Chapter 7 - The Teaching of the Language Subjects

The teaching of language subjects is introduced in Chapter 7. The Languages used in the Kto12 program are Mother Tongue, Filipino and English. These 3 languages are the medium of instruction in teaching a lesson to students. Mother tongue language is introduced in Grade 1 to Grade 3. The Filipino and English languages are introduced in Grade 4 to Grade 10(except in the subject Filipino and English). Through the use of these 3 languages, students will be able to understand the topic easier.

Mother Tongue- Based Multilingual Education is the beginning language of teaching. It leads to the learning of second language, as well as the third language. Mother tongue is the first language learned by a child. The end goals of MTB-MLE are cognitive development, academic development and second language development which results to lifelong learning communicative competence.

The learning standard of MTB-MLE implies that Mother tongue should be used appropriately and effectively in oral, visual and written communication. In the key stage standard, it spells the standards for each learning areas in each key stage. Since that Mother tongue is only taught from grade 1 to 3, the key stage is only one. By the end of grade 3, students are able to communicate using their first language and able to understand and create stories. In grade level standards, this includes the specific learning areas in every grade level.

The teaching of Filipino language or second language contributes to the formation of the students to have: communicative competence, reflective and critical thinking and literary appreciation. The 5 macro skills in teaching Filipino in order for the students to learn are pakikinig, pagsasalita, pagbasa, pagsulat at panonood. To make the Flipino curriculum responsiveand relevant, it was based on: the nature and needs of the students, and the needs of society and the global community.

The learning area of Filipino curriculum describes the intended outcomes that are expected to be realized in the teaching of Filipino as a subject in the entire Kto12 Curriculum. Key stage standards are the intended outcomes of Filipino teaching at each key stage in the whole stretch of the Kto12 curriculum guide. In grade level standards, the intended outcomes are more specific at each grade level.

The teaching of English in the Kto12 curriculum has an end goal of giving the students a communicative competence which gives the students an ability to understand and use language appropriately to communicate with other people. It’s also end goal is multilitiracies which implies that the text is not the only way to communicate. Making meaning is at the center of the framework for English language teaching. Assessment and feedback are the essential elements of language teaching.

The learning area standard of English language teaching implies that the learner demonstrates mastery of basic skills in the English language arts communicates appropriately fluently and orally and writes for a variety of purposes. Key stage standards in English language, spells out the standards for each learning areas in each key stage. In kindergarten, a grade level standard specifies the learning outcomes in each grade level.

Communicative competence is the goal of language teaching in Mother tongue, Filipino and English. It is the ability of the learners to understand and use language appropriately to communicate in authentic social and school environments. It includes grammatical competence, sociolinguistic competence, discourse competence and strategies competence.

The principles of language learning includes cognitive, linguistic and socio affective.  In cognitive principle, learners are motivated to perform by the thought of a reward, tangible or intangible, long or short term. In linguistic principle, a learner’s native language creates both facilitating and interfering effects on learning. In socio affective domain, learning a language also involves learning a complex system of cultural customs, values and ways of thinking, feeling or acting.

Grammar Translation Method is one of the methods used in language teaching. From the name itself “grammar”, it focuses on the grammar. It is more on vocabulary. It gives more attention in the content of the text.  Another one is direct method. In this method, grammar is taught inductively. Some methods are audio lingual, the designer method total physical response, the natural method.

Communicative language teaching has a primary goal to let students acquire proficiency through pragmatic uses of the target language in speaking, listening, reading and writing. The advantage of CLT is it let the students talk without limit. The principles of communicative language teaching are learner-centered teaching, cooperative learning, interactive language education, whole language education, content centered education and task-based education.

In this chapter, I have learned that there are 3 languages using in teaching. Those are the Mother Tongue, Filipino and English. Mother Tongue is the first language learned by a child and this is introduced in the first key stage. Filipino subject was used in teaching in order for the students to learn and connect the first language to third language which is the English. Also I have learned that English language is taught because its goal is to develop the communicative competence of the students. In teaching, it is needed that the medium of the instruction must be relevant and appropriate to students.

