Principles & Methods of Teaching Students

Editor's Notes

• #5: The ability to visualize into the future—creating, arranging, organizing and designing events in the mind that may occur in the classroom accurate time management and related instances teacher’s ability to make decisions about the how and what of teaching Provides an overview of instruction presents a total picture of the lesson for the day or for the year allows some degree of flexibility Facilitates good management and instruction provides a classroom script to follow as lessons are conducted shows a clear direction of lessons Makes learning purposeful teacher’s clear understanding of students’ behavior will help increase students’ opportunities for learning and reduce anxiety and uncertainty enables the teachers to engage in reflective thinking before making/writing a unit/lesson plan or even during teaching time
• #6: Makes learners’ success more measurable which assists in reteaching Provides for a variety of instructional objectives Creates opportunity for higher level questioning Assists in ordering supplies Guides substitute teachers
• #7: Teacher - attitudes, beliefs, teacher’s content background Students - age, background knowledge, motivational level, interest Content - the type of content that influences the planning process, textbook being used learning content - subject matter guidelines Material/ resources - activities and equipment/ tools for teaching are considered first in planning Time - considerable planning for time  
• #8: Sets forth the proposed program or instructional activities for each day A daily plan A step-by-step approach to learning
• #9: objectives subject matter learning activities review/ drills motivation (intrinsic/extrinsic) presentation of the lesson generalization application evaluation assignment (for enrichment, extension or remedial)
• #10: objectives subject matter learning activities review/ drills motivation (intrinsic/extrinsic) presentation of the lesson generalization application evaluation assignment (for enrichment, extension or remedial)
• #11: objectives subject matter learning activities review/ drills motivation (intrinsic/extrinsic) presentation of the lesson generalization application evaluation assignment (for enrichment, extension or remedial)
• #12: Ms Cruz always motivates her class by using current events and relating this with the new lesson. Then she solicits information from the class by letting them recite their own experiences. This is apperception. In what part of the lesson do these activities fall? Preparation C. Evaluation Development D. Application
• #20: Audience - who is to do the tasks? Behavior - what is the task to be completed? Condition – under what condition will the task be completed Degree – what is considered as good enough?
• #21: Aims A terminal point toward which we are moving, working, or traveling. In general, curriculum aims are statements that describe expected life and/or work outcomes based on some scheme, either consciously or unconsciously, borrowed from philosophy. Written with a degree of timelessness. They are written usually with non-measurable verbs such as "To understand, To appreciate, to acquire, to become . . .” Goals Derived from various aims and provide curriculum decision-makers with broad statements of what they should accomplish in terms of student learning as a result of a particular educational or training program. Statements of purpose with some outcome in mind. Tend to be long range and are somewhat removed from what is ordinarily considered immediate classroom assessment. A curriculum goal has a purpose or end stated in general terms without criteria or achievement. Statements that cut across subjects and grade levels Represent the entire school program by professional associations More definite than aims but still non-behavioral and therefore non-observable and non-measurable
• #22: Cognitive Domain - objectives that have their purpose to develop students’ intellectual skills knowledge- emphasis on remembering information comprehension – emphasis on understanding and organizing previously learned information application- emphasis on using information in pertinent situations analysis – emphasis on thinking critically about information by studying its parts synthesis - emphasis on original thinking about information by putting its parts into new whole. Evaluation - emphasis on making judgments about information based on identified standards  Affective Domain - deals with attitudes, values, interest and appreciation which ranges from simple awareness or perception of something to internalizing a phenomenon so that it becomes a part of one’s lifestyle receiving – emphasis on becoming aware of some communication or phenomenon from the environment responding – emphasis on reacting to a communication or phenomenon through participation valuing – emphasis on attaching worth to something form the environment evaluating beliefs in the form of acceptance, preference, and commitment organization – organizing the values in relation to each other characterization – acts in accordance with the accepted value and becomes part of personality
• #26: Krathwol’s Affective Domain
• #27: Cognitive Domain - objectives that have their purpose to develop students’ intellectual skills knowledge- emphasis on remembering information comprehension – emphasis on understanding and organizing previously learned information application- emphasis on using information in pertinent situations analysis – emphasis on thinking critically about information by studying its parts synthesis - emphasis on original thinking about information by putting its parts into new whole. Evaluation - emphasis on making judgments about information based on identified standards  Affective Domain - deals with attitudes, values, interest and appreciation which ranges from simple awareness or perception of something to internalizing a phenomenon so that it becomes a part of one’s lifestyle receiving – emphasis on becoming aware of some communication or phenomenon from the environment responding – emphasis on reacting to a communication or phenomenon through participation valuing – emphasis on attaching worth to something form the environment evaluating beliefs in the form of acceptance, preference, and commitment organization – organizing the values in relation to each other characterization – acts in accordance with the accepted value and becomes part of personality
• #47: 1. Principle of Appropriateness IM must be either basic or supplementary to the curriculum Ss’ level (vocabulary, difficulty, manipulation level) 2. Principle of Authenticity IM must present accurate, up-to-date and dependable information 3. Principle of Cost substitutes must be considered first 4. Principle of Interest must stimulate curiosity or satisfy the learner’s need to know It must have the power to motivate, encourage creativity, and imaginative response among users. 5. Principle of Organization and Balance IM must be well organized and well balanced in content Purpose of the material must be clearly stated or perceived There should be logical organization, clarity and accordance with the principles of learning such as reinforcement, transfer and application in the materials
• #48: Prints – textbooks, pamphlets, handouts, study guides, manuals Audio – casettes, podcasts. CD, Visuals - Audio visuals – slides, tapes, films, video, Electronic interactives – computers, calculators, tablets, etc
• #49: Still pictures/photographic prints – include textbook, periodicals and similar printed materials; serve as efficient substitutes for first-hand experience; are relatively cheap and convenient to use Graphics – make use of symbols representing the phenomena they portray come in many forms; maps diagrams, charts, tables, graphs, posters, cartoons that illustrate lessons for better understanding, with less use of unnecessary teacher talk Realia - refers to all objects as they exist in natural context Models - refer to objects that are constructed when realia are unavailable Drawings – may be the likeness of the real things or symbolic representations such as maps, charts, graphs, cartoons Visual display devices – come in the form of chalkboards, marker boards, flip charts, bulletin boards are valuable in emphasizing the major points of a lesson Projection devices – may be slide and film strips projector or opaque/ overhead projectors which provide colorful and realistic production of original subjects
• #50: Human Factors – learners’ interest and needs; teacher’s skills in handling the media Instructional Method – the method dictates and limits the kind of media Practical Constraints – administrative and economic concerns