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Principles of teaching
This document outlines the agenda and content for a review session on principles of teaching. It will include 4 practical tests and discussions on various topics like instructional planning, classroom management, questioning techniques, teaching methods, and more. Key concepts that will be covered include Bloom's taxonomy, learning environments, and Gardner's theory of multiple intelligences. The overall goal is to help participants prepare for the licensure exam and provide an overview of important concepts in teaching.
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Principles of teaching
- 1. Principle of Teaching ReggieO. Cruz, LPT, M.A.Ed, Ed.D., D.Hum Head Teacher, Northville 15 Integrated School ENVISION Review and Tutorial Center Board for Licensure Examination for Teachers June 16, 2019; Gapan City, Nueva Ecija
- 2. Welcome to theWorld of Teaching! Luid ko pu! Salangi ko pu!
- 3. My Two PreciousAchievements As a Teacher As a Researcher
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- 6. Outline of theReview Sessions • Orientation • Practical Test 1 – Preliminary • Discussion on Instructional Planning, Classroom Management and Art of Questioning • Practical Test 2 • Discussion on Teaching Methods and Techniques and Generally Accepted Teaching Methods • Practical Test 3 • Discussion on Instructional Materials, Taxonomy of Objectives and other concepts in Principle of Teaching • Practical Test 4
- 7. Practical Test 1Preliminaries 50-Item Multiple Choice Test
- 8. Instructional Planning Throughthe Policy Guidelines on Daily Lesson Preparation for K to 12 Basic Education Program
- 9. Importance of lessonplanning Planning lessons increases a teacher’s chances of carrying out a lesson successfully. It also allows teachers to be more confident before starting a lesson. Lesson planning inculcates reflective practice as it allows teachers to think about their teaching. By planning lessons daily, teachers are able to think about and reflect on different strategies that work inside the classroom including research- based strategies.
- 10. Importance of LessonPlanning Making a habit of lesson planning ensures that teachers truly facilitate learning and respond to learners’ needs inside the classroom. Additionally, lesson planning helps teachers’ master learning area content. Through the preparation of effective lesson plans, teachers are able to relearn what they need to teach. In the classroom, well-prepared teachers show ownership of the earning area they teach. Lesson planning helps teachers know their learners and teach what students need to learn and therefore ensures curriculum coverage.
- 11. As mentioned, alesson plan serves as a teacher’s “road map” for a particular lesson. It is a guide for instruction and contains details of what a teacher and learners will do in order to tackle a particular topic. Experts agree that a lesson plan should aim to answer the following questions (Virginia Department of Education)
- 12. a) What shouldbe taught? b) How should it be taught? c) How should learning be assessed?
- 13. What should betaught? Teachers must have a deep understanding of the curriculum and strive to teach its content. In planning daily lessons, teachers need to follow the Curriculum Guide (CG) of the learning area being taught.
- 14. How should learningbe assessed? Effective teachers do not only prepare lesson plans, they also prepare an assessment plan or specifically a formative assessment plan. As defined in DepEd Order No. 8, s. 2015 entitled Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program.
- 15. How should learningbe assessed? Effective teachers do not only prepare lesson plans, they also prepare an assessment plan or specifically a formative assessment plan. As defined in DepEd Order No. 8, s. 2015 entitled Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program.
- 16. Guiding Principles in ClassroomManagement
- 17. Principles in ClassroomManagement • Consistent, Proactive Discipline • Establish routines for all daily tasks and needs • Orchestrate smooth transitions and continuity of momentum throughout the day • Strike the balance between variety and challenge in students’ activities • Aware of all actions and activities in the classroom • Resolve minor inattention and disruption • Reinforce positive behaviour • Treat minor disturbance calmly • Work out physical arrangement of chairs • Make good use of every instructional moment
- 18. Management of Time •Time wasters vs. time fillers
- 19. Classroom Discipline (Causesof Disciplinary Problems) • Unfavourable learning conditions • Teacher poor management skills • Students’ Varied Background
- 20. Type of VariousModes of Classroom Control • Authoritarian • Assertive • Laissez Faire
- 21. Managing the PhysicalEnvironment • Furniture Arrangement • Seating Arrangement • Physical Condition of the Classroom
- 22. Establishing Classroom Routine •Beginning and ending the class day or period • Transitions • Getting/ distribution of materials and equipment • Group work • Seatwork and teacher-led activities
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- 24. Type of QuestionsAccording to Purpose • For Assessing Cognition - What is likely to happen if the ozone layer of the atmosphere continues to deteriorate? • For Verification – Why is lightning seen before thunder is head? • For Creative Thinking - How will you present the layers of the earth to your class? • For evaluating – was your teacher’s slide presentation well done? • For Productive Thinking – How can we apply the Law of Conservation of Energy • For Motivating – Did you ever train a pet? • For instructing – What are the steps in performing an experiment?
