TTL REPORTS

Group 1

LEARNING PLANS IN THE CONTEXT OF THE 21st CENTURY

-The salient features of the K-12 Curriculum have been thoroughly considered to ensure that all the courses in the teacher
education program will meet the demands of the 21st Century classrooms.

The use of technologies done in different levels of learning and in teaching the various fields specialization.

1) Strengthening Early Childhood Education (Universal Kindergarten)

- The use of technology in Kindegarten by various schools is very evident in yeaching the kindergarten pupils the
alphabet, number, shaoes, and colors through games, songs, and dances in their Mother Tongue.

2) Making the Curriculum Relevant to Learners (Contextualization and Enhancement)

- Research shows that learners will value a curriculum that is relevant to their lives. Students are often heard saying “
Do I need to know these to live a meaningful life? “ “ How will i use this lesson in the actaul workplacebeing and to
their professional preparation.

3) Building Proficiency (Mother-tongue Based Multilingual Education)

-To be able to promote the child’s dominant language and to use it as a language of instruction, maximum use of
technological tools is highly encouraged

4) Ensuring Integrated and Seamless Learning ( Spiral Progression)

-Learning basic concepts that lead to a more complex and sophisticated version of the general concepts entail TPACK:
Technological knowledge , Pedagogical knowledge, and content knowledge

5) Gearing up for the Future

- The K to 12 Curriculum ensures college readiness by aligning the core and applied courses to college readiness
standards (CRS) and the new General Education (GE) Curriculum.

6) Nurturing the Holistically Developed Filipino ( College and Livelihood Readiness, 21st Century skills)
-To nurture holistically developed Filipino, every K to 12 graduate is expected to be ready to go into different paths-
higher education, employment, or entrepreneurship.

Group 2

K-12 CURRICULUM FRAMEWORK

- Introduced during the administration of late pres. Benigno Aquino III.

- Approved: Benigno Aquino III. (2012)
- Who is founder: Benigno Aquino III.
- Implemented on 2012
- Proposed by: Senator Edgardo Angara (Author of Senate Bill No. 3286 or the Enhanced Basic Education Act of 2012)
- Start: June 04-2012

Republic Act No. 10533, the Enhanced Education Act of 2013, seeks to improve the basic education system of the Philippines by
strengthening its curriculum and lengthening the number of years of basic education from ten to twelve years.

What is K-12 framework?

-covers kindergarten and 12 years of basic education

-6 years in primary

- 4 years in Junior High

-2 years of senior high

Positive effects:

-produce employable senior graduate

Disadvantages:

-lack of parental support

-overload teaching loads

-mismatched students’ interests

-difficulties with online learning

-challenges and risks

1. Subject and content areas- core disciplines or areas of study that student engage with throughout their education
2. Content standards- specify what students should know and able to do in each subject
-provide clear measurable learning objectives
3. Learning objectives- break down the content standards into specific, observable, and achievable goals
4. Assessments – are used to measure students progress and mastery of the learning objectives
5. Instructional plans- educators use the curriculum framework to design instructional plans and activities
6. Alignment with instructional goals and standards- the curriculum framework is design to align with the educational
goals

Group 3

ICT Pedagogy Integration in Learning Plans

 Integrating Information and Communication Technologies (ICT) effectively in learning plans goes beyond simply using
technology in the classroom.

ICT Pedagogy Integration

 It’s the process of merging PEDAGOGY (teaching methods) with ICT (technologies) to create a purposeful learning
environment.

INTEGRATING TECHNOLOGY IN INSTRUCTION

-Various educators and researchers provided

 John Pisapia (1994)

-computer sciences courses
-matching software with basic skills

International Society for Technology in Education (ISTE)

 Margaret Lloyd (2005)

 -ICT integration encompasses an integral part of a broader curriculum

 Qiyun Wang and Huay Lit Woo (2007)

-integrating ICT into teaching and learning is a growing area that has attracted many educators

 Bernard Bahati (2010)

-The process of integrating ICT in teaching and learning has to be done at both pedagogical and technological
-ICT integration into teaching has to be underpinned by sound

UNISCO 2005

- ICT integration is not merely mastering the hardware and software skills. Teachers need to realize how to
organize the classroom to structure the learning tasks so that ICT resources become automatic

The following are the definitions of ICT from various sources

1. Moursund (2005)
-ICT includes all the full range of computer hardware, computer software, \
-includes the full range of display and projections
2. Tinio (2009)
-ICT is a diverse set of technological tools and resources used to communicate, create, disseminate, store, and manage
information. These technologies include hardware devices
3. UNESCO (2020)
-It (ICT) is a diverse set of technological tools and resources used to transmit, store, create, share or exchange
information.
-These technological tools and resources include computers, the Internet (website, blogs and emails), live
broadcasting technologies (radio, television and webcasting),
4. Ratheeswari (2018)
-Information Communication Technologies (ICT) influence every aspect of human life. They play salient roles
in workplaces
5. Conversational Framework of Laurillard (2002)
-The teaching-learning process poses very complex, tasks to allow learners to understand their lessons and
master
(5) key teaching and learning events
A. Acquisition;
B. Discovery
C. Dialogue
D. Practice; and
E. Creation.

