Teaching Principles, Methods and Strategies

Questions to be found at:

https://www.prcboard.com/2016/07/LET-Reviewer-Prof-Ed-Principles-and-Strategies-of-Teaching-Part-
1.html

Answers CA Questions

1. B
2. C D
3. D C
4. A
5. A
6. C
7. A
8. C
9. B A
10. D
11. C
12. B
13. A How is inductive differ from expository method?
14. C
15. C D
16. D
17. D
18. A
19. B A
20. C D What is “each-one-teach-one” strategy?
What is peer learning, independent learning, partner learning, and cooperative
learning?
21. D C Doubting the correct answer, isn’t it that synthesis of learning takes place in
generalization part of the lesson proper?
22. A
23. A C
24. C A
25. B

Questions to be found at:

https://www.prcboard.com/2016/07/LET-Reviewer-Prof-Ed-Principles-and-Strategies-of-Teaching-Part-
2.html
Answers CA Questions/Notes

1. C
2. A C Why is being business-like best characterize the effective classroom manager?
3. A
4. D
5. A
6. A
7. A
8. D
9. D D I think class discussions should start with low-level questions, but depends on
the situation.
10. D
11. C
12. A B Be mindful of the letter of your answer
13. D
14. D
15. A What are literal, interpretation, integration, and critical in comprehension skills?
16. C A Be mindful of the word ‘not’, ‘counters’ and any negations in multiple responses
17. D B Ask first before calling a student to answer
18. C
19. D
20. B A Asking series of questions is violation to wait time technique in questioning
What is prompting questions and probing questions?
21. B
22. C A
23. C
24. B
25. D

Domains of Learning and Taxonomy of Educational Objectives

Cognitive

Affective

Psychomotor

Lesson Planning

Teaching Approaches, Methods and Strategies

Classroom Management Techniques

Questioning Techniques
 Divergent

Convergent

Questioning Techniques

4 Questioning Tips by Glenn Wagner

- Plan
- Use wait time
- Share privately
- Share publicly

Source: https://www.youtube.com/watch?v=5mnIP2MVq58&pbjreload=10

February 19, 2020

Principles of Effective Teaching:

1. Principle of Context – The effectiveness and meaningfulness of learning depends largely on the
setting materials in which the process goes
2. Principle of Focus – Effective teaching must be organized about a focus
3. Principle of Socialization – Effective teaching must depend upon the social setting in which it is
done
4. Principle of Individualization – Effective teaching must proceed in terms of the learner’s own
purposes, aptitudes, abilities and experimental procedures.
5. Principle of Sequence – Successful teaching depends on effective ordering of learning tasks from
meaningless to emergence of meaning, from immediate toward remote, from concrete to
symbolic, from the crude to the discriminating
6. Principle of Evaluation – The effectiveness of teaching is heightened by a valid and
discriminating appraisal of all its aspects

Elements of Teaching (Acero et al):

1. Learner
2. Teacher
3. Learning Environment
4. Curriculum
5. Materials of Instruction
6. Administration

According to Airasian (1994), the instructional process is made up of three (3) steps:

(1) planning instruction;

(2) delivery of instruction; and

(3) assessment of learning

Components of Objectives:

 Behavior
 Content

Three Domains of Learning:

