Principles and Methods of Teaching

CHAPTER 1

Introduction

A. Definition of Education – from ( Latin ) educere/educare – to lead

- transmission of knowledge, values, attitudes, skills, abilities, etc. by the teacher to a
learner
learner with the purpose of creating a positive change in the learner’s behavior

B. 3 Components of education – learner, learning process, learning situation

C. 4 Kinds of Education – formal, informal, NFE, cultural indigenous learning system
The Teacher

A. Traditional/Modern Def’n – sole transmitter vs facilitator

B. Qualities of a Good Teacher
1. Professional – mastery of the subj matter, understanding nature of learner, other subj
areas, principles and methods, nature of profession
2. Personal – Passion, Humor, Values & attitudes, Patience, Enthusiasm, Commitment
C. Roles of the Teacher – model, manager, facilitator of learning, motivator, evaluator of
performance, parent surrogate, counselor, PR person, friend
D. Powers of a TEACHER
1. Legitimate (authority)
2. Referent (friend)
3. Expert (subject matter)
4. Reward (behavior)

E. Preparation for Teaching

1. Preservice Educ – gen. Ed, prof Ed, area of specialization
2. Inservice Educ – meetings, conferences, seminars, workshops, trainings, study groups,
lectures, visits to other classes, membership in orgs, graduate studies
F. Code of Ethics – following RA 7836 – rel. with state, community, profession, associates,
superiors, school officials, students, parents, etc.
Magna Carta – privileges enjoyed based on needs : fair treatment, understanding from
superiors, positive atmosphere, recognition, chance to grow prof, proper remuneration

Learning Style

-refers to an individual’s unique approach to learn based on strengths, weaknesses and

preferences. (How one chooses to learn)

The Learning Environment

Physical

Physical condition of the classroom

Arrangement of furniture

Seating arrangement

Classroom temperature

Lighting

Psychological

(PINE AND HORNE) A facilitative learning environment is one which:

o encourages people to be active.

o promotes and facilitates the individual’s discovery of the personal meaning of idea.
o emphasizes the uniquely personal and subjective nature of learning.
o difference is good and desirable.
o consistently recognizes people’s right to make mistakes.
o which tolerates ambiguity.
o evaluation is a cooperative process with emphasis on self-evaluation.
 o encourages openness of self rather than concealment of self.
o people are encouraged to trust in themselves as well as in external sources.
o people feel they are respected and accepted.
o which permits confrontation.
o a conducive learning environment is necessary in the full development of the cognitive
and appetitive faculties of the learners.

CHAPTER 2

THE LEARNING PROCESS

KINDS OF LEARNING

Direct Learning vs Indirect Learning

LEARNING domains

Cognitive Psychomotor Affective

Principles of LEARNING (How do learners learn?)

Learning is an experience which occurs inside the learner and is activated by the learner.

Learning is the discovery of the personal meaning and relevance of ideas.

Meaningful engagement is necessary for deeper learning.

Learning is consequence of experience.

Prior knowledge can help or hinder learning.

Learning is a cooperative and collaborative process.

Learning is an evolutionary process.

Learning is sometimes a painful process.

One of the richest resources for learning is the learner himself.

Motivation generates, directs, and sustains learning behaviour.

The process of learning is emotional as well as intellectual.

Students develop holistically. Their learning is affected by the social, emotional, and intellectual
climate of the classroom.

The process of learning is highly unique and individual.

LAWS of LEARNING

Law of effect Law of exercise

Law of readiness Law of primacy

Law of recency Law of intensity

Law of freedom

PRINCIPLES OF TEACHING

Good teaching involves skills in guiding learning (teaching, management, evaluative and
guidance skills)

It is kindly and sympathetic.

It is cooperative.

It diagnoses difficulties.

It is remedial.

It liberates the learners.

It always needs a lesson plan.

 It believes in freedom with responsibility.

It is based on the psychology of learning.

It necessitates ONLY the good qualities in a teacher.

PRINCIPLES OF TEACHING
LEARNING – direct vs indirect / vicarious learning
3 Domains of Learning:
1. Cognitive
Old Bloom’s Taxonomy Sample Terms Revised Bloom’s Taxonomy
(RBT)
list, record, define, enumerate, name,
Knowledge match, retrieve, state, specify, recall, quote Remembering
from, recognize, etc.
explain, discuss, categorize, arrange,
Comprehension compare, paraphrase, discuss, deduce that, Understanding
establish, translate, etc.
apply, illustrate, solve, demonstrate,
Application execute, implement, relate, show, modify, Applying
use . . . to, manipulate, etc.
examine, compare, conclude, analyze,
Analysis outline, correlate, diagram, break down, Analyzing
deconstruct, separate, point out, etc.
plan, produce, design, devise, write,
Synthesis compose, generate, formulate, create, Evaluating
improve, rearrange, revise, etc.
judge, argue, justify, appraise, rate, weigh
Evaluation the validity of, conclude, support, evaluate, Creating
defend, critique, choose, etc.

2. Affective – Krathwohl’s (receiving, responding, valuing, organizing, acting/characterizing)

3. Psychomotor – Harrow’s (reflex movements, basic movements, perceptual abilities, physical abilities,
skilled movements, non-discursive communication methods
- Hurlock’s (trial-&-error, imitation, training)

THE LESSON PLAN – definition, importance

1. Traditional - 3 kinds (detailed, semi-detailed, brief)
- 5 basic parts (objective, subject matter, procedures, evaluation, assignment)
Robert Mager’s elements of an objective (audience, performance behavior, condition, criterion)
2. UBD Framework – rationale for use in the RSEC
Established Goals
Stage 1: desired results (enduring understandings, essential questions) Stage 1
Stage 2: assessment evidence (performance tasks, other evidences)
Stage 3: learning activities Stage 2
Stage 3

CLASSROOM MANAGEMENT – operation and control of classroom activities; includes discipline,

recitation, assignment, evaluation, question

Classroom Management Styles:

1. proactive/anticipatory/preventive vs reactive
2. democratic vs authoritative/imposed/coercive

Questions: literal, interpretative, analysis, application, creative

: levels (based on Bloom’s taxonomy)
 : techniques – rephrasing, repeating, verifying, leading, probing, redirecting, etc.
: divergent/open/concept vs convergent/closed/fact/informational vs rhetorical
: use of prompts; most to least intrusive (physical, verbal, gestural)
: wait time

Classroom Management Techniques

A. Nonverbal Intervention
1. Planned Ignoring 3. Proximity Control
2. Signal Interference 4. Touch Control

B. Verbal Intervention
1. Use of Hints
a. Adjacent/Peer Reinforcement d. Interest Boosting
b. Calling on Student e. Use of Humor
c. Name Dropping f. Antiseptic Bouncing
2. Use of Questions
3. Use of Requests/Demands
a. Direct Appeal e. Explicit Redirection
b. Positive Phrasing f. Canter’s Broken Record
c. Reminder of Rules g. “You Have a Choice”
d. Glasser’s Triplets h. “I” Messages