The document provides information on various principles and concepts related to teaching and learning. It discusses different learning styles and intelligences, principles of teaching, components of effective teaching, Bloom's taxonomy, teaching strategies and techniques. Specifically, it outlines inborn tendencies that influence learning, 8 principles of teaching, types of learners and multiple intelligences, components of the teaching-learning process, and examples of teaching techniques and strategies.

2. If your plan is for one year….
Plant rice: If your plan is for
ten years…. Plant a tree: but
If your plan is for
eternity….EDUCATE
CHILDREN.

3. Basic Concepts:
TEACHING – a process of stimulating, directing,
guiding and encouraging learning activity
- the means whereby society trains the young.
LEARNING – a psychological activity in development
such as the acquisition of symbolic knowledge or
motor skill.
- the end of teaching
PRINCIPLE OF TEACHING - psychological laws of
learning, educational concepts and rules of practice
upon which all educational procedures are formed.

4. PRINCIPLE - derived from the Latin word “PRINCEPS”
which means the beginning or end of all things
General laws
Doctrines
Rules of actions
Fundamental truths
General statements
Educational concepts
Accepted tenets
 the conditions that affect the teaching and learning
process
TYPES OF TEACHING PRINCIPLES
1. STARTING PRINCIPLES - involves the nature of
the learner his psychological and physiological
endowments or inborn tendencies which serve as

5. INBORN TENDENCIES
 INTELLIGENCE – power to understanding
-capacity to know or comprehend
 EMOTION - blends of sensation caused by the
profound and widespread changes within the body
 IMITATION - the tendency of the child to act
according to what he sees or observes
 CURIOSITY, INTEREST AND ATTENTION -
Curiosity is the starting point of interest. It directs
attention to new things or objects.
 GREGARIOUSNESS - the tendency of the
individual to be with others or other groups

6. Collecting and Hoarding
(Acquisition and possession) – the interest is in
keeping the objects
 Competition and rivalry
Competition implies a struggle between two or
more persons of the same object or purpose with the
aim to equal or excel others.
Rivalry often suggests personal contest for
selfish ends , resulting in envy and jealousy.

7. 8 M’s of TEACHING
MILIEU - The Learning Environment
MATTER - The Content
METHOD - The teaching strategy
MATERIALS - The Learning Resources -human
or physical object
MEDIA - The System of Communication
MOTIVATION - The Propeller of action
MASTERY - The Be-All and End-All of Learning
MEASUREMENT - Getting Evidence of Learning

8. COMPONENTS OF EFFECTIVE
TEACHING
A. TEACHER – the most important part of the learner’s
educational environment
Roles of the Teacher
 Manager
 Counselor
 Motivator
 Leader
 Model
 Public Relation Specialist
 Parent-Surrogate
 Facilitator
 Instructor

9. B.LEARNER - the subject of the schooling
process
Pupil - child in the elementary level
Student - one attending an educational
institution above the elementary level.
Types of Learner
. 1. Mastery Learner
2. Understanding Learner
3. Self- Expressive
4. Intuitive Learner

10. Multiple Intelligences
 Word Smart
 Number Smart
 People Smart
 Self Smart
 Art Smart
 Music smart
 Body Smart
 Nature Smart

12. VERBAL / LINGUISTIC LEARNERS
are
SKILLED MANIPULATORS OF LANGUAGE
who can
PLAY WITH WORDS / COMMUNICATE WE
ARE GOOD IN: LEARNS BEST THROUGH
They will be great poets, writers, statespersons, tutors,
and mediators
READING
WRITING
MEMORIZATION
HEARING
SEEING
REPEATING

13. SPATIAL LEARNERS
are
VISUALIZERS
and
* ARE PROFICIENT IN RECOGNIZING OBJECTS
* ARE GOOD IN CREATING PICTURES IN MIND
who are
REFERRED TO AS DAY DREAMERS WHO
LIKE TO DRAW, BUILD, CREATE, TINKER OBJECTS
and later
THEY CAN BECOME SUCCESFUL ARTISTS,
ARCHITECTS, NAVIGATORS.

14. INTERPERSONAL LEARNERS
ARE SOCIALIZERS WHO
* ARE EXTROVERTS
* HAVE MANY FRIENDS
* BELONG TO MANY GROUPS
* TALK EASILY TO PEOPLE
* UNDERSTAND OTH
GOOD LEARNERS WHO
ORGANIZE
MEDIATE
COMMUNICATE
MOTIVATE
WHO WILL BE
SUCCESSFUL IN
POLITICS
CHURCH
EDUCATION

15. INTERPERSONAL LEARNERS
(continued)
WHO
* ARE MORE INTROSPECTIVE
* PREFER TO WORK ALONE AT THEIR OWN
PACE, THEIR OWN THING, IN THEIR OWN
SPACE
* FOLLOW THEIR OWN INTERESTS
* PURSUE THEIR FEELINGS, DREAMS,
GOALS, AND INTERESTS
AWARE OF THEMSELVES
* KNOW THEIR OWN STRENGTH AND
WEAKNESSES
* FIND CREATIVE WAYS TO COMPENSATE
THEIR SHORTCOMINGS
* KNOW HOW TO ENHANCE THEIR STRENGTH

16. THE NATURALISTIC LEARNERS
ARE
INTERACTIVE WITH THE NATURAL ENVIRONMENT
WITH SKILLS IN
ORDERING
CATEGORIZING
CLASSIFYING
CAN HAVE EXCELLENT CAREER IN:
FORESTRY, AGRICULTURE, BOTANY
AND…READINGS AND LEARNING RELATED TO ENVIRONMENTAL
INTERESTS WILL BE MEANINGFUL TO THEM.

