+

Principles &
Strategies
of Teaching
A Refresher for the
Licensure Examination for Teachers

+
Competencie
s for this Session
From the NCBTS-Based TOS for
the LET Part 2: PROF ED
Issued by the PRC
May 2009

Employ

activities,
teaching methods,
instructional materials
and technology,
classroom management
techniques appropriate
for chosen subject-area.

Apply

appropriate
principles in the
preparation and
utilization of the
conventional and nonconventional technology
tools as well as
traditional and

+
Session Overview
Part 1

CONTENT UPDATE
Learning to Teach
Principles of Effective Teaching
Managing Instruction
Lesson Planning
Classroom Management

Part 2

ANALYZING TEST ITEMS

Part 3 ENHANCING TEST TAKING

SKILLS

MINI PRE-TEST
Can you still remember ?

+
CONTENT UPDATE

Click icon to add

picture

Part 1
Click icon to add
picture

Learning to teach
Session 1

+
Learning to teach

A lifelong process

A complex, multi-faceted process that

continues throughout a teachers
professional lifetime

Requires several different kinds of

knowledge -- subject matter, schools and
classrooms, students, and an
understanding of how teachers can help in
this process (Kauchack, 1993)

+
Teaching is the management of
teaching-learning situations by an
instructor.
Content Knowledge
understanding of content
+ ability to translate into
meaningful form for
students

Pedagogical
Knowledge
the management of
teaching-learning situations
by an instructor

Strategies
research-based plans for
action

+
5 Key Behaviors
that contribute to Effective
Teaching
1.

Lesson clarity

2.

Instructional variety

3.

Teacher task orientation

4.

Engagement in the learning process

5.

Student success rate

+
Other HELPING behaviors
Using

student ideas and

contributions

Structuring
Questioning
Probing
Teacher

affect

Principles of Effective
Session 2
Teaching

What is a principle?

A fundamental truth, law,

doctrine, or motivating force upon
which others are based

Overwhelming obvious ideas that

are often accepted as a matter of
faith.

+
The 3 Elements of the T-L
Process
1. The

Learner

2. The

Teacher

3. The

Learning
Environment

+
The Learners
An

embodiment of both body and

spirit

Equipped

with cognitive faculties

Senses

Instinct

Imagination

Memory

Intellect

+
The Learners
Equipped

with appetitive

faculties

Feelings

Emotions

Rational will

+
The Learners
Differ

from one another in many

ways

Ability

Aptitude

Interests

Family and cultural background

Attitudes

+
The Learners
Possess

multiple intelligences (Howard

Gardner)
1.

Verbal-linguistic Intelligence

2.

Logical-mathematical Intelligence

3.

Spatial Intelligence

4.

Bodily-kinesthetic Intelligence

5.

Musical Intelligence

6.

Interpersonal Intelligence

7.

Intrapersonal Intelligence

8.

Naturalist Intelligence

+
The Learners
Have

different learning styles

(Kolb)
1.

CONVERGING Sensing-thinking
(mastery)
. Inclination

for remembering, describing,

manipulating, ordering

. Less

concerned Ability to organize,

report, build, plan and carry out projects

+
The Learners
2.

Intuitive-thinking
(understanding)
.Inclination

for analyzing,
testing/proving, examining,
connecting

.Ability

to argue, research, develop

theories, explain

+
The Learners
3.

Intuitive-feeling (self-expressive)
.Inclination

for predicting/speculating,
imagining, generating ideas,
developing insights

.Ability

to develop original solutions,

think metaphorically, articulate
ideas, express and create

+
The Learners
4.

Sensing-feeling (interpersonal)
. Inclination

for supporting,
personalizing, expressing emotions,
learning from experience

. Build

trust and rapport, empathize,

respond, teach

+
The Teacher
Professional

Attributes

1. Control

of the knowledge base of teaching and learning

and uses this to guide his/her teaching

2. Repertoire

of best teaching practice and uses this to

instruct his/her learners

3. Dispositions

and skills to approach all aspects of his/her

work in a reflective, collegial, and problem-solving
manner

4. View

of learning to teach as a lifelong process

5. Dispositions

and skills for working towards his/her

personal and schools advancement

+
The Teacher
Personal

Attributes

1. Passion
2. Humor
3. Values

and Attitude

4. Patience
5. Enthusiasm

+
The Teacher
Psychological

Characteristics

1. Personality
2. Attitude
3. Experience
4. Aptitude

and achievement

+
The Learning Environment
The

place where teaching and learning can

take place in the most effective and
productive manner

Consists

of the physical and psychological

environment that surrounds the learner and
that influences his/her learning

Factors

and situations that are likely to

promote or diminish student's motivation to
learn, and how to help students to become
self-motivated

