MARIAN COLLEGE OF BALIUAG

908 Gil Carlos St., San Jose, Baliwag, Bulacan

TEACHER EDUCATION PROGRAM

Continuing Professional Teacher Education

PRINCIPLES OF TEACHING

Name: Aeron Chester A. Dino

Email: dinoaeron@gmail.com

The course introduces prospective teachers to the nature of teaching. It deals

specifically with the principles of effective instruction and the concomitant processes
involved; instructional planning and demonstration teaching.

MODULE 1 THE ELEMENTS OF TEACHING AND LEARNING

Introduction

The principal elements that make teaching and learning possible and attainable
are the teachers, the learners, and a conducive learning environment. Without one,
there could be no teaching, nor will there be learning of a desired objective. Only when
a positive relationship exists among them can teaching and learning occur with
precision and predictability.
The teacher serves as the prime mover of the educational wheel while the
learners are the key participants in the learning process. The learning of our students is
our foremost concern. By knowing some principles on how learning takes place, we will
be guided on how to teach. The favorable environment provides essential features and
ingredients that could make a headway in guiding the processes and methodologies
needed for a smooth linkage among the three.

Focused Topics

The Learner
The Teacher
The Learning Environment
The Principles of Learning

1. Explain and cite a supporting situation on the following:

a. “Every child is a potential genius.”
- This quote means that every child has the potential to be highly intelligent
and to achieve great things. It is important to remember that all children
are different and learn in different ways. Some children may excel in
academics, while others may be more skilled in the arts or athletics. It is
important to provide all children with the opportunity to develop their
unique talents and abilities.
 Supporting situation:

A child who is struggling in school may be gifted in another area, such as

music or art. It is important to identify and nurture a child's unique talents and
abilities. For example, a child who is struggling in math may be gifted in
music. By providing the child with opportunities to learn and play music, the
child can develop their musical skills and gain confidence in their overall
abilities.

b. “Teachers open the door. You enter by yourself.”

- This quote means that teachers can provide students with the knowledge
and skills they need to learn, but it is up to the student to take the initiative
and apply what they have learned. Teachers can open the door to
learning, but it is up to the student to walk through the door and take
ownership of their learning.

Supporting situation:

A teacher provides students with the necessary resources and instruction to

complete a project. However, it is up to the student to put in the effort and
complete the project to the best of their ability. The teacher cannot force the
student to learn or to complete the project. The student must take the initiative
and take ownership of their own learning.

c. “To heredity, the child owes his possibilities. However, to environment, he

owes the realization of these responsibilities.”
- This quote means that a child's genetic makeup gives them the potential
to develop certain abilities, but it is their environment that determines
whether they will realize that potential. A child who is born with a natural
talent for music will not be able to develop that talent if they are not
exposed to music and given opportunities to learn and practice.

Supporting situation:

A child who is born into a family of musicians is more likely to be exposed to

music and to have opportunities to learn and practice music than a child who
is born into a family with no musical background. As a result, the child who is
born into a family of musicians is more likely to develop their musical talent.

d. “The ability to learn is the most significant activity of man.”

- This quote means that the ability to learn is one of the most important
things that a human being can do. Learning allows us to grow and develop
as individuals and to contribute to society. Learning is also essential for
survival in the modern world.

Supporting situation:
 The world is constantly changing, and new information is being created all the
time. To succeed in the modern world, we need to be able to learn new things
quickly and efficiently. The ability to learn is also essential for personal growth
and development. As we learn new things, we expand our horizons and
become more interesting and well-rounded people.

2. Respond, give a concrete theoretical basis and react.

THE LEARNER
a. Can the learner imagine something which he has not first experienced
through his/her senses?
- Yes, the learner can imagine something which he has not first
experienced through his/her senses. This is because imagination is the
ability to create new ideas or images in the mind, without the need for
direct sensory input.

Concrete theoretical basis:

Imagination is a complex cognitive process that involves a number of

different brain regions. One key region is the hippocampus, which is involved
in memory and spatial processing. Another important region is the prefrontal
cortex, which is involved in planning and decision-making.
To imagine something new, the learner must first access and combine
information from their existing memory stores. For example, to imagine a
dragon, the child must recall their memories of other animals, such as lizards
and birds. They must also use their spatial processing abilities to visualize the
dragon's body and movements.

b. In learning, can we do away with memory in our desire to develop higher-

order thinking skills in the learners?
- No, we cannot do away with memory in learning. Memory is essential for
storing and retrieving information, which is necessary for all higher-order
thinking skills.

