In-Text Citation: Cite the following

information below from

legible authors using the
referencing style indicated in
each item. Use 1 whole
sheet of paper.
Salandaanan, Gloria G. Teaching Approaches and Strategies. Quezon City: Katha
Publishing Co. Inc., 2000. p.19

Constructivist theory views learning as a process of

constructing meaning which is greatly influenced by
the learners accumulated experiences and
understandings. It is likewise viewed as a social
process in which learners construct meaning
through the “interaction of prior knowledge and
new learning events.” As an active process, the
learners continuously revise past learning and
reconstruct concepts as they interact daily with the
environment. (APA)
Duke, Daniel L. Teaching. New York: McGraw-Hill Pub. Co., 1990. p. 325

Constructivist perspective where communicative

language learning is highly projected, teaching is
not considered as merely transmitting
knowledge and information facts, concepts and
principles to students as demonstrated in a
lecture method but rather as providing students
with relevant experiences from which they can
construct their own meanings. (APA)
Block, Cathy Collin. Teaching Language Arts. Needham, Mass: Allyn and
Bacon, 1997. p.88

The teachers should create situations in which

the students could exercise their ability of oral
expression. Some of these activities are
celebrative experiences, asking respondent-
centered questions, conducting classroom
conversations, audio and video-tape recordings
and debates, and show and tell. (MLA)
Dell, Helen D. Individualizing Instruction. Chicago: Science Research
Associates Inc., 1989. p. 200

Teacher should cease from being the traditional

“sole source of authority in the classroom.” With
proper recall of existing knowledge which they
gain through experience, she guides them
through skillful questioning and appropriate
cognition processing. (APA)
Alcantara, Rebecca D. et. al. Teaching Strategies 1. Makati City: Katha
Publishing Co. Inc., 2003. p.5

Learning and skill development in interaction

require participation and practice in listening.
The underlying participation and practice are
activities as imitating sounds and sound
patterns, observing (listening) and comparing
forms of oral expressions, and developing
standards for clarity of speech and accuracy of
listening in accordance with specific purposes in
each oral language situation. (APA)