This document discusses principles and methods of teaching. It covers several key topics:
1. The qualities and ethics of effective teachers, including personal attributes like passion and professional skills like reflective practice.
2. Elements of the teaching and learning process, such as the roles of teachers, learners, instructional methods, educational media, and computers in education.
3. Principles of teaching from different authors focusing on respecting students, democracy, and improving the learning environment. Learning theories including behaviorism and cognitive approaches are also examined.
This document discusses principles and methods of teaching. It covers several key topics:
1. The qualities and ethics of effective teachers, including personal attributes like passion and professional skills like reflective practice.
2. Elements of the teaching and learning process, such as the roles of teachers, learners, instructional methods, educational media, and computers in education.
3. Principles of teaching from different authors focusing on respecting students, democracy, and improving the learning environment. Learning theories including behaviorism and cognitive approaches are also examined.
This document discusses principles and methods of teaching. It covers several key topics:
1. The qualities and ethics of effective teachers, including personal attributes like passion and professional skills like reflective practice.
2. Elements of the teaching and learning process, such as the roles of teachers, learners, instructional methods, educational media, and computers in education.
3. Principles of teaching from different authors focusing on respecting students, democracy, and improving the learning environment. Learning theories including behaviorism and cognitive approaches are also examined.
This document discusses principles and methods of teaching. It covers several key topics:
1. The qualities and ethics of effective teachers, including personal attributes like passion and professional skills like reflective practice.
2. Elements of the teaching and learning process, such as the roles of teachers, learners, instructional methods, educational media, and computers in education.
3. Principles of teaching from different authors focusing on respecting students, democracy, and improving the learning environment. Learning theories including behaviorism and cognitive approaches are also examined.
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ADVANCED PRINCIPLES & METHODS OF TEACHING
1. The Teacher and the Teaching Profession
1.1 Personal/Professional Qualities of an Effective Teacher Personal Attributes Passion Humor Compassionate Knowledgeable Patience Positive Communicative Motivational Creative Flexible Professional Attributes Control knowledge base of teaching and learning and use of this knowledge to guide the science and art of his teaching practice. Repertoire of best teaching practice and can use these to instruct in classrooms and to work with adults in the school setting. Dispositions and skills to approach all aspects of his/her work in reflective, collegial and problem solving manner. View of learning to teach as lifelong process and dispositions and skills for working towards improving his/her own teaching schools. 1.2 Professional Ethics and the Teacher Putting Students First Teachers must model strong character traits, including perseverance, honesty, respect, lawfulness, fairness, patience and unity. Showing Commitment on the Job Educators must commit wholly to the teaching profession itself. A classroom should promote safety, security, and acceptance, and should always avoid bullying, hostility, neglect, dishonesty or offensive conduct. Promote and Uphold Healthy Relationship On top of fostering healthy relationship with students, educators must build strong relationships with school staff, parents guidance counselors, coworkers, and administrators. Never Stop Learning An educator’s code of conduct demands attentiveness to continuing education requirements and career development. 1.3 The Subject Matter of Education, Nature of Strategy, and the School and the Social Progress The Subject Matter of education is a third-cycle subject where the conditions, processes and results of teaching, learning and education are studied in relation to content. Strategy is a major course of action through which an organization relates itself to its environment particularly the external factors to facilitate all actions involved in meeting the objectives of the organization. Strategy is the blend of external and internal factors. We are apt to look at the school from an individualistic standpoint, as something between teacher and pupil, or between teacher and parent. That which interests us most is naturally the progress made by the individual child or acquaintance, his normal physical development, his advance in ability to read, write, and figure, his growth in the knowledge of geography and history, improvement in manners, habits of promptness, order, and industry-it is from such standards as these that we judge the work of the school. 1.4 Teachers Code of Professional Ethics The Code of Professional Ethics for teachers provide a framework of principles to guide them in discharging their obligations towards students, parents, colleagues and community. Increased awareness of the ethical principles governing the teaching profession is essential to ensure professionalism among teachers. 