Prayer of St.

Thomas Aquinas
 

Lord, true source of light and wisdom,

Give me a keen sense of understanding,
A retentive memory
And a capacity to grasp things correctly.
Grant me the grace
To be accurate in my expositions
And the skill to express myself
With thoroughness and clarity.
Be with me at the start of my work and study,
Guide its progress
And bring it to completion.
Grant this through Christ our Lord, Amen.
 

St. Thomas Aquinas, pray for us.

Assoc. Prof. Andres Julio V. Santiago, Jr., LPT, Ph.D.

avsantiago@ust.edu.ph
Principles of Teaching
 Course Description
This course introduces prospective
teachers to the nature of teaching. It
deals specifically with the principles of
effective instruction and the concomitant
processes involved; instructional
planning and demonstration teaching.
The course blends theoretical know-how
with selected and appropriate school
experiences.
 Course Intended Learning Outcomes
After completing this course, STUDENTS SHOULD BE
ABLE TO:
1. Provide research-based practices that ensure effective and
efficient classroom discipline and management in the K-to-
12 classrooms.
2. Describe how the principles and laws of learning influence
the teacher’s perspective in teaching.
3. Apply how the principles in the management of instruction
aid in the effective and productive delivery of the lesson.
4. Explain how the teacher’s and learner’s characteristics
contribute to the total condition of the learning
environment.
 Course Intended Learning Outcomes
After completing this course, STUDENTS SHOULD BE
ABLE TO:
4. Apply the time-tested instructional techniques on
motivation, questioning and reacting, and on giving
homework.
5. Provide updates on current trends, issues and problems
in the field of education through journal readings,
reflections, among others.
6. Characterize the 3 C’s in the conduct of performance
tasks and other course-related activities.
Course Content
The Meaning and Importance of Principles
of Teaching
How Principles of Teaching are derived
Principles of Teaching according to various
authors
Principles of Teaching based from the
Principles of Learning
Learning Theories
Course Content
The Learner
The Teacher
Learning Environment
Classroom Management
Classroom Discipline
Course Content
Learning Objectives
Learning Content
Learning Activities
Learning Materials
Assessment
 Course Description
This course introduces prospective
secondary and grade school teachers to the
knowledge and understanding of the subject
area which includes foundation disciplines,
structural components and models of
teaching and assessment strategies, These
will provide the students with the theoretical
underpinnings in teaching and develop
concepts, skills, attitudes and values related
to the subject area.
 Course Intended Learning Outcomes
After completing this course, STUDENTS SHOULD BE
ABLE TO:
1. Apply one’s knowledge and understanding about the
nature and principles of effective teaching and learning
based on research and contemporary views on teaching
and learning.
2. Create appropriate content, activities and assessment
procedures guided by the Understanding by Design
framework.
3. Select suitable teaching strategies and assessment
methods to strengthen the desired 21st century skills
 Course Intended Learning Outcomes
After completing this course, STUDENTS SHOULD BE
ABLE TO:
4. Make technology-based tools and materials to increase
teaching and learning productivity.
5. Provide updates on current trends, issues and problems
in the field of education through journal readings,
reflections, among others.Characterize the 3 C’s in the
conduct of performance tasks and other course-related
activities.
6. Characterize the 3 C’s in the conduct of performance
tasks and other course-related activities.
Course Content
Differences among the terms: Aims, Goals,
Objectives
The K-12 Curriculum Guide (for each subject)
Specification, Sequencing of Learning Objectives
Writing Learning Objectives
Learning Content
Significant Learning
Big Idea, Enduring Understanding, and Essential
Questions
Course Content
Assessment Principles
Assessment in K-12 Education –KPUP
DepEd
Performance Task
Guided by the GRASPS Framework
Approach, Method, Strategy, Technique
Expository and Exploratory Approaches
Course Content
Deductive and Inductive Method
Teaching Strategies for different
subject areas and grade levels
ADDIE Model
ASSURE Model
Grading System

Performance Tasks 30%

Written Examinations 70%
Major Examinations (40%)
Unit/Long Tests (30%)
Total 100%
Course Policies
1. Attend classes regularly.
The University requires that every student attends no less than
80% of the class hours/days required for every course to earn the
corresponding units (PPS No. 1010, Student Handbook). Special
tasks/examinations may be extended for excused absences duly
noted by the Office of the Dean, UST Health Service or department
concerned.

