This presentation was prepared for the Architecture Faculty and Students of FEU. This is part of their faculty and student development program. This presentation centered on my subjective view of the elements of "good teaching". Relevant concepts were presented such as TPACK, Heutagoy, and Bloom's Taxonomy of Objectives.
2. Teaching is 50% teaching and 50% assessment
Good teaching is one-fourth preparation and three-fourth theater (Gal Godwin)
4/13/2021 2
Knowledge of
the Subject
Matter
Knowledge of
the Learner
Repertiore of
Instructional
Skills
Source: https://www.igi-global.com/dictionary/innovations-in-mobile-
photography-for-digital-age-teachers-and-learners/29466
My subjective view of the elements of “good” teaching...
3. What is CURRICULUM?
Includes all
KNOWLDEGE,
SKILLS,
and LEARNING EXPERIENCES
provided to students within the
school program
Content, Know-how, Disciplinal, Expertise
21st Century Skills
Learning environment and spaces, teaching-
learning activities, school activities on how to
acquire those knowledge and skills
How can we know that we are achieving these?
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4. PEDAGOGICAL
CONTENT
KNOWLEDGE
Pedagogical
Knowledge
Content
Knowledge
INTENDED
LEARNING
OUTCOMES
(ILOs)
TEACHING
–LEARNING
ACTIVITIES
(TLAs)
OBE is Learner-
Centered
ASSESSMENT
TASKS (ATs)
(TLAs should be aligned to ILOs
& ATs)
Step 2. Action Plan
Step 3. Additional Practice
Step 4. Giving Feedback & Feed
forward
CURRICULUM (CMOS,
PRC, DepEd, HEIs &
TEIs VMOs,Industry,
Professional
Associations/Groups, etc.)
PROGRAM (PILO: Program
Intended Learning
Outcomes)
COURSE (CILO: Course
Intended Learning
Outcomes)
(Assessments should be aligned
to ILOs & TLAs)
OPEN-ENDED QUESTIONS
§ Valid and Reliable Rubric
§ It’s the kind of assessment that
matter
Students’ neuron
should be fired
and wired
Make students like
school
Design activities
that will make
(mind) them think
Learning Outcomes
Step 1. Writing Daily (Lesson/Mdule)
Intended Learning Outcomes (DILO)
From Teaching TO Facilitating
Concept developed/taken from the following references:
1. Barr, R. B., & Tagg, J. (1995). From teaching to learning—A
new
paradigm for undergraduate education. Change, 27(6), 13–25.
2. Hattie, J. & Yates, G. (2014). Why don’t Students Like
Learning at
School (The Willingham Thesis). In Visible Learning and the
Science of How We Learn (pp. 3-10). New York, NY: Routledge.
3. Hattie, J. & Yates, G. (2014). Is Knowledge an Obstacle to
Learning. In Visible Learning and the Science of How We Learn (pp.
11-15). New York, NY: Routledge.
4. Doyle, T. (2012). From Lecturer to Facilitator. In Learner
Centered
Teaching: Putting the Research on Learning Into Practice (pp. 51-
62). Sterling, VA: Stylus Publishing.
MACRO MICRO (OBTL)
Alignment of ILOs, TLAs & ATs
should be strictly observed
Alignment of intended, implemented and assessed curriculum is called
“constructive alignment” – John Biggs, 2007)
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6. 4/13/2021 6
Knowledge of
the Subject
Matter
Knowledge of
the Learner
Repertiore of
Instructional
Skills
Source: https://www.igi-global.com/dictionary/innovations-in-mobile-
photography-for-digital-age-teachers-and-learners/29466
§ three forms of knowledge (CK, PC,TK)
§ technology integration (EdTech)
Learrning styles:
§ VAK (D.Kolb)
Multiple Intelligences
LearningTheories
TPACK Framework
7. Shifting from Pedagogy to Heutagogy in
Education (teachthought)...
• Pedagogy is teacher-centered
• content → teacher → student
• Andragogy is student-centered
• established structure so that students will be self-directed
• Heutagogy....(student teacher) = student → content
• Humanism (C. Rogers) and Constructivism (Dewey, Freire, Piaget, Bruner,
Vygotsky)
• People are natural and very efficient learners (Rogers, 1969)
• Self-directed and self-determined learning (Greek word for self)
• innate power of people to learn
• power to learn is frimly in the hands of the learner and not to the teacher
• established learning environment where students can determine their own
goals, learning paths,processes and products.
• More learner maturity and autonomy, less instructor control
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9. “effective” or “good”
teaching is? ___________
Effective teaching is
context-driven (P. Hallinger).
Reference:
Hallinger, P. (2011). A review of
three decades of doctoral studies
using the principal instructional
management rating scale: A lens
on methodological progress in
educational
leadership. Educational
Administration Quarterly, 47(2),
271-306.
Hallinger, P., Wang, W. C., Chen,
C. W., & Liare, D.
(2015). Assessing instructional
leadership with the principal
instructional management rating
scale. Dordrecht: Springer.
Source: Saskatchewan Education.
Instructional Approaches: A Framework for Professional Practice
Regina, SK: Saskatchewan Education
4/13/2021 9
10. “What they say about effective teaching and active learning”
§ Effective teachers exhibit passion for their subject,
are knowledgeable about and care for students, use
variety of teaching strategies, and help students
appreciate the relevance of information to their own
context. (Furhman et al., 2010)
§ Students viewed educators as effective when they
exhibit humor, enthusiasm, compassion, empathy,
and more interested in and concerned for students
outside the classroom.
4/13/2021 10
11. “What they say about effective teaching and active learning”
§ Learning should not be merely a measurable
experience in which students are expected to
acquire new knowledge. Learning can be a
transformative experience that changes people,
enrich life, and enlarge their perspective.
(transformative learning - Jack Mezirow, 1978)
4/13/2021 11
13. CHED: PSGs [CMOs No
74-83, Series of 2017]
§ Program Description
§ Program Indicators
§ Program Outcomes
§ Course Outcomes
HEIs VMOs
DepEd Orders
§ PPST (D.O No. 42,
Series of 2017
§ D.O. No. 70, Series of
2012 [Guidelines in
Preparation of the
daily lesson on plan]
§ D.O. No. 29, Series of
2017; D.O. No. 8,
Series of 2015 [Policy
Guideline on
Classroom
Assessment for the K-
12 Basic Education
Program]
TEIs VMOs
Learning Outcomes
Teaching and Learning
Activities
Assessment Tasks
Licensure Examination for Teacher (LET) Competencies
for Professional Education Courses
4/13/2021 13
14. Philippine Professional Standards for Teachers (PPST)
CAREER STAGES
D.O. No. 42, Series of 2017
DISTINGUISH TEACHER
HIGHLY PROFICIENT TEACHER
.
PROFICIENT TEACHER
BEGINNING TEACHER
4/13/2021 14
18. Lecture?
§Attentive 40% of the time
§50-100 words out of 100-200 words/minute
§Adding VISUAL AID increased retention from 14-38%
§Retain 70% of what they hear in the first 10 minutes and
20% during the last 10 minutes.
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19. =
to show or explain
encourage someone to
accept as a fact or
principle
to give information about
instruction
give intellectual, moral
and social instruction
give advice and show the
way
Inspire Empower Motivate
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20. 4/13/2021
THANK YOU!!!
Jeremy Floyd L. Pedregosa
jpedregosa@feu.edu.ph
Academic Staff
Institute of Education
Far Eastern University - Manila
20