1

Hand out in Competency Enhancement 1

BASIC CONCEPTS/KEY TERMINOLOGIES

Below are common terms and concepts that appear in the LET, particularly on Facilitating
Learner Centered Teaching and Child and Adolescent Learners, Simple and concise
descriptions are given for your better understanding.

Student-Centered Learning: teaching and learning methodologies that place the students at
its heart.
Principles of Learning: generally accepted beliefs on how a student learns more effectively
and efficiently.
Review: looking back at the previous lesson with the hope of connecting previous lesson
new one.
Drill: teaching technique characterized by systematic repetition.
Traditional Methods of Teaching: old fashioned style of teaching.
Time-tested Methods of Teaching: methods that have stood the test of time and are still
being used at present
Progressive Methods of Teaching: modern way of teaching that usually integrates
technology and the latest modalities of teaching/learning
Metacognition: thinking beyond thinking or focusing on oneself perspective
Synapse Strengtheners: enforces retention of concepts.
Role Playing: This operates on "I am what I am principle in which a student assumes a "role"
and acts based on how he/she feels or thinks about the role assigned to him/her. No director
and no script are needed
Dramatization: This operates on "I am what I am not principle in which a student assumes a
"role" and acts based on the character assigned to him or her. A director and script are
usually required
Simulation: This operates on "1 am what I should be principle in which a student
acts/performs something that is expected of him in real life.
Inductive Lesson: a lesson that starts with specific/concrete and ends with general/abstract.
Deductive Lesson: a lesson that starts with abstract/general and ends with specific/concrete.
Socratic Method: question and answer method
Handout in COMPETENCY ENHANCEMENT 1
ANDRES III B. SEQUITO, M.B.
 2
Cognitive Domain: the area that includes the thinking skills and the development of
knowledge and intellectual abilities.

Affective Domain: the area responsible for the internalization of emotions, attitudes, and
values.
Psychomotor Domain: the area that includes physical movement fine and gross motor
coordination
Oxford Oregon Debate: a debate format commonly used in the classroom
Six Thinking Hats: This technique by Edward de Bono (1986) uses different colors of hats
(each Color represents a point of view) to students as they brainstorm or find solution to a
problem.
SMART Objectives: Specific, Measurable, Attainable, Realistic/Result-oriented, and Time-
bound
Collaboration Teaching/Learning: method that encourages students to share, learn, and
work together
Peer Teaching/Learning: bright students in the class act as “student teachers” and help their
Classmates and “peers understand the lesson
Routine Activities: essential activities done every day in the classroom like praying, greeting
the teacher, etc.
Probing Questions: Designed to encourage a deep thought about a certain question, the
question allows the student to expand their understanding to the next level.
Truancy: absenteeism without valid reason.
With-it-ness: “Teacher has eyes at the back of his head made famous by Jacob Kounin,
means that the teacher has awareness of what is happening in the classroom all the time.
Classroom Management: refers to the various strategies and techniques employed by the
teacher to keep the class in order
Dangling Lesson: when the teacher falls to finalize the lesson or fails to give conclusion
Flip-flopping: when the teacher talks about the lesson for the day and suddenly inserts an
Unrelated topic
Overlapping: when the teacher attends to more than one group or activity at one time
Truncating: when the teacher delivers a “dangling” and fails to go back to the original lesson
Thrusting: when the teacher fails to give clear directions thus causing confusion on the part
of

