Principles and Strategies of Teaching 2020 AND 2021 PDF

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ANDRES SORIANO COLLEGES OF BISLIG Mangagoy, Bislig City Principles and Strategies of TeachingPart II. LEARNING TO TEACHLearning to teach is a life-long process. To become an expert teacher is a complex, multi-faceted process that continuous throughout the individual’s professional lifetime. It will ...

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ANDRES SORIANO COLLEGES OF BISLIG Mangagoy, Bislig City

Principles and Strategies of Teaching Part I I.

LEARNING TO TEACH

Learning to teach is a life-long process. To become an expert teacher is a complex, multi-faceted process that continuous throughout the individual’s professional lifetime. It will require several different kinds of knowledge-through knowledge of subject matter, knowledge about schools and classrooms within them and knowledge of students and an understanding of how teachers can help in this process (Kauchack 1993). Content

Pedagogical

Knowledge

Knowledge

A. Teaching – refers to the management by an instructor of the teaching-learning situations B. Content Knowledge – understanding of content + ability to translate into meaningful form students C. Pedagogical knowledge – research based connection between teaching and learning D. Strategies – research

Strategies II.

III.

FIVE KEY BEHAVIORS CONTRIBUTING TO EFFECTIVE TEACHING A. Lesson Clarity  Teachers make their points understandable and explain concepts clearly so their students can follow in a logical step by step order.  Teachers’ oral delivery is clear, audible and free from distracting mannerisms. B. Instructional Variety  Refers to the variability or flexibility of delivery during the presentation of the lesson.  Includes the use of learning materials, equipment, displays and space in the classroom.  Involve asking questions and discrimination of different question formats. C. Teacher Task Orientation  Refers to how much classroom time the teacher devotes to the tasks of teaching academic subjects  Takes place in a classroom where teacher-students interaction focusses more on intellectual content that allows students and opportunity to learn and have higher rates of achievement  Makes classroom instruction parallel to the instruction goals and curriculum that guide the construction of assessment of student progress. D. Engagement in the Learning Process  Refers to the amount of time students devote to learning an academic subject  Is also considered as the amount sent by the students in actively learning the material a.k.a the engagement rate (the percentage of time devoted to learning when the student is actually on task, engaged with instructional materials and benefiting from the activities being presented) E. Student Success Rate  Refers to the rate at which students understand and correctly complete exercises and activities  Consists of teacher’s task orientation and students engagement as they are closely related to students success rate  Involves organization and planning of instruction that yields moderate-to-high success rate but then challenges the learner to go beyond the information given PRINCIPLES OF GOOD/ SUCCESSFUL TEACHING 1. According to John Dewey Teaching is considered good when:  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;

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it provides learning experiences;

 there is provision to meet individuals differences;  it utilizes that past experiences of the leaner;  the learner is stimulated to think and reason;  it is governed by democratic principles  the methods used is supplemented by another method and instructional devices;  evaluation is made an integral part of the teaching process; and  drill or review s made an integral part of teaching and learning. 2. According to James Mursell a. Principle of Context – setting and use of appropriate materials Level I – Textbook only Level II – Textbook together with supplemental materials Level III – on-academic and current materials Level IV – Multi-sensory aids Leve V – Demonstration and presentation by experts Level VI – Field experiences b. Principle of Focus – subject matter/lesson Level I – Page assignment Level II – Announced topic together with page or chapter references Level III – broad concepts Level IV – specific concepts, problems, skills acquisition c. Principle of Socialization –social setting in the classroom Level I – Submission Level II – Contribution Level III – Cooperation d. Principle of individualization – learner’s purpose, aptitudes, abilities and experimental procedures Level I – Uniform tasks Level II – Homogeneous grouping Level III – contract plan Level IV – Individual instruction Level V – Large units with option related activity Level VI – Individual undertakings e. Principle of Sequence –order/arrangement of learning tasks Level I – Logical succession of blocks of content Level II – Connecting learning/lesson/course through introductions, reviews Level III – Building learner’s readiness Level IV – Multi-sensory aids Level V – Building from the emerging meanings f. Principle of Evaluation –appraisal Level I – Through testing Level II –Related to objectives and processes Level III –Total learning process and results

IV.

