Principles of Teaching 1 Reviewer

Principles of Teaching 1 What is principle? Principles of Teaching – refers to the psychological laws of learning educational concepts and the rules of practice upon which all educational procedures are formed. Elements of Teaching and Learning  Teachers  Learners  Conductive Learning Environmental/Favorable Environment Teacher is the prime mover of the educational wheel. Learner are the key participants in the learning process. Favorable Environment provides essentials features and ingredients that make a headway in giving the processes and methodologies needed for a smooth linkage among the three elements. CONJUSIVE IN LEARNING ENVIRONMENT:  The room should be big enough  Students should provided with comfortable seats  Well Arrange Seats  Well Ventilated  Classrooms should be light  Classrooms should be clean  Should be observant to the students  Environment should favorable in learning The Learner is an embodied spirit. The Learners is equipped with cognitive as well as appetitive faculties. COGNITIVE FACILITIES:  Sense (see, hear, feel, taste and smell whatever is to be learned)  Instinct ( natural or acquired tendency)

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Imagination (able to form representations of material objects which are not actually present to the senses) Memory (retain, recall and recognize past mental acts.) Intellect (form concepts or ideas, make judgement and reason out)

Cognitive Factor – Psychology factor  Is the teacher is teaching, what.  Is been hear, see  Your mind is use when imagining Appetitive Faculties – Functioning Normally  Feelings/Emotions  Rational will serves as guiding force and the main integrity force in the learner’s character. For effective and efficient the five senses must function normally. What I hear, I Forget (Not all remember) What I see, I remember (Sometimes) What I Do, I Understand (The Best Way to do) “If there is an activity,, let them do the activity” DISTINGUISHING EEMENTS OF LEARNER 1. Ability  Differ in the way they observe and interpret happenings in their surroundings  Differ on their reactions and facility to learn  Differ on their mental ability 2. Aptitude - refers to the students innate talent or gift.  Indicates a natural capacity to learn certain skills 3. Interest  Vary in activities that are undertaken due to a story appeal or attract or attraction. “Dealing your students differently” “Difficult question will be given to the bright ones”

4. Family and Cultural background  Learners who come from different social economic background manifest in upbringing practices. 5. Attitude - refer to an individual’s perspective and disposition. Some positive attitudes of learner. `a. Curiosity b. Responsibility c. Creativity d. Persistent Howard Gardner’s Multiple Intelligence 1. Verbal – linguistic intelligence – sounds, meanings, structures and styles of language sensitive to speaking, writing and reading. Ex. Politician, Sales Rep., Script Writers, Newscaster, Teachers, Priest 2. Logical – Mathematical Intelligence – patterns, numbers and numerical data, causes and effects objective and and quantitative reasoning sensitive to finding patterns, making calculations, forming and testing hypothesis using the scientific method, deductive and inductive reasoning. Ex. Attorey Scientist, Computer Programmer, Analyst 3. Spatial – Inteligence – color, shape, usual puzzles, symmetry, lines, images, sensitivity in representing ideas visually, creating mental images, noticing visually, creating mental images, noticing visual details, drawing and sketching. Ex. Archetect, Painters, Graphic Artist, Interior Designer 4. Bodily – Kinetic – Intelligence –touch, movement, physical self athletician, activities requiring speed, flexibility, hard-eye coordination and balance. Ex. Mechanic, surgeon

5. Musical Intelligence – tone, beat, tempo, melody, pitch, sound, sensitive in listening singing, playing an instrument. Ex. Composer, Musicians, singers. 6. Interpersonal Intelligence – body language, moods, feelings, Sensitive in noticing and responding to other people’s feeling and personalities. 7. Intrapersonal Intelligence – one’s own strength weakness, goals and desires. Sensitive in setting goals, accessing personal abilities and liabilities, monitoring one’s own thinking. 8. Naturalist Intelligence - natural objects, plants, animals, natural occury patterns, ecological issues. Sensitive in identifying and classify living things and natural objects. 9. Existential Intelligence – ability to be sensitive to, or have the capacity for, concept analyzing or tackling deeper or larger questions about human existence such as the meaning of life, why are we born, What is one consciousness or how did we get there. The Teacher Professional Teacher is the licensed professional who posses dignity and reputation with high moral values as well as Technical and professional competences She/he adheres to observe and practice a set of ethical and more principles, standard and values, A professional Teacher a. Can effect change and learning (Sense of Efficiency) b. Expert in what she teaches (Subject Matter Knowledge) c. Know how she/he teaches (pedagogical Knowledge)

