PRINCIPLES

OF
TEACHING
WHAT IS TEACHING

a process of interacting
Stands for pedagogy, training
and nurturing
The process of engaging students
in activities that will enable them
to acquire the knowledge, skills,
as well as wothwhile values and
attitudes.
An aggregate of organized
strategies and activities aimed at
inducing learning
Overall cluster of activities
associated with a teacher, and
including explaining, questioning,
demonstrating and motivating.
A system of activities whereby all
teachers' instructional tasks
enable the students to learn.
Is both science and art; SCIENCE
as it is based on psychological
research that identifies cause
and effect relationship between
teaching and learning; ART, as it
shows how those relationships are
implemented in successful and
artistic teaching.
Is the greatest of the arts
because the medium is the
human mind and spirit.
Involves values, experiences,
insights, imagination and
appreciation- - - the staff that
can not be easily observed and
measured (Greene)
Involves the interplay among

such factors as the teacher,

the learner, the teaching
content and strategies as this
diagram shows:
THE TEACHER
A key factor in any teaching learning process.

Constructs well designed plan to achieve to objectives

of the lesson.
Prepares learning environment.

Selects appropriate content/ strategies and learning

activities.
Adjusts content/activities strategies/ learning
environment to the learners.
THE LEARNER
He is an embodied spirit.
He is a union of a sentient body and a
rational soul.
Most important element of teaching.
The natural characteristics of learners
are:
age, maturity, grade level, health,
abilities, family background, experiences
and motivation and his /her culture
including values, attitudes and traditions
which influence the teaching learning
process to a very large extent.
THE CONTENT/ TEACHING STRATEGIES
The choice of content/ subject matter to be taught to
achieve desired objectives of the lesson.
The selection of appropriate instructional

materials/technology to facilitate learning.

The use of appropriate/effective methods and strategies
of teaching to arrive at the desired outcomes.
LEARN IS THE
MOST
SIGNIFICANT
ACTIVITY OF
MAN
PRINCIPLES OF LEARNING
1. Learning is an experience which occurs inside the
learner and is activated by the learner.
- the process of learning is primarily controlled by
the learner and not by the teacher.
*People learn what they want to learn, they see what they
want to see, and hear what they want to hear.
*Very little learning takes place without personal
involvement and meaning on the part of the learner.
*It is wise to engage learners in an activity that is
connected to their life experiences.
2. Learning is the discovery of the personal meaning and
relevance of ideas.
- students more readily internalize and implement
concepts and ideas which are relevant to their needs
and problems.
* It is necessary that the teacher relates lesson to the
needs and problems of the learner.
3. Learning (behavioral change) is a consequence of
experience.
- People become responsible when they have
readily assumed responsibility, they become
independent when they have experienced independent
behavior, they become able when they experience
success, they begin to feel important when they are
important to somebody, they feel liked when somebody
likes them.
*If EXPERIENCE is the best teacher, the teacher should
make use of EXPERIENTIAL LEARNING strategy.
Experiential learning makes use of direct as well as
vicarious experiences.
 - cooperation fosters learning.
- two heads are better than one.
- interactive process appears to scratch and kick
peoples curiosity, potential and creativity.
- teachers should make use of cooperative and
collaborative approaches because these will teach
students to live and learn interdependently.

4. LEARNING IS A COOPERATIVE AND

5. LEARNING IS AN
EVOLUTIONARY . require time and patience.
- behavioral changes
- change takes time.
- Rome was not built in one day.
- things in life that are worthwhile take time.
6. LEARNING IS SOMETIMES A
PAINFUL PROCESS.
- behavioral change often calls for giving up the old
and comfortable ways of believing, thinking and valuing.
- it is necessary for the teachers to make students
realize that learning is a difficult task which is
accompanied by ample of sacrifices, inconveniences
and discomforts.
7. ONE OF THE RICHEST RESOURCES FOR
LEARNING IS THE LEARNER HIMSELF.
- each of the student is a reservoir of experiences,
ideas, feelings and attitudes which comprise a rich vein
of material for problem solving and learning.
- as a teacher, you must midwife the birth of
ideas among learners.
8. THE PROCESS OF LEARNING IS
EMOTIONAL AS WELL AS
INTELLECTUAL.
- learning is maximized when the feelings and
thoughts of the learners are working harmoniously. This
is due to fact that man is the union of body and soul.
Man is a feeling being and a thinking being.
9. THE PROCESS OF PROBLEM
SOLVING AND LEARNING ARE HIGHLY
UNIQUE
- each AND INDIVIDUAL.
of the learner has his own unique styles of
learning and solving problems.
- some personal styles of learning and problem
solving are highly effective, others are not as effective
and still others are ineffective.
- give considerations to multiple intelligences and
learning styles of the learners to properly address their
needs for/of learning
 PRINCIPLES
UNDERLYING
EFFECTIVE
INSTRUCTION
BY: LEUS,
M.J
1. PRINCIPLE OF CONTEXT
- learning depends largely on the setting particularly
including the use of materials in which the process goes
on with this scales of application:
a. text book only
b. textbook with supplementary materials
c. non academic and current materials
(newspaper, clippings, articles, magazines)
d. multisensory aids
e. demonstration and demonstration by experts
e. field experiences, personal, social and
community understanding
2. PRINCIPLE OF FOCUS
- instruction must be organized about a focus or
direction, following these scales of application, and
where focus is established by:
a. page assignment in textbook
b. announced topic together with page or chapter
references.
c. broad concept or problem to be solved or a skill
to be acquired to carry on understanding.
3. PRINCIPLE OF SOCIALIZATION
- instruction depends upon the social setting in which it
is done, with this scales of application and where social
patterns are characterized by:
a. submission
b. contribution
c. cooperation
4. PRINCIPLE OF
INDIVIDUALIZATION
- instruction must progress in terms of the learners own
purposes, aptitudes, abilities and experimental
procedures, following these scales of application and
where individualization may be done through:
a. differential performance in uniform task
b. homogeneous grouping
c. control plan
d. individual instruction
e. large units with optional related activities
f. individual undertakings, stemming from and
contributing to the joint undertaking of the group of
learners.
5. PRINCIPLE OF SEQUENCE
- instruction depends on effective ordering of a series of
learning task who moves from:
a. from meaningless emergence of meaning
b. from immediate remote
c. from concrete symbolic
d. from crude discriminating
and where sequence comes through:
a. logical succession of blocks of blocks of contents
(lesson/courses)
b. kniting learning/ lessons/ course together by
introduction, previews, pretests, reviews
c. organized in terms of readiness
d. organized in terms of lines of emerging meanings
6. PRINCIPLE OF EVALUATION
- learning is heightened by a valid and discriminating
appraisal of all its aspects, following these scales of
application:
a. evaluation or direct results only
b. evaluation related to objectives and processes
c. evaluation on total learning process and results
 MANAGEMENT
OF INSTRUCTION
Instruction may be well-managed using any of these classifications
of students:
a. HOMOGENEOUS - learners are classified/grouped in terms of
similar elements such as age, abilities, interests, physical
characteristics etc.
b. HETEROGENEOUS no definite bases for clustering or putting
learners together, could be on random sampling, alphabetized
family names, time of enrollment etc.
c. NON GRADED no fixed grade/level assignment of children.
They come to center of learning by small groups or individually
depending on their pacing in the accomplishment of tasks.
TEACHING MODEL - a term used by Bruce, Joyce to describe an
over all approach or plan for instruction
Attributes of a teaching model:
a. a coherent theoretical framework
b. an orientation toward what student should learn.
c. specific teaching procedures and classroom structures.
DIFERENCE AMONG THE TERMS
TECHNIQUE, METHOD, STRATEGY,
APPROACH AND PRINCIPLES
TECHNIQUE the personal art and style of the teacher in
carrying out the procedures of teaching.
- the teachers unique way, style or act of executing
the stages of a method.
METHOD synonymous to procedure
- the procedure employed to accomplish lesson
objectives.
- a series of related and progressive acts performed
by a teacher and pupils to achieve the desired
objectives of the lesson.
- the established way or procedure of guiding the
mental processes in mastering the subject matter.
- refers to a procedure employed to accomplish the
lesson objective.
- a well planned step by step procedure that is
directed towards a desired learning outcomes.
STRATEGY an over all or general design on how the
lesson will be executed or delivered.
- a set of decisions on what learning activities to
achieve an objective
- can be a substitute to methodology
APPROACH a set of correlative assumptions or
viewpoints dealing with the nature of teaching and
learning.
- ones viewpoint toward teaching.
- procedure that employs a variety of strategies to
assess better understanding and effective learning.
PRINCIPLE means a general or fundamental law,
doctrine or assumption.
- a primary source or origin.
- rule or code of conduct.
PURPOSES OF METHODS
1. make learning more efficient
2. enable learner to think logically
3. facilitates smooth transition from one activity to
another
4. serve as guide in preparing all the needed materials,
tasks and equipments.
5. approximate time to be allotted for each activity to
avoid waste of time and lapses.
6. make planning clear and precise, to prevent
confusion, unnecessary delays and time wastage.
7. help in planning for assessment and evaluation of the
lesson.
8. add to a feeling of confidence and security for the
teacher and students.
PRINCIPLES FOR SELECTING
METHODS
1. Must be based on sound principles, laws and theories of
learning.
2. Must assist the learners to define their purposes and
motive.
3. Must originate from the learners past experiences.
4. Must suit individual differences, needs, interests and
developmental maturity.
5. Must bring the learners to the world of diverse learning
experiences.
6. Must stimulate the learners to think critically, analytically
and creatively.
7. Must be challenging
8. Must be flexible.
9. Must be consistent with the requirements of objectives.
10. Must be appropriate with the content.
 11. Must give to way to varied students participation.
12. Must consider to be undertaken to ensure gainful learning.

