2. BASIC CONCEPTS
• Strategy of Teaching - science of developing a plan to attain a goal
and to guard against undesirable result.
• Methods of Teaching – it is a plan involving sequence of steps to
achieve a given goal or objective.
• Technique of Teaching – personalized style of carrying out a
particular step of a given method.
3. DIFFERENT KINDS OF KNOWLEDGE REQUIRED OF A
TEACHER
• Content knowledge - understanding of content and the ability to
translate into meaningful form for the students
• Pedagogical knowledge - research-based connections between
teaching and learning
5. CHARACTERISTICS OF A SUCCESSFUL
TEACHER
6. Objectivity – fairness, impartiality, freedom from prejudice
7. Drive – physical vigor, energy, perseverance
8. Dominance – self-confidence, decisiveness, courageousness
9. Attractiveness – dress, physique, freedom from physical defects
10. Refinement – good taste, modesty, morality
11. Cooperativeness – friendliness, easy-goingness, generosity
6. POWERS OF A TEACHER IN THE
CLASSROOM
1. Expert power - knowledge and experience a teacher brings with
them into the classroom.
2. Referent power - is a measure of how much students like and
respect a teacher.
3. Reward power - is the ability to provide approval, privileges, or
some other form of compensation.
4. Coercive power - in many ways the opposite of reward power. In
this form of power, students are given punishment instead of
rewards.
5. Legitimate power – a position that natural confers power is called
legitimate power. By just being a teacher, a person has a certain
amount of authority over their students.
7. LESSON PLAN
Parts of a Lesson Plan (OSLEA)
I. Objective
II. Subject Matter
III. Learning Procedure
IV. Evaluation
V. Assignment
8. I. OBJECTIVE
statements of what the student will be able to do when they have
completed the instruction or lesson.
Effective lesson planning begins with S.M.A.R.T objectives.
Specific
Measurable the expectation?
Attainable or Achievable
Relevant or Result oriented
Time bounded
9. I. OBJECTIVE
• Writing Objectives: A.B.C.D. Method
Audience: Who are your learners (who will be doing the
performance)?
Behavior: Describe the task or behavior using action verbs - be sure it
is something that can be heard or something that is observable.
Conditions: Under what conditions (what tools, aids or reference
materials can the learner use? Are there things that they won't be able
to use?)
Degree: To what degree of mastery -- how well must it be done
(speed, accuracy, quality, etc.)?
Through varied learning activities, with at least 90% accuracy, the Grade
5 students will be able to label parts of the gumamela flower.
10. I. OBJECTIVE
3 Domains of Learning
1. Cognitive Domain
2. Affective Domain
3. Psychomotor
11. I. OBJECTIVE
Cognitive Domain
4 Types of Knowledge/Cognition
1. Factual – facts and keywords
2. Conceptual – ability to understand principles and theories
3. Procedural – knowledge to perform a skill
4. Metacognitive – awareness of one’s own skill
16. SEVEN COMPREHENSION OR THINKING SKILLS
1. Analysis (sometimes called field dependence-independence) – the
ability to breakdown complex information into part for the purpose
of identification and organization.
2. Focusing (Scanning) – the ability to select relevant or important
information without being distracted or confused by the irrelevant
or secondary information.
3. Comparative Analysis (reflective-impulsivity) – the ability to select
a correct item from among several alternatives and to compare
information and make proper choices.
17. 4. Narrowing (breadth of categorization) – the ability to
identify and place new information into categories
through its attributes (physical characteristics, principles
or functions)
5. Complex Cognitive (Complexity-simplicity) – the ability
to integrate complex information into existing cognitive
structures (long-term memory)
6. Sharpening (sharpening-leveling) – the ability to
maintain distinctions between cognitive structures
(including old new information) and to avoid confusion
or overlap.
7. Tolerance (tolerant-intolerant) – the ability to monitor
and modify thinking. The ability to deal with ambiguous
or unclear information without getting frustrated.
18. LEARNING STRATEGIES
There are three basic processes that are involved in remembering. These
are: rehearsal, elaboration, and organization.
Rehearsal is a memory process that involves repetition, important for
maintaining information in short-term memory and transferring it to long-
term memory.
Elaboration is a long-term memory process which involves changing or
adding to material, or making associations to make remembering easier.
Organization is a memory strategy that involves grouping and relating
material to maintain it in long-term memory.
19. LEARNING STRATEGIES
Rehearsal
1. Basic Rehearsal - concerns with repeating the names of items.
2. Complex Rehearsal - copying, underlining, or shadowing the material.
Elaboration
3. Basic Elaboration - forming a mental image or sentence-relating an
item.
4. Complex Elaboration - paraphrasing, summarizing, or explaining new
information with that of existing knowledge.
