METHODOLOGY/TEACHING-

LEARNING ACTIVITIES
METHOD

A series of related and progressive

acts performed by the teacher and
students to achieve the intended
learning outcome or objective of
the lesson.
 TEACHING METHODS

Direct Methods Experiential Methods

Expository Strategies

Deductive Demonstration Exposition

Exploratory Strategies

Inductive & Discovery & Reflection &

Problem Solving Laboratory Inquiry

Metacognition
DIRECT METHODS
Expository Strategies
A telling method/lecture
 Facts
 Concepts
 Principles and generalization
stated, presented, defined and interpreted
Deductive – starts with a general statement/role
that is applied to specific cases/examples.
Demonstration – telling and showing method of
performance usually by a teacher or
trained student with the rest of the class
become observer.
Exposition – telling/stating concepts, theories,
principles and coming up with new
examples and generalization.
EXPERIENTIAL METHODS

Exploratory Strategies
Method of logic where one arrives
at a fact, principle, truth or
generalization.
Inductive – Formulating conclusion, definition,
a rule, a principle or a formula
based on knowledge of
examples and details.
– Studying, observing, comparing
many instances or cases in
several instances to discover the
common element to form a
generalization.
Discovery – Teaching students to synthesize
their thoughts to perceive
something that has not been
known before.
– the learner gets directly involved
in learning.
– learning is a result of the learners
own internalized reflection and
experience.
Problem-solving
–using process of reasoning to
remove a recognized difficulty.
Project – method
- Practical units of activity of a problematic
nature carried on by students in a lifelike
manner and natural setting. (construction,
enjoyment, learning process)
Laboratory Method
– first-hand learning
by investigating a problem
by conducting an experiment
by observing
by processing or applying
theories and principles in
simulated setting
Inquiry Method
– giving learners puzzling
situations and are to enter into
investigative work to solve a
problem.
Reflective Teaching
- Learning from own experience
(Analysis and
by considering alternative,
inspection)
interpretation, generating
or evaluating goals,
decisions, actions, beliefs in
the light of alternative
goals and hypothesis.
Metacognitive
– learners are trained to
become aware of and exert
control over their own learning by
using metacognitive processes.
COOPERATIVE LEARNING
TEACHING TECHNIQUES
Cooperative Learning
 COLLABORATIVE INTERACTIVE
STRATEGIES

Round Robin Brainstorming

 CAROUSEL BRAINSTORMING

A strategy used to help students learn new

information or review existing information
through movement and reflection
 It facilitates the development of group skills
(brainstorming, discussion, communicating
information) and also promotes active learning
IMPLEMENTATION

1. Create various “stations” in the classroom.

2. Each “station” has a question written on a
“Manila Paper” and posted on the wall
or laid on the table.
3. Divide students into groups. Each group
has a marker with a color different
from the others.
4. Each group starts answering with their
group number/station until the
group has gone around all stations.
5. There is an allotted time in answering the
question in each station. A bell can be
used to signal changing of stations.
6. Discussion rounds follows.

Rule: no repetition of answers.

 JIGSAW
Jigsaw Method – Aronson 1971 modified by
Slavin, 1986
1. Divide students into groups of 4 or 6 called
Jigsaw group (same number of students in a
group)
2. Divide your content into 4 to 6 chunks
depending on the number of the group
3. Assign one chunk of content to each student
in the Jigsaw group
 JIGSAW
4. Have students meet in Expert Group
to study their topic (same Chunk of
topic)
5. Students (Experts) return to their
Jigsaw groups to present their topic)
6. Assess all students on all the content
 GROUP INVESTIGATION
(GI)

A cooperative learning strategy that

forms groups of students to investigate/study a
given topic. This was designed by Thelen and
refined by Sharan (1984).
A group may have 5 or 6 heterogeneous
members. In some instances, the grouping is
based on friendship, not the conglomeration of
different intellectual levels.
 SIX STEPS TO GI MODEL

1. Topic selection
Students choose specific topics within a
general problem area of the lesson.
2. Cooperative planning
Students and teacher plan specific learning
procedures, tasks consistent with the problem
area. They plan where to get information and
how.
3. Implementation
3.1 Students carry out the plans or
research/investigation which includes
different activities to answer the topic
under investigation.
3.2 Students can get information from
textbooks, books, internet, videotapes,
resource persons and many others
source. The teacher monitors the
groups’ progress.
4. Analysis and Synthesis
4.1 Students will organize their report.
4.2 Students are encouraged to use diagrams,
tables, infographics, displays/exhibits to have
an interesting presentation of their
investigation.
4.3 Students will have a written report and/or oral
report presentation.
5. Presentation of final product which could be:
 whole class presentation
 poster board presentation
 video presentation
 exhibits/learning stations
6. Evaluation
6.1 The teacher shall prepare a rubric to
assess the GI output.