FACTORS TO CONSIDER IN CHOOSING A METHOD

1. Learners ability first and foremost consideration
based on the nature/characteristics, age, maturity,
abilities, etc.
2. Teachers ability must be personally and
professionally qualified to teach
3. Objective expected outcome of the lesson in
terms of knowledge/skills and attitudes.
4. Subject Matter content to be taken so that the
desired outcome will be achieved.
5. Pre requisite learning students experiences that
can help facilitate acquisition of new knowledge, skills
and attitudes.
6. classroom set up must be inviting to students and
conducive to learning.
7. School facilities/equipments/technologies the
availability of the needed equipments, technologies,
tools for learning found in the right places.
8. Time allotment specified target frame for chosen
activities properly distributed to the entire period.
9. Safety precautions students should feel that they
are safe and out of danger in the school.
10. School climate learner should feel the warmth of
the teachers and classmate.
 AND
ORGANIZATI
ON OF
CONTENT
THERE ARE DULL TEACHERS. DULL
TEXTBOOKS, DULL FILMS, BUT NO DULL
SUBJECTS
Guiding Principles in the Selection and Organization of Content
1. Observe the following qualities in the selection and
organization of content:
a. Validity teaching the content that we ought to teach
according to the national standards in the Basic Education
Curriculum
- teaching the content in order to realize the goals and
objectives of the course as laid down in the basic education .
b. Significance the content we teach should respond to the
needs and interest of the learners.
c. Balance content includes not only facts but also concepts
and values (The three level approach in teaching facts
cognitive, concepts psychomotor, values affective
domain)
 d. Self sufficiency Content should cover the
essentials of the lesson and not a mile wide and an
inch deep
e. Interest the teacher considers the interest of
the learners, their developmental stages, and cultural
and ethnic background.
f. Utility refers to the usefulness/application of the
content to the life of the learner after it has been
learned by the learner.
g. Feasibility the content can be covered I the
amount of time available for instruction.
2. At the base of the structure of cognitive subject matter
content is facts.
3. Subject matter content is an integration of cognitive,
skill and affective elements.
 TEACHING
STRATEGIES

DIFFERENT FOLKS,
DIFFERENT
STROKES
GUIDING PRINCIPLES IN THE
SELECTION AND USE OF TEACHING
STRATEGIES
Learning is an active process actively engage learner in
1.
learning activities to achieve optimum learning of the
learners.
What I see, I remember,
What I hear, I forget
What I do, I understand
75% retention rate is achieved through learning by doing
90 % retention rate learning by teaching others
2. The more senses that are involve in learning, the more and
better the learning Humans are intensively visual animals.
The eyes contain nearly 70% of the bodys receptors and
send millions of signals along the optic nerves to the visual
processing centers of the brain.
 sight 75%
hearing 13%
touch 6%
taste 3%
smell 3%
3. A non threatening atmosphere enhances learning.
4. Emotion has the power to increase retention and learning.
5. Learning is meaningful when it is connected to students
everyday life.
6. Good teaching goes beyond recall of information
teaching should reach the levels of application, analysis,
synthesis and evaluation to hone our students thinking
skills.
7. An integrated teaching approach is far more effective
than teaching isolated bits of information.
8. There is no such thing as best teaching method. The best
method is the one that works, the one that yields results.
Factors to consider in the choice of teaching method:
a. Instructional objective

b. Nature of the subject matter

c. The learners

d. Teacher

e. School policies
 DIFFERENT
APPROACHES
AND METHODS
A THOUSAND
TEACHERS, A
THOUSAND METHODS
A COMPARISON BETWEEN DIRECT AND
INDIRECT APPROACHES INDIRECT APPROACH
DIRECT APPROACH

1.Makes use of 1.Makes use of

expository strategies exploratory strategies
2.aimed at mastery of 2.Aimed at generating
knowledge and skills knowledge for
3.Teacher oriented experience
4.Direct transmission of 3.Learner centered
information from 4.Students search for
teacher information with
5.Teacher controlled teachers supervision
6.Highly structured 5.Learner controlled
7.Content oriented 6.Flexibly organized
8.Learner is passive, 7.Experienced
receives ready oriented
METHOD OF TEACHING IN THE
DIRECT/EXPOSITIVE APPROACH
1. DEDUCTIVE METHOD starts with generalization, principle
or rule that is then applied to specific cases.
Features: 1. allows for clear understanding of generalizations,
rules,
formulas etc.
2. allows further development of generalizations, rules,
formulas etc.
When to Use:
1. to test a rule
2. answer questions or problems with reference to certain
rules or principles
3. to further develop generalization
Steps:
1. Statement of the Problem teacher tells what the
problem which must be stimulating, realistic, relevant
and within the learners ability.
2. Statement of the Generalization
recalling/stating generalizations or rules which may help
solve the problem
3. Inference looking for the
principle/rule/generalization that fits the problem.
4. Verification trying out the best generalization,
rule or principle that establish validity of the probem
using references/materials.
2. Concept Teaching is based on the assumption (Bruner
1984) that concept formation begins at an early stage
(9-12 months) where initial activities of object sorting
and preference serve as bases for concept learning.
BRUNERS IDENTIFIED 3 DISTINCT
MODES OF LEARNING:
Learning by doing called enactive learning
a.

b. Learning by doing mental images called ICONIC MODE

c. Learning through series of abstract symbols called SYMBOLIC
MODE
MAY EITHER BE:
a. Concept Attainment focuses on teaching pupils the concepts
that the teacher has selected for study and follows these steps:
1. introduce the concept by name
2. present examples
3. introduce non examples
4. present a mixture of examples and non examples and ask
questions which are the correct examples
5. ask pupils to define the concept
6. ask pupils to find another examples of the concept
b. Concept Formation Method focuses on the process of
concept development/thinking skills development which
follows the following steps:
1. teachers provide stimulus in the form of a question or a
problem
2. pupils provide a number of answers and categorize them
3. pupils label the categorized responses
Steps in Concept Teaching Method
1. Define the objectives of the lesson to get students ready to
learn.
2. Giving of examples and non examples which help
strengthen understanding.
3. Testing for the attainment of understanding

4. Analysis of students thinking and integration of learning

through further questioning and focused discussion.
5. Diagnostic testing reveals errors on misconception which
calls for a re teaching.
3. Direct Instruction / Showing Method a teacher
centered strategy that uses teacher explanation and
modeling combined with student practice and feedback
to teach concept and skills. It is designed to teach skills,
concepts, principles and rules, with emphasis on active
teaching and high levels of student involvement.
Features:
1. Widely applicable in different content areas

2. Establishes pattern of interaction between teacher and

students
3. Assists students to learn procedural knowledge.

