Principles Underlying Teaching

Principles Underlying Teaching Presented to: Education 14 Class

1. 2. 3. 4. 5. 6.

Principle of Context Principle of Focus Principle of Socialization Principle of Individualization Principle of Sequence Principle of Evaluation

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PRINCIPLE OF CONTEXT

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Flemming (1996) as cited by Acero et al. (2007) A collection of data is not information. A collection of information is not knowledge. A collection of knowledge is not wisdom. A collection of wisdom is not truth.

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• Information relates to description, definition, or perspective (what, who, when, where) • Knowledge comprises strategy, practice, method, or approach (how) • Wisdom embodies principle, insight, moral or archetype (why)

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Principles of context mean that instruction can be effective if learning takes place through situation and circumstances that provide setting materials for the process of learning to go on.

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Principle of Context are Categorized into Six Levels Level 1 Context consists of the textbook only • Predominantly verbal • No problem-solving experience • Lacks dynamic appeal • Limited verbal responses to verbal stimuli

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Level 2 Context consists of textbook together with a collateral/supplemental material • Wider context • More readings of expository • Advocates more extensive reading

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Level 3 Context consists of non-academic and current materials (magazine articles, newspaper clippings) • Concrete, specific, actual, and immediate • Reality vs. theories • Leads to extensive discussion

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Level 4 Context consists of multi-sensory aids • Effective when used as aid in learning • Related to contemplated learning • Ineffective if learner is passive

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Level 5 Context consists of demonstration and presentation by the experts • Concrete setting • Learning beyond classroom setting

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Level 6 Field experiences: personal, social, community understanding • Concrete, abundant, dynamic, readily apprehended setting for learning • Goes beyond verbalization • Concrete and firsthand experiences

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PRINCIPLE OF FOCUS

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Level 1 Focus established by page assignment in textbook • Uniform structure • Learning without unity • memorization

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Level 2 Focus established by announced topic together with page or chapter references • Insight and understanding • Varied learning pattern

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Level 3 Focus established by broad concepts to be comprehended or problem to be solved • Directed at the mental processes of the learner • More varied learning patterns

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Level 4 Focus established as a concept or a problem to be solved, a skill to be acquired to carry an undertaking • Flexibility • Acquisition of more facts and information

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PRINCIPLE OF SOCIALIZATION esmontemayor

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Level 1 – Social pattern characterized by submission • Rudimentary level of socialization • No group function • Teacher-controlled

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Level 2 – Social pattern characterized by contribution • Sympathetic and positive discipline • Freedom • Lacks authority

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Level 3 – Social pattern characterized by cooperation • Goes beyond friendliness and sympathy • Teacher as an organizer • Positive team spirit

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PRINCIPLE OF INDIVIDUALIZATION esmontemayor

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Scales of Application 1. Individualization through different performance in uniform 2. Individualization through homogenous grouping 3. Individualization through contract plan

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Scales of Application 4. Individualization through individual instruction 5. Individualization through large units with optional-related activity 6. Individualization through individual undertakings, stemming from and contributing to the joint undertaking of the group of learners

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PRINCIPLE OF SEQUENCE

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Scales of Application 1. Sequence through logical succession of blocks of content (lesson and course) 2. Sequence through knitting learning/ lesson/ course together by introductions, previews, pretests, reviews 3. Sequence organized in terms of readiness 4. Sequence organized in terms of lines emerging meanings

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Scale 1 Learning sequence can pass through the following stages: 1.Define the principle. 2.Define the principle within models. 3.Generate the principle. 4.Receive feedback. 5.Define principle or practice.

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Scale 2 Knotting learning of a particular lesson by 1.Supplementing discussion 2.Studies 3.Analysis of lesson 4.By introductions 5.Reviews related to the lesson at hand

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Scale 3

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PRINCIPLE OF EVALUATION

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Types of Evaluation 1. Diagnostic Evaluation – Done at the beginning of the unit or course to determine the different levels where students can be grouped whether:

a. Slow b. Average c. Fast

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Types of Evaluation 2. Formative Evaluation – The phase of evaluation where what the teacher does in the course of his teaching and what he is to do next are given focus. – Example: a short test after the lesson proper

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Types of Evaluation 3. Summative Evaluation – This phase of evaluation calls for “summing up” all pertinent data related to the performance of the individual learners.

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