Learning Insights in Advance Priciples and Methods in Teaching Science

Republic of the Philippines
ASIAN DEVELOPMENT FOUNDATION COLLEGE

GRADUATE SCHOOL
TACLOBAN CITY
LEARNING
INSIGHTS
Advance Principles and
in
Methods in
Teaching Science
Submitted to:
OFELIA N. ALCOBER
Professor
Submitted by:
JESSIE C. DEVARAS
MAEd-Science
GRADUATE SCHOOL
TACLOBAN CITY
Name: JESSIE C. DEVARAS

Program: MAED-SCIENCE
Subject: ADVANCE PRINCIPLES AND METHODS in TEACHING SCIENCE
Schedule: 9:00-10:00 A.M. (Every Saturday)
Professor: DR. OFELIA N. ALCOBER
A. Teaching as a Multi- Faceted Human Activity
Topic: The Teacher, the Child, Growth and Development, Maturation and
Development, Cognitive Development, Physical and Motor Development, Social
Development and Needs
Instruction doesn't consist primarily of lecturing to students who sit in rows

at desks, dutifully listening and recording what they hear, but, rather, offers every
child a rich, rewarding, and unique learning experience. The educational
environment isn't confined to the classroom but, instead, extends into the home and
the community and around the world.
It’s important for a teacher to know how children grow and develop, so that
we create lessons that will work for them. They think differently, reason differently
and remember differently. In addition, certain subject matter may not be at all
appropriate for younger students and other subject matter may bore older students.
Once you’ve been teaching a while, you know what works and what doesn’t per
age group. When teachers understand how children develop, they will know to
separate the child from behavior to prevent children from internalizing harmful
messages. Watching how children grow and what they need at different stages of
development will also help teachers to have a broader view of education. Human
development is one of the main factors contributing to human behavior. As
children go through their different stages of life, they approach learning in different
ways.
When an educator has a complex understanding of human development, he
or she can use that understanding to make assessments of children's behaviors in
the classroom. This can be used to understand children who exhibit normal
developmental “bad behavior” behaviors and, for a small number of children, can
take a step back and reflect on their behaviors, indicating that they may be at a
different stage of development in their lives than their peers (often because of their
past). experiences). It is important for a teacher to study child development for
several reasons.
As a child grows and develops, he also learns new things and in the process
he matures. This process of maturing from a child to an adult is also known as
maturation. Both parents and teachers need to be aware and educated about this
process as it plays a big role in child development. In simple words, maturing is
aging. It is the process with which we develop, grow, and change throughout our
entire lives. In children, maturation means going through their development stages.
It is them being able to do tasks and things they could not do previously. So, it can
be said with maturing there is an increase in competency and adaptability.
Children grow and develop rapidly in their first five years across the four
main areas of development. These areas are motor (physical), language and
communication, cognitive and social/emotional. Cognitive development means
how children think, explore and figure things out. It is the development of
knowledge, skills, problem solving and dispositions, which help children to think
about and understand the world around them. Brain development is part of
cognitive development.
As a parent, it is important to foster your child's cognitive development as
soon as he/she is born because doing so provides the foundation for your child's
success in school and later in life. For example, research shows that children who
can distinguish sounds at six months of age are better at acquiring the skills for
learning to read at four and five years of age. Cognitive development means the
growth of a child’s ability to think and reason. This growth happens differently
from ages 6 to 12, and from ages 12 to 18. Children ages 6 to 12 years old develop
the ability to think in concrete ways. These are called concrete operations. These
things are called concrete because they’re done around objects and events.
Children grow at different rates and develop different physiques. The direct
effect of these differences is seen in the child’s ability to play games—solitary or
cooperative. The indirect social and psychological effects are even more
impor¬tant, e.g., physical immaturity, poor coordination, or biochemi¬cal
abnormalities can interfere with any type of social learning. The child who tires
readily, for example, will have a shorter span of concentration, will be more upset
by difficulty and will be less willing to persevere. Physical superiority helps
beneficially the development of personality, and it has been noticed that physically
competent children gain social assurance, are more confident and have positive
self-concept. The child with a slight physique or poor coordination finds himself
mostly unwanted when his playmates are choosing teams. Physical strength’ and
stature are particularly important to the boy whose personality affects all of his
social relationships.
As academics and testing become a larger part of children’s lives, social and
emotional learning has been put on the back burner, and teachers are seeing the ill
effects of this change in their classrooms, on playgrounds, and during specials or
lunchtime. More and more, teachers are using class time to promote social and
emotional development. Studies show that social competence helps a child gain
more than academic competence. Children who are socially competent are better
adjusted and able to accept diversity, change and new forms of learning. One
interesting way to teach social and emotional development is with technology.
Educators are finding that special education students tend to need the most practice
in these skills, so using apps to improve social and emotional skills can be a
helpful way to bring common language and skill development to both the
classroom and the home. This helps parents smooth their children’s transitions
between home and school.
GRADUATE SCHOOL
TACLOBAN CITY

