SLAC on Learner-Centered Teaching Philosophy:

The 2C-2I-1R
Teaching and Learning Approaches Across
Learning Areas that Support Teacher Practice

May 18, 2022, Wednesday @ 1:00pm

English Team
I. Objectives/ Outcomes:
a. Terminal Objective:
To support teachers in enhancing teachers’ learner-centered
teaching philosophy through lesson planning.
 
II. Enabling Objectives:
1. Discuss collegially 2C-2I-1R Approach in lesson planning.
2. Review and discuss the teaching philosophy shown in the recorded
demonstration teaching by learning areas.
3. Submit a lesson plan with annotations about learner-centered teaching
philosophy.
 What is the Basis of 2C-2I-1R?

RA 10533 act is known as the “Enhanced Basic Education Act of 2013”

Sec. 5e The curriculum shall use pedagogical approaches that are

constructivist, inquiry-based, reflective, collaborative, and integrative.

Regional Memorandum no. 11 s. 2015 July 9, 2015, The 2c-2i-1r

Pedagogical Approaches
The five major approaches are
2C Constructivist Collaborative
2I Integrative Inquiry-Based
1R Reflective Learning
Constructivist Approach- allows learners to be active in
the process of constructing meaning and knowledge rather
than passively receiving information. It fosters critical
thinking and provides learners with a learning environment
that helps them make connections with their learnings.

It is a learning theory based on the idea that new knowledge

is “constructed” on top of learners’ existing knowledge.
According to the theory, students are not “empty vessels”
that need to be “filled.” Rather, students’ existing knowledge
serves as an important foundation for new learning.
 STRATEGIES
1. Thinking Skills
Features (What is the strategy all about)
- Strives to improve achievement by continuously developing learners’ ability to consider
ideas.
-Analyzes perspectives
-Solves problems and makes decisions on their own.

Suggested Activity (How to use the strategy)

The RMFD Activity
•Recall (Past Experiences)
•Model (Follow Procedures/Steps)
•Familiarize (Repeat the performance/Scaffolding)
•Decide (form a conclusion)

Suggested form of ASSESSMENT

-OBP (Outcomes-Based Performance)
-Rubrics
 STRATEGIES
2. Activity-Based
Features
•Engages learners in individual or group experiential learning opportunities
such as purposeful conversation, project planning, hands-on inquiry, analysis
and product creation.
Suggested Activity
The 3 A’s Activity
-Act (Giving simple workshops/coaching)
-Analyze (Compare and Abstract)
-Apply (Use and Implement)
Suggested form of ASSESSMENT
-Paper presentation
-Project exhibits
-Activities that will demonstrate the multiple intelligences of the learners.
3. Direct Instruction
Features
-Guides/models the learning in the quickest way.
Suggested Activity
The TGA Activity
-Tell (Give guidance)
-Guide (Facilitate the process)
-Act (Apply the conception)
Suggested form of ASSESSMENT
-Laboratory experiment result
-Template completion
-Framework creation/interpretation)
 CHARACTERISTICS OF CONSTRUCTIVISM

1. Students are an active explorer.

2. Students experience theories by themselves.
3. Students learn from mental conflict.
4. Students can reach beyond their own level.
5. Students not learn to communicate but communicate to learn

