The principal elements that make teaching and

learning possible and attainable are the teachers,

the learners, and a conducive learning
environment. The teacher serves as the prime
mover of the educational wheel. The learners are
the key participants in the learning process. The
favourable environment provides essential
features and ingredients that could make
headway in guiding the processes and
methodologies needed for a smooth linkage
among the three.
The Learner
 The Nature of the Learner
The learner is an embodied spirit - a
union of a sentient body and a rational
soul. His body experiences sensations, and
feels pleasure and pain. His soul is the
principle of spiritual acts, the source of
intellectual abstraction, self-reflection,
and free rational volition.
 The Fundamental
Equipment ofAPPETITIVE
COGNITIVE the Learner
FACULTIES FACULTIES
•Five (5) senses • Feelings
•Instinct
•Imagination
• Emotions
•Memory • Rational Will
•Intellect
 Five (5) senses

“There is nothing in the mind which was not first in

some manner in the senses”
 Instinct
 Latin word instinctus – impulse
 Natural or inherent capacity or tendency or
respond to environmental stimuli such as
danger signs for survival or self-
preservation
 Imagination
 The ability to form a mental image of
something that is not perceived
through the senses
 The ability of the mind to build mental
scenes, objects or events that do not
exist are not present or have
happened in the past
 Memory
 Retaining and recalling past experience
 Memorizing without understanding
 Intellect
• Forming ideas and concepts
• Reasoning includes analyzing
• Making judgment is evaluating
 Feelings and emotions
 Emotion is the on/ off switch for learning
 Positive feelings and emotions make the
teaching-learning process an exciting and
a joyful, fruitful affair.
 Negative feelings and emotions make the
same process a burden.
 Rational will
 Serves as a guiding force and the main
integrating for in his/her character
 Makes the learner free to choose or not to
choose
 Resist the temptation to be influenced by
bad peer group
 Strengthening the will – focus of ESP
 Factors that contribute to the
differences among learners
All learners are equipped with
cognitive as well as appetitive faculties
however, they differ in the degree to
which they are utilized and expressed on
the account of the learners’ abilities,
aptitudes, interests, values and attitudes
and home background.
1. Ability
• The students’ native ability dictates the prospects of
success in any purposeful activity. It determines their
capacity to understand and assimilate information for
their own use and application.
2. Aptitude
• It refers to the students’ innate talent or gift. It
indicates a natural capacity to learn certain skills.

3. Interests
• Learners vary in activities that are undertaken due
to a strong appeal or attraction. Lessons that give
the learners the chance to express themselves will
be more meaningful and easily absorbed.
4. Family & Cultural background
• Students who come from different socioeconomic
background manifest a wide range of behaviour
due to differences in upbringing practices.
5. Attitudes
• Attitude refers to an individual perspective and
disposition.
• Some positive attitudes are curiosity,
responsibility, creativity & persistence.
 Gardner’s Multiple Intelligence Theory
1. Verbal-linguistic Intelligence
2. Logical-mathematical Intelligence
3. Spatial Intelligence
4. Bodily-kinaesthetic Intelligence
5. Musical Intelligence
6. Interpersonal Intelligence
7. Intrapersonal Intelligence
8. Naturalist Intelligence
9. Existential Intelligence
 linguistic intelligence “word smart”
logical-mathematical intelligence “number/reasoning smart”
visual-spatial intelligence “picture smart”
bodily-kinesthetic intelligence “body smart”
musical intelligence “music smart”
intrapersonal intelligence “self smart”
interpersonal intelligence “people smart”

naturalist intelligence “nature smart”

existentialist intelligence “existence smart”

