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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.
Feminist theory
-----ECONOMY
-----POLITICAL SYSTEM
-----FAMILY
-----RELIGION
Positives 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: