PRINCIPLES OF TEACHING - 1 File Download

Loyd Angelo M. Diana, MSE

PRINCIPLES OF TEACHING

ELEMENTS OF TEACHING AND LEARNING

1. Learner The core of the teaching-learning

process. It is from him that revolves allactivities related to classroomactivities.

A pupil is the learner in theelementary level and a student is thelearner who attends an institutionbeyond the elementary level.


1. Learner Embodied spirit: He/she is a union of

sentient body and a rational soul.

His/her body experiences sensationsand feels pleasure and pain.

His/her soul is the principle of spiritualacts, the source of intellectualabstraction, self-reflection, and freerational volition.


Fundamental Equipment of a Learner

A. Cognitive Faculties

1. Five Senses

The five senses are part of thelearner’s sentient body.




2. InstinctsThis means that the learner has a natural or inherent

capacity or tendency to respond to environmentalstimuli such as danger signs for survival or self-preservation.




3. Imagination It is the ability to form a mental

image of something that is notperceived through the senses.




3. Imagination

It is the ability of the mind to buildmental scenes, objects or eventsthat do not exist, are not presentor have happened in the past.




4. Memory This is the cognitive faculty of

retaining and recalling pastexperience.




5. Intellect By his/he intellect, the

learner can engage incognitive processes such asforming ideas or concepts,reasoning out and makingjudgment.



B. APPETITIVE FACULTIES

1. Feelings and Emotions Emotion is on / off switch for learning. Positive feelings

and emotions make the teaching-learning process anexciting and a joyful, fruitful affair. Negative feelings andemotions make the same process a burden.



B. APPETITIVE FACULTIES

2. Will The learner’s will serves as guiding force and the main

integrating force in his/her character.

FACTORS THAT CONTRIBUTE TO THE DIFFERENCES AMONG LEARNERS

1. AbilityThe learners’ native ability dictates the prospects of

success in any purposeful activity. Hence, the learners’proficiency in memorization, imagination, conceptformation, reasoning, judging and other cognitive skillsare contingent on their endowed potential to learn.


2. Aptitude

It refers to the learners’ innate talent or gift. It indicatesa natural capacity to learn certain skills.

3. Interest

The learners’ cognitive faculties of sensorial experience,memory imagination, concept formation, reasoning andjudgment are at their height when learners’ interests arealso at their peak.


4. Family and cultural background

Students who come from different socioeconomicbackground manifest a wide range of behaviour due todifferences in upbringing practices.

5. Attitudes and valuesA positive attitude will enhance the maximum and

optimum use of the learner’s cognitive and affectivefaculties for learning. A negative attitude towardslearning robs them of many opportunities for learning.


To understand the child, the teacher must know that:

the child as a unique individual has traits peculiar tohimself;

the child is a product of the cultural environment wherehe assumes membership; and

the child is influenced by social and psychologicalforces from the environment.

MULTIPLE INTELLIGENCE THEORY

Old View New View

Intelligence was fixed Intelligence can be

developed

Intelligence was measured

by a number

Intelligence is not

numerically quantifiable and

is exhibited during a

performance or problem-

solving process


Old View New View Intelligence was unitary Intelligence can be

exhibited in many ways

Intelligence was measured

in isolation

Intelligence is measured in

context/real life situations


Old View New View Intelligence was used to

sort students and predict

their success

Intelligence is used to

understand human

capacities and the many

and varied ways students

can achieve


The theory of multiple intelligenceswas developed in 1983 by Dr.Howard Gardner, professor ofeducation at Harvard University. Itsuggests that the traditional notionof intelligence, based on I.Q. testing,is far too limited.


Well-developed verbal skills andsensitivity to the sounds, meaningsand rhythms of words

1. Verbal-Linguistic

learning through the spokenand written word.

Word Smart


Ability to think conceptually andabstractly, and capacity to discernlogical or numerical patterns

2. Mathematical-Logical

learning through reasoning andproblem solving

Number / Reasoning / Logic Smart


Ability to produce andappreciate rhythm, pitch andtimber

3. Musical

learning through patterns,rhythms and music. Thisincludes not only auditorylearning but also theidentification of patterns throughall the senses.

Music Smart


Capacity to think in images andpictures, to visualize accuratelyand abstractly

4. Visual-Spatial

learning visually and organizingideas spatially. Seeing concepts inaction in order to understand them.

Picture Smart


Ability to control one's bodymovements and to handleobjects skilfully

5. Bodily-Kinesthetic

learning through interactionwith one’s environment.

Body Smart


Capacity to detect and respondappropriately to the moods,motivations and desires ofothers

6. Interpersonal

learning through interaction withothers

People Smart


Capacity to be self-aware and in tunewith inner feelings, values, beliefs andthinking processes

7. Intrapersonal

learning through feelings, values, andattitudes.

Self Smart


Ability to recognize and categorizeplants, animals and other objects innature

8. Naturalist

learning through classification,categories, and hierarchies.

Nature Smart


Sensitivity and capacity to tackle deepquestions about human existence, suchas the meaning of life, “why do wedie?”, and “what is my role in theworld?”

8. Existential

Spirit Smart

LEARNING STYLES

It is the way a person processes,internalizes, and studies newchallenging material. It also refers to anindividual’s habitual, and preferredways of absorbing, processing,retaining, new information and skills.