+
The Learning Environment

Features of the learning environment:

Arrangement of furniture
Physical condition of the classroom
Classroom proceedings
Interactions

+Teaching is considered GOOD

when

John Dewey

the child is made the center of the

educative process;

it is well-planned;

the learner is made conscious of the

goals or aims to be accomplished;

it provides learning experiences;

+Teaching is considered GOOD

when

John Dewey

there is provision to meet individual

differences;

it utilizes the past experiences of the

learner;

the learner is stimulated to think and

reason;

it is governed by democratic
principles;

+Teaching is considered GOOD

when

John Dewey

the method used is

supplemented by another
method and instructional
devices;

evaluation is made an integral

part of the teaching process;
and

drill or review is made an

integral part of teaching and

+Teaching is considered GOOD

when

James Mursell

Principle of Content
Level 1 Textbook only
Level 2 Textbook together with
supplemental materials
Level 3 Non-academic and current
materials
Level 4 Multi-sensory aids
Level 5 Demonstration and presentation
by experts

+Teaching is considered GOOD

when

James Mursell

Principle of Focus
Level 1 Page assignment
Level 2 Announced topic together with
page or chapter references
Level 3 Broad concepts
Level 4 Specific concepts, problems,
skills acquisition

+Teaching is considered GOOD

when

James Mursell

Principle of Socialization
Level 1 Submission
Level 2 Contribution
Level 3 Cooperation and collaboration

+Teaching is considered GOOD

when

James Mursell

Principle of Individualization
Level 1 Uniform tasks
Level 2 Homogeneous grouping
Level 3 Contract plan
Level 4 Individual instruction
Level 5 Large units with optional related
activity
Level 6 Individual undertakings

+Teaching is considered GOOD

when

James Mursell

Principle of Sequence
Level 1 Logical succession of blocks of
content
Level 2 Connecting
learning/lesson/course through
introductions, reviews
Level 3 Building learners readiness
Level 4 Building for emerging meanings

+Teaching is considered GOOD

when

James Mursell

Principle of Evaluation
Level 1 Through testing
Level 2 Related to objectives and
processes
Level 3 Total learning process and
results

+
Principles of Teaching
According to Tiberius & Tipping
1. Teachers'

knowledge of the subject

matter is essential to the
implementation of important teaching
tasks

2. Active

involvement of the learner

enhances learning

3. Interaction

between teachers and

students is the most important factor
in student motivation and

+
Principles of Teaching
According to Tiberius & Tipping
4.

Students benefit from taking

responsibility for their learning

5.

There are many roads to learning

6.

Expect more and you will achieve

more

7.

Learning is enhanced in an
atmosphere of cooperation

+
Principles of Teaching
According to Tiberius & Tipping
9.

Material must be meaningful

10. Both

teaching and learning are

enhanced by descriptive
feedback

11. Critical

feedback is only useful if

the learner has alternatives to
pursue

12. Time

plus energy equals

+
Effective teaching involves
According to Eberly Center for Teaching
Excellence
1.

acquiring relevant knowledge about

students and using that knowledge
to inform our course design and
classroom teaching.

2.

aligning the three major

components of instruction: learning
objectives, assessments, and
instructional activities. Understanding by
Design (McTighe)

+
Effective teaching involves
According to Eberly Center for Teaching
Excellence
3.

articulating explicit expectations

regarding learning objectives and
policies.

4.

prioritizing the knowledge and

skills we choose to focus on.

5.

recognizing and overcoming our

expert blind spots.

+
Effective teaching involves
According to Eberly Center for Teaching
Excellence
6.

adopting appropriate teaching

roles to support our learning
goals.

7.

progressively refining our

courses based on reflection and
feedback.

+
Principles of
Learning
According to Thorndike

1.

Readiness

2.

Exercise

3.

Effect

4.

Primacy

5.

Recency

6.

