Prof. Ed.

553 Principles of  Fairness, firmness,

Teaching 1 (Principles of Teaching impartiality, tolerance,
patience
Guidance)  Sociability, friendliness,
cooperativeness
Vision – A center of development for  Refinement in words, tact &
teacher training courtesy
 Sense of humor,
Mission – Developing globally cheerfulness, enthusiasm
competitive TS/ST students & service  Positive outlook, encourage
providers equipped w/job intelligence, attitude
positive & environment friendly work  Promptness, efficiency
habits.
 PROFESSIONAL QUALITIES
 TEACHING PROFESSION OF A TEACHER
1. Teaching + is an regarded as a a. Mastery of the subject matter
noble profession
b. Understanding the learner
+ an ideal profession
c. Understanding the principles &
2. Teaching Profession +
methods of teaching & skills in
demands total commitment, to
the use of strategies &
total transformation of the
techniques for proper
learner continuous
implementation
development of his potentials
d. General understanding of other
for a totally satisfying life as a
branches or field of knowledge.
person and as a member of
e. Understanding & taking pride
society.
of teaching as a profession
(understanding his task & the
 DESIRABLE
corresponding responsibilities).
CHARACTERISTICS &
TRAITS OF AN EFFECTIVE
 WHAT IS TEACHING?
TEACHER
 To impact my knowledge to
 Pleasing personal
someone
appearance
 Concern primarily w/
 Good health & personal
classroom instruction at the
hygiene
elementary & secondary levels
 Emotional stability, sound
in accordance w/ the
mental health &self control
Department of Education (R.A.
 Superior intelligence
7836 Phil. Ts prof. act of 1994)
 Pleasant modulated voice
 Teaching is an occupation
 Sympathy, kindness,
 Teaching is a myriad of
helpfulness, patience,
activities
diligence
 Teaching is an act itself
 Integrity, trustworthiness,
 Teaching is a process or set of
honesty, sincerity
actions to induce learning and
 Flexibility, creativity,
eventually to succeed in
resourcefulness
learning
  Stresses the need for
planning for teaching, the
process of teaching & the
achievement aspect w/c
means teaching is a
deliberate process it does
not just happen.
 DRILL – is your past lesson
 REVIEW – is your
yesterday lesson
 MOTIVATION – is
condition of the mind of
your student
 ELEMENTS OF TEACHING
AND LEARNING
1. LEARNER – the core of the
teaching learning process.
2. THE TEACHER –plays varied
roles in the classroom he can
be.
 Manager – the
teacher is
responsible for the
effective
management of the
class.
 Counselor
 Motivator
 Leader
 Model
 Public Relation
Specialism
 Parent Surrogate
 Facilitator
 Instructor
 LEARNING ENVIROMENT
 It is the venue for social
interaction that includes ways
of doing things, solving
problems and acquiring
information.
 Classroom + place where
the teacher interacts w/ the
learner
+ formal
instruction takes
place
 Home
 Community
 4 FACTS AFFECTING
CLASSROOM ENVIRONMENT
1. Physical Environment
2. Intellectual Climate
3. Social Climate
a. Autocratic Climate
b. Laissez Fair
c. Democratic
d. Emotional Climate
4. The Curriculum
5. Materials of Instruction
6. The Administration
 PRINCIPLE UNDERLYING
TEACHING
 Principle of Context
Fleming (1996) points to a
number of observations related
to context development
a. A collection of data is
not information
b. A collection of data
information is not
knowledge
c. A collection of data
knowledge is not
wisdom
d. A collection of data
wisdom is truth.
 LEVEL 1 – CONTEXTS
CONSISTS OF TEXTBOOK
ONLY
 Pre dominantly verbal
 No problem solving experience
 Lacks dynamic appeal
  Limited verbal responses to APPREHENDED SETTING OF
verbal stimuli LEARNING GOES BEYOND
VERBALIZATION CONRETE
 LEVEL 2 – CONTEXT AND FIRST HAND
CONSISTS OF TEXTBOOK EXPERIENCES
TOGETHER W/A
COLLATERAL/  PRINCIPLE OF FOCUS –
SUPPLEMENTAL DEFINITE CONCENTRATION
MATERIALS.
