MIDTERMS/PST

COMMUNICATION
CHARACTERISTICS OF EFFECTIVE COMMUNICATION
Communication can be defined as:  Effective communication requires the message to be:
 The process by which people share ideas, experience, knowledge o Clear and concise
and feelings through the transmission of symbolic messages. o Accurate
 The means of communication are usually spoken or written o Relevant to the needs of the receiver
words, pictures or symbols. o Timely
 Information through body language, gestures, and looks, facial o Meaningful
expressions can show how we feel and what we think about an o Applicable to the situation
issue or another person.  Effective communication requires the sender to:
 Strengthen the elements of education o Know the subject well
o Be interested in the subject
MOST COMMON WAYS HOW WE COMMUNICATE:
o Know the audience members and establish a rapport
1. Written Word
with them
2. Spoken Word
o Speak at the level of the receiver
3. Visual Images
o Choose an appropriate communication channel
4. Body Language
 The channel should be:
TYPES OF COMMUNICATION: o Appropriate
1. Downwards Communication o Affordable
 Highly Directive, from Senior to subordinates, to assign o Appealing
duties, give instructions, to inform to offer feedback, approval
to highlight problems etc.  The receiver should:
o Be aware, interested, and willing to accept the message
2. Upwards Communications o Listen attentively
 It is non directive in nature from down below, to give o Understand the value of the message
feedback, to inform about progress/ problems, seeking o Provide feedback
approvals.
3. Lateral or Horizontal Communication CHARACTERISTICS OF EFFECTIVE COMMUNICATOR
 Among colleagues, peers at same level for information level
for information sharing for coordination, to save time. An effective verbal An effective nonverbal
communicator: communicator:
HIERARCHY LEVEL 1. Clarifies 1. Relaxes
Executive Director 2. Listens 2. Opens up
DOWNWARD

3. Encourages 3. Leans toward the other

Vice President empathically person
4. Acknowledges 4. Establishes eye contact
5. Restates/repeats 5. Shows appropriate facial
A.G.M
expressions
UPWARD

Manager
INTERPERSONAL COMMUNICATION (IPC)
 Is a person to person, two-way, verbal and non-verbal interaction
Supervisor that;
 Includes the sharing of information and feelings between
Forman individuals or in small groups that establish trusting relationships.

HORIZONTAL Manager
IPC IN HEALTH CARE SETTINGS
 Takes place between service providers and their clients and
members of the community
 Is a key element in maximizing access to quality care.
Supervisor 1 Supervisor 2 Supervisor 3  IPC includes the process of education, motivation and counseling
and starts with understanding the critical role of good client
service.

COMMUNICATION KEY ELEMENTS  EDUCATION

1. Message  The process of providing factual information and clarification
2. Source (sender) – encodes, sends a message through medium about a topic to an individual or group.
3. Channel
4. Receiver – decodes, sends a feedback/response  COUNSELING
5. Filter  The act of helping a client to make her or his own
6. Feedback decision, by providing unbiased information and asking
THE COMMUNICATION PROCESS questions about what the client wants and what the client
thinks that he or she can do.
Medium
KNOWLEDGE AND SKILLS NEEDED FOR EFFECTIVE
INTERPERSONAL COMMUNICATION
BARRIER o Adequate knowledge of o Ability to paraphrase and
subject area summarize the concerns of
SENDER RECEIVER individuals and the
BARRIER community.
o An understanding of one's o Ability to observe and
own values and willingness to interpret behavior of other
withhold judgment about the people.
Feedback/Response other people’s values.
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MIDTERMS/PST