SENSORY PREFERENCES

Individuals tend to gravitate toward oneor two types of sensory input andmaintain dominance in one of thefollowing types:

SENSORY PREFERENCES

1. Visual Learners

These learners must see theirteacher’s actions and facial expressionsto fully understand the content of alesson.

SENSORY PREFERENCES

1. Visual Learners

They may think in pictures and learnbest from visual aids including:diagrams, illustrated books, overheadtransparencies, videos, flipcarts andhand-outs.

SENSORY PREFERENCES

1. Visual-iconic

Those who prefer this form of input aremore interested in visual imagery suchas film, graphic displays, or pictures inorder to solidify learning.

They usually have good “picturememory.”

SENSORY PREFERENCES

2. Visual-symbolic

Those who prefer this form of input feelcomfortable with abstract symbolismsuch as mathematical formulae or thewritten word.

SENSORY PREFERENCES

2. Auditory Learners

They learn best through verballectures, discussions, talking thingsthrough and listening to what othershave to say.

They interpret the underlying meaningsof speech through listening to tone ofvoice, pitch, speed, and other nuances.

SENSORY PREFERENCES

2. Auditory Learners

These learners often benefit fromreading text aloud and using a taperecorder.

They can attend aurally to details,translate the spoken word easily intothe written word, and are not easilydistracted in their listening ability.

SENSORY PREFERENCES

1. Listeners

Out of school too, they rememberthings said to them and make theinformation their own.

They may even carry on mentalconversations and figure out how toextend what they learned by reviewingin their heads what they heard otherssay.

SENSORY PREFERENCES

2. Talkers

They are the ones who prefer to talkand discuss. They often findthemselves talking to those aroundthem.

In a class setting when the instructor isnot asking questions, they tend towhisper comments to themselves.

SENSORY PREFERENCES

3. Tactile / Kinesthetic Learners

They benefit much from a hands-onapproach, actively exploring thephysical world around them.

They tend to prefer “learning by doing”preferring the use of psychomotor skillsto, say, abstract thinking skills.

SENSORY PREFERENCES

4. Analytic Learners

They tend toward the linear, step-by-step processes of learning. They tendto see the finite elements of patternsrather than the whole.

Tree seers

SENSORY PREFERENCES

4. Global Learners

They lean towards non-linear thoughtand tend to see the whole pattern ratherthan particle elements.

Forest seers


2. Teacher The professional teacher is the “licensed professional

who possesses dignity and reputation with high moralvalues as well as technical and professional competence…he/she adheres to, observes and practices a set ofethical and moral principles, standards, and set of ethicaland moral principles, standards and values.” (Code ofEthics for Professional Teachers)


2. Teacher The most important part of the learner’s educational

environment. Without them, the other elements of theeducational environment would be ineffective, for theyguide, direct, and stimulate youth in their goal-seeking.(Bent, et. al., 1970)


3. Learning Environment It is a venue for social interaction that

includes ways of doing things, solvingproblems, and acquiring information.

It provides an instructional processinvolving the teacher, the learner, andthe subject matter.


1. Physical Environment It is the totality of the outside

elements or the physical make-up thatinfluences the learner.


2. Intellectual Climate It refers to a learning atmosphere

characterized by activities designed tochallenge the intellect.

It includes providing opportunities fordevelopment of thinking skills bothcreative and critical, problem-solving,and diagnosing patterns of behaviourto be acquired.


3. Social ClimateA. Autocratic climate The teacher directs, decides as to what activities are

to be done. Evaluation of the learners’ progress isbased on arbitrary standards.

There is very little communication between teacherand learners, hence, the learners find littleopportunity for initiative, participation in groupplanning or self-evaluation.


3. Social ClimateB. Laissez faire There is little emphasis in group participation. The

individual acts on his own, working for the recognitionof his accomplishments.

This climate is not characterized by interaction.


3. Social ClimateC. Democratic climate There is high regard for group participation and

cooperative work. Teacher becomes a facilitator andguides the learners in the accomplishment of acommon set of objectives.


3. Emotional Climate

This refers to the mental health and emotionaladjustment of all learners.

CLASSROOM MANAGEMENT

The administration or direction of activities withspecial reference to such problems as discipline,democratic techniques, use and care of supplies andreference materials, the physical features of theclassroom, general housekeeping, and the socialrelationships of pupils.

- Carter V. Good’s Dictionary of Education

CLASSROOM MANAGEMENT

controls of activities in the classroom

seating arrangement, attendance, day to dayclassroom courtesies, choice of instructionalmaterials to use for a particular lesson

APPROACHES TO CLASSROOM MANAGEMENT

1. ASSERTIVE APPROACH Teacher draws a clear line between what and how

much the students are allowed to do in theclassroom.

Teacher asserts his authority as he explicitlyexpresses the specific rules to follow in the conductof behaviour of the students including possibleconsequences in case of misconduct


1. ASSERTIVE APPROACH This approach bases its assumption that the teacher

being the authority in the classroom can handlediscipline problems.


2. BUSINESS-ACADEMIC APPROACH This is the business line approach in the

management of students as they engage themselvesin the work activities as part of their academic work.