 Wider in context  LEVEL 1 – FOCUSED
 More reading of expository ESTABLISHED BY PAGE
 Advocates more extensive ASSIGNMENT IN TEXTBOOK
reading  Uniform structure
 Learning w/o unity
 LEVEL 3 – CONTEXT  Memorization
CONSISTS OF NON –
ACADEMIC & CURRENT  LEVEL 2 – FOCUSED
MATERIALS (MAGAZINE, ESTABLISHED BY
NEWSPAPER CLIPPING) ANNOUNCED TOPIC
 Concrete, specific, actual and TOGETHER W/PAGE OR
immediate. CHAPTER REFERENCE.
 Insight and understand
 LEVEL 4 – CONTEXTS  Varied learning pattern
CONSISTS OF MULTI _
SENSORY AIDS  LEVEL 3 – FOCUSED
 Effective when used as aid in ESTABLISHED BY BROAD
learning CONCEPTS TO BE 10 BE
 Related to contemplated SOLVED
learning  Directed at the mental process
 Ineffective if learners is passive of the learner
 More varied learning matters.
 LEVEL 5 – CONTEXTS
CONSISTS OF  LEVEL 4 – FOCUS
DEMONSTRATION AND ESTABLISHED AS A
PRESENTATION BY THE CONCEPT OR A PROBLEM
EXPERTS CONCRETE TO BE SOLVED, A SKILL TO
SETTING BE ACQUIRED TO CARRY ON
 Learning beyond classroom UNDERSTANDING;
setting  Flexibility
 Acquisition of more facts &
 LEVEL 6 – FIELD info learner is expected to draw
EXPERIENCE PERSONAL, implications from previous
SOCIAL COMMUNITY experiences in the classroom
UNDERSTANDING environment & arrive at the
CONCRETE, ABUNDANT, meaning of a sit based in
DYNAMIC, READILY acquired facts & info.

 PRINCIPLE OF
SOCIALIZATION
 LEVEL 1 – SOCIAL PATTERN
CHARATERIZED BY
SUBMISSION
 Rudimentary level of
socialization
 No group function
 Teacher controlled
 LEVEL 2 – SOCIAL PATTERN
CHARATERIZED BY
CONTRIBUTION
SYMPATHETIC & POSITIVE
DISCIPLINE FREEDOM
LACKS AUTHORITY
 Learners enjoy a certain
amount of freedom & to engage
in activities & work on their
own.
 LEVEL 3 – SOCIAL PATTERN
CHARACTERIZED BY
COOPERATION
 Goes beyond friendliness &
sympathy
 Teacher an organizer
 Positive team spirit
 Glass is divided into sub –
groups to allow more active
learner involvement
 PRINCIPLE OF
INDIVIDUALISM
 Effectiveness of instruction
must progress in terms of
learners own purposes,
altitudes, abilities and
experimental procedures.
o SCALE OF APPLICATION
1. Individualization through
different performance in
uniform tasks.
2. Individualization through
homogenous grouping
3. Individualization through
contract plan – focus on the
delivery of services &
support
4. Individualization through
individual instruction
5. Individualization through
large units w/ optional
related activity.
 PRINCIPLE OF SEQUENCE –
THROUGH LOGICAL
SUCCESSION OF BLOCKS OF
CONTENT (LESSON &
COURSES)
 Through knitted
learning/lesson/course
together by introduction,
previews, pretest reviews.
 Organized in terms of readiness
 Organized in terms of lines
emerging meaning s.
 PRINCIPLE OF EVALUATION
 TYPES:
o Diagnostic Evaluation
o Formative
o Summative
Chapter 2
Management of Instruction
 A. Classification of
Organizations
 a classroom must be set up in
consideration of the individual
differences, students vary in
age, sex, interest and even
inclination so that it is best that
the grouping be based on these
factors to achieve the objectives
in classroom instruction.
 Ability of grouping
  Classroom set up are
homogeneous and
heterogeneous grouping, non
grade schools, acceleration, and
retention procedures.
