PrinciplesOfTeaching Content

Hello TDCIans! Welcome to this course.
This course deals with Principle of

Teaching 1
Course overview: This course will equip you with knowledge and
skills needed to be able to:
1. Discuss the guiding principles and strategies of teaching

2. Synthesize different theories in effective teaching.
3. Analyze different approaches of teaching and learning.
LET’S BEGIN!
UNIT 1 - ELEMENTS OF TEACHING

Intended Learning Outcomes (ILO)
At the end of the unit, you are expected to:

1. Discuss the principal elements of teaching and learning
2. Develop the principles of learning to teaching.
3. Demonstrate the professional teacher that can affect change or
learning.
Introduction
The principal elements that make teaching and learning possible and
attainable are the teachers, the learners, and conducive learning
environment. There would be no teaching and learning without the
elements of learning of a desired objectives.
The teacher serves as the resource of learning that could impart to
student the principles of learning. This unit will introduce the elements of
teaching and learning.
Unlocking of Difficulties
To attend the following intended learning outcomes for the first

lesson of the course, you need to fully understand the following essential
knowledge that will be laid down in the succeeding pages. Please note that
you are not limited to exclusively refer to these resources. Thus, you are
expected to utilize other books, research articles and other resources that
are available in the library.
1
Key Terms
● Nature- the basic or inherent features of something, especially when

seen as characteristic of it.
● Learning Environment- a place that learner could acquire knowledge,
culture and context.
● Learner- a person who was learning the subject.
● Attributes- personal positive qualities or characteristics.
● Open-mindedness- freedom to express learner’s point of view.
Lecture Notes
THE NATURE OF THE LEARNER
https://edupstairs.org/what-are-our-learners-responsible-for/
The learner is an embodied spirit. He is union of a sentient body and

a rational soul. As teachers, let us feed them knowledge and let us care for
their embodied spirit learners. According to a Biblical scriptures “Man
should not leave by bread alone”. As teachers let us feed them a learning
that could change their future.
2
THE FUNDAMENTAL EQUIPMENT OF THE LEARNER
The Fundamental Equipment of the Learner. The learner has the
power to see, hear, touch, smell, taste, perceive, imagine, retain, recall,
recognize past mental acts, conceive ideas, make judgment, reason out,
feel and choose.
✔ Ability
The students’ native ability dictates the prospects of success in purposeful

activity. It determine their capacity to understand and assimilate
information for their own use and application.
✔ Aptitude
Aptitude refers to the students’ innate talent or gift. It indicates a natural

capacity to learn certain skills.
✔ Interests
Learners vary in activities that are undertaken due to a strong appeal or

attraction.
✔ Family and Cultural Background
For the reason that socioeconomic background differences learners

could create a wide range behavior. There are families have different family
background some express their preferences regarding self-discipline while
others are left to passively follow home regulations. Learner’s family and
cultural background would affect in participating the classroom activities
behavior and their confident in their ways.
✔ Attitudes
Attitude refers to an individual perspective and disposition. The

Learners personal characteristics would depend their unique way of
thinking and reactive in the learning environment.
Some positive attitudes are:
a. Curiosity
b. Responsibility
c. Creativity
d. Persistence
3
http://clipart-library.com/clipart/teacher-clipart-11.htm
The Professional Teacher

The professional teacher is the licensed Professional who possesses
dignity and reputation with high moral values as well as technical and
professional competence. He/ She adheres to observes, and practices a set
of ethical and moral principles, standards and values” (Code of Ethics for
Professional Teachers, 1997). The professional teacher undergo process to
have license to teach by Board for Professional Teachers of the Professional
Regulation Commission after fulfilling requirements prescribed by law such
as passing the Licensure Examination for Teachers (LET).
4
Professional Attributes
https://www.slideshare.net/JomairahMulay/professional-attributes-of-a-teachers
Personality is the personal identity. Teachers is the role model of a

learners, that’s why teachers are judged more strictly than any other
professionals.
✔ The impression of learners and colleagues would depend to the
personality of a teacher.
✔ The gesture, manner of dressing create a stunning and attractive
appearance.
✔ Also, their facial expressions communicates with the learners a
companionable and likable. The teacher’s personality must be
natural and sincere so that students could feel a comfortable learning
environment and must be consistent, real and genuine.
1. Passion for teaching is a compelling force that emerges from

teachers’ love for children. A person should enter the teaching
profession they must first have a love of learning and be willing to
share this passion with students. They need to truly enjoy working
with a particular age group of children. Passion does not die nor
diminish. Their passion for teaching make them feel they “will live
and die a teacher”.
5
2. Humor is the expected characteristic of a teacher. Teachers’ humor
connects them with their students like a magnet. They help in
merging two worlds –youth and maturity. When they laugh together,
young and old, teachers and students, they cease to be conscious of
their age difference. They enjoy as a group, thus promote a spirit of
togetherness. A clean joke will always elicit rapport in a learning
environment. As a teacher you must create a good values and right
attitude towards your work and towards your student. Teachers are
models of values. Whether conscious of them or not, values are
exhibited implicitly and explicitly. Values connote standards, code of
ethics and strong belief
3. Open-mindedness. Is receptiveness to new ideas. According to

Tjosvold & Poon, it is the way in which people approach the views
and knowledge of others and “incorporate the beliefs that others
should be free to express their views and that the value of others
knowledge should be recognized”.
4. Fairness and Impartiality. Fairness and impartiality in treating

students eliminate discrimination. Teachers must be unbiased and
objective in judging their work and performance. Avoid preferential
considerations that result to negative response and indifference.
Objective evaluations are easily accepted and gratefully
acknowledged. Fairness inculcates self-confidence and trust among
students.
5. Sincerity and Honesty. Are values exhibited in words and actions.

Teachers interact with students every minute. Their mannerisms,
habits and speech are watched and at times imitated. Therefore
teachers must show their real self, devoid of pretenses and half-
truths. Sincerity dictates that they stick to the truth, to the extent of
accepting what they do not know about the lesson. Sincerity and
honesty are taken as openness in dealing with others.
6. In teaching, patience refers to a teacher’s uncomplaining nature,
self-control and persistence. Patient teachers can forego momentous
frustrations and disappointments. Instead they calmly endure their
students’ limitations and difficulties.
6
7. Enthusiastic teachers full of energy and dynamism. Their passion and
love for children are easily felt. Everyone anticipates an interesting
and enjoyable learning activity. Unfortunately, not all teachers are
born with an alert and zestful disposition. With enthusiastic teachers,
students look forward to any activity they can participate in with
them. Enthusiastic is a gift. It is contagious and can instantly affect
children’s mood. It connects teachers to parents.
Learning Environment
http://gurukultheschool.com/blog/physical-environment-of-classrooms-play-a-crucial-role-in-
ensuring-engrossed-learning/
Learning environment is the setting where learning and teaching can

take place in the most effective and productive.
1. Arrangement of Furniture
The furniture, like the table for demonstrations located in front of

the room and the chairs facing it are neatly arranged with sufficient
spaces in- between for ease in moving around. Display shelves for
safekeeping of projects, collections, and outstanding outwork are
located at the sides. Attached to the wall is a bulletin board and in front
is the white board or blackboard used for discussion and illustrations
related to the lessons.
7
2. Physical Condition of the Classroom
1) it must be clean and orderly

2) one or two frames , create a pleasant and inviting aura.
3) Natural light and flowing fresh air add to their comfort and ease
as they tackle the learning tasks.
4) Free from noise coming from the surroundings, students’
concentration and interest are easily sustained.
5) The doors and windows could be opened and closed with less
difficulty and noise with light fixtures that could easily be found.
3. Classroom proceedings
The clear and enthusiastic voice of the teacher that elicits equally
eager and keen responses from the students help create a conducive
and beneficial ambiance for learning. Supplies and materials must be
prepared earlier . A system of distribution and retrieval must be
observed. Positive mood set by both parties, the teacher and the
learner, could keep the activities lively and flawless.
4. Interactions
Diverse situation may exist in the classroom at any given time.

Teachers must be sensitive to positive and negative interactions and
must immediately undertake an instant revision or adjustment in the
methodology when necessary.
THORNDIKE’S LAWS OF LEARNING
http://donaldclarkplanb.blogspot.com/2012/04/thorndike-1874-1949-experimental-rigour.html
8
Edward Thorndike (1874-1949)
o Supported the scientific movement
o Thorndike developed the theory of instrumental conditioning of law
of effect.
o He was one of the first to say that individual differences in cognitive
tasks were due to how many stimulus response patterns a person
had rather than a general intellectual ability.
1. LAW OF EFFECT
⮚ Learning is strengthened when accompanied by a pleasant or
satisfying feeling. Learning is weakened when associated with
an unpleasant feeling. Learning takes place properly when it
results in satisfaction and the learner derives pleasure out of it.
By Thorndike (1932)
2. LAW OF EXERCICE
⮚ Things most often repeated are best remembered. Students do
not learn complex tasks in a singles session.
3. LAW OF READINESS
⮚ Individuals learn best when they are physically, mentally and
emotionally ready to learn, and they do not learn well if they
see no reason for learning
4. LAW OF PRIMACY
⮚ Things learned first create a strong impression. ‘’What is
TAUGHT must be RIGHT the FIRST TIME’’.
5. LAW OF RECENCY
⮚ Things most recently learned are best remembered.
6. LAW OF INTENSITY
⮚ The more intense the material taught, the more it is likely
learned.
7. LAW OF FREEDOM
⮚ Thing freely learned are best learned. The greater the freedom
enjoyed by the students in the class, the greater the
intellectual and moral advancement enjoyed by them.
9
Focus Questions
Guide questions for Unit 1 discussions.

Instructions:
i. Answer the following questions.
ii. Submit your answer through Google Classroom
iii. Please be guided of the rubrics. Points for your answers
will be based on the rubrics below.
1. What is the nature of a learner?
2. With what is the learner equipped that enables him/her to learn?
3. What is meant by the words professional teacher?
4. What should teacher do or be in order to facilitate learning?
5. What kind of learning environment is favorable to learning?
6. What are the implications of these thoughts on the learner, the

teacher, and learning environment to teaching-learning?
10
Rubrics Excellent (20) Very Good Good (10) Needs
(15) Improvement
(5)
Knowledge Student Student Student Student

and illustrate the Illustrate the illustrate illustrate the
Understanding strong good some limited
understanding understanding understanding understanding
of the concept of the of the about the
concept. concept. concept.
Organization Explanation Explanation Trying to Explanation are

enhances and are mostly organized the lacks of clear
showcase the organized ideas. sense of
organization ideas logically. direction.
of the
concept.
Content and Central idea is Central idea Central idea is Central idea and
Information well and clarity expressed clarity purpose
developed purpose are though it may are absent or
and clarity generally be vague or incompletely
purpose is evident too broad; expressed and
exhibited throughout Some sense of maintained.
throughout the purpose is
the explanation. maintained
explanation. throughout
the
explanation.
Language Vocabulary is Vocabulary is Vocabulary is Vocabulary is

sophisticated varied, used properly unsophisticated,
and correct as specific and though not used
are sentences appropriate sentences properly in very
which vary in may be simple simple
structure and sentences.
length
Related Readings
Watch the video so that you can understand the Howard Gardner’s
theory on multiple intelligence theory. Visit the link below.
https://www.youtube.com/watch?v=s2EdujrM0vA
11
Learning / Assessment Activities
Activity for Unit I

Instructions:
a) Teacher will announce further instructions about the activity during
the discussion.
b) Submit your answer in Google Classroom
c) Answer this following questions
d) Points will be based on the rubrics below.
1. Describe the professional teacher by means of a song or verses.
Rubrics Excellent (20) Very Good (15) Good (10) Needs

Improvement (5)
Rhythm Has the rhythm Has most Has some Has little to none
written rhythm written rhythm written rhythm written
correctly. correctly. correctly. correctly.
Neatness The piece is The piece is The piece is not The piece is
neatly written mostly neat and very neat and messy and
and easy to easy to read. difficult to unable to be
ready understand. read.
Relevance to The themes are The theme from The theme from The theme from
the theme clearly the composition the composition the composition
explained and is explained but is not clearly is totally not
relevant specific details explained and explained and
as evidence that specific evidence specific evidence
support this that supports that supports
theme are not this claim is not this claim is not
provided. provided. provided.
2. Are good teachers born or made? Explain your answer.

3. Does learning environment totally condition the learner? If I am
surrounded by bullies in class, does it mean that automatically I will
be a bully too? Explain your answer.
12
Rubrics Excellent (20) Very Good (15) Good (10) Needs
Improvement (5)
Knowledge and Student illustrate Student Illustrate Student illustrate Student illustrate
Understanding the strong the good some the limited
understanding of understanding of understanding of understanding
the concept the concept. the concept. about the
concept.
Organization Explanation Explanation are Trying to Explanation are

enhances and mostly organized organized the lacks of clear
showcase the ideas logically. ideas. sense of direction.
organization of
the concept.
Content and Central idea is Central idea and Central idea is Central idea and
Information well developed clarity purpose expressed though clarity purpose
and clarity are generally it may be vague or are absent or
purpose is evident too broad; Some incompletely
exhibited throughout the sense of purpose expressed and
throughout the explanation. is maintained maintained.
explanation. throughout the
explanation.
Language Vocabulary is Vocabulary is Vocabulary is used Vocabulary is

sophisticated and varied, specific properly though unsophisticated,
correct as are and appropriate sentences may be not used properly
sentences which simple in very simple
vary in structure sentences.
and length
UNIT II- PRINCIPLES OF LEARNING


1. Explains the guiding principles of learning.
2. Discuss the responsibilities of teachers towards the learning of
students.
3. Distinguish the learner’s different ways of knowing and
representing knowledge.
13
Introduction
By knowing the guiding principles of learning we can have the

knowledge on how to teach the learners in a productive learning. This
principles of learning is the only a tool in order for us to know more and
understand better the things we need in life. This unit will present the
different approaches of learning process to a learners for the reason that
everyone have diverse way of learning.

