Principles and

Methods of
Instruction
Dr. Meltem İpek Öner

Principles of Teaching & Learning

19.03.2024
Teaching Learning Process

“A thousand teachers,
a thousand
methods.”
-Chinese Proverb
 Outline
1-Introduction.

2- Definitions of terms related to teaching learning

process.

3-Principles of effective teaching& learning

process.

4-Principles of learning.

5-Aspects of the teaching-learning process.

 What is teaching?

• a process of interacting
• The process of engaging students in
activities that will enable them to
acquire the knowledge, skills, as well
as worthwhile values and attitudes.

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Teaching and Instruction

THE SAME or DIFFERENT?

 Teaching vs.
instruction
• Teaching refers to the process of
imparting knowledge and skills from a
teacher to learner. It encompasses the
activities of educating or instructing.

• Instruction primarily focuses on the

study material, the very system for
students to assimilate, eventually
incorporate and apply.

Instruction
Components of
Teaching

Teacher Learner Teaching principles

They are guides to make

teaching and learning
meaningful and effective

Content Learning
Environment
 Teaching Principles
TEACHER
Teaching Principles
• Knowledge of the subject matter is essential to
the implementation of important tasks.
• Teachers who know their subject matter
thoroughly, can

 be more effective and efficient in

organizing the subject matter,
 connect the subject matter with the
students’ previous knowledge,
 find useful analogies and examples,
 present current thinking on the subject,
 establish appropriate emphasis.
Teaching Principles
• Effective teaching involves well-designed
lesson plans
• Teaching is more effective and student learning
is enhanced when

 a teacher articulate a clear set of learning

objectives (the knowledge and skills that
we expect students to demonstrate by the
ed of a course)
the instructional activities support these
learning objectives by goal-oriented
practice
 the assessments provide opportunities for
students to demonstrate and practice
knowledge and skills articulated in the
objectives.
Teaching Principles

• Teaching must be explicit.

Materials must be
meaningful.
Language of the teacher
must be explicit.
Teaching must be
supported with materials.
Teaching
Principles
LEARNERS
Teaching Principles
• Teaching must be compatible with students'
characteristics.
1. Ability- intelligence – It determines in their capacity
to understand and assimilate information for their own
use and application
2. Aptitude-refers to a student’s innate talent or gift. A
natural capacity to learn certain skills.
3. Interest-refers to attraction and strong appeal for sth .
4. Family and cultural background
5. Attitudes- thoughts, behaviors and values of the
students toward the subjects
6. Developmental features and maturity
Teaching Principles
• Each student is unique.

Students learn in different ways and vary in their abilities to perform certain
tasks.
Providing a variety of learning activities for a class enables individual
students to choose the activity which is more effective for him / her.
People learn what they want to learn, they want to learn, they want to see,
and hear what they want to hear.
 Teaching
Principles
• Active involvement of the learner
enhances learning.

Learning is an active process which

requires that the learner work with
and apply new material to past
knowledge and to everyday life.
(transfer)
The best learning is realized by
doing.
Teaching
Principles
• Teaching must be related
with real life or real life-
like situations.
 Teaching Principles
• Students interact with the social, emotional, and
intellectual climate of the course to impact
learning (Holistic).

Students are not only intellectual but also social

and emotional beings, and they are still
developing the full range of intellectual, social
and emotional skills.

While we cannot control the developmental

process, negative climate may impede learning
and performance, but a positive climate can
energize students’ learning.
 Teaching
Principles
• Integration and application of knowledge and
skills (transfer)

 Students must develop not only the component

skills and knowledge necessary to perform
complex task, they must also practice combining
and integrating them to develop greater fluency
and automaticity.
 Students must learn when and how to apply the
skills and knowledge they learn.
Teaching Principles

Content
 Teaching Principles

• Sources of content

Textbook
Textbook with supplementary materials
Non-academic materials
Multisensory aids
Teaching Principles
• Selection of content

Validity- facilitate realization of

the objectives of the course
Significance- respond to the
needs and interests of learners
Self-sufficiency- cover the
essentials of the lesson.
Teaching Principles
• Selection of content

 Students’ characteristics-the teacher considers

the interest of learners, their developmental
stages, and cultural and ethnic background.
 Utility- refers to the usefulness/application of
the content to the life of the learner after it has
been learned by the learner.
 Feasibility-the content can be covered in the
amount of time available for instruction
Teaching Principles
• Organization of content
Balance

