MARY ANN AYUBAN

Department of Teacher Education

Visayas State University
• Discuss the nature of the different
teaching modalities, methods, and
strategies
• Apply teaching modalities, methods, and
strategies that are appropriate to a lesson
and responsive to learners
Face-to-face Online learning Blended learning Distance
learning
Traditional Learning in a Combination of Also called
“brick-and- fully virtual face-to-face and “remote learning”
mortar” setup environment online-based
instruction
Online vs. Blended vs. Face-to-Face Venn Diagram - Linda Mathews LEC Portfolio (google.com)
 Formal Education Alternative Learning Alternative Delivery
System (ALS) Modes (ADMs)
Usually takes place in • A parallel learning • Tried and tested
the premises of the system that provides a alternative modalities
school, learning basic, practical option to the within the confines of
academic, or trade skills existing formal the formal system that
instruction. allows delivery of
• Basic Literacy education to
Program and the marginalized students
Continuing Education and those at risk of
Program (A & E) dropping out
1. Modified In-School Off-School Approach
(MISOSA)
• It addresses the problem of congestion-overcrowding in
classrooms and teacher’s shortage.
• This makes use of Self-Instructional Materials (SIMs) in
the different learning areas, which learners can work on
independently.
2. Enhanced Instructional Management by Parents,
Community, and Teachers (e-IMPACT)
• found to be effective in depressed, disadvantaged, and
underserved areas, especially in multigrade schools
• it is an advanced ADM technology which primarily
relies on self-learning modules with the support of
other students, family members, and the community
3. Open High School Program
• for high school students who incur long-term absences
or who are permanently unable to attend school due to
certain circumstances
• uses distance learning through self-learning materials,
with the support of tutors
• may involve modular system, internet-based learning,
and blended technology
1. Direct/expository instruction – used
to teach facts, rules, and action
sequences, including comparison and
contrast, demonstrations, lecture, etc.
Guidelines
• Be sure that the facts, principles, laws,
or procedures are correctly, clearly, and
adequately explained.
• Use visual aids to concretize abstract
principles and laws.
• Illustrate laws and principles with
concrete examples.
• Present facts meaningfully by citing
their real-life significance.
2. Indirect/exploratory instruction – best used when the learning
is driven by a question, the result is discovery, and the learning
context is a problem
• used for concept learning, inquiry learning, problem-centered
learning, can also include case study, reflective discussion, etc.
Some Guidelines:
1. Define the topic or introduce the question.
2. Guide students to plan where and how to gather data /
information.
3. Make students present findings through graphs, charts, etc.
Inquiry-based learning – advocates learner-
initiated learning through asking questions,
formulating hypothesis, exploring, making
some discoveries, reflecting, and drawing
conclusions
• Teachers are responsible for:
1. Starting the inquiry process
2. Promoting student dialogue
3. Transitioning between small groups and
whole class discussions
4. Intervening to clear misconceptions
5. Modeling scientific procedures and
attitudes Our Approach | Kids Stem Studio
Problem Solving Method
1. Understanding the problem
• asking what the problem is asking, what information is given, and
what is needed).
2. Planning and communicating a solution
• drawing a diagram, using concrete materials, trial-and-error, looking
for a pattern, working backwards, etc.
• If the student is stuck, rereading the problem might help to rethink
of the strategy to do.
3. Reflecting and generalizing
4. Extension
Concept attainment strategy – allows students to discover the
essential attributes of a concept
Steps
1. Select a concept and identify its
essential attributes.
2. Present examples and non-
examples.
3. Let students define the concept.
4. Ask students to generate
additional examples.
Example
Defining Proper Fractions
PF - 1/5, 2/5, 2/8, 4/8
Not PF – 6/5, 7/5, 9/8, 10/8
Ask what are proper fractions.
Ask from the students for other
examples.
Project method – it requires students to solve a problem within a
span of days or weeks and present (in concrete form) the results
of information gathered about a concept or principle
Guidelines:
1. The objectives and criteria of the project must be clear.
2. The design must be checked, and the materials must be
carefully selected.
3. There should be minimal supervision.
4. Recognition and simple rewards must be given.
DEDUCTIVE METHOD

vs.

