SEE 19: TEACHING AND • 3.

Develop alternative
teaching approaches for
ASSESSMENT IN
diverse learners.
LITERATURE • 4. Apply skills in curriculum
MIDTERMS development, lesson
planning, materials
TRISIA FEE P. REVIEWER development, instructional
delivery, and educational
assessment.
• NEUST MISSION • 5. Demonstrate basic and
higher levels of thinking
Advance knowledge generation skills in planning, assessing,
and innovation, produce and reporting.
globally outstanding graduates, • 6. Practice professional and
and transform communities ethical teaching standards to
towards inclusive progress respond to the demands of
the community.
• NEUST VISION • 7. Pursue lifelong learning
for personal and professional
A globally renowned University growth.
as champion of sustainable
societal development through
ethical and empowered human • PROGRAM GOALS
resources. The BSEd Degree program
aims to develop highly
motivated and competent
• THE GOALS AND
teachers specializing in the
OBJECTIVES OF COLLEGE OF content and pedagogy for
EDUCATION
secondary education.
•
• 1. Articulate the relationship
of education to larger
historical, social, cultural,
and political processes.
• 2. Facilitate learning using a
wide range of teaching
methodologies in various
types of environment.
• DIFFERENT LITERARY 4. Diary - Personal accounts of
GENRES AND SUB-GENRES daily life events.
5. Anecdote - A short story
• Prose about an incident in
• Poetry someone's life.
Prose 6. Essay - A writer's personal
- is written or spoken language viewpoint on an issue
in its ordinary form, without the
structure of poetry. >> Poetry <<
Two types of prose
is a form of literature that uses
• Fiction
rhythm, rhyme, and language to
• Non-Fiction
evoke emotions.
>> Fiction <<< •Narrative Poetry - Tells a story.
includes stories created from
the imagination. -Legend 1. Epic - Long poem about
Explains the origin of things heroic deeds
2. Ballad - A poem that tells a
1. Short Story - A brief story short story, often set to
with a simple plot music.
2. Novel - A long, complex 3. Metrical Tale - A story told
story, often in chapters in a rhythmic, measured
3. Fable - A story with animal way.
characters that teaches a 4. Awit - Romantic poem with
lesson a 12-syllable measure
4. Parable - A short story with 5. Corrido - Adventure poem
a moral or philosophical with an 8-syllable measure
lesson
•Lyric Poetry - Expresses
» Non-Fiction << personal feelings and is often
meant to be sung.
Non-Fiction is based on real-life
events and facts. 1. Song - A poem meant to be
sung
1. Biography - The story of a
2. Ode- A serious, formal
person's life written by
poem
someone else
3. Elegy - A sad poem, often
2. Autobiography - A person's
about death
life story written by
4. Sonnet - A 14-line poem
themselves
usually about love
3. News - Reports of daily
events
5. Idyll - A poem about climate, and literary
peaceful rural life movements surrounding the
text's creation.
•Dramatic Poetry - Poetry - Analyzing the text's portrayal
meant to be performed, like of cultural values: This includes
plays. examining how the text reflects
•Descriptive Poetry - Focuses and challenges societal beliefs,
on describing scenes, objects, practices, and ideologies.
or events vividly. - Connecting the text to other
disciplines: This encourages
students to draw connections
between the text and other
• MODELS AND
subjects like history, sociology,
APPROACHES IN TEACHING
and anthropology.
LITERATURE
(1) MODELS OF TEACHING The Cultural Model is often
LITERATURE by Arnold teacher-centered, with the
teacher providing information
."Teaching Literature" by and guiding students through
Carter and Long, published in analysis. It is considered the
1991. This book presents three most traditional approach to
models of teaching literature: teaching literature.
the Cultural Model, the
Language Model, and the • The Language Model
Personal Growth Model.
This model focuses on the
language of the text itself,
analyzing its structure, style,
• The Cultural Model and literary devices. Teachers
using this model would
This model emphasizes the emphasize:
historical, social, and cultural
context of literary works. - Close reading: Students
Teachers using this model engage in detailed analysis of
would focus on: specific passages, focusing on
word choice, sentence
- Understanding the text's structure, and figurative
historical background: This language.
involves exploring the time - Literary device identification:
period, social norms, political Students identify and analyze
the use of various literary - Facilitate discussions about
devices, exploring their function personal growth: Students
and impact on the text. explore how the text might
- Style analysis: Students relate to their own
compare and contrast the development and challenges.
writing styles of different - Connect the text to real-world
authors, identifying key stylistic issues: Students examine how
features and their effects. the text reflects contemporary
social, political, or ethical
The Language Model is more concerns.
learner-centered, encouraging -The Personal Growth Model
students to develop their own aims to make literature more
understanding of the text relevant and engaging for
through linguistic analysis. It students by fostering a deeper
emphasizes the role of language understanding of the text's
in creating meaning and the themes and their personal
importance of stylistic choices. significance.

