H+ educ (3)-PRINCIPLES OF TEACHING AND LEARNING

8/15/2019 H+ educ (3)-PRINCIPLES OF TEACHING AND LEARNING

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GROUP 3|BSMT-3C

Members: Canlas, AlexanderCarreon, Hazel P.Caa!"an, #amerose G.Me!$ado, Mar%a$ &an%el%e O.

PR'(C'P)*S O+ T*ACH'(G A(& )*AR('(G

Tea!$%n Pr%n!%les

Teaching is a complex, multifaceted activity, often requiring instructors to juggle multiple tasks and goals simultaneously

and flexibly. The following small but powerful set of principles can make teaching both more effective and more efficient,

by helping teachers create the conditions that support student learning and minimize the need for revising materials,

content, and policies.

1. Effective teaching involves acquiring relevant knowledge about students and using that knowledge to inform

course design and classroom teaching.

When teaching, teachers do not just teach the content, but they teach students the content. variety of student

characteristics can affect learning. !or example, students" cultural and generational backgrounds influence how they see

the world# disciplinary backgrounds lead students to approach problems in different ways# and students" prior knowledge

$both accurate and inaccurate aspects% shapes new learning. lthough teachers cannot adequately measure all of these

characteristics, gathering the most relevant information as early as possible in course planning and continuing to do so

during the semester can $a% inform course design $e.g., decisions about objectives, pacing, examples, format%, $b% help

explain student difficulties $e.g., identification of common misconceptions%, and $c% guide instructional adaptations $e.g.,

recognition of the need for additional practice%.

2. Effective teaching involves aligning the three major components of instruction: learning objectives,

assessments, and instructional activities.

Taking the time to do this upfront saves time in the end and leads to a better course. Teaching

is more effective and student learning is enhanced when $a% instructors articulate a clear set of

learning objectives $i.e., the knowledge and skills that we expect students to demonstrate by

the end of a course%# $b% the instructional activities $e.g., case studies, labs, discussions,

readings% support these learning objectives by providing goal&oriented practice# and $c% the

assessments $e.g., tests, papers, problem sets, performances% provide opportunities for

students to demonstrate and practice the knowledge and skills articulated in the objectives,

and for instructors to offer targeted feedback that can guide further learning.

3. Effective teaching involves articulating explicit expectations regarding learning objectives and policies.

!or example, what constitutes evidence may differ greatly across courses# what is permissible collaboration in one course

could be considered cheating in another. Thus, being clear about the instructors" expectations and communicating them

explicitly helps students learn more and perform better. rticulating learning objectives $i.e., the knowledge and skills that


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we expect students to demonstrate by the end of a course% gives students a clear target to aim for and enables them to

monitor their progress along the way.

4. Effective teaching involves prioritizing the knowledge and skills instructors choose to focus on.

'overage is the enemy( )on"t try to do too much in a single course. Too many topics work against student learning, so it is

necessary for teachers to make decisions * sometimes difficult ones * about what they will and will not include in a course.This involves $a% recognizing the parameters of the course $e.g., class size, students" backgrounds and experiences, course

position in the curriculum sequence, number of course units%, $b% setting our priorities for student learning, and $c%

determining a set of objectives that can be reasonably accomplished.

5. Effective teaching involves recognizing and overcoming expert’s blind spots.

s experts, instructors tend to access and apply knowledge automatically and unconsciously $e.g., make connections, draw

on relevant bodies of knowledge, and choose appropriate strategies% and so they often skip or combine critical steps when

we teach. +tudents, on the other hand, don"t yet have sufficient background and experience to make these leaps and can

become confused, draw incorrect conclusions, or fail to develop important skills. They need instructors to break tasks into

component steps, explain connections explicitly, and model processes in detail. Though it is difficult for experts to do this,

they need to identify and explicitly communicate to students the knowledge and skills they take for granted, so thatstudents can see expert thinking in action and practice applying it themselves.

