Course Title

Principles and Methods in Teaching

Course No.

Prof Ed 4

Course
Prerequisites
Course
Description

Program
Specialization
Outcomes
Course Learning
Outcomes

Course Content

None
This course is designed to provide pre-service teachers with an opportunity to acquire knowledge about the complexities of the teaching-learning
process. They will study, reflect, question and develop skills in teaching while applying these methods in diverse classroom contexts. They will be exposed
to research about classical, contemporary, and emerging instructional practices with the view of making them informed decision makers and reflective
practitioners.
Acquire thorough understanding of the teaching process.
Manifest dispositions of an EMPOWERED teacher.
At the end of the course, the students are expected to:
1. Develop a repertoire of effective teaching practices;
2. Plan and execute a lesson based on theories and principles of effective instruction ;
3. Use research as a guide to make classroom decisions;
4. Engage in reflective planning, implementation and evaluation of the teaching process.
Content Learning
F to F Session
Course Content
Outcomes
1
Develop a repertoire Course Schedule
of effective teaching Overview of the Course
Rating System
practices.
Course Requirements
2-3
Plan and implement Part I : TEACHING AND LEARNING
PRINCIPLES AND METHODOLOGY
a lesson based on
Essential Questions:
theories and
1. What are the characteristics of
principles of
learning? How do the principles of
effective instruction.
learning merge with these
Use research as a
characteristics?
guide to make
2. What are the principles and
classroom
conditions that facilitate learning?
decisions.

Engage in reflective
planning,
implementation and
evaluation of the

3. Why is it important to have method

of doing things?

4. How is method related to

techniques, approaches, and

FLD

2 hour flexible
learning for
Reflection Paper
Preparation

Instructional Delivery

Materials Needed

Discussion

Course Syllabus

Lecture-Discussion
Brainstorming
Powerpoint
presentation

Reflection paper
template

teaching process.

strategies?

5. Research on issues related to

teaching.
Part II : INSTRUCTIONAL
OBJECTIVES
Essential Questions:
1. Define and discuss:
2. a. aims
3. b. goals
4. c. objectives
2. Levels of objectives:
a. program objectives
b.
course objectives
c.
classroom objectives
3. Formulating goals and objectives:
3. The Tyler Model
b.
Taxonomy of
Educational
Objectives
c. General Objectives
and Specific
Learning Outcomes:
The Gronlunds
Model
d. Specific Objectives:
The Magers
Method
e.
Performance
Objectives: The
Gagnes Method
f. SOLO Taxonomy
Part III: Instructional Methods,
Approaches, & Strategies
Essential Questions:
What are the instructional methods?
What is your idea of a good question?
Why is it necessary to distinguish about
instructional methods?

3-5

6-8

2 hour flexible
learning for
comparative
analysis research

Assigned Readings
Modular Powerpoint
presentation
Discussion
Quiz

Reading Materials
Comparative
Analysis Template

Assigned Readings
Modular powerpoint
presentation
Dimensional question
approach
Quiz

Reading Materials
Comparative
Analysis Template

When should different approaches and

strategies be used?
Part IV: ASSESSMENT METHODS
AND STRATEGIES
Essential Questions:
1.
What are the assessment
strategies?
2.
Why do teachers need to be familiar
with principles in constructing
traditional and authentic forms of
quality assessment?
3.
Differentiate summative from
formative tests.
Midterm Examination
Part V: CLASSROOM MANAGEMENT
AND DISCIPLINE

9-10

11
12-13

Essential Questions:
1. Why is classroom management an
integral part of teaching?
2. What are some approaches to
classroom management?
Part VI: GROUPING FOR
INSTRUCTIONS
Essential Questions:
1. What is grouping for instruction?
2. Why is it necessary to group the
students?
3. In what situation should the students
be grouped?
4. Is grouping advisable for every
class?

14-15

1 hour presentation
of output

Conceptual Approach

Position Paper
Template on
traditional and
authentic
assessment in the
classroom

2 hours flexible
learning for
Reaction Paper
preparation/
Visit school/
Preparation
of observation log
Validate
observation by
interviewing
Analyze and reflect
on how classroom
management
affects learning

Assigned Reading
Modular powerpoint
presentation
Observation
Analysis
Reflection
Quiz

Reaction paper
template
on selected
concerns, issues,
and problems
related to
classroom
management

Conceptual Approach

Part VII: INSTRUCTIONAL

MATERIALS

16-17

Essential Questions:

2 hour flexible
learning for
development of
IMs

Multimedia Assisted
Instruction
Workshop
Quiz

Rubrics for IMs

Development

1. How will you select instructional

materials?
2. What are the different types of
instructional materials that are
considered effective?
3. Why do we need these materials in
teaching?
Part VIII: INSTRUCTIONAL
TECHNOLOGY