• The Personal Growth

Model (2.) APPROACHES TO TEACHING
LITERATURE by Rufino
This model attempts to bridge
the Cultural and Language Approaches in Teaching
Models, focusing on the use of Literature - Approaches in
language within a specific teaching literature refer to the
cultural context. It encourages different methods and
students to connect with the strategies teachers use to help
text on a personal level, students analyze, interpret, and
exploring how the themes and appreciate literary texts. Each
characters relate to their own approach emphasizes certain
lives and experiences. aspects of literature and offers
unique ways to engage with it.
Teachers using this model Here are six (6) approches
might: according to Carter, R. and Long
(1991).
- Encourage personal responses:
Students share their 1. Information-based approach
interpretations, emotions, and Information-based approach
reactions to the text. gives knowledge and
information to students. It is
teacher- centred and demands student-centred and activity-
a lot of teacher's input in giving based for productive use of
students various contents of language. It improves students'
literary text like on historical, language proficiency and
political, cultural and social incorporates literature and
background. Knowledge of language skills among the
literature is delivered as a students. It engages students
source of information to more on experiences and
students. responses. Roleplay, cloze,
poetry recital, discussions,
2. Paraphrastic Approach. forum and debate, dramatic
is primarily paraphrasing and activities, making prediction,
rewording the text to simpler brainstorming, rewriting stories
language or use other ending and summarizing are
languages to translate it. practiced in this approach.
Teachers use simple words or
less complex sentence structure 5. Personal-response Approach
to make the original text easy to In the personal-response
understand. It is teacher- approach, learners respond to
centred and does not what appear to be the author's
contribute much interesting intentions and the meanings
activities towards students. presumed to be rooted firmly in
the text. The learner thus plays
3. Stylistic Approach a secondary, or dependent, role
implies literary critics and to the text in the response
linguistic analysis. It is for process, since the emphasis is
students to appreciate and on decoding what the
understand in a deeper manner author/text says.From this
of the literary text. It helps principle, teachers might ask
students to interpret the text students what they see, feel,
meaningfully and develops think and remember as they
language awareness and read, and encourage them to
knowledge. It analyzes the bring their personal experiences
language prior to the elements and viewpoints to the text. In
of literary text this process, students can bring
their lives and the texts
4. Language-Based Approach together, and each sheds light
helps students pay attention to on the other.
the way the language is used
when studying literature It is
6. Moral Philosophical • Knowledge – recall of
Approach. information.
A moral philosophical approach • Comprehension –
is a type of literary criticism that understanding concepts.
believes literature should
instruct morality. The focus of • Application – applying
this approach is to discover knowledge in different
moral values while reading a contexts.
particular literary text. The • Analysis – breaking down
moral Philosophical approach information.
takes the position that the • Synthesis – creating new
larger function of literature is to ideas or solutions.
teach morality and probe
• Evaluation – judging and
philosophical issues, such as
critiquing based on
ethics, religion, or the nature of
established criteria.
humanity.

