T RAVERSING THE WORLD OF TEACHING

STRATEGIES:
A Compendium of Methodologies for
Teaching English Language

Created by:
Sumaylo, Noemi
Vicho, Melcris Q.
Villar, Rommel M.
Villarazo, April Mae R.
Ybañez, Marnel Leza S.
Ybañez, Restituta G.

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 TABLE OF CONTENTS

Title Page
Cover page i
Table of Contents ii
Methodologies and Strategies for Teaching English
Picture Prompt……………………………………………....1-4
Forced Debate……………………………………………….5-7
Devil’s Advocate………………………………………..…..8-10
Socratic Questioning………………………………….….11-13
Gallery Walk………………………………………………14-16
Storytelling………………………………………………...17-19
Authors’ Page……………………………………………..20-24

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 BACKGROUND OF PICTURE PROMPT STRATEGY
"A picture paints a thousand words" is a
popular expression that suggests that a picture
is one of an effective strategy to communicate
a complex topic or elicit powerful feelings than
a lot of text. This expression frequently alludes
to the ability of pictures or imagery to convey
ideas, tell a tale, or express feelings in a way
that words alone can find difficult when utilized
in song lyrics or other creative works.
People have different learning styles and
preferences. While some people learn best
while using visual assistance, others might
prefer visual or auditory strategies. The
learning process can be improved by
acknowledging and incorporating these
distinctions.
In English language teaching (ELT), the use of
photo prompts is one of a popular and
effective strategy in teaching. Using visual
cues like pictures, photos, or illustrations to
promote language acquisition and
communication in the classroom is known as
picture prompting.
Images in language instruction accommodate
students' various learning preferences. Visual
learners learn from the imagery, auditory
learners make the connection between spoken
language and the visuals, and kinesthetic
learners can act out scenarios based on the
pictures.
The study of Sarmila, S., et. al (2023), found
that it is quite helpful to use the Drawing
Picture Strategy while teaching students to
describe pictures, especially for those who
have never learned English before. It
considerably raises students' interest in
learning English.
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According to Shi, J. (2020) there are two
stages of processing are required to
understand picture prompts: identifying the
elements in the image and interpreting the
meaning that each element is intended to
convey. His study cited Hagan (2007) and
Roque (2012) which said that verbal input is
frequently added to the process of
interpretation in order to: (a) enable a more
specific and concrete understanding by
providing context; (b) facilitate content
analysis of images; and (c) stabilize broad
interpretations of images by disambiguate
or clarifying their meaning.
Using visuals as a teaching strategy in
English Language Teaching (ELT) is an
engaging and successful way to get
students interested in learning through
several senses. Using visual stimuli, such
as pictures, photos, or sketches, to direct
and prompt language learning tasks is
known as the prompt picture strategy. This
strategy is based on the idea that language
learners' comprehension, memory, and
communication abilities may all be
improved by visual aids.
Thus, the prompt picture strategy is a
flexible and captivating way to teach
English, offering a comprehensive
education that combines linguistic
proficiency, cultural sensitivity, and critical
thinking. Teachers can design a dynamic
and successful language learning
environment that meets the various
requirements and proficiency levels of
language learners by carefully choosing
their visual aids.
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 HOW CAN PICTURE PROMPT HELP ENGLISH
LANGUAGE LEARNERS?

English Language Learners (ELLs) can benefit greatly from the

prompt image strategy since it creates a welcoming and engaging
learning environment. This strategy can help English language
learners learn the following skills:

 Vocabulary Acquisition. Images help English language learners

(ELLs) connect vocabulary with everyday life by providing visual
context for new words. Learning new words in various settings is
made easier for students by the visual element, which creates recall
connections.

 Communication Skills Enhancement. Students are encouraged to

write or speak about what they see in the pictures by using picture
prompts. Students who describe, recall, or analyze the pictures'
content are enhancing their speaking and writing skills.

 Cultural Awareness. Picture prompts are a great way to teach children

about various cultures and contexts
… by showing pictures or scenarios
that can include cultural characteristics.

 Increase Motivation and Involvement. Students find the lessons more

fascinating and engaging when there are visual clues present, which
…
encourages active learning. Students are frequently more inclined to
speak up while discussing topics that they find fascinating or visually
appealing.

Teachers must take into consideration the cultural significance of the images when
.
utilizing photo prompts to make sure the lessons are relevant and inclusive for a
different school. The efficiency of this teaching method is further increased by giving
students precise directions and assisting them in organized tasks that are connected
to the images.
To make the activity worthwhile and interesting for the students, there are a few
phases involved in putting the image prompt technique into practice in English
language teaching, several steps to ensure that the activity is effective and engaging
for students. 4

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 Subject Verb Agreement: Past Tense
Choose an image that is relevant to the topic “Subject Verb
Agreement: Past Tense”. Ensure that the image is clear,
visually appealing, and appropriate for the age and
proficiency level of your students.

Photo Courtesy: Photo taken from Ms. Almira May Aunzo

Set Clear Learning Objectives:

1. Students will be able to recognize and differentiate regular and irregular past tense
verbs in sentences.
2. Students will learn to correctly form the past tense of regular verbs by adding "-ed"
to the base form.
3. Students will demonstrate the ability to construct grammatically correct sentences
in the past tense, incorporating both regular and irregular verbs.
Whether your goal is to teach vocabulary, practice a particular grammar structure,
enhance speaking abilities, or delve into a cultural subject, it is important to clearly outline
the learning objectives since they will direct the activity.

