CENTRO ESCOLAR UNIVERSITY-MANILA

SCHOOL OF MEDICAL TECHNOLOGY BATCH

PRINCIPLES AND STRATEGIES OF TEACHING
IN MEDICAL TECHNOLOGY

MIDTERM
early parts of the 20th century where Pavlov who
was a researcher an experimenter rang a bell and
COURSE OUTLINE: MIDTERM then would give the dog a treat and then the dog we
1. Insert Lesson Title eat the treat and after a while every time he rang
2. Insert Lesson Title the bell the dog's mouth with water and that is that's
3. Insert Lesson Title called conditioning and that's one of the foundations
4. Insert Lesson Title of behaviorism.
5. add if needed
COGNITIVISM
REFERENCE BOOK ● This is a learning theory that was in response to
insert apa citation here behaviorism. The psychologist who promoted this idea
insert apa citation here claimed that behaviorism failed to explain cognition.
● In this theory the mind is an information processor.
M1 Types of Learning Theories ● Emphasizes understanding the concept as a whole
instead of just the pieces.
● Bloom's Taxonomy.
● Examples of cognitivist strategies for learning higher-
level thinking are starting a lesson with a hook to create
interest, a review quiz to promote prior learning, using
learning outcomes, chunking content into organized bite
sized pieces, using graphic organizers and the student
taking on an active role in learning.
● The teacher gives lots of encouragement and positive
feedback.

CONSTRUCTIVISM
● Students learn new things through experience.
● They build knowledge through experiences and
interactions.
● In cognitive learning the students are taught to do
something in constructivism the students are encouraged
● Behaviorism
○ Classical conditioning to discover something on their own, this is known as
○ Operant Conditioning self- directed learning.
● Connectivism ● The major difference is that cognitive learning is about
● Constructivism building on prior knowledge and Constructivism is about
● Social-Cognitive building new ideas and concepts based on your own
discoveries.
M1 YOUTUBE VIDEO:
BEHAVIORISM CONNECTIVISM
● People learn through repetition. ● Connectivism is a learning theory developed by George
● Learner is a passive blank slate shaped by Siemens and Steven Downs. It stresses the connections
environmental stimuli, both positive and negative and combinatorial creativity.
reinforcement. ● A learning theory for the 21st century
● Pavlov's dogs ● George Siemens theory takes into account trends in
● It's all about the human being or the learner being a learning, the use of technology and networks, and the
blank slate and they are shaped by stimuli–both diminishing half-life of knowledge.
positive and negative. ● Siemens (2004) states, "A community is the clustering of
● It's kind of like a the the rat who wants to get the similar areas of interest that allows for interaction,
piece of cheese and it pulls the lever so we have a sharing, dialoguing, and thinking together."
low picture of that rat right there and people
learning through repetition that's also one of the
hallmarks of behaviorism
● I want to touch on Pavlov's dogs some of you guys
may know this this experiment that was done in the
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● A learning community is described as a node and a ○ Bruner (1990) and Piaget (1972) are
learning network are the nodes coming together to form a considered the chief theorists among the
mass intelligence cognitive constructivists.
● It was developed by George Siemens and Stephen ○ Vygotsky (1978) is the major theorist
Downes among the social constructivists.
● It stresses the connections and what's called a
combinatorial creativity Comparison
● So it's about bringing people together through
connections and it was a really a theory developed Behavior Behaviorism Cognitivism Constructivism
in the era of the worldwide web of the internet and
How People learn Information Past experiences
the previous three behaviorism cognitivism and through enters through and working with
People
constructivism were all developed prior to the Learn reinforcements senses then gets others shape the
advent of the internet which shape stored in learned behavior
their behavior memory and is
● George Semien theory takes into account learning
then used.
trends and and technology and networks and also
in the the diminishing half life knowledge
Uses in • Teaching • Simulations • Programming
● He really thinks about knowledge itself and how Technology Machines • AI • Hypermedia
relevant it is and what how long is that knowledge • Instructional • Virtual Reality • Concept Maps
going to be useful and with the admin the internet, Films
• Direct
there's new information, new knowledge, coming all
Instruction
the time and he feels that connectivism and through
the use of networks, they're able to keep that keep
the half-life of knowledge to a minimum the learning SKILL IN DEVELOPING THEORY ON
● Community is described as a node within EDUCATIONAL SYSTEM
connectivism and then and when two or more
nodes come together it creates the network and
then through the network you connect many people
so it's a it's a collaborative or mass intelligence

