Principles of

Teaching
 What is Teaching?
 a process of interacting
Stands for pedagogy, training and nurturing
The process of engaging students in activities
that will enable them to acquire the
knowledge, skills, as well as worthwhile
values and attitudes.
 Anaggregate of organized strategies and activities
aimed at inducing learning
 Overallcluster of activities associated with a
teacher, and including explaining, questioning,
demonstrating and motivating.
A system of activities whereby all teachers'
instructional tasks enable the students to learn.
 Is both science and art; SCIENCE as it is based on
psychological research that identifies “cause and
effect relationship” between teaching and learning;
ART, as it shows how those relationships are
implemented in successful and artistic teaching.
 Isthe greatest of the arts because the medium is the
human mind and spirit.
Involves values, experiences, insights,
imagination and appreciation- - - the “staff”
that can not be easily observed and measured
(Greene)
Involves the interplay among such factors as
the teacher, the learner, the teaching content
and strategies as this diagram shows:
 THE
TEACHER
 A key factor in any teaching – learning process.
 Constructs well designed plan to achieve to objectives of the lesson.
 Prepares learning environment.
 Selects appropriate content/ strategies and learning activities.
 Adjusts content/activities strategies/ learning environment to the
learners.
 THE LEARNER
 He is an embodied spirit.
 He is a union of a sentient body and a rational soul.
 Most important element of teaching.
 The natural characteristics of learners are:
age, maturity, grade level, health, abilities, family background,
experiences and motivation and his /her culture including values,
attitudes and traditions which influence the teaching – learning
process to a very large extent.
 THE CONTENT/ TEACHING
STRATEGIES
 The choice of content/ subject matter to be taught to achieve
desired objectives of the lesson.
 Theselection of appropriate instructional
materials/technology to facilitate learning.
 Theuse of appropriate/effective methods and strategies of
teaching to arrive at the desired outcomes.
the ability to learn is the
“

most significant activity

of man”
 PRINCIPLES OF LEARNING
 1. Learning is an experience which occurs inside the learner and is
activated by the learner.
- the process of learning is primarily controlled by the learner and
not by the teacher.
*People learn what they want to learn, they see what they want to see,
and hear what they want to hear.
*Very little learning takes place without personal involvement and
meaning on the part of the learner.
*It is wise to engage learners in an activity that is connected to their life
experiences.
2. Learning is the discovery of the personal meaning
and relevance of ideas.
- students more readily internalize and implement
concepts and ideas which are relevant to their needs
and problems.
* It is necessary that the teacher relates lesson to the
needs and problems of the learner.
3. Learning (behavioral change) is a consequence of experience.
- People become responsible when they have readily assumed
responsibility, they become independent when they have experienced
independent behavior, they become able when they experience
success, they begin to feel important when they are important to
somebody, they feel liked when somebody likes them.
*If EXPERIENCE is the best teacher, the teacher should make use of
EXPERIENTIAL LEARNING strategy. Experiential learning
makes use of direct as well as vicarious experiences.
 4. Learning is a cooperative and collaborative.

- cooperation fosters learning.

- two heads are better than one.
- interactive process appears to “scratch and kick”
peoples curiosity, potential and creativity.
- teachers should make use of cooperative and
collaborative approaches because these will teach students
to live and learn interdependently.
 5. Learning is an evolutionary.

- behavioral changes require time and

patience.
- change takes time.
- Rome was not built in one day.
- things in life that are worthwhile take time.
 6. Learning is sometimes a painful
process.

- behavioral change often calls for giving up the

old and comfortable ways of believing, thinking and
valuing.
- it is necessary for the teachers to make students
realize that learning is a difficult task which is
accompanied by ample of sacrifices, inconveniences
and discomforts.
 7. One of the richest resources for learning
is the learner himself.

- each of the student is a reservoir of

experiences, ideas, feelings and attitudes
which comprise a rich vein of material for
problem solving and learning.
- as a teacher, you must “midwife” the birth
of ideas among learners.
8. The process of learning is emotional as well
as intellectual.
- learning is maximized when the feelings and thoughts of the learners are working
harmoniously. This is due to fact that man is the “union of body and soul”. Man is a feeling
being and a thinking being.
 9. The process of problem solving and learning are
highly unique and individual.

- each of the learner has his own unique styles of

learning and solving problems.
- some personal styles of learning and problem solving
are highly effective, others are not as effective and still
others are ineffective.
- give considerations to multiple intelligences and
learning styles of the learners to properly address their
needs for/of learning
PRINCIPLES
UNDERLYING
EFFECTIVE
INSTRUCTION
 1. PRINCIPLE OF CONTEXT

- learning depends largely on the setting particularly including the use of materials
in which the process goes on with this scales of application:
a. text book only
b. textbook with supplementary materials
c. non – academic and current materials (newspaper, clippings, articles,
magazines)
d. multisensory aids
e. demonstration and demonstration by experts
e. field experiences, personal, social and community understanding
 2. PRINCIPLE OF FOCUS

- instruction must be organized about a focus or direction, following

these scales of application, and where focus is established by:
a. page assignment in textbook
b. announced topic together with page or chapter references.
c. broad concept or problem to be solved or a skill to be acquired
to carry on understanding.
 3. PRINCIPLE OF SOCIALIZATION

- instruction depends upon the social setting in

which it is done, with this scales of application and
where social patterns are characterized by:
a. submission
b. contribution
c. cooperation
 4. Principle of individualization

- instruction must progress in terms of the learners own purposes, aptitudes, abilities
and experimental procedures, following these scales of application and where
individualization may be done through:
a. differential performance in uniform task
b. homogeneous grouping
c. control plan
d. individual instruction
e. large units with optional related activities
f. individual undertakings, stemming from and contributing to the joint
undertaking of the group of learners.
 5. PRINCIPLE OF SEQUENCE

- instruction depends on effective ordering of a series of learning task who moves from:
a. from meaningless → emergence of meaning
b. from immediate → remote
c. from concrete → symbolic
d. from crude → discriminating
and where sequence comes through:
a. logical succession of blocks of blocks of contents (lesson/courses)
b. kniting learning/ lessons/ course together by introduction, previews, pretests, reviews
c. organized in terms of readiness
d. organized in terms of lines of emerging meanings
 6. PRINCIPLE OF EVALUATION

- learning is heightened by a valid and discriminating

appraisal of all its aspects, following these scales of
application:
a. evaluation or direct results only
b. evaluation related to objectives and processes
c. evaluation on total learning process and results
MANAGEMENT
OF
INSTRUCTION
Instruction may be well-managed using any of these classifications of students:
a. HOMOGENEOUS - learners are classified/grouped in terms of similar elements such as
age, abilities, interests, physical characteristics etc.
b. HETEROGENEOUS – no definite bases for clustering or putting learners together, could
be on random sampling, alphabetized family names, time of enrollment etc.
c. NON – GRADED – no fixed grade/level assignment of children. They come to center of
learning by small groups or individually depending on their pacing in the accomplishment of
tasks.
TEACHING MODEL - a term used by Bruce, Joyce to describe an over – all approach or plan
for instruction
Attributes of a teaching model:
a. a coherent theoretical framework
b. an orientation toward what student should learn.
c. specific teaching procedures and classroom structures.
DIFERENCE AMONG THE TERMS
TECHNIQUE, METHOD, STRATEGY,
APPROACH AND PRINCIPLES
TECHNIQUE – the personal art and style of the teacher in carrying out the procedures of
teaching.
- the teacher’s unique way, style or act of executing the stages of a method.
METHOD – synonymous to procedure
- the procedure employed to accomplish lesson objectives.
- a series of related and progressive acts performed by a teacher and pupils to achieve the
desired objectives of the lesson.
- the established way or procedure of guiding the mental processes in mastering the
subject matter.
- refers to a procedure employed to accomplish the lesson objective.
- a well – planned step – by – step procedure that is directed towards a desired learning
outcomes.
STRATEGY – an over – all or general design on how the lesson will be executed or delivered.
- a set of decisions on what learning activities to achieve an objective
- can be a substitute to methodology
APPROACH – a set of correlative assumptions or viewpoints dealing with the nature of teaching
and learning.
- one’s viewpoint toward teaching.
- procedure that employs a variety of strategies to assess better understanding and
effective learning.
PRINCIPLE – means a general or fundamental law, doctrine or assumption.
- a primary source or origin.
- rule or code of conduct.
Purposes of methods

