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Principles of Teaching PDF
Principles of Teaching PDF
FOCI
Principles
of
Teaching
&
Learning
Classroom
Management
The
Art
of
Questioning
Teaching
Approaches,
Methods,
Strategies
&
Techniques
Lesson
Planning
Meaning
of
Principles
The
word
PRINCIPLES
is
derived
from
the
Latin
13 PRINCIPLES OF LEARNING
5. MoNvaNon
Ma_ers
Students
are
best
motivated
by:
Seeing
a
connection
between
their
wants
and
weaknesses
Students
nd
if
easier
to
learn
using
a
particular
ability
or
adopting
a
particular
style
Abilities
and
styles
are
capable
of
being
developed
in
school
Principles
of
Learning
Learning
is
an
experience
which
occurs
inside
the
learner
and
ideas
Emotional/Social
Factors-
Teachers
Personality
Environmental
Factors
LEARNING
PYRAMID
Na.onal
Training
Laboratories
Average
5%
Lecture
Retention
Rate
10%
Reading
20%
Audio-Visual
30%
Demonstration
50%
Discussion Group
Practice By Doing
Teach Others/Immediate Use of Learning
75%
90%
opportunity
Find
themselves
boxed
in
by
lack
of
education
learning
Grow
up
half
educated
human
relationships
May
remain
ignorant
of
important
realms
of
human
experience
8
BE
ATTITUDES
of
a
TEACHER
BE
COMPETENT
BE
CONCERNED
BE
CREATIVE
BE
CONSISTENT
BE
OPEN
BE
PATIENT
BE
POSITIVE
BE
YOURSELF
IdenNfy
SimilariNes
and
Dierences
Roles
of
a
Teacher
Model
Classroom
Manager
Facilitator
of
Learning
Motivator
Evaluator
of
Students
Performance
Parent
Surrogate
Counselor
Friend
CLASSROOM
MANAGEMENT
Classroom
management
is
the
administration
or
pupils.
Never
make
a
martyr
out
of
a
trouble
maker.
Never
punish
all
your
pupils
for
the
fault
of
one.
POSSIBLE
RESPONSES:
Redirect
question
to
group
or
supportive
individuals.
Recognize
participant's
feelings
and
move
one.
Acknowledge
positive
points.
Say:
"I
appreciate
your
comments,
but
I'd
like
to
hear
from
others,"
or
"It
looks
like
we
disagree."
POSSIBLE
RESPONSES:
o Say:
"You
are
entitled
to
your
opinion,
belief
or
feelings,
but
now
it's
time
we
moved
on
to
the
next
subject,"
or
o "Can
you
restate
that
as
a
question?"
or
o "We'd
like
to
hear
more
about
that
if
there
is
time
after
the
presentation."
POSSIBLE
RESPONSES:
o Point
out
that
we
can't
change
policy
here.
o Validate
his/her
point.
o Indicate
you'll
discuss
the
problem
with
the
participant
privately.
o Indicate
time
pressure.
Words of Wisdom
The
ART
OF
QUESTIONING
Purpose
of
QuesNoning
To
discover
the
impact
of
the
lesson
to
the
learner
To
evaluate
students
performance.
To
direct
the
mind
of
the
students
to
the
important
Purpose
of
QuesNoning
To
develop
the
skill
to
answer
eectively
and
Levels
of
QuesNoning
LITERAL
Note
or
recall
clearly
stated
facts
and
details
Follow
directions
Associate
quotation
with
speaker
INTERPRETATIVE
Think
and
search
questions
Identify
character
traits,
emotional
reactions
Interpret
gurative
language
Anticipate
events
Recognize
sensory
images
Sense
implied
meaning
of
words,
phrases
and
sentences
Levels
of
QuesNoning
CRITICAL
Give
opinions
reactions
to
the
selection
Discriminate
between
fact
and
opinion
Identify
assumptions,
points
of
view,
authors
purpose
and
style
Determine
relevance
Weigh
values
presented
INTEGRATIVE
tying
up
questions
Comparing
and
contrasting
old
and
new
ideas
Synthesizing
ideas
learned
Making
a
dierent
ending
Hierarchy of QuesNons
Based
on
Blooms
Cognitive
Taxonomy
KNOWLEDGE
QUESTIONS
Train
the
learners
the
ability
to
recall
materials
learned
previously
such
as
specic
names,
facts,
places,
gures,
events,
concepts,
principles,
and
others.
