Principal Elements of Teaching 5’S Formulate to Create a Conducive Learning
Environment
• Teacher- prime mover
• Learner- key participant
• Learning Environment- conducive physical and
psychological learning areas.
Learning Style- refers to preferred way an individual
processes information.
Sensory Preferences
Mnemonics: TVAK
T: Tactile- learning through hands on activities.
V: Visual- visual imagery in order to solidify
learning.
A: Auditory- learn through listening.
K: Kinesthetic- learning by doing.
moving all body parts.
Learning Environment
Physical Environment- appearance of the classroom.
Psychological Environment
▪ atmosphere that reigns in the classroom.
▪ securing safe learning environment.
PED: METHODS AND STRATEGIES OF TEACHING
Teaching Styles
• Socratic- art of questioning.
• Sort- sorting important and unnecessary things.
• Apprenticeship- role model towards learning.
• Set in Order- organize and arranging things.
• Boss-Employee- asserts authority and provides reward
• Shine- clean and neat
and punishment.
• Standardize- rules and consistency.
• Compulsive- fussy teachers in things. Functional order
• Sustain- consistency
and structures.
• Quiet one- commands respect and attention.
• Entertainer- free enough to joke and laugh w/ children.
MULTIPLE INTELLIGENCES
• Secular- relaxed and informal to students.
By: Howard Gardner
• Academic-knowledge and substances of ideas.
Mnemonics: INVISBLEM
Intrapersonal (self-smart)
• Authoritarian- more teacher control; less students
Naturalist (nature smart)
involvement.
Verbal Linguistic (word smart)
• Authoritative- more teacher control; more students
Interpersonal (people smart)
involvement. (set up rules and consistently enforce
Spatial-Visual (picture Smart)
them, but they also value their students’ input.)
Bodily Kinesthetic (body smart)
• Permissive- less teacher control; less students
Logical-Mathematical (number smart)
involvement.
Existential (analyzation of human existence)
• Indulgent- less teacher control; more students
Musical (music smart)
involvement. (care a lot to students)
Prepared by: Anna Zhier Japon
 Bulletin Board- powerful instructional tool that add II. Subject Matter Types of Objectives
meaningful learning. A. Topic Cognitive Affective Psychomotor
B. References Bloom’s Krathwol Simpson
Anderson’s Harrow
Types of Instructional Planning C. Materials Kendal & Marzano
D. Concepts
• Couse Planning- concepts, skills, & values to taught E. Values Integration Cognitive
for the entire course. Bloom’s Taxonomy Anderson’s Taxonomy
• Course Mapping- aligning objectives, instruction, & III. Learning Activities/Procedure
assessment. Done by expert’s curriculum experts. A. Preliminary Activities (Greetings, Prayer, Classroom
• Unit Plan- large subdivisions of the subject matter. management, checking of attendance)
-detailed sub-topics. B. Motivation
• Lesson Plan- instructors Road map (guide). C. Recall/ Review
D. Lesson Proper
Parts of the Lesson Plan
Principles in Determining Learning Activities Kendal & Marzano Taxonomy
I. Objectives- must be SMART (Specific, Measurable, Mnemonics: PACCO
Attainable, Relevant and Time-Bound)
Information- declarative knowledge
• Specific- says exactly what the learner will be able to P- Personal meaning and relevance of ideas.
Mental Procedure- procedural knowledge
do. A- Active process. Psychomotor- physical skills
• Measurable- can be observed by the end of the lesson. C- Clear, high expectation and outcomes.
• Attainable- for the students within scheduled time and
CO- Cooperative and Collaborative process.
specified conditions
• Relevant- to the needs of the students
IV. Evaluation
• Time-Bound - achievable by the end of the lesson.
V. Assignment

PED: METHODS AND STRATEGIES OF TEACHING Prepared by: Anna Zhier Japon
 Krathwohl’s Affective Taxonomy
1. Receiving- attentive and awareness of ideas.
2. Responding- actively participating, showing interest.
3. Valuing- begins to identify behavior and commit to it.
4. Organizing- create own value system.
5. Characterizing- act consistently the values internalized.
PSYCHOMOTOR
Simpson Taxonomy of Psychomotor Domain
1. Perception- senses cues to guide motor activity.
2. Set- act of readiness.
3. Guided Responses- imitation, 1st attempt, trial & error.
4. Mechanism- habitual actions.
5. Complex Overt Response- skillfully perform complex
movements.
6. Adaptation- modify learned skills.
7. Origination- create new patterns.
PED: METHODS AND STRATEGIES OF TEACHING
Anita Harrow Taxonomy of Psychomotor Domain
1. Reflex movements- involuntary reactions.
2. Basic fundamental movements- basic movements.
3. Perceptual Abilities- cognitive with psychomotor
behavior.
4. Physical Abilities- requiring, endurance, flexibility,
agility, and dexterity.
5. Skilled movements- advanced learned movements.
6. Non-discursive communication- expressive
interpretative movements that communicate meaning.
Six (6) Learning Strategies
by: Weinstein and Mayer (1986)
1. Basic Rehearsal Strategies- repeating learning
materials.
2. Complex Rehearsal Strategies- copying, underlining/
shadowing learning materials.
3. Basic Elaboration Strategies- form mental image of
learning materials.
4. Complex Elaboration Strategies- paraphrasing and
summarizing learning materials.
5. Basic Organization Strategies- grouping & ordering
learning materials.
6. Comprehension Monitoring Strategies- checking
comprehension failures.
7. Affective & Motivational Strategies- alert & relax to
overcome test anxiety.