1. make learning more efficient

2. enable learner to think logically
3. facilitates smooth transition from one activity to another
4. serve as guide in preparing all the needed materials, tasks and
equipments.
5. approximate time to be allotted for each activity to avoid waste of
time and lapses.
6. make planning clear and precise, to prevent confusion, unnecessary
delays and time wastage.
7. help in planning for assessment and evaluation of the lesson.
8. add to a feeling of confidence and security for the teacher and
students.
PRINCIPLES FOR SELECTING
METHODS
1. Must be based on sound principles, laws and theories of learning.
2. Must assist the learners to define their purposes and motive.
3. Must originate from the learners’ past experiences.
4. Must suit individual differences, needs, interests and developmental maturity.
5. Must bring the learners to the world of diverse learning experiences.
6. Must stimulate the learners to think critically, analytically and creatively.
7. Must be challenging
8. Must be flexible.
9. Must be consistent with the requirements of objectives.
10. Must be appropriate with the content.
 11. Must give to way to varied students’ participation.
12. Must consider to be undertaken to ensure gainful learning.

FACTORS TO CONSIDER IN CHOOSING A METHOD

1. Learner’s ability – first and foremost consideration based
on the nature/characteristics, age, maturity, abilities, etc.
2. Teacher’s ability – must be personally and professionally
qualified to teach
3. Objective – expected outcome of the lesson in terms of
knowledge/skills and attitudes.
4. Subject Matter – content to be taken so that the desired
outcome will be achieved.
5. Pre – requisite learning – students’ experiences that can
help facilitate acquisition of new knowledge, skills
and attitudes.
6. classroom set – up – must be inviting to students and conducive to learning.
7. School facilities/equipments/technologies – the availability of the needed equipments,
technologies, tools for learning found in the right places.
8. Time – allotment – specified target frame for chosen activities properly distributed to the
entire period.
9. Safety precautions – students should feel that they are safe and out of danger in the school.
10. School climate – learner should feel the warmth of the teachers and classmate.
SELECTION
AND
ORGANIZATIO
N OF
CONTENT
“THERE ARE DULL TEACHERS. DULL
TEXTBOOKS, DULL FILMS, BUT NO DULL
SUBJECTS”
Guiding Principles in the Selection and Organization of Content
1. Observe the following qualities in the selection and organization of content:
a. Validity – teaching the content that we ought to teach according to the national standards in
the Basic Education Curriculum
- teaching the content in order to realize the goals and objectives of the course as
laid down in the basic education .
b. Significance – the content we teach should respond to the needs and interest of the learners.
c. Balance – content includes not only facts but also concepts and values (The three level
approach in teaching – facts – cognitive, concepts – psychomotor, values – affective domain)
 d. Self – sufficiency – Content should cover the essentials of the lesson and not “a mile
– wide and an inch – deep”
e. Interest – the teacher considers the interest of the learners, their developmental stages,
and cultural and ethnic background.
f. Utility – refers to the usefulness/application of the content to the life of the learner
after it has been learned by the learner.
g. Feasibility – the content can be covered I the amount of time available for instruction.
2. At the base of the structure of cognitive subject matter content is facts.
3. Subject matter content is an integration of cognitive, skill and affective elements.
SELECTION AND
USE OF TEACHING
GUIDING PRINCIPLES IN THE
SELECTION AND USE OF TEACHING
STRATEGIES
1.Learning is an active process – actively engage learner in learning activities to achieve
optimum learning of the learners.
What I see, I remember,
What I hear, I forget
What I do, I understand
75% retention rate – is achieved through learning by doing
90 % retention rate – learning by teaching others
2. The more senses that are involve in learning, the more and better the learning – Humans are
intensively visual animals. The eyes contain nearly 70% of the body’s receptors and send
millions of signals along the optic nerves to the visual processing centers of the brain.
 sight – 75%
hearing – 13%
touch – 6%
taste – 3%
smell – 3%
3. A non – threatening atmosphere enhances learning.
4. Emotion has the power to increase retention and learning.
5. Learning is meaningful when it is connected to students’ everyday life.
6. Good teaching goes beyond recall of information – 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.
8. There is no such thing as best teaching method. The best method is the one that works, the one
that yields results.
Factors to consider in the choice of teaching method:
a. Instructional objective
b. Nature of the subject matter
c. The learners
d. Teacher
e. School policies
DIFFERENT
APPROACHES
AND METHODS
A comparison between direct and indirect
approaches
DIRECT APPROACH
1. Makes use of expository
strategies
2. aimed at mastery of
knowledge and skills
3. Teacher – oriented
4. Direct transmission of
information from teacher
5. Teacher – controlled
6. Highly structured
7. Content – oriented
8. Learner is passive, receives
ready information
INDIRECT APPROACH
1. Makes use of exploratory
strategies
2. Aimed at generating
knowledge for experience
3. Learner – centered
4. Students search for
information with teacher’s
supervision
5. Learner – controlled
6. Flexibly organized
7. Experienced – oriented
8. Learner is active in search
Method of teaching in the direct/expositive
approach
1. DEDUCTIVE METHOD – starts with generalization, principle or rule that is then applied
to specific cases.
Features: 1. allows for clear understanding of generalizations, rules,
formulas etc.
2. allows further development of generalizations, rules, formulas etc.
When to Use:
1. to test a rule
2. answer questions or problems with reference to certain rules or principles
3. to further develop generalization
Steps:
1. Statement of the Problem – teacher tells what the problem which must be stimulating,
realistic, relevant and within the learner’s ability.
2. Statement of the Generalization – recalling/stating generalizations or rules which may
help solve the problem
3. Inference – looking for the principle/rule/generalization that fits the problem.
4. Verification – trying out the best generalization, rule or principle that establish validity
of the probem using references/materials.
2. Concept Teaching – is based on the assumption (Bruner 1984) that concept formation begins
at an early stage (9-12 months) where initial activities of object – sorting and preference serve
as bases for concept learning.
Bruner’s Identified 3 distinct modes of learning:
a. Learning by doing called enactive learning
b. Learning by doing mental images called ICONIC MODE
c. Learning through series of abstract symbols called SYMBOLIC MODE
MAY EITHER BE:
a. Concept Attainment – focuses on teaching pupils the concepts that the teacher has selected
for study and follows these steps:
1. introduce the concept by name
2. present examples
3. introduce non – examples
4. present a mixture of examples and non – examples and ask questions which are the
correct examples
5. ask pupils to define the concept
6. ask pupils to find another examples of the concept
b. Concept Formation Method – focuses on the process of concept development/thinking skills
development which follows the following steps:
1. teachers provide stimulus in the form of a question or a problem
2. pupils provide a number of answers and categorize them
3. pupils label the categorized responses
Steps in Concept Teaching Method
1. Define the objectives of the lesson to get students ready to learn.
2. Giving of examples and non – examples which help strengthen understanding.
3. Testing for the attainment of understanding
4. Analysis of students thinking and integration of learning through further questioning and
focused discussion.
5. Diagnostic testing reveals errors on misconception which calls for a re – teaching.
3. Direct Instruction / Showing Method – a teacher – centered strategy that uses teacher
explanation and modeling combined with student practice and feedback to teach concept and
skills. It is designed to teach skills, concepts, principles and rules, with emphasis on active
teaching and high levels of student involvement.
Features:
1. Widely applicable in different content areas
2. Establishes pattern of interaction between teacher and students
3. Assists students to learn procedural knowledge.
4. Promotes learning of declarative knowledge.
5. Focuses students’ attention on specific content/skill
6. Ensures mastery skills.
WHEN TO USE
- for teaching of concepts and skills.
Steps:
1. Introduction – reviewing prior learning with students, sharing learning goals providing
rationale for new content.
2. Presentation – explaining new concept or modeling the skill.
3. Guided practice with necessary feedback – providing students necessary opportunities to
practice new skill or categorize examples of new concept.
4. Independent Practice – students practicing the skill or concept learned for retention and
transfer.
4. LECTURE – DISCUSSION METHOD
- designed to help learner link new with prior learning and relate the different parts of new
learning to each other.
- designed to overcome the most important weaknesses of the lecture method by strongly
emphasizing learner involvement in the learning process.
A. Lecture – designed to help students learn organized bodies of knowledge.
- is a teacher – directed method designed to help learners understand relationship in
organized bodies of knowledge.
- as opposed to content – specific models that focus on individual concepts, this model
attempts to help students understand not only concepts but how they are related.
- grounded in schema theory and David Ausubel’s concept of meaningful verbal learning
Features:
a. Applicable in different subject areas
b. Ensures clear understanding of information
c. Allows students participation
WHEN TO USE:
a. For conveying/disseminating important information which may not be available to students or
which may be needed to be presented in a particular way.
b. For stimulating interest.
c. For guiding student reading
d. For explaining a difficult text
e. For aiding student to summarize and synthesize discussions
STEPS
1. Planning
a. identifying goals
b. diagnosing student background
c. structuring content
d. preparing advance organizers
2. Implementing
a. Introduction – describing the purpose of the lesson, sharing of objectives and overview
to help students see the organization of the lesson.
b. Presentation – defining and explaining major ideas.
c. Comprehension Monitoring – determining whether or not students understand concepts
and ideas.
d. Integration – exploring interconnections between important ideas.
5. Review and Closure – summarizing the lecture
B. DISCUSSION – is an orderly process of face to face group interaction in which
students/pupils exchange ideas about an issue for the purpose of answering a question,
enhancing their knowledge or understanding or making decision.
- It can be viewed as a bridge between direct instruction and student – centered instruction.
5 Logical Conditions to Ensure that Exchange is called DISCUSSION
(Bridges, 1960)
1. People must talk to one another
2. People must listen to one another
3. People must respond to one another
4. People must be collectively share to put forward more than one point of view.
5. People must the intention of developing their knowledge, understanding or judgment of the
issue under discussion.
For discussion to be successful, participants need certain:
1. Moral Disposition – being willing to listen to reason
- being willing to abide by rules that facilitate exchange of
ideas
2. Intellectual Disposition – concern for clarity in the expression of
ideas.
- concern that an appropriate variety of perspective is
considered by the group.
When to Use as a Teaching Strategy:
1. It can be used in any subject at any level from kinder to post graduate study.
2. It can involve the whole class or it can be used with small groups.
3. When the teacher needs to facilitate any or all of the 4 types of learning outcomes:
a. General subject mastery
b. Problem – solving ability
c. Moral development
d. Communication skills
4. When students need to be motivated to talk about the subject inside and outside the classroom.
5. When teacher wants students to work together and share their ideas by talking about them
publicly (Cockburn and Ross, 1980).
 ADVANTAGES LIMITATIONS
1. Because it is an active learning process, it is 1. Without control over the discussion,
more likely to maintain students’ interests. talkative students could easily dominate and
influence the group to accept their ideas.

