UNIT-1-ED4 (2).pptx

Understanding Learning and
Knowledge and Acquisition
UNIT 1

Phases of Learning
Characteristic
Principles
Conditions which
Facilitate Learning
01
02
03
04
LEARNING

Learning
- is an integrated, ongoing process occurring within the
individual, enabling him to meet specific aims, fulfill his
needs and interests, and cope with the living process.

Classification of
Learning Styles
-Bernie McCarthy, 1999-
Imaginative Learner
Perceives information concretely and processes
it relatively.
Analytic Learner
Perceives information abstractly and processes
it relatively.
Common Sense Learner
Perceives information abstractly and processes
it actively.
Dynamic Learner
Perceives information concretely and processes
it actively.

Factors Influencing Learning
1. Physiological Factors
a. Sense-perception
b. Physical Health
c. Fatigue
d. Time of Learning
e. Food and Drink
f. Atmospheric Conditions
g.Age
2. Psychological Factors
a. Mental Health
b. Motivation & Interest
c. Success, Praise and Blame
d. Reward and punishment

Factors Influencing Learning
3. Environmental Factors
a. Working conditions
b. Organizational Set-up
4. Methodology of Instruction
a. Presentation and Organization of material – learning material
should be properly planned and arranged.
b. Learning by doing- Repetition and practice is important for
learning.
c. Special Methods of Learning- It is important to recall what is
learnt and to recite by memory.
d. Timely testing- Occasional and final testing motivates the
students to be regular in his/her studies.

a. Cognitive learning- intellect
b. Affective learning- emotions toward
learning
c. Psychomotor learning- physicality
DOMAINS OF LEARNING

Phases of
Learning
The individual becomes ready
to consider changes in
knowledge, skills, attitudes and
behavior.
1. Unfreezing
The forces supporting the
need for change and the
forces working against the
changed needs are
identified and presented.
2. Problem Diagnosis
The desired changes in
knowledge, skills, attitudes
and behavior are stated
specifically.
3. Goal Setting

Phases of
Learning
The individual learns and
practices those newer
knowledge, skills, attitudes,
and behaviors which are
desired.
4. New Behavior
The newer learnings have
been found to be beneficial
and are assimilated into the
individual’s ongoing
framework of knowledge,
skills, attitudes and behavior.
5. Refreeze

Characteristics of Learning
1. Learning is Developmental
2. Learning is Interactive
3. Learning is Basic

PRINCIPLES
- Refers to the fundamental truth or law that provides bases of one’s
action.
- The conduct one has to adopt and display in performing the roles
demanded by his/her chosen career.
- A general belief that you haver about the way you should behave,
which influences your behavior.

Principles of
Learning
1. The learner must clearly perceive the goal.
- Effective instruction occurs when maximum
communication exists between teacher and learner
regarding the goals and objectives of instruction.
2. The learner must be psychologically ready.
- This principle is in consonance with
Thorndike’s law of readiness and law of effect,
Edward L. Thorndike is a well-known American
psychologist and educator.
3. The learner must be motivated to learn.
- This is the basic principle in the teaching-
learning process.
a) Intrinsic motivation is better than extrinsic motivation.
b) Goal setting is an important motivational aspect of
learning.
c) Successful experiences are important motivators.
d) Feedback about one’s progress can be an effective
motivation.
e) Considering learner’s interest is important in classroom
learning.
f) Reward rather than punishment is a better motivation
for learning.
g) Meaningful materials and tasks serve as good
motivators.
h) Success generally increases the level of aspiration and
achievement of the learner.
i) Teacher’s expectations of the learner’s performance
influence the latter’s achievement.
--Some Principles on Motivating Learners--

Principles of
Learning
4. The learner must be active not passive for
maximum learning.
- Learning by doing is important
5. The learner must repeat or practice what he
has learned in order to remember.
- Frequency of repetition is important in acquiring skill
and guaranteeing retention.
6. The learner must put together the parts of a
task and perceive it as a meaningful whole.
-learning is a process discovering and understanding
relationships and of organizing and finding significance in the
sensory experiences aroused by the external situation.
7. The learner must see the significance,
meanings, implications, and applications that
will make a given experience understandable.
-importance to an educative experience are the
background and previous experience of the learner.
8. The learner must be prepared to respond.
-Readiness varies with different learning tasks and
among individuals.
9. The process of problem solving and learning
are highly unique and specific.
- Individual differences should be acknowledged in this
principle.

