PED 701 – Pedagogical Theory and Practice

Submitted by: Submitted to:

EILEEN N. CUNANAN DR. MERRY RUTH M. GUTIERREZ

READING 3: THEORIES OF LEARNING AND PEDAGOGY: ISSUES FOR

TEACHER DEVELOPMENT
Reading Guide
Before Reading. Complete the sentence to tell what you know about the following
terms:
1.To me, learning is the process of acquiring knowledge, skills, or understanding
may be through experiences or when being taught.
2. Teaching is the process of imparting one’s knowledge, skills or understanding
to others in order for them to learn or understand something.
3. I think of the following about my students when I plan my teaching:
a. The first thing I need to consider is knowing who are my students and their
individual characteristics, such as their learning style or how they learn best, the
kind of multiple intelligence they employ, their span of attention, their ability to
work individually or in groups and other special needs. These factors very
essential when planning my teaching in order to address the varying needs of
my students.
b. The second thing I consider is what they need to learn. What specific topic and
content should be learned.
c. Third is, what are the objectives I need to set in order to target the content that
I have mentioned above.
d. Then I need to look into the teaching strategies/activities that I should use in
order to address the varying needs of the learners.
e. Lastly, what kind of authentic assessment should I make / use to really see
what the students have learned.
While Reading
1. What lessons did you learn personally on the sample stories shared in the article?
a. Street mathematics and school mathematics
From what I personally understand from the story, street mathematics
are mathematical concepts which were learned verbally based on
practical social situation which were applied in concrete, day-to-day,
and real-life context. School mathematics on the other hand, are more on
written and formal structures which are abstract and symbolic
representation of mathematics presented in series of tasks.
b. Young children learning
From the conversation, the child was curious about sloping roof which
is why she initiated the conversation. In the conversation the child
demonstrated an understanding of the concept of a slope where she
asked a logical question of whether their roof was a sloping roof. She
followed series of questions to pursue further knowledge. With the
nature of the relationship between the mother and child, the way the
child speaks to her mother was very natural and spontaneous. The child
was not hesitant in putting her ideas into words.
c. Conversation between teacher and child
The conversation between the student and the teacher, it can be seen
that the teacher was the one asking questions most of the time. The
student on the other hand gave little to no reply. The student in this
conversation was quite restricted when it comes answering the teacher’s
question. The child is quite unwilling in answering the questions,
which is very typical in classroom interactions.
2. How is learning viewed and described in this article?
Learning in this article is viewed as an understanding that takes place in a
real-life situation. Children learn in their own timeline, no pressure, no
artificial learning setup and so learning happens naturally.

3. How did the article define the following?

a. Situated practice- is bringing knowledge and experience in a context that
is connected to social situations to bring about learning. Therefore the
learners are learning by doing.
b. Overt instruction- focuses on the important features of a topic, wherein
one teaches by telling.
 c. Critical framing- is looking into, reflecting, questioning and evaluating
one’s understanding in relation to the social and cultural context.
d. Transformed practice- is applying one’s knowledge or understanding in
new situations.

After Reading.
A. Write questions you would ask your professor or your classmates about the
article.
1. How can you make sure that there is transfer or learning?
2. Which works best, experiential learning or classroom learning?
3. How do you teach as a teacher?
4. How do we contextualize learning?

B. How do you plan to transform situated practice, overt instruction, critical framing,
and transformed practice in your teaching? Write the developmental activities of a
mini-lesson to show your transfer of learning.
Topic/Lesson: Katapatan sa Salita at Gawa
Target level: Grade 8
Skill/Content/Competency Focus: Naisasagawa ang mga mga angkop na
kilos sa pagsasabuhay ng katapatan sa salita at gawa

Time Allotment: 50 minutes

Developmental Activities (Name which element is shown)

First,
(Critical Framing) For the motivation, the students are asked to reflect and
site an instance where they failed to be honest.
Next,
(Overt Instruction) The teacher introduces the lesson about honesty and
integrity.
Further,
 (Situated practice) The students will act a situation they picked from the
bowl and how they are going to respond based on the situation. They are
going to role play on how to show honesty and integrity.
Finally,
(Transformed Practice) The students are asked to make an honesty pledge
on how they can live the value of honesty and integrity.