5
3
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 Introduce the Picture:
Display the picture to the class and provide some context. Briefly ask students to
make observations about the
BACKGROUND OFpicture.
FORCED DEBATE STRATEGY
Generate Predictions and Discussion:
Encourage students to make assumptions on the image's contents or to talk
about what they observe. For the purpose of group discussions and
collaboration, the class will be divided into five groups, encouraging the sharing
"Forced debate" is a strategic approach that involves compelling
of ideas.
individuals or groups to engage in discussions on specific topics or issues, often
Language
against theirOutput and
initial Extend Activities:
preferences or inclinations. This strategy aims to stimulate
criticalon thinking,
Based the picture,challenge preconceived
ask the groups to compose notions, and foster
one paragraph a more
description.
comprehensive
The goal is to useunderstanding of diverse
language in context. perspectives.
Let each The term
group choose "forced" in to
representative this
context
read their does
outputnot
to imply coercion but rather implies a deliberate effort to create an
the class.
environment where individuals are encouraged or even required to participate in
Rubric: Writingdebates.
constructive Activity
Feedback Theand Correction:
strategy is rooted in the belief that confronting contrasting viewpoints
enhances
Provide intellectual
constructive growthonand
feedback promotes
language use, apronunciation,
more informed and and
any nuanced
errors,
perspective. By exposing participants to a range of opinions,
relating to the topic “Subject Verb Agreement: Past Tense”. This step is crucialforced debate
forseeks to break
students down
to learn fromecho
the chambers
activity andand ideological
improve silos, fostering
their language skills. a culture of
openness and intellectual curiosity. This approach is commonly employed in
Lecture Proper/Discussion:
educational settings, organizational development, and public discourse to
1.cultivate
Discuss athe
well-rounded andVerb
topic ““Subject adaptable mindset.
Agreement: Past Tense”.
The the
2. Introduce selection
regular ofanddebate
irregulartopics
verbs.is a pivotal aspect of this strategy,
demanding a careful balance between relevance and intellectual complexity.
3.Facilitators
Practice: Write
playabout your memorable
a crucial experience inaone
role in maintaining hundred words.
respectful and inclusive
atmosphere,
Rubric: Writingensuring
Activitythat participants feel empowered to express their opinions
without fear of reprisal. The goal is not to impose a specific ideology but rather to
Reflect and Review:
orchestrate a dynamic exchange that challenges assumptions, hones
argumentative
After the activity,skills, and contributes
give yourself some timeto atomore nuanced
consider whatintellectual
the pupils landscape.
learnt and
accomplished. Important
In academic linguistic
settings, forced and vocabulary
debate serves aspoints might alsotool
a pedagogical be to
reviewed.
stimulate critical inquiry and equip students with the ability to navigate the
complexities
Variations andofFollow-up:
real-world issues. In organizational contexts, it fosters a culture
of adaptability and innovation by encouraging employees to grapple with diverse
In future classes, think about implementing different iterations of the picture
perspectives. In the broader public sphere, the strategy promotes a more
prompt approach. To reinforce learning, you can complete related activities or
informed and resilient society capable of navigating the complexities of a rapidly
homework afterward. Remember that striking a balance between student
evolving world. Ultimately, forced debate emerges as a catalyst for intellectual
engagement, language practice, and attaining the desired learning outcomes is
growth, pushing individuals beyond their intellectual comfort zones to confront,
essential for a picture prompt activity to be effective. Continually encourage
engage, and evolve.
active participation from your students and modify the task's complexity
6
according to their level of proficiency. 4
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 HOW CAN FORCED DEBATE HELP ENGLISH
LANGUAGE LEARNERS?
5
For English language learners (ELLs), forced debate can be a valuable pedagogical
tool with several benefits in language acquisition and proficiency.
 Language Exposure and Immersion: Forced debate exposes ELLs to a
rich and diverse range of vocabulary, expressions, and linguistic structures.
Engaging in debates on various topics provides an immersive language
experience, allowing learners to encounter and grapple with language in
context.
 Vocabulary Expansion: Debates often revolve around specific topics,
requiring participants to delve into subject-specific vocabulary. This process
enhances ELLs' vocabulary acquisition as they learn and employ
terminology related to the debate topics, broadening their lexical repertoire.
 Speaking and Communication Skills: Participating in debates compels
ELLs to articulate their thoughts, ideas, and arguments in English. This
active engagement enhances their speaking and communication skills,
promoting fluency, coherence, and confidence in expressing complex ideas.
 Critical Thinking and Analysis: Forced debate necessitates critical
thinking and analysis, encouraging ELLs to evaluate different perspectives,
construct coherent arguments, and respond to counterarguments. This
intellectual engagement not only develops language skills but also enhances
higher-order cognitive abilities.
 Cultural and Contextual Understanding: Debates often touch upon
cultural and societal issues, providing ELLs with insights into the cultural
nuances of the English language. This exposure helps learners understand
how language is intricately connected to context, fostering a deeper
appreciation for cultural diversity.
 Listening Skills: In addition to speaking, forced debate requires active
listening as participants must comprehend and respond to the arguments
presented by others. This hones ELLs' listening skills, aiding in overall
language comprehension.
 Confidence Building: Being compelled to participate in debates, even if
initially challenging, contributes to confidence building among ELLs. The
structured and supportive environment of a debate allows learners to
gradually overcome language barriers and express themselves more
confidently.
 Real-World Application: Debates often simulate real-world scenarios
where effective communication is crucial. This practical application of
language skills helps ELLs bridge the gap between classroom learning and
real-life situations. 7