o Skills in verbal and nonverbal o Ability to use language that  Five Strategies for Using PBL (Duffy & Cunningham, 1996):
communication. other people understand. 1. The Problem as a Guide
– The problem is presented in order to gain attention prior
o Ability to show empathy and o Skills to effectively use support
to presenting the lesson.
encourage others. materials.
o Skills in asking questions and o Confidence 2. The Problem as an Integrator or Test
listening.  The problem is presented after readings are completed
o Tolerance and patience o Flexibility and/or discussed
 These are used to check for understanding
BARRIERS TO COMMUNICATION
1. Language 3. The Problem as an Example
2. Values and beliefs  The problem is integrated into the material in order to
3. Sex/gender and age illustrate a particular principle, concept or procedure.
4. Economic status
5. Educational level 4. The Problem as a Vehicle for Process
6. Physical barriers  The problem is used to promote critical thinking
7. Attitude whereby the analysis of how to solve it becomes a
8. Timing lesson in itself.
9. Understanding of message  Example: Why there is a hemolyzed sample?
10. Trust
5. The Problem as a Stimulus for Authentic Activity
 The problem is used to develop skills necessary to
solve it and other problems
THE LEARNING PROCESS
 Skills can include physical skills, recall of prior
Learning can be defined as: knowledge, and metacognitive skills related to the
 A persisting change in human performance or performance problem-solving process.
potential brought about as a result of the learner’s interaction with  A form of authentic assessment of the skills and activity
the environment (Driscoll, 1994, pp. 8-9). necessary in the content domain.
 The relatively permanent change in a person’s knowledge or  Example: Be resourceful, find alternatives
behavior due to experience (Mayer, 1982, p. 1040).
 Design PBL Instruction
 An enduring change in behavior, or in the capacity to behave in a
given fashion, which results from practice or other forms of 1. Task Analysis must take place not only
experience (Shuell, 1986, p. 412). Analysis within the content domain but should
also determine the actual setting where
 COGNITIVE DEVELOPMENT the learning will be authentic.
Instructional Implications: 2. Problem The problems must be constructed
1. There should be plenty of opportunity for assimilation and Generation so they include the concepts and
accommodation in order for students to proceed from one principles that are relevant and they
stage to the next. must be set in a real context.
2. The richer the experience, the more elaborate the cognitive
structure development.  Learning Sequence
3. Materials and activities should be geared for the appropriate 1. Collaborative Analysis session where groups work
together to solve the problem.
level of cognitive development.
2. Self-directed Learning where the students identify the
 ELABORATION THEORY (Reigeluth) information and resources that are necessary to solve the
 Elaboration Theory details a general model of organizing problem.
instruction from a simple to more complex structure.
 Assessment
 Features of the Model (Ragan & Smith, 1996):  Assessment of learning must occur within the context of the
1. An epitome at the beginning of the instruction problems
2. A learning-prerequisite sequence within each level of  Should be in the form of both self-assessment and peer
elaboration assessment.
3. A learner-control format
4. The use of analogies, summarizers and synthesizers.  CONDITIONS OF LEARNING (Robert Gagne)
 Must be systematic
 Courses can have 3 different structuring which are based on the  The five categories
goals of the course. 1. Verbal information: clear, objective
1. Conceptual – courses structure learning and teaching is 2. Intellectual skills: assess students
based on concepts (e.g. Alkalosis) 3. Cognitive strategies: through activities, from complex to
simplifying
2. Procedural – learning is based on knowing procedure/ doing
4. Motor skills
something (e.g. Blood typing, checking agglutination)
5. Attitudes: to be in condition
o Procedural Order
o Procedural Decision  Learning Nine events of Instruction (Ragan & Smith, 1996)
3. Theoretical – learning is based on theories (e.g. How blood
1. Gain Attention 6. Elicit performance
cells are produced)
o Natural Phenomena (Descriptive) 2. Inform the learner of the 7. Provide feedback
objective  Recommended & should
o Affect desired outcome (Prescriptive)
be positive, objective, no
 PROBLEM-BASED LEARNING (Roger Schank) bias
 Learning that is situated around an event, case, problem, or 3. Stimulate recall of prior 8. Assess performance
scenario. knowledge  Examination/quizzes
 More on application, talks about case, problem scenario
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MIDTERMS/PST

