Unit 2 Principles of teaching and Learning.pptx

08/05/2025 1
Unit Two
Principles of Teaching and
Learning

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Objectives
 At the end of this unit , students should be able to :
 Explain the differences between “Education”, “Teaching” and “Learning”.
 Indicate the purposes and approaches of teaching.
 Specify characteristics of learning
 Indicate steps involved in learning.
 Describe domains of learning
 List possible factors that affect learning.

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What is Teaching?
Definition: Teaching is an interaction b/n a
teacher and students under the teacher’s
responsibility in order to bring about expected
behavior changes.
- The activities of educating or instructing;
activities that impart knowledge or skill.

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Purposes of Teaching
To help students
 Acquire, retain and be able to use knowledge;
 Understand, analyze, synthesize and evaluate;
 Achieve skills;
 Establish habits;
 Develop habits;
 Develop attitudes.

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What are the teaching approach
Talk to students;
Talk with students;
Have them talk together;
Show students how
Supervise them
Provide opportunities for practice.

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What are the principles of effective
teaching?

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Principles of effective teaching
1. Prepare really thoroughly
2. Start absolutely right
3. Set clear objectives
4. Have a super attitude
5. Balance activities well
6. Communicate effectively

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Principles of effective teaching Con ’d
1. Prepare really thoroughly
 Get as much advice as you can and prepare
 In fact over-plan, create a check list .
 Have all your (complete) notes, the course text,
handouts, transparencies, markers, chalk, erasers
with you at the first class.
 Know your teaching space, visit it beforehand

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Be careful about how much you assume
your students will know.
 Complete assignments yourself before
giving them to your student.

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2. Start absolutely right
 Arrive early
 Introduce yourself
Talk through the syllabus
 Introduce the textbook
Your history / background
 Other personal information
 Tell the students what to call you
 Engage them - get attention?

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Start absolutely right cont…
 Be enthusiastic(interest) and energetic
Decide that this course is going to be fun
for you and your student
 Dress appropriately

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3. Set clear objectives
 Include these in your syllabus
State exam and quiz schedule
 Explain grading policies
State academic misconduct penalties
 Reference Student Conduct Code

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4. Have a super attitude
 Care about your students
 Show respect and gain respect
 Praise success
 Be fair and consistent
 Learn student names

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Have a super attitude Cont….
Encourage class to get to know each other.
Work with all your students
Try to motivate the students
 and SMILE

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5. Balance activities well
 Teaching – speaking
 Listening
 Watching
• Video and PowerPoint
 Active learning
• Small groups and Role playing
 Accept suggestions

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You can help to achieve this by preparing a
clear outline and displaying it for your class
 Think what you would like if you were in
your class.

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Develop enviable skills
 Mannerisms( the same style)
Speech pattern
 I mean
 Y’know
 Like

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Can you use humor effectively?
 Self-effacing / self-deprecating humor works
really well
- It’s really safe
- Does not lead to a loss of respect
- Indicates that you are human and
approachable
Look out for things that relate to your subject

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Be engagingly responsive
o Get feedback - how?
 Eye contact
 Nodding
 Body language
 Surveys
 Conversations

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6. Communicate effectively
• Make everything very clear – especially rules -
attendance, make-ups etc.
• Tell the students what you can do and what you cannot.
• Take questions - stimulate them to ask
• Tell them what they can expect of you outside
class hours

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• Respond quickly to quizzes / exams
• Give good written feedback, be helpful
• Help all students to be successful
• Discourage bad and disruptive behavior

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What Is Learning?
• Definition: Learning is the process resulting in
some modification, relatively permanent, of the
way of thinking, feeling, doing of the learner.
 The cognitive process of acquiring skill or
knowledge.

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Terms Included in Learning
• Training:- means learning to act or behave in a certain way or
do specific jobs or skills.
- Puts less emphasis on general thinking or knowledge
than education does.
• Education:- means gaining general theoretical knowledge
and may not pay much attention to learning how to do any
specific work, task or skills.

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How does learning occur?
There are some hypothetical assumptions:
1. Learning is personal/individual
2. Learning occurs when there is an active mental
process (active participation)
3. Learning occurs by the choice of the student.
“You can lead the horse to the water but you don’t
make it drink

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Characteristics of learning
A. Learning is Unitary
B. Learning is Individual and Social
C. Learning is Self – active
D. Learning is Purposive
E. Learning is Creative
F. Learning is Transferrable

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A. Learning is Unitary
o The learners respond:
- as a “whole person” intellectually, emotionally,
physically and spiritually simultaneously.
- in a unified way
- to the whole situation
• Learners’ total reaction is coordinated and integrated
toward achievement of the goals.
• The teacher needs to understand very well.

