Professional Education – Principles of Teaching
PRINCIPLES OF LEARNING
1. Students’ prior knowledge can help or hinder
learning.
2. How students organize knowledge influences
how they learn and apply what they know.
3. Students’ motivation determines, directs, and
sustains what they do to learn.
4. To develop mastery, students must acquire
component skills, practice integrating them,
and know when to apply what they have
learned.
5. Goal-directed practice + targeted feedback
enhance the quality of students’ learning.
6. Students’ current level of development
interacts with the social, emotional, and
intellectual climate of the course to impact
learning.
7. To become self-directed learners, students must
learn to monitor and adjust their approaches
to learning or metacognitive processes to gain
intellectual habits.
25 LEARNING PRINCIPLES
To guide Pedagogy and the Design of Learning Environment
1. Contiguity Effects
Ideas that need to be associated should
be presented contiguously in space and
time in the multimedia learning
environment.
2. Perceptual-Motor Grounding
When concepts are first introduced,
they benefit from being grounded on
concrete perceptual-motor experience.
3. Dual Code & Multimedia Effects
Information presented in multiple
modes (verbal and pictorials), sensory
modalities (auditory and visual), or
media (computers and lectures) are
remembered better.
4. Testing Effect
Tests provide useful feedback.
Give frequent tests to enhance learning
and memory of learner.
5. Spacing Effect
Spaced schedules of studying and
testing produce better long-term
retention that a single session or test.
6. Exam Expectations
Create expectation that there will be a
comprehensive test at some future
date so learners keep lessons in
memory for future recall.
7. Generation Effect
Learning is enhanced when learners
produce answers than just recognize
them.
8. Organization Effects
Outlining, integrating and synthesizing
info produces better learning than
rereading materials and other passive
strategies.
9. Coherence Effect
Materials and multimedia should
explicitly link related ideas to be
learned.
No distracting, irrelevant material.
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Lyndon Laborte Lazaro
10. Stories and Example Cases
These tend to be remembered better
than didactic facts and abstract
principle.
11. Multiple Examples
These improve the understanding of an
abstract concept.
12. Feedback Effects
Given at a time when the student can
still do something to improve his
performance.
13. Negative Suggestion Effects
Learning wrong info can be reduced
when feedback is immediate.
14. Desirable Difficulties
Challenges make learning and retrieval
meaningful; thus, promoting long-term
recall.
15. Manageable Cognitive Load
Info presented should not overload
working memory.
16. Segmentation Principle
Complex lessons should be broken
down into manageable subparts.
17. Explanation Effects
Students benefit more from
constructing deep coherent explanation
than memorizing shallow isolated facts.
18. Deep Questions
Benefit more from answering higher
order questions: why, why not, how,
what if
19. Cognitive Disequilibrium
Occurs when there are obstacles to
goals, contradictions, salient gaps in
knowledge…and other impasses.
20. Cognitive Flexibility
Increases when there are:
a. Multiple viewpoints and
perspectives
b. Multiple layers of knowledge that
interconnect facts, skills, procedures
c. Trials to solve variety of problems.
21. Goldilocks Principle
Assignments should not be too hard nor
too easy, but at the right level relative
to student’s level of skill or prior
knowledge.
22. Imperfect Metacognition
Train students about metacognition
and strategies of self-regulated
learning and discovery learning.
23. Discovery Learning
24. Self-Regulated Learning
Provide learners with frequent
assessments so that they become aware
of what they don’t know
25. Anchored/Situated Learning
Occurs when students work in teams for
several hours or days.
PRINCIPLES OF TEACHING
Effective teaching involves:
1. Relevant knowledge about students and using
that knowledge for course design and
classroom teaching.
2. Aligning the 3 major components of instruction:
Professional Education – Principles of Teaching Lyndon Laborte Lazaro
Learning objectives (clear) 2. Deductive
Instructional activities (support objectives) Lessons proceed from general principles
Assessment and rules to detailed and specific
3. Prioritizing the knowledge and skills we choose examples.
to focus on Models:
Recognize parameters of course a. Lecture – teacher presents info
Set priorities for student learning followed by Q & A
Determine reasonable objectives b. Lecture-Discussion – based on
4. Recognizing and overcoming our expert blind schema theory and Ausubel’s
spots. advanced organizer of linking prior
We are not our students! and new learning
5. Adopting appropriate teaching roles to support c. Teacher Talk
our learning goals. d. Presentation Teaching
6. Progressively refining our courses based on e. Advance Organizer – serves as
reflection and feedback. scaffold and umbrella into which
Reflect Adapt Make Changes new materials are incorporated
f. Backward Design – starts with
PRINCIPLES OF LEARNING AND TEACHING teacher’s expectations of desired
1. Know their motivation. results the moving backwards to
2. Metacognition lesson plan
3. Know their profile g. Deductive Reasoning
4. HOTS 3. Problem-based
5. Assessment practices and Feedback Lessons begin with a real-world
6. Real/authentic learning problem, dilemma or a question
critical thinking process answer or
TEACHING APPROACHES, MODELS conclusion
Models:
AND METHODS a. Problem-based
APPROACH b. Problem solving – teacher helps
Viewpoint towards teaching students to solve problems
Philosophy of teaching c. Problem-centered – teacher
MODELS provides students in advance all
Guidelines or sets of strategies on which the the steps required to solve a
approaches to teaching by instructions are particular problem
based. d. Case-based – many info are given
METHOD (methodology) to solve a problem
Well-planned, orderly, systematic -students develop analytical
Step-by-step procedure thinking and reflective judgment
Means or manner in which something is to be skills
done, presented or taught e. Project-based – production of
DEVICE projects towards the solution of a
A “little method” problem.