 Homogeneous
 Is “same kind” is the type of
grouping that is based on
similar characteristics. The
more alike the members are,
the more homogeneous the
group is.
 Ex. All girls school, all boys
schools and High IQ Students
 Heterogeneous
 Is “different kinds” it is
characterized by the presence of
dissimilar characteristics of the
members of the group. As it is,
the more heterogeneous the
group is, the more dissimilar
are the members.
 Non – Graded Approach
 This refers to the removal of
grade level barriers to give way
to continuous progress through
the school program. It follows a
philosophical direction that
puts focus on individual
differences.
 Individualized instruction
which is designed for special
education students has been
implemented since 1980’s and
has given way to what they call
in the succeeding years as
Individually Guided Education
or IGE.
 B. Lesson Planning
 Pre – planning, active planning,
review planning and closure
planning.
 The guide/blueprint/map of
the teacher for her/his lesson.
 Preparation begins with
knowledge of aims and goals.
1. The Pre – Planning Phase
 it is a listing down
of the tentative
plans for teaching
that will demand
consideration of the
conditions that
effect an effective
teaching – learning
process that includes
aims, goals,
students’ interest,
needs content, and
scope.
2. Active Planning Phase
 the actual writing of
the lesson plan. It is
in this phase that
final decisions are
made as to content,
strategies, activities
and instructional
materials.
3. Review Planning Phase
 The teacher
addresses the need
for finding out how
well the objective
can be carried out
and if adjustments
are to be made in
anticipation of how
the students will be
able to retain what
will be taught and
give possible
responses to
stimulus, materials,
and new
experiences.

4. Closure Planning Phase
 Planning for
evaluation is done.
A set of criteria is
drawn to facilitate
pre – identification
of objectives and the
extend by which
such objectives may
be attained.
 Formulating Behavioral
Objectives
 Instructional objectives refer to
the criteria that measure, select
the materials, outline the
content, and choose the specific  Objective must have the SMART
instructional procedures to
apply. They provide the basis of
the tests and examination to be
prepared.
 Behavioral Objectives
Advantages
1. When objectives are  How Objectives Are Derived
specific and
formulated in terms
of students behavior,
they are more
understandable. It is
easy to get the
meaning of a
particular objective.
Further, it facilitates
easy choice/selection
of learning activities
according to the
stated objectives.
2. Specific objectives
guide the teachers to
pursue the right aims.  Level 1 – goals are broad and
The adequacy of
instructional  Level 2 – goals are more specific
objectives becomes
easy to analyze and
judge.
3. Behavioral objectives
work well with more
mature teachers who
can work on their
own prior to
instruction by
focusing on relevant
task.
4. Behavioral objectives
afford an evaluation
of instruction to find
out whether the
objectives of
instruction have been
realized as intended.
characteristics.
S – pecific
M – easurable
A – ttainable
R- esult – oriented
T – ime bounded
 Education are derived from
examining the needs of learners
in the society, from analyzing
culture and from studying the
various needs of society.
 Education is also concerned
with the identification of moral
and spiritual values believed as
important to be taught in
schools.
GOALS FOR
EDUCATIONAL PLANNING
GENERALLY OCCUR AT
THREE LEVELS:
philosophical in nature.
than level 1 goals. They seek
 express in more explicit terms the
aspirations of the school.
 Level 3 – goals that are
behaviorally stated specific to the
classroom level and are stated in
terms of behavioral outcomes.
These objectives outline and
define the learning activities at
classroom level. They also describe
expected outcomes, evidence for
assessing outcome and level of
performance. Level 3 goals are
formulated by teachers or a single
teacher.
 Source of Learning Objectives
 Curriculum goals are expressed
in a way that stresses the role of
the curriculum
 Constitutional Aims - all
institutional
goals/objectives are geared
toward realization of the
national development goals
as provided by Batas
Pambansa Blg. 232
otherwise known as
Education Act of 1982.