1. encourages learners to be active
2. promotes and facilitates the individual’s discovery
of the personal meaning of ideas.
3. different ideas can be discussed but not necessarily
accepted.
4. consistently recognizes the individual’s right to
make mistakes.
5. evaluation is a cooperative process.
6. individuals feel they are respected and accepted.
Conditions which Facilitate Learning

Meaning of Teaching
Teaching as a Profession
Nature of Teaching
Essential Skills in Teaching
01
02
03
04
TEACHING

TEACHING
- According to IGI Global Publisher of Timely Knowledge, https://www.igiglobal.com/dictionary/broadcasting-
transforming-social-constructionknowledge/29344 retrieved February 18, 2021
- is the concerted sharing of knowledge and experience, which is usually
organized within a discipline and, more generally, the provision of stimulus
to the psychological and intellectual growth of a person by another person
or artifact.

TEACHING
• The job or profession of a teacher. Something that is taught: the ideas and
beliefs that are taught by a person, religion, etc.
• This is an action doing by both teachers and learners and gaining different
concepts and skills in educational environments.
• Discharging accessible resources for effective learning and performance-
based assessment.
• Ideas or principles taught by an expert.
• It is an activity aimed at bringing about meaningful learning through a method
that is morally and pedagogically acceptable. It involves a teacher, a learner,
content in form of knowledge facts information and skill to be imparted a
deliberate intention on the part of the learners to learn, and finally a method
that respects the learners’ cognitive integrity and freedom of choice.
• Teaching instills theoretical concepts in a person, and it is form of knowledge
transmission a teacher and a pupil.
• Teaching is an intimate contact between a more mature personality and a
less mature one which is designed to further the education of the latter.

Why teaching as your
profession?

Teaching as a Profession
Teaching is considered a profession if its choice is
motivated by any or all of the following
1. Pursued to achieve a goal, objective or purpose.
2. Involves direction borne planning.
3. Provides opportunities for self fulfillment and
enhances self-esteem.
4. Allows expression of love, care and compassion for
children.
5. Contributes to ones growth and advancement.
6. Provide job security.

The art of teaching is the art of assisting
discovery” – Mark Van Doren

• Teaching exacts a tremendous demand on teachers’
teaching skill and personal qualities before they can
satisfactorily perform the multiple roles and manifold
responsibilities it entails.
• The practice of teaching calls for a facilitator of
learning and a nurturer of the learners.
• Sometimes, leader administrator and manager;
friend, enthusiastic colleague and a caring partner;
decision-makers, instructional materials developers
and instant researchers; establish a smooth
relationship with parents and other members of the
community.
• Unwavering commitment and loyalty to the
profession.
Nature of Teaching
• Ethical and moral standards are elicited through a code.
• Impeccable integrity, honesty, and sincerity it brings forth makes
worthy emulation by the students, co-workers and other
professionals.
• Good teachers take “challenging dailiness of teaching” and turn
them into special sessions wherein the teacher tries to make them
exciting and enjoyable.
• Teaching is indeed a noble calling and mission-keeping for others,
despite its daunting list of diversified roles.
• Rewards come in the form of winning the students’ love and
emulation and the parents’ acknowledgement and gratification.