20. LEARNING STRATEGIES
Organization
5. Basic Organization - group or order items.
6. Complex Organization - outlining a passage or creating a hierarchy.
7. Comprehension monitoring - strategies deal with asking oneself on
his/her understanding of the things learned.
8. Affective and motivational strategies - strategies that are used that help
students being alert and relaxed to help overcome test anxiety. A
23. II. SUBJECT MATTER
A. Topic: Literary Genre, Triangle Inequalities
B. Reference: Links, Citation
APA and MLA are two of the most commonly used citation styles.
MLA: Rothenberg, Paula S. Race, Class, and Gender in the United States.
3rd Ed. New York: Worth Publishers, 2008. Print.
APA: Rothenberg, P. (2008). Race, class, and gender in the United States
(3rd Ed.). New York, NY: Worth Publishers.
C. Materials: powerpoint presentation, cartolinas, colored papers
25. II. SUBJECT MATTER
C. Materials – selection of learning materials
PRINCIPLES
1. All IM’s are aids to instruction. They do not replace the teacher.
2. Choose the IM’s that best suits your instructional objectives.
3. If possible, use a variety of tools.
Check IMs before class starts to be sure its working properly.
26. Chalkboard
Bulletin boards
Charts
Oldest equipment
Most widely used IM
next to textbook
Display learners
projects & progress
Maps, Graphs,
Photographs,
Cut-outs
II. SUBJECT MATTER
C. Materials – types of learning materials
28. Pictures
Books
Films, Film Strips &
Filmslides
Flat
Opaque
Still
Contain information,
pictures and graphics
Films -movies
Filmstrips – series of
pictures
Film slides – individual
series of film
II. SUBJECT MATTER
C. Materials – types of learning materials
29. Model
Mock-up
Realia
Scaled replicas
of real objects
Scaled replica
Detachable
Show essential parts
Real things
feasible
II. SUBJECT MATTER
C. Materials – types of learning materials
30. Dale’s Cone of Experience
In 1946, Edgar Dale, introduced the
Cone of Experience which shows
the progression of experiences from
the most concrete (at the bottom of
the cone) to the most abstract (at
the top of the cone). The Cone of
Experience purports to inform
readers of how much people
remember based on how they
encounter the information.
32. III. LEARNING PROCEDURE
1. 4A’s = Activity, Analysis, Abstraction, Application
2. 3I’s = Introduction, Interaction, Integration
3. 5E’s = Engage, Explore, Explain, Elaborate, Evaluate
Deductive Inductive
- General to specific - Specific to general
- Rules to examples - Examples to rules
- Abstract to concrete - Concrete to abstract
33. III. LEARNING PROCEDURE
TEACHING METHOD
1. Teacher-centered = sage on the stage (dispenser of knowledge)
2. Subject-centered = focuses more on the lesson
3. Learner-centered = students are more engaged
LEARNING TO TEACH
- The ultimate goal of teaching is for the students to learn
34. III. LEARNING PROCEDURE
Direct Instruction – teacher dominated
• Lecture – designed to keep students learn organized body of knowledge
• Demonstration – teacher presents and talks about a process, a concept,
and shows the principles.
Indirect Instruction – student dominated
• Inquiry – engages learner in critical thinking, analysis, and problem
solving
• Project – involves use of physical materials to complete the unit of
experience
• Laboratory – hands-on experiences about materials or facts
Teaching Strategies and Methods
35. III. LEARNING PROCEDURE
1. Panel – involves a group of people gathered to discuss a topic in front
of an audience
2. Round-table – are small group discussions where everybody has an
equal right to participate.
3. Symposium – a meeting organized so that experts in a given field can
meet, present papers, and discuss issues and trends or make
recommendations for a certain course of action.
4. Debate – an organized argument or contest of ideas in which the
participants discuss a topic from two opposing sides.
Types of Discussion Procedure
36. III. LEARNING PROCEDURE
Special Techniques
a. Role playing – technique that allows students to explore realistic
situations
b. Case study/ Type study – case study is an in-depth, detailed examination
of a particular case (or cases) within a real-world context.
c. Buzz session/Brainstorming – is a cooperative
learning technique consisting in the formation of small discussion
groups with the objective of developing a specific task
Types of Discussion Procedure
37. III. LEARNING PROCEDURE
Special Techniques
d. Simulation - is a model that mimics the operation of an existing or
proposed system
e. Seminar - a conference or other meeting for discussion
f. Workshop - lecture play a lesser role in a workshop, and more attention is
given to impart the knowledge through practical mode.
Types of Discussion Procedure
39. GAGNÉ'S NINE EVENTS OF INSTRUCTION
GISP-PEPA-E (Robert Gagne)
1. Gaining attention – motivation
2. Informing the learner of the objectives - help them understand what
they are expected to learn and do.
