TEACHING LEARNING

PROCESS
GROUP 1
 TEACHING LEARNING
PROCESS
➢ is a combined process where an educator analyses and
gauges learning needs, outlines and establishes learning
objectives, and employs new teaching-learning strategies to
impart knowledge.
According to Professor H. C.
Morrison, there are 5 steps to
disseminate knowledge to learners

• Exploration
• Presentation
• Assimilation
• Organization
• Recitation
 TEACHING LEARNING
PROCESS
PURPOSE OF TEACHING LEARNING PROCESS:

➢ Knowledge acquisition
➢ Development of life skills such as communication skills and moral
growth
➢ Mold attitudes, values, and behaviors.
LEARNING
THEORIES
 BEHAVIORISM
➢ Behaviorism focuses on the individual’s interactions with
the environment.

➢ It is based on the idea that all behaviors are acquired

through conditioning, which is a process of reinforcement and
punishment.
Positive Reinforcement:
➢ Getting additional allowance when perfecting a test exam

Negative Reinforcement:
➢ Exempted from exam when perfecting all quizzes.

Positive Punishment:
➢ Getting additional chores when failing an exam

Negative Punishment:
➢ Confiscating iPhone when failing an exam
 COGNITIVISM
➢ Focuses on the mental processes of the brain, thinking
of the learner as a data processor.

➢ how information is processed within the mind. It goes

beyond observable behavior, emphasizing the internal
mental processes that occur in learning.

➢ asserts that learners play an active role in information

processing, and so there is a focus on developing areas such
as knowledge, memory, thinking, and problem-solving.
 CONSTRUCTIVISM
➢ Focuses on reflection and active processing of Information.

➢ Learners construct knowledge rather than just passively take

in information. As people experience the world and reflect upon
those experiences, they build their own representations and
incorporate new information into their pre-existing knowledge
(schemas).
 SOCIAL LEARNING THEORY
➢ According to Bandura, people observe behavior either directly through
social interactions with others or indirectly by observing behaviors through
media.

➢ Albert Bandura, proposed that learning occurs through observation,

imitation, and modeling and is influenced by factors such as attention,
motivation, attitudes, and emotions.
 TEACHING
METHOD
By; Angelica Vincea Estrada
WHAT TO
LEARN??
Direct instruction

Inquiry based learning

Collaborative learning

Differentiated instruction
DIRECT INSTRUCTION
A teacher-directed teaching method.
A teaching method that is highly
structured and teacher-centered.
INQUIRY-BASED LEARNING
a student-centered method where
learners explore, ask questions, and
discover new knowledge through hands-on
activities and research.
COLLABORATIVE LEARNING

a teaching method where students

work together in groups to learn and
solve problems.
DIFFERENTIATED INSTRUCTION
the process of tailoring lessons
to meet each student's individual
interests, needs, and strengths.
LEARNING STYLES AND
PREFERENCES
By; Ryza Khate Razo
VISUAL LEARNERS - visual learners learn best by utilizing graphs, tables,
charts, maps, colors and diagrams.
AUDITORY LEARNERS - a person learns best by listening.
 KINESTHETIC LEARNERS - are often described as hands-on learners who
require active participation and physical engagement to understand and retain
new information fully.
 READING AND WRITING - These learners make use of dictionaries and other
reference materials. They prefer to learn information by reading notes, handouts
and textbooks.
 KEY ELEMENTS OF
TEACHING-LEARNING
PROCESS
 FEEDBACK &
OBJCTIVES & GOALS
REFLECTION
LEARNING
CURRICULUM & CONTENT
ENVIRONMENT
TEACHING METHODS & TEACHER-STUDENT
STRATEGIES INTERACTION
ADAPTATION &
LEARNING ACTIVITIES
DIFFERENTATION
ASSESSMENT & MOTIVATION &
EVALUATION ENGAGEMENT
 OBJECTIVES AND GOALS
OBJECTIVES GOALS
SPECIFIC BROAD
SHORT- DIRECTION
LONG-TERM
TERM MOTIVATIONAL
OUTCOME-
MEASURABLE ALIGNMENT FOCUSED
WITH VISION
ACTION- INSPIRE AND
ORIENTED GUIDE
 CURRICULUM AND CONTENT