Examples:
Hierarchy of QuesNons
Based
on
Blooms
Cognitive
Taxonomy
COMPREHENSION
QUESTIONS
Train
a
student
to
understand
oral
and
written
communications
and
make
use
of
them.
These
can
be
manifested
in
the
following
questions:
Hierarchy of QuesNons
Based
on
Blooms
Cognitive
Taxonomy
APPLICATION
QUESTIONS
Require
the
students
to
transfer
what
they
have
learned
to
new
situations
with
little
or
no
supervision.
The
student
is
expected
to
put
some
skills
into
practice,
solve
problems,
and
construct
meaning.
Examples:
Hierarchy of QuesNons
Based
on
Blooms
Cognitive
Taxonomy
ANALYSIS
QUESTIONS
Require
a
student
to
breakdown
an
idea
into
parts,
to
distinguish
these
parts
and
know
their
relationships
to
one
another.
The
student
is
able
to
distinguish
relevant
from
irrelevant
data,
a
fact
from
a
generalization,
etc.
Examples:
Hierarchy of QuesNons
Based
on
Blooms
Cognitive
Taxonomy
SYNTHESIS
QUESTIONS
The
student
puts
together
or
integrates
a
number
of
ideas
or
facts
into
arrangement.
Some
common
focus
of
synthesis
is
the
summary
of
the
lesson
either
written
or
oral,
a
proposal,
a
plan
of
action,
a
short
story,
a
bulletin
board
display.
Examples:
Hierarchy of QuesNons
Based
on
Blooms
Cognitive
Taxonomy
EVALUATION
QUESTIONS
The
students
appraise,
criticize
or
judge
the
worth
of
an
idea,
a
statement,
or
a
plan
on
the
basis
of
a
set
of
criteria
provided
to
them
or
which
they
themselves
have
developed.
Examples:
Deni5on
of
Terms
Teaching
Approach
Deni5on
o
f
T
erms
Teaching
Strategy
the
lesson.
Subject
Matter
-
refers
to
the
substance
of
teaching.
Learners
-
considers
(nature,
problems,
needs
and
interests)
as
the
center
of
the
educational
process.
lesson.
Time
Allotment
-
refers
to
the
amount
of
time
available
for
the
lesson.
Teacher
-
The
skills
and
preferences
inuence
the
appropriateness
of
teaching
methods
to
be
used.
S/He
must
have
a
clear
understanding
of
the
principles
and
techniques
involved.
S/He
should
be
familiar
with
the
lesson.
Eective
teacher
adapts
his/her
teaching
methods
to
his/her
students.
GENERALLY
ACCEPTED
METHODS
/
APPROACHES
/
STRATEGIES
Direct
/
Expository
Strategies
Reective
Teaching
the
ability
of
the
teacher
to
GENERALLY
ACCEPTED
METHODS
/
APPROACHES
/
STRATEGIES
Direct
/
Expository
Strategies
Direct
Instruction
teaching
the
basic
skills
and
GENERALLY
ACCEPTED
METHODS
/
APPROACHES
/
STRATEGIES
Direct
/
Expository
Strategies
Team
Teaching
-
tapping
the
expertise
of
two
or
more
GENERALLY
ACCEPTED
METHODS
/
APPROACHES
/
STRATEGIES
Direct
/
Expository
Strategies
Use
of
Comic
Strips
the
lesson
is
presented
through
GENERALLY
ACCEPTED
METHODS
/
APPROACHES
/
STRATEGIES
Indirect
/
Discovery
Strategies
Experiential
Learning
-students
acquire
knowledge
GENERALLY
ACCEPTED
METHODS
/
APPROACHES
/
STRATEGIES
Indirect
/
Discovery
Strategies
The
Constructivist
Approach
learners
construct
GENERALLY
ACCEPTED
METHODS
/
APPROACHES
/
STRATEGIES
Indirect
/
Discovery
Strategies
Inquiry
Teaching
students
seek
answers
to
their
own
GENERALLY
ACCEPTED
METHODS
/
APPROACHES
/
STRATEGIES
Indirect
/
Discovery
Strategies
Consequence
Mapping
involves
the
visual
organization
of
the
consequences
of
an
event
given
by
the
teacher.