Divided into three major categories:


2. BUSINESS-ACADEMIC APPROACHA. Establishment and communication of workassignments, standards, and procedures

1. Instruction for Assignment. Teacher starts byexplaining the assignment including how he wants theassignment done.



2. Standards to be met. As a general rule, teachersets standards for the completion of the assignmentfor submission.



3. Procedures for absent students. Teacherprovides make-up class for students who for onereason or another failed to copy the assignment.


2. BUSINESS-ACADEMIC APPROACHB. Monitoring Students’Work

Monitoring work is advantageous to both teacherand student.

On the part of the teacher, he is able to know howmany students are encountering difficulty in doing thework.


2. BUSINESS-ACADEMIC APPROACHB. Monitoring Students’Work

On the part of the student, monitoring will furtherencourage him to finish his activities as he will beguided how to do it correctly.

Monitoring by the teacher can be done either bygroups or by individual work.


2. BUSINESS-ACADEMIC APPROACHC. Feedback to Students

All submitted assignments, reports and even resultsof tests should be checked promptly and returned tothe students.


2. BUSINESS-ACADEMIC APPROACHC. Feedback to Students

At the start of the year, the teacher should makesure the students understand the need forcompletion and submission of all assigned tasks.


3. BEHAVIOR-MODIFICATION APPROACH

This focuses not on the personal history of studentsor a solution to an existing problem, rather itmotivates students to develop appropriate behaviourthrough a reward system.


3. BEHAVIOR-MODIFICATION APPROACHa. Behavior is a consequence of the problem of theindividual related to his personal history and theconditions of his environment.

b. Behavior gets strength from positive reinforcementin the form of rewards and recognition. Negativereinforcers discourage the students.


3. BEHAVIOR-MODIFICATION APPROACHc. Behavior is strengthened by positive or negativereinforcement.

d. Student behaviour is influenced by positivereinforcers. Punishment may help reduceinappropriate behaviors but only when used to aminimum.


3. BEHAVIOR-MODIFICATION APPROACHe. Rewards for appropriate behaviour diminish chanceof dominance of inappropriate behaviour.

f. Constant reinforcement brings out the best results ifdone constantly as the need arises.

g. An acquired behaviour is best maintained throughcontinuous reinforcement.


4. GROUP MANAGERIAL APPROACH This emphasizes the need for an immediate

response to a group’s inappropriate behaviour tostop the likely problem to exist rather than wait forthe problem to come.

A misbehaviour that remains unnoticed and which isnot checked tends to affect the group and will beassimilated by the members.


Categories of Learner’s BehaviorA. Work Involvement.

It is the amount of time spent by students on aspecific task to be accomplished. Every studentmust be engaged in the activity or assigned aparticular task to work on.

When everybody is busy there is very littlechance of inappropriate behaviour.


Categories of Learner’s BehaviorB. Deviancy

Students may exhibit mild misbehaviour, seriousmisbehaviour or no misbehaviour at all. Amisbehaviour whether mild or serious will disruptthe normal flow of activities in the classroom.

It is best that the misbehaviour is given attentionat once and stopped even before a serious problemcan occur.


Categories of Teacher’s BehaviorA. Desist techniques

With-it-ness. It is the ability to react on a target. Italso means communicating to students that theteacher knows what is happening inside theclassroom.

Overlapping behaviour. It refers to the ability ofthe teachers to handle more than one activity atthe same time.


Categories of Teacher’s BehaviorA. Movement Management

The organization of behaviour depending on thekind of task in progress. It may be smooth or jerky.

APPROACHES TO CLASSROOM MANAGEMENTCategories of Teacher’s Behavior

A. Movement Management

Smoothness is a continuous flow of activitiesusually done in uninterrupted work periods. Thereis no room for interruptions especially when thestudents are busy with the work.

Jerkiness is characterized by a disorderly flow ofactivities resulting from the lack of focus. Theteacher keeps on changing work assignmentswithout ending the first task.

APPROACHES TO CLASSROOM MANAGEMENTJerkiness

1. Stimulus-bounded

Teacher misses an event that is potentialdisruptive force. He is busy with some studentsand has ignored the others.

2. Thrust

Teacher instantly assigns activities to do withoutdetermining student readiness.

APPROACHES TO CLASSROOM MANAGEMENTJerkiness3. Dangle

Teacher all of a sudden drops or discontinues a topicand shifts to another.

4. Truncation

Teacher abruptly ends an activity.

5. Flip-flop

Teacher terminates the activity, introduces a new oneand then goes back to the terminated activity.


Overdwelling It happens when too many explanations are given

which are no longer necessary. This may come in theform of too much lecturing, nagging, and overemphasizing.

Fragmentation Giving too much details or duplicating activities. It

also means breaking an activity into too many stepswhen it can be simplified.


5. GROUP GUIDANCE APPROACH This is based on changing students’ behaviour on a

group basis. Teacher maintains group focus on thecontent and tasks of the groups.

Discipline and control of classroom are producedthrough a group atmosphere that encourages rapportamong the members.


Causes of Disciplinary Problems:1. Individual case history. A child’s disruptive

behaviour is part of his larger emotional problem.Whatever repetitive problems there are, can betraced from the individual case.

