Principles and Strategies of Teaching in Medical TechnologyACPATRON

Module 1 - Paradigms of Learning Theories

Advanced Organizer

https://youtu.be/ACowHxGEAUg
https://youtu.be/B2bsyT2S82I

Educational Psychology

Learning Theories

● Behaviorism
○ Classical Conditioning
○ Operant Conditioning
● Connectivism
● Constructivism
● Social-Cognitive

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Principles and Strategies of Teaching in Medical TechnologyACPATRON

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 Principles and Strategies of Teaching in Medical TechnologyACPATRON

PARADIGMS OF LEARNING THEORIES ❖ 4 processes during observation

1. Receiving the info
BEHAVIORISM 2. Organizing the knowledge
● The study of behavior and how it reacts to a 3. Storing the knowledge
stimulus 4. Retrieval- retrieving the knowledge
● It also studies the consequences of the
reaction 3 STAGE PROCESSING – Piaget (1972)
● John Watson was the first to use the word 1. SENSORY MEMORY
● “Teachers must learn to teach.. they need only 2. WORKING MEMORY
to be tight more e ective ways of teaching” - 3. LONG-TERM MEMORY
B.F. Skinner
● People learn through reinforcements which 2 TYPES OF MEMORY - J. ANDERSON
shape their behavior 1. DECORATIVE
● Uses in technology - teaching machines, 2. PROCEDURAL
instructional films, direct instruction.
● Repetitions CONSTRUCTIVISM
● Foundational
● A THEORY OF LEARNING-BASED There are two types of constructivist views
CONDITIONING - APPLIED STIMULUS Socio-cultural - learning comes from working with
● STUDENTS LEARN THROUGH PRACTICE, others, so our cultural background is important since
RESHAPING WHAT IS LEARNT, POSITIVE we learn behaviors from others.
EXPERIENCES Cognitive - ideas/past experiences mix with new ones
● TEACHERS’ ROLE IS TO MAKE A SERIES OF to create new knowledge
STEPS IN PROGRAMMED INSTRUCTION WITH
A PRE-DEFINED END, AND SUPERVISOR ROLE Main theorists
● LEARNING IS OBSERVED BY CHANGES IN
BEHAVIOR ● John Dewey (1933/1988) - is often cited as the
● LEARNING ATTRIBUTED INTERNALLY philosophical founder of this approach.
● Bruner (1990) and Piaget (1972) are considered
the chief theorist among the cognitive
a. Classical Conditioning constructivists
- dog’s experiment of Pavlov ● Bruner - learning is an active process
- association of two paired stimuli will lead to an ● Vygotsky (1978) - major theorist among the
involuntary response social constructivists
b. Operant Conditioning ● Vygotsky - zone of proximal development
- (instrumental conditioning) learning by reinforcement ● Uses in technology - programming,
- a repetition hypermedia, concept maps
- reinforcement could be positive or negative ● based on new experiences
- positive- giving a reward for a good behavior ● existing knowledge
- negative- punishment is given ● student-centered
● self-directed learning
COGNITIVISM ● existing knowledge is knowledge
● It’s a mental process that takes place when ● Construction of knowledge/discoveries
information enters through the senses then
gets stored in memory and is then used. CONNECTIVISM
● It is understanding the mind
● Very similar to how a computer works ● Type of learning based on the digital age
● Uses in technology - simulations, AI, virtual ● Learning is a creative process
reality ● Students learn through informal, networked,
● as a whole technology-enabled environment
● Learning is done individually ● George Siemens & Steven Downs
● acquisition of knowledge is by observing other ● Mass intelligence
ppl through social interaction
● comparable to how the computer works

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 Principles and Strategies of Teaching in Medical TechnologyACPATRON
Learning Theories
Module 2 - Teacher and Teaching Profession
Advanced Organizer:
https://youtu.be/Xhvo98fMZ3Y
Teaching Approach- a set of principles, beliefs, or ideas
about the nature of learning that is translated into the
classroom.
Teaching Method- the systematic way of doing
something. It implies an orderly logical arrangement of
steps. It is more procedural.
Teaching Technique- are such steps we follow when we
teach. It is the teacher’s style or tricks to accomplish an
immediate objective.
Teaching Strategy- are methods of approaching a
problem or task, modes of operation for achieving a
particular end, or plan design for controlling and
manipulating certain information.
➔ Teaching strategies
Reciprocal learning strategy - a cooperative learning
technique that has students coach each other through
a set of tasks
Jigsaw - this cooperative learning strategy increases
students’ engagement, encourages collaboration, and
resulktsb in better learning.
Pictionary race - a great team game where students
revise vocabulary in fun and interactive way.
Concept attainment - involves students in their own
learning. Instead of just delivering the information to
the students, you are helping them discover in their
own.
Run to the board - a good way to see how well
students remember words learned in the lesson.
Running dictation - a good way to get the students
out of their seats and move and run, especially if you
find yourself teaching the last class of the day and
children are very tired.
The mind’s eye - a pre-reading strategy that helps
students build mental images based on selective lists
words from the test.
The 5 why’s - a simple, e ective tool for uncovering
the root of a problem.
Memory story - students read out a possage on the
board aloud together. The teacher then removes words
asking students to recall the missing parts of the
passage each times they read it again.
A cup of conversation - conversation is another good
warmer to imporve your students’ fluency. Students
pick topics from a cup and discuss it in pairs and then
change topics and swap parts.
Inside-outside circle - this discussion technique gives
students the opportunity to respond to questions
and/or discuss information with a variety of peers in
structured manner.
List group label - a form of semantic mapping. This
strategy encourages students to improve their
vocabulary and categorization skills and elarn to
organize concepts.
Think-pair-share - a collaborative learning strategy in
which students work together to solve a problem or
answer a question. This technique requires students to
think individually about a topic and to share ideas with
classmates.
Fishbowl - the discussion strategy will help students
practice being contributors and listener ina group
conversation.
Whip around pass - this strategy actively engage
students and encourages participation by all. Students
write down responses of question or prompt given to
them by teacher and quickly share the responses
through the class. Students have to pay attention and
listen carefully to their classmates responds to compare
them to their own.
Exit slips - these are written students responses to
question that teacher poses at the end of class or
lesson. This quick informal assessments enable
teachers to quickly assess students under tanning of
the material
➔ OTHER TEACHING STRATEGIES
● Peer teaching -
● Gallery walk
● hands on learning
● Note taking
● Reading aloud
● Identifying similarities and di erences
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 Principles and Strategies of Teaching in Medical TechnologyACPATRON

