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DEPARTMENT OF EDUCATION
RTGION rv-A CALABARZOI{
Gate 2, Karangalan Village, Cainta Rizal
REGIONAL MEMORANDUM
no. 2b3
s.2016
ntendents
TO
FROM
SUBJECT
DATE
ln support to Regional Memorandum No. 11, s. 2015, entitled The 2C-21- 1R Pedagogical
Approaches and as mandated by RA 10533, this Office reiterates the use of the 2C-21- 1R approaches
(Constructivist, Collaborative, lnquiry -Based, lntegrative, and Reflective) cum suggested strategies
and underlying principles behind each pedagogical theory to better implement the Enhanced Basic
Education Curriculum in allgrade levels.
To ensure that this will be properly implemented in all schools in CALABARZON, the Quality
Assurance Monitoring and Evaluation (QAME) Division in coordination with the Curriculum Learning
and Management Division (CLMD)willtake the lead in monitoringthe adherence of ourteachers using
the attached Assessment Tool. Assessment results will be used in formulating CLMD policyto articulate
quality performance of the learners.
Enclosed is the manuscript from different experts that will serve as guide in the implementation
of such.
lmmediate and wide dissemination of this Memorandum is desired.
To be indicated in the Perpetual lndex
under the following subjects
ACADEMIC
METHODOLOGY
TEACHER
CURRICULUM STUDENTS
tr#ffi
EDUKASYGN
District:
Division:
Name of Teacher
MEANS OF
Pedagogical ApProach
INDICATORS
Reflective
lnquiry-
Constructivist
lntegrative
Collaborative
Based
1-. What
pedagogical
approach was
2.
3.
used in the
lesson?
How was it
used?
lnefficiently
teacher uses
Never
Manner of Delivery
Properly
with
Effectively
mastery
Frequency of Use
Sometimes
appropriately
Always
the method/s
4.
the
method/appr
Appropriateness
ls
nd Releva nce
No
Partly yes
Yes
lnappropriate
Appropriate
very
oach used
appropriate
5.
and relevant
to the
obiectives?
How do you
rate its
appropriatene
ss to the
lesson?
How do you rate
the competency of the
teacher in terms of the
pedagogical approach
appropriate
6.
Teache/s Competence
lncompetent
Very
Competent
competent
used?
Pupild participation
Very Active
Passive
Active
No
Partly ves
Not Achieved
Partly Achieved
Activities
Yes
Verv much
Outcomes
Achieved
objectives?
l.lmproved learners
understanding of the
lesson
2. Heightened learner's
ability. to read, write
and reason
Observed by:
Designation
VERIF!CATION
Corstructivist Approath shows learners to be active in the process of constructing meaning and knowledge rather than passively receiving information.lt{osters critica,
thinking and provides learners with a learning environment that helps them make connections with their learning. Learners are the makers of meaning and knowledge.
STRATEGIES
Features
(whatth. 3ftat.gr h.ll abourl
l.Thinking Skills
Strives
(Fohs/wp.!
*ratgy)
to improve
ach;evement by consciously
developing learners ability to
consider ideas
-Analyzes perspectives
- solves problems and makes
decisions on their own
- Engages learners in
individual or group
2. Activity aased
Sugtestd Activity
experientiallearning
oPportunities such as
PU rpo sefu I co nversation,
project planning, hands on
inquiry, analVsis and product
creation,
Performance)
Rubrics
The 3 A's
OBP (Outcomes-Based
A.tivity
'
Paper presentation
demonstrate themultiple
intelligences of the learner
STRATEGIES
Fatures
Suggested Activity
(Howto us th.
strat*l
m.asmto 6. to lnplm.ntth:
straregyl
learning in
Laboratory experiment
results
3, Direct lnsiruction
Template completion
creation/interpretation
STRATEGIES
Features
Suggested Activity
(H6sto
Prepares {earners to be
responsible individuals in a
1.
technologically
onlineCollaborative
advanced
1)
us th
sh.t.8y)
(Fdms/tp.s o{m.suE to
scbfll
Project Presentation
Paper presentation
Action Research (SHS)
2)
STRATEGIES
2.
Jigsaw Method
Features
lwhatth,taregy
is a,r
Suggested Activity
aboud
(Howto
- ls a cooperative learning
technique in which learners
work in small groups. lt can
be used in a varjety of ways
for a variety of goals that
allows for an efficient way
for learners to learn content,
The TDAR
us th
strat sv)
A.tivity
(Forms/typer or
experiencesfeeling during
the group discussion
Produd ofthe group (in line
with the rubrics provided by
the teacher)
3.
Th'nk-Pair-Share
- ls a
strategy in which
students work together to
solve a problem or answer
presentation
Paper Reflection (Self
assessment)
Observation Checklist ta
monitor the desiable
ottitudes oJ the leatners
during colloborative work.
STRATEGIES
4.
lntegrated Process
Approach/Project
Management
Features
- A hiehly collaborative
activity for it requires the
whole team to think of the
entire project and all of its
systems together/ emphasize
connections and improve
communication
among
Peer Teaching
b inplem.ntth.
s$.t *)
Paper presentation
The Process/A.tivity
- Think ofthe project as a wrole
- focus on life cycle design
- Work together as a teorlr from the beeinnine
Project Presentation
Exhibit
Case studies presentation
Debates results
Collaborative writing
Demonstration
project.
fvolrdte
soiutions
5.
