Professional Documents
Culture Documents
STRATEGY, TECHNIQUE
Principles of Teaching 1
Final Term
Principle
Approach
Strategy
Method
Technique
PRINCIPLE
Intervention – to prevent
undesirable consequences
PRINCIPLES OF LEARNING
Pre-Lesson
Lesson Proper
Post-Lesson
GENERIC MODEL
Motivation
Presentation
Discussion or Activity
Application
Evaluation
METHODS OF TEACHING
Inductive Project
Deductive Laboratory
Development Expository
Drill Unit
Application Lecture
Demonstration
Appreciation
Activity
Study Type
Conceptual-attainment
Problem
INDUCTIVE
Preparation
Presentation
Comparison and Abstraction
Generalization
Application
DEDUCTIVE
Generalization
Inference
Verification
DEVELOPMENT
Preparation
Presentation of Development
Application
DRILL
Motivation
Focalization
Repetition with Attention
Application
APPLICATION
Motivation
Information
Application
APPRECIATION
Preparation
Presentation
Appreciation
Intellectual Discussion
Aesthetic Expression
Reproduction
STUDY-TYPE
Selection of Type
Study of details
Generalization
PROJECT
Purposing
Planning
Executing
Evaluating
LABORATORY
Work Session
Culminating Activities
PROBLEM
Statement of Hypothesis
Solution
Approach (Introduction)
Application
UNIT
Exploration
Presentation
Assimilation
Organization
Recitation
LECTURE
Introduction
Presentation
Conclusion
DEMONSTRATION
Motivation
Presentation
Demonstration Proper
Discussion
Return-demo
Assessment
ACTIVITY/EXPERIMENT
Presentation
Experiment/Activity Period
Discussion of result
Conclusion
Application
C O N C E P T UA L - AT TA I N M E N T
Motivation
Presentation of Examples
Giving of Examples
Conceptualization
Application
LESSON PLAN MODELS/METHODS
Hunter’s Model
Gagne’s Model
Good, Grows
and Brophy’s Model
HUNTER’S MODEL
Anticipatory set,
Objectives,
Input,
Modeling,
Guided practice,
Independent Practice
GAGNE’S
Gain attention
Elicit performance
Inform learner of objectives
Provide feedback
Recall prior knowledge
Assess performance
Present stimulus material
Ensure retention
provide learning guidance
GOOD, GROWS & BROPHY’S
Review
Development
Assess student comprehension
Seatwork
Accountability
Homework
Special Reviews
CONSTRUCTIVIST’S
3 – I’s
4 – A’s
5 – E’s
3 – I’S
Introduction
Interaction
Integration
4 – A’S
Activity
Analysis
Abstraction
Application
5 – E’S
Engagement
Exploration
Explanation
Elaboration
Evaluation
UBD LESSON PLAN
Explore
Firm Up
Deepen
Transfer
STRATEGY
Worthy thoughts
Enduring Concepts
1. Objectives
2. Introduction/Motivation
3. Teaching Activities
4. Student Activities
5. Closure/Evaluation
PARTS OF A LESSON PLAN
1. Objectives
2. Subject Matter
3. Materials
4. Procedure
5. Assignment
W H AT I S A L E S S O N O B J E C T I V E ?
S – specific
M – measurable
A – attainable
R – realistic
T – time-bounded
DOMAINS OF LEARNING OBJECTIVES
Comprehension
Application
Analysis
Synthesis
Evaluation
KRATHWOHL’S AFFECTIVE
Receiving
Responding
Valuing
Organizing
Characterizing
E . J. S I M P S O N ’ S P S YC H O M O T O R
Perception
Set
Guided Response
Mechanism
Complex Overt Response
Adaptation
Origination
c. list Instructional Materials needed in a Pre-
school teaching-learning process (RECALL)
Verbal Information
Intellectual Skills
Cognitive Strategies
Attitudes
Motor Skills
INSTRUCTING STRATEGIES
Pre-Instruction
During Instruction
Post Instruction
PRE-INSTRUCTION
A-B-C Grid
3-2-1 Grid
3-2-1 Format
A-B-C GRID
C-ontroversy identified
3-2-1 GRID
Time-tested Strategies
COOPERATIVE LEARNING STRATEGIES
Think-Pair-Share
Roundtable
One-Stay, Team-Stray
Visible Quiz
THINK-PAIR-SHARE
Film Showing
Procedure:
Small Group Discussion 1. Pre-Activity
2. Activity
Picture Presentation
Proper
Reporting 3. Post-Activity
Field Trip
POST-INSTRUCTING
Meta-cognitive Strategies
Traditional Assessment
Authentic Assessment
METACOGNITIVE
3-2-1 Grid
Exit Slip
MUSIC
AHA
WELL
3-2-1 GRID
1 – hazy idea
EXIT SLIP
I learned that…
I wonder about…
MUSIC
Worthy thoughts
Enduring Concepts
Direct Indirect
Transmission of Ideas Transaction of ideas
Coverage of content Construction of Meaning
Teacher as source of ideas Teacher as facilitator
Students as recipients Students as participants
Behaviorist Approach Constructivist Approach
QUESTIONING STRATEGIES
Types of Questions
Clarity
Variety
Challenge
Appropriateness
Group Orientation
K E Y FAC T O R S T O
E F F E C T I V E QU E S T I O N I N G
Structuring
Low-level Questions
High-level Questions
TYPES OF QUESTIONS
James Gallagher’s Categories of Questions as modified by A.C. Ornstein (1990) to include
L. E. Rath’s Valuing Levels.
• MEMORY QUESTIONS need recall of facts or discrete content items
• CONVERGENT QUESTIONS require one correct response or a
conventional answer. These deal with background information and are useful
for practice and review.
• DIVERGENT QUESTIONS involve high-level, critical - creative thinking.
These allow many acceptable responses because they are often open-ended.
• VALUING QUESTIONS explore students’ feelings and attitudes. Their
emphasis is on the personal development of the learners through clarifying
attitudes.
QUESTIONING
TECHNIQUES/DIRECTIONS
Extending (lengthening)
Extending and lifting (stimulating)
Funneling (focusing)
Sowing (planting) and reaping
TECHNIQUE