Principles & Strategies for the Licensure Examination

+
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
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picture
Part 1
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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;

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;

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

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

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

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

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

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

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
+
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
+
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)
+
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.
+
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
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
Bloom
Learning
LEVEL
DESCRIPTION
BEHAVIORAL TERMS
Knowledge


enumerate, list
Comprehensi
on

words

Application
Using learned

Analysis

or elements to see

distinguish
Synthesis

structures

integrate
Evaluation

criteria

critique
Benjamin Bloom
Learning
LEVEL
DESCRIPTION
BEHAVIORAL TERMS
Recalling


enumerate, list
Understandin
g

words

Applying
Using learned

Analyzing

or elements to see

distinguish
Evaluating

criteria

critique
Creating

structures

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

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

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

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
Jigsaw
Student Teams-Achievement
Divisions
Teams-Games Tournament
Group Investigation
Cooperative Controversy
MURDER Script
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
+
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
+
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
+
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
+
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:
+
III.
Learning Procedure
A. Preparatory Activities
1. Drill
2. Review
3. Motivation
4. Setting of Standards
+
Developmental
Activities
1. Presentation
2. Discussion
3. Generalization
C. Closure Activities
IV. Evaluation
V. Assignment
B.
Session 5
+Concepts of
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
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
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
To minimize the occurrences of

discipline problems
To increase the proportion of

classroom time devoted to
constructive and productive
activity
Aspects of
1.
Lighting
2.
Heat & Ventilation
3.
Materials of Instruction
4.
Care of Routine
5.
Discipline
+Approaches to
+
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
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
Content
Develop and utilize nonverbal
techniques to manifest disapproval of
certain behavior
11. Model and emphasize self-discipline
10.
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
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
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

Principles & Strategies for the Licensure Examination

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Principles & Strategies for the Licensure Examination

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+

ANALYZING TEST ITEMS

Part 3 ENHANCING TEST TAKING

Click icon to add

A complex, multi-faceted process that

Requires several different kinds of

Teacher task orientation

Engagement in the learning process

Student success rate

student ideas and

A fundamental truth, law,

Overwhelming obvious ideas that

embodiment of both body and

with cognitive faculties

from one another in many

Family and cultural background

multiple intelligences (Howard

different learning styles

for remembering, describing,

concerned Ability to organize,

to argue, research, develop

to develop original solutions,

trust and rapport, empathize,

of the knowledge base of teaching and learning

of best teaching practice and uses this to

and skills to approach all aspects of his/her

of learning to teach as a lifelong process

and skills for working towards his/her

place where teaching and learning can

of the physical and psychological

and situations that are likely to

Features of the learning environment:

+Teaching is considered GOOD

the child is made the center of the

the learner is made conscious of the

it provides learning experiences;

+Teaching is considered GOOD

there is provision to meet individual

it utilizes the past experiences of the

the learner is stimulated to think and

+Teaching is considered GOOD

the method used is

evaluation is made an integral

drill or review is made an

+Teaching is considered GOOD

+Teaching is considered GOOD

+Teaching is considered GOOD

+Teaching is considered GOOD

+Teaching is considered GOOD

+Teaching is considered GOOD

knowledge of the subject

involvement of the learner

between teachers and

Students benefit from taking

There are many roads to learning

Expect more and you will achieve

Material must be meaningful

teaching and learning are

feedback is only useful if

plus energy equals

acquiring relevant knowledge about

aligning the three major

articulating explicit expectations