 Learning Styles
Rita Dunn and Ken Dunn Learning Style Model
 The Professional
 “licensed Teacher
professional who possesses
dignity with high moral values as well as
technical and professional competence…he
adheres to, observes, and practices a set
of ethical and moral principles, standards,
and values.” (Code of Ethics of
Professional Teachers, 1997).
 who went through four to five year
period of rigorous academic
preparation in teaching
 who is given a license to teach by
the Board of Professional Teachers of
the Professional Regulation
Commission after fulfilling
Requirements prescribed by law such
as the Licensure Examination for
Teachers (LET).
 A professional teacher
perceives himself/herself as:
Who can effect change of learning (sense
of efficacy)
An expert in what he/she teaches (subject
matter knowledge) and in how he/she
teaches (pedagogical knowledge)
A professional teacher possesses the
following attributes:
 Control of the knowledge base of
teaching and learning and use this
knowledge to guide the science and
art of his/her teaching practice.
 Repertoire of best teaching practice
and can use these to instruct children
in classrooms and to work with adults
in the school setting.
 Disposition and skills to approach all
aspects of his/her work in a
reflective, collegial, and problem-
solving manner.
 View of learning to teach as a
lifelong process and dispositions and
skills for working towards improving
his/her own teaching as well as
improving schools.
 Personal Attributes
 Teachers are judged more strictly than any
other professionals – poise, bearing, manner
of dressing, facial expressions…
 Personalities may be described as
authoritative, weak, dynamic, or “magnetic”.
 Teachers’ personality must be natural and
genuine, devoid of pretences and artificiality.
 They must be consistent, true and
authentic.
1. Passion
 is a compelling force that emerges from one’s
inborn love for children.
 Passionate teachers exude spontaneity in
ministering to the needs of the students
especially those experiencing learning
difficulties.
 Drives teachers to take care for their
students corrected with appropriate
reformative action
 “live and die as a teacher”
2. Humor
 Connects them with their students like a
magnet
 Helps in merging two worlds – youth and
maturity (they cease to be conscious of
their age difference)
 Promotes spirit of togetherness
3. Values and Attitudes

TEACHERS – MODEL (mirror/media

in themselves) of VALUES – values
connote standards, code
of ethics and strong beliefs.
a. Open-mindedness
- basic in promoting respect and trust
between teachers and students
- Problems and issues are resolved in a
democratic way
- Encouragements in considering one another's
finding and explanations
- Free exchanges of suggestions
b. Fairness and impartiality
- Eliminates discrimination
- Be unbiased and objective in judging
students’ works and performances
- Inculcates self-confidence and trust
among students
C. Sincerity and honesty
- Must be exhibited in words and actions
- Show real self, devoid of pretences and half-
truths
- Stick to the truth to the extent of
accepting what they do not know about the
lesson
- Mistakes and faults are accepted
d. Professionalism
- Highly treasured in the teaching
profession
- Teachers are adjudged professional if
they are knowledgeable, skilled and
value-laden.
- Exhibits ethical and moral values
4. Patience
- Refers to a teacher’s uncomplaining
nature, self-control and persistence.
- Can forego momentous frustrations and
disappointments
- Calmly endure their students’ limitations
and difficulties
- Capacity to adjust his methodologies could
allay the tension and save time and effort
for appropriate remediation.
5. Enthusiasm
- Synonymous to eagerness and
excitement
- Full of energy and dynamism
- Contagious and can instantly
affect children’s moods and
attitudes
6. Commitment (caring and dedicated)
- A “solemn promise” to perform the
duties and responsibilities mandated
by the laws and code of ethics of the
profession
- An unwavering pledge to perform all
teaching and learning activities with
consistency and selflessness to the
best interest of the students under
their care.
It the place where teaching and learning can
take place in the most effective and productive
manner
It consists of the classroom and all the
instructional features and the non-threatening
classroom climate needed in planning and
implementing all teaching and learning activities.
 PHYSICAL ENVIRONMENT
 Arrangement of Furniture
- tables, chalkboard, chairs, cabinets,
teaching material/devices
Physical condition of the classroom
- clean and orderly set-up, spacious,
well-lighted,
well - ventilated, free from noise
 PSYCHOLOGICAL CLIMATE
1. Safety – rules and norms, physical
safety, social-emotional safety
2. Relationships – respect for diversity,
school connectedness/engagement,
social support, leadership
3. Teaching and learning – social/
emotional/ ethical/ civic learning,
support for learning, professional
Pine and Horne (1990) described the
learning environment that facilitates
learning. It is an environment:

 Which encourages people to be active;

 Which promotes and facilitates the
individual’s discovery of the personal
meaning of idea;
 Which emphasizes the uniquely personal and
subjective nature of learning in which
difference is good and desirable;
Which consistently recognizes people’s
right to make mistakes;
Which tolerates ambiguity;
In which evaluation is a cooperative
process with emphasis on self-
evaluation;
Which encourages openness of self
rather than concealment of self;
In which people are encouraged to
trust in themselves as well as in
external resources;
In which people feel they are
respected;
In which people feel they are
accepted;
Which permits confrontation.
 Selection and
Organization of Content

