MANAGEMENT OF

INSTRUCTION
Instruction may be well-managed using any of these classifications of
students:
a. HOMOGENEOUS - learners are classified/grouped in terms of similar
elements such as age, abilities, interests, physical characteristics etc.
b. HETEROGENEOUS – no definite bases for clustering or putting
learners together, could be on random sampling, alphabetized family
names, time of enrollment etc.
c. NON – GRADED – no fixed grade/level assignment of children. They
come to center of learning by small groups or individually depending on
their pacing in the accomplishment of tasks.
TEACHING MODEL - a term used by Bruce, Joyce to describe an over – all
approach or plan for instruction
Attributes of a teaching model:
a. a coherent theoretical framework
b. an orientation toward what student should learn.
c. specific teaching procedures and classroom structures.
DIFERENCE AMONG THE TERMS TECHNIQUE,
METHOD, STRATEGY, APPROACH AND
PRINCIPLES
TECHNIQUE – the personal art and style of the teacher in carrying
out the procedures of teaching.
- the teacher’s unique way, style or act of executing the stages
of a method.
METHOD – synonymous to procedure
- the procedure employed to accomplish lesson objectives.
- a series of related and progressive acts performed by a
teacher and pupils to achieve the desired objectives of the lesson.
- the established way or procedure of guiding the mental
processes in mastering the subject matter.
- refers to a procedure employed to accomplish the lesson
objective.
- a well – planned step – by – step procedure that is directed
towards a desired learning outcomes.
STRATEGY – an over – all or general design on how the lesson will be
executed or delivered.
- a set of decisions on what learning activities to achieve an
objective
- can be a substitute to methodology
APPROACH – a set of correlative assumptions or viewpoints dealing
with the nature of teaching and learning.
- one’s viewpoint toward teaching.
- procedure that employs a variety of strategies to assess
better understanding and effective learning.
PRINCIPLE – means a general or fundamental law, doctrine or
assumption.
- a primary source or origin.
- rule or code of conduct.
PURPOSES OF METHODS
1. make learning more efficient
2. enable learner to think logically
3. facilitates smooth transition from one activity to another
4. serve as guide in preparing all the needed materials, tasks and
equipments.
5. approximate time to be allotted for each activity to avoid waste
of time and lapses.
6. make planning clear and precise, to prevent confusion,
unnecessary delays and time wastage.
7. help in planning for assessment and evaluation of the lesson.
8. add to a feeling of confidence and security for the teacher and
students.
PRINCIPLES FOR SELECTING METHODS
1. Must be based on sound principles, laws and theories of learning.
2. Must assist the learners to define their purposes and motive.
3. Must originate from the learners’ past experiences.
4. Must suit individual differences, needs, interests and
developmental maturity.
5. Must bring the learners to the world of diverse learning
experiences.
6. Must stimulate the learners to think critically, analytically and
creatively.
7. Must be challenging
8. Must be flexible.
9. Must be consistent with the requirements of objectives.
10. Must be appropriate with the content.
 11. Must give to way to varied students’ participation.
12. Must consider to be undertaken to ensure gainful learning.

FACTORS TO CONSIDER IN CHOOSING A METHOD

1. Learner’s ability – first and foremost consideration
based on the nature/characteristics, age, maturity,
abilities, etc.
2. Teacher’s ability – must be personally and
professionally qualified to teach
3. Objective – expected outcome of the lesson in terms of
knowledge/skills and attitudes.
4. Subject Matter – content to be taken so that the desired
outcome will be achieved.
5. Pre – requisite learning – students’ experiences that
can help facilitate acquisition of new knowledge, skills
and attitudes.
6. classroom set – up – must be inviting to students and conducive
to learning.
7. School facilities/equipments/technologies – the availability of
the needed equipments, technologies, tools for learning found in
the right places.
8. Time – allotment – specified target frame for chosen activities
properly distributed to the entire period.
9. Safety precautions – students should feel that they are safe and
out of danger in the school.
10. School climate – learner should feel the warmth of the teachers
and classmate.
PRINCIPLES
1. All instructional materials are aids of instructions. They do not
replace the teacher.
2. Choose the instructional materials that best suits your
instructional objectives.
3. If possible, use a variety of tools.
4. Check out your instructional material before class starts to be
sure it is working well.
5. For results, abide by the general utilization guide on the use of
media which includes:
a. learn how to use the instructional material.
b. prepare introductory remarks, questions or initial comments
you may need.
c. provide a conducive environment
d. explain the objectives of the lesson
e. stressed what to be watched or listened to carefully
f. state what they are expected to do with the information they will
learn
g. prepare measure that can assess students’ experiences on the
use of the material based on the objectives.
VARIOUS FORMS OF MEDIA
1. AUDIO RECORDINGS – include tapes, recordings, and compact
discs used by teachers in connection with speech rehearsals,
drama, musical presentations, and radio and television
broadcasting
2. OVERHEAD TRANSPARANCY OR OVERHEAD PROJECTOR (OHP)

- transparency can show pictures, diagrams and sketches at a

time.
3. BULLETIN BOARD – usually stationary on a wall or it can be
movable which contains pictures, newspaper clippings, real
objects or drawings attached on its surface usually made from
cork or soft wall boards.
4. CHALKBOARD – a convenient writing area where illustrations can
instantly be drawn even during discussion.
5. CHARTS - may be in the form of maps, graphs, photographs and
cut outs.
- maybe pre-prepared graphic devices or posters.
6. Mock – ups – is a replica of an object that may be larger or smaller
in scale which can be used to show the essential parts which are
made detachable.
7. REALIA – stands for the real things that are to be studied.
8. VIDEO TAPES OR FILMS – motion pictures clearly show movement
and sequence of events which usually motivates learners easily.
9. MODELS – scaled replicas of real objects which include globe car
models etc.
10. PICTURES – include flat, opaque and still pictures.
- “Pictures are worth ten thousand words”
11. BOOKS – present accurate facts and details that serve as
permanent sources of information
12. ELECTRONIC MATERIALS – CD’s, DVD’s and CD - ROM’s