PT Assignment

MODULE PRINCIPLES OF TEACHING – PROF RONALD L AMPONG
SOUTHERN DE ORO PHILIPPINES COLLEGE

Julio Pacana St., Licuan, Cagayan de Oro City
COLLEGE OF EDUCATION
A Course Module
For
Principles
of Teaching
1
RONALD L. AMPONG
Professor
1
COLLEGE OF EDUCATION
A COURSE MODULE
Course Code & Title PRINCIPLES OF TEACHING 1 EDU 102

Course Description This course introduces prospective teachers to the
nature of teaching. It deals specifically with the principles
of effective instruction and the concomitant processes
involved; instructional planning and demonstration
teaching. The course is a blend of theoretical information
and selected matching actual experiences.
Session Schedule ProfEd 7:00-10:00 AM / 10:00-11:00 A.M / 5:00-7:00 PM
Mode of Delivery Flexible/Blended Learning
Online using Messenger, Google Classroom and
Zoom/Meet
Modular using Modules provided by SPC which is made
by the Instructor
Course Requirement: Term Examination:

Each student should take the examination every end of the
quarter with the following schedules:
Midterm October 7-9, 2020
Finals December 17-19, 2020
Assignments:
Each student will visit to the G-classroom for the
update of their performance tasks. The performance tasks /
and / or assignment/s is/are done weekly.
Project:
Each students shall make a Lesson Plan (Detailed,
Semi-Detailed, Brief and Lesson Log) styles. Moreover, a
5-7 minutes Teaching Demonstration with instructional
materials (IMs) shall be accomplished. Finally, fill up the
Self Rating Form on the Teaching Demonstration.
Grading System Below is the Standard Grading System of SPC:

1. 40% Term Exam
2. 40% Performance Tasks: Portfolio, Project, Quizzes, etc.
3. 20% Attendance and Assignment
Assessment Tools Rubric for Each Task

References A. Book Sources
Agno, Lynda N. (2010). Principles of teaching 1 a modular

approach. Quezon City, C and E Publishing, Inc.
Aquino, Avelina M.(2011). Principles of teaching 1. Malabon

City. Jimczyville Publications
Corpuz, Brinda. B, and Salandanan, Gloria G. (2015).

Principles of teaching 1. 3rd ed. Quezon City:
Lorimar Publishing, Inc.
2
Aquino, G.V.(2003). Effective teaching. 3rd ed.

Mandaluyong City: National Bookstore
Arends, R.I. et .al. (2002). Exploring teaching. 2d. ed. New

York: McGraw Hill
Barry, K. & King L. (2003). Beginning Teaching and

Beyond. 3rd ed. Sydney, NSW: Social Science Press
Boiser, D.C. (2000). Strategies for teaching, a Modular

Approach. Quezon City: Rexbookstore, Inc.
B. Internet Sources:
“Literature Review,” Accessed 14 June 2020.

Writingcenter.ashford.edu.https://writingcenter.ashford.edu/sites
/default/files/inlinefiles/Sample%20Literture%20Review_0.pdf
“Garder’s Multiple Intelligences.” Accessed August 3, 2020.

http://www.authorstream.com/Presentation/danggats-2284599-
multiple-intelligence-dispositions/
https://www.verywellmind.com/gardners-theory-of-multiple-
intelligences-2795161
https://medium.com/love2learnidaho/do-you-know-the-5-
elements-of-a-learning-style-7721c10e358c
Course Module Principles of Teaching

Confidentiality Clause Unauthorized distribution and duplication are punishable
by law.
Prepared by: Reviewed by: Approved:
RONALD L. AMPONG ARCELITA M. MALINGIN, PhD FE S. TOLIBAS, PhD

Instructor Dean, Teacher Education Academic Coordinator
Program
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A Course Module
PRINCIPLES OF TEACHING 1
MODULE 1: A. The Elements of Teaching: The Learner, The Teacher & The Environment
B. The Principle of Learning
C. Guiding Principles in Formulating Objectives
D. Taxonomy of Objectives
E. Standards and Competencies in the K to 12 Curriculum
F. Guiding Principles in the Selection and Organization of Content
OBJECTIVES: At the end of this module, you are expected to:
1. explain the elements of teaching such as: 1. learner; 2. teacher; 3. Learning and
environment;
2. identify the professional and personal attributes of a teacher;
3. critically evaluate an ideal learning environment (physical and psychological) ;
4. discuss the principles and laws of learning;
5. state the guiding principles in formulating learning objectives;
6. identify the standards and competencies in K to 12 Curriculum; and
7. explain the guiding principles in the selection of content.
4
LESSON
The Learners’ Fundamental
1 Equipment: Cognitive and Appetitive
Think of This
The Learners
The learner is an embodied spirit. He/she is a union of a sentient body and a rational soul.
His/her body experiences sensations and feels pleasures and pains. His/her soul is the principle of
spiritual acts, the source of intellectual abstraction, self-reflection, and free rational volition.
Body and soul exist in mutual dependence.
Fundamental Equipment of the Learners
1. Cognitive Faculties. Cognitive means involving conscious intellectual activity such as

thinking, reasoning and remembering. Cognitive faculties include the following: (1) five
senses; (2) instinct; (3) imagination; (4) memory; and (5) intellect.
 By his/her senses, the learner is able to see, hear, feel, taste and smell whatever is to be
learned.
 By the power of imagination, the learner is able to form representations of material

objects which are not actually present to the senses.
 By his/her power to memory he is able to retain, recall and recognize past mental acts.
 By his/her intellect, he/she can form concepts or ideas, makes judgements, and reason out.
1. Appetitive Faculty refers to the learner feeling, emotion and rational will 2. .
Factors That Contribute to the Differences among Learners:
1. Ability. The learners’ native ability dictates the prospects of success in any purposeful
activity. Learners proficiency I memorization, imagination, reasoning, etc.
2. Aptitude. This refers to the learner’s innate talents and gifts.
3. Interests. Learners’ interest in learning no longer a task but a pleasure. Interest are not
inherited. They are develop
4. Family and Cultural Background. Students who come from different socioeconomic
manifest a wide range of behavior due to differences in upbringing practices.
5. Attitudes and Values. A positive attitude will enhance the maximum and optimum use
of the learner’s cognitive and affective faculties for learning.
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Think Across
By means of concept map, present your understanding of the fundamental equipment of the
learners. Write your answer in the box.
Fundamental equipment, literally it is not referring to physical things nor

tools itself that we can simply equip for learning purposes but it is about “Cognitive
Faculties” and “Appetitive Faculties”. According to Cognitive Faculties, it
indicates the 4-5 senses of our cognition, it consists of: Instinct, Imagination,
Memory, and Intellect. Instinct is the ability of every person to respond to
environmental stimuli such as danger signs for survival, sometimes when you are
about using your instincts it doesn’t requires a lot of what you learn in order to apply
into a particular surroundings, instinct is more about on what you feel deep into your
mind will result into a response of what will you do. Imagination is the ability of the
mind to build mental scenes, objects or events that do not exist, are not present or
have happened in the past. Memory is responsible for retaining and recalling past
experiences, an important reminder to every learner that memorizing will not be
functional without understanding. Intellect is the ability of the learner to engage in
cognitive processes such as forming ideas or concepts, reasoning out and making
judgment. Appetitive Faculties consists of: Will, Ability, Aptitude and Interests. The
learner wills what his/her intellect presents as good and desirable, “will” is the also a
factor that contribute to the differences among learners. Ability dictates the prospects
of success in any purposeful activity of every learner. Aptitude refers to the learner’s
innate talent or gift and the capacity of every learner to learn certain skills. Lastly the
learner’s Interest, which makes learning no longer a task but instead serving pleasure
to learn more. However a learner which is nurtured but only in physical aspect will
still remain insufficient in terms of learning. Every learner must be given attention by
encouraging them to utilize their mental skills/abilities in order to give their best in
class when it comes to learning that requires critical thinking and any other activities
involving cognitive processes. Only when a learner is nourished physically, mentally,
socially, materially and spiritually he/she can be complete for that is his/her very
nature.
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Complete the words below.
1. As future educator, I realized that -

education proceeds to the next level. All the lacking of teachers and schools that can’t occupy
the number of student should be filled immediately. Also the internet connection is not that fast
enough to comply the needs of information in learning.
2. I have the interest to –

a better, fast and reliable internet connection in every public schools and must be free of charges
to all learners so that they will not face difficulty in research matters in their learning studies. _
3. Imagination among learners is –

necessary to obtain the proper standard of life living and must be done with actions because we all
know that action taken by our imagination can lead us to a progressive country.
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In the space provided below. Give two (3) learnings you got from the lesson.
Cognitive Faculties, it involves conscious intellectual activity such as

thinking, reasoning and remembering. It indicates the 4-5 senses of our
1 cognition, it consists of Instinct, Imagination, Memory, and Intellect.
Appetitive Faculties it refers to the learner feeling, emotion and

2 rational will. It consists of Will, Ability, Aptitude and Interests.
Learner refers to the person who serves as a key participant in learning

processes, as a learner you are “curious” over things you need to know,
3 “open-minded” for the new ideas that might include to your prior
knowledge and ready to activate your cognitive abilities to build a new
abstracts wherein you can put your new insights into your life.
Answer the following questions below.
1. Do imperfections in the functioning of sense organs affect the learning of an individual? Yes
or No, why?
Yes, It affects the process of learning of a person or student. Especially when it comes to hearing
and sight.
2. How do feelings and emotions affect the learner in terms of learning?