Document Name forced debate into language learning environments

Incorporating ensures a dynamic
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linguistic, cognitive, and socio-cultural
development for English language learner
 STEPS IN CARRYING OUT FORCED DEBATE AS
APPLIED IN ANY ENGLISH TOPICS 6

Implementing a forced debate in an English language learning context involves several

steps to ensure a structured and effective learning experience. Here's a guide:
1. Select Relevant Topics: Choose debate topics that are relevant to the English
language curriculum and appropriate for the proficiency level of the learners.
Ensure that the topics are engaging and can elicit diverse opinions.
2. Assign Debate Roles: Designate specific roles for each participant, such as
affirmative and negative positions, moderators, and timekeepers. This adds
structure to the debate and encourages learners to explore various
perspectives.
3. Provide Research Material: Supply learners with reading materials related to
the debate topics. This helps them gather information, build arguments, and
enrich their vocabulary on the subject matter.
4. Pre-Debate Preparation: Allocate time for learners to prepare their arguments.
Encourage them to organize their thoughts, outline key points, and anticipate
counterarguments. This stage promotes critical thinking and linguistic
preparation.
5. Conduct the Debate: Organize the debate in a formal setting. Each participant
presents their arguments within a specified time frame. Include opportunities for
rebuttals and cross-examinations to foster dynamic interaction.
6. Feedback Session: After the debate, facilitate a feedback session. Encourage
participants to reflect on their performance, discuss what went well, and identify
areas for improvement. Provide constructive feedback on language use,
argumentation, and presentation skills.
7. Language Analysis: Integrate a language analysis component into the debrief.
Discuss notable vocabulary, phrases, or language structures used during the
debate. This helps learners become aware of language nuances and learn from
their peers.
8. Reflective Writing: Assign reflective writing tasks where learners express their
thoughts on the debate, the arguments presented, and their own language
proficiency. This enhances metacognitive skills and self-awareness.
9. Rotate Roles: To diversify experiences, rotate debate roles among participants
in subsequent sessions. This ensures that learners get a chance to develop
skills in researching, presenting, and critiquing arguments.
10. Continuous Improvement: Encourage a continuous improvement mindset. As
learners progress, revisit debate topics or introduce more complex ones. This
iterative approach helps them refine their language skills and critical thinking
abilities over time.
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By following these steps, educators can effectively implement forced debates in English
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learning contexts, creating an immersive and engaging experience that
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0
BACKGROUND OF DEVIL’S ADVOCATE STRATEGY
7

The Devil’s Advocate strategy is employed to better facilitate critical thinking of

students or learners. This approach provides wide perspectives for learners to
critically challenge one’s existing or present takes on issues or topics and be able
to better comprehend or understand the deeper meanings or lessons of the topic at
hand.
A teaching technique known as the devil's advocate involves questioning the
students' preconceived notions or ideas to help them see how difficult the subject
matter is. This strategy can be used in urban high school classrooms to promote
engagement and critical thinking. Presenting the opposing viewpoint to the main
argument is known as the devil's advocate technique, and it can be used by
educators and students. Students are forced to broaden their perspective,
analysis, and comprehension of a subject in this way, which can aid in their
learning of how to evaluate the reliability and validity of arguments, assess the
logic and premises of arguments, and arrive at an accurate understanding.
A devil's advocate is someone who makes arguments against a viewpoint in order
to expose flaws in it. It is not necessary for the devil's advocate to accept the
viewpoints or concepts they are endorsing. The role of the devil's advocate can fall
to the teacher or the students.

Positive Aspects
• Encourages students to identify their misconceptions or blind spots.
• Aids students in recognizing various points of view.
• Increases students' capacity for debate.
9

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 Negative Aspects
• Parents and students might see your devil-may-care attitude as an attempt to
introduce disagreeable viewpoints in the classroom. 8

Application
• When they think there are opportunities to play the devil's advocate and
encourage debate, the instructor can note those moments in their lesson plan.
• The teacher can assign debate scenarios in which one student takes on the role
of the devil's advocate and another, that of the person defending the dominant
viewpoint.
•

HOW CAN DEVIL’S ADVOCATE HELP ENGLISH

LANGUAGE LEARNERS?
The devil’s advocate is a pedagogical approach or strategy that will aid the students or
learners challenge the accepted norms and assumptions and have all this reanalyzed
through a more critical lens and more contentious viewpoints. As learners capacitate
themselves with the critical thinking ability, it enables them to be well prepared for any
argument having sound standpoints or strong viewpoints. Furthermore, as a teacher,
having my students with the ability to critically think and analyze through the devil’s
advocate strategy will result in a more vibrant and engaged learning environment.

The Devil's Advocate teaching method involves having someone adopt a viewpoint that
is contrary to their own. This tactic is meant to provoke critical thinking in pupils and push
them to think from many angles. It can be especially beneficial for English Language
Learners (ELLs) since it gives them a low-pressure setting in which to hone their
language skills and enhance their critical thinking skills.

