Strategies A D Princioles of Teaching

+
Principles &
Strategies of
Teaching
A Refresher for the

Licensure Examination for Teachers
+  Employ activities, teaching
methods, instructional
materials and technology,
classroom management
techniques appropriate for
chosen subject-area.
Competencies
for this Session  Apply appropriate
From the NCBTS-Based TOS for the
LET – Part 2: PROF ED
principles in the
preparation and utilization
Issued by the PRC
of the conventional and
May 2009
non-conventional
technology tools as well as
traditional and alternative
teaching strategies.
+
Session Overview
Part 1 CONTENT UPDATE
 Learning to Teach
 Principles of Effective Teaching
 Managing Instruction
 Lesson Planning
 Classroom Management
Part 2 ANALYZING TEST ITEMS

Part 3 ENHANCING TEST TAKING SKILLS
+
MINI PRE-TEST
Can you still remember …?
+
CONTENT UPDATE
Part 1
+
Learning to teach
Session 1
+
Learning to teach…
 A lifelong process
 A complex, multi-faceted process that
continues throughout a teacher’s professional
lifetime
 Requires several different kinds of knowledge
-- subject matter, schools and classrooms,
students, and an understanding of how
teachers can help in this process (Kauchack,
1993)
+
Teaching is the management of teaching-
learning situations by an instructor.
Content Knowledge Pedagogical Knowledge

understanding of content + the management of teaching-
ability to translate into learning situations
meaningful form for
by an instructor
students
Strategies
research-based plans for action
+
5 Key Behaviors
that contribute to Effective Teaching
1. Lesson clarity
2. Instructional variety
3. Teacher task orientation
4. Engagement in the learning process
5. Student success rate
+
Other HELPING behaviors
 Using student ideas and contributions

 Structuring
 Questioning
 Probing
 Teacher affect
+
Principles of Effective Teaching

Session 2
+
What is a principle?
 A fundamental truth, law, doctrine, or

motivating force upon which others
are based
 Overwhelming obvious ideas that are

often accepted as a matter of faith.
+
The 3 Elements of the T-L Process
1. The Learner
2. The Teacher
3. The Learning Environment

+
The Learners
An embodiment of both body and spirit
Equipped with cognitive faculties

• Senses
• Instinct
• Imagination
• Memory
• Intellect
+
The Learners
Equipped with appetitive faculties

• Feelings
• Emotions
• Rational will
+
The Learners
Differ from one another in many ways

• Ability
• Aptitude
• Interests
• Family and cultural background
• Attitudes
+
The Learners
Possess multiple intelligences (Howard

Gardner)
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
+
The Learners
Have different learning styles (Kolb)

1. CONVERGING Sensing-thinking
(mastery)
 Inclination for remembering, describing,

manipulating, ordering
 Less concerned Ability to organize,

report, build, plan and carry out projects
+
The Learners
2. Intuitive-thinking (understanding)
 Inclination for analyzing,

testing/proving, examining, connecting
 Ability to argue, research, develop

theories, explain
+
The Learners
3. Intuitive-feeling (self-expressive)
 Inclination for predicting/speculating,

imagining, generating ideas, developing
insights
 Ability to develop original solutions,

think metaphorically, articulate ideas,
express and create
+
The Learners
4. Sensing-feeling (interpersonal)
 Inclination for supporting, personalizing,

expressing emotions, learning from
experience
 Build trust and rapport, empathize,

respond, teach
+
The Teacher
 Professional Attributes
1. Control of the knowledge base of teaching and
learning and uses this to guide his/her teaching
2. Repertoire of best teaching practice and uses this to
instruct his/her learners
3. Dispositions and skills to approach all aspects of
his/her work in a reflective, collegial, and problem-
solving manner
4. View of learning to teach as a lifelong process
5. Dispositions and skills for working towards his/her
personal and school’s advancement
+
The Teacher
Personal Attributes
1. Passion
2. Humor
3. Values and Attitude

4. Patience
5. Enthusiasm
+
The Teacher
 Psychological Characteristics
1. Personality
2. Attitude
3. Experience
4. Aptitude and achievement

+
The Learning Environment
 Theplace where teaching and learning can take

place in the most effective and productive
manner
 Consistsof the physical and psychological

environment that surrounds the learner and that
influences his/her learning
 Factors
and situations that are likely to promote
or diminish student's motivation to learn, and
how to help students to become self-motivated
+
The Learning Environment
 Features of the learning environment:

 Arrangement of furniture
 Physical condition of the classroom
 Classroom proceedings
 Interactions
+
Teaching is considered GOOD when…
John Dewey
 the child is made the center of the

educative process;
 it is well-planned;
 the learner is made conscious of the

goals or aims to be accomplished;
 it provides learning experiences;

+
John Dewey
 there is provision to meet individual

differences;
 it utilizes the past experiences of the
learner;
 the learner is stimulated to think and
reason;
 it is governed by democratic principles;
+
John Dewey
 the method used is supplemented

by another method and instructional
devices;
 evaluation is made an integral part

of the teaching process; and
 drill or review is made an integral

part of teaching and learning.
+
James Mursell
 Principle of Content
Level 1 – Textbook only
Level 2 – Textbook together with supplemental
materials
Level 3 – Non-academic and current materials
Level 4 – Multi-sensory aids
Level 5 – Demonstration and presentation by experts
Level 6 – Field experiences
+
James Mursell
 Principle of Focus
Level 1 – Page assignment
Level 2 – Announced topic together with page or
chapter references
Level 3 – Broad concepts
Level 4 – Specific concepts, problems, skills
acquisition
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James Mursell
 Principle of Socialization
Level 1 – Submission
Level 2 – Contribution
Level 3 – Cooperation and collaboration
+
James Mursell
 Principle of Individualization
Level 1 – Uniform tasks
Level 2 – Homogeneous grouping
Level 3 – Contract plan
Level 4 – Individual instruction
Level 5 – Large units with optional related activity
Level 6 – Individual undertakings
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James Mursell
 Principle of Sequence
Level 1 – Logical succession of blocks of content
Level 2 – Connecting learning/lesson/course through
introductions, reviews
Level 3 – Building learner’s readiness
Level 4 – Building for emerging meanings
+
James Mursell
 Principle of Evaluation
Level 1 – Through testing
Level 2 – Related to objectives and processes
Level 3 – Total learning process and results
+
Principles of Teaching
According to Tiberius & Tipping
1. Teachers' knowledge of the subject

matter is essential to the implementation
of important teaching tasks
2. Active involvement of the learner
enhances learning
3. Interaction between teachers and
students is the most important factor in
student motivation and involvement
+
4. Students benefit from taking

responsibility for their learning
5. There are many roads to learning
6. Expect more and you will achieve
more
7. Learning is enhanced in an
atmosphere of cooperation
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9. Material must be meaningful

10. Both teaching and learning are
enhanced by descriptive feedback
11. Critical feedback is only useful if
the learner has alternatives to
pursue
12. Time plus energy equals learning
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Effective teaching involves…
According to Eberly Center for Teaching Excellence
1. acquiring relevant knowledge about

students and using that knowledge to
inform our course design and
classroom teaching.
2. aligning the three major components of
instruction: learning objectives,
assessments, and instructional activities.
Understanding by Design (McTighe)
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3. articulating explicit expectations

regarding learning objectives and
policies.
4. prioritizing the knowledge and skills
we choose to focus on.
5. recognizing and overcoming our
expert blind spots.
+
6. adopting appropriate teaching roles

to support our learning goals.
7. progressively refining our courses

based on reflection and feedback.
+ 1. Readiness
2. Exercise
Principles of 3. Effect
Learning 4. Primacy
According to Thorndike
5. Recency
6. Intensity
+
Managing Instruction
Session 3
+ Determining
Instructional Objectives
+
Developing Learning Objectives
Basic Concepts
 Aims
broad statements about the intention of
education
 Goals
describe where the school wants to be or
expects to accomplish
 Objectives
specific skills, tasks and attitudes that are
stated in behavioral terms and which are set
as a guide or standards of performance
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Objective Derivations
Sources of Learning Objectives:
 constitutional aims
 institutional mission
 curriculum goals
 course/subject goals
 unit objectives
 lesson objectives
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Instructional Objectives
Specific statements of intermediate learning outcomes
necessary for acquiring a terminal performance
Terminal – the most important learning

outcome to be attained at the
end of instruction
Enabling – learning objectives that lead to

the attainment of the terminal
objective
+
Elements of a Performance Objective
Robert Mager
Performance
“What should the students be able to do?”

Conditions
“Under what conditions should the participant

be able to do it?”
Criterion
“How well must it be done?”