Key Terms
● Principles- from the Latin word “princeps” meaning the beginning

and end of all things.
● Learning- is a complex process. Acquiring knowledge through
experience, by being taught and study.
● Learning Environment- a place that learner could acquire
knowledge, culture and context.
Lecture Notes
PRINCIPLES OF LEARNING
Learning is a complex process and it is the teacher’s leading concern
for the students. The learners need guides and principles on how learning
takes place.
From Horne and Pine (1990)
⮚ The principles of learning provide additional insight into what makes
people learn most effectively. The principles have been discovered,
tested, and used in practical situations.
14
⮚ By knowing some principles on how learning takes place, we will be
guided on how to teach.
Principles are the following:

1. Learning is an experience which occurs inside the learner and is
activated by the learner.
✔ No one directly teaches anyone anything of significance.
✔ ‘’People LEARN what they WANT to LEARN, they SEE what they
WANT to SEE, and HEAR what they WANT to HEAR’’.
✔ It must be wise to engage the learners in an activity that is
connected to the life experience.
http://flihiinstitute.com/4-core-skills/
15
2. Learning is the discovery of the personal meaning and relevance of
ideas.
https://www.ozassignments.com/solution/educational-learning-process-proof-reading-
and-paper-editing-services
3. Learning (behavioral change) is consequence of experience.

People become responsible when they have really assumed
responsibility, they become independent when they have
experienced independent behavior, they become able when they
have experienced success, they begin to feel important when they
are important to somebody, they feel like someone likes them.
https://hereflections.wordpress.com/2015/08/02/thinking-about-action-research-and-time/
16
4. Learning is a cooperative and collaborative process.
https://thriveglobal.com/stories/cooperative-learning-planning-and-implementation/
5. Learning is an evolutionary process.

There are stages of learning as teachers let us learn to be patient.
Things that are worthwhile in life take time.
https://liveacademicexperts.com/2018/06/23/maximize-learning-capabilities-during-
online-classes-by-following-stages-of-learning/
17
6. Learning is sometimes a painful process.
https://www.slideshare.net/AllainJoseph/the-principles-of-learning-principles-of-
teaching-1-43379771
7. One of the richest resources for learning is the learner.
⮚ As a teacher, we must draw these learners’ ideas, feelings and
experiences. Teacher is like “midwife the birth of ideas”.
8. The process of learning is emotional as well intellectual
⮚ As teachers, let us appeal to our learners’ intellect as well as to
their emotions.
9. The process of problem solving and learning are highly unique and
individual.
⮚ Everyone has his own personal styles on how they deal of
problem solving some styles are highly effective others are
ineffective.
⮚ As teachers we need to assist and facilitate learners so that
they were able to define and make explicit to themselves and
become more effective in problem solving and learning.
PRINCIPLES UNDERLYING EFFECTIVE INSTRUCTION

● PRINCIPLE OF CONTEXT
⮚ learning depends largely on the setting particularly including the

use of materials in which the process goes on with this scales of
application:
a. text book only
b. textbook with supplementary materials
c. non – academic and current materials (newspaper, clippings,
articles, magazines)
d. multisensory aids e. demonstration and demonstration by experts
e. field experiences, personal, social and community understanding
18
● PRINCIPLE OF FOCUS
⮚ Instruction must be organized about a focus or direction,

following these scales of application, and where focus is
established by: a. page assignment in textbook b. announced
topic together with page or chapter references. c. broad concept
or problem to be solved or a skill to be acquired to carry on
understanding.
● PRINCIPLE OF SOCIALIZATION
⮚ instruction depends upon the social setting in which it is done,

with this scales of application and where social patterns are
characterized by: a. submission b. contribution c. cooperation
● PRINCIPLE OF INDIVIDUALIZATION
⮚ instruction must progress in terms of the learners own purposes,

aptitudes, abilities and experimental procedures, following these
scales of application and where individualization may be done
through:
a. differential performance in uniform task
b. homogeneous grouping
c. control plan
d. individual instruction
e. large units with optional related activities
f. individual undertakings, stemming from and contributing to the
joint undertaking of the group of learners.
● PRINCIPLE OF SEQUENCE
⮚ instruction depends on effective ordering of a series of learning

task who moves from:
a. from meaningless emergence of meaning→
b. from immediate remote→
c. from concrete symbolic→
d. from crude discriminating→
and where sequence comes through:
a. logical succession of blocks of blocks of contents
(lesson/courses)
b. knitting learning/ lessons/ course together by introduction,
previews, pretests, reviews
c. organized in terms of readiness
d. organized in terms of lines of emerging meanings
19
● PRINCIPLE OF EVALUATION
⮚ learning is heightened by a valid and discriminating appraisal of all

its aspects, following these scales of application:
a. evaluation or direct results only
b. evaluation related to objectives and processes
c. evaluation on total learning process and results
Focus Questions
Guide question for Unit II discussion.

Instructions:
ii. Submit your answer through Google Classroom
iii. Please be guided of the rubrics. Points of your answer
1. What are the principles of learning?
2. What are the implications of these principles of learning to teaching?
Related Readings
Hello Students! Kindly read this article so that you can understand the
principles of learning to client education situations.
http://samples.jbpub.com/9781284142631/9781284161304_CH03_Pass02.
pdf
Also, Watch this video entitled “Principles of Learning” by Horne and Pine.
https://www.youtube.com/watch?v=dIM8r4STQak
20
Activity for Unit II

Instructions:
i. Submit your answer through Google Classroom
ii. Please be guided of the rubrics. Points of your answer
⮚ Based of seven principles of learning, do metaphorical thinking by

completing this statement: Learning is like_________.
Rubrics Excellent Very Good Good Needs

Improvement
Knowledge and Student Student Student Student

Understanding illustrate the Illustrate the illustrate some illustrate the
strong good understanding limited
understanding understanding of the concept. understanding
of the concept of the concept. about the
concept.
Organization Explanation Explanation are Trying to Explanation are

enhances and mostly organized the lacks of clear
showcase the organized ideas ideas. sense of
organization of logically. direction.
the concept.
Content and Central idea is Central idea Central idea is Central idea and
Information well developed and clarity expressed clarity purpose
and clarity purpose are though it may are absent or
purpose is generally be vague or too incompletely
exhibited evident broad; Some expressed and
throughout the throughout the sense of maintained.
explanation. explanation. purpose is
maintained
throughout the
explanation.
Language Vocabulary is Vocabulary is Vocabulary is Vocabulary is

sophisticated varied, specific used properly unsophisticated,
and correct as and though not used
are sentences appropriate sentences may properly in very
which vary in be simple simple
structure and sentences.
length
21
UNIT III - MANAGEMENT INSTRUCTION

4. Explain the strategies on how to captures student’s interest of the
lesson.
5. Develop an effective management instruction in the classroom.
6. Create learning objectives at higher levels of behavioral
complexity, such as analysis, synthesis, and decision making
Introduction
The instructional management is process of monitoring the progress
of the pupils and make decisions on the pace of instruction, the grouping of
the children, the sequence of the lesson, and the individualization
of instruction (Geddes and Kooi: 1969). Management Instruction involve
the identification and formulation of goals and objectives, selection and
organization of content, identification of appropriate teaching approaches,
methodologies, techniques and activities , assessment of learning. This unit
will introduce the mechanism of effective management instruction.
Key Terms
● Objectives- the goal and purpose of the lesson.

● Heuristics- a person that allows to shortcut in order to solve the
problem and make judgement quickly and efficiently.
● Cognitive- involved comprehend, understanding, remembering, etc.
● Affective- involve feeling and emotions.
● Principle- serves as the foundation for a system of belief and
behavior.
● Mnemonic- a device such as a pattern of letters, ideas, or
associations that assists in remembering something.
22
● Assessment - refers to the wide variety of methods or tools that
educators use to evaluate, measure, and document the academic
readiness, learning progress, skill acquisition, or educational needs of
students.
Lecture Notes
DETERMINING AND FORMULATING GOALS/ OBJECTIVES

Guiding Principles in Determining and Formulating Learning Objectives:
1. “Begin with the end in mind” says Covey, the author of “Seven Habits of
effective People”. – We must begin our lesson with a clearly defined
lesson objective.
2. Share lesson objective with students – Make known to our students our
instructional objective and encourage them to make the lesson
objective their own.
3. Lesson objective must be in the 2 or 3 domains- knowledge (cognitive),
skill (Psychomotor), and values (affective)- Lesson objective must
integrate objectives in the cognitive, psychomotor and affective
domains for a wholistic lesson
4. Work on the significant and relevant lesson objective – Our lesson
objective must be connected to our students’ life experiences.
5. Lesson objective must be aligned with the aims of education as

embodied in the Philippine Constitution and other laws and on the
vision-mission statements of the educational institution of which you
are a part
6. Aim at the development of critical and creative thinking – Our teaching
strategies and techniques must be such that they serve as catalyst in
the development of higher-order-thinking skills (HOTS) and creative
thinking skills
23
https://www.toolshero.com/personal-development/smart-goals/
7. Taxonomy of Objectives
Bloom’s Taxonomy is a classification of thinking organized by levels of

complexity. It gives teachers and students an opportunity to learn and
practice a range of thinking and provides a simple structure for many
different kinds of questions.
The revised Bloom’s Taxonomy provides the measurement tool for
thinking.
The changes in RBT occur in three broad categories:
1. Terminologies;
2. Structure;
3. Emphasis
24
Visual Comparison of the Two Taxonomies (TERMINOLOGY CHANGES)
1956 OBT 2001 RBT
http://stacyclaudia.weebly.com/blooms-taxonomy.html
CHANGES IN TERMS
❖ The names of six major categories were changed from noun to verb
forms.
❖ Taxonomy reflects different forms of thinking and thinking is an
active process, hence verbs are more accurate.
❖ The knowledge category was renamed. Knowledge is a product of
thinking and was inappropriate to describe a category of thinking and
was replaced with word remembering instead.
❖ Comprehension became understanding and synthesis renamed
creating in order to better reflect the nature of the thinking
described by each category.
There are six levels of cognitive learning according to the revised version of
Bloom’s Taxonomy. Each level is conceptually different. The six levels are
remembering, understanding, applying, analyzing, evaluating, and creating.
Using Bloom's Revised Taxonomy in Assessment
❖ These levels can be helpful in developing learning outcomes because

certain verbs are particularly appropriate at each level and not
appropriate at other levels (though some verbs are useful at multiple
levels).
25
❖ Remember
✔ Definition: retrieve, recall, or recognize relevant knowledge from
long-term memory (e.g., recall dates of important events in U.S.
history, remember the components of a bacterial cell).
Appropriate learning outcome verbs for this level include: cite,
define, describe, identify, label, list, match, name, outline, quote,
recall, report, reproduce, retrieve, show, state, tabulate, and tell.
❖ Understand
✔ Definition: demonstrate comprehension through one or more
forms of explanation (e.g., classify a mental illness, compare ritual
practices in two different religions). Appropriate learning outcome
verbs for this level include: abstract, arrange, articulate,
associate, categorize, clarify, classify, compare, compute,
conclude, contrast, defend, diagram, differentiate, discuss,
distinguish, estimate, exemplify, explain, extend, extrapolate,
generalize, give examples of, illustrate, infer, interpolate,
interpret, match, outline, paraphrase, predict, rearrange, reorder,
rephrase, represent, restate, summarize, transform, and translate.
❖ Apply
✔ Definition: use information or a skill in a new situation (e.g., use
Newton’s second law to solve a problem for which it is
appropriate, carry out a multivariate statistical analysis using a
data set not previously encountered). Appropriate learning
outcome verbs for this level include: apply, calculate, carry out,
classify, complete, compute, demonstrate, dramatize, employ,
examine, execute, experiment, generalize, illustrate, implement,
infer, interpret, manipulate, modify, operate, organize, outline,
predict, solve, transfer, translate, and use.
❖ Analyze
✔ Definition: break material into its constituent parts and determine
how the parts relate to one another and/or to an overall structure
or purpose (e.g., analyze the relationship between different flora
and fauna in an ecological setting; analyze the relationship
between different characters in a play; analyze the relationship
between different institutions in a society). Appropriate learning
outcome verbs for this level include: analyze, arrange, break
down, categorize, classify, compare, connect, contrast,
deconstruct, detect, diagram, differentiate, discriminate,
distinguish, divide, explain, identify, integrate, inventory, order,
organize, relate, separate, and structure.
26
❖ Evaluate
✔ Definition: make judgments based on criteria and standards
(e.g., detect inconsistencies or fallacies within a process or
product, determine whether a scientist’s conclusions follow
from observed data, judge which of two methods is the way to
solve a given problem, determine the quality of a product
based on disciplinary criteria). Appropriate learning outcome
verbs for this level include: appraise, apprise, argue, assess,
compare, conclude, consider, contrast, convince, criticize,
critique, decide, determine, discriminate, evaluate, grade,
judge, justify, measure, rank, rate, recommend, review, score,
select, standardize, support, test, and validate.
❖ CREATE
✔ Definitions: put elements together to form a new coherent or
functional whole; reorganize elements into a new pattern or
structure (design a new set for a theater production, write a
thesis, develop an alternative hypothesis based on criteria,
invent a product, compose a piece of music, write a play).
Appropriate learning outcome verbs for this level
include: arrange, assemble, build, collect, combine, compile,
compose, constitute, construct, create, design, develop, devise,
formulate, generate, hypothesize, integrate, invent, make,
manage, modify, organize, perform, plan, prepare, produce,
propose, rearrange, reconstruct, reorganize, revise, rewrite,
specify, synthesize, and write.
SELECTION AND ORGANIZATION OF CONTENT
GUIDING PRINCIPLE IN THE SELECTION AND ORGANIZATION OF CONTENT.
1. One guiding principle related to subject matter content is to