2. Active involvement in learning motivates 2. If not guided well, there will be

students especially when they see that others opportunities for students to stay from the topic
value their contributions and respect their point and waste time.
of views.

3. More opportunities for practice and use of 3. Some students may be reluctant to
the language as well as expression of ideas and participate in the discussion for fear of being
opinions among students ridiculed for their ideas or opinions.
Using Discussion in Conjunction with other Teaching Strategies:
a. Direct Instruction – as part of a direct instruction lesson, a discussion could be used to explore
an issue for a short time (15 mins).
b. Group Work – interactions between students are an integral part of small group learning, and
this process can often be enhanced by asking the students to follow a set of discussion rules.
c. Cooperative Learning – some forms off co-operative learning (such as jigsaw) can be
enhanced by structured discussion within the learning groups.
d. Problem Solving – when you are using problem solving as a teaching strategy, discussions
can be used to help students understand the nature of the problem, to help them generate
possible solutions and as a forum for comparing the relative merits of various solutions to the
problem.
Demonstration – a tell and show method
Steps:
I. Preparation
a. motivation
b. identify objectives/ problems/procedure
II. Explanation of Concepts/Principles/Process/Theory etc.
III. Demonstration of Concept Process by the Teacher
- students observe and take down notes
IV. Discussion of Student Observation
- answering problems
V. Verification
- justification
- conclusion
II. Indirect/Guided/Exploratory or Experimental Strategies
- the indirect approach is a student – centered approach or less explicit teaching method. It
involves the building of independent learning and developing self-concept. It develops
students to become self – directed learners, crtical thinkers and problem solvers.
Features:
a. Learner – centered, learners exercise initiative in the process.
b. Process of learning is perceived to be as important as the outcome.
c. Learning is applied as it is acquired, not stored for future use.
d. The development of specific intellectual skills is better than merely covering specified
elements of subject matter.
When to Use:
a. When the teacher feels the need for students to develop self – reliance and intellectual skills
related to critical thinking and problem solving.
1. INQUIRY TEACHING
a. the process of answering questions and solving problems
based on facts and observation
b. strategy designed to teach students how to investigate
problems and questions with facts.
Features:
1. helps students find answers to their own questions in scientific
manner.
2. helps develop higher – order and critical thinking skills
3. promotes independent learning
When to Use:
1. when there are real life problems or questions that must be answered through facts and
observation
2. for topics requiring higher order thinking
Steps:
1. Presenting/Identifying the question or problem
Presenting or identifying a problem either by the teacher or by the students, explaining or
clarifying the problems by the students to ensure clear understanding.
2. Forming hypothesis
Formulating intelligent guesses or tentative solutions and generalizations.
3. Data Gathering
Gathering necessary facts, information or evidences related to the problem
4. Data Analysis/Assessing Hypothesis
Closely studying/analyzing of the data gathered to prove or disprove the hypotheses.
5. Generalizing – making generalization based on the careful analysis of the data gathered.
Strategies for Inquiry Teaching
A. Interviews – may be used in all subjects
- interviews are used in gathering firsthand information from individuals who have
expertise on topic under study.
Steps:
1. Introduction – presenting a new or additional knowledge or information, identifying
interviews, and making plans including questions to ask, procedure for recording, etc.
2. Development – conducting the interview as planned
3. Conclusion – summarizing data and report findings to solve problems.
4. Evaluation – Assessing the success of the interview conducted.
B. Field Trips – an out – of – the – classroom activity intended to present concepts in the most
realistic manner. It may be used across levels in any subject area.
Steps:
1. Introduction – clarifying objectives of the activity, panning and assigning tasks to be
carried out and reviewing standards of behavior.
2. Development – field trip proper, checking on students’ activities, accomplishments and
behaviors.
3. Conclusion – summarizing data and report findings, stating main idea or other conclusions,
sending letter of thanks.
4. Evaluation – assessing the finished activity
2. INDUCTIVE METHOD
- a procedure through which one arrives at a fact, principle, rule or generalization from
some specific cases or examples.
Features:
1. Designed to help students develop higher order and critical thinking while learning specific
content at the same time.
2. Requires teacher’s questioning skill
3. Promotes high level of student involvement
4. Increase student motivation
When to Use
For formulating generalization, concept, rule, truth, principle, formula or definition.
Steps:
1. Preparation – reviewing of old facts, setting of goals, stating of aims
2. Presentation – presentation of cases and examples.
3. Comparison and Abstraction – deducing common elements among the cases or samples
presented.
4. Stating of Generalization, rule, definition, principle, or formula based on the common
elements deduced from cases presented.
5. Application – applying the generalization or rule learned to other problems within or beyond
the classroom setting.
3. PROBLEM SOLVING
- a purposeful activity aimed at removing difficulty or perplexity through a process of
reasoning.
Features:
1. Allows for students’ active involvement resulting in meaningful experiences
2. Develops independence and higher level thinking skills.
3. Promotes open – mindedness and wise judgment.
When to Use:
- for lessons where learners find problems requiring
- for developing higher – level thinking skills
Steps:
1. Recognition and statement of the problem – with teacher’s guidance and stimulus, the students
define or recognize a problem
2. Statement of Hypothesis – students make temporary answer/solution to the question or
problem
3. Critical Evaluation of Suggested solution – with the teacher’s guidance, students test
hypotheses or data used in solving the problem, formulate conclusions and summarize their
findings.
4. Verification of accepted solutions – checking, verifying and applying results to other
problems.
4. PROJECT METHOD
a purposeful, natural, significant constructive activity needing both intellectual and
physical solutions.
Project may be:
a. Physical or material – such as repairing a radio
b. Learning project – like composing a poem or short story
c. Intellectual or problem project – such as identifying ornamental plants which can be
medicinal
Features:
1. Develops students’ thinking and manipulative skills.
2. Develops creativity and resourcefulness, initiative, industry and responsibility.
3. Allows students to express in their own way the concepts they have learned.
4. Can enhance cooperation and sharing of ideas.
When to Use
1. For application of concepts
2. For discovering concepts
3. For developing creativity and thinking skills
4. For real life problems/situations
Steps
1. Purposing – determining the nature and goals of the project.
2. Planning – designing of strategies to be employed in carrying out the project.
3. Executing – carrying out of activities as planned
