Sie sind auf Seite 1von 6

What

is teaching?
A process of interacting; tutoring or educating
Stands for pedagogy, training and nurturing
The process of engaging students in activities
that will enable them to acquire knowledge,
skills, as well as worthwhile values and
attitudes
An aggregate of organized strategies and
activities aimed to inducing learning
Overall cluster of activities associated with a
teacher, and including explaining, questioning,
demonstrating and motivating
Is both science and art; science as it is based
on psychological research that Identifies
cause-effect relationship
Between teaching and learning; art as it shows
how those relationships are implemented in
successful and artistic teaching
Involves, experiences, insights, imagination
and appreciation the stuff that cannot be
easily observed or measured (Greene)
Involves the interplay among such factors as
the teacher, the learner, the teaching content
and strategies.
Principles Underlying Instruction
Principles of Content learning depends
largely on the setting particularly including
use of materials in which the process goes on
with this scales of application:
Textbook only
Textbook with a supplementary
material
Non-academic and current materials
(newspaper, clipping, articles,
magazines)
Multi-sensory aids
Field experiences; personal, social and
community understanding
Principle of Focus instruction must be
organized about a focus or direction following
these scales of application, and where focus is
established by:
Page assignment in textbook
Announced topic together with page or
chapter references
Broad concept or a problem to be solved, or a
skill to be Acquired to carry on understanding
Principles of Socialization instruction
depends upon the social setting in which it is
done, with these scales of application and
where social patterns are characterized by:
Submission
contribution
Cooperation
Principles of Individualization instruction
must progress in terms of the learners own
purposes, attitudes, abilities and experimental
procedures, following these scales of
application and where individualization may
be done
Through:
Differential performance in uniform
tasks
Homogenous grouping

Control plan
Individual instruction
Large units with optional related
activity
Individual undertakings, stemming
from and contributing To the joint undertaking
of the group of learners
Principles of Sequence instruction depends
on effective ordering of a series of learning
tasks who moves
From meaningless
emergence of meaning
From immediate
remote
From concrete
symbolic
From crude
discriminating
And where sequence comes through:
Logical succession of blocks of content
(lesson/courses)
Knitting learning/lesson /course
together by introductions, previews, pretests,
reviews
Organized in terms of readiness
Organized in terms of lines of emerging
meanings
Principles of Evaluation learning is
heightened by a valid and discriminating
appraisal of all its aspects, following these
scales of application:
Evaluation or direct results only
Evaluation related to objectives and
process
Evaluation on total learning process
and results
Principles of learning
1. The learner must clearly perceive
the goal. Effective instruction
occurs when maximum
communication exists between
teacher and learner regarding the
goals and objectives of instruction.
2. The learner must be
psychologically and physically
ready. This principle is in
consonance with Thorndikes law of
readiness and law of effect.
3. The learner must be motivated to
learn. There are two types of
Motivation which a teacher may
utilized in motivating students to
learn the extrinsic and the
intrinsic motivation. Extrinsic
motivation comes in the form of
reward and punishment such as
grades, honors, monetary reward,
medals, disqualification from joining
co-curricular activity, and the like.
Intrinsic motivation means creating
a desire to learn A subject because
it is worth knowing.
Some principles on motivating
learners which are significant for
teachers are:
a. Intrinsic motivation is better
than extrinsic motivation.
b. Goal setting is an important
motivational aspects of learning.

c. Successful experiences are


important motivators.
d. Feedback about ones progress
can be an effective motivation.
e. Considering learners interest is
important in classroom learning.
f. Reward rather than punishment
is a better motivation for learning.
g. Meaningful materials and tasks
serve as good motivators.
h. Success generally increases the
level of aspiration and achievement of the
learner.
i. Teachers expectations of the
learners performance influence the latters
achievement.
4. The learner must be active not
passive for maximum learning. This
principles is adroitly expressed in
the Chinese adage: I hear and I
forget,
I see and I remember
I do and I understand
5. The learner must repeat or
practice what he has learned in
order to remember. Thorndikes law
of exercise states that constant
Repetition of a response
strengthens its connection with the
stimulus and disuse of a response
weakens it. Educational practices
such as drill, review, and
examination exemplify this
principle.
6. The learner must put together the
parts of task and perceive it as a
meaningful whole.
This is an extension of the principle
formulated by the Gestalt school of
psychology. The principle places
emphasis upon the concept that
learning is a process of discovering
and understanding relationships
and of organizing and finding
significance in the sensory
experiences aroused by the
external situation.
7. The learner must see the
significance, meanings,
implications, and applications that
will make a given experience
understandable. Of importance to
an educative experience are the
background and previous
experience of the learner.
Apperception is paramount, for past
experiences is important in the
Meaning of new experiences.
School structured experiences
should be related to the total
environment of the learner so that
continuity of schooling and out-ofschool activity is maintained.