17. LOGICAL/MATHEMATHICAL LEARNERS
are
INQUISITIVE LEARNERS WHO HAVE THE NEED
TO FIND ANSWERS TO QUESTIONS
ENJOYS:
EXPLORING PATTERNS
WORKING WITH NUMBERS
EXCEL IN:
MATH
REASONING
LOGIC
PROBLEM SOLVING
LEARN BEST WITH
WORK REQUIRING
CATEGORIZING
CLASSIFYING
ABSTRACT PATTERNS
WILL DO WELL IN MATHEMATICS, TECHNOLOGY,
AND RESEARCH

18. MUSICAL LEARNERS
are people who normally
* LOVE RYTHYM
* SING OR HUM
* ENJOY LISTENING TO MUSIC
* PLAY INSTRUMENT
* RESPOND WITH THE BODY
ARE GOOD IN THE USE
OF RYTHYM AND
CREATIVE
EXPRESSIONS
and
WILL BE SUCCESFUL
COMPOSERS,
VOCALIST,
MUSICIANS, MUSIC
DIRECTORS
SO THEY NEED MORE CREATIVE WORK AND
CALM ENVIRONMENT

19. BODY KINESTHETIC LEARNER
ARE CALLED THE MOVERS WHO USE
TOUCHING, MANEUVERING, AND BODY TO
PROCESS INFORMATION
EXCEL IN:
SPORTS
DANCING
ACTING
CRAFTS
LEARN BEST
* WHEN THEY MOVE WITH HIGH
ENERGY
* EXPRESS THEMSELVES AND
SOLVE PROBLEMS THROUGH
THE CONTROL AND MOVEMENT
OF BODIES.
CAN BECOME GOOD ACTORS, AND
BALLERINAS

20. C. CLASSROOM - the place where formal learning occurs
Classroom environment encompasses Four Factors
1.Physical Environment – includes the location. Size of the
room, construction of the room and the furniture, instructional
supplies, provisions for lighting and ventilating, sanitation,
cleanliness and orderliness
2. Intellectual Climate – patterns of behavior, interaction
pattern and attributes tat help the learners think clearly,
critically and creatively
3. Social Climate
autocratic
laissez-faire
democratic
4. Emotional Climate - emotional adjustment and mental
health of the children

21. D.CURRICULUM sum total of all learning content,
learning experiences and resources that are
properly selected, organized and implemented by
the school in pursuit of its mandate as a distinct
institution of learning and human development
Academic Curriculum - formal list of courses
offered by the school
Extra- Curriculum – planned but voluntary activities
that are sponsored by a school
Hidden Curriculum – unplanned learning activities
that are natural by-product of school life

22. E.MATERIALS OF INSTRUCTION - various resources
available to the teachers and learners which help facilitate
instruction and learning
TWO-DIMENSIONAL MATERIALS
1. flat pictures – photos
2. graphics- comics, graphs, charts, maps
THREE-DIMENSIONAL MATERIALS
1. Model - globe
2. Realia - objects, specimens, relics, replicas,
exhibits
3. Mock up – Computer key board
4. Diorama - aquarium, terrarium
5. Puppets - hand puppet, finger puppet shadow
puppet, marionette

23. AUDIO-RECORDING
1. Recordings - phonographic disc
2. Radio
PROJECTED MATERIALS
1. Still Projection
2. Motion Pictures
3. Educational Television
F. ADMNISTRATION - organization, direction,
coordination and control of human and material
resources to achieve desired ends

25. BLOOM’S TAXONOMY OF EDUCATIONAL
OBJECTIVES
A.COGNITIVE DOMAIN - mental skills ( knowledge)
LEVELS:
• KNOWLEDGE - remembering the previously learned
materials recall data or information
• COMPREHENSION - grasping the meaning of the
material
- understanding the meaning, translation,
interpolation and interpretations of instructions
and problems
• APPLICATION - use a concept in a new situation
- applies what was learned in the classroom into
novel situation in the work place.