“ There are dull teachers, dull textbooks,

dull films but no dull subjects.”
 Guiding Principles in the Selection and
Organization of Content
1. One guiding principle related to subject matter
content is to observe the following qualities in the
selection and organization of content:
a. Validity – teaching the content we ought to teach.
b. Significance – what we teach should respond
to the needs and interests of the learners
 Guiding Principles in the Selection and
Organization of Content
c. Balance – content includes not only facts but also
concepts and values.
d. Self-sufficiency – content fully covers the essentials. “
less is more”
e. Interest – includes the interest of the learners.
f. Utility – content be of use to the learners.
g.Feasibility – essential content can be covered
in the amount of time available for instruction
 Guiding Principles in the Selection and
Organization of Content

2. At the base structure of cognitive subject matter

content is facts. We can’t go away with facts but be
sure to go beyond facts by constructing an
increasingly richer and more sophisticated knowledge
base and working out a process of conceptual
understanding.
 Guiding Principles in the Selection and
Organization of Content
Few ways cited by cognitive psychologists:

1. Providing opportunities for experimentation.

2. Presenting the ideas of others.
3. Emphasizing conceptual understanding.
 Guiding Principles in the Selection and
Organization of Content
3. Subject matter is an integration of cognitive,
skill and affective elements.
Structure of subject matter content:
Cognitive
a. Fact – an idea or action that can be verified
b. Concept – a categorization of events,
places, people and ideas.
 Guiding Principles in the Selection and
Organization of Content
c. Principle – relationship between and among facts and
concepts
d. Hypothesis – educated guesses
e. Theories – refer to set of facts, concepts and principles
that describe the underlying unobservable mechanisms
f. Laws – firmly established, thoroughly tested
principle or theory
 Guiding Principles in the Selection and
Organization of Content
Skills
a. Manipulative Skills – courses like Home economics,
computer and MAPEH
b. Thinking Skills – skills beyond recall and
comprehension
1. Divergent thinking
1.1 Fluent thinking – characterized by the
generation of lots of ideas. e.g. Pinoy Henyo.
 Guiding Principles in the Selection and
Organization of Content
1.2 Flexible thinking – variety of thoughts in the
kinds of ideas generated.
1.3 Original thinking – differs from what’s gone
before.
1.4 Elaborative thinking – embellishes on previous
ideas or plans.
2. Convergent thinking – narrowing down from many
possible thoughts to end up on a single best answer
to a problem.
 Guiding Principles in the Selection and
Organization of Content
3. Problem Solving
2.1 Algorithm - means following a step by step
instructions.
2.2 Heuristics – informal , intuitive, speculative
strategies.
4. Metaphoric thinking – uses analogic thinking, a
figure of speech.
5. Critical thinking – involves evaluating information or
arguments in terms of their accuracy and worth.
 Guiding Principles in the Selection and
Organization of Content
What creative thinking behaviours should be
developed?
1. Awareness – ability to notice the attributes of things in
the environment.
2. Curiosity – ability and inclination to wonder
about things and mentally explore new ideas.
3. Imagination - ability to speculate
about things that are not based on reality.
 Guiding Principles in the Selection and
Organization of Content
4. Flexibility – ability to look at things from
different perspective.
5. Fluency – ability to produce large quantities
of ideas.
6. Elaboration - ability to add on to idea.
7. Perseverance – ability to keep trying
to find an answer.
 Guiding Principles in the Selection and
Organization of Content
affective

Attitudes and Values

cognitive skills
Guiding Principles in the Selection and
Organization of Content

Shall we teach values ?

Guiding Principles in the Selection and
Organization of Content

Can values be taught? Or Caught?

 Guiding Principles in the Selection and
Organization of Content
• Cognitive Dimension
What is meant by honesty?
Why do I have to be honest?
• Affective Dimension
• Behavioral Dimension
 Guiding Principles in the Selection and
Organization of Content
How can we teach values?
By deutero-learning
By positively reinforcing good behavior
By teaching the cognitive component of
values in the classroom
Selection and Use of
Teaching Strategies
“Different folks, different strokes.”
 Guiding Principles in the Selection and
Use of Teaching Strategies

1. Learning is an active process.

- “hands-on-minds-on” (learning by doing)
Guiding Principles in the Selection and
Use of Teaching Strategies

What I hear, I forget.

