E S

L N G
I P I
NC C H
R I E A
P FT
O
M A R L O N S . J A L A , P. D
Different Principles and Methods for
Teaching
Different Theories of Teaching / learning
Different strategies and approaches of
teaching
Teaching / learning Process
Classroom Management
 ?
LEARNING
• Learning by doing is more
effective than just sitting and
listening
• Concepts should be presented
in varied or different ways

LEARNING PRINCIPLES
• Learning is aided by formulating
and asking questions
• Effort is put forth when task is
challenging
• The principle of readiness is
related to the learner’s stage of
development

LEARNING PRINCIPLES
• The amount of reinforcement
necessary for learning is relative to
the student’s need and abilities.
• The principle of readiness is
related to the learner’s stage of
development and their previous
learning.

LEARNING PRINCIPLES
• Learning should be goal-directed and
focused.
• Positive feedback, realistic praise, and
encouragement are motivating in the
teaching- learning process.
• Metacognition is an advance cognitive
process whereby students acquire specific
learning strategies

LEARNING PRINCIPLES
• The learner must dearly perceive the
goal.
• The learner must be psychologically
and physiologically ready.
• The learner must be motivated to learn.
• The learner must repeat or practice
what he has learned in order to
remember.

LEARNING PRINCIPLES
• The learner must put together the parts of a
task and perceive it as a meaningful whole.
• The learner must see the significance,
meanings, implications, and applications that
will make a given experience understandable.
• The learner must be prepared to respond.
• The processes of problem solving and
learning are highly unique and specific.

LEARNING PRINCIPLES
 O F
S N G
W NI
A
L AR
L E
• Law of Readiness
• Law of Exercise
• Law of Use
• Law of Disuse
• Law of Effects
• Law of Belongingness

LAWS OF
LEARNING
• Law of Association
• Law of Multiple Response
• Law of Frequency
• Law of Recency

LAWS OF
LEARNING
 N G
N I S
R I E
E A O R
L E
TH
BEHAVIORISM
• Stimulus – response
• Environment
• Tabula Rasa

BEHAVIORISM
• Classical Conditioning
• Operant conditioning
• Connectionism

BEHAVIORISM
• Unconditioned stimulus
• Unconditioned response
• Neutral Stimuli
• Conditioned Stimulus
• Conditioned response

CLASSICAL
CONDITIONING
• Stimulus Generalization
• Discrimination
• Extinction

CLASSICAL
CONDITIONING
• Reinforcement
• Reinforcers
•Primary / secondary
•Positive / negative

OPERANT
CONDITIONING
• Law of disuse
• Law of exercise
• Law of use
• Law of disuse
• Law of effect

CONNECTIONISM
COGNITIVISM
• Focus is memory
• Analyze Cognitive Processes
• Non observable behaviors

COGNITIVE THEORIES AND

METACOGNITION
• Social Cognitive / Observational
Learning theory
• Discovery Learning Theory / Inquiry
Method / Theory of Instruction
• Meaningful Reception Theory
• Insight Learning / Problem Solving
Theory
• Information Processing Theory

COGNITIVE THEORIES AND

METACOGNITION
• Learn through observation,
simulation, and modeling
• Power of EXAMPLE

SOCIAL CONGNITIVE /
OBSERVATIONAL LEARNING
THEORY
Models
•Real life
•Symbolic
•Representational

SOCIAL CONGNITIVE /
OBSERVATIONAL LEARNING
THEORY
Phases
•Attention
•Retention
•Motor Reproduction processes
•Motivational Processes

SOCIAL CONGNITIVE /
OBSERVATIONAL LEARNING
THEORY
Instrumental conceptualism
Learning is more meaningful
when they have the opportunity
to discover
Approach to instruction:
interaction with environment

DISCOVERY LEARNING
THEORY / INQUIRY METHOD /
THEORY OF INSTRUCTION
Related to the what the learner
already knows
1.Meaningful 1.Meaningful
reception learning Discovery learning
2.Rote Reception 2.Rote Discovery
learning learning

MEANINGFUL RECEPTION
THEORY
Insight
- the capacity to discern the
true nature of the situation

INSIGHT LEARNING /
PROBLEM SOLVING THEORY
• Encoding
• Storage
• Retrieval

INFORMATION PROCESSING
THEORY
STAGES OF HUMAN
MEMORY
•Sensory Memory
•Short –term memory (STM)
•Long Term Memory (LTM)

INFORMATION PROCESSING
THEORY
Forgetting
•Retrieval failure
•Decay theory
•Interference theory