Intensity

Managing Instruction
Session 3

+Determining
Instructional Objectives

+
Developing Learning Objectives
Basic Concepts

Aims
broad statements about the intention of
education

Goals
describe where the school wants to be or
expects to accomplish

Objectives
specific skills, tasks and attitudes that are
stated in behavioral terms and which are set as
a guide or standards of performance

+
Objective Derivations
Sources of Learning Objectives:

constitutional aims
institutional mission
curriculum goals
course/subject goals
unit objectives
lesson objectives

+
Instructional Objectives
Specific statements of intermediate learning
outcomes necessary for acquiring a terminal
performance

Terminal

the most important

learning outcome to be
attained at the end of
instruction

Enabling

learning objectives that

lead to the attainment of the
terminal objective

Elements of a Performance Objective

Robert Mager
Performance

What should the students be able to do?

Conditions

Under what conditions should the

participant be able to do it?
Criterion

How well must it be done?

+
Try this!
Given a sample illustration of a
plant, the students should be
able to label at least 5 parts of
it correctly.
1.

Label parts of a plant

2.

Given a sample illustration

3.

At least 5 parts correctly

labeled

+Guidelines in Formulating
Behavioral Learning Objectives
Peter Drucker

specific

measurable

attainable

result-oriented

time bound

+Taxonomy of COGNITIVE
Learning
Bloom

+Taxonomy of COGNITIVE
Bloom
Learning
LEVEL

DESCRIPTION

BEHAVIORAL TERMS

Knowledge

Recalling and remembering

previously learned materials

name, define, state, recall,

identify, label, select, match,
enumerate, list

Comprehensi
on

Restating previously learned

material into ones own
words

describe, interpret, explain, infer,

estimate, convert, represent

Application

Using learned
knowledge/rules/formulas in
different situations

apply, use, demonstrate, solve,

construct, show, prepare, carry out

Analysis

Breaking down components

or elements to see
relationships among ideas

classify, compare, contrast,

differentiate, categorize,
distinguish

Synthesis

Arranging and organizing

parts or elements into new
structures

Combine, suggest, create, design ,

conclude, summarize, plan,
integrate

Evaluation

Judging the value, quality or

worth of knowledge or the
material learned based on
criteria

Judge, weigh, evaluate, verify,

justify, defend, confirm, decide,
critique

+Taxonomy of COGNITIVE
Bloom
Learning
LEVEL

DESCRIPTION

BEHAVIORAL TERMS

Knowledge

Recalling and remembering

previously learned materials

name, define, state, recall,

identify, label, select, match,
enumerate, list

Comprehensi
on

Restating previously learned

material into ones own
words

describe, interpret, explain, infer,

estimate, convert, represent

Application

Using learned
knowledge/rules/formulas in
different situations

apply, use, demonstrate, solve,

construct, show, prepare, carry out

Analysis

Breaking down components

or elements to see
relationships among ideas

classify, compare, contrast,

differentiate, categorize,
distinguish

Synthesis

Arranging and organizing

parts or elements into new
structures

Combine, suggest, create, design ,

conclude, summarize, plan,
integrate

Evaluation

Judging the value, quality or

worth of knowledge or the
material learned based on
criteria

Judge, weigh, evaluate, verify,

justify, defend, confirm, decide,
critique

+Taxonomy of COGNITIVE
Benjamin Bloom
Learning
LEVEL

DESCRIPTION

BEHAVIORAL TERMS

Recalling

Recalling and remembering

previously learned materials

name, define, state, recall,

identify, label, select, match,
enumerate, list

Understandin
g

Restating previously learned

material into ones own
words

describe, interpret, explain, infer,

estimate, convert, represent

Applying

Using learned
knowledge/rules/formulas in
different situations

apply, use, demonstrate, solve,

construct, show, prepare, carry out

Analyzing

Breaking down components

or elements to see
relationships among ideas

classify, compare, contrast,

differentiate, categorize,
distinguish

Evaluating

Judging the value, quality or

worth of knowledge or the
material learned based on
criteria

Judge, weigh, evaluate, verify,

justify, defend, confirm, decide,
critique

Creating

Arranging and organizing

parts or elements into new
structures

Combine, suggest, create, design ,

conclude, summarize, plan,
integrate

+Taxonomy of AFFECTIVE
David Krathwohl
Learning
LEVEL

DESCRIPTION

BEHAVIORAL TERMS

Receiving

Develops awareness of a
situation, receives information

Listen, look, observe, watch,

attend

Responding

Shows an initial level of