4. Present stimulus material 9. Enhance retention and

 Organize/systematic
5. Provide learning guidance
 Concept maps, diagram
THE LEARNING THEORIES
transfer
 Short term to long term Q: How do people learn?
repetition A: Nobody really knows.
6 MAIN THEORIES:

 Major Principles of Gagne’s Theory (Kearsley, 1998) 1. Behaviorism

1. Different instruction is needed for different learning  If there is a change in behavior, there is learning
outcomes.  Acquired through conditioning
2. Events of learning operate on the learner in ways that  Cognition indicates learning
constitute conditions of learning.  Any person can learn
3. The specific operations that constitute instructional events
are different for each type of learning outcome.  Confined to observable & measurable behavior
4. Learning hierarchies define what intellectual skills are to be  Classical Conditioning -Pavlov
learned and a sequence of instruction.  A stimulus is presented in order to get a response:
 ASSIMILATION THEORY (David Ausubel) S R
 Concerned with how individuals learn large amounts of meaningful  DOG’S MODEL:
material. The primary process in learning is that new information is *Stimulus & response (conditioned/unconditioned)
related to relevant knowledge that is already existing in an
individual’s cognitive structure. S US CS US
 Addition of knowledge
 Example: lego- connecting to build model UR CR
Unconditioned: w/ food Conditioned: w/out food
 The steps to this process are:
1.Subsumptive: Meaning and new examples are added  Operant Conditioning - Skinner
to an existing concept  The response is made first, then reinforcement/ punishment
Example: microbacteria follows.
2.Superordinate: Ideas and concepts are synthesized
 Learning is defined by the outward expression of new behaviors
and therefore new inclusive concepts
are created  Behavioral learning theorists believe that learning has occurred when
you can see changes in behavior.
Example: What kind of bacteria  A biological basis for learning
3.Combinatorial: Additional background is added to  Learning is context-independent
achieve a more global understanding of  Classical & Operant Conditioning
the concept. o Reflexes (Pavlov’s Dogs)
Example: What are the causes of o Feedback/Reinforcement (Skinner’s Pigeon Box)
disease
Behaviorism in the Classroom
 Ausubel differs from Gestalt theories, schema theory and  Rewards and punishments
Bruner’s spiral learning model in that he emphasizes the  Responsibility for student learning rests squarely with the
reorganization of existing cognitive structures. Teacher/Influencer
 Lecture-based, highly structured
Principles:
1. The most general ideas of a subject should be presented Key Principles: Behaviorism
first and then progressively differentiated in terms of detail and o Learning happens when a correct response is demonstrated
specificity. following the presentation of a specific environmental stimulus
2. Instructional materials should attempt to integrate new o Emphasis is on observable and measurable behaviors
materials with previously learned material by comparing new o Example: Student in the lab should be trained
and old ideas and concepts.
Critiques of Behaviorism
 BLOOM’S TAXONOMY (Benjamin Bloom) o Does not account for processes taking place in the mind that
 Previously understanding + new understanding cannot be observed
o Advocates for passive student learning in a teacher-centric
Putting information together in environment
CREATING an innovative way o One size fit all
o Knowledge itself is given and absolute
Making judgements based on a
o Programmed instruction & teacher-proofing
EVALUATING set of guidelines o Example: student performed the activity well but the instructor
doesn’t know what he/she is thinking.
Breaking the concept into parts Practical Application: Health
ANALYZING & understand how each part is
 Weight loss
related to one another
 Diet
 Smoking cessation
Use the knowledge gained in
APPLYING new ways  1 month, 1 week until he/she doesn’t do it again
 Assertiveness training
 Anxiety-reduction programs
Making sense of the material
UNDERSTANDING you have learned Goal of Instruction
o Communicate or transfer behaviors representing knowledge and
skills to the learner
Recalling relevant knowledge
REMEMBERING from long term memory

