College of Teacher Education Technology for Teaching and Learning 2
Republic of the Philippines
APAYAO STATE COLLEGE
San Isidro Sur, Luna, Apayao
Worktext
in
Technology for
Teaching and Learning 2
Prepared by:
MARVELYN D. IGNACIO
Instructor
College of Teacher Education
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College of Teacher Education Technology for Teaching and Learning 2
Techniques and Strategies in Teaching
Discovery Approach
✓ The ultimate goal of this approach is that learners learn how to learn rather than what to learn.
✓ for developing their higher-order thinking skills
✓ This approach refers to an “Inductive Method” of guiding learners to discuss and use ideas already
acquired as a means of discovering new ideas.
✓ It is "International Learning”, both the teacher and the learner play active roles in discovery
learning.
Demonstration Approach
✓ providing learners with content-related problems that serve as the foci for class research
activities.
✓ The teacher provides/presents a problem then the learners identify the problem.
✓ Such problem provides the focus which lead to the formulation of the hypothesis by the learners
✓ Once the hypotheses have been formulated, the learners’ task is to gather data to test hypotheses.
✓ The gathered data are being organized then data analysis follows to arrive to
conclusion/generalization.
✓ The teacher provides/presents a problem then the learners identify the problem.
✓ Such problem provides the focus which lead to the formulation of the hypothesis by the learners.
✓ Once the hypotheses have been formulated, the learners’ task is to gather data to test hypotheses.
✓ The gathered data are being organized then data analysis follows to arrive to
conclusion/generalization.
Practical Work Approach
✓ The learners in this approach, manipulate concrete objects and/or perform activities to arrive at a
conceptual understanding of phenomena, situation, or concept. The environment is a laboratory
where the natural events/phenomena can be subjects of mathematical or scientific investigations.
Activities can be done in the garden, in the yard, in the field, in the school grounds, or anywhere as
long as the safety of the learners is assured.
Individualized Instruction Using Modules
✓ This permits the learners to progress by mastering steps through the curriculum at his/her own
rate and independently of the progress of other pupils.
✓ Individualizing instruction does not imply that every pupil in the class must be involved in an
activity separate and distinct from that of every other child. There are many ways of
individualizing instruction: grouping, modules- self-learning kits/materials, programmed
materials, daily prescriptions, contracts, etc.
Brainstorming
✓ teacher elicits from the learners as many ideas as possible but refrains from evaluating them until
all possible ideas have been generated.
✓ It is an excellent strategy for stimulating creativity among learners.
Problem Solving
✓ a learner-directed strategy in which learners “think patiently and analytically about complex
situations in order to find answers to questions”
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✓ When using problem-solving for the first time:
➢ select a simple problem that can be completed in a short amount of time.
➢ Consider learners’ interest, ability level, and maturation level.
➢ Make sure resources (materials or equipment) are available.
➢ Make sure that learners are familiar with brainstorming before you implement problem
solving.
Cooperative Learning
✓ eliminates competition among learners. It encourages them to work together towards common
goals.
✓ It fosters positive intergroup attitudes in the classroom. It encourages learners to work in small
groups to learn.
✓ The group learns a particular content/concept and every member is expected to participate
actively in the discussion, with the fast learners helping the slower ones learn the lesson.
Inquiry Teaching
✓ learners with content-related problems that serve as the foci for class research activities.
✓ The teacher provides/presents a problem then the learners identify the problem.
✓ Such problem provides the focus which lead to the formulation of the hypothesis by the learners.
✓ Once the hypotheses have been formulated, the learners’ task is to gather data to test hypotheses.
✓ The gathered data are being organized then data analysis follow to arrive to
conclusion/generalization.
Integrative Technique
✓ The Integrated Curriculum Mode (Integrative teaching to some) is both a “method of teaching and
a way of organizing the instructional program so that many subject areas and skills provided in
the curriculum can be linked to one another”.
Modes of Integration
1. Content-Based: The content of Science and Health can be integrated in the teaching of
language skills in English.
Some topics/content in Sibika at Kultura and Heograpiya/ Kasaysayan/Sibika were used as
vehicle for the language skills development in Filipino
2. Using Thematic Teaching: Some themes can center on celebrations, current issues, learner’s
interests/hobbies, priority
Ten Creative Ways to Teach
1. Use dramatizations
✓ Invite children pretend to be in a ball (sphere) or box (rectangular prism), feeling the faces, edges,
and corners and to dramatize simple arithmetic problems such as: Three frogs jumped in the
pond, then one more, how many are there in all?
2. Use children's bodies
✓ Suggest that children show how many feet, mouths, and so on they have. Invite children to show
numbers with fingers, starting with the familiar, "How old are you?" to showing numbers you say,
to showing numbers in different ways (for example, five as three on one hand and two on the
other).
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College of Teacher Education Technology for Teaching and Learning 2
3. Use children's play
✓ Engage children in block play that allows them to do core subjects in numerous ways, including
sorting, creating symmetric designs and buildings, making patterns, and so forth
4. Use children's toys
✓ Encourage children to use "scenes" and toys to act out situations such as three cars on the road,
or, later in the year, two monkeys in the trees and two on the ground.