4. Promotes learning of declarative knowledge.

5. Focuses students attention on specific content/skill

6. Ensures mastery skills.

WHEN TO USE
- for teaching of concepts and skills.
Steps:
1. Introduction reviewing prior learning with students,
sharing learning goals providing rationale for new
content.
2. Presentation explaining new concept or modeling the
skill.
3. Guided practice with necessary feedback providing
students necessary opportunities to practice new skill or
categorize examples of new concept.
4. Independent Practice students practicing the skill or
concept learned for retention and transfer.
4. LECTURE DISCUSSION
METHOD
- designed to help learner link new with prior learning and
relate the different parts of new learning to each other.
- designed to overcome the most important weaknesses of
the lecture method by strongly emphasizing learner
involvement in the learning process.
A. Lecture designed to help students learn organized bodies
of knowledge.
- is a teacher directed method designed to help learners
understand relationship in organized bodies of knowledge.
- as opposed to content specific models that focus on
individual concepts, this model attempts to help students
understand not only concepts but how they are related.
- grounded in schema theory and David Ausubels concept of
meaningful verbal learning
FEATURES:
a. Applicable in different subject areas
b. Ensures clear understanding of information

c. Allows students participation

WHEN TO USE:
a. For conveying/disseminating important information
which may not be available to students or which may
be needed to be presented in a particular way.
b. For stimulating interest.
c. For guiding student reading
d. For explaining a difficult text
e. For aiding student to summarize and synthesize
discussions
STEPS
1. Planning
a. identifying goals
b. diagnosing student background
c. structuring content
d. preparing advance organizers
2. Implementing
a. Introduction describing the purpose of the lesson,
sharing of objectives and overview to help students see
the organization of the lesson.
b. Presentation defining and explaining major ideas.
c. Comprehension Monitoring determining whether
or not students understand concepts and ideas.
d. Integration exploring interconnections between
important ideas.
5. Review and Closure summarizing the lecture
B. DISCUSSION is an orderly process of face to face group
interaction in which students/pupils exchange ideas about
an issue for the purpose of answering a question, enhancing
their knowledge or understanding or making decision.
- It can be viewed as a bridge between direct instruction and
student centered instruction.
5 Logical Conditions to Ensure that Exchange is called
DISCUSSION
(Bridges, 1960)
1. People must talk to one another

2. People must listen to one another

3. People must respond to one another

4. People must be collectively share to put forward more than

one point of view.
5. People must the intention of developing their knowledge,
understanding or judgment of the issue under discussion.
FOR DISCUSSION TO BE SUCCESSFUL,
PARTICIPANTS NEED CERTAIN:
1. Moral Disposition being willing to listen to reason
- being willing to abide by rules that facilitate exchange of
ideas
2. Intellectual Disposition concern for clarity in the
expression of
ideas.
- concern that an appropriate variety of perspective is
considered by the group.
When to Use as a Teaching Strategy:
1. It can be used in any subject at any level from kinder to
post graduate study.
2. It can involve the whole class or it can be used with small
groups.
3. When the teacher needs to facilitate any or all of the 4
types of learning outcomes:
a. General subject mastery
b. Problem solving ability

c. Moral development

d. Communication skills

4. When students need to be motivated to talk about the

subject inside and outside the classroom.
5. When teacher wants students to work together and
share their ideas by talking about them publicly
(Cockburn and Ross, 1980).
 ADVANTAGES
1. Because it is an active learning
process, it is more likely to maintain
students interests.
2. Active involvement in learning
motivates students especially when
they see that others value their
contributions and respect their point
of views.
3. More opportunities for practice and
use of the language as well as
expression of ideas and opinions
among students
LIMITATIONS
1. Without control over the
discussion, talkative students could
easily dominate and influence the
group to accept their ideas.
2. If not guided well, there will be
opportunities for students to stay
from the topic and waste time.
3. Some students may be reluctant to
participate in the discussion for fear
of being ridiculed for their ideas or
opinions.
Using Discussion in Conjunction with other Teaching
Strategies:
a. Direct Instruction as part of a direct instruction lesson,
a discussion could be used to explore an issue for a
short time (15 mins).
b. Group Work interactions between students are an
integral part of small group learning, and this process
can often be enhanced by asking the students to follow
a set of discussion rules.
c. Cooperative Learning some forms off co-operative
learning (such as jigsaw) can be enhanced by structured
discussion within the learning groups.
d. Problem Solving when you are using problem solving
as a teaching strategy, discussions can be used to help
students understand the nature of the problem, to help
them generate possible solutions and as a forum for
comparing the relative merits of various solutions to the
problem.
Demonstration a tell and show method
Steps:
I. Preparation

a. motivation
b. identify objectives/ problems/procedure
II. Explanation of Concepts/Principles/Process/Theory etc.
III. Demonstration of Concept Process by the Teacher
- students observe and take down notes
IV. Discussion of Student Observation
- answering problems
V. Verification
- justification
- conclusion
II. Indirect/Guided/Exploratory or Experimental Strategies
- the indirect approach is a student centered approach or
less explicit teaching method. It involves the building of
independent learning and developing self-concept. It
develops students to become self directed learners, crtical
thinkers and problem solvers.
Features:
a. Learner centered, learners exercise initiative in the process.

b. Process of learning is perceived to be as important as the

outcome.
c. Learning is applied as it is acquired, not stored for future use.

d. The development of specific intellectual skills is better than

merely covering specified elements of subject matter.
When to Use:
a. When the teacher feels the need for students to develop self
reliance and intellectual skills related to critical thinking and
problem solving.
1. INQUIRY TEACHING
a. the process of answering questions and solving problems
based on facts and observation
b. strategy designed to teach students how to investigate
problems and questions with facts.
Features:
1. helps students find answers to their own questions in
scientific
manner.
2. helps develop higher order and critical thinking skills
3. promotes independent learning
When to Use:
1. when there are real life problems or questions that must
be answered through facts and observation
2. for topics requiring higher order thinking
Steps:
1. Presenting/Identifying the question or problem
Presenting or identifying a problem either by the teacher
or by the students, explaining or clarifying the problems
by the students to ensure clear understanding.
2. Forming hypothesis
Formulating intelligent guesses or tentative solutions and
generalizations.
3. Data Gathering
Gathering necessary facts, information or evidences
related to the problem
4. Data Analysis/Assessing Hypothesis
Closely studying/analyzing of the data gathered to prove
or disprove the hypotheses.
5. Generalizing making generalization based on the
careful analysis of the data gathered.
Strategies for Inquiry Teaching
A. Interviews may be used in all subjects

