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Documente Cultură
1
The Teacher
2
The Learner
3
The Classroom
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Educ 222 Principles of Teaching 1
Melanie Jeane C. Galvez
Emotional
Climate
4
The
Curriculum
5
Materials of
Instruction
6
Administration
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Educ 222 Principles of Teaching 1
Melanie Jeane C. Galvez
DOMAINS OF A TEACHER:
Social regard for learning- the teacher should be a role model of the student
Learning environment
teacher should create a conducive environment.
Atmosphere in the classroom
Intellectual climate
Diversity of learning
Teachers acknowledges that students have diff. backgrounds
Curriculum
Teachers should be knowledgeable about the topic
Community linkages
Being able to link with the stakeholders
We link to the community for us to know the needs of the community
Planning, Assessing, Reporting
Planning the lessons & activities inside the classroom
Assessing/ evaluating
Assessing is performance based, how to prepare rubrics 5,4,3,2,1,0
Reporting is giving feedback. Example: conduct home visitation, give back test papers, PTA meetings
Personal growth and professional development
Teachers should not stop learning Ex: recollection
3 MAIN CHARACTERISTICS OF A TEACHER:
Subject matter knowledge- what to teach
Pedagogical knowledge- how to teach
Sense of efficacy- good rapport with the students or know your students
Active Learning
2. Many Methods
3. Motivation
4. Well-Balanced Curriculum
5. Individual Difference
6. Lesson Planning
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Educ 222 Principles of Teaching 1
Melanie Jeane C. Galvez
8. Encouragement
9. Remedial Teaching
11. Stimulation
12. Integration
13. Life-like Situation
14. Independence
Performance
Learner
Behavioral
Specific
(objectives)
Process
objectives
Enabling
objectives
Characteristics of
Performance
Objectives
SMART
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Educ 222 Principles of Teaching 1
Melanie Jeane C. Galvez
Cognitive
Evaluation
Receiving
Responding
Valuing
Organization
Characterization
by Value
Affective
Psychomotor
Reflex Movements
Basic Fundamental
Movements
Perceptual Abilities
Physical Abilities
Skilled Movements
Non-discursive
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Educ 222 Principles of Teaching 1
Melanie Jeane C. Galvez
_______________
References
1. Salandanan, Gloria. Teaching and the Teacher (pp 89-93).
2. Corpuz & Salandanan. Principles and Strategies of Teaching (pp84-90).
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Educ 222 Principles of Teaching 1
Melanie Jeane C. Galvez
Approach
Ones viewpoint
toward teaching
Method
A series of related and progressive
acts performed by a teacher and
students to achieve the objectives
of the lesson
Strategy
Set of decisions to
achieve an objective
that results in a plan
Technique
The personal art and
style of the teacher in
carrying out the
procedure
Instructional Tactics
Instructional Activities
Delivery Mode
Conditions under which
instruction is to be offered
to the learner
Media
Manner through which an
instructional message is
communicated
Types of Lesson
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Educ 222 Principles of Teaching 1
Melanie Jeane C. Galvez
Developm
ent Lesson
Preparation
-review facts
-recall old
experiences
related to new
lesson
-establish objectives
Development
lead the class to:
examine
analyze
compare
contrast
generalize
observe
judge
direct
something to achieve
objectives
Application
Use what has been
learned in a new
situation or practice
activities
Review
Lesson
Drill Lesson
Preparation
-define the need
review
-specify the purpose
of
review
-recall concepts
previously learned
Motivation
Arousing the need for
the skill or activity
Review
Proper/Activities
Use any or a
combination of the
following:
Problem Solving skill
Comparison Scheme
Concepts Scheme
Activities Scheme
Open book exercises
Imaginative-Creative
Condensing
Selected reference
Reading
Focalization
Focusing learners
attention on the
specific facts, habits,
or skills to be drilled
on
Repetition of
Attention
Repeating learning
materials meaningfully
Application
Using what has been
Further Application
Use new learning in
new situations
Expository Strategy
Less delivery
Utilizes
expositive
strategies such
o Direct
o
o
Exploratory Strategy
time
as:
teaching
Deductive proces
Teacher controlled method
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Educ 222 Principles of Teaching 1
Melanie Jeane C. Galvez
Demonstra
tion
Deductive
Teaching
What
Telling and
showing method
performed
usually by a
teacher or a
trained student
while the rest of
the class become
observers
Process of
teaching that
starts with a rule
or general
statement that is
applied to
specific
cases/examples
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Educ 222 Principles of Teaching 1
Melanie Jeane C. Galvez
Inductiv
e
Teachin
g
Discove
ry
Teachin
g
Thoughts are
synthesized to
perceive something
that the individual has
now known before
o Learner gets directly
involved in learning
Learning is a result of the
learners own internalized
insight, reflection, and
experience.
o
Steps
Preparation:
o Set an apperceptive basis
by reviewing old facts or
lessons that can be utilized
as background for the new
o Motivate by arousing the
need to achieve the
objective
o State the aim which may be
in the form of a problem or
goal statement
Preparation = present specific
cases, instances, and examples
to the class
Comparison and Abstraction =
discover and identify the
common elements among the
specific cases
Generalization = state the
common element deduced from
the specific instances/examples
as a concept, a generalization,
a rule, a definition, a principle,
or formula
Application = use the learned
concept, generalization, rule,
and principle in new situations.
