PRINCIPLES OF TEACHING

MIDTERM REVIEWER
UNIT 1 CHAPTER 1 (The Learner)

energizers
chicken soup for the soul
spiritual vitamin deficiency

THE FUNDAMENTAL EQUIPMENT OF THE LEARNER

A. Cognitive Faculties
a. Five sense must function normally
b. Instinct (instinctus) -tendency to respond
c. Imagination ability to build mental scenes
d. Memory retaining past experiences
e. Intellect engage in cognitive processes
B. Appetitive Faculties
a. Feelings and Emotions on/off switch
b. Will guiding force
FACTORS THAT CONTRIBUTE TO THE DIFFERENCES
AMONG LEARNERS
1. Ability
2. Aptitude
3. Interests
4. Family and Cultural Background
5. Attitudes and Values
GARDNERS MULTIPLE INTELLIGENCE THEORY
1. Verbal-Linguistic Intelligence
2. Logical-Mathematical Intelligence
3. Spatial Intelligence
4. Bodily-Kinesthetic Intelligence
5. Musical Intelligence
6. Interpersonal Intelligence
7. Intrapersonal Intelligence
8. Naturalist Intelligence
9. Existential Intelligence
DUNN AND DUNN LEARNING STYLE MODEL
A. Environmental Elements
a. Sound
b. Light
c. Temperature
d. Seating design
B. Emotional Elements
a. Motivation
b. Conformity/responsibility
c. Task persistence
d. Structure
C. Sociological Elements
a. Alone
b. Pair
c. Peer
d. Group

e. Authority
f. Variety
D. Physiological Elements
a. Perceptual Elements
i. Auditory
ii. Visual
iii. Tactual
iv. Kinesthetic
b. Intake
c. Time of day
d. Mobility
E. Psychological Elements
a. Analytic; Global
b. Impulsive; Reflective
UNIT 1 CHAPTER 2 (The Teacher)

The Professional Teacher is the licensed

professional who possess dignity and reputation
with high moral values as well as technical and
professional competence
NCBTS (National Competency-Based Teacher
Standards)

PROFESSIONAL ATTRIBUTES
Sense of efficacy
Subject-matter knowledge
Pedagogical knowledge
PERSONAL ATTRIBUTES
Passion love for children
Humor connects to students like a magnet
Values and Attitude
o Open-mindedness
o Fairness and impartiality
o Sincerity and honesty
Patience uncomplaining nature
Enthusiasm eagerness and excitement
Commitment solemn promise
UNIT 1 CHAPTER 3 (The Learning Environment)
PHYSICAL ENVIRONMENT physical conditions of the
classroom, the arrangement of furniture, seating
arrangement, classroom temperature and lighting.
PSYCHOLOGICAL CLIMATE
1. Safety (rules and norms; physical safety; socialeconomical safety)
2. Relationships (respect for diversity; school
connectedness/engagement; social supportadults; social support- students; leadership)
3. Teaching and learning (social, emotional, ethical
and civil learning; support for learning;
professional relationships)

PINE AND HORNE (1990) FACILITATIVE LEARNING

ENVIRONMENT
1. Which encourages people to be active
2. Which promotes and facilitates the individuals
discovery of the personal meaning of idea
3. Which emphasizes the uniquely personal and
subjective nature of learning
4. In which difference is good and desirable
5. Which consistently recognizes peoples right to
make mistakes
6. Which tolerates ambiguity
7. In which evaluation is a cooperative process
with emphasis on self-evaluation
8. Which encourages openness of self rather than
concealment of self
9. In which people are encouraged to trust in
themselves as well as in external sources
10. In which people feel they are respected
11. In which people feel they are accepted
12. Which permits confrontation
13. A conducive learning environment is necessary
in the full development of the cognitive and
appetitive faculties of the learner
UNIT 2 CHAPTER 1 (Principles of Learning)

Learning- is the acquisition of a knowledge-base

used with fluency to make sense of the world,
solve problems and make decisions.