8. The learner must be prepared to


respond
9. The process of problem solving and
learning are highly unique and
specific. Each individual has his
own unique style of learning and
solving problems.
Types of Teaching Principles
1. Starting principles these involve
the nature of the child, his
psychological and physiological
endowments which make education
possible.
2. Guiding principles These refer to
the procedure methods of
instruction, or agglomerations of
techniques by which the pupils and
teacher may work together toward
the accomplishment of the goals or
objectives of education.
3. Ending principles These refers to
the educational aims; goals,
objectives, outcomes, purposes, or
results of the whole educational
scheme to which teaching and
learning are directed.
Difference among the terms technique,
strategy, method, and approach
Technique

the personal art and style of the teacher in


carrying out the procedures of teaching
the teachers unique way, style or act of
executing the stages of a teaching method
Strategy
a set of decisions on what learning activities to
provide achieve an objective
an overall or general design of how the lesson
will be executed or delivered
can be a substitute to methodology
Approach
a set of correlative assumptions or viewpoints
dealing with nature of teaching and learning
the procedure that employs a variety of
strategies to assess better understanding and
effective learning
Method
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
a well-planned step-by-step procedure that is
directed towards desired learning outcomes
What is method?
The word method comes from the Greek
methodos, which in turn comes from two
Greek words: meta (after) and hodos (way).
The dictionary defines it as a mode of
procedure, especially an orderly or systematic

mode; a way of doing something especially in


accordance with a definite plan;
Purposes of Methods
make learning more efficient
enable the learner to think logically
facilitate smooth transition from activity to
another
serve as a guide in preparing all the needed
materials, tasks and equipment
approximate time to be allotted for each
activity to avoid waste of time and lapses
make planning clear and precise, to prevent
confusion, unnecessary delays and time
wastage
help in planning for assessment and
evaluation of the lesson
add to a feeling of confidence and security for
the teacher and students
Principles for Selecting Methods
must be based on sound principle, laws, and
theories of learning
must assist learners to define their purposes
and motive
must originate from the learners past
experiences
must suit individual differences, needs,
interests, and developmental maturity
must bring the learners to the world of diverse
learning experiences
must stimulate the learners to think critically,
analytically and creatively
must be challenging
must be flexible
must be consistent with the requirements of
the objectives
must be appropriate with the content
must give way to varied students
participation
Factors to Consider in Choosing a Method
Learners ability first and foremost
consideration based on the
nature/characteristics, age, maturity, abilities,
etc.
Teachers ability must be personally and
professionally qualified to teach
Objective expected outcome of the lesson in
terms of knowledge/skills and attitude
Subject matter content to be taken so that
the desired outcome will be achieved
Pre-requisite learning students previous
experiences that can help facilitate acquisition
of new knowledge, skills and attitudes
Classroom set-up must be inviting to
students and conducive to learning
School facilities/ equipment/ technologies
the availability of the needed equipment
technologies, tools for learning found in the
right places
Time allotment specified target time frame
for chosen activities
properly distributed to the entire period

Safety precautions students should feel that


they are safe and out of danger in the school
School Climate learner should feel the
warmth of the teachers and classmate.

Feminist theory

Is the extension of feminism into theoritical,


fictional, or philosophical discourse. It aims to
understand the nature of gender inequality. It
examines womens social roles, experiences,
interest, chores, and feminist politics in a
variety of fields, such as anthropology and
sociology, communication ,psychoanalysis ,
economics , literature, education , and
pphilosophy.

Basic principles of feminist theory

The relationship between men and women has


almost always been unequal and oppressive

-the extent of inequality and oppressiveness has


varied greatly.

All known societies have been patriarchal

-patriarchy is a system in which males dominate


females.

All major social institution have been


characterized by male dominance

-----ECONOMY
-----POLITICAL SYSTEM
-----FAMILY
-----RELIGION
Positives of feminism

Feminism carves the path of self-respect as


well as admiration for women when they are
given equal social status in the society.

When women are given equal power due to


feminism, they develop a self of
belongingness which encourages them to
contribute more to the people around them
both personally as well as professionally.

Feminism aids in addressing the taboo our


society has regarding rights of women and it
also enlightens public regarding the
importance of equality among the genders.

Women are considered to be the essence of


life on earth and when feminism comes into
force , women are treated with their muchdeserving respect of love .

Feminism makes men understand their role in


the house and promotes them to spend more
time with their children and also indulge in
household activities.

There is better sharing of feelings and a sense


of belongingness developed between couples
when women are given equal respect and
admiration.

