no example to
his/her idea or opinion his/her idea or opinion support his/her
idea or opinion
Organization Writer’s response has Writer’s response flows, Response needs
, grammar, a clear beginning, but the beginning, stronger
usage and middle and end. middle or end is not transitions.
punctuation Grammar, usage and clear. Grammar, usage Grammar, usage
punctuation makes the and punctuation slows and punctuation
writing readable. readability. make the text
difficult to
understand.
Total

21
 Different Approaches in Teaching MTB-MLE

Evaluate

Prepare a lesson plan. Choose any topic from our previous lessons in Hiligaynon and be ready
for a short presentation.

22
 Different Approaches in Teaching MTB-MLE

Rating Sheet for Teaching Demonstration

Instruction: Check the column that corresponds to your rating for each item in the given criteria.
In the scale below, 5 is the highest rating and 1 is the lowest.
Numerical Descriptive Qualitative Description
Rating Rating
5.0 Outstanding Exhibits the behavior described at all times when the
occasion occurs
4.0 Very Exhibits the behavior described most of the time when the
Satisfactory occasion occurs
3.0 Satisfactory Exhibits the behavior described sometimes when the occasion
occurs
2.0 Fair Exhibits the behavior described rarely when the occasion occurs
1.0 Poor Exhibits the behavior described that has never been observed
when the occasion occurs
CRITERIA RATING
5 4 3 2 1
A. Lesson Plan
1. Exhibits the prescribed format in lesson planning     
2. Formulates SMART objectives     
3. Exhibits a range of teaching strategies appropriate to the objectives of
    
the lesson
4. Uses various activities that promote critical and creative thinking     
B. Content
1. Demonstrates mastery of the Subject Matter/Topic     
2. Relates the lesson to appropriate real-life situations     
3. Provides questions that promote Higher-Order-Thinking Skills (HOTS)     
4. Uses appropriate realistic learning experiences to address learners’
    
needs, gender, strengths and interests
C. Teaching Methods
1. Uses teaching methods that are suited to the needs of the learners     
2. Utilizes appropriate online teaching and learning resources to address
    
the learning objectives
3. Provides activities that ensure maximum participation of learners     
4. Aligns evaluation to the objectives of the lesson     
D. Classroom Management
1. Emphasizes the observance of order and discipline in the virtual learning
    
environment
2. Encourages collaborative and participative interaction among students     
3. Manages classroom structure to engage learners in meaningful
    
exploration, discovery, and other online/hands-on activities
4. Manages learners’ behavior constructively by applying positive and
    
non-violent discipline
E. Language Proficiency and Personal Attributes
1. Is proficient in speaking the language (as medium of instruction) in front
    
of the students
2. Has a non-threatening voice and a good sense of humor     
3. Maintains good posture and eye contact with the learners in the entire
    
teaching demonstration
4. Observes the proper dress code     

23
 Different Approaches in Teaching MTB-MLE

Average Rating

Other Comments:

____________________________________________________________________________
____________________________________________________________________________
______________________________________________________________________
Conformed: Rated by:

Student Teacher Teaching Demonstration Observer

24