Principles of Teaching

PRINCIPLES OF TEACHING
Course Audit Review 2022
by: Czendra Faye Compares

TEACHING
- process of INTERACTION
TEACHING
Science and Art
Research-based Strategies and

Methods
TEACHING
Science and Art
Research-based Strategies and

Methods
PEDAGOGY
BASIC CONCEPTS
• Principles – beliefs, perspectives, view, blueprint,

guide
• Approaches – general PROCEDURE
• Strategies – general DESIGN/PLAN
• Methods – SPECIFIC (step-by-step)
• Techniques – PERSONAL art and style
1. To ensure that the lesson will go smoothly, Teacher A listed
down the steps she will undertake together with those of her
students. This practice relates to
A. Teaching style
B. Teaching method
C. Teaching strategy
D. Teaching technique
1. To ensure that the lesson will go smoothly, Teacher A listed
down the steps she will undertake together with those of her
students. This practice relates to
A. Teaching style
B. Teaching method
C. Teaching strategy
D. Teaching technique
LEARNING ENVIRONMENT
- Refers to diverse physical locations, contexts, and
cultures in which students learn
2 aspects:
1. PHYSICAL 2. SOCIAL
- Temperature - Relationship
- Sound - Motivation
- Lighting
- Set-up
An IDEAL CLASSROOM must be:
Democratic – free to express/act
Liberating – students’ preference
Empowering – be better
TEACHER ROLES:
1. Be fair/objective/impartial/neutral
2. Create healthy climate
3. Establish safe and conducive classroom
4. Communicate higher learning expectation
5. Be consistent (routine, structure)
Which of the following contributes in making the environment
conducive to learning?
A. Cooperative learning
B. Excessive praise
C. Individual orientation
D. Long assignments
Which of the following contributes in making the environment
conducive to learning?
A. Cooperative learning
B. Excessive praise
C. Individual orientation
D. Long assignments
GENERAL PRINCIPLES
ELEMENTS OF TEACHING
1. Teacher - key element
2. Learner - most important element
- recipient of learning
3. Content and teaching strategies
- subject, materials, and methods
PRINCIPLES OF INSTRUCTION
1. Context - setting and use of appropriate
materials
2. Focus - subject matter/lesson
3. Socialization – social setting in the classroom
4. Individualization – learner’s purposes,
aptitudes, abilities
5. Sequence – effective order of learning tasks
6. Evaluation – appraisal/assessment/feedback
PRINCIPLES OF LEARNING (HORNE AND PINE)
1. Learning is an experience which occurs inside
the learner and is activated by the learner.
2. Learning is the discovery of personal meaning

and relevance of ideas.
3. Learning is a consequence of experience.
4. Learning is a cooperative and collaborative
process.
5. Learning is an evolutionary process.
6. One of the richest resources for learning is the

learner himself.
7. The process of learning is emotional as well as
intellectual.
8. The process of problem solving and learning are

highly unique and individual.
Which of the following principles apply in this situation?
Teacher presented a new lesson wherein the students were
asked to work on a new project which was somewhat
complicated. The students showed interest while working on
it.
A. Effort is put forth when tasks are challenging.

B. Lessons should be presented in varied and different
ways.
C. Meaningful materials are readily learned that nonsense
materials.
D. Teachers should provide opportunities for meaningful and
appropriate practice.
Which of the following principles apply in this situation?
Teacher presented a new lesson wherein the students were
asked to work on a new project which was somewhat
complicated. The students showed interest while working on
it.
A. Effort is put forth when tasks are challenging.

B. Lessons should be presented in varied and different
ways.
C. Meaningful materials are readily learned that nonsense
materials.
D. Teachers should provide opportunities for meaningful and
appropriate practice.
GREEN FLAGS RED FLAGS
• Learner-centered • Subject-centered
• Flexible
• Flexible • Rigid rules
• Emphasis on students’
choice
• Emphasis on students’
choice
• Two-way interaction
• Emphasis on students’ • One-way interaction
choice
choice
• Technology integration
choice • Memorization
• Two-way interaction • Overemphasis on drills
• Individualization
• Technology integration • One-fits-all curriculum
• Technology integration • One-fits-all curriculum
• Integration of problem
solving
• Application of real-life • Subject-centered
• Available enrichment • Rigid rules
activities • One-way interaction
• Teacher as facilitator • Memorization
• Overemphasis on drills
• One-fits-all curriculum
PRINCIPLES OF GOOD TEACHING
1. Active
2. Varied
3. Motivational
4. Well-balanced
5. Democratic
Which of the following opposes the role of teacher as
facilitator of learning?
A. Caters to multiple intelligences in the classroom