INFORMATION PROCESSING
THEORY
 E R
S F G
A N I N
R N
T AR
L E
• Lateral Transfer
• Vertical Transfer
• Specific Transfer
• General Transfer
 E R
R N
E A
L
HE
T
• Physiological needs
• Safety and Security needs
• Belonging and affection needs
• Esteem needs

NEEDS OF THE
LEARNER
• Auditory • Lecturing
learners
• Visual • Responding to visual
Learners cues

TYPE OF
LEARNERS
• Tactile • Hands-on or laboratory
Learners methods
• Kinesthe • Simulations,
tic exploratory activities,
learners and problem solving
approach

TYPE OF
LEARNERS
Manner in which an individual
perceives, interacts with and
responds to the learning
environment.

LEARNING
STYLES
Converger • Provide task that have
s specific answers
• Integration of materials
Assimilators / situational activities

LEARNING
STYLES
Divergers • Group activities

Accommo- • Hands on approach

dators learning tasks

LEARNING
STYLES
•IMAGINATIVE LEARNERS
•ANALYTIC

LEARNING
STYLES
•COMMON SENSE LEARNER
•DYNAMIC LEARNERS

LEARNING
STYLES
An array of different
kinds of "intelligence"
exists in human beings

MULTIPLE
INTELLIGENCES
Intelligence was Intelligence is not
measured by a numerically
number quantifiable and is
exhibited during a
performance or
problem- solving
process.

MULTIPLE
INTELLIGENCES
Intelligence was Intelligence can be
fixed developed

Intelligence was Intelligence can be

unitary exhibited in many
ways - Multiple
Intelligences

MULTIPLE
INTELLIGENCES
Intelligence was Intelligence is
measured in measured in
isolation context/real-life
situations

MULTIPLE
INTELLIGENCES
Intelligence was Intelligence is used
used to sort to understand
students and human capacities
predict their and many and
success varied ways
students can
achieve.

MULTIPLE
INTELLIGENCES
• Verbal-Linguistic • Bodily-Kinesthetic
Intelligence Intelligence
• Logical- • Musical Intelligence
Mathematical • Interpersonal
Intelligence Intelligence
• Spatial • Intrapersonal
Intelligence Intelligence
• Naturalist Intelligence

MULTIPLE
INTELLIGENCES
 E R
C H
E A
T
HE
T
• Enthusiasm
• Preparation
• Punctuality
• Support and concern for
students
• Consistency
• Politeness

QUALITIES OF A
GOOD TEACHER
• Firmness and control
• Does not play favorites
• Provides personal help
• Accepts individual differences
• Employs an effective delivery
• Does not make students lose
face

QUALITIES OF A
GOOD TEACHER
• Has high expectations of class
members
• Is humble
• Is fair
• Uses variety
• Has a sense of humor; is
relaxed

QUALITIES OF A
GOOD TEACHER
• Use of engaged time
• Use of text
• Keeps within 1-2 days of the
scheduled course outline
• Field trips and other activities
• Does not always teach from a
sitting or leaning position

QUALITIES OF A
GOOD TEACHER
• Interpersonal relationships
with students
• Does not allow one or two
students to monopolize or
dominate the class
• Keeps accurate records

QUALITIES OF A
GOOD TEACHER
• Guiding the learning process
• Counseling and guiding
• Sponsoring extra class
activities
• Working with parents and the
community
• Professional responsibilities.

THE TEACHERS
JOB
Formal Authority

TEACHING
STYLES
Demonstrator or Personal Model

TEACHING
STYLES
Facilitator

TEACHING
STYLES
Delegator

TEACHING
STYLES
 O N G
S I N
E S N N
L A
P L
•Where are my students going?
•How are they going there?
•How will I know when they have
arrived?

THREE BASIC
QUESTION AT THE
START
•Objectives
•Topic or Subject Matter
•Materials
•Procedure or lesson plan
development
•Evaluation
•Assignment

ELEMENTS OF
LESSON PLAN
SMAR
TOBJECTIVES
COGNITIVE AFFECTIVE PSYCHOMOTOR

• Knowledge / • Receiving • Origination

recall • Responding • Adaptation
• Comrprehens • Valuing • Complex over
ion responses
• Organization
• Application • Mechanism
• Characteriza-
• Analysis tion • Guided
• Synthesis Response
• Evaluation • Set
• Perception
•Performance
•The condition under which the
behavior is to occur
•The criterion of success

WRITING
OBJECTIVES
Applying the elements of a good
paragraph, the student be able to
write three paragraphs about the
topic of her choice with
complete grammatical accuracy.

