IMPLEMENTATION OF THE

PEDAGOGICAL APPROACHES
MANDATED BY R.A. 10533
THE CONSTRUCTIVISM APPROACH

The constructivism approach shows learner 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
learning. Learners are the makers of meaning
and knowledge.
Strategy 1 Thinking Skills
Features (What the strategy is all about)

Strives to improve achievement by

continuously developing learners ability to
consider ideas
Analyzes perspectives
Solves problem and makes decisions on their
own
Suggested Activity

The RMFD

Recall (Past Experiences)

Model (Follow Procedures/Steps)
Familiarize (Repeat the performance)
Decide (Form a conclusion)
Suggested Form of Assessment

OBP (Outcomes-Based Performance)

Rubrics
Strategy 2 Activity Based
Features (What the strategy is all about)

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 As Activity

Act (Giving simple workshops/coaching)

Analyze (Compare and Abstract)
Apply (Use and implement)
Suggested Form of Assessment

Paper presentation
Power point presentation
Project exhibits
Activities that will demonstrate the multiple
intelligences of the learners
Strategy 3 Direct Instruction
Features (What the strategy is all about)

Guides/Models the learning in a quickest way

Suggested Activity

The TGA Activity

Tell (Give guidance)

Guide (Facilitate the process)
Act (Apply the concept)
Suggested Form of Assessment

Laboratory experiment results

Template completion
Framework creation/Interpretation
THE COLLABORATIVE APPROACH

Collaborative approach requires learners to work

together towards a common goal. This type of
learning has been called in various names like
collective learning, learning communities, peer
teaching, peer learning or team learning.
Learners engage in a common task in which each
individual depends on and is accountable to each
other.
Strategy 1 Online Collaborative
Features (What the strategy is all about)

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.
Suggested Activities

1. The CPFM Activity

Create transparency of expectations

Provide clear instructions
Form small groups
Monitor and support

2. Integrate Information Technology in the

lessons
Suggested Form of Assessment

Project presentation
Paper presentation
Action research (SHS)
Formal Essay (SHS)
Strategy 2 Jigsaw Method
Features (What the strategy is all about)

A cooperative learning technique in which

learners work in small groups. It can be used
in a variety of ways for a variety of goals that
allows for an efficient way for learners to learn
content, develop their listening, engagement
and empathy skills aside from allowing them
to interact among each other and work
independently.
Suggested Activity

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,

feeling during the group discussion
Product of the group (in line with the rubrics
provided by the teacher)
Strategy 3 Think-Pair-Share
Features (What the strategy is all about)

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-Share)
Suggested Activity

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)
Suggested Form of Assessment

Group power point presentation

Paper reflection (Self Assessment)
Observation checklist to monitor the desirable
attitudes of the learners during collaborative
work
Strategy 4 Integrated Process
Approach/Project Management
Features (What the strategy is all about)

A highly collaborative activity for it requires

the whole team to think of the entire project
and all of its systems together, emphasize
connections and improve communication
among students and stakeholders throughout
the life of a project.
Suggested Activity

The Process/Activity

Think of the project as a whole

Focus on life cycle design
Work together as a team from the beginning
Conduct assessments
Develop tailored solutions
Evaluate solutions
Ensure requirements and goals are met
Emphasize the integrated process
Suggested Form of Assessment

Peer presentation
Project presentation
Exhibit
Case studies presentation
Debates results
Demonstration
Collaborative writing
Strategy 5 Peer Teaching
Features (What the strategy is all about)

Involves learners taking on a teaching role in

the school setting. This strategy can be:
reciprocal teaching, peer tutoring and
cooperative learning.
Suggested Activity

The AFA Activity

Assign and design the lesson

Facilitate the lesson
Assess their peers
Suggested Form of Assessment

Paper presentation
Power point presentation
Group reports
THE INTEGRATIVE APPROACH

Is a learning theory that describes a movement

toward integrated lessons helping student make
connections across curricula; making
connections with a major, between curriculum,
co-curriculum, or between academic knowledge
and practice.
 Strategy 1
Scaffold-Knowledge Integration
Features (What the strategy is all about)

Makes thinking visible

Models scientific thinking
Helps students learn from others
Encourages listening to others
Promotes autonomy and lifelong learning
Suggested Activity

The four As Activity

Activity (Build on students ideas)

Analysis (Make thinking visible)
Abstraction (Encourage Listening to others)
Application (Promote autonomy/lifelong
learning)
Suggested Form of Assessment