6.2 The teacher must be prepared with the

different types of rubrics in case
students would use any one of the
presentation styles.
 STUDY TEAM ASSISTED
DIVISION (STAD)

A form of Cooperative learning

that uses multiability teams to teach
facts, concepts and skills development
by Slavin (1995).
 How to go about the STAD in the
classroom?
1. Present the lesson to students through
Direct Instruction or Concept
Attainment.
2. Then, organize groups of four or five
composed of high, average and low
achievers.
3. Give the team members worksheets
and/or reading text about the lesson to
master the academic material through
discussion, tutoring, practice, quizzes among
themselves.
4. The teacher prepares a quiz on the topic
to be given after some time that the
students have engaged in the topic to be
learned.
5. The members of the group will take the
teacher’s quiz and each student has to exceed
his/her past score. The higher score/excess of the
base score is called improvement score.
5.1 The student’s mark of achievement is
his/her score that is higher than his/her
latest quiz score (base score)
5.2 The student’s previous score is called the
base score which he/she has to exceed.
5.3 For instance, if a student’s last quiz score/base
score is 20 out of 30 items he/she has to get a
score higher that it such as 22 or 25. It means
he/she got four (4) or six (6) points above
his/her base score/previous score.
5.4 Sample system of Awarding Improvement Points to
individual student
Excess Score on quiz (from base score) Improvement points
Below the base score 0
1 to 5-points above base score 10
6 to 10 points above base score 20
More than 10 points 30
(perfect score regardless
of base score)
6. Add the improvement scores of each
group then give a reward (points or
whatever) to the group with the highest
total of improvement scores.
 THREE-STEP INTERVIEW
1. Group students into pairs.
2. In step one, ask individuals to
interview their partners. In step two,
ask partners to reverse roles.
3. In step three, select a few students to
explain their partners’ answer to the
entire class.
ROUND ROBIN BRAINSTORMING
1. Group students into sets of four or five
each and instruct each group to appoint a
recorder.
2. Pose a question having several answers.
3. Have group members think silently about
responses and then take turns sharing their
ideas with the others in the group.
ROUND ROBIN BRAINSTORMING
4. Ask group members not to criticize one
another's responses. Instruct the recorder to
write down the ideas.

5. After a few minutes, stop the discussions,

and select a member of each group to read
the recorder’s list aloud.
 THREE-MINUTE REVIEW
1. Pause during or at the end of a
lecture or discussion.
2. Ask students to work with partners to
summarize the lecture or discussion.
3. After three minutes, call on a few
students to share their group’s
summary with the class.
 NUMBERED HEADS
1. Group students into sets of four
2. Number the members of each group
one through four.
3. Give the groups questions to answer.
4. Ask each group to decide of an
answer
5. Call on all students with the same
number to take turns reporting to the
class.
 COOPERATIVE LEARNING BENEFITS
Cooperative Learning teaching techniques facilitate learning and
memory by:

 Ensuring attention through active student

participation

 Adding meaning and relevance to the

material

 Enabling students to learn from “modeling” or

through observation of others
Cooperative Learning Benefits
Cooperative Learning teaching techniques facilitate learning and
memory by

 Using repetition and “deep” processing

to help move information into long-
term memory

 Facilitatingfuture retrieval by
mimicking retrieval environments

 Encouraging student participation

 REFERENCES
 Colbeck, C. L., Campbell, S. E., and Bjorklund, S. A., (2000). Grouping in the dark:
What college students learn from group projects. The Journal of Higher Education, 71,
60-83.
 Goodsell, A.S. (1992). Collaborative learning: A sourcebook for higher education.
University Park, PA: National Center on Postsecondary Teaching, Learning, and
Assessment.
 Jacobs, G.M. (2002). The teacher’s sourcebook for cooperative learning. Thousand Oaks,
CA: Corwin Press.
 Johnson, D. W. and Johnson, R. T. (1994). Learning together and alone: Cooperation,
computers, and individualist learning. Boston: Allyn and Bacon.
 Johnson, D. W. and Johnson, R. T, and Smith, K.A. (1988). Cooperative learning
returns to college: What evidence is there that it works? Change, 30(4), 27-35.
 McGlynn, A. P. (2006). Teaching millennials, our newest cultural cohort. Education
Digest, 71(4), 12-16.
 Ormrod, J. E. (2004). Human Learning. 4th ed. Upper Saddle River, NJ: Pearson.
 Slavin, R. E. (1983). Cooperative learning. New York: Longman.
 Slavin, R. E. (1989). Cooperative learning and student achievement: Six theoretical
perspectives. In Advances in motivation and achievement (Vol. 6, pp. 161-177).
Greenwich, CT: JAI Press, Inc.
 Terry, W. S. (2006). Learning and memory: Basic principles, processes, and procedures.
Boston: Pearson.
 Cooperative Learning. Retrieved May 27, 2007 from
http://edtech.kennesaw.edu/intech/cooperativelearning.htm
DEVELOPING CREATIVE
THINKING TEACHING
STRATEGIES
1. Six Thinking Hats (Edward de Bono)
(considering an issue or topic where students assume different point of view)

