Republic of the PhiliPPines

DEPARTMENT OF EDUCATION
REGION IV.A CALABARZON
Karangalan Village, Cainta Rizal
2,
Gate
i
it'irt'tii o-li1.. .tlt,!.1?!t Fax:. (O2\6a2-211-4
Email:

09 July 2015

REGIONAL MEMORANDUM
No. tl
s. 2015

TIIE
To.

2C.2I-I R PEDAGOGTCAL APPROACHES

Schools Division Superintendents

Chiefs, Curriculum and Instruction Division

All Others Concerned

1.

To ensure proper implementation ofthe curriculum that adheres to the standards and
principles of basic education curriculum" this Office releases the enclosed guide entitled
"The 2C-2I-lR . K to 12 Approaches Across Learning Areas that Support Teacher Practice"
for use by all curriculum implementers ol Dep ED Region IVA.

2.

The field is encouraged to peruse the guide, composed of several strategies on the flve
pedagogical approaches pointed out in RA10533 (EBEC) designed to assist all teachers in
lacilitating learner-centered instruction" in making the curriculum relevant and in
strengthening teaching and learning process that would redound to better performance of all
learners in any assessment given by the Department of Education (e.g, NAT, PEPT, A &E
etc).

3.

In order to loster productive learner- teacher relations and to help contribute to a

positive learning environment, teachers are highly encouraged to do more research on
these strategies for them to tweak these strategies for better results and to use them
effectively in addressing the needs ofall learners.

4.

Immediate and wide dissemination olthis Memorandum is desired.

DIOSD

clndrjszjr

M. SAN ANTONIO
Director lV

THE 2C-2I-1R:
TEACHING AND LEARNING APPROACHES
ACROSS LEARNING AREAS THAT SUPPORT TEACHER PRACTICE

Teaching and Learning Approaches Across Learning Areas that Support Teacher
Practice is a guide to all curriculum plalners, designers and leaders ofDeptrd Region
IVA. It was crafted to provide support in implementing the approaches prescribed in
RA10533 expected to develop the information ski1ls, learning ald innovation skills,
communication skills, life and career skills of all learners in the basic education
program.
The five ma,jor approaches are Constructivist, Collaborative, Integrative, Reflective ald
inquiry Based Learning ( 2C-21-1R ). These approaches contain five core strategies
recommended for use by instructional leaders and teachers in finding ways to help
learners get excited about their learning, in responding to their abilities and learning
styles ald in building learners competence in doing holistic ald engaging activities
inside ald outside the classroom.

With these strategies, it is hoped that teachers carr now improve

learners

understanding of the learning outcomes, heighten learner's abilitlt to read, write ald
reason, and ultimately meet the K12 curriculum staldards.

Curriculum and Learnine Management Division. Resion IVA

,:;

,'

Inquiry Based Approach is a way of acquiring or obtaining information by investigation

caried out by learners who are eager to lcrow the phenomenon in question. As a process,
learners are involved in their learning by formulating questions, investigating, building their
understanding and creating meaning and new lcrowledge on a certain lesson. At the end, the
new knowledge is used to answer a question, develop solution and support a position or point
of view.
To achieve tfre desired outcomes using this approach, the following strategies can be adopted:

1, Sirnulation is an instructional method where learners are placed in a

context or situation made by the teacher. During simulation, learners
interact in a way where tl'ey themselves are the subject in the laboratory or
classroom. Usually, it is done through role plays, ganes and models.
2. Dernonstration is a teaching technique that lessens teachers aclive role as
a prime source of lcrowledge allowing learners to respect diversilr and work
in the proces,s. It is an important component of overa-11 teaching strateg/
that provides a concrete and visual way of explaining the topic.

Erperinent is a way of doirrg investigation in science classrooms. It

encourages learners interest to manipulate objects, test hl4lothesis and
work together to solve or prove something exciting. In the process, learners
are able to see or relate concepts better contributing to a thorough
understanding of the science concepts.
L

Fteld Study is a malner in which experiments or engaging aclivities are

undertaken in a natural setting rather than in laboratories, classrooms, or
ofier structr-rred envirorunents.

5.

ProJect Work is a met1'od that focuses on the work given by the teacher for
leamers to cany out in groups about a certain problem or situation on a
specffic content.

requires learners to work together towards a common goa1.

This t}?e of learning has been called in valious narrles like collective learning, learning
comnunities, peer teaching, peer learning or team iearning.

Collaborative Approach

In order to achieve a classroom where collaborative learning approach works, teachers must
frr1ly understand learners preferred learning sQzles arrd view of learning- Classroom teachers
shal1 use the following strategies properly;

1- onllne - Collaborative Learning is a method that prepares lea,rners to

be responsible individuals in a technologically advanced society.
Projects ald activities given by teachers to them shall reflect their
cu

rr-ent and future needs.

curriculum and Learnins Manasement Division. Resion

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2.