Feelings and emotions can affect the learnings of an individual in the sense that the student
have a bad relationship with a teacher or the student have a problem with their classmates.
The student can’t focus on the lessons, won’t participate in the class it sometimes results in
not coming to school or worst committing suicide. Teachers should talk to their students daily
to avoid such problems.
3. Do you believe that every child is a “potential genius”?

Yes, because every child is unique. They have their own way of learning, they have their own skills
and talents. They have the potential for greatness, that’s why we educators teach them to explore their
hidden capabilities.
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LESSON
Multiple Intelligences and
2 Learning Styles
Think of This
Multiple Intelligences Theory by Howard Gardner
The theory of multiple intelligences is Howard Gardner's theory that proposes that people
are not born with all of the intelligence they will ever have. This theory challenged the traditional
notion that there is one single type of intelligence, sometimes known as “g” for general
intelligence
that only focuses on cognitive abilities. To
broaden this notion of intelligence, Gardner
introduced nine different types of
intelligences namely: Logical/Mathematical,
Linguistic, Musical, Spatial, Bodily-
Kinesthetic, Naturalist, Interpersonal,
Intrapersonal, and existential. Gardner notes
that the linguistic and logical-mathematical
modalities are most typed valued in school
and society.
Multiple Intelligences Verbal-Linguistic Intelligence Existential Intelligence Logical-

Mathematical Intelligence Spatial Intelligence Bodily-Kinaesthetic Intelligence Naturalist
Intelligence Intrapersonal Intelligence Interpersonal Intelligence Musical Intelligence
Intelligences / Sensitive to Inclination to Ability to

Disposition
Verbal-Linguistic sounds, speaking, writing, Speak effectively or write
Intelligence meanings, listening, and reading effectively. Good match
structures, and Careers would be: teacher,
“Word Smart” styles of religious leader, politician,
language poet, journalist, novelist,
copywriter, editor.
Logical- Patterns, Finding patterns, Work effectively with
Mathematical numbers and making calculations, numbers and reason
Intelligence numerical data, forming and testing effectively. Good match
causes and hypotheses, using the careers would be:
“Number Smart” effects, objective scientific method, Accountant, statistician,
and quantitative deductive and inductive economist, engineer,
reasoning reasoning scientist, computer
programmer.
Spatial colours, shapes, Representing ideas Create visually and
Intelligence visual puzzles, visually, creating mental visualize accurately Good
symmetry, lines, images, noticing visual match careers would be:
“Picture Smart” images details, drawing and Artist, photographer,
sketching engineer, decorator, tour
guide, scout, ranger
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Bodily- Bodily- Touch, Activities requiring Use the hands to fix or

Kinaesthetic movement, strength, speed, create and use the body
Intelligence physical self, flexibility, hand-eye expressively. Good match
athleticism coordination, and careers would be:
“Body Smart” balance. Mechanic, surgeon,
carpenter, sculptor, mason,
dancer, athlete, and actor.
Musical Tone, beat, Listening, singing, Create music and analyze
Intelligence tempo, melody playing an instrument the music. Good match
pitch, sound careers would be: Song
“Music Smart” writer, composer,
musician, conductor and
music critic
Interpersonal Body language, Noticing and Work with people and help
Intelligence moods, voice, responding to other people identify and
feelings people’s feelings and overcome problems. Good
“People Smart” personalities match Careers would be:
Administrators, managers,
consultants, teachers,
therapists, psychologists
Intrapersonal One’s own Setting goals, assessing Meditate, reflect, exhibit
Intelligence strengths, personal abilities and self-discipline, maintain
weaknesses, liabilities, monitoring composure, and get the
“Self-Smart” goals, and desires one’s own thinking. most out of oneself. Good
match Careers would be:
Artist, counsellor,
philosopher, theorist,
inventor, psychologist.
Naturalist Natural objects, Identifying and Analyze ecological and
Intelligence plants, animals, classifying living things natural situations and data
naturally and natural objects learn from living things
“Nature Smart” occurring and work in natural
patterns, settings. Good match
ecological issues. careers would be:
Ecologist, rangers,
zoologist, botanist,
veterinarian & hunter.
Existential Sensitivity to: Inclination to: Ability to: Reflect on the
Intelligence “big picture” of tackle deep questions meaning of human
existence; why about human existence, existence Good match
are we here such as the meaning of careers would be:
life why do we die, and Philosophers, theologians
how did we get here.
Leaning Styles by Dunn and Dunn
This model was created out of a

desire to empower and educate teachers
and parents to analyze and motivate their
children and students, to optimize their
education to their unique learning
preferences. The creators recognized that
children learn differently, and some
children need to be taught differently. This
model doesn’t prescribe a fixed style for
each learner, but rather lays out a comprehensive set of elements that can influence a learner.
There are five elements to the Dunn and Dunn Learning Styles model: (1) Environmental;
(2)Emotional; (3) Sociological; (4) Physiological; (5) Psychological. Each element has specific
factors that accompany the element, which a parent or educator can use to gain a deeper
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understanding of the young minds they are nurturing and guiding, and optimize the learning
environment for those individual learners.
Environmental Elements
The first category in the Dunn and Dunn learning styles model is Environmental
Elements. This refers to where students like to learn, and the physical environment that is most
conducive to learning. Specific Environmental Elements Include:
1. Sound. If your child needs quiet, ensure that there is some quiet space at home or in the
classroom, or try out headphones to minimize noise. If your child welcomes sound, try
playing ambient or classical music when learning.
2. Light. If your child likes bright lights, try removing window treatments, or using full-
spectrum bulbs. If your child thrives with lower lights, consider installing dimmer switches
or lower wattage bulbs in learning areas.
3. Seating. If your child likes to learn in an informal environment, let them study where they
are comfortable. If your child prefers a formal environment, keep studying focused at a desk
or table.
4. Temperature. The temperature may affect your child’s ability to concentrate on the subject
at hand. Whether they think better in cooler or warmer environments, help make the space
conducive to what is most comfortable for learning.
Emotional Elements
Learning can be emotional, and emotions definitely affect how students learn. Emotional
elements of a learning style include support, motivation, and/or structure. These play a part in the
complex and highly personal identity of a learning style. Specific emotional elements include:
Motivation, Responsibility, Task Persistence, and Structure.
1. Motivation. Some students are driven internally by a desire to succeed academically.