Topic: Ten Principles of Effective Teaching
Teaching is a complex, multifaceted activity, often requiring us as

instructors to juggle multiple tasks and goals simultaneously and flexibly. The
following principles can make teaching both more effective and more efficient, by
helping us create the conditions that support student learning and minimize the
need for revising materials, content, and policies. While implementing these
principles requires a commitment in time and effort, it often saves time and energy
later.
1. Create An Active Learning Environment

In order for students to gain knowledge from the presentation of
information, they should actively participate in their learning. "Active learning
provides opportunities for students to talk and listen, read, write, and reflect as they
approach course content through problem-solving exercises, informal small
groups, simulations, case studies, role playing, in class questions and other
activities, all of which require students to apply what they are learning and/or think
about what they are learning as they are learning.
2. Focus Attention
Students in introductory courses often cannot tell what is central from what
is peripheral, foreground from background, superordinate from subordinate. Focus
the attention of students on the aspects that matter most.
3. Connect Knowledge
The more meaningful and appropriate connections students make between
what they know and what they are learning, the more permanently they will anchor
new information in long-term memory and the easier it will be for them to access
that information when it's needed.
4. Help Students Organize Their Knowledge

Information without organization and context does not promote learning.
"Information organized in personally meaningful ways is more likely to be
retained, learned, and used.
Provide Timely Feedback

Regular feedback helps learners efficiently direct their attention and
energies, helps them avoid major errors and dead ends, and keeps them from
learning things they later will have to unlearn at great cost. It also can serve as a
motivating form of interaction between teacher and learner, and among learners.
When students learn to internalize the voice of the 'coach,' they can begin to give
themselves corrective feedback.
Demand Quality
Expect more and you will get more. High expectations are important for
everyone-- for the poorly prepared, for those unwilling to exert themselves, and for
the bright and well- motivated. Expecting students to perform well becomes a self-
fulfilling prophecy.
Balance High Expectations With Student Support

Bruner (1987) described a technique called 'scaffolding' in which a parent,
teacher or older sibling would use language or concepts slightly advanced of a
child’s existing ability in order to challenge the child to grow their understanding.
As the understanding increased, the language or concept advanced as well. This
method would continually challenge the child to learn new meaning, yet not
overwhelm the child by using language or concepts too advanced for the child to
grasp.
8. Enhance Motivation to Learn

Motivation to learn is alterable; it can be positively or negatively affected by
the task, the environment, the teacher, and the learner.
9. Encourage Faculty-student and Student-student Interaction and

Communication
Frequent student-faculty contact in and out of class is a most important
factor in student motivation and involvement. Faculty concern helps students get
through rough times and keep working. Knowing a few faculty members well
enhances students' intellectual commitment and encourages them to think about
their own values and plans.
10. Help Students Productively Manage Their Time

Time plus energy equals learning. Learning to use one's time well is critical
for students and professionals alike. Allocating realistic amounts of time means
effective learning for students and effective teaching for teachers.
GRADUATE SCHOOL
TACLOBAN CITY

Topic: Planning for Instruction/ Lesson Plan
Instructional planning includes not only planning what students will learn, but
how they will learn it. Planning should include both short-term goals and long-
term goals, and for students with exceptionalities. A lesson plan is the
teacher’s road map of what students need to learn and how it will be done
effectively during the class time. You can design appropriate learning activities
and develop strategies to obtain feedback on student learning. Having a
carefully constructed lesson plan for each lesson allows us to enter the
classroom with more confidence and maximizes your chance of having a
meaningful learning experience with your students.
A successful lesson plan addresses and integrates three key components:
 Learning Objectives
 Learning activities
 Assessment to check for student understanding
A lesson plan provides teachers with a general outline of teaching goals,

learning objectives, and means to accomplish them, and is by no means
exhaustive. A productive lesson is not one in which everything goes exactly as
planned, but one in which both students and instructor learn from each other.
Before you plan your lesson, you will first need to identify the learning
objectives for the lesson. A learning objective describes what the learner will
know or be able to do after the learning experience rather than what the
learner will be exposed to during the instruction. Typically, it is written in a
language that is easily understood by students and clearly related to the
program learning outcomes. Letting your students know what they will be
learning and doing in class will help keep them more engaged and on track.
Providing a meaningful organization of the class time can help students not
only remember better, but also follow your presentation and understand the
rationale behind the planned learning activities. You can share your lesson
plan by writing a brief agenda on the whiteboard or telling students explicitly
what they will be learning and doing in class. Take a few minutes after each
class to reflect on what worked well and why, and what you could have done
differently. Identifying successful and less successful organization of class time
and activities would make it easier to adjust to the contingencies of the
classroom. If needed, revise the lesson plan.

