Learning Episode 4:

Strategies of Teaching
Appropriate to each Stage
of Development

This episode emphasizes the teaching methods used by the Resource

Teachers for different groups of learners. It also centers on the guiding
principles in the selection and use of teaching strategies. In this new normal,
teachers employ different teaching modalities and enhanced their lessons
using learning resources/materials. You will be provided with an opportunity to
examine and observe teachers implementing their lessons and utilizing
technology and other resources/materials for instruction.

At the end of this episode, I must have:

a. observed the teaching methods used by the Resource Teacher;
b. differentiated the different methods of teaching;
c. identified the application of some guiding principles in the selection and
use of teaching strategies; and
d. classified learning resources/ materials available in the school.

These are time-tested principles of teaching and learning:

1. Effective learning begins with setting clear expectations and learning
outcomes.
2. Learning is an active process.
3. Learning is the discovery of the personal meaning of ideas.
4. Learning is a cooperative and collaborative process.

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 A teaching method consists of systematic and orderly steps in the teaching-
learning process. It is the practical realization or application of an approach. All
methods of teaching can be classified as deductive (direct) or inductive
(indirect).
Teaching strategies, also known as instructional strategies, are methods
that teachers use to deliver course material in ways that keep students engaged
and practicing different skill sets. An instructor may select different teaching
strategies according to the unit topic, grade level, class size, and classroom
resources. Many kinds of instructional strategies are employed to achieve
teaching and learning goals and support different kinds of students. Specific
strategies can also be employed to teach particular skills, like strategies for
problem-solving. Activities that promote thinking and discussion in small groups
like think-pair-share activities are ideal for cooperative learning, while activities
that get students outside work well for active learning frameworks.
Learning resources/materials constitute an important support component
as they enhance and optimize the teaching-learning process. A key feature of
effective teaching is the selection of instructional materials that meet the needs
of students and fit the constraints of the teaching and learning environment.

References:

Bastable, S.B. & Myers, G. M. Developmental Stages of the Learner.

http://samples.jbpub.com
Kampen, M. (2022). 36 Powerful Teaching Strategies to Level Up Learning in
2022. http://www.prodigygame.com
Teach Thought Staff (2022). Instructional Strategies that Challenge and
Support Students. http://teachthought.com

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Activity 4.1
Distinguishing between Inductive and Deductive Methods of Teaching

Pre-school:
Resource Teacher: _________ Teacher’s Signature: __________ Date: __________
Grade Level: ______________ Subject Area: ___________ School: ______________

Elementary:
Resource Teacher: _________ Teacher’s Signature: __________ Date: __________
Grade Level: ______________ Subject Area: ___________ School: ______________

High School:
Resource Teacher: _________ Teacher’s Signature: __________ Date: __________
Grade Level: ______________ Subject Area: ___________ School: ______________

Observe 3 Resource Teachers handling different groups of learners with

the use of these guide questions to see if their classes are
Teacher-Centered (T-C) or Student-Centered (S-C). Put a check (/) if observed.
Pre- High
Elementary
school School

T-C Did the teacher lecture all the time?

1 Were students involved in the
S-C
teaching-learning process?
Was the emphasis on the mastery of
T-C
the lesson or the test?
2
Was the emphasis on the students’
S-C
application of the lesson in real life?

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 Was the class atmosphere
T-C
competitive?
3
Was the class atmosphere
S-C
collaborative?
Did the teacher focus only on one
T-C
discipline/subject?
4
Did the teacher connect the lesson
S-C
to other disciplines/subjects?

Analyze your observations with the help of these guide questions.

1. What are the possible consequences of teaching purely subject matter for
mastery and the test in the different groups of learners?
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2. If you were to reteach the classes for the different groups of learners you
observed, would you be teacher-centered or student-centered? Why?
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Reflect on…
“The Principles of Teaching worth Applying”

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Activity 4.2
Applying the Guiding Principles to the Selection and Use of Strategies

Pre-school:
Resource Teacher: _________ Teacher’s Signature: __________ Date: __________
Grade Level: ______________ Subject Area: ___________ School: ______________

Elementary:
Resource Teacher: _________ Teacher’s Signature: __________ Date: __________
Grade Level: ______________ Subject Area: ___________ School: ______________

High School:
Resource Teacher: _________ Teacher’s Signature: __________ Date: __________
Grade Level: ______________ Subject Area: ___________ School: ______________

Observe 3 classes of different groups of learners with the use of the observation
sheet for greater focus. Put a check (/) if observed.

Pre- Elementar High

Guiding Principles
school y School
1. The more senses that are
involved, the more and the better the
learning.
2. Learning is an active process.
3. A non-threatening atmosphere
enhances learning.
4. Emotion has the power to
increase retention and learning.

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 5. Good teaching goes beyond the
recall of information.
6. Learning is meaningful when it is
connected to students’ everyday life.
7. An integrated teaching approach
is far more effective than teaching
isolated bits of information.

Analyze your observations with the help of the guide question.

What is the best method of teaching for the different groups of learners? Is
there such a thing as best method?
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Reflect on…
“How do we select the appropriate strategy for our lessons?”

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Activity 4.3
Utilizing Teaching-Learning Resources and ICT

Pre-school:
Interviewee: ____________________Interviewee’s Signature: __(optional) __
School: ____________________________________ Date: ______________

Elementary:
Interviewee: ____________________Interviewee’s Signature: __(optional) __
School: ____________________________________ Date: ______________

High School:
Interviewee: ____________________Interviewee’s Signature: __(optional) __
School: ____________________________________ Date: ______________

Look around and see what resources and facilities are available in the schools
you visited. You will also classify these resources according to their
characteristics and functions.

A.