TWO application of Constructivism approach

6. Discovery Based Learning

7. Inquiry Based Learning
 4 Methods in Teaching Constructivism in English

1. GTM – Grammar Translation Method

2. DM – Direct Method
Showing Pictures

3. ALM – Audio Lingual Method

4. CLT – Communicative Language Teaching

Dialogue
Role Playing
Collaborative Approach- requires learners to work together
towards a common goal. This the of learning has been called in
various roles like collective learning, learning communities, peer
teaching, peer learning, or team learning. In order to achieve a
classroom where a collaborative learning approach works,
teachers must firmly understand learners’ preferred learning
styles and views of learning- Classroom teachers shall use the
following strategies properly. In a collaborative approach,
learners are engaged in a common task in which everyone
depends on and is accountable to each other.
 STRATEGIES
1. Online collaborative
Prepares learners to be responsible individuals in a technologically advanced
society. Projects and activities given by the teachers shall reflect students’ current and
future needs.
How to use the strategy?
1. The CPFM Activity
Create Transparency of Expectations – teacher should clearly explain what output
is expected from the pupils to avoid misunderstanding and to have good results.
Provide clear instructions –the instructions should be clear enough so that pupils
will not create too much noise and enable them to finish their work on time.
Form small groups -so that everyone in the group can participate, to minimize
noise, and to minimize overcrowding.
Monitor and support – the teacher should go round and see what each group had
finished, and see what help is needed by the group. This is very important also so that
the group will work cooperatively and see to it that no one is just creating noise.
 STRATEGIES
2. Jigsaw Method - is a cooperative learning technique in which learners work
in a small group. It can be used in a variety of ways for varied goals that allow for
an efficient way for learners to learn content, and develop their listening,
engagement, and empathy skills aside from allowing them to interact with each
other and work independently.
How to use the strategy
The TDAR Activity
Think (Analysis of the problem)
Discuss ( Share ideas on how to solve the problem)
Act ( Act collaboratively)
Reflect ( introspect on the results made by the group)
Suggested form of assessment:
Group paper introspection re: experiences/feelings during the group
discussion.
Product of the group ( in line with the rubrics provided by the teacher)
 STRATEGIES
3. THINK- PAIR- SHARE
Is a strategy in which students work together to solve a problem or
answer a question. Students think through questions using three
distinct steps TPS (Think, Pair and Share)
How to use the strategy?
The 2D-2M Activity
Decide (Upon the problem/ issue to be solved)
Describe ( The purpose of the strategy and provide guidelines
for discussions)
Model (Ensure that students understand how to use the
strategy)
Monitor (Support students as they work)
4. INTEGRATED PROCESS APPROACH/PROJECT MANAGEMENT
A highly collaborative activity for it requires the whole team to think of the entire project and all its
systems together, emphasize connections, and improve communication among students and
stakeholders throughout the life of the project. Assessment
How to use the strategy: .Paper presentation
The process/Activity .Project Presentation .Exhibit
.Case studies presentation .Debates results
.Think of a project as a whole .Demonstration .Collaborative writing
.Focus on life cycle design
.Work together as a team from the beginning
.Conduct assessments (e.g. threat, vulnerability assessments, and risk analysis ) to help
identify requirements and set goals
.Develop tailored solutions that yield multiple benefits while meeting requirements and
goals
.Evaluate solutions
.Ensure requirements and goals are met
.Emphasize the integrated process

STRATEGIES
5. PEER TEACHING
Involves learners taking on a teaching role in the school setting.
This strategy can be reciprocal teaching, peer tutoring, and
cooperative learning.
How to use the strategy?
The AFA Activity
Assign and design the lesson
Facilitate the lesson
Assess the peers

STRATEGIES
Integrative Approach - provides learners with a learning
environment that helps them make connections between
their learning across curricula. It focuses on connections
rather than teaching isolated facts. It underscores the
elements of content-based instruction, focusing inquiry,
thematic teaching, and generic competency model.
1. Scaffold – Knowledge Integration
(What is this all about?)
Makes thinking visible.
Models scientific thinking; scaffolds students to make their thinking visible and provides
multiple presentations.
Help students to learn from others.
Encourage listening to others.
Promotes autonomy and lifelong learning.
Provides complex subjects; revisits and generalizes inquiry processes.

(How to use Scaffold – knowledge Integration?) Suggested form of Assessment

The 4 A’s Activity Group work
Activity (Build on students’ ideas) presentation
Analysis (Make thinking visible) Projects Exhibit
Abstraction (Encourage listening to others)
Application (Promote autonomy/lifelong learning)

STRATEGIES
2. Content-Based Instruction
(What is this all about?)
It focuses on the topic/subject matter as a tool for developing knowledge.
It is the natural way of developing language ability.
6 T’s Features
Theme – Central ideas that organize major curricular units.
Text – Content resources which drive the basic planning of theme.
Topics – Sub units of content which explore scientific aspects.
Threads – linkages across themes which create greater curricular coherence.
Tasks – instructional activities and techniques.
Transitions – explicitly planned actions.
Suggested Activities(How to use it?) Suggested form of Assessment
The 4 A’s Activity Power point presentations
Activity (Build on student’s ideas) Paper
Analysis (Make thinking visible) Action Research
Abstraction (Encourage listening to others)
Application (Promote autonomy/lifelong learning)

STRATEGIES
3. Thematic Teaching & Learning by Design

(What is this all about?)