Content includes not only facts but also concepts and values
Balance among the cognitive, skills and affective elements
Content should be neither too easy nor too difficult
Surface and depth of the content should be in balance
Teaching Principles
• Principle of sequence
• Instruction depends on effective ordering of a series of learning task
which moves:
• From simple to complex
• From familiar to unfamiliar
• From concrete to abstract
• From general to specific
• From closer to further
• Organized in terms of readiness
Teaching Principles
Learning Environment
Teaching Principles
• The learning environment
It consists of the physical, as well as the psychological environment,
that surrounds the learner and that influences his/her learning.
1. Arrangement of furniture
2. Physical condition of the classroom
3. Classroom proceedings
4. Interaction
Arrangement of furniture
Physical condition of the classroom
Classroom proceedings
• "Classroom proceedings" refers to the activities, events, discussions,
and teaching that occur within a classroom setting. It encompasses
everything that happens during a class session, including lectures,
discussions, group activities, presentations, and any other interactions
between the teacher and students. It can also refer to the overall
organization and management of the classroom, such as the
establishment of rules, scheduling of activities, and assessment of
student progress.
• Essentially, it is the entire process of teaching and learning within the
classroom environment
Classroom proceedings
Interaction
What is a
facilitative
learning
environment?
 •One that is well planned & where activities are
interrelated to each other
•Goes beyond recall of information
•One that provides learning experiences or
situation that will ensure understanding,
application and critical thinking
•One where the learner is stimulated to think and
reason and apply

Good teaching is .......

 Basic assumptions

• That teaching is goal oriented with the change of

behavior as the ultimate end
• That teaching is a rational and a reflective process
• That teachers by their actions can influence learners
to change their own thinking or desired behavior,
thus teaching is a way of changing behavior, through
the intervention of the teacher
To teach, is to make
someone to learn...
 IMPLEMENT

PLAN EVALUATE

Feedbacks and Reflection

Teaching Process
39
Planning Phase includes decision like:
The achievable goals
The needs of the
& objectives to meet
learner
the needs

Selection of the Motivation to carry

content to be taught out the goal,

Evaluation process to
Approach most fit to
measure learning
carry out the goals
outcome
 Learner

Availability of materials
Considerations
in planning
Time requirement of particular activity

Strategy need to achieve the objective

 Implementation phase

Based on the objective, implementation means to put

into action the different activities in order to achieve
the objectives through the subject matter.

Interaction of the teacher and learner is important in

the accomplishment of the plan

Use of different teaching style and strategy are

included in this phase
Evaluation phase

A match of the objective with the

learning outcome will be made

Answers the question if the plans

and implementation have been
successfully achieved

Feedback
Summative assessment

The goal of summative assessment is to evaluate

student learning at the end of an instructional
unit by comparing it against some standard or
benchmark.
Summative assessments are often high stakes,
which means that they have a high point value.
Examples of summative assessments include:
• a midterm exam
• a final project
• a paper
 Formative
Assessment
The goal of formative assessment is to monitor student
learning to provide ongoing feedback that can be used
by instructors to improve their teaching and by
students to improve their learning.
More specifically, formative assessments:
• help students identify their strengths and
weaknesses and target areas that need work
• help faculty recognize where students are struggling
and address problems immediately.
• writing summaries, taking short quizzes for
immediate feedback, conducting open-end
discussions, peer assessments, concept maps, and
class discussions
GAGNE’S NINE EVENTS OF
INSTRUCTION

1. Gain attention 5. Provide learning guidance

2. Inform learners of objectives 6. Elicit performance (practice)
3. Stimulate recall of prior 7. Provide feedback
learning 8. Assess performance
4. Present the content 9. Enhance retention and transfer
MERRILL & GAGNE

• Gain attention
• Inform learners of objectives
Activation • Stimulate recall of prior learning

Demonstration • Present the content

• Provide learning guidance
Application
• Elicit performance (practice)
• Provide feedback
Integration
• Assess performance
• Enhance retention and transfer
 If I can not
learn the way
you teach,
will you teach
me the way I
can learn?
0-5-2-2-2-3-4-5-7-7-0

0522-2-345770

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