Handout in COMPETENCY ENHANCEMENT 1

ANDRES III B. SEQUITO, M.B.
 3
The students
Satiation: happens when learners are focusing too long on one topic and they start to lose
Interest and misbehave
Jerkiness: when the teacher is not able to provide a consistent flow of instruction and
students Start to lose momentum
Overdwelling: when the teacher stays on a topic for too long
Stimulus Bound: happens when, in the course of teaching, something catches the attention
of
the teacher who eventually loses instructional focus
Divergent Questions: have many possible right answers
Convergent Questions: have only one right answer
Lesson Objective: is a statement of what students will be able to do when they have
completed receiving instruction
Strategy of Teaching: the science of developing a plan to attain goals and to guard against
undesirable results
Method of Teaching: Methods are the chain of actions of teachers and students that lead
them to achieve the goal or objective of the lesson.
Technique of Teaching: The way the teacher will personally carry out the method is known
as technique of teaching. Every method has different techniques.
Devices: tools of the teacher like chalkboard, flipchart, maps, models, etc.
Detailed Lesson Plan (DLP): The “blueprint” of the lesson, it contains the detailed steps on
how to carry out the lesson
Daily Lesson Log (DLL): a downloadable template in which teachers record parts of their
daily Lessons
Ability: Skills learned after birth (ex: biking, reading, etc.)
Aptitude: inherent skills and inborn or innate talent (ex singing, drawing, etc.)
Interest: attraction to a certain pursuits (ex collecting antiques)
Hawthorne Effect: a phenomenon in which a person positively alters his/her behavior as a
response of being observed
Pygmalion Effect: happens when expectations of teacher toward his students become self
fulfilling prophecies (ex: student performed better than others because his teacher expected
him to do so)
Placebo Effect: a phenomenon in which a person feels better because he thought the
Handout in COMPETENCY ENHANCEMENT 1
ANDRES III B. SEQUITO, M.B.
 4
“medicine
He took will cure him when in fact the pill he took was only sugar-coated pill that looks like a
real Medicine
Ripple Effect: occurs when a teacher corrects a misbehavior of a certain student and the
students around him are positively affected by the correction made by the teacher
Behaviorism: Learning occurs when stimuli and response are linked.
Cognitivism: Learning happens internally while the student organizes and process new ideas
and skills.
Constructivism: Learning occurs by adapting new ideas from previous experience.
Scaffolding: any instructional intervention done by a teacher so the student can progress
and gain marked independence in the learning process
Zone of Proximal Development: the skills which the student is “close” to mastering
Law of Exercise: The more frequently a stimulus and response are associated with each
other. The more they will be strengthened
Law of effect: Response that produce a positive effect tend to recur in that situation, while
those that have negative effect tend not to be repeated.
Law of Readiness: Learning will only occur when the learner is ready to learn.
4A’s of Facilitating Learning: Activity, Analysis, Abstraction, and Application
II. The Teacher as Corporate Professional: These are things that must be observed by the
Teacher as he/she present himself/herself as a true professional.
Polished Look
 Dress suited for a professional

 Tasteful accessories (jewelry, bags, shoes, etc.)

 Tasteful make-up for women

Polished Demeanor
 Professional walking

 Professional sitting

 Professional handshaking

Polished Language
 Proper use of voice

 Proper use of gestures

Handout in COMPETENCY ENHANCEMENT 1

ANDRES III B. SEQUITO, M.B.
 5
Teacher’s Various Roles in the Classroom
a. Facilitator
b. Role Model
c. Assessor
d. Planner
e. Information Provider
f. Resource Developer
III. Classification of Teaching Methods
1. Traditional: old-fashioned way of teaching
Examples:
Memorization- asking students to memorize concepts without understanding
Rote learning- asking students to repeat what teacher is saying again and again without
Understanding what they are saying, therefore becoming like “parrots”
Textbook technique – The teacher is using one textbook to teach the subject.

2. Time-tested: methods that stood the test of time and are still being used at present
Examples:
Lecture-The teacher provides information in a direct manner.
Demonstration-The teacher shows the learners a model performance.
Discussion- Face-to-face encounter between the teacher and students and/or students to
students under the guidance of the teacher
Reporting-The student provides information in a direct, uninterrupted manner.
3. Progressive: newer and more improved methods of teaching
Examples:
Modular-Teaching/learning is guided by modules or learning packages.
Online- Lessons are accessed via the information highway/internet.
Blended- Combination of modalities like face-to-face combined with online
IV. What makes a good method?
A good method:
Handout in COMPETENCY ENHANCEMENT 1
ANDRES III B. SEQUITO, M.B.
 6
backed by the principles of learning
 promotes the principles of “learning by doing”

 allows the student to grow and develop

 Liberates the learners from the bondage of ignorance

 stimulates the student’s thinking and reasoning skills

V. Variables that Affect Teaching Method

 Lesson Objectives (What is the aim of the lesson?)