Do you have your own teaching
skills?
ESSENTIAL TEACHING SKILLS

Essential Teaching Skills
2. Mastery of Teaching
Methodologies 3. Teaching Proficiency
1. Desirable Teaching Attitudes
• Attitude is very important when you are a
teacher. It affects your students in many
ways and can shape their learning
experience.
• The five frequently discussed attitudes
ad actions include: a genuine caring and
kindness of the teacher; a willingness to
share the responsibility involved in a
classroom; a sincere sensitivity to the
students’ diversity; a motivation to
provide meaningful learning experiences
for all students, and an enthusiasm for
stimulating the students’ creativity.
•
• Planning, implementing and
evaluating a daily lesson
• Perform “what-when-and-how” to
teach
• The teacher has mastered the
ability in selecting right strategies
through sharp and incisive
observation of how students learn.
• There is no best strategy that could
work in milieu of differing student
background and characteristics.
• The choice lies in analytical,
discriminating and sensitive
appraisal of all known factors that
fringe upon teaching and learning.

Effective Teaching
Why Develop a Concept of Teaching?
The Passion of Teaching
05
06
07
TEACHING

Effective Teaching
• Connotes utmost commitment to enable the children achieve the
threefold goals, gain knowledge, develop skills and mbibe values and
attitudes.
• Teachers must possess a solid background knowledge of a particular
subject area that is included in the child’s curriculum, equipped with
competence in deciding and implementing appropriate teaching
methodologies, and capped with a compassionate and winsome
nature.
• Described as “building relationships.”
• “Interpersonal enterprise.”
• It involves working with children and adults with different
characteristics.

There is need:
1. For teachers, to understand their chosen profession.
2. For Administrators, who will evaluate their teachers’
performance.
3. For teachers, in order to be guided in their behavior as
a professional.
4. For educational researchers, who will investigate
teaching with the ultimate goal of improving it.
5. For parents, to understand better how they can
participate actively in promoting a wholesome home-
school partnership.
Why Develop a Concept in Teaching?

• Passion as associated with teaching denotes a teacher’s
strong feeling, enthusiasm and intense love for
magnanimous profession.
• A teacher’s desire, emotion and fervor for such chosen
vocation is manifested in her daily teaching chores, duties
and responsibilities.
The Passion of Teaching

Why Teachers Continue Teaching?
Why Teachers Left Teaching?
Views About Teaching
Triads of Elements
Principles of Good Teaching
08
09
10
11
12
TEACHING

Why Teachers Continue
Teaching?
1. Teaching is an honorable calling and teachers are well respected by all.
2. It is accepted as a mission which entails patience, sacrifices and hard work.
3. Teaching is only for those who love children.
4. It is self-fulfilling.
5. It is anchored on ones supreme desire to serve others.
6. Teaching is a profession of one with high moral standards.
7. Teaching aims at molding the children’s minds and hearts.
8. It is the easiest way to get employed since the population of school children
increases every year.
9. Teaching is a means to continue learning, thus gain more knowledge and grow in
the profession.
10. Teaching makes one grow intellectually, socially and emotionally.

Why Teachers Left
Teaching?
1. The salary for teaching is very low.
2. The daily tasks are too time-consuming, especially the preparations for the learning activities
and other school routine.
3. Teachers have to deal with “multi-personalities” – students, administrators, coteachers,
parents, and other members of the school and the community.
4. The profession is not regarded as prestigious as others, like medicine or law.
5. Those who go into teaching are the not-so-bright member of the family.
6. Men are not attracted easily to an “all-knowing teacher” who is always ready to give unsolicited
advice and suggestions like a sage.
7. Because of the demanding nature of teaching, the obnoxious habit of ordering others to do
things all the time is developed.
8. Oftentimes, overworked, teachers forget to smile and be pleasant, hence labeled cranky and ill-
humored.
9. Teachers are kept in the school most of the day and have less time to socialize.
10. Teaching children makes teachers’ growth stagnant due to their daily associations and
interactions which are characteristically of lower ability level.

