1. Education 4
Principles of Teaching
PRINCIPLES OF EFFECTIVE TEACHING
ANG LEARNING
Reporter: Maricel Buendia Ico CTP 1-A
Presented to: Prof. Lydia Chavez

2.  refers to the fundamental truth or law that provides
bases of one’s actions.
 It defines the conduct one has to adopt and display
in performing the roles demanded by his/her chosen
career.
 It is a general belief that you have about the way
you should behave, which influences your behavior.

3. Principles of Effective Teaching and
Learning

4. T E A C H I N G
 Teaching happens everywhere. It happens when someone
tries to assist others to learn an issue, an event, a skill, or
a value. It takes place in all institution particularly in
school, at home, in the church, and in the community, both
in the formal and informal settings.
 Is both an art and science.
- it is an art when teachers create learning in a
spontaneous manner by combining individual pieces of
education and experience into a new whole that is specially
made for the circumstances they see in their situation.
- it is a science for its uses specific methods and
skills that will help achieve the goals of teaching.
-Moore, 2005-

6. Teaching Styles
Every teacher has a teaching style of his/her own. This
is usually reflected in his/her actions, verbal interactions,
questioning, and evaluating learning. Over the years, educators
view teaching styles in different ways.
Penelope Peterson (1979) defines teaching style in terms of how
teachers utilize space in the classroom, their choice of
instructional activities and materials, and other methods of
student groupings.
Allan Ornstein and Miller (1980) describe teaching as an
expressive aspect of teaching such as warm, or businesslike.
Kellough (2003) teaching refers to the way teachers teach, which
includes their distinctive mannerisms complemented by their
choices of teaching behavior and strategies.

7. Judy W. Eby, Adrienne L. Herrell and Michael L. Jordan (2006)
three descriptions of teaching styles have been identified in their study,
namely authoritarian, permissive, and democratic.
1. Authoritarian Teachers. These teachers tend to plan furniture
arrangements to maintain order in the classroom and to plan schedules
that seldom vary. They believe that it is their responsibility to make all
class rules and establish consequences for misbehaviors. It is the
student’s role to obey the rules and to do all assigned works satisfactorily.
2. Permissive or Laissez-faire Teachers. These teachers employ a
permissive style appear tentative and powerless. They make few rules
and are inconsistent in establishing or delivering the consequences for
misbehavior. They accept excuses and seem unable to assert authority
over academic work or student misbehavior.
3. Democratic Teachers. To this group belong the teachers who are firm
and reasonably consistent about their expectations for academic
achievements and student behavior. Democratic teachers assert their
power to make decisions but they are willing to listen to their student’s
reactions, needs, and desires.

8. DIFFERENT TEACHING APPROACHES
 Concept Teaching. Arends (2004) posits that concept teaching models
have been developed primarily to teach key concepts that serve as the
foundation for the higher- level thinking. Key concepts like landforms,
water forms, or environment can be taught effectively using concept
teaching.
 Constructivist Teaching. Jean Piaget and Lev Vygotsky, two European
psychologists, expound that learners at any age are actually involved in
the process of acquiring information and constructing their own
knowledge.
 Deductive teaching. Burden & Byrd (2003) It is an instructional approach
that starts from a known principle and then moves into the unknown. It is
a direct and straightforward; lends itself to direct instructional approach,
and it is used effectively in promoting student learning.
 Inductive teaching. Burden & Byrd (2003) It is an instructional approach
that starts with the unknown principle and then attention moves to a
known. It is intended to tap into the interest and thinking abilities of
students.

9.  Expository Teaching. Burden & Byrd (2003) When teachers want to
communicate a large amount of information within a short period of
time, they can employ expository teaching in the conduct of the class
discussion. In this technique, an authority such as a teacher, textbook,
film or a microcomputer presents information without overt interaction
between the authority and the students.
 Explicit Teaching. In explicit teaching, teachers teach the students
skills to enable them to master a body of knowledge. It requires
teachers to gain student attention, reinforce correct responses, provide
a feedback to students on their progress, and increase the amount of
time that students spend or actively engage in learning course content.
(Rosenshine, 1987)
 Reciprocal Teaching. This form of teaching is like an interactive
dialogue between teacher and students. It helps students to become
involved in the content they are discussing by helping them to read and
better understand the following four steps: 1. summarizing; 2.
questioning; 3. clarifying; 4. predicting. Thus, there is a shifting
responsibility from a teacher to learners ( Good & Brophy, 2000).

