ADVANCE PRINCIPLES AND TECHNIQUES OF TEACHING

SUPPLEMENT YOUR ANSWERS WITH SPECIFIC EXAMPLES.

1. Describe the nine (9) intelligences according to Howard Gardner.

 Naturalistic intelligence

According to Gardner, naturalistic intelligence is the ability to identify, classify and

manipulate elements of the environment, objects, animals or plants. Others connect with animals

easily and some are completely at home in nature. Naturalistic intelligence describes people who

are sensitive to the natural world. They enjoy being outside, nurturing and exploring the

environment. People with high naturalistic intelligence are sensitive to subtle changes in nature

and the environment around them.

Examples: Some examples are the creation of habitats, caring for animals and plants,

collecting, and classifying natural objects and organisms such as rocks, insects, or snails.

 Musical intelligence

People with musical intelligence are generally more sensitive to sound and often pick up

on noises that others would not normally be aware of. They have an excellent sense of rhythm

and the ability to recognize tone and pitch. More often than not they play an instrument or are

involved in music as a profession. In addition, musical intelligence is the ability to perceive,

distinguish, transform, and express sounds and musical forms. This lets people to make, connect

and comprehend meaning through sound. This intelligence includes sensitivity to the rhythms,

melodies, and tones of a piece of music.

Examples: Detecting pitch. Understanding musical patterns and structure. Recognizing

notes, tones, and rhythms; detecting pitch; understanding musical patterns and structure;

Recalling songs and Identifying instruments used in a song

 Logical–mathematical intelligence

According to Gardener , logical-mathematical intelligence is all about those people dealing

with logic, abstractions, reasoning, numbers, and critical thinking. Consequently, such people are

characterized by their pattern recognizing and logical analyzing abilities. Of all the types of

intelligence, logical-mathematical intelligence is the most similar to what we typically associate

with general intelligence. People with this type of intelligence are excellent at math and working

with numbers. They can recognize patterns easily and work out processes in a logical manner.

They have excellent reasoning skills and can often talk themselves out of trouble. People with

high logical–mathematical intelligence are often drawn to games involving strategy and the

solving of puzzles.

Examples: The game of chess; Counting Cups in a stack; Mandala Arts; Complex

Accounting and Budget Graphing of investments.

 Existential intelligence

While many of us are happy with going about our life’s day by day, people with high

levels of existential intelligence often think more deeply about daily occurrences. They are often

deeply philosophical thinkers and they have the capacity to look for answers to questions bigger

than themselves. Existential intelligence is often called spiritual or moral intelligence.

Examples: An interest in questions about life, death and beyond; an ability to look beyond the

senses to explain phenomena; and a desire to be an outsider while at the same time showing a

strong interest in society.

 Interpersonal intelligence

Interpersonal intelligence is the ability to understand and interact effectively with others.

It involves effective verbal and nonverbal communication, the ability to note distinctions among

others, sensitivity to the moods and temperaments of others, and the ability to entertain multiple

perspectives. People with this type of intelligence are often good at reading verbal and non-verbal

cues as well as determining temperament and mood. They feel empathy easily. Often this type of

intelligence can be found in leaders, politicians, social workers, life coaches and psychologists.

Examples: Planfulness, self-discipline, delay of gratification, the ability to deal with and

overcome distractions, and the ability to adjust one's strategy or approach as needed.

 Linguistic intelligence

This involves the sensitivity to spoken and written language, the ability to learn

languages, and the capacity to use language to accomplish certain goals. Linguistic intelligence is

the type of intelligence that is most commonly shared by humans. It involves our ability to think

in words and use these words to make oneself understood. People with high linguistic intelligence

are very good at putting their feelings and thoughts into words in order to make others understand

them. They are drawn to activities such as reading, writing and public speaking.

Examples: Public Speaking; Doing Crossword Puzzles; Journal Keeping; Debate Skills.

 Bodily–kinaesthetic intelligence

  Bodily kinesthetic intelligence is the capacity to manipulate objects and use a variety of

physical skills. People high in bodily–kinaesthetic intelligence has an excellent sense of timing

and a great mind-body coordination as well as fine and gross motor skills. They are able to use
their bodies to convey feelings and ideas and, as a result, they often take up roles in dance, sports

or medicine. They use their bodies to solve problems and create something meaningful.