3. Stimulating recall of prior knowledge - make sense of new
information by relating it to something they already know or
something they have already experienced.
4. Presenting the information - present and cue lesson content
5. Providing guidance - aid them in learning content and of resources
available.
6. Eliciting performance - have students apply what they have learned
to reinforce new skills and knowledge
40. GAGNÉ'S NINE EVENTS OF INSTRUCTION
7. Providing feedback - provide timely feedback of students’
performance to assess and facilitate learning and to allow students to
identify gaps in understanding before it is too late.
8. Assessing performance - test whether the expected learning outcomes
have been achieved
9. Enhance retention and transfer - help learners retain more information
by providing them opportunities to connect course concepts to potential
real-world applications.
41. IV. EVALUATION
Types of Questioning Technique
1. Open-ended - they deal in the broader discussion,
explanations, and elaboration.
2. Closed-ended – one correct answer.
3. Rhetorical - are used to engage the audiences. It encourages
people to think out of the box and come up with innovative
ideas.
4. Leading - also known as reflective questions because of their
nature. Created by leading the respondent towards a specific
route.
42. IV. EVALUATION
Types of Questioning Technique
5. Probing - used to probe and extract information. It is looking for
elaborate answers to clear all the related doubts.
6. Funnel – begin broadly before narrowing to the specific part.
7. Rephrasing – used when a student provides an incorrect
response or no response.
8. Redirecting – when a student responds to a question, the
teacher can ask other student to comment on his answer..
44. IV. EVALUATION
Howard Gardner’s Theory of Multiple Intelligences
1. Visual-Spatial Intelligence - people who are strong in visual-spatial
intelligence are good at visualizing things.
2. Linguistic-Verbal Intelligence - people who are strong in linguistic-verbal
intelligence are able to use words well, both when writing and speaking.
3. Logical-Mathematical Intelligence - people who are strong in logical-
mathematical intelligence are good at reasoning, recognizing patterns, and
logically analyzing problems.
4. Bodily-Kinesthetic Intelligence - are said to be good at body movement,
performing actions, and physical control.
45. IV. EVALUATION
Howard Gardner’s Theory of Multiple Intelligences
5. Musical Intelligence - people who have strong musical intelligence are
good at thinking in patterns, rhythms, and sounds.
6. Interpersonal Intelligence - are good at understanding and interacting
with other people.
7. Intrapersonal Intelligence - are good at being aware of their own
emotional states, feelings, and motivations.
8. Naturalistic Intelligence - are more in tune with nature and are often
interested in nurturing, exploring the environment, and learning about
other species.
46. V. ASSIGNMENT
is a piece of (academic) work or task. It provides opportunity for
students to learn, practice and demonstrate they have achieved
the learning goals. It provides the evidence for the teacher that the
students have achieved the goals.
Enhancement Enrichment
- getting better - students to study
47. CLASSROOM MANAGEMENT
Classroom management is one of the most important roles played by
teachers because it determines teaching success.
Maximize learning time by minimizing discipline time
Impose rules and regulations at the start of the school year
Involve students in making rules and regulations of the class
48. CLASSROOM MANAGEMENT
Approaches of classroom management
1. Assertive approach – teacher specifies rules of behaviors and
consequences for disobeying them and to communicate these rules and
consequences clearly.
2. Behavior-modification approach – is based on the idea that good
behavior should lead to positive consequences, and bad behavior
should lead to negative consequences.
.
49. CLASSROOM MANAGEMENT
Approaches of classroom management
3. Business-academic approach – emphasizes the organization and
management of students as they engage in academic work.
4. Group-management approach - helps teachers understand group
defiance by looking at root causes to guide students to a better way
forward.
50.
51. SURFACE MANAGEMENT STRATEGIES
1. Signal Interference - using a variety of nonverbal signals (e.g.,
establishing eye contact, clearing one’s throat) to communicate
disapproval of the student’s behavior.
2. Planned ignoring - intentionally dismissing or not acknowledging a student’s behavior.
3. Proximity control - reducing distance between the student and the teacher that helps the
student to control impulses.
52. 4. Antiseptic bouncing - temporarily removing a student from the setting (e.g.,
letting the student get a drink of water or deliver a message to another
teacher) to permit her the time to regain composure and control her
behavior.
5. Removing the object - directing a student to put away the distracting object (e.g.,
toy car, cell phone).
6. Redirecting - asking the student to do a task, such as reading or
answering a question, to refocus the student’s attention.
53. JACOB KOUNIN’S MANAGEMENT MODEL
1. With-it-ness - aware of what is going on in class.
2. Overlapping - teacher can deal with an off-target task without
interrupting what he is to doing.
