1.

Herbartian Approach:
- Explanation: The Herbartian approach emphasizes systematic lesson planning and
instructional sequencing to ensure effective learning progression. It focuses on the
organization of content and the gradual buildup of knowledge.
- Example: In a science class, the teacher follows the Herbartian approach by
structuring lessons on photosynthesis. They start with introducing the concept of plant
anatomy, then move to the process of photosynthesis, and finally, conclude with the
factors affecting photosynthesis rates.

2. Evaluation Approach or Bloom’s Approach:

- Explanation: The Evaluation Approach, also known as Bloom’s Approach,
emphasizes assessing student learning outcomes based on cognitive levels, ranging
from lower-order to higher-order thinking skills. It aims to measure the depth of
understanding and critical thinking abilities.
- Example: In an English literature class, the teacher utilizes Bloom’s taxonomy to
design assessment tasks. Students analyze a novel by identifying key themes
(understanding), evaluating character motivations (evaluation), and creating alternative
endings (creation).

3. RCEM Approach:
- Explanation: The RCEM (Reinforcement, Consolidation, Enrichment, and Mastery)
approach focuses on reinforcing foundational knowledge, consolidating learning through
practice, enriching understanding with varied experiences, and achieving mastery of
skills or concepts.
- Example: In a mathematics class, the teacher implements the RCEM approach for
teaching fractions. They start by reinforcing the concept of fractions using visual aids
(reinforcement), then consolidate learning through solving practice problems
(consolidation), enrich understanding by exploring real-life fraction applications
(enrichment), and finally, assess mastery through quizzes and hands-on activities
(mastery).
These approaches offer structured frameworks for educators to plan and deliver
effective instruction while catering to diverse learning needs and promoting
comprehensive understanding and skill development among students.

METHOD

- Let’s explore the two main types of teaching methods: non-participatory and
participatory.

Non-Participatory Method:

In contrast, a non-participatory method involves the teacher taking on the role of an

expert or authority figure, while students passively receive information. For instance, in
a history class, the teacher delivers lectures without much opportunity for student input
or interaction, and students primarily take notes without engaging in discussions or
activities.

- In non-participatory methods, the teacher assumes the role of an expert or authority

figure in the subject matter.
- Students view the teacher as the primary source of knowledge and expertise.
- This method often involves one-way communication, with the teacher delivering
lectures or presentations without much interaction from students.

Participatory Method:
In a participatory method, teachers and students engage in continuous interaction,
active involvement, and exchange of ideas throughout the teaching and learning
process. For example, in a science class, instead of the teacher solely lecturing,
students actively participate in discussions, conduct experiments, and share their
findings with the class.

Conclusion:
- By incorporating elements of both methods, educators can create dynamic and
effective learning experiences that promote active engagement and deep
understanding.

STRATEGY
Direct Demonstration Method

- The Direct Demonstration Method is a teaching approach where the instructor

showcases a particular activity or concept in a systematic manner.
- This method engages students by allowing them to observe and learn through
practical demonstration.
In order to make a success of demonstration method, three things are necessary:
1st The object being displayed during demonstration should not be so small.
2nd During the demonstration, the clear language should be used so that pupils may
understand concept easily.
3rd The pupils should be able to question teachers in order to remove their difficulties.

Characteristics of Demonstration Method:

1. Simplicity: Demonstrations should be performed in a straightforward manner for easy
understanding.
2. Attention to all students: Every student should be engaged and involved in the
demonstration process.
3. Clear goals and objectives: The purpose of the demonstration should be well-defined
and communicated.
4. Well-planned: Demonstrations should be carefully planned out to ensure
effectiveness.
5. Rehearsal: Time is allocated for practice and rehearsal before the actual
demonstration.

Steps of Demonstration Method:

 1. Planning and Preparation: Outline the objectives and gather necessary materials.
proper planning is required for good demonstration. For this following points should
be kept in mind.

-Through the preparation of subject matter lesson planning

-collection of material related to the demonstration.
-Rehearsal of demonstration.
In order to ensure the success of demonstration, the teacher should prepare lesson
minutely and very seriously.
2. Introducing the lesson: Provide an overview of what will be demonstrated.

