Chapter 7 - The Teaching of the Language Subjects

K-12 Curriculum is a program that covers Kindergarten and 12 Years of Education. Provides sufficient time for mastery of concepts and skills. Language, systems of words or signs use to express thoughts and feelings to each other. Words of a particular kind. Three languages used in K-12 program, Mother tongue from Grades 1 to 3 and Filipino and English is Grades 4 to 10, depends to their subject. Mother Tongue-Based Multilingual Education (MTB-MLE) It is education in several languages based on the mother tongue. Mother Tongue are “the language or languages first learned by a child, which he/she identified as exclusive language user by others, which he/she knows best, or uses most.” Learning Area Standard of MTB-MLE Use Mother Tongue appropriately and effectively in oral, visual and written communication in a variety of situations and for a variety of audiences, contexts and purpose including learning other context subjects and languages, demonstrative appreciation of various forms of literary genres and take pride in one’s cultural heritage. Key Stage Standard The key stages referred to are at the end of grade 3, at the end of Grade 6 and at the end of Grade 10. Mother Tongue as subject is taught only until Grade 3, hence has only one key stage standard, at the end of Grade 3. By the end of Grade 3 students will enjoy communicating in their first language on familiar topics for a variety of purposes and audiences using vocabulary and phrases. Here Guiding Principles for Teaching and Learning in MTB-MLE, Effective language learning proceeds from the known to unknown, Language learning, and all other kinds of learning for that matter, is an active process, Learners must be actively involved in the learning process in order to learn. Successful language learning focuses on meaning, accuracy and fluency not either fluency or meaning or accuracy but both meaning, accuracy and fluency. The second language known as the L2, should be taught systematically to the learners can gradually transfer skills from the familiar language to the unfamiliar one. The Bridging Process,  bridging is the process of “transitioning from learning one language to another. It also refers to the use of L1 as the initial medium of instruction, gradually introducing increasing amounts of instruction in L2, until either L1, or both L1, and L2 are used as media of instruction. The Teaching of Filipino Language, The end goal of the k-12 curriculum is the development of a “buo at ganap na Filipino na may kapaki-pakinabang na literasi (wholistically developed and functionally literate filipino). The teaching of Filipino contributes to the formation of the students to have: Communicative competence, Reflective and Critical Thinking and Literary Appreciation. Listening, speaking, reading, writing and viewing are the 5 macro skills in Teaching Filipino. To implement the intended Filipino curriculum these are the things that we need to consider: Well-trained teachers, Adequate Instructional Materials, Supportive School Administrators and, Cooperative parents. Support from mass media, public and private sector, local government officials are also necessary.  The learning Area/ Program Standard (Pamantayan ng Programa) This describes the intended outcomes that are expected to be realized in the teaching of Filipino as a subject in the entire K-12 Curriculum.  Key Stage Standards (Pangunahing Pamantayan ng Bawat Yugto). These are the intended outcomes of Filipino teaching at each key stage in the whole stretch of the K-12 Curriculum Guide.  Here are End Goals of English Language Teaching: Communicative competence is the students ability to understand and use language appropriately and correctly to communicate in authentic situations. Multiliteracies, implies that the text is not the only way to communicate. Text is combined with sounds and images. Multimedia world; movies, billboards, any site on the internet and television.

