Principles and strategies of teaching learning makabayan
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The document focuses on the integrative teaching approach in the Makabayan learning area, emphasizing the development of social awareness and empathetic values through an interconnected curriculum. It advocates for the integration of multiple subjects, allowing learners to understand the relationships between different fields of knowledge and apply them to real-life situations. The integrative strategies mentioned include thematic teaching and inquiry-based learning, which cater to diverse learning styles and promote problem-solving skills.
Principles and strategies of teaching learning makabayan
- 2. Makabayan The learning area that lays most stress on the development of social awareness, empathy and a firm commitment to our common goal as a nation. It entails the use of integrated units, which enable the individual to personally process, assimilate and systematically practice wide range of values and life skills including work ethic.
- 3. Principles of Teaching-Learning MAKABAYAN The main principle of teaching and learning Makabayan is to do integration. Integration is characterized by the following (Kovalik and Olsen, 1994) Prefers questioning and problem solving to direct the process of acquiring knowledge and skills Cuts across subject-matter lines Brings together various aspects of the curriculum into a meaningful association
- 4. Focuses upon broad areas of study Reflects the interdependent real world Involves the learner’s body, thoughts, feelings, senses, and intuition in learning experience Unifies knowledge and provides a greater understanding than that which could be obtained by examining the parts separately
- 5. Bases its practices on the characteristics of the human learner and on the interdependent nature of reality Immerses students in an enriched environment that reflects the complexities of life Provides a holistic context for learning Leads to a greater ability to make a number of connections and to solve problems
- 7. Makabayan shall be delivered using the integrative teaching strategies which include thematic, content- based, focusing inquiry, and generic competency models.
- 8. It focuses on connections rather teaching isolated facts. For instance, a certain different subject may be integrated in teaching another subject (Like the content of Science be taught in teaching Language). With this, learners will be able to realize that subjects being taught to them are not separate and isolated field of knowledge, but are linked to each other in order to achieve understanding and concept attainment.
- 9. Integrative teaching aims to connect what is learned in school to real life situations, thus it is more on developing problem solving and discussions of issues in the real world. Learners will learn to relate what they learn and apply it to their own daily lives.
- 10. Integrative teaching involves consideration on the learners' individual differences. These include multiple intelligences and learning styles. The teacher therefore must present the lesson in various ways that can cater each learner's uniqueness.
- 11. Finally, when we say integrative teaching, we must remember the ABC domain of our objectives. The cognitive, behavioral and affective dimensions in teaching must be given balanced consideration. Values must be integrated in instruction across all subject areas. Through this, we are molding "integrated" learners, or well rounded individuals
- 12. Examples of integrative teaching: Content-Based Instruction Thematic Teaching Focusing Inquiry Generic Competency Model.
- 13. Characteristics It recognizes learning around ideas. It provides a framework for linking content and process from variety of discipline. The theme provides coherence activities that accompany the unit. It also help to see the learners see the meaningful connection across the discipline or skill areas. It conveys clear, compelling purpose to learners, teachers and parents.
- 14. It links ideas to action. Topics are relevant and are of interest to children. An array of lessons is built around central ideas. It enhances children’s concept development. It provides a means for integrating content learning and process learning in ways that are meaningful to them.
- 15. Content Learning It uses such mental abilities as attending, listening, observing, remembering, and recalling. It consists of socio-conventional knowledge around which the theme is designed It gathers data about people in the community and their work through field trips, observation, interviews and the like In the classroom, it engages in hands-on activities, replicates, simulates the work of the people from the community. It provides stories, books and other sources of information such as videos or demonstrations by resource persons.
- 16. Process Learning It is comprised of the cognitive, social, emotional and physical elements that form the basis for all experience in the classroom. It encompasses the whole child. The process involved range from mental abilities such as grouping, differentiating, inferring and concluding, to such physical skills as developing strength or endurance, to the social skills of learning; how to delay gratification or how initiate an interaction.
- 17. Learners gain factual insight into the life of workers and can also test their ideas. Learners gain opportunities to reach compromises. It creates symbols. Learners draw conclusions.
