Pt1 prof ronald-l-ampong-v2-1 (1)

MODULE PRINCIPLES OF TEACHING – PROF RONALD L AMPONG
1
SOUTHERN DE ORO PHILIPPINES COLLEGE
Julio Pacana St., Licuan, Cagayan de Oro City
COLLEGE OF EDUCATION
PRINCIPLES of
TEACHING 1
RONALD L. AMPONG
Professor

2
COLLEGE OF EDUCATION
A COURSE MODULE
Course Code & Title PRINCIPLES OF TEACHING 1 EDU 102
Course Description This course introduces prospective teachers to the
nature of teaching. It deals specifically with the principles
of effective instruction and the concomitant processes
involved, instructional planning and demonstration
teaching. The course is a blend of theoretical information
and selected matching actual experiences.
Session Schedule ProfEd 9:00-11:00 AM / 1:00-3:00 P.M / 5:00-7:00 PM
Mode of Delivery Bichronous (combination of online and module approach of
learning)
Course Requirement: Term Examination:
Each student should take the examination every end of
the quarter with the following schedules:
Midterm TBA
Finals TBA
Assignments:
Refer to this module. Upload your answer in the G-
classroom.
Projects:
1. LESSON PLAN (Detailed, Semi-Detailed, Brief
and Lesson Log) styles in PDF file.
2. TEACHING DEMONSTRATION observing
the following namely: 1) instructional materials;
2) lesson plan; and 3.) rating sheet.
3. REPORTING with instructional materials
Grading System Below is the Standard Grading System of SPC:
1. 40% --- Term Exam
2. 40% --- Performance Tasks: Portfolio, Project, etc.
3. 20% --- Attendance and Assignment
Assessment Tools Rubrics will be provided in each task.

3
References A. Book Sources
Agno, Lynda N. (2010). Principles of teaching 1 a
modular approach. Quezon City, C and E Publishing, Inc.
Aquino, Avelina M.(2011). Principles of teaching 1.
Malabon City. Jimczyville Publications
Corpuz, Brinda. B, and Salandanan, Gloria G. (2015).
Principles of teaching 1. 3rd ed. Quezon City: Lorimar
Publishing, Inc.
Aquino, G.V.(2003). Effective teaching. 3rd
ed.
Mandaluyong City: National Bookstore
Arends, R.I. et .al. (2002). Exploring teaching. 2d. ed.
New York: McGraw Hill
Barry, K. & King L. (2003). Beginning Teaching and
Beyond. 3rd
ed. Sydney, NSW: Social Science Press
Boiser, D.C. (2000). Strategies for teaching, a Modular
Approach. Quezon City: Rexbookstore, Inc.
B. Internet Sources:
“Literature Review,” Accessed 14 June 2020.
Writingcenter.ashford.edu./default/files/inlinefiles/Sample%20
Literture%20Review_0.pdf
“Garder’s Multiple Intelligences.” Accessed August 3,
2020. http://www.authorstream.com/Presentation/danggats-
2284599- multiple-intelligence-dispositions/
https://www.verywellmind.com/gardners-theory-of-
multipleintelligences-2795161 -you-know-the-5elements-of-a-
learning-style-7721c10e358c
Course Module Principles of Teaching 1
Confidentiality Clause Unauthorized distribution and duplication are
punishable by law.
Prepared by:
RONALD L. AMPONG
Instructor
Reviewed by:
ARCELITA M. MALINGIN, PhD
Dean, Teacher Education
Program
Approved:
FE S. TOLIBAS, PhD
Academic Coordinator

4
A Course Module
PRINCIPLES OF TEACHING 1
MODULE 1: A. The Elements of Teaching: The Learner, The Teacher & The Environment
B. The Principle of Learning
C. Guiding Principles in Formulating Objectives
D. Taxonomy of Objectives
E. Standards and Competencies in the K to 12 Curriculum
F. Guiding Principles in the Selection and Organization of Content
OBJECTIVES: At the end of this module, you are expected to:
1. explain the elements of teaching such as: 1. learner; 2. teacher; 3. learning and
environment;
2. identify the professional and personal attributes of a teacher;
3. critically evaluate an ideal learning environment (physical and psychological) ;
4. discuss the principles and laws of learning;
5. state the guiding principles in formulating learning objectives; 6. identify the standards
and competencies in K to 12 Curriculum; and
6. explain the guiding principles in the selection of content.

5
Lesson
1
The Learners’ Fundamental
Equipment: Cognitive and Appetitive
The Learners
The learner is an embodied spirit. He/she is a union of a sentient body and a rational soul.
His/her body experiences sensations and feels pleasures and pains. His/her soul is the principle
of spiritual acts, the source of intellectual abstraction, self-reflection, and free rational volition.
Body and soul exist in mutual dependence.
Fundamental Equipment of the Learners
1. Cognitive Faculties
--- Cognitive means involving conscious intellectual activity such as thinking, reasoning
and remembering. Cognitive faculties include the following: (1) five senses; (2) instinct;
(3) imagination; (4) memory; and (5) intellect.
 By his/her senses, the learner is able to see, hear, feel, taste and smell whatever is to be
learned.
 By the power of imagination, the learner is able to form representations of material
objects which are not actually present to the senses.
 By his/her power to memory he is able to retain, recall and recognize past mental acts.
 By his/her intellect, he/she can form concepts or ideas, makes judgements, and reason
out.
2. Appetitive Faculty.
--- refers to the learner feeling, emotion and rational will.
Factors That Contribute to the Differences among Learners:
1. Ability
---The learners’ native ability dictates the prospects of success in any purposeful
activity. Learners proficiency I memorization, imagination, reasoning, etc.
Think of This

6
2. Aptitude
---This refers to the learner’s innate talents and gifts.
3. Interests
---Learners’ interest in learning no longer a task but a pleasure. Interest are not inherited.
They are develop
4. Family and Cultural Background
---Students who come from different socioeconomic manifest a wide range of behavior
due to differences in upbringing practices.
5. Attitudes and Values
--- A positive attitude will enhance the maximum and optimum use of the learner’s
cognitive and affective faculties for learning.
Prompts: By means of CONCEPT MAP, present your understanding of the
fundamental equipment of the learners. Write your answer in the box.
Think Across

7
Directions: Answer the following questions. Write your answers in the space provided.
1. As future educator, I realized that -
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. I have the interest to –
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Imagination among learners is –
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Directions: In the space provided below. Give two (3) learnings you got from the lesson.
1
2
3

8
Prompts: Answer the following questions below. Your answers will be rated based on
the rubrics below.
1. Do imperfections in the functioning of sense organs affect the learning of an individual?
Yes or No, why?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. How do feelings and emotions affect the learner in terms of learning?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Do you believe that every child is a “potential genius”?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Rubrics in Easy Writing
Indicator Outstanding Very Good Good Satisfactory Needs
Improvement
1. Content 10 8 6 4 2
2. Message 10 8 6 4 2
3. Mechanics 5 4 3 2 1
4. Plus factor /
Impact
5 4 3 2 1
Score Earned

