PRIN AND STRAT REVIEWER

PRIN AND STRAT REVIEWER
MOODULE 5: REPERTOIRES OF PRACTICE IN TEACHING
Class Recitation (an instrument use as activity by students in respond to recall and comprehend
questions.)
 Focus on the recall and comprehension (Kauchak & Eggen, 1989)
 Close-ended questions
 BASIC PRINCIPLE: Many students should be involved in the recitation
Class Discussion (instructional activity which students engage in higher order thinking as they
respond to analysis, synthesis and evaluative question)
 Engage students in higher order thinking skills (HOTS)
 Analysis, synthesis and evaluation (Aban, 1998)
 Class discussions are facilitated by guide questions
 Higher order thinking skills would require open ended questions unlike in class recitaiton
Presentation of Facts, Concepts and Skills

 Presentation: visual aids, printed materials or present the equipment
 Levels of Instruction: Symbolic, Iconic, Enactive
 Demonstrate a Concept or Skill
Establish set
 Present prerequisite knowledge and rationale
 Model the correct performance
 Have students practice under controlled conditions
 Provide opportunities for transfer to more complex situations
 Supervise and Critique Student Work
Five Steps Teachers Have to Observe in Giving Feedback:
1. State clearly what is to be achieved or task to be performed
2. Break down the task into subtasks as much as possible
3. Describe the degree of student progress toward meeting each subtask
4. Make corrections and give suggestions for improving performance
5. Verify student mastery of the task
Guidelines in providing feedback:

 Give feedback immediately or as close to the actual time of performance
 Descriptive language rather than judgmental language
 Focus on present performance rather than on past ones
 If possible, suggest alternatives rather than a single solution
 Tell the students only what they are able to manage at a given time rather than all that has
happened
 Focus feedback on modifiable areas rather than those over which students have little
control
 Emphasize achievements instead of shortcomings and maintain an optimistic and
supportive class atmosphere
Classroom Discussion Strategies

Uses of Classroom Discussion Strategies:
 Develop leadership skills
 Summarize group opinion
 Arrive at a consensus
 Become an active listener
 Appropriately handle controversy
 Develop paraphrasing skills
 Develop self-directed learning skills
 Develop analysis, synthesis and evaluative skills
Phases in preparing and Conducting Classroom Strategies

1.Planning and Organizing a Discussion Lesson:
 Teacher has to consider goals carefully

 Has to decide on appropriate activities
 Has to consider student's experience and development
 Needs to consider the time allotted for the activities
 The discussion they ought to produce a specific product such as summary, list, or a
series of conclusions
Preparation for a Guided Discussion:
 Introduction
 Discussion
 Conclusion
2.Conducting/Implementing A Guided Class Discussion
 Select a topic that students can gainfully discuss

 Establish a specific lesson objective with desired learning outcomes
 Conduct adequate research to become familiar with the topic
 Organize the main and subordinate points of the lesson in a logical sequence
 Plan at least one lead-off question for each desired learning outcome
MODULE 6: INDUCTIVE LEARNING
WHAT IS INDUCTIVE LEARNING?

 Specific to General
 Specific Examples or activities were given before the general rules or lesson.
Types/The nature of concept:

 CONJUNCTIVE: A type of concept that has constant rule structures. Ex. A square will
always be a closed polygon with four equal sides.
 DISJUNCTIVE: Contains an alternative set of attributes. EX. Landform. It can be a
mountain, hill plateau or valley and can never be all of them at the same time.
 RELATIONAL CONCEPT: Concept whose rule structure depends on its relationship
to other concepts. Ex. Family, marriage: husband-wife relationship; parents- siblings
CHARACTERISTICS OF HIGHER ORDER THINKING SKILLS:

 Non- Algorithmic: path of action is not fully specified in advance
 Tends to be complex: Total of thinking is not clear from a single vantage point
 Involves multiple solutions: Several ways to solve a problem
 Often involves uncertainty: Because not everything that bears on a task at hand is
known
 Involves self-regulation of the thinking process: Higher order can’t be recognized
when some dictates what has to be done along the way.
PHASES OF CONCEPT ATTAINMENT (BRUNER, 1956):

 Presenting Goals and Establishing Set
 Concept Identification
 Testing Attainment of the Concept
 Analysis of Thinking Strategies
PHASES OF INDUCTIVE TEACHING (HILDA TABA)
 Establishing Set
 Concept formation
 Interpretation of Data
 Application of Principles
 Skills Necessary to Enhance Critical Thinking:
OBSERVATION
 Focusing on the question
 Distinguish fact from opinion
 Distinguish relevant from irrelevant information
 Judging credibility of sources
 Recognize contradictions
 Making inferences
 Drawing conclusions
MODULE 7: EXPOSITORY TEACHING
Planning an Expository Lesson
 Identification of a topic
 Specification of the objectives of the lesson
 Selection or preparation of examples
Implementing and Expository Lesson
 Write the abstraction or display it on the overhead