- 18. A concrete example: Supposing the theme would be, "Philippines, A Spanish Experience". Using this theme, the following objectives can be formulated on each subject: Science: Evaluate the technological advancements in the Philippines from Spanish Era up to the present Mathematics: Develop a pictograph on the duration of Spanish regime in relation to other foreign colonizers who controlled the Philippines. English: Identify infinitives by reading a selection entitled, "Philippines: 0n the Hands of Spain"
- 19. Filipino: Matukoy ang mga gamit ng pangngalan sa pagbasa ng kwentong, "Ang Buhay ni Andres" MAPEH: Maawit ang ilan sa mga kundimang umusbong sa panahon ng himagsikan Araling Panlipunan: Masuri ang pagbabagong naidulot ng pagsakop ng Kastila sa Pilipinas HELE: Makapagluto ng putaheng impluwensya ng Kastila Values Education: Express the value of freedom by writing a short credo for the country
- 20. The focus of a CBI is on the topic or subject matter. During the lesson the students are focus on learning about something by the use of the content of another subject. Example: When Filipino as subject integrates lesson content in HKS to teach Filipino grammar.
- 21. Content Learning Students learn about what interest them using the language they are trying to learn, rather than their native language. They develop linguistic ability in the target language. It is a natural way of developing language ability that corresponds to the way the first language was earned.
- 22. Process Learning Preparation In the preparation, teacher chooses a subject of interest to students. He/ She finds three or four suitable sources that deal with the different aspects of the subject.
- 23. During the Lesson Teacher divides the class into small groups and assigns each group a small research task and a source of information to use. Once research is done, students from new groups with those that used other information sources and share and compare their information. There should be some products as the end result of the sharing of information.
- 24. For example, when a teacher teaches about a lesson in English, like "Good Qualities of a Paragraph", he/she may use sample paragraphs with topics containing or relating to other subjects like Science or History. Or when teaching a lesson about Filipino, he she can utilize selections pertaining to Araling Panlipunan or HELE.
- 25. Focusing means the center of interest or activity is the focus of attention and concentration. Inquiry is sometimes termed “discovery”, heuristic” and “problem solving” It is defined simply as a teaching method which is “modeled after the investigative processes of scientist” It puts premium in obtaining information through direct experience.
- 26. Content Learning It is focused on using learning content as a means to develop information-processing and problem solving skills. It puts mere emphasis on “how we come to know” and less on “what we know”. It is student-centered with the teacher as facilitator of learning. Students are more involved in the construction of knowledge.
- 27. Students ask questions that are more open and reflective in nature. Assessment is focused in determining the progress of skills development in addition to content understanding. It stresses skill development and nurtures the development of good habits of mind.
- 28. Process Learning -The steps: 1) Getting started, by identifying preliminary questions and information 2) Planning, by specific unknown and formulating hypotheses 3) Focusing by refining the preliminary question 4) Identifying and mapping possible resources 5) Evaluating resources
- 29. 6) Tracking what fits and what doesn’t 7) Assessing preliminary answers 8) Making sense of multiple piece of information 9) Telling a particular audience the personal story of the “learning journey”
- 30. In this approach, learners are enrolled in three to four linked courses. These link between the course rest essentially on generic competencies.
- 31. Content Learning 1) Learners are enrolled in three to four limited courses link among the sources essential on “generic competencies”. 2) Learners are assisted in developing competencies that will transfer readily from one discipline to another. 3) Competencies are clustered into personal development, social competence, and work/special skills. 4) The subject specialist teaches his or her subject. 5) Instructional integrity of the discipline is maintained. 6) Activities draw on the processes and skills important to each discipline .
- 32. Process Learning 1) Describe a generic competency (social, personal, productivity/work/special skills) that allows related competencies from many subjects to enter the integration process. 2) Identify the culminating performance (what, why, and how). 3) Brainstorm the specific skills that would expect the learners to derive from the project. 4) Examine if the specific skills will lead to the culminating performance. 5) Design the scoring guide (criteria and standard) to assess the performance.
- 33. For example: "Identify material and non-material culture and to affirm their importance through preparing an exhibit about the culture of the Philippines“ In the above mentioned objective, the teacher can decide which competency he/she will make the students develop. If the teacher wants the 3, the better.
- 34. For personal skills, students can develop their love and appreciation of their own culture. For social competence, the students can work in groups especially in preparing their culminating performance which is an exhibit.
- 35. Lastly, for the work/special skills, the student can utilize their creative and artistic skills to make their exhibit appealing. • Their work attitudes can also be reflected especially given a deadline and/or a criteria. The objective might be related to Social Science, however, the skills in making the exhibit can be drawn from MAPEH or HELE subjects, as well as the proper work attitudes learned from Values Education.
- 38. is just giving students something to do, getting back what they have done, and then assimilating it yourself, so that you can decide what would be best to do next.
- 39. Three distinct reasons for interactive teaching 1. It is an attempt to see what actually exists in the brains of your students. This is the "summative" aspect 2. It is "formative", where the teacher aims through the assigned task to direct students' mental processing along an appropriate path in "concept-space". 3. It is "motivational". Learning is hard work, and an injection of motivation at the right moment can make all the difference. One motivating factor provided by the interactive teacher is the requirement of a response to a live classroom task.