3. Smoothness - transition from one activity to another needs to be
smooth.
Avoid-lesson slowdown or interruption
a) Stimulus-boundedness - teacher’s attention interrupted by extraneous
stimulus e.g. pupil writing a note - teacher then tells class about having to
write a note to parents after current task.
b) Thrusts - teacher interrupts students engaged in activities without
warning or considering whether students are ready or not.
c) Dangles - teacher interrupts activity and then returns to it again.
54. JACOB KOUNIN’S MANAGEMENT MODEL
d) Truncations - teacher does not return to current activity after being
interrupted.
e) Flip-flops - teacher changes from activity A to B and back to A again as
though she has changed her mind.
f) Overdwelling - teacher spends too much time on one aspect of lesson
or some aspect of a student’s behaviour - lesson slowdown occurs.
g) Fragmentation - breaking down an activity so that student’s spend too
much time waiting to work. e.g. calling one child up at a time to work out
a problem on the board.
55. 4 MISTAKEN GOALS
1. Attention – seeking = I belong only when you pay constant attention to
me, and/or give me special service.
“Notice me. Involve me usually”
2. Power – seeking = I belong only when I am the boss or at least don’t let
you boss me.
“Let me help. Give me choices”
3. Revenge - seeking = I don’t belong and that hurts, so I’ll get even by
hurting others.
“I’m hurting. Validate my feelings”
4. Withdrawal = I give up! Leave me alone!
"Do not give up on me. Show me small steps."
56. TYPES OF CONSCIENCE
1. Certain – convinced without any doubt that an action is good or bad.
2. Doubtful and perplexed – when you cannot choose between good and
bad choices.
3. Scrupulous – there is sin where there really is no sin
4. Lax – when you see no sin when there is actually a sin
5. Pharisaical – hypocrites
6. Callous – criminals
57. MGA FAMOUS PEOPLE
1. Sigmund Freud – father of Psychoanalysis and Psychosexual Theory
2. Johann Heinrich – father of Education and Pedagogy
3. Ivan Pavlov – classical conditioning
4. Burrhus Skinner – operant conditioning
5. David Ausubel – meaningful learning
6. Jerome Bruner – discovery learning; spiral curriculum
7. Albert Bandura - social cognitive learning theory (modelling)
8. Edward Thorndike – connectionism theory
9. Kurt Lewin – life space content
10. Kohler – insight learning
11. Sandra Bem – gender schema theory
12. Howard Gardner – multiple intelligence
13. Elliot Turriel – social domain theory
58. MGA FAMOUS PEOPLE
14. Robert Steinberg – triathlon theory of intelligence
15. Erik Erikson – psychosocial development theory
16. Maria Montessori – transfer of learning; kindergarten; preparation of children
17. Edward Torrance – creative learning
18. Chomsky – linguistic acquisition theory
19. Jean Piaget – cognitive learning theory
20. John Watson – behavioral theory
21. Edward Tolman – purposive behaviorism
22. Bernard Weiner – attribution theory
23. Daniel Goleman – emotional intelligence
24. Edward Titchener – structuralism psychology
25. Robert Gagne – sequence of instructions
26. Abraham Maslow – hierarchy of needs
27. Benjamin Bloom – cognitive taxonomy
59. MGA FAMOUS PEOPLE
28. David Krathwohl – affective domain
29. Lev Vygotscky – socio-cultural theory of development; scaffolding
30. John Locke – tabula rasa; emperism
31. Charles Cooley – looking glass self
32. John Flavel – metacognition
33. Arnold Gessel – maturation theory
34. John Dewey – learning by doing
35. David Froebel – father of kindergarten
36. Auguste Comte – father of sociology
37. John Amus Comenius – father of modern education
38. Edgar Dale – father of modern media
60. REPUBLIC ACTS
1. 7836 – Teacher’s Professionalization Act
2. 9293 – ammendment of RA 7836
3. 1006 – Decree Professionalizing Teaching
4. Batas Pambansa Blg. 232 and Article XIV of the 1987 Constitution – legal basis of
the Phil. Educational System.
5. 9155 – DepEd
6. 7722 – CHED
7. 7796 – TESDA
8. 10912 – CPD
9. 10533 – K to 12
10. 7610 – Anti-child abuse
11. 9262 – Violence against women and children
12. 7277 – PWD
13. 8049 - Antihazing
61. REPUBLIC ACTS
14. 9994 – Senior Citizens
15. 1425 – Rizal
16. 6728 – Private schools (GASTPE)
17. 7784 – Center of Excellence
18. 6713 – Code of Ethics for Public Officials and Employees
19. 8980 – Early Childhood Care and Development
20. 10157 - Kindergarten