The National development
goals are as follows:
1. To achieve and
maintain an
accelerating rate of
economic
development and
social progress;
2. To assure the
maximum
participation of all
people in the
attainment and
enjoyment of the
benefits of such
growth; and
3. To achieve and
strengthen national
unity and
consciousness and
preserve, develop,
and promote
desirable cultural
moral and spiritual
values in a changing
world.
 Institutional Mission –
objectives set by the
institution to carry out its
vision. There is in place a
substantial focusing on the
vision/mission of the
institution to be able to
meet expectations through
the existing instruction
form.
 Curriculum Goals – they
are determined by an
operational philosophy and
carefully selected learning
activities presented in a
meaningful pattern. They
are the goals and objectives
connected to programs.
- it is a purpose or
end which is stated
in general terms and
which does not
reflect a criteria for
achievement.
 Course/Subject Goals –
are derived from program
activities. The course goals
organize and categorize
content including concepts,
problems or behavior.
 Unit Objectives – are
usually formulated by the
 teacher. It is also referred to
as classroom objectives
which divide course into
several units.
 Lesson Objectives – are
otherwise known as specific
instructional objectives.
o Expected behavior
(specific skills, tasks,
attitudes)
o Content
o Outcomes
o Mastery
 Objectives Specification
a. Cognitive Domain (Bloom) -
Deals with the recall or
recognition of knowledge and
the development of intellectual
and skills.
1. Knowledge level – the fact
or condition of knowing
something with familiarity
gained through experience
or association.
2. Comprehension level -
comprehending the
meaning, translation and
interpretation of
instructions and problems.
State a problem in one’s
own words.
3. Application level – applies
that was learned in the
classroom into a novel
situations in a work place.
4. Analysis level – detailed
examination of anything
complex in order to
understand its nature or to
determine its essential
features.
5. Synthesis level – the
combining of often diverse
conceptions into a coherent
whole.
6. Evaluating level – to make
a judgment of ideas or
methods using external
evidence or self – selected
criteria by observations.
b. Affective Domain
(Krathwohl, Bloom, Masia,
1973) – those that deal with the
development of attributes like
genuine interest, desirable
attitudes, values commitment
as expected learning outcome.
1. Receiving – awareness,
willingness to hear, selected
attention.
2. Responding – active
participation on the part of
the learners. Attend and
react to a particular
phenomenon. Learning
outcomes may emphasize
compliance in responding,
willingness to respond, or
satisfaction in responding
(motivation).
3. Valuing – the worth of
value a person attaches to a
particular object,
phenomenon, or behavior.
This ranges from simple
acceptance to the more
complex state of
commitment.
4. Organizing – organizes
values into priorities by
contrasting different values,
resolving conflicts between
them, and creating a unique
value system.
5. Characterizing – has a
value system that controls
their behavior is pervasive
consistent, predictable, and
 most important
characteristic of the learner.
Instructional objectives are
concerned with the
student’s general patterns of
adjustment (personal,
social, emotional)
c. Psychomotor Domain
(Simpson 1972) - Includes
physical movement,
coordination, and use of the
motor skills areas.
1. Perception (Awareness) –
ability to use sensory cues
to guide motor activity.
This ranges from sensory
stimulation, through cue
selection, to translation.
2. Set – readiness to act. It
includes mental, physical,
and emotional sets. These
three sets are dispositions
that predetermine a person’s
response to different
situations (sometimes called
Mindset).
3. Guided Response – the
early stages in the learning a
complex skill that includes
imitation and trial and
error. Adequacy of
performance is achieved by
practicing.
4. Mechanism – this is the
intermediate stage in
learning a complex skill.
Learned responses have
become habitual and the
movements can be
performed with some
confidence and proficiency.
5. Complex Overt Response
(Expert) – the skillful
performance of motor acts
that involve complex
movement patterns.
Proficiency is indicated by a
quick, accurate, and highly
coordinated performance,
requiring a minimum of
energy. This categories
includes performing without
hesitation, and automatic
performance.
6. Adaptation – skills are well
developed and the
individual can modify
movement patterns to fit
special requirements.