observe the following qualities in the selection and organization of
content:
⮚ VALIDITY
✔ Teaching the content that we ought to teach according
to national standards explicit in the basic education
curriculum; it also means teaching the content in order
to realize the goals and objectives of the course as laid
down in the basic education curriculum.
27
⮚ SIGNIFICANCE
✔ What we teach should respond to the needs and
interests of the learners, hence meaningful and
significant. Adapted from fink, L.D. (2003). Creating
significant learning experiences, Jossey-bass.
⮚ SELF-SUFFICIENCY
✔ Content fully covers the essentials. Learning content is
not "mile-wide-and-inch-deep." The essentials are
sufficiently covered and are treated in depth. This is a
case of "less is more."
⮚ BALANCE
✔ Content includes not only facts but also concepts and
values. The use of the three-level approach ensures a
balance of cognitive, psychomotor, and affective lesson
content. A balanced content is something that is not too
easy to bore the above average student, neither not too
difficult to turn off the average. It is something that
challenges the student. To observe the principle of
balance, no topic must be extensively discussed at the
expense of other topics.
⮚ INTEREST
✔ Teacher considers the interest of the learners, their
developmental stages and cultural and ethnic
background.
⮚ UTILITY
✔ Will this content be of use to the learners? It is not
meant only to be memorized for test and grade
purposes. What is learned has a function even after
examinations are over.
⮚ FEASIBILITY
✔ The content is feasible in the sense that the essential content
can be covered in the amount of time available for instruction.
A guaranteed and a viable curriculum is the first in the school-
related factors that has the greatest impact on student
achievement. (Marzano, 2003)
● IT IS OBSERVED THAT THERE IS SO MUCH CONTENT TO COVER

WITHIN THE SCHOOL YEAR, SO MUCH SO THAT TEACHERS TEND TO
RUSH TOWARDS THE END OF THE SCHOOL YEAR, DO SUPERFICIAL
TEACHING AND CONTRIBUTE TO NON-MASTERY OF CONTENT.
What are the qualities to be observed in selecting and organizing

appropriate content?
28
2. At the base of the structure of cognitive subject matter content is
facts. We can’t do away with facts but be sure to go beyond facts by
constructing an increasingly richer and more sophisticated
knowledge base and by working out a process of conceptual
understanding.
HERE ARE A FEW WAYS CITED BY COGNITIVE PSYCHOLOGISTS (ORMROD,

2000) BY WHICH YOU CAN HELP YOUR STUDENTS: o PROVIDING
OPPORTUNITIES FOR EXPERIMENTATION.
⮚ PRESENTING THE IDEAS OF OTHERS
⮚ EMPHASIZING CONCEPTUAL UNDERSTANDING
⮚ ORGANIZE UNITS AROUND A FEW CORE IDEAS AND THEMES
HERE ARE SOME SPECIFIC STRATEGIES THAT CAN HELP YOU DEVELOP
CONCEPTUAL UNDERSTANDING IN YOUR STUDENTS: (ORMROD, 2000)
⮚ EXPLORE EACH TOPIC IN DEPTH
⮚ EXPLAIN HOW NEW IDEAS RELATE TO STUDENTS OWN EXPERIENCES
AND TO THINGS THEY HAVE PREVIOUSLY LEARNED.
⮚ SHOW STUDENTS THAT CONCEPTUAL UNDERSTANDING OF SUBJECT
MATTER IS FAR MORE IMPORTANT THAN KNOWLEDGE OF ISOLATED
FACTS
⮚ ASK STUDENTS TO TEACH TO OTHERS WHAT THEY HAVE LEARNED –
A TASK THAT ENCOURAGES THEM TO FOCUS ON MAIN IDEAS AND
PULL THEM TOGETHER IN A WAY THAT MAKES SENSE
⮚ PROMOTING DIALOGUE
⮚ USING AUTHENTIC ACTIVITIES
3. Subject matter content is an integration of cognitive, skill, and

affective elements.
⮚ While our subject matter content comes in three domains,
these three domains should not be treated as though there
was a clear dividing line among them. When our point of
emphasis is the cognitive aspect, it does not mean that we
exclude skills. In the first place, our teaching of facts, concepts,
principles, theories and laws necessitate the skill of seeing the
relationships among these in order to see meaning.
⮚ When our subject matter is focused on the thinking and
manipulative skills, our lesson content also has cognitive
content. More so with the teaching of values, for values have
definitely a cognitive basis. If the values taught are imbibed by
the students, these are expressed in their daily behavior (skill).
The cognitive lesson may be used as a vehicle in the teaching
of skills and values.
⮚ In short, subject matter content is an integration of facts,
concepts, principles, hypothesis, theories, and laws, thinking
skills, manipulative skills, values and attitudes.
29
The Structure of Subject Matter Content
Our subject matter content includes cognitive, skill, and affective
components. The cognitive component is concerned with facts,
concepts, principles, hypothesis, theories, and laws. The skill component
refers to thinking skills as well as manipulative skills while the affective
component is the realm of values and attitudes.
⮚ Cognitive (Ormrod, 2000)
o Fact – an idea or action that can be verified Example:
Names and dates of important activities, population of the
Philippines. Facts are the basic unit of cognitive subject
matter content. From facts, we go higher to concepts,
principles, hypotheses, theories and laws. It is, therefore,
necessary that the facts that we begin with are updated
and accurate.
o Concept – a categorization of events, places, people, ideas
Example: The concept furniture includes objects as chairs,
tables, beds, and desks.
o Principle – relationship(s) between and among facts and
concepts. These are arrived at when similar research
studies yield similar results time after time. Example: The
number of children in the family is related to the average
scores on nationally standardized achievement tests for
those children.
o Hypothesis – educated guesses about relationships
(principles) Example: For lower division undergraduate
students, study habits is a better predictor of success in a
college course than is a measure of intelligence or reading
comprehension. Hard work and determination are more
important than test scores.
o Theories – set of facts, concepts and principles that
describe possible underlying unobservable mechanisms
that regulate human learning, development, and behavior.
They explain why these principles are true. Examples:
Piagets theory on cognitive development, Kohlbergs theory
on moral development.
Learners seem to acquire general belief system –personal theories –
about how the world operates. Bythe time they go to school, children
have their own personal theories about things and happenings in the
world. These personal beliefs may not necessarily be accurate beliefs.
Even the author of this book thought that every time she swallowed a
santol seed, the seed would germinate in her stomach and its branches
and leaves would grow out of her ears, nose and mouth. Therefore,
much is demanded of you as a teacher in order to promote effective
construction of knowledge and eliminate misconceptions.
o Laws – firmly established, thoroughly tested principle or
theory. Examples: Thorndikes law of effect, law on the
30
conservation of matter and energy, the law of supply and
demand. Law of Effect: Responses followed by a satisfying
state of affairs (trial and error) were gradually stamped in
(developed) as habits; responses followed by an annoying
state of affairs were gradually stamped out as habits
(eliminated from the animals behavioral repertoire).
Thorndike
⮚ Skills
o Thinking Skills – These refer to the skills beyond the recall
and comprehension. They are skills concerned with the
application of what was learned, (in problem- solving or in
real life) synthesis, evaluation and critical and creative
thinking.
o Divergent thinking – this includes fluent thinking, original
thinking, flexible thinking, and elaborative thinking: fluent
thinking – is characterized by the generation of lots of
ideas. Thought flow is rapid. It is thinking of the most
possible ideas. Flexible thinking – is characterized by a
variety of thoughts in the kinds of ideas generated.
Different ideas from those usually presented flow from
flexible thinkers. Unscrambling the letters original thinking
– is thinking that differs from what’s gone before. Thought
production is away from the obvious and is different from
the norm. elaborative thinking – embellishes on previous
ideas or plans. (Torres, 1994) It uses prior knowledge to
expand and add upon things and ideas.
o Convergent thinking – it is narrowing down from many
possible thoughts to end up on a single best thought or an
answer to a problem.
o Problem solving – it is made easier when the problem is
well-defined. "The proper definition of a problem is already
half the solution." It is doubly difficult when the problem is
ill-defined. When it is ill-defined, then the first thing to
teach our students is to better define the problem. Here are
some techniques (Ormrod, 2000):- Break large problems
into well-defined ones- Distinguish information needed-
Identify techniques to find needed information
Content Problems can be solved by using an algorithm or a heuristic
strategy. Solving a problem by the use of an algorithm means following
specific, step-by-step instructions. An example is when you assemble the
dismantled parts of a new toy by following the "how to assemble"
instructions. Fortunately or unfortunately, not all problems are solved
by the use of algorithms. When there is no algorithm for solving a
problem, we use heuristics, general problem-solving strategy, for a
solution. These are informal, intuitive, speculative strategies that
sometimes lead to an effective solution and sometimes do not.
31
How can we help our students acquire effective problem-solving
strategies? Ormrod (2000) cites a number situations in which they can
be used.
✔ Provide worked-out examples of algorithms being applied. - Help
students understand why particular algorithms are relevant and
effective in certain situations.
✔ When a student’s application of algorithm yields an incorrect
answer, look closely at the specific steps the student has taken
until the trouble spot is located.
For teaching heuristics:
✔ Give students practice in defining ill-defined problems.
✔ Teach heuristics that students can use where no algorithms apply.
For teaching both algorithm and heuristics
For teaching both algorithm and heuristics
✔ Teach problem-solving strategies within the context of specific
subject areas (not as a topic separate from academic content)
✔ Provide scaffolding for difficult problems
✔ for example by breaking them into smaller and simpler problem,
giving hints about possible strategies, or providing partial
solutions.
✔ Have students solve problems in small groups, sharing ideas about
problem-solving strategies, modelling various approaches for one
another, and discussing the merits of each approach. Problem
solving involves both divergent and convergent thinking.
Divergent thinking enables you to generate a diverse assortment
of possible solutions to a problem. From the diverse possible
solutions, you arrive at the best possible answer.
o Metaphoric thinking – This type of thinking uses analogic
thinking, a figure of speech where a word is used in a
manner different from its ordinary designation to suggest
or imply a parallelism or similarity. Example: Teaching is
lighting a candle. The learners mind is a "blank slate." This
may also be called analogic thinking. An analogy is simply a
comparison between two objects or concepts. Example: A
plane flies like a bird.
o Critical thinking - It involves evaluating information or
arguments in terms of their accuracy and worth. (Beyer,
1985) It takes a variety of forms – verbal reasoning,
argument analysis, hypothesis testing, and decision making.
Verbal reasoning – an example is evaluating the persuasive techniques
found in oral or written language. You employ this when you evaluate the
reliability and the truth of advertisements that bombard you every day.
✔ Argument analysis – You are engaged in this critical thinking
process when you discriminate between reasons that do and do
not support a particular conclusion. Example: The ground is wet
so it must have rained last night. When you analyze the given
32
argument and determine whether or not the reason, "it must
have rained last night" logically support or does not logically
support the argument.
✔ Hypothesis testing – It is evaluating the value of data and research
results in terms of the methods used to obtain them and their
potential relevance to particular conclusions. A question you will
ask when you are engaged in critical thinking as you are engaged
in hypothesis testing is: Did I make use of an appropriate method
to measure a particular outcome?
✔ Decision making – we are engaged in critical thinking when we
weigh the pros and cons of each proposed alternative approach.
✔ Creative thinking - This type of thinking involves "producing
something that is both original and worthwhile. (Sternberg, 2003)
It is original thinking, one type of divergent thinking. It is the
process of bringing something new into birth. It is seeing new
relationships and the use of imagination and inventiveness.
What creative thinking behaviors should be developed?
✔ Awareness – The ability to notice the attributes of things in the
environment so as to build a knowledgebase that is the beginning
of all other forms of creative thinking. A portrayal of Awareness
✔ Curiosity – The ability and inclination to wonder about things and
mentally explore the new, novel, unique ideas.
✔ Imagination – The ability to speculate about things that are not
necessarily based on reality.
✔ Fluency – The ability to produce a large quantity of ideas.
✔ Flexibility – The ability to look at things from several different
perspectives or viewpoints. The Internet today
✔ Originality – The ability to produce new, novel, unique ideas.
✔ Elaboration – the ability to add on to an idea; to give details; build
groups of related ideas or expand on ideas.
✔ Perseverance - The ability to keep trying to find an answer; to see
a task through completion.
o Manipulative Skills – There are courses that are dominantly
skill-oriented like Computer, Home Economics and Technology,
Physical Education, Music and the like. In the biological and
physical sciences manipulative skills such as focusing the
microscope, mounting specimens on the slide, operating
simple machines and other scientific gadgets, mixing chemicals
are also taught.
The learning of these manipulative skills begin with naive
manipulation and ends up in expert and precise manipulation.
⮚ Interactive attitudes and values
In the three-level approach to teaching, values are at the apex
of the triangle. It is because it is in the teaching of values that the
teaching of facts, skills and concepts become connected to the life
of the students, thus acquiring meaning. Without the value- level
33
of teaching, we contribute to the development of persons who
have big heads but tiny hearts. We contribute to the formation of
"intellectual giants" but emotional dwarfs.
Shall we teach values? Can values be taught? Many say "NO," rather
values are caught. The author, however, would dare say "YES!" Values are
taught and caught! Due to the belief that values cannot be taught, many
teachers relegate values in the background. Values can be taught, because
like any subject matter, they too have a cognitive dimension, in addition to
the affective and behavioral dimension. (Aquino, 1990)
The cognitive dimension – When we teach the value of honesty we ask
the following questions: What is meant by honesty? Why do I have to be
honest? The affective dimension – You have to feel something towards
honesty. You have to be moved towards honesty as preferable to
dishonesty. The behavioral dimension – You lead an honest life.
How can we teach values?
✔ By deutero-learning – Your student learns by being exposed to the
situation, by acquainting himself with a setting, by following models,
pursuing inspirations and copying behavior. YOUR CRITICAL ROLE AS
MODELS IN AND OUTSIDE THE CLASSROOM CANNOT BE
OVEREMPHASIZED.
✔ By positively reinforcing good behavior.
✔ By teaching the cognitive component of values in the classroom.
SELECTION AND USE OF TEACHING SRATEGIES