26. •ANALYSIS - breaking down material into parts
separates material or concepts into
component parts
•SYNTHESIS - put parts together to form a
whole, with emphasis on
creating
a new meaning or structure
•EVALUATION – make judgment about the
value of ideas or materials

27. AFFECTIVE DOMAIN - growth in feelings or emotional areas
(Attitude)
LEVELS:
Receiving – awareness, willingness to ear
Responding - active participation on the part of the learner
Valuing - the worth or value a person attaches to a
particular
object. Phenomenon or behavior
Organization – organizes values into priorities by
contrasting
different values, resolving conflicts between
them and creating a unique value system
Internalizing ( characterization) – a value system that

28. PSYCHOMOTOR DOMAIN - manual or physical skills
LEVELS:
1. Perception - ability to use sensory cues to
guide motor activity
2. Set - readiness to act, it includes mental,
physical and emotional sets
3. Guided Response – the early stages in
learning a complex skill that includes
imitation and trial and error
4. Mechanism- immediate stage in a learning a
complex skill

29. 5. Complex Overt Response - skillful performance of motor acts
that involve complex movement patterns
6. Adaptation - skills are well – developed and the individual
can modify movement patterns to fit special
requirements
7. Origination – Creating new movement patterns to fit a particular
situation or specific problem
BLOOM’S REVISED TAXONOMY
EVALUATION --------------------------------- EVALUATING
SYNTHESIS --------------------------------- CREATING
ANALYSIS --------------------------------- ANALYZING
 APPLICATION ----------------------------- APPLYING
 COMPREHENSION ----------------------- UNDERSTANDING
 KNOWLEDGE ------------------------------- REMEMBERING

31. STRATEGY OF TEACHING - refers to the science of
developing a plan to attain goal and to guard
against undesirable results. It means the art of
using psychological plan in order to increase the
probabilities and favorable consequences and to
lessen the chances of failure
METHOD OF TEACHING - refers to the series of
related and progressive acts performed by a teacher
and the students to attain the specific objectives
of the lesson
- a plan involving sequence of steps to achieve
a given goal or objective
TECHNIQUE OF TEACHING – refers to the personalized
style of carrying out a particular step of a given method.
- a skill employed by the teacher in carrying on the
procedures or act of teaching

32. TECHNIQUE OF TEACHING
– refers to the personalized style of
carrying out a particular step of a given
method.
- a skill employed by the teacher in
carrying on the procedures or act of
teaching

34. A.WRITING JOURNALS – A journal is a daily record,
chronology or a register of events. It is sometimes
called a diary.
B.NARRATIVES – students are encouraged to write
their own narrative. They are made to recall past
experiences that could help them understand why
things happen or what events lead to an important
discovery.
C.INDEPENDENT STUDY – independent study is a
technique resorted to by a teacher in recognition of
individual differences among students.
D.INVITING SPECIALIST – enables the students to
meet, listen or interview a specialist on a particular
topic.

35. H. PEPARING PROJECTS AND COLLECTIONS – it
guarantees constructive and productive activities
related to the unit being undertaken. It likewise
serves as a sure venue for the application of
concepts and principles learned.
I. READING – reading as a teaching methodology
requires the students to search for information from
printed and illustrated learning materials.
J. DISCOVERY – discovery is a teaching strategy
which aims to assist the student in finding solutions
or answer to a problem or attaining a learning
objective through self-discovery.
K. INTEREST LEARNING CENTER – each center
contains the instructional materials, tools; kits and
equipment that might be needed during an
investigation.

36. I. PROBLEM SOLVING – it consist of a fixed step-by-step
procedure directed towards finding an answer or a solution
to a problem.
Problem solving is also termed a scientific methodology.
The steps followed could be stated briefly as follows:
a. Defining the problems
b. Formulating a hypothesis or a tentative solution
c. Testing the likely hypothesis using appropriate
methodology
d. Gathering, recording and analyzing data
e. Arriving at a conclusion or generalization
J. CREATIVE WRITING – creative writing purposely
incorporates the act of writing as a part of the instruction
process.

38. A. COOPERATIVE LEARNING
- Cooperative learning methodology works well with
groups or teams wherein members help one another
to achieve a desired outcome.
B. DISCUSSION
- Discussion, interchangeably termed discoursed,
refers to a free communication of ideas between the
teacher and the pupils and among the pupils as well.
C. FIELD STUDIES
- Field studies as a teaching methodology is an out-of-
the classroom activity intended to present concepts in
the most realistic manner.
D. ROLE-PLAYING
-Role playing of an enactment of a learning situation
through which they depict real life responses and
behavior.

39. E. LESSON DEMONSTRATION
- A lesson could be presented through a brief
demonstration performed by a student, teacher or an invited
specialist. It is a teaching strategy that is best employed
when expensive equipment will be used, chemicals and
expensive materials are specified and technical know-how is
needed.
F. PEER TUTORING
- Tutor means to coach, teach or instruct another or do so
among themselves. The tutor is more knowledgeable, skilled
and has the ability to influence the others.
G. LECTURE
- Delivering a lecture is a teaching mode which consists of
an oral presentation by an expert.
H. TEAM TEACHING
- It consists of tapping the expertise of two or more

40. I. SIMULATION GAMES
- A simulation is an imitation of a real process or concept. A
game stands for any contest among players under some
rules for an objective.
J. SOCIODRAMA
- Sociodrama, if used as a teaching method, is an
excellent device to make students “gain emphatic
awareness” of situations involving conflict.
K. DIRECT INSTRUCTION
- Direct instruction is a way of teaching which helps
students master basic knowledge and skills in a step-by-
step procedure.