THE SIX MAIN PROCESSES THAT FORM PART OF THE CORE OF ENGLISH LANGUAGE TEACHING ARE: Construction, Spiral progression, Integration, Interaction, Contextualization, and Learner-centered instruction. The learner demonstrates mastery of basic skills in the English Language Arts, communicates appropriately, fluently and orally and writes for a variety of purposes in different social and academic context at his/her level while carrying out real life tasks as necessary to cope with the demands of a functionally literate and competent, local, national and global citizen. Communicative Competence:  The Goal Of Language Teaching (Mother – tongue, Filipino, English) Communicative Competence is the learner’s ability to understand and use language appropriately to communicate in authentic (rather than simulated) social and school environments. Four components of Communicative Competence and these are: Grammatical competence, Sociolinguistic competence, Discourse competence and Strategic competence. Grammatical Competence Is concerned with mastery of the linguistic code (verbal or non- verbal) which includes vocabulary knowledge as well as knowledge of morphology, syntactic, semantic, phonetic, and orthographic rules. Sociolinguistic competence, this refers to possession of knowledge and skills for appropriate language use in a social context. In hymes, Sociolinguistic competence is knowledge of rules and conventions that underlie the appropriate comprehension and language use in different linguistic and sociocultural contexts. Discourse competence is so-called interactional competence that includes textual and rhetorical competence. Concerns with the selection, sequencing, and arrangement of words, structures and utterances to achieve a unified spoken or written text. Strategic competence refer to “ a speaker ability to adopt his/her use of verbal or non-verbal language to compensate for communication problems caused by the speaker’s lack of understanding of proper grammar that used or insufficient knowledge of social behavioral and communication gaps. It is the speaker’s ability to know how to recognize and repair communication        The direct method, Classroom instruction was conducted exclusively in the target language. Only everyday vocabulary and sentences were taught. Oral communication classes were built up in carefully traded progression organized around question-and-answer exchanges between teachers and students in small, intensive classes. Grammar was taught inductively. New teaching points were taught through modelling and practice. Concrete vocabulary was taught through demonstration, objects and pictures. Abstract vocabulary was taught through association of ideas. Both speech and listening were taught. Correct pronunciation and grammar were emphasized. Audio-lingual method,  There is little or no grammatical explanation. Grammar is taught by inductive analogy rather than deductive explanation. Vocabulary is strictly limited and learned in context. There is much use of tapes, language labs and visual aids. Great importance is attached to pronunciation. Very little use of the mother tongue by teachers is permitted. Successful responses are immediately reinforced. There is great effort to get students to produce error-free utterances. The designer methods, Community Language Learning, This is an effectively-based method. This reflects Carl Rogers’ view of education in which learners in a classroom are regarded as a “group” rather than a “class” in need of certain therapy and counselling. Suggestopedia, The human brain could process great quantities of material if simply given the right conditions for learning, among which are state of relaxation and giving over of  control to the teacher. The Silent Way, This method capitalized on discovery learning. Total Physical Response, This method demands listening and acting. The teacher is the ‘director’ and the students are the ‘actors’. The natural method. 6 Communicative language teaching, Learner-Centered Teaching, Cooperative Learning,  Interactive Language Education, Whole Language Education, Content-centered Education, and  Task-based Learning.

                        Language played an important role in learning process because it is use to express thoughts, feeling and is use in teaching. In our new curriculum another course was added to the syllabus of learning. In grades 1 to 3 mother tongue was taught and use as a medium of instruction, and in grades 4-10 Filipino and English was used as their medium of instructions which is dependent to the subject.  Mother tongue was used appropriately and effectively in oral, visual and written communication. Mother tongue was their strong foundations that will lead the students know what they need to know and learn. The Department of Education believe that, children who were taught in their mother tongue learned the second language faster and better. Another language that is being used as the medium of instruction was Filipino. Teaching Filipino helps students to have communicative competence, reflective and critical thinking and literary appreciation. In teaching filipino, it has five macro skills those are, listening, speaking, reading, writing and viewing. Effective teacher, adequate materials and support from the higher office are relevant in teaching Filipino. The third languages that are being use was English, this is what we know as our third language. In having English as our means of instruction we will attain, communicative competence and multiliteracies. It is the students' ability to understand, communicate and use language appropriately.

                        Language is a system of words or sign that people use to express thoughts and feelings to each other. Language was one of the components of effective teaching and learning. To attain and to produce competent ad effective learners, our medium of instructions must be effective too. In our new curriculum another medium of instruction was added and that is the Mother tongue language which is taught to grades one to three. Filipino and English are also applied from grades four to ten with regards to the subject. Language used helps students communicate well to one another and by that; they would able to appreciate the topics that are being discussed to them. As a future teacher, huge attention must be given to student especially to those who are not familiar with another language. With regards to English language, grammar and construction of words are necessary. Oral communication to students will build their confidence in communication with people using different languages. Rectifying the pronunciations and grammar of students will help them attain language competence. Collaborating and interacting within students and teachers are highly needed. Having effective in communicating teachers and instructors will help students catch-up with the language used. Not all students are good in communicating using different languages. Teachers must be efficient and witty enough in educating students. Language indeed is significant in imparting knowledge to students for it is the way where students would be able to understand and comprehend the topic.