GUIDING PRINCIPLES IN THE SELECTION AND USE OF TEACHING
STRATEGIES:
1. Learning is an active process.
✔ We have to actively engage the learners in learning activities if we
want them to learn what we intend to teach.
✔ Hands-on-minds learning Research shows
o 75% retention rates in learning by doing
o 90% retention rates learning by teaching others
34
https://teachernoella.weebly.com/dales-cone-of-experience.html
2. The more senses that are involved in learning, the more and the
better the learning.
http://www.dynamicflight.com/avcfibook/learning_process/
3. A non-threatening atmosphere enhances learning.

⮚ Physical classroom condition:
✔ Proper lightning
35
✔ Good ventilation
✔ Order
✔ Tidiness
✔ painting of the room
⮚ Psychological climate:
✔ personality of a teacher
✔ rapport between students and the teacher
✔ relationship among students
⮚ Steps on how to create a positive classroom atmosphere:
a) Cultivate culture of respect
b) Believe in our student’s capacity
c) Make our students feel they belong to a community
of learners with shared goal or purpose
d) Encourage more collaboration and cooperation and
less competition
e) Give allowance for mistakes
4. Emotion has the power to increase retention and learning.
✔ bring emotion into the classroom
✔ recognize the power of emotion to increase retention
5. Learning is meaningful when it is connected to the students’
everyday life.
✔ The meaningfulness & relevance of what we teach is considerably
reduced by our practice of teaching simply for testing.
✔ “answering pedagogy”
6. Good teaching goes beyond recall of information
✔ teaching should reach the levels of application, analysis, synthesis,
and evaluation to hone our student’s thinking skills.
7. An integrated teaching approach is far more effective than teaching
isolated bits of information.
✔ considers the Multiple Intelligences (MI) & varied learning styles
(LS) of students
✔ An integrated approach incorporates successful, research- based
and brain- based instructional strategies.
o Some research findings about the brain (Wolfe, 2001):
1. Without rehearsal or constant attention, information
remains in working memory for only about 15-20 secs.
2. Learning is a process of building neural networks.
3. Our brains have difficulty comprehending very large
numbers because we have nothing in our experience to
‘hook’ them to.
4. The eyes contain nearly 70% of the body’s sensory
receptors & send millions of signals every second along
the optic nerves to the visual processing of the brain.
5. There is little doubt when information is embedded in
the music or rhyme, its recall is easier than when it is in
prose.
36
✔ Brain-based Strategies
1. Involving students in real-life or authentic problem solving
✔ Sometimes students ask us when and where they need this and
that they are learning in school.
✔ Implies that students hardly see the relevance and practical
application of what they’re taught in school
Ex: Students in fifth grade class were challenged by their
teacher to determine whether public opinion in their city matched
that of the country in public poll regarding the selection of a
presidential candidate.
2. Using projects to increase meaning and motivation Projects may not
necessarily be based on problems
Ex: The class will work together on a presentation of World War II
memories and produce an extremely poignant recording of a song from
the era and display collages of photos and other memorabilia.
3. Simulations and role plays as meaning makers
✔ Not all curriculum topics can be addressed through authentic
problem solving and projects.
✔ At times these activities are not feasible, so simulations which
are not real events, are our resort
Ex: A sari-sari store to give elementary students experience in
making budget, stay within budget and counting change for bills.
4. Classroom strategies using visual processing
“A picture is worth ten thousand words.” This being the case
we make it a point to have visual aids. Visuals are powerful aids in
retention as well as in understanding.
37
https://www.slideshare.net/eightieslingo/marzano-identifying-similarities-and-differences
Descriptive pattern organizer
https://acullinane.wordpress.com/2011/03/15/graphic-organizers/
38
Time Sequence Pattern Organizer
http://hyislong.blogspot.com/2006/09/time-sequence-patterns-as-nlr.html
Episode Pattern Organizer
https://generalizationcollection.blogspot.com/2019/07/the-ideal-example-of-generalization_16.html
39
Concept Pattern Organizer
http://hyislong.blogspot.com/2006/09/math-concept-pattern-organizers.html
https://app.emaze.com/@AILCZQTF/rachel-greis-ch-6-nonlinguistic-representations#1
40
Process/ Cause-Effect Pattern Negotiation
https://suleaders.com/wp-content/uploads/2016/07/marzanostrategies.pdf
5. Songs, jingles and raps- Content can be more easily learned when
they give it a tune or make it into rhyme Adding movement to the
music or rhyme provides an extra sensory input to the brain and
probably enhances learning
6. Mnemonic strategies – assist students in recalling important
information.
a. Ex: We count the peaks and valleys of our knuckles.
i. StalaCtites - found on the Ceiling
ii. StalaGmites – found on the Ground
7. Writing strategies – Make students write their own word problems
and make them ask their classmates to solve them or by the use of
incomplete statements
a. Ex: I think calculators… Factoring is easy if… I am hard up in…
In Social Studies, you make them write dialogues, speeches, letter,
newspaper eulogies.
8. Active Review - Instead of the teacher conducting the review,
students are given their turn. Review days are planned and organized
to give enough time for students to prepare for the holding of a
review. It also strengthens synapses.
9. Hands-on-activities – Concrete experience is one of the best ways to
make long-lasting neural connections. Aristotle said: “What we have
to learn to do, we learn by doing.”
8. There is no such thing as best teaching method. The best method is
the one that works, the one that yields results.
✔ Factors to consider in the choice of teaching method:
a) Instructional objective;
b) Nature of the subject matter;
c) The learners;
d) The teacher;
e) School policies.
41
DIFFERENT APPROACHES AND METHODS.
“a thousand teachers, a thousand methods”- Chinese Proverb
❖ TEACHING APPROACH It is a set of principles, beliefs, or ideas about

the nature of learning which is translated into the classroom.
TEACHING STRATEGY It is a long term plan of action designed to
achieve a particular goal.
❖ TEACHING METHOD It is a systematic way of doing something. It
implies an orderly logical arrangement of steps. It is more procedural.
❖ TEACHING TECHNIQUE It is a well-defined procedure used to
accomplish a specific activity or task.
❖ TEACHER-CENTERED APPROACH
o The teacher is perceived to be the only reliable source of
information in contrast to the learner-centered approach.
❖ LEARNER-CENTERED APPROACH
o In which it is premised on the belief that the learner is also an
important resource because he/she too knows something and
is therefore capable of sharing something.
❖ SUBJECT MATTER-CENTERED APPROACH
o Subject matter gains primacy over that of the learner.
❖ TEACHER DOMINATED APPROACH
o In this approach, only the teacher’s voice is heard. He/she is
the sole dispenser of information.
42
❖ INTERACTIVE APPROACH
o In this approach, an interactive classroom will have more
student talk and less teacher talk. Students are given the
opportunity to interact with teacher and with other students.
❖ CONSTRUCTIVIST APPROACH
o The students are expected to construct knowledge and
meaning out for what they are taught by connecting them to
prior experience.
❖ BANKING APPROACH
o The teacher deposits knowledge into the “empty” minds of
students for students to commit to memory.
❖ INTEGRATED APPROACH
o It makes the teacher connects what he/she teaches to other
lessons of the same subject (intradisciplinary) or connects
his/her lessons with other subjects thus making his/her
approach interdisciplinary and multidisciplinary.
❖ DISCIPLINAL APPROACH
o It limits the teacher to discussing his/her lessons within the
boundary of his/her subject.
❖ COLLABORATIVE APPROACH
o It will welcome group work, teamwork, partnerships, and
group discussion.
❖ INDIVIDUALISTIC APPROACH
o It wants the individual students to work by themselves.
❖ DIRECT TEACHING APPROACH
o The teacher directly tells or shows or demonstrates what is to
be taught.
❖ INDIRECT,GUIDED APPROACH
o The teacher guides the learner to discover things for
himself/herself. The teacher facilitates the learning process by
allowing the learner to be engaged in the learning process with
his/her guidance.
Other teaching approaches cited in education literature are:
❖ RESEARCH-BASED APPROACH
o As the name implies, teaching and learning are anchored on
research findings.
❖ WHOLE CHILD APPROACH
o The learning process itself takes into account not only the
academic needs of the learners, but also their emotional,
creative, psychological, spiritual, and developmental needs.
❖ METACOGNITIVE APPROACH
o The teaching process brings the learner to the process of
thinking about thinking. The learner reflects on what he
learned and on his/her ways of learning
43
❖ PROBLEM-BASED APPROACH
o As the name implies, the teaching- learning process is focused
on problems. Time is spent on analyzing and solving problems.
⮚ DIRECT / EXPOSITIVE INSTRUCTION APPROACH
1) DIRECT INSTRUCTION/ LECTURE METHOD
Direct instruction is aimed at helping students acquire
procedural knowledge exercised in the performance of some
task. Procedural knowledge refers to skills needed in the
performance of a task.
▪ Steps of the Direct or Lecture Method
o To employ the methodology in teaching skill/s, follow these
steps:
a) Provide the rationale,
b) Demonstrate the skill,
c) Provide guided practice until mastery,
d) Check for understanding and provide feedback,
e) Provide extended practice and transfer, and
f) Assess learning at the end. (This is what we call summative
assessment.)
⮚ SUMMATIVE ASSESSMENT
o The goal of summative assessment is to evaluate student
learning at the end of an instructional unit by comparing it
against some standard or benchmark. Summative assessments
are often high stakes, which means that they have a high point
value. Examples of summative assessments include:
▪ a midterm exam
▪ a final project
▪ a paper
If you teach facts, principles, or laws, your steps are similar with those of
teaching a skill.
a) Give a short introduction by providing the
rationale,
b) Present your lesson,
c) Develop the lesson by explaining, illustrating, it
with diagrams if appropriate and/or giving concrete
examples,
d) Give application of the lesson, and
e) Check for understanding and provide feedback.
(This is what we call formative assessment.)
⮚ FORMATIVE ASSESSMENT
o The goal of formative assessment is to monitor student
learning to provide ongoing feedback that can be used by
instructors to improve their teaching and by students to
44
improve their learning. More specifically, formative
assessments:
▪ help students identify their strengths and weaknesses
and target areas that need work
▪ help faculty recognize where students are struggling and
address problems immediately.
o Formative assessments are generally low stakes, which
means that they have low or no point value. Examples of
formative assessments include asking students to:
▪ draw a concept map in class to represent their
understanding of a topic
▪ submit one or two sentences identifying the
main point of a lecture
▪ turn in a research proposal for early feedback
⮚ INSTRUCTIONAL CHARACTERISTICS
1. The strategy is teacher-directed.
2. The emphasis is on the teaching of skill. Each step must
be mastered, hence the students gain “how” rather than
“what”. It is termed procedural knowledge.
3. Taught in a step-by-step fashion, it ensures the learning
of the entire procedure with no step missed.
4. Lesson objectives include easily observed behaviors that
can be measured accurately.
5. This is a form of learning through imitation, sometimes
termed “behavioral modeling”.
6. This can also be used to teach facts, principles, and laws.
GUIDELINES FOR ITS EFFECTIVE USE TEACHING SKILL

