Teacher

Teacher

Principles of Teaching Strategies and Methodologies

The Learning process Unfreezing- ready to consider changes and

behavior. Problem diagnosis- forces supporting

changes, and working against the changed needs are identified and presented.

Goal setting- desired change are stated specifically.

New behavior- individual learn and practice knowledge and skills newly acquired which is desirable.

Refreezing- newly learned found to be beneficial and assimilated to individuals ongoing framework of knowledge and skills, attitude and behavior.

Different types of learning

a.Cognitiveb.Psychomotor

c.affective

Cognitive Learning

1. Fact2. Information3. Knowledge

4. Concept and principles5. Problem solving6. Creativity

Psychomotor learning1. capacity-potential

2. Ability-actual power3. Skill- level of proficiency

4. Cognitive- understand the task5. Organizing phase- associates response

6. Perfecting phase- execute tasks automatically

Classroom applicationAttending to the characteristics of the skills and matching these to ones abilities facilities the learning of such skillsObserving and imitating a model make learning easyGuide the individual verbally and physically in the initial stages of learningProvide more practiceProvide feedbacks about ach performanceEncourage learner to evaluate own performance

Affective learning--Pertains to emotion or expression of feeling rather than thought

Includes 1. Attitudes- learned predisposition to react in a favorable

way toward a person, object, ideas 1. Methods ;

1. Observation2. Imitation3. Personal intention, Banduras theories

2. Taste- likes or dislikes.3. Values-inner beliefs that have been internalized and use

as standards of behavior.

Traditional style

AuthoritarianConfrontive

DirectDominator

Formal InformativeJudgmentalPrescriptive

Facilitating style

democratic Supportive

Indirect Interactive Informal Inquiry

Non-judgementalReflective

Characteristic of learning

Learning is developmental-› As individual develop and grows he acquires

various skills and knowledge essential to his success in his adjustment during different stages of development.

Learning is interactive- only when learning interact to the stimuli.

Learning is basic- is fundamentally a kind of relationship between S-R. and can be associate with constant practice and if so make a habit.

Related principles of teaching and learning

1. Learning is an ongoing process. We have to give varied activities to our students for hands on minds on learning—Learning by doing

2. The more senses that are involved in learning, the more and the better the learning. Use or maximize the use of different learning style of the students. Visual, auditory and bodily kinesthetic. Used multi-sensory instructional materials.

3. A non –threatening atmosphere enhances learning.1. Physical include classroom structure, ventilation, ands

cleanliness.2. Psychological attitude of the student and the teacher himself.3. Respect.

4. Emotion has the power to increase retention and learning.5. Learning is meaningful when it is connected to student prior

knowledge.

6. Good teaching goes beyond recall of information.

7. Good teaching considers learners varied learning styles. Multiple intelligences by Howard Gardner

Another Principles of teaching

1. Learners are more motivated to learn if:1. They are ready2. If learning confirms with their own goals, interest needs and attitudes

2. Learning gain under a reward is preferable to that learned in punishment

3. erudition is facilitated when individuals have information about their performance, mistakes, and success.

4. Use of appropriate and meaningful materials to learn.5. Productive learning e.g application, over a period of time is

essential in developing stable abilities and comprehensive knowledge, which increases potential for retention and transfer.

6. Make sure that learning contents has related components parts7. Set realistic goals that initiates and focus activities that wil

promote learning and facilities retention8. Attention given to task is essential to learning9. Pupil learn a great deal to each other10. Learning is reinforce through appropriate, repeated practice

Method, Device and Technique

Method – devices or materials used. Teaching aids or tool to facilitate instruction make teaching clearer and more meaningful, interesting. (telling method to tell a story)

Devices – pictures, flash cards, and objects.(pictures to present a story)

Technique – art or skills in performance. (high pitch, action gestures, changing facial expression and varying timbre)

Methods of teaching

Two types of teaching approach • Deductive• Lecture• Expository• demonstrationDirect (DLED) • Inductive• Discovery• Reflective• Problem-solving• Project• Laboratory• Inquiry• Meta cognitionExperiential/Indirect (RID2PLIM)

-Approaches to Teaching IDPCIMM

a. Integratedb. Discovery

c. Processd. Conceptual

e. Inquiryf. Mastery

g. Multi-disciplinary

INTEGRATED APPROACH

Learning experience are unified around a certain core or theme for

which the child has a felt need, thus the unit is problem centered.

Example. Topic for the month of June.

Discovery ApproachRefers to an inductive method

of guiding pupils to learn by observing and experiencing

the lesson.

Process ApproachActivity oriented or an

experiential approach to teaching. It emphasizes the use

of process like observations, descriptions, classifications,

measurement, inference, hypothesis, prediction, control of

variable and experimentation

Conceptual ApproachAims to facilitate the

learners’ development of concepts and generalizations. Concepts are categorization of ideas. Generalization are

statement and explanation of relationships.

Inquiry ApproachStudent a re habituated to ask

questions, to search for answers and to solve problem that challenge their thinking

and resourcefulness.

Mastery Approach

Strategy of presenting materials to be learned step by step. Programmed instructional materials are usually self- instructional or in the form of modules. Uses in math and English.