Jigsaw Method is a cooperative learning technique in which learners

work in a sma1l group. It cal be used in a variety of ways for a varietlr
of goals that allows for an efhcient way for learners to learn content,
develop their listening, engagement and empathy skills aside from
allowing tJlem to interact anong each other and work independently.

3. Thl'rl- Pair- Share is a

cooperative discussion strates/ with three

stages of learners action emphasizing on what learners are to be
doing at each of the three stages (Think -Pair- Share).

4. Integrated Process Approach

namely;

socialization,
internalization.

5.

is a strategr that features four phases

externa.lization, combination and

Peer Teaching is a strate$/ that is carried out by leamers that

involves learners taking on a teaching role in the school setting. The
three forms of peer teaching strategies are reciprocal teaching, peer
tutoring ard cooperative learning.

Integrative Apptoach provides learners with a learning environment t-l-at helps thern
make connections of their learning's acros,s curricula. It focuses on connections rather than
teaching isolated facts. It underscores the elements of content based instruction, locusing
inquiry, thernatic teaching and generic competency model.
To produce good results using ttris approach, proper inplernentation of t1le following shategies
are highly recomnended-

l. Educatlonal Technologr is the effective use of technological tools irr

learning. It concerns an array of tools such as media, machines and
networking hardware as well as the underlying theoretical perspectives for
their effective application.

2. Lecture Method is an oral presentation of information by the teacher. It is

a mettrod of relaying factual information which includes principles,
concepts, ideas and theoretical lcaowledge about a given topic.

3. Discussion Method is a stratery that involves two way commr.uication

between teachers and learners. In t1.e classroom situation, tlee teacher and
learners all participate in discussing and explaining the concepts or toFics.

curriculum and Learnins Management Division, Resion

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3 I ;r'ir' '.l
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4. Bttzz Groups is a method of instruction where a group can be divided into

sub-groups to discuss one or two specific questions or issues related to the
main topic.

5. Brainstorming is a stlates/ where pat:ticipants are encouraged to ask, share

explain arrytbjng related to the topic and to 1et ttrese ideas flow fieely
during the teaching- learning process in order to arrive at a conclusion for
a speclfic problem.

Constructiwist APProach allows learners to be active in tie process of constructing

meaning and knowledge rather than passively receiving information. It fosters critical
thinking and provides learners with a learning environnent that helps tfiem make corrnections
with their learnings.
To ensure that learnerc are maters of meaning and lcrowledge in the process, the following
strategies are suggested;

l.

Thtnktng Skllls Strategles are strategies that strive to improve achievement

by consciously developing learners ability to consider ideas, anaTyze perspectives,
solve problems and make decisions on tfreir own.
Teachlng Strategies are methods that strive to improve
learners actievement by engaging learners in individual or group experiential
learrfng opporturrities suctr as purposeful conversadon, project plalning, hands on
inquiry, analysis and product creation.

2. Activity -Based

3.

Dlrect Instruction Strategies are the qr'rickest way to impart knowledge where
teachers words and actions both grride and model the learning.

movement in teacher education in wtrich teachers

basis in order to consider alternative means for
practice
underlying
own
and
its
analyze their
achieving their ends. (Perrington, 1992)

Reflectiwe Approach signifies a

Some of the shategies

that a teacher

can make use of are;

1. Multirnedia Presentatlotr is the effeclive use of instructional materials

a wide range of electronic media allowing the learners to reflect

teactring
learning process.
aier the

t-hat

utilize

2. DrtU atrd Practice is a technique with emphasis

learners reflect on their skil1 or learnings.

on repetition after the

3. Mental Modelltng is a strates/ intended to enhance learners ability to

direct their own learning after gaining an insight in any cogrritive process
or activity.

curriculum and Learnina Manasement Division. Reaion lvA

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OVERALL PLAN

FIR

INQUIRY BASED LDARNING ACTIVITY

f,hat Learners Need To Ask

What Learners Know

TTow

Learners

Learners Want to

Goal

of the

What

Act

SCIENCE

did Learners Learn

Unexpected Learning' s

Know

l{hat Else Learners Klow

Why

IN

What

know

ivity

Skills will I

lYhat

What

Resources

Use

Do

IIow

Need

lYell Learners Achieve thc (ioal

What Changes did Learners have Lo

Make to Meet the Goals

Might Go Wrong

Sub-Goa I s

What Procedures
T Neecl

Due Dat c:

loeis
Cons

ider

ind

Feel ings

here

to

or

Next

Steps

St eps

Fo I low

El se

These St rat eg ies

Can

Use

What Learners
Feel About

curriculum and Learnins Manaeement Division, Resion

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Need

to 'lhink

I r . .,

and

TEACHING GUIDE FOR COI,LABORATIVE

St

rategy

Classroom
Appl i cat ion

LEARNING

igsav

ACTIVITY IN

Pr-rzz

le

|'{ode

MATII

Learners wiil be able to solve 2 problems that would require

them to find the mean, mediar, mode and raage from the given data.