Feminism helps in promoting equality in


relationships of all kinds.
Feminism enlightens people about the LGBTQ
community and there can be reduction in the
number of hate crimes
Undoubtedly the society around us has
become more authentic with both men and
women coming forward in support of feminism

INSTRUCTIONAL OBJECTIVES
A. Aim
This is a broad term referring to the intent of
education.
Example: the aim of education is to upgrade the
student regarding the new invention in science and
technology.
B. GOALS
Describes the purposes of education. It is broader
than objectives and it takes long-range progress to
attain.
It is more applicable to use in those processes that
have broader outcomes such as planning and policymaking.
A goal is a timeless achievement compare to aim.
Example: Appreciation of music.
C. Objectives
Description of what is to actually take place at
the classroom level. It specifies contents and
sometimes also the proficiency to be attained.
Objectives serves as a guide in making decision on
what to cover to emphasize, and what content to
select and what learning experience to stress.
Example : to recognize the structure of animals and
plant cells.
D. Levels of Objectives
Objectives help the teacher focus on what the
student should know at the end of the lesson, unit
course, and also help them. Some types of objectives
are behavioral in nature, observable and measurable.
They formulated on three levels of increasing
specificity or program, course and classroom.
Program objectives They focus on the
general content and behavior.
Course objectives - derived from program
objectives. They categorize and organize the
contents and sometimes concepts, problems
or behavior but do not specify exact contents.
Classroom objectives are usually formulated
by the teachers. These objectives divide the
course objective into several units:
D. Levels of Objectives
Objectives help the teacher focus on what the
student should know at the end of the lesson, unit
course, and also help them. Some types of objectives
are behavioral in nature, observable and measurable.
They formulated on three levels of increasing
specificity or program, course and classroom.
Program objectives They focus on the
general content and behavior.
Course objectives - derived from program
objectives. They categorize and organize the
contents and sometimes concepts, problems
or behavior but do not specify exact contents.
Classroom objectives are usually formulated
by the teachers. These objectives divide the
course objective into several units:

Unit plan objectives usually categorize into topics or


concepts.
Lesson plan objectives are the expected
behavior in terms of specific skills, tasks, or attitude,
content, outcomes, sometimes called standards in
terms of level of achievement in competency and
conditions of mastery. These are based on
Elementary Learning Competencies (ELC) and
secondary Learning Competencies (SLC).
E. Formulating Goals and Objectives
The Tyler Model Ralph Tyler uses the term
purpose when discussing the goals of a school.
According to him, the educators need to identify the
purpose by gathering data from three sources:
learners, society, and subject specialist. In short,
Tylers model of objectives cannot be deduced from
tiny bits of data but only from objective data. The
formulation of objectives involves intelligence,
insight, and attitude, of people in making decisions.
Tylers three sources
1. Studies of the learners the responsibility of
school should help the students meet their
needs and develop their fullest potential.
2. Studies and contemporary life outside the
school educators must be aware of the
tremendous impact of the increasingly rapid
rate of changes and the explosion of
knowledge and technology in our lives today
and tomorrow . In other words, Tyler
emphasizes the need to study life at the
community level in terms of needs, resources,
trends but societal studies might be extended
to the local, province, national and
international level.
3. Suggestion from subject specialist in
every subject matter, there is a professional
association that list goals and other important
knowledge in its field. What a specialist needs
to learn is not the school needs according to
Tyler, but to ask what the subject can
contribute to the general education of young
people who are not going to be specialist in
the field.

3 DOMAINS OF BLOOMS TAXONOMY


1. Cognitive domain (mental)
a. Knowledge this objective is related
to terminology and facts, knowledge,
ideas with specific invention, trends,
sequence, classification, categories,
criteria and methodologies. knowledge
of universal and abstractions such as
principles and generalization theories.
The cognitive domain measures the
mental ability of the students.
Example: to identify the different
organelles in plant cells.
b. Comprehension this objective is
related to translation, interpretation,
and extrapolation of materials.
Example: to interpret the graph
showing the relationship between the
mass and volume of the object.

c. Application this objective is related to the use of


abstractions in particular situations. Example: to
predict the possible effect of acid in water.
d. Analysis this objective is related to breaking a
whole into parts and distinguishing elements,
relationships, organizational principles. Example: to
deduce facts from a hypothesis.
e. Synthesis this objective is related to putting the
parts together in a new form such as a unique
communication plan of operation and a set of
abstraction.
f. Evaluation this objective is the highest one in
the level of complexity and includes objectives
related to judging in terms of internal evidence or
logical consistency with facts developed elsewhere.
Example: to recognize the principles applied in
experiments.
2. Affective Domain (appreciation)
a. Receiving this objective serves as an
indicator of the learners sensitivity to the
existence of the stimuli and includes
awareness, willingness to receive and
selective attention. Example: to identify
different animals by their sounds.
b. Responding this includes active attention
to stimuli such as acquiescence, willing
responses and feeling of satisfaction.
Example: interrogation after discussion.
c. c. Valuing this objectives includes beliefs
and evaluation in the form of acceptance,
preference, and commitment. Example:
debate over an issue involving euthanasia.
d. d. Organization this level includes
conceptualization of values and organization
of a value system. Example: to organize a
meeting concerning a laboratory building
project proposal.
e. e. Characterization this is the level of
greatest complexity and includes behavior
related to a generalized set of values and
characterization.