F. Law of Intensity (intense materials)

G. Law of Freedom
UNIT 3 CHAPTER 1 (Objective-Related Principles)
GUIDING PRINCIPLLES IN DETERMINING AND
FORMULATING LEARNING OBJECTIVES
1. Begin with the end in mind derived from

Seven Habits of Effective People (Covey)

2. Share lesson objective with students
3. Lesson objectives 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 objective must be aligned with the aims
of education as embodied in the Philippine
Constitution and other laws and on the visionmission statements of the educational institution
of which you are a part.
6. Aim at the development of critical and creative
thinking.
7. For accountability of learning, lesson objectives
must be SMART
a. S Specific
b. M Measurable
c. A Attainable
d. R Result-Oriented and Relevant
e. T Time-bound and Terminal
TAXONOMY OF OBJECTIVES

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. Cooperation fosters learning.
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.
LAWS OF LEARNING
A. Law of Effect (pleasure)
B. Law of Exercise (repetition)
C. Law of Readiness (reason)
D. Law of Primacy (first time learning)
E. Law of Recency (recent learning)

A. Blooms Taxonomy
a. LOTS (Lower Order Thinking Skills)
1. Knowledge or Recall knowledge of
terminology and conventions. . .
2. Comprehension relate to translation,
interpretation, and extrapolation
3. Application use of abstractions in particular
situations
b. HOTS (Higher Order Thinking Skills)
4. Analysis objectives relate to breaking a
whole into parts
5. Synthesis putting parts together in a new
form
6. Evaluation judging in terms of internal
evidence or logical consistency
B. Andersons Taxonomy
1. Remembering (Can students recall or
remember the information?)
2. Understanding (Can the students explain
ideas or concepts?)
3. Applying (Can the students use the
information in a new way?)

4. Analyzing (Can the student distinguish

between the different parts?)
5. Evaluating (Can the students justify a stand
or decision?)
6. Creating (Can the student create new product
or point of view?)
C. Krathwohls Taxonomy
1. Receiving (learners sensitivity and
willingness to the existence of certain ideas)
2. Responding (being aware and responding to
stimulus)
3. Valuing (worth or value a student attaches to
objects; willing to be perceived by others as
valuing certain ideas, materials, or
phenomena)
4. Organizing (harmonious and internally
consistent value system or philosophy)
5. Characterization (value system that has
controlled his behavior for a sufficiently long
time)
D. Harlows Taxonomy of Objectives in the
Psychomotor Domain
1. Reflex Movements (learning in response to
some stimuli)
2. Basic Fundamental Movement (inherent
movement patterns)
3. Perceptual Abilities (interpretation of various
stimuli that enable one to make adjustments
to the environment)
4. Physical Activities (require endurance,
strength, vigor, and agility)
5. Skilled Movements (the result of the
acquisition of a degree)
6. Non-discursive Communication
(communication thru bodily movements
ranging from postures to gestures)
E. Moores Three Level of Learning in the
Psychomotor Domain
1. Imitation Models skills
2. Manipulation Performs skills independently
3. Precision exhibits skills effortlessly and
automatically
STANDARDS AND COMPETENCIES IN THE K-12
CURRICULUM

Content Standards what students should know

and be able to do.
Performance Standards how good students
need to achieve in order to meet content
standards.

Competencies more specific versions of the

standards; refer to the ability to perform with
mastery; ability to perform activities within an
occupation or function to the standards
expected.