WRITING
OBJECTIVES
Applying the elements of a good
paragraph, the student be able to
write three paragraphs about
the topic of her choice with
complete grammatical accuracy.

WRITING
OBJECTIVES
Applying the elements of a
good paragraph, the student be
able to write three paragraphs
about the topic of her choice
with complete grammatical
accuracy.

WRITING
OBJECTIVES
Applying the elements of a
good paragraph, the student be
able to write three paragraphs
about the topic of her choice
with complete grammatical
accuracy.

WRITING
OBJECTIVES
Within sixty minutes, the
student must be able to answer a
100 – item multiple choice
examination on the topic of
pollution with 80% accuracy.

WRITING
OBJECTIVES
Within sixty minutes, the
student must be able to answer
a 100 – item multiple choice
examination on the topic of
pollution with 80% accuracy.

WRITING
OBJECTIVES
•Concrete objects
•Representations of concrete
objects and phenomena
•Descriptions of such objects
and phenomena

INSTRUCTIONAL
MATERIALS
•Motivation •Participation
•Individual •Feedback
differences •Reinforcement
•Learning objectives •Practice
•Organization of •Repitition
content •Application
•Preparation for
learning

INSTRUCTIONAL
MATERIALS
•Audio recording •Charts
•OHT •Mock-ups
•Bulletin board •Realia
•Chalk Board •Video / films
•Charts •Models
•Pictures
•Books

INSTRUCTIONAL
MATERIALS
Principles
•Learners must profit from the
experience
•Learning activities must provide for
the attainment of a set of objectives
•Learning activities must be authentic
and contextualized to meet the needs
and interests of the learners

LEARNING
ACTIVITIES
•Learner activities must challenge the
learner to ask a question
•Learning activities must provide
opportunities for content mastery as
well as broad and deep study

LEARNING
ACTIVITIES
CRITERIA
•Appropriateness
•Feasibility
•Variety
•Optimal value

LEARNING
ACTIVITIES
FORMATIVE VS.
SUMMATIVE

EVALUATION
CRITERION
REFERENCE VS.
NORM
REFERENCE
EVALUATION
 O F
S G
R M I N
O H
F AC
T E
 ANALYTIC
VS
SYNTHETIC

FORMS OF
TEACHING
ABSTRACT
VS
CONCRETE

FORMS OF
TEACHING
INDUCTIVE
VS
DEDUCTIVE

FORMS OF
TEACHING
THEORITICAL
VS
PRACTICAL

FORMS OF
TEACHING
 OF
D S
HO NG
T
E CH I
M A
TE
LECTURE

METHODS OF
TEACHING
DEMONSTRATI
ON or
PERFORMANCE

METHODS OF
TEACHING
DISCUSSION

METHODS OF
TEACHING
CASE STUDY

METHODS OF
TEACHING
SIMULATION

METHODS OF
TEACHING
PAIR or SMALL
GROUP WORKS

METHODS OF
TEACHING
 INDIVIDUAL
INSTRUCTION

METHODS OF
TEACHING
 ON
T I
V A
TI
O
M
•Instinct theory / Genetic Pattern
•Association theory (Thorndike)
•Psycho- Analytic or Drive
Theory (Freud)
•Humanistic or need gratification
theory (Maslow)

THEORIES
•Cognitive Theory (Hunt)
•Attribution theory (Heidereck)
•Self- efficacy Theory (Bandura)
•Self-determination Theory
( Deci)

THEORIES
•EXTRINSIC
•INTRINSIC

KINDS
Student attention to Guide student to:
a learning task is - focus attention on
essential for desire object
initiating learning
- verbalize information

PRINCIPLES OF
MOTIVATION
Intending to achieve The teacher must capitalize
and to experience on the learner’s need to
success are achieve
essential to • level of aspiration
realistic goal • motives
setting

PRINCIPLES OF
MOTIVATION
Attainment of goal Assist students in goal setting
by:
requires setting of
- providing a variety of realistic
learning task at
and attainable goals
an appropriate
- minimizing social pressure
difficulty level.
- encouraging them to compute
against themselves
- making them sure that the
pupils know what to do and
how to do it.

PRINCIPLES OF
MOTIVATION
Information Provides learners with
concerning feedback regarding
appropriate their behavior and
behaviors and
performance
correcting errors
are associated
with better
performance.

