San Carlos College

Module 1

Name: __IRENE G. FRIAS_ Date: February 26, 2022

CRITERIA OF GOOD TEACHING,

AND CRITERIA OF GOOD LEARNING

Learning Objectives:

At the end of the lesson, the graduate students should have:

1. Discovered the interrelationship between and among aims of education, aims of all
educational institutions, and aims of college teaching;
2. Exposure to the criteria that make college teaching effective; and
3. Recognize the importance of effective college teaching in the realization of the aims
of education.

I. Reading: The Nature of the Aims of Education

The goal principles of teaching and learning refer to the aims of education. Other terms
for which are generally used for aims are objectives, goals, purposes, and results. Aims of
education may be either philosophical or psychological. The philosophical aims are based on the
cultural heritage, social mores, and philosophy of government. These aims emanate from the
ideal of society. They are kinds of goals of education which consists of changes in the way
people look at things. Philosophical aims are sometimes referred to as the ultimate aims of
education which the whole school system is expected to achieve…. Philosophical aims represent
legal requirements to be achieved by all schools, colleges, and universities in this country.

The other type refers to the psychological aims of education which are found in the
different courses of study in the elementary and secondary schools, colleges, and universities.
They are based on the nature and growth of the students in terms of knowledge, habits, skills,
abilities, and attitudes. Psychological aims have to do with personal qualities, attitudes, and
skills of social interaction necessary for participation in democratic society. Psychological aims of
education are sometimes referred to as the immediate objectives of education. Psychological
aims are more specific and they can be accomplished in a shorter period of time, may be a day
or a week. These, too, are considered goals of specialization.
Educational aims cannot be determined apart from the purpose of society which
maintains the college. The purpose of any society is determined by the life value which the
people prize. As a nation we have been striving always for the values which constitute the
democratic way of life. The democratic way of life must be experienced by an individual as he
begins his training through the elementary school, the secondary school and college or
university, or other forms of adult education. It follows, therefore, that the chief aims of
education in the Philippines should be to preserve, promote, and refine the way of life in which
we as a people believe.

In the Philippines, all colleges and universities include in their catalogue the statement
of purposes or aims set in their charters. It can be said that the catalogue is probably the best
source of stated purposes of a modern college or university in this country. Aims of higher
education, like other social phenomena, develop and change. In their nature the aims of many
modern colleges and universities have changed from a concentration upon the purely academic
to a concentration upon the personal and social --- that is, from the needs of the future
scholars to the needs of the future citizens, or from specialization to general education. In other
words, general education is made the basis of specialization.

II. Aims of All Educational Institutions

The aims of all educational institutions are provide for under the 1987 Philippine
Constitution, Article XIV, Section 3(2):
1. To inculcate patriotism and nationalism;
2. To foster love of humanity, respect for human rights;
3. To appreciate the role of national heroes in the historical development of the
country;
4. To teach the rights and duties of citizenship;
5. To strengthen ethical and spiritual values;
6. To develop moral character and personal discipline;
7. To encourage critical and creative thinking;
8. To broaden scientific and technological knowledge; and
9. To promote vocational efficiency.

Activity 1
Research on the Aims of Educational Institutions under the Education Act of 1982 (B.P. Blg.
232) and under the Manual of Regulations for Private Higher Education (MORPHE). List these
aims using the table below:
Aims of Educational Institutions
(Education Act of 1982 & MORPHE)
Aims under the B.P. Blg. 232 MORPHE

1. Provide for a broad general education 1. To provide a general education program

that will assist each individual in the
peculiar ecology of his own society, to
(a) attain his potentials as a human
being; (b) enhance the range and
quality of individual and group
participation in the basic functions of
society; and (c) acquire the essential
educational foundation of his
development into a productive and
versatile citizen;
2. Train the nation’s manpower in the
middle—level skills required for
national development;
3. Develop the professions that will
provide leadership for the nation in
the advancement of knowledge for
improving the quality of human life;
and
4. Respond effectively to changing
needs and conditions of the nation
through a system of educational
planning and evaluation.
that will assist each individual to
develop his potential as a human being,
enhance the quality of citizen
participation in the basic functions of
society, and promote in each student a
sense of national identity, cultural
consciousness, moral integrity and
spiritual vigor.
2. To train the nation’s human resources
in the required skills for national
development, and to instill and foster
the appropriate and relevant attitudes,
skills and knowledge to enable each
individual to become a useful,
productive, globally competitive, and
gainfully employed member of the
society.
3. To develop and maintain the integrity of
the professions and disciplines that will
provide leadership for the nation.
4. To advance the frontiers of knowledge
through research work, and apply the
technology gained for improving the
quality of human life and responding
 effectively to changing societal needs
and conditions.