4. Evaluating – displaying and judging of finished products.
LABORATORY METHOD OR RESEARCH
METHOD
- deal with first hand experiences regarding materials or facts obtained from investigation or
experimentation.
Types:
1. Experimental – aims to train students in problem solving with incidental acquisition of
information and motor skills, emphasis is on discovery, original procedure, and solution of
problems.
2. Observational Type – the aim is on the acquisition of facts. Activities would include visits to
museums, exhibits or galleries, watching documentaries, going on filed trips.
Features:
1. To promote information acquisition through observation, experimental solutions to problems
guided by reflective thinking and acquisition of skill in manipulation.
2. Provides students opportunities to conduct or participate in original research.
3. Develops skill in using laboratory equipment and instruments.
4. Enhances higher order thinking skills.
Steps:
1. Orientation/Motivation – motivating and informing students on the work to be done, why
should it be done and giving precise and explicit directions.
2. Work Period – students are allowed to work on their own either individually or in groups with
the teacher supervising.
3. Culminating Activities – organizing, presenting and exhibiting of the completed work.
CONCEPT ATTAINMENT
- an inductive teaching strategy designed to help students reinforce their understanding of
concepts and practice hypothesis testing hypothesis based on positive and negative examples
presented to them.
Features:
1. Encourages students to think freely.
2. Trains students to develop hypothesis.
3. Trains students to formulate definition or generalization.
4. Promotes students participation
When to Use?
1. For making hypothesis
2. For formulating hypothesis/definition
3. For development of critical thinking through hypothesis testing.
Steps:
1. Presenting of Examples – positive and negative examples are presented and hypotheses are
generated.
2. Analysis of hypotheses – hypotheses are analyzed in light of the examples given.
3. Closure – examples are continuously analyzed to generate critical characteristics and form a
definition.
4. Application - additional examples are provided and analyzed in terms of definition formed.
EMERGING MODELS OF TEACHING
A. PROBLEM – BASED INSTRUCTION
- the essence of problem – based instruction (PBI) consists of presenting students
with authentic and meaningful problem situation that can serve as springboard for
investigations and inquiry.
- This model is a highly effective approach for teaching higher – level thinking processes,
helping students process information already in their possession and assisting students to
construct their own knowledge about the social and physical world around them.
Contemporary approaches to problem based instruction rest on cognitive psychology and
constructivist perspectives about learning.
Features:

1. Deriving question on problem – PBI organizes instruction around

questions and problems both socially and personally meaningful to
students.
 - they address authentic real – life problems that evades simple answers and for which
competing solutions exist.
2. Interdisciplinary Focus – PBI lessons may be centered on a particular subject but actual
problem under investigation has been chosen because its solution requires students to deliver
into many subjects.
3. Authentic Investigation – necessitates that students pursue authentic investigation that seek
real solution to real problems.
4. Production of Artifacts and exhibits - PBI requires students to construct products in the form
of artifacts and exhibits that explain or represent their solutions.
- It could be a report, a video, a physical model or a computer program.
B. MULTIPLE INTELLIGENCES
- develop in 1983 by HOWARD GARDNER
- proposes 9 different intelligences to accord for a broader range of human potential in
children and adults:
a. linguistic intelligences – word smart
b. logical – mathematical intelligence – number/reasoning
smart)
c. Spatial Intelligence – picture smart
d. Bodily Kinesthetic – music smart
e. Interpersonal Intelligence – People smart
f. Intrapersonal Intelligence – self smart
g. Naturalistic intelligence – nature smart
h. Existentialist Intelligence/Spiritualist Intelligence
Features
1. Building of different centers in the classroom
2. Equal attention should be given to individuals who show gifts in other intelligences aside from
linguistics and logical – mathematical intelligences.
3. The MI theory proposed a major transformation in the way schools are run and lessons are
presented.
4. Suggests that teachers be trained to present lessons in a variety of ways using:
- music - multimedia
- cooperative learning - field trips
- art activities - inner reflection
- role playing - and many more
MITA – Multiple intelligence Teaching Approach (for PBL)
Features:
1. Both starts with question/problem to generate curiosity
2. Teacher functions as facilitator.
3. Learning outcomes are holistic, rather than narrowly based in one discipline.
4. Assessments are authentic, performance based.
When Planning a Lesson (MI), Ask the Right Question
1. Linguistic: How can I use the spoken/written word?
2. Mathematical – How can I bring in numbers, calculations, logic, classifications, critical
thinking?
3. Spatial – How can I use visual aids, visualization, colon, art, metaphor, or visual organizers?
4. Musical – How can I bring in music, environmental sounds or set key points in a rhythm or
melody?
5. Bodily Kinesthetic – How can I involve the whole body or hands on experiences?
6. Interpersonal – How can I engage in peer or cross age sharing, cooperative learning or large
group simulation?
7. Intrapersonal – How can I evoke personal feelings or memories or give students choices?
8. Naturalistic – How can I develop love for nature?
C. CONSTRUCTIVISM (Piaget and
Vygotsky)
- A perspective of teaching and learning in which a learner constructs meaning from
experiences and interaction with others.
- The teacher’s role is to provide meaningful relevant experiences for students from which
students construct their own meaning (facilitation).
- A view of learning suggesting that learners develop their own understanding of the topics
they study instead of heaving it delivered to them by others (most commonly teachers) in an
already organized form.
- Places the learner in the center of the learning process where they play an active role in the
process of constructing their own understanding.
D. METACOGNITIVE STRATEGY
- strategies used for recognizing one’s cognitive processes and ways of thinking about how
information is being processed.
- Metacognition is the awareness of and control of one’s own mental processes.
- Nickerson (1988) characterized the role of metacogniton in higher order and critical thinking
in this way. “The fact that an individual has some knowledge that would be useful in a given
situation does not guarantee that it will be accessed and applied in that situation.”
To increase the likelihood that learners will apply their thinking appropriately, they need to be
aware of the thinking they’re doing.
(For example, when reading, the students need to learn to evaluate their own decoding and
comprehension, plan a sequence of actions and regulate their reading behavior changing
conditions.
4 TYPES OF COGNITIVE
STRATEGIES
Strategy Definition Example
1. REHEARSAL Committing materials to memory by Repeating a new phone
repeating them. number.
2. ELABORATION Adding detail to new information and Using mnemonic techniques
creating associations. and adding details such as
relating new phone number to
one’s security number