18-19

Multimedia Assisted
Instruction
Workshop

Essential Questions:
1. How will you define instructional
technology?
2. What are some instructional
technology that are being used in the
classrooms?
3. Is it important to every teacher to use
instructional technology in teaching?
4. Are these technology/materials
effective and reliable to use?
PART IX: WRITING LESSON PLAN

20-23

Essential Questions:
1. What are the basic parts of a lesson
plan?
2. What are the kinds of lesson plan?
3. Write a sample lesson plan in a
specific discipline
Final Examination

24

3 hours of flexible
learning for writing
instructional plan

Lecture-discussion
Workshop/Practicum
in writing instructional
plan

Analysis of
aligning of
Objectives and
Evaluation
Template

Course Reference

Evaluating the Quality of Learning, The SOLO Taxonomy by: John B. Biggs & Kevin F. Collis
Multi-Disciplinary Teaching Strategies by: Erlinda G. Tejero, Pedro D. Tejero, Sr. & Zophie Mae Tejero-Giray
Praxis II Principles of Learning and Teaching by: Diane E. Kern
Principles and Methods of Teaching by: Amparo S. Lardizal, Alicia S. Bustos, Luz C. Bucu, and Maura G. Tangco
Principles and Strategies of Teaching by: Brenda B. Corpuz & Gloria G. Salandanan
Strategies for Teaching by: Diosdada Castillon-Boiser
Teaching Approaches & Strategies by: Gloria G. Salandanan

Performance Indicator
Reflection paper on the Relevance on issues
related to teaching.

Performance Standard (Assessment Criteria)

Reflection Paper
Depth of Reflection- 25%
Required Components- 25%
Structure 25%
Evidence & Practice- 25%
Total 100%

Comparative Analysis on the: type of lesson,

time-tested method

Comparative Analysis
Depth of Analyses- 25%
Required Components- 25%
Structure 25%
Evidence & Practice- 25%
Total 100%

Position paper on traditional and authentic

assessment in the classroom

Position Paper
Depth of Analyses- 25%
Required Components- 25%
Structure 25%
Proof to support opinion- 25%
Total 100%

Instructional Material Development

Writing Instructional Plan

Content 40%
Creativity 30%
Presentation 20%
Impact 10%

Total 100%
Analytic Rubric for
LESSON PLANNING

Rating system
Exams (30%)
Quizzes, Exercises (10%)
Long Exams, Midterm and Final Exams
(20%)
Products and Performances (65%)
Reflection Paper (10%)
Comparative Analysis (10%)
Position Paper (10%)
IMs Development (10%)
Instructional Planning (15%)
Class Standing (10%)

Course Policies

1. Familiarity with the objectives (Cognitive, Affective,

Psychomotor)
2. knowledge of the subject matter
3. Command of the language
4. Motivational skills
5. Organization of the lesson
6. Art of Questioning
7. Varied activities without losing aim
8. Ability to integrate learning
9. Utilization of visual aids
10. Making learning concrete and meaningful (Generalization &
Application)
11. Infusion of Values
12. Congruency of evaluation to objectives
13. Giving of assignment
14. Relate learning to pupils' past and future experience
15. Penmanship
The following course policies are to be presented and clarified to the class during the first session, if possible, of the school
term:
1 Regular attendance and punctuality are to be strictly observed and monitored in all sessions. University policy on excessive
absences (20%) is to be enforced unless these are valid and supported by appropriate documents. Coming to class
after 15 minutes is considered late but not after 30 minutes. However, 2 consecutive tardiness would be equivalent to 1
absence. This would teach a valuable lesson on management of time, particularly punctuality, to prospective teachers
and prevent distractions.
2
3 The nature of the course calls for active participation from every student in the area of lesson planning and Microteaching.
These pedagogical skills can be monitored and evaluated by the faculty with the aid of Performance Rubric.
4
5 Quizzes are announced or unannounced. Failure to take a quiz due to a valid reason would be given a chance for make-up.
Otherwise, a failing grade would be given. The make-up should not extend beyond a week from the time student has
reported back to the class unless there are special or unavoidable circumstances that would warrant an extension.
6
7 Midterm and final examinations are announced. Midterm examination would cover topics/problems taken up before the
middle of the school term. The final examination can either cover the rest of the lessons or the whole course depending
on the wise judgment of the faculty.
8
9 Deadline of submission of Reflection Paper, Interview Report, Case Study, Reaction Paper etc. is to be announced. No late
submission is allowed to enable the faculty to submit final grade on time in conformity with the University policy.

Consultation Period
Prepared by:

Failure to comply with the course requirements would merit incomplete rating and this has to be completed within the
next semester
Wednesday 1:30 2:00
RODANTE PARILLAS AVILA