PRINCIPLES OF
MOTIVATION
Observing and Be an exemplary model
imitating a model Provide a variety of
facilities the
real life,
initial acquisition
of pro-social
representational, and
behavior. symbolic models
Utilize deserving peers
as models

PRINCIPLES OF
MOTIVATION
Verbalizing pro- Assist learners in
social values and developing skills in
behaviors and
reasoning about
- verbalizing pro-
them provide a social values
conceptual basis - discussing pro-social
for development values
of behaviors.

PRINCIPLES OF
MOTIVATION
Reward direct and Reinforce desired
sustains attention behaviors
and effort toward
achieving the
Give deserved reward
desired behavior.

PRINCIPLES OF
MOTIVATION
High stress and Provide - supportive
anxiety is climate
associated with
low performance,
Avoid - stressful
erratic conduct climate
and personality
disorder.

PRINCIPLES OF
MOTIVATION
 ES
H DS
A C O
O T H
P R E
P M
A D
AN
It is a set of principles,
beliefs, or ideas about the
nature of learning which
is translated into the
classroom
TEACHING
APPROACH
It is a long term plan of
action designed to achieve
a particular goal.

TEACHING
STRATEGY
It is a systematic way
of doing something.

TEACHING
METHOD
It is a well-defined
procedure used to
accomplish a specific
activity or task.

TEACHING
TECHNIQUE
• TEACHER- • LEARNER-
CENTERED CENTERED
• SUBJECT-
MATTERED
CENTER
• TEACHER
DOMINATED
• INTERACTIVE

TYPES OF TEACHING
APPROACH
• “BANKING” • CONSTRUCTIVIST
APPROACH
• DISCIPLINAL • INTEGRATED
• INDIVIDUALI • COLLABORATIVE
STIC • INDIRECT,
• DIRECT GUIDED

TYPES OF TEACHING
APPROACH
• WHOLE CHILD
APPROACH
• METACOGNITIVE
APPROACH
• PROBLEM-BASED
APPROACH
TYPES OF TEACHING
APPROACH
• Direct instruction / lecture
method
• Demonstration Method

DIRECT /
EXPOSITORY
• Inquiry method/discovery
method
• Problem solving method
• Project method

INDIRECT / GUIDED
/ EXPLORATORY
 N G
N I
T IO
E S
QU
Based on objectives
• Low level
• High level

TYPES OF
QUESTIONS
“ Which of the following numbers is
different from the group (8 , 9 , 10 ,
11 & 12) ? ”

“ What is a prime number? What is a

composite number? ”

TYPES OF
QUESTIONS
Extent of Inquiry
• Convergent
• Divergent

TYPES OF
QUESTIONS
“ What common factor do prime
numbers have? ”

“ If you have 100 people coming to

your birthday party, how can you
arrange the tables such that there are
an equal number of people per table?
”

TYPES OF
QUESTIONS
Guide to Response
• Rhetorical ““If Why
How
are
you
many
“Isn’tthe
do you think
analyze
thistables
simple
numbers
the
do factors
you see of
in this
• Informational picture?
grouped
and
these
yet this
numbers,
(Possible
way?
follow-up
challenging? ” has
• Leading questions: What
what makes them
made you think that
similar to each What
• Probing way?
other? ” led you to
observation
that idea?) ”
TYPES OF
QUESTIONS
Guide to Response
““ Let us focus onfactors
the numbers
• Funneling in
What
WhatColumn
are the
are theA.factors
Whatofare
of five?
its
seven?
• Chunking factors?
What are
all
Whatthe
of them?Why
eleven?
is common
Now, let
factors to
areus focus
these
of
on the numbers
numbers grouped in Column
together?B.
What
How do arewe
itscall
factors? What
numbers is
that
common
only have to all
oneof and
them? What
itself as
isfactors?
commonWhat to the numbers
are prime in
Column
numbers?A” and Column B?
What is their difference? ”
TYPES OF
QUESTIONS
Asking “ What are prime
Double or numbers, where do we
see them in real life
Multiple and what is their
Questions importance to us? ”

DON’TS
Asking “ Do you want to
questions sing a song? ”
that do not
elicit
answers

DON’TS
Asking Fill-in “ Prime numbers
Questions are? ”

DON’TS
•Ask in Natural and Well-Modulated voice
•Give enough time for the learners to think
•Sufficient questions should be asked.
•Refrain from repeating the question
•Distribute the questions
•Ask interesting and thought provoking
questions
•Show appreciation for the effort
•NEVER let a WRONG answer slip by.

