Competencies    
—  Employ  activities,  teaching  methods,  instructional  
materials,  classroom  management  techniques  
appropriate  for  a  chosen  subject  area.  
—  Apply  appropriate  approaches  to  lesson  planning  
—  Apply  principles  in  preparing  and  utilizing  
teaching  strategies  
—  Use  effective  instructional  techniques    
FOCI  
—  Principles  of  Teaching  &  Learning  
—  Classroom  Management  
—  The  Art  of  Questioning  
—  Teaching  Approaches,  Methods,  Strategies  &  
Techniques  
—  Lesson  Planning      

REQUIREMENTS:  Lesson  Plan,  Demonstration  ,  

&  Passing  the  Exam  
Watch  &  Reflect:    
The  HEART  OF  A  TEACHER  
Don't  try  to  fix  the  students,  fix  
ourselves  first.    The  good  teacher  
makes  the  poor  student  good  and  
the  good  student  superior.    When  
our  students  fail,  we,  as  teachers,  
too,  have  failed.    ~Marva  Collins  
The  Joy  of  Teaching  is  a  Joy  
Forever!  
— The  joy  of  teaching  is  not  acquired  
solely  in  terms  of  material  rewards  we  
receive  from  the  profession.  The  joy  of  
teaching  is  primarily  gained  in  terms  
of  POSITIVE  ATTITUDE.    
How  will  you  develop  posiNve  
aOtude  or  posiNve  thinking?  
— FIRST-­‐  Learn  to  love  others,  love  your  
family,  your  friends,  your  students,  
your  teachers,  everybody  around  you.  
Why?  So  that,  you’ll  have  a  reason  for  
existing  or  for  a  living.  
How  will  you  develop  posiNve  
aOtude  or  posiNve  thinking?  
— SECOND-­‐  We  have  to  live  because  of  a  
universal    responsibility  that  we  have  
to  carry  out.  Bakit  kailan  tayo’y  
mabuhay?  Sapagkat  mayroon  tayong  
pananagutan  sa  isa’t  isa.  
How  will  you  develop  posiNve  
aOtude  or  posiNve  thinking?  
— THIRD-­‐  To  gain  the  joys  of  teaching  
takes  pride  in  telling  that  you’re  a  
teacher.  Don’t  give  comments  that  
tend  to  debase  teaching  as  a  profession  
by  saying  “Teacher  lang.”  
How  will  you  develop  posiNve  
aOtude  or  posiNve  thinking?  
— FOURTH-­‐  among  all  professionals,  
teachers  have  the  greatest  
responsibility  in  the  community,  to  
humanity.  Therefore,  teachers  should  
take  the  prime  responsibility  of  
teaching  students,  not  subjects.  A  
teacher  should    therefore  instigate  true  
love,  not  fear.  
How  will  you  develop  posiNve  
aOtude  or  posiNve  thinking?  
— FIFTH-­‐  Remember  that  true  love  is  all  
the  time  anchored  upon  truth.  The  
word,  “teacher”  originated  from  the  
Anglo-­‐Saxon  term  which  means  “one  
who  shows  the  truth”.  Therefore  a  
teacher  should  always  tell  the  truth.  If  
he  does,  he’s  a  teacher.  If,  he  is  a  
cheater.  
Teaching  and  learning  are  the  real  
components  of  happiness  in  
teaching.  The  teacher  and  the  
learner  should  live  in  absolute  
UNITY  when  the  teacher  urges  the  
learners  to  be  SILENT,  she  actually  
means  LISTEN.  
Meaning  of  Principles  
—  The  word  “PRINCIPLES”  is  derived  from  the  Latin  
term  “princeps”  meaning  the  beginning  or  end  of  
all  things.    
—  It  is  a  comprehensive  law  or  doctrine  from  which  
others  are  derived  or  in  which  others  are  founded.    
—  It  is  a  compass  by  which  the  path  of  education  is  
directed.    
Recall  your  experiences  with  your  
teachers.  What  in  their  
personaliNes  helped  to  make  you  
learn?  Which  one  did  not  help  you  
at  all?  Share  your  reflecNons.  
13  PRINCIPLES  OF  LEARNING  
1.  Effort  Produces  Achievement  
— Debunks  that  inherited  intelligence  mainly  
determines  academic  achievement  
— Amount  of  effort  the  student  makes  has  
much  more  to  do  with  academic  
achievement  
— Given  the  right  conditions  and  support,  
almost  everyone  can  achieve  at  high  levels  
2.  Learning  is  About  Making  
ConnecNons  
—  We  learn  by  adding  new  knowledge  to  the  
knowledge  we  already  have  
—  We  must  organize  our  existing  knowledge  
into  some  sort  of  structure  
—  Either  the  new  knowledge  fits  the  existing  
structures,  or  we  alter  the  structure  to  
accommodate  the  new  
—  This  is  a  “creative”  and  active  process  that  
requires  a  great  deal  of  interaction  
3.  We  Learn  With  and  Through  
Others  
— We  teach  one  another,  exchange  ideas,  
reinforce  concepts,  solve  problems,  debate  
ideas,  and  challenge  assertions  with  others  
— Student  learning  is  enhanced  with  they  
understand  and  accept  the  conventions  that  
structure  such  social  interactions  
4.  Learning  Takes  Time  
—  How  much  we  can  learn  is  a  function  of  how  
much  time  we  have  to  learn  it  
—  A  given  task  will  be  learned  only  if  the  learner    
spends  the  amount  of  time  needed  to  learn  it  
—  Students  need  different  amounts  of  time  in  order  
to  learn  the  same  things  
5.  MoNvaNon  Ma_ers  
—  Students  are  best  motivated  by:  
—  Seeing  a  connection  between  their  wants  and  
what  they  are  being  asked  to  learn  
—  Believing  in  their  abilities  to  succeed  
—  Feeling  good  about  themselves  as  learners  
—  Motivation  includes  deep  understanding  (mastery),  
demonstrating  what  they  know  to  others,  and  
meeting  a  high  standard  of  accomplishment  
6.  The  Teacher  Ma_ers  
—  How  much  a  student  learns  depends  much  
more  on  which  teacher  within  the  school  the  
student  gets  than  what  school  he  or  she  goes  
to  
—  Improving  the  quality  of  teaching  is  the  key  
to  school  improvement  
7.  Focused  Teaching  Promotes  Accelerated  
Learning  
—  The  key  to  accelerated  learning  lies  in  matching  
instruction  to  the  level  of  the  learner  