As a teacher in secondary education, Filipino and English are the languages that I will use as a medium of instruction. In discussion, I should implement English language as a medium of instruction especially in English subject. Being an, English teacher, it is needed that I should use English language in communicating to my students. It is expected that when you are an English major, you should use English in teaching. When I use English language as a medium of instruction, I will consider the communicative competence of my students. If they are having a hard time in speaking English, I will encourage them until their speaking skills are well developed.

Chapter 6 - Instructional Planning and Development

            Chapter 6 is all about Instructional Planning and Development. Instructional planning follows a process. There are steps to be followed. In a traditional way of planning an instruction the first step is selecting topic from the curriculum. Then, design the instructional activities. Design and give assessment. Give grade and feedback. And lastly, move on to new topic. It simply means that traditional way teaching is the simplest way and most common way of planning an instruction. However, standard way of planning an instruction is way better than the traditional. It’s because it is a standardized way. It starts with identifying the outcomes and ends with an assessment. Thus, standard way of planning an instruction is in line to OBD and UBD. This two teaching approaches are effective in teaching-learning process.

            Understanding by Design has three stages. Stage 1 is Desired Results. In this stage, the teacher identifies what is the intended learning outcomes that he or she wants to achieve by his or her students. Stage 2 is Assessment Evidence. This is the performance or output of the students where their learning’s and understanding about the lesson was applied. It also tests the students if they have achieved the desired results. And in the stage 3, the Learning Plan. Teaching and learning activities are in this stage. In preparing or planning for an instruction, it should be aligned clearly with the desired results. This includes materials and resources, timeline, introductory activities, developmental activities and closing activities.

            When planning and organizing instruction, there are important keys to remember in order to have a meaningful teaching. All principles of teaching and learning that you have learned should be applied. Always begin with end in mind. Do assessment to ensure learning. Give the students an opportunity to assess themselves and don’t forget that part of instructional planning is utilization of assessment results. Instructional planning is not that easy. It takes time to have a better presentation and the success of learning is based upon here. Planning an instruction makes the teaching-learning process organized and systematic.

            A lesson plan is also called an instructional plan or a learning plan. This serves a guide to teachers in presenting a lesson. It is a highly organized outlines that specify the subject matter to be covered, the order in which the information will be presented, and the timeline for delivering each section or component of the subject matter. A lesson plan includes anticipatory set or motivation, 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. Where and why, hook and hold, explore and experience, enable and equip, reflect, rethink, revise, organize for optimal effectiveness, self-evaluation, and tailor and personalize the work.

            In developing a lesson, direct (deductive) and indirect (inductive) of instruction are used. In direct (deductive) instruction, the teaching begins with the generalization and ends with the example. While in indirect (inductive) instruction, the lesson starts with an example and assists students to discover and give the real generalization. Direct instruction is a teacher-centered and indirect instruction is a student-centered.

            Instructional planning and development is a great tool in my teaching profession. This will serve as my guide in giving instruction to students. Standard way of planning instruction is more effective than traditional way. The knowledge and skills I learned about instructional planning could be applied when I teach a lesson. As a teacher, instructional planning or lesson planning will help me present my lesson effectively. Lesson plan is prerequisite in teaching.

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

            Chapter 5 talks about Research-Based Teaching and Learning in the 21^st Century. In Research-based teaching, the learners, teachers, and curriculum undergo teaching-learning process in a more open outcome. This means that the teaching-learning process in 21^st century is more efficient and convenient because we are now in a high-tech world. Technologies are helpful in research-based teaching. With the use of Research-based teaching and learning, the students of the 21^st century are capable of learning things in an easy way.

            In teaching-learning process, there are nine categories of instructional strategies. Those are: setting objectives and providing feedback, reinforcing effort and providing recognition, cooperative learning, cues, questions, and advance organizers, non-linguistic representation, summarizing and note taking, assigning homework and providing practice, identifying similarities and difference, and generating and testing hypothesis. These nine categories of instructional strategies are great help to teachers especially in giving instruction. This will serve as the guide for teachers in giving instruction to students. Through this, the teaching process of the teacher will be easier and understandable.