9
Lesson
2
Multiple Intelligences and
Learning Styles
Multiple Intelligences Theory by Howard Gardner
The theory of multiple intelligences is Howard Gardner's theory that proposes that
people are not born with all the intelligence they will ever have. This theory challenged the
traditional notion that there is one single type of intelligence, sometimes known as “g” for
general intelligence that only focuses on
cognitive abilities. To broaden this notion of
intelligence, Gardner introduced nine
different types of intelligences namely:
Logical/Mathematical, Linguistic, Musical,
Spatial, Bodily Kinesthetic, Naturalist,
Interpersonal, Intrapersonal, and existential.
Gardner notes that the linguistic and logical-
mathematical modalities are most typed valued
in school and society.
Multiple Intelligences Verbal-Linguistic Intelligence Existential Intelligence Logical
Mathematical Intelligence Spatial Intelligence Bodily-Kinaesthetic Intelligence Naturalist
Intelligence Intrapersonal Intelligence Interpersonal Intelligence Musical Intelligence
Intelligences /
Disposition
Sensitive to Inclination to Ability to
Verbal-Linguistic
Intelligence
“Word Smart”
sounds,
meanings,
structures, and
styles of
language
Speaking, writing,
listening, and reading
Speak effectively or
write effectively. Good
match Careers would
be: teacher, religious
leader, politician, poet,
journalist, novelist,
copywriter, editor.
Logical
Mathematical
Intelligence
“Number Smart”
Patterns,
numbers
and
numerical
data,
causes and
effects, objective
Finding patterns,
making calculations,
forming and testing
hypotheses, using the
scientific method,
deductive and inductive
reasoning
Work effectively with
numbers and reason
effectively. Good
match careers would
be: Accountant,
statistician, economist,
engineer, scientist,
computer programmer.
Think of This

10
and quantitative
reasoning
Spatial
Intelligence
“Picture Smart”
colours, shapes,
visual puzzles,
symmetry, lines,
images
Representing ideas
visually, creating mental
images, noticing visual
details, drawing
and sketching
Create visually and
visualize accurately
Good match careers
would be: Artist,
photographer,
engineer, decorator,
tour guide, scout,
ranger
]
Bodily-
Kinaesthetic
Intelligence
“Body Smart”
Bodily- Touch,
movement,
physical self,
athleticism
Activities requiring
strength, speed,
flexibility, hand-eye
coordination, and
balance.
Use the hands to fix or
create and use the body
expressively. Good
match careers would
be: Mechanic, surgeon,
carpenter, sculptor,
mason, dancer, athlete,
and actor.
Musical
Intelligence
“Music Smart”
Tone, beat, tempo,
melody
pitch, sound
Listening, singing,
playing an instrument
Create music and
analyze the music.
Good match careers
would be: Song writer,
composer, musician,
conductor and music
critic
Interpersonal
Intelligence
“People Smart”
Body language,
moods, voice,
feelings
Noticing and
responding to other
people’s feelings and
personalities
Work with people and
help people identify
and overcome
problems. Good match
Careers would be:
Administrators,
managers, consultants,
teachers,
therapists, psychologists
Intrapersonal
Intelligence
“Self-Smart”
One’s own
strengths,
weaknesses,
goals, and desires
Setting goals, assessing
personal abilities and
liabilities, monitoring
one’s own thinking.
Meditate, reflect,
exhibit self-discipline,
maintain composure,
and get the most out of
oneself. Good match
Careers would be:
Artist, counsellor,
philosopher, theorist,
inventor, psychologist.
Naturalist
Intelligence
“Nature Smart”
Natural objects,
plants, animals,
naturally
occurring
patterns,
ecological issues.
Identifying and
classifying living things
and natural objects
Analyze ecological and
natural situations and
data learn from living
things and work in
natural settings. Good
match careers would
be: Ecologist, rangers,

11
zoologist, botanist,
veterinarian & hunter.
Existential
Intelligence
Sensitivity to:
“big picture” of
existence; why
are we here
Inclination to:
tackle deep questions
about human existence,
such as the meaning of
life why do we die, and
how did we get here.
Ability to: Reflect on
the meaning of human
existence Good match
careers would be:
Philosophers,
theologians
Leaning Styles by Dunn and Dunn
This model was created out of a
desire to empower and educate teachers and
parents to analyze and motivate their
children and students, to optimize their
education to their unique learning
preferences. The creators recognized that
children learn differently, and some
children need to be taught differently. This
model doesn’t prescribe a fixed style for
each learner, but rather lays out a
comprehensive set of elements that can
influence a learner.
There are five elements to the Dunn and Dunn Learning Styles model: (1)
Environmental; (2) Emotional; (3) Sociological; (4) Physiological; (5) Psychological. Each
element has specific factors that accompany the element, which a parent or educator can use to
gain a deeper understanding of the young minds they are nurturing and guiding, and optimize
the learning environment for those individual learners.
1. Environmental Elements
The first category in the Dunn and Dunn learning styles model is Environmental
Elements. This refers to where students like to learn, and the physical environment that is most
conducive to learning. Specific Environmental Elements Include:
1. Sound
-- If your child needs quiet, ensure that there is some quiet space at home or in the
classroom, or try out headphones to minimize noise. If your child welcomes sound, try
playing ambient or classical music when learning.
2. Light
-- If your child likes bright lights, try removing window treatments, or using full spectrum
bulbs. If your child thrives with lower lights, consider installing dimmer switches or lower
wattage bulbs in learning areas.

12
3. Seating
---If your child likes to learn in an informal environment, let them study where they are
comfortable. If your child prefers a formal environment, keep studying focused at a desk
or table.
4. Temperature
---The temperature may affect your child’s ability to concentrate on the subject at hand.
Whether they think better in cooler or warmer environments, help make the space
conducive to what is most comfortable for learning.
2. Emotional Elements
Learning can be emotional, and emotions definitely affect how students learn.
Emotional elements of a learning style include support, motivation, and/or structure. These play
a part in the complex and highly personal identity of a learning style. Specific emotional
elements include: Motivation, Responsibility, Task Persistence, and Structure.
1. Motivation. Some students are driven internally by a desire to succeed academically.
Others are not. Pairing students from both groups together may be a good way to
encourage peer-to-peer learning and teaching.
2. Responsibility. Does your student move to the beat of their own drum, or are they
compliant and willing to cooperate with instruction? If your child doesn’t like to do
something just because someone asks them to, try speaking to them as an equal. Explain
to them why the task you are requesting is important. Connecting the task to their personal
interests may reinstate their feelings of autonomy and willingness to participate.
3. Task Persistence. Looking to help your child “stick with it” and finish what they start?
Try breaking down tasks into smaller short-term assignments or encourage working with
other children who have more task persistence. Using praise during the process of working
on a task, as well as when it is completed may be good motivation.
4. Structure. Structure refers to a child’s preference for specific instruction. If your child is
uninterested in instructions before diving into a task — he or she may flourish when you
provide objectives, timelines, and creative opportunities instead of specific directions.
If your child needs specific instructions, ensure they understand the task, expectations,
and resources available.
3. Sociological Elements
How we interact with others plays a role in our learning styles. Working independently
or working in a team, whether under supervision of an instructor or without it, may play a role
in how we learn. Learning styles may also vary depending on the specific subjects being learned.