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o Instruction is to elicit the desired response from the learner who is
presented with a target stimulus
o Learner must know how to execute the proper response as well
as the conditions under which the response is made
o Instruction utilizes consequences and reinforcement of learned
behaviors
2. Cognitivism
 Knowledge is stored cognitively as symbols
 Learning is the process of connecting symbols in a meaningful &
memorable way
 Focused on the mental processes that facilitate symbol connection
 Change of knowledge state
 Emotions can affect cognitive process
 Information Processing looks at how information is retrieved and
stored.
 This theory focuses on how to store and retrieve information.
 Learning is attained through rehearsal and consistent use of the
information.
 Retention strategies such as breaking down information and comparing
the information to long term storage are great techniques.
Clinical Application
o The patient must learn how to physically manipulate the blood
pressure manometer, learn how to hear blood pressure sounds,
and understand the meaning of the sounds.
o Each of these tasks can be practiced as a separate activity, then
combined. In the last phase of learning, the automatic phase, the
patient gains increasing confidence and competence in
performing the task.
o Example: Dissecting the topic for the learners to cope up
Goal of Instruction
 Communicate or transfer knowledge in the most efficient, effective
manner
 Focus: to create learning or change by encouraging the learner to
use appropriate learning strategies
 Learning results when information is stored in memory in an
organized, meaningful way.
 Teachers/designers are responsible for assisting learners in
organizing information in an optimal way so that it can be readily
assimilated
Critiques of Cognitivism
o Like Behaviorism, knowledge itself is given and absolute
o Input –Process –Output model is mechanistic and deterministic
o Does not account enough for individuality
o Little emphasis on affective characteristics

3. Social Constructivism

Constructivism
 Constructivism views learning as a process in which the
learner constructs knowledge based on their past
experiences.
 The teacher only acts as a facilitator who encourages
Cognitive Learning Theory students to explore within a given framework.
o Discovery Learning  Learners may collaborate with others to organize their ideas
- Jerome Bruner and learn from each other to construct their own knowledge.
1. Bruner said anybody can learn anything at any age, provided it Goal of Instruction: Constructivism
is stated in terms they can understand.  Build personal interpretations of the world
2. Powerful Concepts (not isolated facts)  based on individual experiences and interactions
a. Transfer to many different situations  Learning
b. Only possible through Discovery Learning  is an active process of constructing rather than
c. Confront the learner with problems and help them find acquiring knowledge
solutions. Do not present sequenced materials.  Instruction
 is a process of supporting knowledge construction
o Meaningful Verbal Learning rather than communicating knowledge
- David Ausubel  Do not structure learning for the task,
Advance Organizers:  but engage learner in the actual use of the tools in real
 New material is presented in a systematic way, and is world situations
connected to existing cognitive structures in a meaningful  Experimentation
 Research projects
way.
 Field trips
 When learners have difficulty with new material, go back to
 Class discussions
the concrete anchors (Advance Organizers).
 Provide a Discovery approach, and they’ll learn.
Social Constructivism
Cognitivism in the Classroom  Grew out of and in response to  Knowledge is actively
o Inquiry-oriented projects Cognitivism, framed around constructed
o Opportunities for the testing of hypotheses metacognition  Journaling
o Curiosity encouraged
 Learning is…  Experiential activities
o Staged scaffolding
 A search for meaning by  Personal focus
*Scaffolding- developmental the learner  Collaborative & cooperative
*Stage- adult (less supervision), more learning  Contextualized learning
 An inherently social activity  Lev Vygotsky
Key Principles
 Dialogic and recursive o Social Learning
o Learning is a change of knowledge state  The responsibility of the
o Learning occurs through internal processing of information.  Zone of Proximal
learner Development
o Learner is viewed as an active participant in the learning process
o Emphasis is on the building blocks of knowledge
Key Principles:
o Emphasis on structuring, organizing and sequencing information
o Learners build personal interpretation of the world based on
to facilitate optimal processing
experiences and interactions
o Knowledge is embedded in the context in which it is used.