 Nature of students (Are the students fast/slow learners?)

 Nature of subject matter (What subject matter is the teacher trying to impart?)

 The teacher (Can the teacher perform what is required by the method?)

 Teacher’s knowledge of group dynamics

 Technology (Does the teacher have the equipment needed?)

 School environment (Are there available resources in the school?)

VI. Three Domains of Learning: According to Benjamin Bloom, there are basically 3 domains
Of learning:
Cognitive: learning of information and the processes involved in the thinking process
1. Remember
2. Understand
3. Apply
4. Analyze
5. Evaluate
6. Create
Affective: internalization of beliefs, attitudes, and values
1. Receiving
2. Responding
3. Valuing
4. Organizing
5. Characterizing
Handout in COMPETENCY ENHANCEMENT 1
ANDRES III B. SEQUITO, M.B.
 7
Psychomotor: learning of physical movements, such as ballet, cutting a Ball, etc.
a. Reflex movements
b. Basic fundamental movement
c. Perceptual
d. Physical activities
e. Skilled movements
f. Non-discursive communication (by Anita Harlow)
VIL. New Taxonomy – Kendall and Marzano
1. Retrieval
2. Comprehension
3. Analysis
4. Knowledge utilization
5. Metacognitive system
6. Self system
VIII. Faculties of the Learner (Who is my student?)
a. Cognitive Faculty (allows the students to think and process intellectual
activities)
b. Appetitive Faculty (allows the student to feel react and show emotions)
c. Will (capacity to choose and decide)
IX. Individual Differences-a concept that explains the uniqueness of every learner in
terms of:
•Ability
• Aptitude
Interest
• Family/Cultural Background
Attitudes and Values

X. Principles of Learning
• Learning is an experience which happens inside the learner and is acted upon by the
learner, which means that the decision to learn is in the hands of the student.
Handout in COMPETENCY ENHANCEMENT 1
ANDRES III B. SEQUITO, M.B.
 8
• Learning is the discovery of the personal significance, meaning, and relevance of ideas;
therefore, learning should be personal.
• Learning is a result of experience, and these experiences, whether personal or vicarious,
Promote learning.
• Learning is both a cooperative and collaborative process, which means that group
Activity and collaboration encourage learning.
Learning is an evolutionary process, which means that learning can be improved as time
passes by.
Learning can sometimes be a painful process because emotion is part of learning.
One of the richest resources for learning are the learners themselves because students
have a lot to share, which can be source of learning.
The process of learning is emotional an intellectual; therefore, learning is not only
cognitive but also affective.
The process of problem-solving and learning are highly unique and individual; therefore,
there is uniqueness in how a person learns.
XI. Formulating Lesson Objectives
Lesson Objectives should:
 Be timely

 Follow the SMART principle

 adhere to the programs and standards of DepEd

 balanced (cognitive, affective and psychomotor)

 promote critical thinking among learners

XII. Types of Lesson Plans

Detailed Lesson Plan
• The detailed lesson plan has five parts:
Objectives Subject Matter
Procedure Evaluation
Assignment
All the things are written down exactly how they will happen.
The teacher’s “script” is written.
b. Semi-detailed Lesson Plan
Handout in COMPETENCY ENHANCEMENT 1
ANDRES III B. SEQUITO, M.B.
 9
 Does not include a detailed description of the things the students will
 Subject matter and teaching learning activities are described.

C. Brief Lesson plan

 A brief explanation of activities is given.