Students can practice this technique by participating in the game as the devil's advocate,
“I Couldn't Disagree More”, where they must argue against contentious thematic
assertions. Students in the groups have one minute to write a 1-2 sentence response
disputing the teacher's controversial thematic argument, such as "Greed is the root of
evil," after the teacher reads it to them. The first group to provide its counterarguments is
the one who has the turn. The team gets one point for each proposition that has a logical
justification supported by a literary exemplar. The team with the highest number of points
wins!

Student discussions are an additional means of putting this concept into reality. Using
10
this strategy, pupils adopt a viewpoint that differs from their own and make every effort to
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weakenNamethe case for it. This supports the growth of pupils' critical thinking skills and their
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 9
STEPS IN CARRYING OUT DEVIL’S ADVOCATE AS
APPLIED IN ANY ENGLISH TOPICS

A teaching technique known as the devil’s advocate involves questioning the

students' preconceived notions or ideas to help them see how difficult the subject
matter is. It is an effective technique for raising students' level of participation in
the classroom and critical thinking.
Writing and analytical thinking are two examples of core academic abilities that
are not subject-specific and instead enable students to work across a variety of
disciplines, claim Roderick, Nagaoka, and Coca (2009) (p. 190; Conley, 2007).
Using the devil's advocate technique, the students can enhance their core
academic skills. Through it, students are able to elevate their writing and thinking
to a level that will benefit them long after high school.
To carry out the devil’s advocate strategy, listed below are some of the steps:
• Identify the topic: The teacher should select a relevant topic which learners
also have prior knowledge or idea, or at least they are familiar with.
• Introduce the topic: You should provide a brief overview or introduction of
the topic prior to the activity so students can be conditioned to the topic at hand.
• Assign roles: After making sure that you introduced the topic at hand
comprehensively, assign students to their roles, such as the devil’s advocate, the
supporter, and the neutral observer.
• Research: For students to gather information and other relevant sources to
their topic, they should conduct research.
• Debate: After students were given time to research information relative to
their topic, a debate will be conducted in which students will present their
arguments and counterarguments.
• Reflect: After the debate, to generally assess the level of understanding
and learning, students will be given time to reflect on what they uncovered and
how their understanding of the topic has changed.

11

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 BACKGROUND OF SOCRATIC QUESTIONING
10
Socratic Questioning is an effective instructional method that promotes critical
thinking, active participation, and profound learning in pupils. The Socratic Questioning,
originated by the Greek philosopher Socrates, is a form of dialogue where the teacher asks
probing questions to the pupils in order to delve into the fundamental ideas that influence
their perspectives and viewpoints. This strategy has been used for many millennia to
promote intellectual development and enable meaningful conversations in different
educational environments.
The Socratic lecturer lacks comprehensive knowledge and is not just evaluating the
students. The interrogation continues without any predetermined objective, allowing for open-
ended exploration. The emphasis lies not on the participants' comments, but rather on the
underlying value system that shapes their beliefs, actions, and judgments. Consequently,
every attempt to question this system and achieve success carries significant consequences,
perhaps requiring individuals to thoroughly analyze and modify their lives.
The teacher presents inquiries that surpass the level of depth and significance that a
beginner in a certain subject would typically generate independently. The teacher establishes
and maintains a cognitively engaging classroom atmosphere while recognizing the
significance of the student within that setting. Within an intellectually permissive, secure, and
rigorous educational setting, students will face challenges while feeling at ease to provide
honest and comprehensive responses in the presence of their classmates.
Core Principles:
• Active Engagement: Students engage actively in the learning process by posing
insightful questions and engaging in discourse.
• Critical Thinking: This approach encourages the use of analytical thinking, logical
reasoning, and the evaluation of underlying assumptions.
• Collaborative Learning: Students participate in interactive discussions with their peers,
exchanging varied viewpoints and collectively building knowledge.
• Self-reflection: By engaging in thought-provoking inquiries, students contemplate their
thoughts, beliefs, and knowledge, fostering personal growth and advancement.

The advantages of Socratic questioning are:

• Acquiring proficient skills in active learning and attentive listening
• Fostering the development of analytical and logical reasoning abilities
• Acquiring the skills to effectively handle and respond to challenges
• Acquiring the ability to thoroughly analyze complex matters

The drawbacks of Socratic questioning are:

• Low failure rate in the absence of student engagement
• Disinterest may arise during a one-on-one conversation between a lecturer and a
student.
• The absence of a definitive solution is a common occurrence (which some pupils find
12
displeasing).
Document Name the various responses to a certain topic might be challenging at times.
• Managing
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 HOW CAN SOCRATIC QUESTIONING HELP 11

ENGLISH LANGUAGE LEARNERS?