2. Observe intellectual honesty in all academic undertakings.

The University, in accordance with its Catholic and Dominican
teachings, puts a high premium on the practice of honesty, the act of
truth-telling, truth-seeking and truth-doing (Item 1, PPS 1027,
Student Handbook). Students must avoid any act of dishonesty such
as plagiarism, cheating, forgery, stealing, any form of
misrepresentation, among others.
Course Policies
3. Observe diligence.
Student must be punctual, be present in their classes, participate
in school-sanctioned activities and be prepared for their lessons,
homeworks and examinations given (Item 3, PPS 1027, Student
Handbook). Accomplish and submit all course requirements on
time. Performance Tasks shall be graded using rubrics. Students
shall be informed of the scoring criteria to achieve expected
outcomes. Examinations shall be scheduled accordingly.

4. Observe good grooming.

Good grooming includes the wearing of the prescribed uniform,
authorized shoes, ID, male haircut and other considerations that
are similar to these (Item 4, PPS 2017, Student Handbook).
Course Policies
5. Check your UST Gmail or the College’s official Facebook
and Twitter account for important announcements.
6. Read and be guided by PPS 1027: Code of Conduct and
Discipline, Student Handbook 2010.
7. Adhere to other classroom policies agreed upon in class.
Consultation Hours

Faculty Member : ANDRES JULIO V. SANTIAGO, JR., LPT, PhD

Email-address : avsantiago@ust.edu.ph
Consultation Hours: Saturday 10:00 a.m. – 12:00 nn.
Venue :College of Education Dean’s Office
 Unit 1: The Meaning
and Importance of
Principles of Teaching
 Domain 7: Personal Growth
and Professional Development
7.1 Takes pride in the nobility of teaching as a profession
7.1.1. Always behaves in a manner that upholds the
status of teaching
7.1.2 Allocates time for personal and professional
development through
Educational seminars and workshops

Short-term courses and post-graduate programs

Reading educational materials regularly

Engaging in educational research

 Domain 7: Personal Growth
and Professional Development
7.2 Builds professional links with colleagues to enrich
practice
Keeps abreast with recent developments in
education
Links with other institutions and organizations for
sharing best practices
 Domain 7: Personal Growth
and Professional Development
7.3 Reflects on the extent of the attainment of
professional development goals
Reflects on the quality of his own teaching
Improves teaching performance based on feedback
from the mentor, students, peers, superiors, and
others
Accepts personal accountability to learner’s
achievement and performance
Uses self-evaluation to recognize and enhance one’s
strengths and correct one’s weaknesses
Then said a teacher, "Speak to us of
Teaching."
And he said:
No man can reveal to you aught but that
which already lies half asleep in the
dawning of our knowledge.
The teacher who walks in the shadow of
the temple, among his followers, gives not
of his wisdom but rather of his faith and his
lovingness.
If he is indeed wise he does not bid you
enter the house of wisdom, but rather leads
you to the threshold of your own mind.
 The mouths of the righteous utter wisdom,
and their tongues speak what is just.”-Psalm 37:30

“Sagutin ko sa
Diyos ang
kinabukasan ng
batang iyan.”
- Dean Lourdes J.
Custodio
The Dr. Florentino Hornedo Challenge

Having read
all the books,
what now?
 Teaching as a Ministry
Always in the light of service to
humanity as its core
“Unity in diversity” is coupled
with the concept of Jordan Kush
Ngubane’s ubuntu (human
kindness) and Octavio Paz’
universal sympathy
An act of love that is likewise
married to sacrifice echoing “love is
never asking why” (Culture Club)
 Teaching as a Profession
PD 1006 (Jan. 16, 1977) –
professionalization of
teaching
RA 7836 Phil. Teachers
Professionalization Act of
1994
NCBTS Domain 7
(Personal Growth and
Professional Development)
Professional Qualities of a Teacher (Lardizabal, et.Al, 1995)
Mastery of the subject matter
Understanding of the learner
Understanding of the principles and skills
General understanding of the other branches of
knowledge
Understanding and appreciation of the teaching
profession
Personal Qualities of a Teacher (Lardizabal, et.Al, 1995)
Pleasing personal appearance, manner, courtesy, and
pleasant voice
Intelligence, emotional stability, and self-control
Sympathy, kindness, helpfulness, and patience
Integrity, trustworthiness, honesty, and loyalty
Flexibility, creativity, and resourcefulness
Sociability, friendliness, and cooperativeness
Fairness, impartiality, and tolerance
Sense of humor, cheerfulness, and enthusiasm