Concrete theoretical basis:

Memory is a complex cognitive process that is essential for learning and

thinking. Higher-order thinking skills are cognitive skills that involve
processing information in complex ways. Examples of higher-order thinking
skills include problem-solving, critical thinking, and creativity. Memory and
higher-order thinking skills are not mutually exclusive. In fact, they are
complementary. Memory provides the foundation for higher-order thinking
skills. Without memory, we would not be able to store and retrieve the
information that we need to solve problems, think critically, and be creative.
c. Can there be learning without feelings or emotions involved?
- No, there cannot be learning without feelings or emotions involved.
Feelings and emotions play an important role in learning and motivation.
For example, if a student is interested in a topic, they are more likely to be
motivated to learn about it. If a student is feeling anxious about a test, they
may have difficulty concentrating and performing well.

Concrete theoretical basis:

Positive emotions, such as interest and excitement, can enhance learning

by motivating students to pay attention and process information. Negative
emotions, such as anxiety and boredom, can interfere with learning by
making it difficult for students to focus and concentrate.

d. What are the nine (9) intelligences according to Gardner? Describe each and
illustrate the nature of each execution.

The nine intelligences according to Gardner are:

1. Verbal-linguistic intelligence: The ability to use language effectively.

For example, writing a story, giving a presentation, or understanding a
complex text.
2. Logical-mathematical intelligence: The ability to reason and solve
problems logically. For example, balancing a budget, programming a
computer, or proving a mathematical theorem.
3. Spatial intelligence: The ability to visualize and manipulate objects in
space. For example, drawing a map, designing a building, or playing a
sport.
4. Bodily-kinesthetic intelligence: The ability to use one's body effectively.
For example, dancing, playing a sport, or performing surgery.
5. Musical intelligence: The ability to perceive, appreciate, and create
music. For example, playing an instrument, composing music, or
singing.
6. Interpersonal intelligence: The ability to understand and interact with
other people. For example, working in a team, resolving conflict, or
building relationships.
7. Intrapersonal intelligence: The ability to understand and manage
oneself. For example, setting goals, making decisions, and coping with
stress.
8. Naturalistic intelligence: The ability to understand and appreciate the
natural world. For example, identifying plants and animals, classifying
rocks and minerals, or understanding weather patterns.
9. Existential intelligence: The ability to think about and answer
fundamental questions about life, such as the meaning of life, death,
and the existence of God.
e. How different is Gardner’s MI Theory from the traditional concept of
intelligence?

Gardner's MI Theory differs from the traditional concept of intelligence in

several ways:

• Traditional concept of intelligence: Intelligence is a single, general

ability that can be measured by IQ tests.
• Gardner's MI Theory: Intelligence is made up of multiple intelligences,
each of which is independent of the others.
• Traditional concept of intelligence: Intelligence is innate and cannot be
changed.
• Gardner's MI Theory: Intelligence is malleable and can be developed
through education and experience.

f. What are the four (4) learning styles given by Silver? by Dunn and Dunn?
Distinguish each. Compare and contrast Silver’s and Dunn and Dunn’s
theories.

Silver's four learning styles:

• Active learners: Learn best by doing and by interacting with the

environment.
• Reflective learners: Learn best by thinking about and reflecting on new
information.
• Sensing learners: Learn best through concrete experiences and
hands-on activities.
• Intuitive learners: Learn best through abstract concepts and ideas.

Dunn and Dunn's four learning styles:

• Environmental: Prefer different learning environments, such as quiet or

noisy spaces.
• Emotional: Prefer different ways of receiving and processing
information, such as visual, auditory, or kinesthetic learning.
• Social: Prefer to learn in different social settings, such as
independently or in groups.
• Physical: Prefer different physical conditions, such as warm or cool
temperatures, or bright or dim lighting.

Silver's theory focuses on the learner's cognitive preferences, while

Dunn and Dunn's theory focuses on the learner's environmental,
emotional, social, and physical preferences.
g. Based on Gardner’s Theory and Silver’s Theory, can it be claimed that
teachers had been unfair to students in the past as far as teaching and testing
strategies are concerned? Justify.

Yes, it can be claimed that teachers had been unfair to students in the
past as far as teaching and testing strategies are concerned, based on
Gardner's Theory and Silver's Theory.
Gardner's MI Theory suggests that there are multiple intelligences, and
that people learn in different ways. Silver's four learning styles also suggest
that people learn differently. In the past, teaching and testing strategies were
often focused on a narrow range of skills, such as verbal-linguistic intelligence
and logical-mathematical intelligence. This meant that students with other
intelligences, such as spatial intelligence, bodily-kinesthetic intelligence, and
musical intelligence, were often at a disadvantage.