GRADUATE SCHOOL
TACLOBAN CITY

A. Teaching as a Multi- Faceted Human Activity
Topic: Qualities of Effective Teacher
Teaching is one of the most fulfilling careers one can pursue. Effective
teachers are critical to the development and academic success of their students
and have many skills in the areas of communication, teamwork, time
management, problem-solving and organization. Good teachers are life-long
learners dedicated to the academic development of students. They typically
continue their own education to further develop their methods and skills.
When you think back on your own education, there’s probably a teacher
who stands out as an exceptional source of encouragement and inspiration.
Maybe it was a college professor who inspired you to change your career field
— or, maybe it was a kindergarten teacher whose simple acts of kindness made
a positive difference in your childhood. But no matter what grade you were in
or what subject you were studying, chances are your favorite teacher possessed
many of the skills and characteristics and qualities of a good teacher. You don’t
need to have a specific personality type to be an inspiring and effective teacher.
However, there are some useful traits you should work on developing or
strengthening if your goal is to be a more engaging and successful educator.
Some qualities of a good teacher include skills in communication,

listening, collaboration, adaptability, empathy and patience. Other
characteristics of effective teaching include an engaging classroom presence,
value in real-world learning, exchange of best practices and a lifelong love of
learning.
 Communication skills: On any given day, a teacher is likely to interact

with students, colleagues, parents, and administrators. As such,
communication skills fall at the top of the list for what separates a
mediocre teacher from a great teacher. Communication skills not only
mean that a teacher is good at talking and leading a classroom, but they
are also great listeners (more on this later). Furthermore, a teacher with
good communication skills will know how to take command of the
subject they are teaching and explain information at a level that students
can understand.
 Engaging teaching style: The truth is that not every student learns in

the same way. There are various learning styles. Some students are
better at learning visually, or seeing representations and/or pictures of
information. On the other hand, others may prefer to listen to audio or a
lecture to absorb information. Good teachers are aware that every
student has different needs. If one student is falling behind because of
the teaching style, a good teacher won’t give up or blame the student.
Instead, they can use their communication skills to better understand
what the student is lacking. Then, they may be able to adjust their
teaching style to engage the student or provide specific activities to help
the student learn more effectively.
 Clear objectives for lessons: Just like in business, leaders need to set

out objectives and methods by which to achieve them. Most schools have
standards set as to what students are expected to know when they
advance to the next level. Good teachers prepare lesson plans and have
methods to measure their students’ success.
 Discipline skills: Teachers can all share a story or two about an unruly

student or group of students. In most instances, students act out in
class for reasons other than what’s actually happening in the classroom.
For some, it could be a cry for help or attention. For others, it could be a
sign that there’s a learning disability going unnoticed. Whatever the
reason is, good teachers know how to discipline. Sometimes, it will mean
sending a student to a principal or setting up grounds for suspension.
But, for others, it could just take a conversation to get to the root of the
problem, and a teacher could be the perfect person to help resolve a
student’s issue. Furthermore, the ability to command a classroom will
also help educators to anticipate a student’s needs and promote strong
relationships between teacher and student.
 Patience: One of the most necessary characteristics for a good teacher to

possess is patience. Students learn at different paces. It’s up to a teacher
to ensure that students feel comfortable and supported along their
educational journey. They can let students know that they are available
after class for help, may be open to extending office hours, or reiterate
that the student has means of support if needed.
 Edtech and technology skills: The landscape of education changes with

technology. Blackboards are being replaced by Smart Boards and in-
classroom instruction can be replaced by distance learning. The ever-
changing world of classroom innovation relies on teachers to be
adaptable and adopt new technologies that can benefit the workflow for
both student and teacher. For a teacher to be good with new technology,
they’ll have to put in the effort to stay up-to-date with the trends and be
open to integrating the products in their classroom.
 Passion for teaching: There are several different reasons why people get
into the world of education. But the best teachers are born for it. You can
tell the good teachers apart by their level of passion that they express.
Passionate teachers are the ones who will stay late after class to ensure
that their students have the support they need; they are the ones who
spend extra time outside of the classroom to come up with ideas for their
students; they are the ones who give detailed feedback instead of just
checking boxes for grades. Passion comes out in many ways, but these
are some examples that set good teachers apart from the average
educators.
 Knowledge of subject matter: Of course, as a teacher, you’re expected

to be the expert about the subject you’re teaching. While you don’t have
to know it all, you have to have a strong and deep understanding of the
subject matter. Students will come to you with questions, and it’s
definitely best that you know the answers! If you don’t know an answer,
the least you can do is provide students with direction as to where to find
it.
 Good listeners: As a part of good communication skills, good teachers

can better reach their students when they listen to their needs (through
active listening). Good teachers are also lifelong learners, and listening to
their students gives them the opportunity to learn from them. The world
of education isn’t meant to be top-down. It’s interactive, and this means
that listening is half of the equation.
 Adaptability: The only thing that’s constant is change. The world, the

classroom, and the rate of information exchange continue to shift. The
teachers who make the biggest difference in a student’s life are
adaptable. They know how to incorporate aspects and events outside of
the classroom and bring it within a student’s reach and understanding to
connect formal education with life skills. An adaptable teacher also
models for students how to be resilient and flexible when events beyond
their control take place.
GRADUATE SCHOOL
TACLOBAN CITY