satisfaction

Share, respond, react, follow

Valuing

Shows that something has

value or has worth

Support, cooperate, admire,

participate, promote,
preserve, assist

Organization

Combines together complex set

of values and organizes them
into a harmonious and
consistent set of contents

Organize, integrate, propose,

balance, resolve

Characterizat
ion

Practices in real life through

outlooks and basis of
philosophy in life

Assert, accept, maintain,

advocate approve, influence,
justify

+Taxonomy of PSYCHOMOTOR Learning

Elizabeth Simpson
LEVEL

DESCRIPTION

BEHAVIORAL TERMS

Perception

Use of sense organs to

become aware of cues

Observe, watch, listen,

monitor

Set

Preparedness and readiness Ready, prepare, set-up, show

to take action

Guided Response

Imitates, conducts trial and

error based on a model

Imitate, follow, copy, repeat,

practice

Mechanism

Responses are done with

confidence

Manipulate, collect, draw,

use, sketch, demonstrate,
write

Complex Overt
Response

Performs with confidence

and more skillfully with
proficiency

Construct, troubleshoot,
operate, drive

Adaptation

Skills are modified to fit in

new situations

Adjust, repair, change,

integrate

Origination

Creation of new
movements, patterns to
solve a situation

Create, produce, develop,

compose

+Determining

Teaching Methods

+ Factors to consider in choosing a

Teaching Method

Objectives
Subject matter
Learners
Educational materials &
technology
Time allotment
School environment
Safety measures
Teacher

Principles for determining a

METHOD
1.

Utilizes the theory of self-activity

2.

Utilizes laws of learning

3.

Aids the learner in defining his

own purposes by setting the
situation for the emergence of
desirable purpose

Principles for determining a

METHOD
4.

Starts from what is known

already to the students

5.

Based on the accepted, wellintegrated educational theory

and practice designed to unify
the work of teaching and learning

Principles for determining a

METHOD
6.

Provides the learners with

numerous and diverse learning
experiences or activities

7.

Challenges and encourage the

learner to further activities which
involve the process of
differentiation and integration

Principles for determining a

METHOD
8.

Provides opportunity for the

learner to ask and answer
questions

9.

Must be supplemented by other

methods

+ Types of
Teaching Approaches,
Methods, Strategies

General Teaching
Approaches

+
Characteristics of
Approaches
DIRECT

INDIRECT

Teacher-Centered

Learner-Centered

Requires

less
delivery time

Utilizes

expositive
strategies

Less

student
involvement

Requires

more
delivery time

Utilizes

discovery
strategies

High

student
involvement

When to use which

approach?
Concerns

DIRECT

INDIRECT

Teacher-Centered

Learner-Centered

Content-Oriented

Experience-oriented

Desired
Outcomes

Factual
Information

Development/
Formulation of Concept,
Principles, Skills,
Attitudes & Values

Learning
Environment

Similar

Different

Constraints

Information
directly available

Information can be
rediscovered

Type of
Subject
Matter

DIRECT APPROACH
Teacher-centered
Methods

Deductive

Demonstration or Showing

Lecture

Deductive Method
A
telling
method
where
facts,
concepts, principles and generalizations
are
stated,
presented,
defined,
interpreted by the teacher, and followed
by the application or testing of these
concepts, principles and generalization in
new examples generated by students.
3 Steps:
1. Introduction
2. Presentation
3. Application

Demonstration or Showing
This is an activity that shows how things
are done in front of the class while the others
remain as observers.
When used to teach psychomotor skills,
the learners are expected to practice the skill.

3 Steps:
1. Introduction (orientation &
motivation)
2. Work Period
3. Culminating Activities

Lecture

Clarifying or explaining major ideas

cast in the form of questions/problems

Only the teacher has the information

or materials
Procedure in the Lecture
1. Introduction
2. Arouse interest at the
beginning
3. Presentation of the Body
4. Practical illustration
5. Conclusion or Summary

INDIRECT APPROACH
Learner-centered
Methods

Concept Learning

Inquiry

Inductive

Laboratory

Project or Practical Work

+ Conceptual Learning
Concept Attainment
Learners define concepts after
analyzing the salient attributes of the
examples, and disregarding those that
are not important.

Concept Development
Learners develop the general idea after a
process of identification and
differentiation.

Inquiry
Problem-Solving
A systematic view of finding answers
to inquiries, of suggesting solutions to
problem
situations,
of
finding
expressions for ones curiosity.

