PRINCIPLES

OF
TEACHING 1

MR. JOSHUA C. TAGUD, LPT, MAED

What is principle?

• Principles of Teaching – refers to the

psychological laws of learning educational
concepts and the rules of practice upon which all
educational procedures are formed.
Elements of Teaching and
Learning

• Teachers
• Learners
• Conductive Learning
Environmental/Favorable Environment
 Teacher is the prime mover of the educational wheel

 Learner are the key participants in the learning process.

 Favorable Environment provides essentials features and

ingredients that make a headway in giving the processes and
methodologies needed for a smooth linkage among the three
elements.
 CONJUSIVE IN LEARNING ENVIRONMENT:
 The room should be big enough
 Students should provided with comfortable seats
 Well Arrange Seats
 Well Ventilated
 Classrooms should be light
 Classrooms should be clean
 Should be observant to the students
 Environment should favorable in learning
 The Learner is an embodied spirit. The Learners is
equipped with cognitive as well as appetitive faculties.
COGNITIVE FACILITIES:
• Sense (see, hear, feel, taste and smell whatever is to be learned)
• Instinct ( natural or acquired tendency)
• Imagination (able to form representations of material objects which are
not actually present to the senses)
• Memory (retain, recall and recognize past mental acts.)
• Intellect (form concepts or ideas, make judgment and reason out)
Cognitive Factor –
Psychology factor

• Is the teacher is teaching,

what.
• Is been hear, see
• Your mind is use when
imagining
Appetitive Faculties –
Functioning Normally

• Feelings/Emotions
• Rational will serves as guiding force
and the main integrity force in the
learner’s character. For effective
and efficient the five senses must
function normally.
•What I hear, I Forget (Not all remember)
•What I see, I remember (Sometimes)
• What I Do, I Understand (The Best Way to do)

•“If there is an activity,, let them do the

activity”
DISTINGUISHING
ELEMENTS OF LEARNER
• Ability
• Differ in the way they observe and
interpret happenings in their
surroundings
• Differ on their reactions and facility
to learn
• Differ on their mental ability
•2. Aptitude - refers to the
students innate talent or gift.

• Indicates a natural capacity

to learn certain skills
“Dealing your students differently” “Difficult
question will be given to the bright ones”

•3. Interest
• Vary in activities that are
undertaken due to a story
appeal or attract or attraction.
•4. Family and Cultural
background

• Learners who come from

different social economic
background manifest in
upbringing practices.
5. Attitude - refer to an individual’s perspective
and disposition. Some positive attitudes of learner.

• Curiosity
• Responsibility
• Creativity
• Persistent
Howard Gardner’s Multiple
Intelligence

•1. Verbal – linguistic intelligence – sounds,

meanings, structures and styles of language
sensitive to speaking, writing and reading.

•Ex. Politician, Sales Rep., Script Writers,

Newscaster, Teachers, Priest
•2. Logical – Mathematical Intelligence –
patterns, numbers and numerical data,
causes and effects objective and and
quantitative reasoning sensitive to finding
patterns, making calculations, forming and
testing hypothesis using the scientific
method, deductive and inductive
reasoning.

•Ex. Attorney Scientist, Computer

Programmer, Analyst
•3. Spatial – Inteligence – color,
shape, usual puzzles, symmetry, lines,
images, sensitivity in representing
ideas visually, creating mental images,
noticing visually, creating mental
images, noticing visual details,
drawing and sketching.

• Ex. Architect, Painters, Graphic

Artist, Interior Designer
•4. Bodily – Kinetic – Intelligence
– touch, movement, physical self
athletician, activities requiring
speed, flexibility, hard-eye
coordination and balance.

•Ex. Mechanic, surgeon

•5. Musical Intelligence – tone,
beat, tempo, melody, pitch,
sound, sensitive in listening
singing, playing an instrument.

