LEARNING APPROACHES to learnning [Autosaved].pptx

A presentation on the approaches to learning

1. TRAINING ON HIGHER - ORDER THINKING SKILLS PROFESSIONAL LEARNING PACKAGE (HOTS-PLP) FOR ENGLISH TEACHERS JANUARY 29- FEBRUARY 1, 2024 SAMOIKI VALLEY INN BONTOC, MT. PROVINCE FELOMINA L. DASKEO Presenter

2. Supporting Classroom Teaching-and-Learning through Learning Approaches 2 FELOMINA L. DASKEO

3. 3 Session 1: HOTS-PLP Walk-through Session 6: Facing the Forces Session 5: Workplace Application Plan Session 2: SOLO and HOTS in the Classroom Session 7: Professional Learning Community in Schools Session 3: Supporting HOTS in the Classroom through Learning Approaches Session 4: HOTS in Practice Training on Higher-Order Thinking Skills Professional Learning Package (HOTS-PLPs) for English, Science, & Math Teachers

4. Kumustahan! 4 a. How are you in learning the SOLO Models? b. In what aspects of life are the SOLO Model and levels applicable? c. With this, how would you ensure that you develop HOTS among your learners following the SOLO Model?

5. Session Objectives At the end of the session, participants will be able to: 5 identify and describe various learning approaches that support the SOLO Model in English; design an instructional activity that integrates SOLO levels with a specific learning approach for English competency; foster adaptability and openness to embracing learning approaches that are SOLO Model driven PPST Strand 1.5. (P & HP) Strategies for developing critical and creative thinking, as well as other higher-order thinking skills PPSSH Strand 3.2 – (P) Teaching performance feedback PPSS Strand 3.1. (P) Support for Instructional Leadership

6. Presentation Outline 6 Priming Activity Activity 1: Straight from the Field Learning Approaches in EMS Activity 2: Group Output: Select and Dissect Activity 3: Answering Worksheet # 3 Wrap Up : Connected to Commit

7. Activity 1: Straight from the Field 7

8. Activity 1: Straight from the Field 8 The participants will be grouped according to their division or subject area. This activity has two parts: group discussion and group presentation. A. Group Discussion Discuss and describe common learning approaches you utilized in the field. Descriptions may be written in bullet points only. Give remarks on the utilization of learning approaches by citing percentage or how often you use these learning approaches.

9. Activity 1: Straight from the Field 9 Learning Approach Description (bullet points) Remarks (How often is the learning approach utilized?) c. Summarize your discussion in your group’s manila paper. Choose only three approaches to include in the chart. Follow the template below.

10. Activity 1: Straight from the Field 10 B. Group Presentation Share the three learning approaches like how field reporting is done on radio and television. Your group will be given a maximum of three minutes only for the presentation. C. Time Allotment Your group is given 15 minutes to discuss, make the summary chart, and plan for your presentation.

11. Activity 1: Straight from the Field 11 <Insert> 15 minute timer

12. Activity 1: Straight from the Field 12 Group Presentations

13. Activity 1: Straight from the Field 13 Processing Questions

14. Activity 1: Straight from the Field 14 Looking at the tables of each group titled “straight from the field”, how did your group choose or narrow down the three approaches that you included in the chart? are the identified learning approaches SOLO Model driven? If yes, why? And if No, why not? Based on the given description of the learning approaches, which do you think would be most applicable in teaching English? .

15. Activity 1: Straight from the Field 15 3. From the given description of the identified learning approaches, how could these learning approaches help in developing the higher order thinking skills of the learners?

16. Learning Approaches 16

17. What is a learning approach? 17 an element used by teachers to help students understand the information in depth Aflalo, E., & Gabay, E. (2013) primary focus is not on the amount of how much is learned, but on the way people learn Urhahne, D. (2020) Aflalo, E., & Gabay, E. (2013). Learning approach and learning: Exploring a new technological learning system. International Journal for the Scholarship of Teaching and Learning , 7 (1). doi.org/10.20429/ijsotl.2013.070114 Urhahne, D. (2020). Learning approaches. Educational Psychology, 40 (5), 533-534. https://doi.org/10.1080/01443410.2020.1755503

18. 18 The HOTS PLPs deal with varied stems, questions, or activities that you may integrate into your lesson using different approaches .