1. The students must be given ample time for practice.
2. They must be included in the planning stage since this technique is
highly task-oriented and aimed at mastery of every step. The lesson
objectives are student-based.
3. Describe the testing situation and specify the level of performance
expected.
4. Divide complex skills and understanding into subskills or into its
component steps so they can be taught easily and with precision.
5. Design own strategy in teaching each skill which will eventually
contribute to the learning of the entire skill.
6. Before the demonstration, carefully rehearse all steps. The steps
should be observed and followed.
7. Assign practice for short periods of time, then continue learning by
imitating others.
8. Provide feedback and encouragement through praises. Positively
motivated, the students will never get tired practicing.
9. Be able to construct good performance- based tests.
45
Teaching Declarative Knowledge – Facts, Principles and Laws
1. Be sure the facts, principles, and laws are correctly, clearly, and
adequately explained.
2. Use visual aids to concretize abstract principles and laws.
3. Illustrate laws and principles with concrete examples.
4. Present facts meaningfully by citing their significance and by
connecting them with everyday life.
⮚ DEMONSTRATION METHOD
o As the name implies, in the demonstration method the teacher
or an assigned student or group shows how a process is done
while the students become observers. The demonstrator is
knowledgeable in preparing the apparatus needed according
to the steps to be followed. The rest of the class becomes
focused on the activity and concentration on the subject is
assured.
GUIDELINES FOR ITS EFFECTIVE USE

BEFORE
1. The demonstrator/s must be well-selected. He/she/they must be
skilled in operating modern equipment and proficient in undertaking
scientific investigations.
2. When planning the activities make sure that the materials are easily
available. Likewise, get prepared with possible substitutes.
3. Get ready with the equipment and tools to be used. Demonstration
should be scheduled as to day and class period.
4. The demonstrator must try the activity several times before the real
demonstrations for a smooth sequencing of the steps as well as
accuracy of the result.
5. The observers must be prepared and motivated to ensure
concentration throughout the activity.
6. The demonstrator must be ready with on- the-spot revision/s such as
alternative steps or substitute materials when needed.
7. Arrange the observers around the demonstration area or at a
distance where they will be able to observe fully what is going on.
8. Depending on the kind of demonstration to be undertaken, pointers
or questions may be given to focus students’ attention and avoid
irrelevant observations.
DURING
1. The place must be quiet in order to sustain the observers’
attention and interest during the activity.
2. Extreme care must be taken in performing some delicate steps.
3. The activity must not be interrupted by unnecessary
announcements or noise in the surroundings.
4. They are allowed to take down short notes or record some data
which may be analyzed after.
46
AFTER
1. Allow some questions which bothered them during the
demonstration.
2. An examination of the observed data and all information recorded
follows.
3. Have an analysis of trends, patterns or uniform occurrences that
can help in arriving at a conclusion.
4. The solution or summary must be cooperatively undertaken by
the whole class.
5. Assess learning by way of a short test, an oral evaluation or a
performance test.
ADVANTAGES
1. The demonstration method follows a systematic procedure.
2. The use of expensive equipment and machines will be maximized.
3. Possible wastage of time, effort and resources will be avoided since
the demonstration is supposed to be well- planned in advance.
4. It will not result to trial and error learning as what happens with
unplanned learning activities.
5. The findings are reliable and accurate since the procedure has been
tried before.
6. The value of confidence is developed among the demonstrators for
such hands-on demonstration.
7. Curiosity and keen observing ability are instilled among the
observers.
⮚ INDIRECT/GUIDED / EXPLORATORY APPROACH

o Indirect instruction method is best used when the learning
process is inquiry-based, the result is discovery and the
learning context is a problem. This can come as
1. Inquiry method/discovery method
2. Problem solving method
3. Project method
⮚ INQUIRY METHOD
o We will never be able to help children learn if we tell them
everything they need to know. Rather, we must provide them
with opportunities to explore, inquire and discover new
learning. The core of inquiry is a spontaneous and a self-
directed exploration.
STEPS IN THE INQUIRY METHOD
1. Define the topic or introduce the question.
2. Guide students plan where and how to gather data and information.
3. Students present findings through graph, charts, PowerPoint
presentation, models, and writing.
INSTRUCTIONAL CHARACTERISTICS
47
The following are commonly observed characteristics of the
discovery/inquiry method:
1. Investigative processes such as inferring, hypothesizing, measuring,
predicting, classifying, analyzing, and experimenting, formulating
conclusions and generalizations are employed.
2. The procedure in gathering information is not prescribed by the
teachers.
3. The children are highly motivated to search, hence active
participation is the best indicator of inquisitiveness.
4. The answers arrived at are genuine products of their own efforts.
5. Focused questions before, during and after are critical ingredients
that provide direction and sustain action.
OUTCOMES OF INQUIRY TEACHING

1. Its emphasis is on the processes of gathering and processing of
information
2. Its dependence on firsthand experience with objects and phenomena
occurring in the environment is certainly in agreement with the most
often cited theory of Piaget on intellectual development.
3. The inquiry approach which predominantly allows some degree of
freedom develops initiative and divergent thinking.
4. A deep sense of responsibility is developed when learners are left to
manage their own learning, be it in pursuit of answers, mastery of
content or simply solving a problem that confronts them instantly.
5. Educators strongly believes that facts and concepts that learners
discover by themselves become stored as part of their permanent
learning. 6. Experiencing success in inquiry- based/discovery lessons
builds up the learners’ feeling of confidence.
6. Participation in inquiry activities strengthens learners’ intellectual
capabilities.
HOW TO FACILITATE INQUIRY TEACHING
1. Arrange for an ideal room setting.

2. Choose tools and equipment that can easily be manipulated.
3. The materials to be used or examine must lend themselves easily to
the processes to be employed and the end product desired.
4. The questions/problems to be answered should originate from the
learners, followed by the formulation of hypothesis.
5. The procedure should likewise be planned by them.
6. At the completion of the activity, require an evaluation of the steps
undertaken as to its effectiveness and the clarity of the results.
7. Above all, the teacher himself/herself should internalize his/her
changed role to that of a guide, facilitator, and counselor rather than
the traditional authority who not only determines the material to be
learned but also dictates how it should be learned.
48
⮚ PROBLEM SOLVING METHOD
o Problem solving is a teaching strategy that employs the
scientific method in searching for information. The five basic
steps of scientific method or investigatory process are:
1. Sensing and defining the problem
2. Formulating hypothesis
3. Testing the likely hypothesis
4. Analysis, interpretation and evaluation of evidence
5. Formulating conclusion
ADVANTAGES
1. This method is most effective in developing skill in employing the
science processes.
2. The scientific method can likewise be used effectively in other non-
science objects.
3. The student’s active involvement resulting in meaningful experiences
serves as a strong motivation to follow the scientific procedure in
future undertakings.
4. Problem solving develops higher level thinking skills.
5. A keen sense of responsibility, originality and resourcefulness are
developed, which are much needed ingredients for independent
study.
6. The students become appreciative and grateful for the achievement
of scientists.
7. Critical thinking, open-mindedness and wise judgment are among
scientific attitudes and values inculcated through competence in the
scientific method.
8. The student learn to accept the opinions and evidence shared by
others.
GUIDELINES FOR ITS EFFECTIVE USE

1. Provide sufficient training in defining and stating the problem in a
clear and concise manner.
2. Make sure that the problem to be solved fits the age, interests and
the skills of the students.
3. Group the students and allow each one to share in the tasks to be
performed
4. Guide them at every step by asking leading questions in case of
snags.
5. Get ready with substitutions for materials which may not be
available.
6. The emphasis is on the procedure and the processes employed
rather than on the products.
7. The development of skills and attitudes takes priority over
knowledge.
49
8. Involve the students in determining the criteria with which they will
be evaluated.
SELECTION AND USE OF INSTRUCTIONAL MATERIALS
PRINCIPLES
For optimum learning, let us observe the following general principles
in the use of instructional materials (IM’s)
1. All instructional materials are aids to instruction. They do not replace

the teacher.
2. Choose the instructional material that best suits your instructional
objectives.
3. If possible, use a variety of tools.
4. Check out your instructional material before class starts to be sure it
is working properly.
5. For result, abide by the general utilization guide in the use of media
given below:
a. Learn how to use instructional material.
b. Provide a conducive environment
c. Prepare introductory remarks, questions or initial comment
you may need.
VARIOUS FORMS OF MEDIA

⮚ Audio recordings
o Audio recordings include tapes, records and compact discs.
Tapes may be in form of teacher recorded , student recorded
or ready-made tapes.
Advantages
a) Improve listening skills
b) Easy to operate
c) Best use to improve speech skills
Disadvantage
a) Extended use may bore student
b) Costly compared to actual oral presentation
c) Guidelines on how to use it
d) Preview the material
e) Motivate the student to listen carefully to the important details.
⮚ OVERHEADTRANSPARENCIES
o By using an overhead projector, a transparency can show,
pictures, diagrams and sketches at a time when they are
needed in a discussion.
Advantages
a) Transparencies can easily be prepared by the teacher or the
student
50
b) The teacher is able to maintain eye contact while the
transparency in on.
c) Transparencies are reusable.
d) OHP is easy to operate
Disadvantages
a) The overhead projector maybe costly for some.
b) Moving it around needs as much care.
c) Guidelines on how to use it
d) Make sure that the projector is available when needed.
e) Use a pointer to point out important details
⮚ BULLETINBOARD
o It is usually stationary on a wall or it can be movable.
Advantages
a) It can present a preview of the lesson to be presented as way of
motivating the student.
b) The attractive displays can add life and color to drab room
atmosphere.
Disadvantage
a) A good one needs time to plan and execute. If hurried, the display
may failed in conveying the message desire.
Guidelines
a) The items to be displayed must be tastefully selected.
b) A well-organized layout of the text and materials can convey at once
the idea.
⮚ CHALKBOARD
o This includes not only those with flat and wide surfaces but
also the portable types which can be moved or even serve as
dividers.
Advantages
a) It is easily available.
b) It is inexpensive and easy to install.
c) It can accommodate so much writing space and easy to clean. Topics
can be listed, deleted or revised to a final form
Disadvantage
a. Lesson or writings on the chalkboard are only a day’s use,
hence temporary and cannot be save.
b. Chalk dust make the area messy.
Guidelines
a. Make sure that the chalkboard and eraser are cleaned and
maintained. Plan ahead what you are going to write on the board.
b. Never use the hand for erasing.
c. Stand in such a way that you don’t block the view of the students
while writing.
51
⮚ CHARTS
o Maybe in the form of maps, graphs, photographs, and cut-outs.
They maybe prepared graphic devices or poster.
Advantages
a. Charts can be used over and over again.
b. They can be moved easily from one place to another.
c. Colored charts are more attractive.
Disadvantage
a. Big charts are cumbersome to handle.
b. Charts can be outdated
Guidelines
a. Plan well to make sure it fits to the lesson.
b. Avoid crowding the graphic to be shown.
c. When identifying a portion, use a pointer.
⮚ MOCK-UPS
o A mock-up is a replica of an object that may be larger or
smaller scale. It is intended to show the essential parts which
are made detachable.
ADVANTAGES
a) It can be constructed buy the teacher since she knows which part
should emphasized. In a mock-up structure of a flower the
detachable parts could be the pistil and the stamen.
b) it is a way of focusing observations on the desired part to be studied
as well as the functional relationships of the parts.
DISADVANTAGES
a) Its construction could be time consuming
b) Since the sizes are exaggerated, the students might be confused
when faced with the real object.
c) It could be costly
GUIDELINES
a) Involve students in building mock-ups
b) Guide the students in the construction of a mock-ups.
c) Make sure it will truly illustrates the functional relationship of the
parts of the real object.
d) Prepare a sketch of the desired scale and location of the parts before
building it.
⮚ REALIA
o Stands for the real thing that are to be studied like using real
insects or plants. They are plentiful in the children’s
environment and around the school.
ADVANTAGES
a) Real object are easily available everywhere.
52
b) Examining real objects create concrete learning experiences for the
learner.
c) Real specimens can be handled and observed thoroughly.
DISADVANTAGES
a) Some live animals and plants are potential hazards.
b) Some are expensive
c) Problems regarding storage and retrieval may arise.
GUIDELINES
a) Fit the object with the objectives of the lesson.
b) The students can bring their own realia from their homes.
c) Students should be encourage to help in locating and acquiring realia
for their classroom use.
⮚ VIDEO TAPES/FILMS
o Films come in the form of 8mm and 16m type. Video tapes
can be purchase or rented.
ADVANTAGES
a) Motion pictures easily motivate children.
b) Movement or sequence of events can be shown clearly.
c) They are adaptable to large or small group
DISADVANTAGES
a) Choosing films with the exact content desired may be a problem.
b) Projection equipment might be expensive for some school.
GUIDELINES
a) In purchasing or renting, allow sufficient time in order to have them
available when needed.
b) Preview film to get thoroughly acquainted with its content.
⮚ MODELS
o Models are scaled replicas of real object. When the real thing
cannot be used due to their size either too large or too small,
replicas are used
ADVANTAGES
a) Models provide motivation and enhance learning.
b) Oversized objects can be reduced in size and can be studied in the
classroom.
DISADVANTAGES
a) Purchase of models can be costly.
b) If models are built as to scale, it could be time consumed.
GUIDELINES
a) Emphasize the size of the real object while being used.
b) Use of moving models can catch attention and interest easily.
⮚ PICTURES
o These include flat, opaque and still pictures. Photographs or
pictures clipped from newspaper and magazines are also used.
53
The concepts to be taught could be introduced through
pictures.
ADVANTAGES
a) Appropriate pictures that fit the objectives are easy to obtain.
b) They are often free in the form of clippings
DISADVANTAGES
a) Choosing right picture can be a problem for some teacher.
b) Handing of pictures needs so much care.
GUIDELINES
a) Make sure that the picture that be used is not outdated. Small
pictures are difficult to see.
⮚ BOOKS
o Textbooks and all kind of books are also classified as media or
sub-strategies. They contain information, pictures and
graphics.
ADVANTAGES
b) Books are well-written. They presented acccurate facts and details.
c) They serve as permanent sources of information. Owning books
assures one with available information when needed.
DISADVANTAGES
a) Books on special contents can be expensive for some
b) At one time, the search for information can be limited to only one or
two readers.
GUIDELINES
a) Cultivate the love for books among children age.
b) Assist them in understanding some facts cited especially the new
figures.
⮚ ELECTRONIC MATERIALS
o A lot of materials are now available for teaching-learning –
CDs, DVDs CD-ROMS and the internet. While these are
developments in the field of educational technology, it does
not mean that all these that came before like textbooks have
become obsolete. You will have a more lengthy discussion of
these electronic materials in your two courses on educational
technology.
ASSESSMENT LEARNING
Guiding Principles in the Assessment of Learning The teaching cycle is not

complete without the assessment of learning.
1. Assessment of Learning is an Integral part of the Teaching Learning