•Ex. Composer, Musicians, singers

•6. Interpersonal
Intelligence – body
language, moods, feelings,
Sensitive in noticing and
responding to other
people’s feeling and
personalities
•7. Intrapersonal Intelligence
– one’s own strength
weakness, goals and desires.
Sensitive in setting goals,
accessing personal abilities
and liabilities, monitoring
one’s own thinking.
•8. Naturalist Intelligence -
natural objects, plants,
animals, natural occury
patterns, ecological issues.
Sensitive in identifying and
classify living things and
natural objects
•9. Existential Intelligence –
ability to be sensitive to, or have
the capacity for, concept
analyzing or tackling deeper or
larger questions about human
existence such as the meaning of
life, why are we born, What is
one consciousness or how did we
get there.
The Teacher
•Professional Teacher is the licensed
professional who posses dignity and
reputation with high moral values as
well as Technical and professional
competences She/he adheres to
observe and practice a set of ethical
and more principles, standard and
values,
A professional Teacher
a.Can effect change and learning (Sense of Efficiency)
b.Expert in what she teaches (Subject Matter Knowledge)
c.Know how she/he teaches (Pedagogical Knowledge)
Attributes of a Professional Teacher
1. Control of the knowledge base of teaching and learning and use of this
knowledge to guide the science and art of his/her teaching practice
2. Repertoire of best teaching practice and can use these to instruct
children in classroom and to work with adults in the school setting
3. Dispositions and skills to approach all aspects of his/her work in a
reflective collegial and problem solving manner.
4. View of learning to teach as a lifelong process and dispositions and skills
for working towards improving his/her own teaching as will as improving
schools
5. Sense of service is the badge of a professional teacher.
LEARNING STYLES
1. Visual Learners – Study graphs, models and pictures and take notes to
review later.
2. Auditory learners – list closely to class, reacts well to tapes and films in
the class.
3. Verbal Learners – likely to absorbs reading materials such lectures more
easily that other students
4. Tactile learners –favor subjects that allow them to work with hands
5. Kinesthetic learners – learn more by moving physically
6. Active and reflective learners

a. Active learners – Tend to retain and understand but by doing something

with it, Discovery, applying it to explaining it to others. They tend to do the
group work

b. Reflective learners – prefer to think about it quietly first

7. Visual and Verbal Learners
a.Visual Learners – remember best what they see.
b. Verbal Learners - Get more out of words (eg. Written, Spoken)
8. Sensing and Intuitive Learners
a. Sensing learners – tend to like learning facts often like solving
problems by well establishing methods
b. Intuitive Learners – often prefer discovering possibilities that
relationships, like innovation and dislike repetition
9. Sequential and Global learners
a. Sequential Learners – tend to gain understanding in linear steps with
each step following logically from the previous one.

b. Global Learners – tend to learn in large jump absorbing material

almost randomly w/o connections and then suddenly getting it.
 THINKING STYLES
1. Concrete Sequential Thinkers – tend to be based on reality. Hands-on is a
good way for these people to learn
2. Concrete Random Thinkers – Are experimenters. They are based on
reality, but are willing to take more of a trial and error approach
3. Abstract Random Thinker – organize information through reflection.
World of feeling and emotions
4. Abstract Sequential Thinkers – Love the world of theory and abstract
though. They thinking processes one logical, rational, and intellectual work
alone rather than in group.
To facilitate learning, teacher must be:

1. Expert in his/her subject matter and skilled in the science and art
teaching
2. Have a pleasing personality and a model of values

3. Have passion for teaching, sense of humor and enthusiasm

OUTSTANDING PERSONAL
QUALITITIES OF A TEACHER
• Passion
• Humor
• Values and Attitude
•a. Open Mindedness
•b. Fairness and Impartiality
•c. Sincerity and Honesty
•d. Professionalism
•4. Patience
•5. Enthusiasm
 THE LEARNING ENVIRONMENT

Learning Environment consists of:

1.Classroom
2.Instructional Features
3.Non- threatening classroom climate
 Principles
•– rule for guiding the ship of education so
that it will reach the port designated by the
philosophy of education

• Is a compass by w/c the path of

education is directed
• Mean any general truth or guiding norm
by which a process is carried on
• Chief guide to make teaching and
learning effective and productive
1.Learning is an experience w/c occurs inside the learner
2.Learning is the discovery of the personal meaning and
relevance of ideas
3.Learning (Behavioral Change) is a consequence of
experience
4.Learning is cooperative and collaborative process
5.Learning is an revolutionary process
6.Learning is a painful process
7. One of the richest resources for the learning is the learner
himself
8. The process of learning is emotional as well as intellectual
9. The process of problem solving and learning are highly
unique and individual
 PRINCIPLES OF GOOD TEACHING

