Let principles of teaching
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This document discusses principles of teaching and learning. It covers several topics: 1. It describes the fundamental equipment of the learner, including abilities, aptitudes, interests, and background. 2. It summarizes Gardner's theory of multiple intelligences, including verbal-linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist intelligences. 3. It discusses principles of learning, domains of learning including cognitive, affective and psychomotor, Bloom's taxonomy, and principles for selecting teaching strategies and instructional materials.
Let principles of teaching
- 2. The learner The learner is an embodied spirit. He is a union of sentient body and a rational soul. His body experiences sensations and feels pleasure and pain. His soul is the principle Of spiritual acts, the source of spiritual abstraction, self- Reflection and rational volition. Body and soul exist in mutual Dependence .(Kelly 1965)
- 3. FUNDAMENTAL EQUIPMENT OF THE LEARNER 1.Ability The students’ native ability dictates the prospects of success in any purposeful activity. It determines their capacity to understand and assimilate information .
- 4. 2. Aptitude This refers to the students’ innate talent or gift. It Indicates the a natural capacity to learn certain skills. 3.Interests Learners vary in activities that are undertaken due to strong appeal or attraction.
- 5. 4. Family and cultural background Students who come from different economic background manifest a wide range of behavior due to differences in upbringing and practices. 5.Attitudes Students have unique way of thinking and reacting.
- 6. GARDNER’S MULTIPLE INTELLIGENCE THEORY 1.Verbal –Linguistic Intelligence sounds,meanings,structures ans styles of language Sensitivity to: speaking, writing, listening, reading Inclination to: speak effectively(teacher,religious leader,politician) write effectively-(poet,journalist, novelist)
- 7. 2.Logical-Mathematical Abilities patterns, numbers, and numerical data, causes and effects, objective and quantitative reasoning Sensitivity to: finding patterns,making calculations, forming and testing hypothesis, using scientific method, deductive and Inductive reasoning. Inclination to: Work effectively with numbers
- 8. 3.Spatial Intelligence -colors, shapes, visual, puzzles, symmetry, lines , images Sensitivity to: representing ideas visually, creating mental images, noticing visuals details, drawing and sketching Inclination to: create visually (artist, photographer, engineer,decorator) visualized accurately (tour guide,scout ranger)
- 9. 4.Bodily-Kinesthetic intelligence touch, movement, physical self, athleticism Sensitivity to: activities requiring strength, speed, flexibility, hand- eye coordination and balance Inclination to: use the hands to fix or create(mechanic, surgeon, sculptor, mason) use the body expressively (dancer, athelete, actor)
- 10. 5. Musical Intelligence tone, beat, tempo. Melody, pitch, sound Sensitivity to: listening, singing, playing an instrument Inclination to: create music,(song writer composer, musician) analyze music ( music critic)
- 11. 6.Interpersonal Intelligence body language, moods, voice, feelings Sensitivity to: noticing and responding to other people’s feelings and personalities Inclination to: work with people (administrators,managers, consultants,teachers) help people overcome and identify problems (theraphist, psychologist)
- 12. 8. Intrapersonal Intelligence -one’s own strength, weaknesses , goals, and desires Sensitivity to: setting goals, assessing personal abilities and liabilities monitoring one’s own thinking Inclination to: meditate, reflect, exhibit self-discipline,maintain composure
- 13. 8.Naturalist Intelligence -natural objects, plants, animals, naturally occurring patterns, ecological issues Sensitivity to: identifying and classifying living things and natural objects Inclination to: analyze ecological and natural situations(ecologists ) learn from living things (zoologist,botanist,veterinarian)
- 14. THE TEACHER The professional teacher is the “licensed professional who possesses dignity and reputation with high moral values as well as technical and professional competence.. She/he adheres to observes, and practices a set of ethical moral principles, standards and values (Code of Ethics of Professional Teachers, 1997)
- 15. Your text here PERSONAL ATTRIBUTES 1.Passion Passion in teaching is compelling force that emerges from one’s inborn love for children. 2.Humor Humor stands for anything funny , which elicits a smile laughter or amusing action.
- 16. 3.Values and attitude Teachers are models of values. 4.Patience In teaching, patience refers to a teacher’s uncomplaining nature, self control and persistence. 5.Enthusiasm Enthusiasm is synonymous to eagerness and excitement
- 17. PRINCIPLES OF LEARNING (Horne and Pine -1990) 1.Learning is an experience which occurs inside the learner and is activated by the learner. 2.Learning is the discovery of the personal meaning and relevance of ideas. 3.Learning is a consequence of experience. 4.Learning is a cooperative and collaborative process.
- 18. 5.Learning is an evolutionary process. 6.Learning is sometimes a painful process. 7.One of the richest resources for learning is the learner himself. 8.The process of learning is emotional as well as intellectual. 9.The process of problem solving and learning are highly unique and individual.