ACT CONCEPT MAP WELL-ROUNDED TEACHER~8S

“You don’t
ask God to
make you
good. You
take every
opportunity
be one.”
 Teaching as Fusion of Science and Art
Prudent
Disciplined
Well-grounded
Progressive
Metacognitive
Creative
Humane
ACT UNWRITTEN TEXT POSSIBILITIES
Teaching as a Vocation
Everyday is a commitment to
perfection. “Zoning in”
One is only as good as his last
performance.
Life oozing out in the battlefield or
war zone is the quintessence of
existence. Each battle scar tells a
story beyond words.
“The Last Samurai” mantra
 The Teacher’s Job (Lardizabal, et.Al, 1995)
Guiding the learning
process
Counseling and
guidance
Sponsoring extra
class activities
Working with parents
and the community
Professional
responsibilities
 Twelve Principles of Effective Teaching
and Learning (Tiberius and Tipping, 1990)

1. Teachers’
knowledge of the
subject matter is
essential to the
implementation
of important
teaching tasks.
 Twelve Principles of Effective Teaching
and Learning (Tiberius and Tipping, 1990)

2. Active involvement
of the learner
enhances learning.
 Twelve Principles of Effective Teaching
and Learning (Tiberius and Tipping, 1990)

3. Interaction
between teachers
and students is the
most important
factor in student
motivation and
involvement.
 Twelve Principles of Effective Teaching
and Learning (Tiberius and Tipping, 1990)

4. Students
benefit from
taking
responsibility
for their
learning.
 Twelve Principles of Effective Teaching
and Learning (Tiberius and Tipping, 1990)

5. There are
many roads
to learning.
 Twelve Principles of Effective Teaching
and Learning (Tiberius and Tipping, 1990)

6. Expect more
and you will
achieve more.
Pygmalion / Rosenthal Effect
 Twelve Principles of Effective Teaching
and Learning (Tiberius and Tipping, 1990)

7. Learning is
enhanced in an
atmosphere of
cooperation.
 Twelve Principles of Effective Teaching
and Learning (Tiberius and Tipping, 1990)

8. Material
must be
meaningful.

;
 Twelve Principles of Effective Teaching
and Learning (Tiberius and Tipping, 1990)

9. Both teaching
and learning
are enhanced
by descriptive
feedback.
 Twelve Principles of Effective Teaching
and Learning (Tiberius and Tipping, 1990)

10. Critical feedback

is only useful if
the learner has
alternatives to
pursue.
 Twelve Principles of Effective Teaching
and Learning (Tiberius and Tipping, 1990)

11. Time plus energy

equals learning.
 Twelve Principles of Effective Teaching
and Learning (Tiberius and Tipping, 1990)

