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    Principle of Teaching

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    Boyet Aluan
    The document discusses various teaching methods and their application in the classroom. It describes methods such as deductive, inductive, project-based learning, lecture-based instruction, discovery learning, and problem-solving. For each method, it provides the steps involved such as preparation, presentation, application, and evaluation. The document emphasizes that using varied teaching approaches can engage students' different learning styles and maximize the learning process.

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    Principle of Teaching

    Uploaded by

    Boyet Aluan
    427 views43 pages
    The document discusses various teaching methods and their application in the classroom. It describes methods such as deductive, inductive, project-based learning, lecture-based instruction, discovery learning, and problem-solving. For each method, it provides the steps involved such as preparation, presentation, application, and evaluation. The document emphasizes that using varied teaching approaches can engage students' different learning styles and maximize the learning process.

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    The document discusses various teaching methods and their application in the classroom. It describes methods such as deductive, inductive, project-based learning, lecture-based instruction, discovery learning, and problem-solving. For each method, it provides the steps involved such as preparation, presentation, application, and evaluation. The document emphasizes that using varied teaching approaches can engage students' different learning styles and maximize the learning process.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    427 views43 pages

    Principle of Teaching

    Uploaded by

    Boyet Aluan
    The document discusses various teaching methods and their application in the classroom. It describes methods such as deductive, inductive, project-based learning, lecture-based instruction, discovery learning, and problem-solving. For each method, it provides the steps involved such as preparation, presentation, application, and evaluation. The document emphasizes that using varied teaching approaches can engage students' different learning styles and maximize the learning process.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 43

    Unfreezing- ready to consider changes and behavior.

    Problem diagnosis- forces supporting changes, and working against the changed needs are identified and presented. Goal setting- desired change are stated specifically. New behavior- individual learn and practice knowledge and skills newly acquired which is desirable. Refreezing- newly learned found to be beneficial and assimilated to individuals ongoing framework of knowledge and skills, attitude and behavior.

    Classroom application Attending to the characteristics of the skills and matching these to ones abilities facilities the learning of such skills Observing and imitating a model make learning easy Guide the individual verbally and physically in the initial stages of learning Provide more practice Provide feedbacks about ach performance Encourage learner to evaluate own performance

    Authoritarian Confrontive Direct Dominator Formal Informative Judgmental Prescriptive

    democratic Supportive Indirect Interactive Informal Inquiry Non-judgemental Reflective

    Learning is developmental As individual develop and grows he acquires

    various skills and knowledge essential to his success in his adjustment during different stages of development.

    Learning is interactive- only when learning interact to the stimuli. Learning is basic- is fundamentally a kind of relationship between S-R. and can be associate with constant practice and if so make a habit.

    1.

    2.

    3.

    Learning is an ongoing process. We have to give varied activities to our students for hands on minds on learning Learning by doing The more senses that are involved in learning, the more and the better the learning. Use or maximize the use of different learning style of the students. Visual, auditory and bodily kinesthetic. Used multi-sensory instructional materials. A non threatening atmosphere enhances learning.
    1. 2. 3.

    Physical include classroom structure, ventilation, ands cleanliness. Psychological attitude of the student and the teacher himself. Respect.

    4. 5.

    Emotion has the power to increase retention and learning. Learning is meaningful when it is connected to student prior knowledge.

    6. Good teaching goes beyond recall of information. 7. Good teaching considers learners varied learning styles. Multiple intelligences by Howard Gardner

    Method devices or materials used. Teaching


    aids or tool to facilitate instruction make teaching clearer and more meaningful, interesting. (telling method to tell a story) objects.(pictures to present a story) pitch, action gestures, changing facial expression and varying timbre)

    Devices pictures, flash cards, and

    Technique art or skills in performance. (high

    Methods of teaching
    Two types of teaching approach

    Deductive Lecture Expository demonstration


    Direct (DLED)

    Inductive Discovery Reflective Problem-solving Project Laboratory Inquiry Meta cognition

    Experiential/ Indirect (RID2PLIM)

    Strategy of presenting materials to be learned step by step. Programmed instructional materials are usually self- instructional or in the form of modules. Uses in math and English.