2. Group conditions. The existing problem reflectsone which is common to the group.


Causes of Disciplinary Problems:3. Mixture of individual and group cases. Theproblem may be manifested by an individual but istriggered by something in the group.


6. ACCEPTANCE APPROACH It is anchored on the principle that every person

needs to be accepted. As a social being, he needs tobelong and relate to members of the group.

Applied to learning, it is teaching that is democraticin that it allows participation by students in decision-making.


6. ACCEPTANCE APPROACH Educators and psychologists as well recognize the

need for acceptance in developing appropriatebehaviour and achievement in school. Beingsuccessful in receiving recognition will give way tomistaken goals like:


6. ACCEPTANCE APPROACH1. Attention getting. Failure to get the much neededrecognition may drive individuals to resort to antics liketeasing classmates, refusing to cooperate, anddemonstrating inability to work independently therebyseeking help from others as form of getting attention.


6. ACCEPTANCE APPROACH2. Power seeking. Desire for recognition may bemanifested by expressed defiance toteachers/classmates. The individual may beargumentative and hard-headed. He flares up, with noreason at all and can even exhibit hostile behaviour.


6. ACCEPTANCE APPROACH3. Revenge seeking. Rejection drives an individual totry to get even with someone who fails to recognizehis efforts. Feeling unwanted and unloved he can beviolent and cruel and can cause injury to others.


6. ACCEPTANCE APPROACH4. Withdrawal. If a student feels rejected he maybecome withdrawn. He shies away from the companyof his classmates, fearful of exposing hisinadequacies.


7. SUCCESS APPROACH This approach focuses on psychological and social

conditions as determinants of appropriate behaviour.

Good behaviour results from good choices and thatbehaviour is a matter of choice.

Teachers should guide his students to make goodchoices.


4. The Curriculum It is commonly referred to as course of study or

program of study.

The sum total of all the learning experiences insideand outside the school

The set of learnings and experiences forstudents/learners planned by the school to attain theaims of education


1. In a curriculum development class, the teacher askedthe students to give an enriched definition of thecurriculum. Which among the following encompasses thetrue essence of the term?


a. Curriculum is a list of subjects to take to complete acourse.

b. Curriculum is the sum total of all the learning experiencesin the teaching-learning process.

c. Curriculum is a list of courses in order to graduate.

d. Curriculum is a never ending process in education.


2. Ordinary people consider curriculum as ___________.

I. a list of subjects

II. courses to complete

III. subjects to undertake


a. I only

b. II only

c. III only

d. I, II, and III


3. Curriculum may be defined in many ways. What doesthis prove?


a. The concept of curriculum is based on those given byexperts.

b. The concept is limited and narrow in scope.

c. The curriculum is characterized as fragmentary, elusiveand confusing.

d. The concept of curriculum may be defined from differentperspectives.

TYPES OF CURRICULA IN SCHOOLS

1. Recommended These are recommendations in the form of

memoranda or policy, standards and guidelines thatcame from government agencies such as DepEd,CHED and TESDA and professional organizations orinternational bodies such as UNESCO.


2. Written This includes documents based on the

recommended curriculum. They come in the form ofcourse of study, syllabi, modules, textbooks,instructional guides among others.

Example of written curriculum is the teacher’s lessonplan.


3. Taught The teacher and the learners will put life to the

written curriculum. The skill of the teacher to facilitatelearning based on the written curriculum with the aidof instructional materials and facilities is necessary.


4. Supported These are support materials that the teacher needs.

This includes print materials like books, charts,worksheets, and non-print materials like PowerPointpresentations and other electronic illustrations. It alsoincludes facilities like science laboratory andplayground.


5. Assessed This is the curriculum that is evaluated after it has

been taught. It can either be assessment for learning,assessment as learning or assessment of learning.


6. Learned these are measured by tools in assessment, which

can indicate the cognitive, affective and psychomotoroutcomes. Learned curriculum also demonstrateshigher order and critical thinking and lifelong skills.


7. Hidden / Implicit This is the unwritten curriculum – peer influence,

school environment, media, parental pressures,societal changes, cultural practices, naturalcalamities are some factors that create hiddencurriculum.


1. The Philippine Association for Teachers and Educators(PAFTE) proposed a new curriculum for TeacherEducation to make the graduates globally competitive.What type of curriculum is this?


a. Supported Curriculum

b. Hidden Curriculum

c. Assessed Curriculum

d. Recommended Curriculum


2. In order to have an effective teaching and learning,there must be an adequate utilization of learningmaterials. What type of curriculum is this?


a. Assessed Curriculum

b. Hidden Curriculum

c. Recommended Curriculum

d. Supported Curriculum


3. When teachers conduct a series of evaluation todetermine the extent of teaching, what must beimplemented?


a. Hidden Curriculum

b. Taught Curriculum

c. Learned Curriculum

d. Assessed Curriculum


4. Materials of Instruction

These refer to various resources available to theteachers and learners which will help facilitateinstruction and learning.


1. Two-dimensional MaterialsA. Flat picture

They are sometimes referred to as universallanguage because anybody can read pictures,although people have different ability in readingpictures.


1. Two-dimensional MaterialsB. Graphics

Webster defines it as the art or science of drawing,especially mechanical drawing. It includes variety ofvisual forms such as: graphs, diagrams, charts,posters, cartoons, comics, and maps.


