A picture is worth a thousand

words. The use of the different

types of graphic organizers
enhances teaching and learning.
 Vocabulary
Terms and
phrases

Provides the most important characteristics of a

term or phrase, along with examples that further
describe it. Students need to have enough
information to describe the term or phrase
accurately and should have no misconceptions
about its meaning, though they may have only
surface-level understand.
 Time Sequence

Includes a chronology of
important events that
occurred between two
points in time.
 Classroom Instruction
That Works with English
Language Learners
 Episodes

Used for events that occurred at a specific time

and place, had specific participants, lasted for a
specific duration of time, involved a specific
sequence of events, were caused by specific
events, and had specific effects.
 Generalizations/ Principles

Generalization are statements for which

examples can be provided. Principles are
specific types of generalizations that deal
with relationships. Cause/effect principles
articulate casual relationships, whereas
correlational principles describe relationships
that are not necessarily casual but in which a
change in one factor is associated with a
change in another factor.
 Cause/Effect Sequence

Used for events that produce a product or an

effect. Cause may range from simple and
singular to complex networks.
 SUMMARY FRAME

 In addition to the graphic organizers are summary

frames from Hill’s book on a Classroom Instruction
that works with English Language Learners.
 The Narrative Frame
 (characters, setting, initiating event, internal
response, goal, consequence, resolution)
 The Topic Restriction-Illustration Frame
 The Argumentation Frame
 (evidence, claim, support, qualifier)
 The Problem Solution Frame
 The Conversation Frame
 (greetings, inquiry, discussion )
VALUE INTEGRATION
TECHNIQUES/TOOLS
VALUE SHEET

 It should have a provocative statement

wherein it has to raise an issue that will
have a value implication for students.
 Provocative statement: “To make English
as a medium of instruction in schools is a
not a nationalistic act.”
VALUE-CLARIFYING QUESTION

 It is all about asking questions that will show

how people truly value their love when it comes
in our country even if we are using English as a
second language.
 “Can we love our country even if we can speak
English better than Filipino?”
VOTING

 The teacher ask questions that will require

students to take stand on issues by raising
their hands.
RANK ORDERING

 Words or statements are placed on the board

and the students are asked to rank them in
order of their preference.
PICTURE WITHOUT A CAPTION

 The students will be asked to write a caption

for a picture that has no caption and the
student will explain about it.
VALUE CONTINUUM

 A value-laden statement is presented to the

students.
DEVIL’S ADVOCATE

 Debate about a certain situation wherein

before the class ends, teacher makes clear
his/her stand to clear all doubts and confusion.
UNFINISHED SENTENCES

 An unfinished sentences is written on the board

and the students are asked to complete it by
injecting their thoughts about something.
 “If I were Jose Rizal, I…
CONFLICT STORY

 This is best explained by the use of this

example:
 Shall we allow our best teachers, nurses, medical
doctors, and other professionals to contribute to the
brain drain or keep them hereto compete for the
scarce job offerings and contribute to
unemployment.
NON- LINGUISTIC REPRESENTATIONS

 Pictographs
 Photographs
 Generating mental pictures
 Physical models
 Kinesthetic Activity
 Explicit Cues
 Teacher-Prepared Notes
 Comparison Matrix
 English Debate
K-W-L CHART