1.5 The Filipino Teacher as a Professional Teacher in the Philippines are professionals that are well trained and have the knowledge to teach and share with Filipino children. It also requires K-12 public schools to have a Bachelor’s degree in teaching. 2. Teaching and Learning 2.1 The Teacher, the Learners, the Instructional Methods, the Curriculum, the Classroom and the School Administration Teacher as learning resource will be very related to the skills of the teacher to master the existing training material. Learners are responsible for attending class and completing reading and other assignments as prescribed by the teacher. The instructional method in teaching education; lecture and discussion, seminar, workshop, symposium, group discussion, supervised study, micro teaching, collaborative strategies, virtual and e-mode. The term curriculum refers to the lessons and academic content taught in a school or in a specific course or program. Classroom or schoolroom is a learning space in which both children and adults learn. Classroom are found in educational institutions of all kinds, ranging from preschools to universities, and may also be found in other places where education or training is provided, such as corporations and religious and humanitarian organizations. School administration involves the management of all school operations, from creating safe learning environment to managing the school budget. To further define school administration, one needs to consider the different areas of school administration and who perform these school administrative duties. 2.2 Educational Media Used in the Classroom and the Three Dimensional Instructional Media The accepted standard educational media refers to those devices, which have become a normal part of the classroom setting such as pictures, charts or graphs, maps, globes and other illustrative materials and models used to transmit message between the teacher and the learner. Models and mock-ups. A model is a recognizable three-dimensional representation of a real thing or object. It is a scaled representation which may be equal to, smaller or bigger than the actual size. Specimens. Specimens are actual objects or things from their normal settings and taken to the classroom for study and analysis. Dioramas. The instructional device is a three-dimensional scene in depth incorporating a group of objects and figures in a naturalistic foreground which blend before a painted background. 2.3 Recording and the Tape Recorder Audio recording may be classified into two type-disc recording and magnetic tape recordings and magnetic tape recordings. The dis recordings come in various sizes and pin at different rates and have been used for instructions purposes for many years. The Tape Recorder. The tape recorder is a plastic tape coated with magnetic iron oxide. A magnetic pattern is built up representing the sound. 2.4 Computer in Education Computers are used actively in education to improve the quality and learning outcomes. Teachers can use audio, video and graphics aids through computer to prepare lesson plans. 2.5 Desktop Computers A desktop computer is a personal computer designed for regular use at a single location on or a near desk due to its size and power requirements. 3. Principles and Methods of Teaching and Learning 3.1 Principles of Teaching Postulated by Various Authors Respect for the individual Democracy as a way of life Providing suitable conditions for the development and maintenance of a sound personality. Improving group living Improving the classroom environment 3.2 Definition, Nature, and Theories of Learning Learning is a key process in human behavior. All living is learning. Learning is defined as any relatively permanent change in behavior that occurs as a result of practice an experience”. Learning like growth expands the possibilities of adaptive behavior, learning includes a wide variety of changes in behavior. It may involve adjustment with others., or it may involve the learning use of day to day work, or inculcation of healthy habits. It may also involve the foster in of right attitudes or learning to control our emotions. What we learn is learnable only after we have reached an adequate level of physical growth and motivation. The behaviorist theory postulated either classical conditioning or other complicated mechanism such as idea of operative conditioning developed by Skinner. Under this theory, the higher mental functions have a very small place. Learning takes place, to a large extent, by trial and error and conditioning. Thought and individual difference in it is only secondary to the system of establishing response. Another set of theories based on second concept of man is referred to as the organismic, and Gestalt and field theories. The common characteristic feature of these theories is that they assumed that cognitive process-insights, intelligence and organizations, are the basic characteristics of human response, present even in the simple perception of the environment. 