Others are not. Pairing students from both groups together may be a good way to encourage
peer-to- peer learning and teaching.
2. Responsibility. Does your student move to the beat of their own drum, or are they
compliant and willing to cooperate with instruction? If your child doesn’t like to do
something just because someone asks them to, try speaking to them as an equal. Explain to
them why the task you are requesting is important. Connecting the task to their personal
interests may reinstate their feelings of autonomy and willingness to participate.
3. Task Persistence. Looking to help your child “stick with it” and finish what they start? Try
breaking down tasks into smaller short-term assignments, or encourage working with other
children who have more task persistence. Using praise during the process of working on a
task, as well as when it is completed may be good motivation.
4. Structure. Structure refers to a child’s preference for specific instruction. If your child is
uninterested in instructions before diving into a task — he or she may flourish when you
provide objectives, timelines, and creative opportunities instead of specific directions.
If your child needs specific instructions, ensure they understand the task, expectations,
and resources available.
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Sociological Elements
How we interact with others plays a role in our learning styles. Working independently or
working in a team, whether under supervision of an instructor or without it, may play a role in
how we learn. Learning styles may also vary depending on the specific subjects being learned.
1. Independence. Working alone or in a group may say more about your child than just
how social they are. Some children learn by bouncing ideas off of others. Others prefer to
work alone, or independently but close to other peers.
2. Authority. Some children feel more comfortable when an authority figure, teacher or
parent is present in their learning. Other children prefer independence and autonomy.
Understand your child’s needs and be available accordingly.
Physiological Elements
Learning happens with the body — so how the body can be best utilized to be a
conductor of learning, is what the physiological elements address.
1. Mobility. Some students need to move to learn. How long can your child sit still? Some
children need more frequent breaks, or learn better when they have the freedom to move
around. Some children can sit still and be engaged, especially when they are interested in
a task. Even if your child sits comfortably when engaged in learning, a stretch break is
always nice.
2. Intake. Some children concentrate better when fidgeting or chewing. Talk to your child’s
teacher about allowing healthy snacks or an approved fidget gadget at your child’s
workspace.
3. Time of day. Your child may learn best at a certain time of day. Experiment with
introducing new material at different times of the day, and see how your child does with
retaining the new knowledge.
Psychological Elements
Each learner will process information differently.
1. Analytical. Some students can grasp concepts more effectively when they are presented
in a pattern of steps that lead up to a larger concept. Some students learn more easily
when the educator leads with the higher concept first and follows up with the details.
2. Impulse and Reflection. When assigned a task, a child that favors an impulsive learning
style will dive right into the task, and learn while doing. A child that favors a reflective
learning style will take time and create a mental model before diving in.
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Think Across
Answer the following questions below.
1. What is the difference between multiple intelligences of Gardner and traditional concept of
intelligence?
Gardner's multiple intelligences theory challenged traditional beliefs in the fields of education
and cognitive science. According to a traditional definition, intelligence is a uniform
cognitive capacity people are born with. This capacity can be easily measured by short
answer tests. Gardner’s theory of multiple intelligences suggests that students have different
strengths and weaknesses based on several areas. Compared to traditional concept of
intelligence theories do not recognize created anti facts as a manifestation of intelligence and
therefore are limited in how they conceptualize.
2. As future educator, why awareness of MI and LS is important?

Awareness of MI and LS is important as an educator because it can help our students learn easier
with their own unique way of learning. We will help them discover their different multiple
intelligences and teach them in their preferred learning styles. _
Rubric in Easy Writing
Indicator Outstanding Very Good Good Satisfactory Needs

Improvement
1. Content 10 8 6 4 2
2. Message 10 8 6 4 2
3. Mechanics 5 4 3 2 1
4. Plus factor / Impact 5 4 3 2 1
Score Earned
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Complete the statement below in the “Worth Remembering Note,” Write your answer in the
space provided
WRN: I learned that…
First,
I learned that learners have their own unique way of learning with their own
learning styles that let them learn in an easier way and each of them have different
multiple intelligences.
Second,
I learned that it is important to know the learning styles of each of your student
to let them learn in an easier and fun way of learning. You should know the
five elements of LS to deepen your relationship with your students.
Lastly,
I learned that the mindset of MI is flexible to what you are doing and can do
whatever you want and learn whatever you desire. Traditional concept of
intelligence is only relying to what your instinct does.
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LESSON
The Teacher: Professional and
3
Personal Attributes
Think of This
The Professional Teacher
Teacher is a person who facilitate learners to gain knowledge, skills, and values that
enhance development. A person who has the knowledge, skills, attitude, and special trainings in
teaching, explaining, and educating. (R.A. 9155).
Professional Teacher is a person who characterized by or conforming to the technical

or ethical standards of a profession. A person who exhibits courtesy, conscientiousness, and
generally manners that are acceptable resulting improvement of the organization he belongs.
“Teachers are duly licensed professionals who possesses dignity and reputation with high
moral values as well as technical and professional competence in the practice of their noble
profession, they strictly adhere to observe, and practice this set of ethical and moral principles,
standards, and values” (Code of Ethics of Professional Teachers).
A Teacher and the Profession According to the Philippine Constitution
A professional teacher should possesses the following in accordance to the Code of

Ethics of Professional Teachers Article IV, sections 1-5 as mandated by R. A.. No. 7836.
Otherwise known as the Philippines Professionalization Act of 1994 and Paragraph (a), section 6.
P.D. No. 223. as amended, the Board for Professional Teachers hereby adopt the Code of Ethics
for Professional Teachers:
1. Every teacher shall actively insure that teaching is the noblest profession, and shall
manifest genuine enthusiasm and pride in teaching as a noble calling.
2. Every teacher shall uphold the highest possible standards of quality education, shall make
the best preparations for the career of teaching, and shall be at his best at all times and in
the practice of his profession.
3. Every teacher shall participate in the Continuing Professional Education (CPE) program
of the Professional Regulation Commission, and shall pursue such other studies as will
improve his efficiency, enhance the prestige of the profession, and strengthen his
competence, virtues, and productivity in order to be nationally and internationally
competitive.
4. Every teacher shall help, if duly authorized, to seek support from the school, but shall not
make improper misrepresentations through personal advertisements and other
questionable means.
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5. Every teacher shall use the teaching profession in a manner that makes it dignified means
for earning a descent living.
Professional Attributes of a Teacher
A professional teacher possesses the following attributes:
 Control of the knowledge base of teaching and learning and use of this knowledge to
guide the science and art of his/her teaching practice.
 Repertoire of best teaching practice and can use these to instruct their children in the
classroom and to work with adults in the school setting.
 Dispositions and skills to approach all aspects of his/her work in a reflective, collegial,
and problem-solving manner
 View of learning to teach as a life-long process and dispositions and skills for working
towards improving his/her own teaching as well as improving schools (Arends, 1994)
The last attributes cited by Arends highlights continuing professional development (CPD)
or continuing professional education (CPE).
Personal Attributes
Personality is the sum of one’s personal characteristics. It is one’s identity. Personalities

may be described as authoritarian, weak, dynamic, or “magnetic”.
Some outstanding personal qualities that never fail to win their flock are worth mentioning:
1. Passion. Passion for teaching is a compelling force that emerges from teachers’ love for
children.
2. Humor. This makes them as magnetic. This builds rapport as a clean joke will always
bring laughter to the class which promotes the spirit of togetherness. This also helps for
emerging the two worlds – Youth (Happy and carefree) and Maturity (responsible one)
3. Values and Attitudes. Teachers are models of values that exhibited implicitly and
explicitly. This connotes standards, code of ethics and strong beliefs among teachers. A
teacher must be open-minded. This is the basic in promoting respect and trust between
teachers and students. This characteristic helps in searching new information and
evidence as this promotes solving problem in a democratic way. On which, this creates a
free exchange of suggestions that develops a respectful attitude towards the teacher and
its learner.
4. Patience. In teaching, patience refers to a teacher’s uncomplaining nature, self-control

and persistence. Patient teachers can forego momentous frustrations and disappointments.
They endure students’ limitation and difficulties.
5. Enthusiasm. It is synonymous to eagerness and excitements. Teachers should have full

energy and be dynamic in teaching. With enthusiastic teachers, students look forward to
any activity they can participate in with them.
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6. Commitment. Is a solemn promise to perform the duties and responsibilities mandated

by the laws and code of ethics of the profession. Committed teachers are caring and
dedicated. They are ready to carry on no matter the pride.
What are the characteristics of an effective Teacher Dedication to the teaching job is the
true essence of professionalism. Today we lament over the fast disappearing breed of teachers
with a missionary spirit. Here are some research findings on effective teachers compiled by
Stronge (2012). Discuss their implications to teacher pre-service education:
1. Teachers with major or minor in content area are associated with higher student
achievement especially in the area of science and mathematics.
2. Caring teachers who know their students create relationship that enhance the learning
process.
3. Effective teachers practice gender, racial and ethnic fairness.
4. Effective teacher consistently behave in a friendly and personal manner while
maintaining appropriate teacher-student role structure.
5. High levels of motivation in teachers relate to high levels of achievement in students.
6. Effective teachers display positive attitudes about life and teaching.
7. Teachers whose students have high achievement rates continually mention reflection on
their work as an important part of improving their teaching.
Think Across
Make an acrostic of the word TEACHER. Write your answer in the space provided.
T-
E-
A-
C-
H-
E-
R-
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Answer the question. Who is the teacher whom you considered to be a hero? Describe her/him as
detailed as you can. Then paste, his/her picture in the box.
Begin Here:
I consider him as my hero my teacher in