+
Try this!
Given a sample illustration of a
plant, the students should be able
to label at least 5 parts of it
correctly.
1. Label parts of a plant

2. Given a sample illustration
3. At least 5 parts correctly labeled
+ Guidelines in Formulating
Behavioral Learning Objectives
Peter Drucker
S – specific
M – measurable
A – attainable
R – result-oriented
T – time bound
+
Taxonomy of COGNITIVE Learning
Bloom
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
+ Taxonomy of COGNITIVE Learning
Bloom
LEVEL DESCRIPTION BEHAVIORAL TERMS
Knowledge Recalling and remembering previously learned name, define, state, recall, identify, label, select, match,
materials enumerate, list
Comprehension Restating previously learned material into one’s describe, interpret, explain, infer, estimate, convert,
own words represent
Application Using learned knowledge/rules/formulas in apply, use, demonstrate, solve, construct, show,
different situations prepare, carry out
Analysis Breaking down components or elements to see classify, compare, contrast, differentiate, categorize,
relationships among ideas distinguish
Synthesis Arranging and organizing parts or elements Combine, suggest, create, design , conclude, summarize,
into new structures plan, integrate
Evaluation Judging the value, quality or worth of Judge, weigh, evaluate, verify, justify, defend, confirm,
knowledge or the material learned based on decide, critique
criteria
Bloom
Knowledge Recalling and remembering previously learned name, define, state, recall, identify, label, select, match,
Comprehension Restating previously learned material into one’s describe, interpret, explain, infer, estimate, convert,
own words represent
Application Using learned knowledge/rules/formulas in apply, use, demonstrate, solve, construct, show,
Analysis Breaking down components or elements to see classify, compare, contrast, differentiate, categorize,
Synthesis Arranging and organizing parts or elements Combine, suggest, create, design , conclude, summarize,
Evaluation Judging the value, quality or worth of Judge, weigh, evaluate, verify, justify, defend, confirm,
criteria
Benjamin Bloom
Recalling Recalling and remembering previously learned name, define, state, recall, identify, label, select, match,
Understanding Restating previously learned material into one’s describe, interpret, explain, infer, estimate, convert,
own words represent
Applying Using learned knowledge/rules/formulas in apply, use, demonstrate, solve, construct, show,
Analyzing Breaking down components or elements to see classify, compare, contrast, differentiate, categorize,
Evaluating Judging the value, quality or worth of Judge, weigh, evaluate, verify, justify, defend, confirm,
criteria
Creating Arranging and organizing parts or elements Combine, suggest, create, design , conclude, summarize,
+ Taxonomy of AFFECTIVE Learning
David Krathwohl

Receiving Develops awareness of a situation, receives Listen, look, observe, watch, attend
information
Responding Shows an initial level of satisfaction Share, respond, react, follow
Valuing Shows that something has value or has worth Support, cooperate, admire, participate,
promote, preserve, assist
Organization Combines together complex set of values and Organize, integrate, propose, balance, resolve
organizes them into a harmonious and consistent
set of contents
Characterization Practices in real life through outlooks and basis of Assert, accept, maintain, advocate approve,
philosophy in life influence, justify
+ Taxonomy of PSYCHOMOTOR Learning
Elizabeth Simpson

Perception Use of sense organs to become aware of Observe, watch, listen, monitor
cues
Set Preparedness and readiness to take action Ready, prepare, set-up, show
Guided Response Imitates, conducts trial and error based on Imitate, follow, copy, repeat, practice
a model
Mechanism Responses are done with confidence Manipulate, collect, draw, use, sketch,
demonstrate, write
Complex Overt Response Performs with confidence and more skillfully Construct, troubleshoot, operate, drive
with proficiency
Adaptation Skills are modified to fit in new situations Adjust, repair, change, integrate
Origination Creation of new movements, patterns to Create, produce, develop, compose

solve a situation
+ Determining
Teaching Methods
+ Factors to consider in choosing a
Teaching Method
 Objectives
 Subject matter
 Learners
 Educational materials & technology
 Time allotment
 School environment
 Safety measures
 Teacher
+
Principles for determining a
METHOD
1. Utilizes the theory of self-activity

