PRINCIPLES OF TECHING

UNIT 2: PRINCIPLES OF LEARNING

1. Learning is an experience which occurs
inside the learner and is activated by the
learner.
2. Learning is the discovery of the personal
meaning and relevance of ideas.
3. Learning (Behavioral Change) is a
consequence of experience.
4. Learning
is
a
cooperative
and
collaborative process.
5. Learning is an evolutionary process.
6. Learning is sometimes a painful process.
7. One of the richest resources for learning
is the learner himself.
8. The process of learning is emotional as
well as intellectual.
9. The process of problem solving and
learning are highly unique and individual.
UNIT
3:
DETERMINING
FORMULATING GOAL OBJECTIVES.

AND

Guiding Principles:
1. Begin with the end in mind.
2. Share lesson objectives with students.
3. Lesson objective must be in the two or
three domains: Knowledge (Cognitive),
Skill
(Psychomotor)
and
Values
(Affective).
4. Work on significant and relevant lesson
objectives.
5. Lesson objectives must be aligned with
the aims of education as embodied in the
Phil Const. and other laws and on the
vision-mission
statements
of
the
educational institution of which you are a
part.
6. Aim at the development of critical and
creative thinking.
HOTS higher order thinking skills.
7. For accountability of learning, lesson must
be
SMART.
Specific,
Measurable,
Attainable, Result-oriented and Relevant
Time-bound and Terminal.
EDUCATIONAL
TAXONOMY
OF
OBJECTIVES
Learning is classified into three domains:
cognitive, affective and psychomotor.
A. COGNITIVE (K C A A S E)
1. Knowledge or recall
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation
B. AFFECTIVE ( R R V O C)
1. Receiving
2. Responding
3. Valuing
4. Organization
5. Characterization
C. PSYCHOMOTOR (R P P S N)
By Anita Harlow
1. Reflex movements
2. Perceptual abilities
3. Physical abilities
4. Skilled movements
5. Nondiscursive communication.

By Moore (I M P)
1. Imitation
2. Manipulation
3. Precision
Automacity the ability to perform a skill
with unconscious effort.
UNIT 3: SELECTION & ORGANIZATION OF
CONTENT
Guiding Principles
1. One guiding principle related to subject
matter content is to observe the following
qualities in the selection and organization
of content: (V S B S I U F)
Validity
Significance
Balance
Self-suffeciency
Interest
Utility
Feasibility
2. At the base of the structure of cognitive
subject matter content is facts. Go
beyond
facts
by
constructing
an
increasingly
richer
and
more
sophisticated knowledge base and by
working out a process of conceptual
understanding.
Ways (P P E):
Providing
opportunities
for
experimentation
Presenting the ideas of others
Emphasizing conceptual understanding
Strategies
to
develop
Conceptual
understanding for students (O E E S A P
U):
Organize units around a few core ideas &
themes
Explore each topic in depth
Explain how new ideas relate to students
own
Show students - through what we say,
assignments we give & the criteria we
evaluate learning.
Ask students to teach to others what they
have learned.
Promoting dialogue
Using authentic activities
3. Subject matter content is an integration
of cognitive, skill and affective elements.
Structure of Subject Matter Content
(Cognitive, Skill and Affective):
a. Cognitive (F C P H T):
Fact
Concept
Principle
Hypothesis
Theories
b. Skills (T M)
1. Thinking Skills (D C P)
a. Divergent Thinking (F F O E)
- Fluent thinking
- Flexible thinking
- Original thinking
- Elaborative thinking
b. Convergent Thinking

c. Problem Solving (M C C)
- Metamorphic Thinking
- Critical Thinking (V A H D)
-Verbal reasoning
-Argument analysis
-Hypothesis testing
-Decision making
Creative Thinking (A C I F
F O E)
-Awareness
-Curiosity
-Imagination
-Fluency
-Flexibility
-Originality
-Elaboration
-Perseverance
- Can
be
solved
using
algorithm or heuristics.
Algorithm following step by step
instructions.
Ways to help students:
- Provide worked-out examples
- Understand
why
particular
algorithms are relevant & effective
in certain situations.
- In case of incorrect answer, locate
the trouble spot.
Heuristics use when there is no algorithm
for solving problem. General problem-solving
strategy for a solution.
Ways:
- Give students practice in defining
ill-defined problems
- Teach students heuristics that
students can use where no
algorithms apply.
For
teaching
both
algorithm
&
heuristics
- Teach problem solving strategies
within the context of specific
subject areas.
- Provide scaffolding for difficult
problems
- Have students solve problem in
small groups.
2. Manipulative Skills
c. Affective (Attitudes & Values)
- Values have Cognitive, Affective &
Behavioral dimensions.
UNIT 3: SELECTION & USE OF TEACHING
STRATEGIES
Guiding Principles:
1. Learning is an active process
- Learning by doing
- Learning by teaching others
2. The more senses that are involved in
learning, the more and the better the
learning.
3. A non-threatening environment (Physical
& Psychological) enhances learning.
- Cultivate a culture of respect

