Report Guide

SLIDE 1:
Good morning, everyone, good morning doc. So, I will be sharing this morning
the teaching approach or strategy that I think is effective that I have applied in
my Science 6. I am Renief Anthony Saplot and this is my sharing presentation
for this activity.
SLIDE 2:
Now, before I will present the teaching approach I have applied. Let us have
first all about effective teaching approach or strategies. So, what are effective
teaching approaches or strategies? Effective teaching approaches or strategies
are the methods, procedures, or various processes that an educator or us
teachers uses during classroom instruction. These strategies are the vehicle to
which us teachers drive the instruction to meet standards and reach our
students’ educational needs.
For us teachers, we need to have an abundance of knowledge in various
teaching strategies/approaches that we could choose from. This helps us
educators to have more engagement of our learners and keep our classrooms
actively participate in the learning process.
And so, with that, why apply teaching approach or strategy? Simply because it
is an important role in any classroom instruction. Without the use of a strategy,
teachers would be aimlessly projecting information that does not connect with
learners or engage them. These approaches or strategies help learners to
participate, to engage or connect, to add excitement to the content being
delivered and of course beneficial for all of them. As students become familiar
with the various strategies that teachers use, some can even apply those
strategies independently as they learn new material.
SLIDE 3:
Alright, now let me share to you the teaching approach or strategy that I use in
my class instruction for science 6. But before that, allow me to share with you
first the gap that I have observed in this subject. This gap that I have observed
and want to find solutions with is the limited exposure of my students to
hands-on activities or experiments and practical demonstration.
Just a quick background about the students that we have or I have now and
why I choose this gap that I want to find solutions with. We all know that the
students we have for this school year are products of modular distance
learning. It has been two school years that they were not able to meet face to
face class instruction. It has affected them in their opportunities to learn with
such physical experiences. I believe that teaching science will not be effective if
it is only done in theoretical explanation and/or module reading. Now that the
school year 2022-2023 implemented the full face-to-face classes. It was getting
back to normal as they proceed to the next grade level but still the quality of
learning of students are still behind. It was also in my lessons during the first
quarter in my science that I can address somehow the application of this
teaching approach or strategy that I believe will be engaging for my students
and lessen/solve the gap that I have observed for this subject.
SLIDE 4:
Before going to that teaching approach/strategy I used, of course we anchor it
to a certain theory and as for my approach/strategy, it is the experiential
learning theory or ELT of David Kolb.
So, who is David Kolb and what is ELT or experiential learning theory.
(after first paragraph)… He was an American psychologist, professor and
education theorist.
(after second paragraph)… If you could remember, when we were still in our
grade school years, we always remember the concepts taught by our teacher
when we manipulate it through an experience. (include personal experience in
my grade school year experience in science) Teachers can help create
environments where students can learn and have experiences at the same
time.
SLIDE 5:
The experiential learning theory works in four stages—concrete learning,
reflective observation, abstract conceptualization, and active experimentation.
The first two stages of the cycle involve grasping an experience and the second
two focus on transforming an experience.
(discuss each stage and cite the example I gave about motion/force)
SLIDE 6:
Read the benefits shown about experiential learning theory.
There are many benefits of experiential learning for teachers and students,
including:

Opportunity to immediately apply knowledge. Experiential learning can allow

students to immediately apply things they are learning to real-world
experiences. This helps them retain the information better.
Promotion of teamwork. Experiential learning often involves working in a
team, so learning in this setting allows students to practice teamwork.
Improved motivation. Students are more motivated and excited about learning
in experiential settings. Experiments are exciting and fun for students, and they
will be passionate about learning.
Opportunity for reflection. Students using the experiential model are able to
spend time reflecting about what they are experiencing and learning. This is
valuable as they are able to better retain information when they can think
about what’s happening to them.
Real world practice. Students can greatly benefit from learning that helps them
prepare for the real world. Experiential learning is focused on using real
situations to help students learn, so they are then better prepared for their
future.
SLIDE 7:
There are many ways that we can apply experiential learning in our class.
Example: (read the first set of examples about experiential learning theory)
We could also have the following activities or ways in our experiential learning
with our students. (read the second set of examples about experiential learning
theory)
Students can greatly benefit from experiential learning inside their classroom.
With this experiential theory, I was able to connect this in doing actual
experiments in the topics we had in our science lessons. I find the use of this
approach or strategy beneficial and at the same time fun-filled activity. It helps
me to connect with my students effectively by utilizing this kind of skill with
them and actively enjoy the learning experience.
SLIDE 8:
One of the teaching approach/strategies that I have explored/used/utilized in
teaching science 6 is by doing actual experiments. It does not only focus on one
approach but it can also involve various approaches that we can apply in order
to have effective teaching-learning delivery. To name a few, there is cooperative
& collaborative learning, inquiry-based learning, brainstorming and active
learning strategies that we can have by conducting science experiments.
Cooperative & Collaborative Learning in a way that they were able to learn
from one another, enhancing their social learning experience and it develops
teamwork as also mentioned in the benefits of ELT.
Inquiry-based learning is an approach where-in I was able to guide them
questions while doing the hands-on activities like “what will happen”, “what if”
or “what do you think” type of guide questions.
Brainstorming approach also is visible while doing the actual experiments. They
were able to share their thoughts/ideas which contributes to a better
understanding of the concepts that they are doing.
And active learning strategies wherein the students are the center of the
activity that increases their engagement to the lesson by simply having them
manipulate in their actual experiments or hands-on activities.
By using this actual experiment/activity approach, I was able to witness the
students’ active engagement in class and the interest shown especially when
they were able to experience the concepts through hands-on activities. This
helps me to maintain their attentiveness in class and focus on the subject
matter.
SLIDE 9:
One example that I can share with my class was during the first quarter lessons
in science. The whole quarter was all about mixtures, types of mixtures,
making mixtures and separating of mixtures. Basing from the concepts, I
understand that this will not be effectively understood if this will be discussed
only with direct-instruction from the teacher or showing of videos during the
class. Also, knowing that this lesson was not conducted physically in the
classroom for two years as well as my grade-6 students’ face-to-face class
interaction due to pandemic, I find the excitement to conduct this approach
during that time in the first quarter for school year 2022-2023.
As you can see, base on the most essential learning competency for science 6,
the lesson that we have for the 1st quarter is all about mixtures. The types of
mixtures and the techniques in separating the mixtures.

SLIDE 10-12: (Talk all about the pictures)

SLIDE 13:
My assessment for the teaching approach that I was able to utilized for this
subject was effective. Effective in a way that I can see my students enjoy what
they were doing during their hands-on activities. Effective in a way that I was
able to see those considered slow students in class actively participate in their
group activity. Effective in a way that most of them understand the concept
through asking random questions about what we did and be able to answer it.
When this approach was conducted, my students were greatly participative
and find the approach effectively for the lesson. They were convinced with the
methods we use and they engage more on our subject. I personally find
teaching the science subject difficult but when I get to use this strategy, I was
able to learn and find it fun to teach science. This was my second year to teach
the subject, the first year was all in modular distance learning and now that we
have back to normal full face to face class setting for this school year, I have
used the approach in teaching those concepts. The opportunity to learn and to
experience was not only for the students but also to me as their science
teacher to discover more some strategies that I could apply in teaching the
subject.
I believe that teaching science subject will not only be all about theoretical
discussions/explanations but it must also have hands-on activities or
experiments.