2. What is Teaching
a process of interacting
Stands for pedagogy, training and
nurturing
The process of engaging students in
activities that will enable them to
acquire the knowledge, skills, as well
as wothwhile values and attitudes.
3. An aggregate of organized strategies
and activities aimed at inducing
learning
Overall cluster of activities associated
with a teacher, and including
explaining, questioning,
demonstrating and motivating.
A system of activities whereby all
teachers' instructional tasks enable the
students to learn.
4. Is both science and art; SCIENCE as
it is based on psychological research
that identifies “cause and effect
relationship” between teaching and
learning; ART, as it shows how those
relationships are implemented in
successful and artistic teaching.
Is the greatest of the arts because the
medium is the human mind and spirit.
5. Involves values, experiences,
insights, imagination and
appreciation- - - the “staff” that
can not be easily observed and
measured (Greene)
Involves the interplay among such
factors as the teacher, the learner,
the teaching content and strategies
as this diagram shows:
6. THE TEACHER
A key factor in any teaching – learning process.
Constructs well designed plan to achieve to objectives of
the lesson.
Prepares learning environment.
Selects appropriate content/ strategies and learning
activities.
Adjusts content/activities strategies/ learning
environment to the learners.
7. THE LEARNER
He is an embodied spirit.
He is a union of a sentient body and a rational
soul.
Most important element of teaching.
The natural characteristics of learners are:
age, maturity, grade level, health, abilities,
family background, experiences and motivation
and his /her culture including values, attitudes
and traditions which influence the teaching –
learning process to a very large extent.
8. THE CONTENT/ TEACHING STRATEGIES
The choice of content/ subject matter to be taught to
achieve desired objectives of the lesson.
The selection of appropriate instructional
materials/technology to facilitate learning.
The use of appropriate/effective methods and strategies
of teaching to arrive at the desired outcomes.
9. “the ability to learn
is the most
significant activity
of man”
10. PRINCIPLES OF LEARNING
1. Learning is an experience which occurs inside the
learner and is activated by the learner.
- the process of learning is primarily controlled by
the learner and not by the teacher.
*People learn what they want to learn, they see what they
want to see, and hear what they want to hear.
*Very little learning takes place without personal
involvement and meaning on the part of the learner.
*It is wise to engage learners in an activity that is
connected to their life experiences.
11. 2. Learning is the discovery of the personal meaning and
relevance of ideas.
- students more readily internalize and implement
concepts and ideas which are relevant to their needs and
problems.
* It is necessary that the teacher relates lesson to the needs
and problems of the learner.
12. 3. Learning (behavioral change) is a consequence of
experience.
- People become responsible when they have readily
assumed responsibility, they become independent when
they have experienced independent behavior, they
become able when they experience success, they begin to
feel important when they are important to somebody,
they feel liked when somebody likes them.
*If EXPERIENCE is the best teacher, the teacher should
make use of EXPERIENTIAL LEARNING strategy.
Experiential learning makes use of direct as well as
vicarious experiences.
13. 4. Learning is a cooperative and
collaborative.
- cooperation fosters learning.
- two heads are better than one.
- interactive process appears to “scratch and kick”
peoples curiosity, potential and creativity.
- teachers should make use of cooperative and
collaborative approaches because these will teach
students to live and learn interdependently.
14. 5. Learning is an evolutionary.
- behavioral changes require time and patience.
- change takes time.
- Rome was not built in one day.
- things in life that are worthwhile take time.
15. 6. Learning is sometimes a painful
process.
- behavioral change often calls for giving up the old
and comfortable ways of believing, thinking and valuing.
- it is necessary for the teachers to make students
realize that learning is a difficult task which is
accompanied by ample of sacrifices, inconveniences and
discomforts.
16. 7. One of the richest resources for learning is the
learner himself.
- each of the student is a reservoir of experiences,
ideas, feelings and attitudes which comprise a rich vein
of material for problem solving and learning.
- as a teacher, you must “midwife” the birth of ideas
among learners.
17. 8. The process of learning is emotional as
well as intellectual.
- learning is maximized when the feelings and
thoughts of the learners are working harmoniously. This
is due to fact that man is the “union of body and soul”.
Man is a feeling being and a thinking being.
18. 9. The process of problem solving and
learning are highly unique and individual.
- each of the learner has his own unique styles of
learning and solving problems.
- some personal styles of learning and problem
solving are highly effective, others are not as effective
and still others are ineffective.
- give considerations to multiple intelligences and
learning styles of the learners to properly address their
needs for/of learning
20. 1. PRINCIPLE OF CONTEXT
- learning depends largely on the setting particularly
including the use of materials in which the process goes
on with this scales of application:
a. text book only
b. textbook with supplementary materials
c. non – academic and current materials (newspaper,
clippings, articles, magazines)
d. multisensory aids
e. demonstration and demonstration by experts
e. field experiences, personal, social and community
understanding
21. 2. PRINCIPLE OF FOCUS
- instruction must be organized about a focus or
direction, following these scales of application, and
where focus is established by:
a. page assignment in textbook
b. announced topic together with page or chapter
references.
c. broad concept or problem to be solved or a skill to
be acquired to carry on understanding.
22. 3. PRINCIPLE OF SOCIALIZATION
- instruction depends upon the social setting in which it
is done, with this scales of application and where social
patterns are characterized by:
a. submission
b. contribution
c. cooperation
23. 4. Principle of individualization
- instruction must progress in terms of the learners own
purposes, aptitudes, abilities and experimental procedures,
following these scales of application and where individualization
may be done through:
a. differential performance in uniform task
b. homogeneous grouping
c. control plan
d. individual instruction
e. large units with optional related activities
f. individual undertakings, stemming from and contributing
to the joint undertaking of the group of learners.
24. 5. PRINCIPLE OF SEQUENCE
- instruction depends on effective ordering of a series of learning task who
moves from:
a. from meaningless emergence of meaning→
b. from immediate remote→
c. from concrete symbolic→
d. from crude discriminating→
and where sequence comes through:
a. logical succession of blocks of blocks of contents (lesson/courses)
b. kniting learning/ lessons/ course together by introduction, previews,
pretests, reviews
c. organized in terms of readiness
d. organized in terms of lines of emerging meanings
25. 6. PRINCIPLE OF EVALUATION
- learning is heightened by a valid and discriminating
appraisal of all its aspects, following these scales of
application:
a. evaluation or direct results only
b. evaluation related to objectives and processes
c. evaluation on total learning process and results
27. Instruction may be well-managed using any of these classifications
of students:
a. HOMOGENEOUS - learners are classified/grouped in terms
of similar elements such as age, abilities, interests, physical
characteristics etc.
b. HETEROGENEOUS – no definite bases for clustering or
putting learners together, could be on random sampling,
alphabetized family names, time of enrollment etc.
c. NON – GRADED – no fixed grade/level assignment of
children. They come to center of learning by small groups or
individually depending on their pacing in the accomplishment of
tasks.
TEACHING MODEL - a term used by Bruce, Joyce to describe an
over – all approach or plan for instruction
Attributes of a teaching model:
a. a coherent theoretical framework
b. an orientation toward what student should learn.
c. specific teaching procedures and classroom structures.
28. DIFERENCE AMONG THE TERMS
TECHNIQUE, METHOD, STRATEGY,
APPROACH AND PRINCIPLES
29. TECHNIQUE – the personal art and style of the teacher in
carrying out the procedures of teaching.
- the teacher’s unique way, style or act of executing
the stages of a method.
METHOD – synonymous to procedure
- the procedure employed to accomplish lesson
objectives.
- a series of related and progressive acts performed
by a teacher and pupils to achieve the desired objectives
of the lesson.
- the established way or procedure of guiding the
mental processes in mastering the subject matter.
- refers to a procedure employed to accomplish the
lesson objective.