Topic: Classroom Management and Discipline
Discipline in the classroom helps students stay focused on their

academics. Over time, this teaches them how to focus on other ways. A
disciplined student can stay focused on his goals and keep his work as a top
priority. No social activity can proceed without the observance of rules, and in
the classroom, particularly when teenagers are involved, this principle is
especially important. A good teacher will know how to inspire respect and
maintain order. By instituting classroom discipline, they can maintain pro-
social behavior in the classroom and enable students to learn. Much of
classroom discipline revolves around ensuring that students pay attention to
what is truly important. Rather than passing notes, admiring other pupils, or
doodling, students should devote their attention to the subject material. A
popular classroom management philosophy, student engagement, reflects this
necessity. The idea behind student engagement is that if learning experiences
capture the imagination, then students won't have an interest in distracting
behavior. Thus, it is the teacher's responsibility to make learning as inspiring
and engaging as possible. If all the students are fully engaged, then
disciplinary measures won't have to be taken. Classroom management is at the
very heart of teaching; it affects your students’ learning outcomes and can also
have an impact on your own wellbeing. Good classroom management is a
classroom environment where learning thrives, students are dedicated to their
studies and well behaved. Poor classroom management is a setting where
students are disruptive, disengaged and teachers aren’t listened to. Effective
classroom management isn't something that happens naturally. There are core
pillars that make up good classroom management and without a thorough
understanding of these pillars, your classroom is at risk of being poorly
managed and this can be detrimental to student achievement and
development.
GRADUATE SCHOOL
TACLOBAN CITY

Topic: Personal Qualification
Good teaching is founded on qualities and values. Positive personal

attributes such as fairness, humor, and kindness, I believe, should be
considered necessary attributes for a teacher. Currently much of the
discussion around ‘quality’ teaching, teacher entry and teacher education is
about a suite of high-level competencies and standards. However, the nature of
teachers’ work and the uniqueness of the education profession should point us
towards a different way of looking at ‘quality’ teaching, and, importantly, how
we educate our pre-service teachers. Of course, a high level of professional
competencies is vital. But positive personal attributes help provide the essence
of ‘quality’ in teaching, that vital capacity of teaching to transform learners.
It is said that a teacher affects eternity. You never know where the
influence stops. Teachers play a crucial role in shaping the future generation.
They are dealing with young kids who are full of life and energy. Teachers
nurture natural abilities and skills and prepare kids for the future. As a
teacher, you have to be a role model and inspire your students. Different
students might be coming from different backgrounds and as their teacher, you
have the power to uplift them and make a change. Teachers change lives and
that is why teaching is one of the most important professions in the world.
Here are some of the Most Important Qualities of a Good Teacher: empathy,
creativity, communication, interpersonal skills, positivity, fair-minded,
humorous, consistent, rewarding, reliable, passionate, motivational, active
listening, nurturing, honesty, punctuality, willingness to learn, organizational
skills, ethics and dignity.
GRADUATE SCHOOL
TACLOBAN CITY

A. Teaching as a Multi- faceted Human Activity
Topic: Teaching as a profession
Over the last 8 - 12 years, huge shifts have been occurring in education
that are continuing to impact teaching and learning today. Some changes are
positive, such as our nation’s record high school graduation rate, narrowing
achievement gaps, and a greater number of students. But all types of change—
particularly those that have the potential to yield the most positive outcomes—
can be challenging. Change requires that we confront the status quo. It
demands new ways of approaching our work. And it takes resolve to see new
beginnings through to their end.
Now, at a time when educators are courageously raising the bar for
student achievement higher than ever before, the job of the teacher has never
been more critical to the success of our children and to the prosperity of our
nation. Educators frequently share that teaching is the most difficult job that
anyone can have—and the most rewarding.
Teachers are our nation builders—the strength of every profession in our

country grows out of the knowledge and skills that teachers help to instill in
our children. And, as a nation, we must do much, much more to fully
appreciate and support their work. With the transition to more rigorous
achievement standards and better student assessments, a focus on data to
drive instruction, and the use of technology to personalize learning, teachers
are carrying an incredible amount of responsibility. It’s because of the teachers
across the country who I’ve seen stepping up to the challenge that I am more
optimistic about the state of the teaching profession than ever.
We are in the midst of a new era—one with more engaging lessons and
creativity and innovation, which is bringing joy back into the classroom. For
adults willing to stick with it, there simply could not be a better time to be a
teacher.
The state of teaching is stronger because teachers everywhere are leading from
their classrooms and taking on new roles to improve education for kids. And
we all know, when teaching is stronger, students benefit with increased
engagement and achievement.

GRADUATE SCHOOL
TACLOBAN CITY

B. THEORIES OF LEARNING
Learning Theories
What are learning theories?
Theories in education didn’t begin in earnest until the early 20th century, but
curiosity about how humans learn dates back to the ancient Greek philosophers
Socrates, Plato and Aristotle. They explored whether knowledge and truth could be
found within oneself (rationalism) or through external observation (empiricism).
By the 19th century, psychologists began to answer this question with scientific
studies. The goal was to understand objectively how people learn and then develop
teaching approaches accordingly.
The Five Learning Theories
Behaviorism: Simply Psychology puts it: "Behaviorism is only concerned