What I see, I remember.
What I do, I understand.
Guiding Principles in the Selection and
Use of Teaching Strategies
What I hear, I forget.
What I hear and see, I remember a little.
What I hear, see, and ask questions about or discuss with
someone else, I begin to understand.
What I hear, see, and do, I acquire knowledge and skill.
What I teach to another, I master.
That is the idea!
 Guiding Principles in the Selection and
Use of Teaching Strategies

2. The more senses that are involved in

learning, the more and the better the
learning.
Guiding Principles in the Selection and
Use of Teaching Strategies

“Humans are intensely

visual animals….We
take in more
information visually
than through any of
the other senses”
 Guiding Principles in the Selection and
Use of Teaching Strategies
3. Emotion has the power to increase
retention and learning.
- We tend to remember and learn more those that
strike our hearts! Let us add an emotional TOUCH to
learning.
- “Our own experience validates that we remember
for a longer time events that elicit emotion in us.”
(Wolfe, 2001)
 Guiding Principles in the Selection and
Use of Teaching Strategies

4. Learning is meaningful when it is

connected to students’ everyday life.
The meaningfulness and relevance of what
we teach is considerably reduced by our
practice of teaching simply for testing.
 Guiding Principles in the Selection and
Use of Teaching Strategies
5. Good teaching goes beyond recall of
information.
 develop creative and critical thinking
 should reach the levels of application, analysis,
evaluation and synthesis to hone
students’ thinking skills
 Guiding Principles in the Selection and
Use of Teaching Strategies

6. An integrated teaching approach is far

more effective than teaching isolated bits
of information.
 Consider MI and LS
 Incorporates MI, LS, research-based ,
and brain-based instructional strategies
 EXAMPLES OF CLASSROOM
INTELLIGENCE
ACTIVITIES
Discussion, debates, journal writing, conferences, essays,
Verbal Linguistic
stories, poems, storytelling, listening activities, reading
Calculations, experiments, comparisons, number games, using
Logical- Mathematical evidence, formulating and testing hypothesis deductive and
inductive reasoning

Concept maps, graphs, charts, art projects, metaphorical

Spatial thinking, visualization , videos, slides, visual presentations

Role- playing, dance, athletic activities, manipulative, hands-on

Bodily- Kenisthetic demonstrations concept miming

Playing, music, singing, rapping, whistling, clapping, analysing

Musical sounds and music

Community- involvement projects, discussions, cooperative

Interpersonal learning, team games, peer tutoring, conferences, social
activities, sharing
Student choice, journal writing, self evaluation, personal
Intrapersonal instruction, independent study, discussing feelings, reflecting