Chapter 6- Instructional, Planning and Development

The Process of Instructional Planning Framework: Select a topic from the curriculum, Design the instructional activities, Design and give assessment, Give grade or feedback, Move on to new topic and Outcome-based education. One of the features of OBE is “design down”. This means that in OBE you determine first the targets of the learning outcomes before you design instruction. Understanding by design like OBE, the first step in UbD is “identifying results”. It is divided into three stages, desired results, assessment evidence and learning plan. Important Points to Remember in Planning and Organizing Instruction, Our daily teaching-learning is supposed to contribute to the realization of the vision statement of the DepEd. If you belong in a private institution , bear in mind the vision-mission statement of your school in addition to that of DepEd’s vision and mission statement. Consider to the Philippine Qualifications Framework. PQF flow into the standards that are contained in the Curriculum Guide for K to 12. These standards are in different levels– learning area standards, key stage standards and grade level standards. Our instructional planning is supposed to begin with a study of the K to 12 Curriculum Guide for them. Which instructional plan you are going to prepare depends on what your school requires. Apply all the principles of teaching and learning that you have learned. As you plan instruction you should also be guided by the same guiding principles upon which the K to 12 Curriculum Guide was developed. Always begin with end in mind. Do assessments to ensure learning ( assessment for learning ).  Give your students opportunity to assess themselves. You teach two knowledge: declarative and procedural knowledge. Don’t forget that part of instructional planning is utilization of assessment results. A lesson plan is also called an instructional plan or a learning plan. Effective teacher includes these elements in their lesson: Anticipatory set, purpose, input, modelling, guided practice, checking for understanding, independent practice and closure. For UbD, the parts of an instructional plan follow the acronym W.H.E.R.E.T.O.  W- Where and Why- where will I help my students to know where they are headed, why they are going there, and what ways they will be evaluated along the way? H- Hook and Hold- How will I hook and engage the learners? How will I keep them engaged? E-Explore and Experience, Enable and Equip- How will I equip students to master identified standards and succeed with the transfer performances? R- Reflect, Rethink, Revise- How will I encourage the learners to rethink previous learning? O- Organize for Optimal Effectiveness- how will I organize the learning experiences for maximum engagement and effectiveness? E- Self-Evaluation- How will I promote students’ self-evaluation and reflection? T- Tailor and Personalize the Work- How will I tailor the learning experiences to the nature of the learners I serve? How might I differentiate instruction to respond to the varied needs of students? Lesson Development in Direct (Deductive) and Indirect (Inductive) Instruction, in direct (deductive) instruction, teaching begins with the rule, generalization, abstraction or principle and ends with examples and details.  

An instruction is a process that we needed to undergo in order for us to attain our desired goal. Select first a topic from the curriculum, design your instructional activity, then give assessment, give your comments and feedbacks and lastly move on to the next topic. Outcome-based education is one of DepEd's curriculums wherein it focuses on outcomes before designing down the way of instruction. Another thing is the Identifying the design where it identify the result. These two curriculums are somewhat similar for it denotes or it emphasizes outcome. These two stresses desired result, assessment evidence, and learning plan. I have learned that in our daily teaching-learning process it must e connected to the vision of the higher office which is the DepEd. Respect to one's culture and origin is necessary in learning. Your instructional plan depends on what your school requires. Include and use different strategies and method in teaching. At the end of the lesson do assessment in order to determine if the students had acquire the lesson, it could be diagnostic test, formative test or summative test.

 You are not just imparting knowledge in a way that you want. You should consider processes that are relevant and helpful to learners. We should bare in our minds that we should select a topic first that are written in the curriculum, designing down the right instructional activity, testing learner's capacity and dredging into student's learning, giving them your feedbacks and moving on to the next topic. In teaching we give emphasis on what the learners must learn at the end of the lesson that is why Outcome-based Education and Understanding by design was implemented by the Department of Education. Learning is a long term process which needed patience and knowledge. As a future teacher we must be concern with our student, of what they must learn and how would they apply those learning. That is why we have our learning plan which we use as our basis in disseminating information to learners. We should bear in our minds that our syllabus must be connected to the higher office and is approve d. We must also be concern to the history, background, and culture of each student; though they are the students they still deserve to be respected. Methods and technique are also important in teaching and learning process. For us to really determine if the students had learned or congregated the lesson assessment is quite important. Effective teacher, well prepared lesson plan and ready students are equivalent to life changer individual. 