CURRICULUM AND
OBJECTIVES
CONTENT
TEACHING METHODS AND
STRATEGIES

Employ various
instructional content
LEARNING ACTIVITIES

ACTIVITIES ARE DESIGNED FOR

MORE ENGAGING LEARNING
 ASSESSMENT AND
EVALUATION

MEASURING AND EVALUATING

STUDENT’S LEARNING AND
UNDERSTANDING
 FEEDBACK AND
REFLECTION

FEEDBCK PROVIDED TO
STUDENT FOR GUIDED
LEARNINIG
LEARNING ENVIRONMENT

OVERALL
ATMOSPHERE
TEACHER-STUDENT
INTERACTION

FOUNDATION FOR A
SUCCESSFUL LEARNING
 ADAPTATION AND
DIFFERENTATION

TAILORING INSTRUCTION TO
MEET THE DIVERSE NEEDS AND
LEARNING STYLES
MOTIVATION AND
ENGAGMENT

SUSTAINS STUDENT’S
INTEREST IN LEARNING
IMPORTANCE
By; Angelica Vincea Estrada
-Equip students with the necessary knowledge and
skills for personal and professional development.
-Foster critical thinking, creativity, and problem-
solving abilities.
-Promote lifelong learning and adaptability.
-Cultivate social, emotional, and ethical
development.
 GOAL VS.
OBJECTIVE
A goal is an aim or target that someone is
trying to reach or achieve.

On the other hand, the objective is the

specific actions and measurable steps that
you need to take to achieve a goal.
EXAMPLE:
GOAL: Improve physical fitness.

OBJECTIVE: Exercise for at least 30 minutes, five days a

week.
Increase daily steps to 10,000 within three
months.
Lose 10 pounds in six months through a
combination of diet and exercise.
RELATIONSHIP BETWEEN
GOALS AND OBJECTIVES

Goals set the direction.

Objectives provide the steps.
Practical Application in Lesson Planning

Start with Goals

Develop Objectives
Align Assessments
Reflect and Adjust
Understanding the
Curriculum Guide
Valero, Rochelle Mae E.
Curriculum Guide
A curriculum guide is a structured
document that delineates the philosophy,
goals, objectives, learning experiences,
instructional resources and assessments
that comprise a specific educational
program.
 Curriculum Guide
A curriculum guide represents an
articulation of what students should
know and be able to do and supports
teachers in knowing how to
achieve these goals.
 DepEd Order No.
21 series of 2019
Policy Guidelines on the K
to 12 Basic Education
Program
 The Department of Education
issues these Policy Guidelines
on the K to 12 Basic Education
Program to unify the
understanding of K to 12 and
to improve the implementation
of each component, project,
and activity under it.
Definition of Terms
 1. Content

➢ refers to the scope and sequence of

topics and skills covered in each
strand/domain/theme/component.
2. Competency
➢ refers to a specific skill performed with varying
degrees of independence.
➢ refers to the ability to perform activities according
to the standards expected by drawing from one’s
knowledge, skills, and attitudes.
 3. Key Stage
➢ refers to the stages in the K to 12 program reflecting distinct
developmental milestones. Assessment of learning is critical at
the end of each stage.

➢ Key Stage 1 – Kindergarten to Grade 3 (Primary School)

➢ Key Stage 2 – Grade 4 to Grade 6 (Middle School)
➢ Key Stage 3 – Grade 7 to Grade 10 (Junior High School)
➢ Key Stage 4 – Grade 11 to Grade 12 (Senior High School)
 4. Key Stage Standard
➢ shows the degree or quality of proficiency that the
learner is able to demonstrate in each key stage after
learning a particular area in relation to the core
learning area standard.
➢Key stage standards provide benchmarks to assess
how well learners have mastered the necessary
skills, knowledge, and attitudes at different stages of
their education.
 Key Stage Standard for Grade 12
Key Stage 4

➢ Students should learn to use their speaking and

writing skills to create meaningful communication,
across various genres and discursive contexts for
both personal and professional purposes. This
enables them to effectively express their ideas,
engage in diverse conversations, and achieve their
objectives in different settings.
5. 21st Century Skills
➢ are the knowledge, skills, attitudes, and
competencies that learners need to develop so that
they can prepare for and succeed in work and life in
the 21st century.
21st Century Skills
Presented by:
Kishikie Jovita
A. Information, Media, and Technology Skills
➢ These skills allow learners to navigate the fluid and dynamic
environment of knowledge creation and acquisition.
➢ Includes visual and information literacies, media literacy,
basic, scientific, economic and technological literacies,
multicultural literacy, and global awareness.
 Cont’d