2. Three-dimensional MaterialsA. Model

It is a representation of a real thing that is infinitelylarge, like the earth, or a thing that is small, like anatom. A model, therefore, reduces or enlargesobjects to sizes we can observe.


2. Three-dimensional MaterialsB. Realia

It is an inclusive term that covers the tangible orvisible things which serve the purpose of teaching. Itis classified into objects, specimens, relics, replicas,and exhibits.


2. Three-dimensional MaterialsC. Mock-up

It is a full-size dummy or structural model designedto be worked with directly by the learner for analysisor training.


2. Three-dimensional MaterialsD. Diorama

It is a three-dimensional material scene in depthusing a group of modelled objects and figures in anatural setting.


2. Three-dimensional MaterialsE. Puppets

Small, usually jointed figures in the forms of humanbeings, animals, etc. moved with the hands or bystrings, wires, or rods, usually in a puppet show.


3. Audio-recording MaterialsA. Recordings

This registers sound or visual images in somepermanent form as on a phonograph disc, magnetictape, etc., for reproduction on a playback device.


3. Audio-recording MaterialsB. Radio

This is an audio device used by teachers in socialstudies, music, science, etc. The radio is an effectiveaudio-device inasmuch as it can be used anywherewith or without electricity.


4. Projected MaterialsA. Still projection

Slides, transparencies, filmstrips, overheadprojection, opaque projection, microfilm, microfiche,microprojection.


4. Projected MaterialsB. Motion pictures

It is an edited version of reality. This editing whichmay involve manipulation of time, space, objects thatcan heighten reality by eliminating distractions andby pointing up relationships that might well beoverlooked.


4. Projected MaterialsC. Educational television

TV can provide enrichment and meaning, teachskills, perform drills, encourage research work andother projects, and stimulate students to newinsights, perceptions, and discoveries.

MANAGEMENT OF INSTRUCTION

An effective learning experience is a product ofcareful planning.

Objectives

Teaching-learning activities

Classroom environment

A classroom must be set up in the

consideration of the individual

differences.


1. HOMOGENEOUS

It came from a Greek word meaning “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.


2. HETEROGENEOUS

It is derived from a Greek word meaning “different

kinds.”

It is characterized by the presence of dissimilar

characteristics of the members of the group.

The more heterogeneous the group is, the more

dissimilar are the members.

BLOOM’S TAXONOMY

Jamaica C. Olazohttps://www.facebook.com/ja.maica.393

• comes from the Greek word “taxis=arrangements” and “nomos=science”

• Science of arrangements

• means 'a set of classification principles', or 'structure', and

• Domain simply means 'category'.

TAXONOMY

124Jamaica C. Olazo || https://www.facebook.com/ja.maica.393

- was a Jewish-American educational psychologist.

Contributions:

1. Classification of Educational Objectives

2. Theory of Mastery-Learning

(Feb. 1913 – Sep. 1999)

Who is BENJAMIN BLOOM?

BENJAMIN SAMUEL BLOOM

125

Jamaica C. Olazo || https://www.facebook.com/ja.maica.393

THREE DOMAINS OF LEARNING

• Mental Skills (KNOWLEDGE)

Cognitive Domain (Knowing/Head)

• Manual or physical skills (SKILLS)

Psychomotor Domain (Doing/Hands)

• Growth in feelings or emotional areas (ATTITUDE)

Affective Domain (Feeling/Heart)

126Jamaica C. Olazo || https://www.facebook.com/ja.maica.393

Lower-order Thinking Skills

to

Higher-order Thinking Skills

127

Evolved function, High complexity

Basic function, Low complexity


COGNITIVE DOMAIN

Evaluation

Synthesis

Analysis

Application Comprehension

Knowledge

PSYCHOMOTOR DOMAIN

AFFECTIVE DOMAIN

Origination

AdaptationComplex Overt Response

Mechanism

Guided Response

Set

Perception

Characterization

Organization

Valuing

Responding

Receiving

128

Attitude and emotions domain

Physical tasks such asthe manipulating of objects

Development of critical thinking skills

Bloom’s Taxonomy of Objectives in the Cognitive Domain

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

The Cognitive Domain

1956

129

Lower-orderThinking Skills

Higher-orderThinking Skills

Bloom’s Taxonomy of Objectives in the Cognitive Domain

Creating

Evaluating

Analyzing

Applying

Understanding

Remembering

The Cognitive Domain

2001(Revised)

130

Lower-orderThinking Skills

Higher-orderThinking Skills

131

ORIGINAL TAXONOMY (1956) ---> REVISED TAXONOMY (2001)

• Knowledge

• Comprehension

• Analysis

• Application

• Synthesis

• Evaluation

Remember (I know)

Understand (I comprehend)

Apply (I can use it)

Analyze (I can be logical)

Evaluate (I can judge)

Create ( I can plan)Jamaica C. Olazo || https://www.facebook.com/ja.maica.393

• REMEMBERING

- Recall previous learned information.

- Recalling relevant knowledge from long term memory.

- Rote learning or memorization.

Bloom’s Revised TaxonomyREMEMBERING

132


• UNDERSTANDING

- Comprehending the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words.

- Construct meaning and explain.