- interviews are used in gathering firsthand information

from individuals who have expertise on topic under study.
Steps:
1. Introduction presenting a new or additional knowledge
or information, identifying interviews, and making plans
including questions to ask, procedure for recording, etc.
2. Development conducting the interview as planned
3. Conclusion summarizing data and report findings to
solve problems.
4. Evaluation Assessing the success of the interview
conducted.
B. Field Trips an out of the classroom activity intended
to present concepts in the most realistic manner. It may be
used across levels in any subject area.
Steps:
1. Introduction clarifying objectives of the activity,
panning and assigning tasks to be carried out and
reviewing standards of behavior.
2. Development field trip proper, checking on
students activities, accomplishments and behaviors.
3. Conclusion summarizing data and report findings,
stating main idea or other conclusions, sending letter of
thanks.
4. Evaluation assessing the finished activity
2. INDUCTIVE METHOD
- a procedure through which one arrives at a fact, principle,
rule or generalization from some specific cases or
examples.
Features:
1. Designed to help students develop higher order and critical
thinking while learning specific content at the same time.
2. Requires teachers questioning skill

3. Promotes high level of student involvement

4. Increase student motivation

When to Use
For formulating generalization, concept, rule, truth,
principle, formula or definition.
Steps:
1. Preparation reviewing of old facts, setting of goals,
stating of aims
2. Presentation presentation of cases and examples.
3. Comparison and Abstraction deducing common
elements among the cases or samples presented.
4. Stating of Generalization, rule, definition, principle, or
formula based on the common elements deduced from
cases presented.
5. Application applying the generalization or rule
learned to other problems within or beyond the
classroom setting.
3. PROBLEM SOLVING
- a purposeful activity aimed at removing difficulty
or perplexity through a process of reasoning.
Features:
1. Allows for students active involvement resulting in
meaningful experiences
2. Develops independence and higher level thinking skills.

3. Promotes open mindedness and wise judgment.

When to Use:
- for lessons where learners find problems requiring
- for developing higher level thinking skills
Steps:
1. Recognition and statement of the problem with
teachers guidance and stimulus, the students define or
recognize a problem
2. Statement of Hypothesis students make temporary
answer/solution to the question or problem
3. Critical Evaluation of Suggested solution with the
teachers guidance, students test hypotheses or data
used in solving the problem, formulate conclusions and
summarize their findings.
4. Verification of accepted solutions checking, verifying
and applying results to other problems.
4. PROJECT METHOD
a purposeful, natural, significant constructive activity
needing both intellectual and physical solutions.
Project may be:
a. Physical or material such as repairing a radio
b. Learning project like composing a poem or short story
c. Intellectual or problem project such as identifying
ornamental plants which can be medicinal
Features:
1. Develops students thinking and manipulative skills.

2. Develops creativity and resourcefulness, initiative,

industry and responsibility.
3. Allows students to express in their own way the concepts
they have learned.
4. Can enhance cooperation and sharing of ideas.
When to Use
1. For application of concepts

2. For discovering concepts

3. For developing creativity and thinking skills

4. For real life problems/situations

Steps
1. Purposing determining the nature and goals of the
project.
2. Planning designing of strategies to be employed in
carrying out the project.
3. Executing carrying out of activities as planned

4. Evaluating displaying and judging of finished products.

LABORATORY METHOD OR RESEARCH
METHOD
- deal with first hand experiences regarding materials or facts
obtained from investigation or experimentation.
Types:
1. Experimental aims to train students in problem solving with
incidental acquisition of information and motor skills, emphasis
is on discovery, original procedure, and solution of problems.
2. Observational Type the aim is on the acquisition of facts.
Activities would include visits to museums, exhibits or
galleries, watching documentaries, going on filed trips.
Features:
1. To promote information acquisition through observation,
experimental solutions to problems guided by reflective
thinking and acquisition of skill in manipulation.
2. Provides students opportunities to conduct or participate in
original research.
3. Develops skill in using laboratory equipment and
instruments.
4. Enhances higher order thinking skills.
Steps:
1. Orientation/Motivation motivating and informing
students on the work to be done, why should it be done
and giving precise and explicit directions.
2. Work Period students are allowed to work on their own
either individually or in groups with the teacher
supervising.
3. Culminating Activities organizing, presenting and
exhibiting of the completed work.
CONCEPT ATTAINMENT
- an inductive teaching strategy designed to help
students reinforce their understanding of concepts and
practice hypothesis testing hypothesis based on positive
and negative examples presented to them.
Features:
1. Encourages students to think freely.

2. Trains students to develop hypothesis.

3. Trains students to formulate definition or generalization.

4. Promotes students participation

When to Use?
1. For making hypothesis

2. For formulating hypothesis/definition

3. For development of critical thinking through hypothesis

testing.
Steps:
1. Presenting of Examples positive and negative
examples are presented and hypotheses are generated.
2. Analysis of hypotheses hypotheses are analyzed in
light of the examples given.
3. Closure examples are continuously analyzed to
generate critical characteristics and form a definition.
4. Application - additional examples are provided and
analyzed in terms of definition formed.
EMERGING MODELS OF TEACHING
A. PROBLEM BASED INSTRUCTION
- the essence of problem based instruction (PBI) consists
of presenting students with authentic and meaningful
problem situation that can serve as springboard for
investigations and inquiry.
- This model is a highly effective approach for teaching
higher level thinking processes, helping students process
information already in their possession and assisting
students to construct their own knowledge about the
social and physical world around them. Contemporary
approaches to problem based instruction rest on cognitive
psychology and constructivist perspectives about learning.
Features:
1. Deriving question on problem PBI organizes instruction
around questions and problems both socially and personally
meaningful to students.
 - they address authentic real life problems that evades
simple answers and for which competing solutions exist.
2. Interdisciplinary Focus PBI lessons may be centered
on a particular subject but actual problem under
investigation has been chosen because its solution
requires students to deliver into many subjects.
3. Authentic Investigation necessitates that students
pursue authentic investigation that seek real solution to
real problems.
4. Production of Artifacts and exhibits - PBI requires
students to construct products in the form of artifacts
and exhibits that explain or represent their solutions.
- It could be a report, a video, a physical model or a
computer program.
B. MULTIPLE INTELLIGENCES
- develop in 1983 by HOWARD GARDNER
- proposes 9 different intelligences to accord for a
broader range of human potential in children and adults:
a. linguistic intelligences word smart
b. logical mathematical intelligence
number/reasoning
smart)
c. Spatial Intelligence picture smart
d. Bodily Kinesthetic music smart
e. Interpersonal Intelligence People smart
f. Intrapersonal Intelligence self smart
g. Naturalistic intelligence nature smart
h. Existentialist Intelligence/Spiritualist Intelligence
Features
1. Building of different centers in the classroom

2. Equal attention should be given to individuals who show

gifts in other intelligences aside from linguistics and
logical mathematical intelligences.
3. The MI theory proposed a major transformation in the
way schools are run and lessons are presented.
4. Suggests that teachers be trained to present lessons in
a variety of ways using:
- music - multimedia
- cooperative learning - field trips
- art activities - inner reflection
- role playing - and many more
MITA Multiple intelligence Teaching Approach (for PBL)
Features:
1. Both starts with question/problem to generate curiosity
2. Teacher functions as facilitator.
3. Learning outcomes are holistic, rather than narrowly
based in one discipline.
4. Assessments are authentic, performance based.
When Planning a Lesson (MI), Ask the Right Question
1. Linguistic: How can I use the spoken/written word?