2. Utilizes laws of learning
3. Aids the learner in defining his own
purposes by setting the situation for
the emergence of desirable purpose
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METHOD
4. Starts from what is known already to

the students
5. Based on the accepted, well-
integrated educational theory and
practice designed to unify the work
of teaching and learning
+
METHOD
6. Provides the learners with numerous

and diverse learning experiences or
activities
7. Challenges and encourage the
learner to further activities which
involve the process of differentiation
and integration
+
METHOD
8. Provides opportunity for the learner

to ask and answer questions
9. Must be supplemented by other
methods
+ Types of
Teaching Approaches,
Methods, Strategies
GENERALLY ACCEPTED
TEACHING METHODS
Deductive Inductive
or or
Expository Exploratory
+
General Teaching Approaches
DIRECT
Teaching INDIRECT
Teaching
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Characteristics of Approaches
DIRECT INDIRECT
Teacher-Centered Learner-Centered
 Requires less  Requires more
delivery time delivery time
 Utilizes
expositive  Utilizes
discovery
strategies strategies
 Lessstudent  Highstudent
involvement involvement
When to use which approach?
Concerns DIRECT INDIRECT

Teacher-Centered Learner-Centered
Type of Subject
Content-Oriented Experience-oriented
Matter
Development/
Desired Formulation of Concept,
Factual Information
Outcomes Principles, Skills, Attitudes
& Values
Learning
Similar Different
Environment
Information directly Information can be
Constraints
available “rediscovered”
+
DIRECT APPROACH
Teacher-centered Methods
 Deductive
 Demonstration or Showing
 Lecture
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Deductive Method
A telling method where facts, concepts,
principles and generalizations are stated,
presented, defined, interpreted by the
teacher, and followed by the application or
testing of these concepts, principles and
generalization in new examples generated
by students.
3 Steps:
1. Introduction
2. Presentation
3. Application
+
Demonstration or Showing
This is an activity that shows how things are
done in front of the class while the others remain
as observers.
When used to teach psychomotor skills, the
learners are expected to practice the skill.
3 Steps:
1. Introduction (orientation & motivation)
2. Work Period
3. Culminating Activities
+
Lecture
 Clarifying or explaining major ideas cast
in the form of questions/problems
 Only the teacher has the information or
materials
Procedure in the Lecture

1. Introduction
2. Arouse interest at the beginning
3. Presentation of the Body
4. Practical illustration
5. Conclusion or Summary
+
INDIRECT APPROACH
Learner-centered Methods
 Concept Learning
 Inquiry
 Inductive
 Laboratory
 Project or Practical Work
+ Conceptual Learning
Concept Attainment
Learners define concepts after analyzing
the salient attributes of the examples, and
disregarding those that are not important.
Concept Development
Learners develop the general idea after a
process of identification and differentiation.
+ Inquiry
Problem-Solving
A systematic view of finding answers to
inquiries, of suggesting solutions to
problem situations, of finding expressions
for one’s curiosity.
Discovery
On his own, a learner discovers
relationships among observed phenomena.
 Pure Discovery
 Guided Discovery
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Laboratory
 This method is effectively used in Science
and other related subjects.
 Apparatus and materials are used to
discover or verify facts and to study
scientific relationship.
 Activities range from observation to
investigation or experimentation, which in
turn provide learners with firsthand
experience.
+
Process Approach
Emphasis is on processes such as
measurement, inference, hypothesis,
prediction, controlling variables,
experimentation and communication
3 Steps:
1. Motivation
2. Getting Acquainted with the Materials
3. Involvement in Activities
4. Extension Activities
+
Project or Practical Work
Purposeful and constructive activities

needing both intellectual and
physical solution
4 Steps:
1. Purposing
2. Planning
3. Executing
4. Evaluating
+ OTHER APPROACHES &
STRATEGIES
 Constructivist
 Cooperative Learning
 Distance Learning
 Metacognitive Learning
 Multiple Intelligence-based
 Peer Tutoring
+
Cooperative Learning
 Jigsaw
 Student Teams-Achievement Divisions
 Teams-Games Tournament
 Group Investigation
 Cooperative Controversy
 MURDER Script
+
Cooperative Learning
 Broken Circles
 Roundtable
 Numbered Heads Together
 One Stays, Two Stray
 Pairs Check
+
Distance Learning
 A mode of delivering education and
teaching, often on an individual basis, to
students who are not physically present
in a traditional setting such as a
classroom
 Provides “access to learning when the
source of information and the learners
are separated by time and distance, or
both”
+
Programmed Instruction
 Adheres to Skinner’s operant
conditioning
 Contains simple instructional
patterns and immediate
feedback/reinforcement
Samples:
1. Teaching Machine
2. Programmed Textbook
+
Metacognitive Learning
Learners are trained to become aware
and to exert control over their own
learning
Metacognitive Techniques
1. Advance organization
2. Organizational planning
3. Directed attention
4. Selective attention
5. Self-monitoring
6. Self-evaluation
7. Auditory representation
+ Determining
LEARNING ACTIVITIES
+
Principles in selecting
LEARNING ACTIVITIES
 Learners must profit from the
experience.
 Learning activities must provide for
the attainment of a set of objectives.
 Learning activities must be
authentic and contextualized to
meet the needs and interests of the
learners.
+
Principles in selecting
LEARNING ACTIVITIES
 Learning activities must challenge
the learners to ask questions.
 Learning activities must provide
opportunities for content mastery as
well as broad and deep study
+
Criteria in selecting
LEARNING ACTIVITIES
1. Appropriateness
2. Feasibility
3. Variety
4. Optimal Value
+
TEACHING TECHNIQUES
 Socratic Technique
 Reading
 Research
 Case Study Analysis
 Field Trip
 Inviting Resource Persons
 Constructing Projects
+
TEACHING TECHNIQUES
 Role Playing
 Panel Discussion
 Symposium
 Debate
 Brainstorming
 Games
 Class Discussion
 Seatwork
+
Structure-Oriented Techniques
 Group
 Dyad
 Independent
 Individualized
+
Questioning Techniques
+
Definition of QUESTIONING
 A key technique in teaching