1.Active Learning
2.Many Methods
3.Motivation
4.Well-balanced curriculum
5.Individual differences
 PRINCIPLES OF GOOD TEACHING

6. Lesson planning
7. The power of suggestion
8. Encouragement
9. Remedial teaching
10. Democratic environment
 PRINCIPLES OF GOOD TEACHING

11. Stimulation
12. Life-like situation
13. Independence
 LESSON PLAN

Lesson Plan (Welson Bossing) is a statement of

achievements to be realized and the specific
means by which these are to be attainned as a
result of trhe activities engaged on day by day
under the guidance of the teacher
Why is Lesson Plan important?
1. A pupil educational ground depends on the selection of the subject
matter, activities, experiences and methods adapted to his interest,
needs, abilities and level of maturity.

2. A lesson plan includes framing objects and choosing subject matter,

problems, materials and evaluation technique.

3. Making a lesson plan involves foreseeing what is likely to happen and

choosing experience that will change leaners for the better.
Why is Lesson Plan important?
4. A lesson plan serves as a guide to the apprentice
teacher.

5. Planning presents waste of time

 LESSON PLAN
Behavioral Objectives contain essential
elements such as:
a. must be identified by name; and observable
action that shows learning has taken place
b. the important conditions which the behavior
is expected to occur
c.the criteria of acceptable performancec
 LESSON PLAN
To insure clear statement of objectives, four
essential characteristics are;
1. Audience
2. Behavior
3. Condition
4. Degree
 
4
7
 LESSON PLAN
Or the SMART method;
1. Specific
2. Measurable
3. Attainable
4. Result-Oriented
5. Time-Bounded
BASIC KNOWLEDGE recall and memorize Cognitive Domain
by Benjamin Bloom
COMPREHENSION translate from one form to another

APPLICATION Use information in a new situation

ANALYSIS examine a concept and break it down to parts

SYNTHESIS put information together in a unique way

Lorin Anderson & David Krathwohl Revised Bloom’s taxonomy 2001

REMEMBERING

UNDERSTANDING

APPLYING

ANALYZING

EVALUATING

CREATING
5
 Affective Domain by David Krathwohl
RECEIVING willingness to pay attention

RESPONDING active participation

VALUING concerned with worth or value

ORGANIZATION concerned with bringing

together different values

CHARACTERIZATION developing a lifestyle

 Psychomotor Domain by Elizabeth
Simpson
PERCEPTION use sensory organs to
guide motor activities

SET readiness to act/ mindset

GUIDED RESPONSE Imitation, trial and

error

MECHANISM movements are performed

COMPLEX/ OVERT RESPONSE

complex movement patterns
 PARTS OF A LESSON PLAN
I. Objectives – they are divided to the changes in the
behavior of the learners.

• Cognitive – refer to the mental ability (Learning facts &

Information)
• Affective – refer to the behavior & characteristics
(Attitude Appreciation)
• Psychomotor – refer to the action ( Habits & Skills)
II. Subject Matter
• Topic/Concepts – Title of the day’s lesson
• Reference: Title of the book, Author/s, pages
• Materials – Colorful, Meaningful, Attractive Visual Aids
• Strategies – different methods strategies used
depending on the aim, teacher, learner , lesson
• Skills – Verbs taken from the Objective (Gerund Form)
Subject/s – Integration to the lesson
• Values – focused values
III. Learning Activities
a. Preparatory Activities
• Drill – activity that will enable the students to
automize response to a prerequisites skill of the new
lesson
• Review – activity that will refresh or renew previously
taught material
• Introduction – activity that will set the purpose of the
day lesson
• All activities should be motivating to arouse the
interest of the learners
 These motivational activities could be in two types:

1.Intrinsic Motivation

• Sustaining self interest to learn

• Maintains self – curiosity and involvement the work by
using purpose, doubt, as well as familiar things
 These motivational activities could be in two types:

2. Extrinsic Motivation

• Real life situation or within the experience of the learners

are incorporated
• The teachers uses different activities as a vehicle to translate
the knowledge, values and skills into learning that could be
applied in their lives outside the school
 Principles of Motivation
 the environment can be used to focus the student’s attention on what
needs to be learned
 incentives motivate learning
 internal motivation is longer lasting and more self-directive that is
external motivation, which must be repeatedly reinforced by praise
concrete rewards
 learning is most effective when an individual is ready to learn, that
when one want to know something
 motivation is enhanced by the way in which the instructional material
organized
 TECHNIQUES IN MOTIVATING LEARNERS