3.3 The Learning Process Learning is the most universal and important occupation of man, it is the great task of childhood and of youth. It is assumed that, this is the means of achieving progress in any period of one’s life. Learning is an integrated, directed, systematic, purposive and ongoing process that occurs in the individual that enables him to meet specific objectives, fulfill his interests, and satisfy his needs, and cope with the various problems that confront him. 3.4 Conditions for Learning Conditions of learning as a whole set of factors that influence learning. Some conditions are external stimuli while other conditions are internal conditions. According to Gagne (1985), internal conditions are states of mind that the learner brings to the learning task. 3.5 Characteristics of Learning and the Factors that Contribute to Learning Learning is fundamental Learning is interactive Learning is developmental There are various factors that contribute to learning can be enhanced and these are: drive and motivation, positive transfer of learning, usefulness of materials, the number of sense involved, feedback of knowledge of results. 3.6. Conditions that Cause Forgetting Disuse. This is a condition when deterioration of connections in the brain when not used. Inference. This is a condition when recall of certain information is inhibited by the presence of other information in memory Retroactive inhibition. This is a condition when previously learned material is lost because it is mixed up with new and somewhat similar information. Proactive inhibition. The tendency of previously learned material to hinder the subsequent learning. It describes the increased difficulty of learning or remembering a set of words after the set had been learned in a previous, different context. Motivated forgetting. Occurs when the individual decides not to remember. 3.7. Thinking and the Thinking Process Thinking is manipulating the word internally, using modification of the organism which represents previous experiences. It is a behavior that uses ideas or symbols which represent things or events. The thinking as a process has various aspects, but the awareness of what we think is very important. The first is our experience of thinking as a flowing, often chaotic, stream of impressions, ideas and fragments of phrases. 3.8 Remembering, Thoughts, Consciousness, and Memory Remembering is to reinstate a previous experience, to recall or to produce what was learned previously. For Hillgard, it is “to show in present responses some signs of earlier learned responses.” A thought results from a pattern of simulation of many parts of the nervous system at the same time and in definite sequence probably involving most importantly the cerebral cortex, thalamus, limbic system, and upper reticular formation of the brain stem. Consciousness can perhaps be described as the continuing effort of awareness of either our surroundings or our sequential thoughts. 3.9 Principles of Learning The pupils/students must have a clear idea of the goal there should be a clear communication between the teacher and the learner about the goals and objectives of instructions. The pupils/students must be physiologically and psychologically ready and prepare to respond their new experience. The pupils/students must be motivated to learn. 3.10 Principles of Motivation In an effective learning environment, pupils/students are working at purpose that are real to them. Learning is most effective when the pupils/students are motivated by goals which are intrinsic to the learning activity. The pupils/students overcome frustrations, obstacles and difficulties when they see the goals s worthwhile. Successful experiences are important motivators. Reward rather than punishment is a better motivation to learning. The pupils/students interest is important in classroom learning. Meaningful instructional devices and materials as well as wholesome tasks serve as good motivators. Success generally increases the level of aspiration and achievement of the pupils/students. Feedback as a tool about pupils’/students’ progress can be effective motivation. The pupils/students who recognize the need for acquiring new skill and experience can be effective motivation. A pleasant learning environment can be effective motivator. Learning is most effective when situation has meaning for the pupils/students. Intrinsic motivation is better than extrinsic motivation. 3.11 Methods of Teaching, Cognitive Learning, and Learning How to Learn The method of teaching to be utilized by the teacher during the teaching-learning process is very important. It is important for teachers to understand the ways pupils/students and the principles of teaching derived from cognitive psychology. The new development in theories about how learners process information is called “cognitive psychology”. Learning new information results in modification of long-turn memory. The responsibility for engaging in learning, including control, direction and focus belongs to the learner. The teacher can facilitate the process through explicit or directed instruction and linking new information with existing relevant and related information. 