M1 LEARNING THEORIES (PPT)

LEARNING THEORIES

BEHAVIORISM TECHNICAL SKILL

● The study of behavior and how it reacts to a
● Requires the use of specific knowledge, technique in
stimulus.
● It also studies the consequences of the reaction. performing the job.
● John Watson was the first to use the word. ● Teachers need this skill for effective classroom
management of school operation.
BEHAVIORISM THEORY OF LEARNING HUMAN RELATION SKILL
● “Teachers must learn how to teach…they need only ● Ability to understand, communicate, work and
to be taught more effective ways of teaching” - B.F integrate with the workers.
Skinner ● Helps the educators to establish a healthy student
relationship as well as with others.
COGNITIVISM
● It's a mental process that takes place when CONCEPTUALIZE SKILL
information enters through the senses then gets ● Ability and competence to see the school in terms of
stored in memory and is then used. broad relationship.
● It is understanding the mind. ● Enable the educational personnel to work with ideas and
● Very similar in how a computer works. to relate events or activities based from the resources.

CONSTRUCTIVISM
DECISION MAKING SKILL
● There are two types of constructivist views
● Ability and competence of the mentors in taking
○ Socio-cultural - Learning comes from
effective and appropriate decisions relating to school
working with others, so our cultural
management.
background is important since we learn
● Anticipate both intended and unintended consequences
behaviors from others.
of the decision taken.
○ Cognitive - Ideas/past experiences mix
with new ones to create our new COMMUNICATION SKILL
knowledge. ● Establish an appropriate channel of communication to
● Main Theories relate effectively with students and subordinates.
○ John Dewey (1933/1998) is often cited as
the philosophical founder of this approach.

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● Communicate information clearly without ambiguity negative reinforcement, it can still shape our behavior
because we could learn from our mistakes until we improve
our behavior.
DIAGNOSTIC SKILL
● Enable the mentors to handle classroom management Cognitivism or Social-Cognitive - individual acquisition of
problems. knowledge can be directly related to observing others
● Ability to identify the symptoms of problems and finding (observations). When we observe others, we will learn
out the solution. because during observation, we are receiving information or
knowledge. We then organize the information we have
received, then sort, then retrieve when needed. This concept
ANALYTIC SKILL is comparable to how the computer works. They receive
● Ability to examine and understand a particular information, organize it, and when we need the information,
problematic situation. we can retrieve it. In the past years, cognitivism was under
● Enable the teacher to make the right decision in constructivism but was improved and got separated.
managing educational institutions and problem situations.
Constructivism - as the term implies, “construct”, utilizing
our previous knowledge in order to gain more knowledge.
ORGANIZING SKILL This is why we have prerequisites in subjects so that we can
● Competent to build up the structure, both human and have a background knowledge on the things we would learn
material resources. for the next semester. For example: PMTP 1 and 2 would be
● Ability to establish the statement clearly, procedure in useful for the subject MT laws next semester, there would
doing a particular task given to the students. only be more additional information that we would learn.

Connectivism - understanding learning in the digital age.

SUPERVISORY SKILL We are digitally literate or digitally native. It involves the
● Efficient to carry out the supervision of instruction, browser, www, youtube videos, and etc.
programs and activities of the school system.
● Ability to supervise various units in the school to work as
a team towards achievement of the school goals.
M2 The Teacher and Teaching
ICT SKILL Profession
● Involve the knowledge to use the various information
and communication tools. LESSON 1: ROLES OF THE TEACHER IN THE
● ICT skills will help the faculty member to effectively CLASSROOM
manage school records involving students and staff.

