POT 01 Elements of the Teaching and Learning Process PDF

Preview

Summary

Elements of the Teaching andLearning ProcessThe Learner as an Embodied Spirit**Corpuz, B. & Salandanan, G. (2013). Principles of Teaching 1 (3rd Edition). Quezon City: Lorimar Publishing, Inc.Lesson 1: THE LEARNERDesired Learning Outcomes: Explain the factors affecting the cognitive developm...

Description

Principles of Teaching

Colegio San Agustin-Bacolod

Elements of the Teaching and Learning Process Lesson 1: THE LEARNER Desired Learning Outcomes: • Explain the factors affecting the cognitive development of children# • Explain theories of learning styles and preferences# • Discuss how teachers can utilise knowledge of students’ learning styles and preferences in their instruction

The Learner as an Embodied Spirit* The Learners…an embodiment of both body and spirit. Equipped with cognitive faculties…

Equipped with appetitive faculties…

Senses

The five (5) senses are part of the learner’s sentient body. For effective and efficient learning, it is important that his/her senses function normally.

Feelings and emotions

Emotion is the on / off switch for learning. Positive feelings and emotions make the teachinglearning process an exciting and a joyful, fruitful affair. Negative feelings and emotions make the same process a burden.

Instincts

The learner has a natural or inherent capacity or tendency to respond to environmental stimuli such as danger signs for survival of self-preservation.

Will

By his/her will, the learner wills that his/her intellect presents as good and desirable. It is this will that makes the learner free to choose or not to choose to do the good as presented by his/her intellect.

Imagination It is the ability to form a mental image of something that is not perceived through the senses. Memory

The cognitive faculty of retaining and recalling past experiences.

Intellect

By this faculty, the learner can engage in cognitive processes such as forming ideas or concepts, reasoning out and making judgement.

*Corpuz, B. & Salandanan, G. (2013). Principles of Teaching 1 (3rd Edition). Quezon City: Lorimar Publishing, Inc.

Compiled by Paul Ray Mark N. Salsag

Page 1 of 10

Principles of Teaching

Colegio San Agustin-Bacolod

Factors Affecting Cognitive Development of Children* Biological Factors

• • • •

Environmental Factors

• • • • •

Senses# Intelligence# Heredity# Maturation

Learning opportunities# Economic status# Play# Various types of stimuli# Family and society

*Dutta, D. (2012). Factors Affecting Cognitive Development of the Learners. USA: Alpha Omega Academic Blog.

Seven Characteristics of Independent Learners* Curiosity

Independent learners are curious about the world.

Self-motivation

Intrinsic motivation far surpasses any prize or reward system.

Self-examination

Independent learners go into self-evaluation.

Accountability

This means responsibility: knowing what you have to do and doing it without anyone telling you to.

Critical thinking

Independent learners think critically of a situation.

Comprehension

Independent learners have the ability to read, visualise, or kinaesthetically instruct themselves.

Persistence

Independent learners are serious learners who do not give up easilly.

*AOA, 2012.

Learning Differences between a Child and an Adolescent Learner* Children

Adolescent

Rely on others to decide what is important to be learned.

Decide for themselves what is important to be learned.

Accept the information being presented at face value.

Need to validate the information based on their beliefs and values.

Expect what they are learning to be useful in their long-term future.

Expect what they are learning to be immediately useful.

Have little or no experience upon which to draw, are relatively “blank slates.”

Have substantial experience upon which to draw. May have fixed viewpoints.

Little ability to serve as a knowledgeable resource to teacher or fellow classmates.

Significant ability to serve as a knowledgeable resource to the trainer and fellow learners.

*Casinto, C. (2009). Handbook on Principles of Teaching 1. Manila: Rex Book Store, Inc.

Factors that Contribute to the Differences Among Learners* Ability

The capacity to understand and assimilate information for their own use and application.