Challenge them- offer student’s opportunities to

undertake real challenges. Encourage them to take
intellectual risks
Build on strengths first- Opportunity to use their talents
to achieve success
 TECHNIQUES IN MOTIVATING LEARNERS

Offer choices- offering choices develop

ownership. When child makes decisions
he/she is more likely to accept ownership
and control of the results.
 TECHNIQUES IN MOTIVATING LEARNERS

Provide a secure environment- which

permits children to fail without penalty.
Learning how to deal with failure is critical for
developing motivation and successful
learning.
3. Discussion/ Analysis – asking of a series of effective or cognitive
questions about the lesson presented
4. Abstraction/Generalization

• The summary of the lesson

• Organizing significant information about the lesson presented
• Complete graphics organizer like concept maps, venn diagram, fish
bone, table, matrices, etc.
5. Closure/Application – relates the lesson to other
situation in the forms of:

• Dramatization simulation and play

• Storytelling, oral reading
• Construction drawing
• Written composition
• Singing or reciting a poem
b. Evaluation – Determine whether the objectives
are met and achieved

• Questioning, summarizing, journals

• Assigning work-project, research
• Administering short query, portfolios
c. Assignment – an activity done outside the
classroom/s at home

• Reinforce or enrich the day’s lesson

• Set the materials that students have to bring to
school to implement the next lesson
 Objectives
• provides goals to be attained,
• give direction to the class discussion,
• call for outcomes to expect
KNOWLEDGE
Recall, identity, recognize, acquire, distinguish
COMPREHENSION
Translate, extrapolate, convert, interpret, abstract transform
APPLICATION
Apply, sequence, carry out, solve, prepare, operate, generalize, plan, repair, explain
ANALYSIS
Analyze, estimate, compare, observe, detect, classify, discover, discriminate, identify, explore, distinguish,
catalog, determine, outside

SYNTHESIS
Write, plan, integrate, formulate, propose, specify, produce, organize, theorize, design, build, systematize

EVALUATION
Evaluate, verify, assess, test, judge, rank, measure, appraise, select, check
General

• aim is usually broad in scope and may

be the objective of a course, subject or
semester.
• It cannot be attained in one lesson. Ex.
To develop
Specific

• Usually attainable in a specific lesson

and contributes to the accomplishing
of the general aim
CRITERIA OF OBJECTIVES

S-pecific
M-easurable
A-ttainable
R-esult-oriented
T-ime bound
TYPES OF INSTRUCTIONAL MATERIALS & TOOLS

• Visual
• Media
• Models
• Drawing
Teaching Approach – teaches viewpoint
Teaching Method – logical procedure
Teaching Strategy – general design
Teaching Technique – Style or act
FACTORS TO BE CONSIDERED IN CHOOSING A METHOD
 Objectives
 Subject Matter
 Learners
 Materials & Technology
 Time Allotment
 Teacher
 INSTRUCTIONAL MODEL/DESIGN
 Multi-grade instruction – combined w/ a class
 Team teaching – Two more teacher
 Distance education – needs of individuals
 Computer-assessed instruction – utilize
computer
 TYPES OF LESSON
 Developmental Lesson – new lesson
 Review Lesson – renew the study
 Drill Lesson – Automization of certain response
 Application lesson – provides oppurtunities
 Appreciation lesson –understand & Value
 The Teacher As a Corporate Professional
Polished Look

 Dress suited for a professional

 Tasteful accessories (jewelry, bags, shoes, etc)
 Tasteful make –up for female
 Personal hygiene
Polished Demeanor

Professional walking
The professional ‘Sit”
The professional “handshake”
Polished Language
Voice
Gesture
PRINCIPLES OF UNDERLYING INSTRUCTION