Discovery
On his own, a learner discovers
relationships among observed
phenomena.
Pure Discovery
Guided Discovery

Laboratory

This method is effectively used in

Science and other related subjects.

Apparatus and materials are used to

discover or verify facts and to study
scientific relationship.

Activities range from observation to

investigation
or
experimentation,
which in turn provide learners with
firsthand experience.

Process Approach
Emphasis is on processes such as
measurement, inference, hypothesis,
prediction,
controlling
variables,
experimentation and communication
3 Steps:
1. Motivation
2. Getting Acquainted with the
Materials
3. Involvement in Activities
4. Extension Activities

Project or Practical Work

Purposeful
and
constructive
activities needing both intellectual
and physical solution
4 Steps:
1. Purposing
2. Planning
3. Executing
4. Evaluating

+ OTHER APPROACHES & STRATEGIES

Constructivist

Cooperative Learning

Distance Learning

Metacognitive Learning

Multiple Intelligence-based

Peer Tutoring

Cooperative Learning

Jigsaw

Student Teams-Achievement
Divisions

Teams-Games Tournament

Group Investigation

Cooperative Controversy

MURDER Script

Cooperative Learning

Broken Circles

Roundtable

Numbered Heads Together

One Stays, Two Stray

Pairs Check

Distance Learning

A mode of delivering education and

teaching, often on an individual
basis, to students who are not
physically present in a traditional
setting such as a classroom

Provides access to learning when

the source of information and the
learners are separated by time and
distance, or both

Programmed Instruction

Adheres to Skinners operant

conditioning

Contains simple instructional

patterns
and
immediate
feedback/reinforcement
Samples:
1. Teaching Machine
2. Programmed
Textbook

Metacognitive Learning
Learners are trained to become
aware and to exert control over
their own learning
Metacognitive Techniques
1. Advance organization
2. Organizational planning
3. Directed attention
4. Selective attention
5. Self-monitoring
6. Self-evaluation
7. Auditory representation

Determining

+LEARNING
ACTIVITIES

+
Principles in selecting
LEARNING ACTIVITIES

Learners must profit from the

experience.
Learning activities must provide
for the attainment of a set of
objectives.
Learning activities must be
authentic and contextualized to
meet the needs and interests of
the learners.

+
Principles in selecting
LEARNING ACTIVITIES

Learning activities must

challenge the learners to ask
questions.

Learning activities must provide

opportunities for content
mastery as well as broad and
deep study

+
Criteria in selecting
LEARNING ACTIVITIES
1.

Appropriatenes
s

2.

Feasibility

3.

Variety

4.

Optimal Value

TEACHING TECHNIQUES

Socratic Technique
Reading
Research
Case Study Analysis
Field Trip
Inviting Resource
Persons
Constructing Projects

TEACHING TECHNIQUES

Role Playing
Panel Discussion
Symposium
Debate
Brainstorming
Games
Class Discussion
Seatwork

Structure-Oriented
Techniques

Group

Dyad

Independent

Individualized

+
Questioning Techniques

+
Definition of QUESTIONING

A key technique in
teaching that is used for
a variety of purposes, but
most importantly to make
students think.

+
Purposes of Questioning

Arousing students interest and

curiosity

Reviewing content

Stimulating learners to ask

questions

Promoting thinking and

understanding of ideas

+
Purposes of Questioning

Changing the mood and

directions of a discussion

Encouraging reflection and selfevaluation

Allowing students to express

their feelings

+
Types of Questions
According to the thinking process
involved
Low-Level

focused on factual

information
High-Level

beyond facts,
moves to higher order thinking

+
Types of Questions
According to the type of answers required

Convergent brings about only one

specific answer
Divergent usually open-ended and
encourages reasoning

+
Types of Questions
According to the cognitive taxonomy

Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation

+
Types of Questions
According to the purposes of the
teacher during an open discussion

Eliciting encourages immediate

and initial responses
Probing seeks to expand or
extend ideas
Closure-Seeking helps students
to form conclusions, solutions or
create plans

+
Guidelines in Asking Questions

Provide for wait time

Prompt by using hints and

techniques to assist students to
successfully arrive at the correct
answer

Redirect by asking a single

question where several answers
may manifest higher level thinking

+
Guidelines in Asking Questions
Probe

to increase quality in the

kind of thought processes that will
take place; enable the students to
support their stand