10. Principles of Effective Teaching

11. Effective teaching involves :
 Effective teaching involves acquiring relevant knowledge about
students and using that knowledge to inform our course design
and classroom teaching. When we teach, we do not just teach the
content, we teach students the content. A variety of student
characteristics can affect learning.
 Effective teaching involves aligning the three major components
of instruction: learning objectives, assessments, and
instructional activities.. Taking the time to do this upfront saves time
in the end and leads to a better course.
 Effective teaching involves articulating explicit expectations
regarding learning objectives and policies. Being clear about our
expectations and communicating them explicitly helps students learn
more and perform better.

12.  Effective teaching involves prioritizing the knowledge and skills we
choose to focus on.. Coverage is the enemy: Don’t try to do too much
in a single course. Too many topics work against student learning, so it
is necessary for us to make decisions – sometimes difficult ones – about
what we will and will not include in a course. .
 Effective teaching involves recognizing and overcoming our expert
blind spots.- We are not our students! As experts, we tend to access
and apply knowledge automatically and unconsciously and so we often
skip or combine critical steps when we teach.
 Effective teaching involves adopting appropriate teaching roles to
support our learning goals.- Even though students are ultimately
responsible for their own learning, the roles we assume as instructors
are critical in guiding students’ thinking and behavior. .
 Effective teaching involves progressively refining our courses
based on reflection and feedback. Teaching requires adapting. We
need to continually reflect on our teaching and be ready to make
changes when appropriate

13. L E A R N I N G
 The act, process, or experience of gaining knowledge
or skills.
 Is the act of acquiring new, or modifying and
reinforcing existing knowledge, behaviors, skills,
values, or preferences and may involve synthesizing
different types of information.
-Daniel T. Gilbert, Psychology 2nd Edition-

15. ALTERNATIVE APPROACHESTO LEARNING
1. Authentic Learning. Educators encourage teachers to employ teaching
strategies that will promote authentic learning. A requisite to authentic
learning is the utilization of materials drawn from various fields of
learning that will have applications in the student’s lives. Authentic
learning takes place when students truly know the information and can
perform tasks consistently based on that information. It assures that
students understand the materials and they can use them in real world
tasks (Tilestone, 2004)
2. Mastery Learning. Teachers using mastery learning allow students to
progress at their own rate, particularly in a unit of study. They believe
that students can learn if the task fits their aptitude and they are given
sufficient time to master the new skill or concept. The theoretical model
of mastery learning was inspired by John Caroll’s (1963)
3. Experiential Learning. This forms of learning is based on three
assumptions (Johnson & Johnson, 1994): (1) that learners learn best
when they are personally involved in the learning experience; (2) that
knowledge has to be discovered by the learners themselves if it is to
mean anything to them; and (3) that a commitment to learning is the
highest when learners are free to set their own learning goals and
actively pursue them within a given framework.

16. 4. Observational Learning. This form of learning is also called social
learning. According to Albert Bandura (1986), its main tenet is that
one can learn a lot by watching others. He maintains that for
observational learning to be effective, learners must attend to
someone’s behavior, retain what they have observed, imitate or
reproduce the behavior they saw, and experience reinforcement or
satisfaction as a consequence.
5. Hands-on and Minds-on Learning. When the students are made to
process information using hands-on and minds-on learning, they are
learning by doing and are thinking about what they are learning and
doing. Virtually, this approach to learning helps students construct
and reconstruct their perceptions about an activity by engaging in
questioning, thereby turning the learner’s mind on.
6. Meaningful Verbal Learning. This form of learning refers to the
acquisition of ideas considering that at any point, a learner has an
existing “organization” and clarity of knowledge in a particular subject
mother field (Ausubel, 1963). This organization which Ausubel calls
the cognitive structure determines the learner’s ability to deal with
some new ideas and relationship.