that is used for a variety of
purposes, but most
importantly to make
students think.
+
Purposes of Questioning
 Arousing students’ interest and

curiosity
 Reviewing content
 Stimulating learners to ask questions
 Promoting thinking and
understanding of ideas
+
Purposes of Questioning
 Changing the mood and directions

of a discussion
 Encouraging reflection and self-
evaluation
 Allowing students to express their
feelings
+
Types of Questions
According to the thinking process involved
 Low-Level – focused on factual

information
 High-Level – beyond facts, moves
to higher order thinking
+
Types of Questions
According to the type of answers required

 Convergent – brings about only one
specific answer
 Divergent – usually open-ended and
encourages reasoning
+
Types of Questions
According to the cognitive taxonomy

 Knowledge
 Comprehension
 Application
 Analysis
 Synthesis
 Evaluation
+
Types of Questions
According to the purposes of the teacher

during an open discussion
 Eliciting – encourages immediate and
initial responses
 Probing – seeks to expand or extend
ideas
 Closure-Seeking – helps students to
form conclusions, solutions or create
plans
+
Guidelines in Asking Questions
 Provide for “wait time”
 Prompt by using hints and techniques

to assist students to successfully arrive
at the correct answer
 Redirect by asking a single question

where several answers may manifest
higher level thinking
+
Guidelines in Asking Questions
Probe to increase quality in the kind

of thought processes that will take
place; enable the students to support
their stand
Comment on the students’ responses

to increase achievement and
motivation
+
Tips on Asking Questions
Ask questions that are:

 stimulating
 thought-provoking
 within student’s level of abilities
 relevant to students’ daily life
situation
 sequential
 clear and easily understood
+
Phrase questions clearly
Vary the length and difficulty of

questions
Have sufficient time for deliberation
Call on volunteers or non-volunteers
Call on disruptive students

+
Move around the room for

rapport/socialization
Encourage active participation
Ask as many learners as possible to

answer certain questions
Follow up incorrect answers

+ Determining
INSTRUCTIONAL MATERIALS
+
Instructional Materials
Educational resources used to improve students’ knowledge, abilities,
and skills, to monitor their assimilation of information, and to con-
tribute to their overall development and upbringing
CONCRETE REPRESENTATIONS DESCRIPTIONS

OBJECTS OF CONCRETE OF CONCRETE
OBJECTS OBJECTS
• Realias • Globe • Printed

• Map materials
• Mock-up
• Models
• Film
• Transparen
cies
• Audio
recordings
+
CONE OF EXPERIENCE
Edgar Dale
+
Factors Affecting Selection of
Instructional Media
1. Human Factors – learners’ interest
and needs; teacher’s skills in handling
the media
2. Instructional Method – the method
dictates and limits the kind of media
3. Practical Constraints – administrative
and economic concerns
+
Principles in SELECTING &
UTILIZING Instructional Materials
1. Motivation
2. Individual differences
3. Learning objectives
4. Organization of content
5. Preparation for learning
+
Principles in SELECTING &
UTILIZING Instructional Materials
6. Participation
7. Feedback reinforcement
8. Practice
9. Repetition
10. Application
+
General Guidelines in
Utilizing Instructional Materials
1. Purpose
2. Learning Objectives
3. Flexibility
4. Diversity
5. Learners’ Development
6. Content
7. Guidance for learners
8. Evaluation Results
+
Determining
ASSESSMENT INSTRUMENT
+
When to Assess?
 Prior to Instruction
 During Instruction
 After Instruction
+
What are the different types of test?
According to Purpose:
 Educational – instruction
* Power vs. Speed
* Objective vs. Subjective
 Psychological – traits (and instruction)
+
According to Format:
 Selective Test
• Multiple Choice
• True-False or Alternative Response
• Matching Type
+
According to Format:
 Supply Test
• Short Answer
• Completion Test
 Essay Test with Scoring Rubric
 Restricted Response
 Extended Response
+
Lesson Planning
Session 4
+
Basic Concepts of
Instructional Planning
 Instructional planning is the ability