Attributes of a Professional Teacher 1. Control of the knowledge base of teaching and learning and use of this knowledge to guide the science and art of his/her teaching practice. 2. Repertoire of best teaching practice and can use these to instruct children in classroom and to work with adults in the school setting. 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 and dispositions and skills for working towards improving his/her own teaching as will as improving schools. 5. Sense of service is the badge of a professional teacher. LEARNING STYLES 1. Visual Learners – Study graphs, models and pictures and take notes to review later. 2. Auditory learners – list closely to class, reacts well to tapes and films in the class. 3. Verbal Learners – likely to absorbs reading materials such lectures more easily that other students 4. Tactile learners –favor subjects that allow them to work with hands 5. Kinesthetic learners – learn more by moving physically 6. Active and reflective learners a. Active learners – Tend to retain and understand but by doing something with it, Discovery, applying it to explaining it to others. They tend to do the group work. b. Reflective learners – prefer to think about it quietly first 7. Visual and Verbal Learners a. Visual Learners – remember best what they see. b. Verbal Learners - Get more out of words (eg. Written, Spoken)

8. Sensing and Intuitive Learners a. Sensing learners – tend to like learning facts often like solving problems by well establishing methods b. Intuitive Learners – often prefer discovering possibilities that relationships, like innovation and dislike repetition 9. Sequential and Global learners a. Sequential Learners – tend to gain understanding in linear steps with each step following logically from the previous one. b. Global Learners – tend to learn in large jump absorbing material almost randomly w/o connections and then suddenly getting it. THINKING STYLES 1. Concrete Sequential Thinkers – tend to be based on reality. Hands-on is a good way for these people to learn. 2. Concrete Random Thinkers – Are experimenters. They are based on reality, but are willing to take more of a trial and error approach 3. Abstract Random Thinker – organize information through reflection. World of feeling and emotions 4. Abstract Sequential Thinkers – Love the world of theory and abstract though. They thinking processes one logical, rational, and intellectual work alone rather than in group. To facilitate learning, teacher must be: 1. Expert in his/her subject matter and skilled in the science and art teaching 2. Have a pleasing personality and a model of values 3. Have passion for teaching, sense of humor and enthusiasm

OUTSTANDING PERSONAL QUALITITIES OF A TEACHER 1. Passion 2. Humor 3. Values and Attitude a. Open Mindness b. Fairness and Impartiality c. Sincerity and Honesty d. Professionalism 4. Patience 5. Enthusiasm THE LEARNING ENVIRONMENT Learning Environment consists of: 1. Classroom 2. Instructional Features 3. Non- threatening classroom climate PRINCIPLES OF LEARNING Principles – rule for guiding the ship of education so that it will reach the port designated by the philosophy of education  Is a compass by w/c the path of education is directed  Mean any general truth or guiding norm by which a process is carried on  Chief guide to make teaching and learning effective and productive 1. Learning is an experience w/c occurs inside 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 cooperative and collaborative process 5. Learning is an revolutionary process 6. Learning is a painful process

7. One of the richest resources for the 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 PRINCIPLES OF GOOD TEACHING 1. Active Learning 2. Many Methods 3. Motivation 4. Well-balanced curriculum 5. Individual differences 6. Lesson planning 7. The power of suggestion 8. Encouragement 9. Remedial teaching 10. Democratic environment 11. Stimulation 12. Life-like situation 13. Independence LESSON PLAN Lesson Plan (Welson Bossing) is a statement of achievements to be realized and the specific means by which these are to be attainmed as a result of trhe activities engaged on day by day under the guidance of the teacher. Why is Lesson Plan important? 1. A pupil educational ground depends on the selection of the subject matter, activities, experiences and methods adapted to his interest, needs, abilities and level of maturity. 2. A lesson plan includes framing objects and choosing subject matter, problems, materials and evaluation technique. 3. Making a lesson plan involves foreseeing what is likely to happen and choosing experience that will change leaners for the better.