General/Time tested method of teaching

•a discovery method. One may arrive at a fact, principle, truth, or generalization. This is a study of specific cases and ends up with a generalization. It is a process of reasoning from the particular to general

Inductive

•Preparation•Recall•Motivation•Presentation•Cases are presented•Comparison and Abstraction•Common element deduce•Generalization•Fact from no. 3 is stated as generalization•Application •Test child understanding

StepsI2PCG

A

•lesson start with generalization, process of reasoning from given facts to particular. It begins with law, then cases are studied to verify generalization

Deductive

•Presentation•Generalization, rule, definition, or principles is presented

•Verification•Trying out generalization•Application•exercises

StepsPVA

•Significant practice, practical unit of activity of problematic nature, planned and carried to completion involving the use of physical material.Project

•Purposing •Goal of project are determined

•Planning•Student and teacher activity

•Executing•Carrying out the activity as planned by the class

•Evaluating •Finished products are displayed and judge by both student and teacher

Steps 2P2E

Types of project method

Construction project- to do something

Enjoyment project- activity accompanied by

enjoyment

Problem project- master some intellectual

difficulty

Learning project- acquisition of a skill or

some knowledge

•apperceptionHerbatian (herbart)

•Preparation•Presentation•Comparison and abstraction•Generalization•Fixing skills

StepsPPCGF

•A week lesson plan used for sibika and hekasi social studies

Morrisonian (morison)

•Exploration•Presentation•Assimilation•Organization•Evaluation

StepsEPAOE

•Teaching procedure dealing with first hand experiences regarding materials or facts obtained from investigation or experimentation. It is experimentation, observation, or application by experimental method.

Laboratory

•Introductory step•a. Orientation- determination of work to be done. Nature and purpose of work are carefully explained. Teacher gives necessary direction through guide sheet and laboratory manual•b. motivation- teacher sets the mind of the student for discussion

•Work period – supervised work period•Culminating Activities- it can be reporting, explaining, presenting illustrative materials or exhibition of work.

StepsIWC

•Teacher does the experiment before the class.

Demonstration

•Preparation•Motivation•Statement of the problem •Hypothesis•Demonstration•Conclusion

StepsPSHD

C

•Explaining or interpreting. It is used when there is much need for explaining. Good for difficult subject and topics.

Expository

•Approach/ orientation- mind setting by recalling past experiences related to new lesson.•Presentation- devices maybe use such as analogies, stories models charts diagram.•Application- show whether the student understood the explanation or not.

StepsA/oPA

•Teaching procedure for clarifying a major idea cast in the form of question and answer•a. Use for college•b. Seminar•c. Symposium

Lecture

•Introduction to the lecture- idea of what the lecture is all about. Attention devices maybe use •Presentation of the body of the lecture- important point should be presented. Less important come later•Conclusion, closure, completion, culmination- summary and reorganization has been said at the end of the lecture

StepsIPC

•Used when thought are put to perceive something that the learner has not known before and gets directly involved in learning

Discovery

•Similar to inductive method

Steps

•An ongoing process that enables the learners to continuously learn from their own experiences through thoughtful analysis of their own actions, decisions, and beliefs.

Reflective

•Used when students are confronted with puzzling situation and the students are led to investigate the problem

Inquiry

•Statement of the problem•Investigation•conclusion

Steps(StInCo

n)

•Used when student are trained to become sensitive in the learning procedures.

Meta-Cognition

•Planning•Deciding•Monitoring•Evaluating•Terminating

StepsPDME

T

•Is used when a problem is felt in a situation that needs to removed by careful deliberation and study of analyzing the problem.

Problem Solving

•Raising the problem•Formulating hypothesis•Planning situation•Gathering data•Organizing, summarizing and interpreting data.•Testing and judging hypothesis•Formulating generalization•Evaluation

StepsRFPGOTFE

Art of Questioning

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Characteristics of a Good Question

1. Is simple and clear2. Is definite

3. Challenging and thought provoking

4. Is adapted to the age, abilities and interest of the learners5. Requires an extended

responses

Technique of questioning

1 . Should be asked in a well modulated voice2. Ask question first then wait for the class to think about it before calling student name to answer3. A sufficient number of question should be ask to stimulate student to activity4. Refrain from repeating question5. Should be evenly distributed so that the majority of the student can take the discussion6. Avoid resorting to any mechanical system

of field questioning7. Ask only that are really interesting and

thought provoking.

Types of questiona. According to thinking process

a. 1. low –level questioning – emphasizes memory and recall of informaton

b. 2. high –level questioning- deal with complex and abstraction

b. According to type of answera. 1 convergent- one best answerb. 2. divergent- open- ended HOTS

Effective questioning 1. More question-more student involvement-

increase motivation2. Equal distribution of question- fewer discipline

problem3. Sequencing- ask first before calling student to

respond4. Call out- answer given before student to

recognize-discourage but allowed when come from slow learner

5. Choral responding- effective for practicing skills terms, facts, available from immediate recall.

6. open-ended question- help to develop student HOTS

7. Prompting- give cue to student8. Wait-time- oppurtunity to think first9. Questioning HOTS versus recall build up

student thinking capacity10. Student question- allow student to raise

question in a friendly environment

UBD-2010 SEC understanding by design

Mctighe and WigginsTeaching for understanding. It is

knowing what you want to know as a solution to problem. Also known as

backward design.Three steps of u.b.d.

1. Identifying desire.2. Defining acceptable evidence through

different types of assessment.3. Planning learning experiences and

instruction

Six facets of understanding

(EIAPES)1. CAN EXPLAIN

2. CAN INTERPRET3. CAN APPLY

4. HAVE PERSPECTIVE5. CAN EMPATIZE

6. HAVE A SELF KNOWLEDGE

SOME KEY TERMS1. ASSESMENT- long term, it is determine to the

extent to which student learned or have been achieved.

2. BIG IDEA- the ideas of worth learning. It is not necessary the idea of one areas of study

(it must be integrated)3. CURRICULUM- blue print of learning plans

4. DESIRE RESULTS- target performance standard (NAT)

5. UNDERSTANDING- making connections of new knowledge into something that is said to be widely and are applied in one’s real life.

Thank You!

Prepared by:Mr. Boyet B. Aluan