- 40. It is a daily record, chronology or a register of events. It is a record of what transpires during a learning activity. Characteristics The journal serves as an “unadulterated” feedback of important happenings during a learning activity, since the writer does it voluntarily without fear of being taken negatively. The students learn to express their own feelings and reactions in a most sincere manner, including the fun, satisfaction and satisfactions during the days activities.
- 41. Habang ang grupo ng trabaho ay maaring mukhang magulong, ito ay madalas na isang medyo epektibong tool. Kapag ang mga mag-aaral-ugnayan sa kanilang mga kasamahan sa grupo ng trabaho, mayroon sila ng pagkakataon upang matuto mula sa kanilang mga kaklase at makipagpalitan ng impormasyon. Magbigay ng mga mag-aaral sa isang aktibidad at payagan ang mga ito upang makumpleto ang mga ito bilang isang grupo. Subaybayan ang kanilang trabaho upang matiyak na manatili sila sa gawain, at tulungan ang mga ito kung sila nakatagpo ng problema habang gumagana ang mga ito.
- 42. Payagan ang mga mag-aaral upang ilagay ang kanilang mga sarili sa shoes ng iba sa pamamagitan ng nakatuon sa papel-play. Maaari kang magtanong ng mga mag- aaral na isama sinuman mula sa mga pulitiko (para sa isang kasaysayan o panlipunan na pag-aaral aralin) sa character libro (sa isang Ingles klase.) Hilingin sa mga mag-aaral na pisikal maglangkap kanilang itinalaga tao, pagsasalita bilang ay sila magsalita at paglipat bilang sila ilipat. Mga mag-aaral ay mas makapag-empathize sa iba at maunawaan kung ano ito ay tulad ng ibang tao.
- 43. Matiyak na ang mga mag-aaral maunawaan ang mga materyal sa pamamagitan ng pagtatanong sa kanila upang makipag- ugnay sa aralin at pagpapakahulugan sa ibang pangungusap bagay na iyong sinabi. Kasalukuyan mag-aaral na may isang maikling aralin, babala ito bago kamay na sila ay pagpunta upang gamitin ang impormasyon sa ilang sandali. Sa dulo ng panayam, hilingin ang mga mag-aaral na kumuha ng isang sheet ng papel at muling isulat ang impormasyon na iyong ipinakita sa kanila sa kanilang sariling mga salita. Paraphrasing na ito ay nagbibigay ng mga mag-aaral ang pagkakataon upang makaugnay ang bagong impormasyon, at nagbibigay-daan sa mga guro sa madaling makita kung gaano kahusay ang mga mag-aaral ay nauunawaan ang ibinigay na impormasyon.
- 44. Hikayatin ang masigla pag-uusap sa iyong silid-aralan sa pamamagitan ng nakakaengganyo ng mga mag-aaral sa isang debate. Talakayin isang kontrobersyal na isyu sa mga mag-aaral, tuklasin ang mga kalamangan at kahinaan ng isyu. Hilingin sa mga mag-aaral upang ihanda ang parehong mga posisyon ng debate. Kapag dumating ang mga mag-aaral sa klase, magtalaga sa kanila ang pro o salungat na paninindigan. Payagan ang mga mag-aaral sa debate ng mag-aaral sa mag-aaral o grupo sa pangkat, na nagpapahayag ng kanilang paninindigan at pag-back up ito may katibayan mula sa klase.
- 46. Education that is organized in such a way that it cuts across subject matter line, bringing together various aspects of the curriculum in to meaningful association to focus upon broad areas of study. (Shoemaker 1989) Integrative Approach is a curriculum design that promotes personal and social integration through the organization of the curriculum around significant problems and issues collaboratively identified by educators and learners without regard for subject area lines
- 47. Integrated curriculum is a way of organizing or recognizing the relationships of ideas, skills and processes in one or more or among different subjects within and outside a particular areas of discipline Integrative teaching is an educational movement that allows questioning and problem solving rather than the structure of the academic disciplines, direct the process of acquiring knowledge and skills
- 49. This was popularized by advocates of value clarification like Charles E. Merrill. The proponents of this integrated teaching strategy asserts that the teaching-learning process should touch the facts-level, the concepts-level, and values level. On the facts-level, the students learn isolated facts; on the concepts-level, this fragmented and meaningless facts are viewed and organized into concepts fewer than the facts; while on the values level the knowledge acquired are related to the student’s life.