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o Create novel and situation-specific understandings by Humanist

"assembling" knowledge from diverse sources appropriate to the
problem at hand.  All students are intrinsically motivated to self-actualize or
learn
Critiques of Social Constructivism  Learning is dependent upon meeting a hierarchy of needs
o Suggests that knowledge is neither given nor absolute  Learning should be reinforced.
o Often seen as less rigorous than traditional approaches to  Learners as human being
instruction  Teacher will shift in methods
o Does not fit well with traditional age grouping and rigid  Student centered & personalize
terms/semesters  "Am I a good person?”
 "What should I be contributing to the society?”
Putting It All Together
Learning Theory Learning Process Technology Support MASLOW’S HIERARCHY OF NEEDS
Behaviorism Through positive/ Educational software
negative can be used to
reinforcement and measure the student’s
punishment assessment
Cognitivism Rehearsing Flashcards and
information and then memory games can
storing it for long help retain information
term use taught in a lesson
Constructivism Constructing ones Group PowerPoint
own knowledge projects allow students
through past to work together and
experiences and combine their
group collaboration knowledge to learn

4. Social Learning Theory Humanist Application

 Grew out of Cognitivism - A. Bandura (1973) o Humanist theory is used to help post myocardial infarction
patients regain a sense of personal control over their health
 Learning takes place through observation and sensorial experiences
care management.
 “Imitation is the sincerest form of flattery” o It is possible to select elements of each theory that you find
useful in patient teaching.
Learning from Models -Albert Bandura
1. Attend to pertinent clues
2. Code for memory
3. Retain in memory 5. Multiple Intelligence
4. Accurately reproduce the observed activity  Grew out of Constructivism, framed around metacognition
5. Possess sufficient motivation to apply new learning
 H. Gardner (1983 to present)
Factors influencing the strength of learning from models:  All people are born with eight intelligences:
1. How much power the model seems to have  Enables students to leverage their strengths and purposefully target
2. How capable the model seems to be and develop their weaknesses
3. How nurturing the model seems to be
4. How similar the learner perceives self and model 1. Verbal-Linguistic 5. Musical
5. How many models the learner observes 2. Visual-Spatial 6. Naturalist
Four interrelated processes establish and strengthen 3. Logical-Mathematical 7. Interpersonal
identification with the model: 4. Kinesthetic 8. Intrapersonal
1. Children want to be like the model
2. Children believe they are like the model
3. Children experience emotions like those the model is feeling.
4. Children act like the model.

 Through identification, children come to believe they have the same MI in the Classroom
characteristics as the model. o Delivery of instruction
via multiple mediums
 When they identify with a nurturant and competent model, children feel o Student-centered
pleased and proud. classroom
 When they identify with an inadequate model, children feel unhappy o Authentic Assessment
and insecure. o Self-directed learning

SLT Application
o Collaborative learning and group work
o Modeling responses and expectations
o Opportunities to observe experts in action Critiques of MI
Critiques of Social Learning Theory o Lack of quantifiable evidence that MI exist
o Lack of evidence that use of MI as a curricular and
o Does not take into account individuality, context, and experience
methodological approach has any discernable impact on
as mediating factors
o Suggests students learn best as passive receivers of sensory learning
stimuli, as opposed to being active learners o Suggestive of a departure from core curricula and standards
o Emotions and motivation not considered important or connected
to learning

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6. Brain-Based Learning THE TEACHING – LEARNING PROCESS

 If a teacher knows how brain work = teach effectively I. Motivation

 Grew out of Neuroscience & Constructivism  Derived from the word “motive”
 D. Souza, N. Caine & G. Caine, E. Jensen (1980’s to present)  Needs, desires, wants or drives within the individual
 12 governing principles  The process of stimulating people to actions to accomplish the goals
 The reason for people's actions, willingness and goals
1. Brain is a parallel 2. Focused attention &  Generate new ideas, set new goals, stay positive, focus
processor peripheral perception
3. Whole body learning 4. Conscious & unconscious Aim:
processes  to stimulate and to facilitate learning activity
5. A search for meaning 6. Several types of memory  Desirable ends
7. Patterning 8. Embedded learning sticks  What you are trying to achieve
9. Emotions are critical 10. Challenge & threat
11. Processing of parts and 12. Every brain is unique Importance to Learning:
wholes o Motivation directs behavior towards particular goals.
o Motivation leads to increase effort and energy.
BBL in the Classroom o Motivation increases initiation and persistence in activities.
o Opportunities for group learning o Motivation affect cognitive progresses.
o Regular environmental changes o Motivation determines which consequences are reinforcing and
o A multi-sensory environment punishing.
o Opportunities for self-expression and making personal o Motivation often enhance performance.
connections to content
o Community-based learning II. Types of Lesson

