A review on the different teaching and learning principles, also includes instructional planning with elements of a lesson plan.

3. A REVIEW ON THE
PRINCIPLES
A. Principles of Learning
B. Principles of Teaching

5. Principles of Learning
What is LEARNING?
•Learning is the one of the important psychological process that
determines human behavior.
•Learning is the process of accumulating knowledge, skills and
attitudes.
•Learning may be through training, experience, reading,
observation, discussions, etc.
•Learning is a continues process
•Learning is also an important source of motivation, stimulation
and job satisfaction

6. Principles of Learning
General principles of learning
1) Readiness
2) Exercise
3) Effect
4) Primacy
5) Recency
6) Intensity
7) Requirement
8) Freedom

7. READINESS
Readiness implies a degree of
concentration and eagerness.
Individuals learn best when they
are physically, mentally, and
emotionally ready to learn, and do
not learn well if they see no reason
for learning. Getting students
ready to learn, creating interest by
showing the value of the subject
matter, and providing continuous
mental or physical challenge, is
usually the instructor’s
responsibility.

8. EXERCISE
The principle of exercise states that those things most often
repeated are best remembered. It is the basis of drill
and practice. It has been proven that students learn best and
retain information longer when they have meaningful
practice and repetition. The key here is that the practice
must be meaningful. It is clear that practice leads to
improvement only when it is followed by positive feedback.

9. EFFECT
The principle of effect is based on the emotional reaction of
the student. It has a direct relationship to motivation. The
principle of effect is that learning is strengthened when
accompanied by a pleasant or satisfying feeling, and that
learning is weakened when associated with an unpleasant
feeling. Thus, every learning experience should contain
elements that leave the student with some good feelings.

10. PRIMACY
The state of being first, often creates a strong, almost
unshakable, impression. Things learned first create a strong
impression in the mind that is difficult to erase. For the
instructor, this means that what is taught must be right the
first time. For example, a student learns a faulty technique,
the instructor will have a difficult task correcting
bad habits and “re teaching” correct ones. The student's first
experience should be positive, functional, and lay the
foundation for all that is to follow.

11. RECENCY
The principle of recency states
that things most recently
learned are best remembered.
Conversely, the further a
student is removed time-wise
from a new fact or
understanding, the more
difficult it is to remember. For
example, it is fairly easy
to recall a telephone number
dialed a few minutes ago, but
it is usually impossible to
recall a new number dialed
last week.

12. INTENSITY
The principle of intensity
implies that a student will
learn more from the real thing
than from a substitute. For
example, a student can get
more understanding and
appreciation of a movie by
watching it than by reading
the script. Likewise, a student
is likely to gain greater
understanding of tasks by
performing them rather than
merely reading about them.

13. REQUIREMENT
The law of requirement states
that "we must have something
to obtain or do something." It
can be ability, skill,
instrument or anything that
may help us to learn or gain
something.
For example, if you want to draw
a person, you need to have the
materials with which to draw,
and you must know how to draw
a point, a line, and a figure and
so on until you reach your goal,
which is to draw a person.

14. FREEDOM
The principle of freedom states that things freely learned are best
learned. The further a student is coerced, the more difficult is
for him to learn, assimilate and implement what is learned.
Compulsion and coercion are antithetical to personal growth.
Since learning is an active process, students must have freedom:
freedom of choice, freedom of action, freedom to bear the
results of action—these are the three great freedoms that
constitute personal responsibility. If no freedom is granted,
students may have little interest in learning.

16. TEACHING PRINCIPLES
• They are guides to make teaching and learning
effective, wholesome and meaningful.
• Webster says “a principle is a comprehensive law
or doctrine which an accepted or professed rule
of action or conduct is derived.”
• Latin word princeps- which means the beginning
or the end of all facts, circumstances or state of
affairs.

17. TEACHING PRINCIPLES
taken from: http://www.cmu.edu/teaching/principles/teaching.html
Teaching is a complex, multifaceted
activity, often requiring us as instructors
to juggle multiple tasks and goals
simultaneously and flexibly.

18. TEACHING PRINCIPLES
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.

19. TEACHING PRINCIPLES
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.

20. TEACHING PRINCIPLES
Effective teaching involves articulating
explicit expectations regarding learning
objectives and policies.
Students’ expectations may not match ours. Thus,
being clear about our expectations and
communicating them explicitly helps students learn
more and perform better. Articulating our learning
objectives gives students a clear target to aim for
and enables them to monitor their progress along
the way.

21. TEACHING PRINCIPLES
Effective teaching involves
prioritizing the knowledge
and skills we choose to
focus on.
Coverage is the enemy. Too many
topics work against student
learning, so it is necessary to make
decisions – sometimes difficult ones
– about what will and will not be
included in a course.

22. TEACHING PRINCIPLES
Effective teaching involves recognizing and
overcoming our expert blind spots.
The students are different from their teachers! As experts,
teachers tend to access and apply knowledge
automatically and unconsciously, and so often skip or
combine critical steps when teaching.
Students, on the other hand, don’t yet have sufficient
background and experience to make these leaps and can
become confused, draw incorrect conclusions, or fail to
develop important skills. They need instructors to break
tasks into component steps, explain connections
explicitly, and model processes in detail.

23. TEACHING PRINCIPLES
Effective teaching involves
adopting appropriate
teaching roles to support
our learning goals.
The roles we assume as
instructors are critical in
guiding students’ thinking and
behavior.

24. TEACHING PRINCIPLES
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
(e.g., something is not working, we want to try
something new, the student population has changed, or
there are emerging issues in our fields).

26. INSTRUCTIONAL PLANNING
Commonly known as LESSON PLANNING
- a guide for teachers in presenting the lessons
systematically
A written instructional plan is an antidote to
aimlessness.

27. LESSON PLAN TYPES
Yearly instructional plan for Basic Education
1. Philippine Elementary Learning Competencies
(PELCs)
2. Philippine Secondary Learning Competencies
(PSLCs)
For tertiary level, it is called as course syllabus
other term for this is the course plan or course of
study.

28. LESSON PLANNING
• Lesson plans could be done weekly or
daily.
Elements of a Lesson Plan
a. Objective
b. Topic or subject matter
c. Materials
d. Procedure or lesson
development
a. Evaluation
b. Assignment

29. Elements of a Lesson Plan
Objectives
 It maybe a statement or
question in nature. Like , “to
explain the causes of the
thinning down of the ozone
layer.”
 Maybe converted into, e.g.
“what are the causes of the
thinning down of the ozone
layer?”

30. Elements of a Lesson Plan
Topic or SubjectMatter
Main course of the lesson
The center of the discussion

31. Elements of a Lesson Plan
Materials
 Instructional materials and media make the
abstract lessons concrete

32. Elements of a Lesson Plan
Procedure
Five Major Elements
Motivation
Teaching procedure (use of
pivotal questions)
Formative check (evaluation
or assessment)
Student participation
Closure

33. Elements of a Lesson Plan
Homework or Assignment
 They are the synapse strengtheners
 They enforce the retention of concepts.
 It will serve as the preparation for the next
lesson.