Teaching

Strategies in
MAPEH
by:
ARLEEN R. ALCANTARA
Principal II

MUSIC
I. CREATIVE EXPRESSION METHOD
*TEACHER STIMULATES THE CHILDS INTEREST
A. Reciting lyrics with time- child chooses own ideas/subject matter
B. Using varied movements- freedom to create
1. tap and clap time signature
2. marching, hopping and jumping
3. singing the song while performing
different movements
.

II. KODALY METHOD

This strategy is suitable for short
songs; it can also be used to good
advantage for songs with continuous
melodic flow, where pauses are not
easy to make because of continuity. It
emphasizes the importance of
learning how to sing on pitch.
1. Rhythm symbols and syllables are
utilized
2. Hand signals are used to show
tonal relationships

III. SING-A-LONG METHOD

The moveable do is practiced. The
teacher sings the song once or twice and
repeats this until the children pick up or
sing. Concepts are taught according to
the childs learning development.
1. Follows regular steps
2. Singing is the major instrument
3. All children can sing and be successful

IV. SIMULATION SIGHT READING

IS THE READING AND PERFORMING
OF A PIECE OF WRITTEN MUSIC,
SPECIFICALLY WHEN THE PERFORMER
HAS NOT SEEN IT BEFORE. IT
INVOLVES IMITATION OF NOTE
LEARNING OF MUSICAL INFORMATION
FROM SIGHT TO SOUND.
1. THE TEACHERS SINGS THE WHOLE
SONG ONCE OR TWICE.
2. SHE EXPLAINS THE MEANING OF
THE SONG.

V. START THE MUSIC

A.Twinkle, Twinkle: Music and
Curricular Connections
Using childrens songs, these lessons
show how to teach music while
meeting curriculum standards.
B.One, Two Buckle My Shoe: Music
and Childrens Literature
Use childrens literature to help teach
music.Explore nursery rhymes with
your students and make musical
connections to books with these
activities.

VI.MUSICAL BRIDGES
YOUNG CHILDREN CAN LEARN TO
UNDERSTAND THE ORGANIZATION OF
LANGUAGE BY LEARNING SONG LYRICS.
VII. MOVEMENT AND CIRCLE GAMES
INCORPORATE MOVEMENT INTO
YOUR MUSIC LESSONS WITH FUN
SINGING GAMES.

VII. TECHNOLOGY AND MUSIC

CONNECTED
A.Technology Strategies National
Music Standard #1
Use technology in the classsroom to
teach singing.
B. Technology Strategies- National
Music Standard #2
Use technology to teach instrument
performance with activities for music
education.

C. TECHNOLOGY STRATEGIESNATIONAL MUSIC STANDARD #3

USE TECHNOLOGY TO ENCOURAGE
MUSICAL IMPROVISATION WITH
STUDENT ACTIVITIES AND TEACHER
STRATEGIES.
D. TECHNOLOGY STRATEGIESNATIONAL MUSIC STANDARD #4
INCORPORATE TECHNOLOGY WITH
MUSIC EDUCATION. USE SOFTWARE
PROGRAMS TO ASSIST STUDENT
WITH COMPOSING MUSIC.

E. Tecnology Strategies-National Music

Standard #5
Discover great activities for using
tecnology to help students read music.
F. Tecnology Strategies- National Music
Standard #6
Connect technology and music
education in your classroom using
computer assisted instruction and
multimedia software to help students
analyze music.

G. TECHNOLOGY STRATEGIESNATIONAL MUSIC STANDARD #7

INCORPORATE TECHNOLOGY IN MUSIC
EDUCATION TO HELP STUDENTS
EVALUATE MUSIC.
MUSIC STANDARD #8
DEMONSTRATE RELATIONSHIPS
BETWEEN MUSIC AND OTHER ARTS.
MUSIC STANDARD #9
DEMONSTRATE MUSICS RELATION TO
HISTORY AND CULTURE

ARTS
I. Arts Learning Together- emphasizes
cooperative effort. Specifically, the
strategy develops positive
independent, face to face
interaction, individual
accountability, social skills and
group processing.
II. Copy Method- reproducing the
likeness of a model or imitation of a
form. Duplicating a picture, shape
or design.