● Music and sing ● Selecting instructional strategy

● Journaling ● Closing the lesson
● Self talk- helps students to be more prolific ● Evaluating the lesson
thinkers ● Identify the New content to be taught
● Sca olding questions to prove deeper
understanding from students Instructional Skills
● Student reflection
● Communicate with the students
● Positive reinforcement/feedbacks
● Gain the student's attention
● Homework practice - behaviorist
● Arouse and maintain student interest
● Repetition & practice - behaviorist
● Use stimulus variation and reinforcements
● Use appropriate questioning techniques
● Management if the learning environment
➔ GRAPHIC ORGANIZERS smoothly and e ectively
- Simple and e ective tool to helps students ● Use appropriate lesson closure
brainstorm and organize their thoughts and ● Evaluate lesson objectives
ideas in a visual presentation.
● Fishbone diagram Post-instructional skills
● Venn diagram
● Analyze collected evaluative information
● Flowchart
● Make judgements regarding evaluative
● Problem solution chart
information
● Cluster word web
● Inverted triangle Principles of E ective Teaching and Learning
● 5 W’s chart
● Sequence chart ● Seize the Moment
● Tree chart ● Involve the student in planning
● Story map ● Begin with what the student knows
● KWL chart ● Move from simple to complex
● Accommodate the student's preferred
learning style
● Sort goals by learning domain
➔ UTILIZING TECHNOLGY
● Make material meaningful
- With the 21st century learning strategy,
● Tell your students how they are proposing
utilizing technology as a classroom strategy is
● Allow immediate application of knowledge
already a must.
● Plan for periodic tests
- Integrating Technology into the clasroom is a
● Reward desired learning with praise
great way to empower students to stay
connected in this technological era.
- Technology rich lessons have been found to
keep students motivated and engaged longer. NOTES FROM THE DISCUSSION (08/17/23)
- They therefore encourage you to learn this
educational technology application available in
the internet ADVANCED ORGANIZER

—------END OF VIDEO TRANS—-- - OPENING THE LESSON

- TO KNOW ABOUT THE PRE-KNOWLEDGE

Roles of the Teacher INSTRUCTIONAL EXPERT

● Instructional Expert - TO INSTRUCT, TEACH

● Manager - SUBJECT MATTER EXPERTISE;
● Counselor KNOWLEDGEABLE
- YOU CANNOT GIVE WHAT U DO NOT HAVE
General Teaching Skills
- ASSESS THE LEARNING STRATEGIES,
Pre-instructional skills TECHNIQUES
- DOES NOT ONLY REQUIRE SUBJECT MATTER
● Identify content MASTERY BUT ALSO THE
● Write objectives STRATEGIES/TECHNIQUES/METHODS ON
● Introduce the lesson HOW TO IMPART THE KNOWLEDGE

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 Principles and Strategies of Teaching in Medical TechnologyACPATRON

MANAGER Planning Instruction

- CLASSROOM MANAGEMENT
- TEACHER SHOULD KNOW TO RUN SMOOTHLY ● Instructional planning is a DECISION-MAKING
AND EFFECTIVELY THE CLASS PROCESS
- MAINTAIN ORDERLINESS ● Vital areas: Subject matter knowledge and
action system knowledge
COUNSELOR ● Organize, present and teach the subject matter
in a manner that can be understood by the
- ADVISES students

Lesson 1 - Planning for E ective Teaching Arousing and Maintaining Student Interests

Planning for E ective Teaching Silence

In this module, the students will learn how to plan for a Voice control
class discussion and apply some of the guidelines in Gestures
each phase of planning. MOTIVATION-enhance the intrinsic and extrinsic
motivation of the students
Learning Outcomes:
At the end of the learning module, the students should Opening a Lesson
be able to:
● Personalizing and warming up the climate
● Prepare a sample lesson plan for a topic of ● Using an attention getter
choice related to BS Medical Technology ● Relating the lesson to the world of students
● Select an appropriate activity and method to ● Reviewing past work
be used to teach the selected topic ● Using advance organizers
● Apply the guidelines in opening, sustaining and
closing a lesson Selecting Appropriate Learning Activities

Advanced Organizer: Forms of instruction:

● Symbolic learning
● Iconic learning
● Enactive learning

Types of learning experiences:

● Verbal experiences
● Visual experiences
● Vicarious experiences
● Simulated experiences
● Direct experiences

Selecting Appropriate Teaching Method

● Teacher directed methods

● Student centered methods
● Materials centered methods

Closing a Lesson

● Summary reviews
Pre Task:
● Eliciting generalizations and abstractions
● Feedback on Group Accomplishments
Watch the following videos below and prepare for the
● Previewing the next lesson
class discussion:
Planning a lesson towards an e ective teaching

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Principles and Strategies of Teaching in Medical TechnologyACPATRON

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 Principles and Strategies of Teaching in Medical TechnologyACPATRON

MODULE 3 Setting Objectives/Outcomes

Lesson 1: ABCD's/ Lesson 2: Writing Lesson Objectives/

Lesson 3: Taxonomy

Advanced Organizer:

- In this module, the students will learn how to

formulate learning outcomes/objectives based on
the Mager's design.
- Learning outcomes are statements that describe the
knowledge or skills a student should acquire by the
end of a particular assignment , class or course. It is
also known as learning objectives.
- Outcomes - achieved at the end of a program
- Objectives - achieved at the end of every lesson
Lesson 2. Characteristics of a good learning objectives-
Lesson 1. Important Components of Learning Outcomes S.M.A.R.T.
(ABCD) according to Mager's Design
Writing Lesson Objectives for Classroom Teachers
ABCD's of Writing Lesson Objectives
S-M-A-R-T
● Audience - Who is doing the learning?
A - Should be in the forefront
● SPECIFIC
- What do students want to know
● Behavior - What should the learners be able to do?
B - Needs to be very specific
- objectives/goals should
well-defined to students
be specific and