Divide the class into 5 or 6 jigsaw groups. The groups should be

diverse in tcrms o[ gender, ethnicit], racc, arrd abilitt'.
Appoint one sludent from each group as the lcader. Initialiy, this
person should be lhe most mature student in the group.
Dir i le rhe les-on inio 4 sFgnenLs:

(1) Solving
(2) Soiving
(3) Solving
(1) Findine

for the mean from groupcd,

ur\grouped data

for median from the given grouped, ung.ouped

dara

for the mode of the given grouped, uJrgrouped

the range of the given dala.

data

/
How

Assigr each student to learn one segment, making sure students have
direct access only Lo their own segnent.
/ Cive students time lo read over lheir segment at least t\.uice and
becone familiar with it. There is no need for them Lo memorize it.
"/ Form temporary "expert groups' by having one student lrom each jigsalf
group join other students assigned to the same segncnt.
/ 6ive studcnts in lhese expert groups time 10 discuss the oain points
of their segnent and to rehearsc thc presentations they lvill make to

/
/

thci r j igsaw group.

*ine the students back into their j igsarv groups.
Ask each student to present her or his scgment to the group.
Encourage others in the gloup to ask questions for clarification.

Obscrving the process.

F\oaf from group to group, observing the process. If any group is

having troubl-. (e.g., a member js dominating or disruptive), make al
alrpro!- ia tc inte,v.nlion.
"/ Eventually, it's besL for the group ieader to handle this task.
Lcaders can be trained by whisurring an instruction on how to
inLervene, until the leader gets the hang of it.

At the cnd ol the session, give a quiz so that students cluickly

realize that these sessions are not jusl for fun ald ganres.

Curriculum and Learninq Manasement Division. Region IVA

come to

6lFart

TEACHING GUIDE FOR INIEGRATIYE TEACHING

Content

Content Staldards

(C,ompetencies)

{to xt{OW skils)

IN lLE

Performance St.ndrrds
(to

Do skills)

Cou3e l: Inkoducttoa to
Entrepreaeltr3hip lcorel
sugge.ted The:
LveL Grade I r
Grade

10 Pathway

Courc Owawter

Sta da.ds

Forndruoarl objectlve3:
CoEDoa Elaeltlal Le.ahg*

Fordatl@ol objectlve.s

Assess Vocational Skills- Knowlc.lse and Iln.lcrsfAndins

Title:
l,evel:

Crcdit value:
Outcomes

karnhg

The lesrner

Assessment Cnteria

stn:

1 Be able to prcpare assessrnents of vocational

The lee"ner can:

skills, knowledge and

2 Be able to carry out asscssments olvocational skills, knowledge and

3 Be able to provide required inlorrnation following the assessment of
vaatio.sl skills knowledoe an.l rn.lerstandins.
4 Be able to maintaln legal and good pmctice requlrements when
assessins vocalional skills. knowledae and understandina.
Evidence Requirements and Assessment Guidance Ifor the complete Unit)

Additional informaiion about the Unit

Unii aim(s)
D.tails ol the relationship between the Unit and relevant naiional
cupational standanls {il appropriate)
Details of the reLationship between the Unit and othc. slandards o.
curricula {ilaDomDriate)
Assessment requirements specified by a sector or.egulatory body (if

kalning arld Development

NOS Standard 9: Assess

I.earner Achievement-

Curriculum and Learninq Manasement Division. Resion IVA

References
Aside from RA10533 and related K to 12 documents retrieved from
DepEd website, ttre following references are consulted and used
to clariiy the meanings of terms and contexts used in this document.

Ciccorico, E- W (1970). lntegration in the Curriculum .main Currents in Modern

thought.

Cothron,

J. H-et.al (2OOO)- Students and Research: Practical Strategies

for

Science Classrooms. Kendall Publishing Co.

Dewey, J. (2O08). Democracy and Education. Virginia.

Wilder Publications.

Dooley,M.(2OO8).A Gtridebook to Moderating lntercultural Collaboration Online.

Miller, T.L. (1999). Chapter 7. Constructivism and the Nature of

Science.

Springerl-ink.
Neqrrnaln,

F.

M et.al (1995). Authentic Pedagos/: Standards that boost Student

Restructuring Schools. Retrieved fiom

Performance, Issues in

@
Warner, J. Alna et.a1.(2oO8). Implementing lnquiry Based Teachirrg Mettrods.
University of Florida Education.

Wilfied,A. (2OO2). Theory and Practice Aom Inquiry Based Approaches to

Science Education

Won,M. (2009).

Issues on Inqrriry based

Science Education seen through

Dewey's Theory of Inquiry. Ideals Illinois.

Curriculum and Learnins Manasement Division, Reeion IVA

t,,