Developing critical thinking skills is essential for pupils, alongside their speaking
abilities. The program integrates critical thinking to enhance students' capacity for logical
fsdfsdf reasoning and their ability to critically analyze materials. The instructor's responsibility is to
facilitate the development of students' critical thinking abilities. Teachers integrate critical
thinking into the process of choosing instructional methodologies and resources in
language instruction and acquisition. The teacher aims to enhance students' critical
thinking abilities in addition to their verbal proficiency. The objective of language
acquisition and the incorporation of critical thinking is the construction of meaning.
Classroom instruction can incorporate transformative learning strategies, including explicit
teaching, memory-based learning, rote learning, and focus group discussion, to foster the
development of critical thinking skills. The linguistic proficiency of students directly
influences their capacity for critical thinking.
The Socratic technique of inquiry is the most efficacious approach for imparting
critical thinking skills. The fundamental principle of this approach is the pursuit of truth,
wherein the conversation aids the instructor and learners in assessing assumptions about
knowledge through profound and ongoing inquiries. This approach employs empirical
information and relevant data to construct coherent and persuasive arguments that have
the potential to alter the attitudes of teachers and students towards the subject matter.
Effective communication plays a crucial role in the learning process when the active
involvement of both the teacher and students impacts the learning outcomes. The
fundamental emphasis of this educational technique is on active engagement, cognitive
components, cognitive criteria, and cognitive framework to enhance critical thinking. The
teacher who initially employed the Socratic questioning technique admitted that it provided
every student with the chance to express their viewpoints and ideas. This approach
promotes students' development of their oral communication abilities and fosters their self-
assurance in articulating their thoughts and ideas. This approach enhances the teaching
environment. This approach is appropriate for implementing in the instruction and
enhancement of English as a Foreign Language (EFL) oral communication abilities. The
teacher asserted that the efficacy of this approach was contingent upon the students'
readiness.
Novice students who were introduced to the Socratic questioning technique reported
a discernible enhancement in their oral communication skills and analytical reasoning.
The individuals displayed enthusiasm in delving more into the subject matter through
articulating their ideas, scrutinizing the argument, providing evidence, and interrogating
their instructor and classmates. The thematic syllabus enhances students' vocabulary
and activates their language abilities in listening, reading, and writing. During the
conversation, the children perceived an equal opportunity to express themselves. The
students were content with the clear instruction and open assessment in the Socratic
method of questioning. Students assessed their progress in oral communication and13
analytical reasoning through their reflective practice in this way.
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 STEPS IN CARRYING OUT SOCRATIC
12
QUESTIONING AS APPLIED IN ANY ENGLISH
TOPICS

The Socratic Method is a cognitive process that encompasses three distinct stages:
1. Introduce a beginning definition, argument, stance, or topic. An individual
without knowledge on a certain subject is unable to engage in critical thinking
or offer their own viewpoint on that subject. Hence, it is crucial to provide a
succinct yet enlightening introduction and background on the subject matter.

2. Present an inquiry regarding the subject matter, such as an instance

that deviates from the established principle or an illustration of a
conflicting scenario. This is the place where individuals actively participate
in critical thinking, discussing, evaluating, and questioning the topic at hand,
thereby perpetuating the circle of intellectual engagement. During the
debate, learners are instructed to exhibit respect towards all ideas and are
motivated to consider other perspectives. The learners' adoption of an
inclusive mindset, combined with their capacity to critically analyze, enabled
them to discover the practical relevance of different theoretical concepts in
real-world situations. This is the process by which they identify and exploit
gaps, as well as develop innovative solutions to effectively address them.

3. Revise the argument or viewpoint based on newfound comprehension.

The debate concludes by presenting a comprehensive review of all the issues
discussed and the diverse opinions contributed by the learners. If a mutually
agreeable solution arises, it should be properly articulated and reaffirmed.
This presents an occasion to recognize and praise the learners for their
engaged involvement and analytical reasoning abilities.

Let's examine one example:

Step 1 (Define): A simile is a rhetorical device used in speech and writing to
make a comparison between two different things, using the words "like" or "as".
Step 2 (Exception Question): This definition of simile is inadequate as it fails to
encompass the various types of figures of speech, such as metaphor. This
definition of simile is overly inclusive since it fails to exclude all non-similes.
Socrates inquired, "Is metaphor synonymous with simile?"
Step 3 (Enhanced Definition): A simile is a rhetorical tool employed to establish
14
a comparison between two entities, usually with the terms "like," "as," or "than."
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 BACKGROUND OF GALLERY WALK STRATEGY
13

A Gallery Walk is a teaching technique that promotes student engagement

and interaction as they move around the classroom. It encourages involvement and
retention of students. They collaborate with students in small groups of three to
five, depending on the size of the class to exchange ideas and provide comments
on questions, projects, problems, pictures, or text. Every classroom, from
kindergarten to graduate-level courses, can successfully implement it.

In the classroom, a Gallery Walk fosters critical thinking, teamwork, social

emotional learning, problem-solving abilities, and cooperative learning.

STRENGTHS OF A GALLERY WALK

 Remove the students from their seats

 Encourages team building
 Facilitates communication and interaction between students
 Encourages critical thinking of the students

WEAKNESSES OF A GALLERY WALK

 None of the students in the group participated.

 There might not be enough room for many stations.
 Duration of involvement
 Students chatting unrelated topics

WHEN TO USE THE GALLERY WALK?

 Following a book reading for discussion

 Following a lab project's completion
 To look through old records or pictures
 Following the creation of display projects of the students
 To tackle mathematical issues 15

 ToName
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 HOW CAN GALLERY WALK HELP ENGLISH
LANGUAGE LEARNERS? 14
A Gallery Walk is a useful tool for encouraging students to cooperate, collaborate, and
move purposefully throughout the classroom. It is an adaptable approach that can be used to
create historical context or take the place of a lecture, depending on the needs of various learning
styles. Associating learning with movement is an excellent retrieval strategy, and it gives the
students opportunities to refocus and readjust. Gallery Walk is especially helpful for English
language learners because it gives them the chance to interact more. By encouraging discussion
and sharing of concepts, themes, and characters, it helps the learners improve their speaking and
listening abilities.