13
1. Independence
---Working alone or in a group may say more about your child than just how social they
are. Some children learn by bouncing ideas off of others. Others prefer to work alone,
or independently but close to other peers.
2. Authority
---Some children feel more comfortable when an authority figure, teacher or parent is
present in their learning. Other children prefer independence and autonomy. Understand
your child’s needs and be available accordingly.
4. Physiological Elements
Learning happens with the body — so how the body can be best utilized to be a
conductor of learning, is what the physiological elements address.
1. Mobility. Some students need to move to learn. How long can your child sit still? Some
children need more frequent breaks or learn better when they have the freedom to move
around. Some children can sit still and be engaged, especially when they are interested
in a task. Even if your child sits comfortably when engaged in learning, a stretch break
is always nice.
2. Intake. Some children concentrate better when fidgeting or chewing. Talk to your
child’s teacher about allowing healthy snacks or an approved fidget gadget at your
child’s workspace.
3. Time of day. Your child may learn best at a certain time of day. Experiment with
introducing new material at different times of the day and see how your child does with
retaining the new knowledge.
5. Psychological Elements
Each learner will process information differently.
1. Analytical. Some students can grasp concepts more effectively when they are presented
in a pattern of steps that lead up to a larger concept. Some students learn more easily
when the educator leads with the higher concept first and follows up with the details.
2. Impulse and Reflection. When assigned a task, a child that favors an impulsive
learning style will dive right into the task and learn while doing. A child that favors a
reflective learning style will take time and create a mental model before diving in.

14
Prompts: Answer the following questions below. Your essay will be rated based on the
rubrics given.
1. What is the difference between multiple intelligences of Gardner and traditional concept of
intelligence?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. As future educator, why awareness of MI and LS is important?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Rubrics in Easy Writing
Indicator Outstanding Very Good Good Satisfactory Needs
Improvement
1. Content 10 8 6 4 2
2. Message 10 8 6 4 2
3. Mechanics 5 4 3 2 1
4. Plus factor /
Impact
5 4 3 2 1
Score Earned
Prompts: Complete the statement below in the “Worth Remembering Note,” Write your
answer in the space provided.
Think Across

15
Lesson
3
The Teacher: Professional and
Personal Attributes
The Professional Teacher
Teacher is a person who facilitate learners to gain knowledge, skills, and values that
enhance development. A person who has the knowledge, skills, attitude, and special trainings
in teaching, explaining, and educating. (R.A. 9155).
Professional Teacher is a person who characterized by or conforming to the technical
or ethical standards of a profession. A person who exhibits courtesy, conscientiousness, and
generally manners that are acceptable resulting improvement of the organization he belongs.
“Teachers are duly licensed professionals who possesses dignity and reputation with
high moral values as well as technical and professional competence in the practice of their noble
profession, they strictly adhere to observe, and practice this set of ethical and moral principles,
standards, and values” (Code of Ethics of Professional Teachers).
A Teacher and the Profession According to the Philippine Constitution
A professional teacher should possess the following in accordance to the Code of
Ethics of Professional Teachers Article IV, sections 1-5 as mandated by R. A. No. 7836.
Otherwise known as the Philippines Professionalization Act of 1994 and Paragraph (a), section
6. P.D. No. 223. as amended, the Board for Professional Teachers hereby adopt the Code of
Ethics for Professional Teachers:
1. Every teacher shall actively ensure that teaching is the noblest profession and shall
manifest genuine enthusiasm and pride in teaching as a noble calling.
2. Every teacher shall uphold the highest possible standards of quality education, shall
make the best preparations for the career of teaching, and shall be always at his best and
in the practice of his profession.
3. Every teacher shall participate in the Continuing Professional Education (CPE) program
of the Professional Regulation Commission and shall pursue such other studies as will
improve his efficiency, enhance the prestige of the profession, and strengthen his
competence, virtues, and productivity in order to be nationally and internationally
competitive.
Think of This

16
4. Every teacher shall help, if duly authorized, to seek support from the school, but shall
not make improper misrepresentations through personal advertisements and other
questionable means.
5. Every teacher shall use the teaching profession in a manner that makes it dignified
means for earning a decent living.
Professional Attributes of a Teacher
A professional teacher possesses the following attributes:
 Control of the knowledge base of teaching and learning and use of this knowledge to
guide the science and art of his/her teaching practice.
 Repertoire of best teaching practice and can use these to instruct their children in the
classroom and to work with adults in the school setting.
 Dispositions and skills to approach all aspects of his/her work in a reflective, collegial,
and problem-solving manner
 View of learning to teach as a life-long process and dispositions and skills for working
towards improving his/her own teaching as well as improving schools (Arends, 1994)
The last attributes cited by Arends highlights continuing professional development
(CPD) or continuing professional education (CPE).
Personal Attributes
Personality is the sum of one’s personal characteristics. It is one’s identity.
Personalities may be described as authoritarian, weak, dynamic, or “magnetic”.
Some outstanding personal qualities that never fail to win their flock are worth
mentioning:
1. Passion
--for teaching is a compelling force that emerges from teachers’ love for children.
2. Humor
--This makes them as magnetic. This builds rapport as a clean joke will always bring
laughter to the class which promotes the spirit of togetherness. This also helps for
emerging the two worlds – Youth (Happy and carefree) and Maturity (responsible one)

17
3. Values and Attitudes
--Teachers are models of values that exhibited implicitly and explicitly. This connotes
standards, code of ethics and strong beliefs among teachers. A teacher must be open-
minded. This is the basic in promoting respect and trust between teachers and students.
This characteristic helps in searching new information and evidence as this promotes
solving problem in a democratic way. On which, this creates a free exchange of
suggestions that develops a respectful attitude towards the teacher and its learner.
4. Patience
--In teaching, patience refers to a teacher’s uncomplaining nature, self-control and
persistence. Patient teachers can forego momentous frustrations and disappointments.
They endure students’ limitation and difficulties.
5. Enthusiasm
-- It is synonymous to eagerness and excitements. Teachers should have full energy and
be dynamic in teaching. With enthusiastic teachers, students look forward to any
activity they can participate in with them.
6. Commitment.
--Is a solemn promise to perform the duties and responsibilities mandated by the laws
and code of ethics of the profession. Committed teachers are caring and dedicated. They
are ready to carry on no matter the pride.
Here are some research findings on effective teachers compiled by Stronge (2012).
1. Teachers with major or minor in content area are associated with higher student
achievement especially in science and mathematics.
2. Caring teachers who know their students create relationship that enhance the
learning process.
3. Effective teachers practice gender, racial and ethnic fairness.
4. Effective teacher consistently behaves in a friendly and personal manner while
maintaining appropriate teacher-student role structure.
5. High levels of motivation in teachers relate to high levels of achievement in
students.
6. Effective teachers display positive attitudes about life and teaching.
7. Teachers whose students have high achievement rates continually mention
reflection on their work as an important part of improving their teaching.