Process
54
⮚ We teach with a certain objective to attain. After we have taught,
then it is logical that we find out how well we have attained our
lesson objective, thus we engage ourselves in the process of
assessment.
2. Assessment Tool should match with Performance
⮚ which assessment toll to use, which test to formulate must be based
on our performance objective. If our assessment tool is aligned with
our performance objective, we can claim our performance
assessment tool to be valid.
3. The result of Assessment must be fed back to the Learners

⮚ If the main purpose of assessment is to find out how well the learner
has attained a particular learning objective, it goes without saying
that the assessment process serves its purpose only when we return
corrected test at the soonest possible time.
4. In Assessing Learning , Teachers must consider Learners’, Learning

Style and Multiple Intelligence and so must come up with a variety
of assessing learning.
⮚ These learning style and multiple intelligence are considered in our
assessment activities if they are integrated in our assessment
activities themselves.
5. To contribute to the building of the culture of success in the school,

it is pedagogically sound that in our assessment techniques we give
some positive feedback along with not so good ones
⮚ Starting our critical evaluation of a performance or project by
accentuating on positive point and giving in the form of suggestions
those not-so-good points that definitely need improvement will
cushion the impact of our critical evaluation.
6. Emphasize on Self- Assessment

⮚ If our pupils/students make learning objectives their own , it is but
fitting and proper that in the assessment stage they do their self-
assessment against the standard or criterion of success established at
the beginning of the class performance objective.
7. If we Believe that our Task as Teacher is to Teach ALL

pupils/students, and that is possible that All Students, even those
from Limited Backgrounds, will have Access to Opportunities and
therefore can Achieve, then the Bell Curve Mentality must be
Abandoned
⮚ If we insist on the bell curve mentality we will be made to think that
it is normal and is expected if some fail. This thinking may make us
complement.
55
8. Assessment of Learning should never be used as Punishment or as
disciplinary measure.
⮚ When we resort to this sort of practice, we veer away from the true
purpose of assessment, i.e. to validate learning
9. Result of Learning Assessment must be Communicated Regularly

and Clearly to Parents
⮚ Parents are keenly interested in the progress of their children in
school. They like to know how their children are doing in school and
how they can help their children learn.
10. Emphasize on Real World Application that Favors Realistic

Performances over Out-Of- Context Drill Items
⮚ Such Assessment require students to generate rather than choose a
response, and to actively accomplish complex task while bringing to
bear prior knowledge new learning and relevant skills.
11. To Ensure Learning, Do Formative Assessment.

⮚ Do not wait until the chapter or unit to check if your students
understood the lesson. While you are in the process of teaching,
check for understanding.
12. To Ensure Reliability of Assessment Result, Make Use of Multiple

Sources
⮚ Don’t rely on just one source of assessment data. Make use of
multiple sources-written test, performance text, portfolios, and
observations.
Assessment in the Different Phases of Instruction

▪ Prior to Instruction
⮚ You may give pre-teaching assessment to determine where students
are in relation to your lesson. You can use KWL.
▪ During Instruction
⮚ We can immediately find out if our pupils/students can follow the
lesson by posing oral questions or by observing them as they perform
classroom. Activities or exercise.
▪ After Instruction
⮚ This is referred to as assessment of learning. If you give a pre-test
prior to instruction, then you give a post-test after instruction
Appropriate Assessment Tools
⮚ The teacher-made test or the paper-and-pencil test in many forms is
the most common tool used to assess learning. However, it has been
abused and misused. So more and more teachers are using the
authentic tolls of assessment.
Authentic Tools of Assessment
56
⮚ Performance Test are said to be more authentic than mere paper-
and-pencil tests. The so-called practical tests in skill subject like
Physical Education. Another example of an authentic evaluation tool
is the portfolio assessment.
Focus Questions
Instructions:
iv. Answer the following questions.
v. Submit your answer through Google Classroom
vi. Please be guided of the rubrics. Rubrics will be posted in
Schoology.
1. What are some guiding principle on:
a. The identification and formulation of goals and objectives
b. Selection and organization of content
c. Identification of appropriate teaching approaches,
methodologies, techniques and activities
d. Assessment of learning and on
e. Classroom management
2. What are the implications of these principles to classroom
instruction?
Related Readings
Hello Students! Kindly read this position paper to learn more about
Planning, Organization & Management of School/Classroom Processes.
http://dsert.kar.nic.in/circulars/position/PlanningAndManagement.pdf

Activity for Unit III
Instructions:
Instructor will give further instruction regarding with
your activity.
iii. Submit your answer through Schoology.
iv. Please be guided of the rubrics. Rubrics will be posted
in Schoology
a. Make an Instructional Management Plan
57
UNIT IV - CLASSROOM MANAGEMENT

1. Create and maintain positive learning environments for
individuals and communities of learners.
2. Use effective communication and interactions to establish,
monitor, and revise procedures to facilitate learning and create
positive attitudes for learning.
3. Develop leadership styles that create appropriate learning
climates.
Introduction
One of the most important roles that teachers play is that classroom
manager. Effective teaching and learning cannot take place in a poorly
manage classroom. When chaos becomes norm, both teachers and
students suffer. In contrast, a well-managed classroom provides an
environment in which teaching and learning can flourish. But a well-
managed classroom does not just come out from nowhere. It takes a good
deal of effort to create that conducive classroom climate. Teacher is the
most responsible in creating a well-managed classroom. This unit will
introduce the different strategies on how to create a well-managed
classroom.
Key Terms
● Crux- an essential point requiring resolution or resolving an outcome

● Orchestrate- arrange or score (music) for orchestral performance.
● Ridicule- the subjection of someone or something to contemptuous
and dismissive language or behavior.
● Proactive- creating or controlling a situation by causing something to
happen rather than responding to it after it has happened.
● Transition- the process or a period of changing from one state or
condition to another.
58
Lecture Notes
https://net-ref.com/classroom-management-2020/
GUIDING PRINCIPLE IN CLASSROOM MANAGEMENT

PRINCIPLES IN CLASSROOM MANAGEMENT
Below is a list of principles on classroom management backed up by
research as cited by James H. Stronge in his book “Qualities of Effective
Teacher”
1) Consistent, proactive discipline is the crux of effective classroom
management.
✔ “Prevention is better than cure”, so goes the adage.
✔ If we are proactive in our approach to discipline, we prevent
unnecessary disciplinary problems from cropping up.
✔ We have not to wait for disciplinary problems to erupt for us
to take a move.
2) Establish routines for all daily tasks and needs.

✔ Routinized collection of assignments, passing of papers, and
preparations for experiments saves as a lot of time and effort.
✔ We have not to explain or instruct our pupils/students on how
to pass papers, collect assignments, prepare for experiments
day in and day out because we have established the routines
for these everyday tasks.
59
3) Orchestrate smooth transitions and continuity of momentum
throughout the day.
✔ Smooth transitions and continuity throughout the day ensure
us that every instructional moment is made use of wisely.
✔ No necessary lull is created that will breed classroom
restlessness, which is the father of disciplinary problems.
4) Strike a balance between variety and challenge in student’s activity.

✔ A variety of student activities will ensure that student’s
multiple intelligences and varied learning styles are considered
in the conduct of the student activities.
✔ Most of the time our activities fall under the linguistically
intelligent group category.
✔ Games that require word use, talking writing will certainly
challenge the math wizards and other groups of different
intelligences.
✔ When boredom creeps into the classroom, we have
disciplinary problems in our hands.
5) Classroom manager, be aware of all actions and activities in the

classroom.
✔ Our heightened awareness of everything that is happening in
our classroom puts our pupils and students on their toes all the
time.
✔ While our back faces them when we write on the board, our
“eyes on the back of our heads” will make our pupils and
students feel that we know what they are doing. This is what
Kounin calls wit-it-ness.
6) Resolve minor in attention and disruptions before they become

major disruptions.
✔ The ole adage “a stitch on time saves nine” aptly applies here.
We have not to wait until or class is out of control.
✔ Misdemeanor has a “ripple effect” if nor check early.
Conflagration begins with a spark. Put out the spark early
enough to avoid conflagration.
✔ We ought to respond to inappropriate behavior promptly.
7) Reinforce positive behavior.

✔ Be generous with genuine praise.
✔ Some teachers are quite stingy with praise. These are the
teachers who think will become less when they praise others.
They have so-called “subtraction mentality.”
✔ Other teachers are overgenerous with their praise. They praise
overflow so much that they give praise even when it is not
appropriate.
60
✔ For our praise to be genuine it must be given according to
merit. It is our way of appreciating and recognizing hard work
and good behavior.
8) Treat minor disturbance calmly. (Ornstein, 1990).

✔ “Do not make a mountain out of a mole.”
✔ If a stern look or gesture can kill the inappropriate behavior so
be it.
✔ That’s the end period! Let us not make fuss about it.
9) Work out a physical arrangement of chairs that facilitate an

interactive teaching-learning process.
✔ There is no doubt that external environment affects us.
✔ The most common arrangement of tables and chairs in the
classroom is one where the teachers’ table and chairs are in
front and the student’s desk or chairs are arranged in rows
facing the teacher.
✔ This seat arrangement does not always enhance interaction
among students.
✔ Let us work for a flexible seating arrangement where we can
re-arrange seats or desk to suit our learning needs and
condition.
10) Make good use of every instructional moment. Minimize

discipline time to maximize instructional time.
MANAGEMENT OF TIME
“Time lost is irretrievably lost”
-Jose Rizal
“Effective time management in the classroom means making the most of
the time with your students.”
RESEARCH-BASED EFFECTIVE TECHNIQUES AND SUGGESTIONS
▪ Remain involved with the students during the entire class period
allowing for no idle time.
▪ Use fillers, in case you finish the lesson ahead of time
▪ Use planning or pacing material such as a copy of the scope and
sequence of
▪ Use a common place to keep materials such as scissors, school
supplies.
▪ Follow a consistent schedule and maintain the procedures and
routines established at the beginning of the year.
▪ Handle administrative tasks quickly and efficiently.
▪ Prepare materials in advance.
▪ Schedule all activities with corresponding time allotment way
ahead of time
61
DISCIPLINE
Discipline is controlled behavior. It constitutes the next important
concern of teacher as part of good management. No matter how well-
manage a learning environment is, students will occasionally misbehave.
Teacher must be ready to deal with them with utmost care and
consideration.
Causes and Preventive Measure That Could Help in Ensuring Good