Examples: Skills in dancing and sports; enjoy creating things with his or her hands; have

excellent physical coordination; and remember by doing, rather than hearing or seeing.

 Intra–personal intelligence

  Intra-personal intelligence refers to an understanding of oneself and the human condition

as a whole. They are known as ‘self-smart’ people and, despite having a deeper understanding of

their own emotions, they are often quite shy. Philosophers, spiritual leaders, psychologist and

writers usually have high intra-personal intelligence.

Examples: self-knowledge; self-esteem; self-motivation; introspection periods of minutes of

reflection; Personal connections; sessions for programming personal goals; meditation.

 Spatial intelligence

Spatial intelligence is defined as the ability to consider things in three dimensions. People

with high spatial intelligence are generally very creative and usually have a vivid imagination,

high artistic ability and excellent spatial reasoning. These people are often referred to as ‘picture

smart’ and can be found in professions such as architecture, design and map reading.

Examples: Mental maps; enjoy activities related to visual arts such as painting, drawing,

and sculpture; interpret maps; appreciate the architecture of building and play memory games .
2. Who is a professional teacher? What attributes are expected of a professional teacher?

According to s Stronge and Tucker (2000), the teacher is the most important

school-based factor in student achievement, there remains an uncertainty of what

comprises “effective” or “professional” teaching. Professional teacher has various and

many definitions. This evokes many images based on how the society see him and how

he functions as a source of skill and wisdom in the society. Others define a teacher as

someone who is competitively sets them apart from amateurs. They are the ones who

have masteries in their subject area thought. They have fields of specialization which is

applied professionally so that learners would acquire information and learnings very well.

It is also understood that the professional teacher directs success.

Teacher is an effective professional. Wise (1989) described teacher as the one

who have firm grasp of the subjects they teach and is true to the academic demands of

their disciplines. Technically, this professional could analyze the needs of the learners for

whom they are responsible of. This is the professional that focuses on the growth of the

learners. These are only some of the technical definitions of teachers.

On the other hand, the professional teachers are also seen as the second family of

the learners. They may be the professionals that plays significant roles in the life of the

learners. They serve as the guiding light of the learners most especially to those who

encounters hard times in life. Professional teachers also render lots of sacrifices for the

sake of their learners in almost all aspects. Thus, their main goal is to create path so that

learners could still proceed in their main goals in life.

3. Differentiate computer-assisted instruction from outcome-based instruction.

CAI or computer-assisted instruction refers to an interactive instructional

practice/drill and training whereby a computer is used to present the instructional material

and monitor the learning that takes place. Computer aided learning is the use of

computers to aid in the education or training. This includes guided drill and practice

exercises. This also uses computer visualization of complex objects. The teaching-

learning process is accompanied by computer. There are web-based trainings, learnings

and instructions under this. Simulations are also included in this kind of instruction,

wherein the learners could possibly experience things without doing it in real life.

The OBE or outcome-based instruction emphasizes on what are the expected key

takeaways from the students and how they will be able to use or apply those learnings.

This is also known as “performance-based education”. This kind of instruction focuses

on results rather than the usual kinds of inputs. Thus, learner’s outcome is evaluated by

criteria.

Computer-aided instruction and outcome-based instruction both have learner-

centered kind of approaches. However, the CAI could possibly cause confusions to the

learners as this offers overwhelming information and resources. This could also divide

the attention of the learners as they would engage in technology and this could mislead

them from their content or topic. While the OBE, there is already a clear target or goals.

Ideas are clearly articulated. In this case, learners will only have eyes on their target

goals.
4. Does the learning environment totally condition the learner? Justify your answer.

The learning environment has a great impact in conditioning the learner. Thus,

environment is the place where the teaching-learning process happens. In order to successfully

facilitate the process, the environment must be favorable in both teachers and learners. A positive

or peaceful environment can make the learners more interested, involved and having the overall

learning acquisition. Nevertheless, this is a great attribute to learners’ success as this encourage

the interaction and eventually establish sense of support among the learners.

