Principle and Strategies of Teaching

1. Teaching- a process of interacting, tutoring or educating. - stands for pedagogy, training and murturing. - the process of engaging students in activities that will enable them to acquired kwoledge, skills, as well as worthwhile values and attitudes. - an azregate of organized strtegies and activities aimed at inducing learning. - overall cluster of activities associated with a teacher, and including explaining, questioning, demonstrating and motivating. - is both science and art, science as it is based on psychological research that identifies cause-effect relationships between teaching and learning, art, as it shows how these relationships are implemented in successful and artistic teaching. -involves values, experiences, insights, imagination and appreciation---the stuff that cannot be easily observed or measured. -!nvolves the interplay among such factors as the teacher, the learner, the learning environment.

TheThree Elements of Teaching

The Teacher -a key factor in any teaching- learning process. -constructs well designed plan to achieve ob"ectives of the lesson. -prepares learning environment. -select appropriate learning activities. content, strategies,

The Learner -most important element of teaching. -the natural characteristics of students age, maturity, grade level, health, abilities, family values, background, attitude and experiences tradition and which motivation, and his#her culture, including influence the teaching-learning process to a very large content.

-ad"ust content# activities#strategies#learning environment to the learners.

The Learning Environment refers to that kind of classroom environment that permits orderly movements, reduced distraction, and best used of available space. !ncludes good room arrangement

high traffic areas are free of congestion students are easily seen by the teacher frequently-used materials and supplies are readily accesible students can easily see instructional presentation and display may have to answer these important question, among others, to ensure good classroom management$

 %ow are the desk to be arrange& 'hat seating arrangement should be follow& 'here shpuld the teacher(s desk be located& 'here is the pencil sharpener and other equipment and how does the location affect the students in class& 'here should the reading group meet& 'here can the student work cooperatively& %ow should materials be distributed and collected& )hould ventilation and light be ad"usted& 2. Management of Instruction: Instruction may be well-managed using any of these classification of students: %omogenous learners are classified# grouped in terms of similar elements, such as age, abilities, interest, physical characteristics, etc. %eterogenous, no definite bases for clustering or putting learners, together$ could be on random sampling, alphabetized family names, time of enrollment, etc. *on-graded, no fixed grade# level assignment of children. +hey come to the center of learning by small groups on individually depending on their pacing in the accomplishment of tasks. . The Instructiional !ct "e#uirements ,. !nstructional -b"ective.s/ a statement of what the learner is to be able to do upon completion of the learning experiences. a demonstrable behavioral change in the learner referreed to as behavioral or performance ob"ectives maybe expressed in statement or question form must be )- specific 0- measurable ,- attainable 1- result 2 oriented +- time 2 bound

+hree elements to consider in writing instructional ob"ectives$ 1. performance behavioral that the learner is expected to display

3. the condition.s/ under which the behavioral is to occur 4. the criterion of success- the standard against which the learned performance is evaluated.

5esson may contain either$ 6nowledge 7ontent, which among be$

a. 7ognitive- knowledge of concepts#principles#facts. b. ,ffective- attitudes#values. c. 8sychomotor- motor skills.

)kills content, may includes one or a combination of the following in a lesson$ 1. 'ork habits, discussion, reading, writing, note taking. 3. 9ictionary references and library skills. 4. 1eporting, research and computer skills. :. !nterpreting skills for maps, charts, tables, graphs. ;. !nquiring skills- problem solving, experimenting, hyphothesizing. <. )ocial skills- respecting rules, accepting criticism, maturity. =. 7ooperative and competitive skills- leadership and participation. Ta$onomy of %b&ecti'es: -b"ectives are classified its three dimension, namely$ 1. 7ognitive +axonomy- involved mental process. 3. ,ffective +axonomy- involves feelings, emotions, attitudes# values. 4. 8sychomotor +axonomy- involves manipulation of materials throuh motor control. b. 5esson 8lans one of the most important aspectsof instructional planning, considered as the blue print of what the teacher and students intend to accomplish after a teaching- learning episode. written outline of instructional ob"ectives, activities, methods, and strategy on how stated ob"ectives will be achieved with the help of appropriate instructional materials to be used. 4 +ypes of lesson plan$

1. >rief- an outline of teacher(s activities usually done by neophyte teachers. 3. 9etailed- all activities, teachers( question and students expected answers are reflected and usually done by pre- service teachers. 4. )emi- detailed- include all activities, questions, and statements.

(. )ifference among the terms techni#ue* strategy* method* and approach:

+echnique- the personal art and style of a teacher in carrying out the procedures of teaching. the teacher(s unique way, style or act of executing the stages of a teaching method.

)trategy- a set of decisions on what learning activities to provide achieve an ob"ecteve. an overall or general design of how the lesson will be executed or delivered. can substituted to methodology.

,pproach- a set of correlative assumption or viewpoints dealing with the nature of teaching and learning. the procedure that employs a variety of stages to assess better understanding and effective learning.

0ethod- a series of related and progressive acts performed by a techer and pupils to achieve the desired ob"ectives of the lesson. the established way or procedure of guiding the mental processes in mastering the sub"ect matter. well- planned step-by-step procedure that is directed towards desired learning outcomes.