—  The  teacher’s  role  is  to  “scaffold”  the  learning  of  the  
new  task,  revealing  to  the  learner  how  to  move  from  
what  he  or  she  can  currently  do  independently  to  a  
higher  level  of  cognitive  functioning  
8.  Clear  ExpectaNons  and  ConNnuous  Feedback  
AcNvate  learning  
—  Students  achieve  at  higher  levels  when  they  have  a  
clear  image  of  what  is  expected  of  them  
—  Give  example  of  work  that  meets  standard  
—  Access  to  clear  criteria  for  judging  the  quality  of  
their  work  
—  Access  to  continuous  feedback  on  their  work  so  
they  know  how  to  bring  it  up  to  standard  
9.  Good  Teaching  Builds  on  Students’  Strengths  
and  Respects  Individual’s  Differences  
—  Each  child  has  a  unique  mix  of  strengths  and  
weaknesses  
—  Students  find  if  easier  to  learn  using  a  particular  
ability  or  adopting  a  particular  style  
—  Abilities  and  styles  are  capable  of  being  developed  
in  school  
10.  Good  Teaching  Involves  Modeling  What  
Students  Should  Learn  
—  Much  of  what  the  student  needs  know  and  do  are  
best  learned  by  apprenticing  to  an  expert  –  the  
teacher  
—  The  teacher  models  the  behavior  the  students  is  
being  asked  to  demonstrate  
—  Through  continuous  monitoring  and  feedback  the  
teacher  gradually  increases  the  difficulty  of  the  
learning  
11.  The  Curriculum  Should  Focus  on  Powerful  
Knowledge  
—  Knowledge  is  powerful  when  it  provides  a  basis  for  
further  learning  and  when  it  concerns  important  
and  validated  knowledge  
—  The  new  basics  (higher  levels  of  reading,  math,  
problem-­‐solving,  communications,  etc.  
—  Discipline-­‐based  subjects  
—  Skills,  strategies,  and  attitudes  that  support  
independent,  purposeful  learning  and  problem  
solving  
12.  All  Students  should  Experience  a  “Thinking  
Curriculum”  
—  Students  can  be  taught  to  manage  their  own  
thinking  and  learning  processes  
—  Challenging  tasks  that  support  deep  thinking  will  
stimulate  intelligent  behavior,  as  will  explicit  
teaching  of  cognitive  and  metacognitive  strategies  
—  The  learning  of  basic  skills  and  higher-­‐order  
thinking  should  go  hand  in  hand  
13.  The  Best  Results  Come  From  Having  an  
Aligned  InstrucNonal    
—  The  best  results  are  obtained  with  the  
assessments,  curriculum  framework,  instructional  
materials  and  teaching  are  in  full  alignment  with  
the  standards  and  with  one  another  
 Principles  of  Learning  
—  Learning  is  an  experience  which  occurs  inside  the  learner  and  
is  activated  by  the  learner.    
—  Learning  is  discovering  the  meaning  and  relevance  of  ideas.  
Let’s  relate  what  we  teach  to  the  life  experiences  and  needs  of  
the  learners.  
—  Learning  comes  as  a  result  of  experience  
—  Learning  is  a  cooperative  and  collaborative  process.  
—  Learning  is  an  evolutionary  process.  
—  One  of  the  richest  resources  for  learning  is  the  learner  himself.  
—  The  process  of  learning  is  emotional  as  well  as  intellectual.  
—  The  process  of  problem-­‐solving  and  learning  is  highly  unique  
and  individual.      
Principles  in  Teaching  and  
Learning  
—  Sequence  –  The  objectives  and  content  in  the  
curriculum  are  arranged  hierarchically  from  easy  
to  difficult,  from  familiar  to  unfamiliar.    
Prerequisite  skills  should  be  developed  before  the  
advanced  skills.  
—  Integration  –the  contents  should  not  be  viewed  
as  compartmentalized  blocks  of  knowledge  
because  they  are  interrelated.    Prior  knowledge  
influences  learning.  
Principles  of  Teaching  and  
Learning  
—  Meaningfulness  –  The  lessons  should  be  relevant  
to  the  everyday  life  of  the  students.  The  learning  
situations  should  suit  local  needs  and  available  
local  resources.  
—  Sense  Dependence  –  The  more  senses  are  
involved  during  the  learning  process,  the  more  
meaningful  and  retained  are  the  concepts  and/or  
skills.  
3  Types  of  Principles  of  Teaching  
— Starting  Principles-­‐refer  to  the  nature  of  the  
child,  his  psychological  and  physiological  
endowments.  
— Guiding  Principles-­‐  the  methods  of  
instruction,  or  the  conglomeration  of  
techniques  in  carrying  out  the  educative  
process.  
— Ending  Principles-­‐  refer  to  the  educational  
aims  and  objectives  
CharacterisNcs  of  Filipino  Learners  
—  SHYNESS  is  an  attitude  characterized  by  partial  
inhibition  of  social  responses  especially  in  the  
presence  of  strangers.  
—  SENSITIVENESS  is  the  tendency  of  the  child  to  be  
easily  impressed,  affected  or  hurt.  
—  LACK  OF  PERSEVERANCE  means  lack  of  persistence    
in  an  activity  for  a  long  time  due  to  difficulty,  
opposition,  or  disappointment.  
—  LACK  OF  RESOURCEFULNESS  means  the  inability  to  
meet  new  situations  
—  LACK  OF  INDUSTRY  refers  to  the  lack  of  steady  
attention  or  diligence  in  any  pursuit  
Factors  that  Affect  Learning  
—  Intellectual-­‐  student’s  mental  ability  level  
—  Learning  factors-­‐  study  habits  
—  Physical  Factors  –  disabilities,  nutrition  
—  Mental  Factors-­‐  attitude  and  one’s  belief  and  
ideas  
—  Emotional/Social  Factors-­‐    
—  Teacher’s  Personality  
—  Environmental  Factors    
 LEARNING  PYRAMID  
  Na.onal  Training  Laboratories

Average                                                                                                                                                                                        
5%
Retention      
Lecture        
Rate     Reading 10%
 