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B. Learning is individual and social
• Learning is social: because it takes place in response to
the environment.
• Learning is Individual: Each learner is unique who has
needs and problems not exactly like others.
• Some have high intellectual and others low:
• Some are excellent in self expression while others have
difficulty;
• Some are sociable and others are shy and retiring.

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C. Learning is self-active
Students learn through their own activities.
Learning is a personal process.
Each person must develop her/his own habits of learning.
Self- active learning includes listening, visualizing,
recalling, memorizing, reasoning, judgment and
thinking.
Instructors are expected to guide, direct and select different
types of learning activities based on objectives.

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D. Learning is purposive
Learning is moving toward a goal or end result.
The greater the acceptance of the goal by the learner, the
more meaningful and effective the learning will be.
 Learning experience are meaningful when they are
related to the individual’s interest; when they are
involved in his/her living; when enabled him/her to
make more intelligent adjustment in the future; when
involved with problem solving rather than formal drill.

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E. Learning is creative
Learning is not merely a summing up of previous
knowledge and experience; it is a creative
synthesis of all known experience of the learner.
E.g. The individual will be assigned to a new area
that needs newly generated pattern of behavior,
which is unique and individual.

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F. Learning is transferable:
Transferable means that whatever is learned in
one context or situation will also apply in
another context or situation.
E.g 1: The principle of aseptic technique learned in
the microbiology class will be applied to many
sterile procedures in the clinical areas.

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Learning is transferable con…
Reflection, problem solving technique and discussion
methods will help mostly in the learning approach of
transferring knowledge.
E.g 2: Community based training, which is a problem
solving approach, is a good example in transferring
different knowledge to the actual community situations.

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Steps in Learning
By examining how babies and young children learn.
1.The first step is observation
2. Next, children try to use other methods like
listening, touching, or tasting.
3.When a child starts to speak, she or he may ask
“why” and “how” something happens.

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Con...
4. Often the child tries to imitate/ Copy the same
action saying, “let me do it my self’.
5. Most of the time the child repeats the action
repeatedly.
6. Many times children ask parents to observe them
how they are able to perform something.

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Domains of Learning
• Learning domains sometimes referred to as categories of
learning outcomes
• Learning mainly occurs in three areas
1. Intellectual - Cognitive domain
2. Emotional - Affective domain
3. Motor - Psychomotor domain

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1. Cognitive domain
• Include intellectual skill such as thinking, knowing and
understanding
• Generally provided starting from a simple to a complex
• Methods used to achieve this domain of learning are
lectures, discussion, seminar, etc.
• This domain generally evaluated by formal written
examination
• Is the core learning domain

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Cognitive Domain Con...
 Knowledge
 Comprehension
 Application
 Analysis
 Synthesis
 Evaluation
 The cognitive domain involves the
learning and application of knowledge.
 The taxonomy contains six levels

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Cognitive domains Levels
 Knowledge: To recall or recognize information in some pre-
arranged form.
E.g. Define levels of cognitive domain.
 Comprehension: To understand meaning of information based on
prior learning.
Eg. Explain purpose of cognitive domain
 Application : To utilize information to complete a task with
limited direction.
Eg. Write objective for levels of cognitive domain.

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Con ...
 Analysis :To classify and relate assumptions or
evidence.
e.g. Compare cognitive & affective domains.
Synthesis To integrate or combine ideas into a new
product or plan.
E.g. Design way to write objectives that combines 3
domains.
 Evaluation : Critique idea based on specific standards
and criteria.
E.g. Judge effectiveness of writing objectives using
taxonomy

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2. Affective domain
 The affective domain addresses the acquisition of attitudes
and values.
• Includes feelings, emotions, interests, ,and appreciation.
 The taxonomy contains five levels
Receiving
Responding
Valuing
Organization
Characterization

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Affective domain levels
Receiving - willing to listen and open to new
experiences.
Responding -actively responding to an activity.
Valuing - attaching value to something and expressing
personal opinions.
Organization - to express personal views, beliefs, or
opinions.
Characterization - to act consistently according to
one's personal beliefs and values.

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Affective domain con....
• The teaching strategies needed for the
successful achievement of this domain of
learning are simulation, role play, discussion
etc.
• This domain of learning assessed by self
assessment using check list, pre/post attitude
survey related to course content, retention
success in course.