Comment

on the students
responses to increase
achievement and motivation

+
Tips on Asking Questions
Ask

questions that are:

stimulating
thought-provoking
within students level of abilities
relevant to students daily life
situation
sequential
clear and easily understood

+
Tips on Asking Questions
Phrase

questions clearly

Vary

the length and difficulty of

questions

Have

sufficient time for deliberation

Call

on volunteers or non-volunteers

Call

on disruptive students

+
Tips on Asking Questions
Move

around the room for

rapport/socialization

Encourage

active participation

Ask

as many learners as possible to

answer certain questions

Follow

up incorrect answers

+Determining
INSTRUCTIONAL MATERIALS

+
Instructional Materials
Educational resources used to improve students
knowledge, abilities, and skills, to monitor their
assimilation of information, and to con-tribute to their
overall development and upbringing

+
CONE OF EXPERIENCE
Edgar Dale

Factors Affecting Selection

of Instructional Media
1.

Human Factors learners interest

and needs; teachers skills in handling
the media

2.

Instructional Method the method

dictates and limits the kind of media

3.

Practical Constraints
administrative and economic concerns

Principles in SELECTING &

UTILIZING Instructional Materials
1.

Motivation

2.

Individual differences

3.

Learning objectives

4.

Organization of content

5.

Preparation for learning

Principles in SELECTING &

UTILIZING Instructional Materials
6.

Participation

7.

Feedback reinforcement

8.

Practice

9.

Repetition

10.Application

General Guidelines in
Utilizing Instructional Materials
1.
2.
3.
4.
5.
6.
7.
8.

Purpose
Learning Objectives
Flexibility
Diversity
Learners Development
Content
Guidance for learners
Evaluation Results

Determining
+ASSESSMENT
INSTRUMENT

+
When to Assess?

Prior to Instruction

During Instruction

After Instruction

What are the different types of

test?
According to Purpose:

Educational instruction
* Power vs. Speed
* Objective vs. Subjective

Psychological traits (and

instruction)

What are the different types

of test?
According to Format:

Selective Test

Multiple Choice

True-False or Alternative
Response

Matching Type

What are the different types

of test?
According to Format:
Supply Test
Short Answer
Completion Test
Essay Test with Scoring Rubric
Restricted Response
Extended Response

Lesson Planning
Session 4

Basic Concepts of

Instructional Planning

Instructional planning is the

ability to visualize the future
classroom events.

An instructional plan may be

likened to a roadmap or a
guide that assists in the smooth
flow of movements from the start
until the end.

Basic Concepts of

Instructional Planning

Instructional planning involves

decision-making based on
students prior learning
experiences, context presented in
the curriculum and support
materials, and actual conditions of
the instructional setting.

Functions of Instructional
Planning
1.

Provide an overview of instruction

2.

Facilitate effective management of

instruction

3.

Provide for logical and purposeful

learning

4.

Efficient utilization of available time

and material resources

Functions of Instructional
Planning
5.

Enable teachers to organize and

rehearse thoughts and movements
prior actual teaching

6.

Ensure strong link between the

curriculum and the actual teachinglearning processes

7.

Guide substitute teachers in

conducting teaching-learning
processes appropriately

The Instructional Planning

+Sequence
Ralph Tyler
Assessing
Learners
Needs

Stating the
Goals of the
School

Evaluation
of Learning
Achieveme
nt

Organizing
the Content
Conducting
TeachingLearning
Processes

A Comparative Matrix on Views on Components of a

Lesson
Plan
Hunter
Gagne
Slavin
Good & Brophy
1.

Review

1. State learning
objectives

1. Review

2.

Anticipatory
set

1. Gain attention

3.

Objective

2. Inform learner of
objective
3. Recall prior knowledge

3.

Input

4. Present the stimulus

material

3. Present new
material

2. Development

4.

Modeling

5. Provide learning
guidance

4. Conduct learning
probes

3. Assess

5.

Check for
understanding

6. Elicit performance

6.

Guided
practice

7. Provide feedback

7.

Independent
practice

5. Provide
independent
practice

4. Seatwork

8. Assess performance

6. Assess
performance and
provide feedback

5. Accountability

9. Ensure retention and

transfer

7. Provide practice
and review

6. Homework

2. Review
prerequisites

+
Components of an Instructional
Plan
1.

Objectives
Terminal
Enabling

2.

the most important learning outcome

to be attained at the end of instruction
learning objectives that lead to the
attainment of the terminal objective

Content
Knowledge

facts, information, concepts,

principles, laws
Skills
cognitive, affective, psychomotor
Values/Attitudes integrity, respectfulness,
responsibility

+
Components of an Instructional
Plan
3.