  Audio-Visual 20%
 
Demonstration 30%
                 
    Discussion Group 50%

Practice By Doing 75%

Teach Others/Immediate Use of Learning 90%

Children  who  are  VicNms  of  
Unequal  Teaching  
—  CHILDREN  WHO  ARE  UNDERTAUGHT  
—  Fail  to  learn  what  they  could  learn  
—  Fall  behind  others  and  become  discouraged  
—  Develop  dislike  for  the  school  
—  May  escape  from  schooling  at  earliest  
opportunity  
—  Find  themselves  boxed  in  by  lack  of  education  
Children  who  are  VicNms  of  
Unequal  Teaching  
—  CHILDREN  WHO  ARE  OVERTAUGHT  
—  Waste  time  in  overlearning  
—  Become  bored  with  school  
—  May  develop  distaste  for  learning  
—  May  fail  to  find  themselves  
Children  who  are  VicNms  of  
Unequal  Teaching  
— CHILDREN  WHO  ARE  MISTAUGHT  
— Limit  interest  to  subjects  taught  to  them  
— May  learn  to  dislike  or  fear  some  subjects  
— Fail  to  develop  broadbase  for  further  
learning  
— Grow  up  half  educated      
Children  who  are  VicNms  of  
Unequal  Teaching  
—  CHILDREN  WHO  ARE  NOT  TAUGHT  
—  Respond  less  to  their  environment  
—  May  develop  prejudices  against  the  arts  
—  Function  in  a  limited  way  in  some  aspects  of  
human  relationships  
—  May  remain  ignorant  of  important  realms  of  
human  experience    
Ten  Commandments  of  Teaching    
—  Thou  shalt  know  thyself  
—  Thou  shalt  know  thy  students  
—  Thou  shalt  know  thy  subject-­‐matter  well  
—  Thou  shalt  respect  thy  students  as  persons  
—  Thou  shalt  motivate  thy  students  to  learn  
—  Thou  shalt  communicate  effectively  
—  Thou  shalt  circulate  
—  Thou  shalt  avoid  talking  too  much  in  class  
—  Thou  shall  evaluate  learning  outcomes  regularly  
—  Thou  shalt  do  what  thou  sayest  
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  Differences  
Roles  of  a  Teacher  
—  Model  
—  Classroom  Manager  
—  Facilitator  of  Learning  
—  Motivator  
—  Evaluator  of  Student’s  Performance  
—  Parent  Surrogate  
—  Counselor  
—  Friend  
CLASSROOM  MANAGEMENT  
—  Classroom  management  is  the  administration  or  
direction  of  activities  with  special  reference  to  
problems  involving  DISCIPLINE,  DEMOCRATIC  
TECHNIQUES,  USE  OF  SUPPLIES  &  OTHER  
MATERIALS,  the  PHYSICAL  FEATURES  OF  THE  
CLASSROOM,  GENERAL  HOUSEKEEPING,  and  
SOCIAL  RELATIONSHIPS  OF  THE  STUDENTS  and  
the  TEACHERS.        
Principles  behind  Classroom  
Management  
—  The  teacher  should  plan  activities  that  are  suited  to  
the  classroom  situations.  
—  The  teacher’s  disciplinary  policies  must  be  in  
accordance  with  the  school  policies.  
—  The  teacher  must  observe  some  routinary  procedure  
to  save  time  and  energy  (ex:  entering  the  classroom,  
passing  of  test  papers,  etc.)  
—  The  teachers  must  take  into  consideration  the  needs  
and  conditions  of  the  students.  
—  The  teachers  must  utilize  positive  rather  than  
negative  approach  in  dealing  with  children.    
Causes  of  Disciplinary  Problems  in  
the  Classroom  
—  TEACHER’S  PERSONALITY-­‐  lack  of  knowledge  of  the  
subject  matter,  poor  decision  making,  etc.  
—  PHYSICAL  FACTORS-­‐  child’s  heath  conditions  
—  INDIVIDUAL  FACTORS-­‐  individual  differences  due  
to  family  and  community  
—  SOCIAL  FACTORS-­‐  adjustment  to  the  group  
—  EMOTIONAL  FACTORS  
—  SCHOOL  ENVIRONMENT  
WAYS  TO  IMPROVE  CLASSROOM  
DISCIPLINE  
—  Know  your  subject  matter  and  be  prepared  at  all  times.  
—  Come  to  class  ahead  of  your  students.  
—  Call  the  class  to  order  as  soon  as  the  bell  rings.  
—  Follow  some  established  daily  routines.  
—  Check  the  condition  of  the  class  as  well  as  the  
condition  of  every  pupil.  
—  Check  pupils’  assignment  and  return  their  work  
promptly.  
—  Explain  to  your  pupils  your  expectations  of  every  
activity  that  they  will  accomplish.  
—  Provide  adequate  time  for  every  activity.  
WAYS  TO  IMPROVE  CLASSROOM  
DISCIPLINE  
—  Do  not  threaten  your  pupils.  
—  Have  a  good  sense  of  humor.  
—  Compliment  your  students  on  worthy  contributions.  
—  Try  to  involve  all  pupils  to  class  activities.  
—  Handle  calmly  all  attempts  to  distract  your  attention.  
—  Always  have  a  contingency  plan  in  case  of  emergency.  
—  Never  be  sarcastic.  
—  Always  consider  individual  differences  in  dealing  with  your  
pupils.  
—  Never  make  a  martyr  out  of  a  trouble  maker.  
—  Never  punish  all    your  pupils  for  the  fault  of  one.    
Behavior: Rambling -- wandering around and off the
subject.
POSSIBLE  RESPONSES:    
❏  Refocus  attention  by  restating  relevant  point.    
❏  Direct  questions  to  group  that  is  back  on  the  subject    
❏  Ask  how  topic  relates  to  current  topic  being  
discussed.    
❏  Use  visual  aids,  begin  to  write  on  board,  turn  on  
overhead  projector.    
❏  Say:  "Would  you  summarize  your  main  point  
please?"  or  "Are  you  asking...?"    
 Behavior: Shyness or Silence -- lack of
participation

POSSIBLE  RESPONSES:    
o  Change  teaching  strategies  from  group  discussion  to  
individual  written  exercises  or  a  videotape    
o  Give  strong  positive  reinforcement  for  any  
contribution.    
o  Involve  by  directly  asking  him/her  a  question.    
o  Make  eye  contact.    
o  Appoint  to  be  small  group  leader.  
 Behavior: Talkativeness -- knowing
everything, manipulation, chronic whining.
POSSIBLE  RESPONSES:    
o  Acknowledge  comments  made.    
o  Give  limited  time  to  express  viewpoint  or  feelings,  and  
then  move  on.    
o  Make  eye  contact  with  another  participant  and  move  
toward  that  person.    
o  Give  the  person  individual  attention  during  breaks.    
o  Say:  "That's  an  interesting  point.  Now  let's  see  what  other  
other  people  think."    
 Behavior: Sharpshooting -- trying to shoot
you down or trip you up.