7. Origination – creating new
movement patterns to fit a
particular situation or
specific problem. Learning
outcomes emphasize
creativity based upon highly
developed skills.
 THE SEQUENCING OF
OBJECTIVES
 Cognitive Domain –
touches the knowledge, skill
and inquiry objectives.
 Affective Domain – covers
the attitudes, appreciation,
interests and ideals.
 Psychomotor Objectives –
cover the performance of
skills.
 SAMPLE OF BEHAVIORAL
TERMS USED IN
FORMULATING OBJECTIVE.
I. Cognitive Domain
 Knowledge – Recall, or
recognition of terms,
ideas, procedures,
theories.
 Comprehension –
Translate, interpret,
extrapolate, but not see
 full implications or
transfer to other
situations, closer to literal
translation.
 Application – apply
abstractions, general
principles, or methods to
specific concrete
situation.
 Analysis – separation of
a complex idea into its
constituent parts and an
understanding of
organization and
relationship between the
parts.
 Synthesis – creative,
mental construction of
ideas and concepts from
multiple sources to form
complex ideas into a
new, integrated, and
meaningful pattern
subject to given
constraints.
 Evaluation – to make a
judgment of ideas or
methods using external
evidence or self – selected
criteria by observations.
II. Affective d Domain
 Receiving –
demonstrate a
willingness to
participate in the
activity.
 Responding - shows
interest in the objects
phenomena, or activity
it out or pursuing it for.
 Valuing – internalizes
an appreciation for
(values) the objectives,
phenomena, or activity.
 Organizing – begins to
compare different
values, and resolves
conflict between them to
form an internally
consistent system of
values.
 Characterizing – adopts
a long – term value
system that is pervasive,
consistent, and
predictable.
III. Psychomotor Domain
 Perception – uses
sensory cues to guide
 Set – Demonstrate a
readiness to take action
to perform the task or
objective
 Guided Response –
knows steps required to
complete the task or
objective.
 Mechanism – performs
task or objective in a
somewhat confident,
proficient, and habitual
manner.
 Complex overt
response – performs
task or objective in a
confident, proficient,
and habitual manner.
 Adaptation – perform
task or objectives as
above but can also
modify actions to
account for new or
problematic situation.
 Origination – creates
new tasks or objectives
incorporating learned
ones.
 APPROPRIATE CONTENT
 content standards are put up in
accordance with educational
goals to have quality programs
and challenging purses.
Educational experts and
teachers were tapped to develop
content standards.
 Content – includes everything to
be dealt with in an area of study.
The content areas are the subject
matter, usually reflected in the
syllabus for a particular field of
interest.
 Facts – are state of things as they
are; it is the reality; it is something
said to be true
 Concept – refers to an idea or
thought; a general idea of what a
thing or class of things is
 Generalization – is a general
statement, idea
 Principles – is a rule, tenet, a guide
an essential element of quality. It is
the ultimate or basic source or
cause, a natural or original
tendency.
 Procedure – means process,
algorithm, procedure, step by step
account, sequential description,
seriation of the teaching of content
subjects. Normally, to achieve the
best results, procedure is done
starting from the simple to
complex (inductive method)
 Skill Content – skills developed,
expertise acquired, proficiency
harnessed as an outcome of
understanding the content of
subject matter. This usually is
measured in terms of output and
how well learners meet the content
standard.
 Thinking Skills – ability to reflect,
analyze, criticize, give opinion,
and to be creative.
 Manipulative Skills – ability to
operate, to work, to treat with
tends, to manage or control
cleverly.
 Interactive Values and Attitudes –
traits to developed as internalized
the process of learning using group
activities.
 Guiding Principles in Content
Selection
1. Content must be aligned with
the goals of education and the
institutions’ vision and mission
2. It must include varied and
relevant learning experiences
3. Content must afford a body of
knowledge that will help
address the societal needs.
4. The subject matter must live
and breathe values.
5. It should promote higher
expectations for student
performance and a more
demanding curriculum.
6. It should not be selective and
imbalanced.
 Guiding Principles in Validity
1. Content must be applicable to
different situations, current
trends and issues, time, and
place.