Notes:
Behaviorism - is a theory based on the idea that all
behaviors are acquired through conditioning.
Conditioning - occurs when a stimulus is applied, expect a
result or response and its resulting consequence. That
conditioning will shape our behavior.
- Involuntary conditioning - For example, when someone
tapped your knee (same case with the doctor using a
hammer in your knee to test your reflex), it is a stimulus and
M2 VIDEO
the normal response for that stimulus is for the knee to jerk.
It is involuntary since it is the reflex of our body. ● Teaching Approach
- Another type of conditioning is the voluntary (walang ○ It is a set of principles, beliefs, or ideas
explanation for this) about the nature of learning which is
2 types of conditioning in an academic setting: translated into the classroom.
•Classical conditioning - learning is associated by 2 paired ● Teaching Method
stimuli. Example: It is introduced by Pavlov through his dogs
○ The systematic way of doing something. It
in an experiment. You can train your dogs with this. When
implies an orderly logical arrangement of
the bell is sounded, every time the dog is fed, it salivates
because the dog associates the sound of the bell with the steps. It is more procedural.
taste or sight of the food (pag narinig yung bell, alam na niya ● Teaching Technique
na may pagkain, especially the sight and the taste of the ○ Teaching techniques are such steps we
food). If it is repeatedly done, the dog will learn or will have follow when we teach.
such behavior. The salivation is involuntary
○ It is the teacher's style or tricks to
•Operant Conditioning - is also known as instrumental
conditioning by reinforcement system. It is VOLUNTARY. It accomplish an immediate objective.
can be a positive or negative reinforcement depending on ● Teaching Strategy
what you personally choose to do. The positive ○ Are methods of approaching a problem or
reinforcement is when you do a good act, you will be task, modes of operation for achieving a
rewarded. Negative reinforcement is the opposite of the particular end, or planned design for
positive where there is a punishment but even though it is a controlling and manipulating certain
information.

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POST-INSTRUCTIONAL SKILLS
Reciprocal Learning Strategy ● Analyze collected evaluative information
● a cooperative learning technique that has students ● Make judgements regarding evaluative information
coach each other through a set of tasks
Jigsaw PRINCIPLES OF EFFECTING TEACHING AND
● this cooperative learning strategy increases student LEARNING
engagement encourages collaboration and results
● Seize the Moment
in better learning
● Involve the student in planning
Pictionary Race
● Begin with what the student knows
● a great team game where students revise
● Move from simple to complex
vocabulary in a fun and interactive way
● Accommodate the student's preferred learning style
Concept Attainment
● a strategy that involves students and their own ● Sort goals by learning domain
learning instead of you just delivering the ● Make material meaningful
information to them you're helping them discover it ● Tell your students how they are proposing
on their own one two the board is a good way to ● Allow immediate application of knowledge
see how well students remember words learned in ● Plan for periodic tests
previous lessons ● Reward desired learning with praise
Run to the Board
● a good way to see how well students remember LESSON 2: PLANNING FOR EFFECTIVE
words learned in previous lessons TEACHING
Running Dictation
● a good way to get the students out of their seats
and move around especially if we find yourself
teaching
Mind’s Eye
● pre reading strategy that helps students build
mental images based on a selective list of words
from the text
5y Strategy
● a simple effective tool friend covering the route of a
problem
Memory Story

ROLES OF THE TEACHER

● Instructional Expert
● Manager
● Counselor
PLANNING INSTRUCTION
GENERAL TEACHING SKILLS ● Instructional planning is a DECISION-MAKING
PRE-INSTRUCTIONAL SKILLS PROCESS
● Identify content ● Vital areas: Subject matter knowledge and action
system knowledge
● Write objectives
● Organize, present and teach the subject matter in a
● Introduce the lesson manner that can be understood by the students
● Selecting instructional strategy
● Closing the lesson AROUSING AND MAINTAINING STUDENT
● Evaluating the lesson INTERESTS
● Identify the New content to be taught ● Silence
○ Simply standing silently facing the class
● Voice control
INSTRUCTIONAL SKILLS
○ Beginning to speak in a very low tone.
● Communicate with the students Teacher gives a signal to be quiet and
● Gain the student's attention attentive. Voice is raised to normal volume
● Arouse and maintain student interest when attained objective.
● Use stimulus variation and reinforcements ● Gestures
○ waving one’s hand towards noisy students
● Use appropriate questioning techniques or other movement to get student’s
● Management if the learning environment smoothly attention.
and effectively ● MOTIVATIONAL DEVICES
● Use appropriate lesson closure ○ enhance the intrinsic and extrinsic
● Evaluate lesson objectives motivation of the students
▪ Intrinsic motivation: process of
increasing the interest learners
already have on a topic or task.