- a well – planned step – by – step procedure that is
directed towards a desired learning outcomes.
30. STRATEGY – an over – all or general design on how the
lesson will be executed or delivered.
- a set of decisions on what learning activities to
achieve an objective
- can be a substitute to methodology
APPROACH – a set of correlative assumptions or
viewpoints dealing with the nature of teaching and
learning.
- one’s viewpoint toward teaching.
- procedure that employs a variety of strategies to
assess better understanding and effective learning.
PRINCIPLE – means a general or fundamental law,
doctrine or assumption.
- a primary source or origin.
- rule or code of conduct.
31. Purposes of methods
1. make learning more efficient
2. enable learner to think logically
3. facilitates smooth transition from one activity to another
4. serve as guide in preparing all the needed materials, tasks and
equipments.
5. approximate time to be allotted for each activity to avoid
waste of time and lapses.
6. make planning clear and precise, to prevent confusion,
unnecessary delays and time wastage.
7. help in planning for assessment and evaluation of the lesson.
8. add to a feeling of confidence and security for the teacher and
students.
32. PRINCIPLES FOR SELECTING
METHODS
1. Must be based on sound principles, laws and theories of
learning.
2. Must assist the learners to define their purposes and
motive.
3. Must originate from the learners’ past experiences.
4. Must suit individual differences, needs, interests and
developmental maturity.
5. Must bring the learners to the world of diverse learning
experiences.
6. Must stimulate the learners to think critically, analytically
and creatively.
7. Must be challenging
8. Must be flexible.
9. Must be consistent with the requirements of objectives.
10. Must be appropriate with the content.
33. 11. Must give to way to varied students’ participation.
12. Must consider to be undertaken to ensure gainful learning.
FACTORS TO CONSIDER IN CHOOSING A METHOD
1. Learner’s ability – first and foremost consideration based
on the nature/characteristics, age, maturity, abilities, etc.
2. Teacher’s ability – must be personally and professionally
qualified to teach
3. Objective – expected outcome of the lesson in terms of
knowledge/skills and attitudes.
4. Subject Matter – content to be taken so that the desired
outcome will be achieved.
5. Pre – requisite learning – students’ experiences that can
help facilitate acquisition of new knowledge, skills
34. and attitudes.
6. classroom set – up – must be inviting to students and
conducive to learning.
7. School facilities/equipments/technologies – the
availability of the needed equipments, technologies, tools
for learning found in the right places.
8. Time – allotment – specified target frame for chosen
activities properly distributed to the entire period.
9. Safety precautions – students should feel that they are
safe and out of danger in the school.
10. School climate – learner should feel the warmth of
the teachers and classmate.
36. “THERE ARE DULL TEACHERS. DULL
TEXTBOOKS, DULL FILMS, BUT NO DULL
SUBJECTS”
Guiding Principles in the Selection and Organization of Content
1. Observe the following qualities in the selection and
organization of content:
a. Validity – teaching the content that we ought to teach
according to the national standards in the Basic Education
Curriculum
- teaching the content in order to realize the goals
and objectives of the course as laid down in the basic
education .
b. Significance – the content we teach should respond to the
needs and interest of the learners.
c. Balance – content includes not only facts but also concepts
and values (The three level approach in teaching – facts –
cognitive, concepts – psychomotor, values – affective
domain)
37. d. Self – sufficiency – Content should cover the
essentials of the lesson and not “a mile – wide and an
inch – deep”
e. Interest – the teacher considers the interest of the
learners, their developmental stages, and cultural and
ethnic background.
f. Utility – refers to the usefulness/application of the
content to the life of the learner after it has been learned
by the learner.
g. Feasibility – the content can be covered I the
amount of time available for instruction.
2. At the base of the structure of cognitive subject matter
content is facts.
3. Subject matter content is an integration of cognitive,
skill and affective elements.
39. SELECTION AND USE OF TEACHING
STRATEGIES
1. Learning is an active process – actively engage learner in
learning activities to achieve optimum learning of the
learners.
What I see, I remember,
What I hear, I forget
What I do, I understand
75% retention rate – is achieved through learning by doing
90 % retention rate – learning by teaching others
2. The more senses that are involve in learning, the more and
better the learning – Humans are intensively visual
animals. The eyes contain nearly 70% of the body’s
receptors and send millions of signals along the optic
nerves to the visual processing centers of the brain.
40. sight – 75%
hearing – 13%
touch – 6%
taste – 3%
smell – 3%
3. A non – threatening atmosphere enhances learning.
4. Emotion has the power to increase retention and learning.
5. Learning is meaningful when it is connected to students’
everyday life.
6. Good teaching goes beyond recall of information – teaching
should reach the levels of application, analysis, synthesis and
evaluation to hone our students’ thinking skills.
7. An integrated teaching approach is far more effective than
teaching isolated bits of information.
8. There is no such thing as best teaching method. The best
method is the one that works, the one that yields results.
41. Factors to consider in the choice of teaching method:
a. Instructional objective
b.Nature of the subject matter
c. The learners
d.Teacher
e. School policies
43. A comparison between direct and indirect
approaches
DIRECT APPROACH INDIRECT APPROACH
1. Makes use of expository
strategies
2.aimed at mastery of
knowledge and skills
3.Teacher – oriented
4.Direct transmission of
information from teacher
5. Teacher – controlled
6.Highly structured
7. Content – oriented
8.Learner is passive,
receives ready
information
1. Makes use of exploratory
strategies
2.Aimed at generating
knowledge for experience
3.Learner – centered
4.Students search for
information with
teacher’s supervision
5. Learner – controlled
6.Flexibly organized
7. Experienced – oriented
8.Learner is active in
search of information
44. Method of teaching in the
direct/expositive approach
1. DEDUCTIVE METHOD – starts with generalization,
principle or rule that is then applied to specific cases.
Features: 1. allows for clear understanding of generalizations,
rules,
formulas etc.
2. allows further development of generalizations,
rules, formulas etc.
When to Use:
1. to test a rule
2. answer questions or problems with reference to certain
rules or principles
3. to further develop generalization
45. Steps:
1. Statement of the Problem – teacher tells what the
problem which must be stimulating, realistic, relevant
and within the learner’s ability.
2. Statement of the Generalization –
recalling/stating generalizations or rules which may help
solve the problem
3. Inference – looking for the
principle/rule/generalization that fits the problem.
4. Verification – trying out the best generalization,
rule or principle that establish validity of the probem
using references/materials.
2. Concept Teaching – is based on the assumption (Bruner
1984) that concept formation begins at an early stage (9-
12 months) where initial activities of object – sorting and
preference serve as bases for concept learning.
46. Bruner’s Identified 3 distinct modes of learning:
a. Learning by doing called enactive learning
b. Learning by doing mental images called ICONIC MODE
c. Learning through series of abstract symbols called
SYMBOLIC MODE
MAY EITHER BE:
a. Concept Attainment – focuses on teaching pupils the
concepts that the teacher has selected for study and follows
these steps:
1. introduce the concept by name
2. present examples
3. introduce non – examples
4. present a mixture of examples and non – examples and
ask questions which are the correct examples
5. ask pupils to define the concept
6. ask pupils to find another examples of the concept
47. b. Concept Formation Method – focuses on the process of
concept development/thinking skills development which
follows the following steps:
1. teachers provide stimulus in the form of a question or a
problem
2. pupils provide a number of answers and categorize them
3. pupils label the categorized responses
Steps in Concept Teaching Method
1. Define the objectives of the lesson to get students ready to
learn.
2. Giving of examples and non – examples which help
strengthen understanding.
3. Testing for the attainment of understanding
4. Analysis of students thinking and integration of learning
through further questioning and focused discussion.
5. Diagnostic testing reveals errors on misconception which calls
for a re – teaching.