- Used action verbs like apply, analyze, evaluate - Observable to Teachers

and create.
C ● Condition - Under what circumstances will this
behavior take place?
- Will the learners need any help?
- Is this something that they do in school?
D ● Degree - To what degree and level of proficiency is
required?
- How can we measure the learning?
- If it is not stated, it means 100% accuracy
- Who, what, where, when, why of the lesson
● MEASURABLE
- Lesson objectives can be evaluated if the students
are learning or gaining knowledge
● ACHIEVABLE
- Attainable
- Realistic, students are academically ready
- Can be attained in a certain period of time

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 Principles and Strategies of Teaching in Medical TechnologyACPATRON

c. Levels of Learning in the A ective Domain

● RELEVANT
- Must be relevant to student’s academic success - Manifested by students
- Not usually assessed
- Built with prior knowledge as is applied to the
existing/present situation
● Receiving
● Responding
● TIMEBOUND
● Valuing
- The course, the assignment should be given a
● Organization
specific date for completion
● Characterization

❖ TRADITIONAL TAXONOMY OBJECTIVES

Lesson 3. Classification of Objectives (Increasing

Levels per Domain)

a. Levels of Cognitive Domain (on the old taxonomy,

evaluation is higher than synthesis)

K ●
●
Knowledge
Comprehension

G ●
●
Application
Analysis
A ● Evaluation
E ● Synthesis
s
COGNITIVE- KNOWLEDGE
In the old taxonomy, evaluation is the highest cognitive mechanism
ed
domain; uses noun
In the new taxonomy, synthesis is the highest cognitive
gtd
perception
domain; uses verb
➔ Knowledge- remember
➔ Comprehension- understand
➔ Application- apply
➔ Analysis- analyze
➔ Evaluation- evaluate
➔ Synthesis- create

b. Levels of Psychomotor Learning

PSYCHOMOTOR-SKILLS
● Perception
p ● Set
● Guided Response
● Mechanism
M ● Complex Overt Response
C ● Adaptation
A ● Origination
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 Principles and Strategies of Teaching in Medical TechnologyACPATRON

C
u
B
p
E

Behavioral - completing a task/activity

Behavioral capability Problem solving- if u want to attain something while the
students is solving a problem
Expressive- open-minded experience; can be oral or
written expression

condition

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 Principles and Strategies of Teaching in Medical TechnologyACPATRON

Knowledge
- remembering/recognizing
- Root memorization
Comprehension
- Understanding
- clarify/articulate

Application
- Apply the knowledge in di erent situations
Analysis
- Critical thinking

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 Principles and Strategies of Teaching in Medical TechnologyACPATRON

- Develops high-order thinking skills

Based on Bloom’s, taxonomy, knowledge, comprehension,
and application form only a part of low-order thinking
skills.

Synthesis - creative thinking

Reaction wortto focus on
object commit
stimulus consistent

Mimicry DIY Doitcorrectly

Supervision Indepenty efficient
Accurately harmonious
Receiving
- Aware of what is happening
- Activate senses
- Sensory stimulation
The are 2 approaches to the levels of psychomotor
learning- Old (page 1) and new (ppt) Responding
But the old one is frequently used - Active participation
Imitation
- Mimicry Valuing
- Under supervision - Giving worth to an object, phenomenon, or
stimulus
Manipulation
- Do it yourself Commitment
- Independently - Building an internally consistent value
Precision - Not ningas kugon
- Do it correctly
- Accurately, e ciently, harmoniously

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 Principles and Strategies of Teaching in Medical TechnologyACPATRON

Lesson 4: Cognitive Objectives
In this module, the students will be able to determine the
di erent classroom strategies that can be used to help
the students achieve the outcomes under each level of
the Bloom's taxonomy.
Advanced Organizer:
Recent Years - many iterations and metaphors including
- Orange where levels are distributed equally
- Moving cogs representing an inter working system
- Flipped pyramid illustrating an emphasis on higher
order thinking skills
Bloom’s Digital Taxonomy because of how technology
a ects this
- Adding digital verbs to the taxonomy promotes
21st century skill like communication, collaboration,
creativity and critical thinking

Teaching Strategies that develop:

Knowledge Base

Reading for information

R ●● Direct instruction
D
● Drill and practice
D● Vicarious experiences
● Books, lectures, films, filmstrips, videotapes,
audiotapes, records

Comprehension Base

A ● Advance organizer
A ● Anticipatory set
What is Bloom's Digital Taxonomy?
D ● Discussion

Bloom’s Taxonomy - a model that classifies di erent P ●

●
Paraphrase
Visual and graphic aids
levels of human cognition, thinking, learning and
understanding. Application Base
- It guides the development of curriculum, assessments
and instructional strategies D ●● Discussion
P Presentation of puzzling situation
Created in 1950’s - by educational psychologist, (situational analysis)
Benjamin Bloom
D● Discovery learning

➔ Knowledge - remember M● Model making

Cooperative group works
➔ Comprehension - understand C●
➔ Application - apply Analysis base:
➔ Analysis - analyze
➔ Synthesis - create/synthesize ● Fact vs. Opinion
➔ Evaluation - evaluate ● Independent research
● Compare and contrast
Lower order thinking skills - Concrete thinking,
memorization and understanding Evaluation:
Higher order thinking skill - includes abstract, critical
Problem Solving (group or individual)
metacognitive and creative thinking P ●●
1990s Update - led by David Krathwohl and Lorin D Debate

Anderson. Updated the noun associated with each level Synthesis:

to an action oriented verb. Synthesis was move to the top
➔ Knowledge - remember A● Art

➔ Comprehension - understand M ● Music composition

● Creative writing
➔
➔
Application - apply
Analysis - analyze s ● Storytelling and Drama

➔ Evaluation - evaluate
➔ Synthesis - create/synthesize
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 Principles and Strategies of Teaching in Medical TechnologyACPATRON