Skills

4.

Reading, writing
Using references and reading resources
Inquiry skills
Researching
Social skills
Cooperative learning skills

Learning Activities

Varied techniques used incorporated in

strategies or approaches

+
Components of an Instructional
Plan
5.

Resources and Materials

6.

Printed
Audio-visuals
Programmed
Models, charts, specimens

Evaluation Procedures

Public display of outputs or interactions

Written tests
Reviews, summaries and generalizations
formulated
Remedial work
Re-teaching

+Types of Lessons
1.

Development Lesson
Used in presenting a new fact, principle,
procedure, generalization, skill, or a new
knowledge
STEPS:
1. Preparation
2. Development
3. Application

+Types of Lessons

2.

Drill Lesson
Used in fixing certain items of
knowledge or relations for ready recall
STEPS:
1. Motivation
2. Focalization
3. Repetition with attention
4. Application

+Types of Lessons
3.

Review Lesson
Used in presenting a new view of old facts
and concepts in a broader setting that
results in new meanings, associations,
relationships and ways of acting
STEPS:
1. Preparation
2. Review Proper/Activities
3. Further application

+Types of Lessons

4.

Appreciation Lesson
Used in leading the class to understand and enjoy
something.
Focuses on values and making proper
choices.
STEPS:
1. Immediate Preparation
2. Hour of Appreciation
3. Aesthetic Discussion
4. Intellectual Discussion
5.

Reproduction

+Types of Lessons
5.

Application Lesson
Used in further verifying the learners
abilities
in
applying
correctly
the
generalization arrived at in a development
lesson
STEPS:
1. Motivation
2. Statement of the problem or task
3. Gathering information

+Types of Lessons
6.

Supervised Study
For ensuring individual needs
through one-on-one instruction
and guidance

+Types of Lesson Plan Formats

Plantilla

Brief

Semi-detailed

Detailed

+
Parts of a Lesson Plan
I.

Objectives
A. (cognitive)
B. (affective)
C. (psychomotor)

II.

Subject Matter
Concepts/Skills:
Values Integrated:
References:
Materials:

+
Parts of a Lesson Plan
III.

Learning Procedure
A. Preparatory Activities
1. Drill
2. Review
3. Motivation
4. Setting of Standards

+
Parts of a Lesson Plan
Developmental
Activities
1. Presentation
2. Discussion
3. Generalization
C. Closure Activities
IV. Evaluation
V. Assignment
B.

Classroom Management
Session 5

+Concepts of
Classroom Management

An integral part of teaching and

techniques of managing students
must be delivered skillfully by the
teacher. The teachers
personality, philosophy and
teaching style will directly affect
his or her managerial and
disciplinary approach.

+Concepts of
Classroom Management

The administration or direction of

activities with special reference to
such problems as discipline,
democratic techniques, use and
care of supplies and reference
materials, the physical features of
the classroom, general
housekeeping, and the social
relationships of pupils.

+Concepts of
Classroom Management

The operation and control of

classroom activities

Involves the ability to maintain

order and sustain learners
attention

Includes operation and control of

activities

Purposes of
Classroom Management

To minimize the occurrences of

discipline problems

To increase the proportion of

classroom time devoted to
constructive and productive
activity

Aspects of
Classroom Management
1.

Lighting

2.

Heat & Ventilation

3.

Materials of Instruction

4.

Care of Routine

5.

Discipline

+Approaches to
Classroom Management

+
Assertive Approach
Lee and Marlene Canter

Assumes that classroom management

liberate students because it allows them
to develop their best traits, skills and
abilities, and provides them with
psychological security in the classroom
and an effective learning environment

Teachers insist on responsible behavior

by their students; specify rules of
behavior and consequences for
disobeying them, and to communicate
these clearly to them

+
Business-Academic Approach
Evertson and Emmer

Emphasizes the organization and

management of students as they engage
in academic work

Involves a high degree of time on task

and academic engaged time for
students. The idea is that when students
are working on their tasks there is little
opportunity for discipline problems to
arise.