Teaching aid or tool to facilitate instruction f. Inquiry learning
Question is a powerful tool 4. Cooperative Learning
TECHNIQUE Students work together cooperatively
Personalized style of the teacher in carrying out in mixed ability groups to accomplish a
a given method or using a device set of tasks
Art and skill of performance Models:
a. Formal
SOME KINDS OF INSTRUCTIONAL APPROACHES Group Investigation
(Time-Tested) Jigsaw II – students become
1. Inductive experts on a part of the
Lessons proceed from specific to general instructional material they are
Models: learning about.
a. Inquiry – students investigate Student Team Achievement
questions thru systematic data Division (STAD) – mixed ability
gathering groupings to teach facts, concepts
b. Concept Formation – students and skills
organize info, make connections, b. Informal
create/test hypothesis Jigsaw I
c. Concept Attainment (Gunter) – Think-Pair-Share
reinforces understanding of Role Playing
concepts 5. Values Development
d. Problem-solving (Moore) – Designed to help students analyse their
students learn how to solve a values, choose the best, internalize
problem with the teacher’s help positive social values and resolve value
issues.

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Professional Education – Principles of Teaching Lyndon Laborte Lazaro
Models: Based on Content Delivery
a. Values Analysis – enables students 1. Transmissive teaching or Direct Instruction
to conceptualize their values and Teacher develops status quo content
decide about value issues via some method such as lecturing or
b. Values Clarification – students demonstrating
refine their values and beliefs based 2. Transactive teaching or Indirect Instruction
on thoughtful reflection. Teacher and students arrive at status
quo content to be learned thru
TEACHING MODELS transactions and dialogues.
Based on Role of Teacher and Students 3. Transformative teaching or combination of
1. Direct Instruction models Direct and Indirect Instruction
Teacher imparts knowledge or Teacher and students reject status quo
demonstrates a skill content and focus on a transformation
Structure overview of themselves or their world.
Mastery lecture
Explicit teaching
Drill and practice
FOUR FAMILIES OF TEACHING METHODS
Compare and Contrast (Joyce and Well)
Didactic questions 1. Information Processing
Demonstrations Enhances making sense of new info.
Guides for reading, listening, viewing
Helps students learn how to construct
2. Indirect Instruction models knowledge.
Teacher sets up strategies, but does not Inductive thinking
teach directly; the students make Concept attainment
meaning for themselves. Mnemonics
Case studies Advance organizers
Problem solving Scientific inquiry
Inquiry Synectics
Reading for meaning Inquiry training
Reflective Projects and reports
Discussion 2. Social Interaction Family
Concept formation Uses group inquiry and problem-
Concept mapping
Concept attainment
solving strategies.
Cloze procedure Relies on students’ personal and social
3. Interactive Instruction models values.
Students interact with each other and Partners in learning
Group investigation
with the info and materials; the teacher Role playing
is organizer and facilitator. Jurisprudential inquiry
Debates 3. Personal Family
Panel discussion
Role playing
Emphasizes self-actualizing, self-
Brainstorming awareness, directing destinies.
Peer practice Indirect teaching
Laboratory groups Awareness training & Values Clarification
Cooperative learning Role modelling
Problem solving Self-reflection
Interviewing 4. Behavioral Family
4. Experiential Learning models Mastery in subject matter or skills
Students experience and feel; they are acquisition.
actively involved SMART outcomes.
Field trips Mastery learning
Conducting experiments Direct instruction
Simulations Simulation
Games Social learning
FGD Task performance reinforcement
Field observations
Role playing ADVANCED/GRAPHIC ORGANIZERS
Model building
Synetics Developed and systematically studied by David
surveys Ausubel in 1960.
5. Independent Study models Provide support to new information
Students interact with the content Direct to what is important in the coming
more or less exclusive of external material
control of the teacher. Highlight relationships among ideas
Computer Assisted Instruction Mental learning aid
Reports Activates the relevant schema or conceptual
Correspondence lessons
Learning contracts patterns
Homework Has two types
Research projects 1. Expository Organizers – intellectual scaffold
Assigned questions on which students hang new unfamiliar
Learning centers
information.
2. Comparative Organizers – build external
connections with existing knowledge
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Professional Education – Principles of Teaching Lyndon Laborte Lazaro
Decision making on whats and hows of
EXAMPLES teaching based on:
1. Fishbone Diagram a. Student’s prior learning experiences
–how a result can have several convergent b. Content
causes. c. Context and conditions
2. Spider Graphic Organizer
–how a central theme can have several WHY PLAN?
convergent ideas or issues. To give overview of instruction
3. Storyboard/ Chain of Events Graphic Organizer To be systematic, effective and efficient
–how events are sequenced in a story. To manage time
4. Venn Diagram To make teaching and learning purposeful
–how events, issues and concepts and To make learner’s success measurable and
particularly categories are overlapping ensure proper remedial action
5. Problem and Solution Graphic Organizer To link curriculum to teaching & learning
-how a single problem can have more than To facilitate higher-level questions
one possible solution “Failing to plan is planning to fail.”