Ecological fieldtrips , environmental study, caring for plants and

Naturalist
animals, outdoor work, pattern recognition
An integrated approach incorporates successful,
research-based and brain-based instructional
strategies.
Research findings about the brain; (Wolfe, 2001)
1.Without rehearsal or constant attention,
information remains in working memory for only
about 15 to 20 seconds.
2. Learning is a process of building neural networks.
This network is formed through concrete
experience, representational or symbolic
learning, and abstract learning. (field trips, realia, actual
experiences)
3.Our brains have difficulty comprehending very large
numbers because we have nothing in our experience
to “hook” them to.
4. The eyes contain nearly 70% of the body’s sensory
receptors and send millions of signals every second
along the optic nerves to the visual processing of the
brain.
5. There is little doubt that when information is
embedded in music or rhyme, its recall is
easier than when it is in prose.
 Brain-Based Strategies
 It is simply the engagement of strategies
based on body /mind/brain research.
1. Involving students in real-life or
authentic problem solving.
2. Using projects to increase meaning
and motivation.
3. Simulations and role plays as
meaning makers.
4. Classroom strategies using
visual processing
“A picture is worth ten thousand words”
Visuals are powerful aids in retention as
well as in understanding.
6. Mnemonic Strategies
 Assist students in recalling important information
7. Writing Strategies
 Use of incomplete statements
8. Active Review
 Review days are planned and organized
9. Hands-on-activities
 Concrete experience is one of the way
to make long-lasting neural connections
10. There is no such thing as best teaching method.
The best method is the one works, the best on that
yields the results.
Factors to consider in the choice of Teaching
Method:
• Instructional Objectives
• The nature of the subject matter
• The Learners
• The Teachers
• School Policies
 DIFFERENT
APPROACHES
& METHODS
“A thousand teachers, a thousand methods.”
TEACHING APPROACH, STRATEGY, METHOD
AND TECHNIQUE
 Teaching Approach - set of principles, belief or ideas
about nature of learning which is translated into the
classroom
 Teaching Strategy - long term plan of action designed
to achieve a particular goal
 Teaching Method - a systematic way of doing
something
 Teaching Technique - well-defined procedure
used to accomplish a specific task; teacher’s
particular/personal style
 EXAMPLES of TEACHING APPROACH
 Teacher-centered- the teacher is the only reliable source
of information
 Teacher-dominated- teacher does what he/she planned
without considering learners’ interest, concern, and
situation
 Subject-matter centered- subject matter gains primacy
over that of the learner; sticking to syllabus or lesson
plan
 Learner-centered- learner shares something he/she
knows; teacher makes adjustment in her plans to
accommodate learner’s interest and concern.
 Constructivist- students are expected to construct knowledge
and meaning by connecting it to their past experiences
 Banking approach- teacher deposits knowledge to “empty”
minds of students
 Integrated teaching approach- teacher connects what he/ she
teaches to the other lesson of the same subject
(interdisciplinary) or connects lesson with other subjects
(interdisciplinary and multidisciplinary)
 Disciplinal- limits teacher to discuss lessons within the
boundary of her subject
 Collaborative- welcomes group work,
teamwork and partnership
 Interactive - learner interact with their teacher,
classmate and learning materials
 Individualistic - students work by themselves
 Direct teaching approach - directly tells or shows
what is to be taught
 Research-based - anchored in findings
 Whole child approach - holistic way of teaching
 Metacognitive - goes beyond cognition
 Problem-based - focus on problems;
time spent on analyzing and solving problems
 DIRECT/ EXPOSITORY APPROACH
I. DIRECT INSTRUCTION/ LECTURE METHOD
Direct Instruction
- helps students acquire procedural knowledge
- use for lessons that are factual and not
controversial
Procedural Knowledge
- refers to skills needed while performing the
task
 CHARACTERISTICS of DIRECT
INSTRUCTION METHOD
1. Teacher-directed
2. Each step must be mastered (students gain know
“how” rather than know “what”
3. Taught in a step by step fashion
4. Assessment of learning can be easily measured
5. Learning through “imitation” or “behavioral
modeling”
6. Can also be use to teach fact, principles and laws
 STEPS IN DIRECT/ LECTURE METHOD
In teaching SKILLS……….
1. Provide rationale
2. Demonstrate the skill
3. Guided practice
4. Check understanding and provide
feedback
5. Assess learning
 GUIDELINES for its Effective Use
In teaching Skills……….
1. Give ample time for practice
2. Students must be included in planning stage
3. Describe the testing situation and specify the level
of performance expected
4. Divide complex skill into sub skills
5. Design own teaching strategy
6. Carefully rehearse all steps
7. Assign practice for short periods of time
8. Provide feedback and encouragement
9. Construct good performance-based test
 STEPS in DIRECT/LECTURE METHOD
In teaching facts, principles and laws……..
1. Introduction
2. Present your lesson
3. Explaining, illustrating and giving
concrete examples
4. Application of lesson
5. Check understanding and provide
feedback
GUIDELINES
1. Be sure to explain it correctly,
clearly and adequately
2. Use visual aid
3. Illustrate laws and principles with
concrete examples
4. Present facts meaningfully
II. DEMONSTRATION METHOD
◦shows how a process is done while the
students becomes the observers
◦employed in lessons that use
sophisticated equipment and technical
know-how
ADVANTAGES:
 Follows a systematic procedure
 The use of expensive equipment can be maximized
 Possible wastage of time, effort and resources will be
avoided
 Not a trial-error learning
 Findings are reliable and accurate