POSSIBLE  RESPONSES:    
o  Admit  that  you  do  not  know  the  answer  and  
redirect  the  question  the  group  or  the  individual  
who  asked  it.    
o  Acknowledge  that  this  is  a  joint  learning  
experience.    
o  Ignore  the  behavior.    
 Behavior: Heckling/Arguing -- disagreeing with
everything you say; making personal attacks.

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."    

 
 Behavior: Grandstanding -- getting caught up in
one's own agenda or thoughts to the detriment of
other learners.

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."    
 Behavior: Overt Hostility/Resistance -- angry,
belligerent, combative behavior.

POSSIBLE  RESPONSES:    
o  Hostility  can  be  a  mask  for  fear.  Reframe  hostility  as  fear  to  
depersonalize  it.    
o  Respond  to  fear,  not  hostility.    
o  Remain  calm  and  polite.  Keep  your  temper  in  check.    
o  Don't  disagree,  but  build  on  or  around  what  has  been  said.    
o  Move  closer  to  the  hostile  person,  maintain  eye  contact.    
o  Always  allow  him  or  her  a  way  to  gracefully  retreat  from  
the  confrontation.    
 Behavior: Griping -- maybe legitimate complaining.

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.    
Behavior: Side Conversations -- may be related to
subject or personal. Distracts group members and
you.
POSSIBLE  RESPONSES:    
❏  Don't  embarrass  talkers.    
❏  Ask  their  opinion  on  topic  being  discussed.    
❏  Ask  talkers  if  they  would  like  to  share  their  ideas.    
❏  Casually  move  toward  those  talking.    
❏  Make  eye  contact  with  them.    
❏  Standing  near  the  talkers,  ask  a  near-­‐by  participant  a  
question  so  that  the  new  discussion  is  near  the  talkers.    
 As  a  last  resort,  stop  and  wait.    
 
Words  of  Wisdom  
“Unless we think of others and
do something for them, we miss
one of the greatest sources of
happiness.”
-­Ray  Wilbur  
— We  do  not  get  affected  only  by  
the  psychological  climate  in  the  
classroom.  We  are  also  affected  
by  the  physical  condition  of  the  
learning  place.    
 
 The  ART    
OF  QUESTIONING  
The  Art  of  QuesNoning  
— QUESTIONING  is  the  starting  point  of  
learning.  People  learn  because  they  ask  
questions.  In  the  teaching-­‐learning  process  
the  kind  of  questions  a  teacher  asks  and  the  
way  he  asks  them  to  some  extent  
determines  his  effectivity  as  well  as  the  
outcome  of  his  teaching  methods  and  
techniques.  
Purpose  of  QuesNoning  
—  To  discover  the  impact  of  the  lesson  to  the  learner  
—  To  evaluate  student’s  performance.  
—  To  direct  the  mind  of  the  students  to  the  important  
aspects  of  the  lesson  
—  To  give  the  students  a  chance  to  express  themselves  
—  To  develop  the  thinking  and  reasoning  ability  of  the  
students  and  help  them  analyze  ideas.  
—  To  acquire  information  
—  To  draw  out  interpretation  
—  To  manifest  retention  of  powers  
Purpose  of  QuesNoning  
—  To  develop  the  skill  to  answer  effectively  and  
eliciting  comprehension  skills.  
—  To  energize  the  mind  of  the  imagination  resulting  
to  the  internalization  of  concepts.  
—  To  check  whether  these  concepts  are  internalized  
for  use  in  the  student’s  academic  and  functional  
life.  
—  To  develop  the  student’s  problem  solving  skills  
and  decision  –making  faculties  
     
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  figurative  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,  author’s  purpose  and  
style  
—  Determine  relevance  
—  Weigh  values  presented  
—  INTEGRATIVE  
—  “tying  up”  questions  
—  Comparing  and  contrasting  old  and  new  ideas  
—  Synthesizing  ideas  learned  
—  Making  a  different  ending  
Hierarchy  of  QuesNons   Based  on  Bloom’s  
Cognitive  Taxonomy  

—  KNOWLEDGE  QUESTIONS  

—  Train  the  learners  the  ability  to  recall  materials  learned  
previously  such  as  specific  names,  facts,  places,  figures,  
events,  concepts,  principles,  and  others.  
—  Examples:  
—  Who  founded  the  Katipunan?  
—  Identify  people  involved  in  the  Philippine  Revolution.  
—  Enumerate  the  three  purposes  of  Katipunan.    

Key  words:  name,  tell,  list,  describe,  recall,  state,  define,  

identify    
Hierarchy  of  QuesNons   Based  on  Bloom’s  
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:  
—  The  student  can  express  ideas  in  his  own  words.  
—  The  student  can  separate  from  essential  from  the  non-­‐
essential.  
—  The  student  can  establish  relationships  among  things.  
—  The  student  can  make  inferences.  
—  Examples:  Explain  in  your  own  words  the  El  Nino  and  
La      Nina  Phenomena.  

Key  words:  explain,  compare,  predict,  infer  

Hierarchy  of  QuesNons   Based  on  Bloom’s  
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:  
—  How  do  you  express  in  algebraic  equation-­‐the  age  of  the  
earth  is  twice  the  age  of  the  moon?    

Key  words:  demonstrate,  plan,  solve,  apply,  build,  develop,  

construct  
Hierarchy  of  QuesNons   Based  on  Bloom’s  
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:  
—  What  part  of  the  essay  is  conclusion?  
—  What  are  the    fallacies  in  the  arguments  presented?    

Key  words:  classify,  distinguish,  discriminate,  categorize,  

analyze  
Hierarchy  of  QuesNons   Based  on  Bloom’s  
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:  
—  How  can  you  help  improve  our  economy?  
—  What  plans  can  you  propose  to  make  the  centennial  
celebration  more  meaningful?  

Key  words:  propose  a  plan,  formulate  a  solution,  develop,  

create,  summarize  
Hierarchy  of  QuesNons   Based  on  Bloom’s  
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:  
—  Is  it  good  for  Filipinos  to  ratify  the  VFA?  
—  Are  you  in  favor  of  amending  the  present  constitution?    

