PRINCIPLES AND STRATEGIES IN TEACHING MLS

Ma'am Benilda De Guzman

Teaching-Learning Process [Huitt's Model]

variables:
1 context
-outside the classroom
-school characteristics
-school processes: how admin treat their students, policies
-home/ family: ex tricycle driver as parents, phisci student> boils down to one's
motivation
-peer groups
-community: neighbors
-religious institutions

2 input
-what teachers and students bring to the classroom process
-teacher characteristics: beliefs, knowledge, personality
-student characteristics: what the students brings into the classroom, from
different schools [sci hs, etc], intelligence, learning style, motivation

3 classroom processes
-what takes place in the classroom
-teacher behavior: planning [knowing how to start, maintain, end the lecture],
management [controlling student behavior], instruction
-student behavior: what they do during lectures/ class
-others/ miscellaneous: teacher-student relationships

4 output
-measurement of student learning
-can one apply said learnings to real life situations

Learning Process
learning:
-not only about info> psychomotor skills, attitude
-maturation and experience helps one make decisions

domains of learning
1 cognitive learning
-facts and information

2 psychomotor learning
-skills
-bodily movement

3 affective learning
-attitudes, judgements, behavior

approach:
most broad
directs the teacher so as to how to teach
set of principles or beliefs used for the whole process of teaching
provides direction, principles
method:
procedural
how you are going to teach

technique:
how the teacher will teach
implementational
can be an outline, group discussion, etc
depends on the teacher
specific method

Teaching Approaches
1 discovery approach
-lecture is not included
-letting the student research
-student centered
-not memorization
-info discovered by oneself enters long term memory more than info given to you
-exam is not multiple choices
-cognitive aspect of learning
-bacground is given, learning outcomes
-gave rise to the theory of constructivism and self-learning
-people understand through experience
-activities for discovery

2 conceptual
-knowing the concept rather than specific content
-the big picture
-not on the content per se
-cognitive learning
-student discovers the 'big picture'

3 process
-good for psychomotor skills
-for practical concepts, with movement
-students are engaged in the activities
-teachers give drills for students to practice, should spot weaknesses of students
and help them overcome such

4 unified
-integrating topics to a general framework
-relating topics to new concepts
-lectures
-holistic
-inter-relationships are shown

5 inquiry
-asking questions (Klinkmann)
-to develop students' thinking ability =habit of thinking
-teachers provide stimulus to keep the inquiry going