Professional Documents
Culture Documents
Views of Teaching:
Traditionalists:
Views of Teaching;
Progressivists and
Humanists
Teaching is
stimulating, directing, guiding,
and evaluating the learning
outcomes. The role of the teacher
becomes complex to give the
learner the responsibility to learn.
Teaching then is a process that
enables the learner to learn on his
own.
Variables:
1. Teachers behavior (IV)
2. Learners behavior (DV)
3. Various entities such as
memories,
beliefs, needs , interferences
(IV)
2. Views teacher as an
acade -mician as well as
a craftsman:
@ mastery of the
subject matter.
@ organize subject
matter well in a form
that is comprehensible to
the learners.
@ as a craftsman
he has a repertoire of
teaching methods and is
quite skillful in their use.
Views
teacher as an
innovator, one who is
willing to modify and
create new things.
@ goes beyond the
prescribed level of
instruction
@ believes that
teaching requires an
ability to see through and
respond to the individual
differences among
learners.
3. Regards teaching as
mechanical and
routinized in order to
make it more systematic
and more efficient.
Looks at teaching as a
dynamic and imaginative
process.
5 . Aims at optimum
efficiency devoid of creating
something new.
TEACHING
through the
process of
Stimulating,
Guiding,
Directing,
Managing,
Evaluating,
Facilitating,
And Counselling
Learning activities
develop into
TEACHING PROCESS
PLAN
Implement
Evaluate
Evaluation Phase:
THE 8 Ms OF TEACHING ( as
conceptualized by Palma)
Media
( system of communuication)
Motivation
Mastery; (The BE-all and End-all of learning)
Measurement (evaluation of learning
outcomes
Learnin
g
Outco
me
Learning
Process
No
E
V
I
R
O
N
M
E
N
T
MIND
Intellect/Will
yes
Personal
Meaning?
S
E
N
S
E
S
A
Milieu
Stimulus
B
- Matter
- Method
- Material
- Media
Response
C
- Motivation
Change
in
Behavior
Ideal
Perso
n
- Mastery
Measurement
4. Curriculum
5. Materials of Instruction
6. Administration
Teacher:
Facilitator
Instructo
The teacher transmits knowledge but choose
rmeans
and moment that are appropriate, like,
demonstrating the use of new materials, reading a
story aloud to the class, sharing important
information that is given using direct instruction.
a. the teacher uses varied management
Manager
strategies
depending on the activities of the
children. Flexibility is the most important
ingredient in his/her multigrade learning
environment.
b. the teacher mobilizes community involvement
in the life of the multigrade classroom by
interacting with the community members.
Observer
a. the teacher observes the children individually at certain times; and
as a group at other times to be able to learn more about their
involvement in the classroom activities, to gain information about how
they relate with other children, and to gain more insights about the
quality their work and their way of thinking.
b. the teacher considers the information gained from observation as
essential to evaluation and curriculum planning.
c. the teacher moves around and observes children as they read story
aloud to one another in small groups and as they listen to the reader
and consider and considers this significant information about the
reading abilities of the children.
d. the teacher observes childrens interaction and their individual
emotional behavior to learn about the quality of the childrens social
interaction, such as how they work and play together, who can work
together, or who could be effective peer teachers.
c. the teacher anticipates the needs of the children and notes down
this information to remember what to address or discuss with individual
children or with parents if needed. Thus, the teacher achieves a more
complete understanding of the development of the child.
Assesso
a. the teacher has knowledge about the assessment process, to be able
r
to find out if children are achieving what they are supposed to be
achieving, if and how they have learned what they are supposed to learn.
b. the teacher combines formal assessment strategies to achieve
results that are more comprehensive and relevant to the purposes of
improving the quality of instruction.
Planner
a. the teacher makes daily at the beginning of the school year. This is
the time when the children are still adjusting to school and the teacher is
still getting to know them.
b. the teacher makes weekly as the year progresses.
c. the teacher as planner has broad goals and keeps instructional
objectives in mind as reference for the scope (coverage) and the
sequences (order to teach units of study) rather than adhere to these
guides rigidly at the expense of effective learning.
d. the teacher as planner develops weekly plans to carry out the yearlong plan so that the class moves at a slower pace than expected or
moves at a much faster pace, it will be easier to adjust the schedule of
activities.
LEARNERS:
someone who learns or takes up
knowledge or beliefs.
a person who is learning a subject or
skill.
LEARNERS:
someone who learns or takes up
knowledge or beliefs.
a person who is learning a subject or
skill.
3.
4. Memory
5. Intellect
Appetitive Faculties:
1. Feelings and Emotions
2. Rational will
Interest
Family Background
LEARNIN
G STYLES
Universal
Assumptions
about
learners
NATURE
And
NURTUR
E
CLASSROOM
Psychological
Climate
- Safety
- teaching and
learning
- relationships
The Curriculum:
The sum total of all learning experiences, learning contents, and resources
that are properly selected, organized and implemented by the school in pursuit of
learning and human development.
Types of Curriculum:
1. Academic curriculum - refers to the formal list of courses by a school.
2. Extra curriculum - refers to those planned but voluntary activities that
are sponsored
by a school, such as sports, drama or
social clubs
3. Hidden Curriculum - Refers to those unplanned learning activities, but may
modify
behavior or influence learning outcomes.
Examples: teacher-learner interaction, mood of the teacher,
peer influence, etc.
Other types of
Curriculum Operating
in School
1. Recommended Curriculum
2. Written Curriculum
3. Taught Curriculum
4. Supported Curriculum
5. Assessed Curriculum
6. Learned curriculum
INSTRUCTIONAL MATERIALS
ADMINISTRATION