METHODS

OF
TEACHING
TEACHER ARZ
 LESSON 3:
MANAGEMENT OF
INSTRUCTION
 LEARNING OUTCOMES:
At the end of the lesson, the learners should be
able to:
1.determine the guiding principles on identification and
formulation of goals and objectives.
2.recognize the implication of the principles in the
teaching –learning process.
3.design lessons that are anchored to the latest
behavioral category of the 21st learners
 TOPIC 1 :
Determining and
Formulating
Goals/Objectives
 Guiding Principles in Determining and Formulating Learning Objectives

1. “Begin with the end in mind,”

In the context of teaching, this means that we must begin our lesson
with a clearly defined lesson objective.
 Guiding Principles in Determining and Formulating Learning Objectives

2. Share lesson objective with students.

Make known to our students our instructional objective their own. This
lesson objective when shared and possessed by our students will
become their personal target.
 Guiding Principles in Determining and Formulating Learning Objectives

3. Lesson objectives must be in the two or three domains-knowledge

(cognitive) skill, (psychomotor) and values (affective).
 Guiding Principles in Determining and Formulating Learning Objectives

4. Work on significant and relevant lesson objectives

The level of their self-motivation will increases when our lesson objective is relevant to their
daily life, hence, significant.
 Guiding Principles in Determining and Formulating Learning Objectives

5.Lesson objective must be aligned with the aims of education

as embodied in the Philippine Constitution and other laws and
on the vision-mission statements of the educational institution of
which you are a part.
 Guiding Principles in Determining and Formulating Learning Objectives

6. Aim at the development of critical and creative thinking

If we want to contribute to the development of citizens who are critical and

creative thinkers, the type of citizens needed to make democracy, then we
should include in our scope of questions high-level, divergent, or open-ended
questions. It must be good likewise not to frown on students who question a
lot – all for the development of critical and creative thinking. Our teaching
strategies and techniques must be such that they serve as catalyst in the
development of higher-order-thinking skills (HOTS) and creative thinking
skills.
 Guiding Principles in Determining and Formulating Learning Objectives

7. For accountability of learning, lesson objectives must be

SMART

Specific Measureable, Attainable, Result-oriented and Relevant Time-bound and

Terminal. When our lesson objective is SMART it is quite easy to find out find out
at the end of our lesson objective. Moreover, our lesson becomes more focused for
we have a concrete picture of the behavior that our students should be able to
demonstrate if we realized our lesson objective.
Taxonomy of
Objective
 TOPIC 2 :
Selection and
organization of
Content
Guiding Principles in the Selection
and Organization of Content
1. One guiding principle related to subject matter content is to observe the
following qualities in the selection and organization of content:

a) Validity- this means that teaching the content that we ought to teach according
to national standards.
b) Significance- the content must respond to the needs and interest of the
learners, hence meaningful and significant.
c) Balance – content includes not only the facts but also concepts and values.
d) Self-sufficiency- content fully covers the essentials. Learning content is
not “mile-while-and-inch-deep”.
e.)Interest- teacher considers the interest of the learners, their
developmental stages and cultural ethnic background.
f) Utility- learned lesson must last long.
g) Feasibility- the content is feasible in the sense that the essential content
can be covered in the amount of time available for instruction.
2.At the base of the structure of cognitive subject matter content
is fact. We can’t do away with facts but be sure to go beyond
facts by constructing an increasingly richer and more
sophisticated knowledge base and by working out a process of
conceptual understanding.
Here are a few ways cited by cognitive psychologists (Ormrod,
2000) by which you can help your students:

• Providing opportunities for experimentation

• Presenting the ideas of others
• Emphasizing conceptual understanding
 3. Subject Matter content is an integration of cognitive skill,
and affective elements.

While other subject matter content comes in three domains, these three domains
should not be treated as though there was a clear dividing line among them. When
the point of emphasis is the cognitive aspect, it does not mean that skills will be
excluded. In the first place, our teaching of facts, concepts, principles, theories and
laws necessitate the skill of seeing the relationships among these in order to see
meaning.
The Structure of
Subject Matter
Content
Our subject matter content includes
cognitive, skill and affective components.
The cognitive component is concerned
with facts, concepts, principles,
hypothesis, theories, and laws. The skill
component refers to thinking skills as well
as manipulative skills while the affective
component is the realm of values and
attitudes.
Cognitive (Ormord, 2000)

● Fact – an idea or action that can be verified. Example – names

and dates of important activities, population of the Philippines
● Concept – a categorization of events, places, people, ideas.
Example – the concept furniture includes objects as chair,
tables, beds, and desks. The concept swim encompasses
different actions like breast stroke, crawl, butterfly that involve
propelling oneself through water.
● Principle – relationship (s) between and among facts and concepts.
These arrived at when similar research studies yield similar results time
after time.
● Hypothesis – educated guesses about relationships (principles).
Example – For lower division undergraduate students, study habits are
better predictor of success in a college course than is a measure of
intelligence or reading comprehension.
● Theories – Set of facts, concepts and principles that describe possible
underlying unobservable mechanisms that regulate human learning,
development, and behavior. They explain why these principles are true.
Skills
● Thinking Skills – These refer to the skills beyond recall and
comprehension. They are skills concerned with the application of
what was learned, (in problem-solving or in real life) synthesis,
evaluation and critical and creative thinking.