MANAGING INSTRUCTION A. Determining Instructional Objectives are specific statements of intermediate learning outcomes necessary for acquiring a terminal performance (specific describing what the learner is to do at the end of instruction)  Taxonomy of Objectives 1) Cognitive Domain- Benjamin Bloom - describe the knowledge that learners are to acquire Original Revised Taxonomy Like the original taxonomy, the revision is hierarchical in the sense that six major categories of the cognitive process dimension are believed to differ in their complexity.

a. Knowledge –recalling previously learned material b. Comprehension –restating previously learned material into one’s own words c. Application –using the knowledge into a new situation or problem d. Analysis –breaking the knowledge into parts and making relationships among ideas e. Synthesis –producing wholes from the parts or producing a new whole f. Evaluation –judging the value of knowledge or the material learned

a. Remember – Retrieving relevant knowledge from longterm memory  Recognizing  Recalling b. Understand – Determining the meaning of instructional messages, including oral, written, and graphic communication.  Interpreting  Exemplifying  Classifying  Summarizing  Inferring  Comparing  Explaining c. Apply – Carrying out or using a procedure in a given situation.  Executing  Implementing d. Analyze – Breaking material into its constitution parts and detecting how the parts relate to one another and to an overall structure or purpose.  Differentiating  Organizing  Attributing e. Evaluate – Making judgments based on criteria and standards.  Checking  Critiquing f. Create – Putting elements together to form a coherent whole or make an original product.  Generalizing  Planning  Producing 

2) Affective Domain –David Krathwohl -describe the attitudes, feelings and dispositions that learners are expected to develop. a. Receiving –willingness to be aware and pay attention to stimulus or phenomenon. b. Responding –reaching to an event through participation c. Valuing –evaluating beliefs in the form of acceptance, preference, commitment d. Organization –organizing the values in relation to each other e. Characterization –acts in accordance with the accepted value and becomes a part of the personality 3) Psychomotor Domain –Elizabeth Simpson -relate to the manipulative and motor skills that learners are to master. a. Perception –awareness of sensory stimulus b. Set –relates cues/knows c. Guided Responses –performs as demonstrated d. Mechanism –performs simple acts well e. Complex Overt Response –skillful performance of complex acts f. Adaptation –modifies acts for special problems g. Organization –creates new movement patterns/shows creativity

B. Determining Methods

1) Factors to Consider in Choosing a Method a. Objectives b. Subject matter c. Learners d. Educational technology e. Teacher f. School environment g. Safety measures 2) Principles for Determining Method The method must:  utilize the theory of self-activity  utilize the laws of learning  aid the learner in defining his own purposes by setting the situation for the emergence of desirable purpose.  start from what is known already to the students.  be based on the accepted, well-integrated educational theory and practice which is designed to unify the work of teaching and learning.  provide the learners with numerous and diverse learning experiences or activities  challenge and encourage the learner to further activities which involve the process of differentiation and integration.  provide opportunity for the learner to ask and answer questions.  by supplemented by other methods. 3) Types of teaching approaches/methods/strategies Direct/Teacher-centered approach –is teacher-centered/controlled; teachers transmit information directly to the learner a) Deductive Method – The deductive method begins with a rule or generalization that is applied to specific cases or examples. It aims to test the rule or solve the given problem. It is the opposite of inductive method. b) Demonstration or Showing method –“Learning by observation & imitation.” In this method, the teacher (or a select group of pupils) performs the activity. The demonstration may be live, filmed or electronically presented. The class learns through observation and/or practice with real equipment and simulators. c) Lecture method –Lecture is a teaching procedure for clarifying or explaining a major idea cast in the form of question or problem (Bossing). This is very effective when the lecturer has the information or materials which pupils do not have; thus, imparts information and develops critical thinking, largely by the use of the verbal message, with minimal class participation. This is also considered as the most authoritative method of teaching.

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Indirect/Learner-centered approach –is learner-controlled; students search for information Concept development method –Subject matter is taught to enable pupils to develop concepts. (A concept is an idea or representation of the common element or attribute by which groups or classes may be distinguished. It is also a general idea or understanding, especially one derived from specific instances or occurrences) This method involves the essential components of higher-order thinking skills like listing, grouping, labeling, regrouping, and synthesizing. b) Discovery method- This method refers to an inductive method in guiding learners to discuss and organize ideas and processes by themselves. They will undergo the process of observation, comparison and abstraction, generalization and application. It means keeping them use ideas already acquired as a means of discovering new ideas. c) Inductive method- This would help pupils discover important rules or truth for themselves through careful observations of specific cases or examples leading to generalizations. It is the opposite of deductive method. d) Laboratory method- 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/experimentation, which in turn provide learners with first and...