R P
D
D
V D

is
A
A
A M
D C
p
S

D
P
D
M
C

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 Principles and Strategies of Teaching in Medical TechnologyACPATRON
MODULE 4: CLASSROOM MANAGEMENT
Types of Classroom Management
Classroom management is the process by which teachers
and schools create and maintain appropriate behavior of
students in class settings. It is vital in the
teaching-learning environment because it a ects
students ability to learn and the teacher's ability to teach
Classroom Management Styles: What's Your Style?
Classroom Management Styles
Authoritarian
● Very controlling, but not very involved with
students.
● Lecture-driven lesson/Direct instruction
● The teacher might simply read o the
PowerPoint or talk about the content itself.
● The students sit in the classroom and remain
quiet.
● This style of teaching does not want to take any
questions from the students.
● Class rules are strictly enforced. The teacher is
very firm and inflexible when it comes to rules.
● Assign seats to students- like to see students in
one place
Authoritative
● High control, highly involved with students.
● Enforces roles but also hears the students out.
● Firm but fair.
● Looks to give students their own voice.
● Classroom discussions are encouraged.
● Wants to see their students exceed.
● Cares a great deal with students.
● Positive feedback is often seen.
● They consider the consequences of their actions-
they carefully weigh the circumstances of the
student’s inappropriate behavior.
Permissive
● Low control, low involvement with students.
● Students can do what they want to do.
● Teacher doesn’t really care about their teaching
career. Teaching is just a way to pay the bills.
● Often doesn’t take the time to prepare lesson
plans.
● Permissive-style classrooms are out of control.
Students are out of their seats doing whatever
they please. A teacher doesn’t take the time to
go over classroom rules or procedures.
● Permissive teaching often shows movies during
class time. They do this simply because they do
not feel like teaching.
● A permissive teacher doesn’t know much about
his students.
● Teacher-student relationships are of little
importance. They don’t notice su ering students.
Indulgent
● Low control, high involvement with students.
● Indulgent teacher takes career very seriously.
● They work hard to plan fun and exciting lessons.
They come to class prepared.
● The indulgent style of classroom management
believes in a student-empowered learning model.
● Teachers let students run the classroom without
intervening when they probably should.
● Teacher looks to build strong relationships with
their students. They have close relationships with
students.
● Teachers have di culty saying no.
● These teachers want to behave in a classroom
but are not strict enough to get them to behave.
● The teacher is very involved with students.
● Takes e ort in planning lessons.
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 Principles and Strategies of Teaching in Medical TechnologyACPATRON

Principal Components of Classroom Management

● Classroom Leadership
● Classroom Atmosphere
● Classroom Discipline

Theoretical Approaches in Dealing with Classroom

Management Problems

● Non-interventionist approach
● Interventionist approach
● Interactionist approach

M leiseifair
I
pp
t
B
y

robotAuthoritarian
Automatic

Authoritative

c
o g
c
D
focuses teachers
on

focusesonstraents Good learning atmosphere

Students aren’t scared- encouraged more than
discouraged

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 Principles and Strategies of Teaching in Medical TechnologyACPATRON

N T
A p
p
u I
H

Control coming from the students and outside factors such

as teacher- personality/attitude of a student that could
relate to discipline
Ex: Why is the student behaving like that?

Elements mentioned in the discussion:

- Control from within the learner and from outside
factors.
- Understanding the learner and his/her
perception of his/her behavior.
- Referral to a specialist if necessary.

A
1
D

C
G

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 - This approach is very teacher-centered
MODULE 5 REPERTOIRE OF TEACHING PRACTICE
Inductive method studentcentered
LESSON 1 REPERTOIRE OF PRACTICE IN TEACHING - Process of arriving at a generalization
- The teacher presents students with many
Repertoire in teaching refers to the sum of available examples showing how the concept is used.
tools, techniques, strategies from which a practitioner - The intent is for students to notice by the way of
may draw, choose from to address a particular purpose. examples how the concept works.

closeended Direct Teaching Method

- Teacher-centered (teacher provides information,
pffegondge
facts, rules, and action sequences).
- Uses straightforward, explicit teaching
techniques usually to teach specific skills

itMHP - It is a teacher-directed method wherein the

teacher stands in front of the classroom and
EP presents the information.

Indirect Teaching Method

- Student-centered (student is an interactive
participant)
- Seeks a high level of student involvement in

SBDMV
observing, investigating, drawing inferences
from data, or forming hypothesis
- It takes advantage of students’ interest and
GDFITFE curiosity, often encouraging them to generate
alternatives or solve problems.
- The role of the teacher shifts from lecture
director to that of facilitator, supporter, and
Teaching Methods and Techniques resource person.

Teaching Approach- a set of principles, beliefs, or ideas ➢ Teaching methods and techniques
A about the nature of learning that is translated into the
classroom. Lecture Method
- Outlining technique
O
M Teaching Method- the systematic way of doing something. C Component technique
-
It implies an orderly logical arrangement of steps. It is S - Sequential technique
more procedural. R Relevance technique
-
- Transitional technique
T
T Teaching Technique- are such steps we follow when we
teach. It is the teacher’s style or tricks to accomplish an
immediate objective. l
Discussion method
s - Small group discussion technique
- Socialized classroom technique

s Teaching Strategy- are

problem or task, modes
methods of approaching a
of operation for achieving a
dp -
-
Direct instruction technique
Panel discussion technique
- Recitation technique
particular end, or plan design for controlling and R - Interview technique
manipulating certain information. I
➢ Di erent methods of teaching Reporting method
Deductive method - Unit or Morrisonian technique
- Breaking down learning from general to specific - Individual or group reporting technique
- The teacher conducts lessons by introducing and R Reading or storytelling technique
-
explaining concepts to students and then S - Schematic technique
expecting students to complete tasks and to S - Symposium technique
practice the concepts.
tasks
teacherintroduceconceptsthenexpectstudenttocomplete 1
Investigatory method Presentation of Facts, Concepts and Skills
- Laboratory technique Lecture
L - problem-solving technique
audiovisual
Presentation: visual aids, printed materials or
p ●
R - Research technique present the equipment
F - Field study technique Reporting ● Levels of Instruction: Symbolic, Iconic, Enactive
E - Experimenting technique
jjfjj.gg
Investigatory
Demonstrate a Concept or Skill
Books sepyuisnalbyEneginei