3. Presentation of subject matter: Explain the concept or activity to be

demonstrated.
-In demonstration presentation of subject matter is very important
-The principle of reflecting thinking should be kept in mind.
-The teacher should teach the student in such a way that their previous
knowledge
can be attached to their new knowledge.
4. Demonstration: Perform the demonstration, allowing students to observe.
5. Teaching Aids: Utilize visual aids or props to enhance understanding.
-The teacher can use various teaching aids like models, blackboard, graphs
etc.during demonstration
6. Evaluation: Assess student comprehension and provide feedback.
-In this last step, evaluation of the whole demonstration should be done, so that it
can be made more effective.

Merits of Demonstration Method:

1. Deeper Understanding: Students gain a thorough understanding of the topic through
observation.
2. Active Learning: Encourages student participation and engagement in the learning
process.
3. Reflective Thinking: Promotes critical thinking and analysis.
4. Interest Generation: Sparks curiosity and interest among students.
5. Discovery: Encourages exploration and discovery of new ideas.
6. Maximized Learning: Facilitates maximum learning by combining visual and auditory
learning techniques.
Demerits of the Demonstration Method:
1. **Lack of Direct and Personal Experiences:**
- Explanation: Students may not benefit fully from the demonstration as it does not
always provide opportunities for direct, hands-on experiences.
- Example: In a science class, a teacher demonstrates a chemical reaction using a
simulation rather than allowing students to conduct experiments themselves, limiting
their understanding.

2. **Costly Materials:**
- Explanation: The demonstration method often requires specific materials and
resources, which can be expensive to procure.
- Example: A language teacher uses multimedia tools to demonstrate pronunciation
techniques, requiring costly software or equipment that may not be readily available.

3. **Time-Consuming:**
- Explanation: Planning and executing demonstrations can be time-consuming, taking
away valuable class time that could be used for other learning activities.
- Example: A teacher spends several class periods preparing and conducting a
complex science experiment, leaving less time for in-depth discussion or student
participation.

4. **Not Based on Learning by Doing:**

 - Explanation: The demonstration method primarily involves passive observation
rather than active participation, which may hinder students’ ability to learn through
hands-on experiences.
- Example: Instead of practicing math concepts through problem-solving activities,
students watch the teacher solve equations on the board, missing out on valuable
learning opportunities.

5. **Lack of Training for the Scientific Method:**

- Explanation: The demonstration method may not adequately prepare students to
engage in scientific inquiry or critical thinking.
- Example: Students observe a chemistry demonstration without understanding the
underlying scientific principles or hypothesis testing involved, limiting their ability to
conduct their experiments in the future.

6. **Limited Availability of Experienced Teachers:**

- Explanation: Conducting effective demonstrations requires skilled and experienced
teachers, but not all educators may possess the necessary expertise.
- Example: In rural areas with limited resources, schools may struggle to find
experienced teachers capable of conducting engaging and informative demonstrations.

Examples:
- In a science class, the teacher demonstrates the process of photosynthesis using a
live plant and visual aids.
- In a cooking class, the instructor demonstrates the steps to prepare a specific recipe
while explaining each step to the students.
- In a language class, the teacher demonstrates the correct pronunciation of words and
phrases, allowing students to mimic and practice.
Conclusion:
- The Direct Demonstration Method is an effective teaching approach that
promotes active learning and deeper understanding among students. By
incorporating practical demonstrations into the learning process, educators can
enhance student engagement and facilitate maximum learning outcomes.

Cooperative Learning
is an instructional approach that emphasizes collaboration among students to achieve
shared learning goals. By actively engaging in cooperative activities, students develop
essential skills and deepen their understanding of the subject matter.

General Cooperative Learning Principles:

Cooperative learning isn’t just a concept; it’s an action. Imagine your classroom as a
hub of collaboration, where students actively engage with each other to deepen their
understanding of subjects. Here’s how five key principles drive its success:

1. Positive Interdependence: Students realize that everyone’s contributions matter

for both individual and group success. For example, in a science project, each
member knows their research is vital for the group’s overall presentation.