XIII. List of Common Methods/Techniques in the Classroom

LECTURE Teacher, as the expert, provides
information.
DISCUSSION Face- Face encounter between teacher
and students.
Students working together on a common
COOPERATIVE LEARNING task
ENRICHMENT ACTIVITIES Additional activities for the fast learner in
the class.
REMEDIAL LESSON Extra activities prepared for those lagging
behind in lessons
PROJECTS Actual works of hands or performances of
students
REFLECTIVE Lessons that focus on emotions, values,
and feelings.
PROBLEM-BASED LEARNING Students are exposed to a problematic
situation and process possible solution
CONSTRUCTIVIST TECHNIQUE Building lessons based on student’s
interests and level of development
FISHBOWL TECHNIQUE Students form two circles: the inner and
the outer. The inner circle group (fish
bowl) talks about something, while the
outer circle group listen and observes.
BRAINSTORMING Generating multiple ideas that eventually
lead to a consensus.
STORY TELLING Formal presentation of argument in the
classroom.
PHILIPS 66 6 people in the group discuss 6 ideas in 6
minutes.
FLIPPED CLASSROOM Students listen to pre-record lectures at
home.
OPEN FORUM Students freely share ideas without being
judged as right or wrong.
DEMONSTRATION Showing the audience, a model
performance.
EXPEDITIONARY LEARNING Project-based learning in which a student
Handout in COMPETENCY ENHANCEMENT 1
ANDRES III B. SEQUITO, M.B.
 10
goes on an expedition or tour and tries to
deeply understand concepts that usually
have an impact to community.
SYNCHRONOUS METHOD An online lesson that happened in real-
time.
ASYCHRONOUS METHOD Online or distance learning whereby the
student accesses information depending
on his time preference.
GAME-BASED LEARNING Software-led lessons, like classcraft and
3DGameLab, that allow student to
undergo “ quests” and learn from these
along the way
Badges like the ones in the video games
are given to the students as he\she
progress.
Different Instructional Designs/Models
1. ADDIE (Analyze, Design, Develop, Implement, Evaluate)
2. ASSURE
Analyze learners
State objectives
Select methods, media, materials
Utilize media, materials
Require learner participation
Evaluate & revise
3. Madeline Hunter Lesson Plan
Anticipatory set
Objective and purpose
Input Modeling
Check for understanding
Guided practice
Independent Practice
Closure

Handout in COMPETENCY ENHANCEMENT 1

ANDRES III B. SEQUITO, M.B.
 11
4. Good, Grows & Brophy’s Model
Review
Development
Assess student comprehension
Seatwork
Accountability
Homework
Special Reviews

5. 4As (Activity, Analysis, Abstraction, Application)

6. 5Es (Engagement, Exploration, Explanation, Extension, Evaluation)
7. 3 Is (Introduction, Interaction, Integration)
Different Teaching Approaches

Teacher-Centered vs. Learner-Centered vs. Subject Matter-Centered

TEACHER-CENTERED APPROACH
The teacher is the “source” or “fountain” of all information and knowledge.
LEARNER-CENTERED APPROACH
An approach that allows the student to take the “center stage” and revolve around the
Student all the action and activities of the lesson
SUBJECT MATTER-CENTERED APPROACH
The main focus is the subject matter, and all other things are unimportant.
Teacher-Dominated vs. Interactive
TEACHER-DOMINATED APPROACH
The teacher dominates the entire lesson, and his/her voice is the only voice heard.
INTERACTIVE APPROACH
Teacher talks less, and the student talks more.
Banking vs. Constructivist
Handout in COMPETENCY ENHANCEMENT 1
ANDRES III B. SEQUITO, M.B.
 12
BANKING APPROACH
Teacher looks at the student as having empty heads and needs “deposits” of information
to Memorize.
CONSTRUCTIVIST APPROACH
Teacher guides the students to construct new information based on their previous
experiences and prior knowledge.
Disciplinal vs. Integrated
DISCIPLINAL APPROACH
The main focus is to teach within the expectations and boundaries of the subject
matter.
INTEGRATED APPROACH
The focus is interdisciplinary (in relation to other disciplines), intradisciplinary (within
the discipline), and multidisciplinary (across various disciplines).

