ISABELA STATE UNIVERSITY

Angadanan Campus
BTTE Program

Educ. 33a (Principles of Teaching)

First Semester; SY 2014-2015

Teaching is an act of providing activities that facilitates learning. It is an activity which enables
one to cause to learn.

Approach- refers to the philosophical framework of any given subject. It also pertains to the
general operation that a teacher observes when he teaches a subject. It includes:

a. The various strategies, techniques and materials to be used.

b. The principles of teaching related to such strategies and techniques
c. The used of various materials.
- It is prescriptive in nature which means that each subject has a prescribed approach to be
used in order to make teaching effective.

STRATEGY- comes from the greek word “Strategos”

 It can be used interchangeably with method, because this concept consists of steps to be
followed so that our objective maybe realized.
 (or METHOD) is a procedural because it consists of steps or procedures to be observed
by the teacher.
 It includes everything the teacher does or neglects to do which cause behavioral changes.

TECHNIQUES it is stylistic or personalistic.

LESSONS are means of acquiring desirable habits, attitudes, and skills that will lead to the
social and personal development of the individual.

Lesson Plan- it is a statement of achievements to be realized and specific means by which these
are to be attained as a result of the activities engaged in day by day under the guidance of the
teacher.

The Learning Process

1. Unfreezing
2. Problem Diagnosis
3. Goal Setting
4. New behaviour / internalizing
5. Refreezing

Characteristics of Learning

1. Learning is developmental
2. Learning is interactive
3. Learning is basic

Principles of Learning

1. The learner must clearly perceive the goal.

2. The learner must be psychologically and physiologically ready
a. The law of readiness
b. The law of effect
3. The learner must be motivated to learn
4. The learner must be active not passive for maximum learning
 5. The learner must repeat or practice what he has learned in order to remember.
6. The learner must put together the parts of a task and perceived it as a meaningful whole.
7. The learner must see the significance, meanings, implication and applications that will
make a given experience understandable.
8. The learner must be prepared to respond
9. The process of problem solving and learning are highly unique and specific.

Conditions which Facilitates Learning

1. Learning is facilitated in an atmosphere which encourages learners to be active.

2. Learning is facilitated in an atmosphere which promotes and facilitates the individuals
discovery of the personal meaning of ideas.
3. Learning is facilitated in an atmosphere in which the different ideas can be discussed but
necessary accepted.
4. Learning is facilitated in an atmosphere which consistently recognizes the individual’s
right to make mistakes.
5. Learning is facilitated in an atmosphere in which evaluation is in a cooperative process.
6. Learning is facilitated in an atmosphere when individuals feel they are respected and
accepted.

Characteristic of Good Method

1. It makes use of the principles of learning and permits the operation of these principles.
2. It utilizes the principle of learning by doing.
3. It provides for individual differences
4. It stimulates thinking and reasoning
5. It provides for growth and development
6. It liberates the learners

Principles of True Method

1. Must utilize the theory of self-activity

2. Must utilize the laws of learning.
3. Must aid the learner in defining his own purposes besetting the situation for the
emergence of desirable purpose.
4. Must start from what is already known to the pupils
5. Must be based on the accepted well-integrated educational theory and practice which is
designed to unify the work of teaching and learning.
6. Must provide for individual differences and make use of the procedures that will suit
individual characteristics such as need, interest, mental, and physical maturity.
7. Must stimulate the thinking and reasoning powers of the pupils.
8. Must be suited to the progress of the pupils in skills, abilities, habits, knowledge, ideas
and attitudes.
9. Must provide the learners with numerous and diverse learning experiences and activities.
10. Must challenge the learners for further activities which involve the process of
differentiation and integration.
11. Must provide opportunities for the learner to ask and answer questions.
12. Must be supplemented by other methods.