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▪ Extrinsic motivation: focused on ● Student centered methods

activities or strategies that can ○ Students learn by interacting with each
enhance success and reduce other.
failure when lesson is difficult. ▪ Ex. Small group discussion, role
playing, inquiry/discovery method
OPENING A LESSON (HOW TO OPEN A LESSON) ● Materials centered methods
● Personalizing and warming up the climate ○ Students interact with instructional material
○ Teacher shares a positive feelings about most of the time.
event or works or output of the students. ▪ Ex. Student conduct experiment
▪ E.g. I am happy about the by following instructional kits.
outcomes of your assessment
last Friday. CLOSING A LESSON (HOW TO CLOSE A LESSON)
● Using an attention getter ● Summary reviews
○ May bring audiotapes or slides ○ Asking students to make recall or
presentation or any modules you think can summarize what they have taken up or
attract attention. learned.
● Relating the lesson to the world of students ● Eliciting generalizations and abstractions
○ Establish connection between the student ○ By using questions like What if...?What do
and to the topic presented. you think?.. Students are led to formulate
▪ Ex. Who have parent’s working in principles related to lesson.
hospitals or clinics abroad, and ● Feedback on Group Accomplishments
ask their benefits in the ○ Through feedback teacher motivates
household economy. Since OFW students to improve performance.
contributes to the nation’s ● Previewing the next lesson
economy. ○ Lesson has been summarized, students
● Reviewing past work are alerted for next lesson to prepare
○ Emphasize students to realize about what them.
knowledge or skill learned in relation to the
new topic
● Using advance organizers M3 Setting Objectives/Outcomes
○ It is a statement which will help the student
to process the lesson to be introduced. Components, Characteristics & Classification of
Objectives/Outcomes (PPT)
SELECTING APPROPRIATE LEARNING
ACTIVITIES
FORMS OF INSTRUCTION
● Symbolic learning
○ Learning through the books, journals or
other printed materials.
▪ Could be presented through
Mnemonics, numbers or
formulas.
● Iconic learning
○ Learning through the use of materials by
sensory or visual.
▪ Ex. Films, videotapes.
● Enactive learning
○ Learning through simulations or real life
situations.
▪ Ex. Driving, blood extraction.
TYPES OF LEARNING EXPERIENCES
● Verbal experiences
○ Teacher talks; students inactive. LEVELS OF COGNITIVE DOMAIN
● Visual experiences ● In the old taxonomy, evaluation is higher than
○ Diagrams, charts or still pictures. Students synthesis.
inactive ○ Knowledge
● Vicarious experiences ○ Comprehension
○ video programs, computer programs; ○ Application
students indirectly doing examples ○ Analysis
● Simulated experiences ○ Evaluation
○ Building through models. Closest to real ○ Synthesis
thing.Loki craft.
● Direct experiences LEVELS OF PSYCHOMOTOR LEARNING
○ Learner is doing what is being learned.
● Perception
▪ Ex. Internship ● Set
SELECTING APPROPRIATE TEACHING METHOD ● Guided Response
● Teacher directed methods ● Mechanism
○ Students interact with teacher. Listens and ● Complex Overt Response
observes demonstration of teacher. ● Adaptation
▪ Ex. Lecture-recitation, question ● Origination
and answer

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LEVELS OF LEARNING IN THE AFFECTIVE ○ Example:

DOMAIN ■ ... without error.
● Receiving ■ ... 9 out of 10 times.
● Responding ■ ...within 60 seconds.
● Valuing
● Organization
● Characterization WRITING OBJECTIVES
● First step in instructional planning
LESSON 1: IMPORTANT COMPONENTS OF ● Specific statements of what teachers are expected
LEARNING OUTCOMES (ABCD) ACCORDING TO to teach and what students are expected to learn
MAGER’S DESIGN (Eby & Kujawa, 1994)
● The are used as an organizational framework for
SETTING OBJECTIVES selecting and sequencing learning activities as well
as in assessing student learning and achievement
4 COMPONENTS OF LEARNING ACCORDING TO
MAGER’S DESIGN CATEGORIES OF OBJECTIVES BASED ON
● Audience SPECIFICITY
○ Describe the intended learner or eend user ● Course Objectives
of the instruction ○ Objectives are to achieved for a year or
○ Often the audience is identified only in the semester
1st level of objective because of ○ More general than unit objectives
○ General competencies that students have
redundancy. to acquire after going through instruction
○ Example: after specified period
■ The paramedic refresher ○ Example: Demonstrates knowledge and
participant…. understanding of historical events that
have shaped the country’s politics, culture
■ The EMT-B student… and economy.
■ The prehospital care provider ● Unit Objectives
attending this seminar… ○ Objectives to be achieved after completing
● Behavior a specific unit in a course
○ Related to course objectives
○ Describes learner capability
○ Example: Identifies the causes and effects
○ Must be observable and measurable (you of the People Power Revolution of 1986.
will define the measurement elsewhere in ● Behavioral Objctives
the goal) ○ States very precisely what the student will
○ If it is a skill, it should be a real world skill be able to do after successfully completing
a learning task or experience
○ The “behavior” can include demonstration
○ Specific, Measurable, action-oriented,
of knowledge or skills in any of the realistic and time-bounded
domains of learning: cognitive, ○ Example: Given three nouns and verbs,
psychomotor, affective, or interpersonal the student will write three sentences with
○ Example: no more than one error.
● Problem Solving Objectves
■ ... should be able to write a ○ Used when specific skills or competencies
report... to be taught cannot be reduced to
■ ...should be able to describe the predictable performance
steps... ○ The students formulates or is given a
problem to solve
● Condition
○ Used when teachers are planning activities
○ Equipment or tools that may (or may not) that encourage students to think critically,
be utilized in completion of the behavior make decisions, and create solutions
○ Environmental conditions may also be ○ Example: When given a dry cell, a light
included bulb, and a piece of wire, the student will
figure out how to make a light bulb
○ Examples:
● Expresisve Objectives
■ ...given an oxygen wrench, ○ Appropriate to use when a lesson is
regulator and D tank with designed to be an open-minded
oxygen... experience (Eisner, 1985)
■ ...given the complete works of ○ Intended to provide learners the
opportunity for personal purposing and
William Shakespeare... experience.
■ ...given the following ○ Example: Going through field trips or
environment: 10PM, snowing, museum
temperature 0° C...
● Degree BLOOM’S CLASSIFICATION OF OBJECTIVES
○ States the standard for acceptable ● Classified as to the type of learning a teacher is
performance (time, accuracy, proportion, seeking to accomplish in class
● Most commonly used taxonomy for classifying
quality, etc) objectives

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● Developed by Bloom and his colleague in 1956 and

Krathwolh,et.al in 1964
● Three Domains
○ Cognitive Domain
○ Psychomotor Domain
○ Affective Domain

COGNITIVE DOMAIN
● Deals with the recall or recognition of knowledge
and the development of intellectual abilities and
skills
● Objectives can range from simple recall of
information to complex synthesis and the creation of
new ideas
● Concerned mainly with subject matter content
learners are expected to learn
● Some Verbs associated with the writing objectives:
define, distinguish, identify, restate, explain, infer,
apply, use, choose, classify, categorize, write, .
design, assess compare and contrast AFFECTIVE DOMAIN
● Example:
○ The students will define terms ● concerned with emotional development
interdependence and dependence. The ● Deals with attitudes, feelings, and emotions in
student will identify at least three effects of instructional planning
war to society ● Some Verbs associated with the writing objectives:
to freely select, to respond positively, to listen, to
volunteer, to applaud, to support, to argue for or
against, to complete and to rate high or low
● Example:
○ The students will actively participate in
class discussions of socially relevant
issues. The student will volunteer to lead
group discussions in class.

