Escolar Documentos
Profissional Documentos
Cultura Documentos
MSC 3-05 Principles of Teaching and Learning
MSC 3-05 Principles of Teaching and Learning
MOTIVATIONAL
ACTIVITY
The day before
yesterday I was 25
and the next year I will
be 28. (This is true
only one day in a
year.) When was I
born?
ANSWER
I was born on
December 31st and
spoke about it on
January 1st.
In the following
"equation" 101 - 102 = 1
move one numeral, in
order to rectify it.
ANSWER
Move the numeral 2 half
a line up to achieve
101 – 10^2 = 1
101 – 100 = 1
Unusual Paragraph
How quickly can you find out what is
unusual about this paragraph? It looks
so ordinary that you would think that
nothing was wrong with it at all and, in
fact, nothing is. But it is unusual. Why?
If you study it and think about it you
may find out, but I am not going to
assist you in any way. You must do it
without coaching. No doubt, if you
work at it for long, it will dawn on you.
Who knows? Go to work and try your
skill.
ANSWER
The paragraph does not
contain a single instance of
the letter "e", the most
common letter in the
English language.
A man ate an egg each
day.He did not have any
chickens at home.He never
bought, borrowed or stole
chicken eggs.
Question: How is
this possible ?
ANSWER
They were
ostrich, goose,
fish, quail
..etc...eggs
A man states that he
is able to predict the
score of any football
game even before
the game begins.
Question : How is
this possible ?
ANSWER
0 to 0 at the start
of all games
A doctor in Paris has a
brother in Toronto who
is a lawyer.The lawyer
does not have a brother
who is a doctor in Paris.
Question: How is
this possible?
ANSWER
The
doctor is a
woman.
DIFFERENT APPROACHES
AND METHODS
Direct/Expositive
Instruction Approach
Prepared By:
Jonel Pagalilauan
BSE Math
DIRECT INSTRUCTION
It is a way of teaching
which is aimed at helping
students acquire some
basic skills and “
procedural knowledge”.
It is teacher-directed and
teacher dominated.
The steps to employ the Direct
Instruction:
1. Provide rationale
2. Demonstrate the skill
3. Provide guided practice
4. Check for understanding and
provide feedback
5. Provide extended practice and
transfer
Instructional Characteristics
1. The strategy is teacher-directed.
2. The emphasis is on teaching of
skill.
3. It is taught in a step-by-step
fashion.
4. Lesson objectives include easily
observed behaviors that can be
measured accurately.
5. It is a form of learning through
imitation (behavioral modeling).
Guidelines for Its’ Effective
Use
1.) The students must
be given ample time
for practice.
2.) They must be included in
the planning stage since
this technique is highly
task-oriented and aimed at
mastery of every step. The
lesson objectives are
student-based.
3.) Describe the testing
situation and specify the
level of performance
expected.
4.) Divide complex
skills and
understanding into
subskills or into its’
component steps.
5.) Design own
strategy in teaching
each skill.
6.) Before the
demonstration, carefully
rehearse all steps. The
steps should be
observed and followed.
7.) Assign practice for
short periods of time,
then continue learning
by imitating others.
8.) Provide feedback
and encouragement
through praises.
9.) Be able to
construct good
performance-based
tests.
The Procedure
1.) Explain the rationale
and objectives of the
lesson.
2.) Provide motivation and
draw commitments from
them.
3.) Conduct the
demonstration.
4.) Assign practice for short
periods of time. Continue
practice to the point of
overlearning for complete
mastery.
5.) Provide feedback.
6.) Focus on performance
evaluation rather than on
pencil-and-paper test. The
student should be able to
exhibit the skill mastered.
DEDUCTIVE
METHOD
It is teacher-dominated.
It begins with the
abstract rule,
generalization,
principle and ends with
specific examples, and
concrete details.
Advantages of
Deductive Method
1.) Coverage of a wider scope
of subject matter
2.) No bother on the part of the
teacher to lead learners to the
formulation of the
generalization or rule.
Disadvantages of
Deductive Method
1.) It is not supportive of the
principle that learning is an
active process.
2.) Lesson appears
uninteresting at first.
Inductive Method
It is less teacher-directed
than the deductive
method. It begins with the
specific details, concrete
data and examples and
ends with an abstract
generalization rule, or
principle.
Advantages of the
Inductive Method
1.) The learners are more engaged
in the teaching-learning process.
2.) Learning becomes more
interesting at the outset because
we begin with the experiences of
our students.
3.) It helps the development of our
higher-order-thinking-skills
(HOTS).
Disadvantages of the
Inductive Method
1.) It requires more time and
so less subject matter will be
covered.
2.) It demands expert
facilitating skills on the part
of the teacher.
DEMONSTRATION
METHOD
It is teacher-
dominated. The
teacher shows how to
operate, manipulate an
equipment while the
class observes.
Guidelines for Its’ Effective
Use
B
E
F
O
R
E
1.) The demonstrator/s must
be well selected.
2.) When planning the
activities make sure that
the materials are easily
available.