            Setting objectives and providing feedbacks means that the learners should be aware on what the lesson is all about and let them know and understand what was correct and what was incorrect and to make things clear. In reinforcing effort and providing recognition, the teacher teaches the students that success is within their control and the students will be encouraged and motivated to learn if their efforts are being appreciated and recognized. Next is cooperative learning, students learns best when everyone is working together. Using cues, questions, and advance organizers, students will be acquainted on the lesson and they can generate ideas and information on their own. Another strategy the will help students to learn is by using non-linguistic representation. Through non-linguistic representation, students can generate mental pictures and engage in kinaesthetic activities. Students can formulate ideas once they saw a picture, heard a sound, or touched a thing. Some students learn through summarizing and note taking. In here, it is easier for them to learn by writing down all important ideas in a systematic way. Not all students learn in school, sometimes some of them learn at home. That’s why teachers give home works to students for them to expand and extend their learning on a topic that they already learned. In identifying similarities and differences, the teachers test the students learning’s if they know how to compare and contrast. When students generate and test hypothesis, they actually applies the principles they learned. They are now using their critical and analytical reasoning.

            In teaching, I know that the knowledge and principles I learned in Research-based teaching and learning will be applied. Those nine categories of instructional strategies will serve as my guide and bases in giving instructions to my students. Through my knowledge in Research-based teaching and learning, I can teach my students an effective and meaningful lesson. The knowledge and skills of my students will be developed as well as mine.

Chapter 4 - Problem-based Learning and Project-based Learning

            It is very helpful in teaching – learning method that students learn about a subject through the experience of solving an open ended problem. Through Problem – Based learning, students will be challenged to engage themselves in a real life problem and of course with the help of the teacher. Problem-based learning uses problem-solving model. Just like in a research project, problem-based learning has also steps to be followed in solving. By using PBL as an approach in learning, it stimulates the student’s critical reasoning, promotes self-directed learning, stimulates collaboration, and promotes teamwork. In working on a Problem-based learning there are some reminders to be remembered. When the teacher formulates a problem, it should be designed in such a way that there are more possible solutions to the problem. The solution should not stick to one. Another one is that, the problem should be real-world scenario. In solving a problem it should not be taken for granted. As a teacher, in giving problem, you must consider your learners. The students are the ones who are solving the problem because of that, the problem must be relevant and developmentally appropriate to tem. It would be a great help for them. Students should be aware about the guidelines. They should know how are they rated and the date of completion. The task of a teacher in PBL is the facilitator. He/she guides the students on what should be done. Of course, working on PBL takes time. The teacher should give the students enough time to solve the problem successfully.

            Project-based learning focuses on production model. From the definition itself, it pertains to the project which involves a complex task that results to an actual product. The same as problem-based learning, project-based learning follows a method in solving. According to Thomas Markham, PrBL integrates knowing and doing. This means that what the students learned will be applied. In order to make the Project-based learning successful, there are some necessary reminders. First one is, students should be given sufficient time to work on and present their projects. Next is, encourage the students to employ creative and interesting ways on presenting to catch the audience’s attention.

            Problem-based learning and Project-based learning are both constructivist approach to learning. They are learner-centered, experiential, inquiry-based, and geared towards “real-world” tasks. These two approaches let the teacher as a facilitator of learning and students generally work in cooperative groups. As the students work with each problem, they can develop their reasoning and analytical problem-solving skills. They can also apply the knowledge they have learned to problem.

            According to John Dewey, “True learning is based on discovery...rather than the transmission of knowledge.” I agree with him because based on my own experience, I learn a lot through my daily experiences. I learn most through exploring, discovering, and observing. Using problem-learning and project-based learning in my teaching profession will surely help me in the near future. As a future teacher I can use PBL and PrBL in teaching. Through problem-based learning my students will be challenged to learn through engaging their selves in a real problem. My students will learn about a subject through the experience of solving an open-ended problem. In project-based learning approach, students will be engaged into a more complex task that results to an actual product. My students will be given the chance to solve a problem and come up with a project or product which is a solution. As a facilitator of learning, PBL and PrBL approaches helps me to let my students work in a participative and cooperative way.