PSYCHOMOTOR DOMAIN
● Focused on processes and skills involving the mind LEVELS OF COGNITIVE LEARNING
and the body (Eby & Kujawa,1994) ● Knowledge Level
● Classifies objectives dealing with physical ○ Behaviors related to recognizing and
movement and coordination(Arends, remembering facts, concepts, and other
1994;Simpson,1966) important data on any topic or subject
● Require significant motor performance ○ Usually expressed with the use of the
● Some Verbs associated with the writing objectives: following verbs: identify, define, list, match,
run, walk, measure, construct, type, play, align and state, name, label and describe
focus ○ Example: The student will define
● Example: interdependence operationally The student
○ Given a guitar and a musical piece, the will list down the different regions
student will play the piece with no more comprising the Philippines.
than four errors. The student will correctly ● Comprehension Level
adjust the micrometer caliper. ○ Associated with the clarification and
articulation of the main idea of what
students are learning
○ Usually expressed with the use of the
following verbs: translate, convert,
generalize, paraphrase, rewrite,
summarize, differentiate, defend, infer, and
explain

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○ Example: After reading the story, the ○ Can be written with the used of verbs:
student will summarize its plot. focus, align, adjust, calibrate, construct,
● Application Level manipulate, and build.
○ Have something to do with ○ Example: The students will correctly
problem-solving and expression which calibrate a micrometer caliper
requires students to apply what they have
learned to other situations or cases in their LEVELS OF LEARNING IN AFFECTIVE DOMAIN
lives ● Receiving
○ Usually expressed with the use of the ○ Involves being aware of and being willing
following verbs: use, operate, produce, to freely attend to a stimulus
change, solve, show, compute and ○ Can be written with the used of verbs:
prepare. follow, select, rely, point to , hold, give,
○ Example: The students will graph the locate, identify, and choose.
population of the Philippines for the last ○ Example: The student will be able to
five years identify musical instruments by their
● Analysis Level sounds.
○ Require students to think critically ● Responding
○ Usually expressed with the use of the ○ Involves active participation
following verbs: identify, distinguished, ○ It involves not only freely attending to a
discriminate, separate, subdivide, and stimulus but also voluntarily reacting to it in
break down some way
○ Example: The student will distinguish ○ Requires physical, active behavior
capitalism from socialism ○ Can be written with the used of verbs:
● Evaluation Level answer, conforms, greet, help, read,
○ Necessitate judging the value or worth of a report, perform, practice, volunteer, and
person, object or idea or giving opinion on tell.
an issue ○ Example: The students will report that
○ Usually expressed with the use of the history is enjoyable to study.
following verbs: judge, argue, assess, ● Valuing
validate, decide, and consider. ○ Refers to voluntarily giving worth to an
○ Example: The students will argue for the object, phenomenon or stimulus
ending of Christian-Muslim conflict in the ○ Reflect a belief, appreciation, or attitude
South ○ Can be written with the used of verbs:
● Synthesis Level read, study, join, ask, invite, share, follow,
○ alls for creative thinking propose, and initiate.
○ Usually expressed with the use of the ○ Example: The student will join movements
following verbs: design, plan, organize, to save Mother Earth.
combine, interpret, build, draw and ● Commitment
propose. ○ Involves building an internally consistent
○ Example: Given the materials, the students value system and free living by it.
will design a cap ○ A set of is established and applied in
making choices
LEVELS OF PSYCHOMOTOR LEARNING ○ Can be written with the used of verbs:
● Imitation influence, adhere, alter, defend, verify,
○ Ability to carry out basic rudiments of a listen, serve, act, integrate relate and use.
skill when given directions and under ○ Example: The student will defend his stand
supervision on a controversial political issue.
○ The total act is not performed skillfully •
Timing and coordination of the acts are not ABCD’s OF WRITING LESSON OBJECTIVES
yet refined. (YOUTUBE VIDEO)
○ Can be written with the used of verbs: VIDEO TRANSCRIPTION
construct, dismantle, drill, change, clean,
● Writing learning objectives is probably the most
manipulate, follow, and use.
○ Example: The student will follow the challenging part of writing a lesson plan.
procedure in making a waste basket ● A is for audience.
● Manipulation ○ Who is going to be doing the learning?
○ Ability to perform a skill independently ○ We need to state that here because we
○ Entire skill can be performed in sequence want the learner to be in the forefront of
○ Conscious effort is no longer needed to our lesson.
perform the skill but complete accuracy
● B is for behavior.
has not been achieved yet
○ Can be written with the used of verbs: ○ What should the learners be able to do,
connect, create, fasten, make, sketch, and here we need to be very specific and
weigh, wrap and manipulate. we need to use action verbs.
○ Example: Given the three objects, the ○ Verbs like apply, analyze, judge, evaluate,
students will weigh each. create; all those are required here.
● Precision
○ It's a good idea just to use one verb for a
○ The ability to perform an act accurately,
efficiently, and harmoniously learning objective. That way we can
○ Complete coordination of the skill has maintain focus.
been acquired ● C is for condition.