2nd year highschool Sir. Ronan Kinaadman. I
will never forget him for he’s the teacher that
made learning so much fun especially in his
subject biology. He’s kind, generous, and best PHOTO HERE
to get along with. I think all of my classmates
like him very much. I still remember every
Friday we would have our movie marathon for
his entire class he would download a movie
that we like for us to enjoy. He would let my
Classmates borrow some clothes because my classmate dont have any money
for his competition for the upcoming intramurals. He is a great teacher the one
that inspire me to be just like him. He has a great relationship with his students.
Easy to be with and knows how to handle his student well.
Give two (2) inspirational quotation about the teacher. Write your answer below.
“Teaching is the one

profession that creates all
other professions.”
“Education is the most

powerful weapon which
you can use to change the
world.”
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Make your own Philosophy as teacher. Write your answer in the space provided below.
Y
My philosophy as a teacher is that I believe that all
children are unique and has a potential to bring something
special to the world and have something special that they can
bring to their own education. I will assist my students to express P
themselves and accept themselves for who they are, so they can
H
express their own opinions and nurture their own ideas as well
learn to respect, accept, and embrace the differences of others. I I
will help children to develop their potential by believing in them
as capable individuals. And I believe that students learn the best L
when they are in a positive learning environment where they feel
welcomed, comfortable, and safe with each other. Where children O
are free to speak their mind and blossom and grow.
S
19
LESSON
4
The Leaning Environment:
Physical & Psychological
Think of This
Positive Learning Environment
The learning environment consists of physical environment (physical setting) as well as

psychological atmosphere or the socio-emotional climate (emotional climate)
1. Physical Environment. The physical environment includes the physical condition of the
classroom, the arrangement of furniture, seating arrangement, the classroom temperature
and lightning.
2. Psychological Climate. Researchers agree that in addition to conducive physical

environment, the favorable school climate includes:
 Safety (example: rules and norms; physical safety; emotional safety);
 Relationships (example: respect for diversity; school connectedness/engagement; social
support-students; leadership); and
 Teaching and learning (example: social, emotional, ethical and civic learning; support
for learning; professional relationships)
Strategies for Creating a Positive Emotional Climate
As future educator, take note of the strategies for creating a positive emotional climate:
1. Greet students personally

2. Make frequent eye contact
3. Negotiate rules and routines with students
4. Acknowledge positive behaviors
5. Use positive language
6. Interact with students outside the classroom
7. Minimize embarrassment
8. Use humor
9. Use bibliotherapy
10. Use class meetings
Facilitative Leaning Environment

by Pine and Horne (1990)
1. Encourage people to be active- A psychological classroom environment which is supportive

of learning engages the learners in the learning process.
2. Promotes and facilitates the individual’s discovery of the personal meaning of idea –
Meaning is not imposed by teacher .This is personally arrived at by the learners considering
the uniqueness of their experiences.
20
3. Emphasizes the uniquely personal and subjective nature of learning – Every learner is
unique.
4. Difference is good and desirable – There is respect for diversity. To be different does not
mean to be deficient.
5. Consistently recognizes people’s right to make mistakes – Learners feel at ease and learn
best when mistakes are welcome because they are recognized as part and parcel of the
learning process.
6. Tolerates ambiguity – This leads to openness to ideas and prevents teacher an learners alike
to be judgmental.
7. Evaluation is a cooperative process with emphasis on self-evaluation – This makes

evaluation less threatening. The learner is not alone when he evaluates learning, he is with a
group. His/her progress is seen against his/her targets not against the performance of his/her
classmate.
8. Encourages openness of self rather than concealment of self – People feel at ease and so
aren’t afraid to be transparent.
9. People are encouraged to trust in themselves as well as in external sources – There is a

strong social support and it is not difficult to trust others.
10. People feel they are respected – Everyone is convinced of the inner worth/dignity of each
individual and so it is easy to respect everyone
11. People feel they are respected – There is a sense of belongingness.
12. Permits confrontation – Since learners feel at ease and feel they are accepted, they are not
afraid to confront themselves.
13. A conducive learning environment is necessary in the full development of the cognitive
and appetitive faculties of the learner – His senses, instincts, imagination, memory,
feelings, emotions and will
21
Think Across
Opinion Matters. Complete the sentences
1. A child conducive classroom for me is -

It should be well- lighted and well-ventilated and has the proper sanitation. It should also be a
non-threatening classroom wherein the students feel that they are accepted, they are not alone
and nothing is to fear about. And also, teacher should keep and promote a sound and viable
intellectual climate.
2. As future educator, I should develop a classroom by –

By becoming a responsible teacher. I have to show love and care to my students in order for them
to feel that they are important as an individual, for them to feel that they really need to learn
from me and that studying is important. I’ll make sure that what I have learned in my preparatory
study well be shared to them properly for them to learn also.
My Poem. Compose a poem that describes a conducive classroom. Your poem must be 4
stanza, each stanza should compose of 4 lines only. Write your poem in the space provided
below.
Classroom
Learning is fun
Enjoying it for all you can
No need to rush and run
For in this room you can find it all as one
With a room that is wide

It’s like a home when you’re inside
You can feel the warmth outside
And with a person that teaches and guide
You can learn in this room

In a year you will bloom
You won’t feel any gloom
Cause in this room you won’t be alone
With a lots of creation

That put your mind into action
And everyday it gives you inspiration
For this is where it starts in this room we call Classroom
22
Read the article on 2009 Philippines: Child Friendly School Evaluation, with this link:
unicef.org/evaldatabase/index_58798.html. Then, answer the questions that follow:
1. What is the highlight of the article?

2. Do you agree or disagree? Explain.
3. As a future educator, what have you realized
(1)
1. The highlight is that the teacher should commit in
to create more effective and high- quality learning
environment for their students. All of the classroom
should be cleaned and students will have an efficient
space to work. Other causes some classrooms with
inadequate protection from the environment, poor
ventilation, loud noises and inappropriate size
furniture which more often occurred in rural schools.
Schools should promote the physical health hygiene,
and nutrition of their students. Schools should also (2)
offer feeding programs, which will be operated by 2. I agree in this article that the child-
families. School gardens were created to supplement friendly schools should ensures that
the feeding programs. The school heads will also every child’s environment that is
provide health education and access to the health and physically safe, emotionally secure and
dental screenings. The largest barrier to health,
hygiene and sanitation in rural schools as lack of psychosocially enabling. And also child
water system, this was not a concern in urban schools. friendly schools develops a learning
There was high level of awareness about the environment in which children are
importance of safety, security and psychosocial well- motivated and able to learn.
being among stakeholders. In the area of
inclusiveness and gender sensitivity stakeholders
reported that the schools provided equal access and
particularly to both boys and girls regardless of their
ethnicity or religious background.
(3)
3. As future educator I realized that the
school should be clean and orderly and the
students should have a sufficient space to
work. And also we need to create a
feeding program. The school should also
provide a health education and dental
screenings. And also create an
environment that respond to diversity and
acts to ensure inclusion, gender
sensitivity, effective and equality of
opportunities for all children, heathy
protective, inclusive and that it involves
families and community institutions.
23
Draw and/ or paste your most ideal classroom below. Describe your ideal classroom in 5
sentences.
My ideal classroom
should be well ventilated. I
want the room to be brighter
that the light from the outside
can pass through the room
and the students can see the
outside. I want it to be
creative yet simple cause I
don’t like to many
decorations it can distract the
attentions of the student. I
want it to be clean and orderly
that the students can learn in a
clean environment. I want my
table to be right at the corner
in front so that I can see my
students faces when I sat on
my table.
24
LESSON
Principles of Learning
5
Think of This
Principles of Learning
by from Horne and Pine (1990)
1. Learning is an experience which occurs inside the learner and is activated by the
learner. The process of learning is primarily controlled by the learner and not by the teacher
or (group leader).
Remember people forget most of the content taught to them and retain only the content which
they use in their work or content which is relevant to them personally. Then it must be wise
to engage learners in an activity that is connected to their life experiences.
2. Learning is the discovery of the personal meaning and relevance of ideas.