3. ORGANIZATION Recognizing or picking out main ideas Outlining or highlighting

from large bodies of information.

4. Thinking about thinking and monitoring Deciding that the best strategy
METACOGNITION cognitive processing for comprehending a body of
new text is to create an outline
of main ideas.
E. COLLABORATION
- characterized by students working with one another either
in pairs or groups)
Steps:
1. Orient students to the problem
2. Organize students for study.
3. Assist independent and group investigation.
4. Develop and present artifacts and exhibits.
5. Analyze and evaluate the problem – solving process.
F. EXPERIENTIAL LEARNING
- a final theoretical perspective that provides intellectual support from cooperative
learning comes from theorists and researchers who are interested in how individuals learn
from experience.
- Experience accounts for much of what people learn.
- Is based upon 3 assumptions:
a. that you learn best when you are personally involved
in the learning experience.
b. that knowledge has to be discovered by yourself if it
makes a difference in your behavior.
c. commitment to learning is highest when you are free
to set your own learning goals and actively pursue
them within a given framework.
G. Cooperative learning
- this model presents the sharpest contrast to direct instruction.
- can be used to teach rather complex academic materials and can help teachers accomplish
important social learning and human relation goals.
- stems from both social learning theory and cognitive – constructivist perspective of learning.
- classroom environment is characterized by a cooperative task and incentive structures and by
small group activity.
- cooperative goal structures exist when students can obtain their goal only when other
students with whom they are linked can obtain their characteristics of cooperative learning
lessons:
a. students work cooperatively in teams to master academic
materials.
 b. teams are made up of high, average and low achievers
(coping learners).
c. whenever possible, teams include a racial, cultural and
sexual mix of students.
d. reward system are group oriented rather than individually
oriented.
Steps:
1. Go over objectives, present goals and establish learning set.
2. Present information to students with demo or text.
3. Organize students into learning teams.
4. Assist team works and study and group effort
5. Test over learning materials or groups present results of their work.
6. Provide recognition to both individual and group efforts and achievements.
Important Distinctive Features:
1. Students are not just required to do something as a team, they are required to learn something
as a team.
2. Because the team’s success depends on each student’s learning, it is necessary for students to
tutor one another rather than simply share ideas and information with one another.
3. In some versions of cooperative learning where marks or grades are allocated to students,
there is opportunity for each member of each team to succeed, because success is based on
improvement on past performance rather than on absolute scores.
Variations:
1. Students Teams Achievement Division (STAD - Slavin)
- simplest and most straight forward among the cooperative
learning approaches.
- referred to as student team learning
Steps:
1. Teacher presents new academic information to students each week using verbal
presentation or text.
2. Students in a class are divided into four or five member heterogeneous learning
teams.
3. Members in the team help each other learn by using a variety of cooperative
study methods, quizzing and scoring procedures.
2. Jigsaw (Aronson, Slavin)
- students are assigned to 5 or 6 members heterogeneous study team.
- academic materials are presented to the students in text form.
- each student has the responsibility to learn a portion of the material.
- members from different teams with the same topic (called the expert group)
meet to study and help each other learn their topic.
- then students return to home team and teach each other members what they
have learned.
3. Group Investigation (Thelan Sharan)
- the most complex of the cooperative learning approaches and the most difficult to
implement.
- in contrast to STAD and Jigsaw, students are involved in planning both the topics for study
and how to proceed with their investigation.
- teachers who use the GI divide their classes into 5 or 6 members heterogeneous group.
- students select topics for study, pursue in depth investigation of chosen sub – topic then
prepare and present a report to the whole class.
Steps of the GI Approach:
a. Topic selection
b. Cooperative planning
c. Implementation
d. Analysis and synthesis
e. Presentation of final product
f. Evaluation
4. Structural Approach (Kagen 1983)
- has much in common with other approaches, the structural approach emphasizes the use of a
particular structures designed to influence students interaction patterns.
- call for students to work independently in small groups and are characterized by cooperative
rather than individual rewards.
- some structures have the goal of increasing student acquisition of academic content (think –
pair – share numbered heads together).
- others are designed to teach social and group skills (active listening and time tokens).
5. Teams Games Tournaments (TGT) (De Vries and Slavin)
- similar to STAD in that the teacher presents information to students and have them help one
another learn. The difference lies in the quizzes being replaced with tournaments and students
 compete to gain points for their home team.TGT is suited to the same subject matter and
objectives as STAD.
6. Dyadic Cooperative Learning
- simplest form of cooperative learning and in many cases most efficient form of group work.
- students interrupt in pairs after reading a section of the material. They come to agreement to
the important points and over all meaning of each section. Afterwards, students quiz each
other. Lastly, teacher gives the whole class a test.
OVERVIEW OF SELECTED STRUCTURES IN COOPERATIVE LEARNING

STRUCTURE BRIEF DESCRIPTION ACADEMIC AND SOCIAL

FUNCTION

A. TEAM BUILDING
1. Round robin Each student in turn shares something Expressing ideas or opinions,
with his or her team mates. creation of stories. Getting
acquainted with team mates.

B. CLASS BUILDING
1. Corners Each student moves to a corner of the Seeing other alternative
room representing a teacher – hypothesis, values, problem
determined alternative. Students discuss solving approaches.
within corners, then listen to and
paraphrase ideas from the other corner.

C. COMMUNICATION BUILDING

2. Match Mine Students attempt to match the Vocabulary development,

arrangement of object on a grid of communication skills, role
 D. MASTERY

1. Numbered The teacher asks a question, students consult to Review, checking for
Heads Together make everyone knows the answer, then one knowledge,
student is called upon to answer comprehension, tutoring

2. Color coded Students memorized facts using a flash card Memorizing facts, helping,
Co – op - cards game. The game is structured so that there is a praising
maximum probability of success at each step
moving from short term to long term memory.
Scoring is based on improvement.

3. Praise Check Students work in pairs of four. Within pairs Practicing skills, helping,
students alternate – one solves a problem while praising
the other coaches. After every two problems, the
pair checks to see if they have the same answers
as the other pair.