Group work presentation

Projects exhibit
 Strategy 2
Content-Based Instruction
Features (What the strategy is all about)

CBI lessons focuses on the topic or subject

matter using the language they are trying to
learn as a tool for developing knowledge.
They develop their linguistic ability in the
target language with the content of a
particular subject.
This is thought to be a more natural way of
developing language ability and one that
corresponds more to the way we originally
learn our first language.
Suggested Activity

The four As Activity

Activity (Build on students ideas)

Analysis (Make thinking visible)
Abstraction (Encourage Listening to others)
Application (Promote autonomy/lifelong
learning)
Suggested Form of Assessment

Power point presentation

Paper
Action research (SHS)
 Strategy 3
Thematic Teaching
& Learning by Design
Features (What the strategy is all about)
Integrates basic discipline of all subjects
Acquires knowledge best when learning in the
context of a coherent whole and when they
can connect what they are learning to the real
world.
Seeks to put the teaching of cognitive skills
such as reading, mathematics, science, and
writing in the context of a real world subject
that is both specific enough to be practical,
and broad enough to allow creative
exploration.
Suggested Activity

The AACE Activity

Apply (Being Creative)

Analyze (Being Critical)
Conceptualize (Design Theory)
Experience (New concept with celebration)
Suggested Form of Assessment

One way to check if the teacher is using the

thematic approach is the bulletin board
display where lessons in different learning
areas connected to each other and focus on
the theme.

Culminating performance
THE INQUIRY-BASED APPROACH

Is an approach of acquiring or obtaining

information thru investigation carried out by the
learners who are eager to know the
phenomenon in question. It is used to engage
learners of all ages to learn by exploration and
discovery.
 Strategy 1
Cyclic Inquiry Model and the Practical
Inquiry Model
Features (What the strategy is all about)
Demonstrates an activity or a process of a
given content/topic.
Communicates through writing with markers,
asking questions and making comments to the
prompt and to each others posts.
Suggested Activity

The AICDR Activity

Ask (To know)

Investigate (To analyze)
Create (To form)
Discuss (To give arguments)
Reflect (To introspect)
Suggested Form of Assessment

Formal and informal observations

Discussions/conferences
Tasks done in groups
Demonstrations/Performances
Projects/Portfolios
Peer and self assessment
Self-reflections
 Strategy 2
Knowledge - Building
Features (What the strategy is all about)
Collects/processes the results at the end to
use as data for later activities based on the
community of learners. This can be tweaked
by allowing them to review these results.
Suggested Activity

The EIBU Activity

Experience (Setting up the concept)

Inform (Gather and analyze information)
Build knowledge (Processing and abstraction)
Understand (Decision making)
Suggested Form of Assessment

Formal and informal observations

Discussions/conferences
Tasks done in groups
Demonstrations/Performances
Projects/Portfolios
Peer and self assessment
Self-reflections
 Strategy 3
Experiment
Features (What the strategy is all about)
An activity of doing investigation
Encourages learners interest to manipulate
objects, test hypothesis and work together to
solve or prove something exciting. In the
process, learners are able to see or relate
concepts better thereby contributing to a
thorough understanding of concepts.
Suggested Activity
Introduce the activity
Ask the learners to state the problem in the
form of a question.
Allow them to do research and gather
information on the problem
Guide them to form hypothesis
Ask them to do the experiment to test the
hypothesis
Allow them to collect, record and analyze data
from the experiment.
State a conclusion based on the results
Suggested Form of Assessment

Standardized tests, quizzes and

homework/assignments
Open ended questions that allow
learners/teachers to reflect on their
experience and give an idea of what they did
and did not get from the experiment
Exhibits
Study/Research presentation
THE REFLECTIVE APPROACH

This approach means looking at what the teacher

and learners do in the classroom, thinking about
why they do it, and analyzing about it if it works.
This is a process of self evaluation cum self
observation.
 Strategy 1
Self Evaluation and Self Reflection
Features (What the strategy is all about)
Collects information about what goes on
inside the classroom
Analyzes/evaluates the obtained information
by teacher and learner
Engenders improvement in teaching towards
effective learning
Suggested Activity

The TTRA Activity

Think (Analyze patterns occurring during the
teaching and learning process)
Talk (Self-talk or group talk done by the
teacher or learner source of reflection)
Read (Finding out or making affirmations
regarding behavioral patterns)
Ask (Post questions to get ideas or
opportunities on an area that interest you to
improve/develop)
Suggested Form of Assessment

Diary presentation
Paper writing
Reports
Journals