Principles Underlying

Teaching
Prepared by: Margielou Mabini
Introduction

The theories of learning have been grounded on the

behavioral, cogntive, developmental, social-cognitive,
and contructivist perspectives as follows:
 Behavioral perspective: analysis of applied behavior has been
found effective in educational situations.

 Cognitive perspective: educational psychologist have expressed

preference for cognitive perspective over behavioral
perspective.
 Developmetal perspective: the neo-Piagetian theories of
cognitive development are archored on the developmental
psychology which operates on a number of important
assumptions related to education.
 Social cognitive perspective: the social cognitive theory is a
successful blend of behavioral, cognitive and social elements
initially espouse by Albert Bandura in his social learning theory.
 Constructive perspective: this is a learning theory that
emphasizes the prior knowledge and experience of the learners
that include the social and cultural determinants of the
learning process.
Principles of Teaching According to Various
Authors (Fleming 1996)

• Teaching is a science as it involves a systematic process of

instruction guided by established theories, principles,
approaches, strategies, methods, techniques, and
activities to make teaching effective. These principles
draw support from the above-mentioned theories.
James L. Mursell’s Six Principles of Teaching

1. Principles of Context

Educational maagement has been considered as one

interesting subject by particularly by the educators who
are aware of the need for knowledge management. When
one talks about knowledge management, however, it
becomes necessary to analyze the meaning of the word
“knowledge” from different perspectives.
Fleming (1996) pointed to a number of observations related
to context development. He stressed the following:

 A collection of data is not information.

 A collection of information is not knowledge .
 A collection of knowledge is not wisdom.
 A collection of wisdom is not truth.
Fleming (1996) further summarized such
observation by stressing that:

 Information relates to description, definition, or

perspective (what, who, when, where)
 Knowledge comprises strategy, practice, method, or
approach (how); and
 Wisdom embodies principles, insight moral, or archetype
(why).
The principle of context is categrized into six
levels as follows:

• Level 1- Context consists of the textbook only

 Predominantly verbal
 No problem-solving experience
 Lacks dynamic appeal
 Limited verbal responses to verbal stimuli
• Level 2- Context consists of textbook, together with
collateral/ supplemental materials

 Wider in context
 More readings of expository
 Advocates more extensive reading
• Level 3- Context consists of non-academic and curren
materials (magazine, articles, newspaper clippings)

 Concrete, specific, actual, and immediate

 Reality vs. Theory
 Leads to extensive discussion
• Level 4- Context consists of multi-sensory aids

 Effective when used as aid in learning

 Related to contemplated learning
 Ineffective if learner is passive
• Level 5- Context consists of demonstration and
presentation by the experts

 Concrete setting
 Learning beyond the classroom setting
• Level 6- Field experiences: personal, social, and
community understanding

 Concrete, ablundant, dynamic, readily, apprehend setting

for learning
 Goes beyond verbalization
 Concrete and firsthand experiences
2. Principles of Focus

Instruction can be effective if there is a definite area

of concentration.
There following are the four levels of focus:

• Level 1- Focus established by page assignment in textbook

 Uniform structure
 Learning without unity
 Memorazition
• Level 2- Focus established by announced topic, together
with page or chapter references

• Insight and understanding

• Varied learning pattern
• Level 3- Focus established by broad concepts to be
comprehended or problem to be solved

 Directed at the mental processes of the learner

 More varied learning patterns
• Level 4- Focus established as a concept or a problem to be
solved, a skill to be acquired to carry an undertaking

 Flexibility
 Acquisition of more facts and information
3. Principles of Socialization
Classroom learning offers a socio-cultural
phenomenon, a social process that encompasses the
way of thinking, interacting, and problem solving.

Effectiveness of instruction depends upon the social

setting in which it is done. Socialization has three
levels namely:
• Level 1- Social pattern characterized by submission

 Rudimentary level of socialization

 No-group function
 Teacher-controlled
• Level 2- Social pattern characterized by contribution

 Sympathetic and positive discipline

 Freedom
 Lacks authority
• Level 3- Social pattern characterized by cooperation

 Goes beyond friedliness and sympathy

 Teacher as an organizer
 Positive team spirit
4. Principles of Individualization

The effectiveness of instruction must progress in terms

of the learner’s own purposes, aptitudes, abilities, and
expiremental procedures. The following are the scales
of application of application of the principles of
individualization:
• Individualization through different performance in uniform
task.
• Individualization through homogeneous grouping.
• Individualization through contract plan.
• Individualization through individual instruction.
• Individualization through large units with optimal-related
activity.
• Individualization through individual undertakings stemming
from and contributing to the joint undertaking of the group
of learners.
5. Principle of Sequence

Successful instructions depend on the effective ordering of

a series of learning tasks. Sequence is a improvement from
meaningless to emergence of meaning, from immediate toward
remote, from concrete toward symbolic, from the crude to the
discriminating.
Scales of application of the principle of sequence:

• Sequence through logical succession of block of content

(lesson and courses). Teachers get disappointed with
students who seem not able to apply the principles which
have already been taught in class.
• Sequence through knotting, learning lesson/course, together
by introductions, preview, pre-tests , reviews. This is done
by supplementing discussion/studies/ analysis of the lesson
by introductiong/reviews related to the lesson.

• Sequence organized in terms of readiness. Effective

instruction is achieved if the teacher is able to order or set
the particular learning task according to the readiness of the
learners to understand or assimilate whatever material is to
be given to them.
• Sequence organized in terms of lines emerging meanings.
This calls for planning specific learning task that will depend
on the ability of the learners to give meaning to specific
situation, deduce impressions from whatever is read to think
of possibilities as an end result of doing the activity.
6. Principle of Evaluation

Evaluation is a component of effective instruction. It is

necessary to determine whether the objectives of instruction
have been carried out, and learning or understanding of lesson
has taken place. It is only by knowing the effectiveness of instruction
that teachers can determine the value of worth of the lesson.
Types of Evaluation

• Diagnostic evaluation- this is the evaluation done at the

beginning of the unit or course to determine the different
levels to where the students can be grouped whether slow,
average, or fast.
• Formative evaluation- this evaluation is intended to improve
the delivery of instruction in the classroom.
• Summative evaluation- from the word itself, this phase of
evaluation calls for summing up all pertinent data related to
the performance of the individusl learners.