Discipline
Causes of Disciplining Problems Some of the most common causes of

classroom problems point prominently to unfavorable learning condition
that impinge on the learner’s abilities, needs and interests. The teachers‟
lack with adequate knowledge and skills in handling occurrences of
misbehavior likewise contribute to a trouble-prone setting.
✔ Overcrowded with more than a regular number of a students to a

class. This result in immobility or discomfort in moving around,
especially when there is a need to operate instructional equipment
and materials.
✔ With poor lightning facilities and inadequate ventilation. Attention

and interest will be difficult to sustain
✔ With furniture's and storage cabinets disorderly positioned, making

the collection and retrieval of tools less efficient.
✔ With inappropriate seating arrangement such that destructions of

student’s concentration can easily occur
✔ Near sources of noise which obstructs understanding of the lesson.
The students bring to the classroom a surprising record of individual

attitudes, interest and abilities. Characteristic could be traced to their
differences in:
a. Family background
b. Physical and mental capacities
c. Emotional traits among others
REMINDERS
✔ Students bred in families with different socio-economics background
may exhibits characteristics that are different from the rest.
✔ Disciplinary measures practiced in different homes may cause
unfavorable consequences as they relate with one another.
62
✔ With varied abilities they may greatly deeper in expressing self-
control, patience and temper when challenge.
✔ Some may have special interests that must be attended to.
✔ Others may have problem that would need immediate solution.
✔ Their relationships with one another can bring about their either
positive or negative interactions as they study and work together,
hence it would be best that they know each other well for a
mannerly climate in the classroom.
The teachers‟ ability to meet discipline-challenging situations can

spell the difference between a good or distressed classroom control. So
much depend on their:
a. Knowledge of and skill in employing a wide range of classroom
strategies and procedures.
b. Personal and emotional attributes
✔ Depending on the subject matter and the students‟ abilities and

interests the teaching strategies will essentially be varied from time
to time.
✔ There is not one strategy that can work well for all kinds of lesson
objectives.
✔ Some teachers present, discuss and conclude their daily lessons
through a routine teacher-dominated question-and answer
methodology with the least intention of trying new and interesting
students-centered learning procedures.
✔ Since they are not looking forward to another way of learning which
might be more exciting and challenging some impatient
provocateurs„ find the chance to incite “own learning actions” which
are often branded as misbehavior.
✔ The teacher’s way of dealing with the students maybe wanting in
developing a congenial and harmonious relationship, one that is
brought about by pleasing and gracious attitude.
✔ Some possess distinctive temperaments that can either attract or
distract student’s attention and could lead to truce or mis control of
behavior.
✔ Teachers‟ personality and appearance are often obscured by
personal problems coupled with so many tasks to attend to, Instead,
some become so stiff, unattractive and unapproachable such that
students feel repulsed with no one to turn to.
How to Prevent Discipline Problems
Prevention Seasoned teachers have learned how to prevent
discipline problems. They have expected from varied experiences
that no matter how hard they try, somehow a case of misbehaving
may occur. The good reminder they share to others is, “You must
know how to anticipate trouble so that minor skirmishes may not
erupt to full-fledged battles”.
63
Effective measure practiced in some schools:
a) Depending on a students’ abilities and interests, teachers can
implement grouped-oriented methodologies such as:
a) Cooperative learning approach
b) Team learning
c) Peer tutoring
d) Group project and collections
⮚ Such strategies promote strong cooperation and shared group

responsibility in all classroom undertaking, thus eliminating sources
of potential problems. Involving them in planning learning tasks
ensure active involvement and participation rather than passive
attention as in routine activities.
b) Teacher who is sensitive to possible misdirection of efforts and

interactions are fast to switch from one technique to another as the
need arises. There must be clear understanding and the objectives of
the lesson and the strategies to be used. Any misstep in procedures
will then be avoided. But if the continuous flow of the activity is
hampered by uncontrolled action, then the ability of the teacher to
shift to an alternate activity will be necessary.
c) Of prime importance are the teachers‟ personal attributes such as:

a. Patience
b. Compassion
c. Concern and caring attitudes
d. Respect and trust by others
A calm and composed reactions in the midst of an untoward behavior

can ensure an acceptable solution for all. A compassionate teacher
understands and feels sympathetic towards students‟ struggles and
sufferings. A deep concern for their welfare and growth are easily
appreciated.
d) The teachers‟ personalities are their surest “arms” that can either
win or fail amidst a controllable learning situation.
⮚ A warm, respectable relations with students though sincere
and straightforward communications can demonstrate trust
and credibility.
⮚ Unpretentious gestures and genuine modes of receiving

students’ explanations bring about much-needed peace of
mind. Facial expression can be showing all kinds of emotion
happiness, satisfaction, anger, dislike.
64
Kinds words of praise, greetings, encouragement, and friendly
conversations, about works accomplished. Recognize and appreciate their
progress and improvement. A caring attitude can be modeled and student
will feel confident, secure and upright in return. They are truly perceptive if
you really care and want help them. Avoid showing unusual closeness of
favoritism, and biased treatment for some, treat them all equally.
e) The teachers‟ learning style will determine how the students will
respond, at time receptive, sometimes withdrawn. This point to the
way they move around during the class activity, how they give orders
in the form of requests and how the procedures are clearly
explained. Involving everyone on a planning to the implementing of
the lesson results in well-coordinated investigations and discussions
of finding, thus leaving no one in drawing correct conclusions. The
use of appropriate assessment tools and evaluation techniques will
show a final achievement of learning objectives
Common Way of Establishing Discipline/Classroom Control

Discipline occupies the center stage in all learning activities. A
classroom where good discipline prevails is most conducive to purposeful
activities. On the other hand, improper behavior distracts attention and
disrupts procedures being undertaken.
Because of the important role that students’ behavior plays in
achieving learning objectives every school sets its own policies regarding
maintenance of appropriate discipline. Some common practice in how to
achieve and maintain good discipline:
a. Discipline is the students’ responsibility.
b. Discipline is a teacher way of establishing a desirable student-
oriented environment for learning.
c. Discipline is a coupled with effective teaching strategies and
techniques.
d. Discipline is achieved through the effects of group dynamics on
behavior.
e. Discipline in believed to be exclusive responsibilities of teachers.
Classroom discipline taken as a conglomeration of all kind of responses

and manners that are exhibited by a great diversity of learners is never
entirely free from misdeeds, lapses or minor offenses. The kind of discipline
achieved will depend on the students‟ personalities, level of maturities and
interests, at the same time on the pedagogical skills and managerial ability
of a teachers.
Some Tips to Make You a Good Disciplinarian

a. Be prepared to face a class with multi behavioral tendencies. Each
individual act in a unique manner. Not one will react in the same way
as the other.
65
b. Know your students well – their names, family, composition and
socioeconomic status. In cases of misbehavior, you will understand
them and easily and an appropriate assistance will
c. Show your sincere concern for the welfare. Knowing that you care
will develop among them self-control and self-discipline. As they
grow they will be more responsible for their own behavior.
d. Commendable behavior is reciprocal. Your winsome manners and

positive attitude will be watched and willingly duplicated in return.
e. Be calm, poised and tactful in solving discipline problems. Refrain

from unkind words and harsh punishments.
f. At all times be firm and consistent in following classroom “do‟s” and

“don'ts”. Students will likely test your patience and try how far they
can go.
g. Be enthusiastic and the students will match your enthusiasm instead

of being drawn to trouble.
h. Let out your good sense of humor. Laugh with your students and
sometimes at yourself. It will reduce tension from all.
i. Speak with a good voice volume, not too loud to become noise nor
too soft to be heard.
j. Be humble in words and actions. It could produce a maximizing

affect.
Common Ways of Dealing with Discipline Problem
Acceptable and effective:
1. Use verbal reinforces that encourage good behavior and

discourage bad tendencies.
2. Use non-verbal gestures, frown or a hard look to dissuade them
from mischiefs.
3. Dialogues could help in discovering problems and agreeing on
mutuality beneficial solutions.
4. Award merits for good behavior and demerits for inconsistencies
and lapses.
66
5. Focus attention on one who is unruly and is about to disturb the
neighbors. Lead him/her to a secluded area and nicely convince
him/her to be quiet.
6. A private one-on-one brief conference could lead to a better
understanding of mistakes that need to be remedied and
improved.
7. Allow the students the freedom to express agitated feelings and
misgivings rather than censure them right away.
Unacceptable and ineffective:

1. Scolding and harsh words as a reprimand will have a negative
effect on the entire class.
2. Nagging and faultfinding, together with long “sermons” are
repugnant and nasty.
3. Denying a student some privileges due to unnecessary
hyperactivity could all the more encourage repetitions.
4. Use of ridicule or sarcasm could humiliate and embarrass a for
mentor.
5. Keeping a student in a “detention area” during or after classes as
a penalty for misbehavior is a waste of time and occasion for
learning. The shameful experience is not easy to forget.
6. Assignment of additional homework, compared to the rest could
make them dislike the subjects.
7. Grades for academic achievement should not be affected due to
misdemeanor.
MANAGING THE PHYSICAL ENVIRONMENT
Furniture Arrangement
⮚ The physical features in the classroom must be located in areas

where the contents could be viewed well and be made available
for use.
⮚ Well-arranged, they make the room look spacious and orderly.
⮚ Furniture such as chairs and tables for demonstration or displays
must be positioned appropriately.
⮚ Exhibits shelves are either permanently pinned to the wall or
made to stand at the sides.
⮚ White board for writing and clarifying lesson discussion, together
with the bulletin boards are available for posting important
messages and outstanding pieces of student work, art and
illustration.
67
Seating Arrangement
⮚ Seating arrangement deserves foremost consideration since the

students stay 1in each at the longest time during the day.
⮚ They either remain seated if there is ą lecture demonstration or leave
every now and then to gather the materials needed for an
experiment or to operate a single equipment.
⮚ Match the seating arrangement with the format and activities of your
lesson plan.
DIFFERENT SEATING ARRANGEMENT
● Traditional Seating Arrangement
✔ ideal for establishing classroom management.

✔ allows students to focus on the teacher.
✔ it is great for direct instruction
https://blog.advancementcourses.com/articles/maximizing-learning-through-
effective-classroom-seating-arrangements/
● Horse shoe Seating Arrangement
✔ ideal for skits, role playing and student demonstrations

✔ creates a friendlier atmosphere
68
https://blog.advancementcourses.com/articles/maximizing-learning-through-
effective-classroom-seating-arrangements/
● Modular Seating Arrangement
✔ ideal for cooperative learning activities

✔ this seating arrangement invites dialogues, which is great if that is
your purpose
https://mind42.com/public/0051993c-1d53-4c38-bc70-f6dba4ade9f3
● Face to face Seating Arrangement

✔ This format is wonderful if you have desks because you can
rearrange them from traditional rows into groups and back again,
depending on your lesson plan.
69
http://twbonline.pbworks.com/w/page/38176315/TEFL%20Program%20-
%20Classroom%20Management%20-%20Seating
Physical Condition of the classroom
✔ Clean rooms, hallways and surrounding are wholesome places to

say in.
✔ The teacher should schedule who is responsible for their neatness
on a regular basis.
✔ Used instructional materials and devices must be returned to their
places.
✔ Always erase the board after use it.
✔ Place a waste basket nearly.
✔ The physical environment must also be a safe place where
curious, overactive and energetic children are always on the go.
✔ Avoid slippery floors, rickety chairs and old furniture.
✔ In performing experiments where heat sources such as electric
stove, gas burners and bulbs are used, extreme care must be
exercised in order to prevent fires.
✔ For a lively and fresh look, potted indoor plants can be placed at
the corners and flowers on the teacher's table.
✔ During class hours, proper lighting and ventilation must be
provided and maintained for everybody's comfort.
✔ Noise and discipline problems in the physical environment can be
avoided in an orderly and well-managed classroom.
“Let us not forget that equally important, if not more important, is the
psychological atmosphere that reigns in the classroom”
CLASSROOM ROUTINES
Transition
⮚ A change from one state or condition to another.
⮚ Students coming in from the hall to begin formal instruction in class.
70
⮚ Whole-class instruction to group work. Instructional conversation
to silence.
⮚ Planned instruction to unplanned instruction (phone call, fire drill,
emergency visitor)
✔ Solving Pre-Lesson Transition
✔ Solving Transitions during the lesson
✔ Solving Post Lesson Transition
● Materials
⮚ Make your rules and procedures on the distribution and
collection of materials, storage of common materials, teacher’s
desk and storage areas, and student’s desks.
⮚ Group work
⮚ Rules and procedures on group work address the following:
o Movement in and out of the group.
o Expected behaviors of students in the group.
o Expected behaviors of students not in the group.
o Group communication with the teacher.
● Teacher-Led Activities Rules and procedures in these areas pertain
to:
⮚ Student attention during presentation
⮚ Student participation
⮚ Talking among students
⮚ Obtaining help
⮚ Out-of-seat behavior
⮚ Behavior when work has been completed
Focus Questions
Instructions:
vii. Answer the following questions.
viii. Submit your answer in Google Classroom
ix. Please be guided of the rubrics. Rubrics will be posted in
Google Classroom.
1. What are some guiding principles to classroom management?
2. What are the implications of these principles in the classroom?
3. What effective techniques can help maximize instructional time?
4. What are some causes of disciplinary problems?
5. How can disciplinary problems be prevented?
6. What are various modes of establishing classroom discipline?
7. In what ways can you become a good disciplinarian?
71
8. Wat are acceptable and unacceptable ways of dealing with discipline
problems?
9. What constitute a conducive physical learning environment?
10. What routines can be established for an efficient and effective
teaching-learning process?
Related Readings
Hello Students! Kindly watch this video to learn more about “Classroom
Management” by visiting the link below.
https://www.youtube.com/watch?v=z_XR6dy69f4

Instructions:
v. Instructor will give further instruction regarding with
your activity.
vi. Submit your answer through Schoology.
vii. Please be guided of the rubrics. Rubrics will be posted
in Google Classroom.
b. Research on Bullying in School. What extent of bullying in
school? What damage does it bring?
c. Is a conducive learning environment noise-free? Explain your
answer
d. Compose a song/verses that describes a conducive physical
environment.
72
UNIT V - EFFECTIVE INSTRUCTION TECHNIQUES

1. Explain the types of motivation and pedagogical benefits
2. Discuss the effective motivational techniques
3. Apply the guiding principles in the use of homework
Introduction
This unit is devoted to a discussion on motivation, questioning and

reacting techniques and homework. You may be doing your best in
planning and carrying out your lessons and yet you are not getting results.
Learning is an active process. Therefore, the amount and quality of learning
that takes place ultimately depends on the learner. The learner’s interest
and perseverance to learn is determined to a very great extent by his/her
level of motivation.
The learner’s level of motivation is influenced by your ways of
teaching which include your questioning and reacting techniques. Your
student either gets turned on or turned off by your manner of questioning
or reacting to their responses.
Homework strengthens neutral connections. When done in
accordance to its purpose, it has integrative, applicative and preparatory
functions.

Key Terms
 Motivation- the process that initiates, guides, and maintains goal-

oriented behaviors.
 Extrinsic motivation- involves doing something because it's
personally rewarding to you.
73
 Intrinsic Motivation- involves doing something because you want to
earn a reward or avoid punishment.
Lecture Notes
MOTIVATION
https://www.whatsnext.com/what-is-motivation
• It is a driving force that impels one to react.