48. 3. Direct Instruction / Showing Method – a teacher –
centered strategy that uses teacher explanation and
modeling combined with student practice and feedback
to teach concept and skills. It is designed to teach skills,
concepts, principles and rules, with emphasis on active
teaching and high levels of student involvement.
Features:
1. Widely applicable in different content areas
2.Establishes pattern of interaction between teacher and
students
3.Assists students to learn procedural knowledge.
4.Promotes learning of declarative knowledge.
5.Focuses students’ attention on specific content/skill
6.Ensures mastery skills.
49. WHEN TO USE
- for teaching of concepts and skills.
Steps:
1. Introduction – reviewing prior learning with students,
sharing learning goals providing rationale for new
content.
2.Presentation – explaining new concept or modeling the
skill.
3.Guided practice with necessary feedback – providing
students necessary opportunities to practice new skill or
categorize examples of new concept.
4.Independent Practice – students practicing the skill or
concept learned for retention and transfer.
50. 4. LECTURE – DISCUSSION
METHOD
- designed to help learner link new with prior learning and
relate the different parts of new learning to each other.
- designed to overcome the most important weaknesses of
the lecture method by strongly emphasizing learner
involvement in the learning process.
A. Lecture – designed to help students learn organized bodies
of knowledge.
- is a teacher – directed method designed to help learners
understand relationship in organized bodies of knowledge.
- as opposed to content – specific models that focus on
individual concepts, this model attempts to help students
understand not only concepts but how they are related.
- grounded in schema theory and David Ausubel’s concept of
meaningful verbal learning
51. Features:
a. Applicable in different subject areas
b. Ensures clear understanding of information
c. Allows students participation
WHEN TO USE:
a. For conveying/disseminating important information
which may not be available to students or which may be
needed to be presented in a particular way.
b. For stimulating interest.
c. For guiding student reading
d. For explaining a difficult text
e. For aiding student to summarize and synthesize
discussions
52. STEPS
1. Planning
a. identifying goals
b. diagnosing student background
c. structuring content
d. preparing advance organizers
2. Implementing
a. Introduction – describing the purpose of the lesson,
sharing of objectives and overview to help students see the
organization of the lesson.
b. Presentation – defining and explaining major ideas.
c. Comprehension Monitoring – determining whether
or not students understand concepts and ideas.
d. Integration – exploring interconnections between
important ideas.
53. 5. Review and Closure – summarizing the lecture
B. DISCUSSION – is an orderly process of face to face group
interaction in which students/pupils exchange ideas about an
issue for the purpose of answering a question, enhancing their
knowledge or understanding or making decision.
- It can be viewed as a bridge between direct instruction and
student – centered instruction.
5 Logical Conditions to Ensure that Exchange is called
DISCUSSION
(Bridges, 1960)
1. People must talk to one another
2. People must listen to one another
3. People must respond to one another
4. People must be collectively share to put forward more than
one point of view.
5. People must the intention of developing their knowledge,
understanding or judgment of the issue under discussion.
54. For discussion to be successful, participants need certain:
1. Moral Disposition – being willing to listen to reason
- being willing to abide by rules that facilitate exchange of
ideas
2. Intellectual Disposition – concern for clarity in the
expression of
ideas.
- concern that an appropriate variety of perspective is
considered by the group.
When to Use as a Teaching Strategy:
1. It can be used in any subject at any level from kinder to post
graduate study.
2. It can involve the whole class or it can be used with small
groups.
3. When the teacher needs to facilitate any or all of the 4 types
of learning outcomes:
55. a. General subject mastery
b. Problem – solving ability
c. Moral development
d. Communication skills
4. When students need to be motivated to talk about the
subject inside and outside the classroom.
5. When teacher wants students to work together and share
their ideas by talking about them publicly (Cockburn
and Ross, 1980).
56. ADVANTAGES LIMITATIONS
1. Because it is an active learning process, it
is more likely to maintain students’
interests.
1. Without control over the discussion,
talkative students could easily dominate
and influence the group to accept their
ideas.
2. Active involvement in learning motivates
students especially when they see that
others value their contributions and
respect their point of views.
2. If not guided well, there will be
opportunities for students to stay from the
topic and waste time.
3. More opportunities for practice and use
of the language as well as expression of
ideas and opinions among students
3. Some students may be reluctant to
participate in the discussion for fear of
being ridiculed for their ideas or opinions.
57. Using Discussion in Conjunction with other Teaching
Strategies:
a. Direct Instruction – as part of a direct instruction lesson, a
discussion could be used to explore an issue for a short time
(15 mins).
b. Group Work – interactions between students are an integral
part of small group learning, and this process can often be
enhanced by asking the students to follow a set of discussion
rules.
c. Cooperative Learning – some forms off co-operative learning
(such as jigsaw) can be enhanced by structured discussion
within the learning groups.
d. Problem Solving – when you are using problem solving as a
teaching strategy, discussions can be used to help students
understand the nature of the problem, to help them generate
possible solutions and as a forum for comparing the relative
merits of various solutions to the problem.
58. Demonstration – a tell and show method
Steps:
I. Preparation
a. motivation
b. identify objectives/ problems/procedure
II. Explanation of Concepts/Principles/Process/Theory
etc.
III. Demonstration of Concept Process by the Teacher
- students observe and take down notes
IV. Discussion of Student Observation
- answering problems
V. Verification
- justification
- conclusion
59. II. Indirect/Guided/Exploratory or Experimental Strategies
- the indirect approach is a student – centered approach or
less explicit teaching method. It involves the building of
independent learning and developing self-concept. It
develops students to become self – directed learners, crtical
thinkers and problem solvers.
Features:
a. Learner – centered, learners exercise initiative in the process.
b. Process of learning is perceived to be as important as the
outcome.
c. Learning is applied as it is acquired, not stored for future use.
d. The development of specific intellectual skills is better than
merely covering specified elements of subject matter.
When to Use:
a. When the teacher feels the need for students to develop self –
reliance and intellectual skills related to critical thinking and
problem solving.
60. 1. INQUIRY TEACHING
a. the process of answering questions and solving
problems
based on facts and observation
b. strategy designed to teach students how to investigate
problems and questions with facts.
Features:
1. helps students find answers to their own questions in
scientific
manner.
2. helps develop higher – order and critical thinking skills
3. promotes independent learning
When to Use:
1. when there are real life problems or questions that must be
answered through facts and observation
2. for topics requiring higher order thinking
61. Steps:
1. Presenting/Identifying the question or problem
Presenting or identifying a problem either by the
teacher or by the students, explaining or clarifying the
problems by the students to ensure clear understanding.
2. Forming hypothesis
Formulating intelligent guesses or tentative solutions
and generalizations.
3. Data Gathering
Gathering necessary facts, information or evidences
related to the problem
4. Data Analysis/Assessing Hypothesis
Closely studying/analyzing of the data gathered to
prove or disprove the hypotheses.
5. Generalizing – making generalization based on the
careful analysis of the data gathered.
62. Strategies for Inquiry Teaching
A.Interviews – may be used in all subjects
- interviews are used in gathering firsthand information
from individuals who have expertise on topic under study.
Steps:
1. Introduction – presenting a new or additional
knowledge or information, identifying interviews, and making
plans including questions to ask, procedure for recording, etc.
2. Development – conducting the interview as planned
3. Conclusion – summarizing data and report findings to
solve problems.
4. Evaluation – Assessing the success of the interview
conducted.
B. Field Trips – an out – of – the – classroom activity intended
to present concepts in the most realistic manner. It may be
used across levels in any subject area.
63. Steps:
1. Introduction – clarifying objectives of the activity,
panning and assigning tasks to be carried out and
reviewing standards of behavior.
2. Development – field trip proper, checking on students’
activities, accomplishments and behaviors.
3. Conclusion – summarizing data and report findings,
stating main idea or other conclusions, sending letter of
thanks.