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○ Under what circumstances will this proficiency is either. So, let's rework this
behavior take place? and see what we come up with.
○ Will the learners need extra help? ○ A better example would be, "By the end of
○ Is this something that they're going to do the workshop, trainers will be able to
at school? describe eight alternative methods to
○ Will it be something they do on the job? lecturing that can increase learning and
○ All that needs to be specified. transfer when planning lessons." Here, the
● D is for degree. audience is trainers, the behavior is
○ To what degree or level of proficiency is "describes eight alternative methods to
required? lecturing," condition is "by the end of the
○ How can we measure the learning? workshop," and also "when planning
○ If it's not stated, it's always implied that lessons," and again, it's not stated, but it
100% accuracy is what we mean. means 100% accuracy.
● Example 1:
○ Poor learning objective: "Culinary students LESSON 2: CHARACTERISTICS OF A GOOD
will learn how to bake." Well, that's not LEARNING OBJECTIVES - S.M.A.R.T
very good. It's not very specific. The
audience is culinary students, but what WRITING LESSON OBJECTIVES FOR
does "learn how to bake" actually mean? CLASSROOM TEACHERS (YOUTUBE VIDEO)
Under what circumstances is that not
actually stated, and what degree or level of VIDEO TRANSCRIPTION
proficiency is needed is also not stated. ● S- specific.
After we rework this learning objective, this ○ It's important to narrow in on what it is
is what we come up with. exactly you want your students to do.
○ Better example would be, "By the end of ○ Objectives should be well defined to
the month, culinary students will be able to students, observable to teachers, and
make a delicious souffle when following describe the who, what, when, where, and
the appropriate recipe, earning a grade of why of the lesson.
at least seven out of ten points." Here, the ● M- measurable
audience is culinary students, the behavior ○ Objectives must be measurable so that
is "make a delicious souffle," and the teachers know if students are actually
conditions are "by the end of the month" learning the objectives.
and "when following the appropriate ○ So, make sure your objectives can be
recipe," and we also want them to earn a evaluated.
grade of at least seven out of ten points. ● A- achievable
● Example 2 ○ What you don't want to do is set your
○ Math course. "Students will know how to students up for failure.
use the quadratic formula." Well, the ○ Be sure that your students are
audience of students, the behavior is not academically ready to complete the
specific because we're not sure what objective.
"know how to use the quadratic formula" ○ Remember, you want to set your students
means. Under what circumstances are up for success.
involved here? We need to be more clear. ● R- relevant
And under degree, what level of ○ The lesson objective must be relevant to
understanding is desired? That's also not students' academic success and relevant
clear. So, after some revisions, let's see to previous and future lessons.
what we come up with. ○ Objectives must prepare students for
○ A better example would be, "By the end of standardized testing, relate to larger ideas,
the term, students will be able to calculate and build on prior knowledge.
solutions using the quadratic formula when ● T- time-bound
solving quadratic equations." Here, the ○ Set a time limit of one or two class periods
audience is students, behavior is when setting time-bound objectives.
"calculates solutions using the quadratic ○ Be sure that there is enough time and you
formula," condition is "when solving have an assigned date for completion.
quadratic equations," and degree, again, ●
it's not stated, so it means 100% accuracy.
● Example 3: LESSON 4: BLOOM’S TAXONOMY AS COGNITIVE
○ "Know how to teach without lecturing." OBJECTIVES (PPT)
Who's the audience? Since it doesn't say,
what does "know how to teach" really KNOWLEDGE BASE (REMEMBER)
mean? Under what circumstances is it not ● Reading for information
stated, and we do not know the level of ○ Learning facts and skills
● Direct instruction
○ Hands on activities

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● Drill and Practice ○ Teacher wants students to take sides and