6. Cycle Graphic Organizer
-how events or issues can be circular or cyclic INSTRUCTIONAL PLANNING SEQUENCE
7. Cluster Graphic Organizer 1. Assess learners needs
-how items, issues, events, or categories can be Motivation
clustered, some relating more or less closely to Self-concept
Prior learning
others. Achievement level
8. Compare and Contrast Graphic Organizer Intelligence level
-how issues or themes can have similar Reading comprehension
attributes or characteristics 2. Consider school goals
9. Know-What-Learn Graphic Organizer 3. Map the plan
10. Five W’s and an H Graphic Organizer 4. Give instructions
11. Attributes Chart 5. Evaluate
-describes attributes like character traits, Placement
cultural traits, properties etc. Formative
Diagnostic
12. Cause and Effect Chart Summative
-can be used for showing historical causes and
predicting future events and possible outcomes. PHASES OF INSTRUCTIONAL PLANNING
13. Comparison Grid Before Instructions
-to compare and contrast two items 1. Mental plan
14. Sequence Chart -preplanning
-to outline a story or series of events -gives purpose for learning
15. Data Collection Chart -provides overview
16. Evidence Chart -economize time
17. Mind Map -reduces duplication
-to represent words, ideas, tasks, or other items 2. Written plan
linked to arranged around a central key word -active planning
or ideas -facilitates management of instruction
-delimits instruction
SUBSUMPTION THEORY -provide sequencing and spacing
Meaning is created thru some form of -teaching repertoire
representational equivalence between
language symbols and mental context. During Instructions
Two processes are involved: 3. Tune plan
1. Reception – employed in meaningful -aids sequencing and spacing
verbal learning -responds to learners needs
2. Discovery – involved in concept formation -re-reaching
and problem solving -variety of instructional activities
To subsume is to incorporate new material into -facilitates higher-level questions
one’s cognitive structure.
1. Correlative subsumption – new material is After Instructions
an extension or elaboration of what is 4. Evaluate Plan
already known. -measures student success
2. Derivative subsumption – new material or -guides substitute teacher
relationships can be derived from existing -provides documentation
structure.
LEVELS OF INSTRUCTIONAL PLANNING
INSTRUCTIONAL PLANNING 1. Yearly planning
Visualizing future classroom events -general outline; basic contents and ideas
Guiding, assisting in creating a flow of events 2. Term planning
from start to end -elaborated outlines; weekly schedule &
Managing time and events activities
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Professional Education – Principles of Teaching Lyndon Laborte Lazaro
3. Unit planning Content or subject matter
-activities and sequence Degree of performance or criterion considered
-content written in plan book sufficient to demonstrate mastery
4. Weekly planning
-activity names and times, materials; KINDS OF OBJECTIVES
adjustments 1. Terminal or General
5. Daily planning -learning outcome to be attained at the end of
instruction
PRINCIPLES OF INSTRUCTIONAL PLANNING 2. Enroute or Enabling or Specific
1. Understand rational of course vis-à-vis goals -objective leading to attainment of terminal
Decide on important components objective
2. Determine content considering objectives
Meet course objectives TWO VIEWS ON INSTRUCTIONAL OBJECTIVES
Match learner’s abilities 1. Start with SPECIFIC
Stimulate learner’s interests Behavioural Objective (Robert Mager,
Balance scope and sequence 1975)
3. Clarify focus of course Parts of a good objective:
4. Decide how much time to spend on each topic a. Describes intended student behaviour
5. Determine special needs b. Lists conditions under which
6. Identify: contents, concepts, skills and values behaviour should occur
7. Determine the approach: basic strategies, c. Gives criteria for acceptable
major assignments, references, texts….goals performance.
8. Collaborate with co-teacher to improve plan Ex. Given a recent article (condition), students
9. Define process of assessing student performance will mark each statement “T”…(behaviour)
10. Continuously evaluate, modify and improve with 75% marked correctly (criteria)
plan 2. Start with GENERAL
Backward design
COMPONENTS OF LESSON PLAN Parts of a good objective:
A. Objectives a. General, primary objective
B. Subject Matter (understand, solve, appreciate)
-Topics/Concepts b. Specific examples of outcomes to
-Values provide evidence that student met
C. Materials objective
D. Procedures/Learning Activities Ex. General: Students demonstrate how to
1. Preparatory Activities perform simple multiplication.
2. Developmental Activities Specific: Can define what multiplication
3. Closure means in his words.
E. Assignment
Reviews, summaries, generalizations, quizzes, HOW TO WRITE INSTRUCTIONAL OBJECTIVES
exams, special training for special learners 1. Describe the expected behaviour in terms of
F. Assessment outcome verbs.
2. Include only one learning outcome verb for
INSTRUCTIONAL OBJECTIVES each objective.
