PRINCIPLES OF TEACHING
performance
Understanding Teaching – Teaching as a Profession
Implications – Change of Behavior, Change of Knowledge, Impact on
the performance
CONCEPT OF TEACHING
Teaching – is a noble profession, rewarding and fulfilling
- mother of all profession
-without teachers we cannot produce other professions
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.
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
Challenges of Teaching
- meeting the challenges of time
- meeting the need of time and quality
The Purpose of Teaching
- it goes beyond memorizing
- it us important to the teachers to know how to handle class and
being knowledgeable to its subject matter.
- to develop learner’s potentials and develop their self-esteem.
- teacher should know how to deliver a class
- become a facilitator of learning and guilds learners
TEACHING FOR UNDERSTANDING
4 FRAMEWORK OF UNDERSTANDING (4 CORNER STONES)
1). Planning Generative Topic
- Build the curriculum around important and accessible topics
that interest learners and teachers
- Preparation of topics / lesson plans
- To organized
2). Understanding Goals
- Define explicit goals for learners’ understanding and make
goals public early and often
- daily objective for quality goals
- thinking about the outcome
3). Performance of Understanding
- Provide multiple, varied opportunities for learners to perform
in ways that develop and demonstrate their understanding.
- to the different activity that develop and express their
current experience
- understand what the student already know. (learn, relearn,
unlearn)
- influence student to learn more. simplex to complex-
- application of their learning
4). Ongoing Assessment
- Assess learners’ work frequently using public criteria that
align with learning goals and suggest ways to improve.
- Assessment through feed backing (example report card)
- Diagnostic test, summative test, formative test, narrative
report based on criteria
- set activities to understand learners
- Get feedback to know what will do to improve their
THE ELEMENTS OF TEACHING AND LEARNING PROCESS
1). Teachers
- Prime mover of the educational wheel
- life-long learners
2). Learners
- Prime participants in the learning process
Students – grade 7 up – they are the one of learning
scholastics
Students – grade 6 below who receive instructions
1st century leaners are commutative, creative, open
minded
COGNITIVE DEVELOPMENT
- It is field of study in neuroscience and psychology, focusing on
a child’s development in terms of information processing,
conceptive resources, perceptual skill, language learning, and
other aspects of the brain development and cognitive
psychology compared to an adult’s point of view.
- Qualitative differences between how a child process its
working experience and how an adult process his/ her
working experienced are acknowledged.
- The emergence of ability to consciously organize and
consciously understand and articulate these understanding.
- intellectual DEVELOPMENT
- Is the construction of thought processes, including
remembering problem solving problem and decision making
from childhood through adolescence to adulthood.
2 FACTORS AFFECTING COGNITIVE DEVELOPMENT
- Nutrition – Illness – environment - discussion
1. Biological factors – substance that affect the environment
1. Senses – receives stimuli from the environment (the 5 sense)
2. Intelligent – the ability to learn about
3. Heredity – process of parsing.
4. Maturation – process of learning to cope and respond in an
emotionally appropriate way.
2. Environment Factors
1. Learning opportunities
2. Economic Status
3. Play – opportunity to interact
4. Various types of stimuli
5. Family and society
INDEPENDENT LEARNERS
1. Curiosity – explore, seek
2. Self Motivation
3. Self Examination – strength and weaknesses
4. Accountability knowing what you have to do.
5. Critical Thinking – think critically with multiple situation.
6. Comprehension – need visualize and instruct themselves
7. Persistence – serious, who don’t give up easily, they
stive to understand full responsibility for their own
learning
DEEP AND SURFACE APPROACHES OF LEARNING
 - One of the most basic characteristics of any learning process is 1. There is no definite / single learning style, it’s always mixed.
the depth of study that it involves, the two extremes in the 2. Some people have dominant styles of learning with for less the
spectrum being surface learning, deep learning, and strategic style.
learning. 3. Other may use different styles in different circumstances. There is
- They want to understand things no right combination.
4. Styles that are developed can still be further improved for learning
1. Deep approach - Students learn to self-direct their environment.
own education and to adopt what is known as
'academic mindsets,' and they learn to be lifelong
learners.”
2. Surface approach - Surface learning (as its name implies)
involves simply 'scraping the surface' of the material being 4 FACTORS OF LEARNER
studied, without carrying out any deep processing of the 1. Global learner - prefer to work soft lighting and
material. Students who adopt such a surface approach tend informal setting, need breaks,
to work according to the following general pattern: mobility and snaking.
concentrating purely on assessment requirements. 2. Analytic learner - prefer bright light and formal
setting, no interruption, little or
7 LEARNING STYLES no snacking
1.Visual - (Spatial) are those that learn best when they have an 3. Age - vary and change with age as
image or cue to help them process the information. people grow older
They may also need to map out or write out their 4. Gender - boys and girls tend to learn different
thoughts in order to really process what they are ways.
thinking. - Male – for visual, kinetics, mobile,
2.Aural - (Auditory-Musical) is a unique type of learning style, informal environment, peer
but it is used to classify those who respond primarily to motivation
sound. - Famale – auditory, informal
3.Verbal - (Linguistic) learn best both under verbal instruction setting, less mobility, self-
and writing. They typically excel with both. These motivated, conforming, authority
learners are typically those that go into public oriented.
speaking, writing, journalism, and debating.
4.Physical - (Kinesthetic) are extremely animated and always need KOLB'S LEARNING STYLES
to be moving. They learn best by going through the
motions of what they are learning. 1. Social Learners - are leaders they learn best by
5.Logical - (Mathematical) They are the individuals who want to analyzing and solving problem by
understand the reason behind content or skills and grouping the lectures instead of
tend to enjoy games like chess and doing brainteasers. books and picture
6.Social - (Interpersonal) social learners are natural group 2. Creative Learners - are Imaginative – They have open
workers. For students, these are the individuals that mind new ideas
seem to be involved in every extracurricular activity. 3. Intellectual learners - are organized – logical and
For adults, they are the individuals that like to be precise. They find fast fascinating,
engaged with others, work on teams, and ask their none scientific, they find difficult
peers for feedback in order to learn. to decide or act on a matter
7.Solitary - (Intrapersonal) - Solitary learners are individuals who 4. Practical Learners - are both thinker and doers,
simply prefer to learn on their own and keep to experimentation
themselves. In most situations, this is a learning style
for socially introverted people—but not always. There
are some people who are extroverts in social situations 3 Stage of Persons Development
but prefer to be alone when they are trying to learn. 1. Acquisition - birth to adolescence, basic
development, cognitive
2. Specialization - Schooling, personal experiences
DAN LEARNING STYLE - DANIEL WILLINGHAM and early works
3. Integration - mind corner through later life
1. Environmental
a. lighting b. sound c. temperature
d. sitting arrangements
2. Emotional
a. motivation b. persistence c. responsibility
d. structure
3. Sociological – association with people
4. Physiological – intake time of day and mobility, perceptual, visual
and audity
5. Psychological – global vs. analytic – resort to do something before
learning

GUIDELINES OF LEARNING