UNIT 3 CHAPTER 2 (Selection and Organization of

Content)
GUIDING PRINCIPLLES IN THE SELECTION AND
ORGANIZATION OF CONTENT
1. Observe the following qualities
a. Validity teaching the content that we
ought to teacher according to national
standards.
b. Significance what we teach should
respond to the needs and interests of the
learners.
c. Balance content not only includes not
only facts but also concepts and values
d. Self-sufficiency content fully covers the
essentials.
e. Interest teacher considers the interest
of the learners, their developmental
stages and cultural backgrounds.
f. Utility contents must be of use to the
learners
g. Feasibility content must be feasible in
the sense that the essential content can
be covered in the amount of time
available for instruction.
2. Factual
a. Providing opportunities for
experimentation
b. Presenting the ideas of others
c. Emphasizing conceptual understanding
3. Cognitive, Skill, and Affective Elements
Integration
a. Structure of Subject Matter Content
i. Cognitive
1. Fact idea that can be verified
2. Concept categorization of events,
places, people, ideas.
3. Principle- relationship between
facts and concepts
4. Hypotheses educated guess
5. Theories set of facts, concepts and
principles that describe possible
underlying unobservable
mechanisms.
6. Laws firmly established theory

ii. Skills
UNIT 3 CHAPTER 3 (Selection and Use of Teaching
1. Manipulative Skills
Strategies)
2. Thinking Skills
a. Divergent Thinking
GUIDING PRINCIPLES
i. Fluent Thinking generation of lots of
ideas
1. Learning is an active process
ii. Flexible Thinking variety of
2. The more senses that are involved in learning,
thoughts in the kind of ideas
the more and the better the learning
generated
3. Emotion has the power to increase retention and
iii. Original Thinking differs from
learning
whats gone before
4. Learning is meaningful when it is connected to
iv. Elaborative Thinking embellishes on
students everyday life.
previous ideas or plans
5. Good teaching goes beyond recall or
b. Convergent Thinking narrowing down to
information.
end up on a single best answer.
6. An integrated teaching approach is far more
c. Problem Solving made easier when
effective than teaching isolated bits of
problem is well-defined.
information.
Algorithm means following specific, step-by-step
instructions
Heuristics general problem solving strategy.
Metaphoric Thinking analogic thinking
Critical Thinking evaluating information or arguments
in terms of their accuracy and worth.
Verbal Reasoning
Argument Analysis
Hypothesis Testing
Decision Making
Creative Thinking producing something that is both
original and worthwhile.
Awareness (notice the attributes)
Curiosity (to wonder about things)
Imagination (to speculate about things)
Fluency (to produce a large quantity of ideas)
Flexibility (to look)
Originality (to produce new, novel, unique
ideas)
Elaboration (to add on to an idea)
Perseverance (to keep trying to find)
iii. Attitudes and Values
Cognitive Dimension
Affective Dimension
Behavioral Dimension

BRAIN-BASED STRATEGIES
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
5. Songs, jingles, and raps
6. Mnemonic strategies
7. Writing strategies
8. Active review
9. Hands-on activities
FACTORS TO CONSIDER IN CHOOSING TEACHING
METHOD
1. Instructional objective
2. Nature of the subject-matter
3. Learners
4. Teacher
5. School policies
UNIT 3 CHAPTER 4 (Different Approaches and
Methods)
Teaching Approach set of principles, beliefs or ideas
about the nature of learning
Teaching Strategy long term plan of action designed to
achieve a particular goal
Teaching Method systematic way of doing something
Teaching Technique well-defined procedures used to
accomplish a specific activity

1. Teacher-Centered Approach- the teacher is

perceived to be the only reliable source of
information. The same with Teacher-Dominated
Approach.
2. Learner-Centered Approach- the learner is an
important resource.
3. Subject Matter-Centered Approach subject-matter
gains primacy over that of the learner. This is also
Teacher-Dominated.
4. Interactive Classroom- will have more student talk
and less teacher talk
5. Teacher-Dominated Approach only the teachers
voice is heard on the classroom.
6. Constructivist Approach students are expected to
construct knowledge and meaning out of what they
are taught by connecting them to prior experience.
7. Banking Approach teacher deposits knowledge
into the empty minds of the students
8. Integrated Teaching Approach makes the teacher
connect what he/she teachers to the other lessons.
9. Disciplinal Approach limits the teacher to
discussing his lessons within the boundary of his
subject.
10. Collaborative Approach welcome group work, team
work, partnerships, group discussions, etc.
11. Individualistic Approach individual students
working by themselves.
12. Direct Approach teacher directly tells or shows or
demonstrates what is to be taught.
13. Indirect or Guided Approach teacher guides the
learner to discover things for himself/herself.
14. Research-Based Approach teaching and learning
are anchored on research findings.
15. Whole Child Approach learning process takes into
account not only the academic needs but also their
emotional, creative, psychological, spiritual and
developmental needs.
16. Metacognitive Approach teaching process brings
the learner to the process of thinking about thinking.
17. Problem-Based Approach teaching learning
process is focused on problems.
DIRECT/EXPOSITORY APPROACH