Suggested Activity
lHowto us.rh.3tEt gv)
(Whatthestrar.syk.llabouO
met
Paper presentation
the Lesson.
6roup reports
learning,
***The
INTEGRATIVE APPROACH
lntgrative Leaming is a learning theory that describes a movement toward integrated lessons helping students make connections across curricula; making connections with
a major, between curriculum, co-curriculum, or between acadernic knowledge and practice.
STRATEGIES
Feature5
(whatthe strar.rY
is
suggested
allabour)
A.tivity
{Bowto $ th etrateev)
st,.r.sv)
The 4 As Activity
1. Scaffold-Knowledge lntegratjon
- lVakes thinking
visible
- Models scientific
thinking; scaffolds
students to make
- Helps students
listening to others;
designs discussions;
highlights cultural
normS
lifelong learning
EncoLrrages
monitoring; provides
complex projects;
revisits and
generali2es inquirY
processes; scaffolds
critique
Application(PromoteautonomV/lifelonglearning)
Features
(whatth. strat
sy is arr
2. Content"Based lnstruction
(CBD
Suggested
aboutl
ue.
th. stnt.sy)
str.t
gy)
on the
to learn as a tooltor
developing knowledge. They
develop their linguistic
ability in thetarget language
with the content of a
particular subject.
This isthoughtto be a more
natural way of developing
language ability and one that
corresponds moretothe
waywe originally learn our
first language.
Six-T's Featurs
Themes - Central ideas that
organize major curricular
units
Text - content resources
which drive the basic
planning oftheme units
Topics subunits of content
which explore specific
aspects
lHowb
A.tivity
ofthetheme
Analysk
Abstraction
Application
Adion research
(SHS
STRATEGIES
F6atures
{whatthd srr.tesy h all.bout)
Suggested Activity
{Howio
us
sBbfl)
Transitions' explicitly
planned actions which
provide coherence across
iopjcs in a theme unit and
across tasks within topics
3. Them atic Teaching
lntegrates basic
discipline of all
subjects
coherent "whole"
and when they can
culminatine perforrnance
acquires knowledge
best when learning
connect what
they're learning to
the realworld.
Seeks to put the
teaching of cognitive
skills such as
reading,
Features
STRATEGIES
(whatth strat.gy
is
Suggested Activity
(How i6 !s th. $tsy)
a/laboutl
d,ar.*l
impl.mentth.
that
enough to be
practical, and broad
enough to allow
creative exploration.
+* +The INQUIRY-BASED
Approach
lnquiry-bdsed leoning is oh opprooch of ocquiring or obtoining inJormotion thtu investigation carried out by the leornerc who ate edger to know the phenamenon in
question. ]t is used to engage leatners oJ all oges to learn by explorotion and discavety. As leorners jnvestigate. they build their understdnding and creote meoning dnd new
knowledge on a cettain content/ topic. The process ol inquiry begins with qothering informotion ond doto through seeing, hedring, touchinq, tostinq, and smellinq.
Features
STRATEGIES
lwh.tthe str.tey
the
is alr
SugSested Activity
(Howto us.th. *srsv)
aboutl
- Dernonstrates an
activity or a process
of a given content/
topic. Post the topic
as a statement
starter or a question
on small board
Communicates
through writing with
markers,
questions and
asking
{Foims/tvps ot
- Formaland informal
observations
- Discussions /conferences
Tasks done in groups
- Demonstrations /Performances
- Projects /Portfolios
- Peer and Self Assessment
STRATEGIES
Features
lwhatth.stat *is.llabouo
making
comments
to each
2. Knowledge-Building
community model
Suggested Activity
(Howto w.thd stEt.cyl
other's
Collects/processes the
results at the end to use as
data for
later adivities
based on the community of
earner's participation.
This
{Forn3/typ6
&Ar.het
orh.suEto
ltnt
us to
rnplen.ntt,r
gY)
1999)
Conceive(ldea/conceptformulated)
Act (Application ofthe concept)
Perceive (Awareness on the usabilityoftheconcept)
The EIBU
A.tivity
- Formaland informal
- Discussions /Conferences
- Tasks done in groups
- Demonstrations /Pedormances
- Projects /Portfolios
Peer and 5elf Assessment
- Self- reflections
results.
- An adivity of
doing
investigation
Encourages
hypothesis
learners
interest to
manipulate
objects, test hypothesis and
able
to see or
relate
thereby
contributing to a thorough
understanding of concepts .
conceptsbetter
STRATEGIES
Features
{whatthe strrt.cy
is
Suggested Activity
all.bou0
{Howb
{Forn3/typ* orm.*ue to
ur th. $b*)
!*
to rmprehentth.
stEtegv)
Analyzes/evaluates
the obtained
information by
teacher and learner
Engenders
improvements in
teaching towards
effective learning.
bytheteache.or
behavioralpatterns)
Ask (Post questions to get ideas or opportunities on
an area that interest you to improve/develop)
Diary Presentation
Paper writing
Reports