to visualize the future classroom
events.
 An instructional plan may be
likened to a roadmap or a guide
that assists in the smooth flow of
movements from the start until the
end.
+
Basic Concepts of
Instructional Planning
 Instructional planning involves

decision-making based on student’s
prior learning experiences, context
presented in the curriculum and
support materials, and actual
conditions of the instructional
setting.
+
Functions of Instructional Planning
1. Provide an overview of instruction
2. Facilitate effective management of
instruction
3. Provide for logical and purposeful
learning
4. Efficient utilization of available time and
material resources
+
Functions of Instructional Planning
5. Enable teachers to organize and

rehearse thoughts and movements prior
actual teaching
6. Ensure strong link between the
curriculum and the actual teaching-
learning processes
7. Guide substitute teachers in conducting
teaching-learning processes
appropriately
+ The Instructional Planning Sequence
Ralph Tyler
Assessing Learners’ Stating the Goals of

Needs the School
Evaluation of
Learning Organizing the
Achievement Content
Conducting
Teaching-Learning
Processes
A Comparative Matrix on Views on Components of a Lesson
Plan Hunter Gagne Slavin Good & Brophy
1. Review 1. State learning 1. Review

objectives
2. Anticipatory set 1. Gain attention 2. Review prerequisites
3. Objective 2. Inform learner of
objective
3. Recall prior knowledge
3. Input 4. Present the stimulus 3. Present new material 2. Development
material
4. Modeling 5. Provide learning 4. Conduct learning 3. Assess
guidance probes
5. Check for 6. Elicit performance
understanding
6. Guided practice 7. Provide feedback
7. Independent 5. Provide independent 4. Seatwork

practice practice
8. Assess performance 6. Assess performance 5. Accountability
and provide
feedback
9. Ensure retention and 7. Provide practice and 6. Homework
transfer review
7. Special reviews
+
Components of an Instructional
Plan
1. Objectives
Terminal – the most important learning outcome
to be attained at the end of instruction
Enabling – learning objectives that lead to the
attainment of the terminal objective
2. Content
Knowledge – facts, information, concepts,
principles, laws
Skills – cognitive, affective, psychomotor
Values/Attitudes – integrity, respectfulness,
responsibility
+
Plan
3. Skills
 Reading, writing
 Using references and reading resources
 Inquiry skills
 Researching
 Social skills
 Cooperative learning skills
4. Learning Activities
 Varied techniques used incorporated in
strategies or approaches
+
Plan
5. Resources and Materials
 Printed
 Audio-visuals
 Programmed
 Models, charts, specimens
6. Evaluation Procedures
 Public display of outputs or interactions
 Written tests
 Reviews, summaries and generalizations
formulated
 Remedial work
 Re-teaching
+ Types of Lessons
1. Development Lesson
Used in presenting a new fact, principle,
procedure, generalization, skill, or a new
knowledge
STEPS:
1. Preparation
2. Development
3. Application
+ Types of Lessons
2. Drill Lesson
Used in fixing certain items of
knowledge or relations for ready recall
STEPS:
1. Motivation
2. Focalization
3. Repetition with attention
4. Application
+ Types of Lessons
3. Review Lesson
Used in presenting a new view of old facts
and concepts in a broader setting that
results in new meanings, associations,
relationships and ways of acting
STEPS:
1. Preparation
2. Review Proper/Activities
3. Further application
+ Types of Lessons
4. Appreciation Lesson
Used in leading the class to understand and enjoy
something. Focuses on values and making proper
choices.
STEPS:
1. Immediate Preparation
2. Hour of Appreciation
3. Aesthetic Discussion
4. Intellectual Discussion
5. Reproduction
+ Types of Lessons
5. Application Lesson
Used in further verifying the learners’
abilities in applying correctly the
generalization arrived at in a development
lesson
STEPS:
1. Motivation
2. Statement of the problem or task
3. Gathering information
+ Types of Lessons
6. Supervised Study
For ensuring individual needs
through one-on-one instruction
and guidance
+ Types of Lesson Plan Formats
 Plantilla
 Brief
 Semi-detailed
 Detailed
+
Parts of a Lesson Plan
I. Objectives
A. (cognitive)
B. (affective)
C. (psychomotor)
II. Subject Matter