            Project-based learning and problem-based learning are two constructivist approaches that help the students to learn through experience. As what the saying says “Experience is the best teacher.” Indeed it is a great learning.

Chapter 3 - Constructivist Teaching: Interactive, Collaborative, Integrative, and Inquiry-Based

            Learners learns best when a teacher helps them connect lessons to their prior knowledge. A constructivist teacher believes that students learn by building upon their prior knowledge. I can say that in constructivist teaching, learners are the makers of meaning and knowledge. In the constructivist classroom, the role of the teacher is to guide his or her students and facilitate discussion. In constructivist teaching method, the learners are actively involved, and the activities are interactive and students-centered.

Constructivist teaching includes interactive, collaborative, integrative, and inquiry-based approach. Interactive teaching is a two way process. The teacher interacts with the students as well as the students interacts to other students. By interacting with another, ideas and information’s are formed. When there is interaction, there is also collaboration. There interactive teaching because learning is an active process, a material process, and learners can serve as a resource person. In this approach, the teacher do less talk and the students talk more. Collaborative learning is an educational approach to teaching and learning that involves group of students working together to solve a problem, complete a task, or create a product. Sharing of ideas is present in this approach. Without collaboration, there is no learning. In order for the collaborative teaching to work, the teacher should begin with the conviction that every student can share something with the attainment of a goal. Every student has an idea to share and no one is exempted.

Integrative teaching and learning is putting together separate discipline to make whole. This means that connecting lifeless subject matter to life itself. The lesson will be more lively and interesting. Integrative teaching is also done when a teacher integrates knowledge, skills, and values in a lesson. Inquiry-based teaching focused on inquiry or question. It helps the students to create questions of their own. Creating and formulating questions on their own helps the students to generate more knowledge and ideas. Also, students know what are right from wrong. The teacher will make things clear. By doing this, students are able to participate actively in class discussions.

In teaching-learning process, constructivist teaching method lets the students learn by themselves. By learning the principles about constructivist teaching, it is easy for me to apply those in teaching. As a teacher, I will not spoon feed the lessons to my students instead I will give them the chance to discuss the lesson on their own. In order for the students to understand our lesson, I will integrate the lesson to the real world situations. I will give group activities that will help the students to develop their interpersonal intelligence. Through interacting and collaborating with others, I know that it will help them to participate and cooperate actively.

Chapter 2 - Teaching Approaches and Methods

            Every teacher has their own way of giving instruction to their students. A teacher uses different methods of teaching in different ways. Teaching approach is a set of principles, beliefs or ideas about the nature of learning which is translated into the classroom. Teaching method is an overall plan for systematic presentation of lesson based upon a selected approach. Teaching technique is a well defined procedure used to accomplish a specific activity or task. Approach, method ad technique, helps the teacher to make the presentation of the lesson a well – organized and effective. This will also help the students to understand the lesson easier. And of course, planning on strategies and methodologies to be used is a great help in achieving the intended learning outcomes.

            The DepEd’s K to 12 Curriculum used different teaching approaches in developing the enhanced basic education curriculum. The K to 12 Curriculum was developed along the following standards and principles: learner – centred, inclusive, developmentally appropriate, relevant and responsive, research – based, culture – sensitive, contextualized and global, constructivist, inquiry – based, collaborative, integrative, mother tongue – based, spiral progression, flexible, indigenized and localized. Using these different teaching approaches, the lesson wouldn’t be that much difficult for students.

            There are different methods of teaching: the direct and indirect instruction, and the deductive and inductive method. In direct instruction, it is teacher dominated. The teacher is the only one talking in front. There is no interaction with the learners. On the other hand, in indirect instruction the teacher gives instruction to students and let the student do the rest. The teacher guides the student on what should be done. In deductive method of teaching, the teacher begins the lesson with a generalization, a rule, a definition and end with examples and illustration and with what is concrete and with details and ends with  the students giving generalization, abstraction or conclusion.

