Research-based

Knowledge
and
Principles of
teaching and
learning

LAC Session
English / Science / TVL Teachers
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 Faithful to the commitment of DepEd to quality teaching, it
being recognized as vital to the attainment of desired
learning outcomes, the Department remains steadfast in
the efforts to anchor its human resource systems and
actions on well-defined professional standards for teacher
quality.
DepEd Order No. 2, s. 2015
DepEd Order No. 42, s. 2017

NEGROS OCCIDENTAL HIGH SCHOOL || Senior High School Department

NEGROS OCCIDENTAL HIGH SCHOOL || Senior High School Department
NEGROS OCCIDENTAL HIGH SCHOOL || Senior High School Department
NEGROS OCCIDENTAL HIGH SCHOOL || Senior High School Department
NEGROS OCCIDENTAL HIGH SCHOOL || Senior High School Department
Non-classroom observable objective
•RPMS objective (1) based on the PPST
priority indicator
• Used research-based knowledge and
principles of teaching and learning to
enhance professional practice

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Means of Verification
•One (1) lesson plan with annotations
identifying the research-based
knowledge and/or principles of teaching
and learning used as basis for planning /
designing the lesson

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TOPICS
A. The meaning of teaching
B. Goals of teaching
C. Knowledge base to guide the Art of
Practice

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NEGROS OCCIDENTAL HIGH SCHOOL || Senior High School Department
Meaning of Teaching

Mission Vocation Profession

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Teaching as a Mission
• A task is entrusted to us.
• We are expected to
contribute to this world in
our own unique way.
• “Once a teacher, forever a
student”
• To teach is to help the child
become more human

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Teaching as a Vocation
• From the Latin word
“vocare” which means
to call
• Caller= God; called= us

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Teaching as a Profession
(Arends, 2012)
• Teach basic academic skills
• Build student self-esteem
• Transmit cultural heritage
• Prepare students for work
• To assist students to become
independent and self-
regulated learners.

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How are you as a teacher?
Respond to the following prompts of your beliefs
about the various aspects of teaching and
learning:
•What are your aims for teaching?
•Why do you believe your students want to learn?
•What do you believe about learning?
•What are your sources for your beliefs?
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 IN FOCUS

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 Behaviorism
•Focuses on stimulus response and
reinforcers;
•Studies conditioning, modifying, or
shaping behavior through reinforcement
and reward

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 Behaviorism

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 The Behaviorists

Thorndike Pavlov Watsons Skinner Bandura Gagne

“These guys made you sleep late in college and before LET
thinking about them.”
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 Thorndike’s Influence
• Father of modern educational
psychology & founder of behavioral
psychology
• Believed that habitual memorization
does not necessarily strengthen
connections.
• There has to be some sort of meaning
associated with it in order to be
transferred to other situations.
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 Thorndike’s Three Laws of Learning

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 Robert Gagné
• Gagne's Hierarchy of Learning
notes the transition from
behaviorism to cognitive
psychology.

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 Gagne’s Hierarchy of Learning

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 Gagne’s Hierarchy of Learning

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 Gagne’s Learning Outcomes
1. Intellectual Skills
• “knowing how” to organize and use verbal and mathematical symbols,
concepts and rules to solve a problem
2. Information
• “knowing what” – knowledge and facts
3. Cognitive Strategies
• “learning strategies” needed to process information
4. Motor Skills
• Ability to coordinate movements
5. Attitudes
• Feelings and emotions developed from positive and negative experiences
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 Cognitivism
•Focus: studies mental (cognitive)
procCognitivism
•esses including how people think, perceive,
remember and learn.
•One of the most influential theories of this
school of thought was the stages of cognitive
development theory proposed by Jean Piaget.
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 The Cognitivist

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 Montessori

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 Piaget

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 Humanism
•Focuses on the whole child, their social,
psychological, and cognitive
development.
•Studies focus on human needs,
attitudes, feelings and self-awareness.

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 Phenomenological – Humanistic Theory

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 Constructivism
What is learning?
Individual must construct own knowledge-
make meaning
Learner must reshape words - mimicking is
not enough.
Learners must make knowledge personally
relevant
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 Constructivism
How does learning take place?
New information is linked to prior
knowledge, so mental representations
are subjective for each learner
Learning is optimal when there is
awareness of the process - metacognition

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 Traditional Schools of Philosophy
•IDEALISM
Asserts that because the physical world is always changing, ideas are the only
reliable form of reality
•REALISM
The features of the universe exist whether or not a human being is there to
perceive them.
•PRAGMATISM
Rejects the idea of absolute, unchanging truth, instead asserting that truth is
“what works”
•EXISTENTIALISM
humanity isn’t part of an orderly universe; rather individuals create their own
realities.

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 Idealism
•Aim of education is to discover and develop each
individual's abilities and full moral excellence in order to
better serve society.
•Teaching methods focus on handling ideas through
lecture, discussion, and Socratic dialogue (a method of
teaching that uses questioning to help students discover
and clarify knowledge).
•The curricular emphasis is subject matter of mind:
literature, history, philosophy, and religion.
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 Realism
• Aims of education:
1. Understanding the material world through inquiry.
2. A need to know the world in order to ensure survival.
3. Basic, essential knowledge with a no-nonsense approach
• Methods of education:
1. Emphasis on critical reasoning through observation.
2. 2. Supports formal ways of teaching.
3. 3. Children should be given positive rewards

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 Realism
• Curriculum:
1. Practical and useful
2. Physical activity has educational value (John Locke)
3. Extensive use of pictures (John Amos Comenius)
4. Use of objects in education (Maria Montessori)

.
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 Pragmatism
• Pragmatism emphasizes the need to test ideas by
acting on them.
• Among its founders were Charles S. Peirce,
William James, George Mead and John Dewey.
• Pragmatism is learning from experiences through
interaction to the environment. It emphasizes the
needs and interests of the children.

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 Existentialism
• An educational philosophy built on a viewpoint
in which school curriculum and instruction
should encourage deep personal reflection on
one’s identity, commitments, and choices.
• Focuses on the existence of the individual and
individual responsibility. People are responsible
for defining themselves through their choices.

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 Existentialism
• Why teach- to help students understand and
appreciate themselves; existence precedes
essence
• What to teach- the curriculum gives students a
wide variety of options; provide vicarious
experiences
• How to teach- learning is self-paced and self-
directed.
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 References:
• https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/professional-
development/enhancing-your-teaching/exploring-your-teaching-philosophy
• https://www.philosophybasics.com/movements_scholasticism.html#:~:text=Essentially%2C
%20Scholasticism%20is%20a%20tool,answering%20questions%20or%20resolving%20contradictions.
• http://www.crlt.umich.edu/sites/default/files/resource_files/CRLT_no23.pdf
• https://teaching.uwo.ca/awardsdossiers/teachingphilosophy.html c.
• http://oregonstate.edu/instruct/ed416/sample.html
• https://cei.umn.edu/writing-your-teachingphilosophy#:~:text=Writing%20Your%20Teaching
%20Philosophy,the%20context%20of%20your%20discipline. e. Beatty, J. Leigh; & Dean, K.L.
(2009/2007).
• Philosophy discovered: Exploring the connections between teaching philosophies, educational
philosophies, and philosophy. Journal of Management Education, 33(1), 99-114.
• Notes and Presentations from Dr. Ricver Ureta and Dr. Mae Posadas

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