white hat – information : what is known and needed to be known?

black hat – difficulties/problems: what is wrong?
yellow hat – benefits/values: what are positive or good points?
red hat - emotions, feeling, hunches: what is felt about it?
green hat – imaginative, creative, lateral: what other ways are
there of doing this?
blue hat – reflection, metacognition: what is the best way to control
the process of thinking using all the hats
2. SCAMPER (Bob Eberle, 1999)
to generate new ideas or alternative
ideas for creative divergent thinking substitute,
combine, adapt, modify, put to other uses,
eliminate and reverse/rearrange
Substitute replace with another thing/idea parts of the product, service, solution, concept
and others

“What are alternatives to materials, process, methods you’re already using?”

Combine merge two ideas or stages of process to make it more efficient

“How can you combine seemingly disparate ideas?”

Adapt adjust, make a twist, have minor/major change for a better output, product,
idea, service, etc.
Modify, minify, magnify change the process in a way that it would result to a better capability or
solving a problem.
Put to use make use of an idea, product, service for another purpose or use.

“Can we recycle?”
“Can we utilize?”

Eliminate/elaborate to eradicate something to improve the product, service or idea or add to

it/enhance it.
Rearrange/reverse change the order of the process or positioning for a better effect or output or
for solving a problem.

“Can we interchange?”
“Can we reverse?”
“Can we make it fast? slower? backwards? forwards?”
3. Synectics (William J. Gordon, 1961 )

Describe the Create direct Describe personal

topic analogies analogies

Re-examine the Create new Identify compressed

original topic direct analogy conflicts

Evaluate the
analogy outcome
4. Y Chart (brainstorming of ideas
around 3 dimensions “looks like”
“sounds like” “feels like” in
answering a questions)

Looks like Feels like

Sounds like
DEVELOPING CRITICAL
THINKING TEACHING
STRATEGIES
1. Case Study (a specific lifelike situation/problem is
discussed for the purpose of arriving at solutions or proposals
and recommendation after some analysis and
interpretation)
2. Problem – solving
3. Plus, Minus, Interest (PMI)
 INTERACTIVE
SPEAKERS/AUDIENCE
INTERACTION CONFIDENCE
AND KNOWLEDGE BUILDING
STRATEGIES
1. Panel Forum (direct, conversational, interactional discussion
among a group of student “experts” on a particular topic or
problem being listened to by an audience facilitated by a panel
discussion host)

2. Symposium Forum (student “experts” deliver

uninterrupted speeches regarding the topic followed by
open forum facilitated by a symposium host)

3. Debate (affirmative vs. negative team on a debatable topic

where there are prepared speeches followed by rebuttals and
interpellations)
4. Round Table discussion (discussion about a topic or
agenda headed by a leader who are seated face
to face with one another)
5. Buzz Session (used after a lecture where students are
asked to talk to seatmates so they can discuss and decide
what questions to ask about the lesson)
6. Q and A (students read a topic; they formulate questions
and answers questions from classmates)
SIMULATION STRATEGIES
THAT DEVELOP
CONCEPTUALIZING
SPEAKING, ACTING AND
PRODUCTION SKILLS
1. Role-playing (acting out problem or situation or
a person in relation to the lesson and ends with an
analysis and evaluation of presentation)

2. Dramatizing
TEACHING TEMPLATES OR
ORGANIZERS
(USEFUL IN LESSON PRESENTATION AND
ASSESSMENTS)
1. Charts
2. Matrices
3. Pie Chart
4. Concept Map
5. Concept Web
6. Mind-mapping
7. Storyboards
8. Timeframes/Gantt Chart
9. Outlines
10. Infographics
11. fishbone
10. Venn diagram
13 History Frames/Story Maps

Time and Place Person/People Problem/Goal

Significance Resolution Key Event