2. Mathematical How can I bring in numbers, calculations,

logic, classifications, critical thinking?
3. Spatial How can I use visual aids, visualization, colon,
art, metaphor, or visual organizers?
4. Musical How can I bring in music, environmental sounds
or set key points in a rhythm or melody?
5. Bodily Kinesthetic How can I involve the whole body or
hands on experiences?
6. Interpersonal How can I engage in peer or cross age
sharing, cooperative learning or large group simulation?
7. Intrapersonal How can I evoke personal feelings or
memories or give students choices?
8. Naturalistic How can I develop love for nature?
C. CONSTRUCTIVISM (PIAGET AND
VYGOTSKY)
- A perspective of teaching and learning in which a
learner constructs meaning from experiences and
interaction with others.
- The teachers role is to provide meaningful relevant
experiences for students from which students construct
their own meaning (facilitation).
- A view of learning suggesting that learners develop
their own understanding of the topics they study instead
of heaving it delivered to them by others (most
commonly teachers) in an already organized form.
- Places the learner in the center of the learning process
where they play an active role in the process of
constructing their own understanding.
D. METACOGNITIVE
STRATEGY
- strategies used for recognizing ones cognitive processes
and ways of thinking about how information is being
processed.
- Metacognition is the awareness of and control of ones own
mental processes.
- Nickerson (1988) characterized the role of metacogniton in
higher order and critical thinking in this way. The fact that an
individual has some knowledge that would be useful in a given
situation does not guarantee that it will be accessed and
applied in that situation.
To increase the likelihood that learners will apply their thinking
appropriately, they need to be aware of the thinking theyre
doing.
(For example, when reading, the students need to learn to
evaluate their own decoding and comprehension, plan a
sequence of actions and regulate their reading behavior
changing conditions.
4 TYPES OF COGNITIVE
STRATEGIES
Strategy Definition Example
1. REHEARSAL Committing materials to Repeating a new phone
memory by repeating them. number.
2. ELABORATION Adding detail to new Using mnemonic
information and creating techniques and adding
associations. details such as relating
new phone number to
ones security number
3. Recognizing or picking out main Outlining or highlighting
ORGANIZATION ideas from large bodies of
information.
4. Thinking about thinking and Deciding that the best
METACOGNITION monitoring cognitive processing strategy for
comprehending a body
of new text is to create
an outline of main ideas.
E. COLLABORATION
- characterized by students working with one
another either
in pairs or groups)
Steps:
1. Orient students to the problem

2. Organize students for study.

3. Assist independent and group investigation.

4. Develop and present artifacts and exhibits.

5. Analyze and evaluate the problem solving process.

F. EXPERIENTIAL LEARNING
- a final theoretical perspective that provides intellectual
support from cooperative learning comes from theorists
and researchers who are interested in how individuals
learn from experience.
- Experience accounts for much of what people learn.
- Is based upon 3 assumptions:
a. that you learn best when you are personally involved
in the learning experience.
b. that knowledge has to be discovered by yourself if it
makes a difference in your behavior.
c. commitment to learning is highest when you are free
to set your own learning goals and
actively pursue
them within a given framework.
G. COOPERATIVE LEARNING
- this model presents the sharpest contrast to direct
instruction.
- can be used to teach rather complex academic materials
and can help teachers accomplish important social learning
and human relation goals.
- stems from both social learning theory and cognitive
constructivist perspective of learning.
- classroom environment is characterized by a cooperative
task and incentive structures and by small group activity.
- cooperative goal structures exist when students can obtain
their goal only when other students with whom they are
linked can obtain their characteristics of cooperative
learning lessons:
a. students work cooperatively in teams to master
academic
materials.
 b. teams are made up of high, average and low achievers
(coping learners).
c. whenever possible, teams include a racial, cultural and
sexual mix of students.
d. reward system are group oriented rather than
individually
oriented.
Steps:
1. Go over objectives, present goals and establish learning
set.
2. Present information to students with demo or text.

3. Organize students into learning teams.

4. Assist team works and study and group effort

5. Test over learning materials or groups present results of

their work.
6. Provide recognition to both individual and group efforts and
achievements.
Important Distinctive Features:
1. Students are not just required to do something as a team,
they are required to learn something as a team.
2. Because the teams success depends on each students
learning, it is necessary for students to tutor one another
rather than simply share ideas and information with one
another.
3. In some versions of cooperative learning where marks or
grades are allocated to students, there is opportunity for
each member of each team to succeed, because success is
based on improvement on past performance rather than on
absolute scores.
Variations:
1. Students Teams Achievement Division (STAD - Slavin)
- simplest and most straight forward among the cooperative
learning approaches.
- referred to as student team learning
Steps:
1. Teacher presents new academic information to students each
week using verbal presentation or text.
2. Students in a class are divided into four or five member
heterogeneous learning teams.
3. Members in the team help each other learn by using a variety of
cooperative study methods, quizzing and scoring procedures.
2. Jigsaw (Aronson, Slavin)
- students are assigned to 5 or 6 members heterogeneous study
team.
- academic materials are presented to the students in text form.
- each student has the responsibility to learn a portion of the
material.
- members from different teams with the same topic (called the
expert group) meet to study and help each other learn their
topic.
- then students return to home team and teach each other
members what they have learned.
3. Group Investigation (Thelan Sharan)
- the most complex of the cooperative learning
approaches and the most difficult to implement.
- in contrast to STAD and Jigsaw, students are involved
in planning both the topics for study and how to proceed
with their investigation.
- teachers who use the GI divide their classes into 5 or 6
members heterogeneous group.
- students select topics for study, pursue in depth
investigation of chosen sub topic then prepare and
present a report to the whole class.
Steps of the GI Approach:
a. Topic selection
b. Cooperative planning
c. Implementation
d. Analysis and synthesis
e. Presentation of final product
f. Evaluation
4. Structural Approach (Kagen 1983)
- has much in common with other approaches, the structural
approach emphasizes the use of a particular structures
designed to influence students interaction patterns.
- call for students to work independently in small groups and
are characterized by cooperative rather than individual
rewards.
- some structures have the goal of increasing student
acquisition of academic content (think pair share numbered
heads together).
- others are designed to teach social and group skills (active
listening and time tokens).
5. Teams Games Tournaments (TGT) (De Vries and Slavin)
- similar to STAD in that the teacher presents information to
students and have them help one another learn. The difference
lies in the quizzes being replaced with tournaments and
students
 compete to gain points for their home team.TGT is
suited to the same subject matter and objectives as
STAD.
6. Dyadic Cooperative Learning
- simplest form of cooperative learning and in many
cases most efficient form of group work.
- students interrupt in pairs after reading a section of
the material. They come to agreement to the important
points and over all meaning of each section. Afterwards,
students quiz each other. Lastly, teacher gives the
whole class a test.
OVERVIEW OF SELECTED STRUCTURES IN COOPERATIVE
LEARNING
STRUCTURE BRIEF DESCRIPTION
A. TEAM BUILDING
1. Round robin Each student in turn shares
something with his or her team
mates.
B. CLASS BUILDING
1. Corners Each student moves to a corner
of the room representing a
teacher determined
alternative. Students discuss
within corners, then listen to
and paraphrase ideas from the
other corner.
C. COMMUNICATION BUILDING
2. Match Mine Students attempt to match the
arrangement of object on a grid
ACADEMIC AND
SOCIAL FUNCTION
Expressing ideas or
opinions, creation of
stories. Getting
acquainted with team
mates.
Seeing other alternative
hypothesis, values,
problem solving
approaches.
Vocabulary development,
communication skills,
 D. MASTERY
1. Numbered The teacher asks a question, students Review, checking for
Heads consult to make everyone knows the knowledge,
Together answer, then one student is called comprehension,
upon to answer tutoring
2. Color Students memorized facts using a Memorizing facts,
coded Co op flash card game. The game is helping, praising
- cards structured so that there is a
maximum probability of success at
each step moving from short term to
long term memory. Scoring is based
on improvement.
3. Praise Students work in pairs of four. Within Practicing skills,
Check pairs students alternate one solves a helping, praising
problem while the other coaches. After
every two problems, the pair checks
to see if they have the same answers
as the other pair.
E. CONCEPT DEVELOPMENT
1. THREE - Students interview each other in pairs, Sharing personal
Step first one way, then the other. Students information such as
Interview each share with the group information hypotheses,
they learned in the interview. reactions to a poem,
2. Think Students think to themselves on a
Pair Share topic provided by the teacher; they
pair up with another student to
discuss it; they then share their
thoughts with the class.
3. Team Students write simultaneously on a
Word - piece of chart paper, drawing main
Webbing concepts, supporting elements, and
bridges representing the relation of
ideas in a concept.
F. MULTIFUNCTIONAL
1. Each student in turn writes one
Roundtable answer as a paper and a pencil are
passed around the group. With
simultaneous Roundtable more than
one pencil and paper are used at
once.
2. Inside Students stand in pairs in two
Outside concentric circles. The inside circle
Circle face out, the outside circle faces in.
Generating and revising
hypotheses, inductive
reasoning, deductive
reasoning, application.
Participation,
involvement.
Analysis of concepts into
components,
understanding multiple
relations among ideas,
differentiating concepts,
Role-taking.
Assessing prior
knowledge, practicing
skills, recalling
information, creating
cooperative art. Team
building, participation of
all.
Checking for
understanding, review,
processing, helping.
3. Partners Students work in pairs to create Mastery and
or master content. They consult presentation of new
with partners from other teams. material, concept,
They then share their products development.
or understanding with the other Presentation and
partner in their team. communication skills.