➢ These skills are embedded in subjects such as

Technology and Livelihood Education, English, Science,
Mathematics, Araling Panlipunan, MAPEH, and
Languages.
 B. Learning and Innovation Skills
➢ Acquisition of these skills help learners resolve daily issues
and challenges be it academic, personal, social, etc. Learning
and innovation skills are honed in all subject areas and across
grade levels.
➢ Includes creativity and curiosity, critical thinking, problem-
solving, adaptability, managing complexity and self-direction,
and sound reasoning skills.
 C. Communication Skills
➢ Enable learners to easily adapt to present and
future challenges and opportunities (integrated in all
learning areas).
➢ Includes teaming, collaboration, interpersonal skills,
and interactive communication.
 D. Life and Career Skills
➢ Empower learners to make informed decisions,
thereby giving them the leverage to significantly
contribute to the development of society.
➢ Includes flexibility and adaptability, initiative and
self-direction, social and cross-cultural skills,
productivity and accountability, leadership, and
responsibility.
DepEd Order 31 series of 2012
DepEd Order 31 series of 2012
DepEd Order 31 series of 2012
DepEd Order 31 series of 2012
DepEd Order 31 series of 2012
DepEd Order 31 series of 2012
 Parts of the
Curriculum Guide
Presented By:
Kishikie Jovita
 1. Content

➢ refers to the scope and sequence of

topics and skills covered in each
strand/domain/theme/component.
 2. Content Standards

➢ Identify and set the essential knowledge and

understanding that should be learned, and cover a
specified scope of sequential topics within each
learning strand, domain, theme, or component.
➢ Answer the question, "What should the
learners know?".
 3. Performance Standards
➢ Describe the abilities and skills that learners
are expected to demonstrate in relation to the
content standards and integration of 21st century
skills.
➢ Answer the question, "What can learners do with what
they know?"
 4. Learning Competencies

➢ refer to the knowledge, understanding, skills,

and attitudes that students need to demonstrate
in every lesson and/or learning activity.
Parts of the Curriculum Guide
 5. Learning Code

➢ Represents a specific and unique learning

competency and it shows when to teach and
how long to teach a particular learning
competency.
Parts of the Curriculum Guide
Sample: AP5KPK-IIIf-5
Sample: EN4OL-IId-3
 Sample 1:
Anne is a mathematics teacher in Grade 9.
Currently, it is the third week of the second quarter
and she is discussing competency number 4 in
algebra (AL). What is the learning code in this
scenario?

M9AL-IIc-4
 Sample 2:

Mr. Arturo is a Grade 6 Science teacher. Currently, it

is the fifth week of the last quarter of the school year
and he is discussing competency number 7 in Earth
and Space (ES). What is the learning code in this
scenario?
S6ES-IVe-7
Any Questions?
Thank
You!
Assessment
and
Evaluation
 ASSESSMENT
-refers to the wide variety of methods or tools that
educators use to evaluate, measure, and document the
academic readiness, learning progress, skill acquisition, or
educational needs of students.
 EVALUATION
-evaluation is acquiring and analyzing data to determine
how each student’s behavior evolves during their
academic career.
 TYPES OF
ASSESSMENT
 FORMATIVE ASSESSMENT
-refers to a wide variety of methods that teachers use to
conduct in-process evaluations of student comprehension,
learning needs, and academic progress during a lesson,
unit, or course.
 EXAMPLES OF
FORMATIVE ASSESSMENT
-Strategic Questioning
-Think-Pair-Share
- Brainstorming
- Compare and Contrast
-Concept Map
 SUMMATIVE ASSESSMENT
-are used to evaluate student learning, skill acquisition, and
academic achievement at the conclusion of a defined
instructional period typically at the end of a project, unit,
course, semester, program, or school year.
 EXAMPLES OF
SUMMATIVE ASSESSMENT

-Multiple-Choice Exam
-Final Essay
-Reflective Journal
-Group Presentation
-Oral Exams
 DIAGNOSTIC EVALUATION

-A diagnostic evaluation typically refers to a comprehensive

assessment or examination performed to identify and
understand the nature, cause, or extent of a problem,
condition, or situation.
 PEER EVALUATION

-Peer evaluation is an effective collaborative learning

strategy that asks students to reflect on contributions
made by colleagues in group work.