Behavioral Modification Approach

Watson and Skinner

Involves a variety of techniques and

method ranging from simple rewards to
elaborate reinforcement training

Assumes that behavior is shaped by the

environment and pay little attention to
the causes of problems

+
Group Managerial Approach
Jacob Kounin

Emphasizes the importance of responding

immediately to group students behavior
that might be inappropriate or
undesirable in order to prevent problems
rather than having to deal with them after
they emerge

If the misbehavior is not noticed, is

ignored, or is allowed to continue for too
long, it may create a ripple effect

+
Group Guidance Approach
Fritz Redl

Focuses on manipulating the surface

behavior of the students on a group
basis

Discipline and classroom control are

produced through group atmosphere
and enhanced group support

+
Acceptance Approach
From Humanistic Psychology

Maintains that every person has a

prime need of acceptance

Also based on the democratic model of

teaching in which the teacher provides
leadership by establishing rules and
consequences but at the same time
allows students to participate in
decisions and to make choices

+
Success Approach
From Humanistic Psychology and Democratic
Model of Teaching

Deals with general psychological and

social conditions

Teacher should not excuse bad behavior

on the part of the student.

Whatever negative classroom

conditions that exist must be changed
and improved to lead to student
succeed.

+
Management of ROUTINES
A routine is a set of procedure for handling both
daily occurrences and minor interruptions of
instructions

Students will have more

opportunities to learn and achieve
better.

Teacher can devote more time for

quality instruction.

+
Management of TIME
The quantity and quality of academic instructional and
engaged time affect student performance.

4 Categories of Time in School

(Ornstein 1990)

1.

Mandated time the number of days

and hours in the school calendar
specified by the state and school laws

2.

Allocated time the portion of time in

school allocated to different subjects and
other activities in academic and nonacademic areas

+
Management of TIME
The quantity and quality of academic instructional and
engaged time affect student performance.

4 Categories of Time in School

(Ornstein 1990)

3.

Academic Instructional time the

actual time that a teacher spends in class
to give instruction through various
means in particular subjects and skills

4.

Academic Engagement time the time

that students spend in performing
academic work

+Management Controls &

Techniques

+ Areas of Control

Content: Manage to facilitate the

delivery of instruction

Conduct: Manage to promote

orderly and safe learning
environment

Context: Manage to encourage

interaction rather than physical
elements associated with the
classroom setting

+ Management Techniques
Content
1.
2.
3.
4.
5.

Establish standard arrangements

Identify traffic routes
Organize supplies and materials within
learners reach
Be consistent with rules and areas where
they apply
Refrain from using the first few minutes
of the session for collection

+ Management Techniques
Content
6.
7.
8.
9.

Use overlapping techniques during

collection and distribution of materials
Prepare for transitions in activities
Arrange furniture to aid monitoring
distractions
Maximize visibility and accessibility
through proper arrangement of furniture

+ Management Techniques
Content
Develop and utilize nonverbal
techniques to manifest disapproval of
certain behavior
11. Model and emphasize self-discipline
10.

+ Management Techniques
Conduct
1.
2.
3.
4.
5.

Establish a code of conduct

Set limits to conduct inside and
outside the learning areas
Manage consequences of enforced
rules
Seek the support of the school
administration and parents
Encourage self-discipline through
positive feedback

+ Management Techniques
Context
1.

2.
3.

Respect students as human beings

instead of valuing them for what they
can and cannot do
Attend to disturbances while
maintaining your teaching purpose
Attend to large concerns rather than
small issues

+ Management Techniques
Context
4.
5.
6.

Reveal oneself to the learners

Get involved in the process and with
the learners as your friends
Capitalize on interpersonal
relationships of trust and confidence

+ Types of
Control

Preventive: minimizes the onset of

anticipated discipline problems

Supportive: directs students

behavior before discipline problem
full blows up

Corrective: seeks to discipline

student who failed to meet the
agreed code of conduct in a
particular setting

+ Techniques in Developing
Good Discipline

Demonstration: explain to the

students the behavior expected
of them.

Attention: focus the students

attention on what was explained
and model them

Practice: provide opportunities to

practice appropriate behavior

+ Guidelines for Using Punishments

Make sure the punishment is feasible.

Never punish when you are not in a

proper emotional state.

Do not assign extra work as

punishment.

The punishment must follow the

offense the soonest time possible.

Be consistent with punishment.

+ Guidelines for Using Punishments

Never use double standards when

punishing.
Give the students the benefit of the
doubt.
Never hold any grudge after the
incident.
Never take incident personally.
Document all serious incidents.

CONTENT
CHALLENGE