6. Effective teaching involves adopting appropriate teaching roles to support learning goals.

ven though students are ultimately responsible for their own learning, the roles they assume as instructors are critical in

guiding students" thinking and behavior. -nstructors can take on a variety of roles in their teaching $e.g., synthesizer,

moderator, challenger, commentator%. These roles should be chosen in service of the learning objectives and in support of

the instructional activities. !or example, if the objective is for students to be able to analyze arguments from a case or

written text, the most productive instructor role might be to frame, guide and moderate a discussion. -f the objective is to

help students learn to defend their positions or creative choices as they present their work, their role might be to challenge

them to explain their decisions and consider alternative perspectives. +uch roles may be constant or variable across the

semester depending on the learning objectives.

7. Effective teaching involves progressively refining courses based on reflection and feedback.

Teaching requires adapting. -nstructors need to continually reflect on their teaching and be ready to make changes when

appropriate $e.g., something is not working, wanting to try something new, the student population has changed, or there

are emerging issues in their fields%. nowing what and how to change requires them to examine relevant information on

their own teaching effectiveness. /uch of this information already exists $e.g., student work, previous semesters" course

evaluations, dynamics of class participation%, or they may need to seek additional feedback with help from the university

teaching center $e.g., interpreting early course evaluations, conducting focus groups, designing pre& and posttests%. 0ased

on such data, instructors might modify the learning objectives, content, structure, or format of a course, or otherwise

adjust their teaching. +mall, purposeful changes driven by feedback and priorities are most likely to be manageable and

effective.


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)earn%n Pr%n!%les

1. Students’ prior knowledge can help or hinder learning.

+tudents come into instructors courses with knowledge, beliefs, and attitudes gained in other courses and through daily

life. s students bring this knowledge to bear in classrooms, it influences how they filter and interpret what they are

learning. -f students" prior knowledge is robust and accurate and activated at the appropriate time, it provides a strong

foundation for building new knowledge. 1owever, when knowledge is inert, insufficient for the task, activated

inappropriately, or inaccurate, it can interfere with or impede new learning.

2. How students organize knowledge influences how they learn and apply what they know.

+tudents naturally make connections between pieces of knowledge. When those connections form knowledge structures

that are accurately and meaningfully organized, students are better able to retrieve and apply their knowledge effectively

and efficiently. -n contrast, when knowledge is connected in inaccurate or random ways, students can fail to retrieve or

apply it appropriately.

3. Students’ motivation determines, directs, and sustains what they do to learn.

s students enter college and gain greater autonomy over what, when, and how they study and learn, motivation plays a

critical role in guiding the direction, intensity, persistence, and quality of the learning behaviors in which they engage.

When students find positive value in a learning goal or activity, expect to successfully achieve a desired learning outcome,

and perceive support from their environment, they are likely to be strongly motivated to learn.

4. To develop mastery, students must acquire component skills, practice integrating them, and know when to apply what they

have learned.

+tudents must develop not only the component skills and knowledge necessary to perform complex tasks, they must also

practice combining and integrating them to develop greater fluency and automaticity. !inally, students must learn when

and how to apply the skills and knowledge they learn. -t is important that instructors develop conscious awareness of these

elements of mastery so as to help students learn more effectively.

5. Goal-directed practice coupled with targeted feedback enhances the quality of students’ learning.


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2earning and performance are best fostered when students engage in practice that focuses on a specific goal or criterion,

targets an appropriate level of challenge, and is of sufficient quantity and frequency to meet the performance criteria.

3ractice must be coupled with feedback that explicitly communicates about some aspect$s% of students" performance

relative to specific target criteria, provides information to help students progress in meeting those criteria, and is given at a

time and frequency that allows it to be useful.

6. Students’ current level of development interacts with the social, emotional, and intellectual climate of the course to impact

learning.

+tudents are not only intellectual but also social and emotional beings, and they are still developing the full range of

intellectual, social, and emotional skills. While instructors cannot control the developmental process, they can shape the

intellectual, social, emotional, and physical aspects of classroom climate in developmentally appropriate ways. -n fact,

many studies have shown that the climate they create has implications for students. negative climate may impede

learning and performance, but a positive climate can energize students" learning.