3.) Get ready with the
equipment and tools to be
used.
4.) The demonstrator must try
several times before the activity
for a smooth sequencing of the
steps as well as accuracy of the
result.
5.) The observers must prepared
and motivated to ensure
concentration throughout the
activity.
6.) The demonstrators must be
ready with on-the-spot revisions.
7.) Arrange the observers around
the demonstration area or at a
distance where they will be able
to observe fully what is going on.
8.) Depending on the kind of
demostration to be undertaken,
pointers or questions may be
given to focus their attention and
avoid inelevant observations.
D
U
R
I
N
G
1.) The place must be quiet.
2.) Extreme care must be
taken.
3.) No interruptions in the
activity.
4.) They are allowed taking
down notes or record some
data.
A
F
T
E
R
1.) Allow some questions which
bothetrd them during the
demonstration.
2.) An examination of the observed
data and all information recorded
follows.
3.) Have an analysis of trends, patterns
or uniform occurences.
4.) The conclusion or summary must be
cooperatively undertaken by the
whole class.
5.) Assess learning.
ADVANTAGES
1.) It follows a systematic
procedures,hence students will be
able to learn fro a well-tried
procedure.
2.) The used of expensive equipment
and machines will be maximized.
3.) Possible wastage of time, effort and
resources.
4.) It will not result to trial-and-error
learning.
5.) The findings are reliable and
accurate since the procedure
has been tried before.
6.) The value of confidence is
developed among
demonstrators.
7.) Curiosity and keen
observing ability are instilled
among the observers.
GUIDED/EXPLORATORY
APPROACH
PROJECT METHOD
ADVANTAGES OF PROJECT
METHOD
It emphasizes “learning by doing”
Constructive projects develops the
students’ manipulative skills
The planned design tests the student’s
originality, they become resourceful and
innovative
It can be employed among students who
are weak in oral communication
The completed project adds to one’s
feeling of accomplishment and
satisfaction
It instills the values of initiative, industry
and creativity
Working on a project in groups develop
the spirit of cooperation and sharing of
ideas
In addition to a learning concept, students
become productive and enterprising.
METACOGNITIVE APPROACH
METACOGNITIVE
APPROACH
Makes students think about their
thinking
It has something to do with
monitoring their own cognitive
processes
EXAMPLES
METACOGNITIVE APPROACH
EXAMPLES
Making students conscious of their
thought processes while thinking
Subvocalizing helps make problem-
solvers effective
Having students describe what is
going on in their minds
Having students identify what is
known in a situation or problem
CONSTRUCTIVIST APPROACH
CONSTRUCTIVIST
APPROACH
Learning is an active process that
results from self-constructed
meanings
Meaningful connection is
established between prior
knowledge and the present learning
activity
Every individual constructs and
reconstructs meanings depending
on past experiences
REFLECTIVE TEACHING
REFLECTIVE TEACHING
STRATEGIES
Self-analysis
keeping a record of success or failure,
problems and issues confronted, and
significance of learning events that
occurred to help analyze and clarify
important aspects that can help in
making decisions towards effective
teaching
Self-analysis in students is when s/he
reflects on why s/he failed or succeeded
at some task
STRATEGIES
Writing Journals
Reveals feelings about the day’s
activities
For a student, s/he enters in his
journal/diary his own self-analysis
A journal entry includes:
A description of the teaching/learning event
Outcomes of the event
Value or worthiness of the outcomes
Causes of success or failures
STRATEGIES
Keeping a Portfolio
A very personal document which
includes frank, honest and on-the-spot
account of experiences
Includes first hand observations and
personal knowledge
STRATEGIES
COOPERATIVE LEARNING
APPROACH
CHARACTERISTIC FEATURES
PEER TUTORING/
TEACHING
DIFFERENT TUTORING
ARRANGEMENTS
INSTRUCTIONAL TUTORING- older students
help younger ones in a one-to-one or one-to-a
group basis
SAME AGE TUTORING- works well with children
who can act as interactive pairs
MONITORIAL TUTORING- monitors are assigned
to lead a group
STRUCTURAL TUTORING- highly structured
tutoring is administered by trained tutors
SEMI-STRUCTURED TUTORING- the tutor
guides his/her tutee through a carefully-planned
learning guide but is free to modify it according to
the tutee’s own interests and skills
PARTNER LEARNING
PARTNER LEARNING
Costlycompared to actual
oral presentation
OVERHEAD Projector
By using an overhead
projector, a transparency can
show pictures diagrams and
sketches at a time when they
are needed in discussion
Advantages:
Transparencies can easily
prepared by the teacher or
the students.
OHP is easy to operate
*
Portfolio Assessment - it is a
method of collecting and evaluating
TYPES OF PORTFOLIO
1.) Best Work - this type
encourages self-assessment
and illustrate what he is
capable doing.
2.) Scrapbook type-- It
includes tests, check-list,
observations and rating
scales chosen by both
student and teacher.
3.) Evaluation Portfolio - this
collection of work that could
indicate student learning,. such
as examination, booklets,
written report.