with observable stimulus-response behaviors, as they can be studied in a systematic and
observable manner." Learning is based on a system of routines that "drill" information
into a student’s memory bank, as well as positive feedback from teachers and an
educational institution itself. If students doan excellent job, they receive positive
reinforcement and are signaled out for recognition.
Cognitivism: Learning relies on both external factors (like information or data) and the
internal thought process. Developed in the 1950s, this theory moves away from
behaviorism to focus on the mind’s role in learning. "In cognitive psychology, learning
is understood as the acquisition of knowledge: the learner is an information-processor
who absorbs information, undertakes cognitive operations on it and stocks it in
memory."
Constructivism: is based on the idea that students actually create their own learning based on their
previous experiences. Students take what they’re being taught and add it to their previous
knowledge and experiences, creating a reality that’s unique to them. This learning theory focuses
on learning as an active process, which is personal and individual for each student.
Humanism: is very closely related to constructivism. Humanism directly focuses on the idea
of self-actualization. Everyone functions under a hierarchy of needs. Self-actualization is at the
top of the hierarchy of needs—it’s the brief moments where a person feels sally of their needs are
met and that they’re the best possible version of themselves. Everyone is striving for this, and
learning
environments can either move toward meeting needs or away from meeting needs .
Connectivism: is one of the newest educational learning theories. It focuses on the idea
that people learn and grow when they formconnections. This can be connections with
each other or connections with their roles and obligations in their lives. Hobbies, goals,
and people can all be connections that influence learning.

GRADUATE SCHOOL
TACLOBAN CITY

C. Strategies, Approaches and Techniques in Teaching

Topic: Conceptual Approach
Conceptual approach in teaching involves selecting and defining the subject

matter to be taught in a particular discipline using stronger and more persuasive
ideas. It also involves using the content as a means of leading the students to
discover the laws and principles or generalizations that govern a particular subject
or discipline.
Conceptual approaches to learning may fit the different ways students can
function in various settings. These approaches include:
 Learning through experience
 Learning through abstract conceptualization by developing strategies
and theories
 Learning through active experimentation
 Learning through reflective observation
These approaches can be synthesized into four types of learner:
 Convergers: rely on deduction to solve problems

 Divergers: use creative problem solving and view a problem from
many perspectives before acting
 Assimilators: employ an inductive approach with schemes and
algorithms to organize problem solving
 Hands-on: want to obtain experience as a way of learning
In conceptual approach to work, students feel overwhelmed by work. They

are unsure what is needed to complete a task. They find it difficult to organize their
time effectively. Their study methods, such as reading, do not yield real
understanding. Students have preference for order, detail, and routine. Students
want to know precisely what is expected. They put considerable effort into
memorizing important facts when learning something new. Students employ an
integrative approach that leads to personal understanding. Students try to relate
new ideas to actual situations where they might apply.

GRADUATE SCHOOL
TACLOBAN CITY

Topic: Multi-Disciplinary Approach
An approach to curriculum integration which focuses primarily on the

different disciplines and the diverse perspectives they bring to illustrate a topic,
theme or issue. A multidisciplinary curriculum is one in which the same topic is
studied from the viewpoint of more than one discipline
Multidisciplinary approaches in experiential learning can take places across
all majors, programs, and levels of student learning. Examples for in-class
activities could include:
 Students can be tasked to use different lenses to evaluate case studies, role
plays, interviews, journals, etc.;
 Coordinate seminars or group activity across majors who may work with
similar populations but in different contexts such as public health, criminal
justice, social work, and nursing or engineering, finance, architecture, and
urban planning;
 Pair students based on majors to work on collaborative projects and reflect
on how their differing perspectives enhanced the work; and
 Invite guest speakers across disciplines to discuss their roles in addressing a
problem or concern in a community.
Outside of the classroom, students can be assigned homework as individuals or in

groups. Examples could include:
 Create an assignment where students interview a professional in their own
field in addition to two others, compare and contrast their answers based on
the discipline and theoretical perspectives that drive their work;
 Assign roles to students when watching videos or reading articles to assess

the information from different perspectives; and
 Have an engineering student meet with a disability studies major to learn
about formal and informal accessibility considerations.

GRADUATE SCHOOL
TACLOBAN CITY

Topic: Interdisciplinary Approach
Interdisciplinary is defined as ‘the involvement of two or more academic,

scientific, or artistic disciplines’. Applied to learning, this would mean taking a
holistic approach, combining multiple disciplines to achieve one common purpose.
Based on Plato’s ideal of unity as the highest good in all things,
interdisciplinary draws methods from different disciplines and merges them to
produce cognitive advancement, that is, examining or solving a theme, problem,
issue or experience.
Unlike multidisciplinary, where no connections are made between the
subjects of study, interdisciplinary focuses on integration, comparing different
concepts and insights across subjects to gain new knowledge.
Interdisciplinary approach is a teaching approach to curriculum integration
that generates an understanding of themes and ideas that cut across disciplines and
of the connections between different disciplines and their relationship to the real
world. It normally emphasizes process and meaning rather than product and
content by combining contents, theories, methodologies and perspectives from two
or more disciplines.
Interdisciplinary teaching and learning, the students combine learning from
multiple disciplines to come up with new ways to think about issues and solve
problems. Compared to traditional approaches, an interdisciplinary approach
expands what students learn by allowing them to tackle problems that don’t fit
neatly into one subject. It also changes how students learn by asking them to
synthesize multiple perspectives, instead of taking what they’re told by a teacher at
face value.
GRADUATE SCHOOL
TACLOBAN CITY