- Give allowance for mistake

4. Emotion has the power to increase
retention and learning.
5. Learning is meaningful when it is
connected to students everyday life.
6. Good teaching goes beyond recall of
information
- Teaching should reach the level of:
application, analysis, synthesis &
evaluation.

7. An integrated teaching approach is far

more effective than teaching isolated bits
of information.
- Considers
MI:
Verbal
Linguistic;
Logical Mathematical; Spatial; Bodily
Kinesthetic; Musical, Interpersonal,
Intrapersonal, Naturalist; existential
- Learning
Styles
(LS):
Mastery
(exercise-practice);
Interpersonal
(experience-personalize);
Understanding (explain-prove); Selfexpressive(explore-produce).
An integrated approach incorporates
successful, Research-based and Brainbased instructional strategies.
a. Research-based
1. W/out learning or constant attention,
information
remains
in
working
memory for only about 15-20 secs.
2. Learning is a process of building
neural networks. 3 levels of learning
are Concrete, Symbolic & Abstract.
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
bodys sensory receptors. The capacity
of the long-term memory for pictures
seems almost unlimited.
5. When information is embedded in
music or rhyme, recall is easier.
b. Brain-based
1. Involving students in real-life or
authentic problem solving
2. Using projects to increase meaning &
motivation.
3. Simulations & roleplays as meaning
makers.
4. Classroom strategies using visual
processing.
5. Songs, jingles and raps
6. Mnemonic strategies
7. Writing strategies
8. Active review
9. Hands-on activities
An
integrated
approach
is
also
interdisciplinary & multi-disciplinary
An instructional approach is also
integrated
when
it
includes
the
acquisition of knowledge, skills as well
as values.
8. There is no such thing as best teaching
method. The best method is the one that
works, the one that yields results.

Factors to be considered: Instructional

objectives; Nature of the subject
matter; Learners; Teacher & School
policies

- Provide enough time for everything you

expect to happen.
- Avoid rushing
- Anticipate difficulties or failure of some
operations
- Be flexible w/time assignments
- Use fillers
- Set example by being time conscious

C. RECORD KEEPING
1. Daily attendance
2. Students progress

TEACHING PROFESSION
Lesson
6:
TEACHING
AS
YOUR
VOCATION, MISSION & PROFESSION
Teaching as a Vocation & Mission
- You are called to be a teacher & you are
sent into the world to accomplish a
mission.
Teaching as a Profession
- You have embarked in a mission that calls
for a continuing professional education.
Once a teacher, forever a student.
CHAPTER 2: THE TEACHER
CLASSROOM & COMMUNITY

IN

THE

*The school & community are on the front

lines of the teachers educational reach
Teacher Competencies (O F U):
1. Organizing a well-managed classroom in
terms of time management, recordkeeping, orderliness & discipline.
2. Fostering linkages for mutual concerns
3. Undertaking networking activities w/
organizations for educational, social &
civic purposes.
Objectives ( see book #1-14)
Lesson 1: CLASSROOM MANAGEMENT
Supportive Measures(O S R P D E):
Organizational Plan
Scheduling
Record keeping
Physical environment
Discipline
Establishing routine
A. Organizational Plan
- Strictly structured plan or flexible one.
1. Structured Classroom
2. Flexible Classroom
a. Individual approach
b. Group set-up
c. Combination of both
B. SCHEDULING
- Good time management is the key to a
smooth flow of planned activities.
- Direct & clear instructions
- Filler or emergency activities
- Tips for maintaining good time mgt.:
- Schedule all activities w/corresponding
time allotment way ahead of time.