Integrates basic discipline of all subjects.
Seeks to put the teaching of cognitive skills such as mathematics, science, reading, and writing
in the context of a real-world subject to allow creative exploration.

Suggested Activities(How to use it?) Suggested form of Assessment

One way to check if the teacher is
The AACE Activity (Kalantzis, 2007) using the thematic and learning by
Apply (Being Creative) design is their bulletin board display
Analyze (Being Critical) where lessons in different learning
Conceptualize (Design Theory) areas are connected to each other
and focus on the theme.
Experience (New concept with the celebration)
Culminating Performances.

STRATEGIES
1. Educational Technology is the effective use of technological tools in learning. It concerns an
array of tools such as media, machines, and networking hardware as well as the underlying
theoretical perspectives for their effective application.
2. Lecture Method is an oral presentation of information by the teacher. It is a method of
relaying information that includes principles, concepts, ideas, and theoretical knowledge about a
given topic.

3. Discussion Method is a strategy that involves two-way communication between teachers and
learners. In t1.e classroom situation, the teacher and learners all participate in discussing and
explaining the concepts or topics.

4. Buzz Groups is a method of instruction where a group can be divided into sub-groups to
discuss one or two specific questions or issues related to the main topic.

5. Brainstorming is a state/ where participants are encouraged to ask, share explain anything
related to the topic, and let these ideas flow freely during the teaching-learning process in order
to arrive at a conclusion for a specific problem.

OTHER STRATEGIES
Inquiry-Based Approach- is a way of acquiring or
obtaining information through an investigation carried
out by learners who are eager to know the phenomenon
in question. As a process, learners are involved in their
learning by formulating questions, investigating,
building their understanding, and creating meaning
and new knowledge on a certain lesson. At the end, the
new knowledge is used to answer a question, develop a
solution and support a position or point of view.
1. Simulation is an instructional method where learners are placed in a
context or situation made by the teacher. During simulation, learners interact
in a way where they themselves are the subject in the laboratory or classroom.
Usually, it is done through role-plays, games, and models.

2. Demonstration is a teaching technique that lessens teachers’ active role

as a prime source of knowledge allowing learners to respect diversity and
work in the process. It is an important component of overa-11 teaching
strategies/ that provides a concrete and visual way of explaining the topic.

3. Experiment is a way of doing an investigation in science classrooms. It

encourages learners’ interest to manipulate objects, testing hypotheses, and
work together to solve or prove something exciting. In the process, learners
can see or relate concepts better contributing to a thorough understanding of
the science concepts.
STRATEGIES
4. Field Study is a way experiment, or engaging activities are
undertaken in a natural setting rather than in laboratories,
classrooms, or offer structured environments.

5. Project Work is a method that focuses on the work given by the

teacher for learners to cany out in groups about a certain problem
or situation on specific content.

STRATEGIES
Reflective Approach - signifies a
movement in teacher education in which
teachers analyze their own practice and its
underlying basis in order to consider
alternative means for achieving their ends.
(Perrington, 1992)
1. Multimedia Presentation is the effective use of instructional
materials that utilize a wide range of electronic media
allowing the learners to reflect after the teaching-learning
process.
2. Drill and Practice is a technique with emphasis on repetition
after the learners reflect on their skills or learnings.
3. Mental Modeling is a strategy/ intended to enhance
learners’ ability to direct their own learning after gaining an
insight into any cognitive process or activity.

STRATEGIES
Sample
Sample
Sample
Why does One
size fits all" in
education Doesn’t
Work?
References