5. Use children's stories
✓ Share books with children that address core subjects but are also good stories.
6. Use children's natural creativity
✓ Children's ideas about core subjects should be discussed with all children.
7. Use children's problem-solving abilities
✓ Ask children to describe how they would figure out problems such as getting just enough scissors
for their table or how many snacks they would need if a guest were joining the group. Encourage
them to use their own fingers or manipulatives or whatever else might be handy for problem
solving.
8. Use a variety of strategies
✓ Bring the core subjects everywhere you go in your classroom, from counting children at morning
meeting to setting the table, to asking children to clean up a given number or shape of items. Also,
use a research-based curriculum to incorporate a sequenced series of learning activities into your
program.
9. Use technology
✓ Try digital cameras to record children's work, in their play and in planned activities, and then use
the photographs to aid discussions and reflections with children, curriculum planning, and
communication with parents.
10. Use assessments to measure children's learning
✓ Use observations, discussions with children, and small-group activities to learn about children's
critical thinking and to make informed decisions about what each child might be able to learn
from future experiences.
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College of Teacher Education Technology for Teaching and Learning 2
Activity No. 1
Techniques and Strategies in Teaching
Direction: Identify the most appropriate Technique/s and Strategy/ies to be used for the topics that you
have chosen in your previous activity. Use the table below to summarize your answer.
Topic/s Per Learning Outcome Technique/s and Strategy/ies in Teaching
A. Learning and Innovation Skills
1. 1.
2. 2.
3. 3.
B. Information, Media and Technology Skills:
1. 1.
2. 2.
3. 3.
C. Life and Career Skills:
1. 1.
2. 2.
3. 3.
Reflection
❖ Choose the best strategy suited to you and your students. Explain how will you employ it
in your class.
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College of Teacher Education Technology for Teaching and Learning 2
Communication and Collaboration in the Classroom
All Children must be ready for a Different world.
➢ Parents want it!
Parents want their children to graduate with skills that prepare them to either get a job in today's
marketplace or advance to higher levels of education and training.
➢ Employers want it!
Employers want to hire employees who are honest, reliable, literate, and able to reason,
communicate, make decisions, and learn.
➢ Communities want it!
Communities want schools to prepare their children to become good citizens and productive
members of society in an increasingly technological and information-based world.
➢ And most of all… Learners need it!!
Our mission: Produce Technology-fluent learners. Within an effective educational setting, technology can
enable learners to become:
➢ Capable information technology users
➢ Information seekers, analysers and evaluators
➢ Problem solvers and decision makers
➢ Creative and effective users of productivity tools
➢ Communicators, collaborators, publishers, and producers
➢ Informed, responsible, and contributing citizens, to live, learn and work successfully in an
increasingly complex and information-rich society.
Technology productivity tools
➢ Students use technology tools to enhance learning, increase productivity, and promote creativity.
➢ Students use productivity tools to collaborate in constructing technology-enhanced models,
prepare publications, and produce other creative works.
Technology communication tools
➢ Students use telecommunications to collaborate, publish, and interact with peers, experts, and
other audiences.
➢ Students use a variety of media and formats to communicate information and ideas effectively to
multiple audiences.
Use of Cell phones in K-12 Learning
Cell phones can be used as:
• data collection tools: audio recorders, digital cameras, and digital camcorders.
• classroom projects: creating ring tones, text messaging, mobile Web Pages, and mobile
surveys.
• Research and Organizational Tools
• Gcast: You may record using your cell phone directly to a website as an audio file that you
can move to your own blog, mix, edit, etc.
Use of iPods in K-12 Learning
• For subject revision: Students may download a topic revision into their ipods!
• Dioramas:
• Popup cards:
• 3D Art Photos: Finger Puppets
Use of Digital Cameras in K-12 Learning
Here are a few applications that your digital camera may be used for:
• illustrate steps in a procedure, to aid in writing "how to" paragraphs
• use a photo as a prompt for narrative or descriptive writing
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College of Teacher Education Technology for Teaching and Learning 2
• school newspaper, class newspaper or newsletter
• graphics for written reports and presentations
• write letters to pen pals and others (such as reading buddies in another grade), inserting
photos
• e-mail class updates to parents, with attached photos
• write a class novel with live-action photos as illustrations
• ABC alphabet book [use real objects to enhance letter sound correspondence]
• All About Us [take photos of students and let them write about themselves this is especially
good for kindergarten!]
• take photos on field trips, to aid in writing about them later
• publicize a class play or project, etc
Activity No. 2
Communication and Collaboration in the Classroom
Direction: (Refer to Previous Activity) Identify the most appropriate Learning Resources/Technology to
be used for the topics that you have chosen. Use the table below to summarize your answer.
Topic/s Per Learning Outcome Learning Resources/Technology
A. Learning and Innovation Skills
1. 1.
2. 2.
3. 3.
B. Information, Media and Technology Skills:
1. 1.
2. 2.
3. 3.
C. Life and Career Skills:
1. 1.
2. 2.
3. 3.
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