Complex Cognitive Processes
1. Concept learning- mentally categorize information.
2. Creative learning- something in a new way.
3. Metacognition- understand & uses one’s learning.
4. Critical thinking- logical conclusion.
Johann Friedrich Herbart
Father of scientific pedagogy.
&
Herbart Delivery Information Theory
Herbartianism- assimilating information and connect to
preview knowledge.
1. Preparation- recall & motivational activity to attract
interest.
2. Presentation- acquire new ideas & knowledge.
3. Association- comparing or connect previous knowledge
to the new information.
4. Generalization- draw conclusion from comparison.
5. Application- applying new knowledge into situation or
real-life events.
Prepared by: Anna Zhier Japon
 Concepts of Teaching
1. Approach- set of principles, believe, ideas about the nature
of learning.
2. Method- set of systematic action in order to achieve short
term teaching objective.
3. Technique- personal style/tricks.
4. Strategy- wisdom approach, method and technique.
General Approach in Teaching
1. Direct Approach- lecture method; (teacher centered)
• Deductive Method- abstraction, and end with specific.
*general to specific.
• Inductive Method- begins w/ specific data and ends with
abstract/ conclusion.
*specific to general.
2. Indirect Approach- inquiry based (learner centered)
-problem solving method.
Classroom Management as time mandated.
• Mandated time- school calendar.
• Allocated time- time per subject.
• Academic learning time- students learning activities
time.
• Teaching time- teachers time.
PED: METHODS AND STRATEGIES OF TEACHING
Preventive Measures of Teaching
1. Antiseptic bounding- temporarily removing a student
from the setting.
2. Hurdle help- provide assistance to help them start.
3. Proximity control- reducing distance between the
student and the teacher.
4. Removal of seductive object- directing removal of
object.
5. Redirecting- refocus student’s attention.
6. Planned ignoring- intentionally dismissing or not
acknowledging a student’s behavior.
7. Signaling- using nonverbal signals ex: eye contact
8. Direct appeal- courteously tell the student to stop the
misbehavior.
Pitfalls in Teaching
1. Dangling- leaving some discussion or project in the air
and moving on to something else, but then returning
again later.
• Truncation- not returning to the discussion or activity.
• Fliptop- happens at a transition point when one is
switching from one activity to another, but then returns
back again.
2. Over dwelling- giving too much time to something
longer than required.
3. Fragmentation- making complex.
4. Stimulus- boundness- teacher lose attention.
5. Thrust- interrupt students engage act. w/out warning/
consideration whether students ready or not.
Special Technique to Ensure Active Participation
1. Role playing- no preparation (impromptu)
2. Drama- w/ script; long preparation.
3. Buzz session- brainstorming
4. Simulation- real life imitation.
5. Seminar- formal meeting.
6. Workshop- produce output (interactive)
Discussion Procedures
1. Panel discussion- panelist share ideas, audience can
interrupt and ask questions.
2. Symposium- more formal; uninterrupted speeches.
3. Debate- makes speech for or against a proposition.
4. Round table conference- no solo speaker. All required
to speak.
5. Buzz session- small information group discussion.
Learning Delivery Modes
1. Face to face- teacher & student’s personal interaction
2. Distance learning- synchronous & asynchronous; not
physically present in designated place.
3. Blended learning- combination of F2F & distance L.
4. Experiential learning- immersion, OJT, practicum
5. Home schooling- access to formal education while
staying in an out of school environment.
Prepared by: Anna Zhier Japon
 Instructional Materials
1. Print
• Textbook- widely use instructional material
• Pamphlet- small booklet
• Handouts- outlined of discussed/ summary
• Manual- instructional manual
2. Audio- microphone, cassettes, podcast.
3. Visual
• Chalkboard- oldest and effect visuals.
• Models
• Chart
4. Audiovisuals- television, videos.
5. Electronic materials
Approaches to Classroom Management
1. Assertive Approach
➢ clear and identified expectation.
➢ Has rules and consequences.
2. Acceptance approach- all students belong.
3. Success Approach- maintain positive characteristics.
4. Behavior modification approach- reinforcement and/or
punishment.
5. Group managerial approach- responding immediately
to group student’s behavior.
Jacob S. Kounin- discipline and group management
PED: METHODS AND STRATEGIES OF TEACHING
Desist Technique The Art of Questioning
• Riffle Effect- correct misbehavior in one student, all
Low level- memory questions; require simple recall.
follows.
High level (HOTS)- analyze, evaluate, solve problems.
• Withitness- has eyes all around the classroom. Monitors
Convergent- questions require single predictable
student’s behaviors.
answer.
• Overlapping- handle more than 1 matter simultaneously. Divergent- open questions; more than one acceptable
answer.
Movement Management
• Smoothness- even and calm flow of activities. Guidance in Asking Questions
• Jerkiness- disorderly flow of activities, procedures are
1. Wait time (pause)
not clear to the students.
2. Prompting- giving clues
3. Redirection- asking another student.
Classroom Setting Arrangement 4. Rephrasing- asking in simple form.
5. Probing- follow up questions
1. Traditional rows/columns- handy during tests.
6. Calling non-volunteers- I ask the question; I pause for
2. Stadium- best suited teacher centric classes.
awhile then call on a student.
3. Run way- best used with smaller classes.
7. Asking non-directed questions
4. Horshoe/Ushape- supports teacher- student interaction.
-pose the question first, then call on a student to
5. Cluster- student to student interaction.
answer.
6. Circle -keep conversation going independently
-direct the question to all.
(brainstorming)
Prepared by: Anna Zhier Japon