Aims 3. State terminal learning outcome in measurable
-most general objectives of the Philippines learner performance or product
-express philosophical and ethical 4. S-M-A-R-T
considerations 5. All components of A-B-C-D
-societal or national-level concern 6. Focus on:
-formulated by policy experts, bodies or groups a. Student not teacher performance
-ex. Prepare students for democratic citizenship b. Product not process
Goals c. Terminal behaviour not subject matter
-general objectives of schools’ curricula or 7. Check for effectiveness
courses a. Complete
-system-wide basis b. Appropriate
-prepared by professional associations or local c. Sound
educational agencies d. Feasible
-ex. Development of reading skills e. Relevant
Objectives f. Open-ended and flexible
-statement of what should be achieved g. Shared with students
-guide teachers about what to cover,
emphasize DOMAINS AND TAXONOMY OF
-should be Specific, Measurable, Attainable, INSTRUCTIONAL OBJECTIVES
Realistic and Ttime-bounded Cognitive
Bloom’s Hierarchical Taxonomy
ESSENTIAL COMPONENTS 1. Knowledge – recall and recognition
Audience or performer 2. Comprehension – translate, interpret
Behaviour or action verb 3. Application – use of generalizations
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Professional Education – Principles of Teaching Lyndon Laborte Lazaro
4. Analysis – determine relationships 2. Developmental
5. Synthesis – create new relationships Discussion/Analysis
6. Evaluation – exercise learned judgment Practice drills/Try outs
Revised Abstraction/Generalization
1. Remembering Exercises
2. Understanding 3. Concluding
3. Application Synthesis and Reinforcement
4. Analysis
5. Evaluation REMINDERS
6. Creating In choosing Learning Activities
Psychomotor Relate to learning objective
Simpson’s Hierarchical Taxonomy Suitable to learner’s needs
1. Perception – awareness of sensory stimulus Appropriate to subject matter
2. Set – relates cues/knows Interactive
3. Guided Response – perform as demonstrated Multi-sensory
4. Mechanism – performs simple acts In choosing Instructional Materials
5. Complex Overt Response – skilful Appropriateness
performance of Complex Acts Authentic
6. Adaptation – modifies for Special Problems Meaningful
7. Origination – new movement Stimulating
patterns/creativity Cost-effective
R.H. Dave Broad
1. Imitation – copy action of another
2. Manipulation – reproduce activity from ASSIGNMENTS
instruction or memory FUNCTIONS
3. Precision – execute skill reliably Set the goal or direction of the learning
4. Articulation – adapt & integrate expertise activity.
5. Naturalization – automated, unconscious Review past lessons
mastery of activity Reinforce lessons
Anita Harrow Establish habit of studying regularly.
1. Reflex movements – reactions not learned
2. Fundamental movements TYPES
3. Perception – response to stimuli By Learner Involvement
4. Physical abilities – stamina that must be Individual
developed further Group
5. Skilled movements – advanced learned By Time of Completion
6. Non-discursive communication – effective Day-to-day
body language Long-range
Affective By Purpose
Krathwol’s Hierarchical Taxonomy Essay
1. Receiving – willingness to pay attention –comprehension over specific content
2. Responding – reacts voluntary or complies -explain in their words
3. Valuing - acceptance Research or writing papers
4. Organization – rearrangement of value system –ability to understand materials
5. Characterization – incorporates value into life -student’s innovation abilities
Oral presentations
PRESENTING INFORMATION -oral presentational skills
Subject Content -ability to organize and structure material
Analyse content Projects
Break all skills into small segments in logical -creation or innovation abilities
order Case studies
Organize content: from General to Specific -apply class content
Develop advance organizer for lesson Labs
Select main points or steps to be presented -apply abstract ideas or theories to concrete
Choose examples to illustrate main point and experiences
connect to preceding step and advance org Group assignments
Summarize main points and connect to next -interpersonal skills
phase of lesson -synthesize ideas and create group solution

TYPES OF LEARNING ACTIVITIES EVALUATION AND ASSESSMENT

1. Introductory/Preliminary/Opening Assess all instructional objectives.
Drill Cover all cognitive domain.
Review Use appropriate test items.
Introduction Make tests valid, reliable and fair.
Motivation Use tests to improve learning.
Unlocking difficulties

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Professional Education – Principles of Teaching Lyndon Laborte Lazaro
EVALUATION According to Answer Required
Prior to instruction: Pre-assessment Convergent questions
readiness test, aptitude, pretest -low-level, closed
During instruction: Formative evaluation -one correct answer
On-going feedback -used for vocabulary, spelling and oral skills
Reminders on Giving Feedback -apply inductive approach
Give feedback often and immediately after Divergent questions
performance. -high-level, open
Make it specific -many possible answers, probing
Focus on quality or performance
Enable student to assess his progress and According to Use During Open Discussion
performance Eliciting questions
After instruction: Summative evaluation -foundation question
How well students attained objectives -encourage initial response
-promote student participation
ART OF QUESTIONING Probing questions
-extending question
GUIDELINES/TECHNIQUES IN ASKING QUESTIONS -justify and/or clarify ideas
Wait time – 3 to 4 second thinking-time Evaluative-thinking questions
Prompting – hints and techniques -judge, choose, value, defend, criticize
Redirection – single question with several ans.