Chapter 5- Research - Based Teaching and Learning in the 21st Century

Research-based Teaching means that the learners, teachers and the curriculum apply research- based approach in the learning- teaching process with an open outcome. The demands of the 21^st century are solving problems flexibly, thinking critically and creatively, using knowledge and skills in new situations, collaboration and communication skills and technology literacy. The Nine Categories of Instructional Strategies, first, Setting Objectives and Providing Feedback, Provide students with a direction for learning and information about how well they are performing relative to a particular learning objective so they can improve their performance. Second, Reinforcing Effort and Providing Recognition, provide students with abstract tokens of recognition or praise for their accomplishments related to the attainment of a goal. Third, Cooperative Learning provide students with opportunities to interact with one another in ways that enable their learning. Fourth, Cues, Questions, and Advance Organizers Enhance students’ ability to retrieve, use and organize what they already know about the topic. Skimming  it  is done when the teacher provides the learners with the opportunity to skim over the information that is about to be introduced, focusing on highlighted information. Graphic Organizers are used as a method of presenting information in the visual realm. They are efficient because they highlight and focus on just the important aspects and they also show relationships between necessary information. Graphic Organizers take on a plethora of avenues and looks, but the two most utilized are Venn Diagrams and Concept Mapping. Fifth, Non- linguistic Representations it Enhance student’s ability to represent and elaborate on knowledge using mental images. They are an imagery mode of representation. Express using images, sound, touch, and movement. Under non-linguistic representation are the following Creating Graphic organizers- a visual display that demonstrates relationships between facts, concepts or ideas. Descriptive Pattern can be used to represent facts about  specific persons, places, things, and events. Making Physical Models and Manipulative, Manipulative are physical tools of teaching that engage students visually and physically with objects.  Generating Mental Pictures, Mental Pictures are the representations of the physical world in a present’s mind. Creating Pictures, Illustrations and Pictographs by hand or on a computer is an opportunity for personalized learning. Engaging students in Kinesthetic Activity, students move around as part of learning activities, they create more neural networks in their brains and the learning stays with them longer. Sixth, Summarizing and Note Taking it enhance student's ability to synthesize information and organize it in a way that captures the main idea and supporting details. Summarizing  is how we take larger selections of text and reduce them to their bare essentials: the gist, the key ideas, the main points that are worth noting and remembering. A summary frame is a series of questions or statements that need to be completed. Reciprocal teaching refers to an instructional activity in which students become the teacher in small group reading sessions. Note Taking is the practice of writing down pieces of information in a systematic way. Six steps of Cornell note-taking: Record, during the lecture, record as many facts and ideas as possible in the notes column. Reduce, after the lecture, read through the notes taken and reduce to key words and phrases, or questions. Recite Using only the key words, phrases and questions in the cue word column recite the ideas and facts in the notes column. Reflect based on the facts and ideas learnt, reflect upon how this fits in with what you already know, and how this knowledge can be applied. Review, on a frequent basis, review your past notes by reciting and reflecting upon them. Recapitulate after you have reduced, recited and reflected upon your note, you should recapitulate each main idea using complete sentences at the bottom of the key word column. Seventh, Assigning Homework and Providing Practice it enhance student’s ability to reach the expected level of proficiency for a skill or process. Design homework that provides students with opportunities to practice skills and processes in order to increase their speed, accuracy, fluency and conceptual understanding or to extend their learning on a topic already learned. Eight is Identifying Similarities and Difference, enhance students’ understanding of and ability to use knowledge by engaging them in a mental processes that involve identifying ways in which items are alike and objectives. Comparing. Classifying, creating metaphors and creating analogies and lastly the tenth one,  Generating and Testing Hypotheses enhance students’ understanding of and ability to use knowledge by engaging them in mental processes that involve making and testing hypotheses. When students generate and test hypotheses they actually applied principles learned. They deepen their understanding of the principles upon which they base their hypotheses. Generating and testing hypotheses can be also applied in problem solving.