2. Problem Solving Method employs the scientific

method
3. Project Method practical problem over a
period of several days or weeks.
COOPERATIVE LEARNING use a classroom
organization where students work in groups or teams to
help each other learn.
2 important components
a. Cooperative incentive structure
b. Cooperative task structure
1. Roundrobin student in turn shares something to
his/her teammates
2. Corners moves to a corner of the room
representing a teacher-determined alternative.
3. Match Mine match the arrangement of object on
a grip of another student using oral
communication only
4. Numbered Heads Together the teacher asks a
question; students consult to make sure everyone
knows the answer then one student is called upon
to answer.
5. Color-coded Co-op Cards students memorize
facts using a flash card game.
6. Praise Check One solves a problem while the
other coaches.
7. Three-Step Interview students interview each
other in pairs, first one way, then the other.
8. Think-Pair Share they pair up with another
student to discuss their topic.
9. Team Word-Webbing students write
simultaneously on a piece of chat paper.
10. Roundtable each student in turn writes one
answer as a paper and a pencil are passed around
the group.
11. Inside-Outside Circle students stand in pairs in
two concentric circles.
12. Partners students work in pairs to create a
master content.
13. Jigsaw each student on the team becomes an
expert.
14. Co-op Co-op- students work in groups to produce a
particular group product.

1. Direct Instruction/Lecture Method aimed at

helping students acquire procedural knowledge
(skills needed to perform a task).
PEER TUTORING/PEER TEACHING
2. Demonstration Method shows how a process is
a. Instructional Tutoring Older students help other
done.
students.
b. Same Age Tutoring students who can act as
INDIRECT/GUIDED/EXPLORATORY APPROACH
interactive pairs.
c. Monitorial Tutoring monitors are assigned.
1. Inquiry Method spontaneous and a selfd. Structural Tutoring definite procedure is
directed exploration
followed.

e. Semi-structure tutoring combination of

unstructured and structured.
PARTNER LEARNING learning with a partner; study
buddy
DEDUCTIVE METHOD teacher tells or shows directly
what he/she wants to teach. (e.g. direct method and
demonstration method); also, referred to as direct
instruction.
INDUCTIVE METHOD - inquiry method, problem-solving
method and project method; also, referred to as indirect
instruction.
OTHER APPROACHES
1. Blended Learning effective combination of
different modes of delivery.
2. Reflective Teaching learn through analysis and
evaluation of past experiences.
a. Self-Analysis
b. Writing Journals
c. Keeping a portfolio
Content-Based Instruction (CBI) Interdisciplinary
teaching.
Problem-Based Learning (PBL) Transdisciplinary
teaching.
Interactive You make learners interact with you, with
their classmates and with learning materials.
Innovative Your teaching is fresh because you do
introduce new teaching methods.
Integrative You connect your lesson to one another, to
other disciplines and to life.
Inquiry-Based You ask questions and the learners look
for answers.
Collaborative You make learners work together.
Constructivist You make learners construct new
knowledge and meaning by connecting lesson with their
past experiences.
Varied You dont stich to just one teaching method.
You have a ready repertoire of teaching methods from
which to draw any time.
Experiential You engage learners in varied activities.
Metacognitive You make learners think about their
cognitive and thought processes.
Reflective You make your students reflect on what
they have learned and how they learned.