18
Prompts: Make an acrostic of the word TEACHER. Write your answer in the
space provided.
T- _______________________________________________________________
_______________________________________________________________
E-________________________________________________________________
________________________________________________________________
A-________________________________________________________________
________________________________________________________________
C-________________________________________________________________
________________________________________________________________
H-________________________________________________________________
________________________________________________________________
E-________________________________________________________________
________________________________________________________________
R-________________________________________________________________
________________________________________________________________
Directions: Answer the question. Who is the teacher whom you considered to be a
hero? Describe her/him as detailed as you can. Then paste, his/her
picture in the box.
MY HERO, proceed to the next page….
Think Across

19
Give two (2) inspirational quotation about the teacher. Write your answer
below.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_______________________________
____________________________________________
___________________________________________________________________________
___________________________________________________________________________
______________________________________________________________
_____________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_________________________________________________
__________________________
___________________________________________________________________________
___________________________________________________________________________
PHOTO HERE

20
Prompts: Make your own Philosophy as teacher. Write your answer in the space
provided below.
Complete the statement below in the “Worth Remembering Note,” Write your answer in
the space provided
WRN: I learned that…
First,
__________________________________________________________
______________________________________
____________________
Second,
__________________________________________________________
________________________________________
__________________
Lastly,
__________________________________________________________
____________________________________________
______________

21
Lesson
4
The Learning Environment:
Physical and Psychological
Positive Learning Environment
The learning environment consists of physical environment (physical setting) as
well as psychological atmosphere or the socio-emotional climate (emotional climate)
1. Physical Environment. The physical environment includes the physical condition of
the classroom, the arrangement of furniture, seating arrangement, the classroom
temperature and lightning.
2. Psychological Climate. Researchers agree that in addition to conducive physical
environment, the favorable school climate includes:
 Safety (example: rules and norms; physical safety; emotional safety);
 Relationships (example: respect for diversity; school connectedness/engagement;
social support-students; leadership); and
 Teaching and learning (example: social, emotional, ethical and civic learning;
support for learning; professional relationships)
Strategies for Creating a Positive Emotional Climate
As future educator, take note of the strategies for creating a positive emotional climate:
1. Greet students personally
2. Make frequent eye contact
3. Negotiate rules and routines with students
4. Acknowledge positive behaviors
5. Use positive language
6. Interact with students outside the classroom
7. Minimize embarrassment
8. Use humor
9. Use bibliotherapy
10. Use class meetings
Think of This

22
Facilitative Leaning Environment
by Pine and Horne (1990)
1. Encourage people to be active - A psychological classroom environment which is
supportive of learning engages the learners in the learning process.
2. Promotes and facilitates the individual’s discovery of the personal meaning of idea –
Meaning is not imposed by teacher .This is personally arrived at by the learners considering
the uniqueness of their experiences.
3. Emphasizes the uniquely personal and subjective nature of learning – Every learner is
unique.
4. Difference is good and desirable – There is respect for diversity. To be different does not
mean to be deficient.
5. Consistently recognizes people’s right to make mistakes – Learners feel at ease and learn
best when mistakes are welcome because they are recognized as part and parcel of the
learning process.
6. Tolerates ambiguity – This leads to openness to ideas and prevents teacher and learners
alike to be judgmental.
7. Evaluation is a cooperative process with emphasis on self-evaluation – This makes
evaluation less threatening. The learner is not alone when he evaluates learning, he is with
a group. His/her progress is seen against his/her targets not against the performance of
his/her classmate.
8. Encourages openness of self rather than concealment of self – People feel at ease and so
aren’t afraid to be transparent.
9. People are encouraged to trust in themselves as well as in external sources – There is a
strong social support, and it is not difficult to trust others.
10. People feel they are respected – Everyone is convinced of the inner worth/dignity of each
individual and so it is easy to respect everyone
11. People feel they are respected – There is a sense of belongingness.
12. Permits confrontation – Since learners feel at ease and feel they are accepted; they are not
afraid to confront themselves.
13. A conducive learning environment is necessary in the full development of the cognitive
and appetitive faculties of the learner – His senses, instincts, imagination, memory,
feelings, emotions and will

23
Directions: Answer the questions below. Write your answer in the space provided.
1. A child conducive classroom for me is -
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
___________________________________________________________________________
2. As future educator, I should develop a classroom by –
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Directions: Compose a poem that describes a conducive classroom. Your poem must be
four stanzas. Each stanza should compose of 4 lines. Write your answer in the
space provided.
Think Across

24
Prompts: Read the article on 2009 Philippines: Child Friendly School Evaluation, with this
link: unicef.org/evaldatabase/index_58798.html. Then, answer the questions that
follow:
1. What is the highlight of the article?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. Do you agree or disagree? Explain.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
3. As a future educator, what have you realized?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Directions: Draw and/ or paste your most ideal classroom below. Describe your ideal
classroom in 5 sentences.
MY IDEAL CLASSROOM
_____________________
_____________________
_________________
____
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________

25
Lesson
5 Principles of Learning
.
Principles of Learning
by from Horne and Pine (1990)
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 or (group
leader).
Remember people forget most of the content taught to them and retain only the content which
they use in their work or content which is relevant to them personally. Then it must be wise to
engage learners in an activity that is connected to their life experiences.
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. Learning is a process which requires exploration of ideas in
relation to self and community so that people can determine what their needs are, what
goals they would like to formulate, etc.
Remember it is necessary that teacher relates lessons to the needs, interests, and
problems of the learners.
3. Learning (behavioral change) is a consequences of experience. People become
responsible when they have really assumed responsibility, they become independent
when they have experienced independent behavior, they become able when they have
experienced success, they begin to feel important when they are important to
somebody, they feel liked when someone likes them.
Remember if experience is the best teacher, then teacher should make use of
experiential learning. EL makes use of direct as well as vicarious experiences. We have
not experience everything in order to learn, we learn from other people’s experiences,
too, good as well as not so good experiences.
4. Learning is cooperative and collaborative process. People enjoy functioning
independently, but they also enjoy interdependently.
Remember teacher should make use of more of cooperative and collaborative
approaches. This way, students are taught to live together and learn independently.
5. Learning is an evolutionary process. Behavioral change requires time and patience.
Remember change takes time. Let us not expect results overnight.
6. Learning is sometimes a painful process. Behavioral change often calls for giving up
the old and comfortable ways of believing, thinking, and valuing.
Think of This

26
Remember it may be good to make our students realize that learning is a difficult task.
It is accompanied by sacrifice, inconvenience, and discomfort but it leads to inner joy
and happiness.
7. One of the richest resources for learning is the learner himself. In a day and age
when so much emphasis is being placed upon instructional media, books, and speakers
as resources for learning, we tend to overlook perhaps the richest source of all – the
learner himself.
Remember as teacher, you must draw these learner’s ideas, feelings, and experiences.
You midwife the birth of ideas
8. The Process of Learning is Emotional as Well as Intellectual. Learning is affected
by the total state of the individual. People are feeling beings as well as thinking beings
and when their feelings and thoughts are in harmony, learning is maximized. To create
the optimal conditions in a group for learning to occur, people must come before
purpose. Regardless of the purpose of a group, it cannot be effectively accomplished
when other things get in the way.
Remember as teachers, let us appeal to our students’ intellect as well as to their
emotions.
9. The process of problem solving, and learning are highly unique and individual.
Each person has his own unique styles of learning and solving problems.
Remember it pays to allow students to learn in accordance with their learning styles
and multiple intelligences.
Laws of Learning
It is worth including other principles and laws of learning by Thorndike (1932)
1. Law of Effect
 Learning is strengthened when accompanied by a pleasant or satisfying feeling.
 Learning is weakened when associated with an unpleasant feeling.
 Learning takes places properly when it results in satisfaction and the learner derives
pleasure out of it.
2. The Law of Exercise
 Things most often repeated are best remembered.
 Students do not learn complex tasks in a single session.
3. The law of Readiness
 Individuals learn best when they are physically, mentally, and emotionally ready to
learn, and they do not learn well if they see no reason for learning.
Additional Laws (Principles)
1. The Law of Primacy
 Things learned first create a strong impression.
 What is taught must be right the first time.