Individualistic vs. Collaborative

INDIVIDUALISTIC APPROACH: Students work solo.
COLLABORATIVE APPROACH: Students work as a team.
Direct vs. Indirect
DIRECT TEACHING APPROACH
Teacher is the one telling or showing what to do.
INDIRECT, GUIDED APPROACH
Teacher guides the students to uncover the lesson for himself/herself.

XIV.QUESTIONING TECHNIQUES AND CONCEPTS

A. Kinds of Questions
 Low Order-require simple recall

 High Order-require higher-order thinking skill

B. Purposes of Questions
 To motivate student participation

 To check pre-existing knowledge

Handout in COMPETENCY ENHANCEMENT 1

ANDRES III B. SEQUITO, M.B.
 13
 To help connect previous learning with the present one
 To elevate students’ level of understanding

 To encourage critical thinking

C. Types of Questions
 Factual-targets basic information

 Clarification aims to dispel doubts/remove misconceptions

 Extension-explores additional knowledge that the student may have

 Justification-explores the reasoning capacity of the student

 Hypothetical explores students understanding given a imagined/possible Scenario

Additional Types of Questions

 Closed questions-also known as Polar question because the answer is either “yes” or
“no”
 Open-ended questions-encourage elaboration because this question cannot be
answered by a simple “yes” or “no”
 Probing questions-usually involve a sequence of questions that digs deeper into the
subject
 Leading questions- questions that guide the student toward a desired reply or
answer
 Loaded questions-tricky questions that allow the student to admit certain things that
they would not normally disclose
 Funnel questions – questions that flow from general to specific or specific to general

 Recall questions-questions that require remembering a fact Rhetorical Question –

questions that do not require an answer (ex: “Is the Pope Catholic?”) and may at
times just be used to trigger thinking
D. Strategies on giving out Questions
 Create a welcoming/non-threatening atmosphere

 Balance the questions by combining low-order and high-order questions

 State the question clearly using language that is easily understood

 Ask a question before calling a student

 Give sufficient wait time

 Respond to student’s response

Handout in COMPETENCY ENHANCEMENT 1

ANDRES III B. SEQUITO, M.B.
 14
 Give appropriate praise to reinforce students
Facilitating Learner – Centered Teaching
XV. Theories of Learning Made Easy
Theory Main Proponent\s Point of view
Behaviorism. Ivan Pavlov (Classical Students are blank slates
Conditioning) B.F. Skinner
(tabula rasa) and should be
(Operant Conditioning)
provided with information
Edward Thorndike
he or she needs to learn.
(Associationism) Learning involves repeated
John Watson (Father of actions, verbal
Behaviorism) reinforcement, and
incentives.
Cognitivism Wolfgang Kohler (Insight Students process
Theory) information they receive
rather than just responding
to a stimulus. It involves
problem-solving, linking
concepts together, and
linking concepts to the real
world.
Constructivism Lev Vygotsky Students construct learning
(Scaffolding) ideas based on prior
Jerome Bruner knowledge and Experiences.
It involves prior base
knowledge in Order for the
student to construct new
Concepts.

XVI. Other Related Theories

a. Robert Dreikur’s Classroom Management Theory: Dreikur believed that students
Have an innate desire to be accepted, and mutual respect motivates the
students to Display positive behavior.
4 Goals of Misbehavior
Handout in COMPETENCY ENHANCEMENT 1
ANDRES III B. SEQUITO, M.B.
 15
 Gain Attention
 Gain Power and Control

 Gain Revenge

 Display feelings of Inadequacy

b. Lee Canter’s Theory of Assertive Discipline: Rather than being dictatorial, Canter
Suggested that teachers should provide positive behavior management in the classroom
and proposed the idea that the teacher has the right to decide what is best for the student.
c. Robert Gagne’s Conditions of Learning: Gagne proposed how to analyze learning
objective and the specific teaching method on how to achieve these.
9 Levels of Learning
 Gain attention.