Definition of Terms:
Critiques of BBL
1. Competency Select and apply appropriate teaching strategies
o Research conducted by neuroscientists, not teachers &
and techniques for particular teaching/learning
educational researchers situations.
o Lack of understanding of the brain itself makes “brain-based” 2. Approach One’s view point toward teaching.
learning questionable
3. Method A series of related and progressive acts performed
o Individual principles have been scientifically questioned
by a teacher and students to achieve the objectives
Andragogy of the lesson.
4. Technique The personal art and style of the teacher in carrying
o A theory of adult learning that details some of the ways in which
out the procedures of teaching.
adults learn differently than children.
o Malcom Shepherd Knowles (1913-1997) 5. Strategy Set of decisions to achieve an objective that results
in a plan.
Knowles’5 Assumptions of Adult Learners: 6. Lesson  A section into which a course of study is divided,
1. Self-Concept especially a single, continuous session of formal
2. Past Learning Experience instruction in a subject.
3. Readiness to Learn  Something to be learned or studied.
4. Practical Reasons to Learn.  A useful piece of practical wisdom acquired by
experience or study.
5. Driven by Internal Motivation

Principles of Andragogy TYPES OF LESSONS

1. Adults need to be involved in the planning and evaluation of their Development lesson Old lesson
instruction. Used in presenting
2. Experience (including mistakes) provides the basis for learning NEW OLD
activities. fact, principle, procedure, generalization, skill, or a new knowledge
3. Adults are most interested in learning subjects that have
immediate relevance to their job or personal life. A. DEVELOPMENT LESSON
4. Adult learning is problem-centered rather than content-oriented.  Something new to the learner
Steps:
Other Learning Theories of Note
o Flow (M. Czikszentmihalyi) 1. PREPARATION
o Situated Learning (J. Lave)
o Subsumption Theory (D. Ausubel) *Review facts 2. DEVELOPMENT
o Conditions of Learning (R. Gagne) *Recall old *Lead the class to 3. APPLICATION
experiences related to examine, analyze,
the new lesson compare, contrast, *Use what has been
generalize, observe, learned in a new
*Establish objectives situation or practice
judge, or direct
EXAMPLE something to achieve activities
Subject: objectives EXAMPLE
Hematology I EXAMPLE Clinical Correlation:
Objectives: Start lesson with an Platelets in relation to
To be able to introduction to blood Dengue Fever
understand the and its components;
structure and then lead students to
functions of platelets one specific blood cell
component which is
the platelet to finally
discuss its structure
and functions.