27
2. The Law of Recency
 Things most recently learned are best remembered.
3. The law of Intensity
 The more intense the material taught, the more it is likely learned
4. The law of Freedom
 Things freely learned are best learned.
 The greater the freedom enjoyed by the students in the class, the greater the
intellectual and moral advancement enjoyed by them.
Directions: Illustrate each principle in a form of collage in the box below. Your collage
will be graded based on the rubrics below.
Rubrics for Collage / Poster Making
Criteria Still a Goal On Standard Above Standard
Total Points
1. Organization
* relevance to
the theme
(1-7)
Output is
unrecognize
d/ not related
to the theme
(8-14)
Shows some
organization of
work.
(9-17)
Has a very
well organized
work.
(17)
Think Across

28
2.Appropriateness
of
pictures used
(1-2)
Pictures used
are
inappropriate.
(3-4)
Pictures are
appropriate
and related to
the theme.
(5-7)
Pictures
used are very
appropriate.
(7)
3. Creativity
(1-2)
Lacks
imaginative
thinking
output
Produced
has no
innovative and
unique
qualities
(3-4)
Demonstrates
moderate
imaginative
skills.
Output produced
has
some
innovative and
unique qualities.
(5-7)
Demonstrate
imaginative
thinking.
Output
produced has
innovative &
unique
qualities.
(7)
4. Neatness/
Tidiness
(1-2)
Lacks
neatness
(3-4)
Shows
neatness in her
work
(5-7)
Shows a
very neat
output.
Observes
cleanliness &
orderliness at
all times.
(7)
5. Over-all
Appearance
(1-2)
Work has
unattractive
appearance.
(3-4)
Shows an
attractive work
(5-7)
Shows a
very attractive
work.
(7)
Adopted from: Ampong, Ronald, Differentiated Approach in Enhancing the Reading Proficiency Level
Prompts: Make a SIX-WORD STORIES on what you have learned, SWS is a
story within a limited number of characters. Example: “It’s not
working, let me go.” 1 2
3 4 5 6

29
Lesson
6
Guiding Principles in Learning
Objectives
.
In teaching goals are essential it serves as the compass in teaching, without goals
there is no teaching at all. As educator, learners should be aware of the objective or goal
of the day.
Guiding Principles in Determining and Formulating Learning Objectives
1. “Begin with the end mind,” In the context of teaching, this means that we must begin our lesson
with clearly defined lesson objective.
2. Share lesson objective with students. Like a seminar that begins with a statement purpose, our
lesson ought to begin with a statement and clarification of our lesson objective.
3. Lesson objectives must be in the two or three domain – knowledge (cognitive), skill
(psychomotor) and values (affective). Our lesson maybe dominantly cognitive psychomotor or
affective. Dominantly cognitive - meant primarily for knowledge acquisition and dominantly
psychomotor - intended for the acquisition and honoring of skills. Affective domain - mainly
focused on attitude and value formation.
4. Work on significant and relevant lesson objectives. With our lesson objective becoming our
students’ objective too, our students will be self-propelled as we teach.
5. Lesson objective must be aligned with the aims of education as embodied in the Philippine
Constitutions and on the vision- mission statements of the educational institution of which you
are a part. The aims of education as enshrined in our fundamental law of the land, in the
Education Act of 1982.
6. Aim at the development of critical and creative thinking. This is said more than done. We need
not go into laborious research to be convinced that the development of critical and creative
thinking is wanting in classroom.
7. For accountability of learning, lesson objectives must be SMART. When our lesson objective
is SMART, it is quite easy to find out at the end of our lesson if we attained our objective or
not.
Taxonomy of Objectives
With educational taxonomy, learning is classified into three domains namely:
(1) cognitive, (2) affective, and (3) psychomotor or behavioral.
1. Cognitive Domain
Bloom’s Taxonomy of Cognitive Domain. Benjamin Bloom (1956) led his group in
coming up with the list of instructional objectives in the cognitive domain. Arranged from lowest
to the highest level, they are as follows:
Think of This

30
Knowledge or recall -knowledge of terminology and conventions, trends and
sequences, classifications and categories, criteria and methodologies, principles,
theories, and structures;
Comprehension - relate to translation, interpretation, and extrapolation;
Application - use of abstraction in particular situations;
Analysis - objectives relate to breaking a whole into parts
Synthesis - putting parts together in a new form such as a unique communication, a
plan of operation, and a set of abstract relations;
Evaluation - judging in terms of internal evidence or logical consistency and external
evidence or consistency with facts developed elsewhere;
Anderson’s Taxonomy of Cognitive Domain In the 1990’s, Anderson, Bloom’s former
student, together with a team of cognitive psychologists revisited Bloom’s taxonomy in the light of
the 21st century skills. This led to Anderson’s taxonomy in 2001.
Definitions of Anderson’s Revised Taxonomy
Definition Verbs
Remembering: Can the student recall or
remember the information?
Define, duplicate, list memorize, recall,
repeat, reproduce, state
Understanding: Can the student explain ideas
or concept?
Classify, describe, discuss, explain, identify,
locate, recognize, report, select, translate,
paraphrase
Applying: Can the student use the information
in a new way?
Choose, demonstrate, dramatize, employ,
illustrate interpret, operate, schedule, sketch,
solve, use, write
Analyzing: Can the student distinguish
between the different parts?
Appraise, compare, contrast, criticize,
differentiate, discriminate, distinguish,
examine, experiment, question, test
Evaluating: Can the student justify a stand or
decision?
Appraise, argue, defend, judge, select,
support, value, evaluate
Evaluating: Can the student create new
product or point of view?
Assemble, construct, create, design, develop,
formulate, write
2. Affective Domain
Krathwol’s Taxonomy of Affective Domain. Krathwol’s affective learning is
demonstrated by behaviors indicating attitudes of awareness, interest, and values of concern, and
responsibility, ability to listen and respond in interactions with others, and ability to demonstrate
those attitudinal characteristics or values which are appropriate to the test situation and the field of
study.
Krathwol’s Taxonomy of Objectives Usually the Waterloo of teachers, is the formulation
of objectives in the affective domain.