III. DEMONSTRATION METHODTHE

TELLING OR-SHOWING
METHOD, STUDENTS LEARN BY
SEEING AND NO OPPORTUNITY
FOR EXPRESSION OF HIS
IMAGINATION OR EMOTIONS THEN
IMITATING WITH THE TEACHER AS
THE MODEL.
IV. DIRECTED OR DICTATED
METHOD TEAM TEACHING- IT IS
AN APPROACH
THAT INVOLVES TWO OR MORE

PROCESS OF HAVING EACH CHILD

FOLLOW A STEP-BY-STEP DIRECTION
OF THE COOPERATIVELY WITH THE
SAME GROUP OF STUDENTS FOR SOME
PERIOD
OF TIME.
V. TEAM GAME TOURNAMENT- Games
like bingo, basketball, softball or quiz
bee, children cut/draw/shape the same
part- child have identity products.

VI. SIMULATION A miniature

representation of a large scale system
or process. Prevents the child from
using his own ideas.
VII. CIRCUIT TRAINING- This is a
method
Whereby one or more exercise are
repeated as many pattern method
times as possible within a set of time.
It is an exercise program consisting of
a number station which- shapes are
drawn or cut by teacher and passed on

to children to duplicate. Demands an

exercise task, which should be
contributed in the development of
various part of the tracing drawing
body.
VIII. PREPARED OUTLINE METHODColoring/painting prepared outline
drawings like coloring book.

PHYSICAL
EDUCATION
I. THE LECTURE STRATEGY
THIS STRATEGY IS MAINLY
USED WHEN TEACHING THE
THEORY OF PHYSICAL
EDUCATION. THE LECTURE
STRATEGY IS USEFUL WHEN
INTRODUCING A NEW UNIT OF
WORK, IT CAN INTRODUCE THE
RULES AND COVER BASIC

NEED TO BE WELL ORGANIZED AND BE

ENTHUSIASTIC IN THEIR DELIVERY TO
KEEP STUDENTS MOTIVATED.
II. THE DISCUSSION STRATEGY
THE DISCUSSION STRATEGY SHOULD
BE USED AS AN IMMEDIATE FOLLOW UP
TO THE LECTURE. STUDENTS ARE
GIVEN A CHANCE TO ASK QUESTIONS
AND PUT FORWARD THEIR IDEAS
RELATED TO THE TOPIC. TO DO THIS
THE STRATEGY IS MOST USEFUL IN
SMALL GROUPS SO EACH

STUDENT GETS A CHANCE TO VOICE

THEIR OPINIONS. DISCUSSIONS CAN BE
LEAD BY THE TEACHER WITH OPEN
ENDED QUESTIONS.
III. THE LECTURE-DEMONSTRATION
STRATEGY
THIS STRATEGY USES ALL THE
TECHNIQUES OF THE LECTURE
STRATEGY AND INCORPORATES A
PHYSICAL DEMONSTRATION. THE
DEMONSTRATION CAN BE TAKEN BY A
TEACHER, STUDENT

OR A GROUP OF STUDENTS. THIS

STRATEGY IS ONE OF THE MOST
POPULAR FOR TEACHING PHYSICAL
EDUCATION.
IV. THE PRACTICE STRATEGY
THIS STRATEGY UTILIZES THE
USEFUL TOOL OF FEEDBACK TO
IMPROVE DEVELOPMENT IN STUDENTS
LEARNING.THE PRACTICE STRATEGY IS
WHERE STUDENTS GET TO
PHYSICALLY DO THE SKILL PUT TO
THEM IN THE

LECTURE OR THEORY.
V. THE INQUIRY STRATEGY
THIS STRATEGY GIVES STUDENTS
THE CHANCE TO BECOME INVOLVED
IN THE TEACHING OF THE LEARNING
PROCESS. IT TRIES TO PROMOTE
REFLECTIVE THINKING AND SELF
REFINEMENT.
VI. PROGRESSIVE-PART STRATEGY
THE PROGRESSIVE- PART STRATEGY
IS A STRATEGY THAT IS USED WITH
MAINLY YOUNGER

STUDENTS. THIS STRATEGY TEACHERS

STUDENTS THROUGH A SEQUENCE,
FROM THE VERY BASICS TO A
COMPLEX LEVEL. THE PROGRESSION IS
QUITE SLOW DUE TO THE SLIGHT
REFINEMENTS AND THE NEED FOR
COMPLETE UNDERSTANDING.
VII. THE PART-WHOLE STRATEGY
THIS STRATEGY IS SIMILAR TO THE
PROGRESSIVE-PART EXCEPT THERE
ISNT
AS MAJOR EMPHASIS ON EACH STAGE

AND TWO OR MORE STAGES CAN BE

COMBINED TO ONE STAGE. IN THIS
STRATEGY STUDENTS LEARN THE
INDIVIDUAL PARTS OF A SKILL OR
GAME BEFORE ATTEMPTING TO DO
THE WHOLE SKILL OR PLAY A
COMPLETE GAME. THE PART-WHOLE
STRATEGY IS USED WHEN
THE SKILL IS COMPLEX AND THERE
ARE MANY ASPECT THAT MUST
MASTERED IN ORDER TO PERFORM
THE SKILL AT A COMPETENT LEVEL.