Concepts/Skills:
Values Integrated:
References:
Materials:
+
III. Learning Procedure
A. Preparatory Activities
1. Drill
2. Review
3. Motivation
4. Setting of Standards
+
B. Developmental Activities
1. Presentation
2. Discussion
3. Generalization
C. Closure Activities
IV. Evaluation
V. Assignment
+
Classroom Management
Session 5
+ Concepts of
 An integral part of teaching and
techniques of managing students
must be delivered skillfully by the
teacher. The teacher’s personality,
philosophy and teaching style will
directly affect his or her managerial
and disciplinary approach.
+ Concepts of
 The administration or direction of
activities with special reference to
such problems as discipline,
democratic techniques, use and care
of supplies and reference materials,
the physical features of the classroom,
general housekeeping, and the social
relationships of pupils.
+ Concepts of
 The operation and control of
classroom activities
 Involves the ability to maintain order
and sustain learners’ attention
 Includes operation and control of
activities
+
Purposes of
 To minimize the occurrences of

discipline problems
 To increase the proportion of
classroom time devoted to
constructive and productive
activity
+
Aspects of
1. Lighting
2. Heat & Ventilation
3. Materials of Instruction
4. Care of Routine
5. Discipline
+ Approaches to
+
Assertive Approach
Lee and Marlene Canter
 Assumes that classroom management liberate

students because it allows them to develop their
best traits, skills and abilities, and provides them
with psychological security in the classroom and
an effective learning environment
 Teachers insist on responsible behavior by their

students; specify rules of behavior and
consequences for disobeying them, and to
communicate these clearly to them
+
Business-Academic Approach
Evertson and Emmer
 Emphasizes the organization and management of

students as they engage in academic work
 Involves a high degree of “time on task” and
“academic engaged time” for students. The idea is
that when students are working on their tasks there
is little opportunity for discipline problems to arise.
+
Behavioral Modification Approach
Watson and Skinner
 Involves a variety of techniques and method

ranging from simple rewards to elaborate
reinforcement training
 Assumes that behavior is shaped by the
environment and pay little attention to the
causes of problems
+
Group Managerial Approach
Jacob Kounin
 Emphasizes the importance of responding

immediately to group students behavior that might
be inappropriate or undesirable in order to prevent
problems rather than having to deal with them after
they emerge
 If the misbehavior is not noticed, is ignored, or is
allowed to continue for too long, it may create a
“ripple effect”
+
Group Guidance Approach
Fritz Redl
 Focuses on manipulating the surface behavior of

the students on a group basis
 Discipline and classroom control are produced
through group atmosphere and enhanced group
support
+
Acceptance Approach
From Humanistic Psychology
 Maintains that every person has a prime need of

acceptance
 Also based on the democratic model of teaching
in which the teacher provides leadership by
establishing rules and consequences but at the
same time allows students to participate in
decisions and to make choices
+
Success Approach
From Humanistic Psychology and Democratic
Model of Teaching
 Deals with general psychological and social

conditions
 Teacher should not excuse bad behavior on the
part of the student.
 Whatever negative classroom conditions that
exist must be changed and improved to lead to
student succeed.
+
Management of ROUTINES
A routine is a set of procedure for handling both
daily occurrences and minor interruptions of
instructions
 Students will have more opportunities

to learn and achieve better.
 Teacher can devote more time for

quality instruction.
+
Management of TIME
The quantity and quality of academic instructional and
engaged time affect student performance.
4 Categories of Time in School

(Ornstein 1990)
1. Mandated time – the number of days and

hours in the school calendar specified by the
state and school laws
2. Allocated time – the portion of time in school
allocated to different subjects and other
activities in academic and non-academic
areas
+
Management of TIME
The quantity and quality of academic instructional and
engaged time affect student performance.
4 Categories of Time in School