Activity method Activity

- Project technique Establish set
P - Field trip technique
S ●● Present prerequisite knowledge and rationale
F selfpacing P
D Dramatization technique
-
M ●● Model the correct performance
R - Role-playing technique Integrated Have students practice under controlled

B - Brainstorming
Traditional p conditions

D - Debate technique
P● Provide opportunities for transfer to more
complex situations
Demonstration method
T - Teacher-directed technique Supervise and Critique Student Work
S - Student-directed technique
- Teacher-student directed technique Five Steps Teachers Have to Observe in Giving
TS
close
- Resource speaker technique Feedback:
R
Self-pacing method ● State clearly what is to be achieved or task to be
- Programmed instruction performed
P
M -
-
Mastery learning
Modular learning technique
B● Break down the task into subtasks as much as
possible
Discussion ● Describe the degree of student progress toward
Integrated method jj meeting each subtask
- Lecture-dsicussion Make corrections and give suggestions for
M●
I -
-
Lecture demonstration
Film-showing discussion
Presentation
V●
improving performance
Verify student mastery of the task repeat
F task
Traditional method Guidelines in providing feedback:
- Textbook learning
T - Role-learning technique ● Give feedback immediately or as close to the
R
D - Directed technique Supervise I actual time of performance
- Memorization technique Descriptive language rather than judgmental
in OS●
—-END OF VIDEO TRANS—
n'tidal ● language
objective subjective
Focus on present performance rather than on past
p ones
Class Recitation ● If possible, suggest alternatives rather than a
Focus on the recall and comprehension (Kauchak & A single solution
Eggen, 1989) ● Tell the students only what they are able to
Close-ended questions manage at a given time rather than all that has
BASIC PRINCIPLE: Many students should be involved in happened focus
the recitation ● Focus feedback on modifiable areas rather than
those over which students have little control
Class Discussion ● Emphasize achievements instead of shortcomings
and maintain an optimistic and supportive class
● Engage students in higher order thinking skills atmosphere encouraging
(HOTS)
● Analysis, synthesis and evaluation (Aban, 1998)
● Class discussions are facilitated by guide
questions
● Higher order thinking skills would require open
ended questions unlike in class recitaiton

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 andcomprehension
Recall
checkingforunderstanding

Books experience
seggray

erthinking

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LESSON 2 CLASSROOM DISCUSSION STRATEGIES

Advanced Organizer:

BADDD
PSA
LASTS
SEC

Intro
Dis
Conc

Uses of Classroom Discussion Strategies:

Develop leadership skills

D ●● Summarize group opinion
S
Arrive at a consensus
A●
Become an active listener
B●
Appropriately handle controversy
A●
Develop paraphrasing skills
D●
Develop self directed learning skills
D●
Develop analysis, synthesis and evaluative skills
D●
Phases in preparing and Conducting Classroom

Strategies

1. Planning and Organizing a Discussion Lesson:

● Teacher has to consider goals carefully

● Has to decide on appropriate activities
● Has to consider student's experience and
development
● Needs to consider the time allotted for the
activities
● The discussion they ought to produce a specific
product such as summary, list, or a series of
conclusions

Preparation for a Guided Discussion:

● Introduction
● D Discussion
c
● Conclusion

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2.Conducting/Implementing A Guided Class

Discussion

● Select a topic that students can gainfully discuss

SE● Establish a specific lesson objective with desired
learning outcomes
Conduct adequate research to become familiar
C● with the topic
Organize the main and subordinate points of the
O● lesson in a logical sequence

p● Plan at least one lead-o question for each

desired learning outcome

5
MODULE 6 Inductive vs Deductive Teaching Models
constantine
ÉÉ
variation
alternative
depend
relationship
Names
How to Teach an Inductive Learning Lesson
– VIDEO TRANS—
Inductive vs DeductiveTeachingModels
Deductive
- Overall concept or rule is presented first
- Then, students work with examples to apply the
concert or rule
- Rule → examples
Inductive
- Students study examples of the content first
- Then, students make generalizations, leading to
an understanding of the rule.
- Examples → rules
- Instead of giving students the rule first, and then
having them practice it with examples, we would
give them examples first, then let them organize
them until they discover the rule for themselves.
- One big advantage of inductive learning is that it
uses the practice of identifying similarities and
di erences, which research has shown to be one
of the most e ective ways people learn.
- It also requires students to think on higher levels-
especially that hard-to-reach analysis level.
Because students really have to determine what
information is and is not relevant.
Steps of inductive learning:
➔ Step 1 - provide students with examples of the
content.
“Examples” can be interchanged with
- Keywords
- Sample problems such as in a math class or
scenarios about history or life skills
- Artifacts in science, technology, or history lesson
- Images that illustrate certain phenomena or
techniques
- Sets of data
The teacher (Gina) starts giving students these animal
facts cards to study. Each card contains information on
the animals’ diet, size, coloring, habitat, and
reproduction. The teacher tells her class they're going to
consider how scientists organize animals in order to
better study them. For this lesson, the teacher will use 20
di erent cards. She has students work in groups. Each
group will have its own set of 20 cards.
➔ Step 2 - have students arrange the examples into
groups
There is no one right way to group them but they should
be thinking about the reason why one way of grouping
might be more useful to scientists. This group decided it
would organize animals by size.
➔ Step 3 - have students label groups
- When they have placed their items into groups,
have them give each group a descriptive label.
The process of coming up with a label will further push
students’ thinking. You can encourage this by asking
students to define their categories more specifically.
➔ Step 4 - have students draw a conclusion, make
a generalization, or form a hypothesis about the
content. (ideally, this should be done in writing).
This group has organized their cards by the animals’ size.
The teacher has asked her students to draw a conclusion
about why their method of grouping is useful to
scientists. they prepare this.
1
What you see in red is a sentence stand that Gina gave
A● Application of Principles

them ahead of time. Although the students’ conclusion Characteristics of Higher Order Thinking Skills:
doesn't necessarily address the issue with physical traits,
it shows that the students are already thinking about the N ● Non-algorithmic
● Complex
purpose of organizing information for study.
I● Multiple solutions
● Involves uncertainty
➔ Step 5 - have students group examples in a l ● Self-regulation of the thinking process
di erent way. s
Skills Necessary to Enhance Critical Thinking:
This step is not required if students are already
approaching the concert you’re hoping they’ll learn, but it o ● Observation
will result in more creative, higher-level thinking. F ● Focusing on the question
Dro● Distinguish fact from opinion
So now our group organizes their animals by habitat, Dri ● Distinguish relevant from irrelevant information
● Judging credibility of sources
theorizing that this type of organization allows scientists
● Recognize contradictions
to more easily study ecosystems. Eventually, some
groups organized their animals by common physical M ● Making inferences
traits. Noting that some animals stand in their own D ● Drawing conclusions
categories. This is the concept that will help Gina’s class
ultimately understand the taxonomy that will form the
basis for a more complex discussion.