Divergent thinking - Metaphoric thinking

Convergent thinking - Critical thinking

Problem Solving - Creative thinking

●Manipulative Skills – there are courses that are dominantly
skill-oriented like Computer, Home Economics and Technology,
Physical Education, Music and the like. In the biological and
physical sciences manipulative skills such as focusing the
microscope, mounting specimens on the slide, operating simple
machines and other scientific gadgets, mixing chemicals are also
taught.
Lesson Planning
Lesson planning preparation is a systematic process that involves pre-
planning, active planning, review planning, and closure planning.

1. The pre-planning phase – as an initial stage, teacher conceptualizes,

envisions the possible outcomes, and thinks of the best activities and
approaches to employ. It is a listing down of the tentative plans for
teaching that will demand consideration of the conditions that effect an
effective teaching-learning process that includes aims, goals, and
students’ interest, need content, and scope.
2. Active Planning Phase- this is actual writing of the lesson plan. It is in this
phase that final decisions are made as to content strategies, activities, and
instructional materials.

3.Review Planning Phase- here the teacher addresses the need for finding
out how well the objectives can be carried out and if there are need to be
adjust in anticipation of how the students will be able to retain what will be
taught and give possible responses to stimulus, materials, and new
experiences.
4.Closure Planning Phase- this is where planning for evaluation is
done. A set of criteria is drawn to facilitate pre- identification of
objectives and the extent by which such objectives may be
attained. This phase involves determining possible areas for
developing learning competencies.
 TOPIC 3 :
Selection and Use of
Teaching Strategies
Guiding Principles in the Selection and Use of Teaching Strategies
Here are some guiding principles in the selection and use of appropriate
teaching strategies:
1. Learning is an active process. Nobody can learn for us in the same way
that nobody can eat for us, nor live for us, nor die for us. We eat ourselves,
live our own life and die our own death. Only I can learn for myself. As a
learner, I must, therefore, be actively engaged in the learning process.
This quote serves as an apt summary of the first principle:
What I hear, I forget.
What I see, I remember.
What I do, I understand.
2.The more senses that are involved in learning, the more and the
better the learning.

What is seen and heard are learned more than what are just seen or
just heard. “Humans are intensely visual animals. The eyes contain
nearly 70 percent of the body’s receptors and send millions of
signals along the optic nerves to the visual processing centers of the
brain…We take in more information visually than through any of
the other senses” (Wolfe, 2001).
3.A non-threatening atmosphere enhances learning.

A non-threatening and conductive classroom atmosphere is not only

a function of the physical condition of the classroom but more a
function of psychological climate that prevails in the classroom. The
physical classroom condition includes proper lighting, ventilation,
order, tidiness, and painting of the room. The psychological climate
is an offshoot of our personality as a teacher, our rapport between us
and our students/pupils, the relationship between and among us
teachers and among our students.
4.Emotion has the power to increase retention and learning.

We tend to remember and learn more those that strike our hearts! In
fact, the more emotionally involved our students become in our
lesson the greater the impact. The more intense the arousal, the
stronger the imprint. Then let us not feel afraid to bring in emotion
into our classroom.
5.Learning is meaningful when it is connected to students’
everyday life.

Abstract concepts are made understandable when we give sufficient

examples relating to the students’ experiences. The meaningfulness
and relevance of what we teach is considerably reduced by our
practice of teaching simply for testing. We teach today, ask them to
copy and memorize what we taught them.
6.Good teaching goes beyond recall of information.

Good thinking concerns itself with higher-order-thinking skills to

develop creative and critical thinking. Most teachings are
confined to recall of information and comprehension. Ideally, our
teaching should reach the levels of application, analysis,
synthesis, and evaluation to hone our students’ thinking skills.
7. An integrated teaching approach is far more effective than
teaching isolated bits of information.

Corpuz and Salandanan (2003) claim that an instructional

approach is integrated when it considers the multiple
intelligences (MI) and varied learning styles (LS) of students
Brain-Based
Strategies
1. Involving Students in Real-life or Authentic Problem Solving
2. Using Projects to Increase Meaning and Motivation
3. Simulations and Roleplays as Meaning Makers
4. Classroom Strategies using Visual Processing
5. Songs, jingles, and raps
6. Mnemonic Strategies
7. Writing Strategies
8. Active review
9. Hands-on-activities
8.There is no such thing as best teaching method.

The best method is the one that works, the one that yields results.
There are factors to consider in the choice of a teaching method.
These factors are
(1) the instructional objective,
(2) the nature of the subject matter,
(3) the learners,
(4) the teacher and
(5) school policies.
https://www.youtube.com/watch?v=vfMDGXen6SI