Bloom’s Revised TaxonomyUNDERSTANDING

133


• APPLYING

- Use a concept in a new situation or unprompted use of abstraction.

- applies what was learned in the classroom into novel situations.

- abstract ideas into practical

situations

Bloom’s Revised TaxonomyAPPLYING

134


• ANALYZING

- Breaking the concept into parts and understand how each part is related to one another.

- Illustrate relationships to

one another.

Bloom’s Revised TaxonomyANALYZING

135


• EVALUATING

- Making judgments based on a set of guidelines and the value of ideas or materials.

- Judge, criticize and assess information using what you know to make decisions and support your views.

Bloom’s Revised TaxonomyEVALUATING

136


• CREATING

- Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure.

- Putting information together in an innovative way.

Bloom’s Revised TaxonomyCREATING

137


• Perception

- uses sensory cues to guide

color note listen

describe observe look

find record measure

“The student will identify by its feel a type of visual aid.”

PSYCHOMOTOR

138


• Set

- Demonstrates a readiness to take action to perform the task or objective

assemble create handle

construct demonstrate imitate

copy execute perform

“The student will demonstrate how to step on a gear.”

PSYCHOMOTOR

139


• GUIDED RESPONSE

- Knows steps required to complete the task or objective

assemble determine use measure

connect experiment relate

convert handle manipulate

“The student will imitate how a particular vowel sound is produced.”

PSYCHOMOTOR

140


• Mechanism

- Performs task or objective in a somewhat confident, proficient, and habitual manner.

devise manipulate spell out

execute operate use

install perform

“The student will set the microscope for testing accumulation of bacteria.”

PSYCHOMOTOR

141


• Complex Overt Response

- Performs task or objective in a confident, proficient, and habitual manner.

assemble convert

conduct label use

connect match measure

“The student will encode in the computer.”

PSYCHOMOTOR

142


• Adaptation

- Performs task or objective as above, but can also modify actions to account for new or problematic situations.

alter move shift

change refine shove

modify revise sift

“The student will arrange the exhibits according to subject area.”

PSYCHOMOTOR

143


• Origination

- Creates new tasks or objectives incorporating learned ones.

create reflect repair and use

discard and substitute recall and use

recycle and use remember and apply

“The student will create steps for a new folkdance.”

PSYCHOMOTOR

144


• Receiving

- Demonstrates willingness to participate in the activity

accept follow locate point to

ask hold name select

choose identify observe sit

describe listen participate

“The student listens to classmates who express opinions/views.”

AFFECTIVE

145


• Responding- shows interest in the objects, phenomena, or

activity by seeking it out or pursuing it for

answer conform initiate practice

assist discuss intensify read

assume exert label recite

comply greet perform share

“The student will answer a call for sand bagging at Bucayao River.”

AFFECTIVE

146


• Valuing

- Internalizes an appreciation for (values) the objects, phenomena, or activity.

admire complete find pleasure in

appreciate differentiate invite

commemorate describe sustain

“The student will express appreciation for ancient Ambahan Mangyan poems.”

AFFECTIVE

147


• Organizing- begins to compare different values, and

resolves conflicts between them to form aninternally consistent system of values.

adhere compare complete equalize

adjust combine control generalize

alter arrange defend organize

“The student will prefer reading newspaper than playing video games.”

AFFECTIVE

148


• Characterizing

- Adopts a long-term value system that is pervasive, consistent and predictable.

act generate use

display influence solve

conserve modify generate

follow perform verify

“The student will follow the standard norms – a set of rules adapted in school.”

AFFECTIVE

149


One guiding principle related to subject mattercontent is to observe the following qualities inthe selection and organization of content:

SELECTION AND ORGANIZATION OF CONTENT

This means teaching the content that we ought toteach according to national standards explicit in the Kto 12 Basic Education Curriculum.


1. Validity

It also means teaching the content in order to realizethe goals and objectives of the course as laid down inthe basic education curriculum.


1. Validity

What we teach should respond to the needs andinterests of the learners, hence meaningful andsignificant.


2. Significance

Content is reflective of the current needs ofcommunity and the society in general.


2. Significance

A well-selected content will lead to an educationalefficiency manifested by technically competentworkers.

Content included not only facts but also concepts andvalues. The use of three level approach ensures abalance of cognitive, psychomotor and affectivelesson content.


3. Balance

Content must not be confined to a particular class,status, level, place, and person.


3. Balance

There should not be an exclusion of a particular groupor groups from representation.

Content fully covers the essentials. The essentials aresufficiently covered and are treated in-depth.


4. Self-sufficiency

Content preparation affords an opportunity for self-learning.

Teachers consider the interest of the learners, theirdevelopmental stages and cultural and ethnicbackground.


5. Interest

Will this content be of use to the learners?


6. Utility

It is not meant only to be memorized for test andgrade purposes. What is learned has a function evenafter examinations are over.

Language used must be simple, precise, and easilyunderstood.


7. Learnability

Graphics must provide for clearer explanation /discussion of topics.

The content is feasible in the sense that the essentialcontent can be covered in the amount of timeavailable for instruction.


8. Feasibility

Capable of being done with conditions as they are.

THE HOW OF TEACHING

Technique

Method

Approach

Approach

It is a set of principles, beliefs or ideas about the

nature of learning which is translated into the

classroom. It springs from a teacher’s own philosophy

of education, the nature of education, the role of the

teacher and that of the student.