Topic: Systematic Approach in Teaching Science
Systemic instruction involves breaking a skill down into individual

components so that students can learn it more easily. This approach helps students
understand what they need to do to complete a task or achieve a goal.
Systematic instruction is a great way to show that any student can learn.
Educators are also responsible for breaking skills down to help students learn, no
matter their challenges. Discovering and utilizing the power of systematic
instruction can ensure that educators everywhere are helping students at every
grade and level.
Systemic Approach in Teaching and Learning provides inter-relationships
between concepts, methodologies, or/and disciplines. It leads to more global
thinking, and enhances the quality and quantity of chemistry understanding. It
proves to be very effective in the assessment of the educational processes
GRADUATE SCHOOL
TACLOBAN CITY

Topic: Utilization of Community Resources
Teachers always face the task of pulling together the diverse understandings
their students bring to the classroom. The use of community resources provides a
shared memory for the class. For example, going on a field trip is only part of the
total experience. As students and teachers talk about the trip and think about it after
it is over, they are building shared understanding. The event becomes part of the
common knowledge of the class and can be referred to in subsequent lessons. What
was learned is, thus, reinforced and extended in later discussions as the teacher
refers to field observations.
Teachers can effectively develop interdisciplinary units with their students
outside of the classroom. The world is not made up of discrete disciplines. Students
working on a city street, for example, could be doing social studies (e.g., making a
survey of how a building is used today and how it has been used over the years),
language arts (e.g., writing a short story about the building), mathematics (e.g.,
devising ways to measure the height of the building), and science (e.g., observing
the materials used in the building for signs of weathering). Subject matter barriers
dissolve as children learn from their environment.
Community resources that can enhance mathematics and science learning
include science centers to visit (museums, nature centers, interactive science centers,
aquaria, gardens and zoos), places to explore that are unique to the local school (a
nearby creek, pond, city street or business), people in the community, or materials
that can be borrowed or purchased.
GRADUATE SCHOOL
TACLOBAN CITY

D. Outcome-based Education
Outcome-based education is a model of education that rejects the traditional

focus on what the school provides to students, in favor of making students
demonstrate that they "know and are able to do" whatever the required outcomes
are.
OBE reforms emphasize setting clear standards for observable, measurable
outcomes. Nothing about OBE demands the adoption of any specific outcome. For
example, many countries write their OBE standards so that they focus strictly on
mathematics, language, science, and history, without ever referring to attitudes,
social skills, or moral values.
The key features which may be used to judge if a system has implemented an
outcomes-based education system are:

Creation of a curriculum framework that outlines specific, measurable
outcomes. The standards included in the frameworks are usually chosen through
the area's normal political process.
A commitment not only to provide an opportunity of education, but to
require learning outcomes for advancement. Standards-based assessments that
determines whether students have achieved the stated standard. Assessments may
take any form, so long as the assessments actually measure whether the student
knows the required information or can perform the required task.
A commitment that all students of all groups will ultimately reach the same
minimum standards. Schools may not "give up" on unsuccessful students.
GRADUATE SCHOOL
TACLOBAN CITY

E. Teaching Approaches and Methods
Approach: -
Scholarly Research Journal' s is licensed Based on a work at www.srjis.com It is a broader term

then method. It is a view of looking at things. It has no scientific logic. It is a set of ideas. It is
overall view or ideas to face a problem. It is personal philosophy of teaching. Approach can also
have many methods. Teaching approach is like the form or the way we teach or how we do it.
There are various approaches which are used in teaching learning process. The following are the
main approaches of teaching learning:
1. Teacher centered approach: Teacher centered approaches are more traditional in nature,
focusing on the teacher as instructor. They are sometimes referred to as direct instruction,
deductive teaching or expository teaching, and are typified by the lecture type presentation.
In these methods of teaching, the teacher controls what is to be taught and how students are
presented with the information that they are to lean.
2. Child centered approach: Student centered approaches (sometimes referred to as discovery

learning, inductive learning, or inquiry learning) place a much stronger emphasis on the
learner’s role in the learning process. When you are using student- centered approaches to
teaching, you still set the learning agenda but you have much less direct control over what
and how students learn.
3. Inductive and Deductive approach: In inductive approach students moves towards

specified (example) to general (rules). At first many examples are put forward to student and
then he draws out a conclusion on the basis of these examples. Deductive approach is
opposite to inductive approach because in its first a principle or rule is put in front of students
and then it is clarified by giving examples.
4. Herbartian approach: This approach is given by John Fredric Herbart. He advocated that
teaching should be planned actively if we intend to make it. This approach is based on
appreciative mass theory of learning. Therefore, he gives more emphasis of teacher
presentation. The proposition of that theory is that the learner is like a clean slate and all the
knowledge is given from outside. If new knowledge is imparted by linking with old
knowledge of the student, it may be acquired easily and retained for a longer period. The
teaching content should be presented into units and units should arrange in a logical
sequence.
The emphasis is given on content presentation. Herbert has given five steps for this approach:
a) Preparation
b) Presentation
c) Comparison and abstraction
d) Generalization
e) Application
Methods:-
It is the term of pedagogy; main focus is on effective presentation of subject matter to