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MIDTERMS/PST

B. OLD LESSON B. EXPOSITORY Method where  When there is

 Review lesson facts, concepts, an immediate
 Recall to connect it to new lesson principles, and need of a
 Used in presenting a new view of old facts and conception a generalizations relevant
broader setting that results in new meanings, associations, are stated, information to
presented, make the
relationships, and ways of acting
defined, students
Steps: interpreted by understand a
the teacher and part of the
1. Preparation followed by the lesson
application or
2. Review Proper / Activities testing of these in  When
*Define the need to
review 3. Further Application new examples information is
*Use any or a generated by not available
*Specify the purpose combination of the
of the review following: Use new learning in students and time can be
new situations saved by the
*Recall concepts *problem solving skill,
previously learned teacher by
comparison scheme,EXAMPLE directly telling it
EXAMPLE concepts scheme, To apply a learning
activities scheme,theory in patient
Subject: PSTMLS open book exercises,  When an idea or
health education principle can
There is a need to imaginative/creative
recall the different scheme, condensing, best be learned
learning theories in selected reference only by
order to understand reading explanation
the different methods
EXAMPLE
of teaching  When the source
To create a concept material is not
map relating the available to
different learning
theories to the students
method of classroom C. DEMONSTRATIVE Method where the  When process
teaching associated teacher or a is significant
with them
trained resource but apparatus is
person performs limited
a procedure while
 Drill lesson
the rest of the  When school
 Repeat it until learner learns class become lacks facilities
 Used in fixing certain items of knowledge or relations for ready observers for every student
recall
 When
Steps: equipment is
too
1. Motivation 2. Focalization 3. Repetition with sophisticated,
attention 4. Application expensive, or
dangerous
*Arousing the *Focusing *Repeating *Using what
need for the learner's learning has been  When lesson
skill or activity attention on materials learned in a
the specific meaningfully new situation requires skill in
EXAMPLE facts, habits, investigative
Subject: or skills to be EXAMPLE EXAMPLE procedure or
Hematology drilled on To let students Prepare a technical know
Laboratory on demonstrate blood smear how
Blood Smear EXAMPLE blood smear and perform
Preparation Blood smear preparation manual WBC
As future preparation according their differential 2. EXPERIENTIAL WHAT IS IT? WHEN TO USE
MTs, there is requires skill prior count APPROACH
a need to knowledge;  EXPLORATORY
prepare instructor STRATEGIES
quality blood performs the
same properly; A. INDUCTIVE Formulation of a o When the rule,
smears to conclusion, concept, truth,
generate check student
reliable errors definition, rule, principle, or
patient results principle, or generalization is
formula based on important
knowledge of enough to justify
III. Methods of Teaching examples and the time devoted
details to the lesson
1. DIRECT APPROACH WHAT IS IT? WHEN TO USE
 EXPOSITORY o When the learner
STRATEGIES has the ability to
A. DEDUCTIVE Method that starts When learners are state the
with a rule or asked to test a rule generalization by
general or further develop himself through
statement that is it, to answer comparison and
applied to questions or to abstraction of
specific cases or solve problems by instances
examples. referring to laws,
principles, and
theories.

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MIDTERMS/PST

B. DISCOVERY Method in which o When the concept F. INQUIRY/ A practical unit of o When time and
thoughts are under study is PROJECT learning carried resources are
synthesized to collectively shared on by students in available
perceive by the learners  Involves a group a lifelike manner
something that of students and in a natural o When training in
the individual has o When the learners investigating a setting cooperation,
not known before; have had prior worthy question, open-
learning is a exposure to issue, problem or mindedness, and
result of the stimuli that could idea. creativity is
learner’s own aid in learning needed
 This type of
internalized
insight, authentic project
reflection, and work that those
experience working in the
disciplines
C. REFLECTIVE Method that o When the concept
focuses thought to be learned is a actually undertake
 Means looking at on certain social issue with to create or build
what you do in phenomenon several alternative knowledge.
the classroom through goals and
 Thinking about inspection, hypothesis
why you do it introspection, and
IV. Teaching Techniques
analysis
 Thinking about if
it works A. Questioning
 A process of self-
observation &
self-evaluation Teaching
D. Management B. Discussion
Techniques
D. PROBLEM Method that o When the goal is
SOLVING removes a to sharpen the
recognized power to think, C. Simulation-Discussion
 Is a process-an difficulty or reason, and
ongoing activity perplexity in a create new idea;
situation through to learn how to A. QUESTIONING TECHNIQUES
in which we take
the process of act in difficult 1. Wait –time
what we know to
discover what we reasoning situations; and to - Ask a question, wait, and call a student to respond
don’t know. It improve judgment  Ask questions that are:
involves  Stimulating, challenging, thought provoking
 Logically sequenced
overcoming
obstacles by  Grammatically correct
generating  Clear and simple
hypotheses,  Commensurate with student’s abilities
testing those 2. Directing
predictions & - Ask the question then call a student’s name
arriving at  Avoid fixed predictable order when calling students’ names
satisfactory  Call on non-volunteers who manifest signs that they know the
solutions. answers
 The ability to  Do not embarrass students because of their inability to answer
identify & solve the questions
problems by
3. Redirecting
applying
- Ask the question, call a student to answer, and then call another
appropriate skills
student to correct, elaborate, or extend the previous answers
systematically.
- Use redirecting question for high-achieving students
E. LABORATORY A set of first o When the goal is to
hand learning cultivate learner’s 4. Probing
 Forms an activities wherein skills in the basic - Ask the question again if a student fails to answer, rephrase or
integral part of the learner scientific process; simplify the question but stay on with the same student
effective science investigates a to enhance higher  Use probing for low-achieving students
teaching problem, order thinking  Staying with the same student, ask follow-up questions, ask
 Teacher conducts skills, and to related questions, or restate the students ideas
encourages the experiments, induct learners to  Avoid cross examination when probing
students to derive observes scientific  Start with a series of easier questions leading toward the answer
processes, or processes  Do not overdo probing
various scientific
applies theories
laws & principle and principles in a
on their own by B. DISCUSSION TECHNIQUES
simulated setting
getting 1. Panel/Forum
personally - Informal discussion of a topic by a group led by a chairman; each
involved in the member gives a key opening statement about the topic
experiment work. 2. Symposium
- More formal in its setting in which students prepare in advance
discussion points representing views of different people

