NAME: LEXEL KYLE M.

MADAYAG SECTION: MLS-2E

Focus Questions (page 20)
1. What are the principles of learning?
 The principles of learning are:
o Learning is an experience which occurs inside the learner and is activated by the learner.
o Learning is the discovery of the personal meaning and relevance of ideas.
o Learning (behavioral change) is a consequence of experience.
o Learning is a cooperative and collaborative process
o Learning is evolutionary process
o Learning is sometime a painful process
o One of the richest resources for learning is the learner himself
o The process of learning is emotional as well as intellectual
o The process of problem solving and learning are highly unique and individual
2. What are the implications of these principles of learning to teaching?
 The principles of learning have several implications for teaching. It emphasizes the importance of actively
engaging students in the learning process. This means that teachers must create an educational setting in the
classroom that promotes participation, critical thinking, and problem-solving.
In addition, the principle of learning also emphasizes the importance of individual differences and a broad
range of learning approaches. Teachers should recognize that each student has their own unique way of
learning and adapt their teaching methods accordingly. This could involve using a variety of instructional
strategies, such as visual aids, hands-on activities, or group work, to cater to different learning preferences.
Furthermore, the principle of learning emphasizes the significance of connecting new information to prior
knowledge. Effective teaching involves building on what students already know and helping them make
connections between different concepts and ideas.
Overall, the principle of learning suggests that effective teaching involves creating an engaging and inclusive
learning environment, catering to different learning styles, connecting new information to prior knowledge, and
providing timely feedback to students.
Learning / Assessment Activities
Based of seven principles of learning, do metaphorical thinking by completing this statement: Learning is like_________.
 Learning is like a key. A key that unlocks the doors of knowledge and understanding. A key is necessary to
open a locked door, just like the saying “learning is the key to success” it opens the doors of opportunity,
growth, and transformation.
A key comes in different shapes and sizes, learning takes many forms, from traditional classroom settings to
experiential learning opportunities. Each key is unique, customly made to fit a specific lock, just as each
individual has their own unique learning style and preferences. When the right key is used, it unlocks the
door, exposing what was being concealed. Similar to this, when a person engages in effective learning
practices, they unlock the door to new ideas, insights, and concepts that were previously unknown or
misunderstood. Just as a key opens up pathways to new rooms and spaces, learning opens up new horizons
and opportunities. It allows individuals to access new possibilities, expand their perspectives, and develop a
deeper understanding of the world around them.
Lastly, just as a key requires effort and intentionality to use, learning also requires effort, dedication, and a
willingness to engage actively in the learning process. It is not enough to possess a key; one must actively
seek out the locks and turn the key to unlock the doors of knowledge.
Focus Questions (page 57)
1. What are some guiding principle on:
a. The identification and formulation of goals and 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
b. 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.
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.
3. Subject matter content is an integration of cognitive, skill, and affective elements
c. Identification of appropriate teaching approaches, methodologies, techniques and activities
1. Learning is an active process.
o We have to actively engage the learners in learning activities if we want them to learn what
we intend to teach.
2. The more senses that are involved in learning, the more and the better the learning.
3. A non-threatening atmosphere enhances learning.
⮚ Physical classroom condition:
✔ Proper lightning
✔ Good ventilation
✔ Order
✔ Tidiness
✔ painting of the room
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.

d. Assessment of learning and on:

1. Assessment of Learning is an Integral part of the Teaching Learning Process
2. Assessment Tool should match with Performance
3. The result of Assessment must be fed back to the Learners
4. In Assessing Learning, Teachers must consider Learners’, Learning Style and Multiple
Intelligence and so must come up with a variety of assessing learning
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
6. Emphasize on Self- Assessment
 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
8. Assessment of Learning should never be used as Punishment or as disciplinary measure.
9. Result of Learning Assessment must be Communicated Regularly and Clearly to Parents
10. Emphasize on Real World Application that Favors Realistic Performances over Out-Of- Context
Drill Items
11. To Ensure Learning, Do Formative Assessment
12. To Ensure Reliability of Assessment Result, Make Use of Multiple Sources
e. Classroom management:
1. Consistent, proactive discipline is the crux of effective classroom management
2. Establish routines for all daily tasks and needs
3. Orchestrate smooth transitions and continuity of momentum throughout the day.
4. Strike a balance between variety and challenge in student’s activity
5. Classroom manager, be aware of all actions and activities in the classroom
6. Resolve minor in attention and disruptions before they become major disruptions
7. Reinforce positive behavior
8. Treat minor disturbance calmly. (Ornstein, 1990)
9. Work out a physical arrangement of chairs that facilitate an interactive teaching-learning
process.
10. Make good use of every instructional moment. Minimize discipline time to maximize instructional
time.
2. What are the implications of these principles to classroom instruction?
The guiding principles above have several implications for classroom instruction. The principles
emphasize the importance of recognizing and addressing the unique needs and abilities of each
student. This means that teachers should implement differentiated instruction strategies to tailor their
teaching methods and materials to accommodate diverse learners. The principles prioritize the active
engagement and empowerment of students in the learning process. Classroom guidelines should
encourage student participation, critical thinking, problem-solving, and collaborative activities. Teachers
act as facilitators, guiding students' exploration and discovery. In addition, guideline principles promote
the effective use of technology in the classroom. Instruction should leverage educational technology
tools and resources to enhance learning experiences, provide personalized feedback, and foster digital
literacy skills.

Learning / Assessment Activities

Make an Instructional Management Plan
Instructional Management Plan
I. PURPOSE
TDCI`s intention is expressed in the instructional management plan, which also directs the creation,
scope, alignment, and assessment of the written curriculum across all subject areas. The prepared
and delivered syllabus is also subject to quality monitoring. This organized method ties curriculum
evaluation and improvement to the budgeting process. The plan is a living document that
necessitates annual review and encourages beneficial revision.
II. SYLLABUS OUTLOOK
Mission: Educate students to be lifelong learners and contributing citizens.
Vision: Foster a love of learning and meet the challenge of the future with an unwavering commitment
to our values. Empower a quality staff to use best practices and resources to provide an exemplary
education for every student.
Purpose: Educating today for a better tomorrow.
Syllabus:
 Delineate essential student learning;
 Define the depth and breadth of instruction — what is required to be taught;
 Guide instructional decision-making;
 Focus and connect instruction, both horizontally and vertically;
  Provide order, sequence, and definition for instruction; and,
 Provide connection to assessments of student learning.
Syllabus are developed:
 Through careful research, study, and reflection;
 In consideration of what is known about how children learn; and,
 Using purposeful, logical thought.
Syllabus and Course Expectations:
 Provide students with a detailed syllabus that includes course objectives, required materials,
grading policies, and a schedule of assignments and assessments.
 Clearly communicate course expectations and academic integrity policies to ensure all students
understand the standards of behavior and academic honesty.
Active Learning and Engagement:
 Incorporate active learning strategies such as group discussions, problem-solving activities, case
studies, and hands-on experiments to engage students in the learning process.
 Encourage student participation and foster a collaborative learning environment through group
work, debates, presentations, or online discussion forums.
Assessment and Feedback:
 Design a variety of assessments, including exams, projects, papers, and presentations, to
measure student learning and achievement of course objectives.
 Implement a fair and timely grading system, providing constructive feedback to guide students'
progress and improvement.
 Offer opportunities for self-reflection and self-assessment to encourage students to take
ownership of their learning.
Classroom Management:
 Implement effective strategies for managing student behavior and maintaining a productive
learning environment.
 Establish routines and procedures to maximize instructional time and minimize disruptions.
 Consistently reinforce positive behavior through praise and rewards while addressing
inappropriate behavior with fair and appropriate consequences.
III. INSTRUCTIONAL PROCESS
A systematic process shall be in place for planning and providing instruction for each student and
for engaging the student until learning objectives are attained. This systematic process shall:
 Implement research-based practices and strategies to teach the syllabus;
 Determine students’ current skills and learning to guide instruction at appropriate levels of
difficulty;
 Provide progression to a more challenging level for students who demonstrate mastery of
the objectives;
 Adjust the time for learning to the special needs of students and the complexity of the task;
 Base instructional decisions on student achievement data;
 Teach to the objectives using approaches to meet a variety of learning styles and needs;
 Match instructional strategies and assessments to the objectives;
 Provide formal testing experiences for learners in order to prepare them for end-of-course
testing (EOC); and,
 Use technology as a tool to teach and learn the required syllabus.