Students more readily internalize and implement concepts and ideas which are
relevant to their needs and problems. Learning is a process which requires exploration
of ideas in relation to self and community so that people can determine what their
needs are, what goals they would like to formulate, etc.
Remember it is necessary that teacher relates lessons to the needs, interests, and
problems of the learners.
3. Learning (behavioral change) is a consequences of experience. People become

responsible when they have really assumed responsibility, they become independent
when they have experienced independent behavior, they become able when they have
experienced success, they begin to feel important when they are important to
somebody, they feel liked when someone likes them.
Remember if experience is the best teacher, then teacher should make use of
experiential learning. EL makes use of direct as well as vicarious experiences. We
have not experience everything in order to learn, we learn from other people’s
experiences, too, good as well as not so good experiences.
4. Learning is cooperative and collaborative process. People enjoy functioning

independently but they also enjoy interdependently.
Remember teacher should make use of more of cooperative and collaborative

approaches. This way, students are taught to live together and learn independently.
5. Learning is an evolutionary process. Behavioral change requires time and patience.

Remember change takes time. Let us not expect results overnight.
6. Learning is sometimes a painful process. Behavioral change often calls for giving
up the old and comfortable ways of believing, thinking, and valuing.
25
Remember it may be good to make our students realize that learning is a difficult
task. It is accompanied by sacrifice, inconvenience and discomfort but it leads to
inner joy and happiness.
7. One of the richest resources for learning is the learner himself. In a day and age
when so much emphasis is being placed upon instructional media, books, and
speakers as resources for learning, we tend to overlook perhaps the richest source of
all – the learner himself.
Remember as teacher, you must draw these learner’s ideas, feelings, and experiences.
You midwife the birth of ideas
8. The Process of Learning is Emotional as Well as Intellectual. Learning is affected

by the total state of the individual. People are feeling beings as well as thinking
beings and when their feelings and thoughts are in harmony, learning is maximized.
To create the optimal conditions in a group for learning to occur, people must come
before purpose. Regardless of the purpose of a group, it cannot be effectively
accomplished when other things get in the way.
Remember as teachers, let us appeal to our students’ intellect as well as to their

emotions.
9. The process of problem solving and learning are highly unique and individual.
Each person has his own unique styles of learning and solving problems.
Remember it pays to allow students to learn in accordance with their learning styles
and multiple intelligences.
Laws of Learning
It is worth including other principles and laws of learning by Thorndike (1932)
1. Law of Effect
 Learning is strengthened when accompanied by a pleasant or satisfying feeling.

 Learning is weakened when associated with an unpleasant feeling.
 Learning takes places properly when it results in satisfaction and the learner
derives pleasure out of it.
2. The Law of Exercise
 Things most often repeated are best remembered.

 Students do not learn complex tasks in a single session.
3. The law of Readiness
 Individuals learn best when they are physically, mentally, and emotionally
ready to learn, and they do not learn well if they see no reason for learning.
26
Additional Laws (Principles)
1. The Law of Primacy

 Things learned first create a strong impression.
 What is taught must be right the first time.
2. The Law of Recency
 Things most recently learned are best remembered.
3. The law of Intensity
 The more intense the material taught, the more it is likely learned
4. The law of Freedom
 Things freely learned are best learned.

 The greater the freedom enjoyed by the students in the class, the greater the
intellectual and moral advancement enjoyed by them.
Think Across
Illustrate each principle in a collage form. Put it in the box below. See the rubric for the
criteria.
27
Rubric on Collage / Poster Making

Total
Criteria Still a Goal On Standard Above Standard Points
(1-7) (8-14) (9-17) (17)
1. Organization  Output is  Shows some  Has a very
* relevance to unrecognize organization of well
the theme d/ not related work. organized
to the theme work.
(1-2) (3-4) (5-7) (7)
2.Appropriateness  Pictures  Pictures are  Pictures
of used are appropriate used are
pictures used inappropriat and related to very
e. the theme. appropriate.
(1-2) (3-4) (5-7) (7)
3. Creativity  Lacks  Demonstrates  Demonstrate
imaginative moderate imaginative
thinking imaginative thinking.
output skills.  Output
 Produced  Output produced
has no produced has has
innovative some innovative &
and unique innovative and unique
qualities unique qualities.
qualities.
(1-2) (3-4) (5-7) (7)
1. Neatness/  Lacks  Shows Shows a

Tidiness neatness neatness in very neat
her work output.
 Observes
cleanliness &
orderliness
at all times.
4. Over-all (1-2) (3-4) (5-7) (7)
Appearance  Work has  Shows an  Shows a
unattractive attractive work very
appearance. attractive
work.
Adopted from: Ampong, Ronald, Differentiated Approach in Enhancing the Reading Proficiency
Level
Make six-word stories on what you have learned, SWS is a story within a limited
number of character. Example: “It’s not working, let me go.”
1 2 3 4 5 6
25
LESSON
Guiding Principles Learning
6 Objectives
.
Think of This
In teaching goals are essential it serves as the compass in teaching, without goals
there is no teaching at all. As educator, learners should be aware of the objective or goal
of the day.
Guiding Principles in Determining and Formulating Learning Objectives
1. “Begin with the end mind,” In the context of teaching, this means that we must begin our
lesson with clearly defined lesson objective.
2. Share lesson objective with students. Like a seminar that begins with a statement purpose, our
lesson ought to begin with a statement and clarification of our lesson objective.\
3. Lesson objectives must be in the two or three domain – knowledge (cognitive), skill
(psychomotor) and values (affective). Our lesson maybe dominantly cognitive psychomotor
or affective. Dominantly cognitive - meant primarily for knowledge acquisition and
dominantly psychomotor - intended for the acquisition and honoring of skills. Affective
domain - mainly focused on attitude and value formation.
4. Work on significant and relevant lesson objectives. With our lesson objective becoming our
students’ objective too, our students will be self-propelled as we teach.
5. Lesson objective must be aligned with the aims of education as embodied in the Philippine
Constitutions and on the vision- mission statements of the educational institution of which
you are a part. The aims of education as enshrined in our fundamental law of the land, in the
Education Act of 1982.
6. Aim at the development of critical and creative thinking. This is said more than done. We
need not go into a laborious research to be convinced that the development of critical and
creative thinking is wanting in classroom.
7. For accountability of learning, lesson objectives must be SMART. When our lesson objective
is SMART it is quite easy to find out at the end of our lesson if we attained our objective or
not.
Taxonomy of Objectives
With educational taxonomy, learning is classified into three domains namely:

(1) cognitive, (2) affective, and (3) psychomotor or behavioral.
1. Cognitive Domain
26
Bloom’s Taxonomy of Cognitive Domain. Benjamin Bloom (1956) led his group in
coming up with the list of instructional objectives in the cognitive domain. Arranged from lowest
to the highest level, they are as follows:
 Knowledge or recall -knowledge of terminology and conventions, trends and sequences,

classifications and categories, criteria and methodologies, principles, theories, and structures;
 Comprehension - relate to translation, interpretation, and extrapolation;
 Application - use of abstraction in particular situations;
 Analysis - objectives relate to breaking a whole into parts
 Synthesis - putting parts together in a new form such as a unique communication, a plan of
operation, and a set of abstract relations;
 Evaluation - judging in terms of internal evidence or logical consistency and external

evidence or consistency with facts developed elsewhere;
Anderson’s Taxonomy of Cognitive Domain In the 1990’s, Anderson, Bloom’s former

student, together with a team of cognitive psychologists revisited Bloom’s taxonomy in the light
of the 21st century skills. This led to Anderson’s taxonomy in 2001.
Definitions of Anderson’s Revised Taxonomy
Definition Verbs
Remembering: Can the student recall or Define, duplicate, list memorize, recall,
remember the information? repeat, reproduce, state
Understanding: Can the student explain ideas Classify, describe, discuss, explain, identify,
or concept? locate, recognize, report, select, translate,
paraphrase
Applying: Can the student use the information Choose, demonstrate, dramatize, employ,
in a new way? illustrate interpret, operate, schedule, sketch,
solve, use, write
Analyzing: Can the student distinguish Appraise, compare, contrast, criticize,
between the different parts? differentiate, discriminate, distinguish,
examine, experiment, question, test
Evaluating: Can the student justify a stand or Appraise, argue, defend, judge, select,
decision? support, value, evaluate
Evaluating: Can the student create new Assemble, construct, create, design, develop,
product or point of view? formulate, write
2. Affective Domain
Krathwol’s Taxonomy of Affective Domain. Krathwol’s affective learning is

demonstrated by behaviors indicating attitudes of awareness, interest, and values of concern, and
responsibility, ability to listen and respond in interactions with others, and ability to demonstrate
those attitudinal characteristics or values which are appropriate to the test situation and the field
of study.
Krathwol’s Taxonomy of Objectives Usually the Waterloo of teachers, is the formulation

of objectives in the affective domain.
27
Below is the Krathwol’s Taxonomy of Objectives in the Affective Domain:
Level What it is Learning Verbs Sample