Activity 2
Create/Draw a framework how tripocalized education system works in the Philippines

TRIFOCALIZATION OF PHILIPPINE EDUCATION

III. Criteria of Good Teaching

It is interesting to note that all the major criticisms of college teaching have to do with
the need for more effective teaching and learning. To make college teaching effective, the
following criteria of good teaching are presented for consideration:

1. Teaching is good when it is based on the psychology of learning.

2. Teaching is good when it is well planned, and a good instructor has a well thought-out
plan in advance.
3. Teaching is good when the learner is made conscious of the aims or goals to be
accomplished.
4. Teaching is good when it is made psychological rather than logical.
5. Teaching is good when it provides varied experiences or situations that will insure
understanding.
6. Teaching is good when it utilizes the primary laws of learning-readiness, exercise, and
effect.
7. Teaching is good when it utilizes the past experience of the students in the process.
8. Teaching is good when the learner is stimulated to think and to reason.
9. Teaching is good if it is governed by democratic principle.
 10. Teaching is good when there is humor that evokes laughter in the classroom.
11. Teaching is good when evaluation is made an integral part of the learning process.
12. Teaching is good when the method used is supplemented by other methods and
instructional devices.
13. Teaching is good when it offers opportunity to the students to be creative.
14. Teaching is good when drill or review is made an integral part of the teaching process.

IV. Criteria of Good Learning

For the same purpose of making teaching effective, the following learning principles are
formulated for consideration:

1. Learning is good when it utilizes the theory of self-activity.

2. Learning is good when the learner has a motive for learning.
3. Learning is good when it utilizes the laws of learning.
4. Learning is good when it provides experiences or situations that will insure
understanding.
5. Learning is good when it utilizes the principle of transfer.
6. Learning is good when it has provision for individual differences.
7. Learning is good when it utilizes the principle of integration.
8. Learning is good when it utilizes group process.
9. Learning is good when many senses are utilized in the process.
10. Learning is good when it is governed by democratic principles.
11. Learning is good when it has provision for evaluation.
12. Learning is good when both the instructor and the students are in a happy state of
mind.
13. Learning is good when it is based on the accepted well-integrated educational theory
and practice.
14. Learning is good when it is considered a process rather than a goal.

Activity 3
Select five (5) criteria of good teaching and explain/discuss each briefly.

1. Teaching is good when it is based on the psychology of learning.

This is founded on the idea of making the child the main focus of the educational process. The
type of teaching to be done by the instructor is determined by the character of the kid, the
nature of the learning process, and the laws that regulate its operation.

2. Teaching is good when it is well planned, and a good instructor has a well-thought-out
plan in advance. _

It's all about substance when it comes to teaching, and it's all about treating learners like
consumers of knowledge. It's all about doing your best to stay on top of your profession, reading
sources both inside and outside of your areas of specialty, and staying as close to the cutting
edge as possible. However, knowledge is not limited to academic journals. Bridging the gap
between theory and practice is also an important part of good teaching. It's about getting out of
the ivory tower and into the field, talking to, consulting with, and aiding practitioners, as well as
 interacting with their communities.

3. Teaching is good when the learner is made conscious of the aims or goals to be
accomplished.

Establish specific learning objectives for each course, unit, and class period. With these
objectives in mind, design the course unit and lesson. The cornerstone for instructional
design, production, delivery, and assessment of an educational event is the identification and
articulation of learning goals and objectives. These objectives serve as a contract between
the instructor and the student, outlining what will be taught and learned.

4. Teaching is good when it utilizes the past experience of the students in the process. _

The theory of perception underlies this concept. This means that starting with what the
students already know makes learning easier. Make meticulous preparations for the entire
course, unit, and each lesson. Inquire about the subject with questions that your learners are
likely to have as well. Students require opportunities to reflect on what they have learned,
what they still need to know, and how to assess themselves at various points throughout the
course and at the end.

5. Teaching is good when there is humor that evokes laughter in the classroom. _

Humor produces a good response from students, resulting in a pleasant and entertaining
learning environment. This can help you feel less stressed about studying difficult subjects. It
can also help students feel more at ease when communicating in an online or face-to-face
session. However, if humor is employed too frequently or incorrectly, it may lead students to
believe that a significant topic is insignificant. As a result, smart judgment must accompany
humor.

Activity 4
Select five (5) criteria of good learning and explain/discuss each briefly.

1. Learning is good when the learner has a motive for learning.

Because they tend to reflect on underlying causes or frameworks, motivated students are
better equipped to adapt learned knowledge to new settings. When a student is completely
absorbed in a task, they have less cognitive and emotional resources to concentrate on their
social recognition.

2. Learning is good when it has provision for individual differences.

Physical traits, IQ, perception, gender, ability, and learning styles, which are individual
variances of the learners, are vital for teachers to understand. These individual peculiarities
of the pupils can be taken into account when planning an effective and productive learning-
teaching process. The teacher should take these traits into account because the learners'
learning speeds and interests differ.

3. Learning is good when both the instructor and the students are in a happy state of
mind.

It is not merely for the sake of the learners that positive education is essential. It was also
suggested that not only should student happiness be the goal of education, but that it should
also be the goal of education for teachers. A happy teachers would lead to happy learners by
encouraging their students to equate education with happiness in the same manner as they
do.

4. Learning is good when it utilizes group process.

Students can learn more about the topic and develop their thinking abilities by participating in
group activities. Group work that engages students with higher-level content that is thought-
provoking, difficult to understand, or has various interpretations is the most beneficial.

5. Learning is good when it has provision for evaluation.

Evaluation assists in the development of educational programs, the assessment of their

accomplishments, and the improvement of their effectiveness. It acts as a built-in monitor
within the program, allowing you to check on your learning progress at any moment. In the
teaching-learning process, evaluation is extremely important. It assists teachers and students
in improving their teaching and learning. Evaluation is a continual procedure that takes place
on a regular basis.