Key  words:  select,  judge,  evaluate,  decide  

Teaching  Approaches,  Methods,  
Strategies  &  Techniques  
 Defini5on  of  Terms    
—  Teaching  Approach      
 -­‐    refers  to  the  teacher’s  viewpoint  toward  the  
process  of  teaching.,  what  one  believes  in,  regarding  
teaching,  upon  which  teaching  behaviors  are  based.              
—  Teaching  Method    
 -­‐  refers  to  the  regular  ways  or  orderly  procedures  
employed  by  the  teachers  and  the  principles  needed  to  
accomplish  the  aims  of  the  learning  situations.  
  
Defini5on   o f   T erms    
—  Teaching  Strategy    
 -­‐  refers  to  the  general  design  of  how  the  teacher  will  
attack  her  lesson;  the  plan  that  a  teacher  decides  to  use  to  
achieve  certain  lesson  objectives.  
—  Teaching  Technique    
 -­‐    refers  to  the  act,  style  or  manner  of  performance  of  the  
teacher  in  carrying  out  the  procedures  or  act  of  teaching.    
 -­‐  a  combination  of  personality  plus  the  amount  of  
expertise  one  has  in  teaching  technology(method),  subject  
matter,  and  pedagogical  theory.    
Factors  to  Consider  in  Choosing  a  
Method    
—  Objectives  -­‐  the  aims  or  expected  outcomes  of  
the  lesson.  
—  Subject  Matter  -­‐  refers  to  the  substance  of  
teaching.  
—  Learners  -­‐  considers  (nature,  problems,  needs  
and  interests)  as  the  center  of  the  educational  
process.    
 
Factors  to  Consider  in  Choosing  a  
Method    
—  Materials  &  Technology  -­‐  tools  and  devices  for  the  
lesson.    
—  Time  Allotment  -­‐  refers  to  the  amount  of  time  
available  for  the  lesson.  
—  Teacher  -­‐  The  skills  and  preferences  influence  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.  Effective  teacher  adapts  his/her  teaching  
methods  to  his/her  students.    
GENERALLY  ACCEPTED  
METHODS  /  APPROACHES  /  
STRATEGIES  
—  Direct  /  Expository  Strategies  
—  Reflective  Teaching  –  the  ability  of  the  teacher  to  
guide  the  students  to  reflect  on  their  own  experiences.  
—  Journal  Writing  –  it  involves  the  description  of  the  
event  or  learning  experiences,  value  and  outcomes,  
and  insight  gained.  
—  Portfolio  –  a  personal  document  which  involves  a  
detailed  and  complete  account  of  experiences  
including  instant  thoughts.  
—  Self-­‐analysis  –  records  of  incidents,  problems,  and  
issues.  
GENERALLY  ACCEPTED  
METHODS  /  APPROACHES  /  
STRATEGIES  
—  Direct  /  Expository  Strategies  
—  Direct  Instruction  –  teaching  the  basic  skills  and  
knowledge  through  step-­‐by-­‐step  method.  It  employs  
demonstration  of  the  procedural  knowledge  on  how  to  
perform  single  and  complex  skills.  
—  Concept  Teaching    -­‐  concepts  can  be  presented  through:  
—  Expository  or  Rule-­‐to-­‐Example  Method  –  deductive  way  of  
presenting  a  lesson.  The  teacher  defines  the  concept  and  then  
provides  examples.  
—  Interrogatory  or  Example-­‐to-­‐Rule  Method  –  inductive  way  
of  presenting  the  lesson.  Examples  are  given  first  and  then  the  
students  discover  the  concepts  through  logical  reasoning.  
GENERALLY  ACCEPTED  
METHODS  /  APPROACHES  /  
STRATEGIES  
—  Direct  /  Expository  Strategies  
—  Team  Teaching  -­‐  tapping  the  expertise  of  two  or  more  
teachers  in  planning,  teaching,  and  evaluating  learning  of  
students.  
—  Simulations  –  presenting  reality  very  closely  but  the  
complexity  of  events  can  be  controlled.    
—  Narratives  –  recall  of  stories  made  by  authors,  scientists,  
inventors  from  biographies,  historical  accounts,  etc.  
—  Microteaching  –  teaching  a  brief  lesson  to  a  small  group  
of  students  to  obtain  feedback.  
GENERALLY  ACCEPTED  
METHODS  /  APPROACHES  /  
STRATEGIES  
—  Direct  /  Expository  Strategies  
—  Use  of  Comic  Strips  –  the  lesson  is  presented  through  
the  dialogues  from  characters.  
—  Concept  Attainment  –  a  guessing  game  of  concepts  by  
giving  clues  through  acting  or  drawing.  
—  Predict-­‐Observe-­‐Explain  (POE)  
—  Interest  Learning  Centers  –  the  area  is  divided  into  
various  academic  learning  centers  which  has  materials  
and  equipment  for  simple  investigations.  
GENERALLY  ACCEPTED  
METHODS  /  APPROACHES  /  
STRATEGIES  
—  Indirect  /  Discovery  Strategies  
—  Experiential  Learning  -­‐students  acquire  knowledge  
and  skills  through  direct  observations  and  analysis  of  
what  has  been  observed.  It  is  the  process  of  formulating  
new  insights  and  gaining  new  skills  from  direct  
experiences  with  natural  occurrences  and  interactions  
with  the  environment;    “learning  by  doing”.  
—  Problem-­‐Solving  –  employs  scientific  method  in  
searching  for  information.  
GENERALLY  ACCEPTED  
METHODS  /  APPROACHES  /  
STRATEGIES  
—  Indirect  /  Discovery  Strategies  
—  The  Constructivist  Approach  –  learners  construct  
meaning  through  the  interaction  of  previous  learning  
and  new  learning  events  provided  by  the  teacher.  
—  Review  –  a  recount  of  observations  done  in  the  past  learning  
activity  that  is  being  connected  to  the  new  lesson  to  be  
introduced.  
—  Inquiry  teaching  –  The  teacher  poses  a  problem,  asks  
questions,  and  facilitates  open  discussion  to  draw  conclusion.  
—  Reflection  -­‐  The  learner  gains  new  interpretations  and  
conclusions  by  recapturing  an  experience,  thinking  about  it,  
and  evaluating  it.  
GENERALLY  ACCEPTED  
METHODS  /  APPROACHES  /  
STRATEGIES  
—  Indirect  /  Discovery  Strategies  
—  Inquiry  Teaching  –  students  seek  answers  to  their  own  
questions  through  self-­‐directed  learning  activities  by  
following  the  scientific  method.  
—  Synectics  -­‐  students  formulate  analogies  in  analyzing  
learning  situations  for  new  ideas  and  solutions.    
—  Constructing  Projects  –  a  “self-­‐directed  study”  which  
requires  the  students  to  present  in  concrete  form  the  
result  of  a  research  done.  
—  Collections  –  uses  the  skill  in  sorting  and  classifying  
according  to  a  criterion.  
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  
activities  and  discussions.  
—  Student  Teams  Achievement  Divisions  (STAD)  -­‐  The  teacher  
gives  a  new  lesson  for  the  week.  Divide  the  class  into  five-­‐member  
teams.  Each  member  has  to  study  the  new  lesson  and  help  each  
other  master  it  through  tutoring.  Students  will  take  weekly  quizzes  
individually.  The  score  is  based  on  the  degree  to  which  it  exceeds  
the  past  averages.  The  team  with  the  highest  scores  and  the  
member  with  the  high  improvement  scores  are  recognized.  
—  Teams  Games  Tournament  (TGT)  –  the  same  as  STAD  but  
games  are  used  here.  
GENERALLY  ACCEPTED  
METHODS  /  APPROACHES  /  
STRATEGIES  
—  Cooperative  Learning  Approach  
—  Jigsaw  Strategy  –  Students  are  grouped  into  five.  Each  group  is  called  
the  home  group.  They  will  be  given  an  academic  material  in  which  
each  member  is  assigned  for  each  portion.  Members  from  different  
groups  with  the  same  topic  meet  to  study  and  discuss  their  topic.  This  
is  called  the  expert  group.  Then  they  will  return  to  their  home  groups  
to  teach  other  members  what  they  have  learned.  After  the  home  group  
discussion,  they  will  take  quizzes  individually.  Team  scores  are  
obtained.  The  team  and  the  individual  with  the  highest  scores  are  
recognized.  
—  Group  Investigation  –  Students  are  grouped  into  five  members.  
Together  with  the  teacher,  they  will  plan  the  topics  and  the  procedure  
they  would  like  to  investigate.  Each  group  conducts  a  study  and  
analysis  of  the  information  obtained  to  be  reported  to  class.  
Evaluation  will  be  in  individual  or  group  assessment  of  output.  
GENERALLY  ACCEPTED  
METHODS  /  APPROACHES  /  
STRATEGIES  
—  Cooperative  Learning  Approach  
—  Think-­‐Pair  Share  –  The  teacher  poses  a  question  or  issue  
regarding  the  lesson  in  which  the  students  will  spend  time  
thinking  for  the  answer.  Each  student  talks  about  the  
answer  to  a  partner  and  share  each  others’  ideas.    Each  
pair  will  be  given  the  chance  to  report  to  class  what  they  
have  discussed.  The  major  ideas  from  the  class  will  be  
summarized.  
—  Role  Playing  –  an  enactment  by  the  students  of  a  learning  
situation  which  depict  real  life  responses  and  behavior.  
GENERALLY  ACCEPTED  
METHODS  /  APPROACHES  /  
STRATEGIES  
—  Cooperative  Learning  Approach  
—  Small  Group  Discussion  -­‐  the  class  is  divided  into  five  
groups  to  discuss  the  topic  assigned  to  them.  A  member  
of  the  group  will  report  their  output  to  the  class  to  
come  up  with  a  generalization.  
—  Peer  Tutoring  -­‐  the  teacher  requests  the  older,  
brighter  and  more  cooperative  member  of  the  class  to  
tutor  other  classmates.  The  tutees  receive  
individualized  instruction.  
 Cooperative learning
"  It  is  a  successful  teaching  strategy  in  which  
small  teams,  each  with  students  of  different  
levels  of  ability,  use  a  variety  of  learning  
activities  to  improve  their  understanding  of  a  
subject.    
Grouping  Pa<erns  for  Coopera.ve  
Learning:  
—  Ability  grouping  –  students  with  the  same  level  of  
abilities  are  grouped  together.  
—  Skills  and  Needs  grouping  –  the  difficulty  of  the  task  or  
problem  is  considered  so  that  those  students  who  
possess  the  skills  will  be  equally  distributed  to  all  the  
groups.  
—  Friendship  grouping  –  students  who  easily  get  along  
well  with  each  other  are  grouped  together  for  
strengthening  motivation.  
—  Interest  grouping  –  students  are  grouped  according  to  
their  interests.  
Cooperative efforts result in participants striving for
mutual benefit so that all group members:
 