Factors to Consider in Choosing a Method

1. Learner
2. Subject matter
3. The educational objective and aim of the lesson
4. Time allotment
5. Teacher
 6. School equipment and facilities

Areas Traditional Progressive

Objectives Subject-centered ( The main concern Child-centered( It aims principally to
is to get the pupil master the subject the total growth and development of
matter presented in the preparation the child-socially, mentally, and
for adult life) emotionally)
The Teacher Dominates the activities of the Plays a variety of roles with
lesson(They are subject matter emphasis on the guidance counselor
experts and see to it that they get the function.
desired results in the children)
The Fixed curriculum activities Flexible curriculum (The main goal
Curriculum formulated by expert adults is personality development through
characterized by formal educational simulation, direction, and guidance.
procedures and standards Guidance and counselling go hand in
hand with the regular methods and
techniques of teaching)
Discipline Strict discipline (They expect the Preventive rather than precept
class to measure up to the establish (Classroom activities are governed
norms or expected standards. The by the democratic principles and
teachers most of the time inject fears ideals, group planning and selected
and tensions through the process of activities free from rigid regulations
competition, rigid control, formality and control of authority and friendly
and coercion) attitude between teacher and pupil.)
Methods Time-tested methods Varied teaching strategies. Mostly
the new and modern ones.

The Basic Approaches in Teaching

The Discovery Approach

 The pupils are assisted to look for the answers to their problems under the effective
guidance of the teacher.
 What the teacher should do is to guide the pupils to ask questions about the subject
matter. Then he assists them to look for the answers to the said questions.

Process Approach

 The main purpose is to develop various skills among the pupils. The said skills maybe
simple or complex.
 Examples of simple processes are: observing, classifying, listening, guessing, using the
dictionary, reading for details, recording, grouping, others.
 Examples of complex processes: reporting, analysing, using original sources, outlining,
summarizing, taking notes, reading and using maps, planning, using charts and graphs,
debating, evaluating, others.
 The purpose of this approach is to equip the pupils with the necessary skills they need to
solve problems they encounter in life at present or in the future.

Inquiry Approach

 The sole purpose is to develop the learners’ interest in inquiring or asking questions
about a given material, situation, or subject matter being studied. Their critical thinking
is given a chance to be manifested.
 The teacher should accept as many questions as given by students which will be written
on the blackboard and put it in good shape. The different groups will plan on answering
the questions. (even answering is inquiry since students look for the ways to answer
them)
 The ability to ask questions or to inquire is being develop.
Integrated Approach

 There are many issues that surround the environment of the learners
 (Ex. Values integration) Values are now integrated in the lessons that the pupils take with
their teachers. The main reason for integrating values in the lessons is to make pupils
aware that they should appreciate values inherent in a thing or person.
 In doing so, their value system maybe affected and they may exhibit some values they
learned in the classroom and carry them through their daily life.

The Multimedia Approach

 Teachers should make use of all forms of media- from pictures to films.
 These are important to arouse the interest of the pupils and to generate concrete
learning, for obvious reasons.

Value Clarification Approach

 Its purpose is to clarify the value chosen by the learner

 (Ex. He should tell why he should join a cleanliness campaign in the community) the
advantages and disadvantages of such undertaking should be properly explained.
 A pupil should not be criticized for choosing a negative value

The Interdisciplinary/Multidisciplinary Approach

 Teachers must not limit students’ learning in social studies alone. They should relate their
subject matter to other disciplines. By doing this, they appeal to the various interest of the
different pupils inside the classroom.

The Mastery Learning Approach

 It calls for setting up the desired performance level of success of the pupils being taught
by the teacher when evaluating learning or when doing activities to answer the problems
posed to them.
 Bright students might have the 80% up to 90% level of success. Average pupils may give
65% to 75%; but poor pupils may go as low as 50% to 60%.
 The teacher sets the performance or standard level of success for his class based on their
mental ability in general. This approach is designed to make the pupils master the basic
minimum learning competencies. They are expected to attain these competencies at the
end of the school year.
 The approach uses the teach or reteach method. Its steps are;
a. Teach a particular subject matter or topic
b. Give a 10-item formative test. Set 75% as your criterion level of success.
c. Give the papers of the pupils. They may do it by exchanging their papers.
d. Find out if they attained 75% (8 correct items). If all of them did, congratulate
yourself. Probably you taught well. The lesson ends.
e. If 10 or more did not get 75%, reteach the said pupils. Give enrichment activity to
those who got 75% and remedial lessons to those who got lower than the set standard.