3.12 Identifying Effective Teaching and Functions of Teaching Classroom management. Effective teachers develop good managerial techniques. Direct instruction. Effective teachers have clear, systematic method of teaching, called direct instruction or explicit teaching. Time on task. Effective teachers provide learners with relevant academic activities and see to it that they spend an adequate amount of time. Questioning. Effective teachers ask appropriate questions in a manner that ensure participation and facilitate mastery of subject matter. Questioning focuses on both facts and abstract thinking. Comprehension instruction. Effective teachers emphasize independent learning. He should teach pupils/students to apply concepts, solve problems, and monitor their own comprehension. Level of cognitive instruction. Effective teachers must know that most instruction for low achieving learners emphasizes mechanical rote learning. Grouping. Effective teachers group the learners for individualized and small-group instruction. They are able to work with more than one student or group at a time. 3.13 Laws of Learning Law of readiness- means that learning takes place when an action tendency is aroused. Law of exercise- means that drill or practice helps in increasing efficiency and durability of learning Law of effect- means that any behavior that is followed by pleasant consequences is likely to be repeated. 3.14 The Basic Principles of Today’s Teaching Children learn by doing Motivation should be intrinsic and natural, not artificial Learning should be gradual and continuous, no discrete Instructional should be adapted to individual needs. Natural social settings should constitute learning situations Learning depends upon the child’s ability Learning comes through sense impressions The child can best educate as a whole, as a unit organism. Teacher-pupil and inter-pupil relationships should be cooperative. Education means improving the quality of living. 3.15 Learning and Educational Cycle Engagement These lessons mentally engage the students with an event or question. Engagement activities help students to make connections with what they know and can do. Exploration This is the primary activity of the lesson. Students work with one another to explore ideas through hands-on activities. Under the guidance of the teacher, students clarify their own understanding of major concepts and skills. Explanation This is the meat of the lesson. Students explain their understanding of the concepts and; processes they are learning. Teachers clarify students’ understanding and introduce new concepts and skills. Elaboration These lessons challenge the students to apply what they have learned, and build on the students’ understanding of concepts to extend their knowledge and skills. Evaluation Students assess their own knowledge, skills, abilities. These lessons also allow teachers to evaluate students’ progress. 4. Instructional Planning 4.1 Lesson Plan Defined and its Components A lesson plan is a teacher’s detailed description of the course of instruction, or learning trajectory for a lesson. A lesson plan is the instructors’ roadmap of what students need to learn and how it will be done effectively during the class time. Profile, objectives, materials, procedure, assessment. 4.2 Taxonomy of Educational Objectives Cognitive Affective Psychomotor 4.3 Guidelines for Implementing Lesson Plan Learner differences Length of period Flexibility Learner participation Learners understanding Evaluation 5. Different Types of Lesson 5.1 The Development of Lesson Is one which something new is presented or developed It may be a fact, a principle, a skill, a generalization, or some knowledge. It must not be something the class and did not know before. 5.2 The Supervised Study Lesson Study or preparation of lessons by a class or group in the presence of a teacher who maintains order and may assist individual pupils in improving methods and habits of study. 5.3 The Appreciation Lesson An appreciation lesson is designed to instruct the class to understand, appreciate and enjoy something. In order to appreciate something, one must understand to enjoy. An appreciation lesson should focus on developing desirable values. 5.4 The Review Lesson Aims to renew the study of the same subject matter or to recall what has been taken up in the past and view this again from a different perspective or point of view. 5.5 The Drill Lesson For automatization of certain facts, habits or skills. Aim to fix associations for permanency or to perfect a skill Needed for mastery; all subjects need a little amount of drill. 5.6 The Application Lesson The application part of a lesson “where the rubber meets the road.” It is also essential to effective language teaching. 6. Methods of Teaching 6.1The Foundation Contemporary Teaching Methods and the Principles of Methods Based on the Newer on the Psychology of Learning, the Democratic Ideal, and the Broad Objectives of Education 6.2 The Inductive Method The teacher presents the rule through situations and sentences and does guided practice, then the learners do free practice. After that, the teacher deduces or elicits the rule from the learners themselves by themselves. 6.3 The Deductive Method Deductive teaching is a traditional approach in which information about target language and rules are driven at the beginning of the class and continued with examples. The principles of this approach are generally used in the classes where the main target is to teach grammar structures. 6.4 The Project Method A teacher facilitated collaborative approach in which students acquire and supply knowledge and skills to define and solve realistic problems using a process of extended inquiry. Projects are student-centered, following standards, parameters, and milestones clearly identified by the instructor. 