17. Three Learning Domains
A. Cognitive Domain. Its goals of learning center on the
intellectual growth of the individual. They include the
acquisition of basic skills such as reading, writing, and
mathematics, as well as higher-order goals, such as the ability
to solve problems, identify relationships, examine cause and
effect, and other abilities described as understanding.
B. Effective Domain. It considers a student’s concept, personal
growth, and emotional development. It deals with student’s
attitudes and values. Teachers who work in this area focus on
helping students understand who they are, and diagnose and
find solutions to personal and social problems.
C. Psychomotor Domain. Learning is concerned with the
development of muscular skill and coordination. The primary
focus is on the development of manipulative skills rather than
on the growth of intellectual capability.
-Eggen and Kauchak, 2001-

18. The Three-Phase Learning Cycle
A. Exploratory Hands-on Phase. In this phase the students can
explore ideas and experience assimilation and
disequilibrium that lead to their own questions and tentative
answers.
B. Invention or Concept Development. Under the guidance of
the teacher, the students invent concepts and principles that
help them answer their questions and recognize their ideas.
C. Expansion or Concrete Application Phase. This is another
hands-on phase in which students try out their new ideas by
applying the situations that are relevant and meaningful to
them.
-Kellough and Kellough, 2003-

19. Classification of Learning Styles
o Imaginative Learner. Perceives information concretely and
processes it relatively. They learn well by listening and sharing
with others, interpreting the ideas of others with their own
experiences.
o Analytic Learner. Perceives information abstractly and process it
reflectively. They prefers sequential thinking, needs details, and
values what experts have to offer.
o Common Sense Learner. Perceives information abstractly and
processes it actively. They are pragmatic and enjoys hands-on
learning. They sometimes find school frustrating unless they can
see an immediate use to what is being learned.
o Dynamic Learner. Perceives information concretely and
processes it actively. They also prefer hands-on learning and is
excited by anything new.
-Bernie McCarthy, 1999-

21. Principles of Learning

22.  Students’ prior knowledge can help or hinder learning. Students come
into our courses with knowledge, beliefs, and attitudes gained in other courses and
through daily life. As students bring this knowledge to bear in our classrooms, it
influences how they filter and interpret what they are learning.
 How students organize knowledge influences how they learn and
apply what they know. Students naturally make connections between pieces
of knowledge. When those connections form knowledge structures that are
accurately and meaningfully organized, students are better able to retrieve and
apply their knowledge effectively and efficiently. In contrast, when knowledge is
connected in inaccurate or random ways, students can fail to retrieve or apply it
appropriately.
 Students’ motivation determines, directs, and sustains what they
do to learn. As students enter college and gain greater autonomy over what,
when, and how they study and learn, motivation plays a critical role in guiding the
direction, intensity, persistence, and quality of the learning behaviors in which they
engage.
 To develop mastery, students must acquire component skills,
practice, integrating them, and know when to apply what they have
learned.. Students must develop not only the component skills and knowledge
necessary to perform complex tasks, they must also practice combining and
integrating them to develop greater fluency and automaticity. Finally, students must
learn when and how to apply the skills and knowledge they learn.

23.  Goal-directed practice coupled with targeted feedback enhances
the quality of students’ learning. Learning and performance are best
fostered when students engage in practice that focuses on a specific goal or
criterion, targets an appropriate level of challenge, and is of sufficient quantity and
frequency to meet the performance criteria.
 Students’ current level of development interacts with the social,
emotional, and intellectual climate of the course to impact learning.
Students are not only intellectual but also social and emotional beings, and they
are still developing the full range of intellectual, social, and emotional skills. While
we cannot control the developmental process, we can shape the intellectual,
social, emotional, and physical aspects of classroom climate in developmentally
appropriate ways.
 To become self-directed learners, students must learn to monitor
and adjust their approaches to learning. Learners may engage in a
variety of metacognitive processes to monitor and control their learning—
assessing the task at hand, evaluating their own strengths and weaknesses,
planning their approach, applying and monitoring various strategies, and reflecting
on the degree to which their current approach is working.