Closure seeking questions
Probing – promote critical thinking -conclusions, solutions, plans
Commenting – increase achievement and
motivation OTHER TYPES
Tell students what to expect. Funnel questions
Plan sequencing of questions -general to specific
Open questions should predominate. -used by detectives in taking a statement from
Ask more frequent questions following the
a witness
exposition of new content. Leading questions
Vary length and difficulty. -lead the respondent to your way of thinking
Ask many learners as possible. Focusing questions
Allow learners to ask their own questions and -introduce a topic and indicate direction of
seek their own answers and give feedback. discussion
Create “Safe to make mistakes” environment.
-refocus or sharpen discussion
Move around the room for rapport. Rhetorical questions
-do not expect an answer
LEVELS OF QUESTIONING
Literal HANDLING ANSWERS
-note or recall clearly facts & details If the answer is correct, acknowledge & indicate
-follow directions why it is a good answer
-associate quotation with speaker If the answer is incorrect, simplify, provide
Interpretative prompts, or throw question to the class for
-think and search questions discussion
-interpret figurative language If the answer is partly correct, acknowledge the
-recognize sensory image parts which are correct and then use prompts
-sense implied meaning of words, phrases, to deal with the incorrect parts.
sentences If the answers are guesses, accept all answers
Critical with equal worth and then collaborate to find
-give opinion and reactions the best answer.
-discriminate between fancy, reality, fact,
opinion
-identify assumptions, point of view, author’s CLASSROOM MANAGEMENT
style and purpose Methods to organize classroom activities,
-weigh value presented instructions, physical structures and other
Integrative/Application features to:
-“tying up” questions a. make effective use of time,
-compare and contrast b. create a happy and productive learning
-synthesize ideas environment and
-making a different ending c. minimize behaviour problems & disruptions
CLASSROOM MANAGEMENT ENTAILS
TYPES OF QUESTIONS Effective discipline
According to Thinking Process Being prepared for class
Low level questions Motivating your students
-focus on facts Safe, comfortable learning environment
-convergent questions Building student’s self-esteem
High level questions Creativity and imagination in daily lessons
-go beyond memory and facts
-involve abstraction and point of view
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Professional Education – Principles of Teaching Lyndon Laborte Lazaro
WHY MANAGE CLASSROOMS? JACOB KOUNIN’s CLASSROOM MANAGEMENT
1. Access to learning 1. Withitness
-“participation structures”: rules, expectations, -teacher’s awareness of what is going on in the
values, signals – which differ in each classroom classroom
2. Management for self-management -the teacher consistently takes action to supress
-self-control and responsibility the misbehaviour of exactly those students who
3. More time for learning instigated the problem.
a. Allocated time – set aside for learning -when 2 problems arise concurrently, the
b. Engaged time – time in learning task teacher deals with the most serious first.
c. Academic time – real learning & -make sure all students learn what is
understanding unacceptable about the misbehaviour
-getting angry or stressed does not reduce
3 C’s OF CLASSROOM MANAGEMENT future misbehaviour
1. Context – classroom settings 2. Overlapping activities
2. Content – lesson design -supervising several activities at one
3. Conduct – pedagogy 3. Group focusing
-ability to keep as many students as possible
CREATING A POSITIVE LEARNING ENVIRONMENT involved in activities
CHARACTERISTICS OF CLASSROOMS 4. Movement management
Multidimensional – crowded with people, task, -lessons and the group moving at an
time pressure appropriate and flexible space
Simultaneity – everything happens at once
Immediacy – fast pace CARING RELATIONSHIPS
Unpredictable events Pupils are more likely to engage in learning than in off-
Public – seen and judged by all task activity if the teacher:
Have histories – effect of teacher’s and has high expectations and makes them clear
student’s past applies consistently and fairly the rules,
routines, sanctions and rewards
PHYSICAL ENVIRONMENT language of mutual respect
May be organized in 2 ways: adopts a positive approach to problem solving
1. Personal territories
2. Interest areas TEACHER’S LEADERSHIP STYLES
Good Room Arrangement 1. Authoritative
Decongest high traffic areas Teacher:
Students can view presentations comfortably Self-reliant, delay gratification
Room is relatively free from distractions Show high esteem
Declare limits when necessary
ROUTINES Clarify rules, establish standards
Administrative routines Students:
Student movement tend to be independent thinkers and
Housekeeping doers
Routines for accomplishing lessons 2. Authoritarian
Talk among students Teacher:
Restrictive and punitive
RULES: Dos and Don’ts Keeping order in classroom
Written down and posted Place limits and control on students
Specify expected and forbidden actions in class Students:
Consistent with school rules and principles of tend to be passive learners because
learning they fail to initiate and express anxiety
Positive & observable about social comparison.