4. Jigsaw Each student on the team becomes Acquisition and

an expert on one topic by working presentation of new
with members from the other teams material, review,
assigned the corresponding expert informed debate.
topic. Upon returning to their teams, Interdependence, status
each one in turn teaches the group, equalization
and the students are all assessed on
all aspects of the topic.

5. Co op Students work in groups to produce Learning and sharing

Co op a particular group product to share complex material, often
with the whole class. Each student with multiple sources,
makes a particular contribution to evaluation, application,
the group. analysis, synthesis
H. CONTENT BASED LANGUAGE
INSTRUCTION
- as defined by Brintos, Snow and Wesche, content based
language instruction is the integration of content learning
with language teaching aims.
- it refers to the concurrent study of language and subject
matter, with the form and sequence of language
presentation dictated by content material.
Features:
1. The main instruction goal in this approach is to prepare the
students for the academic task they will encounter in
school.
2. Students are provided with study skills and a familiarity with
scholarly discourse which they can transfer to other
academic endeavors.
3. It focuses not only on learning, but using the language as a
medium to learn mathematics, science, social science or
other academic subjects.
4. Subject matter may consist of topics or themes
selected for students interest or need.
5. CBLI uses the content, learning objectives and activities
from the school curriculum as the vehicle for teaching
language skills.
Teaching Methods and Strategies in CBLI
a. Cooperative Learning

b. Task Based or Experiential Learning

c. Whole Language Approach

I. INTEGRATIVE MODEL (TAB)
- grounded in cognitive views of learning.
- an inductive strategy designed to help students
1. develop a deep understanding of organized bodies of
knowledge topics that combine facts, concepts,
generalizations and the relationships among
them.
2. develop critical thinking skills at the same time.
- closely related to the inductive model.
- planning lessons using integrative model includes
identifying clear goals and then preparing displays of
data to help learners reach the goals
- the data displays are commonly matrices, but can
include graphs, maps and charts in pictorial forms.
Steps:
1. describe, compare and search for patterns teacher
directs students attention to the topics for study.
2. Explains similarities and differences the point where
students are immersed in critical thinking.
3. Hypothesize outcomes for different conditions.
4. Generalize to form broad relationships lesson is
summarized and comes to course as students derive
one or more generalizations that summarize the
content.
J. GROUP COOPERATIVE LEARNING /
EXPERIENTIAL INVESTIGATION
- a model which enables students to inquire into a social
problem and observe themselves as inquirers while the
teacher serves as counselor consultant and friendly
critic.

K. INDEPENDENT LEARNING
providing a high level of cognitive and affective
development, independent learning is a kind of
instructional process where students proposes a study
project, investigation, research, or production of
something which she or he will carry out almost
independently. The teachers role is to stimulate student
participation, advise and counsel on possible projects,
grant approval if appropriate, supervise students and
evaluate completed project.
L. SYNACTICS
- a teaching model designed to increase students
creativity through formulating analogies or metaphors.
It is built on assumptions that creativity, even though an
essentially emotional process can be learned and
creativity can be fostered through group activity.
INSTRUCTIONAL ACTIVITIES CONTINUUM FROM
PASSIVE TO ACTIVE LEARNING

-Lecture
- Demonstration
- Questioning
- Discussion
- Guided Practice
- Independent Practice
- Grouping
- Role Playing
- Simulation
- Reflective Inquiry/
Thinking
 LESSON
PLANNING
LESSON PLAN
- is a day to day, step by step approach to learning. It
sets forth the proposal program or the instructional
activities for the day.
Types:
a. BRIEF an outline of teachers activities and is usually
done by master teachers
b. SEMI DETAILED all activities and teachers questions
are listed and usually done by neophyte teachers.
c. DETAILED all activities, teachers questions and
students expected answers are reflected and usually
done by pre service teachers.
COMPONENTS OF THE
LESSON
OBJECTIVES
I.