Deductive discovery:
Inductive Discovery:
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Educ 222 Principles of Teaching 1
Melanie Jeane C. Galvez
ProblemSolving
Method
Project
Method
A significant practical
unit of an activity of a
problematic nature
carried on by students in
a lifelike manner and
natural setting. It may
be construction, an
employment, a problem,
or a learning project
o
o
o
o
o
Laboratory
Method
Inquiry
teaching
o
o
o
o
o
o
o
o
o
Steps
Identification and recognition
of the problem
Discussion of key elements of
the problem
Statement of
hypothesis/proposal of
solution(s)
Collection and interpretation of
related evidence(s)
Critical evaluation of
suggested solutions
Verification of accepted
solution(s):
o If acceptable use the
solution to solve the
problem
o If not, prepare another
solution
1 Purposing = determining goals
and activities cooperatively
2 Planning = deciding on the
activities
3 Executing = carrying out
activities
4 Evaluating = judging the
finished projects/results against
the goals
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Educ 222 Principles of Teaching 1
Melanie Jeane C. Galvez
Concrete
Experience
Observation
&
Analysis
Active
Experimentation
Abstraction
Reconceptualization
Reflective
Teaching
Stages
1. Concrete
Experience
2. Observation &
Analysis
Observation:
o Gather information about the experiences, beliefs, values,
intentions, attitudes, feelings, and actions
o Describe the experience in a multidimensional and comprehensive
way
Analysis:
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Educ 222 Principles of Teaching 1
Melanie Jeane C. Galvez
3. Abstraction Reconceptualizaiton
o
o
o
o
o
o
Strategy
Developing
Metacogniti
ve
A teaching approach where learners are trained to become aware of and exert
control over their own learning by using metacognitive processes
Through the
Planning= deciding what my goals are and what strategies to use
use of the
to get there
following
Deciding = what further knowledge or resources I need
metacognitive
Monitoring progress along the way = am I going in the right
processes
direction?
Evaluating = when I have arrived; and
Terminating = when the goals have been met
Heuristic or
Before = when you are
What in my prior knowledge will
Selfdeveloping the plan of
help me with this particular task?
questioning
action, ask yourself:
In what direction do I want my
thinking to take me?
What should I do first?
How am I reading this selection?
How much time do I have to complete
this task?
During = when you are
How am I doing?
maintaining/monitoring the Am I on the right track?
plan of action, ask yourself: How should I proceed?
What information is important to
remember?
Should I move in a different
direction?
Should I adjust the pace
depending on the difficulty?
What do I need to do if I do not
understand?
After = when you are
How well did I do?
evaluating the plan of
Did my particular course of
action, ask yourself:
thinking produce more or less
than I had expected?
What could I have done
differently?
How might I apply this line of
thinking to other problems?
Do I need to go back through the task
to fill in any blanks in my
understanding?
Knowing when
Guide student in the use of reading, writing, and
you know
reasoning process
Repeat successful experience with the process
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Educ 222 Principles of Teaching 1
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Awareness
Knowing what
you know
Knowing what
you need to
know
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Educ 222 Principles of Teaching 1
Melanie Jeane C. Galvez
2
3
4
5
6
7
DISCUSSION TECHNIQUES
(Notes from: COI Workshop 2003, AdDU)
Forum similar to panel in which a group of five to six students take turns
in discussion with the class topics on hand
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Educ 222 Principles of Teaching 1
Melanie Jeane C. Galvez
CLASSROOM MANAGEMENT
Definition:
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Educ 222 Principles of Teaching 1
Melanie Jeane C. Galvez
Education)
Approaches to
Classroom
Management
BusinessAcademic
Assertive
Approach
Group-Managerial
BehaviorModification
Acceptance
Group-Guidance
Success
Social Climate
Elements of
Classroom
Management
Emotional Climate
Environment
a. Direct Instruction
b. Deductive Method
c. Inductive Method
d. both b & c
Which of the following method will you used to verify a certain findings and to make the learners handle
apparatus properly?
1) Textbook method
2) Laboratory method
3) Field trip method
4) Project method
6.
1)
2)
3)
4)
The ________ method is utilized if the learners are trained to do creative products.
Project
Case study
Field trip
Simulation
7.
1)
2)
3)
4)
If the material is dangerous for the learners to handle, which of the following method will you use?
Textbook
Group discussions
Lecture-demonstration
Eclectic
8.
1)
2)
3)
4)
9.
1)
2)
3)
4)
The ________ method is used to find out the learners knowledge about a certain topic assigned to them.
Independent study
Textbook
Lecture
Question and answer
10. The ________ approach is utilized when the learners are trained to ask intelligent question.
1) Process
2) Discovery
3) Inquiry
4) Value certification
This method of teaching presents a general concept by first defining it and then
providing examples or illustrations that demonstrate the idea until it achieve the concept
mastery.
a. Inductive
b. Deductive
c. Directive
d. Demonstrative
. Direct Instruction is more appropriate when
a. cooperative learning is not an option.
b. the teacher needs to arouse or heighten student interest.
c. attempting to achieve content mastery and overlearning of fundamental facts.
d. both b and c
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Educ 222 Principles of Teaching 1
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