To conclude the various 1. Comprehension

approaches to teaching (Understanding)
literature are essential as they
offer different perspectives for • Definition: At this stage,
analyzing and understanding students grasp the meaning
literary works. They enable of the material. They can
students to explore language, restate the information in
extract information, appreciate their own words and
style, paraphrase for clarity, explain ideas or concepts.
connect personally, and reflect
• Skills: Summarizing,
on moral and philosophical
describing, interpreting,
ideas. These methods help
paraphrasing, and
develop critical thinking,
explaining.
language skills, and personal
engagement, making literature • Example: "Explain the main
more accessible and meaningful idea of the story."
for students.
2. Interpretation (Applying
Knowledge)
• LEVELS OF
COMPREHENSION • Definition: This level
involves the ability to use
learned knowledge in new
 and concrete situations. It understand how those
requires understanding the components relate to one
information well enough to another. They examine
apply it to different underlying structures,
contexts. relationships, and patterns.
• Skills: Implementing, • Skills: Differentiating,
carrying out, using organizing, analyzing, and
procedures. finding relationships.
• Example: "How would you • Example: "What are the
use the steps in this main arguments in the text,
problem-solving technique and how do they support
to tackle a real-life issue?" the author's point?"
3. Application (Using 5. Synthesis (Creating New
Knowledge) Ideas)
• Definition: Application goes • Definition: Synthesis
a step further by allowing involves combining various
learners to put what elements of knowledge to
they’ve learned into create something new. It
practice in unfamiliar requires creativity and
scenarios. It involves innovation, as students
transferring knowledge to generate original ideas,
practical situations. solutions, or works.
• Skills: Applying, executing, • Skills: Designing,
demonstrating, solving composing, constructing,
problems. hypothesizing, planning.
• Example: "How can the • Example: "Create a new
theories learned in class be plan based on the strategies
applied to improve team outlined in the reading."
collaboration?"
6. Evaluation (Judging
4. Analysis (Breaking Down Information)
Information)
• Definition: Evaluation is the
• Definition: At this level, highest level of
students break down comprehension, where
complex information into students make judgments
components and about the value and
 credibility of information, written or
arguments, or materials. It verbal assessment that can be
involves critiquing, answered by remembering the
assessing, and making information learnt.
decisions based on criteria.
Understanding, defined as the
• Skills: Critiquing, judging, construction of meaning and
recommending, validating,
relationships. Here, the student
and defending opinions.
must understand the main idea
• Example: "Do you think the of material heard, viewed, or
author's argument is read and interpret or
convincing? Why or why summarise the ideas in their
not?" own words. The teacher must
ask questions the students can
answer in their own words by
identifying the main idea.

Applying, marks a fundamental

shift from the pre-Bloom
learning era because it involves
remembering what has been
learnt, understanding the
knowledge, and applying it to
real-world exercises, challenges
or situations. Students must
apply an abstract idea in a
Remembering is the act of concrete case to solve a
retrieving knowledge and can problem or relate it to prior
be used to produce things like experience. The teacher must
definitions or lists. The student provide opportunities for
must be able to recall or students to use theories and
recognise information and problem-solving techniques in
concepts. The teacher must new situations and review and
present information about a check their
subject to the student, ask work. Assessment questions
questions that require the should be provided that allow
student to recall that students to define and solve
information and provide a problems.
Analysing is the cognitive level remembering, understanding
where students can take the and applying knowledge,
knowledge they have analysing and evaluating
remembered, understood and outcomes and processes, and
applied, then explores it to then constructing the end
make associations, product, which may be either
discernments or comparisons. physical or conceptual. Students
Students should break down a must now be able to combine
concept or idea into parts and parts of knowledge to form a
show relationships between whole and transfer these skills
these parts. Teachers must give into new situations. The teacher
students time to examine must provide opportunities for
concepts and their requisite students to demonstrate they
elements. Students are required can assemble parts of
to explain why they chose a knowledge into a whole using
solution. creative thinking and problem-
solving.
Evaluation. This level requires
the learner to make criteria-
based judgements through the
• QUESTIONING
processes of critiquing and
CLASSFICATION
checking. Students must be able
to make informed judgments Questioning
about the value of ideas or
concepts. They must use What is questioning?
standards and criteria to The art of asking questions is at
support their opinions and the heart of effective
views. The teacher must communication and information
provide opportunities for exchange, which underpins
students to make judgments good teaching. If you use
based on appropriate criteria questioning well, you can
and have students demonstrate improve the student learning
this using standards and experience in a whole range of
benchmarks. teaching settings.
Creating a new, coherent Socrates believed that to teach
product. This level draws on all well, an educator must reach
other levels, with the learner
into a student's prior knowledge • getting students to talk,
and awareness to help the and keeping the
student reach new levels of discussion moving
thinking. You can use questions
• pointless or off-topic
to draw from and build on
arguments.
students' prior knowledge and
experience to help them to Sometimes lecturers tend to
develop deeper understanding overuse particular types of
of a topic (Paul & Elder, 2019). questions; for example, only
factual or only divergent
Why use questioning?
questions (see question types in
Through thoughtful Table 1 below). This can hinder
questioning, teachers can not the development of a good
only extract factual information, debate, or stop students
but help learners: moving through discussion
towards a conclusion.
• connect concepts
Effective questioning: how do I
• make inferences
achieve it?
• think creatively and
• Use a variety of
imaginatively
question types.
• think critically
• Hone your questioning
• explore deeper levels of skills by practising
knowing, thinking and asking different types of
understanding. questions.