- Cognitive
PLAN
- Psychomotor
- Affective
II. SUBJECT MATTER
- Topics/Concepts
- Values Integrated
- References
- Materials
III. LEARNING ACTIVITIES
A. Preparatory Activities
1. Drill activity that will enable the students to automatize
response to pre requisite skill of the new
lesson.
2. Review activity that will refresh or renew previously
taught material.
3. Introduction an activity that will set the purpose of the
days lesson.
4. Motivation all activities that arouse the interest of the
learners.
2 types:
a. Intrinsic Motivation sustaining self interest to
learn.
- maintains self curiosity and involvement in
the work by using surprise, doubt, novel
as
well as familiar things.
b. Extrinsic Motivation interest that is ignited by an
outward force like awards monetary or
material things, scholarships,
inspiration
from love ones.
B. Developmental Activities
1. Presentation of the Lesson real life situation or within the
experience of the learners are incorporated.
- teacher uses different activities as a vehicle to translate
the knowledge, values and skills into learning that
could
be applied in their lives outside the school.
2. Discussion / Analysis asking a series of affective or
cognitive questions about the lesson presented.
3. Abstraction / Generalization the summary of the lesson.
- organizing significant information about the lesson
presented.
- completing graphic organizers like concept map, Venn
Diagram, fish bone, table, matrices and etc.
 C. Closure / Application relates the lesson to other
situations in the forms of:
- dramatization, simulation and play
- story telling
- oral reading
- construction and drawing
- written composition
- singing or reciting a poem
- test
- creative works
- solving problems
IV. Evaluation determines whether the objectives are met
and
achieved
- questioning
- summarizing
 - comparing present and previous learning
- assigning work project, research
- administering short quiz
- portfolios
- rubrics
- journals
V. Assignment
1. An activity done outside the classroom/at home to:
- reinforce or enrich the days lesson
- set the materials that students have to bring to school to
implement the next lesson.
2. The activity should help attain the days lesson objective.
It should be interesting and differentiated (with provision
for remedial, reinforcement and enrichment activities.)
DIFFERENCE AMONG AIMS, GOALS AND
OBJECTIVES
AIMS are the most general objectives of the Philippine Education
System. They are broad and value laden statements
expressing philosophical and ethical considerations that:
a. answer the needs and demands of the society especially
children and youth.
b. are formulated by experts as policy making bodies, panels
and commissions.
c. are societal in nature or in a national level concern.
Example: Prepare students for a democratic citizenship.
GOALS descriptions of the general objectives of schools
curricula/courses that are expected to:
a. accomplish and organize learning experiences stressed on a
system wide basis.
 b. represent the entire school program prepared by
a professional associations or any local
educational agencies.
Example: Development of reading skills.
Understanding mathematical concepts.
Appreciation of art works.
OBJECTIVES are the descriptions of what eventually take place in
the classroom.
a. They should be SMART (specific, measurable, attainable,
realistic, time bound)
b. These are used as a standard way of judging what has been
achieved or not achieved.
c. Their chief functions is to guide the teachers in making
decisions on what to cover, what to emphasize, what
content to select, and what learning experience,
activity,
strategy or method best suit a certain learning plan.
 d. Have 2 essential components namely behavior and
content but for assessment purposes, the objective should
be written with the following elements:
A audience or the performer
B behavior or the action verb specifying the learning
outcome
C content of the subject matter
C criterion or the degree of performance considered
sufficient to demonstrate mastery
Example: The student (audience) should distinguish (behavior)
all (criterion) objectives indicating learning outcomes
(content) from a set of objectives having both learning
outcomes and learning activities (condition).
2 types of Objectives:
1. Terminal an important learning outcome that should be
attained at the end of the instruction.
2. Enroute or enabling the objective leading to the attainment
of the terminal objective.
SPECIFICATIONS OF OBJECTIVES
- it refers to the process of formulating objectives in a
functional form( i.e. complex to simple). It follows the
following steps:
1. State the general unit objectives in terms of expected learning
outcomes (terminal objectives).
Dimensions of Learning Outcomes:
a. Knowledge recall and remembering of information
essential to a discipline or subject area.
b. Reasoning student ability to use knowledge to reason and
solve problems.
c. Skills student ability to demonstrate achievement
related skills such as reading aloud,
interpersonal
interaction, speaking a second language and
performing psychomotor behaviors.
 d. Products student ability to create achievement related
products such as written report, oral
presentations,
projects, artworks.
e. Affective (attitudes, values and appreciations) moods
and connections or dispositions to act in a given
manner toward a person, thing, or event and the
sensitive awareness or perception of worth of an
object
or event.
2. State terminal learning outcome in measurable learner
performance or product
- avoid terms like KNOW, UNDERSTAND, LEARN, THINK, and
APPRECIATE because they are not observable behaviors.
3. Obtain representative samples of essential and supportive pre-
requisites (enroute or enabling objectives).
Sequencing of Objectives
- the process of ordering or arranging the behavior of
the objectives in the same content in hierarchical order
from simplest to most complex.
The designers of objectives in many forms were finalized
based from:
1. TYLER interprets philosophical and psychological
concerns of instructional objectives.
2. Gronlunds distinguishes objectives between general
and specific outcomes.
3. Mager relies on three major characteristics as
behavioral, conditional and with proficiency level in the
formulation of objectives.
4. Gagne just as precise as Mager defines types of
learning objectives as measurable and observable.
5. Bloom and his associates (1956) developed the
taxonomy of cognitive objectives
6. Krathwohl and Associates (1964) developed the
taxonomy of affective objectives.
7. Simpson developed the taxonomy of psychomotor
objectives
Domains and Taxonomy of Instructional Objectives
Taxonomy
LEVEL classification
DESCRIPTIONsystems of learning heirarchy.
BEHAVIORAL EXAMPLE OF
TERMS OBJECTIVES
A. Cognitive refers to the mental or thought complexity
1. Recalling and remembering Name, match, Identify equal
Knowledge previously learned material list, identify, fractions.
including specific facts, recall, define,
events, persons , dates, label, select,
methods, procedures state
concepts, principles and
theories
2. Understanding and Explain, Change fractions
Comprehen grasping the meaning of convert, to lower/higher
sion something, including estimate, term
translation from one describe,
symbolic form to another interpret,
interpretation, explanation, illustrate, infer,
 LEVEL DESCRIPTION BEHAVIORAL EXAMPLE OF
TERMS OBJECTIVES
3. Using abstract ideas, Demonstrate, Add two to four
Application rules or generalized use, apply, solve, similar fractions.
methods in novel and prepare,
concrete situations. implement, carry
out, construct,
show
4. Analysis Breaking down a Differentiate, Analyzed word
communication into a distinguish, problems
constituent parts or discriminate, involving addition
elements and relate, compare, and subtraction of
understanding the contrast, classify, similar fractions
relationship among categorize
different elements
5. Synthesis Arranging and Combine, Solve non
combining elements assemble, routine problems
and parts into novel suggest, involving
patterns or structures integrate, create, fractions
plan, propose,
Design, conclude,
synthesize,
summarize
 LEVEL DESCRIPTION BEHAVIORAL EXAMPLE OF
TERMS OBJECTIVES
B. Affective Domain reflects underlying emotions, feelings or values
1. Develops an awareness Observe, listen, Pay attention to
Receiving/at , shows willingness to attend, look, the traits of a
tending receive, shows watch, well kept house
controlled or selected
attention,
2. Shows willingness to Share, follow, Keep the house
Responding respond and finds respond, comply, clean and orderly
some initial level of conform, react as told.
satisfaction in
responding
3. Valuing Shows the object, Admire, support, Formulate a
person or situation has praise, assist, cleaning schedule
worth. Something is cooperate, in the house
perceived as holding participate, indicating tasks
appositive value, a conserve, that need
commitment is made. promote cleaning daily,
weekly, and
occasionally.
4. Brings together a Propose, resolve, Keep the house
Organization complex set of values balance, clean and orderly
 LEVEL DESCRIPTION BEHAVIORAL EXAMPLE OF
TERMS OBJECTIVES
5.Characterizatio Organized system Advocate, Maintain the
n of values approve, justify, cleanliness and
becomes a influence, orderliness of
persons like commit, assert, ones house and
outlook and the maintain other places at all
basis for a times
philosophy of life
c. Psychomotor observable reflexive behavior, which involves
cognitive and affective components
1. Perception Uses the sense Monitor, observe, Observe how to
organ to obtain listen, watch position the
cues that guide fingers in the
motor activity; keyboard
(awareness),
through cue
selection to
translation
2. Set Readiness to take Show, prepare, Tell the order of
a particular set-up, ready the alphabet in
action, includes the keyboard
mental, physical,
 LEVEL DESCRIPTION BEHAVIORAL EXAMPLE OF
TERMS OBJECTIVES
3. Guided Concerned with the early Imitate, follow, Practice proper
Response stages of learning a copy, install, position in the
complex skill. Includes repeat, keyboard.
imitation, trial and error. practice
4. Concerned with the Demonstrate, Type at least 60
Mechanism habitual responses that manipulate, words per minute
can be performed with collect, draw, using the correct
some confidence and use, sketch, position of the
proficiency. Less complex type, write fingers.
5. Skillfully performs acts that Operate, build, Execute the print
Complex/ov require complex movement construct, formatting
ert patterns, like the highly drive, operations.
response coordinated motor troubleshoot
activities. Proficiency
indicated by quick, smooth
and accurate performance,
requiring a minimum of
effort.
6. Concern with skills so well Change, Use the desktop
Adaptation learned that they are modify, repair, publishing
modified to fit special adjust, applications in
requirement or to meet integrate creating income
 LEVEL DESCRIPTION BEHAVIORAL EXAMPLE OF
TERMS OBJECTIVES
7. Origination Creates new Create, originate, Creates ones
movement produce, develop, own web page.
patterns to fit a compose
particular
situation or
problem
Levels of Cognitive Domain