4. Evaluation – assessing the finished activity
64. 2. INDUCTIVE METHOD
- a procedure through which one arrives at a fact,
principle, rule or generalization from some specific cases or
examples.
Features:
1. Designed to help students develop higher order and critical
thinking while learning specific content at the same time.
2. Requires teacher’s questioning skill
3. Promotes high level of student involvement
4. Increase student motivation
When to Use
For formulating generalization, concept, rule, truth, principle,
formula or definition.
Steps:
1. Preparation – reviewing of old facts, setting of goals, stating
of aims
65. 2. Presentation – presentation of cases and examples.
3. Comparison and Abstraction – deducing common
elements among the cases or samples presented.
4. Stating of Generalization, rule, definition, principle, or
formula based on the common elements deduced from
cases presented.
5. Application – applying the generalization or rule learned
to other problems within or beyond the classroom
setting.
66. 3. PROBLEM SOLVING
- a purposeful activity aimed at removing difficulty or
perplexity through a process of reasoning.
Features:
1. Allows for students’ active involvement resulting in
meaningful experiences
2. Develops independence and higher level thinking skills.
3. Promotes open – mindedness and wise judgment.
When to Use:
- for lessons where learners find problems requiring
- for developing higher – level thinking skills
Steps:
1. Recognition and statement of the problem – with teacher’s
guidance and stimulus, the students define or recognize a
problem
67. 2. Statement of Hypothesis – students make temporary
answer/solution to the question or problem
3. Critical Evaluation of Suggested solution – with the
teacher’s guidance, students test hypotheses or data used
in solving the problem, formulate conclusions and
summarize their findings.
4. Verification of accepted solutions – checking, verifying
and applying results to other problems.
68. 4. PROJECT METHOD
a purposeful, natural, significant constructive activity
needing both intellectual and physical solutions.
Project may be:
a. Physical or material – such as repairing a radio
b. Learning project – like composing a poem or short story
c. Intellectual or problem project – such as identifying
ornamental plants which can be medicinal
Features:
1. Develops students’ thinking and manipulative skills.
2. Develops creativity and resourcefulness, initiative, industry
and responsibility.
3. Allows students to express in their own way the concepts they
have learned.
4. Can enhance cooperation and sharing of ideas.
69. When to Use
1. For application of concepts
2.For discovering concepts
3.For developing creativity and thinking skills
4.For real life problems/situations
Steps
1. Purposing – determining the nature and goals of the
project.
2.Planning – designing of strategies to be employed in
carrying out the project.
3.Executing – carrying out of activities as planned
4.Evaluating – displaying and judging of finished products.
70. LABORATORY METHOD OR RESEARCH
METHOD
- deal with first hand experiences regarding materials or facts
obtained from investigation or experimentation.
Types:
1. Experimental – aims to train students in problem solving
with incidental acquisition of information and motor skills,
emphasis is on discovery, original procedure, and solution of
problems.
2. Observational Type – the aim is on the acquisition of facts.
Activities would include visits to museums, exhibits or
galleries, watching documentaries, going on filed trips.
Features:
1. To promote information acquisition through observation,
experimental solutions to problems guided by reflective
thinking and acquisition of skill in manipulation.
2. Provides students opportunities to conduct or participate in
original research.
71. 3. Develops skill in using laboratory equipment and
instruments.
4. Enhances higher order thinking skills.
Steps:
1. Orientation/Motivation – motivating and informing
students on the work to be done, why should it be done
and giving precise and explicit directions.
2.Work Period – students are allowed to work on their own
either individually or in groups with the teacher
supervising.
3.Culminating Activities – organizing, presenting and
exhibiting of the completed work.
72. CONCEPT ATTAINMENT
- an inductive teaching strategy designed to help students
reinforce their understanding of concepts and practice
hypothesis testing hypothesis based on positive and negative
examples presented to them.
Features:
1. Encourages students to think freely.
2. Trains students to develop hypothesis.
3. Trains students to formulate definition or generalization.
4. Promotes students participation
When to Use?
1. For making hypothesis
2. For formulating hypothesis/definition
3. For development of critical thinking through hypothesis
testing.
73. Steps:
1. Presenting of Examples – positive and negative
examples are presented and hypotheses are generated.
2. Analysis of hypotheses – hypotheses are analyzed in
light of the examples given.
3. Closure – examples are continuously analyzed to
generate critical characteristics and form a definition.
4. Application - additional examples are provided and
analyzed in terms of definition formed.
74. EMERGING MODELS OF TEACHING
A. PROBLEM – BASED INSTRUCTION
- the essence of problem – based instruction (PBI)
consists of presenting students with authentic and
meaningful problem situation that can serve as springboard
for investigations and inquiry.
- This model is a highly effective approach for teaching
higher – level thinking processes, helping students process
information already in their possession and assisting
students to construct their own knowledge about the social
and physical world around them. Contemporary approaches
to problem based instruction rest on cognitive psychology
and constructivist perspectives about learning.
Features:
1. Deriving question on problem – PBI organizes instruction around
questions and problems both socially and personally meaningful to
students.
75. - they address authentic real – life problems that evades
simple answers and for which competing solutions exist.
2. Interdisciplinary Focus – PBI lessons may be centered
on a particular subject but actual problem under
investigation has been chosen because its solution
requires students to deliver into many subjects.
3. Authentic Investigation – necessitates that students
pursue authentic investigation that seek real solution to
real problems.
4. Production of Artifacts and exhibits - PBI requires
students to construct products in the form of artifacts
and exhibits that explain or represent their solutions.
- It could be a report, a video, a physical model or a
computer program.
76. B. MULTIPLE INTELLIGENCES
- develop in 1983 by HOWARD GARDNER
- proposes 9 different intelligences to accord for a
broader range of human potential in children and adults:
a. linguistic intelligences – word smart
b. logical – mathematical intelligence –
number/reasoning
smart)
c. Spatial Intelligence – picture smart
d. Bodily Kinesthetic – music smart
e. Interpersonal Intelligence – People smart
f. Intrapersonal Intelligence – self smart
g. Naturalistic intelligence – nature smart
h. Existentialist Intelligence/Spiritualist Intelligence
77. Features
1. Building of different centers in the classroom
2. Equal attention should be given to individuals who show gifts
in other intelligences aside from linguistics and logical –
mathematical intelligences.
3. The MI theory proposed a major transformation in the way
schools are run and lessons are presented.
4. Suggests that teachers be trained to present lessons in a
variety of ways using:
- music - multimedia
- cooperative learning - field trips
- art activities - inner reflection
- role playing - and many more
MITA – Multiple intelligence Teaching Approach (for PBL)
Features:
1. Both starts with question/problem to generate curiosity
78. 2. Teacher functions as facilitator.
3. Learning outcomes are holistic, rather than narrowly based
in one discipline.
4. Assessments are authentic, performance based.
When Planning a Lesson (MI), Ask the Right Question
1. Linguistic: How can I use the spoken/written word?
2. Mathematical – How can I bring in numbers, calculations,
logic, classifications, critical thinking?
3. Spatial – How can I use visual aids, visualization, colon, art,
metaphor, or visual organizers?
4. Musical – How can I bring in music, environmental sounds or
set key points in a rhythm or melody?
5. Bodily Kinesthetic – How can I involve the whole body or
hands on experiences?
6. Interpersonal – How can I engage in peer or cross age
sharing, cooperative learning or large group simulation?
79. 7. Intrapersonal – How can I evoke personal feelings or
memories or give students choices?
8. Naturalistic – How can I develop love for nature?
80. C. CONSTRUCTIVISM (Piaget and
Vygotsky)
- A perspective of teaching and learning in which a
learner constructs meaning from experiences and
interaction with others.
- The teacher’s role is to provide meaningful relevant
experiences for students from which students construct
their own meaning (facilitation).