INDUCTIVE METHOD
Reflective learning – learning through analysis and evaluation
of past experiences
Guidelines:
1. Allocate sufficient time for reflection.
2. Be a guide in developing the skill of analyzing a past
experience.
3. Encourage students to recount the experience to others.
4. Attend to feelings, especially the positive ones.
5. Evaluate the experience in the light of the learner’s intent.
Reflective Teaching
Ask the following questions at the end of every lesson:
1. Did anything significant occur? If so, describe. Why did it
happen?
2. Was the strategy I used the most effective one?
3. Did I exhibit flexibility in modifying my lesson according to
their responses?
4. What have I learned about my own teaching? Have I become
a better teacher.
3. Interactive instruction - emphasizes interaction with others,
includes brainstorming, debates, cooperative learning, small group
discussion, whole class discussion, etc.
Teacher’s Tasks
a. Ask specific, non-intimidating feedback and HOTS questions.
b. Make the focus of the interaction clear.
c. Create a favorable learning atmosphere for genuine interaction.
d. Do less talk so students “talk more.”
• Broadly speaking, interaction can also happen between the
learner and the learning material, which is a product of experts.
Cooperative learning – makes use of a classroom organization
where students work in groups or teams to help each other learn
CL Guidelines
1. Use heterogenous grouping.
2. Make sure students exhibit necessary
social skills to work cooperatively.
3. Manage the classroom environment.
4. Make sure materials/tools are adequate.
5. Encourage students to take on
responsibility.
6. Clearly communicate the goals, An introduction to cooperative learning - THE EDUCATION HUB

procedures, tasks, and mode of

evaluation.
Peer tutoring – commonly employed when
the teacher requests the older, brighter, and
more cooperative ember to coach, teach, or
instruct other classmates
Guidelines:
1. Tutors must be carefully and strictly
selected.
2. Teachers must go around and observe
peer interactions.
3. Explain the benefits of this form of
teaching method.
4. Make the tutor employ a variety of
techniques in “reaching” their tutees. 15. Peer Tutoring | Dalton 100

5. Prepare evaluation to monitor progress

of the tutorial situation.
Constructivist approach
“Students come to the classroom with prior understandings and
experiences and to promote student learning, teachers must address and
build upon this prior knowledge.” – Linda Darling-Hammond
Guidelines:
1. In introducing a lesson, find connection with the previous one
through a review or recounting of observations in a previous
activity.
2. Employ inquiry teaching, in which you pose a problem, ask
questions and facilitate free probe into a topic.
3. Reflection is an important activity.
4. Plan learning activities that will develop critical thinking,
creativity, and innovativeness.
5. Students must be encouraged to take initiative and work
independently.
6. Respect students’ own ideas.
4. Experiential instruction – involves
students directly into a learning
experience, emphasizes the process of
learning through activities, includes
games, experiments, field trips,
model building, etc.
5. Independent study – teacher’s
external control is reduced and
students interact more with the
content, includes research projects,
essays, homework, etc.
6. Integrative approach – enables the teacher to connect what
he/she teaches to other lessons of the same subject
(intradisciplinary) or to other subjects (inter/multidisciplinary).
 • Dual goals –
honoring each
students’ learning
needs and
maximizing the
students’ learning
capacity
• Employing a
variety of
teaching-learning
strategies
https://quotesgram.com/quotes-on-differentiated-instruction/
Fundamental Before Differentiating Lessons
1. As teachers, you must know your curriculum. Identify which
are non-negotiable and negotiable learning objectives and tasks.
2. You must know your students’ interests, readiness level (based
on diagnostic data), and learning style/profile (strengths and
needs). You may also create a class profile.
3. You have to identify and plan what and how to differentiate
your lesson.
The goal is start small and take simple steps toward differentiating instruction.
 Teachers can differentiate through

Learning
Content Process Product
Environment

According to students’

readiness interest learning profile

1. Explain to the students the reason
for differentiation.
2. Use “anchor activities” which
students can automatically work on
when completing assigned tasks.
3. Assign roles during small-group
activities to ensure accountability
and a positive learning environment. https://www.edutopia.org/video/station-rotation-differentiating-instruction-reach-all-students/

4. Implement routines for collaborative

work.
Corpuz, B.B. & Salandanan, G.G. (2015). Principles of teaching 1.
Lorimar Publishing, Inc.
Corpuz, B.B. & Salandanan, G.G. (2015). Principles of teaching 2
(with TLE). Lorimar Publishing, Inc.
Tabadda-Rungduin, T., Penetrante-Rico, M.C. & Aggarao,
M.L.B. (2021). Facilitating learner-centered teaching. Rex Book
Store, Inc.
https://tlc.ontariotechu.ca/teaching/hybrid-
teaching/hybrid-course-models.php
Photo Sources
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https://www.cornell.edu/video/inquiry-based-labs-physics
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makes-the-dream-work/
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Learning-Cycle-01.jpg
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