12. Experience
usually
improves
teaching.
Reality Check
The contemporary learner is a screenager
(Rushkoff, 1997), digital native (Prensky,
2001), millennial (Strauss & Howe, 2000),
and a member of Generation Me (Twenge,
2006)
 On a reality TV show, a girl planning her
Sweet Sixteen wants a major road blocked
off so a marching band can precede her
grand entrance on a red carpet. Five times
as many Americans undergo plastic surgery
and cosmetic procedures as ten years ago, and
ordinary people hire fake paparazzi to
follow them around to make them look
famous. High school students physically
attack classmates and post YouTube videos
of the beatings to get attention. And for the
past several years, Americans have been
buying McMansions and expensive cars on
credit they can't afford.
Diverger as a student
Perceive information concretely,
process reflectively, are imaginative,
believe in their own experience, are
insight thinkers, thrive on harmony and
personal involvement, seek
commitment, meaning, and clarity, and
have high interest in people and culture.
Diverger as a teacher
Have interest in facilitating personal
growth, help people become more self-
aware, exhibit authenticity, encourage
discussions, group work, feelings, and
cooperation, and help students find
meaningful goals. They may be fearful
under pressure and may lack risk-
taking.
Assimilator as a student
Perceive abstractly, process
reflectively, devise theories, seek
continuity, need to know what
experts think, love ideas, and are
detail oriented. They exhibit
intellectual competence in
traditional classrooms.
Assimilator as a teacher
Transmit knowledge, facts, and
details; use organized sequential
thinking, demonstrate love of
knowledge, but can have a
dominating attitude that can
discourage creativity.
Converger as a student
Perceive abstractly, process
actively, integrate theory and
practice, are pragmatic, dislike
fuzzy ideas, value strategic
thinking, are skill oriented, like to
experiment, and seek results and
applications.
Converger as a teacher
Encourage productivity and
competence, promote high values,
teach skills for adult life, believe
knowledge makes learners
independent. They tend to be
inflexible and may lack team skills
Accomodator as a student
Perceive concretely and process
actively, learn by trial and error, are
interested in self-discovery, are
enthusiastic about new things, are
adaptable and flexible, like change,
are risk takers, people are important
to them, and they seek to influence.
Accomodator as a teacher
Enable student self-discovery, help
people act on their own visions, believe
curricula should be geared to learner
interests, see knowledge as a tool for
improving society, encourage
experiential learning, and are dramatic,
energizing, stimulating, novel
The Future Minds (Howard Gardner)

Disciplined
Synthesizing
Creative
Respectful
Ethical
ACT LIFE SKILL MAXIM
ACT THE WHO MY GENERATION
Sounds family!?

sb
Different Places, Learning Spaces
Cite ten possible sources of information or
portal of learning prevalent / popular
among people in this day and age.

l1

l6 l2
Learning
Portals

l5 l3

l4

ACT 20 LEARNING PORTALS

 Conditions of Learning / Nine
Instructional Events (Gagne, 1965)*
1. Gaining attention (reception)
2. Informing learners of the objective (expectancy)
3. Stimulating recall of prior learning (retrieval)
4. Presenting the stimulus (selective perception)
5. Providing learning guidance (semantic encoding)
6. Eliciting performance (responding)
7. Providing feedback (reinforcement)
8. Assessing performance (retrieval)
9. Enhancing retention and transfer (generalization)
*a staple LET question
 Conditions of Learning (Torres, 1994)
Contiguity – the almost simultaneous
occurrence of stimulus and cue
Reinforcement – is the procedure of
encouraging correct response
Practice – the repetition of the correct
response
Generalization / discrimination – the ability to
identify similarities among different things and
identify differences among similar things
 Laws of Learning (Thorndike, 1932)

 Law of Sense Dependence – There is nothing

in the mind that did not pass through the
senses.
 Law of Meaningful Organization – What is
better organized is more easily understood
and longer retained.
 Law of Readiness – There is an appropriate
time for learning to occur.
 Laws of Learning (Thorndike, 1932)
 Law of Effect - People will accept and repeat
responses to stimuli that are pleasant and
avoid those that are negative.
 Law of Primacy – First impressions have
strong influence on the way a learner will
learn the rest of a lesson.
 Law of Exercise – The more frequently a new
learning is repeated correctly the better the
learning.
 Laws of Learning (Thorndike, 1932)
 Law of Disuse - A skill that is not practiced
and knowledge that is not used is largely
forgotten.
 Law of Intensity – The more dramatic the
learning experience, the more likely it will be
long remembered.
 Law of Recency – The less time between
learning and its application, the higher the
probability that the learner will be able to
apply the knowledge successfully.
Kamusta KA na Bes?
Indicate three
distinct feelings
you have
considering you
are currently
enrolled in the
Teacher
Certificate
Program.
Plutchik’s Wheel of Emotions (1980)
Reality Check:

Indicate if your response for each situation is

B – Bahala na si Batman!
K – Kailangan ba talagang gawin iyan?

D – Di man lang ako pinagpawisan!

 B – Bahala na si Batman!
K – Kailangan ba talagang gawin iyan?

D – Di man lang ako pinagpawisan!