31
Below is the Krathwol’s Taxonomy of Objectives in the Affective Domain:
Level What it is Learning
Outcome
Verbs Sample
Objectives
Receiving refers to the
learner’s sensitivity
to the existence of
certain ideas,
material or
phenomena and the
willingness to
particular
phenomena of
stimuli such as
classroom activities
etc.
Learning
Outcomes in
this area range
from the simple
awareness that a
thing exists to
selective
attention on the
part of the
learner.
Differentiates,
accepts, listens
(for) to responds
to Asks,
chooses,
identifies,
locates, points to,
sits erect, etc.
Listens
attentively,
shows
sensitivity
to
social
problems.
Responding is not only being
aware of the
stimulus but
reacting and
responding to the
stimulus.
Answers, assists,
complies,
discusses, helps,
performs,
practices,
presents, heads,
reports,
writes,
etc.
Examples of
objectives in
the responding
level are e.g.
to contribute
to group
discussions by
asking
questions,
listen
attentively
during group
presentation ,
…
Valuing is concerned with
the worth or value a
student attaches to
a particular object,
phenomenon, or
behavior.
This ranges in
degree from the
simpler
acceptance of a
value to
the more
complex
level of
commitment
Desire to
improve group
skills Assumes
responsibility
for the
effective
functioning of
the group
Organization is to relate the
value to those
already held and
bring into a
harmonious and
internally
consistent value
system or
philosophy.
to discuss,
theorize,
formulate,
balance,
examine
To organize a
meeting
concerning a
neighborhood’s
housing
integration plan
Characterization at this level, the
person has held a
value system that
has controlled his
behavior for
sufficiently long
time that a
characteristic “life
style” has been
developed.
displays self-
reliance in
working
independently,
cooperates in
group
activities,
maintains good
health habits

32
3. Psychomotor Domain
Anita Harlow’s Taxonomy of the Psychomotor Domain. Anita Harlow (1972) did
something parallel to what Bloom and Krathwohl did for learning objectives in the psychomotor
domain.
Level Description Examples
Reflex
movement
actions elicited
without
earning in response to some stimuli Flexion, extension, stretch, postural
adjustments
Basic
fundamental
movenme6
inherent movement patterns which
are formed by combining of reflex
Pushing, pulling, manipulating, e.g. to
run a 100-yard dash
Perpetual
Abilities
refers to interpretation of various
stimuli that enable one to make
adjustments to the environment.
Visual, auditory, kinesthetic, or
tactile discrimination. Suggests
cognitive as well as psychomotor
behavior.
Coordinated movements such as
jumping rope, punting, or catching
Physical
Activities
require endurance, strength, vigor,
and agility which produces a sound,
efficiently functioning body
Examples are: all activities which
require a) strenuous effort for long
periods of time; b) muscular exertion;
c) a quick wide range of motion at the
hip joints; and d) a quick, precise
movements.
Skilled
Movements
the result of the acquisition of
degree of efficiency when
performing a complex task
Skilled examples are: all skilled
activities obvious in sports, recreation,
and dance
Non-discursive
Communication
is communications through bodily
movements ranging from posture to
gestures, creative movement facial
expressions, act a part in a play
through sophisticated
choreographics. (Harlow 1972)
Examples include: body postures,
gestures, and facial expressions
efficiently executed in skilled dance
movement and choreographics.
Precision – the highest level of the psychomotor taxonomy – students can perform a skill
accurately, efficiently and effortlessly. Automaticity – the ability to perform a skill with
unconscious effort, has developed, which then frees the student to concentrate on other elements of
the activity or game.
K to 12 Basic Education Curriculum Legal Basis
Republic Act No. 10533 “An Act Enhancing the Philippine Basic Education System by
Strengthening Its Curriculum and Increasing the Number of Years for Basic Education,
Appropriating Funds Therefor and for Other Purposes” Approved: May 15, 2013 Effective: June
8, 2013
Guiding Principles and Features of K to 12 Curriculum
IMPLEMENTING RULES AND REGULATIONS OF THE ENHANCED BASIC
EDUCATION ACT OF 2013 10.2. Standards and Principles:
a) The curriculum shall be learner-centered, inclusive and developmentally appropriate;
b) The curriculum shall be relevant, responsive and research-based;
c) The curriculum shall be gender- and culture-sensitive;

33
d) The curriculum shall be contextualized and global;
e) The curriculum shall use pedagogical approaches that are constructivist, inquiry-based,
reflective, collaborative and integrative;
f) The curriculum shall adhere to the principles and framework of Mother Tongue-Based
Multilingual Education (MTB-MLE) which starts from where the learners are and from what
they already know proceeding from the known to the unknown; instructional materials and
capable teachers to implement the MTB-MLE curriculum shall be available.
g) The curriculum shall use the spiral progression approach to ensure mastery of knowledge and
skills after each level; and
h) The curriculum shall be flexible enough to enable and allow schools to localize, indigenize
and enhance the same based on their respective educational and social contexts.
Standards and Competencies in the K to 12 Curriculum
The Curriculum Guide of the K to 12 Curriculum contains content and performance
standards and competencies, not objectives. It makes use of standards-based instruction. What are
and performance standards? What are competencies? How do they relate to lesson objectives?
Content Standards define what students should know and be able to do. These are
benchmarks which identify the expected understandings and skills for a content standard at
different grade levels.
Performance Standards (or indicators) describe how well students need to achieve in
order to meet content standards. They are the levels of proficiency which the students are to
demonstrate what they know and what they are able to do.
Competencies are more specific versions of the standards. They are specific tasks
performed with mastery. They also refer to the ability to perform activities within an occupation or
function to the standards expected by drawing from one's knowledge, skills, and attitudes.
How do standards and competencies relate to objectives? Your lesson objectives are drawn
from the content and performance standards and competencies from the Curriculum Guide (CG).
Content Standard The learner understands the nature and elements of oral
communication in context.
Performance Standard The learner designs and performs effective controlled oral
communication activities based on context.
Competencies Explains why there is a breakdown of communication.
EN11/12OC-Ia-5
Uses various strategies in order to avoid communication
breakdown. EN11/12OC-Ia-6
Demonstrates sensitivity to the socio-cultural dimension of
communication situation which focus on: a. culture; b.
gender; c. age; d. social status; e. religion. EN11/12OC-Ia7

34
Directions: The educational taxonomy of learning is classified into (3) three
domains: 1) Cognitive; 2) Affective; and 3) Psychomotor. Choose a
topic from the K to 12 Curriculum Guide (CG). Formulate 3 SMART
objectives in the 3 domains.
1. Are the terms behavioral?
__________________________________________________________________
2. Are the objectives, SMART?
__________________________________________________________________
3. Are they relevant and significant?
__________________________________________________________________
Think Across
Guide Questions:

35
Answer the questions below.
1. Why is SMART objectives important?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. Describe the 3 domains. Write your answers in the boxes below:
Directions: Visit to the link below on K to 12 Curriculum Guide. Choose a subject
and fill up the table below. Then, write your observations in the last
column.
Content Standard
Performance
Standard
Competencies

36
Prompts: Complete the statement below in the “Worth Remembering Note,”
Write your answer in the space provided
First,
__________________________________________________________
__________________________________________________________
Second,
__________________________________________________________
__________________________________________________________
Lastly,
__________________________________________________________
__________________________________________________________

