EDUC 102 PRINCIPLES OF TEACHING

Activity 1: Principles of Learning

1. Illustrate each principles of learning with a pictograph

PRINCIPLES OF LEARNING ILLUSTRATION

1. Learning is an experience which occurs
inside the learner and is activated by the
learner.

2. Learning is the discovery of the personal

meaning and relevance of ideas.

3. Learning (behavioural change) is a

consequence of experience.

4. Learning is a cooperative and

collaborative process, cooperation fosters
learning.

5. Learning is an evolutionary process.

6. Learning is sometimes a painful process.

7. One of the richest resources of learning is

the learner himself.
 8. The process of learning is emotional as
well as intellectual.

9. The process of a problem solving and

learning are highly unique and individual.

2.

Edward Thorndike was an influential psychologist who is often referred to as the founder of
modern educational psychology. He was perhaps best-known for his famous puzzle box
experiments with cats which led to the development of his law of effect. He was an early
20th century educator and psychologist who studied the learning process and influenced
the development of the American public school system.

3. Thorndike’s Law of Learning

LAWS OF LEARNING

Primary laws Other laws

Law of Law of Law of Law of Law of Law of

Law of effect
readiness exercise freedom primacy recency intensity

Learning is The intense

Implies the Things that are Things Things most
strengthened Things freely the material
degree of most often learned first recently
when it is learned are taught, the
preparedness repeated are create a learned are
accompanied by a best more it is
4. 9 points in the summary of Principles
and eagerness best of Learning. strong best
pleasant or remembered likely learned
to learn  Only the learner can learn, make or do the learning
remembered activity on his/her
impression own . Learning
remembered
satisfying feeling
results through self-activity.
  Learning is a process which requires the exploration of ideas in relation to self and
community. It is something that can only happen when the student is open to ideas; they
have to be interested, engaged and driven to learn.
 One of the saying that says “experience is the best teacher”. Learning is a change in
behavior or in potential behavior that occurs as a result of experience. Because of the
experienced of the individual, a learning or behavioral change occurs. This showcases the
role of experience of the learning process of an individual.
 Learning could also come across social cooperation and collaboration. In here, learning
develops as an individual develops his or her own intellectual potentials as he or she
associates others.
 Learning requires time and patience. Learning is associated in a step-by-step process that
happened in a span of time. It is like an evolution, a certain development that happens
through time.
 An individual could learn by undergoing a painful process; hence “no pain, no gain”.
There are some parts of learning that requires painful experiences; but one could learn
through these experiences. This means that learning requires sacrifice, hardwork, and
study time.
 The first element in order for the learning to be successful is the learner himself. The
success of the learning is dependent upon the interest of the learner as well as in his/her
capability to learn.
 Learners can't learn that much if they have something that is bothering their minds.
Learning undergoes emotional as well as intellectual processes.
 Learning processes are highly engaged in problem solving wherein what was learned can
eventually be used in order to solve problems. Upon problem-solving processes, the
tendency to learn more is also possible.

Objectives – Related Principles of Teaching

Activity 2

 Define life-long learning

 Identify the value of life-long learning

 Demonstrate the development of life-long learning

For Elaborative Learning

1.
 DEFINITION VERB
Remembering: Can the students recall or Remember, recall, memorize, repeat,
remember the kinds and uses of adverb? define
Understanding: Can the students explain Discuss, explain, recognize, paraphrase,
what is adverb and its kind? describe, identify
Applying: Can the students use the adverb Use, illustrate, write, demonstrate
and its kinds in making a sentence?
Analyzing: Can the student distinguish the Distinguish, differentiate, compare,
kinds of adverb? contrast, examine
Evaluating: Can the students know the Select, evaluate
significance of adverb and its kind in
constructing sentence?
Creating: Can the students create a new Create, develop, formulate, write
product or point of view?

a. Are the terms behavioural?

- Yes
b. Are they SMART?
- Yes
c. Are they relevant and significant and therefore, worth pursuing?
- Yes
d. Are the three domains of objectives represented?
- Yes

2. Let two present their output before the whole class. The class evaluate the output using
the same question in #1 as guide…

3.
- Choosing the path where you want to go is you have to decide and plan first for
your own sake to arrive safely to the destination you’ve looking for, without
worries and fear. Just the same as when you make instructional objectives, you
must have a plan and make strategies before you will going to start a lesson, in
that way you can successfully arrive to the goal or destination in an easy way
which is to transfer your knowledge on the learners.
5.
 6. (Rap)

Principles of learning, unit II

Thorndike’s law of learning here you go,

Law of exercise, effect and readiness are primary laws

Law of freedom, intensity, primacy, recency are the other laws.

Unit III, Objective – related Principles of Teaching you should know,

Tables on the taxonomy of objectives, you would saw.

Cognitive, effective and psychomotor objective domain

These are the topics summary principles of teaching from Educ 102!

Guided Question for Discussion

1. Describe the teaching behaviour of teacher without a specific lesson objective upon
entering the class?
- A teacher without a specific objective upon entering the class is like a blind
person who cannot see the road to be taken. He/ she would act strangely
because he/she is not prepared in the lesson and would just tend to go all over
the place since s/he doesn't have a certain flow of the lesson.
2. Why is it important that students make the teacher’s lesson their own?
 - Students learn most efficiently when they know the objectives of a specific
lesson or learning activity and they can understand the goal of the particular
lesson and also it will serve them as their guide for them to learn.
3. Will it make a difference in your teaching if your lesson objective is only on the
cognitive or psychomotor domain?
- Yes, but it depends on the lesson content.
4. What happens when you, as teacher, disregard educational goals( as stated in the
phil. Connstitution and vision-mission statements of your institution?

- There will be an alienation on an specific classroom or students that he/she will

teach because he/she uses different style , he/she disregard the educational goals
although they will still learn but in different ways.

5. What pedagogical benefits can you derive from formulating SMART objectives?
- It will enhance the knowledge of teacher in making the lesson more specific,
measurable, relevant, attainable and time bonded.