2. Promotive Interaction: Students support each other by offering assistance,

encouragement, and feedback. For instance, during a peer review session,
classmates provide constructive criticism to help improve each other’s essays.
3. Accountability: Each student takes responsibility for their role within the group,
ensuring they contribute to achieving shared learning goals. In a group
presentation, every member knows they must prepare their assigned part to
deliver a successful presentation.
4. Soft Skills Instruction: Recognizing the importance of teamwork, teachers
incorporate lessons and activities that help students develop interpersonal skills.
For instance, they might conduct team-building exercises to foster trust and
communication among classmates.
5. Group Processing: Students collaborate to strategize and plan how they will
accomplish their learning objectives. For example, before starting a group
 project, students discuss their individual strengths and assign tasks based on
each member’s expertise.

By embracing these principles, educators create an environment where students

actively engage with each other, fostering deeper learning and collaboration.

INFORMAL COOPERATIVE LEARNING

Informal Cooperative Learning Strategies entail creating groups that
collaborate for short periods, ranging from a few minutes to an entire class
session, to accomplish a specific learning objective. In this approach, your
task as the instructor is to provide clear instructions and assign tasks that
lead to the completion of a tangible product, such as a written response or a
verbal presentation.

Ask Divergent Questions

As students possess varied learning styles and abilities, it’s essential to tailor
cooperative learning activities to accommodate their diverse aptitudes. One effective
approach is to employ divergent questions.
Divergent questions are queries that prompt multiple answers, encouraging students to
think creatively and share their unique perspectives. This fosters an environment where
students can learn from one another’s insights and experiences.

For instance, consider the question: “What’s the best way to study for a math test?”

This question doesn’t have a single correct answer but invites students to explore
various study methods based on their individual preferences and strategies. Some
students might suggest practicing problems repeatedly, while others might emphasize
creating visual aids or explaining concepts to peers. By discussing these diverse
approaches, students can gain new insights into effective study techniques and learn
from each other’s experiences.

The Jigsaw Method

 is a popular cooperative learning strategy that promotes social interaction and active
participation among students. Let’s break down how it works with a clear example:

The Jigsaw Method is a cooperative learning strategy where students work together to
piece together information like a puzzle. Here’s how it works: Imagine a classroom
where students are studying different aspects of a historical event. Instead of just
listening to a lecture, the teacher divides the class into small groups, assigning each
group a different aspect to research, like the causes, key figures, effects, and timeline.

Then, students become experts in their assigned area, gathering information from
various sources. Afterward, they return to their original groups, where each member
shares what they’ve learned. By pooling their knowledge, they construct a
comprehensive understanding of the entire historical event.

This method not only encourages active participation and collaboration but also ensures
that every student is responsible for their piece of the puzzle, promoting engagement
and deeper learning.

Supplement and Expand New Concepts

Explanation:
After presenting a new or interesting concept in a lesson, this strategy involves dividing
students into small groups. Each group is then given specific problems or questions
related to the newly introduced idea. Through collaborative exploration and discussion
within their groups, students delve deeper into understanding the concept and its
applications. Finally, a class-wide discussion is conducted to share and process the
findings from each group, fostering a collective understanding of the concept.

Example:
In a science class discussing the concept of photosynthesis, the teacher introduces the
process and its significance in plant growth. After the presentation, students are divided
into groups and given scenarios to explore, such as how varying levels of light intensity
affect photosynthesis rates in different plant species. Each group analyzes the
scenarios, conducts research if necessary, and formulates hypotheses or solutions.
During the class-wide discussion, groups present their findings, allowing the entire class
to discuss and analyze the various perspectives and deepen their understanding of
photosynthesis.

Holding Three Discussions per Activity

1. Introductory-focused Discussion:
- Example: In a history class, students are divided into small groups to analyze
different primary sources related to a historical event. Before they begin, the teacher
explains the questions they need to answer and the collaborative elements they should
focus on, such as providing feedback to each other and sharing resources.

2. Intermittent-focused Discussion:
- Example: During a science experiment, students work in small groups to conduct
research on different aspects of a topic. After 15 minutes of individual research, each
group member shares their findings with the rest of the group. They then collaboratively
work to answer guiding questions related to the experiment.

3. Closure-focused Discussion:
- Example: In an English literature class, students have just finished reading a novel.
As a closure-focused discussion, the teacher prompts the class to discuss key
takeaway points from the novel and how they relate to themes explored in previous
lessons. This discussion helps students consolidate their understanding of the novel
and make connections to broader literary concepts.

