ftovv c :

i
l
i
!

I
TTODULE 3
PRINCIPTES OTTB\CHING

L lrtroductinn
tn this module, discussion will focus on the different principles of teaching.
Specifically, the principles of John Dewey, Olsen, Humanistic Teaching and
Today's teaching will be discussed

tl. Ob1*tittu: At the end of this module, you are expected to:
1. Define principle.
2. Discuss the types of teaching principles.
3. Explain the different principles/philosophies of teaching'
lll. Pretest
1. \A/hat is a philosophy? What is a Principle?
2. What are some of the principles of teaching that you already know'?

N. Discussiqt

A. Principle Defined
. Coined from the Latin word 'princeps' whicn rneans cegtnn;ng
or end of all things.
o Fundamental Laws
-

. Comprehensible law or doctrine

. Rule for guiding the ship of education
n Chief guides to make teaching and learning effective and l

Productive
o lmportant for the goveming and operation of techniques in any
field of education
. lf accepted, these are ways to guide ones thinking and
activities
o ln the field of education, an accepted prlnCiple becomes ones :

pttilosophy- educational aims, activities, practices and

outcomes
I

Prlnclples Ot Teachlng Are Derlved From: I

1. Opinions of Experts I

2. Research I

e. Comparative studies of the teaching performance of i

I
oapdble and incapable teachers. I

' b. Experimental studies .of teaching end learning in the

claesroom
c. Results of experiments I
I
I
I
I

13 I
I
t
I
 d. Critically analyzed experienco or systematic I
I

investigation

B' rvpes or reachi:'r?fil?f,lei

invorve the nature cr the
e-r-""LES- rhesephysiological
' mffical and endowments
which make education Possible'

THEREFORE: The teacher must know the nature of the

learner, his gl.pwth patterns and developmertt, his needs,
ahilities and intereits and his home and community
environment'

1. GvlDlNG FRINGIFLsS- .These refer to the procedure,

methods or @! of instruction, agglomeration of
i..nniqre. whictr heip the teachers and learners accomplish
the goals or objectives of eduOation'

THEREFoRE: Ttre teacher must have the mastery of the

different teaching methods'

1,, ENDING PRINCIPLES- Tlrese refer to the educational aims,

ffi cr;tcomes or results of the whole
educaiijcnal scherne to which teaching and learning are
directed.

THEREFORE: Tlre teacher must know the General and

Specific Objectives qf Educatiorr'

C. Different Philosophies/Principles of Education l

1.
or product of:
a. u's princi ples of growth, pupil activity and individualism:
development of child is according to his.nature.
b, Pestalbzzl's discipline of sympathy and his principle that learning
pro@6ds from the known to unknown and his doctrines of
interest; emphasis on the method of teaching and the natuial
:
i
i
developmont Of the child i

a. Froeb6l's idea of learning by doing and socialization; nature of

the child and self-activitY
Findings in the"study otstanley Hall which stimulated an interest
I

d.
t
I in the nature of the child
i
t lnfluences of DeweY's PhilosoPhY:
: ;. Experlmentallsm- testing, to discover cause and effect
b, Eniplrlclsm- a view that knowledge comes from experience or
li
through the senses

14
 o. lnstrumentalism- the veracity of ideas is determined by their
utility or usefulness
d. Pragmatlsm. the doctrine that tests the truth by its practical
consequen@s or utility

I-IEWEY,S PRINCIPLES OF GOOD TEACHING

1. 'r"eaching is good when it is based on the psychology of learning. lt
considers the nature of the child and the nature of the learning
prooess.
2. Teaching is good when it is well-planned.
3. Teaching is good when the learner is made conscious of the goals
or aims to be accomplished.
4. Learning is good when it provides learning experiences 0r situations it
:

rll that will insure understanding. I

5. Teaching is good *n.n tfiere is a provision to meet individual

differences. I

6. Teaching is good when it utilizes the past experiences of the learner. l

7. Teaching is good when the learner is stimulated t0 think and reason.

I
l
,l

8. Teaching is good when it is governed by democratic principles. !

I
9. Teaching is good when the method used is supplemented by another
method and instructional devices.
'10 Teaching is good when evaluation is made an integral pa,( of I

teachlng prccess
1 1. Teaching is good when dnli or review is made an integral pan of
teaching and learning.

2.
A. U N D ERST ATVDTNG- u ndersta nd i n g of another from an
i$emauramegl@Eng% by pu tting oneself on the place of another I

B, RESPEC f OR TVOTV-POSSES S, yE WA R M T H - luwact"-a9a_e plangg--- - --*

and deep interest and concern for the leame/s developrri6iit and
welfdlffi%
C. GENUINENESS- the teachers concern for learrrers is genuine or true
and real.

THEREFORE: TftE HUMAAlrsrrc rEActlER reduces tension, fear and

anxiety in tho clabsroom and the essence of these conditions is LovE.

3 ':
a. the whole chlld ',

b. Keep the program informal, flexible aird democratic.

c. Qapitalize upon present pupil interests.
d. Let fnotlvation be intrinsic.
e. Make learning experiences vivid and direct.
f. Stress problem-solving, the basis of functional learning.
g. Provide for the achievement of lasting pupil satisfaction

t5
 h. Let the curriculum mirror the community.