1. Prepare at least a chapter ahead of my students
2. Attend a faculty meeting on a Saturday
3. Prepare one month worth of lesson plan
4. Check test papers during holidays
5. Accept another task when I already have two
6. Monitor my students after school
7. Work with others in making an objective test
8. Submit grades and documents on time
9. See the principal when he calls for me
10. Upkeep my classroom at all times
Triune Brain Theory (MacLean, 1990)

Ekman (1990s)
microexpressions
 #laban
LOGICAL -reasoning in accordance with principles
ABREAST - being up to particular standard or level
especially in being up to date in knowledge
BENEVOLENT - organized for the purpose of doing
good
ABSORBED - giving or marked by complete attention
to
NOBLE - having or showing or indicative of high or
elevated character
The Components of the Educative Process
Teacher
Learner
Learning
Environment

The focus of all

educative efforts is
the learner.
 das Modell Lehrer
T – treasure
E – empathize
A – accentuate
C – care and credible
H - help
Activity. Acrostics of TEACHER
Come up with your definition of your
role as a teacher. Be sure to make it
parallel with all ideas. It could be
that you focus on using nouns,
adjectives, or verbs.
T
E
A
C
H
E
R
YOUR 15 MINUTES /SECONDS OF FAME
The Window of Effective Teaching
Grounded on Strengthened
Research by Evidence

Engaging Shared
through through
Activities Reflective
NCBTS (240)
Practice
PPST (37)
After Brian Wong skipped four years
of school and graduated college at
age 18, he co-founded a company
that would receive more than $32
million in venture capital funding and
land clients like McDonald's and Pepsi.
The now 25-year-old CEO and start-
up co-founder of mobile advertising
app Kiip fast-tracked his way to
success. And he wants to help you
do the same.
In his new book, "The Cheat Code,"
Wong shares over 70 "cheats" to
getting more out of your career and
life.
 Individual Work
Choose a topic you know best in your specialization
Identify the learning objective ~ syllabus/ CG
Refer to Gagne’s Nine Instructional Events
Construct one essential question ~ non-topical
Construct the 10 item pre-test & post-test in timed PPT
Determine the motivation
Construct the seatwork
Determine the enduring understanding / big idea ~ non-
topical
Construct three assigned questions ~ 2 on current lesson and 1
for the next lesson
Accomplish the template to be emailed and shared
What three achievements
would define you by the
age of 25?
 Domain 3: Diversity of Learners
3.1 Is familiar with learner’s background
knowledge and experiences
3.1.1. Obtains information on the learning
styles, multiple intelligences, and needs of
learners
3.1.2 Designs or selects learning experiences
suited to different kinds of learners
3.1.3 Establishes goals that define
appropriate expectations of learners
 Domain 3: Diversity of Learners
3.1 Is familiar with learner’s background
knowledge and experiences
3.1.4 Paces lessons appropriate to needs
and/or difficulties of learners
3.1.5 Initiates other learning approaches for
learners whose needs have not been met by
usual approaches
 Domain 3: Diversity of Learners
3.2 Demonstrates concern for holistic
development of learners
3.2.1. Recognizes multicultural background
of learners when providing learner
opportunities
3.2.2. Adopts strategies to address needs of
differently-abled students
3.2.3 Makes appropriate adjustments for
learners of different socio-economic
backgrounds
Activity. Cline of the Generation
Create a cline of ideas,
concepts, characteristics, or
tendency/behavior patterns
that you would like to know
about your would be students
as you observe from this
present generation. Take note
that the intensity
level/importance increases as
you reach the
pinnacle/apex/summit. Come
up with five ideas.
 Testing the Waters*

The Flash Gordon

The Commentator
The Clumsy Chum
The Between-the-Liner
The Wax and Wane Kid
The Class Owl

