U I D E L I N E

G
S
IN THE SELECTION AND
US E of

Discussant:
Win Love G. Montecalvo
BFE III Student
 Principle no.1
Learning is an active process
We have to actively engage the learners in learning
activities if we want them to learn what we intend to teach. We
have to give our students opportunities to participate in
classroom activities.

We have to give varied activities to our students for

“hands-on- minds-on” learning.
 Principle no.1
Learning is an active process
Researchers found out that the most effective approaches
resulting in 75% and 90% retention rates, respectively- are
learning by doing and by teaching others.
This quote serves as an apt summary of the first principle:
“What I hear, I forget.
What I see, I remember.
What I do, I understand.”
 Principle no.2
The more senses that are involved in
learning, the more and better the
learning.

What is seen and heard are learned more than what are just
seen or just heard. We learn more with what we see than what
we simply hear.
 Principle no.2
The more senses that are involved in
learning, the more and better the
learning.

A one research finding confirms this: “Humans are

intensely visual animals. The eyes contain 70% of the body’s
receptors and send millions of signals along the optic nerves
to the visual processing centers of the brain… We take in
more information visually than through any of the other
senses."
 Principle no.2
The more senses that are involved in
learning, the more and better the
learning.

A combination of audio and visual aids, however, is far

more effective. Most effective, of course, is the use of
combination of 3 or more senses, thus the term “multi-sensory
aids.”
 Principle no.3
A non-threatening atmosphere
enhances learning.

A non-threatening and conducive classroom atmosphere is

not only a function of the physical condition of the classroom
but more a function of the psychological climate that prevails
in the classroom.
 Principle no.3
A non-threatening atmosphere
enhances learning.

The first step is to cultivate a culture of respect in our

schools. To respect is to give every learner, every teacher,
every colleague the benefit of the doubt.

To respect a student or a colleague means to be convinced

of his/her basic goodness and therefore, to have trust on
him/her.
 Principle no.3
A non-threatening atmosphere
enhances learning.

“The learning process requires the challenge of new and

different experiences, the trying of the known, and therefore,
necessarily must involve the making of mistakes. In order for
the people to learn, they need the opportunity to explore new
situations and ideas without being penalized or punished for
mistakes which are integral to the activity of learning.”
 Principle no.4
Emotion has power to increase
retention and learning.

We tend to remember and learn more those that strike our

hearts! Let us add an emotional dimension, our subject matter
will remain cod and lifeless. Wolfe states that “our own
experience validates that we remember for a longer time
events that elicit emotion in us.” His pedagogical advice is for
us, to recognize the power of emoticon to increase retention
and plan instruction accordingly.
 Principle no.5
Learning is meaningful when it is
connected to students’ everyday life.
Abstract concepts are made understandable when we give
sufficient examples relating to the student’s experiences. The
meaningfulness and relevance of what we teach is
considerably reduced by our practice of teaching simply for
testing.

Learners see the meaning in what they learn when we,

teachers, show the connectedness of our lessons to their
everyday concern, to their daily life.
 Principle no.5
Good teaching goes beyond recall of
information.

  Good thinking concerns itself with higher-order-thinking

skills to develop creative and critical thinking. Most teachings
are confined to recall of information and comprehension.
Ideally, our teaching should reach the levels of application,
analysis, synthesis, and evaluation to hone our students’
thinking skills.
 Principle no.5
An integrated teaching approach is
far more effective than teaching
isolated bits of information.
  Corpuz and salandanan (2003) claim that an instructional
approach is integrated when it considers the multiple
intelligences (MI) and varied learning styles (LS) of students.
INTELLIGENCE EXAMPLES OF CLASSROOM ACTIVITIES EXAMPLES FROM
MY CLASSROOM

discussions, debates, journal writing, conferences, essays,

Verbal-Linguistic  
stories, poems, storytelling, listening activities, reading

calculations, experiments, comparisons, number games, using

Logical-
evidence, formulating and testing hypothesis, deductive and  
Mathematical
inductive reasoning.

concept maps, graphs, charts, art projects, metaphorical

Spatial  
thinking, visualization, videos, slides, visual presentations

role-playing, dance, athletic activities, manipulatives, hands-

Bodily-Kinesthetic  
on demonstrations, concept miming
playing music, singing, rapping, whistling, clapping,
Musical  
analyzing sounds and music
community-involvement projects, discussions, cooperative
Interpersonal learning, team games, peer tutoring, conferences, social  
activities, sharing

student choice, journal writing, self-evaluation, personal

Intrapersonal  
instruction, independent study, discussing feelings, reflecting

ecological field trips, environmental study, caring for the

Naturalist  
plants and animals, outdoor work, pattern
Principle no.5
An integrated teaching approach is
far more effective than teaching
isolated bits of information.

For effective teaching and testing it is imperative on our

part to possess a repertoire of teaching and testing strategies
and techniques to reach a full range of students with varied
learning styles and multiple intelligences.