Compiled by Paul Ray Mark N. Salsag

Page 2 of 10

Principles of Teaching

Colegio San Agustin-Bacolod

Aptitude

The innate talent or gift; a natural capacity to learn certain skills.

Interests

A strong appeal or attraction towards an activity or an area.

Family and cultural background

May include the exposure that the learners have as they are introduced and interact with the other people in the environment.

Attitudes

An organized predisposition to respond positively or negatively, favorably or unfavorably toward as specified class of objects.

*Corpuz, B. & Salandanan, G. (2013). Principles of Teaching 1 (3rd Edition). Quezon City: Lorimar Publishing, Inc.

Different Learning Styles Learning style is best defined as an approach to studying, understanding and eventually, learning a material. The study of learning styles reveals that individuals perceive and process information in very different ways. Variations in approach to learning may vary among individuals, or even within the individual.# CATEGORIES OR TYPES OF LEARNING STYLE* 1. VARK Model of Learning The VARK model of learning according to Neil Fleming proposes four modalities of learning.# Visual

Preference for the use of aps, images and graphic organizers to access and understand new information.

Auditory

Preference for listening and speaking situations, such as lectures and discussion, to understand new information.

Reading/ Writing

Preference for reading and writing to learn new information. These learners learn best through words. They are fast note-takers or avid readers.

Kinesthetic

Preference for tactile representation of information. These students learn better through hands-on activities or figuring out things using the hand.

2. Seven Learning Styles Following are seven major learning styles according to Ferriman (Ferriman, May 17, 2013). Visual (spatial)

Preference for using pictures, images, diagrams, colors, mind maps to understand material, to organize information and communicate with others.

Aural (auditory-musical)

Preference for using sound, rhythm, music, recording, clever rhymes to learn new information. The aural learner likes to work with sounds and music.

Verbal (linguistic)

Preference for using words, both in speech and in writing to assist in their learning.

Physical (kinesthetic)

Preference for using hands, body and sense of touch, to learn about the world.

Logical (mathematical)

Preference to use logic, reasoning and systems to understand concepts.

Solitary (intrapersonal)

Preference to work alone and use self-study and analysis.

Social (interpersonal)

Preference to learn in groups, and as much as possible, with other people.

Compiled by Paul Ray Mark N. Salsag

Page 3 of 10

Principles of Teaching

Colegio San Agustin-Bacolod

3. Kolb’s Basic Learning Styles Kolb (1979) proposed four basic learning styles based on his four-stage learning cycle. Kolb further asserts that people learn in four ways with the likelihood of developing one mode of learning better than the other. Converger

This person relies mainly on abstract conceptualization and active experimentation.

Diverger

This person is best at reflective and concrete experience.

Assimilator

This person predominantly uses abstract conceptualization and reflection.

Accommodator

This person uses concrete experience and active experimentation.

4. Honey and Mumford Learning Styles Honey and Mumford (1986 cited in McGill & Beaty, 1995) identified four learning styles based on Kolb’s work. They are: Activist

Enjoys the experience itself.

Reflector

Spends a great deal of time and effort reflecting.

Theorist

Good at making connections and abstracting ideas from experience.

Pragmatist

Enjoys the planning stage.

5. Dunn and Dunn Learning Styles Designed and developed by Dr. Rita and Kenneth Dunn presents different learning styles according to five (5) groups of stimuli (Dunn, 2000). Environmental Elements

The environmental strand refers to these elements: lighting, sound, temperature, and seating arrangement.

Emotional Elements

This strand includes the following elements: motivation, persistence, responsibility, and structure.

Sociological Elements

The sociological strand represents elements related to how individuals learn in association with other people: (a) alone or with peers, (b) an authoritative adult or with a collegial colleague, and (c) learning in a variety of ways or in routine patterns.

Physiological Elements

The elements in this strand are: perceptual (auditory, visual, tactlie, and kinesthetic), time-of-day energy levels, intake (eating or not while studying) and mobility (sitting still or moving around).

