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POT 02 Principles of Teaching:Learning

Principles of Teaching (Colegio San Agustin – Bacolod)

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Principles of Teaching Colegio San Agustin-Bacolod

Principles of Teaching and

Learning
Lesson 1: PRINCIPLES UNDERLYING TEACHING
Desired Learning Outcomes:
• Explain the principles underlying teaching
• Discuss their plan of utilising the teaching principles
• Discuss how these principles may be applied and emphasised in the Philippine classroom setting
The theories of learning have been grounded on the behavioural, cognitive, social-cognitive,
and constructivist perspectives as follows:
• Behavioural perspective. Analysis of applied behaviour has been found effective in
educational situations.
• Cognitive perspective. Educational psychologists have expressed preference for
cognitive perspective over behavioural perspective.
• Developmental perspective. The neo-Piagetian theories of cognitive development are
anchored on developmental psychology which operates on a number of important
assumptions related to education.
• Social-cognitive perspective. The social cognitive theory is a successful blend of
behavioural, cognitive, and social elements initially espoused by Albert Bandura in his
social learning theory.
• Constructivist perspective. This is a learning theory that emphasises the prior
knowledge and experience of the learner that include the social and cultural determinants
of the learning process.

John Dewey’s Principles of Teaching

1. Teaching is good when the child is made the center of the educative process.
2. Teaching is good when it is well-planned.
3. Teaching is good when the learner is made conscious of the goals or aims to be
accomplished.
4. Teaching is good when it provides learning experiences.
5. Teaching is good when there is provision to meet individual differences.
6. Teaching is good when it utilizes the past experiences of the learner.
7. Teaching is good when the learner is stimulated to think and reason.
8. Teaching is good when it is governed by democratic principles.
9. Teaching is good when the method used is supplemented by another method and
instructional devices.
10. Teaching is good when evaluation is made an integral part of the teaching process.
11. Teaching is good when drill or review is made an integral part of teaching and learning.

Edward Olsen’s Principles of Teaching

1. Educate the whole child.
2. Keep the program informal, flexible, and democratic.
3. Capitalize upon present pupil interests.
4. Let motivation be intrinsic.
5. Make learning experiences vivid and direct.
6. Stress problem-solving, the basis of functional learning.

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7. Provide for the achievement of lasting pupil satisfactions.

8. Let the curriculum mirror the community.

Humanistic Principles of Teaching

1. Emphatic understanding
2. Respect or non-possessive warmth
3. Genuineness

James Mursell’s Principles of Teaching

1. Context – setting materials
Level I – Textbook only
Level II – Textbook together with supplemental materials
Level III – Non-academic and current materials
Level IV – Multi-sensory aids
Level V – Demonstration and presentation by experts
Level VI – Field experiences
2. Focus – subject matter
Level I – Page assignment
Level II – Announced topic together with page or chapter references
Level III – Broad concepts
Level IV – Specific concepts, problem, skills acquisition
3. Socialization – social setting
Level I – Submission
Level II – Contribution
Level III – Cooperation and collaboration
4. Individualization – learner’s purposes, aptitudes, abilities and experimental procedures
Level I – Uniform tasks
Level II – Homogeneous grouping
Level III – Contract plan
Level IV – Individual instruction
Level V – Large units with optional related activity
Level VI – Individual undertakings
5. Sequence – ordering of learning tasks
Level I – Logical succession of blocks of content
Level II – Connecting learning/lesson/course through introductions, reviews
Level III – Building learner’s readiness
Level IV – Building from emerging meanings
6. Evaluation – appraisal
Level I – Direct results through testing
Level II – Relate to objectives and processes
Level III – Total learning process and results

Carnegie Mellon’s Principles of Teaching

1. Effective teaching involves acquiring relevant knowledge about the learners and using
that knowledge is to inform the course design and classroom teaching.
2. Effective teaching involves aligning the three major components of instruction: learning
objectives, assessments, and instructional activities.
3. Effective teaching involves articulating explicit expectations regarding learning
objectives and policies.
4. Effective teaching involves prioritizing the knowledge and skills we choose to focus on.
Coverage of the course must have focus.
5. Effective teaching involves recognizing and overcoming blind spots. As experts,
teachers tend to access and apply knowledge automatically and unconsciously.

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Principles of Teaching Colegio San Agustin-Bacolod

6. Effective teaching involves adopting appropriate teaching roles to support our learning
goals.
7. Effective teaching involves progressively refining our courses based on reflection and
feedback.