 Definition of the concept
 Presentation of positive examples
 Provide more examples for the students to classify
 Students will provide examples
INQUIRY AND DISCOVERY TEACHING
Models of Inquiry Teaching (Inquiry-based learning is an approach to learning that

emphasizes the student’s role in the learning process. Rather than the teacher telling students
what they need to know, students are encouraged to explore the material, ask questions, and
share ideas.)
 Deductive Inquiry
 Inductive Inquiry
Discovery Teaching (Discovery-Based Learning is an approach that allows students to be in
control of their learning through hands-on exploration and inquiry without an emphasis on
memorizing and repeating concepts, but to learn through unique experiences.)
 Socratic Discussion
 Controlled or Guided Discussion
 Springboard Techniques
 Case Study Method
 Problem Solving Approach
Phases of Inquiry Lesson:
 Deciding on Objectives, Establishing Set and Explaining Inquiry Procedures

 Presenting a Puzzling Situation
 Data Gathering and Experimentation
 Hypothesizing and Explaining
 Analyzing the Inquiry Process
MODULE 8: TEACHING TOOLS AND RESOURCES
1. Audio Visual Aids
 Using the Chalkboard

 Visual Display Materials
 Projected and Recorded Instructional Aids
2. Instructional Television
3. Printed Materials
Guidelines to be considered in reviewing printed materials:
 Appropriateness of the material both in content and reading level

 Cost of paperback books for the students to read primary sources
 Assorted workbooks that emphasize thinking and problem-solving rather than rote
memorization
 Pamphlets, brochures and other duplicated materials that students can read for specific
information and viewpoints about particular topics
 Articles in newspapers, magazines and periodicals related to the subject students will be
studying
4. Computer and Computer Programs

5. Community as Resource
MODULE 9: MEASUREMENT AND EVALUATION
Approaches to Measurement, Assessment and Evaluation
 Norm-referenced-
 Criterion-referenced
Measurement vs. Assessment vs. Evaluation

Measurement-quantification of what students have learned with the help of a measurement tool
(e.g., tests)
Types based on test constructor:
 Standardized test
 Unstandardized test
General Principles of Testing
 Measures all learning outcomes

 Cover all the learning tasks
 Use appropriate test items
 Make the test valid and reliable
 Use test to improve learning
Attributes of a Good Test
 Validity
 Reliability
 Objectivity
 Scorability
 Administrability
Assessment-information gathered and synthesized by the teachers about their students and their
classrooms (Arends, 1994)
Types of Classroom Assessment
 Official assessment
 Sizing up assessment
 Instructional assessment
Methods for Collecting Assessment Data
 Paper and Pencil Technique

 Observation
Evaluation-process of making judgments and assigning value or deciding on the worth of the
student's performance.
Types of Evaluation
 Diagnostic
 Formative
 Summative
Sources of Evaluation Information
 Cumulative records
 Personal contact
 Analysis
 Open ended themes and diaries
 Conferences
 Testing
Purpose of Measurement, Assessment and Evaluation
 Improve student learning

 Identification of student's strengths and weaknesses
 Assessment of the effectiveness of a particular teaching strategy
 Appraisal of the effectiveness of the curriculum
 Assessment and improvement of teaching effectiveness
 Communication with and involvement of parents in their children's learning
Steps in Test Construction
 Identify learning outcomes

 List the topics to be covered
 Prepare the test blueprint (Table of Specifications)
 Select appropriate types of tests
 Write the test items
 Sequencing the items
 Writing the directions or instructions
 Preparation of the answer sheet and scoring key

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MOODULE 5: REPERTOIRES OF PRACTICE IN TEACHING

Presentation of Facts, Concepts and Skills

Guidelines in providing feedback:

Classroom Discussion Strategies

Phases in preparing and Conducting Classroom Strategies

 Teacher has to consider goals carefully

Preparation for a Guided Discussion:

2.Conducting/Implementing A Guided Class Discussion

 Select a topic that students can gainfully discuss

MODULE 6: INDUCTIVE LEARNING

WHAT IS INDUCTIVE LEARNING?

Types/The nature of concept:

CHARACTERISTICS OF HIGHER ORDER THINKING SKILLS:

 Involves multiple solutions: Several ways to solve a problem

PHASES OF CONCEPT ATTAINMENT (BRUNER, 1956):

MODULE 7: EXPOSITORY TEACHING

Planning an Expository Lesson

Implementing and Expository Lesson

 Write the abstraction or display it on the overhead

INQUIRY AND DISCOVERY TEACHING

Models of Inquiry Teaching (Inquiry-based learning is an approach to learning that

Phases of Inquiry Lesson:

 Deciding on Objectives, Establishing Set and Explaining Inquiry Procedures

MODULE 8: TEACHING TOOLS AND RESOURCES

1. Audio Visual Aids

 Using the Chalkboard

Guidelines to be considered in reviewing printed materials:

 Appropriateness of the material both in content and reading level

4. Computer and Computer Programs

MODULE 9: MEASUREMENT AND EVALUATION

Approaches to Measurement, Assessment and Evaluation

Measurement vs. Assessment vs. Evaluation

Types based on test constructor:

General Principles of Testing

 Measures all learning outcomes

Methods for Collecting Assessment Data

 Paper and Pencil Technique

Sources of Evaluation Information

Purpose of Measurement, Assessment and Evaluation

 Improve student learning

Steps in Test Construction

 Identify learning outcomes

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