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3. Psychomotor domain
 Also known as the cognitive or skill learning
domain.
This domain involves learning motor skills that
require the acquisition of combined psychological
and masculine ability to perform a task.
e.g. Performing head to
toe assessment.
Taking blood pressure

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Psychomotor domains levels
Perception: Process of becoming aware of objects,
qualities, etc by way of senses. Basic in situation-
interpretation-action chain leading to motor activity.
Set: Readiness for a particular kind of action or experience;
may be mental, physical or emotional
Guided Response: Overt behavioral act under guidance of
an instructor, or following model or set criteria.
Mechanism: Learned response becomes habitual; learner
has achieved certain confidence and proficiency or
performance.

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Con ...
Complex Overt Response: Performance of motor act
considered complex because of movement pattern
required.
Adaptation: Altering motor activities to meet demands
of problematic situations.
E.g. Responding effectively to unexpected experiences
such as emergency shock case.
Origination: Creating new motor acts or ways of
manipulating materials out of skills, abilities and
understandings developed in the psychomotor area.

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Psychomotor domain con...
• Teaching learning strategies involve demonstrations,
laboratory practice, skill practice on simulators,
clinical practice, etc.
• The psychomotor domain is best assessed in a face to
face situation.

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Summary
Cognitive Affective Psychomotor
Thinking Feeling Doing
Head/ mind Heart Hands

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Summary
 Most learning
ultimately requires
the integration of the
domains.

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Factors affecting Learning
Assignment
Physiological factors
Psychological factors
Environmental factors
Methodology of learning

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1. Physiological Factors
•Physiological factors include sense perceptions, physical health,
fatigue, time and day of learning, food and drink, age and
atmospheric conditions.
A. Sense perception: Sensation and perception are the basis of
all cognitive learning.
• The weaker the power of perception, the lesser the amount of
learning.

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Physiological Con…
B. Physical health: ill health hampers learning. Sound
mind is only in a sound body.
C. Time of Learning: Morning and evening hours are
usually preferred for studying. During the day, there is
a decline in the mental capacity.
D. Food and Drink:- Nutrition is responsible for affecting
mental activity. Poor nutrition adversely affects
learning. Alcoholic drinks, caffeine, tobacco etc… have
adverse effect on neuromuscular system, and
consequently has effect upon the learning capacity.

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Physiological Con…
E. Fatigue: Studying longer time cause fatigue, which affects
the learning capacity.
F. Atmospheric Conditions: High temperature and
humidity lower mental efficiency.
G. Age: learning capacity varies with age.
• Learning proceeds rapidly between 18 and 20, remains
stagnant until 25 and declines up to 35.

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2. Psychological Factors
a) Mental health: Mental tension, conflict, and illnesses hamper
learning.
• Some students’ find it difficult to prepare for examination,
simply because of fear of the examination and anxiety
neurosis.
b) Motivation and interest: No learning can take place in the
absence of motivation. Motives can energize; select and direct
positive behavior.

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Con...
Motivation to take place in the school environment,
learning should be more purposeful and meaningful.
Praise & Blame
Praise stimulates particularly small children to enjoy
work and learning.
Elder children are more sensitive towards blame than
younger children are.

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Con...
c) Rewards and punishment: rewards of all sorts are
powerful incentives for learning.
• However, sometimes people become over dependent on
rewards. This means they refuse to work without any
incentive of rewards.
• Thus, all learning should not be and cannot be rewarded
immediately.
• Reward induces further success.

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Con...
• Punishment creates negative reaction,
retaliation and hated, studies have shown that
when punishments become frequent it
interferes with complex learning activities.

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3. Environmental Factors
1. Working conditions: learning is hampered by bad
working conditions such as distraction, noise, poor
illumination, bad ventilation, overcrowding, and
inconvenient sitting arrangements.
• The location of the school, the internal setup, the
accommodation, decoration and sanitary conditions are
very important for efficient learning.

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Environmental Con...
2.Organizational setup: The timetable must be
drawn in accordance with the psychological
principles.
• It can avoid fatigue and boredom.
• Difficult subjects should be taught in the
morning by giving breaks.

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4. Methodology of Instructions
1. Presentation and organization of material:
The learning material should be properly
planned and organized.
• Should be presented in meaningful and
interesting manners.

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Methodology Con...
2. Learning by doing: practice makes a man perfect.
• Meaningful repetition and practices are important for
learning.
• The pupils must be encouraged to learn through activity.
• Timely testing: Through continuous testing, feedback
and reinforcement, the learners know their exact
achievement.
• Occasional and periodical testing motivates students.

