presentation about Principle of Teaching

1. UNIT 2: PRINCIPLES
OF TEACHING
PRESENTED BY: BENJIE F. GOOD, LPT

2. OBJECTIVES
● Explains the guiding principles of
learning.
● Discuss the responsibilities of
teachers towards the learning of
students.
● Distinguish the learner’s different
ways of knowing and representing
knowledge.

3. PRINCIPLES
OF LEARNING
Learning is a complex process and it is
the teacher’sleading concern for the
students. The learners need guides and
principles on how learning takes place.
From Horne and Pine (1990)

4.  The principles of learning provide
additional insight into what makes people
learn most effectively. The principles have
been discovered, tested, and used in
practical situations.
 By knowing some principles on how
learning takes place, we will be guided on
how to teach.

5. Learning is an experience
which occurs inside the
learner and is activated by the
learner.
01

6. ● No one directly teaches anyone anything of
significance.
● ‘’People LEARN what they WANT to LEARN, they
SEE what they WANT to SEE, and HEAR what they
WANT to HEAR’’.
● It must be wise to engage the learners in an activity
that is connected to the life experience.

7. Maybe You Need
to Divide the
Content
Mercury is the closest planet to the
Sun and the smallest one in the
Solar System—it’s only a bit larger
than the Moon
Venus has a beautiful name, is
the second planet from the Sun
and its atmosphere is extremely
poisonous
Mercury Venus

8. Learning is the discovery of
the personal meaning and
relevance of ideas.
02

9. ● No one directly teaches anyone anything of
significance.
● ‘’People LEARN what they WANT to LEARN, they
SEE what they WANT to SEE, and HEAR what they
WANT to HEAR’’.
● It must be wise to engage the learners in an activity
that is connected to the life experience.

10. Learning (behavioral change)
is consequence of
experience.
03

11. ● 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 like someone
likes them.

12. ● 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 like someone
likes them.

13. Learning is a cooperative and
collaborative process.
04

14. ● 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 like someone
likes them.

15. Learning is an evolutionary
process.
05

16. ● 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 like someone
likes them.

17. Learning is sometimes a
painful process.
06

18. ● 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 like someone
likes them.

19. One of the richest resources
for learning is the learner.
07
As a teacher, we must draw these
learners’ ideas, feelings and
experiences. Teacher is like “midwife
the birth of ideas”.

20. The process of learning is
emotional as well intellectual
08
As teachers, let us appeal to
our learners’ intellect as
well as to their emotions.

21. The process of problem
solving and learning are
highly unique and individual.
09

22. ● Everyone has his own personal styles on how
they deal of problem solving some styles are
highly effective others are ineffective.
● As teachers we need to assist and facilitate
learners so that they were able to define and
make explicit to themselves and become more
effective in problem solving and learning.

23. PRINCIPLES
UNDERLYING
EFFECTIVE
INSTRUCTION

24. PRINCIPLE OF
CONTEXT
text book only
non – academic and
current materials
(newspaper, clippings,
articles, magazines)
textbook with
supplementary materials
multisensory aids e. demonstration
and demonstration by experts e. field
experiences, personal, social and
community understanding
Learning depends largely on the
setting particularly including the use of
materials in which the process goes on
with this scales of application:

25. PRINCIPLE OF FOCUS
-Instruction must be organized about a focus or direction,
following these scales of application, and where focus is
established by:
a. page assignment in textbook
b. announced topic together with page or chapter
references.
c. broad concept or problem to be solved or a skill to be
acquired to carry on understanding.

26. PRINCIPLE OF SOCIALIZATION
-⮚ instruction depends upon the social setting in which
it is done, with this scales of application and where social
patterns are characterized by
a. submission
b. contribution
c. cooperation

27. PRINCIPLE OF INDIVIDUALIZATION
-instruction must progress in terms of the learners own purposes, aptitudes,
abilities and experimental procedures, following these scales of application
and where individualization may be done through:
a. differential performance in uniform task
b. homogeneous grouping
c. control plan
d. individual instruction
e. large units with optional related activities
f. individual undertakings, stemming from and contributing to the
joint undertaking of the group of learners.

28. PRINCIPLE OF SEQUENCE
-⮚ instruction depends on effective ordering of a series of learning task who
moves from:
a. from meaningless emergence of meaning→
b. from immediate remote→
c. from concrete symbolic→
d. from crude discriminating→
and where sequence comes through:
a. logical succession of blocks of blocks of contents (lesson/courses)
b. knitting learning/ lessons/ course together by introduction, previews, pretests,
reviews
c. organized in terms of readiness
d. organized in terms of lines of emerging meanings

29. PRINCIPLE OF EVALUATION
-learning is heightened by a valid and discriminating
appraisal of all its aspects, following these scales of
application:
a. evaluation or direct results only
b. evaluation related to objectives and processes
c. evaluation on total learning process and results

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