- A view of learning suggesting that learners develop
their own understanding of the topics they study instead
of heaving it delivered to them by others (most
commonly teachers) in an already organized form.
- Places the learner in the center of the learning process
where they play an active role in the process of
constructing their own understanding.
81. D. METACOGNITIVE STRATEGY
- strategies used for recognizing one’s cognitive processes and
ways of thinking about how information is being processed.
- Metacognition is the awareness of and control of one’s own
mental processes.
- Nickerson (1988) characterized the role of metacogniton in
higher order and critical thinking in this way. “The fact that
an individual has some knowledge that would be useful in a
given situation does not guarantee that it will be accessed and
applied in that situation.”
To increase the likelihood that learners will apply their
thinking appropriately, they need to be aware of the thinking
they’re doing.
(For example, when reading, the students need to learn to
evaluate their own decoding and comprehension, plan a
sequence of actions and regulate their reading behavior
changing conditions.
82. 4 TYPES OF COGNITIVE
STRATEGIES
Strategy Definition Example
1. REHEARSAL Committing materials to memory by
repeating them.
Repeating a new phone
number.
2. ELABORATION Adding detail to new information
and creating associations.
Using mnemonic
techniques and adding
details such as relating new
phone number to one’s
security number
3. ORGANIZATION Recognizing or picking out main
ideas from large bodies of
information.
Outlining or highlighting
4.
METACOGNITION
Thinking about thinking and
monitoring cognitive processing
Deciding that the best
strategy for comprehending
a body of new text is to
create an outline of main
ideas.
83. E. COLLABORATION
- characterized by students working with one another
either
in pairs or groups)
Steps:
1. Orient students to the problem
2.Organize students for study.
3.Assist independent and group investigation.
4.Develop and present artifacts and exhibits.
5.Analyze and evaluate the problem – solving process.
84. F. EXPERIENTIAL LEARNING
- a final theoretical perspective that provides intellectual
support from cooperative learning comes from theorists and
researchers who are interested in how individuals learn from
experience.
- Experience accounts for much of what people learn.
- Is based upon 3 assumptions:
a. that you learn best when you are personally
involved
in the learning experience.
b. that knowledge has to be discovered by yourself
if it
makes a difference in your behavior.
c. commitment to learning is highest when you are
free
to set your own learning goals and actively
pursue
them within a given framework.
85. G. Cooperative learning
- this model presents the sharpest contrast to direct
instruction.
- can be used to teach rather complex academic materials and
can help teachers accomplish important social learning and
human relation goals.
- stems from both social learning theory and cognitive –
constructivist perspective of learning.
- classroom environment is characterized by a cooperative
task and incentive structures and by small group activity.
- cooperative goal structures exist when students can obtain
their goal only when other students with whom they are
linked can obtain their characteristics of cooperative learning
lessons:
a. students work cooperatively in teams to master
academic
materials.
86. b. teams are made up of high, average and low achievers
(coping learners).
c. whenever possible, teams include a racial, cultural and
sexual mix of students.
d. reward system are group oriented rather than
individually
oriented.
Steps:
1. Go over objectives, present goals and establish learning set.
2. Present information to students with demo or text.
3. Organize students into learning teams.
4. Assist team works and study and group effort
5. Test over learning materials or groups present results of their
work.
6. Provide recognition to both individual and group efforts and
achievements.
87. Important Distinctive Features:
1. Students are not just required to do something as a team,
they are required to learn something as a team.
2. Because the team’s success depends on each student’s
learning, it is necessary for students to tutor one another
rather than simply share ideas and information with one
another.
3. In some versions of cooperative learning where marks or
grades are allocated to students, there is opportunity for each
member of each team to succeed, because success is based on
improvement on past performance rather than on absolute
scores.
Variations:
1. Students Teams Achievement Division (STAD - Slavin)
- simplest and most straight forward among the
cooperative
learning approaches.
- referred to as student team learning
88. Steps:
1. Teacher presents new academic information to students each week
using verbal presentation or text.
2. Students in a class are divided into four or five member
heterogeneous learning teams.
3. Members in the team help each other learn by using a variety of
cooperative study methods, quizzing and scoring procedures.
2. Jigsaw (Aronson, Slavin)
- students are assigned to 5 or 6 members heterogeneous study
team.
- academic materials are presented to the students in text form.
- each student has the responsibility to learn a portion of the
material.
- members from different teams with the same topic (called the
expert group) meet to study and help each other learn their topic.
- then students return to home team and teach each other
members what they have learned.
89. 3. Group Investigation (Thelan Sharan)
- the most complex of the cooperative learning
approaches and the most difficult to implement.
- in contrast to STAD and Jigsaw, students are involved
in planning both the topics for study and how to proceed
with their investigation.
- teachers who use the GI divide their classes into 5 or 6
members heterogeneous group.
- students select topics for study, pursue in depth
investigation of chosen sub – topic then prepare and
present a report to the whole class.
Steps of the GI Approach:
a. Topic selection
b. Cooperative planning
c. Implementation
d. Analysis and synthesis
90. e. Presentation of final product
f. Evaluation
4. Structural Approach (Kagen 1983)
- has much in common with other approaches, the structural
approach emphasizes the use of a particular structures
designed to influence students interaction patterns.
- call for students to work independently in small groups and
are characterized by cooperative rather than individual
rewards.
- some structures have the goal of increasing student
acquisition of academic content (think – pair – share
numbered heads together).
- others are designed to teach social and group skills (active
listening and time tokens).
5. Teams Games Tournaments (TGT) (De Vries and Slavin)
- similar to STAD in that the teacher presents information to
students and have them help one another learn. The
difference lies in the quizzes being replaced with tournaments
and students
91. compete to gain points for their home team.TGT is suited
to the same subject matter and objectives as STAD.
6. Dyadic Cooperative Learning
- simplest form of cooperative learning and in many
cases most efficient form of group work.
- students interrupt in pairs after reading a section of the
material. They come to agreement to the important
points and over all meaning of each section. Afterwards,
students quiz each other. Lastly, teacher gives the whole
class a test.
92. OVERVIEW OF SELECTED STRUCTURES IN
COOPERATIVE LEARNING
STRUCTURE BRIEF DESCRIPTION ACADEMIC AND
SOCIAL FUNCTION
A. TEAM BUILDING
1. Round robin Each student in turn shares
something with his or her team
mates.
Expressing ideas or
opinions, creation of stories.
Getting acquainted with
team mates.
B. CLASS BUILDING
1. Corners Each student moves to a corner of
the room representing a teacher –
determined alternative. Students
discuss within corners, then listen to
and paraphrase ideas from the other
corner.
Seeing other alternative
hypothesis, values, problem
solving approaches.
C. COMMUNICATION BUILDING
2. Match Mine Students attempt to match the
arrangement of object on a grid of
another student using oral
Vocabulary development,
communication skills, role
taking ability
93. D. MASTERY
1. Numbered
Heads Together
The teacher asks a question, students
consult to make everyone knows the
answer, then one student is called upon to
answer
Review, checking for
knowledge,
comprehension,
tutoring
2. Color coded
Co – op - cards
Students memorized facts using a flash card
game. The game is structured so that there
is a maximum probability of success at each
step moving from short term to long term
memory. Scoring is based on improvement.
Memorizing facts,
helping, praising
3. Praise Check Students work in pairs of four. Within pairs
students alternate – one solves a problem
while the other coaches. After every two
problems, the pair checks to see if they have
the same answers as the other pair.
Practicing skills,
helping, praising
E. CONCEPT DEVELOPMENT
1. THREE - Step
Interview
Students interview each other in pairs, first
one way, then the other. Students each
share with the group information they
learned in the interview.
Sharing personal
information such as
hypotheses, reactions to
a poem, conclusions
from a unit.