(Viewing PPT slides on Situated Practice)

READING 4: FIVE PEDAGOGICAL PRACTICES
Before Reading. List down the five (5) most common and frequent teaching
practices you have for the last 3 years. Describe how you do each.
1. Think-Pair-Share – class are grouped into dyads and are asked to
share their thoughts or experience about the statement presented
before them.
2. Collaborative Activity – class are grouped which consist of 5-6
members, they will be given a problem or puzzle to solve.
3. Role Modelling – as Values Education teachers we should walk our
talk, our students must see in us the discipline and the values they
need to learn.
4. Talk-and-chalk – discussing the lesson either using a blackboard by
writing the important points of the lesson or presenting it using
powerpoint.
5. Differentiated Instruction – allowing students to choose on how they
are going to do their performance tasks based on how they learn best
or based on their interest.
While Reading. Fill in the matrix to show your understanding of the article.
Pedagogical How it is done as discussed in the article How I can use it in my class with
approach graders

1.reflecting on Reflecting on one’s practice is done at the I am going to reflect on my last school
practice beginning of and all throughout the course year’s experience and look into the
of teaching in. This is continuously done in strategies, activities and performances of
order to look into the approaches of my students that I feel I needed to
teaching that has worked and what and improve or highlight those strategies
what didn’t in order to improve, change, which are effective in the teaching-
revise the teaching plan. learning process.

2.developing It is done by thinking about one’s thinking Include the students in the informed
metacognitive by being aware of your awareness which decision on how they can learn best in
awareness leads to your intentional decision in your the subject, so that appropriate strategies
own teaching practice. With this you reflect can be employed in the classroom to
and share to your colleagues or even your address their varying needs.
students what they want to accomplish and
how they can improve.

3.modeling and Modelling the thinking, behaviour or Show the students what you want them
explaining practice is not enough. Rather than to do in the performance task and let
assuming that students understand what them do it on their own.
you want them to do, you should explain
to them how it is done so that they will
know how to do it.

4.practicing By reacting to our own reflection and meta- Share to our students our own
pedagogical cognitive awareness, we share to our approaches and practices and explain
transparency students our goals and rationale in the reason behind.
teaching.

5.inviting to engage Reflecting on the teaching and learning I will ask the students to assess and
in reflection and process, then engaging in dialogue with the evaluate the activities and provide
dialogue students will give them the opportunity to opportunity for feedback.
voice out their learning experience, helping
in improving the process and at the same
time motivating the to become active
learners.

After Reading.
A. Get a sample lesson plan/log you already used. Look for
opportunities for improvement in the plan by including at least 3
pedagogical practices discussed. Insert these practices in the plan and
tell how you would implement each.
 Republic of the Philippines
Department of Education
Region III – Central Luzon
Schools Division Of Pampanga
SAN MATIAS NATIONAL HIGH SCHOOL
L. Gomez Subd. San Matias, Sto. Tomas, Pampanga
Tel. No. (045) 436-0669 Email Ad. depedsmnhs@yahoo.com
Banghay Aralin sa Pagtuturo ng Edukasyon sa
Pagpapakatao Grade 8
Ikatlong Markahan - Ikalimang Linggo

I. LAYUNIN
A. Pamantayan Naipamamalas ng mag-aaral ang pag-unawa sa katapatan sa salita at gawa.
g
Pangnilalam
an
B. Pamantayan Naisasagawa ng mag-aaral ang mga angkop na kilos sa pagsasabuhay ng
g Pagganap katapatan sa salita at gawa.
C. Mga (EsP8PB-IIIg-12.1) NaNakikilala ang kahalagahan ng katapatan at ang mga
Kasanayan paraan ng pagpapakita ng katapatan, at bunga ng hindi pagpapamalas ng
sa Pagkatuto katapatan.
(EsP8PB-IIIg-12.2) Nasusuri ang mga umiiral na paglabag ng mga kabataan
sa katapatan.
II. NILALAMAN Paksa: Modyul 12: Katapatan sa Salita at Gawa
Pagpapahalaga: Pagiging tapat at totoo
III. KAGAMITANG Sanggunian:
PANTURO Mangune, Ma. Corazon B. et. al. 2020. Self-Instructional Packets (SIPacks)
Edukasyon sa Pagpapakatao 8: Ikatlong Markahan, Ikalimang Linggo, Department
of Education, City School of San Fernando Pampanga