Examples of Teaching Approaches

1. Teacher-centered approach

The teacher is perceived to be the only reliable

source of information in contrast to the learner-

centered approach which is premised on the belief

that the learner is also an important source because

he/she too knows something and is therefore capable

of sharing something.


1. Teacher-centered approach

Teaching consists in teacher telling and prescribing

what learners should do.

The learner is passive recipient of instruction.

Teacher-dominated


2. Subject matter-centered approach

Subject matter gains primacy over the learner.

By all means teacher finishes teaching subject matter

as scheduled even if learners have not learned it.

Sticking to course syllabus or lesson plan is priority of

subject matter-centered teachers.


2. Subject matter-centered approach

The teacher does what he/she planned without

necessarily considering learner’s interests, concerns

and situation.


3. Constructivist approach

Students are expected to construct knowledge and

meaning out of what they are taught by connecting

them to prior experience.


4. Banking Approach

Teacher deposits knowledge into the “empty” minds of

students for students to commit to memory.

The students are perceived to be “empty receptacles”

waiting to be filled.


5. Research-based approach

As the name implies, teaching and learning is

anchored on research findings.


6. Whole child approach

The learning process itself takes into account not only

the academic needs of the learners, but also their

emotional, creative, psychological, spiritual and

developmental needs.


7. Metacognitive Approach

The teaching process brings the learner to the

process of thinking about thinking.

The learner reflects on what he learned and on

his/her ways of learning.


8. Problem-based approach

The teaching-learning process is focused on

problems.

Time is spent on analyzying and solving problems.


9. Discovery Approach

The discovery approach refers to an inductive method

of guiding learners to discuss and organize ideas and

processes by themselves.


9. Discovery Approach

Instead of telling either by teacher or a textbook

explanation, self-discovery sets up learning situations

whereby children are encouraged to explore a

process or discover rules.


10. Conceptual Approach

It is choosing and defining the content of a certain

discipline


11. Process Approach

Teaching in which knowledge is used as a means to

develop students’ learning skills.

Students are actively engaged in the activities so the

competencies needed in the subject could eventually

be acquired by them.


12. Inquiry Approach

It is the search for truth, information, or knowledge. It

pertains to research and investigation and to seeking

for information by asking questions.

It is also a search for the solution to a problem

through an exploration and evaluation of alternatives.

Method

It is an organized, orderly, systematic, well-planned

procedure aimed at facilitating and enhancing student’s

learning.

It is undertaken according to some rule which is usually

psychological in nature. That is, it considers primarily

the abilities, needs, and interests of the learners.

Technique

It is a well-defined procedure used to accomplish a

specific task or activity. It is the teacher’s particular

style or trick used to accomplish an immediate

objective.

Categories of Teaching Methods

1. Deductive Method

The teacher tells or shows directly what he/she wants

to teach.

It makes use of a generalization to begin with, followed

by specific examples and situations to support the

general statement.


2. Inductive Method

It begins with questions, problems and details and end

up with answers, generalizations, and conclusions.


3. Lecture Method

Predominantly teacher-directed aimed at providing

needed information. It involves factual presentation

and textual explanation of a particular topic or few,

selected topics.


3. Lecture Method

Preparation for the lecture

Introduction to the lecture

Giving the body of the lecture

Conclusion of the lecture


Techniques in the Lecture Method

1. Outlining technique

Involves a cognitive framework in which the subject

matter is presented from general to specific.

There is hierarchy of ideas developed from big to

small, from complex to simple, and from general to

specific.



2. Component technique

Instead of breaking up the whole into its parts, the

lecturer organizes his ideas from small to large.

As the lecture proceeds, more pertinent data are

presented



3. Sequential technique

Provides the most effective, cognitive framework

around which the whole lecture revolves.



3. Sequential technique

The chronological arrangement of events in history;

Stages in the cycle of communications;

The development of a story plot or a novel



4. Relevance technique Presentation of a central thought or the singular idea

Giving all impressions about this idea

Separating the correct impressions from the incorrect

ones

Concentrating the lecture on the explanation of the

correct impressions



5. Transitional technique

It presents an in-depth treatment of a particular

topic. It aims to expand and provide different but

acceptable perspectives about the subject of the

lecture.


4. Discussion Method

A face-to-face encounter between the teacher and the

students and/or between students and students under

the guidance of the teacher aimed at a free exchange

of ideas about a particular topic.


Techniques in the Discussion Method

1. Small-group discussion technique

It is breaking down the whole class into small

groups in order to encourage and maximize free

exchange of ideas about a familiar topic.



2. Socialized classroom discussion technique

It involves a free exchange of ideas between the

class and the teacher.

The teacher acts as a moderator, guiding and

directing the class discussion.



3. Direct instruction / classroom teaching technique

It is a combination of teacher’s exposition and follow-

up discussion on the part of the students.

The teacher initially provides an information which will

be adopted, supported, and affirmed by the students.



4. Panel discussion technique

It is a direct, conversational, and interactional

discussion among a small group of experts or well-

informed persons.



5. Recitation technique

It is highly cognitive, highly teacher-directed, highly

structured, student-dominated, and aimed at

developing the study habits of students.