4. p&$lc PRINGIPI,,ES OF T9DAY:S TEACHIN9

:
a. Children leam bY doing.
b, Motivation should be intrinsic and natural.
c. Learning should be gradual and oontinuous.
d. lnstruction should be adapted to individual needs
e. Natural s6cial settings shoUld constitute learning situations.
f. Leaming depends upon the child's ability.
g. Learning comes through sense impressions'
6, The child can be best eduoated as a whole.
i. f"acf,"r-pupil and inter=pupil relationships should be cooperative'
j. Education means improving the quality of learning'.
t:

{,/
I

SCORE

Activitv: write
"*oriflo',fff*istic reacher,,

| _ t rr: I t t
r l , , t r I r t I t !
'
r i '
r ri ' " '

.r t i -

16
 a

tVlodule 10 - Behaviorism: pavlov, Thorndike, Watson, Skinner gl

Stage 1 - Before conditioning

-... Bell No response

(neutrbl-stimirlus)

Stage 2 - During conditioning

Bell
(neutral stimulus) i,

!
Paired with ll
l1

lr

ii
Meat (unconditioned Salivation (unconditioned .{
;lrl
stimulus) response)
iil
Stage 3 - After conditioning ,t.

lit
I

t,
B:ll (ccnCitlonel
r----\
-------t/
Salivation
onditioned resDonse
i

Classical Conditioning
somehow you were conditioned to associate particurar objects with
your teaclrer. So at present, wlten you
encounter the objects, you are arso
reminded of your teacher. This is an exampre
of crassicar londitio'ing.
,l
Pavlov also had the following findings:
Stimulus Generarization, once the dog h4_s rearned
to sarivate at trre
sound of the beil, it wiil sarivate at otherii*iru,
sounds.
Extinction. If you stop pairing the bell with the food,
salivation will even-
tually cease in response to tlre bell.
spontaneous Recovery. Extinguisrred responses can I
be ,,recoverecr,, after I

an erapsed tirne, but wiil soon extinguish again

if the dog is not pre- i::

sented with food.

Discrimination. The dog could learn to discrirninate
between similar bells
(stirnuli) and discem which beli would result in
the presentation of food
and which would not.
Higher-order Conditioning. once the dog has been conditioned
to as_
sociate the belr witrr food, another unconditioned
stimulus, such as a
light may be flashed at the same time that the beil is
rung. Eventuaily
the dog will sarivate at the flash of trre right witrrout
the sound of the
bell.
Edward L. Thorndike. Edward Thorndike, connectionism
r'- theory gave us
original S-R framework of behaviorar psychorogy. iVlore
th"
hundred years ago he wrote a text book entitred,
trran a Edward Lee
EduJational psycrror- Thorndike
ogy. He was the first orre to use trris term. He exprained 1904 . 1990
that rear,-
 t

LenRllrNc

ing is the result of associations forming between stimuri and long to

responses. such associations or "habits" become strengthened
or
weakened by the nature and frequency of the s-R pairings. 3. Transfe
The
model for s-R theory was trial and enor rearning in which ations.
certain
responses came to be repeated than others because 4. Intellig
of rewards,
The main principle of connectionism (rike all behaviorar theory)
was
that learning could be adequatery exprained witrrout considering
any John Watson,
unobservable internal states.
work with
Thorndike's theory on connection ism, stated that learning has
, studies, th,
taken place when a strong n or bond between stimulus
and response is forme_d, He He co
up with three primary laws:
emotional
",.Law
of Effect. The of effect stated that a connection through st
bend6en a stimulus and is strenghened when the aonse- believed i
quence is positive ( and the connection between the stimulus given a dt
and the weakened when the consequence is negative. want them
Thomdike later on, revised this ,, law" wheu he found
that negative tions throu
reward, (punishment) did not n ecessarily, rveaken
bonds. and that- Expet
some seemin_olr plsasr,a5l: :tn S:l-i:-:3S :_, :1,.: :::eSSaii]..
n:i,,,a:e his experi
tt .=-i--_.---
!-l:_.t.-at.-:
ln the beg
La 11 o f E xe rc Se Te S US rh at the more an S R ( S m ul us a sudden
res pons e ) bond practice d the stronger
s w it becom (r Pr actice was fright
makes perfect" seem to be assoc ated wl th
this. .-Hqrvevg{, like the and avoid
f
a w o effec!; the aw .o,f- e4grc se
S o ha d to be re lse d
small anir
Thorndi ke found that practice without feedback
does n ot necessari ly "extingui:
enh ance performance
without tlr
""Law of Readiness. Trris states that, the more readiness the Surel
I"afii'e. has to respond ," ,*r" .ii*r,u-r, ,n" srronger
wilr be the bond neverthele
between them. whe, a person is re6dy to respond
to a stimurus and deve\opm,
is not made to respond, it becomes annoying to
the person. Example, us ur(ers
if the teacher says, "okay we wi, now watch the movie (stimulus)
you've been waiting for.,, And suddenly the power Burrhus Fret
goes ofi the stu_
dents will feel frustrated because they were ner belier
ready to respond to the
stimulus but was prevented from doing so. Likewise, His theor
if the person is
not at arl ready to respond to a stimuri and is asked ing any li
to respond, that
also becomes annoying. For instance, the teacher 1948 boo
calls a student to
stand up and recite, and then trre teacher asks the condition
question and
expects the student to respond right away when which he
he is stltt not ready.
This will be annoying to the student. That is why tion in so
teachers shourd
remember to say the qriestion first, and wait and educr
for a few seconds
before calling on anyone to answer. Skin ,

Principles Derived from Thornclike,s Connecionism: him, in ll

I. Learning requires operating :
both practice and rewards (laws of
effect/exercise) Operant :

2' A series of S-R connections can be chained ope

together if they be- result of