"  gain  from  each  other's  efforts.    

"  recognize  that  all  group  members  share  a  common  fate.    

"  know  that  one's  performance  is  mutually  caused  by  

oneself  and  one's  team  members.    

"  feel  proud  and  jointly  celebrate  when  a  group  member  

is  recognized  for  achievement.  
 
 Why use
Cooperative Learning?
Research  has  shown  that  cooperative  learning  
techniques:  
 
" promote  student  learning  and  academic  
achievement  
" increase  student  retention  
" enhance  student  satisfaction  with  their  
learning  experience  
" help  students  develop  skills  in  oral  
communication  
" develop  students'  social  skills  
" promote  student  self-­‐esteem  
" help  to  promote  positive  race  relations  
1.  Positive  
Interdependence      
(sink  or  swim  together)  
"  Each  group  member's  
efforts  are  required  and  
indispensable  for  group  
success  
"  Each  group  member  has  a  
unique  contribution  to  
make  to  the  joint  effort  
because  of  his  or  her  
resources  and/or  role  and  
task  responsibilities  
 
2.  Face-­‐to-­‐Face  
Interaction      
(promote  each  other's  success)  
"  Orally  explaining  how  to  
solve  problems  
"  Teaching  one's  
knowledge  to  other  
"  Checking  for  
understanding  
"  Discussing  concepts  
being  learned  
"  Connecting  present  with  
past  learning  
   
 
3.  Individual    
&  Group  Accountability  
(  no  hitchhiking!  no  social  loafing)  
"  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.  
 "  Observing  each  group  and  
recording  the  frequency  with  
which  each  member-­‐contributes  
to  the  group's  work.  
"  Assigning  one  student  in  each  
group  the  role  of  checker.  The  
checker  asks  other  group  
members  to  explain  the  
reasoning  and  rationale  
underlying  group  answers.  
"  Having  students  teach  what  
they  learned  to  someone  else.  
   