Developing good questioning • Monitor your teaching

skills is particularly important if so that you include
you use Case Studies in your varied levels of
teaching. questioning.

Common issues with Table 1: Types of questions

questioning
There are five basic types of
The challenges with questioning questions: factual, convergent,
are similar to those divergent, evaluative and combi
with Discussions: nation.
FACTUAL - Factual questions DIVERGENT - questions allow
solicit reasonably simple, students to explore different
straightforward answers based avenues and create many
on obvious facts or awareness. different variations and
They are usually at the lowest alternative answers or
level of cognitive or affective scenarios. Correctness may be:
processes. Answers are
• based on logical
frequently either right or
projections
wrong.
• contextual
EXAMPLE:
What is the name of the • arrived at through basic
Shakespeare play about the knowledge, conjecture,
Prince of Denmark? inference, projection,
creation, intuition or
CONVERGENT - Answers to
imagination.
convergent questions are
usually within a very finite Divergent questions often
range of acceptable accuracy. require students to analyse,
These may be at several synthesise or evaluate a
different levels of cognition knowledge base and then
(comprehension, application, project or predict different
analysis) or the answerer may outcomes. Frequently the
have to make inferences or intention of divergent questions
conjectures based on personal is to stimulate imaginative and
awareness, or on material read, creative thought, investigate
presented or known. cause-and-effect relationships
or provoke deeper thought or
EXAMPLE:
extensive investigations.
On reflecting on the entirety of
the play Hamlet, what were the Be prepared for the fact that
main reasons why Ophelia went there may not be right or
mad? (This is not specifically definitely correct answers to
stated in one direct statement these questions.
in the text of Hamlet. Here the
reader must make simple EXAMPLE:
inferences as to why Ophelia In the love relationship between
committed suicide.) Hamlet and Ophelia, what
might have happened to their
relationship and their lives if Tips and techniques
Hamlet had not been so • Plan key questions to provide
obsessed with the revenge of his structure and direction to the
father's death? lesson. Spontaneous questions
that emerge are fine, but make
sure to plan the overall
direction of the discussion.
EVALUATIVE - Evaluative • Phrase the questions clearly
questions usually require and specifically. Avoid vague
sophisticated levels of cognitive and ambiguous questions.
and/or emotional or affective • Adapt questions to the level of
judgment. In attempting to the students' abilities.
answer evaluative questions, • Ask questions logically and
students may be combining sequentially.
multiple logical and/or affective • Ask questions at various
thinking processes, or cognitive levels.
• Follow up on students'
comparative frameworks. Often
responses.
an answer is analysed at
• Elicit longer, more meaningful
multiple levels and from and more frequent responses
different perspectives before from students after an initial
the answerer arrives at newly response by:
synthesised information or o maintaining a
conclusions. deliberate silence
o making a
EXAMPLES: declarative
a) What are the similarities and statement
differences between the deaths o making a reflective
of Ophelia and Juliet? statement giving a
b) What are the similarities and sense of what the
differences between Roman students said
gladiatorial games and modern o declaring
perplexity over
football?
the response
COMBINATION - Combination o inviting
questions blend any elaboration
combination of the other four o encouraging other
students to
types.
comment.
• Give students time to think
(wait time) after you ask a
question.
• Use divergent questions,
which are most likely to
produce a range of responses.