6.5 The Laboratory Method A planned learning activity dealing with original or raw data in the solution of problem. It is a procedure involving first hand experiences with materials or facts derived from investigations or experimentation. Also used to designate a teaching procedure in the physical sciences that uses experimentation with apparatus. 6.6 The Unit/Morrisonian Method Morrison’s general pattern for the instructional process (his plan or method) involves the following sequential steps: (1) pretest, (2) teaching, (3) testing the result of instruction, (4) changing the instruction procedure, and (5) teaching and testing again until the unit has been completely mastered by the student. 6.7 The Expository Method The expository learning method is a way of teaching in which the teacher or instructor provides information to the students up front, without much interaction from student’s side, except for something answering questions. 6.8. The Problem Method A designed to teach students that there is no one right answer. Perry (1970) found that college students tend to progress through a series of stages of intellectual development during their college years. Initially, they see the world in terms of polar opposites, including right and wrong. 6.9 The Demonstration Method A teaching method used to communicate an idea with the aid of visuals such as flip charts, posters, power point, etc. a demonstration is the process of teaching someone how to make or do something in a step-by-step process. As you show how, you “tell” what you are doing. 7. Teaching Approaches/Strategies and Instructional Practices 7.1 The 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. 7.2 The Multi-Disciplinary Approach An approach to curriculum integration which focuses primarily on the different perspective they bring to illustrate the topic, theme or issue. 7.3 Intra-Disciplinary Approach Involves an arrangement of the knowledge and skills within one subject area. this approach respects the subject’s way of knowing distinct conceptual structures and methods of inquiry. It aims at integrating the subject’s knowledge and skills into coherent whole. 7.4 The Team Teaching Team teaching involves a group of instructors working purposefully, regularly, and cooperatively to help a group of students of any age learn. Teachers together set goals for a course, design a syllabus, prepare individual lesson plans, teach students, and evaluate the results. 7.5 The Role Playing Approach Role-play is a technique that allows students to explore realistic situations by interacting with other people in a managed way in order to develop experience and trial different strategies in a supported environment. 7.6. The Experiential Approach Experiential learning is the process f learning through experience, and is more narrowly defined as “learning through reflection on doing”. Hands-on learning can be a form of experiential learning, but does not necessarily involve students reflecting on their product. 7.7 The Cooperative Learning Approach Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. 7.8 Programmed Instruction A method of presenting new subject matter to students through graded sequence of controlled steps with corresponding activities. This method consists of a network of tests and statements which direct the student accordingly depending on their pattern of errors. 7.9 The Inquiry Approach The inquiry method is a student- centered learning approach with the concepts of students who are actively under the monitoring and supervision of teachers. This also requires higher-order thinking and critical thinking to make conclusions. 7.10 The Teacher’s Role The teachers are responsible for maintaining a positive learning environment in the classroom. Teachers must implement structures, develop positive student interaction and take immediate action when problems arise. Maintaining control from the beginning provides a foundation for effective classroom management, 7.11 Round Table Conference Round table is a form of academic discussion. Participants agree on a specific topic to discuss and debate. Each person is given equal right to participate, as illustrated by the idea of a circular layout referred to in the term round table. 7.12 Panel Discussion A panel discussion is a specific format used in a meeting, conference, or convention. It is a live, in-person or virtual discussion about a specific topic amongst a selected group of experts who differing perspectives in front of an audience. 7.13 Symposium Forum A forum is a place for discussion while symposium is a conference or other meeting for discussion of a topic, especially in one which the participants make presentations. 7.14 Debate Forum A formal discussion, as in legislative body, in which opposing arguments are put forward. 7.15 The Workshop A short educational program designed to teach or introduce practical skills, techniques, or ideas. 7.16 Educational Field Trip A field trip or excursion is a journey taken by a group of people to a place away from their usual environment. In education, field trips are defined as visits to an outside area of the normal classroom and made by a teacher and students for a purposes of firsthand observation. 7.17 Integrative Teaching A well-organized anchored on real life situation that includes learners’ interests and needs creating a variety of meaningful activities and learning experiences. It paves the way to connecting what is learned in school to real life world rather than isolated facts and information. 