D. PHYSICAL ENVIRONMENT
1. Maintaining cleanliness
2. Look after proper ventilation & lighting
for their comfort & ease
3. Unnecessary noise
4. Bulletin boards & display
5. Seating arrangements
E. DISCIPLINE
1. Causes of disciplining problems
Classrooms may not be conducive if:
- Overcrowded
- Poor lighting facilities & ventilation
- Disorderly positioned furnitures &
storage cabinets
- Inappropriate seating arrangement
- Near sources of noise
*students bring individual attitudes, interests
& abilities: Family background, Physical &
mental capacities, emotional traits
2. Prevention
- Effective mesures:
a. Implement
group-oriented
methodologies
b. Switch from one technique to
another as the need arises.
c. Teachers
personal
attributes:
patience, compassion, concern &
caring, respect & trust for others.
d. Teachers personality
e. Teachers teaching style
3. Common
ways
of
establishing
discipline/classroom control:
a. Discipline
is
the
students
responsibility
b. Discipline is the teachers way of
establishing a desirable studentoriented environment for learning.
c. Discipline is coupled w/effective
teaching strategies & techniques
d. Discipline is achieved through the
effects of group dynamics on
behavior
e. Discipline is believed to be the
exclusive responsibility of the
teachers.
*a & e set, extremes of behavioral
control emanating from the students
themselves.
*b,c,d, students & teachers share
responsibilities.
4. Some
tips
to
make
a
disciplinarian (refer to book)

good

5. Common ways of dealing w/discipline

problems
a. Acceptable and effective (refer to
book)
b. Unacceptable & ineffective (refer to
book)
F. ESTABLISHING ROUTINE
1. Advantages:
a.
Helps
in
accomplishing
everything thats planned
b.
Serves a guide in controlling
behavior
c.
Students feel secure since they
know every steps in the procedure
d.
Builds a teachers confidence in
following a well-planned procedure.

2. Ways of establishing routine:

- Routine could be scheduled on a
weekly or monthly instead of daily
basis.
- Plan a routine for an entire class
rather than for an individual or a
group.
- Plan a procedure for the whole unit
w/a corresponding time allotment for
each topic.
- Continue beyond time limit for the
sake of addl learning & experiences
being achieved.
- Give clear & direct instructions to
avoid guessing on what to do next.
- Practice some signals that would
mean the class is about to start and
they must be ready.
- Model time-consciousness
- Other room routines.
Lesson 2: SCHOOL & COMMUNITY
REALATIONS
A. THE TEACHERS, PARENTS & THE
COMMUNITY
1. Difficulties
2. Solutions
3. Values developed
4. Interests
B. SCHOOL & COMMUNITY
1. Collaborative Relationships
2. Organized Associations
3. Public
Safety,
beautification
&
cleanliness
4. Values exhibited
5. Instructional centers & materials
Lesson 3: LINKAGES & NETWORKING
WITH ORGANIZATIONS
A. LINKAGES
1. International Linkages
a. Pi Lambda Theta
b. INNOTECH (SEAMEO)
c. World Council for Curriculum &
Instruction (WCCI)
2. National & local linkages
B. NETWORKING
1. Networking
w/Professional
Organizations
a. Consurtium among Universities
& Collages

Taft Consurtium
The Mendiola Consurtium
b. W/subject Specialists
- BIOTA
- MATHED
c. Teacher Education Institutions
- State Universities & Colleges
Teacher of govt universities
Education
Association
(SUCTEA).
- Phil Association for Teacher
Education (PAFTE)
d. National Organization
- National
Organization
of
Professional Teachers Inc.
(NOPTI)
- Federation
of Accrediting
Associations of the Phil)
2. With Foundations
- Educational
Research
&
Devt Assistance (ERDA)
- Metrobank
Foundation
( Search for Outstanding
Teachers)
-

Network
of
Outstanding
Teachers
&
Educators
(NOTED)
- Ayala Foundation, Inc (AFI)
- GMA Foundation
- SM Foundation
- Foundation for Upgrading
Standards
in
Education
(FUSE)
- Phil Foundation for Science &
Technology (PFST)
- Books for the Barrio & Asia
Foundation
- Bato Balani Foundation
3. W/Govt Offices
- Literacy
Coordinating
Council (LCC)
- DOST
- CHED
- Teacher Education Council
(TEC)
4. With Media
- ABS-CBN
- Govt & Private Channel
- Historic & Cultural events
- Publications & Prints
5. Projected Materials
CHAPTER 3: ON BECOMING A GLOBAL
TEACHER
*Borderless education
To become a Global Teacher you should be
equipped with:
1. KNOWLEDGE wide range of
knowledge of the various educational
systems outside the country
2. SKILLS & COMPETENCIES which
can address global demands
3. ATTITUDES & VALUES that are
acceptable
to
multinational
communities

CHAPTER 4: EDUCATIONAL SYSTEMS OF

SELECTED COUNTRIES OF THE WORLD
UNESCO Principle of Education: Education is
for All
FOUR PILLARS OF EDUCATION:
1. LEARNING TO KNOW
2. LEARNING TO DO
3. LEARNING TO BE
4. LEARNING TO LIVE TOGETHER