- 19. GUIDING PRINCIPLES IN DETERMING AND FORMULATING LEARNING OBJECTIVES: 1.”Begin with the end in mind”. Begin our lesson with a clearly defined lesson objective. 2.Share lesson objective with students. Make your students own the lesson objective.
- 20. 3.Lesson objectives must be in the two or three domains- knowledge (cognitive), skill (psychomotor), and values ( affective). -Lesson objective must integrate objectives in the cognitive, psychomotor and affective domains for a wholistic lesson.
- 21. 4.Work on significant and relevant lesson objectives. - Our lesson objective most be connected to our students’s life objectives. 5.Lesson objective must be aligned with the aims of education as embodied by the Philippine Constitution and other laws and on the vision-mission statements of the educational institutions which you are part.
- 22. 6.Aim at the development of critical and creative thinking. Our lesson objective must flow from the aims of education enshrined in the Philippine Constitution and the vision-mission statements of schools.
- 23. 7.For accountability of learning, lesson objectives must be SMART (Specific, Measurable,Attainable, Result Oriented and Relevant Time Bound and Terminal.
- 25. BLOOM’S TAXONOMY OF OBJECTIVES: Knowledge or recall -knowledge of terminology and conventions, trends and sequences, classifications and c categories and criteria and methodology, principles, theories and structures
- 26. 2.Comprehension -relate to translation, interpretation and extrapolation 3.Application - use of abstraction in particular situation 4.Analysis -objectives relate to breaking a whole into parts
- 27. 5.Synthesis -putting parts together in a new form such as a unique communication, a plan of operation and set of abstract relations. 6.Evaluation -judging in term so internal evidence or logical consistency and external evidence.
- 28. GUIDING PRINCIPLES IN THE SELECTION AND USE OF TEACHING STRATEGIES 1.Learning is an active process. -we have to actively engage the learners in learning activities if we want them to learn what we intend to teach.
- 29. 2.The more senses that are involved in learning, the more and the better the learning. -for more better learning appeal to all the senses of the learner 3.A non-threatening atmosphere enhances learning. -create a non-threatening that is conducive to learning.
- 30. 4.Emotion has the power to increase retention and leaning. -involve the emotion in learning. Cognitive processing is emotionally charged. 5.Learning is meaningful when it is connected to student’s everyday life. -for meaning connect your teaching to your students everyday life.
- 31. 6.Good teaching goes beyond recall of information. 7.An integrated teaching approach is far more effective than teaching isolated bits of information.
- 32. DIRECT/ EXPOSITIVE INSTRUCTION APPROACH 1.Direct Instruction - way of teaching which is aimed at helping students acquire basic skills and procedural knowledge. 2.Deductive Method The deductive approach is teacher-dominated. It begins with the abstract rule, generalization, principles And ends with specific examples and concrete details.
- 34. 3.INDUCTIVE METHOD -it begins with specific details, concrete data examples and ends with abstract generalization rule or principle. 4.DEMONSTRATION METHOD -the demonstration method is teacher-dominated. The teacher shows how to operate, manipulate an equipement while the class observes.
- 35. GUIDED/EXPLORATORY APPROACH 1.INQUIRY APPROACH -the inquiry method is also called discovery or problem solving method. The teacher guides the students as they explore and discover. 2.PROJECT METHOD -project method is a “hands-on, minds-on” method. It requires students to present in concrete form a learned concept or principle.
- 36. THE CONSTRUCTIVIST APPROACH The constructivist approach demands students to construct their own meaning out of their own learning experience. COOPERATIVE LEARNING APPROACH Cooperative learning is a group helping each other learn but keeping each individual member accountable for her learning,
- 37. GENERAL PRINCIPLES IN THE USE OF INSTRUCTIONAL MATERIALS: 1.All instructional materials are aids to instruction. They do not replace the teacher. 2.Choose the instructional material that best suits your instructional objectives. 3.Use variety of tools.
- 38. 4.Check out your instructional material before class starts to be sure it is working properly.
- 39. VARIOUS FORMS OF MEDIA 1.Audio recordings -this includes tapes, records and compact discs. 2.Overhead transparencies and overhead projector - with an OHP and transparencies pictures, diagram and studies can be projected on the screen
- 40. 3. Bulletin Boards - A bulletin board is usually stationary on a wall or it can be movable. 4.Chalkboard - a chalkboard is never outdated. It is a convenient for writing and its easily available. 5.Charts - charts may be in form of maps, graphs and cut-outs
- 41. 6.Mock-ups a mock-up is a replica of an object that may be larger or smaller in scale. 7.Realia -stands for the real things that are to be studied like using real insects and animals. 8.Video tapes/ films
- 42. 10. Pictures - his includes flat, opaque and still pictures 11. Books -textbooks and all kinds of books are also classified as media. 12.Electronic materials -a lot of teaching materials are now available for teaching learning
- 43. GUIDING PRINCIPLES IN THE ASSESSMENT OF LEANING 1.Assessment of learning is an integral part of the teaching-learning process. 2.Assessment tool should match with performance objective.