7. To become self-directed learners, students must learn to monitor and adjust their approaches to learning.

2earners may engage in a variety of metacognitive processes to monitor and control their learning4assessing the task at

hand, evaluating their own strengths and weaknesses, planning their approach, applying and monitoring various strategies,

and reflecting on the degree to which their current approach is working. 5nfortunately, students tend not to engage in

these processes naturally. When students develop the skills to engage these processes, they gain intellectual habits that

not only improve their performance but also their effectiveness as learners.

Tea!$%n as a ro!ess or as a %%n o/ ro!ess

Effective teaching is one that will bring about the intended learning outcome

An organization of meaningful learning

It is creating a situation or selecting life-like situation to enhance learning

To the traditionalist, it is imparting knowledge and skills required to master a subject matter

Process of dispensing knowledge to an empty vessel (mind of learner)

Its showing, telling, giving instruction, making someone understand in order to learn


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PLANNING PHASE INCLUDES DECISION LIKE

The needs of the learner

The achievable goals & objectives to meet the needs

Selection of content to be taught

Motivation to carry out the goal

Strategies most fit to carry out the goals

Evaluation process to measure learning outcome

CONSIDERATIONS IN PLANNING

Learner

Availability of materials

Time requirement of particular activity

Strategy need to achieve the objective goal

Teacher

IMPLEMENTATION PHASE

Implementation means to put into action the different activities in order to achieve the objectives through the

subject matter.

Interaction of the teacher and learner is important in the accomplishment of the plan Use of different teaching style and strategy are included in this phase

EVALUATION PHASE

A match of the objective with the learning outcome will be made

Answer the question if the plans and implementation have been successfully achieved

FEEDBACK AND REFLECTION

A continuous process of feedback and reflection is made in this three phases of teaching

Feedback is the reflection of the feedback;

What have you learnt6 What went well, what could have been improved6 What would you do differently nexttime6

Reflection is the process embedded in teaching where the teacher inquires into his action and provides deep and

critical thinking

As %nol%n more o0 $e learner $an $e ea!$er

ctive learning requires students to participate in class, as opposed to sitting and listening quietly.


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Strategies include, but are not limited to:

Brief question-and-answer sessions

Discussion integrated into the lecture

Impromptu writing assignments

Hands-on activities;

and experiential learning events

Five Characteristics of Learner-Centered Teaching

7. 2earner&centered teachers teach students how to think, solve problems, evaluate evidence, analyze arguments,

generate hypotheses4all those learning skills essential to mastering material in the discipline. They do not

assume that students pick up these skills on their own, automatically.8. 2earner&centered teachers talk about learning. They challenge student assumptions about learning and encourage

them to accept responsibility for decisions they make about learning# like how they study for exams, when they

do assigned reading, whether they revise their writing or check their answers.9. 2earner&centered teachers include assignment components in which students reflect, analyze and critique what

they are learning and how they are learning it. The goal is to make students aware of themselves as learners and

to make learning skills something students want to develop.

:. 2earner&centered teachers search out ethically responsible ways to share power with students. They might givestudents some choice about which assignments they complete. They might make classroom policies something

students can discuss. They might let students set assignment deadlines within a given time window. They might

ask students to help create assessment criteria.;. 2earner&centered teachers work to develop structures that promote shared commitments to learning. They see

learning individually and collectively as the most important goal of any educational experience.

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B" Interaction is closely linked to successful learning#interacting with others or with information can help clarifyconcepts, improve problem solving, andenhance retention. While the simplest form of interaction may be questions and answers.

very day, teachers make countless real&timedecisions and facilitate dozens of interactions

between themselves and their students. lthoughthey share this commonality, educatorsall over the country often talk about thesedecisions and interactions in differentways. The 'lassroom ssessment +coring+ystem $'2++%, developed at the5niversity of Cirginia"s 'enter for dvanced+tudy of Teaching and 2earning, helps educatorsview classrooms through a common lens anddiscuss them using a common language, providingsupport for improving the quality of teacher&studentinteractions and, ultimately, student learning.

How is the CLASS organized?