94. 2. Think –
Pair Share
Students think to themselves on a topic
provided by the teacher; they pair up with
another student to discuss it; they then
share their thoughts with the class.
Generating and revising
hypotheses, inductive
reasoning, deductive
reasoning, application.
Participation, involvement.
3. Team
Word -
Webbing
Students write simultaneously on a piece
of chart paper, drawing main concepts,
supporting elements, and bridges
representing the relation of ideas in a
concept.
Analysis of concepts into
components, understanding
multiple relations among
ideas, differentiating
concepts, Role-taking.
F. MULTIFUNCTIONAL
1. Roundtable Each student in turn writes one answer as
a paper and a pencil are passed around the
group. With simultaneous Roundtable
more than one pencil and paper are used
at once.
Assessing prior knowledge,
practicing skills, recalling
information, creating
cooperative art. Team
building, participation of
all.
2. Inside –
Outside
Circle
Students stand in pairs in two concentric
circles. The inside circle face out, the
outside circle faces in. students use
flashcard or respond to teacher questions
as they rotate to each new partner.
Checking for
understanding, review,
processing, helping.
Tutoring, sharing, meeting
classmates.
95. 3. Partners Students work in pairs to create or
master content. They consult with
partners from other teams. They
then share their products or
understanding with the other
partner in their team.
Mastery and
presentation of new
material, concept,
development.
Presentation and
communication skills.
4. Jigsaw Each student on the team becomes an
“expert” on one topic by working with
members from the other teams assigned
the corresponding expert topic. Upon
returning to their teams, each one in turn
teaches the group, and the students are
all assessed on all aspects of the topic.
Acquisition and
presentation of new
material, review, informed
debate. Interdependence,
status equalization
5. Co – op –
Co – op
Students work in groups to produce a
particular group product to share with the
whole class. Each student makes a
particular contribution to the group.
Learning and sharing
complex material, often
with multiple sources,
evaluation, application,
analysis, synthesis
96. H. Content – based language instruction
- as defined by Brintos, Snow and Wesche, content – based
language instruction is the integration of content learning
with language teaching aims.
- it refers to the concurrent study of language and subject
matter, with the form and sequence of language presentation
dictated by content material.
Features:
1. The main instruction goal in this approach is to prepare the
students for the academic task they will encounter in school.
2. Students are provided with study skills and a familiarity with
scholarly discourse which they can transfer to other academic
endeavors.
3. It focuses not only on learning, but using the language as a
medium to learn mathematics, science, social science or other
academic subjects.
97. 4. Subject matter may consist of topics or themes selected
for students interest or need.
5. CBLI uses the content, learning objectives and activities
from the school curriculum as the vehicle for teaching
language skills.
Teaching Methods and Strategies in CBLI
a. Cooperative Learning
b.Task – Based or Experiential Learning
c. Whole – Language Approach
98. I. INTEGRATIVE MODEL (Tab)
- grounded in cognitive views of learning.
- an inductive strategy designed to help students
1. develop a deep understanding of organized bodies
of
knowledge topics that combine facts, concepts,
generalizations and the relationships among
them.
2. develop critical thinking skills at the same time.
- closely related to the inductive model.
- planning lessons using integrative model includes
identifying clear goals and then preparing displays of
data to help learners reach the goals
- the data displays are commonly matrices, but can
include graphs, maps and charts in pictorial forms.
99. Steps:
1. describe, compare and search for patterns – teacher
directs students attention to the topics for study.
2. Explains similarities and differences – the point where
students are immersed in critical thinking.
3. Hypothesize outcomes for different conditions.
4. Generalize to form broad relationships – lesson is
summarized and comes to course as students derive one
or more generalizations that summarize the content.
100. j. Group cooperative learning / experiential
investigation
- a model which enables students to inquire into a social
problem and observe themselves as inquirers while the
teacher serves as counselor – consultant and friendly critic.
K. INDEPENDENT LEARNING
providing a high level of cognitive and affective development,
independent learning is a kind of instructional process where
students proposes a study project, investigation, research, or
production of something which she or he will carry out almost
independently. The teacher’s role is to stimulate student
participation, advise and counsel on possible projects, grant
approval if appropriate, supervise students and evaluate
completed project.
101. L. synactics
- a teaching model designed to increase students’
creativity through formulating analogies or metaphors. It
is built on assumptions that creativity, even though an
essentially emotional process can be learned and
creativity can be fostered through group activity.
102. Instructional activities continuum from passive to active
learning
-Lecture
- Demonstration
- Questioning
- Discussion
- Guided Practice
- Independent Practice
- Grouping
- Role Playing
- Simulation
- Reflective Inquiry/
Thinking
104. LESSON PLAN
- is a day to day, step by step approach to learning. It sets
forth the proposal program or the instructional activities
for the day.
Types:
a. BRIEF – an outline of teacher’s activities and is usually
done by master teachers
b.SEMI – DETAILED – all activities and teacher’s
questions are listed and usually done by neophyte
teachers.
c. DETAILED – all activities, teacher’s questions and
students’ expected answers are reflected and usually
done by pre – service teachers.
105. Components of the lesson plan
I. OBJECTIVES
- Cognitive
- Psychomotor
- Affective
II. SUBJECT MATTER
- Topics/Concepts
- Values Integrated
- References
- Materials
III. LEARNING ACTIVITIES
A. Preparatory Activities
1. Drill – activity that will enable the students to
automatize
response to pre – requisite skill of the new
lesson.
106. 2. Review – activity that will refresh or renew previously
taught material.
3. Introduction – an activity that will set the purpose of the
day’s lesson.
4. Motivation – all activities that arouse the interest of the
learners.
2 types:
a. Intrinsic Motivation – sustaining self – interest to
learn.
- maintains self – curiosity and involvement in
the work by using surprise, doubt, novel as
well as familiar things.
b. Extrinsic Motivation – interest that is ignited by an
outward force like awards – monetary or
material things, scholarships, inspiration
from love ones.
107. B. Developmental Activities
1. Presentation of the Lesson – real life situation or within the
experience of the learners are incorporated.
- teacher uses different activities as a vehicle to translate
the knowledge, values and skills into learning that could
be applied in their lives outside the school.
2. Discussion / Analysis – asking a series of affective or
cognitive questions about the lesson presented.
3. Abstraction / Generalization – the summary of the lesson.
- organizing significant information about the lesson
presented.
- completing graphic organizers like concept map, Venn
Diagram, fish bone, table, matrices and etc.
108. C. Closure / Application – relates the lesson to other
situations in the forms of:
- dramatization, simulation and play
- story telling
- oral reading
- construction and drawing
- written composition
- singing or reciting a poem
- test
- creative works
- solving problems
IV. Evaluation – determines whether the objectives are met and
achieved
- questioning
- summarizing
109. - comparing present and previous learning
- assigning work – project, research
- administering short quiz
- portfolios
- rubrics
- journals
V. Assignment
1. An activity done outside the classroom/at home to:
- reinforce or enrich the day’s lesson
- set the materials that students have to bring to school to
implement the next lesson.
2. The activity should help attain the day’s lesson objective. It
should be interesting and differentiated (with provision for
remedial, reinforcement and enrichment activities.)
110. DIFFERENCE AMONG AIMS, GOALS AND
OBJECTIVES
AIMS – are the most general objectives of the Philippine Education
System. They are broad and value – laden statements expressing
philosophical and ethical considerations that:
a. answer the needs and demands of the society especially
children and youth.
b. are formulated by experts as policy – making bodies, panels
and commissions.
c. are societal in nature or in a national level concern.
Example: Prepare students for a democratic citizenship.
GOALS – descriptions of the general objectives of school’s
curricula/courses that are expected to:
a. accomplish and organize learning experiences stressed on a
system – wide basis.
111. b. represent the entire school program prepared by
a professional associations or any local
educational agencies.