(Ornstein 1990)
3. Academic Instructional time – the actual

time that a teacher spends in class to give
instruction through various means in
particular subjects and skills
4. Academic Engagement time – the time that
students spend in performing academic work
+
Management Controls &
Techniques
+ Areas of Control
 Content: Manage to facilitate the

delivery of instruction
 Conduct: Manage to promote
orderly and safe learning
environment
 Context: Manage to encourage
interaction rather than physical
elements associated with the
classroom setting
+ Management Techniques
Content
1. Establish standard arrangements
2. Identify traffic routes
3. Organize supplies and materials within
learners’ reach
4. Be consistent with rules and areas where they
apply
5. Refrain from using the first few minutes of the
session for collection
Content
6. Use overlapping techniques during
collection and distribution of materials
7. Prepare for transitions in activities
8. Arrange furniture to aid monitoring
distractions
9. Maximize visibility and accessibility through
proper arrangement of furniture
Content
10. Develop and utilize nonverbal techniques
to manifest disapproval of certain behavior
11. Model and emphasize self-discipline
Conduct
1. Establish a code of conduct
2. Set limits to conduct inside and outside the
learning areas
3. Manage consequences of enforced rules
4. Seek the support of the school
administration and parents
5. Encourage self-discipline through positive
feedback
Context
1. Respect students as human beings instead
of valuing them for what they can and
cannot do
2. Attend to disturbances while maintaining
your teaching purpose
3. Attend to large concerns rather than small
issues
Context
4. Reveal oneself to the learners
5. Get involved in the process and with the
learners as your friends
6. Capitalize on interpersonal relationships
of trust and confidence
+ Types of Control
 Preventive: minimizes the onset of

anticipated discipline problems
 Supportive: directs students’ behavior

before discipline problem full blows up
 Corrective: seeks to discipline student

who failed to meet the agreed code of
conduct in a particular setting
+ Techniques in Developing
Good Discipline
 Demonstration: explain to the

students the behavior expected of
them.
 Attention: focus the students’
attention on what was explained and
model them
 Practice: provide opportunities to
practice appropriate behavior
+ Guidelines for Using Punishments
 Make sure the punishment is feasible.

 Never punish when you are not in a proper
emotional state.
 Do not assign extra work as punishment.
 The punishment must follow the offense the
soonest time possible.
 Be consistent with punishment.
+ Guidelines for Using Punishments
 Never use double standards when

punishing.
 Give the students the benefit of the doubt.
 Never hold any grudge after the incident.
 Never take incident personally.
 Document all serious incidents.
+
CONTENT
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A Refresher for the

Part 2 ANALYZING TEST ITEMS

Content Knowledge Pedagogical Knowledge

 Using student ideas and contributions

Principles of Effective Teaching

 A fundamental truth, law, doctrine, or

 Overwhelming obvious ideas that are

3. The Learning Environment

An embodiment of both body and spirit

Equipped with cognitive faculties

Equipped with appetitive faculties

Differ from one another in many ways

• Family and cultural background

Possess multiple intelligences (Howard

Have different learning styles (Kolb)

 Inclination for remembering, describing,

 Less concerned Ability to organize,

 Inclination for analyzing,

 Ability to argue, research, develop

 Inclination for predicting/speculating,

 Ability to develop original solutions,

 Inclination for supporting, personalizing,

 Build trust and rapport, empathize,

3. Values and Attitude

4. Aptitude and achievement

 Theplace where teaching and learning can take

 Consistsof the physical and psychological

 Features of the learning environment:

 the child is made the center of the

 the learner is made conscious of the

 it provides learning experiences;

 there is provision to meet individual

 the method used is supplemented

 evaluation is made an integral part

 drill or review is made an integral

1. Teachers' knowledge of the subject

4. Students benefit from taking

9. Material must be meaningful

1. acquiring relevant knowledge about

3. articulating explicit expectations

6. adopting appropriate teaching roles

7. progressively refining our courses

Terminal – the most important learning

Enabling – learning objectives that lead to

“What should the students be able to do?”

“Under what conditions should the participant

“How well must it be done?”

1. Label parts of a plant

LEVEL DESCRIPTION BEHAVIORAL TERMS

LEVEL DESCRIPTION BEHAVIORAL TERMS

Origination Creation of new movements, patterns to Create, produce, develop, compose

1. Utilizes the theory of self-activity

4. Starts from what is known already to

6. Provides the learners with numerous

8. Provides opportunity for the learner

Concerns DIRECT INDIRECT

Procedure in the Lecture

Purposeful and constructive activities

 A key technique in teaching

 Arousing students’ interest and

 Changing the mood and directions

According to the thinking process involved