Other Approaches

Other Approaches
1. Blended Learning
-a learning that is facilitated by the effective combination of different modes of delivery, models of
teaching and styles of learning, and is based on transparent communication amongst all parties involved
with a course.
-is also described as “integrated learning”, “hybrid learning”, “multi-method learning”. “It combines
classroom learning, mobile learning and on-line learning.”
2. Reflective Teaching
- Students/ teachers learn through an analysis and evaluation of past experience.
Guidelines for the Effective Use of Reflective Teaching/ Learning
1. Allocate sufficient time for reflection.

2. Schedule a short briefing activity so as to recapture the experience and think about it.
3. The teacher serves as the facilitator and guide in developing the skills in analyzing a past
learning experience.
4. Encourage the students recount the experience to others, thereby strengthening the insights
gained.
5. Attend to feelings especially the positive and pleasant ones.
6. Evaluate the experience in the light of the learner’s intent.
Strategies
1. Self- analysis
-a reflective students/ teacher is able to keep a record of his/her success or failure in employing
a strategy, problems and issues confronted and significance of learning events that occurred.
2. Writing journals
A journal entry includes:
 A descriptive of the teaching / learning event

 Outcomes of the events
 Value or worthiness of the outcomes
 Causes of the success or failure
3. Keeping a Portfolio
-a portfolio is a very personal document which includes frank, honest and on-the-spot account
of experience.
3. Metacognitive Approach
-the prefix “meta” means beyond.
-metacognitive approach is an approach that goes beyond cognition. It is an approach that

makes our students thinks about their thinking.
“Students learn more effectively when they are aware on their learning of how they learn and know
how to monitor and reflect.” –Hamond
4. Constructivist Approach
-is anchored on the belief that every individual construct and reconstructs meanings depending
on the past experiences.
Constructivists view learning as an active process that result from self-constructed meaning. A
meaningful connection is established between prior knowledge and the present learning
activity.
Instructional Characteristics
1. Teaching is not considered as merely transmitting knowledge and information such as facts,
concepts and principles but rather as providing students with relevant experience from which
they construct their own meaning.
2. Constructivism is anchored on the assumption that “the absorption or assimilation of knowledge
is somewhat personal and therefore no two learners can build up the same meaning out of one
situation.
3. The instructional materials include learning activities and events rather fixed documents (law,
principles) that almost always are learned unquestioned and simply recalled.
4. The teacher’s role is to facilitate learning by providing opportunities for a stimulating dialogue
so that meanings could evolve and be constructed.
5. Lessons are activity-centered in order for them to experience or gain personal knowledge
through active involvement.
Guidelines for its Effective use
1. Encourage students to take their own initiative in undertaking a learning activity.

2. Respect and accept the student‘s own ideas.
3. Ask the students to recall past experiences, analyze and see a connection with the new learning
event.
5. Integrated Approach
-is interdisciplinary, intradisciplinary and transdisciplinary.

 Intradisciplinary approach is observed when teachers integrated the subdisciplines within a
subject a subject area.
 Interdisciplinary teaching is done when a teacher teach science concepts in teaching reading
skills in language and when teacher teach concepts in Araling Panlipunan in teaching reading
and writing skills in Filipino. Also called Content- Based Instruction (CBI).
 Transdisciplinary approach to integration, teachers organize curriculum around students’
question and concerns.
Problem-Based Learning (PBI)

- It is the learning that results from the process of working toward the understanding of the
resolution of a problem.
3 steps in Planning Project-based curriculum

1. Teachers and students select topic of study based on students’ interests, curriculum
standards, and local resources.
2. The teacher finds out what the students already know and helps them generate questions to
explore. The teacher also provides resources for students and opportunities to work in the
field.
3. Students share their work with others in a culminating activity. Students display the results
of their exploration and review and evaluate the project.

Other Approaches

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Other Approaches

- Students/ teachers learn through an analysis and evaluation of past experience.

Guidelines for the Effective Use of Reflective Teaching/ Learning

1. Allocate sufficient time for reflection.

A journal entry includes:

 A descriptive of the teaching / learning event

-metacognitive approach is an approach that goes beyond cognition. It is an approach that

Guidelines for its Effective use

1. Encourage students to take their own initiative in undertaking a learning activity.

-is interdisciplinary, intradisciplinary and transdisciplinary.

Problem-Based Learning (PBI)

3 steps in Planning Project-based curriculum

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