Example: Development of reading skills.
Understanding mathematical concepts.
Appreciation of art works.
OBJECTIVES – are the descriptions of what eventually take place in
the classroom.
a. They should be SMART (specific, measurable, attainable,
realistic, time bound)
b. These are used as a standard way of judging what has been
achieved or not achieved.
c. Their chief functions is to guide the teachers in making
decisions on what to cover, what to emphasize, what
content to select, and what learning experience, activity,
strategy or method best suit a certain learning plan.
112. d. Have 2 essential components namely behavior and
content but for assessment purposes, the objective should be
written with the following elements:
A – audience or the performer
B – behavior or the action verb specifying the learning
outcome
C – content of the subject matter
C – criterion or the degree of performance considered
sufficient to demonstrate mastery
Example: The student (audience) should distinguish (behavior) all
(criterion) objectives indicating learning outcomes (content) from
a set of objectives having both learning outcomes and learning
activities (condition).
2 types of Objectives:
1. Terminal – an important learning outcome that should be attained
at the end of the instruction.
113. 2. Enroute or enabling – the objective leading to the attainment
of the terminal objective.
SPECIFICATIONS OF OBJECTIVES
- it refers to the process of formulating objectives in a
functional form( i.e. complex to simple). It follows the
following steps:
1. State the general unit objectives in terms of expected learning
outcomes (terminal objectives).
Dimensions of Learning Outcomes:
a. Knowledge – recall and remembering of information
essential to a discipline or subject area.
b. Reasoning – student ability to use knowledge to reason
and
solve problems.
c. Skills – student ability to demonstrate achievement –
related skills such as reading aloud,
interpersonal
interaction, speaking a second language and
performing psychomotor behaviors.
114. d. Products – student ability to create achievement –
related
products such as written report, oral
presentations,
projects, artworks.
e. Affective – (attitudes, values and appreciations) –
moods
and connections or dispositions to act in a given
manner toward a person, thing, or event and the
sensitive awareness or perception of worth of an
object
or event.
2. State terminal learning outcome in measurable learner
performance or product
- avoid terms like KNOW, UNDERSTAND, LEARN,
THINK, and APPRECIATE because they are not observable
behaviors.
3. Obtain representative samples of essential and supportive
pre-requisites (enroute or enabling objectives).
115. Sequencing of Objectives
- the process of ordering or arranging the behavior of the
objectives in the same content in hierarchical order from
simplest to most complex.
The designers of objectives in many forms were finalized based
from:
1. TYLER – interprets philosophical and psychological concerns
of instructional objectives.
2. Gronlunds – distinguishes objectives between general and
specific outcomes.
3. Mager – relies on three major characteristics as behavioral,
conditional and with proficiency level in the formulation of
objectives.
4. Gagne – just as precise as Mager – defines types of learning
objectives as measurable and observable.
5. Bloom and his associates (1956) – developed the taxonomy of
cognitive objectives
116. 6. Krathwohl and Associates (1964) – developed the
taxonomy of affective objectives.
7. Simpson – developed the taxonomy of psychomotor
objectives
Domains and Taxonomy of Instructional Objectives
Taxonomy – classification systems of learning heirarchy.
LEVEL DESCRIPTION BEHAVIORAL
TERMS
EXAMPLE OF
OBJECTIVES
1. Knowledge Recalling and remembering
previously learned material
including specific facts, events,
persons , dates, methods,
procedures concepts,
principles and theories
Name, match,
list, identify,
recall, define,
label, select, state
Identify equal
fractions.
2.
Comprehens
ion
Understanding and grasping
the meaning of something,
including translation from one
symbolic form to another
interpretation, explanation,
prediction, inferences,
restating, estimation and other
Explain, convert,
estimate,
describe,
interpret,
illustrate, infer,
represent
Change fractions to
lower/higher term
A. Cognitive – refers to the mental or thought complexity
117. LEVEL DESCRIPTION BEHAVIORAL
TERMS
EXAMPLE OF
OBJECTIVES
3. Application Using abstract ideas, rules
or generalized methods in
novel and concrete
situations.
Demonstrate, use,
apply, solve,
prepare, implement,
carry out, construct,
show
Add two to four
similar fractions.
4. Analysis Breaking down a
communication into a
constituent parts or
elements and
understanding the
relationship among
different elements
Differentiate,
distinguish,
discriminate, relate,
compare, contrast,
classify, categorize
Analyzed word
problems involving
addition and
subtraction of
similar fractions
5. Synthesis Arranging and combining
elements and parts into
novel patterns or
structures
Combine, assemble,
suggest, integrate,
create, plan,
propose,
Design, conclude,
synthesize,
summarize
Solve non – routine
problems involving
fractions
6. Evaluation Judging the quality worth,
or value of something
Appraise, critique,
judge, weigh,
Judge the
reasonableness of a
118. LEVEL DESCRIPTION BEHAVIORAL
TERMS
EXAMPLE OF
OBJECTIVES
1.
Receiving/atte
nding
Develops an awareness ,
shows willingness to
receive, shows controlled
or selected attention,
Observe, listen,
attend, look, watch,
Pay attention to the
traits of a well –
kept house
2. Responding Shows willingness to
respond and finds some
initial level of satisfaction
in responding
Share, follow,
respond, comply,
conform, react
Keep the house
clean and orderly as
told.
3. Valuing Shows the object, person
or situation has worth.
Something is perceived as
holding appositive value, a
commitment is made.
Admire, support,
praise, assist,
cooperate,
participate,
conserve, promote
Formulate a
cleaning schedule in
the house indicating
tasks that need
cleaning daily,
weekly, and
occasionally.
4.
Organization
Brings together a complex
set of values and organizes
them in an ordered
relationship that is
harmonious and internally
Propose, resolve,
balance, integrate,
organize
Keep the house
clean and orderly
everyday
B. Affective Domain – reflects underlying emotions, feelings or values
119. LEVEL DESCRIPTION BEHAVIORAL
TERMS
EXAMPLE OF
OBJECTIVES
5.Characterization Organized system of
values becomes a
person’s like outlook
and the basis for a
philosophy of life
Advocate, approve,
justify, influence,
commit, assert,
maintain
Maintain the
cleanliness and
orderliness of one’s
house and other
places at all times
c. Psychomotor – observable reflexive behavior, which involves cognitive
and affective components
1. Perception Uses the sense
organ to obtain cues
that guide motor
activity;
(awareness),
through cue
selection to
translation
Monitor, observe,
listen, watch
Observe how to
position the fingers
in the keyboard
2. Set Readiness to take a
particular action,
includes mental,
physical, and
emotional set.
Perception is an
important
Show, prepare, set-
up, ready
Tell the order of the
alphabet in the
keyboard
120. LEVEL DESCRIPTION BEHAVIORAL
TERMS
EXAMPLE OF
OBJECTIVES
3. Guided
Response
Concerned with the early
stages of learning a complex
skill. Includes imitation, trial
and error.
Imitate, follow,
copy, install,
repeat, practice
Practice proper
position in the
keyboard.
4.
Mechanism
Concerned with the habitual
responses that can be
performed with some
confidence and proficiency.
Less complex
Demonstrate,
manipulate,
collect, draw,
use, sketch, type,
write
Type at least 60
words per minute
using the correct
position of the
fingers.
5.
Complex/ove
rt response
Skillfully performs acts that
require complex movement
patterns, like the highly
coordinated motor activities.
Proficiency indicated by quick,
smooth and accurate
performance, requiring a
minimum of effort.
Operate, build,
construct, drive,
troubleshoot
Execute the print
formatting
operations.
6. Adaptation Concern with skills so well
learned that they are modified
to fit special requirement or to
meet problem situations.