• Context
• Socialization
• Individualization
• Sequential
 APPROACHES IN TEACHING
DIRECT INDIRECT
• Expository • exploratory
• Teacher Oriented • Student-oriented
• Passive • Active
• Educator • Facilitator
A. DIRECT (DSL)
• Deductive – general to specific
- Demonstration – teacher, teaches because
equipment is scarce
A. DIRECT (DSL)
• SHOWING
Teacher teach and student follows
A. DIRECT (DSL)
• LECTURE
- Ausbel’s Meaningful learning
- Mastery of previous learning
 Six steps in Direct Instruction
1.Review previously learned material
 A short review before/ with the new lesson’s interest approach
 Check & grade previous homework
 Put problems on the board ( can be part of bell-work)
 Re-teach if necessary
2. State objectives for the lesson
 Students should know what is to be taught
-Stated clearly
-Written on the board
-Handed out
 Follow the objective
 Use them to develop evaluations
3. Present new material
 Your teaching depends on your analysis and
preparation
 Organize content
 From general to specific
 From lower level objectives to higher
 From previous information to new material
 Lectures
 Be aware of attention spans
 Be aware of the number of major points made
 Be repetitious
 Review and summarize
 Demonstrations
4. Guided practice with corrective feedback
 Guided and independent practice
 Teacher controls & monitors guided
 Teacher evaluates & corrects independent
 Questions should be prepared in advance
5. Assign independent practice with corrective
feedback
 Homework
 A formative step, not a summative step
 Worksheets
6.Review periodically with corrective
feedback if necessary
Check homework promptly
Base new instruction on results
Re-teach if necessary
B. INDIRECT (CLIP)
• CONCEPT ATTAINMENT – Assess
• LABORATORY – Facilitate
• INDUCTIVE – Specific to General
• PROJECT - guidelines
 PRINCIPLES OF LEARNING (CRET)
COLLABORATION – group
RELEVANT – thoughts
EXPERIENCE – apply
Timely – you learn
 EMERGING TRENDS (PMM)
PROBLEM BASED – research, case study

METACOGNITION – thinking about thinking

MULTIPLE INTELIGENCE – Howard Gardner

 COOPERATIVE LEARNING

JIGSAW STAS
STUDENT TEAM ACHIEVEMENT STRATEGY
PHILIPS 66
 DISCUSSION (PARDS)
PANEL – Questions/ expert, 5 years

ROUND TABLE DISCUSSION – informal, public

speaking, commaonality

DEBATE – formal, public speaking, prepared

SYMPOSIUM – public speaking

 OTHER TYPES OF DISCUSSION
CASE STUDY – real life
BUZZ SESSION – 6 members, informal
ROLE PLAY – spontaneous, not prepared
SOCIO DRAMA – drama, prepared
SEMINAR – formal, speaker
WORKSHOP – Lecture and product
 QUESTIONING
According to thinking skills …

HOTS – rationalization
LOTS – lower ordered, facts
ACCORDING TO ANSWERS
- Convergent – close ended
- Divergent – open ended (explain why)
Type Student responses Response Examples
  -Recall, memorize   How many..
      Define…
  -Describe in own words   In your own words.. state
    closed similarities and differences..
  -Summarize What is the evidence..?
Low inquiry (convergent)   What is an example.. ?
-Classify on basis of known
criteria
 
-Give an example of something
 

  -Create unique or original   Design an experiment..

  design, report, inference,    
  prediction Open What do you predict…?
     
  -Judge scientific credibility What do you think about…?
High inquiry (divergent)    
-Give an opinion or state an Design a plan that would solve?
attitude  
  What evidence can you cite to
  support..?
 GUIDELINES IN QUESTIONING
• Wait time – 3 – 4 seconds
Types of time
v. Academic Engagement – allocated time to study
v. Academic Instruction – Allocated time to teach
v. Allocated time – curricular days + extra curricular
days
 GUIDELINES IN QUESTIONING

• HINTS – clue, context clues

• SEQUENTIAL – follow guidelines
 DOMAINS IN LEARNING
A. COGNITIVE (KCAPANSE)

• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation
 DOMAINS IN LEARNING
B. AFFECTIVE DOMAIN (REREVOC) KRATHWOL