E. CONCEPT DEVELOPMENT

1. THREE - Step Students interview each other in pairs, first one Sharing personal
Interview way, then the other. Students each share with information such as
the group information they learned in the hypotheses, reactions to a
interview. poem, conclusions from a
2. Think – Pair Students think to themselves on a topic Generating and revising
Share provided by the teacher; they pair up with hypotheses, inductive
another student to discuss it; they then share reasoning, deductive
their thoughts with the class. reasoning, application.
Participation, involvement.

3. Team Word Students write simultaneously on a piece of Analysis of concepts into

- Webbing chart paper, drawing main concepts, components, understanding
supporting elements, and bridges representing multiple relations among
the relation of ideas in a concept. ideas, differentiating concepts,
Role-taking.

F. MULTIFUNCTIONAL

1. Roundtable Each student in turn writes one answer as a
paper and a pencil are passed around the
group. With simultaneous Roundtable more
than one pencil and paper are used at once.
Assessing prior knowledge,
practicing skills, recalling
information, creating
cooperative art. Team
building, participation of all.

2. Inside – Students stand in pairs in two concentric Checking for understanding,

Outside Circle circles. The inside circle face out, the outside review, processing, helping.
circle faces in. students use flashcard or Tutoring, sharing, meeting
3. Partners Students work in pairs to create or master
content. They consult with partners from
other teams. They then share their
products or understanding with the other
partner in their team.
4. Jigsaw Each student on the team becomes an
“expert” on one topic by working with
members from the other teams assigned the
corresponding expert topic. Upon returning to
their teams, each one in turn teaches the
group, and the students are all assessed on all
aspects of the topic.
5. Co – op – Co Students work in groups to produce a
– op particular group product to share with the
whole class. Each student makes a particular
contribution to the group.
Mastery and presentation of
new material, concept,
development. Presentation
and communication skills.
Acquisition and presentation
of new material, review,
informed debate.
Interdependence, status
equalization
Learning and sharing complex
material, often with multiple
sources, evaluation,
application, analysis, synthesis
H. Content – based language instruction
- as defined by Brintos, Snow and Wesche, content – based language instruction is the
integration of content learning with language teaching aims.
- it refers to the concurrent study of language and subject matter, with the form and sequence
of language presentation dictated by content material.
Features:
1. The main instruction goal in this approach is to prepare the students for the academic task
they will encounter in school.
2. Students are provided with study skills and a familiarity with scholarly discourse which they
can transfer to other academic endeavors.
3. It focuses not only on learning, but using the language as a medium to learn mathematics,
science, social science or other academic subjects.
4. Subject matter may consist of topics or themes selected for students interest or need.
5. CBLI uses the content, learning objectives and activities from the school curriculum as the
vehicle for teaching language skills.
Teaching Methods and Strategies in CBLI
a. Cooperative Learning
b. Task – Based or Experiential Learning
c. Whole – Language Approach
I. INTEGRATIVE MODEL (Tab)
- grounded in cognitive views of learning.
- an inductive strategy designed to help students
1. develop a deep understanding of organized bodies of
knowledge topics that combine facts, concepts,
generalizations and the relationships among them.
2. develop critical thinking skills at the same time.
- closely related to the inductive model.
- planning lessons using integrative model includes identifying clear goals and then preparing
displays of data to help learners reach the goals
- the data displays are commonly matrices, but can include graphs, maps and charts in
pictorial forms.
Steps:
1. describe, compare and search for patterns – teacher directs students attention to the topics for
study.
2. Explains similarities and differences – the point where students are immersed in critical
thinking.
3. Hypothesize outcomes for different conditions.
4. Generalize to form broad relationships – lesson is summarized and comes to course as students
derive one or more generalizations that summarize the content.
j. Group cooperative learning / experiential
investigation
- a model which enables students to inquire into a social problem and observe themselves as
inquirers while the teacher serves as counselor – consultant and friendly critic.

K. INDEPENDENT LEARNING
providing a high level of cognitive and affective development, independent learning is a kind
of instructional process where students proposes a study project, investigation, research, or
production of something which she or he will carry out almost independently. The teacher’s
role is to stimulate student participation, advise and counsel on possible projects, grant
approval if appropriate, supervise students and evaluate completed project.
L. synactics
- a teaching model designed to increase students’ creativity through formulating analogies or
metaphors. It is built on assumptions that creativity, even though an essentially emotional
process can be learned and creativity can be fostered through group activity.
Instructional activities continuum from passive to active learning

-Lecture
- Demonstration
- Questioning
- Discussion
- Guided Practice
- Independent Practice
- Grouping
- Role Playing
- Simulation
- Reflective Inquiry/
Thinking
LESSON
PLANNING
 LESSON PLAN
- is a day to day, step by step approach to learning. It sets forth the
proposal program or the instructional activities for the day.
Types:
a. BRIEF – an outline of teacher’s activities and is usually done by
master teachers
b. SEMI – DETAILED – all activities and teacher’s questions are listed
and usually done by neophyte teachers.
c. DETAILED – all activities, teacher’s questions and students’ expected
answers are reflected and usually done by pre – service teachers.
 Components
of the lesson plan
I. OBJECTIVES
- Cognitive
- Psychomotor
- Affective
II. SUBJECT MATTER
- Topics/Concepts
- Values Integrated
- References
- Materials
III. LEARNING ACTIVITIES
A. Preparatory Activities
1. Drill – activity that will enable the students to automatize
response to pre – requisite skill of the new lesson.
2. Review – activity that will refresh or renew previously
taught material.
3. Introduction – an activity that will set the purpose of the
day’s lesson.
4. Motivation – all activities that arouse the interest of the
learners.
2 types:
a. Intrinsic Motivation – sustaining self – interest to
learn.
- maintains self – curiosity and involvement in
the work by using surprise, doubt, novel as
well as familiar things.
b. Extrinsic Motivation – interest that is ignited by an
outward force like awards – monetary or
material things, scholarships, inspiration
from love ones.
B. Developmental Activities
1. Presentation of the Lesson – real life situation or within the
experience of the learners are incorporated.
- teacher 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.
2. Discussion / Analysis – asking a series of affective or
cognitive questions about the lesson presented.
3. Abstraction / Generalization – the summary of the lesson.
- organizing significant information about the lesson
presented.
- completing graphic organizers like concept map, Venn
Diagram, fish bone, table, matrices and etc.
 C. Closure / Application – relates the lesson to other situations in the forms of:
- dramatization, simulation and play
- story telling
- oral reading
- construction and drawing
- written composition
- singing or reciting a poem
- test
- creative works
- solving problems
IV. Evaluation – determines whether the objectives are met and
achieved
- questioning
- summarizing
 - comparing present and previous learning
- assigning work – project, research
- administering short quiz
- portfolios
- rubrics
- journals
V. Assignment
1. An activity done outside the classroom/at home to:
- reinforce or enrich the day’s lesson
- set the materials that students have to bring to school to
implement the next lesson.
2. The activity should help attain the day’s lesson objective. It should
be interesting and differentiated (with provision for remedial,
reinforcement and enrichment activities.)
 DIFFERENCE AMONG AIMS, GOALS AND
OBJECTIVES
AIMS – are the most general objectives of the Philippine Education System. They are broad and
value – laden statements expressing philosophical and ethical considerations that:
a. answer the needs and demands of the society especially
children and youth.
b. are formulated by experts as policy – making bodies, panels
and commissions.
c. are societal in nature or in a national level concern.
Example: Prepare students for a democratic citizenship.
GOALS – descriptions of the general objectives of school’s curricula/courses that are expected
to:
a. accomplish and organize learning experiences stressed on a
system – wide basis.
 b. represent the entire school program prepared by
a professional associations or any local
educational agencies.
Example: Development of reading skills.
Understanding mathematical concepts.
Appreciation of art works.
OBJECTIVES – are the descriptions of what eventually take place in
the classroom.
a. They should be SMART (specific, measurable, attainable,
realistic, time bound)
b. These are used as a standard way of judging what has been
achieved or not achieved.
c. Their chief functions is to guide the teachers in making
decisions on what to cover, what to emphasize, what
content to select, and what learning experience, activity,
strategy or method best suit a certain learning plan.
 d. Have 2 essential components namely behavior and content but for
assessment purposes, the objective should be written with the following
elements:
A – audience or the performer
B – behavior or the action verb specifying the learning
outcome
C – content of the subject matter
C – criterion or the degree of performance considered
sufficient to demonstrate mastery
Example: The student (audience) should distinguish (behavior) all (criterion)
objectives indicating learning outcomes (content) from a set of objectives
having both learning outcomes and learning activities (condition).