Group 4

Inquiry-Based Learning
-Inquiry-based learning is a student-centered teaching method that encourages students to ask questions and
investigate real-world problems.

The 4 Types of Inquiry-Based Learning

1. The Structured Inquiry Approach-
-The structured inquiry approach is a sequential process that helps students learn how to ask questions and
investigate real-world problems.
-This type of inquiry-based learning is often used in science classes.
2. The Open-Ended Inquiry Approach
-The open-ended inquiry approach is a more free-form approach to inquiry-based learning.
-In this type of learning environment, students are given the freedom to explore their interests and ask questions
 3. The Problem-Based Inquiry Approach
-A problem-based inquiry approach is a problem-solving approach to inquiry-based learning. In this type of
approach, students are given a real-world problem to solve.
-This type of inquiry-based learning is often used in mathematics and engineering classes, where students are
asked to apply what they have learned to solve a real-world problem.
4. The Guided Inquiry Approach
-The guided inquiry approach is a teacher-led approach to inquiry-based learning. In this type of approach, the
teacher guides the students through the inquiry process and helps them to ask questions and find solutions to real-
world problems. This type of inquiry-based learning is often used in elementary and middle school classrooms.

7 Benefits of Inquiry-Based Learning

1. Encourages critical thinking
- Inquiry-based learning encourages students to think critically about the information they are presented with.
2. Improves problem-solving skills
Inquiry-based learning helps students develop problem-solving skills.
3. Encourages creativity
This concept of learning encourages creativity. When students are given the opportunity to explore a problem
independently, they often come up with creative solutions.
4. Improves communication skills
It also helps students improve their communication skills. When working on a problem, they often have to explain
their thoughts and ideas to others.
5. Connects learning to the real world
Inquiry-based learning helps connect learning to the real world. When students are allowed to explore problems that
exist in the real world,
6. Helps students understand complex topics
Inquiry-based learning can also help students understand complex topics. When they are allowed to explore these
topics in a hands-on environment, they can learn about them more meaningfully.
7. Encourages engaged learning
Finally, this type of learning encourages engaged learning. When students are actively involved in the learning process,
they are more likely to retain the information. This is due to the fact that they are invested in what they are doing.

5E'S MODEL INQUIRY-BASED LEARNING

1. Engage
is the first phase of the 5E's model during this phase teachers are activating students’ prior knowledge to identity what students
know or do not know about th eupcoming concept.
2. Explore
Teachers are guiding students in exploration and problem-solving in a concrete way through hands-on activities such as creating
model or conducting experiments students an investigate the new concepts and discuss ideas and observation with their peers.
3. Explain
The teacher facilitates a whole-class discussion by asking questions comparing students’ responses and helping to guide the
class towards the key ideas being taught.
4. Elaborate
Students have the space to apply what they learned. They can take their knew knowledge to form new hypotheses explore real
world scenarios or create a presentation to share with their peers.
5. Evaluate
The teacher assesses students learning through formal and or informal assessment. Informal like assessments like exit tickets or
oral presentation or formal assessment like test or quizzes can be used to determined whether students understood the key
concepts.

5 STEPS IN INQUIRY-BASED LEARNING

1.Questioning
 - Encourage students to ask questions about a topic or problem that piques their curiosity.
2.Exploration
- Guide students in exploring resources gathering information and forming hypotheses to address their questions
3.Investigation.
- facilitate hands on experiences and research to investigate the inquires further allowing for experimentation and data
collection.
4.Analysis
- Help students analyze the information they've gathered make connections and draw conclusions-based evidence.
5.Reflection
- Encourage students to reflect on their learning process what they've discovered and how their understanding has involved
fostering critical thinking skills and metacognition.

Group 5
RESEARCH BASED LEARNING
-it is an educational approach that emphasizes the use of research and inquiry to enhance students learning experience.
-refers to involving learners directly in authentic research projects.

Example of research-based learning:

1. Critical thinking
-it is a kind of thinking in which you question, analyses, interpret, evaluate and make a judgement about what you read, hear,
say or write.
2. Problem solving
-is the act of defining a problem determining the cause of the problem, identify, prioritizing, and selecting alternative for a
solution and implementing a solution.
3. Analytical skills
-refer to the cognitive abilities that allow you to gather information, do research, interpret data, and draw conclusions in order
to make decisions, whether it is in a professional or personal context.
-research skills
-communication
-creativity
-critical thinking
-data analysis
-logical reasoning

Importance of a research-based learning

-critical thinking skills
-problem solving abilities
-depth of understanding
-lifelong learning
-preparation for the workforce
-engagement and motivation