B. Does less talk compared to learners
C. Does more talk than learners
D. Makes use of interactive teaching strategies
Which of the following opposes the role of teacher as
facilitator of learning?
A. Caters to multiple intelligences in the classroom

B. Does less talk compared to learners
C. Does more talk than learners
D. Makes use of interactive teaching strategies
MANAGING INSTRUCTION
INSTRUCTIONAL PLANNING
- To visualize future
- Aids in making decisions on what and how to
teach
- Devising learning experiences
Importance/Functions:
- Overview of instruction
- Facilitates management of instruction
- For purposive learning
Variables in IP:
1. Teacher
2. Students
3. Content
4. Materials
5. Time
LESSON PROCEDURES
Preparation - review, introduction, motivation
Development – lesson proper
Evaluation – test/quiz
Application – integration; assignment/project
LESSON PLAN
- Daily/regularly
- Detailed/comprehensive
- Basis of actions
LESSON PLAN
Objectives – aim/goal
Subject Matter – topics and references
Learning Experiences – activities
Evaluation – feedback
Assignment – reinforcement activities/next topics
GUIDING PRINCIPLES IN DETERMINING AND
FORMULATING LEARNING OBJECTIVES:
1. Begin with the end in mind.
2. Share lesson objectives with students.
3. Lesson objectives must be in 2 or 3 domains:

knowledge (cognitive),
skill (psychomotor),
values (affective)
4. Work on significant and relevant lesson objectives.
5. Lesson objectives must be aligned with the aims of

education as embodied in the Philippine Constitution
and other laws, and the vision-mission statements of
the educational institutions of which you are part of
6. Aim at the development of critical and creative

thinking.
7. Learning objectives must be SMART
Specific
Measurable
Attainable
Result-Oriented/Relevant
Time-bound
3 PARTS OF A GOOD OBJECTIVE
Behavior – verb that describes an observable activity
What will the student be able to DO by the end of the lesson?
Condition – circumstances/reference
What will the student be using (resources, tools, aids, references,
etc.) or be denied while performing the behavior?
Criterion – standard that is used to measure whether or not

the objective has been achieved
How well must the student perform the behavior to show mastery?
TAXONOMY OF OBJECTIVES
TAXONOMY
Benjamin Bloom (Cognitive)
KCApAnSE
REVISED TAXONOMY
PSYCHOMOTOR
Anita Harrow ReFundPerPSN
PSYCHOMOTOR
Elizabeth Simpson PSGMCAO
AFFECTIVE
David Krathwohl ReResVOC
THE NEW TAXONOMY
Kendall and Marzano
1: Retrieval
2: Comprehension
3: Analysis
4: Knowledge Utilization
5: Metacognition
6: Self-System Thinking
In Bloom’s taxonomy of educational objectives, the domains
are stated from lowest to highest level. Which of the following
belongs to the lowest level?
A. To differentiate active from passive

B. To explain the procedure in changing improper fraction to
mixed number
C. To give available resources that could be recycled to
useful things
D. To name the characters of the story
In Bloom’s taxonomy of educational objectives, the domains
are stated from lowest to highest level. Which of the following
belongs to the lowest level?
A. To differentiate active from passive

B. To explain the procedure in changing improper fraction to
mixed number
C. To give available resources that could be recycled to
useful things
D. To name the characters of the story
SUBJECT MATTER CONTENT
QUALITIES IN SELECTION AND ORGANIZATION
OF CONTENT:
1. Validity – teaching the content we ought to teach
2. Significance – response to the needs and

interests of learners
3. Balance
QUALITIES IN SELECTION AND ORGANIZATION
OF CONTENT:
4. Self-sufficiency – content fully covers the

