Principles of Teaching: Submitted By: Arnold V. Viñas Submitted To: Mrs. Solomon

PRINCIPLES OF TEACHING
SUBMITTED BY: ARNOLD V. VIñAS
SUBMITTED TO: MRS. SOLOMON

Selection and organization of content
1.One guiding principle related to subject matter content is to
observed the following qualities in the selection and organization of
content.
• validity. This means teaching the content that we ought to
teach according to national standards explicit in the K to 12 Basic
Education Curriculum.
•Significance . What we teach should respond to the needs and
interests of the learners, hence meaningful and significant.
•Balance. Content includes not only facts but also concepts and
values .
•Self sufficiency. Content fully covers the essentials. Learning
content is not “mile –wide-inch-deep”. The essentials are
sufficiently covered and are treated in depth. This a case of less and
more.
•Interest. Teachers consider the interest of the learners, their
developmental stage and cultural and ethnic background.
•Utility. Will this content be of use to the learners? It is not
meant only to be memorized for test and grade purposes.
•Feasibility. The content is feasible in the sense that the essential
content can be covered in the amount of time available for
instruction.
2. At the base of the structure of cognitive subject matter content
is facts. We can’t 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.
•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 scientist ahead of us
instead of the students coming up with their own procedure and the
end discovering something new.
•Presenting the ideas of others. While it is beneficial for you to
encourage your students to discover principles for themselves,
•Emphasizing conceptual understanding. Many a time our teaching
is devoted only to memorizations and grade.
SELECTION AND USAGE OF TEACHING STRATEGIES
GUIDING PRINCIPLES IN THE SELECTION AND USAGE OF TEACHING

STRATEGIES
1. Learning is an active process.

nobody can learn for us in the same way that nobody can eat for
us, nor live for us, nor die for us. We eat for ourselves, live our
own life and die our own death.
2. The more senses that are involved in learning, the more and the
better the learning.
what is seen and heard are more than what are just seen or
just heard. We can say that we learn more with what we see than
what we simply hear. “ humans are intensely visual animals. The
eyes nearly 70 percent of the body’s receptors and send millions of
signal along the optic nerves to the visual processing centers of the
brain..we take in more information visually than through any of the
other senses” (wilfie, 2001)
CONTRIBUTION OF THE SENSES TO LEARNING
SIGHT
HEARING
TOUCH
TASTE SMELL
75 % 13% 6% 3% 3%
3. Emotion has the power to increase and learning
We tend to remember and learn more those that strike our hearts!
In fact, the more emotionally involve our students become in our
lesson, the greater the impact the more intense the arousal, the
stronger the imprint.
4. Learning is a meaningful when it is connected to students
everyday life.
Abstract concepts are made understandable when we give sufficient
examples relating to the students experiences. The meaningfulness
and relevance of what we teach is considerably reduce by our
practice of teaching simply for testing. We teach today, ask them to
copy and memorize what we taught them. At the end of the term,
we withdraw everything in the final examinations and so when
students go back for the next term their minds are empty again. This
is so called the banking system of education.
5. Good teaching goes beyond recall off information
Good thinking concerns itself with higher-order-thinking –skills to
develop creative and critical thinking. Most teaching are confined to
recall of information and comprehension. Ideally our teaching
should reach the levels of application, analysis, evaluation and
synthesis to home our students thinking skills.
6. An Integrated teaching approach is far more effective than
teaching isolated bits of information.
There are so many learning styles as there are pupils/students in
our classroom. To impose our learning style may jeopardize learning
prescribing our own learning style as through it is the best style of
learning is presumption.
Brain –based strategies

1. Involving students in real life our authentic problem solving
sometimes students ask us when and where they need this
And that they are learning in school. this question implies that
students hardly see the relevance and the practical application of
what their taught in school maybe because sometimes if not most
of the time, what we give is a hypothetical studies that are
convergent and neat answers or hypothetical cases that are far
removed from the real life.
2. Using projects to increase meaning and motivation. Projects may
not necessarily base on problems but the example in item number I
may be made a project.
3. Simulations and role plays as meaning markers. Not all curriculum
topics can be addressed through authentic problem solving and
projects.
4. Classroom strategies using visual processing “ a picture is worth
ten thousand word.” this being case, we make it a point to have
visual aids.
FACT
FACT
TOPIC
FACT FACT
FACT
WEB
TOPIC
CONCEPT
THEME
CONCEPT PATTERN ORGANIZER
EXAMPLE
CHARACTERISTIC
CONCEPT
CHARACTERISTIC CHARACTERISTIC
EXAMPLE
EXAMPLE EXAMPLE
EXAMPLE
EXAMPLE
EXAMPLE

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PRINCIPLES OF TEACHING

SUBMITTED BY: ARNOLD V. VIñAS

SUBMITTED TO: MRS. SOLOMON

SELECTION AND USAGE OF TEACHING STRATEGIES

GUIDING PRINCIPLES IN THE SELECTION AND USAGE OF TEACHING

1. Learning is an active process.

Brain –based strategies

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