have mastery over it. It is step by step scientific way of presenting the subject matter. It is overall
plan for systematic presentation based on a selected approach means method is the practical
realization of an approach through a procedure in a system.
Teaching method is what kind of activity we use in order to teach. Method refers to the
procedure within an approach. We use method depends on a scientific than an approach and has
step by step procedure to solve problem. It is nothing but an scientific way of presenting the
subject keeping in mind the psychology and physical requirements of the children. It is a process
or procedure whose successful completion results in learning or as a means through which
teaching becomes effective. It is the formal structure of the sequence of acts.
The term method covers both strategy and techniques of teaching. Different strategies
may be adopted in following a method. It is wider term. Method is related to the nature of
content of a subject to be taught. Teaching method is a style of presentation of content in
classroom. Method refers to the formal structure of the sequence of acts commonly denoted by
instructions. It involves the choice of what is to be taught and in which order is to be presented.
There are two main types of teaching method which are non-participatory method and
participatory method.
1. Non-Participatory method: In these type of methods teacher casts himself/herself in the

role of being a master of the subject matter. The teacher is looked upon by the learners as
an expert or an authority. Learners on the other hand are presumed to be passive and
copious recipients of knowledge from the teacher. Examples of such methods are lecture
method and demonstration method.
2. Participatory methods: This refers to the way in which teachers and students are in
constant interaction, active involvement and continuous exchange of views and ideas in
the overall teaching and learning. These methods are sometimes known as interactive
teaching method or learner centered teaching method. It is a shift from a belief that
learners are empty plate who are supposed to be imparted with knowledge to a belief that
learners can construct knowledge and learn on their own if properly guided. They are
designed only for smaller groups of participants, but their advantage is that they
encourage better retention of learned. They are contemporary modern methods of
education.
Examples of such methods are discussion method, question answer method, project
method, problem solving method etc.
GRADUATE SCHOOL
TACLOBAN CITY

F. Constructivist Teaching
Constructivist teaching is based on the belief that learning occurs as learners

are actively involved in a process of meaning and knowledge construction as
opposed to passively receiving information. Learners are the makers of meaning
and knowledge. Constructivist teaching fosters critical thinking, and creates
motivated and independent learners.
This summary report examines constructivist teaching and learning by
looking at the distinctive features of a constructivist programmed, the qualities of a
constructivist teacher, and the organization of a constructivist classroom. A
constructivist teacher and a constructivist classroom are distinguished from a
traditional teacher and classroom by a number of identifiable qualities: the learners
are actively involved; the environment is
democratic; the activities are interactive and student-centered; and the teacher
facilitates a process of learning in which students are encouraged to be responsible
and autonomous.
Pat's developmental transition from traditional forms of instruction to a
constructivist approach to teaching provides insight into the process of teacher
change and development. The research shows that, for Pat, change to a
constructivist approach to teaching was a developmental process that occurred over
time and involved a paradigm shift. The research raises questions about the process
of teacher change and development that have implications for the way
constructivist and transactional curricula are implemented.
GRADUATE SCHOOL
TACLOBAN CITY

G. Problem-based learning and Project-based Learning
Project-based learning (PBL) is another collaborative, learner-centered

instructional approach where students work in groups to construct their knowledge
and gain mastery of the course content. Project-Based Learning is often confused
with Problem-based Learning. One source of the confusion is that they have the
same acronym PBL. One way to think about the difference between the two is to
look at the outcome. While in Project-based Learning, students have to produce an
artefact to demonstrate their mastery of content, in Problem-Based Learning,
students have to present a solution to a clearly defined authentic problem. This
definition is simplistic but allows for a distinction between the two concepts. Also,
it has been argued that Problem-based Learning is, in fact, a subset of Project-
based Learning in the sense that one way an instructor can frame a project is by
asking students to solve one or many problems.
Project-based Learning begins with the assignment of tasks that will lead to the
creation of a final product or artefact. The emphasis is on the end product.
 Students work on open-ended assignments. These could be more than one
problem
 Students analyse the problems and generate solutions.
 Students design and develop a prototype of the solution
 Students refine the solution based on feedback from experts, instructors,
and/or peers
Problem-based Learning begins with a problem that determines what students

study. The problem derives from an observable phenomena or event. The emphasis
is on acquiring new knowledge and the solution is less important.
 Students are presented with an open-ended, authentic question.
 Students analyse the question
 Students generate hypotheses that explain the phenomena.
 Students identify further follow-up questions
 Students seek additional data to answer the questions
GRADUATE SCHOOL
TACLOBAN CITY