• This energizes, directs and sustains student’s behavior.
• An invisible moving force that should be imposed by a committed
teacher to his or her students to go beyond their limits.
• It does not happen by chance, and it does not occur at the click of the
finger.
Intrinsic Motivation
• It is called internal motivation.
• It is a self-driven type motivation that lasts for a long time.
• It originates from the student’s inner selves or from factors inherent
in the task being performed.
• A kind of motivation that must be developed among the learners.
Extrinsic Motivation
• It is called external motivation.
• It originates from the student’s learning environment or from factors
external to the students and unrelated to the task at hand.
• This is not permanent; it needs some sort of continuous
reinforcement in the form of a phrase or concrete rewards.
74
Cultivating Intrinsic Motivation
• It is a challenge to every teacher.
• The desire to learn is evident even when the going gets tough like
when their grades are not what they expect to receive or the worst, praises
are denied them.
• Their reasons for learning emanate from themselves, fueled by their
desire to achieve and succeed in any tasks entrusted to them.
• Every teacher is enjoined to work toward his motivational prowess.
• The important thing is not so much that every child should be taught,
as that every child should be given the wisdom to learn. (John Lubbock,
2009)
• A teacher who is attempting to teach without inspiring the pupil with
a desire to learn is hammering on cold iron. (Horace Mann)
• If you treat an individual as if he is what he ought to be and could be,
he will become what he ought to be and could be. (Goethe)
MOTIVATION TECHNIQUES
G - Glow
O – Observe
D - Demonstrate
E – Engage
E - Embrace
P - Provide
L - Listen
Y – Yield
GLOW
• Don’t lose glow in your everyday teaching.
• Making yourself aglow with interest and joy helps students to be
drawn you.
• Teacher who have frowning face is not pleasant to behold.
• Many students feel disappointed and demoralized when teachers
cast a dagger look on them.
OBSERVE
• Be very vigilant whether the students perform positively or
negatively.
75
• If the students are performing well, recognized. If students commit
mistakes, reprimand them.
• It is a matter of communicating them through constant observations
of how they are performing.
• Knowledge of the students that they are observing will help the
teacher prevent many conflicts and problems.
DEMONSTRATE
• Teachers do not project an image of
“inapproachability” due to his or her high standard of compelling the
students to perform excellently.
• Students should be given the freedom to be themselves.
• Decision making should be the sole task of the teacher.
EMBRACE
• Every student should be embraced as your own despite their
weakness and limitations.
• A negative remark on a student’s performance is a “sin” against
motivation.
• “It helps when students feel positively toward you. Communicate that
you are and will help. Extend to the students the support necessary to
succeed. Encourage learners by being patient yet determined for their
success.”
Cruickshank and companions (2009)
ENGAGE
• Students should be involved in academic learning activities which
they could respond to meaningfully and successfully.
• The construction of meaning to the activities is a motivating factor to
be involved actively.
PRAISE
• A “sweet music” to a student’s ear is praise.
• Negative words spoken by the teacher are like sharp swords cutting
through the heart of students. Once the students are hurt, a sort of
unpleasant relationship between them and the teacher could possibly
happen.
76
LISTEN
• Teacher should have an attractive gesture; it should be coupled with
a desire to find out what a student is trying to drive at every time he or she
called to recite or share in the class.
• Effective listening is synonymous with taking the students’ responses
without interruption, displaying impatience or rushing the learner.
YIELD
• This is synonymous with the objective acceptance of the students’
feedback or answers.
• Once in a while the teacher must learn how to give way to demands
of the students.
• The wisdom of the young should not be underestimated.
ARCS
• It is mentioned by Keller (1987-1999) as cited by Robert Gagne and
companions (2005).
• It is a model of motivational design where A is attention; R-relevance,
C-confidence and S is satisfaction.
http://arcsmodelofmotivationaldesign.weebly.com/
77
Steps in Motivational Design
https://link.springer.com/chapter/10.1007/978-1-4419-1250-3_3
78
QUESTIONING AND REACTING TECHNIQUES
The Kinds of Questions

The kind of questions we ask varies according to purpose.
Here are some:
For Assessing Cognition
This type of questioning is used to determine one’s knowledge in

understanding. They promote high level thinking. Divergent questions and
open-ended inquiries call for analysis and evaluation.
For Verification
It determines the exactness or accuracy of the results of an activity or

performance.
For Creative Thinking
It probes into one’s originality.

For Evaluating
It elicits responses that include judgments, value, and choice. It also asks
personal opinion about an event, a policy or a person.
For Productive Thinking
It includes cognitive reasoning. It analyses facts recognizes patterns or

trends and invokes memory and recall.
For Motivating
Before discussing the lesson, a number of questions about the topic can
serve to arouse their interest and focus attention. It attempts to put
students in the right mood.
For Instructing
The question asks for useful information. It directs, guides and advise on
what and how to do an activity.
TYPES OF QUESTIONS ACCORDING TO LEVEL/ ANSWER
As to level, questions can either below or high level.
Low Level Questions
They include memory questions or those that require simple recall.
High level Questions
79
These questions call for a respondent’s a single predictable answer.
Convergent Questions
They are questions that require a single predictable answer.
Example are those that call
1. Defining
2. Stating
3. Interpreting
4. Summarizing.
Divergent Questions
They require the respondents to think in “different directions”, to think
alternative actions or to arrive at own decision. There are possible answers.
HOME WORK
https://lead-prep.org/2017/08/there-is-no-homework-in-finland/
“Homework is an extension of the classroom”

INTRODUCTION
Research has proven that every 30 minutes of additional homework a
student does per night, his or her overall grade point average (GPA)
increases about half a point.
This means that if a student with a GPA of 2.00 Increases the amount of
homework she does by 30 minutes per night, her GPA will rise to 2.50
(Keith T.Z. (1982) Students, for one reason or another, are not always
happy with homework. But when done properly, homework leads to
mastery of learning.
80
FUNCTIONS OF HOMEWORK
The homework is the last but not the least part of a lesson plan. What are
the functions of homework?
Vatterott, author of ASCD member book “Rethinking Homework”
(2009) cites four, as follows:
1. PRELEARNING
The homework is preparation for an in-depth discussion of the next

lesson by getting an introduction or a background. It is also a way of
finding out what students already knows about a topic or what they are
interested to learn more about the topic by asking the students to write
down questions about what they were assigned to read.
2. CHECKING FOR UNDERSTANDING
By way of homework teachers gain insight into student learning. Asking

students to identify literary devices in a short story shows whether
students understood the lesson on literary devices.
3. PRACTICE
Home work is an opportunity for practice of rote skills such as

multiplication tables, spelling words, or facts that need to be memorized
for internalization and mastery. For homework to yield positive results,
practice must be correct and must be distributed.
4. PROCESSING
Homework is used when teachers wants students to reflect on concepts

discussed in class, integrate and apply learned concepts and skills in real
life, and think of new questions
GUIDING PRINCIPLE IN THE USE OF HOMEWORK

For the learner get the most from homework the following guiding
principles may be of help:
1. The purpose of homework and outcome of homework should
be identified and articulated.
2. Homework tasks should be different by
a. Difficulty or amount of work
b. by the amount of scaffolding provided and
c. learners’ learning style or interest.
81
3. Parent involvement in homework should be kept to a minimum. The
role of parents in doing homework should only be facilitative.
4. If homework is assigned, it should be commented on. Of what use is
homework if it is not read, evaluated and returned.
5. Move from grading to checking. Focus on feedback. (Vatterott,
2009). Should homework be graded? No! with Guskey”s (2003)
observation: “Grades on homework often get in the way of learning
,demotative students, and create power struggles between students
and teachers and between students and parents.”
6. Established and communicate a homework policy.
7. Establish a homework support programs
During PTCPA meetings share tips on how to make homework time
successful such as the following:
 Designate a well-lit space for homework’
 Establish time to do the work use the calendar to plan when the work
can be done if schedules vary.
 Ask Students to specific about the school and what needs to be done
each night.
 Tell them the numerous benefits of homework and provide
statement that parents can use with their child.
 Assure parents that you want to hear if the student needs a lot of
coaching from parents.
Focus Questions

Instructions:
ii. Submit your answer in Google Classroom
iii. Please be guided of the rubrics. Rubrics will be posted in
Google Classroom.
1. What are the types of motivation? Which one yields more
pedagogical benefits?
2. What are some effective motivational strategies?
3. What questioning and reacting techniques are effective?
4. What are some guiding principles in the use of homework?
82
Related Readings
Hello Students! Kindly watch this video to learn more about “Instructional
Strategies -- The Ten Plus Two Teaching Method” by visiting the link below.
https://www.youtube.com/watch?v=Y2udPWz_3vg

Instructions:
i. Instructor will give further instruction regarding with
your activity.
ii. Please be guided of the rubrics. Rubrics will be posted
in Google Classroom.
DEMONSTRATION
A. Students will choose one topic.
B. You will be given 5 minutes to present your lesson.
References
Corpuz, B. & Salandanan G., (2015) Principles of Teaching. Quezon City:

Lorimar Publishing Co.
Principles of Learning (2015). Retrieved from
https://discoversoaring.com.au/wpcontent/uploads/2018/02/PrinciplesOfL
earning.pdf
Principles of Leaning (2015). Retrieved from
https://www.slideshare.net/AllainJoseph/the-principles-of-learning-
principles-of-teaching-1-43379771
Corpuz, B. & Salandanan G. (2015). Principles of Teaching. Quezon City:
Lorimar Publishing Co.
Corpuz, B.& Salandana. (2015). Management Instruction . Principles and
Strategies of Teaching. Quezon City: Lorimar Publishing Co.
83
Huitt, W., Hummel, J. & Kaeck, D. (2015). Assessment Measurement,
Evaluation, and Research. Educational Psychology Interactive. Valdosta, GA.
Valdosta State University.
Corpuz, B.& Salandana. (2015). Effective Instruction Techniques. Principles

and Strategies of Teaching. Quezon City: Lorimar Publishing Co.
Effective Instructional Techniques. (2017) https://www.ffective-

instructional-techniques
84

PrinciplesOfTeaching Content

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

PrinciplesOfTeaching Content

Uploaded by

Copyright:

Available Formats

Hello TDCIans! Welcome to this course.

This course deals with Principle of

1. Discuss the guiding principles and strategies of teaching

UNIT 1 - ELEMENTS OF TEACHING

At the end of the unit, you are expected to:

To attend the following intended learning outcomes for the first

● Nature- the basic or inherent features of something, especially when

THE NATURE OF THE LEARNER

The learner is an embodied spirit. He is union of a sentient body and

The students’ native ability dictates the prospects of success in purposeful

Aptitude refers to the students’ innate talent or gift. It indicates a natural

Learners vary in activities that are undertaken due to a strong appeal or

For the reason that socioeconomic background differences learners

Attitude refers to an individual perspective and disposition. The

The Professional Teacher

Personality is the personal identity. Teachers is the role model of a

1. Passion for teaching is a compelling force that emerges from

3. Open-mindedness. Is receptiveness to new ideas. According to

4. Fairness and Impartiality. Fairness and impartiality in treating

5. Sincerity and Honesty. Are values exhibited in words and actions.

Learning environment is the setting where learning and teaching can

The furniture, like the table for demonstrations located in front of

1) it must be clean and orderly

Diverse situation may exist in the classroom at any given time.

THORNDIKE’S LAWS OF LEARNING

Guide questions for Unit 1 discussions.

2. With what is the learner equipped that enables him/her to learn?

3. What is meant by the words professional teacher?

4. What should teacher do or be in order to facilitate learning?

5. What kind of learning environment is favorable to learning?

6. What are the implications of these thoughts on the learner, the

Knowledge Student Student Student Student

Organization Explanation Explanation Trying to Explanation are

Language Vocabulary is Vocabulary is Vocabulary is Vocabulary is

Activity for Unit I

Rubrics Excellent (20) Very Good (15) Good (10) Needs

2. Are good teachers born or made? Explain your answer.

Organization Explanation Explanation are Trying to Explanation are

Language Vocabulary is Vocabulary is Vocabulary is used Vocabulary is

UNIT II- PRINCIPLES OF LEARNING

At the end of the unit, you are expected to:

By knowing the guiding principles of learning we can have the

To attend the following intended learning outcomes for the first

● Principles- from the Latin word “princeps” meaning the beginning

Principles are the following:

3. Learning (behavioral change) is consequence of experience.

5. Learning is an evolutionary process.

PRINCIPLES UNDERLYING EFFECTIVE INSTRUCTION

⮚ learning depends largely on the setting particularly including the

⮚ Instruction must be organized about a focus or direction,

⮚ instruction depends upon the social setting in which it is done,

⮚ instruction must progress in terms of the learners own purposes,

⮚ instruction depends on effective ordering of a series of learning

⮚ learning is heightened by a valid and discriminating appraisal of all

Guide question for Unit II discussion.

1. What are the principles of learning?

2. What are the implications of these principles of learning to teaching?

Activity for Unit II

⮚ Based of seven principles of learning, do metaphorical thinking by

Rubrics Excellent Very Good Good Needs

Knowledge and Student Student Student Student

Organization Explanation Explanation are Trying to Explanation are

Language Vocabulary is Vocabulary is Vocabulary is Vocabulary is

Intended Learning Outcomes (ILO)