5. Choose five (5) from the following list of teaching methods and describe their applications in

certain learning areas or subject matter:

5.1 Deductive Method

Deductive teaching is a traditional approach in which information about target language

and rules are driven at the beginning of the class and continued with examples. The principles

of this approach are generally used in the classes where the main target is to teach grammar

structures.

A deductive approach to teaching language starts by giving learners rules, then examples,

then practice. It is a teacher-centered approach to presenting new content. This is compared

with an inductive approach, which starts with examples and asks learners to find rules, and

hence is more learner-centered.

5.2 Direct Instruction

 Direct instruction is a teacher-directed teaching method. This means that the teacher

stands in front of a classroom, and presents the information. The teachers give explicit,

guided instructions to the students.

In this type of method, teachers make content, skills, and concepts explicit by

showing and telling students what to do or think while solving problems, enacting strategies,

completing tasks, and classifying concepts. They use explicit instruction when students are

learning new material and complex concepts and skills.

5.3 Demonstration Method

This is a teaching method used to communicate an idea with the aid of visuals such as

flip charts, posters, power point, etc. A demonstration is the process of teaching someone how

to make or do something in a step-by-step process. As you show how, you “tell” what you are

doing. A demonstration always has a finished product. The key to a good demonstration is for

the audience to be able to go home and do what you have taught them how to do.

In terms of application in a classroom situation, this starts with planning and preparation.

Wherein, proper detailed planning is a prerequisite for a good demonstration. This follows

introduction of the lesson and presentation of the subject matter. The teacher would conduct

demonstration method and then to finish, the evaluation.

5.4 Cooperative Learning Approach

A collaborative (or cooperative) learning approach involves pupils working together on

activities or learning tasks in a group small enough to ensure that everyone participates.

Pupils in the group may work on separate tasks contributing to a common overall outcome, or

work together on a shared task. This is distinct from unstructured group work.

 Some collaborative learning approaches put pairs, groups or teams of mixed attainment to

work in competition with each other in order to drive more effective collaboration. There is

a very wide range of approaches to collaborative and cooperative learning involving many

different kinds of organization and tasks. Peer tutoring can also be considered as a type of

collaborative learning, but is reviewed as a separate topic in the Toolkit.

5.5 Reflective Teaching

Reflective teaching involves examining one’s underlying beliefs about teaching and

learning and one’s alignment with actual classroom practice before, during and after a course

is taught. Teachers are dedicating time to evaluate their own teaching practice, examine their

curricular choices, consider student feedback, and make revisions to improve student

belonging and learning. This process requires information gathering, data interpretation, and

planning for the future.

When teaching reflectively, instructors think critically about their teaching and look for

evidence of effective teaching. This critical analysis can draw on a diversity of foundations:

SA As stated by Brookfield (2017) the crucial sources ate: “students’ eyes, colleagues’

perceptions, personal experience, and theory and research.” Teachers can use various tools

and methods to learn from these sources and reflect on their teaching, ranging from low-key

to formal and personal to inter-collegial. For example, reflective teaching may include self-

assessment, classroom observations, consideration of student evaluations, or exploration of

educational research. Because each semester’s students and their needs are different,

reflective teaching is a continual practice that supports effective and student-centered

teaching.
5.6 Describe/Illustrate a conducive physical learning environment. (Elementary or High School)

Secondary

Having a conducive physical learning environment means having a comfortable physical

space where learners are able to sit comfortably, see and understand what their teacher is

saying, as well as socialize with their fellow learners are few of the major components of a

conducive learning environment. A conducive physical learning environment also gives

proper ventilation so that the temperature wouldn’t be a hindrance for the as the teaching-

learning process happens. The classroom setting and the whole school environment must

also reflect the subject and topics included in the learner’s lessons. It is also a big factor if

the values and reminders in goodness and kindness would be visible in their learning

environment. While in support with the learner’s culture and tradition, the sense of

community and belongingness must also be present in the learning environment. Whereas,

their beliefs, traditions and even the gender would be acknowledged and respected.