Pre-school
Available Learning Characteristics and Unique Teaching Approaches
Resources Capabilities where the Resource is
Most Useful
1. Print Resources
*
*

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 2. Audio
Resources
*
*
3. Non-Electronic
Visual Resources
*
*
4. ICT Resources
*
*

B.

Elementary
Available Learning Characteristics and Unique Teaching Approaches
Resources Capabilities where the Resource is
Most Useful
1. Print Resources
*
*
*
2. Audio
Resources
*
*
*
3. Non-Electronic
Visual Resources
*
*
*

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4. ICT Resources
*
*
*

C.

High School
Available Learning Characteristics and Unique Teaching Approaches
Resources Capabilities where the Resource is
Most Useful
1. Print Resources
*
*
*
2. Audio
Resources
*
*
*
3. Non-Electronic
Visual Resources
*
*
*
4. ICT Resources
*
*
*

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Analyze your observations with the help of these guide questions.
1. Are the learning resources/materials enough for use by all teachers in the
school? Why? Why not?
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2. What suggestions can you make?

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Reflect on…
“The resource/material in the school which caught my interest the most.”
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Direction: Encircle the letter of the correct answer.

1. Mrs. Santos avoids drills out of context. She gives real-world Math problems
for students to drill on. This is because she is very much convinced of which
principle of learning?
a. Learning is an active process.
b. Learning is a cooperative and collaborative process.
c. Learning is the discovery of the personal meaning of ideas.
d. Effective learning begins with setting clear expectations and learning
outcomes.

2. The more senses that are involved, the more and the better the learning.
Which practice is aligned with this principle?
a. Employ cooperative learning.
b. Teaching using the mostly verbal symbol.
c. Invite parents as resource speakers in class.
d. Bring students to field trips with the consent of the school and parents.

3. Learning is an active process. Which one is an application of this principle?

a. Avoid drills that are out of context.
b. Teach your content from a multidisciplinary perspective.
c. Group students for work or project, that way project becomes less
expensive.
d. Let students learn the steps in opening a computer by making them
follow the steps.

4. To enhance students' calculating skills, reduce spelling mistakes and

increase students' conceptual understanding of any subject, ___________
play an important role.
a. papers c. textbooks
b. reports d. worksheets

5. Miss Castro is evaluating an early literacy app for her kindergarteners. She
is making sure the app is uncluttered in appearance, is arranged in some
order of difficulty, and that icons represent what they were intended to
represent. Which criterion is she focusing on?
a. organization c. motivation
b. accuracy d. appropriateness

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Write here topics or concepts you want to have a deeper understanding of or
questions/problems you want to know the answer to/solution.

1. ________________________________________________________
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2. ________________________________________________________
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3. ________________________________________________________
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 FS 1 Student:
FS 1 Professor:
Overall Rating:

For the FS Professor, kindly encircle the chosen points in every

category of the rubric, and write the overall score in the allocated box with
equivalent transmutation.

Learning Activities (40%)

Excellent Above Sufficient (60) Minimal Poor
(100) Average (80) (40) (20)
All episodes All or nearly Nearly all Few Episodes
were done all episodes episodes activities of were not
with were done were done the done; or
outstanding with high with episodes objectives
quality; work quality acceptable were done; were not met
exceeds quality only few
objectives
were met

40 points 32 points 24 points 16 points 8 points

Analysis (25%)
Excellent Above Sufficient (60) Minimal Poor
(100) Average (80) (40) (20)
All questions Analysis Half of Few parts Analysis was
in the questions analysis of the not
Episode were were questions Analysis answered.
answered answered were were
completely; in completely. answered. answered.
depth
answers; Clear Vaguely Grammar
thoroughly connections related to the
and
grounded on with theories. theoriesspelling
theories. need
Exemplary Grammar and Grammar and improveme
grammar and spelling are spelling are nt.
spelling superior. acceptable

25 points 20 points 15 points

10 points 5 points

84
 Reflection (20%)
Excellent Above Sufficient (60) Minimal Poor
(100) Average (80) (40) (20)
Reflection Reflection Reflection Few Reflection
statements statements statements reflection statements
are profound are clear; but are good and statements are poor and
and clear; not clearly are supported contain no personal
supported by supported by by minimal experiences
experiences experiences experiences supports of were stated
from the from the from the concrete as relevance
learning learning learning real-life to the
episodes. episodes. episodes. experience learning
s as episodes.
relevance
to the
learning
episodes.
20 points 16 points 12 points
8 points 4 points

Learning Portfolio (10%)

Excellent Above Sufficient (60) Minimal Poor
(100) Average (80) (40) (20)
Portfolio is Portfolio is Portfolio is Few No
complete, complete, incomplete; documents/ documentatio
clear, well- clear, well- supporting proofs/ ns of
organized organized documentatio evidences evidences of
and all and most ns are of the performing
supporting supporting organized but learning the episode.
documentatio documentatio are lacking. experience
ns are ns area are s from the
located in available in learning
sections logical and episode is
clearly clearly presented.
designated marked
locations

10 points 8 points 6 points 4 points 2 points

Submission (5%)
Excellent Above Sufficient Minimal Poor
(100) Average (60) (40) (20)
(80)
Submitted Submitted on Submitted a Submitted Submitted a
before the the deadline. day after the two-five week or more
deadline. deadline. days after after the
the deadline.
deadline.

5 points 4 points 3 points 2 points 1 point

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Comments:

3.00 (50-51) 2.00 (70-75)

2.75 (52-57) 1.75 (76-81)
2.50 (58-63) 1.50 (82-87)
2.25 (64-69) 1.25 (88-93)
1.00 (94-100)

Over-all Score Rating: (Based on

transmutation)

Signature of the FS 1 Professor: ___________________

Date: ___________________

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