• RECEIVING
• RESPONDING
• VALUING
• ORGANIZING
• CHARACTERIZATION
 DOMAINS IN LEARNING
C. PSYCHOMOTOR (PSGMECAO) SIMPSON
• PERCEPTION
• SET
• GUIDED RESPONSE
• MECHANISM
• COMPLEX OVERT RESPONSE
• ADAPTATION
• ORIGINALITY
 SIX STEPS IN DIRECT INSTRUCTION
1.Review previously learned material
• A short review before/ with the new lesson’s interest
approach
• Check & grade previous homework
• Put problems on the board ( can be part of bell-work)
• Re-teach if necessary
 2. State objectives for the lesson
• Students should know what is to be taught
• Stated clearly
• Written on the board
• Handed out
• Follow the objective
• Use them to develop evaluations
 3. Present new material
• Your teaching depends on your analysis and
preparation
• Organize content
• From general to specific
• From lower - level objectives to higher
• From previous information to new material Lectures
• Be aware of attention spans
• Be aware of the number of major points made
• Be repetitious
• Review and summarize
• Demonstrations
• Learning Activity, experiment, demonstration
• WOW em!
• Allow students to practice immediately
 4. Guided practice with corrective feedback
• Guided and independent practice
• Teacher controls & monitors guided
• Teacher evaluates & corrects independent
• Questions should be prepared in advance
5. Assign independent practice with corrective feedback

• Homework
• A formative step, not a summative step
• Worksheets
6. Review periodically with corrective feedback if necessary

•  Check homework promptly

•  Base new instruction on results
•  Re-teach if necessary
 Classroom Communication
• Communicate Respectfully
• Repeat your message in different ways
• Check for understanding
• Non - verbal communication
 PLANNING INSTRUCTION

Techniques for planning instruction to meet curriculum

goals, including the incorporation of learning theory,
subject matter, curriculum development, and student
development
 Variables That Affect Teaching Method
Objectives
Nature of students
Nature of subject matter
The teacher
Technology
School environment
Teacher’s knowledge of group dynamics
• National and state learning standards
• State and local curriculum guides
• Units and lessons
• Learner objectives and outcomes
• State and local curriculum frameworks
• Scope and sequence in specific disciplines
• Behavioral objectives; affective, cognitive,
psychomotor
• Backward Design
 TECHNIQUES FOR CREATING EFFECTIVE BRIDGES
BETWEEN CURRICULUM GOALS AND STUDENTS’
EXPERIENCES
• Modeling
• Activating students’ prior knowledge
• Anticipating preconceptions
• Encouraging exploration and problem-solving
• Guided practice
• Building new skills on those previously acquired
• Independent practice, including homework
• Transitions
 METHODS FOR ENHANCING STUDENT LEARNING THROUGH
THE USE OF A VARIETY OF RESOURCES AND MATERIALS
• COMPUTERS, INTERNET RESOURCES, WEB PAGES, EMAIL
• PRIMARY DOCUMENTS AND ARTIFACTS
• LIBRARIES
• AUDIO-VISUAL TECHNOLOGIES SUCH AS
VIDEOTAPES AND COMPACT DISCS
• LOCAL EXPERTS
• FIELD TRIPS
 STUDENT-CENTERED MODELS

INQUIRY MODEL An investigative

process of learning in which students are
asked to pose questions, analyze data,
develop conclusions or generalizations,
classify, predict, and experiment.
 STUDENT-CENTERED MODELS

DISCOVER LEARNING An inquiry

process in which learners pose
questions and seek explanations.
 STUDENT-CENTERED MODELS
COOPERATIVE LEARNING (PAIRSHARE, JIGSAW,
STAD, TEAMS, GAMES, TOURNAMENTS) Learning
based on a small group approach to teaching in
which students are held accountable for both
individual and group achievement. Activities
include pair-share, jigsaw, teams, games, and
tournaments)
 STUDENT-CENTERED MODELS

COLLABORATIVE LEARNING Students work

together collaboratively in solving a problem or
examining a situation. The benefits of
collaborative learning are that it brings many
perspectives to a problem, which in turn develops
problem solving and mediation skills.
 STUDENT-CENTERED MODELS

CONCEPT MODELS (CONCEPT

DEVELOPMENT, CONCEPT Allows an
educator to arrange any number of
learning components or tasks into a
“map” or plan to be accomplished.
 INSTRUCTIONAL STRATEGIES
COOPERATIVE LEARNING
Cooperative Learning is a specific type of small group learning
which has the following five essential elements:
1. Positive Interdependence
2. Face-to-Face Interaction
3. Individual Accountability (Personal Responsibility)
4. Structured Activitiy
5. Teamwork Skills and Group Processing
 INSTRUCTIONAL STRATEGIES