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Teacher and Learner Relationship
• Objective:
• At the end of this unit students are expected
to:
• Discuss the characteristics of effective teacher.

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Characteristics of effective teacher
1. Prepared - The most effective
teachers come to class each day ready
to teach.
 know the subject matter and are
able to teach it in a way that
students can learn.
 It is easy to learn in their class
because they are ready for the
day.

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Con...
 do not waste instructional time.
 Time flies in their class because students are
engaged in learning (not bored, less likely to
fall asleep).
•

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2. Positive
Positive – The most effective teachers have an
optimistic attitude about being a teacher and about
their students
 They see the glass half-full (They look on the positive side
of every situation).
 They are available to students.
 They communicate with students about their progress.

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Con...
 They give praise and recognition.
 They have strategies to help students be
positive towards one another.
 They love teaching and would not want to do
anything else.

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3. High expectation
• The most effective teachers do not set limits on any of
the students and believe they all can be successful.
 They have the highest standards.
 They consistently challenge students to do their best.
 They are caring professionals who build students’
confidence and teach students to believe in themselves.

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4. Creative
. Effective teachers are very resourceful and inventive
in how they teach their classes.
Examples
. Agreeing to participate in school talent show.
Using technology in the class room

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5. Fair
The most effective teachers are just in how
they treat students and in their grading.
They allow all students equal
opportunities and privileges.
They clarify requirements for the class.

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Con...
They recognize that “Fair” doesn’t necessarily
mean treating everyone the same, but giving
every student what he or she needs in order to
be successful.
They understand that all students don’t learn
in the same way and at the same rate.

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6. Personal Touch
• Effective teachers are approachable.
 They connect with
students in a personal
way.
 They share personal
experiences with the
class.

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Con ...
 They take a personal interest in the students
and find out as much as possible about them.
 They visit the students’ world (neighborhoods,
homes, sit with them in cafeteria, etc.).
 They come to sporting and other events outside
normal school hours.

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7. Develops a sense of belonging
• The most effective teachers make students
feel welcome and comfortable in their
classrooms.
• Feeling a sense of belonging in
the classroom.
Feeling that the teacher was
happy to have them in the
classroom.

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8. Admits Mistakes
• Effective teachers are quick to apologize to
students when an error was made
Example (1): When a student is mistakenly accused, the teacher
is willing to apologize to the student.
Example (2): The teacher is willing to make adjustments when
students inform the teacher that there was material on the
test they were not told to study or when errors are made in
grading.

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Con ...
• Example (3): The teacher is willing to give
students an opportunity to redo a project if
s/he did not explain an important step in the
assignment.

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9. Sense of humour
• Effective teachers do not take
everything so seriously and make
learning fun.
 They have the ability to break the ice
in difficult situations with humor.
 They bring humor into the classroom.
 They enjoy laughing with the class
(but, not at the expense of a
student).

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10. Gives Respect to Students
• The most effective teachers do not deliberately embarrass
students.
• Teachers who give the highest respect, get the highest
respect.
• Examples:
 Respect students’ privacy when returning test papers.
 Speak to students in private concerning grades or conduct.
 Effective teachers were remembered for showing sensitivity
for students’ feelings, and for consistently avoiding situations
that might unnecessarily embarrass students.

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11. Forgiving
Effective teachers do not hold grudges
against their students.
They are willing to forgive
students for inappropriate
behavior.
They have a habit of starting
each day with a clean slate.

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Con ...
They understand that an attitude of forgiveness is
essential if difficult students are to be reached.
They understand that disruptive or antisocial
behavior can be upsetting and quickly turn a
teacher against a student. But, the willingness to
never give up on a difficult student can result in a
wonderful success story.

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12. Compassionate
Effective teachers are genuinely concern about
students’ personal problems and can relate to
them.
The teacher takes a special interest in helping students
solve personal problems.
Students can tell that their teacher loves them.
The sensitivity and compassion of a caring teacher affects
students in profound and lasting ways.

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Summary
When students are fortunate enough to be in the classroom of a teacher who
displays a majority of the 12 Characteristics of Effective Teacher, it can make a life-
long difference.
 #1 - Prepared
 #2 - Positive
 #3 - High Expectations
 #4 - Creative
 #5 - Fair
 #6 - Personal Touch
 #7 - Develops a Sense of Belonging
 #8 – Admits Mistakes
 #9 - Sense of Humor
 #10 – Gives Respect to Students
 #11 – Forgiving
 #12 - Compassionate

Unit 2 Principles of teaching and Learning.pptx

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