Concept
Mapping
involves
the
visual
organization
of
concepts
or
summary
of
a
lesson
into
hierarchical
arrangement.
Role-play
Debate
the
students
present
contradicting
ideas
which
are
assigned
and
planned
ahead
of
the
discussion.
Poster
Making
the
students
presents
their
learning
through
posters
which
can
be
in
words
or
in
pictures/
drawings.
GENERALLY
ACCEPTED
METHODS
/
APPROACHES
/
STRATEGIES
Cooperative
Learning
Approach
small
group
GENERALLY
ACCEPTED
METHODS
/
APPROACHES
/
STRATEGIES
Cooperative
Learning
Approach
Jigsaw
Strategy
Students
are
grouped
into
ve.
Each
group
is
called
GENERALLY
ACCEPTED
METHODS
/
APPROACHES
/
STRATEGIES
Cooperative
Learning
Approach
Think-Pair
Share
The
teacher
poses
a
question
or
issue
GENERALLY
ACCEPTED
METHODS
/
APPROACHES
/
STRATEGIES
Cooperative
Learning
Approach
Small
Group
Discussion
-
the
class
is
divided
into
ve
Cooperative learning
" It
is
a
successful
teaching
strategy
in
which
small
teams,
each
with
students
of
dierent
levels
of
ability,
use
a
variety
of
learning
activities
to
improve
their
understanding
of
a
subject.
Why use
Cooperative Learning?
1.
Positive
Interdependence
2.
Face-to-Face
Interaction
3.
Individual
&
Group
Accountability
(
no
hitchhiking!
no
social
loang)
" Keeping
the
size
of
the
group
small.
The
smaller
the
size
of
the
group,
the
greater
the
individual
accountability
may
be.
" Giving
an
individual
test
to
each
student.
" Randomly
examining
students
orally
by
calling
on
one
student
to
present
his
or
her
group's
work
to
the
teacher
(in
the
presence
of
the
group)
or
to
the
entire
class.
4.
Interpersonal
&
Small-Group
Skills
5.
Group
Processing
" Group
members
discuss
how
well
they
are
achieving
their
goals
and
maintaining
eective
working
relationships
" Describe
what
member
actions
are
helpful
and
not
helpful
" Make
decisions
about
what
behaviors
to
continue
or
change
Other Techniques
InstrucNonal
Strategies
BRAINSTORMING
a
learning
event
in
which
a
InstrucNonal
Strategies
DRILL
&
PRACTICE
A
learning
event
in
which
a
InstrucNonal
Strategies
GAME
typically
a
competition
or
contest
that
InstrucNonal
Strategies
INTERVIEW/SURVEY
a
learning
event
in
which
InstrucNonal
Strategies
PEER
TUTORING
instruction
provided
by
the
InstrucNonal
Strategies
MODEL
&
SIMULATION
a
learning
event
in
InstrucNonal
Strategies
ROLE-PLAYING
the
deliberate
acting
out
of
a
InstrucNonal
Strategies
SIMULATION
is
an
attempt
to
represent
and
InstrucNonal
Strategies
SINGLE-ROUND
ROBIN
brainstorming
session.
InstrucNonal
Strategies
PREDICTION
CHART
Evidences
Guesses
Actual Answers
InstrucNonal
Strategies
PICK
YOUR
SPOT
InstrucNonal
Strategies
AGREE-DISAGREE
CHART
Statements
1.
2.
3.
4.
5.