Gallery Walk Strategy is a fun and engaging strategy to promote learning and help
English language learners to develop their skills in a supportive and collaborative learning
environment. Including gallery walks in the classroom has several advantages. Increasing student
engagement, or the amount of zeal and interest students exhibit toward their coursework and the
material being presented, is the main objective. Gallery walks can also help with content retention
and foster social and emotional development. Gallery walk is an accurate way to complete
summative assessments as well as formative assessments, which are completed during the learning
process.

A little preparation is needed, but gallery walks in the classroom can frequently provide
enough opportunities for enjoyment and education to last the entire class period.

STEPS IN CARRYING OUT GALLERY WALK AS

APPLIED IN ANY ENGLISH TOPICS
One excellent method for encouraging cooperation and purposeful movement in the
classroom is the gallery walk approach. To implement the Gallery, walk strategy in any list of
English topics, follow these steps:
1. Prepare the materials: Choose your topic and prepare the materials that will be displayed
in the gallery. Posters, images, and written texts are examples of such materials.
2. Set up the gallery: Arrange the materials around the classroom in a gallery format. The
materials can be displayed on tables, walls, or bulletin boards.
3. Introduce the gallery walk: Explain to your students the gallery walk strategy. Inform
them that they will be walking around the gallery viewing materials and completing a task.
4. Assign the task: As students walk around the gallery, assign them a task to complete.
This task could range from answering questions to analyzing materials.
5. Start the gallery walk: Allow students to walk around the gallery and complete the
assigned task. Encourage them to take notes and ask questions as they view the materials.
6. Debrief: After the gallery walk, bring the class together for a debrief. Discuss what
students learned and how the gallery walks helped them understand the topic better.
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 GALLERY WALK FLOW 15