I have learned the two process of instructional planning framework. Set A pictures out the traditional way of teaching that just deals with selecting a topic from the curriculum, designing the instructional activities. designing and giving of assessment, giving grade or feedback and then moving on to new topic and then repeat again while set B identifies the modern way of teaching process, wherein first, selecting standards that the students need to know, designing an assessment through which students will have an opportunity to demonstrate those things, deciding learning opportunities that will allow students to learn those things and plan appropriate instruction to assure that each student has adequate opportunities to learn and then using data from the assessment to give feedback, reteach or move on to next topic. One of the features of OBE is “design down”. This means that in OBE you determine first the targets of the learning outcomes before you design instruction. In here, we were also able to select the best method of lesson planning. Important Points to Remember in Planning and Organizing Instruction, was also discussed and some of these are; Our daily teaching-learning is supposed to contribute to the realization of the vision statement of the DepEd., If you belong in a private institution , bear in mind the vision-mission statement of your school in addition to that of DepEd’s vision and mission statement and Consider too the Philippine Qualifications Framework (PQF), the framework issued through Executive Order No. 83 by the office of the president on October 1, 2012.

As we can observe in the said processes, it’s clear that set b or the modern way of teaching is more relevant than the current. For the reason that, the teachers in set B have their intended outcomes to achieve unlike on set A wherein teachers just focus on a teaching process. Set A doesn’t clearly define learning there because it just merely focus on a teacher teaching her duties. There is In direct (deductive) instruction, teaching begins with the rule, generalization, abstraction or principle and ends with examples and details. In indirect (inductive) instruction, you begin your lesson with concrete experiences, details, examples and assists students to discover and give the real generalization and abstraction. 

Chapter 4- Problem-based learning and Project-based learning

Problem-Based Learning (PBL) uses an inquiry model or a problem-solving model. Students learn about a subject through the experience of solving an open-ended problem found in trigger material.  It is an approach that challenges students to learn through engagement in a real problem. Here  are the steps in Problem-Based Learning, Read and analyze the problem scenario, list what is known, develop a problem statement, list what is needed,  list actions, solutions and hypotheses,  gather information, analyze information, and present findings and recommendations. Project- Based Learning (PrBL/PjBL) focuses on a production model.  As the name implies involves a project which involves a complex task and some form of student presentation and/or creating an actual product. Students do project learning by, defining the purpose of creating end product, identifying their audience, doing research on the topic, designing the product, implementing the design, solving the problems that arise; and finally, coming up with product. Here are the steps in Problem- based Learning, conceptualize the project design,  critique each other's design,  revise and finalize their project design, resent their product meant to address the problem or implement the project to solve the problem for those concerned in a program organize for this purpose.  They answer question from the audience.  Reflect on how they completed the project, they gained in the process.  Problem-Based Learning and Project-Based Learning are two different frameworks of inquiry based teaching. The two are inquiry-based approaches are rooted in constructivism. Problem-based learning (PBL) is an approach that challenges students to learn through engagement in a real problem. It is a format that simultaneously develops both problem solving strategies and disciplinary knowledge bases and skills by placing students in the active role of problem-solvers confronted with an ill-structured situation that simulates the kind of problems they are likely to face as future managers in complex organizations. This approach stimulates students to take responsibility for their own learning, since there are few lectures, no structured sequence of assigned readings, and so on. PBL is unique in that it fosters collaboration among students, stresses the development of problem solving skills within the context of professional practice, promotes effective reasoning and self-directed learning, and is aimed at increasing motivation for life-long learning. Project-based learning (PBL) is a student-centered pedagogy that involves a dynamic classroom approach in which it is believed that students acquire a deeper knowledge through active exploration of real-world challenges and problems. Students learn about a subject by working for an extended period of time to investigate and respond to a complex question, challenge, or problem. There are two ways of assessing the students. First, Group assessments and Individual assessments for each student it may include research notes, teaching prep notes and teacher observation. Other assessments may include those assigned by the teacher, for example, each student in the class must write an individual research paper for a topic of their choice from within the theme of the overall PBL. There are four Levels of Learning Outcomes to be assessed in K to 12. Knowledge , substantive content of the curriculum, able facts and information that the student acquires. Processed skills or cognitive operations that the student perform on facts and information for the purpose of constructing meanings and understanding. Understanding, enduring big ideas, principles and generalizations inherent to the discipline which are assessed by the 6 facets of understanding: Explaining, Interpreting, Applying, Demonstrating perspective, Displaying empathy, and Possessing self-knowledge. Wherein, Explaining explain concepts, principles and processes by putting them in their own words, teaching them to others, justifying answers. Interpreting interpret by making set of data, text and experience through images, analogies, stories and models. Applying apply by effectively using and adapting what they know in new and complex content. Demonstrating perspective demonstrate perspective by seeing the big picture and recognizing different points of view. Displaying Empathy displaying empathy by perceiving sensitively and putting one’s self in someone’s shoe and Possessing self-knowledge Have self-knowledge by showing meta-cognitive awareness, using productive habits of mind such as self-regulated thinking and self directed learning and reflecting on the meaning of the learning and experience. Lastly is Products/Performances. Real-life application of understanding as evidenced by the student’s performance of authentic tasks.