VIII. THE WHOLE-PART-WHOLE

STRATEGY
THIS IS A STRATEGY THAT IS
GREATLY USED BY TEACHERS OF
PHYSICAL EDUCATION. AS THE NAME
OF THE STRATEGY IMPLIES, STUDENTS
DO A SKILL AS A WHOLE, THEY THEN
LEARN THE BASIC IN PARTS AND THEN
DO SKILL AS A WHOLE AGAIN. THIS
STRATEGY IS VERY EFFECTIVE
BECAUSE AFTER THE INITIAL
EXPERIENCE OF DOING THE SKILL AS A
WHOLE.

IX. INFORMANCE
LECTURE COMPLETES
PERFORMANCE, A LECTURE ALONG
WITH PERFORMANCE.
X. STUDENTS TEAM ACHIEVEMENTS
DIVISIONS
INVOLVES COOPERATIVE OR
GROUP LEARNING AMONG STUDENT
OF DIFFERENT LEVEL, SEXES OR
ETHNICITY. STUDENTS USUALLY
WORK
AS LEARN GROUP HOWEVER, THEY
ARE TESTED INDIVIDUALLY.

XI. LEARNING TOGETHER

EMPHASIZES COOPERATIVE
EFFORTS. SPECIFICALLY, THE
STRATEGY DEVELOPS POSITIVE
INDEPENDENT, FACE TO FACE
INTERACTION, INDIVIDUAL
ACCOUNTABILITY, SOCIAL SKILLS AND
GROUP PROCESSING.
XII. CIRCUIT TRAINING
THIS IS A METHOD WHEREBY ONE
OR MORE EXERCISE ARE REPEATED AS
MANY TIMES AS POSSIBLE WITHIN A
SET

OF TIME. IT IS AN EXERCISE PROGRAM

CONSISTING OF A NUMBER STATION
WHICH DEMANDS AN EXERCISE TASK,
WHICH SHOULD BE CONTRIBUTED IN
THE DEVELOPMENT OF VARIOUS PART
OF THE BODY.

HEALTH
I. COOPERATIVE LEARNINGINVOLVES STUDENTS WORKING IN
SMALL GROUPS TO COMPLETE
TASK OR PROJECTS. TASKS ARE
STRUCTURED SO THAT EACH
GROUP MEMBER CONTRIBUTES
TO THE COMPLETION OF THE
TASK.
II. GROUP DISCUSSION- AN
INTEGRAL PART OF THE HEALTH
AND LIFE SKILLS CLASSROOM.

DISCUSSION HELP STUDENTS LEARN

TO ARTICULATE THEIR VIEWS AND
RESPOND TO OPINION THAT DIFFER
FROM THEIR OWN.
III. INDEPENDENT STUDY- IS AN
INDIVIDUALIZED LEARNING
EXPERIENCE THAT ALLOWS STUDENTS
TO SELECT A TOPIC FOCUS, DEFINE
PROBLEMS OR QUESTION, GATHER
AND ANALYZE INFORMATION, APPLY
SKILLS AND CREATE PRODUCT TO
SHOW WHAT HAS

BEEN LEARNED.
IV. PORTFOLIO DEVELOPMENT-IT IS THE
PROCESS OF CREATING, COLLECTING
REFLECTING ON AND SELECTING
WORK THAT ENGAGE STUDENTS IN
CONTINOUS REFLECTION AND SELFASSESSMENT.
V. JOURNALS AND LOGS- PROVIDE
STUDENTS WITH OPPORTUNITIES TO
RECORD THEIR THOUGHTS, FEELINGS
AND REFLECTION ON A VARIETY OF

TOPICS OR EXPERIENCES.
VI. ROLE PLAYING-PLAYING PROVIDE
STUDENTS WITH OPPORTUNITIES TO
EXPLORE AND PRACTICE NEW
COMMON
SITUATIONS. THIS TECHNIQUE
USUALLY PORTRAYS A SITUATION
MORE CANDIDLY DONE BY
DESCRIPTION.

THANK YOU AND

GOD BLESS!!