- 44. 3.The result of the assessment must be feedback to the learners. 4.In assessing learning, teacher must consider learners’ learning styles and multiple intelligences.
- 45. 5.To contribute to the building of the culture of success in the school, it is pedagogically sound that in our assessment techniques we give positive feedback along with not so good ones. 6.Emphasize on self-assessment. 7.If we believe that our task as teachers is to teachers is to to teach all pupils/students, and that it is possible that all students, even those from limited backgrounds, will have access to opportunities and therefore we can achieve.
- 46. 8.Assessment of learning should never be used as punishment or as a disciplinary measure. 9.Results of learning assessment must be communicated regularly and clearly to parents. 10.Emphasize puon real world application that favors realistic performances over out-of-context drill items.
- 47. PRINCIPLES IN CLASSROOM MANAGEMENT 1.Consistent, proactive discipline is the crux of effective classroom management. 2.Establish routines for all daily tasks and needs. 3.Orchestrate smooth transitions and continuity of momemtum throughout the day. 4.Strike a balance between variety and challenge in students’ activities.
- 48. 5.As classroom manager, be aware of all actions and activities in the classroom. 6.Resolve minor inattention and disruption before they become major disruptions. 7.Reinforce positive behavior. 8.Treat minor disturbance calmly 9.Work out a physical arrangement of chairs that facilitates an interactive teaching-learning process.
- 49. APPROACHES TO CLASSROOM MANAGEMENT 1.The Self-discipline Approach 2.The Instructional approach 3.The Desist Approach
- 50. PRACTICAL CLASSROOM MANAGEMENT STRATEGIES a. Connectedness b. Meeting the students’ needs c. Organizing the classroom d. Resolving conflicts
- 51. BUILDING POSITIVE TEACHER-STUDENT RELATIONSHIP 1. Use human relation skill 2. Enable success 3. Be Invitational 4. Use effective communication skills 5. Establish a safe, nonthreatening environment 6. Be fair and consistent
- 52. 7. Show respect and affection to students 8. Communicate basic attitutes and expectations to students and model them in your behavior. 9. Create an open dialogue with students.
- 53. GENERAL MANAGEMENT PRINCIPLES (Thomas L. Good and Jere E Brophy,2000) 1.Plan rules and procedures in advance. 2.Establish clear rules and procedures where needed. 3.Students assume responsibility. 4.Minimize disruptions and delay. 5.Plan independent activities as well as organized lessons.
- 54. GUIDELINES FOR CLASSROOM MANAGEMENT (Arthur Ellis, 1986) 1.Involve your students in management. 2.See behavior problems and management problems as content for problem solving. 3.Do not humiliate students. 4.Do not punish the whole group for difficulties caused by one or a few persons.
- 55. 5.Discuss goals individually. 6.Distinguish between behavior problems and learning problems. 7.Create climate of interdependence. 8.Schedule some free time. 9. Be a democratic leader.
- 56. MAINTAINING A GOOD ENVIRONMENT FOR LEARNING: Caring Relationships Pupils are more likely to engage in learning than in off-task activity if the teacher: - high expectations and makes them clear - applies rules, rotines, sanctions, and rewards consistently and fairly - uses the language of mutual respect
- 57. Caring Relationship.. -avoids over-reaction and confrontation -deploys a range of techniques and strategies -adopts a positive approach to problem solving
- 58. TEACHER’s LEADERSHIP STYLE 1. Authoritative Teachers… -self-reliant, delay gratification -get along well with peers, show high steem -engage in considerable verbal give and take, with caring attitude -declare limits when necessary -clarify rules, establish standars with inputs from the students.
- 59. 2. Authoritarian Teachers are restrictive and punitive….. -focus on giving order in classroom -place limits and controls on students -have little verbal exchange with the students Students tend to be passive learners…fail to initiate, express anxiety about comparison and poor communication skills
- 60. 3.Permissive Teachers… -offers students considerable authonomy but provides little support for developing learning skills or managing their behaviour. Students… -have inadequate academic skills -low self-esteem
- 61. MAINTAINING GOOD ENVIRONMENT FOR LEARNING Cooperation through COMMUNICATION.. -verbalize descriptions of behaviors and never value judgements about individuals -verbalize feelings but remain in control -do not use sarcasm -do not place labels
- 62. More tips: MAINTAINING A GOOD ENVIRONMENT FOR LEARNING - reward positive behaviour - send positive notes to parents - make learning fun and interesting -encourage high aspirations -involve students in learning -be interesting
- 63. MAINTAINING A GOOD ENVIRONMENT FOR LEARNING: -eye contact, facial expressions, gestures, physical proximity to students, and the way you carry yourself will communicate that you are in calm control of the class and mean to be taken seriously. -avoid turning back to class
- 64. MAINTAINING A GOOD ENVIRONMENT FOR LEARNING Use of PRAISE effectively.. personal genuine appropriate specific consistent used regularly