3. Permissive
RULES FOR CONDUCT Teacher:
General guidelines Offers students considerable autonomy
A few rules are easier to remember than many Little support for developing learning
rules skills or managing behaviour
Should be negotiated by teacher & pupils Students:
Simple and memorable Have inadequate academic skills
Reviewed for amendment
MAINTAINING A GOOD ENVIRONMENT FOR
CONSEQUENCES LEARNING
May be natural or logical COOPERATION THRU COMMUNICATION
Emphasize power of choice to student Verbalize descriptions of behaviors
Encourage student-reflection, self-evaluation, Do not use sarcasm
and problem solving Do not place labels (good or bad)
“The key to successful classroom management is Do not get students hooked on praises
prevention – teachers don’t have to deal with a. Personal
misbehaviour that never occurs.” b. Genuine
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Professional Education – Principles of Teaching Lyndon Laborte Lazaro
c. Appropriate -power from another person liking you or
d. Specific wanting to be like you
e. Consistent -celebrities
f. Used regularly 5. Expert Power
-skill and knowledge
PROXIMITY AND BODY LANGUAGE -specialists in corporations
Eye contact, facial expressions, gestures…will
communicate that you are in calm control of REASONS FOR MISBEHAVIOR
the class and mean to be taken seriously. Power
Be free to roam Revenge
Avoid turning back to class Attention
Want to be left alone
PRAISES
(Rudolf Dreikurs: Social Discipline Model) POSITIVE DISCIPLINE
Reward given for a completed achievement (Frederic Jones)
Tells students they have satisfied the demands Misbehaviour and being off task account for
of others about 50% of classroom lost time:
Stimulates competition and selfishness a. 80% - TOOT or talking out of turn
b. 19% - daydreaming, out of seat, clowning
ENCOURAGEMENT c. 1% - more serious misbehaviour like fighting
(Rudolf Dreikurs: Social Discipline Model)
Acknowledgement of an effort DEALING WITH DISCIPLINE PROBLEMS
Helps students evaluate their own performance EFFECTIVE INTERVENTIONS
Stimulates cooperation and helpfulness. Positive reinforcement to positive correction
reinforcement: correction = 5:1
DISCIPLINE Should never result in greater disruption than
Required action by a teacher toward a student the behaviour being addressed
given after the student’s behaviour disrupts the
on-going educational activity or breaks a pre- POSITIVE CORRECTION
established rule When issues arise and are effectively managed
by teacher, the pupils:
TYPES OF CONTROL a. Re-engage with tasks
1. Preventive b. Exercise individual responsibility
-minimize onset of discipline problems c. Retain respect for themselves and the
-establish control systems teacher; and
-strategies to modify the surface behaviour d. Accept the consequences of their behavior.
a. Demonstration – students know, hear
and see expected behavior DIFFRERENT BEHAVIORS
b. Attention – focus on what is being Attention seeking
depicted or explained -prefer being punished, admonished or
c. Practice criticized
d. Corrective feedback – frequent, specific -Catch them being good.
and immediate Power seeking
e. Application -attempt to provoke teachers into struggle of
2. Supportive wills
-directing student behaviour before it becomes Rambling
a full blown problem -wandering around off subject.
3. Corrective -refocus attention by restating relevant point.
-discipline students who have not been faithful Shyness or Silence
to the standard of good conduct -lack of participation
-give strong positive reinforcement for any
FIVE FORMS OF POWER contribution
(French & Raven) -appoint to be small group leader
1. Coercive Power Talkativeness
-forces someone to do something against their -knowing everything, manipulation
will -give limited time to express viewpoint
-dictators, despots, bullies Sharpshooting
2. Reward Power -trying to shoot you down or trip you up.
-do something in exchange of reward Heckling/Arguing
-employers, parents -disagreeing with everything you say
3. Legitimate Power -recognize participant’s feelings and move on.
-vested power Grandstanding
-kings, managers, police -getting caught up in one’s own agenda
-teacher as surrogate parent Overt Hostility or Resistance
4. Referent Power -angry, belligerent, combative behaviour
-charisma and fame -reframe hostility as fear to depersonalize it.