*Serrano & Paez (2015) p. 28 on Types of

Learners
 Domain 2: Learning Environment
2.1 Creates an environment that promotes
fairness
2.1.1 Maintains a learning environment of
courtesy and respect for different learners
2.1.2 Provides gender-fair opportunities for
learning
2.1.3 Recognizes that every learner has
strengths
 Domain 2: Learning Environment
2.2 Makes the physical environment safe and
conducive to learning
2.1.1 Maintains a safe, clean, and orderly
classroom free from hazards and distractions
2.1.2 Arranges challenging activities given
the physical environment
 Domain 2: Learning Environment
2.3 Communicates higher learning expectations to each
learner
2.3.1 Uses individual and cooperative learning
activities
2.3.2 Encourages learners to ask questions
2.3.3 Provides learners with a variety of learning
experiences
2.3.4 Provides differentiated enrichment activities
nurturing learners’ desire for further learning
2.3.5 Communicates and maintains high standards of
learning performance
 Domain 2: Learning Environment
2.4 Establishes and maintains consistent
standards of learners’ behavior
2.4.1 Handles behavior problems quickly and
with dues respect to children’s rights
2.4.2 Gives timely feedback and
reinforcement appropriate to learners’
behavior
2.4.3 Guides individual learners requiring
development of appropriate social and
learning behavior
 Domain 2: Learning Environment
2.4 Establishes and maintains consistent
standards of learners’ behavior
2.4.4 Helps enforce school policies and
procedures for classroom behavior by ensuring
that these are communicated and followed
2.4.5 Encourages free expression of ideas from
students
2.4.6 Creates stress-free environment
2.4.7 Takes measures to minimize anxiety and
fear of the teacher and/or the subject
 Domain 6: Community Linkages
6.1 Establishes learning environment that
respond to the aspirations of the community
6.1.1 Involves community in sharing
accountability for learners’ achievement
6.1.2 Mobilizes community resources to
support learning
6.1.3 Uses the community as an additional
environment where learning can take place
 Domain 6: Community Linkages
6.1 Establishes learning environment that
respond to the aspirations of the community
6.1.4. Participates in community activities
that promote learning
6.1.5 Uses a variety of mechanisms within
the community to publicize school events
and achievements
6.1.6 Encourages students to apply classroom
learning to the community
 Bloom’s (1956) Taxonomy of Behavioral
Objectives
Cognitive Domain (KCAASE)
Knowledge (-) – recognition and recall of facts and
specifics
Comprehension – interprets, translates,
summarizes, or paraphrases given information;
requires knowledge in order to demonstrate
comprehension
Application – uses information a situation
different from original learning context; requires
comprehension of information in order to apply in
new situation
 Bloom’s (1956) Taxonomy of Behavioral
Objectives
Analysis – separates whole into its parts until
relationship among elements is clear; requires
ability to apply information in order to analyze
Synthesis – combines elements to form new
entity from original one; requires analysis in
order to synthesize
Evaluation (+) – involves acts of decision-
making, judging or selecting based on criteria
and factors; requires synthesis in order to
evaluate
 Bloom’s (1956) Taxonomy of Behavioral
Objectives
Affective Domain (RRVOC)
Receiving (-) – aware of; passively attending
phenomena and stimuli
Responding – complies to a given
expectations by attending or reacting to
stimuli or phenomena
Valuing – displays behavior consistent with
single belief or attitude where he is not
forced to comply or obey
 Bloom’s (1956) Taxonomy of Behavioral
Objectives
Affective Domain
Organizing – committed to set of
values as displayed by behavior
Characterizing (+) – total behavior is
consistent with values internalized
 Bloom’s (1956) Taxonomy of Behavioral
Objectives
Psychomotor Domain (IMPAN)
Imitation (-) – observes skill and attempts
to repeat it
Manipulation – performs skill according to
instruction rather than observation
Precision – reproduces a skill with accuracy,
proportion, and exactness; usually
performed independent of original source
 Bloom’s (1956) Taxonomy of Behavioral
Objectives
Articulation – combines more than one
skill in sequence with harmony and
consistency
Naturalization (+) – completes one or more
skills with ease and becomes automatic with
limited physical or mental exertion
Anderson & Krathwohl’s Taxonomy of Behavioral
Objectives (2001)

