NEW APPROACHES

IN EDUCATION
Prepared by:
KRISTINE JOY S. ALCANTARA
 INNOVATION
What is • Different then better
desirable to
• It is a fundamentally different way
users?
of doing things with better and
INNOVATION different outcomes.
• Both the different and the better
What is possible What is viable in
to technology? the marketplace? must be significant and substantial
 INNOVATION
Therefore, to innovate is to question the “box” in which
we operate and to innovate without it as well as within.
INNOVATION IN EDUCATION
When it comes to innovation, what does
the word innovation means to you?
 INNOVATION IN EDUCATION
“Innovation in Education should be defined as making it
easier for teachers and students to do the things they want to
do.
-Rob Abel, USA
Educators need to think of innovation as those actions that
significantly challenge key assumptions about schools and the
way they operate.
 DIFFERENT APPROACHES IN TEACHING

1. Diverse time and place/ Flipped Classroom

This approach involves a process where the typical
lecture that happens in the classroom occurs at home.
students watch lectures on video, and then return to
school to engage in the exercises they would
traditionally have for homework, and to ask questions
based on the lecture they watched on their own at home.
 Diverse time and place/ Flipped Classroom
Students will have more opportunities to learn at different
times in different places.

E-learning tools facilitate opportunities for remote, self-paced

learning.

Classrooms will be flipped which means the theoretical part is

learned outside the classroom, whereas the practical part shall
be taught face to face interactively.
 DIFFERENT APPROACHES IN TEACHING
2. PERSONALIZED LEARNING
Personalized learning is extremely student centered, but teachers are
required to teach lessons, look at frequent assessment data, and meet
with students to make any necessary changes to their learning plans. 

Students will learn with study tools that adapt to the capabilities of a
student.
This means above average students shall be challenged with harder
tasks and questions when a certain level is achieved.
2. PERSONALIZED LEARNING
This can result into positive learning experiences and
will diminish the amount of students losing confidence
about their academic abilities.

Furthermore, teachers will be able to see clearly which

students need help in which areas
INNOVATION AND MODERN PRACTICES TO
LEARNING
EQUALITY VS. EQUITY
If EQUALITY means EQUITY means giving
giving everyone the same each student access to the
resources, resources they need to
learn and thrive.
 DIFFERENT APPROACHES IN TEACHING
3. PROJECT-BASED
As careers and adapting to the future freelance economy,
students of today will adapt to project-based learning and
working.

This means they have to learn how to apply their skills in

shorter terms to a variety of situations .
3. PROJECT-BASED
PBL should combine inquiry with accountability, and should be part of every
teacher’s repertoire, allowing:
• Multiple solutions
• Enlisting community resources, and
• Choosing engaging meaningful themes for projects.

PROBLEM
PRESENTATI
TO BE PROJECT-
ON AND
SOLVED BASED
FEEDBACK
LEARNING

IDEAS/
BRAINSTOR INQUIRY AND
PRIOR
M INVESTIGATI
KNOWLEDG
ON
E TO GUIDE
YOU
 DIFFERENT APPROACHES IN TEACHING

4. REALITY PEDAGOGY
It is an approach to teaching and learning
that focuses on teachers gaining an
understanding of student realities, and then
using this information as the starting point
for instruction.
4. REALITY PEDAGOGY
5 C’S IN REALITY PEDAGOGY
1. Co-generative dialogues: where teachers and students discuss the classroom and
both suggest ways to improve it.
2. Co-teaching: where students get opportunities to learn content and then teach
the class.
3. Cosmopolitanism: where students have a role in how the class operates and in
what is taught.
4. Context: where the neighborhood and community of the school is seen as part of
the classroom.
5. Content: where the teacher has to acknowledge the limitations of his/her content
knowledge and work to build his/her content expertise with students
 DIFFERENT APPROACHES IN TEACHING

5.PROCESS ORIENTED GUIDED INQUIRY LESSONS

(POGIL)
It is a part of a learning strategy that has both a
constructivist and social component.

It focuses on using the real life experiences of the learner

to create knowledge and considers how students relates
to the environment where they are taught.
 DIFFERENT APPROACHES IN TEACHING

6. INQUIRY-BASED LEARNING
A teaching method that casts a teacher as a supportive figure
who provides guidance and support for students throughout
their learning process, rather than a sole authority figure.

Inquiry-based learning falls under the student-centered

approach, in that students play an active and participatory role
in their own learning. but teacher facilitation is also extremely
key to the process. 
 DIFFERENT APPROACHES IN TEACHING
7. GAME-BASED LEARNING
It comes from the desire to 
engage students in more active learning in the cla
ssroom external link 
. Because they require students to be problem
solvers and use soft skills that they will need as
adults, games are a great way to encourage a
“mastery” mindset, rather than a focus on grades.
EVALUATIVE TOOLS USED IN MEASURING
PUPIL’S PROGRESS

Information about student learning can be assessed

through both direct and indirect measures.
Direct measures may include homework, quizzes,
exams, reports, essays, research projects, case study
analysis, and rubrics for oral and other
performances.
 EVALUATIVE TOOLS USED IN MEASURING
PUPIL’S PROGRESS
Two basic ways to assess student learning:
• Direct – the assessment is based on an analysis of
student behaviors or products in which they
demonstrate how well they have mastered learning
outcomes.
• Indirect – the assessment is based on an analysis of
reported perceptions about student mastery of learning
outcomes.
 EVALUATIVE TOOLS USED IN MEASURING
PUPIL’S PROGRESS
• Summative assessments - Tests, quizzes, and other graded course
activities that are used to measure student performance. they are
cumulative and often reveal what students have learned at the end of
a unit or the end of a course. within a course, summative assessment
includes the system for calculating individual student grades. 
• Formative assessment  - Any means by which students receive input
and guiding feedback on their relative performance to help them
improve. it can be provided face-to-face in office hours, in written
comments on assignments, through rubrics, and through emails. 
 STRATEGIES FOR DIRECT ASSESSMENT OF STUDENT LEARNING
• Published tests
• Locally-developed tests
• Embedded assignments and course activities
• community-service learning and other fieldwork activities
• culminating projects, such as papers in capstone courses
• exams or parts of exams
• group projects
• homework assignments
• in-class presentations
• student recitals and exhibitions
• comprehensive exams, theses, dissertations, and defense interviews

• Portfolios
• showcase vs. developmental portfolios: best work vs. evidence of growth
• workload and storage demands for large programs can be overwhelming

• collective portfolios
STRATEGIES FOR INDIRECT ASSESSMENT OF
STUDENT LEARNING

• SURVEYS
• INTERVIEWS
• FOCUS GROUPS
 REFERENCES:

• HTTPS://
WWW.HUFFPOST.COM/ENTRY/5-NEW-APPROACHES-TO-TEACHING-STRATEGIES_B
_4697731
• HTTPS://
TEACHING.CORNELL.EDU/TEACHING-RESOURCES/ASSESSMENT-EVALUATION/ME
ASURING-STUDENT-LEARNING
• HTTPS://UCA.EDU/ASSESSMENT/MEASUREMENT-TOOLS/
• HTTPS://TEACH.COM/WHAT/TEACHERS-KNOW/TEACHING-METHODS/