She can now deliver a brief lecture or have students read

about the taxonomy, keeping your other theories in mind
and looking for evidence to support their conclusions.

– END OF VIDEO TRANS–

Concept-a way by which knowledge and experience are

organized. The moment the students are able to put
things into a class and are able to recognize its members,
it can be said that concept learning has taken place
(Gagne, 1985).

Types:
● Conjunctive
E ● Disjunctive
● Relational
iesquare
landforms't't
R
Phases of Concept Attainment (Bruner, 1956): Relatingconcepts
Presenting Goals and Establishing Set
p ●
● Concept Identification
É ● Testing Attainment of the Concept
Analysis of Thinking Strategies
Conjunctive concept example- square
Disjunctive concept example- landform: can be mountain
A ●
or valley
Relational concept example- idea of a couple-
Phases of Inductive Teaching in Concept Attainment
family/marriage, brothers to sisters
(Hilda Taba)
E ● Establishing Set
c ● Concept formation
● Interpretation of Data
I
2
c
EN p
I C
D T
C A
NC

nopattern
Ideep
it
required

to
subject change

3

MODULE 7 Other Teaching Practices
Iii fi
of objective
specification lesson
iaanaoaxamne
text
Showing
I
WDPPS
https://www.youtube.com/watch?v=EZix_EqXrdg
Lesson 1 Expository Teaching
Expository Method of Teaching (aka telling or showing
method) - a teacher-centered strategy wherein the
teacher is the principal source of information.
Planning an Expository Lesson
● Identification of a topic
I ● Show relationships
S ● Specification of the objectives of the lesson
S ● Selection or preparation of examples
Implementing and Expository Lesson
● Write the abstraction or display it on the
W overhead
D ● Definition of the concept
p ● Presentation of positive examples
● Provide more examples for the students to
p classify
● Students will provide examples
s familiar terms
—--------------------VIDEO TRANS—----------------------
EXPOSITORY TEACHING
Expository means Explaining, “to tell” “to expose
something”
1. Provide overview
2. Provide instruction - lecture
3. Student glean insight
4. Provide experience to reinforce/practice insight
Teacher-Centered Instruction
- Direct instruction
- Expository Learning
- Explicit instruction
- Teacher-directed learning
- Receptive learning
- Deductive thinking/learning
David Ausubel
1. Goal - meaningful verbal learning - learner able
to connect new information to known
information
2. Rote learning - opposite of goal. info that is
taking in but is not connected to anything.
Meaningless like memorizing
Advance Organizers
1. Lecture - e ective form of teaching if:
a. Ideas and concept are organized
b. Ideas and concepts are connected to
what learner already knows
2. Advanced Organizer - visual or verbal or written
information that characterizes the material that
is about to be learned. it gives students a general
sense of the structure
3. AO - three main purposes
● Highlight key points - to draw students
attention to the important of the upcoming
learning experience
● Activate relevant knowledge - remind
students of the knowledge they already
have so they can make connections
4. Variety of Forms
● A quick verbal overview - identifies main
points to be learned
● A picture or graphic that shows concept’s
ordinare, subordinate parts
● An outline
● Concrete models
● Analogies
● Discussion of main themes or ideas using
● A set of defining attributes or higher order
rules
● A short abstract or summary expository text
5. An organizer must organize - show relationships
and how things are structured
Steps in Expository teaching
1. Show advance organizer- briefly describe the
learning objective
2. Present input - present the information
3. Present examples and non-examples
4. Review - review the main for point
5. Extend and apply - homework
—----------------END OF VIDEO TRANS—----------------
1
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F
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A
Fv

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3
 2. English teacher teaching verb: was and were.
Lesson 2 Discovery and Inquiry Teaching
Teacher just explaining and giving examples of
sentences that included the word was or were.
Teacher teaches i-was, you-were. He-was, it-was,
we-were, you-were, they-were and ask the
teacher students to construct sentences to make sure
they understood.

INDUCTIVE APPROACH: - starts with teachers giving

examples to the learners, then let the learners use the

I example to figure out the rules by themselves.

EXAMPLES —-----> RULES

scscp
study -

-
It is more student-centered, where students will
be more involved in the lesson.
Very e ective because it required students to
process and analyze data.
Deductive approach vs Inductive approach in teach…
EXAMPLES:
Models of Inquiry Teaching 1. Step 1:
15 students in a class. Get into a group of
Deductive Inquiry
D● 5 people, and provide each group with 20
Inductive Inquiry
I● pictures of di erent plants.
Discovery Teaching Step 2:
Each group is required to arrange the

S● Socratic Discussion open

endedquestionownidea plants into groups and label each group.
question
C ● Controlled or Guided Discussion noseended 2. English teacher teaching about past tense.
S● Springboard Techniquesflaunchanactivity encourageinterest - He divided his students into groups of 5
● Case Study Method people.
● Problem-Solving Approach - Then he distributed each group with 20
small pieces of papers with action verbs
Phases of Inquiry Lesson: written on each of it.
- 10 of the words are past tense and the
Deciding on Objectives, Establishing Set and
D● other is present tense.
Explaining Inquiry Procedures
- Students are then required to divide the
Presenting a Puzzling Situation
p● past tense from the present tense
Data Gathering and Experimentation
D● - Then they need to make a sentences for
Hypothesizing and Explaining
H ●● Analyzing the Inquiry Process
all the words with the help of an ipad (for
A them to make a research on the definition)
—--------------------VIDEO TRANS—---------------------- - After that, let the teacher to check
whether it is right or wrong.
DEDUCTIVE APPROACH: - start by teachers giving the
rule or general statement then let the student to practice —----------------END OF VIDEO TRANS—----------------
it with examples
- Teacher-centered approach, where the teacher
just teaches everything while the students just sit
and listen, the students' involvement is very less.
- This method is faster and more simple compared
to inductive method

EXAMPLES:
1. A science teacher teaching about the solar
system. The students were taught that all the 8
planets revolve around the sun. And the students
were asked to name all the planets that revolve
around the sun.