Remember ( - )
collect, define, describe,
examine, identify, label, list,
locate, match, memorize,
name, quote, recall, show,
spell, state, tell, state,
tabulate, underline
Anderson & Krathwohl’s Taxonomy of Behavioral
Objectives (2001)
Understand
associate, contrast, convert,
describe, differentiate,
discuss, distinguish,
estimate, explain, extend,
interpret, paraphrase,
predict, put into order,
restate, retell, rewrite,
summarize, trace, translate
Anderson & Krathwohl’s Taxonomy of Behavioral
Objectives (2001)
Apply
apply, calculate, classify,
complete, conclude,
construct, demonstrate,
determine, discover, draw,
examine, experiment, find
out, illustrate, make, modify,
relate, show, solve, state a
rule, use
Anderson & Krathwohl’s Taxonomy of Behavioral
Objectives (2001)
Analyze
analyze, arrange, categorize,
classify, compare, connect,
contrast, debate, determine
the factors, diagnose,
diagram, differentiate,
distinguish, divide, examine,
explain, infer, order, select,
separate, specify
Anderson & Krathwohl’s Taxonomy of Behavioral
Objectives (2001)
Evaluate
appraise, assess, choose,
compare, conclude, convince,
decide, defend, discriminate,
evaluate, explain, give
opinion, grade, judge, justify,
measure, prioritize, rank,
rate, recommend, select,
summarize, support, test
Anderson & Krathwohl’s Taxonomy of Behavioral
Objectives (2001)
Create ( + )
change, combine, compose,
construct, create, design, find an
unusual way, formulate, generalize,
generate, integrate, invent, modify,
plan, predict, prepare, pretend,
produce, rearrange, reconstruct,
rewrite, revise, substitute, suggest,
suppose, write
 LOTS and HOTS Mnemonics
As a whole, Run
ApAn EC-tings
(Run Upon Easy
Things)
For LOTS, Run Ap
(Run Up)
For HOTS, An EC
ting (An easy
Thing)*

*correction 
Different Types of Objectives (Dwyer, 1991)
(-) Facts
Concepts
Rules / Principles
Problem-solving (+)

Lower Order Thinking Skills (LOTS) serve

as foundation for the Higher Order
Thinking Skills (HOTS)
Tendency of bootkicking across levels
Six Facets of Understanding (Wiggins & McTighe,
1998)
Within the Discussion Portion
1. Explanation
2. Interpretation
3. Application
4. Perspective / Sympathy
5. Empathy
Within the Agreement/Summary Portion
6. Self-Knowledge
 Principles in Designing Learning Objectives (p. 48)
Objectives must be congruent with the
nation’s educational policies and
standards.
Objectives should unlock the mental,
physical, and spiritual reserves of every
learner to liberate his true human
potential.
 Principles in Designing Learning Objectives (p. 48)
Objectives must be sequences according to
the different levels of learning that you want
the learners to achieve.
Learning objectives must be S.M.A.R.T. –
specific, measurable, attainable, realistic, and
time bound
Learners should know the objectives of the
lesson to help them focus their thinking and
motivate participation (WIIFM?).
 Hierarchy of Educational Objectives
Constitution’s Art XIV Sec. 2
Batas Pambansa 232
DepEd & CHEd Approved Curriculum (via
Suggested Curriculum)
Institutional Mission & Vision
Program Goals & Objectives
Departmental Mandates / KRA & KRI
Course Syllabus
Taught Curriculum
Procedure & Steps in Writing Objectives (?)
1. Write the stem – time
frame and grade/level of
learners
2. Affix a verb – overt and
observable
3. Determine criterion of
acceptable performance –
expected level of
proficiency
Simulation
Visual Prompting / Film showing
Moral Dilemma
Know-Want-Learn / Know-Want-Source/Page
Story Map / Train
Discussion Web
Think-Pair-Share
Phillips 66
Ishikawa Diagram
Goal-Reason Web
Research-based Strategic Teaching
Teaching Strategy Clusters (Silver, Strong, & Perini,
2007)
1. Mastery Strategies
2. Understanding Strategies
3. Self-Expressive Strategies
4. Interpersonal Strategies
5. Four-Style Strategies
 Research-based Strategic Teaching
Lesson Plan Matrix (Santiago, 2005)
Learning Key Teaching Modes of Instructional
Competencies Questions Strategies Evaluation Time