Psychological Elements

The elements in this strand correspond to the following types of psychological processing: hemispheric, impulsive or reflective, and global versus analytic. The hemispheric elements refers to let and brain processing modes; the impulsive versus reflective styles describes how some people leap before thinking and other scrutinise the situation before moving an inch. Global learners prefer to work in an environment with soft lighting and informal seating. People with this processing style need breaks, snacking, mobility, and sound. Analytic learners prefer work in an environment with bright light and formal seating. They work best with few or no interruptions, in a quiet environment, and little or no snacking.

*Brawner, D. (2018). Facilitating Learner - Centered Teaching. Quezon City: Adriana Publishing Co., Inc.

Compiled by Paul Ray Mark N. Salsag

Page 4 of 10

Principles of Teaching

Colegio San Agustin-Bacolod

Howard Gardner’s Multiple Intelligences Theory* Gardner identified eight components of intelligence (Chapman, 1996 & Lazier, 2000). He asserts that we are all born with the potential to develop a multiplicity of intelligences. Intelligence

Competence

Examples

1. Linguistic – sensitivity to spoken and written language

• •

Ability to learn language# Capacity to use language to accomplish certain goals

Writers, poets, lawyers, speakers

2. Logical/Mathematical – analyses problems logically, carry out mathematical operations, and investigate issues scientifically

•

Ability to detect patterns, reason deductively and think logically

Scientists, mathematicians

3. Musical – skill in the performance, composition and appreciation of musical patterns

•

Capacity to recognize and compose musical pitches, tones and rhythms

Musicians, composers

4. Bodily Kinaesthetic – using one’s whole body or body parts to solve and convey ideas

•

Ability to use mental abilities to coordinate bodily movements

Athletes, dancers

6. Interpersonal – working effectively with others

•

Capacity to understand the intentions, motivations and desires of other people

Educators, sales people, religious counsellors, politicians

7. Intrapersonal – working effectively with oneself

•

Capacity to understand oneself, appreciate one’s feelings, fears, and motivations

8. Naturalist – appreciation of the environment/nature

•

Ability to recognize, categorize and grow upon certain features of the environment

5. Spatial – recognize and use patterns of wide space and more confined areas

Nature lover, environmentalist

9. Existentialist – this intelligence seeks connections to real world understanding and application of new learning *Brawner, D. (2018). Facilitating Learner - Centered Teaching. Quezon City: Adriana Publishing Co., Inc.

To understand the learner, the teacher must know that: a. The learner is a unique individual with traits peculiar to himself;# b. The learner is influenced and, therefore, becomes a product of the cultural environment where he assumes membership; and# c. The learner is affected by social and psychological forces of the environment.#

Compiled by Paul Ray Mark N. Salsag

Page 5 of 10

Principles of Teaching

Colegio San Agustin-Bacolod

Lesson 2: THE TEACHER Desired Learning Outcomes: • Identify characteristics that make a good teacher# • Explain the significance of the teacher having several roles in the classroom

Teaching as a Profession* A professional person is one who conforms to the technical or ethical standards of a profession. ELEMENTS OF A PROFESSION 1. Initial Professional Education

Professionals generally begin their professional lives by completing a university program in their chosen fields.

2. Accredited Program

University programs are approved by a regulatory body like the Commission on Higher Education (CHED) in the Philippines to ensure that graduates from these recognized programs start their professional lives with competence.

3. Licensing

Licensing is mandatory, not voluntary and is administered by a government authority. In the Philippines, this government authority is the Professional Regulation Commission (PRC).

4. Professional Development

This is an ongoing professional education that maintains or improves professionals’ knowledge and skills after they begin professional practice. In the Philippines this is Continuing Professional Development mandated by RA 10912, otherwise known as the CPD Act of 2016.

5. Professional Societies

Professionals see themselves as part of a community of like-minded individuals who put their professional standards above the individual self-interest or their employer’s self-interest. These professional societies put dedication to the public interest and commitment to moral and ethical values.