Change, modify,
repair, adjust,
integrate
Use the desktop
publishing
applications in
creating income
generating
121. LEVEL DESCRIPTION BEHAVIORAL
TERMS
EXAMPLE OF
OBJECTIVES
7. Origination Creates new
movement patterns
to fit a particular
situation or problem
Create, originate,
produce, develop,
compose
Creates one’s own
web page.
KNOWLEDGE
COMPREHENSION
APPLICATION
ANALYSIS
SYNTHESIS
EVALUATION
Levels of Cognitive Domain
LOWEST
HIGHEST
124. Art of Questioning –
Questioning – key technique in teaching
- used for a variety of purposes.
Purposes of Questions:
1. Arouse interest and curiosity
2. Review content already learned
3. Stimulate learners to ask questions
4. Promote thought and the understanding of ideas
5. Change the mood/tempo, direction of the discussion
6. Encourage reflection and self – evaluation
7. Allow expression of feelings
Types of Questions:
1. According to thinking process involved:
a. low – level questions – focus on facts
- do not test level of understanding or problem solving
skills
125. Ex. Who discovered the cell?
b. High level questions – go beyond memory and factual
information, more advance, stimulating and more
challenging, involves abstraction and point of view.
Ex. How did Robert Hooke discover the cell?
2. According to the type of answer required:
a. Convergent questions – tend to have one correct and best
answer.
- use to drill learners on vocabulary, spelling and oral
skills
but not appropriate in eliciting thoughtful responses.
- usually start with what, who, where and when
- are referred to as low level questions
- are useful when applying the inductive approach and
requires short and specific information from the
learners.
126. b. Divergent questions - open – ended and usually have many
appropriate answer.
- reasoning is supported by evidence and examples.
- associated with high level thinking processes and
encourage creative thinking and discovery learning.
- usually start with how and why, what or who
followed by why
3. According to the cognitive taxonomy:
1st
level Knowledge memorize, recall, label, specify, define, list, cite etc
2nd
level Comprehensio
n
Describe, discuss, explain, summarize, translate, etc
3rd
level application Solve, employ, demonstrate, operate, experiment, etc.
4th
level analysis Interpret, differentiate, compare, invent, develop, generalize
5th
level synthesis Invent, develop, generalize
6th
level evaluation Criticize, judge, interpret
127. 4. According to questions used by teachers during open
discussion
a. eliciting questions – these are employed to:
1. encourage initial response
2. encourage more students to participate in the
discussion
3. rekindle a discussion that is lagging or dying out
b. Probing question – seek to extend ideas, justify ideas, and
clarify
ideas.
c. Closure – seeking questions – used to help students form
conclusions, solutions or plans for investigating problems.
Guidelines in Asking questions
1. wait time – the interval between asking a question and the
student response. This is a 3-4 seconds think – time.
2. prompting – uses hints and techniques to assist students to
come up with a response successfully.
128. 3. Redirection – involves asking of a single question for which
there
are several answers.
4. Probing – a qualitative technique use d for the promotion of
effective thought and critical thinking
- provides the students a chance to support and defend a
stand
or point of view.
5. Commenting and prompting – used to increase achievement
and
motivation.
Tips on asking questions:
1. Ask questions that are:
- stimulating / thought provoking
- within students level of abilities
- relevant to students daily life situations
- sequential – a stepping stone to the next
- clear and easily understood
129. 2. Vary the length and difficulty of the question.
3. Have sufficient time for deliberation
4. Follow up incorrect answer
5. Call on volunteers or non – volunteers
6. Call on disruptive students
7. Move around the room for rapport / socialization
8. Encourage active participation
9. Phrase questions clearly.
10. Ask as many learner as possible to answer certain
question.
130. APPROPRIATE LEARNING ACTIVITIES IN THE
DIFFERENT PHASES OF THE LESSON
A. Introductory/Opening/Initiatory activities:
- starters and unfreezing activities to make students feel at
ease
- used to motivate the students to participate and to set the
tone for the day.
- liken to “preparing the ground before sowing or planting”.
- activities given for students not just to enjoy or for the sake
of enjoyment but should have motivational function because
they are related to the day’s lesson.
1. KWL (Know, Want to know, Learned)
2. Video clips
3. Editorial from a current newspaper
4. Posing a scientific question that requires students to
formulate hypothesis or predict what’s going to happen
131. 5. Cartoon or comic strip
6. Game
7. Simulation
8. Puzzle, brain teaser
9. Mysterious Scenario
10. Song
11. Picture without a caption
12. Quotable quote
13. Anecdote
14. Compelling stories from history, literature related to the
lesson
15. Current Events
16. Diagnostic Test
17. Skit, role playing
18. Voting
19. Ranking, ordering
132. 20. Devil’s advocate
21. Conflict story
22. Brainstorming
23. Buzz session
24. Question and answer
B. Developmental Activities
1. For data gathering
a. interview
b. library research
c. internet research
d. reading
e. lecture
f. inviting resource speakers
g. field trip
h. experiment
133. i. panel discussion
j. hands – on – learning
k. case study
2. For Organizing and Summarizing:
a. using graphic organizer
b. jingles, raps, song
c. verses
d. acrostic
e. power point presentation
3. For Application/Creative Activities
a. solving real world problems
b. performances and demonstrations
c. authentic projects
d. portfolios of students’ best work or work in progress
e. letters to the editor
134. f. power point presentation
g. brochures
h. writing and performing a song, rap or a musical
i. news report for local news program
j. television talk shows
k. mock debates and mock trials
l. mock job interviews
m. personal narratives
n. cartoons and comic strips
o. organizing a symposium
C. Concluding Activities:
a. finish and review the KWL
b. passport to leave
c. journal writing at the end of the period
d. Preview coming attractions
135. e. 3/2/1 countdown – 3 – facts I learned today, 2 – ways
I will use the information/skills I learned today, 1 –
question I have
f. using analogies
g. completing unfinished sentences
h. synthesize or summarize the lesson
137. PRINCIPLES
1. All instructional materials are aids of instructions. They
do not replace the teacher.
2. Choose the instructional materials that best suits your
instructional objectives.
3. If possible, use a variety of tools.
4. Check out your instructional material before class starts
to be sure it is working well.
5. For results, abide by the general utilization guide on the
use of media which includes:
a. learn how to use the instructional material.
b. prepare introductory remarks, questions or initial
comments you may need.
c. provide a conducive environment
d. explain the objectives of the lesson
138. e. stressed what to be watched or listened to carefully
f. state what they are expected to do with the information
they will learn
g. prepare measure that can assess students’ experiences
on the use of the material based on the objectives.
139. VARIOUS FORMS OF MEDIA
1. AUDIO RECORDINGS – include tapes, recordings, and
compact discs used by teachers in connection with speech
rehearsals, drama, musical presentations, and radio and
television broadcasting
2. OVERHEAD TRANSPARANCY OR OVERHEAD
PROJECTOR (OHP)
- transparency can show pictures, diagrams and sketches at
a time.
3. BULLETIN BOARD – usually stationary on a wall or it can be
movable which contains pictures, newspaper clippings, real
objects or drawings attached on its surface usually made
from cork or soft wall boards.
4. CHALKBOARD – a convenient writing area where
illustrations can instantly be drawn even during discussion.
140. 5. CHARTS - may be in the form of maps, graphs, photographs
and cut outs.
- maybe pre-prepared graphic devices or posters.
6. Mock – ups – is a replica of an object that may be larger or
smaller in scale which can be used to show the essential parts
which are made detachable.
7. REALIA – stands for the real things that are to be studied.
8. VIDEO TAPES OR FILMS – motion pictures clearly show
movement and sequence of events which usually motivates
learners easily.
9. MODELS – scaled replicas of real objects which include globe
car models etc.
10. PICTURES – include flat, opaque and still pictures.
- “Pictures are worth ten thousand words”
11. BOOKS – present accurate facts and details that serve as
permanent sources of information