24. TYPES OF PRINCIPLES of
LEARNING
•Starting Principles
•Guiding Principles
•Ending Principles

25. Starting Principles
 These involve the nature of the child, his psychological and
physiological endowments which make education possible.
 Our native equipment’s have been called by various names. The most
common terms used are reflexes, instincts, capacities, impulses,
temperaments, and the like.
 These hereditary endowments are the preliminary concern in all
educational Endeavour. In the language of A vent- “the child’s original
nature is absolutely antecedent and initial to all educational activities
and results”.
 It is therefore the function of education to make the best use of these
hereditary tendencies to meet human needs, growth and development.
 The primary concern of the teacher is not the subject but the child, not
knowledge of specialty, but knowledge of the laws and principles of
child growth and development.
 The process of child growth and development, like all other natural
processes, involve laws and principles.

26. Guiding Principles
 These refer to the procedure, methods of instruction, or
agglomerations of techniques by which the pupil and the teacher
may work toward the accomplishment of the goals or objectives of
education.
 The method of teaching involves the activities of the teacher and the
pupils. It is the method of learning and not the method of teaching
that constitutes the real problems of method.
 The method is the means of stimulating, directing, guiding, and
encouraging individual or class activities.
 The method of teaching involves the application of many laws and
principles.
 They must show how subject matters are organized and taught, how
teaching results are achieved and evaluated. Improved methods of
teaching are dependent upon increased knowledge of principles to
be applied.
 Principles serve as guiding philosophy for the selection and
operation of teaching and learning activities and techniques.

27. Ending Principles
 These refer to the educational aims, goals, objectives,
outcomes, or results of the whole educational scheme to
which teaching and learning are directed.
 These educational aims or objectives may be used as
definite, intelligible principles or guidance by those who
seek to educate effectively.
 By the aims of education we mean the ends toward
which the educative process is moving. The primary
requisite of effective learning is a goal or ending point.
 In teaching and in learning one must know his goal or
objective.

28.  Goals and Objectives
 Teaching Strategies
 Methods
Teaching PRINCIPLES related to:

29. Principles of Teaching Relatedto Goalsand Objectives:
 Begin with the end in mind.
 Share lesson objective with students.
 Lesson objective must be in the two or three domains-knowledge
(cognitive) skill, (psychomotor) and values (affective).
 Work on significant and relevant lesson objectives.
 Lesson objective must be aligned with the aims of education as embodied
in the Philippine constitution and other laws and on the vision-missing
statements of the educational institution of which you are a part. For
accountability of learning, lesson objectives must be SMART, (Specific.
Measurable, attainable, result-oriented and relevant time-bound and
terminal.
 Aim at the development of critical thing and creative learning.

30. Principles of Teaching related to Teaching Strategies:
 Learning is an active process. Nobody can learn for us in the same way
that nobody can eat for us, not live for us, or die for us.
 The more senses that are involved in learning, the more and the better the
learning. What is seen and heard is learned more than what is just seen or
just heard.
 A non-threatening atmosphere enhances learning. A non-threatening and
conducive classroom atmosphere is not only a function of the physical
condition of the classroom but more function of the psychological climate
that prevails in the classroom.
 Emotion has the power to increase retention and learning. Wolfe ( 2001)
states that “our own experience validates that we remember for a long time
events that elicit emotion in us”.
 Learning is meaningful when it is connected to student’s everyday life.
Abstract concepts are made understandable when we give sufficient
examples relating to the students’ experiences.
 Good teaching goes beyond recall of information. Good thinking concerns
itself with higher-order-thinking skill to develop creative and critical thinking.
 Good teaching considers learners varied learning styles and learners’
multiple intelligences.

31. Principlesof MethodBasedon the Newer Psychologyof Learning.
 Method should utilize the present interest of pupils and stimulate the
development of further interests.
 Method should encourage the pupil to establish worthwhile goals toward
which to work.
 Method should provide opportunities for developing the latent creative
abilities of pupils.
 Method should make provisions for individual differences in abilities,
interests, and background of pupils.
 Method should utilize opportunities for learning through the use of
concrete materials.
 Method should provide for the development of basic skills through use in
meaningful situations.
 Method should provide experiences closely geared to the maturity level of
the child.
 Method should reflect an understanding of the broadest concept of
learning as the modification of behavior (thinking, feeling, and doing).