Bognot, Regina Mignon C., et. al. Department of Education. Edukasyon sa

Pagpapakatao – Ikawalong Baitang, Modyul para sa Mag-aaral: DepEd Ground
Floor Mabini Bldg. DepEd Complex Meralco Avenue, Pasig City. 2013

Punzalan, Twila G. et. al. 2007. Department of Education. Edukasyon sa

Pagpapakatao Ikawalong Baitang, Kagamitan ng Mag-aaral: Rex Book Store, Inc.
(RBSI) 856 Nicanor Reyes Sr. St., Samapaloc, Manila. 200-203

Most Essential learning Competencies (MELC) K to Grade 12 S.Y. 2020-2021

Kagamitang Biswal, Powerpoint Presentation, DLL

IV. Gawaing Guro Gawaing Mag-aaral
PAMAMARAAN
A. Panimulang • Pagdarasal • Panonoorin at sasabayan
Gawain ang
• Pagbati at pagsasaayos ng klase panalangin.
• Pagtatala ng Lumiban
• Balik-aral sa nakaraang aralin o Pagganyak • Sasabihin kung sino ang
wala sa klase.
B. Paghahabi sa • Paunang pananalita ukol sa paksa. Metacognitive-awareness
layunin ng Pagpapakita ng isang post sa social media: In the preliminary activities
aralin discuss to the students the
main objectives of the
• lesson so that they will
know what to target during
the lesson.

• Pagninilay ng mga
Ano ang reaksyon mo sa post na ito? katanungan
• Sang-ayon ka ba sa nabanggit sa post? • Pagbabahagi ng kanilang
• Paano maiiwasan ang ganitong klase ng mga sagot.
pag-iisip?
C. Paglalahad • Halina’t mamasyal sa Tindahan ni Mang • Panonood/pakikinig sa
Honesto. kuwento at pagsagot sa mga
katanungan.

Use Critical Framing as

students watch and evaluate
the story what the characters
did in the story.
D. Pagtalakay • Pagtalakay ng kahulugan ng “Katapatan”at • Aktibong makikilahok sa
ang katangian ng mga taong matapat talakayan at makikinig nang
• Pagtalakay ng uri ng pagsisinungaling maayos.
• Pagtalakay ng mga dahilan ng pagsasabi ng
totoo Use Overt Instruction in
discussing the content and
use Situated Practice in
relating the lesson to real
life situations.

E. Paglalapat • Sino ang taong matapat? • Sasagutin ang tanong base

sa sariling pananaw.
• Paano mo maipapakaita ang pagiging
matapat tuwing mahaharap sa sitwasyon na Reflection and Dialogue
susubok sa iyong katapatan? Reflection is a always a part
of ESP, but also provide
opportunities for dialogue to
engage students in shared
responsibility of improving
the teaching-learning
process.
F. Paglalahat • Pagtatanong sa mga natutunan ng mag-aaral • Tamang kasagutan base sa
ukol sa aralin. kanilang naunawaan.
 G. Pagtataya ng • Pagsagot ng Pagtataya ng Aralin sa pahina • Susundin ang panuto at
Aralin 14 ng modyul. sagutin ang pagtataya.
H. Takdang Aralin “Pangako Ko! Tutuparin Ko!” • Susundin ang panuto at
Gumawa ng pangako sa isang papel, isang gagawa ng output base sa
pangako ng pagsasabuhay ng pagiging tapat nasaksihan at nakita.
sa salita at gawa, upang magsilbing paalala sa
kanila na isabuhay ito sa kanilang araw-araw
na buhay.

Ilagay ang pangakong ito sa frame o kaya

picturan at gawing screensaver sa celfone o
kaya ipost sa inyong social media upanag
magsilbing paalala na laging maging tapat at
totoo.
V. PAGNINILAY
A. Bilang ng mag-aaral na 50 • Lahat nakuha ang mga
nakakuha ng 80% sa
pagtataya tamang kasagutan.
B. Bilang ng mag-aaral na 0
nangangailangan ng iba
pang Gawain para sa
remediation
C. Nakatulong ba nag
remedial? Bilang ng mag-
aaral na nakaunawa sa
aralin.
D. Bilang ng mga mag-aaral
na magpapatuloy sa
remediation.