    Inductive

    a discovery method. One may arrive at a fact, principle, truth, or generalization. This is a study of specific cases and ends up with a generalization. It is a process of reasoning from the particular to general

    Steps

    I2PCGA

    Preparation Recall Motivation Presentation Cases are presented Comparison and Abstraction Common element deduce Generalization Fact from no. 3 is stated as generalization Application Test child understanding

    Deductive

    lesson start with generalization, process of reasoning from given facts to particular. It begins with law, then cases are studied to verify generalization

    Steps
    PVA

    Presentation Generalization, rule, definition, or principles is presented Verification Trying out generalization Application exercises

    Project

    Significant practice, practical unit of activity of problematic nature, planned and carried to completion involving the use of physical material.

    Steps 2P2E

    Purposing Goal of project are determined Planning Student and teacher activity Executing Carrying out the activity as planned by the class Evaluating Finished products are displayed and judge by both student and teacher

    Types of project method


    Construction project- to do something Enjoyment project- activity accompanied by enjoyment Problem project- master some intellectual difficulty Learning projectacquisition of a skill or some knowledge

    Herbatian (herbart)

    apperception
    Preparation Presentation Comparison and abstraction Generalization Fixing skills

    Steps PPCGF

    Morrisonian (morison)

    A week lesson plan used for sibika and hekasi social studies

    Steps

    EPAOE

    Exploration Presentation Assimilation Organization Evaluation

    Laboratory

    Teaching procedure dealing with first hand experiences regarding materials or facts obtained from investigation or experimentation. It is experimentation, observation, or application by experimental method.

    Steps IWC

    Introductory step a. Orientation- determination of work to be done. Nature and purpose of work are carefully explained. Teacher gives necessary direction through guide sheet and laboratory manual b. motivation- teacher sets the mind of the student for discussion Work period supervised work period Culminating Activities- it can be reporting, explaining, presenting illustrative materials or exhibition of work.

    Teacher does the Demonstration experiment before the class.

    Steps

    PSHDC

    Preparation Motivation Statement of the problem Hypothesis Demonstration Conclusion

    Expository

    Explaining or interpreting. It is used when there is much need for explaining. Good for difficult subject and topics.

    Steps A/oPA

    Approach/ orientation- mind setting by recalling past experiences related to new lesson. Presentation- devices maybe use such as analogies, stories models charts diagram. Application- show whether the student understood the explanation or not.

    Lecture

    Teaching procedure for clarifying a major idea cast in the form of question and answer a. Use for college b. Seminar c. Symposium

    Steps IPC

    Introduction to the lecture- idea of what the lecture is all about. Attention devices maybe use Presentation of the body of the lectureimportant point should be presented. Less important come later Conclusion, closure, completion, culminationsummary and reorganization has been said at the end of the lecture

    Discovery

    Used when thought are put to perceive something that the learner has not known before and gets directly involved in learning

    Steps

    Similar to inductive method

    Reflective

    An ongoing process that enables the learners to continuously learn from their own experiences through thoughtful analysis of their own actions, decisions, and beliefs.

    Inquiry
    Steps (StInCon)

    Used when students are confronted with puzzling situation and the students are led to investigate the problem

    Statement of the problem Investigation conclusion

    MetaCognition

    Used when student are trained to become sensitive in the learning procedures.

    Steps
    PDMET

    Planning Deciding Monitoring Evaluating Terminating

    Problem Solving

    Is used when a problem is felt in a situation that needs to removed by careful deliberation and study of analyzing the problem.

    Steps RFPGOTFE

    Raising the problem Formulating hypothesis Planning situation Gathering data Organizing, summarizing and interpreting data. Testing and judging hypothesis Formulating generalization Evaluation

    a. 1. low level questioning emphasizes

    memory and recall of informaton b. 2. high level questioning- deal with complex and abstraction
    a. 1 convergent- one best answer b. 2. divergent- open- ended HOTS

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