 Inform students of the objective.

 Stimulate recall of prior learning.

 Present the content.

 Provide learning guidance.

 Elicit performance (practice).

 Provide feedback.

 Assess performance.

 Enhance retention and transfer to the job.

d. Howard Gardner’s Multiple Intelligence Theory: He introduced 8 types of intelligences:

Natural/Environmental
 Verbal/Linguistic

 Numerical/Logical

 Musical

 Kinesthetic

 Interpersonal

 Intrapersonal

 Visual/Spatial

Handout in COMPETENCY ENHANCEMENT 1

ANDRES III B. SEQUITO, M.B.
 16

e. David Kolb’s Experiential Theory: According to Kolb, knowledge is a product of the

transformation of experience. He also proposed different learning styles and
experiential learning cycle.

f. Carl Roger’s Humanist Theory: This theory proposed that teachers are facilitators of
learning rather than just a conveyor knowledge. Humans have natural desire to learn.

g. Albert Bandura’s Social Learning Theory: Bandura’s theory focused on observation

and modeling the behavior, attitudes, and emotional reaction.
Albert Bandura’s 3 Basic Models of Observational Learning:
a. A live model, a living person who can be guide or model of behavior like a
teacher In the classroom
b. A verbal instructional model involves explanations of a behavior on what to
do
And not to do.
c. A symbolic model, which involves potential models found in books, films, etc.

h. David Ausubel’s Meaningful Learning: According to Ausubel, for a student to learn

meaningfully, he/she must relate new knowledge to what they already know.
David Ausubel’s 4 Types of Advanced Organizers
a. Expository-describes new knowledge, informs students specifically about the material
they are going to learn or explains the general ideas in advance
b. b. Narrative – presents new information in story format, uses a personal connection
to inspire learning
c. Skimming-skims over a reading, focusing on highlighted information, such as
captions or chapter headings
d. d. Graphic Organizers – pictographs, descriptive or conceptual patterns, concept
maps
i. Information-Processing Theory: This theory likened the human mind to a computer
and how it follows the Input-Process-Output model of learning.
j. Johann Herbart’s Herbartian Method: The goal of Herbartian method is to aid
students in their learning process with the steps: preparation, presentation,
association, generalization, and application.
Handout in COMPETENCY ENHANCEMENT 1
ANDRES III B. SEQUITO, M.B.
 17
k. Linda Albert’s Cooperative Discipline: suggested that classroom be safe and free of
threat, and the way to achieve discipline is working together with mutual respect and
having a code of conduct
l. Kurt Lewin’s Topological and Vector Theory (Field Theory): The behavior of an
individual at a given moment is the result of existing forces operating simultaneously
In his life space (Internal and External forces).

XVII. Classroom Management

The various techniques employed by teachers in order to maintain the order and smooth
transaction inside the classroom are called Classroom Management.
Principles in Classroom Management
1. Teacher should practice proactive discipline.
2. Establish routine activities to avoid breakdowns and interruptions.
3. Practice smooth transitions to avoid restlessness.
4. Understand and imbibe with-it-ness”.
5. Immediately respond to inappropriate behavior of student/s.
6. Classroom structure/arrangement should be conducive to learning.
7. Be generous with authentic praise.
Handling Discipline in the Classroom
1. Find the root cause of discipline problem.
2. Foster fairness and equality.
3. Never ridicule a student.
4. Encourage good behavior by genuine praising those who do good and discourage
Bad behavior.
5. Make dialogues a part of home room activity to thresh out pent-up emotions.

Thank You Very Much!

Handout in COMPETENCY ENHANCEMENT 1

ANDRES III B. SEQUITO, M.B.