THE TEACHER
a. Who is the professional teacher? What are the personal and professional
attributes of a professional teacher?

- A professional teacher is a person who has the necessary knowledge,

skills, and experience to teach students effectively. Professional teachers
have a deep understanding of the subject matter they teach, as well as the
best practices for teaching and learning. They are also able to create a
positive and supportive learning environment for all students.

Personal attributes of a Professional Teacher:

• Passion for teaching and learning
• Empathy and compassion for students
• Patience and perseverance
• Creativity and innovation
• Strong communication and interpersonal skills
• Ability to manage and discipline students

Professional attributes of a Professional Teacher:

• Deep understanding of the subject matter
• Knowledge of the latest teaching and learning methods
• Ability to plan and implement effective lesson plans
• Ability to assess student learning and provide feedback
• Ability to collaborate with other professionals

b. According to Rev. Fr. Joseph V. Landy, SJ, “all good teachers have a touch of
the actor, the doctor and the nurse. In what sense can a professional teacher
become these persons?
 • Actor: Teachers must be able to engage and entertain their students to
keep them interested in the material. They must also be able to adapt
their teaching style to different audiences and learning styles.
• Doctor: Teachers must be able to diagnose and address their students'
learning needs. They must also be able to provide students with the
support and resources they need to succeed.
• Nurse: Teachers must be caring and compassionate. They must also
be able to build strong relationships with their students.

c. Which is more important in facilitating learning, the personal attributes, or the

professional attributes of a professional teacher?
- Both the personal and professional attributes of a professional teacher are
important in facilitating learning. However, many experts believe that
personal attributes are more important. This is because students are more
likely to learn from teachers who they like and respect. When students feel
comfortable and supported by their teacher, they are more likely to be
engaged and motivated to learn.

d. Are teachers born or made? Justify.

- For me, teachers are made. The teaching profession involves acquiring
specific knowledge, skills, and expertise through formal education,
training, and continuous professional development. While innate qualities
and characteristics may provide a foundation, effective teaching ultimately
results from the deliberate cultivation of pedagogical competencies and
the ability to adapt and grow as an educator. This position recognizes that
individuals can develop into skilled and effective teachers through a
process of learning, experience, and ongoing improvement in their
teaching practice.

e. Given are learners’ comments. Analyze and reflect.

• “Mr. Gonzalez is the best teacher I’ve ever had. Knows Geography from
A to Z and keeps the class hanging on every word. We’re almost sorry to
hear the bell ring.”

- This comment suggests that Mr. Gonzalez is a knowledgeable and

engaging teacher. He can present the material in a way that is interesting
and informative. He also creates a positive and supportive learning
environment for his students.

• “I’m glad I have Miss Lim for history. I thought the period she was
covering would bore us to tears, but she has a way of making the driest
materials come to life.”

- This comment suggests that Miss Lim is a creative and effective teacher.
She can make even the most boring material interesting and engaging.
 She is also able to connect the material to the students' lives, which
makes it more relevant and meaningful to them.

• “What a bore Mr. Rodriguez is! He’s supposed to be teaching the

geography of Asia but he sounds as though he is reading facts from an
almanac. Geography used to be my favorite subject, but he’s managed to
make me hate it as much as Math.”

- This comment suggests that Mr. Rodriguez is a monotonous and

ineffective teacher. He is not able to engage his students or make the
material interesting. He is also not able to connect the material to the
students' lives. As a result, the students are bored and disinterested in the
subject.

• “Miss Santos was a real pill today. Sat at her desk and droned on and on
about the battles in ancient war. Didn’t say a thing that our textbook
doesn’t say better. We all fell asleep.”

- This comment suggests that Miss Santos is a dull and uninspired teacher.
She is not able to present the material in a way that is interesting or
engaging. She is also not able to connect the material to the students'
lives. As a result, the students are bored and disengaged.

THE LEARNING ENVIRONMENT

a. What is a learning environment? What does it consist of?

- A learning environment is the space and context in which learning occurs.

It can be a physical space, such as a classroom, library, or museum, or it
can be a virtual space, such as an online course or learning management
system.

A learning environment typically consists of the following:

• Physical space: The physical space should be comfortable, well-lit, and

well-ventilated. It should also be organized and free of distractions.
• Resources: The learning environment should provide students with
access to the resources they need to learn, such as books, computers,
and other materials.
• Relationships: The learning environment should foster positive
relationships between students and teachers and between students
and their peers.
• Culture: The learning environment should have a positive and
supportive culture that encourages learning.
b. Which type of environment is conducive to learning? How can both the
teacher and students create a conducive learning environment?