Views about
Teaching
A. Teaching As An Art
• It signifies the way a teacher expresses her emotions and
communicates her feelings through her teaching chores.
• It aims to achieve an enjoyable and fruitful learning
depending on the teacher’s attributes, craft and finesse in
developing their knowledge base, simultaneous with positive
attitudes and values.
• Touching children’s hearts and minds.
B. Teaching as a Science
• Seeks application of a scientific attitude and methodology in
deciding about strategies to employ instructional materials
to use and other “best teaching practices,” to adopt.
• Guided by a scientific procedure, teaching is regarded as a
“practical and a consistent way of modeling how a virtuous,
trustworthy and humble scientist works in raising the ethical
standards of the profession.”
C. On Teacher Activities
-Teaching refers to the overall cluster of activities which is
associated with a teacher, among which are explaining,
questioning, demonstrating and motivating.
-Teaching stands for a “family of logical and strategic acts”
aimed at inducing learning of skills, knowledge and values.
D. In Relation to Learning
• Teaching is a conglomeration of actions that are intended to
induce learning
• It is a system of actions whereby all the teacher’s instructional
tasks enable the students to learn.
• The activity must involve an interpersonal relationship that
promotes learning.
E. On Components ( Refer to the Triad of Elements)

• “Thread that ties” the learner to the lifelong search of knowledge.
• establishing a conducive learning environment, selects the appropriate
subject matter, and matches it with a well-designed plan in order to
achieve a desired goal.
• Possesses the essential teaching skills
• How he performs depending to a large extent on who he is, what she
can do to the best of her ability and how he can tactfully smother children
with genuine love and care.
TEACHER

Professional Attributes
• Control of the knowledge base of teaching and learning and use of
this knowledge to guide the science and art of his/her teaching
practice.
• Repertoire of best teaching practices and can use these to instruct
children in classrooms and to work with adults in the school setting
• Dispositions and skills to approach all aspects of his/her work in a
reflective, collegial, and problem-solving manner.
• View of learning to teach as lifelong process and dispositions and
skills for working towards improving his/her own teaching as well as
improving schools.

Personal
Attributes
1.Passion
2.Humor
3.Values and Attitude, integrity, trustworthiness, honesty, loyalty
4.Patience, sympathy, kindness, helpfulness
5.Enthusiasm, cheerfulness
6.Pleasing personal appearance, manner, courtesy, pleasant voice
7.Intelligence, emotional stability, and self-control
8.Flexibility, creativity, resourcefulness
9.Sociability, friendliness, cooperativeness
10.Fairness, impartiality, tolerance

Instructional
Competencies
A. Teaching Skills
1. Motivates the lessons and asks questions effectively to
develop critical thinking and creativity.
2. Shows evidence of mastery of subject matter.
3. Creates and tries out appropriate strategies and materials
that meet the peculiar needs and problems of children.
4. Provides varied learning experiences for the development of
communication, for work, and for interpretative and other
basic skills involved in the learning tasks.
5. Analyzes and identifies specific learning tasks.
6. Communicates ideas effectively.
7. Selects, prepares and utilizes instructional materials and
aids effectively in achieving teaching goals.
8. Identifies specific needs, interests, and capacities of
individual pupils and provides adequately for these.
9. Selects available community resources and uses these
effectively in achieving teaching goals.
B. Guidance Skills
1. Functions effectively as a member of the learning group.
2. Stimulates and compliments pupils to elicit positive and
active interaction.
3. Helps pupils develop self-discipline in and through the
learning process.
4. Shows interest in pupils’ problems and needs and helps
meet them.
5. Provides for the maximum involvement of pupils in the
learning activities.
C. Management Skills
1. Prepares adequately for the day’s learning activities.
2. Starts learning activities promptly
3. Achieves teaching objectives to the optimum degree possible
for the particular subject, lesson or activity within a
reasonable period of time.
4. Administers tests effectively and returns corrected papers and
other pupil’s work promptly.
5. Provides permissive and stimulating atmosphere that
encourages pupils to raise questions and suggest alternative
solutions to problems.