5. Interview technique

It involves inviting a resource person to the class and

asking him to answer preconceived questions about a

specific topic.


5. Reporting Method

It aims to provide students with information in a direct,

uninterrupted manner. It resembles a popular television

format.

The teacher presents the scope and coverage of the

subject he teaches and later assigns each student

particular topic/s to research on.


Techniques in the Reporting Method

1. Unit or Morrison technique

It is the process of taking the contents of a particular

subject as big blocks and not as isolated and

fragmentary bits of information.



2. Individual or group reporting

It can be done either by individual or by groups of

students.

It could imitate the format of any popular television

and radio programs.



3. Reading or story-telling technique

Pupils could simply be allowed to read from their

books or to narrate their own experiences in relation

to a given topic.



4. Schematic technique

It is a type of reporting which considerably makes use

of hardware of instruction. Hence, the products of

instructional technology are extensively used to aid

the reporter.



5. Symposium technique

It is closely identified with school forum which is open

to all faculty members and students.

This is particularly true when there are school

celebrations being commemorated.


6. Demonstration Method

It is a method of teaching that relies heavily upon

showing the learner a model performance that he

should match or pass after he has seen a presentation

that is live, filmed or electronically operated.


Techniques in the Demonstration Method

1. Teacher-directed technique

The teacher performs the demonstration, especially

when there is only one set of materials available for

instructional purposes, making it impossible for the

students to work in groups.



2. Student-directed technique

Students, especially the most capable ones could be

taught how to show a demonstration although it could

be done with joint teacher-student participation.



3. Teacher-student directed technique

The teacher performs the demonstration with the

students helping in handling the materials over to the

teacher as he needs them during the demonstration.



4. Resource speaker directed technique

An invited resource speaker could be the

demonstrating teacher himself.


7. Investigatory Method

It is a method that de-emphasizes the teacher’s

authoritative role in the classroom and focuses more

greatly on the learner’s active involvement.

It requires the teacher to stay behind the scene while

his students are busy doing an experiment, conducting

an investigation, etc.


Techniques in the Investigatory Method

1. Laboratory technique

Students manipulate and study a given situation upon

which a given problem lies. The situation being

manipulated is contrived and it necessarily involves

the use of materials.



2. Problem-solving technique

It requires learners to work actively in the solution of a

difficulty or an undesirable situation.



3. Research technique

It is a careful and an organized study designed to

serve a specific purpose. The purpose depends

greatly on the specific type of research.



4. Field study technique

The student investigates a given situation by being a

part of an integral component of it.

The ultimate purpose is to get a first-hand information

to clear up some uncertainties and doubts.


8. Activity Method

It refers to a classroom encounter whereby students

are actively engaged in a first-hand, direct experience.

This is a teaching method in which students’

participation is fully maximized.


Techniques in the Activity Method

1. Project technique

It calls for an activity that is directly planned,

controlled, executed, and evaluated by students in

order to accomplish a specific goal.



2. Field trip technique

It is a well-planned excursion, a trip to a special

location which provides students an opportunity to

manipulate knowledge they possess.

It is also defined as an out-of-the-classroom

experience, primarily for the purpose of observation.



3. Dramatization technique

It involves telling a story in one’s own distinctive way.

The story is told through acting on a stage by actors

before an audience.



4. Role-playing technique

It involves an activity in which a student or a group of

students dramatizes his or their real reactions to a certain

problematic situation.

The purpose is to find out how students will normally

conduct themselves once they are confronted with a

particular kind of conflict.



5. Simulation game technique

It involves contrived experience previously prepared

aimed at providing students with an illusion of real life

experience.

Bases for

Comparison

Techniques

Dramatization Role playing Simulation

Nature theatrical psychological Imitative of a model

PerformancePre-planned

(feeling in role)Spontaneous

Pre-planned

(training for acquiring

skills)

Requirement Concentration of the roleNatural

(being oneself)

Approximating the

expected behaviour

Use of MaterialsNeed for ready script,

props, costumes, sound

effects, etc.

Stage materials and

designs are usually

imaginary

As much as possible, all

needed materials are

made real; condition is

truthful



6. Brainstorming technique

It calls for an activity in which a deliberate attempt is

made to think and speak out freely and creatively

about all possible approaches and solutions to a

given problem.



7. Debate technique

It is a formal presentation of arguments on both sides

of a question before an audience in accordance with

standardized procedure.

The purpose of this activity is to present two sides of

an issue – its merits and demerits, etc.


9. Self-pacing Method

It calls for an activity whereby provision is made for the

individual student to set his own schedule for learning

or rate of achievement, and to monitor his own

progress.


Techniques in the Self-pacing Method

1. Programmed instruction

It is a system of teaching and learning within which

pre-established subject matter is broken down into

small, discrete steps and carefully organized into a

logical sequence in which it can be learned readily by

students.


Techniques in the Self-pacing Method

2. Modular learning technique

It is a technique which allows each student to

proceed at his own rate.

Module – is a self-contained and independent unit of

instruction with a primary focus on a few well-defined

objectives.


10. Traditional Method

It is learning a subject without actually going through

the expected experiences.


Techniques in the Traditional Method

1. Textbook learning

2. Rote learning

3. Memorization

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