 I was in great doubt what problem-based and project-based is. But as the reporters discuss more about his topic, I was able to state similarities and differences of PBL and PrBL. First is the similarities, this two are; both learner-centered approach, they are geared toward the real world task, project or problem have more than one approach or answer, stimulate professional situation, teacher as coach or facilitator, students generally work in cooperative groups,  students encourage to find multiple source of information and emphasis on authentic and performance based assessment. I have also learned that the main activity in a constructivist classroom is solving problems. Students use inquiry methods to ask questions, investigate a topic, and use a variety of resources to find solutions and answers. As students explore the topic, they draw conclusions, and, as exploration continues, they revisit those conclusions. Exploration of questions leads to more questions. I also learned that in a constructivist classroom, there is this different interactive learning between the teacher and the students because they view that a knowledge is constantly changing as they learn something new again as they continue searching or engage themselves in a daily experiences they encounter. I also learn here that a student can revisit problem with new information and knowledge acquired during self-study, students could critique learning resources used and also, group decides appropriate hypotheses and critiques prior performance. In fact, there is an collaborative learning within the group.

My students also needs to actively involve by making them explore, experience reflect, rethink revise, practise, evaluate work progress and apply what was learned in real world tasks. What I’ve learn in this lesson would really be a great help upon facing my real world battle o my future and that is indulging knowledge on my students. Also, it would help my students read and address problem, without background preparation. And through this practice, I may help them develop their cognitive skills for problem-solving process, their self-monitoring skills to identify the learning needs and develop their habitual student-initiated type of questioning. As we all know, everything will get easier if we get used to it. So in this type of learning processes, we can also help ourselves understand and investigate problem easily as a one, two and three.

Chapter 3 Constructivist Teaching

        Constructivist teaching is based on the belief that learning occurs as learners are actively involved in process of meaning and knowledge construction. It has different features, authentic activities and real-world environments, multiple perspectives, wholistic Integrative, self-direct learners, and meaningful learning. Constructivist teaching involves different approaches such as, interactive, collaborative, and integrative and inquiry based. Wherein, interactive means the interaction of students and teachers or it could be the interaction of students to students. With that, it reminds us that there should be an interaction for us to learn. Collaborative is an approach which involves group of students working together to solve a problem, complete a task or create a product. Collaborative give students or learners the opportunity to share knowledge and work together in pursuit of a common goal. Integrative teaching and learning is a discipline wherein we put together a separate discipline to make whole. This affirms the boudarylessness of discipline. Integrative learning is transdisciplinary. This means connecting lifeless subject matter to life itself. It is also done when you integrate knowledge, skills, values and lesson. Lastly is the Inquiry based teaching.  This is a teaching that is focused on inquiry or question. It denotes investigation, exploration, search, quest, research, pursuit and study. It covers a range of activities such as, field-work, case studies, investigations, individual and group projects and research project.

            Constructivist Teaching gives us so many ways in imparting knowledge to students. I n teaching we had so many ways in integrating learning to students. It taught me that interactive is a two way process wherein we have the teachers and the other learners in the class. Collaborative learning is an educational approach that involves group of students working together. Integrative means integrating or putting together separate discipline to make whole and the inquiry based wherein it focuses on questions and investigations.