H. Research-Based Teaching and Learning in the 21st Century
Research-based Teaching means that the learners, teachers and the

curriculum apply research- based approach in the learning- teaching process with
an open outcome. The demands of the 21st century are solving problems flexibly,
thinking critically and creatively, using knowledge and skills in new situations,
collaboration and communication skills and technology literacy. The principles of
teaching for the 21ST century identified by Suzanne Donovan and John Bransford
(2005)
1. Teacher must address and build upon prior knowledge to promote student
learning.
2. In order to develop understanding and effectively retrieve and apply knowledge
in real-world contexts.
3. Students learn more effectively when they are aware of how they learn and
know how to monitor and reflect on their own learning. To help students learn
for mastery the teacher must ensure mastery by seeing to it that he/she creates a
positive learning atmosphere develops through understanding of the lesson not
only memory or recall and that he/she gives opportunities to students to extend
and apply their learning.
The nine effective instructional strategies of Research-based Teaching when

grouped can be categorized into three: Creating the positive environment for
learning, help students develop understanding and helping students extend and
apply knowledge. The effective ways of creating positive environment are
1. Setting learning objectives and providing specific feedback in relation to the
objectives
2. Reinforcing student’s individual effort which is the most reliable way to
achievement and providing genuine recognition
3. Employing cooperative learning.
To help students develop understanding of lesson learned are it must be

4. Focusing on what is important by giving explicit cues, asking questions and
advance graphic organizers
5. Using non-linguistic representations such as graphic organizers, physical
models or manipulative, pictures, mental pictures, illustrations, pictographs
and kinesthetic activities
6. Summarizing and note taking
7. Assigning meaningful homework and providing correct practice.
Two ways to help students extend and apply their learning are
8. Identifying similarities and differences
9. Generating and testing hypotheses.
I have learned that Research-based Teaching and Learning helps to

internalize and practice research conducts and methods, skills such as formulating
a precise question and processing and monitoring a research process. Students
attain abilities in dealing with uncertainty, independence, teamwork and
organizational skills. Students need experiences that allow them to collaborate,
communicate effectively, be open to diverse perspectives and incorporate group
feedback into their schoolwork. The ability to work collaboratively and creatively
with others has become an essential skill for long-term success.
As a future teacher, I can apply the Research-based Teaching and Learning

by collecting evidence of gains in student knowledge and problem-solving
capability in the specific curriculum content; and evidence of the opportunities
provided by the design for students to experience collaboration, self-regulation,
skilled communication. Teaching and learning knowledge and skills by knowledge
construction and real-world problem solving and innovation supported through
collaboration, self-regulation, use of and skilled communication.

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Republic of the Philippines

ASIAN DEVELOPMENT FOUNDATION COLLEGE

Name: JESSIE C. DEVARAS

A. Teaching as a Multi- Faceted Human Activity

Instruction doesn't consist primarily of lecturing to students who sit in rows

Name: JESSIE C. DEVARAS

Topic: Ten Principles of Effective Teaching

Teaching is a complex, multifaceted activity, often requiring us as

1. Create An Active Learning Environment

4. Help Students Organize Their Knowledge

Provide Timely Feedback

Balance High Expectations With Student Support

8. Enhance Motivation to Learn

9. Encourage Faculty-student and Student-student Interaction and

10. Help Students Productively Manage Their Time

Name: JESSIE C. DEVARAS

Topic: Planning for Instruction/ Lesson Plan

A successful lesson plan addresses and integrates three key components:

 Assessment to check for student understanding

A lesson plan provides teachers with a general outline of teaching goals,

Republic of the Philippines

Name: JESSIE C. DEVARAS

A. Teaching as a Multi- Faceted Human Activity

Topic: Qualities of Effective Teacher

Some qualities of a good teacher include skills in communication,

 Communication skills: On any given day, a teacher is likely to interact

 Engaging teaching style: The truth is that not every student learns in

 Clear objectives for lessons: Just like in business, leaders need to set

 Discipline skills: Teachers can all share a story or two about an unruly

 Patience: One of the most necessary characteristics for a good teacher to

 Edtech and technology skills: The landscape of education changes with

 Knowledge of subject matter: Of course, as a teacher, you’re expected

 Good listeners: As a part of good communication skills, good teachers

 Adaptability: The only thing that’s constant is change. The world, the

Name: JESSIE C. DEVARAS

Topic: Classroom Management and Discipline

Discipline in the classroom helps students stay focused on their

Name: JESSIE C. DEVARAS

Topic: Personal Qualification

Good teaching is founded on qualities and values. Positive personal

Name: JESSIE C. DEVARAS

A. Teaching as a Multi- faceted Human Activity

Topic: Teaching as a profession

Teachers are our nation builders—the strength of every profession in our

Republic of the Philippines

Name: JESSIE C. DEVARAS

The Five Learning Theories

Behaviorism: Simply Psychology puts it: "Behaviorism is only concerned

Republic of the Philippines

Name: JESSIE C. DEVARAS

C. Strategies, Approaches and Techniques in Teaching

Conceptual approach in teaching involves selecting and defining the subject

These approaches can be synthesized into four types of learner:

 Convergers: rely on deduction to solve problems

In conceptual approach to work, students feel overwhelmed by work. They

Republic of the Philippines

Name: JESSIE C. DEVARAS

Topic: Multi-Disciplinary Approach

An approach to curriculum integration which focuses primarily on the

Outside of the classroom, students can be assigned homework as individuals or in

 Assign roles to students when watching videos or reading articles to assess

Republic of the Philippines

Name: JESSIE C. DEVARAS