2. It must not show
manifestations of bias.
 Guiding Principles in Significance
1. Content is reflective of the
current needs of community
and the society in general.
2. It must provide/offer solution
to the pressing problems
3. A well- selected content can
ensure that an educated person
knows the basics of our society
and the information they need
to recognize and understand.
4. A well – selected content will
lead to an educational
efficiency manifested by
technically competent workers.
5. Moreover, content that passes
the standards can offer the
learner unifying experience
about his society, a broader
perspective and a broader
horizon.
 Guiding Principles in Balance
1. Content must not be confined
to a particular class, status,
level, place and person.
2. It must not show bias.
3. There should not be an
exclusion of a particular group
or groups form representation
4. Must not assign rigid, roles
characteristic to all members of
a group, individual attributes,
and differences.
5. Must not present one
interpretation of an issue, a
situation or a group of people
6. Content regarding certain
groups must not be physically a
visual fragment.
 Guiding Principles in Self –
Sufficiency
1. Content preparation affords an
opportunity for self – learning;
2. Do not use language that we
don’t understand.
3. Description, discussion,
illustrations are complete,
interesting and informative.
4. Content provides opportunity
for visual learning
5. Visuals are aptly chosen and
are functional and relevant
 Guiding Principles in Interest
1. Content should be able to
develop interest in the learner
2. Real facts and life situation are
made more meaningful
 Guiding Principles in Utility
1. Content will provide the
necessary information for
knowledge/skills acquisition
2. Will teach learners the much –
needed values
 Guiding Principles in
Learnability
1. Language used must be simple,
precise, and easily understood.
2. Graphics must provide for
clearer explanation/discussion
of topics.
 Guiding Principles in Feasibility
1. Capable of being done with
conditions as they are.
2. Likely probable
3. Capable of being used to meet
objective
4. Capable of meeting success.
 CHAPTER 3
INSTRUCTIONAL
APPROACHES AND
METHODS
 DIRECT INSTRUTION
1. EXPOSITORY APPROACH
 Is applied a great deal in the
lower grades although it is also
used in the secondary and
tertiary levels in this kind of
approach, teacher explains
lessons with seem difficult.
EXPOSITORY INVOLVES A
NUMBER OF STEPS;
 Approach – teacher
establishes the correct
mindset of student. He may
choose to recapitulate past
lessons and point out the
relations with the present.
 Presentation – in the
process of explaining,
teacher applies effective
devices to make the
explanation clear and
understandable.
 Application – teacher tries
to find out how well the
lesson is absorbed by the
students. It can be come in
the form of a test, a group
projects with is a
cooperative endeavor,
applying what had been
learned.
2. DEDUCTIVE METHOD
 this method makes use of a
generalization to begin with,
followed by specific examples
and situations to support the
general statement from the
generalization, a conclusion is
arrived at a specific statement
will not however apply to a
definite set or class of objects or
situations.
STEPS OF THE
DEDUCTIVE METHOD
 Introduction – are you aware
of the recent plan to change the
constitution.
 Statement of a general idea –
an effective paragraph has four
requisites, unity coherence,
organization and grammatical
correctness.
 Explanations of the general
idea – unity means the
paragraph treats of a singular
thought or idea. Coherence
sentences are closely related to
each other and are linked
together by transitional devices.
Organization concepts are well
organized and they follow an
order whether chronological or
spatial.
 Grammatically Correct –
means the paragraph is devoid
of errors in grammar,
particularly on agreement and
tense.
 Illustration – read the sample
paragraph and find out the
specific method of development
used.
3. DEMONSTRATIVE – the
demonstrative method provides
learners to understand, learn
and appreciate a particular
subject matter demonstrated by
the teachers.
STEPS OF DEMONSTRATIVE
METHOD
 Purposing – the students
decide what particular
 learning task to accomplish
with teacher allowing them
to decide on their own.
 Planning – this phase
includes setting of
directions what objectives to
formulate whom to deal
with how to accomplish the
task and when to finish. A
target time and date for
completion are set for the
person/workers involved.