           These teaching and learning approaches are applicable to students and teachers. As a future teacher I will use these beneficial approaches in integrating knowledge to students. These four approaches will surely bring a big help. Using interactive where there will be a good communication between students and the teacher. We should make the interaction clear. There should be no sarcastic remarks. Collaborative where students are given a total free will to express and to share their side. Make sure that every student can share something. Integrative where two knowledges are combined together and make it as a whole and the inquiry-based where there is investigation and searches that are being used. I will apply this method and approaches to my future students, because I am pretty sure that it will bring a big impact and is effective. As a future teacher, I will use this different method in imparting knowledge and ideas to my students. For constructivist method possessed strategies that are helpful to students. By this method, it will surely help me in gaining and achieving my desired goal. This will surely help student congregate ideas while having fun in learning. With this which, students would be able to express and utter ideas that is base on their own understanding. It gives the students the opportunity to connect what they have learned to real life scenery. With collaboration, students will be given a chance to interact with their co-learners. They were given the opportunity to share their learnings in the class. Integrating two ideas and making it as a whole knowledge means letting the students learn once with two ideas. This will surely help the students in gaining knowledge. Having basis or reference with exact research about the topic would be beneficial. For us to produce competence students that will help to change the world, this approaches will surely help in attaining it. With the proper use of it, learning while having fun will be easy as pie.

Chapter 2-Teaching Approaches and Method

            Approach is a set of assumptions that define beliefs and theories about the nature of the learner and the process of learning which is translated into the classroom. Method is an overall plan for systematic presentation of a lesson based upon a selected approach. It implies an orderly logical arrangement of steps. It is more procedural. Techniques are the specific activities manifested in the classroom that are consistent with a method and therefore in harmony with an approach as well.  It is a well-defined procedure used to accomplish a specific activity or task. In teaching K-12 program, the curriculum shall be learner-centered, inclusive and developmentally appropriate; the curriculum shall be relevant, responsive and researched- based; the curriculum shall be culture-sensitive; the curriculum shall be contextualized and global; the curriculum shall use pedagogical approaches that are constructivist, inquiry-based, reflective, collaborative and integrative; The curriculum shall adhere to the principles and framework of the Mother Tongue-Based Multilingual Education (MTB-MLE); The curriculum shall use the spiral progression approach to ensure mastery of knowledge and skills after each level; and The curriculum shall be flexible enough to enable and allow schools to localize, indigenize and enhance the same based on their respective educational and social contexts. There are learning approaches to the K to 12 program and these are the following. Learner-centered choice of teaching method and technique has the learner as the primary consideration. Inclusive no student is excluded from the circle of learners. Developmentally appropriate the tasks required of students are within their developmental stages. Responsive and relevant using a relevant and responsive teaching approach means making your teaching meaningful.  Research-based you apply methods of teaching which have been proven to be effective. Culture-sensitive you are mindful of the diversity of cultures in your classroom. Contextualized and global you make teaching meaningful by putting your lesson in a context. Constructivist being constructivist means you believe that students learn by building upon their prior knowledge. Inquiry-based and reflective A test of your effectiveness in the use of the inquiry-based approach is when the students begin formulating questions, risking answers, probing, reflecting, acting as researchers and writers of research reports. Collaborative this teaching approach involves groups of  students or teachers and students working together. Integrative this can be intradisciplinary, interdisciplinary or transdisciplinary. Spiral progression approach this approach is also interdisciplinary. This enables students to explore connections among the sciences and branches of math.  MTB-MLE-based The Mother tongue is used as a medium of instruction from K to 3 in addition to it being taught as a subject from Grades 1 to 3. There are different methods in teaching; Direct and indirect method where direct is teacher-dominated. You lecture immediately on what you want the students to learn without necessarily involving them in the process while in indirect you synthesize what have been shared to connect loose ends and give a whole picture of the past class proceedings and ideas shared before you lead them to the drawing of generalizations or conclusions.; Deductive and inductive method, In the deductive method, you begin your lesson with a generalization, a rule, a definition and end with examples and illustrations or with what is concrete. While, in the inductive method, you begin your lesson with examples, with what is known, with the concrete and with details. You end with the students giving the generalization, abstraction or conclusion.

         Approaches, method and technique are necessary in teaching. Conveying knowledge to students take a lot of effort, courage and procedure. Flexible teachers are useless if you are not able to come up with strategies that will gain student's mood in learning. In teaching, it requires logical arrangement of steps and it is more procedural. We must consider approach that will ensure mastery of knowledge and skills. In teaching we should give account to different approaches such as learner-centered wherein we give considerations to students, inclusive wherein it gives everyone the right to learn, developmentally appropriate, responsible and relevant where you connect the topic to real life situation, Research-based where you apply method in teaching, culture-sensitive that is anchored on respect for cultural diversity, contextualize and global, constructivist, inquiry-based and reflective, collaborative, integrative, spiral progression and MTB-MLE-based. These are the approaches which embodied method and technique that are relevant in learning.

           A teacher without prior knowledge about having different approaches, technique and method in teaching is like teaching without thinking if her students had learn something from her. These things are important for teachers and for the students as well. There is no best method, we can only conclude that it is best when students had learned from you and are able to apply their learning in different aspects. To have an effective method the teachers and the learners must be ready in tossing up with the topic. In K to 12 programs, the teacher must be able to apply those approaches for it embodies methods and technique that is helpful and relevant in learning. I as a future teacher must know how to consider learners ability, give to them the total freewill to collaborate and interact with one another. Another thing is that, we should be considerate with the culture of each student. To have a successful lesson, we should know how to connect the lesson to real life situation where everyone can relate. We must congregate ideas that has basis and has been proven effective. A lesson will only be called effective when both the teachers and the students are ready. Method, approaches and strategy are proven effective in teaching.

Chapter 1 - Outcomes-Based Education

            CHED Memo 46.s.2012 mandates outcome-based education (OBE) standards for higher education institutions. Wherein the Department of Education introduces context standards, performance standards and competencies in the K to 12 curriculum. OBE stands for outcome-based education. It is an educational that is anchored and focused on outcomes. It is a student-entered approach to education that focuses on the intended learning outcome resulting from instruction. This is an approach in planning, delivering and assessing instruction. It is concerned with planning instruction that is focused on outcomes. OBE is an approach wherein we identify our desired outcome, we decide on strategies and methodologies to achieve those outcomes and we determine assessment measures for the achievement of outcomes. OBE has its four basic principles. First is, clarify the focus, where they want the students to know, understand, and be able to do. Second, designing down, teachers design instructions. Third, high expectations, teachers should establish high, challenging standards of performance. Lastly, expanded opportunity, teachers must strive to provide expanded opportunity for all students. For OBE to succeed it must penetrate the whole system. There are two approaches existing within Spady's outcome-based education. First is the traditional/translational one, it emphasizes student mastery of traditional subject-related academic outcome. Next is the transformational OBE, where it emphasizes a long-term, cross-curricular outcome that is related directly to student's future life roles.

                        Outcome-based Education is educational approach that merely focused on outcomes. It gives emphasis on what the students should attain or learn at the end of the course. It is a nice approach for it is a learner-centered. Outcome-based education also emphasizes to student's future role such as being productive worker or a responsible citizen. It also focuses on subject that is needed to be learned by students. It includes strategies and method that are needed to attain the desired goal. It helps students to develop the knowledge and skills that will enable them to achieve the articulated intended outcome. Good thing about this curriculum is that, it gives importance and concern to student's future life role. It don't just focus to what students must learn or attain it is also concern with the future of the students.

                        The new curriculum that is being implemented by the Department of Education which is the K to 12 focuses on skills and knowledge which the students should learn and acquaint at the end of the school year. Since that Outcome-based Education has a lot of benefits, this is applicable in imparting knowledge to students. It wasn't just use to deliver ideas and knowledge; it is also concern with how the students apply their learning. As a student it is somewhat relevant to think of something or to come-up with a method of learning wherein it can be use in school purposes and future needs. Thinking with the end in mind wherein we are looking forward right away to the things that are necessary and are needed to attain and to achieve. As a future teacher it is required to us to think of something that has a significant value to learners or to the things that they need to learn. By that, Outcome-based education is needed to be applied in schools and universities to attain good quality students that would help to change the world. I will follow the right and correct curriculum that is appropriate to my students. Working and having this approach means achieving and attaining positive outcome for learners beneficial.