4.  Interpersonal  &  
Small-­‐Group  Skills  
 
Social  skills  must  be  taught:  
"  Leadership  
"  Decision-­‐making  
"  Trust-­‐building  
"  Communication  
"  Conflict-­‐management  
skills  
 
   
5.  Group  Processing  
"  Group  members  discuss  
how  well  they  are  achieving  
their  goals  and  maintaining  
effective  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  
group  of  learners  spontaneously  contribute  ideas.  
—  DEMONSTRATION  –  A  learning  event  in  which  
an  individual  demonstrates  how  to  do  something.  
—  DISCOVERY  LEARNING  –  An  inquiry-­‐oriented  
learning  event  in  which  the  learner  discovers.    
—  DEBATE/DISCUSSION  –  Oral,  or  sometimes  
written,  exchange  of  opinions  usually  to  analyze,  
clarify,  or  reach  conclusions  about  issues,  
questions,  or  problems.  
InstrucNonal  Strategies  
—  DRILL  &  PRACTICE  –  A  learning  event  in  which  a  
learner  repeats  a  particular  skill  in  order  to  fix  in  
his  hand  or  her  hand.  
—  EXPERIENTIAL  LEARNING  –  Learning  by  doing-­‐  
includes  knowledge  and  skills  acquired  outside  a  
book/lecture  learning  situations.  
—  FIELD  TRIP–  A  learning  event  that  typically  takes  
place  outside  of  school  grounds.    
InstrucNonal  Strategies  
—  GAME  –  typically  a  competition  or  contest  that  
involves  a  demonstration  of  an  understanding  of  
content  or  skill  
—  HANDS-­‐ON–  a  learning  event  that  engages  
learners  in  a  practical  application  of  content  and  
skill    
—  INQUIRY–  Also  referred  to  as  scientific  inquiry;  
refers  to  activities  in  which  learners  develop  
knowledge  and  understanding  of  how  scientists  
study  the  natural  world.  
InstrucNonal  Strategies  
—  INTERVIEW/SURVEY  –  a  learning  event  in  which  
learners  interview/survey  others  about  a  
particular  topic.  
—  LABORATORY–  a  learning  event  that  involves  
practicing  science  skills  and  using  scientific  
equipment.    
—  LECTURE–  A  learning  event  in  which  one  person  
explains  a  topic  to  the  rest  of  the  group  or  class,  
and  this  audience  takes  notes  and  listens.  
InstrucNonal  Strategies  
—  PEER  TUTORING–  instruction  provided  by  the  
learner,  or  small  group  of  learners,  by  direct  
interaction  with  a  peer  with  appropriate  training  
or  experience.    
—  PLAY–  Typically  refers  to  the  manner  in  which  a  
lot  of  early  learning  occurs.      
—  PROBLEM-­‐SOLVING–  occurs  when  learners  work  
to  determine  the  solution  to  a  question  raised  for  
inquiry.  
InstrucNonal  Strategies  
—  MODEL  &  SIMULATION  –  a  learning  event  in  
which  a  teacher  and/or  learner  models  or  
simulates  a  natural  or  physical  phenomena.  
—  PEER  COACHING–  a  learning  event  in  which  one  
learner  helps  another  learner.    
—  PEER  TUTORING–  A  learning  event  in  which  one  
learner  gives  oral  or  written  feedback  to  another  
learner.  
InstrucNonal  Strategies  
—  ROLE-­‐PLAYING  –  the  deliberate  acting  out  of  a  
role  ,  as  part  of  group  therapy  or  of  a  learning  
situation  directed  towards  understanding  that  
role    
—  TEAM  TEACING–  an  arrangement  whereby  a  
group  of  teachers  cooperate  so  that  their  classes  
have  contact  with  more  than  one  of  those  
teachers  during  a  given  learning  session  or  period.    
—  THEMATIC  APPROACH–  teaching  approach  that  
organizes  subject  matter  around  unifying  themes  
InstrucNonal  Strategies  
—  SIMULATION  –  is  an  attempt  to  represent  and  
model  social  systems,  often  through  a  game.  This  
is  designed  to  provide  the  participants  with  an  
illusion  of  involvement  in  reality.    
—  SOCIODRAMA–  is  a  specialized  use  of  techniques  
like  pantomime,  improvised  skits,  or  
dramatization  in  a  situation  characterized  by  a  
human  relations  dilemmas.  
InstrucNonal  Strategies  
—  SINGLE-­‐ROUND  ROBIN  –  brainstorming  session.  
A  technique  where  students  are  given  the  chance  
to  answer  the  question  using  a  ballpen  and  a  piece  
of  paper    
—  AUTHOR’S  CHAIR/HOT  SEAT–  A  student  is  
asked  to  sit  at  the  center.  The  rest  of  the  class  asks  
questions.    
—  PHILLIPS  555–  Students  are  grouped  into  5  
members.  They  are  given  5  questions  to  be  
answered  in  5  minutes.  
InstrucNonal  Strategies  
—  PREDICTION  CHART  
 
Evidences   Guesses   Actual  Answers  
InstrucNonal  Strategies  
—  PICK  YOUR  SPOT  
 

A   B  

C   D
InstrucNonal  Strategies  
—  AGREE-­‐DISAGREE  CHART  
 
Statements   Agree   Disagree  

1.  
2.  
3.  
4.  
5.  
InstrucNonal  Strategies  
—  CYCLIC  QUESTIONS  
SUB  
  QUESTION  

QUESTION  

SUB  
QUESTION  
InstrucNonal  Strategies  
—  T-­‐CHART  
  Differences   Differences  

Similarities  
InstrucNonal  Strategies  
—  VENN  DIAGRAM  
 

Differences   Differences  
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.      
  What  they  know   What  they  want   What  they  learn  
to  know  
1.  
2.  
3.  
4.  
5.  
Something  to  ponder  
“EXCELLENCE is doing
ordinary things extraordinarily
well.”
-­ John Gardner
 GOAL
PLANNING
 Failing to plan
is the same as
Planning to Fail
Think of a goal as your
final destination.