The '2++ describes ten dimensions of teaching that are linked to student achievement and social development. ach ofthe ten dimensions falls into one of three broad categories(emotional support# classroom organi$ation# andinstructional support"

%" &motional support refers to the ways teachers help children develop warm, supportive relationships,experience enjoyment and excitement about learning, feel comfortable in the classroom, and experienceappropriate levels of autonomy or independence. This includes(

7. Positive climate 4 the enjoyment and emotional connection that teachers have with students, aswell as the nature of peer interactions#

8. 'egative climate 4 the level of expressed negativity such as anger, hostility or aggressionexhibited by teachers and


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J(he three R.s /reading# 0riting# and 0rithmetic1. Take note also that once a student acquiredsuch basic tools in learning, he is expected to be on his own. -n the lingo of educators, these

skills are basic to his becoming a functionally literate person.

J@ne who functions effectively and can adapt himself well in this ever&changing world. mongthe sociologists, they may likely view such acquisition of learning skills as indispensable to

making the young people become acceptable members of society.

tanford )enter for Research and Development in (eaching /2345% & teaching is a highly complex information&processing activity that might be described as an orchestration of skills. +uch skills may consist of both intellectual andmanipulative which are needed to be developed among students.

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As %n$erenl1 a $"mane a!%%1

-t is considered to be inherently humane activity because teaching involves a wide range of human interactions,

organizational arrangements, and material resources that converge on the teaching&learning process.

1. Human Interaction

Teaching is considered a system of actions varied in form and content but directed toward learning. -t is in the performance

of these actions and in the interactions of the teacher with his students that learning takes place. This actions and

interactions are personal but they are also logical in that they have a certain structure, a certain order, such that no matter

in the world teaching takes place, it does so in accordance with operations that reflect the very nature of a teaching&

learning situation

6" Organizational Arrangements

Teaching is an activity with four phases(

7. )urriculum Planning Phase & helping to formulate the goals of education, selecting content and stating

objectives#8. Instructing Phase & creating intentions regarding instructional strategies and tactics, interacting and acting on

situational feedback about instruction#9. 7easuring Phase & selecting and creating measurement devices# measuring, learning, organizing and analyzing

measurement data and#:. &valuating Phase & evaluating the appropriateness of objectives of instruction and the validity and reliability of

devices used to measure learning.

3. Material Resources

The process of teaching includes(

2" selection and development of instructional units;6" planning individual lessons;8" organi$ing material for instructional purposes;9" designing the methods to +e used;:" classroom management;" evaluation of pupils< achievements and;4" reporting of pupils< grades


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As sr"!"r%n $e learn%n en%ronmen

key component of being an effective teacher begins with providing structure in the classroom. 3roviding structure

maximizes student learning opportunities, minimizes distractions and generally makes the overall atmosphere of the

classroom more pleasant. /ost students will respond positively to structure especially those who do not have any structure

or stability in their home life.

structured classroom also translates to a safe classroom. +tudents enjoy being in a safe learning environment. Too often

teachers provide students with freedoms in which they often abuse. lack of structure can destroy a learning

environment, undermine a teacher"s authority, and generally leads to failure for the teacher and the students. n

unstructured environment can be described as chaotic, non&productive, and generally as a waste of time.

3roviding and keeping your classroom structured does take a strong commitment from the teacher. The rewards are well

worth any time, effort, and planning it takes to remain structured. Teachers will find that they enjoy their jobs more, see

more growth in their students, and that everyone in general is more positive.

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+econdly, while the former makes teaching more skillfully executed the latter makes teaching more adaptive and flexible to

meet the highly varied and complex needs of the learners.

0ased on the first difference, it could be presumed that teaching as a science emphasizes the cognitive and the

psychomotor aspects of learning or simple the subject matter that must be put across into the learners level of awareness

as well as the skillful performances that they should eventually be able to possess the learning process, they should

eventually be able to possess the needed knowledge and skills.