- 25. Type of QuestionsAccording to Level • Low Level – Define Energy • High Level – Why does temperature rise towards noontime? • Convergent Questions – When does lunar eclipse occur? • Divergent Questions – why are you voting for him?
- 26. Teacher’s Questioning Strategies •Rephrasing • Sequencing Logically • Asking Open-Ended Questions • Calling on non-volunteers • Involving as many as possible • Allowing for wait time • Assessing student comprehension
- 27. Practical Test 2 50-ItemMultiple Choice Test
- 28. Teaching Methods andTechniques and Generally Accepted Teaching Methods
- 29. Teaching Approach, Strategy,Method and Technique • Teaching Approach – Set of Principles • Teaching Strategy - is a long term plan of action • Teaching Method – It is more procedural • Techniques – consistent with a given approach, strategy and method
- 30. Teacher-Centered and TeachingApproaches Teacher-Centered Learner-Centered Subject matter-centered Learner-Centered Teacher-dominated Interactive Banking Approach Constructivist Disciplinal Integrated Individualistic Collaborative Guided Indirect
- 31. Deductive Method versusInductive Method • Deductive Method – Direct, Demonstration • Inductive – Problem-Solving, Project, Inquiry
- 32. Cognitive-Oriented Methods • Metacognitive •Constructivist • Reflective Teaching
- 33. Structure-Oriented • Cooperative Learning •Peer Tutoring/ Teaching • Partner Learning
- 34. Process Oriented • Inductive •Inquiry • Using Graphic Organizers • Problem Solving • Project
- 35. Other Accepted TeachingMethods • Differentiated Instruction • Localization and Contextualization • Spiral Progression • Blended Learning
- 36. Practical Test 3 40-ItemMultiple Choice Test
- 37. Instructional Materials, Taxonomy ofObjectives and other concepts in Principle of Teaching
- 38. Selection and Useof Instructional Materials • All instructional materials are aids of instruction. They do not replace the teacher • Choose the instructional materials that best suits your instructional objectives. • If possible, use of variety of tools • Check out your instructional materials before the class starts
- 39. Taxonomy of Objectives– Blooms Taxonomy Evaluation Synthesis Analysis Application Comprehension Knowledge
- 40. Taxonomy of Objectives– Anderson’s Taxonomy Creating Evaluating Analysing Applying Understanding Remembering
- 41. Taxonomy of Objectives– Krathwohl’s Taxonomy Characterization by Value Set Organization Valuing Responding Receiving
- 42. Taxonomy of Objectives– Harlow’s Taxonomy Non-discursive Communication Skilled Movements Physical Activities Perceptual Abilities Basic Fundamental Movement Reflex Movement
- 43. Other Concepts –The Learning Environment • Physical Environment 1. Condition of the Classroom, Arrangement of Furniture, Seating Arrangement, classroom temperature and lighting • Psychological Climate 1. Safety (Rules and Norms, Physical Safety, Social Emotional Safety) 2. Relationships 3. Teaching and Learning
- 44. Other Concepts –Gardner’s Multiple Intelligence Theory • Verbal-Linguistic • Logical/Mathematical • Spatial • Bodily-Kinesthetic • Musical • Interpersonal • Intrapersonal • Naturalist • Existential
- 45. Practical Test 4 30-ItemMultiple Choice Test
- 46. Thank you andGod bless us! #ManyamanIngTuturu #ManyamanIngMagaral #ManyamanIngLulugud
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