essentials
5. Interest
6. Utility
7. Feasibility - essential content can be covered in
the amount of time available for instruction
STRUCTURE OF SUBJECT MATTER
CONTENT
1. Cognitive
2. Skills
3. Attitudes and Values
CONTENT
1. Cognitive
a. Fact – idea or action that can be verified
b. Concept – categorization of events, places,
people, ideas
c. Principle – relationships between and among
facts and concepts
d. Hypotheses – educated guesses about principles
CONTENT
1. Cognitive
e. Theories – set of facts, concepts, and principles
that describe possible underlying unobservable
mechanisms that regulate human learning,
development, and behavior
f. Laws - firmly established, thoroughly tested
principle or theory
CONTENT
2. Skills
a. Thinking skills – application of what was learned
b. Divergent thinking – generation of new ideas; building
upon prior knowledge
c. Convergent thinking – narrowing down from many
possible thoughts
d. Problem Solving
e. Metaphoric thinking – analogic thinking; similarities
CONTENT
2. Skills
f. Critical thinking – evaluating info or arguments in
terms of their accuracy and worth
g. Creative thinking – producing something that is both
original and worthwhile
h. Manipulative skills
3. Attitudes and values – at the apex
TEACHING APPROACHES
SELECTION AND USE OF TEACHING
STRATEGIES
1. Learning is an active process.
2. The more senses that are involved in learning, the

more and the better the learning.
3. A non-threatening atmosphere enhances learning.
4. Emotion has the power to increase retention and

learning.
SELECTION AND USE OF TEACHING
STRATEGIES
5. Learning is meaningful when it is connected to students’
everyday life.
6. Good teaching goes beyond the recall of information.
7. An integrated teaching approach is far more effective

than teaching isolated bits of information.
8. There is no such thing as the best teaching method. The

best method is the one that works, the one that yields
results.
DIRECT INDIRECT
• Strategy: Expository • Strategy: Exploratory
• Aim: Mastery • Aim: Discovery
• Teacher-oriented • Learner-oriented
• Knowledge Transmission • Knowledge Generation
• Highly-structured • Flexible
• Content-focused • Experience-oriented
• Learner: Passive • Learner: Active
METHODS OF DIRECT APPROACH
1. Deductive – general to specific
2. Demonstration – observation and imitation
3. Lecture-discussion – for bodies of knowledge
and relationships
METHODS OF INDIRECT APPROACH
1. Inductive – specific to general
2. Inquiry/Problem Solving (Problem-based Method)

- starts with a problem and ends with a solution
- DISCOVERY as a process
3. Project – practical; with planning for cooperation
4. Metacognitive
METHODS OF INDIRECT APPROACH
5. Reflective Teaching – learning from experiences
6. Cooperative Learning – TEAMWORK
7. Peer teaching/tutoring
8. Partner learning
DISCUSSION PROCEDURES
1. Panel Discussion – semi-formal and conversational
2. Symposium – more formal; speakers with prepared

speech
3. Debate – oral argument
4. Round Table Conference – small group discussion
DISCUSSION PROCEDURES
5. Case Study – in-depth investigation; specific sample
6. Buzz Session – points, views, opinions
7. Simulation – enactment of a scene

8. Seminar
9. Workshop
10. Play
11. Thematic Approach – common ideas combined
2. The class of Grade 4- Pluto is scheduled to perform an
experiment on that day. However, the chemicals are
insufficient. What method may then be used?
A. Demonstration
B. Laboratory
C. Lecture
D. Project
The class of Grade 4- Pluto is scheduled to perform an
experiment on that day. However, the chemicals are
insufficient. What method may then be used?
A. Demonstration
B. Laboratory
C. Lecture
D. Project
QUESTIONING
- promotes INTERACTION
- ask THOUGHT-PROVOKING or STIMULATING
questions
QUESTIONING TECHNIQUES
1. Probing – deepening for clarification, consensus,
complexity
2. Prompting – guide, coach, or assist

– giving a hint/ or clue
3. Convergent questions – close-ended; “narrowing”
4. Divergent questions – open-ended; multiple answers

QUESTIONING TECHNIQUES
Steps:
Ask
Pause or Wait Time
Call a student
Which of the following practices does not follow the
guidelines in asking questions?
A. Avoid cognitive memory questions

B. Call on pupils before asking the questions
C. Sequence questions so that higher level questions build
on the answers from lower level questions
D. Use probing questions to follow up incomplete answers
Which of the following practices does not follow the
guidelines in asking questions?
A. Avoid cognitive memory questions