What should be How should I Which ways How can an How do I

developed in engage my closely fit my acquired facilitate
the light of the students’ students competency be learning with
national potentials learning styles assessed respect to the
educational through the art and my objectively? time factor?
goals? of questioning? teaching styles?
Systematized Instruction (Corpuz & Lucido, 2008)
Define objectives
Choose appropriate methods
Choose appropriate experiences
Select materials, equipment, and facilities
Assign personnel roles
Implement the instruction
Evaluate outcomes
Refine the process
 A.S.S.U.R.E. Model (Heinich, et. Al, 1999)
Analyze learners
State objectives
Select media and materials
Utilize media and materials
Require learner participation
Evaluate and revise
 The purpose of a system
instructional design is “to ensure
orderly relationships and
interaction of human, technical,
and environmental resources to
fulfill the goals which have been
established for instruction”
(Brown, 1969).
Edgar Dale’s (1969) Cone of Experience
Edgar Dale’s (1969) Cone of Experience
 Big Ideas on the Cone of Experience
(Corpuz & Lucido, 2008)
“The pattern of arrangement of the bands of experience is
not difficulty but degree of abstraction.”
“We continually shuttle back and forth among various
kinds of experiences.”
“We begin with the kind of experience that is most
appropriate for the learner in a particular learning
situation.”
One kind of sensory experience is not necessarily more
educationally useful than another.
The best will be striking a balance between concrete and
abstract, direct participation and symbolic expression for
the learning that will continue throughout life.
 Four Pillars of Education
(Learning: the Treasure Within, the report to UNESCO
of the International Commission on Education
for the Twenty-first Century, 1996)
Learning to know - This type of learning is concerned
less with the acquisition of structured knowledge than
with the mastery of learning tools.
Learning to do - This question is closely associated
with the issue of occupational training: how do we
adapt education so that it can equip people to do the
types of work needed in the future?
 Four Pillars of Education
(Learning: the Treasure Within, the report to UNESCO
of the International Commission on Education
for the Twenty-first Century, 1996)
Learning to be - education should contribute to every
person's complete development - mind and body,
intelligence, sensitivity, aesthetic appreciation and
spirituality.
Learning to live together - The challenge is a difficult
one since people have a natural tendency to
overestimate their own abilities or those of the group
to which they belong and to entertain prejudices
against other people. ‘Coopetition’ (De Guzman, 2005)
Expounding on the Content of the Cone of Experience (Corpuz &
Lucido, 2008)
Direct purposeful experience – first hand experiences,
learning by doing, building reservoir of meaningful
information
Contrived experiences – representative models/mock ups,
scale models, miniatures
Dramatized experiences – reconstructed experiences,
tableau, role playing/skit
Study trips – educational, extension of classroom learning,
visualized explanation
Exhibits – working models arranged meaningfully, mostly
visual in nature, can include sensory experiences (UP
Manila Sci-Tech Interactive Museum)
Expounding on the Content of the Cone of Experience (Corpuz &
Lucido, 2008)
Television and motion picture – reconstruct realities
of the past/present or project the future, fast paced
(real-time), compression of experiences
Still pictures, recordings, and radio – visual and
auditory devices, focus on one sense only, heightening
of one sense
Visual symbols – not realistic reproduction, highly
abstract representations, critical thinking
Verbal symbols – no visual clues, highly abstract,
critical and creative thinking
 Implications of the Cone of Experience
(Corpuz & Lucido, 2008)
We do not use only one medium of communication in
isolation.
We avoid teaching directly at the symbolic level of
thought without adequate foundation of the concrete
(the Dimalanta experience)
When teaching, we don’t get stuck in the concrete
(Kahlil Gibran’s statement on who is the teacher)
 Criteria for the Experiences Relative
to the Cone of Experience (Santiago, 2010)

Intellectually stimulating
Engaging and fruitful
Linked with the web of knowledge
Jerome Bruner’s (1973) Three-tiered Model
of Learning / Learning Protocol
"To instruct someone in a discipline is not a matter of
getting him to commit results to mind, rather it is to
teach him to participate in the process that makes
possible the establishment of knowledge. We teach a
subject not to produce little living libraries on the
subject, but rather to get a student to think
mathematically for himself, to consider matters as an
historian does, to take part in the process of
knowledge getting. Knowledge is a process not a
product."
Jerome Bruner,
“Toward a Theory of Instruction” , 1966, p. 72