4
 USING THE CHALKBOARD Whiteboard
MODULE 8 Teaching Tools and Resources
Following guidelines have to be considered:
● Start each class with a clean board. As an
usingthe chalkboard suppmw 5
materials tumin expression of courtesy, erase the board at the
visualDisplay
aids er
Instructional
projected recorded end of discussion
canteachiargeclasses
se selecting
planning G uiding
Introducing Following
up y ● Use colored chalk to highlight essential points
TvprogramsTeletubbiessineskweia
p ● Print or write on the board neatly, clearly and
in orderly manner
textbooks
I ● Print instructions on the board
p ● Maintain personal supply of chalk and eraser
managedinstruction
usedascomputerassited M ● Learn to write on the board without having
usedtoteanstudentsantcomputercaemopmirskins
useacoteamab.atiniangananapsmaentaemoptnincingains L entirely turn your back to students
concommunitymaraneananaminit immersion
community
D W ● When a lot of materials have to be written on
canmakereamingeninganaman
www.mail.ar.mmnig.pro
environmental
scanning the board, do it before class and cover it
I. Audio Visual Aids
● Using the Chalkboard VISUAL DISPLAY MATERIALS Anatomy pic
modelGallery
● Visual Display Materials Consider the following suggestions:
● Projected and Recorded Instructional Aids ● Take time to plan the colors of the board and
captions of materials
II.
III.
Instructional Television
Printed Materials
U ● Use imagination to make the board attractive
● Make bulletin board simple, emphasizing one
Guidelines to be considered in reviewing printed main idea, concept, topic and theme picture Gallery
or
materials: ● Make bulletin board a medium for the
● Appropriateness of the material both in enrichment or extension of learning
content and reading level
● Cost of paperback books for the students to PROJECTED AND RECORDED INSTRUCTIONAL
read primary sources AIDS
● Assorted workbooks that emphasize ● Those that require electricity to project images
thinking and problem-solving rather than onto screens - Projected Instructional aids
rote memorization ● Require sounds - recorded instructional aids
● Pamphlets, brochures and other duplicated
materials that students can read for specific INSTRUCTIONAL TELEVISION
information and viewpoints about particular ● Large classes can be taught simultaneously by
topics means of television Advantage
● Articles in newspapers, magazines and ● Teachers should go through standard routine:
periodicals related to the subject students P ○ Planning TV
programs
will be studying s ○ Selecting Batibot
sesamestreet
○ Introducing
I sineeskwela
IV. Computer and Computer Programs ○ Guiding
V. Community as Resource ○ Following up
VI. Field Trips
PRINTED MATERIALS Textbooks H andouts
J ournals
AUDIO VISUAL AIDSwhenteacherusesanaudiovisualaids
Accordingtoresearchlearningisbetter
Guidelines to be considered in reviewing printed
● Instructional devices which involves the use of materials:
sight and hearing ● Appropriateness of the material both in

I
● Help and make ideas a concept clear content and reading level
● Learning can be raised from verbalism to true ● Cost of paperback books for the students to
understanding www mn read primary sources
● Can also make learning interesting and vivid ● Assorted workbooks that emphasize thinking
● Make learning e ective and problem-solving rather than rote
● Valuable in promoting motivation and retention memorization
● Pamphlets, brochures and other duplicated
USING DIFFERENT KINDS OF AUDIO - VISUAL materials that students can read for specific
MATERIALS information and viewpoints about particular
● Using the Chalkboard whiteboard topics source information
of
y ● Visual Display Materials
mm
● Projected and Recorded Instructional overheadprojector
● Aids
filmstrip
Multimediaprojector
● Articles in newspapers, magazines and
periodicals related to the subject students will
be studying
carousel
1
COMPUTER AND COMPUTER PROGRAMS
Valuable to teacher in the following ways:
● Used as Computer Managed Instruction canvas Internet
youtube
● Used as Computer Assisted Instruction
● Used to teach students about computers and
help them develop their skills
y ● Used to teach about thinking and help students
develop thinking skills

COMMUNITY AS RESOURCE
● One of the richest resources
O the is
● Local community and the people and places in
it Youwillapplytheionceptiearnedintheclassroom
● Can make learning exciting and forceful
C ● Teacher needs to build their file of community
T resources that contains:
○ Possible field trip locations
○ Resource people who could serves as

I
guest speakers or mentors
○ Community groups minorityAboriginesFarmer professionals
Healthcare
Fisherman

○ Local businesses, industries and

agencies PNPtorsafetylsecurity
communityimmersionorenvironmental
scanning

FIELD TRIP
Important areas to consider:
● Details of preparation before the field trip
D ● Planning the details of the actual field trip
p● Planning follow up activities for the field trip
p

2
MeasurementAssessmentand
Evaluation Attributes of a Good Test
● Validity
MODULE 9 Measurement and Evaluation
● Reliability
● Objectivity
● Scorability
aments
performance isompananomena ● Administrability