 Value of confidence is developed among
demonstrators
 Curiosity and keen observing ability are instilled
 GUIDELINES for its EFFECTIVE USE
BEFORE
1.Demonstrator must be well selected
2.Make sure materials, equipment and tools
to use are easily available
3.Demonstrator must try the activity
several times before the real
demonstrator
4.Observer must be prepared and
motivated
5. Pointers or questions may be given to
focus students attention.
6. Be ready with on the spot revision
7. Arrange the observers where
they will be fully observe what is going on
DURING
1.Place must be quite
2.Extreme care must be taken in performing
some delicate steps
3.The activity must not be interrupted
4.Students are allowed to take
down notes
AFTER
1.Post-demonstration discussion
2.Examination of the observed data
3.Have an analysis of trends, patterns or
uniform occurrence that can help in arriving
at conclusion
4.Summary and conclusion of the activity
5.Assess learning
 INDIRECT/GUIDED/EXPLORATORY/
APPROACH
Indirect instruction method is best used when
the learning process is inquiry-based, the result
is discovering and the learning context is a
problem. This come as ;
1. Inquiry Method/ Discovery Method
2. Problem-solving method
3. Project method
 INQUIRY METHOD
 Sometimes termed “discovery”, “heuristic” and
“problem-solving” is defined simply as a teaching
method which is “modeled after the investigative
processes of scientist”.
What are the steps in the Inquiry Method?
1.Define the topic or introduce the questions
2.Guide students plan where and how to gather data,
information
3.Students present findings through graph, charts,
PowerPoint presentation, models, and writing.
 INSTRUCTIONAL CHARACTERISTIC OF
INQUIRY/DISCOVERY METHOD
1. Investigate processes such as inferring, hypothesizing,
measuring, predicting, classifying, analyzing and
experimenting, formulating conclusions and
generalizations are employed
2. The procedure in gathering information is nit prescribed by
the teachers.
3. The children are highly motivated to search, hence active
participation is the best indicator of inquisitiveness.
4. The answers arrived at are genuine products
of their own efforts
5. Focused questions before, during and after are
critical ingredients that provide direction and sustain
action.
 OUTCOMES OF INQUIRY TEACHING
1. It’s emphasis is on the process of gathering and processing
of information
2. It’s dependence on first-hand experience with objects and
phenomena occurring in the environment is certainly in
agreement with the most often cited theory of Piaget on
intellectual development.
3. The inquiry approach which predominantly allows some
degree of freedom develops initiative and divergent thinking.
4. A deep sense of responsibility is developed when learners
are left to manage their own learning, be it in pursuit of
answers, mastery of content or simply solving a problem that
confronts them instantly.
5. Educators strongly believe that facts and
concepts that learners discover by
themselves become stored as part of their
permanent.
6. Experiencing success in inquiry -
based/discovery lessons builds up the learner’s
feeling of confidence
7. Participation in inquiry activities strengthens
learner's intellectual capabilities.
 HOW TO FACILITATE INQUIRY TEACHING
1. Arrange for an ideal room setting.
2. Choose tools and equipment that can easily be manipulated.
3. The materials to be used or examined must lend themselves easily
to the processes to be employed and end product desired.
4. The questions/problems to be answered should originate from the
learner’s, followed by the formulation of hypothesis.
5. The procedure should likewise be planned by them
6. At the completion of the activity, requires an evaluation of the steps
undertaken as to its effectiveness and the clarity of the results.
7. All, the teacher himself should internalize her/his changed role to
that of a guide, facilitator and counselor rather the traditional
authority who not only determines the material to be learned but
also dictates how it should be learned.
 PROBLEM SOLVING METHOD
A teaching strategy that employs the scientific
method in searching for information.
The process of working through details of a
problem to reach a solution.
 It may include mathematical or systematic
operations and can be a gauge of an
individual’s critical thinking skills.
 This method is the most effective in developing skill
in employing the science processes
 The scientific method can likewise be used
effectively in other non-science subjects.
 The student’s active involvement resulting in
meaningful experiences serves as a strong motivation
to follow the scientific procedure in future
undertakings.
 A keen sense of responsibility, originality and
resourcefulness are developed, which are much
needed ingredients for independents study.
 The students become appreciative and
grateful for the achievement of scientists
 Critical thinking, open-mindedness and
wise judgement are among scientific
attitudes and values inculcated through
competence in the scientific method
 The students learn to accept the opinions
and evidence shared by others.
 “Whole hearted purposeful activity
proceedings in a social environment. ’’
Dr. William Kilpatrick
Is an educational enterprise in which
children solve a practical problem over
a period of several days or week.
 Is a teaching method that requires
the students to present in concrete
form the results of information
gathered about a concept, principle
or innovation.
 It is a Teaching method that
emphasizes “learning by doing”
 Constructing projects develops the
students’ manipulative skill.
 Planned design of the project tests the
student’s originality in choosing the
materials to be used.
 It can be employed among students
who are weak in oral
Itcommunications.
instils the values of initiative, industry
and creativity.
 Workings on a project in groups develop
the spirit of cooperation and sharing of
ideas.