            In teaching profession, planning or deciding on strategies, techniques, and methods to be utilized is not easy. As a student, I always encounter different methods in presenting a lesson. I have realized that the more methods used, the easier the lesson to be understood. Being a future teacher, the choice of my teaching method and technique has the learner as my primary consideration. I know that learners are unique in their own way. I must consider their nature, abilities, how they learn, their multiple intelligences, needs, concerns, interests, feelings, home and educational background. School is their second home and I must consider myself as their second parents. Teaching is for all students regardless of origin, socio-economic background, gender, ability, and nationality. In an inclusive classroom, everyone feels he or she belongs. As a facilitator of learning, in giving tasks on activities to learners, I should level it within their developmental stages. Another one is that I should make my teaching meaningful. It would be meaningful if I relate the lessons to the students’ daily experiences. It would be easier for them to understand our lesson. Every student differs from one another. A teacher knows diversity of cultures of students. A teacher views all learners as unique individuals. As a teacher, I should possess these qualities of being understandable and empathetic. Students learn more when I help them connect lessons to their prior knowledge. Collaborative approach is one of the most helpful ways of teaching – learning processes. This enables the students and the teachers work together to learn together. By doing this approach I could make a strong bond with my students. Another effective and meaningful way of teaching is by integrating the lesson with real life. Using an integrative way of teaching my students can connect the lesson to their real life situation.

            Which is the best method? For me, there is no such thing as the best method. No matter what method you used, the effectiveness still depends on you – on how you handle it. The best methods are those which work, effective and able to achieve desired outcome.

Chapter 1 - Outcomes-based Education

            Outcomes – based Education. From the name itself “outcomes” I can say that it focuses on the outcomes or results at the end of the lesson. Its main focus is on the outcomes, what the learners can perform, demonstrate or be able to do after the teaching – learning process. Outcomes – based Education was first used by TESDA with its competency standards before CHED talked about OBE and before DepEd introduced its K to 12 standards and competencies. This approach is concerned with planning, instruction, choosing the methodology that leads to the intended outcomes and an assessment process that determines the attainment of intended outcomes.

            By studying OBE, I was able to know how to identify desired outcomes. It leads me to the idea that in identifying desired outcomes there are some factors to be consider especially the scope of the lesson and the students. In order to achieve those desired outcomes, of course the teacher should decide first on strategies and methodologies. I have noticed that in planning for strategies and methodologies, the teacher should consider the availability of materials and of course the students. The teaching approaches should be well-planned so that the flow of discussion is organized and the desired outcomes will be achieved. Desired outcomes wouldn’t be achieved without giving any assessment or evaluation. In every lesson, there’s always an evaluation in order to determine how far students have learned.

            According to Spady, the following are the four basic principles of OBE – Clarity of Focus, Designing down, High Expectations and Expanded Opportunities. In clarity of focus, everything the teachers do should clearly focused on what they want learners can actually be able to do.  In designing down, the teacher now is designing an instruction after the intended learning outcome is clear. As a teacher, I have learned that establishing high challenging standards of activities encourage the students to engage themselves into a deeper level of learning that motivates them to participate and cooperate actively. Another principle is that the teacher should provide expanded opportunities for all students.

            Outcomes are the end targets of OBE. These are the clear learning results that learners have to demonstrate or perform what they can actually do after the learning process. Moreover, these are the actions, products and performances that reflect to what a learner’s know and understand about the content and information. Outcomes are also the results of what you can actually do with what you have learned about principles of teaching. One of this example is the demonstration teaching or microteaching. In other words, outcomes are the “fruits” of your learning’s.

            As a future teacher, Outcomes – based Education is one of the teaching approaches that will help me in my teaching profession. It is an important tool in my way of teaching especially in identifying outcomes. Before making or formulating my intended learning outcomes, I should first consider the nature of my students, the strategies and methodologies that I will be going to use and of course the way of assessing and evaluating my students. OBE is a useful one for me especially in its four learning principles. It will guide me on what a teacher should do in a teaching – learning process. For example, before teaching I have already a clear picture in mind or what my students can be able to do after our lesson. Another one is that as a facilitator of learning, I should learn how to motivate my students in order for them to participate and cooperate actively in my discussion. By providing a high challenging standard of performances I can encourage my students to engage into a deeper level of learning and by doing that, their critical thinking will be developed and enhanced. OBE is really a great help to me. Not just only as student but also as a future teacher.