By incorporating these three types of discussions into cooperative learning activities,

students gain a clear understanding of how to achieve the activity's learning goals while
enhancing collaboration and critical thinking skills.

Cooperative Base Group Strategies

involve creating stable groups of three or four students who work together over an
extended period, typically throughout the academic year. Unlike formal cooperative
learning teams, these groups focus on supporting each other in achieving ambitious
learning objectives over time.

Here's a clearer explanation with examples:

Imagine you're a teacher leading a Cebuano language class. You decide to implement
Cooperative Base Group Strategies to enhance collaboration and support among your
students.

First, you form stable groups of three or four students. You carefully consider each
student's strengths, weaknesses, and learning styles to ensure a balanced and effective
team.

For example, in one group, you have Maria, who is proficient in grammar but struggles
with speaking, John, who excels in conversational skills but needs help with writing, and
Ana, who is strong in both areas but lacks confidence. By combining their strengths and
addressing their weaknesses, the group can support each other in various aspects of
language learning.

Next, you schedule consistent meeting times for these groups, such as weekly or bi-
weekly sessions. During these meetings, students collaborate on assignments, practice
language skills, and discuss challenging concepts.

For instance, Maria, John, and Ana meet every Wednesday afternoon for an hour. They
start by reviewing their lesson objectives and discussing any questions or concerns they
have. Then, they work together on a writing task, providing feedback and suggestions to
improve each other's work.

As the teacher, your role is crucial in facilitating these group meetings. You provide
guidance, resources, and support to help students navigate their learning journey
effectively.
For example, you might create detailed agendas for each meeting, outlining the specific
tasks and objectives to be addressed. You also intervene to fill knowledge gaps and
clarify misunderstandings, ensuring that all group members have a solid understanding
of the material.

Moreover, you encourage smooth collaboration among group members by fostering a

positive and inclusive atmosphere. You promote active listening, respectful
communication, and constructive feedback, empowering students to work together
harmoniously towards their shared learning goals.

By implementing Cooperative Base Group Strategies, you create a supportive learning

environment where students can thrive academically and develop essential
collaboration skills that will benefit them beyond the classroom.

Introduce Technology that Streamlines Collaboration

Imagine you're teaching a Cebuano language class, and you want to introduce
technology that streamlines collaboration among your students. Here's how you can do
it:

Situation:
You've noticed that your students struggle to collaborate effectively outside of class, and
you want to leverage technology to enhance their teamwork and productivity.

Solution:
You decide to introduce three technology-based tools to your students during class time,
providing brief tutorials to ensure they understand how to use them effectively.

1. Online Brainstorming:
You introduce MindMeister, a website that allows students to create clear and detailed
mind maps collaboratively and efficiently. You explain how mind mapping can help
organize their ideas visually and encourage them to use MindMeister for group
brainstorming sessions on upcoming projects or assignments.
Example:
During a group project on Cebuano cultural traditions, students use MindMeister to
brainstorm ideas for their presentation. They collaborate in real-time, adding cultural
practices, festivals, and historical events to their mind map, which serves as a visual
roadmap for their project.

2. Cloud-Based Word Processing:

Next, you introduce Google Docs, a cloud-based word processing tool that enables
students to collaborate on written assignments seamlessly. You demonstrate how
multiple users can edit the same document simultaneously, eliminating the need for
exchanging files back and forth.

Example:
For a writing assignment on Cebuano folklore, students form small groups and create a
shared Google Docs document. They collaborate on writing a short story based on a
traditional Cebuano legend, offering feedback and suggestions to each other in real-
time.

3. Educational Games:
Lastly, you recommend educational games that engage students and address their
learning challenges. You highlight the importance of gamified learning experiences in
reinforcing language skills and fostering a fun and interactive learning environment.

Example:
As a supplemental activity, you assign students to play "Tambalang Sugbo," an
educational game designed to help learners practice conversational Cebuano in various
scenarios. Students compete in teams to complete language challenges and quizzes,
reinforcing vocabulary and grammar concepts while having fun.

Conclusion:
By introducing technology that streamlines collaboration, you empower your students to
work together more effectively, both inside and outside the classroom. Through online
brainstorming, cloud-based word processing, and educational games, you create
opportunities for interactive learning and foster a collaborative spirit among your
students.