Item 1 Item 2

Item 4 Item 3

A GALLERY WALK STRATEGY EXAMPLE

You can use a gallery walk as a review. Imagine that an English teacher
wishes to go over the qualities of a novel's protagonist and supporting cast. To
review, the teacher hangs a piece of paper at each station in the classroom after
listing all of the major and minor characters on a separate sheet of butcher
paper. The teacher places a question about the personality traits of this
character in the novel beneath the character's name.
Then, the teacher can provide writing instruments or sticky notes to each
student so they can respond to each question in writing. Groups of students are
formed, and each station is given a set amount of time for responses. Every
student either uses a marker to write directly on the butcher paper or writes their
response on a sticky note that they adhere to the paper.
Students should try to think of responses that are different from those of
their classmates as they move from station to station. Each question should be
open-ended or have multiple answers for this type of gallery walk. Finally, the
teacher requests that a representative from each group present a station to the
class.
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 BACKGROUND OF STORYTELLING STRATEGY
16
The tradition of storytelling predates written language and has evolved over
millennia as a crucial tool of communication, education, and cultural
preservation.
In ancient cultures around the world, stories were orally passed down from
generation to generation. Elders, bards, and storytellers were responsible for
transmitting knowledge, traditions, and moral lessons through spoken narratives.
With the presence of the internet, social media, and multimedia platforms in the
digital age, storytelling has undergone additional evolution. These days, telling
stories is a dynamic, interactive experience in addition to being a traditional story
form.
Storytelling has always been an effective means of forming communities,
passing down knowledge, maintaining customs, and influencing civilizations. It
still plays a crucial role in human creativity and communication today.
The act of writing or narrating a story is called storytelling. Stories are typically
recounted for three reasons: amusement, education, or information.
The human experience is universally enriched by stories. Indeed, it has been
suggested that storytelling evolved shortly after language itself, a theory that is
probably hard to verify.
We do know that stories have been shared throughout history in all societies.
Some of the earliest indications of storytelling can be found in the cave carvings
of Lascaux and Chavaux, France. The illustrations, which date back 30,000
years, depict animals, humans, and other objects. Some appear to be visual
storytelling. It's perhaps likely that the scenes shown on the cave walls were
inspired by an oral storytelling tradition.
Epic poetry, such as like the Sumerian Tale of Gilgamesh and the Greek Iliad,
these stories were first spoken and passed down orally before being recorded in
writing. Comparably, it is highly probable that Aesop, who lived in the sixth
century BCE, if he existed at all, told stories. He and his animal fables were
passed down orally, although later Greek writers referred to them.
There are animal fables that have also been traditionally passed down orally
among other peoples, such as the Choctaw Native Americans. The Choctaw
animal fables serve as teaching tools, much like Aesop's tales. In the past, the
Choctaw people also used oral tradition to transmit religious myths, such as their
creation stories.
18
Naturally, stories can now be told verbally, through written or handwritten
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material, as well as through recorded audio and visuals. We are all, and always
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have been, story consumers, regardless of the media.
 HOW CAN THE STORYTELLING HELP ENGLISH
LANGUAGE LEARNERS?
17
Similar to how native speakers learned their first language, students can listen to
the sounds and rhythms of English. Pupils who have heard or studied terminology
and idioms frequently are able to identify them and observe them being used.
Children can benefit from frequent storytelling when they are learning new
expressions and phrases with the right emotional resonance. Participatory
storytelling involves asking questions about what is happening to the characters
and what they should do next. It also allows a student to take on the role of that
character and hear or say what they would say in a real-world setting.
A lively, occasionally stylish, and engaging delivery of the language can appeal to
younger learners when it is told aloud to them through storytelling, which also
makes language acquisition more engaging and immersive. Using important
words and phrases when participating can help participants become aware of
rhythm and structure. Play and artistic expression are encouraged here, which
piques interest in additional experiences of this kind. After hearing a good story
read aloud in class, students sometimes want more tales and feel inspired to
write, play in a variety of ways to either draw out or illustrate their own tales.
As from the most introverted to the most engaged students, storytelling appeals to
a wide range of learning styles and personalities and allows everyone to
participate in a way that they enjoy. This might be anything from simply listening to
participating as an actor.
Students who hear stories are also better able to appreciate and recognize natural
sounding idioms and phrases, intonation, and tone of voice, as well as interactions
between native speakers. The option to retell, rephrase, enact, or summarize
what they have heard is provided to older young learners. They can even rewrite
the story or come up with their own as a group or alone.
Moreover, stories provide a bridge between the home and the classroom. The
same books in their native tongue may be available to students at home; they can
read aloud to family members or parents and learn English vocabulary; parents
can read aloud to their children basic stories in English. A lot of the stories in
VOSE also feature talking books, YouTube videos, animated films, or picture
books that you may see after the session.
Learners can naturally absorb grammatical structures and sentence patterns by
being exposed to a variety of narratives. This allows students to internalize
grammar rules without requiring explicit teaching.
However, narratives frequently mirrored ethnic nuances, phrases, and idioms. 19
Learning about a variety of stories helps enhance learners' comprehension of
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cultural
Your allusions
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Date) All enhancing their language proficiency
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and cultural competency.
 STEPS IN CARRYING OUT STORYTELLING AS
APPLIED IN ANY ENGLISH TOPICS
1. Know your audience 18
 Includes considering your audience' demographics, hobbies, language
competency, cultural background, and emotional sensitivity. It's all about
personalizing your narrative to capture their attention, resonate with their
preferences and requirements, and align with their experiences. This
understanding enables storytellers to create a more compelling and relatable
experience, building a bond between the narrative and the audience.
2. Make your audience care
 Is the skill of crafting a story that moves the audience emotionally and
establishes a sincere bond with them. It entails creating themes, characters, or
circumstances that speak to the listeners' empathy or sense of self. Storytellers
can arouse empathy in their audience, grab their attention, and enhance the
narrative's significance and memorability by appealing to emotions, values, or
common experiences. In order to make sure that the audience pays close
attention to the tale being delivered and is emotionally invested in it, they must
become emotionally involved.
3. Set the Scene
 Since our senses are how we perceive the world, you must appeal to their
senses if you want to truly engage your audience. Establish the scene and give
the story's background information to your viewers. In what location did the story
occur? What scent was in the air? Was the scent reminiscent of pine cones near
a forest's edge? or similar to the beach's sea?
4. Be Creative with Chronology
 Present events in a chronological order that reflects the passage of time is what
it means to be with chronology. This is a simple, conventional method that lets
the audience follow the plot as it develops because the story is told in a linear
form. This technique is frequently applied to help readers grasp the story by
creating a distinct cause-and-effect relationship between occurrences. It's crucial
to remember that not all stories have a chronological framework; some could use
flashbacks or non-linear timeframes to improve the storytelling.
5. End with a grand finale
 There should be a resolution to the story, unless you plan to keep telling it and
are purposefully heightening the tension. Whatever storyline you have developed
ought to be resolved and leave no unanswered doubts. Give your audience
astonishment, similar to what happens when you walk out of a fantastic movie,
and use that sensation to weave magic into your narrative. You can accomplish 20

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perhaps
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mankind.
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 AUTHORS’ NOTE
19

In the gentle embrace of literature, Noemi Sumaylo

discovered the magic of words that resonated with the
. human soul. Born and raised in a quaint city of
Zamboanga Sibugay municipality of Buug.
She awoke to a world that was influenced by a wide range
of cultures. She unquenchable curiosity as a young
person prompted her to pursue a wide range of art and
literary pursuits. Her love of narrative was sparked by her
early literary experiences, which influenced toward a path
of finishing Bachelor of Arts in English Literature.
Presently, she is pursuing a Master of Arts in Education with a major in English
Language Teaching as part of her academic career.
As she approach 2024, her life's journey continues to unfold as a dynamic interplay of
experiences, with each chapter adding to the complex fabric that is her existence. She
keep navigating the ever changing story of her life because of passion about good
change and commitment to lifelong learning.

Melcris Quezon Vicho is a MaEd student of English

hh
Language Teaching at University of the Visayas. She is
currently teaching English at San Agustin National High
School. Prior to her studies, she taught English, TOIEC,
EILTS, and TOEFL to non- English speakers at Englis
Fella Corporation for almost 5 years. She also had
experienced working in a BPO company for 2 months.
She is interested in gardening and planting fruit-bearing
trees. Whenever she has free time she watches volleyball
match-ups on youtube. Moreover, she loves swimming.
Since she lives near the seashore, swimming in the sea has always been her pastime.

21

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 20

Rommel Mondigo Villar, LPT is a true-blooded Visayanian

whose foundation and core values are honed from the real-
life experience of hard work, determination, perseverance,
and faith.

