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Teaching Guide

The document discusses components of an effective teaching guide, including topic, time frame, learning outcomes, and lesson outline consisting of introduction, motivation, instruction, practice, enrichment, and evaluation. It provides examples of strategies that can be used for each component, such as using real-life examples for motivation or multimedia for instruction. Finally, it addresses how to write learning outcomes with three key elements - the performance or action, the learning context, and the performance standard. The overall document provides guidance on developing high-quality teaching guides and lesson plans.

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DarrenNaelgas
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90 views

Teaching Guide

The document discusses components of an effective teaching guide, including topic, time frame, learning outcomes, and lesson outline consisting of introduction, motivation, instruction, practice, enrichment, and evaluation. It provides examples of strategies that can be used for each component, such as using real-life examples for motivation or multimedia for instruction. Finally, it addresses how to write learning outcomes with three key elements - the performance or action, the learning context, and the performance standard. The overall document provides guidance on developing high-quality teaching guides and lesson plans.

Uploaded by

DarrenNaelgas
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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TEACHING

GUIDE

How to
teach?

How to
teach in
Senior
High?

Components of a Teaching Guide


(As Proposed by CHED )

I.
II.
III.
IV.

Topic
Time Frame
Learning Outcomes
Lesson Outline

A.
B.
C.
D.
E.
F.

Introduction
Motivation
Instruction/Delivery
Practice
Enrichment
Evaluation

V. Recommended Resources and Materials

Introduction

Highlight key

concepts

Introduction

Identify the essential

question

Introduction

Connect and/or

review prerequisites

Introduction

Communicate

learning outcomes

Motivation

Give local examples


and applications

Motivation

Engage in a game
or movement activity

Motivation

Provide a hands-on
or laboratory activity

Motivation

Connect to
a real-life problem

Instruction/Delivery

Give a demonstration,
lecture, or simulation

Instruction/Delivery

Show step-by-step solutions


to sample problems

Instruction/Delivery

Use multimedia and


other creative tools

Instruction/Delivery

Focus on a specific story


using the
case study method

Practice

Provide
easy-medium-hard
questions

Practice

Give time for unguided


classroom work
and discovery

Practice

Use
formative assessment
to give feedback

Enrichment

Engage in
reflection questions

Enrichment

Encourage analysis
through higher order
thinking prompts

Enrichment

Provide more
local examples
and applications

Enrichment

Allow pair/small
group discussions

Enrichment

Summarize and
synthesize the learnings

Evaluation

Supply a diverse question


bank for written work
and exercise

Evaluation

Provide alternative formats


for student work: written homework,

journal, portfolio, group/individual projects


student-directed research

Evaluation

Include rubrics for


assessing student learnin

Sample Teaching Guides

?????????
??

How to
write
learning
outcomes
?

Objectives vs.
Outcomes
Objectives are

intended results
or consequences
of instruction,
curricula,
programs, or
activities.

Outcomes are
achieved results
or consequences
of what was
learned;
i.e., evidence
that learning
took place.

Objectives vs.
Outcomes
Learning Objectives

are focused on
specific types of
performances that
students are
expected to
demonstrate at
the end of
instruction.

Learning outcomes
specify what
learners will
know and be
able to do after as
a result of a learning
activity.

Objectives vs.
Outcomes
Learning Objectives

are often written


more in terms of
teaching
intentions and
typically indicate
the subject content
that the teacher
intends to cover.

Learning
outcomes are
more studentcentered and
describe what it
is that the
learner should
learn.

EXAMPLE
Learning Objective

The student will be


able to draft a
company report.
The student will be
able to draft a
company report
using providedinformation.

Learning Outcome

The student is able to


draft a company report
using information
provided in case study
materials such that
the final report is
suitable for
discussion at Board
level.

3 COMPONENTS of

Learning

Outcome

an action word
that identifies the performance to be demonstrated;

a learning statement
that specifies what learning will be demonstrated in the performance;

a broad statement of the criterion or

standard
for acceptable performance.

3 COMPONENTS of Learning
Outcome
an action word

what the
student will
do

in which
context

how well
s/he will do
it:

that identifies the performance to be

demonstrated;

a learning statement
that specifies what learning will be

demonstrated in the performance;

a broad statement of the

criterion or standard
for acceptable performance.

3 COMPONENTS of
Learning Outcome
an action word

what the
student
will do

in which
context

how well
s/he will
do it:

that

identifies the
performance to be
demonstrated;

a learning statement
that

specifies what
learning will be
demonstrated in the
performance;

a broad statement of

the criterion or standard


for acceptable performance.

draft a
company
report

using
information
provided in
case study
materials

suitable for
discussion at
Board level.

3 COMPONENTS of
Learning Outcome
an action word

what the
student
will do

in which
context

that identifies the performance to

be demonstrated;

a learning

statement

draft a
company
report

using
that specifies what learning will be
information
demonstrated in the performance;
provided in
how well
a broad statement
case study
of the criterion or
materials
s/he will
standard
suitable for
for acceptable performance.
do it:
discussion at
The student is able draft a company report using information
provided in case study materialsBoard level.

such that the final report is suitable for discussion at Board level.

Learning Outcome Formula

What ACTION
In what LEARNING
needs to be
CONTEXT will ACTION
+
DEMONSTRATED?
be DEMONSTRATED

In Order
To

L
E
A
R
+ Why = N
I
?
N
G

O
U
T
C
O
M
E

Once you have decided what knowledge and skills students will demonstrate, you need
to add the context in which students will demonstrate their learning and how well they
must do so.

Learning Outcome Formula

What ACTION
In what LEARNING
needs to be
CONTEXT will ACTION
+
DEMONSTRATED?
be DEMONSTRATED

In Order
To

L
E
A
R
+ Why = N
I
?
N
G

Student is able to solve problems that involved irregular-shaped figures using


differentiation techniques in order to model atypical situations mathematically.

O
U
T
C
O
M
E

Writing Learning Outcome:

THREE

COMPONENTS
an action word
that identifies the performance
to be demonstrated;
a learning statement
that specifies what learning

what the student


will do

in which context

how well s/he will


do it

will be demonstrated in the


performance;

a broad statement of the

criterion or standard
for acceptable performance.

What ACTION
In what LEARNING
needs to be
+ CONTEXT will ACTION
DEMONSTRATED?
be DEMONSTRATED

In Order
To

+ Why = SLO
?

Unpacking of
Standards

Why Unpack
Standards?
To know what exactly we need to teach ( What to
teach?)
To know the nature of the subject and the goals of
teaching the subject ( Why teach?)
To be able to use the appropriate assessment and
evaluation ( How to assess and evaluate?)
To align the different strategies and techniques in
delivering the content ( How to teach the
subject?)

STANDARDS

CONTENT

PERFORMANCE

ASSESSMENT
AS Learning
FOR Learning
OF Learning
MASTERY OF:
Knowledge
Understanding
Doing

Clear Learning Goals mean:


What should students KNOW:
facts
vocabulary
dates
places
names
definitions
rules
information

Students will UNDERSTAND that: ( best stated as a


sentence which includes concept-based thought)
essential questions
important generalizations
theories
"big" ideas
statements of truth

Students will be able to DO: ( represented with


verbs)
basic skills
thinking skills
communication skills
collaboration skills
Skill of the discipline: mapping, graphing,
collecting data

The Process of Unpacking

Identifying the parts

Knowledge
Understanding
Doing

Teaching Guide Preparation Template

workshop

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