Beruflich Dokumente
Kultur Dokumente
9-Principles
of Teaching 2
Cathy M. Canasa
OBJECTIVES
Possess the needed personal
and professional
competencies essential to the
development of the learners
attitudes and values,
knowledge and thinking skills
Program Degree
Outcomes
1.
2.
3.
4.
5.
Professionally competent
Multi-literate
Innovative and creative
Humane and ethical
Glocal teacher
Phases of Instruction
Introduction/ Development/ Closure
3.2 Pre-active, Inter-Active, Post Active
3.3 Concrete Experience
reflective
observation, abstract
Conceptualization,
Active
Experimentation
3.1
Definitions
A. Approach
B. Method
C. Technique
D.Strategies
Approaches of Teaching
A. Direct vs Indirect
B. Didactic , Heuristic, Experiential,
Conceptual, Discovery, Inquiry,
Constructivist, Contract Learning,
Modular, Cooperative, Integrative,
Multiple intelligences, Values
Clarification
Nature of Teaching
Strategies
Approach
Approach
Method
Techniqu
e
Method
(Procedural &
Scientific)
Technique
(Personal &
Practical)
Is axiomatic ( having
the quality of a
generally accepted
principle or rule used
as basis for the whole
process of teaching)
Is an enlightened
viewpoint
A philosophy
A set of principles or
dogma
Is procedural
(consisting of series
of actions arranged
logically for the
smooth operation
of a particular task)
Is a process
Is a strategy
models
Is implementation
(having an immediate
applicability in the
classroom owning to
its specificity,
feasibility,
convenience of the
teacher in using it)
It is a stratagem
A tactic
A personal trick
A style
Contrivance
Examples of
Approach
1. Discovery
2. Conceptual
3. Inquiry
4. Modular
5. Values
Clarification
6. Integrative
7. Cooperative
Learning
Approach
8. Cognitive
Academic
Examples of
Method
Examples of
Technique
1.
2.
3.
4.
5.
6.
1.
2.
3.
4.
5.
6.
Inductive
Deductive
Expository
Type Study
Problem
Demonstratio
n
7. Concept
Attainment
Charade
Play
Simulation
Debate
Buzz session
Brainstorming
7. Symposium
8. Panel
Interview
9. Concentric
Circle
Other Technique
Phillips-in just 6 minutes the group will explain their
opinion spontaneously.
Reverse thinking- expressing their view in a particular
situation. Ex. If the situation is negative they will
think how to make it positive and vice-versa.
Role PlayingPicture Making- students will make pictures out of the
situation/s
Monologue
Chamber Theater
Other Technique
Brochure Making
Photoshop
Verse choir
Poem making
Basic Communication Skills
Cognitive Academic Language Proficiency
HOTS
Teaching Approaches
Didactic Approach
Is
a
viewpoint
of
teaching where learning
is inculcated through
formal
lectures
and
expositions.
DISCOVERY APPROACH
Stresses on the learning of concepts, theories,
CONCEPTUAL APPROACH
Gives much emphasis in a given
INQUIRY APPROACH
Emphasizes upon the aspects of
PROCESS APPROACH
In this process, the students are actively engaged in the
Cooperative Learning
Approach
Is a teaching principle of utilizing cooperation
Multiple Intelligence
Is a teaching principle where
Modular Approach
Is a teaching principles that
uses prepared learning
packages to suit the
individual differences among
students to proceed at their
own pace.
Experiential Learning
Approach
Is a teaching principle that emphasizes the use of
activities where students gain vicarious
experiences for learning that lasts in a lifetime.
1. We learn best when we are personally involved
in the learning experiences;
2. Knowledge has to be discovered by ourself if it is
to mean anything to us or make difference in
our behavior.
3. Commitment to learning is the highest when we
are free to set our own learning goals and
actively pursue them within a given framework.
Value Clarification
Approach
Emphasizes the
development of value
formation of the students
through activities that
confront their confusion
and dilemma.
Eclectic Approach
Is an approach that
combines 2 or more
approaches in actual
teaching.
Contract Learning
Approach
Is an approach where teachers and
students work together to identify
learning objectives and plan for the
fulfilment of those objectives.
Best employed when students require
minimum teacher guidance while
they complete a series of tasks that
lead to development of new concepts
or provide reinforcement.
Methods
Are sets of teaching procedure the
teacher makes use in the
attainment of lesson objectives.
These are FOUR BASIC
METHODS IN THE
DEVELOPMENT OF LESSON
namely:
Practice or drill
Provide learner connection on
their previous learning
experiences to construct new
knowledge in a constructivist
fashion.
Questioning
Is a primary technique of any
teacher who is engaged in
imparting or imbibing
learning to the learners. This
is done through imperative or
interrogative way of asking
questions.
Example
Interrogative
1. What is the capital of
Philippines?
Imperative
1. Give the capital of the
Philippines.
Controlled Methods
Lecture method
Expository
Guided discussion
Teacher directed demonstration
Unit method
Semi-controlled method
a.
b.
c.
d.
e.
f.
g.
h.
Inductive method
Type study method
deductive method
Teacher and student directed demonstration
Laboratory method
Brain-based learning strategies
Concept attainment
Concept formation
Uncontrolled Method
a. Cooperative learning strategies
b. Multiple intelligences learning
strategies
c. Activity method
d. Constructivist learning
strategies
e. Individualized instruction
PR IN CIPLES O F TEA CH IN G A N D
LEA R N IN G LA N G U A G E
OLD VIEW
NEW VIEW
Intelligence can be
developed
Intelligence is not
numerically quantifiable
and is exhibited during a
performance or problemsolving process
Intelligence can be
exhibited in many waysmultiple intelligences
Intelligence is measured
in context/real-life
situations
Intelligence is used to
understand human
M ultiple Intelligences as
D ispositions
Disposition
Sensitivity
to:
The
Verbalsounds,
Linguistic
meanings,
Intelligen structures,
ce
and styles
of
language
Inclination
for:
Ability to:
Speaking,
writing,
listening,
reading
Speak
effectively
(teacher,
religious
leader,
politician)
or write
effectively
(poet,
journalist,
novelist,
copywriter,
editor
Disposition
Sensitivity
to:
Inclination
for:
Ability to:
LogicalMathematic
al
Intelligence
Patterns,
numbers
and
numerical
data,
causes and
effects,
objective
and
quantitativ
e reasoning
Finding
patterns,
making
calculations
, forming
and testing
hypotheses,
using the
scientific
method,
deductive
and
inductive
reasoning
Work
effectively
with
numbers
(accountant
,
statistician,
economist)
and reason
effectively
(engineer,
scientist,
computer
programme
What to teach?
Essentialist programs are
How to teach?
Essentialist teachers emphasize
Progressivism
Why teach?
teachers teach develop learners into
becoming enlightened and intelligent
citizens of a democratic society. live
life fully NOW not to prepare them for
adult life.
What to teach?
Progressivisms are identified
Change is the
only thing that
does not change.
How to teach?
Teachers employ experiential
Perrenialism
Why teach?
What to teach?
Heavy in humanities,
on general education.
They lifted their
teaching from the
Great Books.
How to Teach?
Classrooms are centered around
teachers. Dictate what they
teach. Disciplining the students
minds. Students engaged in
Socratic dialogues, or mutual
inquiry sessions to develop an
understanding of historys most
timeless concepts.
Assignment
Behaviorism
Constructivism
CHED- Commission on
Higher Education
DEPED-Department of
Education
Characteristics of a
teacher
Emotionally stable
Intelligent
Responsible
Creative
Honest
Classroom Management
A stitch on
time saves
nine
Kounin
With-it-ness