 Cognitive
o Bloom’s Taxonomy of Educational Objectives: Cognitive Domain
 Benjamin Bloom
 Levels from simplest to most complex
 Knowledge
 Comprehension
 Application
 Analysis
 Synthesis
 Evaluation
o Bloom’s Revised Taxonomy
 Lorin Anderson and David Krathwohl
 Changed the levels into verb forms
 Remembering – recall or retrieve previous learned information
 Understanding – comprehending the meaning, translation, interpolation
and interpretation of instructions and problems. State a problem in one’s
own words
 Applying – Use a concept in a new situation or unprompted use of an
abstraction. Applies what was learned in the classroom into novel situations
in the work place.
 Analyzing – Separates material or concepts into component parts so that its
organizational structure may be understood. Distinguishes between facts
and inferences.
 Evaluating – Make judgments about the value of ideas or materials
 Creating – Builds a structure or patter from diverse elements. Put parts
together to form a whole, with emphasis on creating a new meaning or
structure
 Affective
o Krathwohl, Bloom, Masia
o Includes the manner in which we deal with things emotionally, such as feelings, values,
appreciation, enthusiasms, motivations, and attitudes
o Consists of five levels
 Receiving Phenomena
 Awareness, willingness to hear, selected attention
 Examples
o Listen to others with respect
 o Listen for and remember the name of newly introduced people
 Other words
o Acknowledge, asks, attentive, courteous, dutiful, follows, gives,
listens, understands
 Responds to Phenomena
 Active participation on the part of the learners. Attend and react to a
particular phenomenon. Learning outcomes may emphasize compliance in
responding, willingness to respond or satisfaction in responding
(motivation).
 Examples:
o Participates in class discussions
o Gives a presentation
o Questions new ideas, concepts, models, etc. in order to fully
understand them.
o Know the safety rules and practice them
 Other words
o Answers, assists, aids, complies, conforms, discusses, greets, helps,
labels, performs, presents, tells
 Valuing
 The worth or value a person attaches to a particular object, phenomenon or
behavior.
 Ranges from simple acceptance to the more complex state of commitment.
 It is based on the internalization of a set of specified values, while clues to
these values are expressed in the learner’s overt behavior and are often
identifiable.
 Examples:
o Demonstrates belief in the democratic process
o Is sensitive towards individual and cultural differences (value
diversity)
o Shows the ability to solve problems.
o Proposes a plan to social improvement and follows through with
commitment.
o Management on matters that one feels strongly about.
 Key words:
o Appreciates, cherish, treasure, demonstrate, initiate, invites, join,
justifies, proposes, respect, shares
 Organization
 Organizes values into priorities by contrasting different values, resolving
conflicts between them, and creating a unique value system
 The emphasis is on comparing, relating and synthesizing values
 Examples
o Recognizes the need for balance between freedom and responsible
behavior
 o Explains the role of systematic planning in solving problems
o Accepts professional ethical standards
o Creates a life plan in harmony with abilities, interests, and beliefs
o Prioritizes time effectively to meet the needs of the organization,
family and self
 Other words:
o Compares, relates, synthesizes
 Characterization/Internalizes Values
 Has a value system that controls their behavior
 Instructional objectives are concerned with the student’s general patterns
of adjustment (personal, social, emotional)
 Examples
o Shows self-reliance when working independently
o Cooperates in group activities
o Uses an objective approach in problem solving
o Displays a professional commitment to ethical practice on a daily
basis
o Revises judgments and changes behavior in light of new evidence
o Values people for what they are not how they look
 Psychomotor
o Includes physical movement, coordination and use of motor-skill areas
o Simpson’s Version (1966):
 Perception
 Set
 Guided Response
 Mechanism
 Complex Overt Response
 Adaptation
 Origination
o Anita Harrow’s Version:
 Reflex Movements
 Fundamental Movements
 Perceptual Abilities
 Physical Abilities (fitness)
 Skilled Movements
 Nondiscursive Communication
o Dave’s Version (1969)
 Imitation
 Directly copy action seen
 Replicate what’s directly observed
 Observing and patterning behavior after someone else
 Manipulation
 Reproduce activity by instruction
  Reproduce activity by memory
 Precision
 Execute skill independent of help
 Performing a skill within a high degree of precision
 Articulation
 Coordinating and adapting a series of actions to achieve harmony and
internal consistency
 Naturalization
 Mastering a high-level performance until it become second-nature or
natural, without needing to think much about it

Guiding Principles in Selection of Content (Leus)

1. Need Oriented
- Arises from learner’s needs, expressed purposes, problems and interest
2. Valid
- Aligned to goals and objectives of the prescribed curriculum
3. Unity
- Mutually supportive of each other
4. Significant
- Meaningful and related to learner’s need
5. Experienced-based
- Brings the learner in real life
6. Individualization
- Takes into account differences in learner’s capabilities
7. Balance
- Provides for development of all essential knowledge, intellectual and manipulative skills
and attitudes and values
8. Feasible
- Achievable within the available time frame resources

Guiding Principles in Selection and Organization of Content (Corpuz & Salandanan):

1. Validity – teaching the content what it is ought to teach according to national standards
2. Significance – content should respond to the needs of learners
3. Balance – content that is not too easy not to difficult, also uses three dimensions – cognitive,
affective, psychomotor
4. Self-sufficiency -
5. Interest
6. Utility -
7. Feasibility

Relevant

Valid
Feasible

Subject matter content includes knowledge, skills and values

Knowledge:

- Facts
- Concept
- Principles
- Hypotheses
- Theories
- Laws

Skills

- Manipulative skills
- Thinking skills
- Divergent thinking -
- Convergent thinking
- Problem Solving
- Metaphoric thinking
- Critical Thinking
- Creative Thinking

Attitudes and Values

References:

- Principles of Teaching 1 (2013), Corpuz & Salandanan, Lorimar Publishing, Inc.