Guide-in-Making-Science-LP.pptx for education

Making LP

1. 1 Collaborative and Cooperative Learning Approaches Learning Approaches in Teaching Science COOPERATIVE COLLABORATIVE Focus Teacher-centered More on individual achievement Student-centered More on collective achievement Responsibilities Predefined/Imposed (not always) Limited responsibility (each person for a portion of the work) Negotiated/Agreed Community (participants work together to solve a problem)

2. 2 1. Collaborative and Cooperative Learning Approaches Learning Approaches in Teaching Science A. Collaborative Learning Approach Think-Pair-Share/ Write-Pair-Share Stump Your Partner Fishbowl Debate Case Study Team-Based Learning

3. 3 1. Collaborative and Cooperative Learning Approaches Learning Approaches in Teaching Science B . Cooperative Learning Approach Four Corners Peer Tutoring Jigsaw Team Scavenger Hunt

4. Limited/Confirmation Inquiry  – Students confirm a principle through an activity when the results are known in advance. It strengthen already established ideas and practice research skill. 4 2. Inquiry-based Approaches

5. 2. Structured Inquiry  – Students investigate a teacher-presented question through a prescribed procedure. The goal is to provide explanation based on evidence collected during the research process. 5 2. Inquiry-based Approaches

6. 3. Guided Inquiry  – Students investigate a teacher-presented question using student designed/selected procedures. 6 2. Inquiry-based Approaches

7. 4. Open Inquiry  – Students investigate questions that are student-formulated through student-designed/selected procedures. Student-formulated 7 2. Inquiry-based Approaches

8. 8 2. Inquiry-based Approaches Let’s Try! How will you do inquiry based teaching given the competency below? Competency: Investigate properties of acidic and basic mixtures using natural indicators (S7MT-Ii-6) Limited/Confirmation Inquiry   Structured Inquiry   Guided Inquiry   Open Inquiry  

9. 9 2. Inquiry-based Approaches How will this contribute in the development of SOLO Levels among the learners?

10. 10 Learning Approaches in Teaching Science 3. Metacognitive Approach learners are encouraged to assess their learning strengths and weaknesses and utilize them to their advantage sample activities are journaling, think-out-loud tasks the teacher incorporates metacognitive activities in instruction that not only encourage reflection but also promotes critical thinking and further develop HOTS

11. 11 A popular framework for defining the levels of metacognitive learners comes from David Perkins (1992). There are four levels of learner: Tacit Learners Aware Learners Strategic Learners Reflective Learners 3. Metacognitive Approach

12. 12 The  ‘You’  stage involves giving students a lesson starter What is my prior knowledge about the topic? What strategy did I use previously to learn about this topic? 3. Metacognitive Approach

13. 13 The  ‘Plan’  stage consists of setting pupils a task (a  learning goal ). The learning goal needs to be clear and explicit. Predicting how well they will perform a task can also aid metacognition. What approach will I employ to learn the topic? What specific strategies will I take? How long will I do this? What efforts must I give? What could potentially go wrong? 3. Metacognitive Approach

14. 14 In the  ‘Do’  stage the pupils will carry out the task, monitoring their progress as they go. ‘I am doing the task successfully because…’, ‘this strategy is working because…’, ‘I am confused by…’, ‘I might have to change my strategy because…’, and ‘my next steps are…’ 3. Metacognitive Approach

15. 15 3. Metacognitive Approach How is metacognitive approach applied in the sample?

16. 16 Activity 2: Select and Dissect! 1 The class will be divided into groups. 2. Each group will pick one competency from the MELCs to work on and a learning approach to apply in their development of activities suited for learners to achieve their set objectives. 3. Use the soft copy of the template for uniform presentation. You may download and make a copy of the template at bit.ly/HOTSS3Activity 4. Present your group output. Your group is given 5 minutes maximum. You will be rated according to the given rubric.

17. 17 Activity 2: Select and Dissect!

18. 18 Activity 2: Select and Dissect!

19. 19 Rubric Criteria 5 3 1 Alignment to SOLO Framework/Capacity to Develop HOTS The designed activities give room for development of HOTS until relational and extended abstract level The designed activities give room for development of HOTS until uni and multistructural levels. The designed activities do not give room for development of HOTS Utilization of Learning Approach All selected strategies and activities are aligned with the given learning approach. One to two selected strategies and activities are not aligned with the given learning approach. Three or more selected strategies and activities are not aligned with the given learning approach. Creativity and Organization The selected activities are creative and organized. The selected activities are creative but is not organization. The selected activities are not creative and unorganized.

20. 20 Group Members Chosen Grade level and Subject Area: Grade 7 Science Chosen Competency: The learners should be able to account for the occurrence of land and sea breezes, monsoons, and intertropical convergence zone (ITCZ) (S7ES – IVF – 7) Instructional Objectives: At the end of the lesson, the learners should be able to: a. explain the causes of the common atmospheric phenomena; and b. appreciate the role of the atmosphere in the whole system of the earth. Learning Approaches to be used: Inquiry-Based Approach, Metacognitive approach, Cooperative Approach, and Collaborative Approach

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