Agree
Disagree
InstrucNonal
Strategies
CYCLIC
QUESTIONS
SUB
QUESTION
QUESTION
SUB
QUESTION
InstrucNonal
Strategies
T-CHART
Dierences
Dierences
Similarities
InstrucNonal
Strategies
VENN
DIAGRAM
Dierences
Dierences
Similarities
InstrucNonal
Strategies
3D
3 D
DISCUSS
DEBATE
DELIVER
InstrucNonal
Strategies
PYRAMID
ideas
concepts
facts
generalizations
InstrucNonal
Strategies
K-W-L
Technique
is
the
basic
way
to:
(1)
initiate
the
study
of
a
unit
by
motivating
the
students
and
activating
their
prior
knowledge;
and
(2)
assess
what
the
students
have
learned
after
the
unit
is
concluded.
Something to ponder
EXCELLENCE is doing
ordinary things extraordinarily
well.
- John Gardner
GOAL
PLANNING
Failing to plan
is the same as
Planning to Fail
NO PLANNING=FAILING
Time bound
Goals
deadline/
sense of
energy
Relevant
Goals
direction
( life/
career )
Attainable Goals
achievable, realistic
yet challenging
Specific Goals-clear
and well defined
Deciding
Building
self-confidence, based on
successful achievement of goals.
Key Points
Goal setting is much more than simply saying
you want something to happen. Unless you
clearly define exactly what you want and
understand why you want it the first place,
your odds of success are considerably
reduced.
By following the Five Golden Rules of Goal
Setting you can set goals with confidence and
enjoy the satisfaction that comes along with
knowing you achieved what you set out to do.
Lifetime goals
Start setting and achieving your goals
today!
Do you want
to be a parent? If so,
how are you going to
be a good parent?
Art
of
QuesNoning
Part
2
Purposes
of
QuesNons:
arouse
interest
and
curiosity
review
content
already
learned
stimulate
learners
to
ask
questions
promote
thought
and
the
understanding
of
ideas
change
the
mood/tempo,
direction
of
the
discussion
encourage
reection
and
self-evaluation
allow
expressions
of
feelings
Types
of
QuesNons:
According
to
thinking
process
involved:
Low-level
questions-
focus
on
facts,
dont
test
level
of
understanding
or
problem
solving
skills.
Types
of
QuesNons:
According
to
type
of
answer
required:
CONVERGENT
tend
to
have
one
correct
and
best
answer;
are
used
to
drill
learners
on
vocabulary;
spelling
and
oral
skills
but
not
appropriate
for
eliciting
thoughtful
responses;
usually
start
with
what,
who,
when
and
where;
are
referred
to
as
low-level
questions
DIVERGENT-
open-ended
and
usually
have
many
appropriate
answers;
reasoning
is
supported
by
evidence
and
samples;
associated
with
high
level
thinking
processes
and
encourage
creative
thinking
and
discovery
learning;
usually
start
with
how
and
why
Types
of
QuesNons:
According
to
the
questions
used
by
teachers
during
open discussion:
development
Appropriateness-
appropriate
in
terms
of
vocabulary
level,
concepts,
methods
of
development,
and
interest
of
the
learners
Breadth-
encompasses
all
round
development
of
varying
group
of
learners
Usefulness-
useful
to
a
particular
teacher
Communication
Eectiveness-
relays
information
clearly
and
eectively
Authenticity-
presents
accurate
up
to
date
dependable
information
Responsiveness-
responds
to
the
needs
and
demands
of
the
society
Interest-
stimulates
curiosity
and
creativity
Cost
Eectiveness
LESSON PLANNING
Lesson
Planning
Eective
classroom
management
depends
Lesson
Planning
Lesson
planning
is
a
vital
part
of
teaching
for
all
the
Best
Practices
in
Lesson
Planning
Some
Guiding
Principles
period.
Prevents
waste
and
unnecessary
repetitions
of
lessons
already
taken
up.
Forces
consideration
of
objectives,
selection
of
subject
matter,
selection
of
procedures,
planning
of
activities
and
preparation
of
tests
serve
as
an
inventory
of
what
the
children
have
already
learned.
Thinking
It
Through
Lesson
Content
Learning
Level
Instructional
Methods,
Materials,
Activities
Student
Activities
Evaluation
Tools,
Strategies,
Activities
Something
to
ponder
Coming together is a beginning; keeping
together is progress; working together is
SUCCESS.
-
Henry
Ford