19. 19 Learning Approaches in Teaching English/Reading Question–Answer Relationship (QAR) Strategy Text Structure Strategy Metacognitive Approach

20. 20 Learning Approaches in Teaching English/Reading 1. Question–Answer Relationship (QAR) Strategy allows learners to determine the relationship between the question and the answer shows learners how to recognize and then answer questions that may either be located in the book or in their heads

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22. What sample strategies can we provide to further explain how is this learning approach being applied in the classroom? How is SOLO Framework aligned to the learning approach and/or strategy? Give examples to increase clarity. 22

23. 23 2. Text Structure Strategy originated from studies that revealed that the content of most texts is organized using a hierarchical structure hierarchical structure of texts fits into one or a combination of two or more of five specific text structures: comparison and contrast, cause and effect, problem and solution, sequence, and description Learning Approaches in Teaching English/Reading

24. What sample strategies can we provide to further explain how is this learning approach being applied in the classroom? How is SOLO Framework aligned to the learning approach and/or strategy? Give examples to increase clarity. 24

25. 25 3. Metacognitive Approach the process of considering and regulating one’s own learning readers can think critically about their own understanding as they read metacognitive strategies may be categorized into planning, monitoring, and evaluating Learning Approaches in Teaching English/Reading

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28. What sample strategies can we provide to further explain how is this learning approach being applied in the classroom? How is SOLO Framework aligned to the learning approach and/or strategy? Give examples to increase clarity. 28

29. Activity 2: Select and Dissect! 29

30. 30 Activity 2: Select and Dissect! The class will be divided into groups. 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. Use the soft copy of the template for uniform presentation. You may download and make a copy of the template at bit.ly/HOTSS3Activity Present your group output. Your group is given 5 minutes maximum. You will be rated accordingly to the given rubric.

31. 31 Activity 2: Select and Dissect!

32. 32 Activity 2: Select and Dissect!

33. 33 Rubric Criterion 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.

34. 34 Activity 2: Select and Dissect! <Insert> 20-minute timer

35. 35 Activity 2: Select and Dissect! Group Presentations

36. 36 Activity 2: Select and Dissect! Processing Questions

37. 37 Activity 2: Select and Dissect! 1.How do you find the activity? 2. Was it easy to craft a SOLO Model sensitive activity? Why or why not? 3. Do you think the designed activity will ensure development of the higher order thinking skills of the learner? In what way? 4. Can you cite specific examples based on the crafted activity that shows development of HOTS for our learners?

38. Activity 3: Worksheet #3 38

39. 39 Activity 3: Worksheet # 3 1. List 3 details you understand about each of the learning approaches of your subject area. 2. List 3 questions or details for clarifications you might have on any of the learning approaches.

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42. 42 Activity 3: Worksheet # 3 <Insert> 15-minute timer

43. Wrap up: Committed to Connect! 43

44. 44 Wrap up: Committed to Connect! As members of the SOLO Model Advocates, participants are to write a commitment statement on the fi rst half of the commitment form (5 minutes). 2. Altogether, the group will recite the second half of the commitment (SOLO) with right hands raised. COMMITTED TO CONNECT… As SOLO MODEL Advocate, I/We commit to practic e: 1.________________________________________ 2. ________________________________________ 3. ________________________________________   And I am connected, and committed to create a learning environment that is SOLO (SENSITIVE to the OVERALL LEARNING needs of OUR beloved learners)  

45. 45 Wrap up: Committed to Connect! <Insert> 5-minute timer

46. 46 “The hardest part of any task is staying committed to its completion. One can think of several compelling reasons to give up commitment. But living up to a commitment and being committed reflects a person’s integrity and character.” Simran Khurana

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48. 48 Training on Higher-Order Thinking Skills - Professional Learning Package Program Management Team Research Center for Teacher Quality (RCTQ) National Educators Academy of the Philippines (NEAP) Professional Development Division Quality Assurance Division NEAP in the Regions Session Guide Writers and Presentation Deck Editors Alson Rae Luna Angelica B. Buaron Angelo D. Uy Analou O. Hermocilla Arnel Jr. M . Camba Eldefonso Jr. B. Natividad Elsie Jane M. Mantilla Fluellen L. Cos Hera Paz B. Yamson Jelly L. Sore Jojiemar M. Obligar Josephine P. Balasan Mae Laarni M. Saporna Marie Vic C. Velasco Maripaz T. Mendoza Mark Anthony A. Durana Melvin Willy II B. Roque Milaner R. Oyo-a Rejulios M. Villenes Renante Juanillo Renato N. Pacpakin Rosalyn C. Gadiano Sally A. Palomo Wilma S. Carrera NEAP Central Office Abdul Haiy A. Sali Guillermo Nikus Telan Dir. Leah B. Apao Jerson R. Capuyan Richie Carla Vesagas