DIRECT INSTRUCTION Teacher-

centered instruction which includes
lecture, presentation, and recitation.
 INSTRUCTIONAL STRATEGIES
DISCOVERY LEARNING A constructivist
approach. Students begin learning with an
activity designed to lead them to particular
concepts or conclusions. Students acquire
basic and advanced knowledge in random
order.
 INSTRUCTIONAL STRATEGIES

WHOLE-GROUP DISCUSSION –
discussing a certain lesson as a
group
 INSTRUCTIONAL STRATEGIES
INTERDISCIPLINARY INSTRUCTION Traditional
elementary and secondary classrooms divide
instruction into categories (disciplines) such as
"reading," "math," and "social studies."
Interdisciplinary teaching involves any effort on the
part of an instructor to design learning activities with
products and activities to relate to more than one
discipline.
 INSTRUCTIONAL STRATEGIES
CONCEPT MAPPING Any of several forms of
graphical organizers which allow learners to
perceive relationships between concepts
through diagramming keywords
representing those concepts. Originally
developed by Joseph Novak in the 1960's.
 INSTRUCTIONAL STRATEGIES
INQUIRY METHOD A system in which
students solve problems or answer
questions by forming tentative answers
(hypotheses), then collecting and analyzing
data to provide evidence for or against their
hypotheses.
 INSTRUCTIONAL PROCESSES
CRITICAL THINKING Critical thinking is a
process whereby the learner considers a
variety of possibilities, then chooses from
those possibilities using unbiased, rational
thinking.
INSTRUCTIONAL PROCESSES
 INSTRUCTIONAL STRATEGIES
INQUIRY METHOD A system in which
students solve problems or answer
questions by forming tentative answers
(hypotheses), then collecting and analyzing
data to provide evidence for or against their
hypotheses.
 INSTRUCTIONAL STRATEGIES
CREATIVE THINKING Teams of students work
together to solve assigned problems using
text provided by the teacher.
 INSTRUCTIONAL STRATEGIES
HIGHER-ORDER THINKING In the simplest
sense, higher order thinking is any thinking
that goes beyond recall of basic facts. The
two key reasons to improve higher order
thinking skills are first, to enable students to
apply facts to solve real world problems, and
second, to improve retention of facts
 INSTRUCTIONAL STRATEGIES
INDUCTIVE AND DEDUCTIVE THINKING INDUCTIVE:

INDUCTIVE: Teaching that follows the cycle used in scientific inquiry.

Steps usually include: searching the literature, making observations,
generating hypotheses, designing and carrying out experiments, then
analysis of results and restarting the cycle.
DEDUCTIVE: A form of inquiry with four basic components:
presentation of a generalization, discussion of core elements of the
generalization, student exploration of the elements, student
generation of relevant examples of the generalized concept.
 INSTRUCTIONAL STRATEGIES
PROBLEM-STRUCTURING AND PROBLEM-
SOLVING Inductive teaching method. No
direct instruction. Teacher poses authentic
(real-world) problem. Students learn
particular content and skills as they work
cooperatively to solve the problem.
 INSTRUCTIONAL STRATEGIES
INVENTION An open-ended
problem-solving task. Is the process
of creating something to fill a need
 INSTRUCTIONAL STRATEGIES
MEMORIZATION AND RECALL
Actively organizing and working with
concepts or terminology to improve
incorporating those concepts into
memory.
AREAS OF EXCEPTIONALITY IN STUDENT LEARNING
• VISUAL AND PERCEPTUAL DIFFICULTIES
• SPECIAL PHYSICAL OR SENSORY CHALLENGES
• LEARNING DISABILITIES
• ADD / ADHA
• FUNCTIONAL MENTAL RETARDATION
With-it-ness - the teacher knows that what is going on
in the classroom at all times. Seemingly, the teacher has eyes in
the back of his/her head. This is not only when the teacher is in a
small group setting, but when he/she is presenting a topic or
students are working as individuals. It can be as simples as looking
around the room frequently or making sure your back is never
turned to the class. It is not necessary to know what the teacher
know is going on- it is what the students believe she knows.
Other Helpful Tip on
Student Control
The Hawthorne Effect is a
phenomenon in industrial
psychology first observed in the
1920s. It refers to improvements
in productivity or quality resulting
from the mere fact that workers
were being studied or observed.
Pygmalion Effect (or Rosenthal
effect)