37
Lesson
7
Guiding Principles in the Selection and
Organization of Content
What knowledge is truly essential and enduring? What is worth teaching and learning? Our
leaders in the basic education level came up with the Philippine Elementary Learning Competencies
(PELCs) and Philippine Secondary Learning Competencies (PSLCs) in 2001. The "intended"
content of what we teach is laid down in such document.
In the K to 12 Curriculum, standards and competencies are also spelled out. This means
that we are not entirely free in the selection of our content. They are a "given." But how they are
organized and presented in the classroom, ultimately depends on you. Here are some principles to
guide you.
Guiding Principles in the Selection and Organization of Content
1) One guiding principle related to subject matter content is to observe the following qualities
in the selection and organization of content:
a) Validity – This means teaching the content that we ought to teach according to national
standards explicit in the K to 12 Basic Education Curriculum; it also means teaching the
content in order to realize the goals and objectives of the course as laid down in the basic
education curriculum.
b) Significance – What we teach should respond to the needs and interests of the learners,
hence meaningful and significant.
c) Balance – Content includes not only facts but also concepts and values. The use of the
three-level approach ensures a balance of cognitive, psychomotor, and affective lesson
content.
d) Self-sufficiency – Content fully covers the essentials. Learning content is not "mile-wide
and-inch-deep." The essentials are sufficiently covered and are treated in depth. This is a
case of "less is more."
e) Interest – Teacher considers the interest of the learners, their developmental stages and
cultural and ethnic background.
f) Content Utility – Will this content be of use to the learners? It is not meant only to be
memorized for test and grade purposes. What is learned has a function even after
examinations are over.
g) Feasibility – The content is feasible in the sense that the essential content can be covered
in the amount of time available for instruction. A guaranteed and a viable curriculum is the
first in the school- related factors that has the greatest impact on student achievement.
(Marzano, 2003)
Think of This

38
2.) At the base of the structure of cognitive subject matter content is facts. We can’t do away
with facts but be sure to go beyond facts by constructing an increasingly richer and more
sophisticated knowledge base and by working out a process of conceptual understanding.
Here are a few ways cited by cognitive psychologists (Ormrod, 2000) by which you can help
your students:
a) Providing opportunities for experimentation – our so-called experiments in the science
classes are more of this sort - following a cookbook recipe where students are made to
follow step-by-step procedure to end up confirming a law that has already been
experimented on and discovered by great scientists ahead of us instead of the students
coming up with their own procedure and end discovering something new.
b) Presenting the ideas of others – While it is beneficial for you to encourage your students
to discover principles for themselves, it will not jeopardize your students if you present
the ideas of others who worked hard over the years to explain phenomena.
c) Emphasizing conceptual understanding – Many a time, our teaching is devoted only to
memorization of isolated facts for purposes of examinations and grade. When we teach
facts only, the tendency is we are able to cover more for your students to commit to
memory and for you to cover in a test, but our teaching ends up skin-deep or superficial,
thus meaningless. If we emphasize conceptual understanding, the emphasis goes beyond
facts. We integrate and correlate facts, concepts, and values in a meaningful manner. The
many facts become integrated into a less number of concepts, yet more meaningful and
consequently easier to recall. When we stress on conceptual teaching, we are occupied
with less, but we are able to teach more substantially. It is a case of "less is more!" This is
precisely the emphasis of the Basic Education Curriculum.
Here are some specific strategies that can help you develop conceptual understanding in
your students: (Ormrod, 2000)
 Organize units around a few core ideas and themes. Maslow’s Hierarchy of Needs
 Explore each topic in depth – for example, by considering many examples, examining
cause-effect relationships, and discovering how specific details relate to more general
principles.
 Explain how new ideas relate to students own experiences and to things they have
previously learned. Computers in Health Care
 Show students – through the things we say, the assignments we give, and the criteria we
use to evaluate learning – that conceptual understanding of subject matter is far more
important than knowledge of isolated facts.
 Ask students to teach to others what they have learned – a task that encourages them to
focus on main ideas and pull them together in a way that makes sense.
 Promote dialogue – when we encourage our students to talk about what they learn, they
are given the opportunity to reflect, elaborate on, clarify further and master what they
have learned.
 Use authentic activities – incorporate your lessons into "real world" activities. Instead of
simply asking students to work on some items on subtraction, simulate a "sari-sari" store
and apply subtraction skills.
3.) Subject matter content is an integration of cognitive, skill, and affective elements.
While our subject matter content comes in three domains, these three domains
should not be treated as though there was a clear dividing line among them. When our point of
emphasis is the cognitive aspect, it does not mean that we exclude skills. In the first place, our
teaching of facts, concepts, principles, theories, and laws necessitate the skill of seeing the
relationships among these in order to see meaning.

39
Likewise, when our subject matter is focused on the thinking and manipulative skills, our
lesson content also has cognitive content. More so with the teaching of values, for values have
definitely a cognitive basis. If the values taught are imbibed by the students, these are expressed in
their daily behavior (skill). The cognitive lesson may be used as a vehicle in the teaching of skills
and values.
In short, subject matter content is an integration of facts, concepts, principles, hypothesis,
theories, and laws, thinking skills, manipulative skills, values, and attitudes.
a) The Structure of Subject Matter Content.
Our subject matter content includes cognitive, skill, and affective components. The
cognitive component is concerned with facts, concepts, principles, hypothesis, theories, and laws.
The skill component refers to thinking skills as well as manipulative skills while the affective
component is the realm of values and attitudes.
(1) Cognitive (Ormrod, 2000)
(a) Fact – an idea or action that can be verified
Example: Names and dates of important activities, population of the Philippines.
Facts are the basic unit of cognitive subject matter content. From facts, we go higher
to concepts, principles, hypotheses, theories, and laws. It is, therefore, necessary that
the facts that we begin with are updated and accurate.
(b) Concept – a categorization of events, places, people, ideas
Example: The concept furniture includes objects as chairs, tables, beds, and desks. The
concept swim encompasses different actions like breaststroke, crawl, and butterfly that
involve propelling oneself through water
(c) Principle – relationship(s) between and among facts and concepts. These are arrived at
when similar research studies yield similar results time after time.
Example: The number of children in the family is related to the average scores on
nationally standardized achievement tests for those children.
(d) Hypothesis – educated guesses about relationships (principles)
Example: For lower division undergraduate students, study habits is a better predictor
of success in a college course than is a measure of intelligence or reading
comprehension.
(e) Theories – set of facts, concepts and principles that describe possible underlying
unobservable mechanisms that regulate human learning, development, and behavior.
They explain why these principles are true. Examples: Piagets theory on cognitive
development, Kohlbergs theory on moral development.
Learners seem to acquire general belief system – personal theories– about how the
world operates. By the time they go to school, children have their own personal theories
about things and happenings in the world. These personal beliefs may not necessarily be
accurate beliefs. Even the author of this book thought that every time she swallowed a
santol seed, the seed would germinate in her stomach and its branches and leaves would
grow out of her ears, nose, and mouth. Therefore, much is demanded of you as a teacher in
order to promote effective construction of knowledge and eliminate misconceptions.
(f) Laws are firmly established, thoroughly tested principle or theory. Examples:
Thorndikes law of effect, law on the conservation of matter and energy, the law of
supply and demand and the law of gravity.