32. 1. The Teacher:
o As a Manager. The teacher is responsible for the effective management of
the various activities directly related to the teaching-learning process. The
teachers provide direct instruction, keep pupils/students on task, ask a
appropriate question and emphasizing comprehension monitoring and
learning skills.
o As a Motivator. The teacher should set the mood of learning by the way of
stimulating the interest of the learners and gets there more involved in the
class activities.
o As a Leader. The teacher should act as a leader directing, supervising,
regulating, controlling and supporting the class activities to realize optimum
results. The skill in leadership of the teacher as an agent of change will
enliven interest and energies of the learners so that the learning
experiences will be meaningful.
o As a Model. The teachers demonstrate the good traits of a person worthy
of emulation as a model to his pupils/students. They should always
maintain his/her dignity and self-respect when dealing with pupils/students.
Roles and Participants in Teaching-Learning

33. o As a Surrogate-Parent. While in school, the teacher are the parents of the
pupils/students. Parents feel secured when they know that the children are
in good hands. A teacher who is acting a surrogate parents are like a father
who looks ultimately for the welfare of his children.
o As a Social-Catalyst. The teacher as an agent of change should make
things easy for the process of change. A social-catalyst creates a group of
inter-related and interdependent topics for the pupils/students in the
classroom. She must always assist the learners in the process of good
love-how to see, how to feel, how to think, and how to love.
o As a facilitator/Instructor. The most important task of a teacher is to
facilitate learning among his pupils/students. All other task a teacher does
is parts of his sworn duties and responsibilities.
o As a Guidance Counselor. Every teacher should act as a guidance
teacher. While every school has a guidance counselor, that should help
pupils/students acquire insights and understanding, abilities, attitudes,
behavior and appreciation necessary to act intelligently and effectively in
dealing with problems of every day life. The teacher contact with her
pupils/students almost everyday during school days, and therefore she can
integrate some guidance pointers to pupils/students.

34. 2. The Learner. It is assumed that the learner is basically the most
important variable in the school system. To make effective learning
experience wholesome, the learner must clearly perceive and
understand the goal. Effective instructions readily occurs when
communication exist between the teacher and the pupils/students on
the goal and objective of instruction, especially when concepts and
ideas are directly relevant to his needs and problems. The teacher
should also understand the culture that shapes and influences the
learner.
3. The Instructional Methods. In order to insure that delivery of
knowledge and information to intended recipients who are the
pupils/students, it is important to know teaching methodology.
Methodology refers to the orderly, logical and systematic procedure
in doing something more specifically on the science and art of
teaching. The teacher should have a definite and comprehensive
plan characterized by a series of related and progressive acts she
should perform to accomplish the specific aims of the lesson for the
day. Methods can be considered effective when it makes use of the
principle of learning, considered individual differences and stimulates
thinking.

35. 4. The Curriculum. It has been defined as the aggregate course
of study, the courses offered, all planned experiences provided
by the school to assist the pupils/students in attaining selected
and desired learning outcomes to the best of their abilities. It is
also consist of all those experiences, curricular and co-curricular
activities, inside and outside of the classroom, which are under
the jurisdiction of the school and are planned and directed for the
purpose of promoting the growth and development of the
learners.
5. The Classroom. The classroom is a place where formal
learning occurs. This could be a standard classroom according
to prescribed specification designed for educational purpose
where the teacher and the pupils/students are interacting. The
important requisite is that, it is a place that offers a wholesome
venue for the learning activities which can be realized only in an
atmosphere conducive to both teaching and learning process.

36. 6. The School Administration
The ultimate function of school administration is to provide
optimum educational opportunities for wholesome experiences for all
children in school. There are certain administrative skills a school
administration should possess. These are:
o Technical Skills. This is the knowledge of and proficiency in
activities involving instructional methods, procedures and
processes. It involves working with tools and specific teaching
strategies and techniques to achieve the educational objectives.
o Human Skills. This is the ability of the school administrator to
work with people, it is cooperative effort. It is the creation of work
environment in which people feel secure and free to express their
ideas and opinions.
o Conceptual Skills. This is the ability to see the over-all picture to
identify the important elements in a situation, and to understand
the relationship among the various elements in the school system.

37. REFERENCES:
Principles of teaching 1: A Modular approach
By: Lydia N. agno, Ed. D.
Principles and Methods of Effective Teaching
By: Gaudencio V. Aquino

38. TRUE
or
FALSE

39. Thank you!

maricel b. ico ctp 1-a
Prof. Lydia de chavez