HIGHEST
EVALUATION

SYNTHESIS

ANALYSIS

APPLICATION

COMPREHENSION

KNOWLEDGE LOWEST
Levels of Affective Domain

HIGHEST
CHARACTERIZING

ORGANIZING

VALUING

RESPONDING

RECEIVING
LOWEST
 Levels of Psychomotor Domain

ORIGINATION HIGHEST

ADAPTATION
COMPLEX OVERT RESPONSE

MECHANISM
GUIDED RESPONSE

SET
PERCEPTION LOWEST
Art of Questioning
Questioning key technique in teaching
- used for a variety of purposes.
Purposes of Questions:
1. Arouse interest and curiosity

2. Review content already learned

3. Stimulate learners to ask questions

4. Promote thought and the understanding of ideas

5. Change the mood/tempo, direction of the discussion

6. Encourage reflection and self evaluation

7. Allow expression of feelings

Types of Questions:
1. According to thinking process involved:

a. low level questions focus on facts

- do not test level of understanding or problem solving
skills
 Ex. Who discovered the cell?
b. High level questions go beyond memory and factual
information, more advance, stimulating and more
challenging, involves abstraction and point of view.
Ex. How did Robert Hooke discover the cell?
2. According to the type of answer required:
a. Convergent questions tend to have one correct and best
answer.
- use to drill learners on vocabulary, spelling and oral skills
but not appropriate in eliciting thoughtful
responses.
- usually start with what, who, where and when
- are referred to as low level questions
- are useful when applying the inductive approach and
requires short and specific information from the
learners.
 b. Divergent questions - open ended and usually have many
appropriate answer.
- reasoning is supported by evidence and examples.
- associated with high level thinking processes and
encourage creative thinking and discovery
learning.
- usually start with how and why, what or who
followed by why
3. According to the cognitive taxonomy:

1st Knowledge memorize, recall, label, specify, define, list,

level cite etc
2nd Comprehensi Describe, discuss, explain, summarize, translate, etc
level on
3rd application Solve, employ, demonstrate, operate, experiment,
level etc.
4th analysis Interpret, differentiate, compare, invent, develop,
level generalize
5th synthesis Invent, develop, generalize
level
4. According to questions used by teachers during open
discussion
a. eliciting questions these are employed to:
1. encourage initial response
2. encourage more students to participate in the discussion
3. rekindle a discussion that is lagging or dying out
b. Probing question seek to extend ideas, justify ideas, and
clarify
ideas.
c. Closure seeking questions used to help students form
conclusions, solutions or plans for investigating problems.
Guidelines in Asking questions
1. wait time the interval between asking a question and the
student response. This is a 3-4 seconds think time.
2. prompting uses hints and techniques to assist students to
come up with a response successfully.
3. Redirection involves asking of a single question for which
there
are several answers.
4. Probing a qualitative technique use d for the promotion of
effective thought and critical thinking
- provides the students a chance to support and defend a
stand
or point of view.
5. Commenting and prompting used to increase achievement
and
motivation.
Tips on asking questions:
1. Ask questions that are:

- stimulating / thought provoking

- within students level of abilities
- relevant to students daily life situations
- sequential a stepping stone to the next
- clear and easily understood
2. Vary the length and difficulty of the question.
3. Have sufficient time for deliberation
4. Follow up incorrect answer
5. Call on volunteers or non volunteers
6. Call on disruptive students
7. Move around the room for rapport / socialization
8. Encourage active participation
9. Phrase questions clearly.
10. Ask as many learner as possible to answer certain
question.
APPROPRIATE LEARNING ACTIVITIES IN THE
DIFFERENT PHASES OF THE LESSON
A. Introductory/Opening/Initiatory activities:
- starters and unfreezing activities to make students feel
at ease
- used to motivate the students to participate and to set
the tone for the day.
- liken to preparing the ground before sowing or
planting.
- activities given for students not just to enjoy or for the
sake of enjoyment but should have motivational function
because they are related to the days lesson.
1. KWL (Know, Want to know, Learned)
2. Video clips
3. Editorial from a current newspaper
4. Posing a scientific question that requires students to
formulate hypothesis or predict whats going to happen
5. Cartoon or comic strip
6. Game
7. Simulation
8. Puzzle, brain teaser
9. Mysterious Scenario
10. Song
11. Picture without a caption
12. Quotable quote
13. Anecdote
14. Compelling stories from history, literature related to the
lesson
15. Current Events
16. Diagnostic Test
17. Skit, role playing
18. Voting
19. Ranking, ordering
20. Devils advocate
21. Conflict story
22. Brainstorming
23. Buzz session
24. Question and answer
B. Developmental Activities
1. For data gathering

a. interview
b. library research
c. internet research
d. reading
e. lecture
f. inviting resource speakers
g. field trip
h. experiment
 i. panel discussion
j. hands on learning
k. case study
2. For Organizing and Summarizing:
a. using graphic organizer
b. jingles, raps, song
c. verses
d. acrostic
e. power point presentation
3. For Application/Creative Activities
a. solving real world problems
b. performances and demonstrations
c. authentic projects
d. portfolios of students best work or work in progress
e. letters to the editor
 f. power point presentation
g. brochures
h. writing and performing a song, rap or a musical
i. news report for local news program
j. television talk shows
k. mock debates and mock trials
l. mock job interviews
m. personal narratives
n. cartoons and comic strips
o. organizing a symposium
C. Concluding Activities:
a. finish and review the KWL
b. passport to leave
c. journal writing at the end of the period
d. Preview coming attractions
e. 3/2/1 countdown 3 facts I learned today, 2 ways I
will use the information/skills I learned today, 1
question I have
f. using analogies
g. completing unfinished sentences
h. synthesize or summarize the lesson
 SELECTION
AND USE OF
INSTRUCTIO
NAL
MATERIALS
PRINCIPLES
1. All instructional materials are aids of instructions. They
do not replace the teacher.
2. Choose the instructional materials that best suits your
instructional objectives.
3. If possible, use a variety of tools.
4. Check out your instructional material before class
starts to be sure it is working well.
5. For results, abide by the general utilization guide on
the use of media which includes:
a. learn how to use the instructional material.
b. prepare introductory remarks, questions or initial
comments you may need.
c. provide a conducive environment
d. explain the objectives of the lesson
e. stressed what to be watched or listened to carefully
f. state what they are expected to do with the
information they will learn
g. prepare measure that can assess students
experiences on the use of the material based on the
objectives.
VARIOUS FORMS OF MEDIA
1. AUDIO RECORDINGS include tapes, recordings, and
compact discs used by teachers in connection with
speech rehearsals, drama, musical presentations, and
radio and television broadcasting
2. OVERHEAD TRANSPARANCY OR OVERHEAD PROJECTOR
(OHP)
- transparency can show pictures, diagrams and
sketches at a time.
3. BULLETIN BOARD usually stationary on a wall or it can
be movable which contains pictures, newspaper
clippings, real objects or drawings attached on its
surface usually made from cork or soft wall boards.
4. CHALKBOARD a convenient writing area where
illustrations can instantly be drawn even during
discussion.
5. CHARTS - may be in the form of maps, graphs,
photographs and cut outs.
- maybe pre-prepared graphic devices or posters.
6. Mock ups is a replica of an object that may be larger
or smaller in scale which can be used to show the
essential parts which are made detachable.
7. REALIA stands for the real things that are to be
studied.
8. VIDEO TAPES OR FILMS motion pictures clearly show
movement and sequence of events which usually
motivates learners easily.
9. MODELS scaled replicas of real objects which include
globe car models etc.
10. PICTURES include flat, opaque and still pictures.
- Pictures are worth ten thousand words
11. BOOKS present accurate facts and details that serve
as permanent sources of information
12. ELECTRONIC MATERIALS CDs, DVDs and CD -
ROMs