 Demonstration proper –
preparation of the materials
needed for the
demonstration lesson with
includes physical
arrangement of the
classroom
 Executing – this phase will
ask the students to repeat
what was demonstrated to
them with the guidance of
the teacher.
 Evaluating – this is
intended to assess students
ability in following
instructions and in coming
with a result that will be
very close to the one
demonstrated.
FOR EFFECTIVE EXPOSITION
1. The teachers thorough
understanding of the subject
matter to be explained
2. The teachers comprehension of
the students ability to
understand the explanation.
3. The use of language and
illustration within the students
experiences and understanding
ACTIVITIES THAT CAN BE
USED IN EXPOSITORY
1. Teacher talk (lecturing)
2. Demonstration
3. Assignments and homework
4. Memorizing
5. Reviewing
6. Questioning
7. Discussion
AIMS OF DEMONSTRATION
METHOD
1. To teach a skill, concept or
principle.
2. To demonstrate delicate work
involving careful manipulations.
3. To achieve psychomotor and
cognitive objectives.
ADVANTAGES OF
DEMONSTRATION
1. It follows a systematic procedure,
students will be able to learn from
a well tired procedure since the
demonstrators are selected and
adjudged to be skilled
2. The use of expensive experiments,
equipments and machines will be
maximized.
3. Possible wastage of time, effort and
resources will be avoided since the
demonstration is supposed to be
well planned in advance.
DISADVANTAGES OF
DEMONSTRATION
1. It include the risk of too many
participants being involved and a
potential shortage of time,
resources and facility space, with
limits the trends on opportunities
of the participants.
 COGNITIVE – ORIENTED
METHOD
 Method that emphasizes the
development of thinking
skills, also referred to as
“thinking operations”. The
thinking skills that should
be taught directly are;
interpreting comparing,
criticizing, classifying,
analyzing, summarizing
and creating by giving
higher order questions,
students are made think,
analyze and evaluate.
 METACOGNITIVE
 A method that requires
students not only to acquire
thinking skills but monitor,
control their commitment
and attitude during the
learning process. It offers
opportunity for creative
thinking whereby students
are able to harness
potentials at their best, push
their own limits.
 CONTRUCTIVISIM
 This method regards the
learner as the core of the
learning process.
 In constructivism, teacher
builds knowledge, taking
into consideration what
prior knowledge cannot be
passed on from one person
to another, like teacher to
learner.
 REFLECTIVE TEACHING
 As the term “reflect”
denotes, this method affords
the student to reflect on
their own experiences to
give new meaning to them.
 STRUCTURE ORIENTED
METHODOLOGIES
 There is a need to provide
productive learning
environments and w/c
involves motivating learners
to participate in and persist
with academic tasks.
 TEACHING STRATEGIES
1. COOPERATIVE LEARNING
 Students work on activities
in small heterogeneous
groups
 Students depend on one
another and work together
achieve the shared goals.
2. PEER – MEDIATED
 a method where in an older
brighter and more
responsible member of the
class is requested to tutor,
coach, instruct teach other
classmates.
 DIFFERENTS PEER
TUTORING
ARRANGEMENT
a. Instructional peer tutoring
- there is an age difference
between the tutor and the tutee.
b. Same age tutoring
- children are suppose to be
interactive, working in pairs with
the more equipped assisting the
less able.
c. Monitorial Tutoring
- monitor acts as leader for the
class divided into groups.
- monitor assists the teacher in
supervising the work of the groups
d. Structural peer tutoring
 - there is a definite procedure to
follow, materials are structured as
well and administered by the
trained tutors.
e. Semi – structured peer tutoring
- a combination of structure and
unstructured
- Possibility of revision or
modification of the learning guide
is allowed.

3. Partner learning
 In this method, students are
paired usually with whom
they are familiar with and
made to shares their
view/opinions about a
particular issue or lesson at
hand.

4. Inductive learning
 a kind of learning method
that allows learning to
arrive to a generalization
after starting from specific
on the lesson activity.
 It’s require students to
process and analyze data
 It is more to student –
centered, where the students
will be more involved in the
lesson.