refers to situations in which

students performed better that
other students simply because
they were expected to do so.
Placebo Effect is the phenomenon
that a patient’s symptoms can be
alleviated by an otherwise
ineffective treatment, apparently
because the individual expects or
believes that it will work
The John Henry Effect has also been identified: an
experiment may spur competition between groups,
precisely because they are conscious of being part of
an experiment. The term “halo effect” describe what
happens when a scientific observation is influenced
by the observer’s perceptions of the individual
procedure, or service that is under observation. The
observers prejudices, recollections of previous
observations, and knowledge about prior
observations or finding can all affect objectivity and
must be guarded against.
Jacob Kounin’s Theory all of this came about form an incident
that happened while he was teaching a class in Mental Hygiene.
A student in the back of the class was reading newspaper, and
the newspaper being opened fully in front of the student so that
he couldn’t see the teacher. Kounin asked the student to put the
paper away and pay attention. Once the student complied,
Kounin realized that other students who were engaging in non
appropriate behaviors (whispering, passing notes) stopped and
began to pay attention the lecture. This gave him interest in
understanding classroom discipline on not only the student
being disciplined, but also the other students in the classroom.
This is the effect that became known as the “Ripple Effect”.
 PRINCIPLES OF EFFECTIVE CLASSROOM
MANAGEMENT AND STRATEGIES TO PROMOTE
POSITIVE RELATIONSHIPS, COOPERATION, AND
PURPOSEFUL LEARNING, INCLUDING:
• Establishing daily procedures and routines
• Giving timely feedback
• Communicating with parents and
caregivers
• Responding to student misbehavior
• Establishing classroom rules,
punishments, and rewards
• Maintaining accurate records
• Using objective behavior descriptions
• Arranging of classroom space
 HOW STUDENTS’ LEARNING IS
INFLUENCES BY INDIVIDUAL
EXPERIENCES, TALENTS, AND PRIOR
LEARNING, AS WELL AS LANGUAGE,
CULTURE, FAMILY, AND COMMUNITY
VALUES
• MULTICULTURAL BACKGROUNDS
• AGE-APPROPRIATE KNOWLEDGE AND BEHAVIOR
• THE STUDENT CULTURE AT THE SCHOOL
• FAMILY BACKGROUNDS
• LINGUISTIC PATTERNS AND DIFFERENCES
• COGNITIVE PATTERNS AND DIFFERENCES
• SOCIAL AND EMOTIONAL ISSUES
MAJOR LAWS RELATED TO STUDENTS’ RIGHTS AND
TEACHER RESPONSIBILITIES
• Equal education
• No Child Left Behind (NCLB)
• Appropriate education for handicapped students
• Confidentiality and privacy
• Appropriate treatment of students
• Reporting in situations related to possible child abuse
• Brown v. Board of Education (1954)
TEACHERS AND THE LARGER COMMUNITY
• The role of the school as a resource to the larger
community
• Factors in the students’ environment outside of
school.
• Basic strategies for involving parents/guardians
and leaders in the community in the educational
process
TEACHERS AND THE LARGER COMMUNITY
• The role of the school as a resource to the larger
community
• Factors in the students’ environment outside of
school.
• Basic strategies for involving parents/guardians
and leaders in the community in the educational
process
 LEGISLATION AND INSTITUTIONAL RESPONSIBILITIES

AMERICANS WITH DISABILITIES ACT (ADA) Provide that no

person shall, by any reason of his or her disability be excluded
from participation in, be denied the benefits of, or be subjected to
discrimination in any services, programs, or activities of an entity
covered by the law
INDIVIDUALS WITH DISABILITIES EDUCATION ACT (IDEA) - The
Individuals with Disabilities Education Act (IDEA), previously
the Education of the Handicapped Act (EHA), was originally
passed by the U.S. Congress in 1975 as Public Law 94-142. Its
purpose was to ensure all children and youth with disabilities
in the United States access to a free, appropriate public
education (FAPE).
INCLUSION, MAINSTREAMING, AND “LEAST
RESTRICTIVE ENVIRONMENT”
• Inclusion:
•Mainstreaming: the inclusion of special students in
the general educational process for any part of the
school day.
• LRE: The most appropriate educational placement
that is closest to the mainstream.