Outcome Objectives
Receiving refers to the Learning Differentiates, Listens
learners sensitivity Outcomes in accepts, listens attentively,
to the existence of this area range (for) to responds shows
certain ideas, from the simple to Asks, sensitivity to
material or awareness that a chooses, social
phenomena and the thing exists to identifies, problems.
willingness to selective locates, points
particular attention on the to, sits erect, etc.
phenomena of part of the
stimuli such as learner.
classroom activities
etc.
Responding is not only being Answers, Examples of
aware of the assists, objectives in
stimulus but complies, the responding
reacting and discusses, helps, level are e.g. to
responding to the performs, contribute to
stimulus. practices, group
presents, heads, discussions by
reports, writes, asking
etc. questions,
listen
attentively
during group
presentation ,
…
Valuing is concerned with This ranges in Desire to
the worth or value a degree from the improve group
student attaches to a simpler skills Assumes
particular object, acceptance of a responsibility
phenomenon, or value to the for the
behavior. more complex effective
level of functioning of
commitment the group
Organization is to relate the value to discuss, to To organize a

to those already theorize, to meeting
held and bring into formulate, to concerning a
a harmonious and balance, to neighborhood’
internally consistent examine s housing
value system or integration
philosophy. plan
Characterization at this level, the displays self-

person has held a reliance in
value system that working
has controlled his independently,
behavior for cooperates in
sufficiently long group
time that a activities,
characteristic “life maintains good
style” has been health habits
developed.
28
3. Psychomotor Domain
Anita Harlow’s Taxonomy of the Psychomotor Domain. Anita Harlow (1972) did
something parallel to what Bloom and Krathwohl did for learning objectives in the psychomotor
domain.
Level Description Examples

Reflex earning in response to some stimuli Flexion, extension, stretch, postural
movement adjustments
actions elicited
without
Basic inherent movement patterns which Pushing, pulling, manipulating, e.g. to
fundamental are formed by combining of reflex run a 100-yard dash
movenme6
Perpetual refers to interpretation of various Coordinated movements such as
Abilities stimuli that enable one to make jumping rope, punting, or catching
adjustments to the environment.
Visual, auditory, kinesthetic, or
tactile discrimination. Suggests
cognitive as well as psychomotor
behavior.
Physical require endurance, strength, vigor, Examples are: all activities which
Activities and agility which produces a require a) strenuous effort for long
sound, efficiently functioning body periods of time; b) muscular exertion;
c) a quick wide range of motion at the
hip joints; and d) a quick, precise
movements.
Skilled the result of the acquisition of Skilled examples are: all skilled
Movements degree of efficiency when activities obvious in sports, recreation,
performing a complex task and dance
Non-discursive is communications through bodily Examples include: body postures,
Communication movements ranging from posture gestures, and facial expressions
to gestures, creative movement efficiently executed in skilled dance
facial expressions, act a part in a movement and choreographics.
play through sophisticated
choreographics. (Harlow 1972)
Precision – the highest level of the psychomotor taxonomy – students can perform a skill
accurately, efficiently and effortlessly. Automaticity – the ability to perform a skill with
unconscious effort, has developed, which then frees the student to concentrate on other elements
of the activity or game.
K to 12 Basic Education Curriculum Legal Basis
Republic Act No. 10533 “An Act Enhancing the Philippine Basic Education System by
Strengthening Its Curriculum and Increasing the Number of Years for Basic Education,
Appropriating Funds Therefor and for Other Purposes” Approved: May 15, 2013 Effective: June
8, 2013
Guiding Principles and Features of K to 12 Curriculum
IMPLEMENTING RULES AND REGULATIONS OF THE ENHANCED BASIC

EDUCATION ACT OF 2013 10.2. Standards and Principles:
a) The curriculum shall be learner-centered, inclusive and developmentally appropriate;

b) The curriculum shall be relevant, responsive and research-based;
c) The curriculum shall be gender- and culture-sensitive;
d) The curriculum shall be contextualized and global;
29
e) The curriculum shall use pedagogical approaches that are constructivist, inquiry-based,
reflective, collaborative and integrative;
f) The curriculum shall adhere to the principles and framework of Mother Tongue-Based
Multilingual Education (MTB-MLE) which starts from where the learners are and from
what they already know proceeding from the known to the unknown; instructional materials
and capable teachers to implement the MTB-MLE curriculum shall be available.
g) The curriculum shall use the spiral progression approach to ensure mastery of knowledge
and skills after each level; and
h) The curriculum shall be flexible enough to enable and allow schools to localize, indigenize
and enhance the same based on their respective educational and social contexts.
Standards and Competencies in the K to 12 Curriculum
The Curriculum Guide of the K to 12 Curriculum contains content and performance

standards and competencies, not objectives. It makes use of standards-based instruction. What are
and performance standards? What are competencies? How do they relate to lesson objectives?
Content Standards define what students should know and be able to do. These are
benchmarks which identify the expected understandings and skills for a content standard at
different grade levels.
Performance Standards (or indicators) describe how well students need to achieve in
order to meet content standards. They are the levels of proficiency which the students are to
demonstrate what they know and what they are able to do.
Competencies are more specific versions of the standards. They are specific tasks
performed with mastery. They also refer to the ability to perform activities within an occupation
or function to the standards expected by drawing from one's knowledge, skills, and attitudes.
How do standards and competencies relate to objectives? Your lesson objectives are
drawn from the content and performance standards and competencies from the Curriculum Guide
(CG).
Content Standard The learner understands the nature and elements of oral
communication in context.
Performance Standard The learner designs and performs effective controlled oral
communication activities based on context.
Competencies Explains why there is a breakdown of communication.

EN11/12OC-Ia-5
Uses various strategies in order to avoid communication

breakdown. EN11/12OC-Ia-6
Demonstrates sensitivity to the socio-cultural dimension of

communication situation which focus on: a. culture; b.
gender; c. age; d. social status; e. religion. EN11/12OC-Ia-
7
30
Think Across
The educational taxonomy of learning is classified into (3) three domains:

1) Cognitive; 2) Affective; and 3) Psychomotor. Choose a topic from the K to 12
Curriculum Guide (CG). Formulate 3 SMART objectives in the 3 domains.
Guide Questions:
1. Are the terms behavioral?
2. Are the objectives, SMART?
3. Are they relevant and significant?
31
Answer the questions below.
1. Why is SMART objectives important?
2. Describe the 3 domains.
32
Visit to the link below on K to 12 Curriculum Guide. Choose a subject, and fill up
the table below. Then, write your observations in the last column.
Content Standard
Performance
Standard
Competencies
Complete the statement below in the “Worth Remembering Note,” Write your
answer in the space provided
First,
Second,
Lastly,
33
LESSON
Guiding Principles in the Selection
6
and Organization of Content
.
Think of This
What knowledge is truly essential and enduring? What is worth teaching and learning?
Our leaders in the basic education level came up with the Philippine Elementary Learning
Competencies (PELCs) and Philippine Secondary Learning Competencies (PSLCs) in 2001. The
"intended" content of what we teach is laid down in such document.
In the K to 12 Curriculum, standards and competencies are also spelled out. This means
that we are not entirely free in the selection of our content. They are a "given." But how they are
organized and presented in the classroom, ultimately depends on you. Here are some principles to
guide you.
Guiding Principles in the Selection and Organization of Content
1) One guiding principle related to subject matter content is to observe the following
qualities in the selection and organization of content:
a) Validity – This means teaching the content that we ought to teach according to national
standards explicit in the K to 12 Basic Education Curriculum; it also means teaching the
content in order to realize the goals and objectives of the course as laid down in the basic
education curriculum.
b) Significance – What we teach should respond to the needs and interests of the learners,
hence meaningful and significant.
c) Balance – Content includes not only facts but also concepts and values. The use of the
three-level approach ensures a balance of cognitive, psychomotor, and affective lesson
content.
d) Self-sufficiency – Content fully covers the essentials. Learning content is not "mile-
wide- and-inch-deep." The essentials are sufficiently covered and are treated in depth.
This is a case of "less is more."
e) Interest – Teacher considers the interest of the learners, their developmental stages and
cultural and ethnic background.
f) Content Utility – Will this content be of use to the learners? It is not meant only to be
memorized for test and grade purposes. What is learned has a function even after
examinations are over.
g) Feasibility – The content is feasible in the sense that the essential content can be covered
in the amount of time available for instruction. A guaranteed and a viable curriculum is
the first in the school- related factors that has the greatest impact on student achievement.
(Marzano, 2003)
34
2.) At the base of the structure of cognitive subject matter content is facts. We cant do away
with facts but be sure to go beyond facts by constructing an increasingly richer and
more sophisticated knowledge base and by working out a process of conceptual
understanding.
Here are a few ways cited by cognitive psychologists (Ormrod, 2000) by which you can help
your students:
a) Providing opportunities for experimentation – our so-called experiments in the