40
(2) Skills
(a) Manipulative Skills – There are courses that are dominantly skill-oriented like Computer,
Home Economics and Technology, Physical Education, Music and the like, in the Biology
and Physical sciences manipulative skills such as focusing the microscope, mounting
specimens on the slide, operating simple machines and other scientific gadgets, mixing
chemicals are also taught.
(b) Thinking Skills – These refer to the skills beyond the recall and comprehension. They are
skills concerned with the application of what was learned, (in problem- solving or in real
life) synthesis, evaluation, and critical and creative thinking.
 Divergent thinking – this includes fluent thinking, original thinking, flexible thinking,
and elaborative thinking.
 Fluent thinking – is characterized by the generation of lots of ideas. Thought flow is
rapid. It is thinking of the most possible ideas.
 Flexible thinking – is characterized by a variety of thoughts in the kinds of ideas
generated. Different ideas from those usually presented flow from flexible thinkers.
Unscrambling the letters
 Original thinking – is thinking that differs from what’s gone before. Thought
production is away from the obvious and is different from the norm.
 Elaborative thinking – embellishes on previous ideas or plans. (Torres, 1994) It uses
prior knowledge to expand and add upon things and ideas.
 Convergent thinking – it is narrowing down from many possible thoughts to end up
on a single best thought or an answer to a problem.
 Problem solving – it is made easier when the problem is well-defined. "The proper
definition of a problem is already half the solution." It is doubly difficult when the
problem is ill-defined. When it is ill-defined, then the first thing to teach our students
is to better define the problem. Here are some techniques (Ormrod, 2000). Break large
problems into well-defined ones- Distinguish information needed- Identify
techniques to find needed information
 Metaphoric thinking – This type of thinking uses analogic thinking, a figure of speech
where a word is used in a manner different from its ordinary designation to suggest
or imply a parallelism or similarity. Example: Teaching is lighting a candle. The
learner’s mind is a "blank slate." This may also be called analogic thinking.
 Critical thinking - It involves evaluating information or arguments in terms of their
accuracy and worth. (Beyer, 1985) It takes a variety of forms – verbal reasoning,
argument analysis, hypothesis testing, and decision making.
 Creative thinking - This type of thinking involves "producing something that is both
original and worthwhile. (Sternberg, 2003) It is original thinking, one type of
divergent thinking. It is the process of bringing something new into birth. It is seeing
new relationships and the use of imagination and inventiveness. Creative thinking
develops 1.) awareness; 2.) curiosity; 3.) imagination; 4.) fluency; 5.)flexibility;
6.) originality; 7.) elaboration; and 8.) perseverance.

41
(3.) Attitudes and Values
In the three-level approach to teaching, values are at the apex of the triangle. It is because
it is in the teaching of values that the teaching of facts, skills and concepts become connected to the
life of the students, thus acquiring meaning. Without the value- level of teaching, we contribute to
the development of persons who have big heads but tiny hearts. We contribute to the formation of
"intellectual giants" but emotional dwarfs.
According to Aquino (1990) values can be taught, because like any subject matter, they too
have a cognitive dimension, in addition to the affective and behavioral dimension. The cognitive
dimension – When we teach the value of honesty, we ask the following questions: What is meant
by honesty? Why do I have to be honest? The affective dimension – You have to feel something
towards honesty. You have to be moved towards honesty as preferable to dishonesty. The
behavioral dimension – You lead an honest life.
Ways of Teaching Values
(a) By deutero-learning – Your student learns by being exposed to the situation, by acquainting
himself with a setting, by following models, pursuing inspirations, and copying behavior.
YOUR CRITICAL ROLE AS MODELS IN AND OUTSIDE THE CLASSROOM
CANNOT BE OVEREMPHASIZED.
(b) By positively reinforcing good behavior.
(c) By teaching the cognitive component of values in the classroom.
Directions: Paste a scanned sample of Lesson Plan inside the box. Then, write your
observations from OBJECTIVE/S to ASSIGNMENT.
Think Across

42
Write Observations Here:

43
Directions: Imagine that you are a highly regarded teacher. You are tasked by your
principal to write a critical review of a book published in your region
or hometown. It may be any book that you wish to review as long as it
promotes selection and organization of the content.
Remember:
1. Your review must be two to four pages long, doubled-spaced, and with a proper
title and format of a critical paper.
2. It must also be entertaining for both young adults and adults, for it will be
printed on both magazines and school journals. After writing, you will exchange
work with your colleague.
3. Both of you will give constructive criticism about each other’s work.
4. See the rubric below for the criteria.
Rubrics for Critical Analysis Essay
Areas Needs
Improvement
(2)
Satisfactory
(3)
Very Good
(4)
Outstanding
(5)
Introduction
and
Conclusion
(Background
History/Thesis
Statement)
Background details
are a random,
unclear collection of
information. Thesis
is vague and
unclear. Conclusion
is not effective and
does not summarize
main points.
Introduction
adequately explains
the background but
may lack detail.
Thesis states the
topic, but key
elements are
missing
Introduction creates
interest. Thesis states
the position.
Conclusion effectively
summarizes the topic.
There is a well-
developed introduction
with an attention
grabber that grabs the
reader’s interest and
continues to engage
the reader up until the
thesis statement.
Conclusion should
effectively wrap up and
re stresses the
importance of the
thesis.
Main Points
(Body
Paragraphs)
Less than three
ideas/main points
are explained and/or
they are poorly
developed. The
story tells; it doesn’t
show
Three or more main
points are present,
but lack details in
describing the event.
Little descriptive
language is used.
Three or more main
points relate to the
thesis, but some may
lack details. The
analysis shows events
from the author’s point
of view but could use
more descriptive
language.
Well-developed main
points/topic sentences
that relate directly to
the thesis. Supporting
examples are concrete
and detailed. The
analysis is developed
with an effective point
Organization
(Structure
And
Transitions)
Writing is not
organized. The
transitions between
ideas are unclear or
non-existent.
Organization is clear.
Transitions
are present at times,
but there is very little
variety.
Logical progression of
ideas. Transitions are
present throughout the
essay but lacks variety.
Logical Progression of
ideas with a clear
structure that
enhances the thesis.
Transitions are
effective and vary
throughout the
paragraph, not just in
the topic.
Style
(Sentence
Flow, Variety,
Diction)
Writing is confusing
and hard to follow.
Contains fragments
and/or run-on
sentences.
Writing is clear, but
could use a little
more sentence
variety to make the
writing more
interesting.
Writing is clear and
sentences have varied
structure, Diction is
consistent.
Writing is smooth,
skillful, and coherent.
Sentences are strong
and expressive with
varied structure.
Diction is consistent
and words are well
chosen.
Mechanics
(Spelling,
Punctuation,
Capitalization)
Distracting errors in
punctuation,
spelling, and
capitalization.
There are only a few
(3- 4) errors in
punctuation,
spelling, and
capitalization.
Punctuation, spelling,
and capitalization are
generally correct with
few errors (1-2)
Punctuation, spelling,
and capitalization are
all correct. No errors.
Total Point
Adapted from: http://swaskiewicz.blogs.ccps.us/files/2015/12/RubricforcriticalanalysisEssay.pdff

44
Complete the statement below in the “Worth Remembering Note,” Write your
TAKE NOTE ON THE FOLLOWING:
1. Answer all activities in our classroom.
2. If you have questions and clarifications, you may call or text me with this mobile
number: 09268104185. My consultation days/hours Monday and Wednesday
ONLY (5:00-5:30 P.M.)
3. CONGRATULATIONS! For accomplishing this module!
4. At your service! Prof Ronald L Ampong
answer in the space provided
First,
__________________________________________________________
__________________________________________________________
Second,
__________________________________________________________
__________________________________________________________
Lastly,
__________________________________________________________
__________________________________________________________

Pt1 prof ronald-l-ampong-v2-1 (1)

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to Pt1 prof ronald-l-ampong-v2-1 (1)

Similar to Pt1 prof ronald-l-ampong-v2-1 (1) (20)

Recently uploaded

Recently uploaded (20)

Pt1 prof ronald-l-ampong-v2-1 (1)