Synthesis 2: Principles of Teaching 2 (Prof.

Ed)

Nikko Lorenz P. Lawsin, LPT, Ph.D.

Doctor of Philosophy in Science Education Major in Biology (DLSU)
Master of Arts in Science Education Major in Biology (PNU)
Bachelor of Secondary Education Major in General Science (PNU)

Contact details:
Email: nikkolorenzlawsin@plmun.edu.ph
Messenger: Nikko Lorenz Lawsin
General Performance of the students(Pretest)
 1. Analyze Learners
This step involves identifying and
analyzing learner characteristics shown
to be associated with learning
outcomes.

This information will guide your decision

making during the design of your lesson.
Key areas to consider during learner
analysis include:
-General characteristics of learners
-Specific entry competencies (knowledge,
skills, attitude, etc.)
-Student learning styles
https://21stcenturyeducationinc.weebly.com/the-assure-model.html
 2. State Standards and Objectives
This step requires the teacher to state the
standards and learning objectives as
specifically as possible.
When developing your learning objectives, be sure
to begin with the curriculum
and technology standards adopted by your
district, as these are based around state and
national student performance criteria. Well-
stated objectives must include:
-The learners for whom the objective is intended
-The action to be demonstrated
-The conditions under which the behavior or
performance will be observed
-The degree in which the new knowledge or skill
must be mastered
https://21stcenturyeducationinc.weebly.com/the-assure-model.html
 3. Select Strategies, Technology, Media,
and Materials
During this step, teachers must utilize their
analysis of the class, along with their
stated standards and objectives, to select
appropriate and effective instructional
strategies, technology, media, and other
learning materials.

Technology, media, and materials should be

chosen because they will help to enhance
the lesson, not just for the sake of using
them

https://21stcenturyeducationinc.weebly.com/the-assure-model.html
 4. Utilize Technology, Media, and Materials
This step involves planning your teaching
role for utilizing the technology, media, and
materials to help students achieve the
learning objectives.

5. Require Learner Participation

Effective instruction should require learners'
active mental engagement by providing
activities that allow them to demonstrate
their new knowledge or skills and receive
feedback on their efforts. It can include
things such as:
-Student self-checks
-Computer-assisted instruction
https://21stcenturyeducationinc.weebly.com/the-assure-model.html
-Internet activities
-Group exercises
 6. Evaluate and Revise
After the lesson has been implemented,
the teacher must evaluate the
effectiveness of the lesson and determine
it's impact on student learning.

This assessment should not only examine

the degree at which students achieve the
learning objectives, but must also
examine the entire instructional process
and the impact of using technology and
media.

If there are discrepancies between learning

objectives and student outcomes, the
https://21stcenturyeducationinc.weebly.com/the-assure-model.html
lesson should be revised to address
these areas of concern
 • as the acronym
implies, helps the
teachers effectively
determine, assess,
and utilize their
content and
pedagogical
knowledge with
integration of
technology.

Source: http://engagemeeducation.blogspot.com/2013/07/week-2-reflections-on-tpack-and-digital.html
 • The representation
of Venn Diagram
shows the
interrelationship of
these 3 domains of
knowledge.
• The overlapping
shows how this
one knowledge
converges with the
idea of the other.
Source: http://engagemeeducation.blogspot.com/2013/07/week-2-reflections-on-tpack-and-digital.html
➢ Content Knowledge (CK) or what teachers know?
▪ It refers to the knowledge of subject-matter such as concepts, theories, ideas,
frameworks, evidence & proof, and established practices including ways to develop
knowledge.
➢ Pedagogical Knowledge (PK) or how they teach?
▪ It refers to the knowledge and practice of teaching and learning that an educator can
use such as in classroom, management, taxonomies, planning & assessment.
➢ Technological Knowledge (TK) or how to use technology?
▪ It refers to the knowledge and mastery of technology so that an educator can use &
confidently plan the use of technology in classroom teaching.
 PEDAGOGY

Lecture Discussion
Think-Pair-Share
Game-based Learning

TECHNOLOGY

CONTENT
https://theenglishcorner3.blogspot.com/2018/01/the-animal-kingdom.html
https://www.onlinewebfonts.com/icon/510216
https://www.classdojo.com/toolkit/thinkpairshare/
➢ Pedagogical Content Knowledge (PCK). It links
together the pedagogical and content knowledge to
bring about learning that is built upon strong subject
knowledge and teaching & learning strategies.

➢ Technological Content Knowledge (TCK). It links

together technology and content knowledge to bring
about how technology is used in the subject for
deep and lasting learning. Example using of Source: http://engagemeeducation.blogspot.com/2013/07/week-2-reflections-on-tpack-and-digital.html

interactive software deliver the topics in their

subject-matter.
 ➢ Technological Pedagogical Knowledge (TPK). It is an
understanding of how teaching and learning can change
when particular technology is used in particular ways
and knowing the tools and their appropriateness within
different strategies.

➢ Technological Pedagogical and Content Knowledge

(TPACK). It is the intersection of these domains of
content, pedagogy, and technology. This core area
refers to your understanding how technological tools
Source: http://engagemeeducation.blogspot.com/2013/07/week-2-reflections-on-tpack-and-digital.html
can enhance your teaching and support your students
more deeply and effectively.
➢ Context. It is the unique feature of a classroom or school setting that affects
learners and teachers experiences such as availability of resources, variations on
school climates, etc.

https://marketingland.com/if-content-is-king-then-context-is-queen-241169
https://i.ytimg.com/vi/h6rFw9szz3k/maxresdefault.jpg
http://itsmikeski.com/2018/05/content-isnt-king-context-is-king/
https://iconcept.com.ph/services/seo-philippines/
http://digitalstructures.blogspot.com/2012/01/outcomes-based-education-as-i-see-it.html
https://www.researchgate.net/figure/Outcome-based-education-OBE-framework-consistency-with-
PDCAPlan-Do-Check-Act-principle_fig1_328233416
https://www.ndsu.edu/4h/member_information/cloverbuds/activities_and_the_cloverbud_project/
https://www.creatrixcampus.com/blog/understanding-blended-learning
KOLB LEARNING CYCLE
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INDUSTRY 1.0 – MECHANIZATION (1780)
Implication to Education
1. Western curriculum composed primarily of religion.
2. Overlap of religious leaders and teachers.
3. Sectarian Education
4. Limited Scale of Education
5. Rote Learning
INDUSTRY 2.0 – ELECTRIFICATION (1870)
Implication to Education
1. Organized curriculum along the disciplines.
2. Teachers as source of knowledge.
3. Learners as receptacles of knowledge.
4. Mass secular Education.
5. School is organized like a production line; one-size-fits all.
6. Lecture and Memorization
INDUSTRY 3.0 – AUTOMATION(1969)
Implications to Education
1. Outcomes-based Education 4. Technology-enhanced instructions
2. Teacher as Facilitator 5. Multi-disciplinary
3. Learner-centered 6. Emphasis on HOTS
INDUSTRY 4.0 – DIGITIZATION (2015)
Implications to Education
1. Reality-based curriculum
2. Teacher is a learning experience
maker.
3. Personalized or customized learning
4. Innovation-producing
5. Transversal competence
https://www.ftias.com/different-learning-styles/
 REFERENCES
• PNU LET/BLEPT REVIEWERS
• Google Image (Public Domains)
• https://www.youtube.com/watch?v=2xkQHh0HUxU&t=118s