D. Evaluation Skills
1. Selects, evolves and utilizes criterion-referenced tests
2. Analyses and interprets evaluation results skillfully
3. Utilizes evaluation results as a basis for improving
instruction.
4. Uses specific criteria for the accurate evaluation of individual
performance.
1. Shows evidence of mental health and stability.
2. Shows evidence of sound physical health
3. Observes proper grooming and attire at all times.
4. Shows creativity and resourcefulness in his performance.
5. Prepares and submits neat and accurate reports on time.
6. Observes official time and is ready to serve beyond the call of
duty when the need arises.
7. Uses free time wisely.
Personal & Social Competencies
1. Observes the Teachers’ Code of Ethics and other pertinent rules and
regulations of the school service.
2. Sets the example in moral and ethical behavior to pupils, peers, and
the community.
3. Shows honesty and integrity in all his activities
4. Accepts and performs leadership roles competently in the school and
in the community.
5. Accepts the followership role whenever the need arises and assumes
this intelligently.
6. Shows evidence of professional and cultural growth.
7. Gets along well with pupils, the school staff, and the community
without compromising rules of propriety.
8. Participates actively in cultural, professional, and other community
organization activities.
A. In Relation to Subject Matter
• interactions that occur between the teachers and content
being taught to students of varied characteristics.
B. On Goals
• A teacher aims to achieve the acquisition of knowledge,
development of skills and inculcation of values.
• Teaching that (knowledge); teaching how (skill); teaching to
be (values).
C. As a Career
• dynamic role of teachers and other qualified adults to awaken
and usher children’s ways of thinking and reacting.

Principles of Good Teaching
1.Active Learning
2. Many Methods
3. Motivation
4. Well-balanced Curriculum
5. Individual Difference
6. Lesson Planning
7. The Power of Suggestion
8. Encouragement
9. Remedial Teaching
10.Democratic Environment
11.Stimulation
12.Integration
13.Life-like Situation
14.Independence

STUDENT
• second influential factor in the learning arena.
• Their needs, interests and abilities deserve prime consideration if
teaching is to occur smoothly and creatively.
• They differ in inherited genes, rearing experiences and academic
opportunities, hence they are expected to respond, understand
and learn in different ways.

To understand the
learner, the teacher must
know:
1. The learner as biological organism with
needs, abilities and goals
2. The social and psychological
environment
3. The cultural forces of which he is a part

Fundamental
Equipment of the
Learner
Cognitive
- Five Senses
- Instinct
- Imagination
- Memory
- Intellect
Appetitive
- Feelings/Emotions
- Rational Will

1. Ability
2. Aptitude
3. Interests
4. Family & Cultural Background
5. Attitudes
• Curiosity
• Responsibility
• Creativity
• Persistence
Distinguishing Elements

Facilitating Learning
• second influential factor in the learning arena.
• Their needs, interests and abilities deserve prime consideration if
teaching is to occur smoothly and creatively.
• differ in inherited genes, rearing experiences and academic
opportunities, hence they are expected to respond, understand
and learn in different ways.

Learner-Centered
Teaching
- Teacher acts as the learning facilitator while the learners are active
participants in the teaching-learning process.
- Teacher provides the learners with varied opportunities to enhance their
knowledge, skills, and attitudes while emphasizing the 21st century skills of
collaboration, communication, critical thinking and problem solving, and
creative thinking and innovation.

Krizza Mae R. Pomares
Via Arabella Rodrigo
Herina Nor Bueno
Melanie de Jesus
Arnel Tobes
GROUP 1:

Identify id what aspects of personality are the following personal
characteristics:
1. Helpful
2. Friendly
3. Sympathy
4. Cooperative
5. Pleasant Voice
6. Resourceful
7. Kind
8. Sociable
9. Trustworthy
10. Pleasing personal appearance
11. Intelligence
12. Creative
13. Integrity
14. Honest
15. Well-poised

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