level objectives. His specific outcomes coincide with


unit plan and lesson plan objectives. According to
him, teachers start with general objectives because
learning is too complex to be described in terms of
specific behavior or outcome.
Guidelines for Applying Magers Objectives
If we decide to use his approach, we would know ask
ourselves to identify or describe what the learner will
be doing. Next, we will identify or describe the
conditions under which the behavior is to occur.
Finally, we would state the performance criteria or
achievement level expect the learner to meet.
Here are examples on the behavior, condition,
and proficiency:
1. Given five primary colors, the students
will be able to identify four. The behavior
Is to identify, the condition is five
primary colors and the proficiency level
is four out of five.
2. From the required list of 12 words, the
student will correctly spell 9 of them. The
behavior is to spell, the condition is the
required list of words and the proficiency
level is 9 out of 12 words or 75 percent.
3. From the foul line, the students will make
7 out of ten baskets. The behavior is to
throw the basketball, the condition is
from the foul line and the proficiency
level is 70 percent (7 out of 10).
4.
Mager lists eight words or phrases that
he considers pussy and to be avoided in
formulating objectives: these are to know, to
understand, to appreciate, to grasp the
significance of, to enjoy, to believe, to have
faith in, and to internalize.
5.
He further list nine words or phrases
that are open to fewer interpretations and are
more appropriate to use: these are to write, to
sort, to recite, to identify, to solve, to
construct, to build, to compare, and to
contrast.

3. Psychomotor domain (movement)


a. Reflex movements
b. Fundamental movements
c. Perceptual abilities
d. Physical Abilities
e. Skilled Movements
d. Physical abilities this objective is related
endurance, strength, flexibility, agility, reaction,
response time, and dexterity. Example: to do 5 pushups.
e. Skilled movement this objective is related
to game, sports, dance and the arts. Example: to
perform the basic steps of the tango.
f. Non-discursive communication This
objective is related to expressive movements through
postures, gestures, facial expressions and creative
movements. Example: to recite a poem with
expression.
General Objectives and Specific Learning
Outcomes
Gronlunds Method
Norman Gronlund formulated instructional
objectives whereby the teacher moves from a general
series to specific learning outcomes; each is related
to the general objective. Gronlunds objectives
coincide with program (subject, grade ) and course

Robert Mager formulates the instructional objectives


with more precision. His objectives have three (3)
components.
Specific Objectives: Magers Method
1. Behavior or performance Describes what the
learners are expected to do. Example: To use, to
know, to identify.
2. Condition Describes under what circumstances or
condition the performance is to occur. Example:
based on the article, give 5 sentences with nouns and
pronouns.
3. Proficiency level or criteria States an acceptable
standard of competency or achievement level.
Example 19 out of 20 judged correctly by the
teachers.
Some educators like Tyler and Gronlund claims
that Magers method produces an unmanageable
number of objectives and leads to trivia, and wastes
of time. They also contend that the approach leads to
teaching that focuses on low level of cognitive and
psychomotor objectives, emphasize learning of
specific bits of information and does not foster
comprehension and whole learning.
Performance objectives: Gagnes method

Robert Gagne formulates objectives just as


precise as Mager s. He contends that there are five
basic types of learned capabilities that can be
observed and measured in terms of exhibited
performance.
The five capabilities are overlapping the three
domains of the taxonomy of educational objectives
namely:
1. Intellectual skills to use symbols for
learning how to read, to write and use numbers and
later distinguish, tabulate, classify, analyze, etc.
intellectual skills are divided into five categories
a. Discrimination
b. Concrete concept
c. Rule
d. Higher order rule (problem-solving)

2. Cognitive strategies involves tasks related


to problem-solving and independent learning. It
involves searching for applicable information and
values to arrive at the solution to problems and to
understand how a solution applies to other instances.
3. Information the capability to state the fact or a
set of events by using oral speech, written language
or symbolic presentation.
4. Motor skills the ability to execute simple to
complex motor acts and movements, such as playing
golf; driving a car, etc.
5. Attitude refers to what influences the learners
response to a situation and choice of action. It is a
mental state that affects the performance until the
other learned capabilities.

Das könnte Ihnen auch gefallen