7.18 Thematic Teaching Defined as a process of integrating and lining multiple elements of a curriculum in an ongoing exploration of many different aspects of a topic or subject. Thematic teaching is about students actively constructing their own knowledge. 7.19 Learner Apprenticeship Apprenticeship is a particular way of enabling students to learn by doing. It is often associated with vocational training where a more experienced tradesman or journeyman models behavior, the behavior attempts to follow the model, and the journeyman provides feedback. 7.20 Personalized Teaching The term personalized learning, or personalization, refers to diverse variety of educational programs, learning experiences, instructional approaches, and academic- support strategies that are intended to address the distinct learning needs, interests, aspirations, or cultural backgrounds of individual students. 7.21 Mastery Learning Mastery learning is THE transformational education innovation of our time. As its core, mastery learning enables students to move forward at their own pace as they master knowledge, skills, and dispositions. It will transform how curricula are developed, how learning is measured, and how teachers are trained. 7.22 The Lecture Method/Lecture-Demonstration Method The oldest method of teaching. It is based on the philosophy of idealism. This method refers to the explanation of the topic to the students. Teachers are more active and students are passive but the teacher also asks questions to keep the students attentive. 7.23 Classroom Demonstration Can be an effective way to help student grasp important concepts and principles. By making a prediction, students develop an expectation based on their initial understanding of the concept. As they observe the demonstration they find out whether their prediction is accurate. 7.24 Community-based Activities play a huge role in the learning skills development of students at Focus Beyond. These activities include: work-based learning, travel instruction, recreation/leisure activities, community awareness, and independent living activities. 7.25 Reflective Teaching Involves examining one’s underlying beliefs about teaching and learning and one’s alignment with actual classroom practice before, during and after a course is taught. 7.26 The Seminar Seminar tutors teach students at higher education institutions, usually between the ages of 18-80. Seminar tutors divide their time between classroom hours preparing for teaching or meeting students privately. 7.27 Modular Instruction An alternative instructional design that uses developed instructional materials which are based on the needs of the students. Students are encouraged to work on various activities that are interesting and challenging to maintain focus and attention, thereby encouraging independent study. 7.28 Simulation Simulated teaching is the technique of learning and training, which develops the ability in an individual regarding problem solving behavior. It has been defined as a role playing strongly in which learner performs the role in an artificially created environment. 8. Classroom Management 8.1 Classroom Management Defined Classroom management is the process by which teachers and schools create and maintain appropriate behavior of students in classroom setting. 8.2 Classroom Management as Integral Part of Teaching Classroom management is an integral part of teaching, as it helps to prevent behavior problems through improved planning, organizing and managing of classrooms activities, better presentation of instructional material and better teacher-student interaction, aiming at maximizing students’ involvement. 8.3 Approaches to Classroom Management Self-discipline Approach Based on the belief that students are responsible individuals who can assess and correct their misbehavior, and that teachers and students have trusting relationships built on respect. The Instructional Approach Well-planned and well implemented instructions, will prevent most classroom problems. Assuming that students would not engage in disruptive behavior, when lessons are geared to meet their interest, needs and abilities. The Desist Approach The desist approach to classroom management gives the teacher full responsibility for regulating the classroom. The teacher establishes and enforces a set of specific rules to control student behavior in the classroom. 8.4 Classroom Discipline Discipline is redefined as the practice of teaching others to obey rules or norms by using punishment to correct unwanted behaviors. In a classroom teacher uses discipline to ensure routine is maintained, school rules are enforced, and the students are in safe learning environment. 9. Teaching and Learning: College Level Student learning in higher education is a function of both formal and informal experiences. Formal learning takes place as a result of a classroom or related activity structured by a teacher and/or others or the purpose of helping students to achieve specified cognitive, or other, objectives. Informal learning encompasses all the other outcomes of students’ participation in a higher education experience. 10. “The Best Teacher I Ever Had”
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