8urposes of 0ethods

make learning more efficient. enable the learner to think logically. facilitate smooth transition from activity to another. serve as a guide in preparing all the needed materials, tasks and equipment.

 approximate time to be alloted for each activity to avoid waste of time and lapses. make planning clear and precise, to prevent confusion, unnecessary delays and time wastage. help in planning and precise, to prevent confusion, unnecessary delays and time wastage. help in planning for assessment and evaluation of the lesson. add to a feeling of confidence and security for the teacher and students.

8rinciples for )electing 0ethods

must be based on sound principles, laws, and theories of learning. must assist learners to define their purpose and motive. must originate from the learners( past experiences. must suit individual differences, needs, interest, and developmental maturity. must bring the leaners to the world of diverse learning experiences. must stimulate the learners to think critically, analytically, and creatively. must be challenging. must be flexible. must be consistent with the requirements of the ob"ectives. must be appropriate with the content. must give way to varied students( participation. must consider to be undertaken to ensure grateful learning.

?actors to 7onsider in 7hoosing a 0ethod 5earning ,bility- mature, characteristics, age, maturity, abilities, etc. +eachers ,bility- personally and professionally qualified. -b"ective- expected outcomes in the terms of knowledge# skills and attitude. )ub"ect 0atter- content to be taken so that the desired outcome will be achieved.

 8re- requisite learning- student(s previous experiences that can help facilitate acquisition of new knowledge, skills and attitudes. 7lassroom set- up- must be inviting to the students and conducive learning. )chool facilities#equipment#technologies- the availability of the needed equipment, technologies, tools for learning found in the right places. +ime allotment- specified target time frame for chosen activities properly distributed to the entire period. )afety precautions- students should feel that they are safe and out of danger in the school. )chool 7limate- learner should feel the warmth of the teachers and classmate +wo approaches in teaching and the methods of teaching used in each one$ , 7omparison >etween 9irect and !ndirect ,pproaches !ndirect ,pproach 0akes use of exploratory strategies ,imed at generating knowledge for experience 5earner- centered )tudent search for information with teacher(s supervision 5earner- controlled ?lexibly organized @xperience- oriented 5earneer is active in search of information

9irect ,pproaches 0akes use of expository strategies ,imed at mastery of knowledge and skills +eacher- oriented 9irect transmission of information from teacher +eacher- controlled %ighly structured 7ontent- oriented 5earner is passive, receives ready information for the teacher

!. Methods of teaching used in the )irect Instruction !pproach 1. )educti'e Method$ ?ollowe this steps in !nstruction$ !. !!. !!!. !B. )tatement of the 8roblem$ +eacher tells what the problem is )tatement of the Aeneralization$ recall of rule#principle#generalization that may help solve problems identified !nferring$ looking for the principle#rule#generalization that fits the solution of the problem Berification$ establishing validity using references#materials 3. Showing Method+)irect Method$ a teacher-centered strategy that uses teacher axplanation and modeling combined with student practice and feedback to teach concepts and skillsC follow these steps$ !. !!. !ntroduction$ review of prior learning 8resentation$ explaining the new concept#modeling the skill

!!!. !B.

Auided practice with necessary feedback$ practice exercises to firm up learned skills !ndependent 8ractice$ more practice of the skill on concept learned for retention and transfer

4. ,ecture-)iscussion+E$pository Method$ designed to keep learners understand relationships among organized bodies of knowledgeC follows these steps$ !. 8lanning !!. !dentifying goals 9iagnosing student background )tructuring activities 8reparing advance organizers

!mplementing !ntroduction- defining the purpose of the lesson, sharing of ob"ectives and overview to help students see the organization of the lesson. 8resentation defining#explaning ma"or ideas comprehension monitoring$ determining wheather or not student understand concepts and ideas integration$ exploring interconnections between important ideas review and closure summarizing the lecture

:. )emonstration Method: a tell and show method- follow these steps$ !. 8reparation !!. !!!. !B. 0otivation !dentify ob"ectives#problems#procedure

@xplanation of 7oncepts#principles#process#theory, etc. 9emonstration of concepts#processby the teacher while students observe and take down notes 9iscussion of students( observations ,nswering problem

B.

Berification#"ustification#conclusion may either be the concept attainment method or concept formation method

.. /oncept Teaching Methods

concept attainment focuses on teaching pupils the concepts that the teacher has selected for study and follows these steps$ introdce the concept by name present examples introduce non-examples present a mixture of example and non-examples and ask questions which are the correct examples ask pupils to define the concept ask pupils to find other examples of the concept

concept formation method$ focuses on the process of concept development#thinking skills development follows three basic steps teachers provides stimulus in the form of a question or problem pupils provide a number of answers and categorize them pupils label the categorized responses

0. Methods of teaching used in the Indirect Instruction !pproach 1. Inducti'e Method Strategies$ it is a discovery learning strategy where lesson progresses from observation to generalizationsC involves many observable cases or instances that can be compared by the learners where students form own conclusions#generalization#rules#principles 3. or formulasC used when the generalizations are important enough to "ustify the time spent to the lesson.