Designating roles
within cooperative learning groups ensures that each member has a specific purpose
and contributes meaningfully to the collaboration process.

For instance, imagine a base group working on a science project throughout the
semester. One student might take on the role of a facilitator, guiding discussions and
keeping the group on track. Another student could be responsible for conducting
research and gathering relevant information. Additionally, a member with strong
presentation skills might be designated as the spokesperson, responsible for sharing
the group’s findings with the class.

Similarly, in a mathematics class, roles can be assigned based on subject matter

expertise. For example, a student who excels in geometry might lead discussions on
geometric concepts and assist group members with problem-solving. This ensures that
each member contributes their unique skills and knowledge to the group’s success.

Pre- and Post-Task Test:

Before and after working together, assess each student's understanding with a short
quiz. For instance, suppose you're teaching math skills. Have students complete a quiz
on a specific set of skills. Then, they collaborate within their base groups, focusing on
those skills and the overall topic. Afterward, administer a similar quiz. Ideally, marks
should improve. If not, it may indicate struggling groups needing more attention or a
rearrangement of groups.

Example: Suppose Sarah, John, and Maria form a base group in math class. Before
discussing fractions together, each takes a pre-test. They then collaborate on fraction
problems and concepts. Afterward, they each take a post-test. If their scores improve, it
shows the effectiveness of their collaboration. If not, it signals areas needing more
focus.

Limit Scaffolding:

Adjust the support and guidance provided to base groups based on their progress in a
project, promoting greater student autonomy and responsibility. Initially, offer clear
directions, fill knowledge gaps, recommend resources, and be available for questions.
As students gain confidence, encourage them to generate ideas, fulfill their roles
independently, and even take on leadership roles.

Example: Let's say you assign a group project on environmental conservation. At the
start, you provide detailed instructions, suggest research sources, and clarify concepts.
As the project progresses, you gradually step back, allowing the group to take charge.
Eventually, they initiate strategies, conduct research independently, and lead
discussions. This fosters their ownership of the project and promotes collaborative
learning.

Some Popular Strategies

1. **Round Robin:**
Situation: In a biology class, the teacher wants to reinforce students' knowledge of
mammal species.
Example: The teacher initiates a round robin activity by asking students to name
mammals. Each student takes turns around the group, naming a different mammal,
such as lion, elephant, and bear, until all members have contributed.

2. **Roundtable:**
Situation: In an English class, the teacher aims to improve vocabulary skills.
Example: The teacher presents a category, such as words that begin with the letter "b."
Students sit in a roundtable formation and take turns writing one word at a time that fits
the category, such as "butterfly," "basketball," and "blueberry."
3. **Writearound:**
Situation: In a creative writing workshop, the teacher wants to encourage collaborative
storytelling.
Example: The teacher provides a sentence starter, "If you give an elephant a cookie,
he's going to ask for..." Students in each team take turns adding a sentence to the story.
After several rounds, they share and discuss the completed stories, adding conclusions
or edits.

4. **Numbered Heads Together:**

Situation: In a history class, the teacher aims to deepen students' understanding of a
historical event.
Example: The teacher divides students into teams and assigns each member a number.
The teacher announces a question related to the historical event and sets a time limit.
Teams collaborate to come up with an answer. The teacher then calls a number, and all
students with that number stand to share their team's response.

5. **Team Jigsaw:**
Situation: In a geography class, the teacher wants students to explore different regions
of the world.
Example: The teacher assigns each student in a team a specific region to research,
such as Africa, Asia, Europe, and the Americas. After conducting research, each student
teaches their teammates about their assigned region, contributing to the team's overall
understanding of global geography.

6. **Tea Party:**
Situation: In a social studies class, the teacher aims to facilitate discussions on current
events.
Example: Students form two concentric circles, with one facing outward and the other
facing inward. The teacher poses a question about a recent news article or social issue.
Students discuss their answers with the student facing them for one minute before the
outer circle or one line moves to the right, allowing students to engage with new
partners for the next question.
These situational examples demonstrate how each cooperative learning strategy can be
applied effectively in different classroom settings to promote active engagement,
collaboration, and learning among students.