4. A lesson plan serves as a guide to the apprentice teacher. 5. Planning presents waste of time

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PARTS OF A LESSON PLAN Objectives – they are divided to the changes in the behavior of the learners.  Cognitive – refer to the mental ability (Learning facts & Information)  Affective – refer to the behavior & characteristics (Attitude Appreciation)  Psychomotor – refer to the action ( Habits & Skills)

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Subject Matter  Topic/Concepts – Title of the day’s lesson  Reference: Title of the book, Author/s, pages  Materials – Colorful, Meaningful, Attractive Visual Aids  Strategies – different methods strategies used depending on the aim, teacher, learner , lesson  Skills – Verbs taken from the Objective (Gerund Form)  Subject/s – Integration to the lesson  Values – focused values Learning Activities a. Preparatory Activities Drill – activity that will enable the students to automize response to a prerequisites skill of the new lesson Review – activity that will refresh or renew previously taught material Introduction – activity that will set the purpose of the day lesson All activities should be motivating to arouse the interest of the learners

These motivational activities could be in two types: 1. Intrinsic Motivation  Sustaining self interest to learn  Maintains self – curiosity and involvement the work by using purpose, doubt, as well as familiar things 2. Extrinsic Motivation  Real life situation or within the experience of the learners are incorporated  The teachers uses different activities as a vehicle to translate the knowledge, values and skills into learning that could be applied in their lives outside the school 3. Discussion/ Analysis – asking of a series of effective or cognitive questions about the lesson presented 4. Abstraction/Generalization  The summary of the lesson  Organizing significant information about the lesson presented  Complete graphics organizer like concept maps, venn diagram, fish bone, table, matrices, etc. 5. Closure/Application – relates the lesson to other situation in the forms of:  Dramatization simulation and play  Storytelling, oral reading  Construction drawing  Written composition  Singing or reciting a poem b. Evaluation – Determine whether the objectives are met and achieved  Questioning, summarizing, journals  Assigning work-project, research  Administering short query, portfolios

c. Assignment – an activity done outside the classroom/s at home  Reinforce or enrich the day’s lesson  Set the materials that students have to bring to school to implement the next lesson  The acrivity should help attain the days lesson Objectives. It should be interesting and differentiated Objectives  provides goals to be attained,  give direction to the class discussion,  call for outcomes to expect. General  aim is usually broad in scope and may be the objective of a course, subject or semester.\  It cannot be attained in one lesson. Ex. To develop Specific  Usually attainable in a specific lesson and contributes to the accomplishing of the general aim.

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Semi-detailed – shorter that the detailed. No longer divided into two columns because PA/SA is omitted. It copies the different steps in the procedure from the preparatory to the lesson Brief – shorter that the semi-detailed. It copies all the onjective, subject matter, evaluation & assignment from the semi-detailed. In the procedure, only important greetings are copied from preparatory activities and lesson proper. The different steps are omitted.

TYPES OF INSTRUCTIONAL MATERIALS & TOOLS  Visual  Redia  Models  Drawing Teaching Approach – teaches viewpoint Teaching Method – logical procedure Teaching Strategy – general design Teaching Technique – Style or act

“There should be 3 objectives in the 3 domains of learning” CRITERIA OF OBJECTIVES S-pecific M-easurable A-ttainable R-esult-oriented T-ime bound TYPES OF LESSON PLAN:  Detailed - anticipating teaching because it puts into writing the classroom activities that may occur. It is divided into 2 column----The TA and SA/PA. It is the longest plan because it contains the procedure w/ questions and answer from the learners.

FACTORS TO BE CONSIDERED IN CHOOSING A METHOD  Objectives  Subject Matter  Learners  Materials & Technology  Time Allotment  Teacher INSTRUCTIONAL MODEL/DESIGN  Multi-grade instruction – combined w/ a class  Team teaching – Two more teacher  Distance education – needs of individuals  Computer-assessed instruction – utilize computer

TYPES OF LESSON  Developmental Lesson – new lesson  Review Lesson – renew the study  Drill Lesson – Automization of certain response  Application lesson – provides oppurtunities  Appreciation lesson –understand & Value TEACHING APPROCHES  Discovery Approach – through discovery  Conceptual Approach –integrates ideas  Inquiry Approach – aspect Tearching o Inductive Method – specific to general o Deductive Method – general to specific o Laboratory Method/Experimental Method -Teaching procedure Investigation or Experimentation