2 types of Objectives:
1. Terminal – an important learning outcome that should be attained at the end
of the instruction.
2. Enroute or enabling – the objective leading to the attainment of the terminal
objective.
SPECIFICATIONS OF OBJECTIVES
- it refers to the process of formulating objectives in a functional form( i.e. complex
to simple). It follows the following steps:
1. State the general unit objectives in terms of expected learning outcomes (terminal
objectives).
Dimensions of Learning Outcomes:
a. Knowledge – recall and remembering of information
essential to a discipline or subject area.
b. Reasoning – student ability to use knowledge to reason and
solve problems.
c. Skills – student ability to demonstrate achievement –
related skills such as reading aloud, interpersonal
interaction, speaking a second language and
performing psychomotor behaviors.
 d. Products – student ability to create achievement – related
products such as written report, oral presentations,
projects, artworks.
e. Affective – (attitudes, values and appreciations) – moods
and connections or dispositions to act in a given
manner toward a person, thing, or event and the
sensitive awareness or perception of worth of an object or event.
2. State terminal learning outcome in measurable learner performance or
product
- avoid terms like KNOW, UNDERSTAND, LEARN, THINK, and
APPRECIATE because they are not observable behaviors.
3. Obtain representative samples of essential and supportive pre-requisites
(enroute or enabling objectives).
Sequencing of Objectives
- the process of ordering or arranging the behavior of the objectives in the same
content in hierarchical order from simplest to most complex.
The designers of objectives in many forms were finalized based from:
1. TYLER – interprets philosophical and psychological concerns of instructional
objectives.
2. Gronlunds – distinguishes objectives between general and specific outcomes.
3. Mager – relies on three major characteristics as behavioral, conditional and with
proficiency level in the formulation of objectives.
4. Gagne – just as precise as Mager – defines types of learning objectives as
measurable and observable.
5. Bloom and his associates (1956) – developed the taxonomy of cognitive objectives
6. Krathwohl and Associates (1964) – developed the taxonomy of affective objectives.
7. Simpson – developed the taxonomy of psychomotor objectives

Domains and Taxonomy of Instructional

Objectives
Taxonomy – classification systems of
learning hierarchy.
 LEVEL DESCRIPTION BEHAVIORAL EXAMPLE OF
TERMS OBJECTIVES
A. Cognitive – refers to the mental or thought complexity
1. Knowledge Recalling and remembering Name, match, list, Identify equal
previously learned material identify, recall, fractions.
including specific facts, events, define, label,
persons , dates, methods, select, state
procedures concepts, principles
and theories

2. Understanding and grasping the Explain, convert, Change fractions to

Comprehensio meaning of something, including estimate, describe, lower/higher term
n translation from one symbolic interpret, illustrate,
form to another interpretation, infer, represent
explanation, prediction,
inferences, restating, estimation
and other uses that demonstrate
understanding
 LEVEL DESCRIPTION BEHAVIORAL EXAMPLE OF
TERMS OBJECTIVES
3. Application Using abstract ideas, rules or Demonstrate, use, Add two to four
generalized methods in novel apply, solve, prepare, similar fractions.
and concrete situations. implement, carry out,
construct, show

4. Analysis Breaking down a Differentiate, Analyzed word

communication into a distinguish, problems involving
constituent parts or elements discriminate, relate, addition and
and understanding the compare, contrast, subtraction of similar
relationship among different classify, categorize fractions
elements

5. Synthesis Arranging and combining Combine, assemble, Solve non – routine

elements and parts into novel suggest, integrate, problems involving
patterns or structures create, plan, propose, fractions
Design, conclude,
synthesize, summarize
 LEVEL DESCRIPTION BEHAVIORAL EXAMPLE OF
TERMS OBJECTIVES
B. Affective Domain – reflects underlying emotions, feelings or values
1. Develops an awareness , Observe, listen, Pay attention to the
Receiving/atten shows willingness to receive, attend, look, watch, traits of a well – kept
ding shows controlled or selected house
attention,

2. Responding Shows willingness to Share, follow, Keep the house clean

respond and finds some respond, comply, and orderly as told.
initial level of satisfaction in conform, react
responding

3. Valuing Shows the object, person or Admire, support, Formulate a cleaning

situation has worth.
Something is perceived as
holding appositive value, a
commitment is made.
praise, assist, schedule in the house
cooperate, participate, indicating tasks that
conserve, promote need cleaning daily,
weekly, and
occasionally.

4. Organization Brings together a complex Propose, resolve, Keep the house clean
set of values and organizes balance, integrate, and orderly everyday
 LEVEL DESCRIPTION BEHAVIORAL EXAMPLE OF
TERMS OBJECTIVES
5.Characterization Organized system of Advocate, approve, Maintain the
values becomes a justify, influence, cleanliness and
person’s like outlook commit, assert, orderliness of one’s
and the basis for a maintain house and other places
philosophy of life at all times

c. Psychomotor – observable reflexive behavior, which involves cognitive and affective

components
1. Perception Uses the sense organ Monitor, observe, Observe how to
to obtain cues that listen, watch position the fingers in
guide motor activity; the keyboard
(awareness), through
cue selection to
translation

2. Set Readiness to take a Show, prepare, set-up, Tell the order of the
particular action, ready alphabet in the
includes mental, keyboard
physical, and
 LEVEL DESCRIPTION BEHAVIORAL EXAMPLE OF
TERMS OBJECTIVES
3. Guided Concerned with the early stages Imitate, follow, Practice proper
Response of learning a complex skill. copy, install, position in the
Includes imitation, trial and error. repeat, practice keyboard.

4. Mechanism Concerned with the habitual Demonstrate, Type at least 60 words

responses that can be performed manipulate, per minute using the
with some confidence and collect, draw, use, correct position of the
proficiency. Less complex sketch, type, write fingers.

5. Skillfully performs acts that Operate, build, Execute the print

Complex/overt require complex movement construct, drive, formatting operations.
response patterns, like the highly troubleshoot
coordinated motor activities.
Proficiency indicated by quick,
smooth and accurate performance,
requiring a minimum of effort.