6. Code of Ethics

Each profession has a code of ethics to ensure that its practitioners behave responsible. The code states what professionals should do. Professional can be ejected from their professional societies or lose their licenses to practice for violating the code of ethics.

*Bilbao P., et. al. (2018). The Teaching Profession. Quezon City: Lorimar Publishing Inc.

Compiled by Paul Ray Mark N. Salsag

Page 6 of 10

Principles of Teaching

Colegio San Agustin-Bacolod

Professional Attributes of a Teacher* Criterion 1 Physical Characteristics

• Health and wellness# • Appearance

Criterion 2 Personality Characteristics

• • • • • • •

Criterion 3 Responsibility Characteristics

• Responsibility# • Attendance and punctuality# • Maturity

Criterion 4 Communication Skill

• Oral communication# • Written communication

Criterion 5 Professional Relationship Skills

• Demeanour# • Rapport# • Awareness of individual differences

Criterion 6 Commitment to the Teaching Profession

• Professionalism# • Withitness# • Reflectivity

Cooperation# Tactfulness# Flexibility and patience# Organization# Enthusiasm# Creativity# Initiative and risk-taking

*University of Houston - College of Education, n.d.

Eight Habits of Highly Effective 21st Century Teachers* The Adaptor

The Risk Taker

The Communicator

The Collaborator

The Learner

The Model

The Visionary

The Leader

Laforteza, L., et. al. (2018). 21st Century Teaching and Learning. Malabon City: Jodeh Publishing.

The Teacher as a Person* Herbert Thelen from the University of Chicago catalogued some views teachers have of themselves and of their roles as teachers.# Model 1 SOCRATES

Compiled by Paul Ray Mark N. Salsag

The teacher sees himself, or behaves much like, the side old tutor of antiquity, with a reputation based on love of argument, debate, and deliberately provocative statement. The style of highly individuality and unsystematic.

Page 7 of 10

Principles of Teaching

Colegio San Agustin-Bacolod

Model 2 THE TWO-MEETING MANAGER

This teacher is always seeking consensus and cooperation among members of the class. Educators who speak of the importance of the community fall into this category, viewing their classes as communities of independent and equal human beings. He is more of a moderator than an expert. The style is direct participatory democracy.

Model 3 THE MASTER/APPRENTICE

The teacher perceives himself as genuine model for students. The teacher is like an old-fashion preceptor, and the pupil is the apprentice. He is concerned with how the students learn to live. The teacher plays multiple roles, as teacher, as father, mother, a friend, colleague and boss.

Model 4 THE GENERAL

The teacher lays the law and the expertise and demands obedience. There is no room for any sort of ambiguity, and the teacher as the owner to reward or punish. The pupil must do exactly what he is told. When you have a general for a teacher, it is true to say: “I am free to do so as I please as long as I do as I am told.”

Model 5 THE BUSINESS EXECUTIVE

This teacher functions as business executive, operating a company (the classroom) and working out business deals with the employees (the students). An air of efficiency and crispness goes along with this image. Detailed “production charts” may live the wall of the classroom, and the chief executive can be normally identified by a very tidy desk. This corporate image has become “official” in the newest classrooms, where thick wall carpeting is now standard equipment.

Model 6 THE COACH

The teacher views his role as inspirational desire, dedication, and devotion are the hallmarks of team talks, the coach is totally devoted to the task. Pupils are like members of the team; each one is insignificant as an individual, but as a group the students can move mountains. The only measure of effectiveness is the outcome, the final score. To the coach, “winning isn't everything, it’s the only thing.”

Model 7 THE TOUR GUIDE

This teacher bears an unmistakable resemblance to a professional guide. He clearly knows the way around, all the facts, all the time - indeed, the teacher seems to be a walking encyclopaedia. He also tends to be somewhat reserved, disinterested, and laconic. Technically perfect, the guide shows only a hint of boredom.

*Tulio, D. (2010). Foundations of Education Book 1. Mandaluyong City: National Book Store.

Compiled by Pa...