A consistent honor student-leader and a patron of local and

national competitions since his primary years. He finished his
elementary studies at Erenas Elementary School and his
secondary studies at San Isidro Agro-Industrial School
where he formerly served as President of the Supreme
Student Government and other school organizations and
clubs simultaneously also serving his beloved barangay
Erenas as a member of the Sangguniang Kabataan.

In his tenure at the University of the Visayas-Minglanilla Campus, He was elected President
of his batch and President of the College Supreme Student Council, undefeated for four
(4) academic years to which he was the author of the Supreme Student Council
Constitution and By-Laws. He is also the founder and first president of the UV-Minglanilla
Campus College of Education Organization.

In 2015, he finished his Bachelor of Secondary Education-Major in English with Special

Academic Citation and was University Gold Medal Awardee for Cooperation and Leadership
and was hired by the University as a full-time faculty member for Junior and Senior
Highschool, and as a part-time instructor for the college department. In his six (6) years
as a faculty member, he served as the adviser for the Supreme Student Government,
English, and Arts Club-to which one of his prominent advisees is the first grand champion
of the first edition of GMA 7’s The Clash, Miss Golden Cañedo. He was also the organizer
of “The Satellite, the official school and student publication of the University of the Visayas-
Minglanilla Campus” and the first to be its publication adviser whose first attempt in joining
the Schools Press Conference landed them in the Regional Schools Press Conference in
DepEd Region VII.

Juggling work and studies, He obtained 24 units in Master of Arts in Education-Major in

English and is now complying the academic requirements for his Master of Arts in
Education-major in English Language Teaching. He was recently appointed as Senior High
School Teacher 3 of Minglanilla Science Highschool, Division of Cebu Province, DepEd
Region VII.

He is concurrently reassigned to DepEd Central Office-Office of the Undersecretary for

Human Resource and Organizational Development as Close-in Senior Technical Assistant
to the Undersecretary.
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 21

April Mae R. Villarazo, a Licensed Professional Teacher and a

proud Waraynon, is a woman of ambitions and the
realization of it. April Mae completed her elementary
education at Banuyo Elementary School, her junior high
education at Mercedes National High School, and her senior
high school at Guiuan National High School. She was a
steadfast honor student who was motivated by faith and
perseverance. Throughout her elementary and secondary
school years, she was the recipient of numerous academic
and extracurricular honors and awards. In addition, she
served as a former president of the Mathematics Club and a
student leader. Leyte Normal University granted her a Bachelor of Secondary Education
with a concentration in English in June 2023. She graduated with honors and was named
the Best in Practicum recipient. To enhance her comprehension and proficiency in the
English language, she registered for the Master of Arts in Education with a concentration
in English Language Teaching program at the University of the Visayas, located in Cebu
City.

April Mae had demonstrated an early fondness for the performing arts, specifically in the
domain of declamation. She had participated in performances and competitions at
numerous schools and municipalities. Additionally, she cultivated a passion for literature
and composition, which motivated her to participate in the Division School Press
Conference and join the School Publication. Furthermore, this served as her impetus to
delve into the realm of English literature in its entirety. She is presently employed by the
Commission on Higher Education Region VIII in the capacity of Project Technical Staff for
Maritime Education.

Despite having much progress to make, she remains resolute in her pursuit to realize her
ambitions and become an educator endowed with an empathetic disposition and a
pedagogical acumen that can ignite in her pupils.

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 22

Having started on his career path, Marnel Leza S. Ybañez is

an experienced Human Resources Practitioner for eleven
years, learning the importance of communication, total
rewards, collaboration and teamwork for the business in a
various corporate business manufacturing, furniture and
shipping industry.

Marnel believes that providing an exceptional experience for

every customer and employee she speaks to will create a
positive change in the industry. On the contrary, she is a
teacher by profession. In 2009, she earned her Bachelor of
Secondary Education major in English, University of Cebu
Lapu-lapu and Mandaue. She passed the Licensure Examination for Teachers in 2016.
Marnel also received academic awards in record time.

Managing multiple responsibilities, she is now complying with the academic requirements
for Master of Arts in Education major in English Language Teaching, University of the
Visayas Main Campus.

Outside of work, Marnel enjoys spending time with herself and family, attending weekend
classes, collecting and reading books.

She recently became connected with the Department of Education Cebu Province as a
Senior High School Registrar, and she is currently aiming for a career in teaching.

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 23

Restituta G. Ybañez

MAED-ELT Student and Teacher 1 in Deped Cebu Province

I am a teacher with a passion for teaching. I am an English

Major but I am teaching several subjects in my field like
Araling Panlipunan, Edukasyon sa Pagpapakatao and
English. I have dedicated myself to teach students with
passion and integrity. My journey in teaching has been
marked by a commitment to create an inclusive and dynamic
learning environment where students are active participants
:
in their own education.

In my 5 years of professional experience, I have an endeavor to touch the lives of every

students for them to learn more about conquering life’s challenges.

I earned my highest degree from Cebu Normal University, specializing in English. This
academic foundation has provided me with a solid understanding of teaching.

I am now earning my master’s degree unit at University of the Visayas Main Campus,
obtaining 21 units in Master of Arts in Education- Major in English. Hopefully, I’ll be able
to complete my masters degree soon.

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