Assessment-information gathered and synthesized by

performance
of is
swansassessing
emami
the teachers about their students and their classrooms
or anuria
standard
(Arends, 1994)
Types of Classroom Assessment
standardized

an standardized

● O cial assessment
mean
maniannominian
● Sizing up assessment
coman
a im tax
naming
appropriate
mananaaar.name
● Instructional assessment
ateatime
naming

ability
Methods for Collecting Assessment Data
● Paper and Pencil Technique
official
assessment

up
sizingassessment ● Observation
Instructional
assessment

and
pencil paper
tenniane Evaluation-process of making judgments and assigning
observation
value or deciding on the worth of the student's
performance.
Diagnostic era
formative
summative era
era
placement
era
test
Types of Evaluation
analysis ● Diagnostic
openenaeatnemesanaaia.ie
conferences
testing ● Formative
● Summative
Types of Evaluation- Placement, Formative, Diagn…
Sources of Evaluation Information
● Cumulative records
c
o ● Personal contact
● Analysis
● Open ended themes and diaries
c ● Conferences
● Testing

Purpose of Measurement, Assessment and

Evaluation
● Improve student learning
● Identification of student's strengths and
Approaches to Measurement, Assessment and
weaknesses
Evaluation
● Assessment of the e ectiveness of a particular
● Norm-referenced
teaching strategy
● Criterion-referenced
information gathered
● Appraisal of the e ectiveness of the curriculum
by
the
synthesise teacher
Measurement vs. Assessment vs. Evaluation
● Assessment and improvement of teaching
e ectiveness
Measurement-quantification of what students have
● Communication with and involvement of
learned with the help of a measurement tool (e.g. tests)
parents in their children's learning

Types based on test constructor:

Steps in Test Construction
● Standardized test
● Identify learning outcomes
● Unstandardized test
● List the topics to be covered
● Prepare the test blueprint (Table of
General Principles of Testing
Specifications) Board
exam andiofex
● Measures all learning outcomes TOStopics the
specify
percentage
topic
● Select appropriate types of test
● Cover all the learning tasks

j
● Write the test items
● Use appropriate test items
● Make the test valid and reliable S ● Sequencing the items
● Writing the directions or instructions
● Use test to improve learning
o ● Preparation of the answer sheet and scoring ke
multiplechoice
ability
measurediscriminate 1
 APPROACHES TO EVALUATION TYPES OF CLASSROOM ASSESSMENT

N NORM-REFERENCED EVALUATION: Performance of a

student in a test is compared with the performance of
O OFFICIAL ASSESSMENT: Teachers to carry out by
giving students grade at the end of each marking
the other students. ex. Bodjie’s percentile rank in the period. Ex. Formal test, term paper, report quizzes. All
math achievement test is 88. cognitive

C CRITERION-REFERENCED
Performance of a student
EVALUATION:
is compared against
s SIZING UP ASSESSMENT: information gathered
provide a personality profile of the student
to
teacherfacilitated
predetermined or agreed upon standards. Ex. Sid can
construct a pie graph with 75% accuracy.
I INSTRUCTIONAL ASSESSMENT: Utilize in planning
instructional delivery and monitoring the progress of
TEST CONSTRUCTOR teaching and learning. ex. Teaching strategy or
instructional materials. Notonlytheteacherandstudentsbutaisotheteaching
S STANDARDIZED TEST: A test prepared by an expert or
specialist. Administered to students with the same METHODS OF COLLECTING ASSESSMENT DATA
strategy
ormateri

directions and time limits.

andsynchronizedtest
Departmentalized

UNSTANDARDIZED TEST: Test prepared by teachers

p PAPER AND PENCIL TECHNIQUE: Test taken by
students, maps drawn, written reports, assignments
u for use in the classroom with no established norms for and practice exercise.
scoring and interpretation of results. Shortanizzes
Unittest
d OBSERVATION: Involves by
performance in laboratory,
watching the student’s
speaking, reading or
General Principles of Testing
participation in group activity.
Measure all instructional objectives: Teacher writes
should be congruent with all the learning objectives TYPES OF EVALUATION
focused in class. Assess and DETECT
Evaluate the
m easure students
l earning
if is
learningobjective attained D DIAGNOSTIC EVALUATION: To assess prior
Cover all learning task: A test focused to represent all knowledge of students of a particular topic or lesson to
anticipate potential learning problems.
targeted learning outcomes. Pretaskwhiletaskandposttask p
Occurs at the start of teaching. Ask basic questions.
Use appropriate test items: Test items utilized by Can be used to understanding learning disability from
teacher have to be in consonance with the learning the students. Observation, Psycho or Medical sources.
objectives to be measured.
F FORMATIVE EVALUATION: Usually administered
Make test valid and reliable: See to it that the test during the instructional process to provide feedback to
constructed measures what it purports to measure. students and teachers on how well the former are
learning the lesson taught. QuizzesUnit
Use test to improve learning: Results of the
test
Monitoring of learning progress during the instructions.
examination administered to students can serve as Teaching and evaluation happens simultaneously. After
springboards for the teachers to reteach concepts and teaching, the teacher can ask questions, give a class
skills that the former have not mastered. test to monitor if the lesson is taking place or not. It
Malaboormalinawsatopic
boosts the self esteem of the teacher and it keeps them
ATTRIBUTES OF A GOOD TEST
motivated. The students attain a better understanding
Validity: It is the degree to which a test measures what of the topic if the errors are identified and solved.
it seeks to measure. the truthexact
s SUMMATIVE
achievement
EVALUATION: To determine student
for grading purposes. Express through
Reliability: A valid test is always a reliable test. midtermitinalexam periodic
Accuracy which test consistently measures that which it test scores and e ectiveness of teacher and curriculum.
does measure. Accuracywith Done at the end of the course. Main aim is to give
consistency
grades.
Objectivity: Personal biases or subjective judgment of
mmmm
the test scorer is eliminated in checking the students p PLACEMENT TEST EVALUATION: Di erent types of
tests are designed to evaluate the Skills of the
responses.
tomeasurestudentslearningnottothreatenstudent Learners. Test series are in a progressive level Easy to
thatarerelatedtotopic
Questions

g Scorability: Easy to score or check as answer key and Hard. From Reading, Writing, Speaking, Listening,
Group Discussion, Quizzes and Debate. Evaluator can
answer sheet is provided. Answer
is
sheet provided
assign a position. Understand the capability of
Administrability: Easy to administer as clear and di erent learners and place them according to their
simple instructions are provided to students, proctors, capabilities. College
Exam
and scorers. Instructionsshould
beclear
2