Dimensions of Teaching

DOMAINS OF LEARNING Cognitive (Benjamin Bloom) Knowledge Comprehension Application Analysis Synthesis Evaluation Psychomotor (David Krathwohl)

Approach View points How you look at things as a whole Nature of the learners, subject method and media. Methods Procedures Strategies/ techniques Personal touch of the teacher PUZZLE??? Whats the difference between strategies and techniques? Triad of Teaching- Learning process

Daves Taxonomy

Media and Method IMs Procedure LP Language Strategies and techniques

Affective ( Anita Harlow) Receiving- Attending to stimuli Responding reacting to stimuli Valuing displaying of behavior. Organizing displaying of values Characterizing internalization.

CHARACTERISTICS OF LEARNERS 1. Every learner is unique. 2. Every learner has their own multiple intelligence.

Observable Should begin with an outcome verb.

PRINCIPLES IN THE CONSTRUCTION OF INSTRUCTIONAL OBJECTIVES Specific Measurable Attainable Resource- oriented Time-bounded Energetic Result-oriented o Output o Rubric .. content

method/ST/ Approach assessment o o Learners Nature of the subject matter

FOUR (4) PHILOSOPHES OF HUMAN NATURE 1. Inherent EVIL- Education keeps dangerous instinct under control. 2. HENDONISM- the power to make education pleasurable. 3. CURIOUS 4. Blank Slate- Tabularasa- John socke

EVALUATION Encompasses both the learners and the teachers performance. PRINCIPLES IN THE CONSTRUCTION OF INSTRUCTIONAL OBJECTIVES

DIFFERENT APPROACHES & METHODS

Give concrete details ADVANTAGES

I. Direct/ Expositive Approach Is teacher directed Gives chance to learning 3E!

Learners are engaged in the process Learning becomes more interesting DISADVANTAGES Requires more time Demands expert facilitating skills Application/ analysis, synthesis, evaluation develop HOTS

A. Direct Instruction Evaluation is always given Asses both the teacher and the learners Lecture is one of example STEPS Provide the rationale Demonstrate the skill Provide guided practice Check for understanding and provide feedback Provide extended practice and transfer Mostly performance-based tasks B. Demonstration Method STEPS Model the procedure Student observe Teacher re-demonstrate Teacher check student demonstration Individual demonstration Usually dominated by the teacher

II. GUIDED EXPLANATORY APPROACH Learner- CENTERED Learner- DOMINATED

A. INQUIRY APPROACH/ DISCOVERY APPROACH Teacher acts as a guide, facilitator, counselor Deals with heuristic- aide for guidance Students are independent learners Students are motivated Questions provide direction and sustain action. C. Project Method hands on minds on self directed study

ADVANTAGES C. Deductive Method Teaching is the art of questioningARISTOTLE STEPS Begin with the abstract rule Generalization State principles Give specific examples Emphasizes learning by doing Develops students manipulation skills Tests students originality Caters students who are weak in oral communications Adds a sense of accomplishment Instills values of initiative, industry and creativity

 Develops spirit of cooperation and sharing ideas Students become productive and enterprising GUIDELINES Assign project based on interest and capability Communicate goals to students Check the design carefully Select materials as to suitability and durability Only minimal supervision should be given Give recognitions and simple awards.

Activity-centered

F. REFLECTIVE TEACHING (J. DEWEY) An ethnic of caring Tactful problem solving STRATEGIES Self analysis Journal writing Portfolio Question and answer G. COOPERATIVE LEARNING APPROACH Has two (2) components o Cooperative incentive structure o Cooperative task structure Student works in teams Rewards systems are group oriented Interactions within the group is controlled

D. METACOGNITION APPROACH Teaching aloud Subvocalization Talking to oneself Re-stating situations Re-checking progress Evaluating ones thinking Goes beyond cognition Encompasses knowledge, comprehension, application

GUIDELINES Groups must be heterogeneous Provide adequate learning tools Encourage students sense of responsibility

E. CONTRUCTIVIST APPROACH Establishes meaningful connections between prior knowledge and present learning View learning as an active process that results from self-constructed meanings Teaching is not merely transmitting knowledge and information The absorption or the assimilation of knowledge is somewhat personal Teachers role is to facilitate learning Includes learning activities and events rather than fixed docs.

STRATEGIES Roundrobin o Groups of 5-8 members o Same with roundtable Corners o Room has several stations o Time-bounded o Heterogeneous Match mind o By pair o Usually concluding activity]

Numbered heads together o Composed of 4 hetero members o Q&A o Quiz bee style Jigsaw o Can be for one session, a week or a month o Uses concrete objects

REVIEW
MANIPULATIVES o Models- smaller than the actual size o Mock ups- bigger than the usual size o Didactic materials 2D, 3D,4D Maria Montessori Think-Pair-Share Team-Word-Webbing Inside-Outside-Circle

H. Peer Tutoring Establishes rapport Discipline problems are lessen Promotes camaraderie, cooperation, reciprocity Tutor<-> tutee

I. Partner Learning Study buddy Usually done by pair