NO PLANNING=FAILING
When you set goals
for yourself, it is
important that they
motivate you.
RULE #2: SET SMART
GOAL
Time bound
Goals –
deadline/
sense of Relevant
energy
Goals –
Attainable Goals – direction
achievable, realistic ( life/
yet challenging career )

Measurable Goals - measure

your degree of success
 

Specific Goals-clear
and well defined
The act of writing down a goal
makes it real and tangible. You
have no excuse for forgetting
about it. As you write, use the
word “will” instead of “would
like to” or “might”.
RULE #4: MAKE AN ACTION
PLAN

You Are So Focused On

The Outcome That You
Forget To
Plan The Steps That
Are Needed Along The
Way.
RULE #5: STICK WITH
IT!
Build in reminders
to keep yourself
on truck,
make regular
time –slots
available to review
your goals.
Ø Deciding what is important for you to
achieve in your life.
Ø Separating what is important from what is
irrelevant, or a destruction.
Ø Motivating yourself.
Ø 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.
Set The Goal

Make A Commitment

Be Accountable
 Lifetime goals
Start setting and achieving your goals
today!
"  Career: What level do
you want to reach in your
career?

"  Financial: How much

do you want to earn by
what stage?
"   Education: Is there any
knowledge you want to acquire
in particular? What information
and skills will you need to
achieve other goals?

"   Family:
Do you want
to be a parent? If so,
how are you going to
be a good parent?
 "   Artistic: Do you want to
achieve any artistic
goals? If so, what?

"   Attitude: Is any part of your

mindset holding you back? Is
there any part of the way that
you behave that upsets you?
If so, set a goal to improve
your behavior or find a
solution to the problem.
"   Physical: Are there any
athletic goals you want to
achieve, or do you want a
good health deep into old
age? What steps are you
going to take to achieve
this?
"   Pleasure: How do you
want to enjoy yourself?
"  Public service: Do you want to
make the World a better place? If
so, how?
Art  of  QuesNoning    
Part  2  
QUESTIONING  is  the  key  technique  
in  teaching;  It  is  used  for  a  variety  
of  purposes  
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  reflection  and  self-­‐evaluation  
—  allow  expressions  of  feelings    
Types  of  QuesNons:  
—  According  to  thinking  process  involved:  
—  Low-­‐level  questions-­‐  focus  on  facts,  don’t  test  level  of  
understanding  or  problem  solving  skills.  
—  Example:  Who  declared  Martial  Law?  
—  High-­‐level  questions-­‐  go  beyond  memory  and  factual  
information,  more  advanced,  stimulating  and  more  
challenging,  involve  abstraction  and  point  of  view.    
—  Example:  How  did  the  recent  war  between  government  forces  
and  MILF  affect  the  people  in  Mindanao?  
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:  
—  Eliciting  questions-­‐  are  employed  to:  
—  Encourage  an  initial  response  
—  Encourage  maximum  student  participation  

—  Probing  Questions-­‐  seek  to:  

—  Expand  or  extend  ideas  
—  Justify  and  clarify  ideas  

—  Closure-­‐seeking  Questions  are  used  to  help  students  

form  conclusions,  solutions,  or  plans  for  investigating  
problems.  
Guidelines  in  Asking  QuesNons  
—  Wait  time-­‐  the  interval  between  asking  a  question  and  
a  student  response.  This  is  3-­‐5  second  think-­‐time.  
—  Prompting-­‐  uses  hints  and  techniques  to  assist  
students  to  come  up  with  a  response  successfully.  
—  Redirection-­‐  involves  asking  of  a  single  question  for  
which  there  are  several  answers;  used  in  high  level  
questioning  
—  Probing-­‐  provides  a  student  a  chance  to  support  or  
defend  a  stand  or  point  of  view.  
—  Commenting  and  prompting-­‐  used  to  increase  
achievement  and  motivation  
Tips  on  Asking  QuesNons  
—  Ask  questions  that  are  stimulating/thought  provoking,  
within  student’s  level  of  abilities,  relevant  to  students  daily  
life  situation;  sequential  and  clear  and  easily  understood.  
—  Vary  the  length  and  difficulty  of  questions  
—  Have  sufficient  time  for  deliberation  
—  Follow-­‐up  incorrect  answer  
—  move  around  the  room  for  rapport  
—  Encourage  active  participation  
—  Phrase  questions  clearly  
—  Ask  as  many  learners  as  possible  to  answer  certain  
questions    
 
Principles  in  the  SelecNon  of  
InstrucNonal  Materials  
—  Meaningfulness-­‐  contributes  to  the  learner’s  growth  &  
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  Effectiveness-­‐  relays  information  clearly  and  
effectively  
—  Authenticity-­‐  presents  accurate  up  to  date  dependable  
information  
—  Responsiveness-­‐  responds  to  the  needs  and  demands  of  the  
society  
—  Interest-­‐  stimulates  curiosity  and  creativity  
—  Cost  Effectiveness    
LESSON  PLANNING  
Lesson  Planning  
— Effective  classroom  management  depends  
on  a  large  measure  on  the  teacher’s  ability  
to  plan  interesting,  student-­‐centered,  
multi-­‐activity  lessons  to  promote  a  high  
degree  of  student  involvement  and  
maximum  participation.    
Lesson  Planning  
—  Lesson  planning  is  a  vital  part  of  teaching  for  all  the  
various  elements  involved  in  instruction,  such  as  
objectives  content  or  subject  matter,  instructional  
procedures,  evaluation  and  related  matters  are  given  
due  attention.  
—  LESSON  PLAN  is  the  term  applied  to  the  statement  of  
objectives  to  be  realized  and  the  methods  to  be  used  
in  the  attainment  of  such  objectives  within  the  
specified  time.      
  
“Best  Practices”  in  Lesson  Planning  
Some  Guiding  Principles  

Adapted  From:    63  Ways  of  Teaching  

or  Learning  Anything  by  Gary  
Phillips  and  Maurice  Gibbons  
Importance  of  Lesson  Planning    
—  Helps  the  teacher  to  be  systematic  and  orderly.  
—  Delimits  the  field  to  be  taught  for  a  certain  class  
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  
Components  of  a  Lesson  Plan  
—  OBJECTIVES  –state  the  aims  which  the  lesson  plan  
seeks  to  achieve.  It  must  be  SMART.    
—  SUBJECT-­‐MATTER  –  states  the  topic  to  be  taken  up,  
materials,  books  and  strategies  to  be  used.  
—  LEARNING  ACTIVITIES-­‐  these  are  the  different  
activities  to  be  undertaken  to  realize  the  objectives.  
—  EVALUATION-­‐  the  test  usually  given  whether  the  
students  have  mastered  the  lessons.  
—  ASSIGNMENT-­‐  the  teacher  provides  the  topics  for  
discussion  in  their  next  meeting  or  the  additional  
activities  to  reinforce  student  learning.  
Something  to  ponder  
“Coming together is a beginning; keeping
together is progress; working together is
SUCCESS.”
 
-­‐  Henry  Ford