DO’S
 O M T
O E N
SR M
S G E
L A A
C AN
M
•Ask in Natural and Well-Modulated voice
•Give enough time for the learners to think
•Sufficient questions should be asked.
•Refrain from repeating the question
•Distribute the questions
•Ask interesting and thought provoking
questions
•Show appreciation for the effort
•NEVER let a WRONG answer slip by.

DO’S
is defined as the direction
of activities in the
classroom, which includes
routine and discipline.

CLASSROOM
MANAGEMENT
 IN T
C H N
A E
R O E M
P P AG
A AN
M
 C H
OA
P R
AP
VE
TI
E R
SS
A
• Desirable
• Less desirable
• Undesirable

TYPES OF
DISCIPLINE
• Focusing • Low profile
• Direct instruction intervention
• Monitoring • Assertive discipline
• Modelling • Assertive I – messages
• Non verbal cue • Humanistic I –
• Environmetal messages
Control • Positive Images
 Emotional/Verbal: Physical

 Obscene languages  Spanking

 Name-calling  Pinching
 Teasing  Manhandling
 Scolding  Battery
 Oral Defamation  Sitting on the air
 Slander  Writing SORRY for one
 Conduct unbecoming of a thousand times
teacher  Kneeling on the floor
 Refusal to smile and show a  Tying the child on the pole
healthy environment for
learning
 R ON
O
I AT I
AV C
H FI C H
E
B OD OA I
M PR
AP
•Graphic
•Activity
•Verbal
•Nonverbal
•Tangible
•EdibleReinforcement

REINFORCEMENT
•Graphic
•Activity
•Verbal
•Nonverbal
•Tangible
•Edible Reinforcement

PROMPTING
 Types of Prompts Descriptions

1. Full Physical The teacher uses “hand-over-

Assistance hand” support to aid the child
in completing a task.

2. Partial Physical The teacher provides partial

Assistance physical assistance to help the
child complete a task.

3. Full Model The teacher models the

desired behavior.
4. Partial Model The teacher models only part
of the desired behavior.
5. Full Verbal prompts The teacher verbally models the
desired behavior.

6. Partial Verbal The teacher verbally models only part

prompts of the desired behavior.

7. Gestural Prompt The teacher utilizes a physical

gesture to encourage the desired
behavior.

8. Positional Prompt The teacher places the target item in

a location that is closer to the child.

9. Time-delay or This instructional procedure is

prompt-delay proven to be effective especially
technique (Walker, children with autism.
2008)
the teacher needs to establish a
transaction with his or her students like
clients in the business world-that is to a
make a deal or no deal transactions as
regards of their varied personalities in
the classroom

BUSINESS ACADEMIC
APPROACH
•Clear communication of assignments
and work requirement.
•Monitoring student work helps the
teacher detects the students who are
having difficulty and encourage them to
keep working.

BUSINESS ACADEMIC
APPROACH
•Feedback to student is important to
enhance academic monitoring and
managerial procedure.

BUSINESS ACADEMIC
APPROACH
 A L
P RI
O U G E H
R A C
G A N OA
M P R
A P
involvement of the
students’ stakeholders to
transform their behavior

GROUP MANAGERIAL
APPROACH
•Ripple effect
•Pygmalion Effect
•Hawthorne Effect
•Halo effect
•John Henry Effect
•Jastorw’s Effect
GROUP MANAGERIAL
APPROACH
•With – it – ness
•Overlapping
•Smoothness

LESSON MOVEMENT
•Flip-flops
•Dangles
•Truncation
•Over – dwelling
• Fragmentation
SMOOTHNESS
•Momentum
•Group focus

LESSON MOVEMENT
 S S H
C E AC
U C R O
S P
A P
deals with the students’
self-realization on what is
right for learning.

SUCCESS APPROACH
 CE
A N
P T C H
C E O A
C
A P R
A P
•Attention getting
•Power seeking
•Revenge seeking
•Withdrawal
•Briskness
•Goofing

ACCEPTANCE
APPROACH
 N T
E
E M
G UE
N A IQ
A HN
M C
TE
•Antiseptic Bouncing
•Program Restructuring
•Helping over Hurdles
•Humor Effect
•Proximity and Touch Control
•Interest Boosting
•Signal Interference

DESIST
MANAGEMENT TECH
•Planned Ignoring
•Direct Appeal
•Physical Restraint
•Criticism and Encouragement
•Defining Limits
•Post Situational Follow Up
•Marginal use of Interpretation

MANAGEMENT TECH
 ,
L ES
R U
O M S,
R O R E
SS DU
LA CE ES
C O IN
R
P OUT
R