Tiberius and Tipping’s Principles of Teaching

1. Teachers' knowledge of the subject matter is essential to the implementation of
important teaching tasks
2. Active involvement of the learner enhances learning
3. Interaction between teachers and students is the most important factor in student
motivation and involvement
4. Students benefit from taking responsibility for their learning
5. There are many roads to learning
6. Expect more and you will achieve more
7. Learning is enhanced in an atmosphere of cooperation
8. Material must be meaningful
9. Both teaching and learning are enhanced by descriptive feedback
10. Critical feedback is only useful if the learner has alternatives to pursue
11. Time plus energy equals learning
12. Experience usually improves teaching

Eberly Center for Teaching Excellence Principles of Teaching

1. Effective teaching involves acquiring relevant knowledge about students and using that
knowledge to inform our course design and classroom teaching.
2. Effective teaching involves aligning the three major components of instruction: learning
objectives, assessments, and instructional activities.
3. Effective teaching involves articulating explicit expectations regarding learning
objectives and policies.
4. Effective teaching involves prioritizing the knowledge and skills we choose to focus on.
5. Effective teaching involves recognizing and overcoming our expert blind spots.

Principles of Teaching Based from the Principles of Learning

(Thorndike)
• 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. Students must
have adequate rest, health, and physical ability prior active learning.
• Exercise. Things that are most often repeated are best remembered. Students learn best
and retain information longer when they have meaningful practice and repetition.
• Effect. Learning is strengthened when accompanied by a pleasant or satisfying feeling,
and that learning is weakened when associated with an unpleasant feeling.
• Primacy. Learning things the first time must be right. Things that are learned first create a
strong impression in the mind that is difficult to erase.
• Recency. Information acquired last generally is remembered best; frequent review and
summarization help fix in the mind the material covered.
• Intensity. The more intense the material taught, the more likely it will be retained. A
student learns more from the real thing than from a substitute.

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Principles of Teaching Colegio San Agustin-Bacolod

Lesson 2:
LEARNER-CENTRED PSYCHOLOGICAL PRINCIPLES
Desired Learning Outcomes:
• Explain the learner-centred psychological principles
• Cite classroom situations that manifest applications of the principles
In the early 1990s, the American Psychological Association (APA) appointed a group, a Task
Force on Psychology in Education, to conduct further studies in both psychology and
education.
The purpose of this group was to conduct studies that could further enhance the current
understanding of educators on the nature of the learners about the teaching and learning
process. The end goal was to improve the existing school practices so that learning becomes
more meaningful to all kinds of learners.

COGNITIVE AND METACOGNITIVE FACTORS

The learning of complex subject matter is most effective when it is
1. Nature of the
an international process of constructing meaning from information
Learning Process and experience.
The successful learner, over time and with support and instructional
2. Goals of the
guidance, can create meaningful, coherent representations of
Learning Process knowledge.
3. Construction of The successful learner can link new information with existing
Knowledge knowledge in meaningful ways.

The successful learner can create and use a repertoire of thinking

4. Strategic Thinking and reasoning strategies to achieve complex learning goals.

5. Thinking About High-order thinking strategies for selecting and monitoring mental
Thinking operations facilitate creative and critical thinking.

6. Context of Learning is influenced by environmental factors, including culture,

Learning technology, and instructional practices.

MOTIVATIONAL AND AFFECTIVE FACTORS

7. Motivational and What and how much is learned is influenced by the learners’
Emotional Influences motivation. Motivation to learn, in turn. Is influenced by motivational
in Learning states, beliefs, interests, goals and habits of thinking.
The learners’ creativity, high-order thinking, and natural curiosity all
8. Intrinsic Motivation contribute to motivation to learn. Intrinsic motivation is stimulated
to Learn by tasks of optimal novelty and difficulty, relevant to personal
interests, and providing for personal choice and control.
Acquisition of complex knowledge and skills requires extended
9. Effects of
learner effort and guided practice. Without learners’ motivation to
Motivation on Effort learn, the willingness to exert this effort is unlikely without coercion.

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DEVELOPMENTAL AND SOCIAL FACTORS

As individuals develop, there are different opportunities and
10. Developmental
constraints for learning. Learning is most effective when differential
Influences on development within and across physical, intellectual, emotional, and
Learning social domains is taken into account.

11. Social Influences Learning is influenced by social interactions, interpersonal relations,

on Learning and communication with others.

INDIVIDUAL DIFFERENCES FACTORS

12. Individual
Learners have different strategies, approaches, and capabilities for
Differences in
learning that are a function of prior experience and heredity.
Learning

13. Learning and Learning is most effective when differences in learners’ linguistic,
Diversity cultural, and social backgrounds are taken into account.
Setting appropriately high and challenging standards and assessing
14. Standards and the learners as well as their learning progress – including diagnostic,
Assessment process, and outcome assessment – are integral part of the learning
process.

References
Acero, V., et. al. (2015). Principles of Teaching 1. Manila: Rex Book Store, Inc.

Bulusan, F., et. al. (2019). Facilitating Learner-Centered Teaching. Manila: Rex Book Store, Inc.

Santrock, John. (2011). Educational Psychology (Fifth Edition). USA: McGraw-Hill.

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