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Professional Education – Principles of Teaching Lyndon Laborte Lazaro
Griping  Production work
-may be legitimate complaining  Distance audiences
-indicate time pressure Enhance Instructional Methods
 Interaction & immediate feedback
Side Conversations  Visual demonstrations
-may be related to subject or personal  Self-paced learning
-don’t embarrass talkers  Cooperative learning
-casually move toward those talking Increase Productivity
-as a last resort, stop and wait.  Time saving
 Grading & tracking student work
 Faster access to info sources
ASSERTIVE DISCIPLINE  Saving money on consumable materials
(Lee Canter) Cope with skills requirements of age of
Teacher’s clear, firm, unhostile response style to knowledge
student’s misbehaviour  Technology literacy
Believe that they have the rights to:  Information literacy
 Visual literacy
a. Establish classroom rules and procedures
b. Insist on behaviour from students that
DOMAINS OF EDTECH
meets teachers’ needs
Teacher has the right: 1. Design - planning
a. To receive help in disciplining from both 2. Development – instructional product dev’t
parents and school admin. 3. Utilization – use of knowledge and skills
Students also have rights to: 4. Evaluation – how students learn content
a. Have teachers who will limit inappropriate 5. Management – links all domains of EdTech
behaviour
b. Be provided with positive support for KINDS OF INSTRUCTIONAL AIDS
appropriate behaviour. Print and Visuals
 Textbooks/Printed materials
 Drawings, graphics
RELATED TECHNIQUES AND TERMS  Still visuals
Pygmalion effect  Realia, models and dioramas
-exceptional progress of a student as a result of Audio
high teacher expectations  Radio
Ripple effect  Recorder
 cassette
-contagious spread of behaviors thru imitation
Audio Visual
Smoothness  Television
-teachers maintain lesson pace and transitions  Cinema
appropriately timed and progressive  Video recordings
Group alertness Demonstrations
-teachers focus on the whole class and not only Community Resources
on the needs of a single pupil  Resource persons
Planned ignoring  Field trips
Prompting Laboratory
-use of hints, tips, clues and prompts Computers
 Computer-based Multimedia
Hawthorne effect  Computer-mediated materials
-workers are being observed or watched which
make them improve their productivity FACTORS AFFECTING CHOICE OF
INSTRUCTIONAL TECHNOLOGY
EDUCATIONAL TECHNOLOGY 1. Learner
Theory and practice of design, dev’t, utilization -preference for learning
management and evaluation of processes and -attention span
resources of learning. -number of learners
Instructional theory – processes and systems of -disabilities
learning and instruction 2. Teacher
Learning theory – developing human 3. Instructional objective, subject, method
capability 4. Classroom, economic & admin constraints

WHY USE EDTECH? USE OF EDTECH

In General, 1. Meaningfulness 9.Communication effectiveness
Increase quality of learning and degree of 2. Appropriateness 10. Authenticity
mastery. 3. Breadth 11. Interest of learners
Gain & hold attention of students 4. Usefulness 12. Simplicity
Solve certain language barrier problems 5. Allows social interaction 13. Assessment
Decreases time taken and costs. 6. Cost effectiveness 14. Portability
7. Accessibility 15. Safety
In Specific, 8. Correctness
Improve Motivation
 Gain learner attention
 Operates in higher learning
 Real world relevance

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Professional Education – Principles of Teaching Lyndon Laborte Lazaro
REQUIREMENTS FOR COMPUTER TECHNOLOGY CURRICULUM DEVELOPMENT
INTEGRATION A plan or program for all experiences which the
1. Joint commitment among school system, learner encounters under the direction of
teachers school.
2. Adequate technology and curriculum support
3. Well-developed policies CURRICULUM vs. INSTRUCTION
4. Appropriate training Curriculum
5. Access to technical support Plan, program, content, learning experience
“What” is taught
APPLICATION OF ICT IN TEACHING & Programmatic
LEARNING Instruction
1. Instructional Means, methods, teaching act, implementation
Multimedia, internet and computer “How” to teach
Computer-Assisted Instruction (CAI) Methodological
Virtual learning
2. Informational ELEMENTS OF CURRICULUM
Multimedia encyclopedia 1. Curriculum intent
TED-ed, youtube Aims – broad statements
3. Communications Goals – general statements
Email, chat, teleconferencing Objectives – specific learning outcomes
Edmodo, skype 2. Contents – topics to be learned or discovered
4. Productivity enhancement 3. Learning experiences – instructional strategies
Word processing 4. Evaluation – to check if intents were realized
Spreadsheets
Database management INFLUENCES ON CURRICULUM
Presentation 1. Sociological and cultural
5. Distance education 2. Philosophy
Synchronous – teacher and students 3. Historical
meet same time but in different places 4. Psychological
Asynchronous – both time and place Learners
are different Conditions of learning
Hybrid – distance education combined Teaching and learning styles
with face-to-face interaction
LEVELS OF CURRICULUM
EDUCATIONAL ISSUES
1. Experiential – used and experienced by learner
Standards
2. Instructional – teacher’s instructional strategies
Reliance on internet and distance education
& materials
3. Institutional – standards, philosophies, teaching
CULTURAL AND EQUITY ISSUES
guides, themes of subjects to be taught
Digital divide – discrepancy in access to
4. Societal – goals, topics, time frame, materials
technology among socioeconomic groups
Racial and gender equity
Special needs MAJOR TYPES OF CURRICULUM DESIGN
1. Subject-Centered
LEGAL AND ETHICAL ISSUES Emphasis on mastery of subject matter
Viruses/hacking Teacher with full control
Plagiarism Textbook is the main tool
Privacy Examples: spiral, mastery learning,
Copyright infringement open classroom, problem solving
Illegal downloads Patterns
a. Mastery Learning Curriculum – student
TRENDS IN EDTECH masters subjects thru remembering