B. Call on pupils before asking the questions
C. Sequence questions so that higher level questions build
on the answers from lower level questions
D. Use probing questions to follow up incomplete answers
CLASSROOM MANAGEMENT
CLASSROOM MANAGEMENT
Purposes: Maximize learning
Minimize misbehavior
Types of Control:
1. Preventive/Proactive – planning
2. Supportive – directing behavior before it becomes full-
blown
3. Corrective/Reactive - discipline
CLASSROOM MANAGEMENT APPROACHES
1. Assertive – rules and regulations
2. Business-academic – emphasizes organization and

management
3. Behavior Modification – reward and punishment
4. Group Managerial – prompt action to avoid ripple effect
5. Acceptance – belongingness
CLASSROOM MANAGEMENT MODEL
• With-itness - awareness
• Overlapping - multitasking
• Flip-flop – jumping from one topic to another
• Truncation – sudden cut of the lesson and
proceeding to next topic
• Dangling – lesson is left hanging
• Thrust – lesson without readiness
• Stimulus Bounded – easily distracted
CLASSROOM MANAGEMENT MODEL
• Hurdle Help – helping the student
• Proximity Control - going near the misbehaving
student
• Signal Interference – non-verbal cues
• Antiseptic Bouncing – “Get out!”
• Direct Appeal – confronting student
• Planned Ignoring
• Removal of Seductive Object
MISTAKEN GOALS
Rudolf Dreikurs
Student’s Negative What the behavior

Motivation for behavior
Approach actually means
Attention-Seeking Keep others busy “Notice me”
Power-Seeking Bossy “I want to help”
Revenge-Seeking Want to get even “Help me”
Withdrawal/Isolation Low self-esteem “Show me small steps”
GOOD LUCK FUTURE
EDUCATORS!

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PRINCIPLES OF TEACHING

Course Audit Review 2022

by: Czendra Faye Compares

Research-based Strategies and

Research-based Strategies and

• Principles – beliefs, perspectives, view, blueprint,

2. Learning is the discovery of personal meaning

3. Learning is a consequence of experience.

5. Learning is an evolutionary process.

6. One of the richest resources for learning is the

8. The process of problem solving and learning are

A. Effort is put forth when tasks are challenging.

A. Effort is put forth when tasks are challenging.

A. Caters to multiple intelligences in the classroom

A. Caters to multiple intelligences in the classroom

1. Begin with the end in mind.

2. Share lesson objectives with students.

3. Lesson objectives must be in 2 or 3 domains:

4. Work on significant and relevant lesson objectives.

5. Lesson objectives must be aligned with the aims of

6. Aim at the development of critical and creative

Criterion – standard that is used to measure whether or not

A. To differentiate active from passive

A. To differentiate active from passive

1. Validity – teaching the content we ought to teach

2. Significance – response to the needs and

4. Self-sufficiency – content fully covers the

3. Attitudes and values – at the apex

2. The more senses that are involved in learning, the

3. A non-threatening atmosphere enhances learning.

4. Emotion has the power to increase retention and

6. Good teaching goes beyond the recall of information.

7. An integrated teaching approach is far more effective

8. There is no such thing as the best teaching method. The

1. Inductive – specific to general

2. Inquiry/Problem Solving (Problem-based Method)

3. Project – practical; with planning for cooperation

5. Reflective Teaching – learning from experiences

6. Cooperative Learning – TEAMWORK

2. Symposium – more formal; speakers with prepared

3. Debate – oral argument

4. Round Table Conference – small group discussion

6. Buzz Session – points, views, opinions

7. Simulation – enactment of a scene

2. Prompting – guide, coach, or assist

3. Convergent questions – close-ended; “narrowing”

4. Divergent questions – open-ended; multiple answers

A. Avoid cognitive memory questions

A. Avoid cognitive memory questions

2. Business-academic – emphasizes organization and

3. Behavior Modification – reward and punishment

4. Group Managerial – prompt action to avoid ripple effect

Student’s Negative What the behavior

Attention-Seeking Keep others busy “Notice me”

Power-Seeking Bossy “I want to help”

Revenge-Seeking Want to get even “Help me”

Withdrawal/Isolation Low self-esteem “Show me small steps”

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