science classes are more of this sort - following a cook book recipe where students are
made to follow step-by-step procedure to end up confirming a law that has already been
experimented on and discovered by great scientists ahead of us instead of the students
coming up with their own procedure and end discovering something new.
b) Presenting the ideas of others – While it is beneficial for you to encourage your
students to discover principles for themselves, it will not jeopardize your students if you
present the ideas of others who worked hard over the years to explain phenomena.
c) Emphasizing conceptual understanding – Many a time, our teaching is devoted only

to memorization of isolated facts for purposes of examinations and grade. When we
teach facts only, the tendency is we are able to cover more for your students to commit
to memory and for you to cover in a test but our teaching ends up skin-deep or
superficial, thus meaningless. If we emphasize conceptual understanding, the emphasis
goes beyond facts. We integrate and correlate facts, concepts, and values in a meaningful
manner. The many facts become integrated into a less number of concepts, yet more
meaningful and consequently easier to recall. When we stress on conceptual teaching,
we are occupied with less, but we are able to teach more substantially. It is a case of
"less is more!" This is precisely the emphasis of the Basic Education Curriculum.
Here are some specific strategies that can help you develop conceptual understanding in
your students: (Ormrod, 2000)
 Organize units around a few core ideas and themes. Maslow’s Hierarchy of Needs
 Explore each topic in depth – for example, by considering many examples, examining
cause-effect relationships, and discovering how specific details relate to more general
principles.
 Explain how new ideas relate to students own experiences and to things they have
previously learned. Computers in Health Care
 Show students – through the things we say, the assignments we give, and the criteria
we use to evaluate learning – that conceptual understanding of subject matter is far
more important than knowledge of isolated facts.
 Ask students to teach to others what they have learned – a task that encourages them to
focus on main ideas and pull them together in a way that makes sense.
 Promote dialogue – when we encourage our students to talk about what they learn, they
are given the opportunity to reflect, elaborate on, clarify further and master what they
have learned.
 Use authentic activities – incorporate your lessons into "real world" activities. Instead
of simply asking students to work on some items on subtraction, simulate a "sari-sari"
store and apply subtraction skills.
3.) Subject matter content is an integration of cognitive, skill, and affective elements.
While our subject matter content comes in three domains, these three domains should not
be treated as though there was a clear dividing line among them. When our point of emphasis
is the cognitive aspect, it does not mean that we exclude skills. In the first place, our teaching
of facts, concepts, principles, theories and laws necessitate the skill of seeing the relationships
among these in order to see meaning.
35
Likewise, when our subject matter is focused on the thinking and manipulative skills, our
lesson content also has cognitive content. More so with the teaching of values, for values have
definitely a cognitive basis. If the values taught are imbibed by the students, these are expressed
in their daily behavior (skill). The cognitive lesson may be used as a vehicle in the teaching of
skills and values.
In short, subject matter content is an integration of facts, concepts, principles, hypothesis,

theories, and laws, thinking skills, manipulative skills, values and attitudes.
a) The Structure of Subject Matter Content.

Our subject matter content includes cognitive, skill, and affective components. The
cognitive component is concerned with facts, concepts, principles, hypothesis, theories, and
laws. The skill component refers to thinking skills as well as manipulative skills while the
affective component is the realm of values and attitudes.
(1) Cognitive (Ormrod, 2000)

(a) Fact – an idea or action that can be verified
Example: Names and dates of important activities, population of the Philippines.
Facts are the basic unit of cognitive subject matter content. From facts, we go higher
to concepts, principles, hypotheses, theories and laws. It is, therefore, necessary that
the facts that we begin with are updated and accurate.
(b) Concept – a categorization of events, places, people, ideas

Example: The concept furniture includes objects as chairs, tables, beds, and desks.
The concept swim encompasses different actions like breast stroke, crawl, and
butterfly that involve propelling oneself through water
(c) Principle – relationship(s) between and among facts and concepts. These are arrived
at when similar research studies yield similar results time after time.
Example: The number of children in the family is related to the average scores on
nationally standardized achievement tests for those children.
(d) Hypothesis – educated guesses about relationships (principles)

Example: For lower division undergraduate students, study habits is a better predictor
of success in a college course than is a measure of intelligence or reading
comprehension.
(e) Theories – set of facts, concepts and principles that describe possible underlying
unobservable mechanisms that regulate human learning, development, and behavior.
They explain why these principles are true. Examples: Piagets theory on cognitive
development, Kohlbergs theory on moral development.
Learners seem to acquire general belief system – personal theories– about how
the world operates. By the time they go to school, children have their own personal
theories about things and happenings in the world. These personal beliefs may not
necessarily be accurate beliefs. Even the author of this book thought that every time she
swallowed a santol seed, the seed would germinate in her stomach and its branches and
leaves would grow out of her ears, nose and mouth. Therefore, much is demanded of you
as a teacher in order to promote effective construction of knowledge and eliminate
misconceptions.
(f) Laws are firmly established, thoroughly tested principle or theory. Examples:
Thorndikes law of effect, law on the conservation of matter and energy, the law of
supply and demand and the law of gravity.
36
(2)Skills
(a) Manipulative Skills – There are courses that are dominantly skill-oriented like Computer,
Home Economics and Technology, Physical Education, Music and the like, in the
Biology and Physical sciences manipulative skills such as focusing the microscope,
mounting specimens on the slide, operating simple machines and other scientific gadgets,
mixing chemicals are also taught.
(b) Thinking Skills – These refer to the skills beyond the recall and comprehension. They are
skills concerned with the application of what was learned, (in problem- solving or in real
life) synthesis, evaluation and critical and creative thinking.
 Divergent thinking – this includes fluent thinking, original thinking, flexible
thinking, and elaborative thinking.
 Fluent thinking – is characterized by the generation of lots of ideas. Thought flow is

rapid. It is thinking of the most possible ideas.
 Flexible thinking – is characterized by a variety of thoughts in the kinds of ideas

generated. Different ideas from those usually presented flow from flexible thinkers.
Unscrambling the letters
 Original thinking – is thinking that differs from what’s gone before. Thought
production is away from the obvious and is different from the norm.
 Elaborative thinking – embellishes on previous ideas or plans. (Torres, 1994) It uses

prior knowledge to expand and add upon things and ideas.
 Convergent thinking – it is narrowing down from many possible thoughts to end up

on a single best thought or an answer to a problem.
 Problem solving – it is made easier when the problem is well-defined. "The proper
definition of a problem is already half the solution." It is doubly difficult when the
problem is ill-defined. When it is ill-defined, then the first thing to teach our
students is to better define the problem. Here are some techniques (Ormrod, 2000).
Break large problems into well-defined ones- Distinguish information needed-
Identify techniques to find needed information
 Metaphoric thinking – This type of thinking uses analogic thinking, a figure of

speech where a word is used in a manner different from its ordinary designation to
suggest or imply a parallelism or similarity. Example: Teaching is lighting a candle.
The learners mind is a "blank slate." This may also be called analogic thinking.
 Critical thinking - It involves evaluating information or arguments in terms of their