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MIDTERMS/PST

3. Buzz session/Brainstorming V. Assessment and Evaluation

- Sharing of opinions, viewpoints, and reactions without formal - Alam mo na to HAHAHA
preparations - Walang definition kay sir
4. Debate
- Formal “speeches” and rebuttal by sets of members of two opposing
TOPIC OUTLINE:
teams
THE TEACHING – LEARNING
C. SIMULATION-DISCUSSION TECHNIQUES PROCESS
1. Role playing
– Class members adapt certain roles simulating a situation
II. Types III. Methods IV. Teaching V. Assessment
 Jury-trial simulation I. Motivation
of Lesson of Teaching Techniques and Evaluation
 News reporting
2. Socio-drama
– Portrayal of special scenes/events from history or literature

D. MANAGEMENT TECHNIQUES
 How will you manage the class?
Aspect of - THE END -
Classroom Techniques
Management
1. Setting  Clear all identified traffic routes
 Frequently used materials should be kept in
readily accessible place
 Establish rules for every learning station in the
room
 Arrange pieces of furniture that facilitate easy
movement, overall monitoring, visibility, and
accessibility
 Make explicit all procedures for getting, using, and
returning materials
2. Instruction  Maintain effective flow pacing, momentum, and
transition from one topic to another
 Observe effective techniques of questioning to
maintain group alertness
 Promote cooperation and cohesiveness by
holding students accountable for classroom
incidents
 Ensure satisfaction and sense of progress and
mastery through adjusting tasks and requirement
to student’s capability level
3. Conduct  Set rules early on as desired behaviours
 Apply disciplinary procedures consistently to all
learners
 Link disciplinary procedures to student’s
inappropriate behaviour
 Deal immediately with all appropriate and
inappropriate behaviour
 Rewards for appropriate behaviour should be
appealing to learners
 Check deterrent value of penalties
 Employ low-profile classroom controls
4. Routine  Identify daily activities that can be made into
routine to save time and effort
 Inform students why routines are established
5. Climate  Respect and value students as human beings
 Enforce freedom within reasonable limits
 Stress group cooperation and cohesiveness over
competition
 Maintain an atmosphere of freedom rather than
control
6. Relationship  Make every student in the class feel that he/she is
valued
 Be direct and honest with students and encourage
them to do the same
 Develop a sense of interdependence
 Be personally involved rather than alienated
 Sustain positive and constructive conversations
with and among students
 Employ corrective measures without sarcasm and
ridicule
 Employ communication that safeguards self-
esteem and convey respect
 Assist every student in building confidence

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