6. Adaptation Concern with skills so well Change, modify, Use the desktop
learned that they are modified to repair, adjust, publishing
fit special requirement or to meet integrate applications in
problem situations. creating income
 LEVEL DESCRIPTION BEHAVIORAL EXAMPLE OF
TERMS OBJECTIVES
7. Origination Creates new Create, originate, Creates one’s own
movement patterns to produce, develop, web page.
fit a particular compose
situation or problem

Levels of Cognitive Domain

HIGHEST
EVALUATION

SYNTHESIS

ANALYSIS

APPLICATION

COMPREHENSION

KNOWLEDGE LOWEST
Levels of Affective Domain

HIGHEST
CHARACTERIZING

ORGANIZING

VALUING

RESPONDING

RECEIVING
LOWEST
 Levels of Psychomotor Domain

ORIGINATION HIGHEST

ADAPTATION
COMPLEX OVERT RESPONSE

MECHANISM
GUIDED RESPONSE

SET
PERCEPTION LOWEST
Art of Questioning
Questioning – key technique in teaching
- used for a variety of purposes.
Purposes of Questions:
1. Arouse interest and curiosity
2. Review content already learned
3. Stimulate learners to ask questions
4. Promote thought and the understanding of ideas
5. Change the mood/tempo, direction of the discussion
6. Encourage reflection and self – evaluation
7. Allow expression of feelings
Types of Questions:
1. According to thinking process involved:
a. low – level questions – focus on facts
- do not test level of understanding or problem solving skills
 Ex. Who discovered the cell?
b. High level questions – go beyond memory and factual information, more
advance, stimulating and more challenging, involves abstraction and point of
view.
Ex. How did Robert Hooke discover the cell?
2. According to the type of answer required:
a. Convergent questions – tend to have one correct and best
answer.
- use to drill learners on vocabulary, spelling and oral skills
but not appropriate in eliciting thoughtful responses.
- usually start with what, who, where and when
- are referred to as low level questions
- are useful when applying the inductive approach and
requires short and specific information from the learners.
 b. Divergent questions - open – ended and usually have many
appropriate answer.
- reasoning is supported by evidence and examples.
- associated with high level thinking processes and
encourage creative thinking and discovery learning.
- usually start with how and why, what or who
followed by why
3. According to the cognitive taxonomy:

1st level Knowledge memorize, recall, label, specify, define, list, cite etc
2nd level Comprehension Describe, discuss, explain, summarize, translate, etc

3rd level application Solve, employ, demonstrate, operate, experiment, etc.

4th level analysis Interpret, differentiate, compare, invent, develop, generalize

5th level synthesis Invent, develop, generalize

6th level evaluation Criticize, judge, interpret
4. According to questions used by teachers during open discussion
a. eliciting questions – these are employed to:
1. encourage initial response
2. encourage more students to participate in the discussion
3. rekindle a discussion that is lagging or dying out
b. Probing question – seek to extend ideas, justify ideas, and clarify
ideas.
c. Closure – seeking questions – used to help students form conclusions, solutions or
plans for investigating problems.
Guidelines in Asking questions
1. wait time – the interval between asking a question and the
student response. This is a 3-4 seconds think – time.
2. prompting – uses hints and techniques to assist students to
come up with a response successfully.
3. Redirection – involves asking of a single question for which there
are several answers.
4. Probing – a qualitative technique use d for the promotion of
effective thought and critical thinking
- provides the students a chance to support and defend a stand
or point of view.
5. Commenting and prompting – used to increase achievement and
motivation.
Tips on asking questions:
1. Ask questions that are:
- stimulating / thought provoking
- within students level of abilities
- relevant to students daily life situations
- sequential – a stepping stone to the next
- clear and easily understood
2. Vary the length and difficulty of the question.
3. Have sufficient time for deliberation
4. Follow up incorrect answer
5. Call on volunteers or non – volunteers
6. Call on disruptive students
7. Move around the room for rapport / socialization
8. Encourage active participation
9. Phrase questions clearly.
10. Ask as many learner as possible to answer certain
question.
 APPROPRIATE LEARNING ACTIVITIES IN THE
DIFFERENT PHASES OF THE LESSON
A. Introductory/Opening/Initiatory activities:
- starters and unfreezing activities to make students feel at ease
- used to motivate the students to participate and to set the tone for the day.
- liken to “preparing the ground before sowing or planting”.
- activities given for students not just to enjoy or for the sake of enjoyment but should have
motivational function because they are related to the day’s lesson.
1. KWL (Know, Want to know, Learned)
2. Video clips
3. Editorial from a current newspaper
4. Posing a scientific question that requires students to formulate hypothesis or predict what’s
going to happen
5. Cartoon or comic strip
6. Game
7. Simulation
8. Puzzle, brain teaser
9. Mysterious Scenario
10. Song
11. Picture without a caption
12. Quotable quote
13. Anecdote
14. Compelling stories from history, literature related to the lesson
15. Current Events
16. Diagnostic Test
17. Skit, role playing
18. Voting
19. Ranking, ordering
20. Devil’s advocate
21. Conflict story
22. Brainstorming
23. Buzz session
24. Question and answer
B. Developmental Activities
1. For data gathering
a. interview
b. library research
c. internet research
d. reading
e. lecture
f. inviting resource speakers
g. field trip
h. experiment
 i. panel discussion
j. hands – on – learning
k. case study
2. For Organizing and Summarizing:
a. using graphic organizer
b. jingles, raps, song
c. verses
d. acrostic
e. power point presentation
3. For Application/Creative Activities
a. solving real world problems
b. performances and demonstrations
c. authentic projects
d. portfolios of students’ best work or work in progress
e. letters to the editor
 f. power point presentation
g. brochures
h. writing and performing a song, rap or a musical
i. news report for local news program
j. television talk shows
k. mock debates and mock trials
l. mock job interviews
m. personal narratives
n. cartoons and comic strips
o. organizing a symposium

C. Concluding Activities:
a. finish and review the KWL
b. passport to leave
c. journal writing at the end of the period
d. Preview coming attractions
e. 3/2/1 countdown – 3 – facts I learned today, 2 – ways I
will use the information/skills I learned today, 1 – question I
have
f. using analogies
g. completing unfinished sentences
h. synthesize or summarize the lesson
SELECTION
AND USE OF
INSTRUCTIONA
L MATERIALS
 PRINCIPLES
1. All instructional materials are aids of instructions. They do not replace the teacher.
2. Choose the instructional materials that best suits your instructional objectives.
3. If possible, use a variety of tools.
4. Check out your instructional material before class starts to be sure it is working well.
5. For results, abide by the general utilization guide on the use of media which includes:
a. learn how to use the instructional material.
b. prepare introductory remarks, questions or initial comments you may need.
c. provide a conducive environment
d. explain the objectives of the lesson
e. stressed what to be watched or listened to
carefully
f. state what they are expected to do with the
information they will learn
g. prepare measure that can assess students’
experiences on the use of the material based on the
objectives.
 VARIOUS FORMS OF MEDIA

1. AUDIO RECORDINGS – include tapes, recordings, and compact discs used by teachers in
connection with speech rehearsals, drama, musical presentations, and radio and television
broadcasting
2. OVERHEAD TRANSPARANCY OR OVERHEAD PROJECTOR (OHP)
- transparency can show pictures, diagrams and sketches at a time.
3. BULLETIN BOARD – usually stationary on a wall or it can be movable which contains
pictures, newspaper clippings, real objects or drawings attached on its surface usually made
from cork or soft wall boards.
4. CHALKBOARD – a convenient writing area where illustrations can instantly be drawn even
during discussion.
5. CHARTS - may be in the form of maps, graphs, photographs and cut outs.
- maybe pre-prepared graphic devices or posters.
6. Mock – ups – is a replica of an object that may be larger or smaller in scale which
can be used to show the essential parts which are made detachable.
7. REALIA – stands for the real things that are to be studied.
8. VIDEO TAPES OR FILMS – motion pictures clearly show movement and
sequence of events which usually motivates learners easily.
9. MODELS – scaled replicas of real objects which include globe car models etc.
10. PICTURES – include flat, opaque and still pictures.
- “Pictures are worth ten thousand words”
11. BOOKS – present accurate facts and details that serve as permanent sources of
information
12. ELECTRONIC MATERIALS – CD’s, DVD’s and CD - ROM’s