- A conducive learning environment is one that is safe, supportive, and

engaging. It is a place where students feel comfortable asking questions,
taking risks, and making mistakes.

Teachers should:

1. Create a positive and welcoming atmosphere in the classroom.

2. Establish clear expectations for behavior and learning.
3. Get to know students and their individual needs.
4. Provide students with opportunities to learn in different ways.
5. Encourage students to ask questions and participate in class
discussions.
6. Give students timely and constructive feedback.

Students should:

1. Come to class prepared and ready to learn.

2. Be respectful of the teacher and classmates.
3. Be open to new ideas and be willing to learn from mistakes.
4. Participate in class discussions and activities.
5. Ask questions.
6. Help to create a positive and supportive learning environment by
being kind and respectful to others.

c. Can the learning environment totally condition the learner? If a learner is

surrounded by bullies, does it make him/her also a bully? Justify.

- No, the learning environment cannot totally condition the learner. The
learner's own personality, values, and beliefs also play a role in shaping
their behavior.
However, the learning environment can have a significant impact
on the learner. For example, students who are surrounded by bullies are
more likely to be bullied themselves. This is because they learn that
bullying is an acceptable way to behave.
It is important to note that not all students who are surrounded by
bullies will become bullies themselves. Some students will be able to
resist the negative influence of their environment and maintain their own
positive values and beliefs.

d. Is the classroom the best learning environment? Explain.

- Imagine a student who is a natural-born leader. They love to be involved
in class discussions and activities, and they are always willing to help their
classmates. The traditional classroom setting is a perfect fit for this
 student. They thrive on social interaction and the opportunity to learn from
their peers.
However, another student may be shy and introverted. They prefer
to learn independently and at their own pace. The traditional classroom
setting can be overwhelming and intimidating for this student. They would
learn more effectively in a self-paced online course or in a small group
setting.
The best learning environment is the one that makes each
individual student feel comfortable and supported. It is the environment
where they can learn at their own pace and in their own way. It is the
environment where they can reach their full potential.

THE PRINCIPLES OF LEARNING

Given are the Principles of Learning from Horne and Pine (1990). Discuss
comprehensively. Indicate a learner’s behavior and cite one learning situation.

a. Learning is an experience which occurs inside the learner and is activated by

the learner.
b. Learning is the discovery of the personal meaning and relevance of ideas.
c. Learning (behavioral change) is a consequence of experience.
d. Learning is a cooperative and collaborative process.
e. Learning is an evolutionary process.
f. Learning is sometimes a painful process.
g. One of the richest sources for learning is the learner himself.
h. The process of learning is emotional as well as intellectual.
i. The process of problem solving and learning are highly unique and individual.

Principle Learner's Behavior Learning Situation

Learning is an A student is working on a science
experience which The learner is actively project. They are designing and
occurs inside the engaged in the learning conducting their own experiment, and
learner and is activated process and takes ownership they are excited to learn about the
by the learner. of their learning. results.
The learner connects new
information to their existing A student is learning about the American
Learning is the knowledge and experiences, Civil War. They are reading articles and
discovery of the and they make the watching documentaries about the war,
personal meaning and information meaningful to and they are reflecting on how the war
relevance of ideas. them. impacted the lives of people at the time.
Learning (behavioral A student is learning how to ride a bike.
change) is a The learner changes their They fall down a few times, but they
consequence of behavior as a result of their persist. Eventually, they learn how to
experience. learning experiences. ride the bike without falling down.
Learning is a The learner learns from A group of students are working on a
cooperative and others and works with others math problem together. They are sharing
collaborative process. to learn. ideas and helping each other to
understand the problem.
A student is learning to play the violin.
Learning is an Learning is a gradual process They practice every day, and they
evolutionary process. that takes time and effort. gradually improve their skills.
A student is struggling to learn a new
language. They make mistakes and feel
Learning can be challenging discouraged, but they persevere.
Learning is sometimes and frustrating, but it is also Eventually, they learn the language and
a painful process. rewarding. are able to communicate with others.
The learner has a wealth of A student is writing a story about their
One of the richest knowledge and experience childhood. They are drawing on their
sources for learning is that can be used to learn new own experiences and memories to create
the learner himself. things. the story.
The learner's emotions play a
role in their learning. They A student is excited to learn about a new
The process of learning are more likely to learn when topic in science. They are eager to learn
is emotional as well as they are motivated and more and to share their knowledge with
intellectual. interested in the material. others.
The process of problem Two students are trying to solve the
solving and learning same math problem. They use different
are highly unique and Each learner learns in their strategies and approach the problem in
individual. own unique way. different ways.