The

TEACHING
PROCESS
A REPORT BY HAMBERT MALENAB //BSED-2
concepts of
teaching
teaching impacts on
learning process.
ART
SCIENC
“Good teaching is a result of
having deep knowledge of
the subject matter.”
-Gagne 1985
 “A good teacher can
transform knowledge into
learning activities that will
motivate the students to
learn.”
-Moore 2005
ACTIVITY
 2 GROUPS
“MINUTE TO TEACH IT”
 Minute to Teach it
•Form 2 lines
•5 members each line
•First group 2 finish wins
•Using a plate, drop marbles in all cups to get the hidden word/s.
•Once word/s are uncovered last player must post it on the board.
•Losing last player has a consequence.
GROUP 2
“MINUTE TO GRADE IT”
WHAT IS?

THE PROCESS
LET’S FIRST UNDERSTAND
THE

ASPECT
ASPECTS LEADERSHIP

INSTRUCTIONAL
ORGANIZATIONA
L
TEACHERS ARE EXPECTED TO PERFORM THESE 3
#GOALS
ASSIST STUDENTS TO GUIDE STUDENTS TO
BECOME INDEPENDENT BE SELF-REGULATED
LEARNERS
LEARNERS
TEACHIN
G
FUNCTIONS
WHAT SHOULD WE BE DOING?
• Daily review. The purpose of daily review is to determine
if the students have obtained the necessary prerequisite knowledge or skills
for the lesson.

• Presenting new materials. Research indicates

that effective teachers spend more time presenting new materials and
guided practice than less effective teachers do.

• Conducting guided practice. The purpose of guided

practice is to supervise the student’s initial practice of a skill and to provide
the reinforcement necessary to progress new learning from short-term into
long-term memory.
• Providing feedback and corrections. During
guided practice, it is important to give process feedback to the students.
Process feedback provides the student with additional explanation that is
sometimes needed when the student is correct, but hesitant to reveal how he
or she arrived at the answer.

• Conducting independent practice. After conducting

guided practice, it is important to have the student do independent practice.
Independent practice provides additional review and reinforcement
necessary to become fluent in a particular skill.
• Weekly and monthly review. Teachers need
to conduct frequent review and reinforcement
of new material for students.
• Authoritarian Teachers. These teachers tend to
plan furniture arrangvmvntl to maintain order in
the classroom and to plan schedules thnt seldom
vary. They believe that it is their responsibility to
make all class mics and establish consequences for
misbehaviors. It is the student's role to obey the
rules and to do all assigned works satisfactorily.
• Permissive or Laissez-faire Teachers. These teachers
employ a permissive style and appear tentative and
powerless. They make few rules and are inconsistent in
establishing or delivering the consequences for misbehavior.
They accept excuses and seem unable to assert authority
over academic walk or student misbehavior. Confusion is the
chief characteristic of the classroom climate control created
by such a permissive teacher.
QUESTIONS?
So far…
•  Democratic Teachers. To this group belong the teachers
who are firm and reasonably consistent about their
expectations for academic achievemvnt and student behavior.
Democratic teachers assert their power to make decisions but
they are willing to listen to their students’ reactions, needs.
and desires. The result is that the source of power and
ownership is distributed among students and the teacher in
the same way that it is distributed in a healthy community.
ACTIVITY
 2 GROUPS
“MY TEACHER IS A…”
 My Teacher is a…
•Form 2 groups
•Choose a leader
•The leader will be given a teacher type and they
need to act it out
•The other group needs to guess
•Group with most points win!
TEACHING
approaches
• Concept Teaching. Key concepts like landforms, water
forms, or environment can be taught effectively using
concept teaching. Arends (2004) posits that concept
teaching models have been developed primarily to
teach key concepts that serve as the foundation for
higher-level thinking. Apparently. this model is not
intended to teach a large amount of information.
• Constructivist Teaching. Jean Piaget and Lev
Vigotsky. two European psychologists, expound that
learners at any age are actually involved in the prowess of
acquiring information and constructing their own
knowledge. To them. knowledge does not remain static,
instead, it is constant, evolving. and changing as learners
confront new experiences that force them to build on and
modify prior knowledge (Arends, 2004)
• Deductive Teaching. Deductive teaching is an
instructional approach that starts from a known
principle and then moves into the unknown. It is
direct and straightforward; lends itself to direct
instructional approach, and is used effectively in
promoting student learning (Burden & Byrd,
2003).
• Inductive Teaching. Inductive teaching is an
instructional approach that starts with an
unknown principle and then attention moves to
a known. It is intended to tap into the interest
and thinking abilities of students (Burden &
Byrd, 2003).
• Expository Teaching. When teachers want to communicate a
large amount of information within a short period of time, they
can employ expository teaching in the conduct of the class
discussion. In this technique, an authority such as a teacher,
textbook, film, or microcomputer presents information without
overt interaction between the authority and students. The most
widely used expository teaching methods are lectures,
telelectures, textbook lectures, and prerecorded lectures (Burden
& Bryd, 2003).
• Explicit Teaching. In explicit teaching, teachers
teach the students skills to enable them to master a
body of knowledge. It requires teachers to gain
student attention, reinforce correct responses,
provide feedback to students on their progress, and
increase the amount of time that students spend or
actively engage in learning course content.
• Reciprocal Teaching. This form of teaching is
like an interactive dialogue between teacher
and students. It helps students to become
involved in the content they are discussing by
helping them to read and better understand the
following four steps:
• (1) summarizing; (2) questioning; (3) clarifying;
and (4) predicting. Further, in RECIPROCAL
teaching there is modeling, explaining,
scaffolding, and interchanges of understanding.
Thus, there is shifting responsibility from
students to learners (Good & Brophy, 2000).
 PRINCIPLES
Of CONSTRUCTIVIST TEACHING
(Daniel Mujis & David Reynolds, 2005)
1
• Learning is always an active process. The
learner actively constructs his/her learning
from various inputs he/she receives.
2
• Learning, for the constructivist, is a search for
meaning. Pupils actively try to construct
meaning.
3
• The construction of knowledge is not just an
individual thing. Learning is also socially
constructed, through interaction with peers,
teachers, parents, and others.
4
• Teachers need to have a good knowledge of
child development and learning theory to
enable them to judge more accurately how
learning can occur.
5
• Learning is always contextualized. We learn
best when new learning is explicitly connected
to what we already know.
6
• Real in-depth learning means thoroughly
constructing knowledge, by exploring and
resisting material.
 7
Real in-depth learning means thoroughly constructing knowledge, by exploring and resisting material.
•  Teaching is about empowering the learner and
allowing the learner to discover and reflect on
realistic experiences. This will lead to
authentic learning and deeper understanding.
 Ten General  Principles
for Developing Explicit Teaching Lesson
(Barak V. Rosenshine, 1987)
1. Begin a lesson with a short statement of goals.

2. Begin a lesson with a short review, prerequisite learning.

3. Present new material in small steps, with student practice after each step.

4. Give the class detailed instructions and explanations.

5. Provide a high level of active practice for all students.

6. Ask many questions. check for student understanding, and
obtain response from all students.
7. Guide students during initial practice.
8. Provide systematic feedback and corrections.
9. Provide explicit instruction and practice for seatwork
exercises, and when necessary, monitor students during
seatwork.
10. Continue practice until students are independent and
confident.
QUESTIONS?
 The

TEACHING
PROCESS
A REPORT BY HAMBERT MALENAB //BSED-2