+uch knowledge and skills are indispensable to their everyday existence as they find them useful particularly in matters of

making life decisions and of solving crucial problems. 2ikewise, teaching as an art presupposes the need for the learners to

appreciate and improve on whatever ,nowledge he has gained and s,ills he has acquired" 1ence, this facet

tends to give more credence to the effective aspect of learning. t this point one may ask this question( which of the two is

more important6 The answer is plain and simple. Both are equally important as far as the total personality

development of the learner is concerned" -t follows then that the learner must know something before he can

appreciate it. 1e can never appreciate something that he doesn"t know of or something that does not exist in him.

+omething is derived from something# nothing can be taken from nothing.

The second difference even presents a more in&depth perspective. (eaching as a science, on one hand, views the

teacher as an academician as well as craftsman" s an academician, he is pictured to be disciplined, organized,

systematic, and therefore scientific in his teaching. s such, he is expected to have a mastery of subject matter and to

organize it well in a form that is comprehensible to his learners.

%s a craftsman# he has a repertoire of teaching methods and quite s,illful in their use" (eaching as an art# onthe other hand, goes +eyond this prescri+ed level of instruction# it does not view a teaching method as a

preconceived and scripted sequence of classroom acts in carrying out an activity or in developing a particular

lesson"

Those facet views the teacher as an innovator, one who is willing to modify and to create a new forms of teaching, While

teaching as a science regards teaching as a mechanical and routinized in order to make it more systematic and more

efficient, teaching as an art loo,s at teaching as a dynamic and imaginative process , the latter aims at making

teaching more relevant and responsive to the learnersD needs, interests, and abilities. /oreover, while the former aims at

optimum efficiency devoid of creating something new, the latter is destined to come out with something novel innovative.

Tea!$%n al1%n r%n!%les o0 o$er s%n%5!anl1 relaed d%s!%l%nes

• Process Principles

pplication entails generalizing the sequence of events to new cases. +o we can look at a new plant and describe what

phase or change is going to occur next $e.g., the flower will form seeds%, or we can look at it and describe what phase or

change occurred immediately prior to now, or we can look at all of the various phases or changes which occurred and

arrange them in the proper sequence.

• Causal Principles

We saw that process principles are applied by describing the sequence of events in a new situation. 0ut causal principles

are much more complex. There are three very different forms of +ehavior by which causal principles can be applied.

These three +ehaviors can most easily be understood by looking at the two changes which comprise a simple cause&

effect principle( the cause and the effect. !or example, in the law of supply and demand, an increase in price $the

cause% results in a decrease in demand $the effect%.

7. Prediction" @ne way to apply a causal principle is when a particular cause is given and the learner must predict

what its particular effect will be. !or example, the learner is told that the price of gasoline will soon increase due

to a gasoline tax, and is asked what effect it is likely to have. -mplication is another term which is commonly

used.8. &xplanation" nother way a causal principle can be applied occurs when a particular effect is given, and the

learner must explain what its particular cause was. !or example, the learner is told that consumption of sugar in

the 5.+. decreased considerably in the early 7FG?s and is asked for a possible reason. -nference is another

common term for this form of application.9. olution" third way a causal principle can be applied is when a particular desired effect is given, and the

person must select and implement the necessary particular causes to bring it about. -t is similar to procedure

using, except that the appropriate procedure is unknown and must be invented or derived by the person. !or


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example, the learner is asked to figure out how to decrease the consumption of electricity $to reduce pollution

and conserve fossil fuels%. 3roblem solving is the common term for this form of application.

These three forms of behavior are in addition to the one for process principles(

Description" -n a process principle, the kind of behavior that represents application of the principle is to describe what

occurs in what order in a particular situation.

Source:https://mathdiscussions.wordpress.com/2013/03/23/why-think-about-the-process-of-

teaching-to-improve-learning/
https://mathdiscussions.wordpress.com/2013/03/23/why-think-about-the-process-of-teaching-to-improve-learning/https://mathdiscussions.wordpress.com/2013/03/23/why-think-about-the-process-of-teaching-to-improve-learning/https://mathdiscussions.wordpress.com/2013/03/23/why-think-about-the-process-of-teaching-to-improve-learning/https://mathdiscussions.wordpress.com/2013/03/23/why-think-about-the-process-of-teaching-to-improve-learning/

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H+ educ (3)-PRINCIPLES OF TEACHING AND LEARNING