The Conceptual Approach

The purpose is to make the pupils learn how to get and identify facts and information.
From these, they will identify the concepts and sub concepts. Under each concept and sub
concept, sub generalizations will be arrived at based on the sub generalizations.
Constructivist Approach

Constructivist (Von Galserfeld, 1990) Advocate models for learning based on the belief
that students construct their own knowledge and understanding. The basis for learning is the set
of all prior experience and the derived knowledge and understanding. As students learn, they
constantly engage in process of revising their prior learning based on new experience.

Conceptual Approach

 Choosing and defining the content of a certain discipline to be taught through the use of
pervasive ideas as against the traditional practice of determining content by isolated
topics.
 Emphasis is not on the content perse, but in the big ideas that pervade the subject; using
the content as a means of leading the students to discover the laws and principles or
generalization that govern a particular subject/discipline.
 Not a particular teaching method with specific steps to follow; it is more of a specific
viewpoint of how facts and topics under a discipline should be dealt with.
 Stress cognitive learning; the learning of content or the acquisition of knowledge
 Involves more data collection usually through research (while the discovery approach
actively involves students to undertake experimental and investigative work)

Problem-based Learning (PBL)

It is a student-centered instructional strategy in which students “collaboratively” solve

problems and reflect on their

1. Learning is driven by challenging, open-ended problems

2. Students work in a small collaborative groups
3. Teachers take on the role as “facilitators” of learning

Experiential Learning

It is the process of making meaning from direct experience. Aristotle once said, “For the
things we have to learn before we can do them, we learn by doing them, David A. Kolb helped to
popularize the idea of experiential learning drawing heavily on the work of John Dewey and Jean
Piaget. His work on experiential learning has contributed greatly to expanding the philosophy

Collaborative Process

Collaboration is working together. Research shows that collaborative work supports

greater retention of subject matter, improved attitudes toward learning, and teaches kids how to
get along with each other.

1. Peer of Cross Age or Cross Ability Tutoring

2. Reciprocal Teaching

Inquiry Teaching

It is a process of asking and answering key social studies questions.

Problem Solving

One of the most important skills students learn in school. Students use facts, concepts,
and generalizations in the process of finding solutions to the problems and reaching decisions
about issues.
STRATEGIES

1. Expository Strategy

The teacher is the information giver

2. Enabling Strategy
This is the opposite of the expository.

Strategies or Methods in Teaching

1. Unit Method- Also known as problem solving method. It also inductive in nature. Its
steps are:
1. Raising questions
2. Classifying questions
3. Grouping
4. Gathering Information
5. Presentation of gathered information
6. Culminating Activity
7. Evaluation

 Field Trip- it is an out-of-the classroom activity where the pupils observe and study
thing in their natural setting.
2. Deductive Method- from the known to the unknown. Its steps are:
1. Statement of generalization/theory and principle
2. Explanation of said generalization/theory/principle
3. Application
4. Evaluation
3. Lecture Method – to be use in explaining difficult topics. Its steps are:
1. Preparation 3. Summary
2. Delivery 4. Evaluation
4. Project Method- It could be any of the following:
a. Enjoyment project such as being a member of a club/ drama groups
b. Construction of making an instrument, apparatus or visual aids like maps, flags,
charts, graphs, posters and the like; and
c. Research Project

Its steps are:

1. Purposing 3. Executing
2. Planning 4. Judging

5. Tri-question Method- to be used in conducting current events lesson.

Questions to be ask are:
a. What happened?
b. Why did it happen?
c. What might be the consequences?
6. Role Playing and Socio –drama –
Steps are:
1. Setting the climate
2. Selecting the players
3. Preparing the audience
4. Enactment
5. Discussing and evaluating
6. Re-enactment
7. Sharing experience
 8. Generalizations
7. Moral Dilemma Method- to be used in conducting lesson involving personal and
societal problems of the pupils. Steps are:
1. Presenting the dilemma problem through any of the following: a. story b. set of
questions
2. Diving an action
3. Group discussion
4. Class discussion
5. Value testing
6. Closing the discussion
8. Debate- to be used in pre-setting controversial issues.
Steps are:
1. Selection of topic
2. Selection of participants and analysis
3. Organization of answers
4. Debate presentation
5. Evaluation/ follow through review
9. Modular Method- Modules are teaching materials to be learned in graded steps of
difficulty in such a manner that the presentation will result in the efficient rate of
understanding and retention among the others. It was developed by Pressy, Skinner, and
Crowder.
10. Reporting- to be done by the learner after he has gathered facts and information about
certain questions or problems.
11. Discussion Method- It is used to assess pupils’ understanding of the topic being studied.
12. Textbook method- a certain book is used as a text where all discussions emanated.
13. Participatory Method- it is used to make the learners observed actual happenings for
self-fulfilment and learning through direct experience. It could be:
a. Indirect participation like being in the sidewalk watching a parade
b. Direct participation like being in a parade, planting trees, giving help to the poor etc.
14. Oral History Method- Pupils in the higher grades should be trained to get historical
facts from the senior citizen of the community.
15. Survey Method- many kinds of information can be gathered in which pupils in the
higher grades can be trained to do much activity.
16. Demonstration Method-this is teacher oriented
17. Sematic Webbing

After taking up a unit, the learners may show their creativity by webbing the concepts
they have learned graphic organizers-known by a variety of names (Concepts map, webs,
thinking maps, mind maps). These are simply tools to help students organized their thinking.

18. Chronological Method- this refers to the teaching of history by era-from the Spanish
period up to the present.
19. Area or Regional Method- the different parts of the country are taught by area or by
region so that mastery is achieved.
20. Simple Valuing Method- The use of incomplete sentences

This can be used as follows

a. The use of incomplete sentences

 Motivation (ex. For me, democracy is _________)
 Evaluating the lesson ( ex. Today, I learned that ________)
b. Giving a title
c. Rank order
d. Values Voting-the teacher reads aloud a question which begins with… ( ex. How many
are you agree that our government is good for the people?)
After the question is read the pupils take a position by show of hands (Affirmative, undecided,
pass).Then they are grouped together, they discuss their stand. , and present their answer to the
class through a leader or secretary.

e. Reacting to statements given by a person

Ex. According to Ninoy, the Filipinos are worth dying for. – What do you think?

f. Values continuum-used to evaluate some issues or current happenings, using a scale.

Scales to be used could be from 1-5, 0-10, 1-100 and others.
g. Film/Filmstrip/Transparency/TV showing
This is one of the most effective methods to use because it considers all the senses of the
pupils. This is especially true of films. Teachers should not neglect to use them.

Techniques of Teaching

1. Doing each step of the lesson

2. Manner of talking to the class
3. Manner of standing before the class
4. Passing books/papers
5. Manner by which the pupils enter the room; also how they go out
6. Maintaining discipline
7. Structuring the area/room

- to acquire good techniques, it is imperative that new teacher observe senior teachers
who are outstanding or who are chosen as demonstration teachers. A lot can be
learned from them.

Standards that Govern the Selection of Techniques

1. According to the nature of the subject matter

2. On the basis of direct effect upon some essential phase of the learner’s learning
performance
3. According to the nature and maturity of the learners
4. On the basis of the ability and training of the teacher who would employ it.

Rules Governing the Use of Techniques

1. Means to an end
2. Be judge by the effect it produces upon each particular situation
3. Utilized the primary laws of learning.
4. Be used according to the nature and aims of the subject matter.
5. B adjusted to the physical and mental growth of the pupils
6. Flexibility
7. Teaching and Teaching strategies
Teaching facts, concepts and generalizations
None of these can exist in isolation. Concepts rely on facts are not meaningful as they
relate to concepts and generalizations. It is all a complex, interdependent structure, each
layer relying on the layer above and below for support and cohesion. Pull one component
out and the structure collapses.

Some Basic Classroom Techniques

1. Look at all the students in the class.

2. Vary your techniques for asking questions
3. Don’t go round the class
4. Include everyone
5. Make sure the class is seated in the best possible way.