accuracy and worth. (Beyer, 1985) It takes a variety of forms – verbal reasoning,
argument analysis, hypothesis testing, and decision making.
 Creative thinking - This type of thinking involves "producing something that is both
original and worthwhile. (Sternberg, 2003) It is original thinking, one type of
divergent thinking. It is the process of bringing something new into birth. It is
seeing new relationships and the use of imagination and inventiveness. Creative
thinking develops 1.) awareness; 2.) curiosity; 3.) imagination; 4.) fluency;
5.)flexibility; 6.) originality; 7.) elaboration; and 8.) perseverance.
37
(3.) Attitudes and Values
In the three-level approach to teaching, values are at the apex of the triangle. It is because
it is in the teaching of values that the teaching of facts, skills and concepts become connected to
the life of the students, thus acquiring meaning. Without the value- level of teaching, we
contribute to the development of persons who have big heads but tiny hearts. We contribute to the
formation of "intellectual giants" but emotional dwarfs.
According to Aquino (1990) values can be taught, because like any subject matter, they too have
a cognitive dimension, in addition to the affective and behavioral dimension. The cognitive
dimension – When we teach the value of honesty we ask the following questions: What is meant
by honesty? Why do I have to be honest? The affective dimension – You have to feel something
towards honesty. You have to be moved towards honesty as preferable to dishonesty. The
behavioral dimension – You lead an honest life.
Ways of Teaching Values
(a) By deutero-learning – Your student learns by being exposed to the situation, by acquainting
himself with a setting, by following models, pursuing inspirations and copying behavior.
YOUR CRITICAL ROLE AS MODELS IN AND OUTSIDE THE CLASSROOM
CANNOT BE OVEREMPHASIZED.
(b) By positively reinforcing good behavior.
(c) By teaching the cognitive component of values in the classroom.
Think Across
Paste a scanned sample of Lesson Plan inside the box. Then, write your observations
from OBJECTIVE/S to ASSIGNMENT.
38
Write Observations:
39
Imagine that you are a highly regarded teacher. You are tasked by your
principal to write a critical review of a book published in your region or
hometown. It may be any book that you wish to review as long as it
promotes selection and organization of the content.
Remember:
1. Your review must be two to four pages long, doubled-spaced, and with
a proper title and format of a critical paper.
2. It must also be entertaining for both young adults and adults, for it will
be printed on both magazines and school journals. After writing, you
will exchange work with your colleague.
3. Both of you will give constructive criticism about each other’s work.
4. See the rubric below for the criteria.
Rubric on Critical Analysis Essay
Areas Needs Satisfactory Very Good Outstanding

Improvement
(2) (3) (4) (5)
Introduction Background details Introduction Introduction creates There is a well-
and are a random, adequately explains interest. Thesis states developed introduction
Conclusion unclear collection of the background, but the position. with an attention
(Background information. Thesis may lack detail. Conclusion effectively grabber that grabs the
History/Thesis is vague and Thesis states the summarizes the topic. reader’s interest and
Statement) unclear. Conclusion topic, but key continues to engage
is not effective and elements are the reader up until the
does not summarize missing thesis statement.
main points. Conclusion should
effectively wraps up
and re stresses the
importance of the
thesis.
Main Points Less than three Three or more main Three or more main Well developed main
(Body ideas/main points points are present, points relate to the points/topic sentences
Paragraphs) are explained and/or but lack details in thesis, but some may that relate directly to
they are poorly describing the event. lack details. The the thesis. Supporting
developed. The Little descriptive analysis shows events examples are concrete
story tells; it doesn’t language is used. from the author’s point and detailed. The
show of view, but could use analysis is developed
more descriptive with an effective points
language.
Organization Writing is not Organization is Logical progression of Logical Progression of
(Structure organized. The clear. Transitions ideas. Transitions are ideas with a clear
And transitions between are present at times, present throughout the structure that
Transitions) ideas are unclear or but there is very little essay, but lacks enhances the thesis.
non existent. variety. variety. Transitions are
effective and vary
throughout the
paragraph, not just in
the topic.
Style Writing is confusing Writing is clear, but Writing is clear and Writing is smooth,
(Sentence and hard to follow. could use a little sentences have varied skillful, and coherent.
Flow, Variety, Contains fragments more sentence structure, Diction is Sentences are strong
Diction) and/or run-on variety to make the consistent. and expressive with
sentences. writing more varied structure.
interesting. Diction is consistent
and words are well
chosen.
Mechanics Distracting errors in There are only a few Punctuation, spelling, Punctuation, spelling,
(Spelling, punctuation, (3- 4) errors in and capitalization are and capitalization are
Punctuation, spelling, and punctuation, generally correct with all correct. No errors.
Capitalization) capitalization. spelling, and few errors (1-2)
capitalization.
Total Point
Adapted from:
http://swaskiewicz.blogs.ccps.us/files/2015/12/RubricforcriticalanalysisEssay.pdff
40
Complete the statement below in the “Worth Remembering Note,” Write your
answer in the space provided
First,
Second,
Lastly,
TAKE NOTE OF THE FOLLOWING

1. Answer all activities in our classroom.
2. If you have questions and clarifications, you may call or text me with
this mobile number: 09268104185. My consultation hours Monday,
Wednesday and Friday ONLY (5:00-5:30)
3. CONGRATULATIONS! For accomplishing Prelim and Midterm

coverage…
4. At your service! Prof Ronald L Ampong
41

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MODULE PRINCIPLES OF TEACHING – PROF RONALD L AMPONG

SOUTHERN DE ORO PHILIPPINES COLLEGE

Course Code & Title PRINCIPLES OF TEACHING 1 EDU 102

Course Requirement: Term Examination:

Grading System Below is the Standard Grading System of SPC:

Assessment Tools Rubric for Each Task

Agno, Lynda N. (2010). Principles of teaching 1 a modular

Aquino, Avelina M.(2011). Principles of teaching 1. Malabon

Corpuz, Brinda. B, and Salandanan, Gloria G. (2015).

Aquino, G.V.(2003). Effective teaching. 3rd ed.

Arends, R.I. et .al. (2002). Exploring teaching. 2d. ed. New

Barry, K. & King L. (2003). Beginning Teaching and

Boiser, D.C. (2000). Strategies for teaching, a Modular

“Literature Review,” Accessed 14 June 2020.

“Garder’s Multiple Intelligences.” Accessed August 3, 2020.

Course Module Principles of Teaching

Prepared by: Reviewed by: Approved:

RONALD L. AMPONG ARCELITA M. MALINGIN, PhD FE S. TOLIBAS, PhD

OBJECTIVES: At the end of this module, you are expected to:

Fundamental Equipment of the Learners

1. Cognitive Faculties. Cognitive means involving conscious intellectual activity such as

 By the power of imagination, the learner is able to form representations of material

Factors That Contribute to the Differences among Learners:

2. Aptitude. This refers to the learner’s innate talents and gifts.

Fundamental equipment, literally it is not referring to physical things nor

Complete the words below.

1. As future educator, I realized that -

2. I have the interest to –

3. Imagination among learners is –

Cognitive Faculties, it involves conscious intellectual activity such as

Appetitive Faculties it refers to the learner feeling, emotion and

Learner refers to the person who serves as a key participant in learning

Answer the following questions below.

2. How do feelings and emotions affect the learner in terms of learning?

3. Do you believe that every child is a “potential genius”?

Multiple Intelligences Theory by Howard Gardner

Multiple Intelligences Verbal-Linguistic Intelligence Existential Intelligence Logical-

Intelligences / Sensitive to Inclination to Ability to

Bodily- Bodily- Touch, Activities requiring Use the hands to fix or

Leaning Styles by Dunn and Dunn

This model was created out of a

1. Motivation. Some students are driven internally by a desire to succeed academically.

Each learner will process information differently.

Answer the following questions below.

2. As future educator, why awareness of MI and LS is important?

Rubric in Easy Writing

Indicator Outstanding Very Good Good Satisfactory Needs

WRN: I learned that…

The Professional Teacher

Professional Teacher is a person who characterized by or conforming to the technical

A Teacher and the Profession According to the Philippine Constitution

A professional teacher should possesses the following in accordance to the Code of

Professional Attributes of a Teacher

A professional teacher possesses the following attributes:

Personality is the sum of one’s personal characteristics. It is one’s identity. Personalities

4. Patience. In teaching, patience refers to a teacher’s uncomplaining nature, self-control

5. Enthusiasm. It is synonymous to eagerness and excitements. Teachers should have full

6. Commitment. Is a solemn promise to perform the duties and responsibilities mandated

I consider him as my hero my teacher in

“Teaching is the one