Wireless connectivity b. Spiral Curriculum – topics treated with
corresponding degree of complexity across
Dev’t of portable devices
levels
Content increasingly searchable, shared and
c. Open Education Curriculum – students are
tagged
free to discover important knowledge
Availability of high-speed communication
d. Problem Solving Curriculum
(DSL, Cable)
e. Separate Subjects Curriculum – subjects
Visual immersion systems – learners master
independent in content and time
common core sets of objectives at a pace that
f. Correlated Subjects Curriculum – subjects
suits them guided and encouraged by an
related in content and time may be
avatar who engages the student in on-going
factual, descriptive, normative
conversation (like WarCraft)
g. Broad Fields Curriculum – subjects
Virtual 3-D models and virtual worlds
integrated thru principles or themes
Artificial Intelligence or AI
h. Core Curriculum – create universal sense of
inquiry…among learners of different
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Professional Education – Principles of Teaching Lyndon Laborte Lazaro
background context or theme is the core of  State
learning Macro Level
2. Leaner-Centered  Regional
Emphasis on holistic dev’t of learner  National
Cooperative instruction  World
Meaningful learning – lessons based on 2. Organization and Design
learners’ needs and interests Arrangement of curriculum elements
Examples: activity-based, child- Selection of: content, subject matter,
centered, process-oriented sequence, focus, grade placement, time
Pattern allotment, activities
a. Activity-based – based on child’s needs, no 3. Implementation
advance planning, cooperative planning Instructional phase of curriculum dev’t
b. Child-centered – uses experiential rather 4. Evaluation
than rote learning Determination of quality, effectiveness
c. Social processes and life functions-focused – or value of curriculum
centered on major cultural life activity of Process and product evaluation
man and relate learners and society Criteria:
d. Process-centered – personal attributes and a. Consistency with objectives
skills of individual learner. b. Comprehensive scope
c. Continuity
3. Society-Based d. Balance
Rooted on needs of society and culture e. Coherence
Emphasis on problem solving processes f. articulation
and human relations skills 5. Improvement or Change
Integrates subject matter to needs of Improvement: no change in basic
learner and society curriculum elements
-examples: substitution, alteration,
OTHER TYPES OF CURRICULUM variation, restructuring, value
Overt, explicit, written orientation, UBD
-formally designed and reviewed Change: basic alteration in structure
Societal and design curriculum
-massive, informal curriculum of family, peers -example: K to 12
Hidden or covert
-unintended, implied by nature and structure MAJOR MODELS OF CUR DEV’T
Null or censored curriculum A. Ralph Tyler’s Ends-Means Model
-should not be taught, not important 1. Determine philosophy of school and
Phantom teacher
-messages prevalent in and thru exposure to 2. Identify educational experiences and
any type of media related to the purpose
Concomitant 3. Organize these experiences – content
-from church – religious expression, values, 4. Evaluate/re-evaluate purpose results
ethics, morals B. Hilda Taba’s Inverted Model
Rhetorical 1. Diagnose needs of school and community
-ideas from policy makers, school officials 2. Formulate specific objectives
Curriculum-in-use 3. Select content student’s dev’tal level
-actual curriculum delivered and presented by 4. Organize content
teachers 5. Select activities
Received or attained 6. Organize activities
Internal 7. Evaluate lessons and units objectives
-internalized by student because it is combined 8. Check for balance & sequence
with leaner’s realities
Electronic GUIDELINES TO CUR DEVELOPERS
-derived from internet 1. Curriculum change is inevitable & desirable.
2. Curriculum is a product of its time.
PHASES 3. Curriculum change occurs only as people are
1. Planning changed.
Situation analysis 4. Curriculum dev’t is basically a decision-making
Goal setting process.
Need identification 5. …never ends/cyclical.
Budgeting 6. …is a comprehensive process.
Decision regarding implementation & 7. The curriculum planner starts from where the
evaluation details curriculum is just as the teacher starts from
Levels where the students are.
Micro Level
 Classroom CUR DESIGN MUST
 Team/grade/department Holistic and coherent
 Individual school Accessible
 School district Student-centered
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Professional Education – Principles of Teaching Lyndon Laborte Lazaro
Fosters learning and encourages independence
Based upon research and scholarship
Based on feedback, evaluation, review

UNDERSTANDING BY DESIGN (UbD)

Understanding-focused, student-centered,
standards-driven curriculum
Goals need to be clarified and assessment
designed before planning for classroom
activities.
Facets of understanding:
a. Can explain
b. Can apply
c. Can empathize
d. Can interpret
e. Has perspective
f. Has self-knowledge
Curriculum Guide
Stage 1: Identify Desired Results
Stage 2: Determine Acceptable
Evidence/Assessment
Teacher Guide
Stage 3: Plan Learning Experiences and
Instruction

ENHANCED K+12 BASIC EDUCATION PROGRAM

FEATURES
Strengthening Early Childhood Education
(Universal Kindergarten)
Making the curriculum relevant to the learners
(Contextualized and Enhanced)
Ensuring Integrated and Seamless Learning
(Spiral Progression)
Building Proficiency thru Language (Mother
Tongue-Based Multilingual Instruction)
12 dialects were used in SY 12-13: Bahasa Sug,
Bikol, Cebuano, Chabacano, Hiligaynon, Iiloko,
Kapampangan, Maguindanaoan, Meranao,
Pangasinense, Tagalog & Waray
Gearing Up for the Future (Senior HS)
a. Core curriculum
Language, Literature, Communication,
Mathematics, Philosophy, Natural and
Social Sciences
b. Tracks
Academic
Technical-Vocational-Livelihood
Sports and Arts

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