The key elements of research-based learning

1. Inquiry and Investigation: Students are encouraging to ask questions, explore different sources of information, and
investigate the topic of interest.
2. Collaboration and Communication: involves collaborative work, where students work together in groups to share ideas,
discuss findings, and solve problems.
3. Critical Thinking and Problem-Solving: Promotes critical thinking skills by requiring students to analyze and evaluate
information, make connections, and draw conclusions based on evidence.
4. Authentic and Real-World Context: Provides students with opportunities to apply their knowledge and skills to real-world
situations.
5. Reflection and Metacognitive: Encourage students to reflect on their learning process., evaluate their own progress, and
make connections between their findings and prior knowledge

The several Benefits for students

1. Development of critical thinking skills - students learn to analyze information, evaluate different sources, and make
informed decisions based on their findings.
2. Improvement of communication skills: Communicating research findings effectively is a key part of research-based
learning.
3. Enhances Collaboration: These are valuable skills that can be applied in many areas of life.
4. Encourages Independent Learning: Research-based learning encourages students to take charge of their own learning
5. Provides Real-World Skills: This skill was gained from research-based learning such a data analysis, project
management, and problem solving, are highly valued in many careers.
6. Increases Knowledge and Understanding: This can be led to better academic performance and a greater interest in
the subject matter.
7. Foster Creativity and Innovation: This can lead to novel and exciting discoveries.

Group 6

Problem based learning or PBL

-basic human learning process that allowed primitive man to survive in his environment"- Barrows and Tamblyn
-is student centered leaning strategy in which students collaboratively solve the problems and this reflects on their experience.
It is a curriculum development and instructional methods that places the students in an active role as a problem solver
confronted with ill-structured, real-life problems

The PBL cycle

(Experiential learning)
1. Experience
2. Share
3. Process
4. Generalize
5. Apply

GOALS OF PROBLEM BASED LEARNING

. Foster increased retention of knowledge.
. Develop effective problem - solving skills.
. Develop self-direction, lifelong learning skills.
. Strengthen student's intrinsic motivation to learn.
. Recognize, develop & maintain the
Personal characteristics and attitude.

COMPONENTS
. Non-lecture format-& teacher acting as a facilitator.
. Presentation of real-world situation or problem from ordinary life.
. Group work and group discussion.
. Student - directed solution of the selected problem.

USES OF PBL
. Motivate learners to learn.
. Help learners with retention.
. Develop student's thinking skills.
. Developing student's key skills relevant to employment such as interpersonal communication skills.
SEVEN STEPS OF PBL
1. Clarify: The students read through the problem, then identify and clarify any words or concepts that they do not understand.
2. Define: The students work together to define what they think the problem is.
3. Analyze: The students discuss the problem. At this stage there is no sifting of ideas.
4. Review: Students now try to arrange their ideas and explanations into tentative solutions.
5. Identify learning objectives: The group reaches a consensus on learning objectives.
6.Self Study: Students individually gather information towards the learning objectives and prepare to share their findings with
the rest of the group.
7. Report: The students come together in their groups and share their results. The facilitator checks that the learning objectives
have been met.

ADVANTAGE
•Promote the development of critical thinking skills, problem-solving abilities, and communication.
•Promotes long-term retention of knowledge

DISADVANTAGE
•Lack of structure
•Assessment challenges
•Unequal participation
•Time Intensive

Problem-Based Learning method is characterized by five

facts:
a. Ill-structured problem
b. Real life significance
c. Student-led
d. Instructor facilitated
e. Community focused

SKILLS AND ATTITUDES REQUIRED FOR PBL

● Teamwork
● Chairing a Group
● Critical Evaluation of Literature
● Cooperation
● Recording
● Self-directed Learning and Use of Resources
● Listening
● Presenting Skills
● Respect of Colleagues’ Views

Group 7

Project Based Learning

-Project-based learning (PBL) or project-based instruction is an instructional approach designed to give students the opportunity
to develop knowledge and skills through engaging projects set around challenges and problems they may face in the real world.
-Project-based learning is a mode of instruction that gives learners the opportunity to apply theoretical knowledge to real-world
problems in the classroom. In PBL, classrooms are organized so that students work together on real-world tasks or problems. By
inviting students to engage in hands-on learning activities, they acquire and solidify knowledge in a way that directly applies to
their lives.
-PBL is appropriate for students from preschool through grade 12 and beyond. It comprises activities like classroom debates,
community service activities, field trips, language immersion programs, and research.

Project Base learning methodology:

1. Identify students learning
 2. Plan the specific learning activities and evaluates students understanding
3. Put the plan into sequence in significant manner
4. Generate a timetable
5. Plan for conclusion

7 essential elements for project-based learning

1. Challenging problem
2. Sustained inquiry
3. Authenticity
4. Student voice and choice
5. Reflection
6. Critique & revision
7. Public product

Advantages and Disadvantages

Advantages:
 Fun learning
 Teamwork
 Real-world skills
 Understanding not memorizing

Disadvantages:
 Time consuming
 Not for everyone
 Needs good guidance
 Varied results