○ Repeat what is learned through practice prepare for arguments.
exercises ● Simulation
● Vicarious experiences ○ exploring and illustrating complex situation
○ Listening to teacher read aloud a passage by role play or making criterias to follow.
or a poem
● Books, lectures, fils, filstrps, videotapes, SNTHESIS (CREATE)
audiotapes, records. ● Art
○ creation of a unique product. Ex. A bicycle
COMPREHENSION BASE (UNDERSTANDING) made of bamboo. Or drawing to give
● Advance Organizer message to public.
○ Generalization, definitions, analogies, ● Music composition
background information. ○ ex. Simbang gabi, or Coconut nut
● Anticipatory Set Creative writing: Used to formulate
○ An introductory experience to motivate hypothesis to set experiments, create
student to want to find out more about a graphs and charts to summarize findings.
subject or topic ● Storytelling and Drama
● Discussion ○ Narration of current issues, events, politics
○ Student state orally their idea to reinforce and are dramatize to depict such to
their understanding of the topic illustrate problems.
● Paraphrase WHAT IS BLOOM’S DIGITAL TAXONOMY?
○ Use wors almost or the same meaning (YOUTUBE VIDEO)
with the original
● Visual and Graphic Aids BLOOM’S TAXONOMY
○ Through graph or charts or illustrations to
demonstrate interpreted idea.

APPLICATION BASE (APPLY)

● Discussion
○ Used as understanding but also used in
application as springboard for ways and
means to any difficulty.
● Presentation of puzzling situation (situational
analysis)
○ Students have opportunity to discuss
alternatives and create solution to
problem.
● Discovery learning
○ Discover rules, principle or concepts
through experiment
● Model making
○ Ask student to make a model community
for application.
○ Ex. Urban farming using hydrophonics ● a model that classifies different levels of human
● Cooperative group work cognition and thinking, learning, and understanding.
○ Apply what learned by students in working ● Created in the 1950s by educational psychologist
together to solve a problem Benjamin Bloom and his colleagues
● used to guide the development of curriculum,
ANALYSIS BASE (ANALYZE) assessments, and instructional strategies.
● Fact vs. Opinion ● How is this model affected in an age of digital
○ While reading a controversial issue, technology, and how might it influence your
students are asked to separate facts from instructional design?
opinion out of author’s assumption and ● The three lower levels (Lower-order thinking skills)
hypotheses to come up the consistency of ○ This would include concrete thinking,
the data and writer’s views. memorization, and understanding.
● Independent research
○ ex. Students are asked to do one body
system and make description, illustration,
and how they are related to each other.
● Compare and contrast
○ analysis of relationships by comparison,
similarities, or cause and effect. ex.
Nutrition and exercise.

EVALUATION (EVALUATE)
● Problem Solving (group or individual)
○ An activity where students can express
their own view, opinion and comments in a
topic.
● Debate

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BLOOM’S “DIGITAL” TAXONOMY

● The six levels are distributed more equally,

● Three upper levels (Higher-order thinking skills) moving cogs representing an interworking system in
○ include abstract, critical, metacognitive, which creation is dependent upon all of the other
and creative thinking. aspects, and a flipped pyramid illustrating an
emphasis on higher-order thinking skills.
● This updated version aims to expand upon the skills
associated with each level as technology becomes
a more ingrained and essential part of learning.
● Some propose that new action verbs can be applied
within each level.
○ Let's take a look at "creating," in which
learners are designing, inventing, or
constructing a piece of work that shows
what they know.
○ One could add new digital verbs to
"creating" like "blog," "remix," or
"program." These verbs refer to possible
learning activities that incorporate digital
technologies in which students are
creating.
● Adding digital verbs to the taxonomy also promotes
21st-century skills like:
○ communication
○ collaboration
CHANGES TO THE TAXONOMY
○ creativity
○ critical thinking
● In the 1990s, Bloom's taxonomy was updated by a ● Others have taken the six levels of the taxonomy
group: and aligned them with technology tools that help
○ led by David Krathwohl, one of the foster each level.
original authors, ● Example:
○ and Lauren Anderson, a former student ○ as a teacher, you can think about how to
of Bloom's, to make the model relevant to integrate apps and websites that help
21st-century learning. students remember content like
● One of their main changes was updating the nouns flashcards or drill and practice tools.
associated with each level to action-oriented verbs. ○ There are tools that help students analyze
This differentiation positions thinking as an and make sense of content like reading
action-based process rather than one of passive charts, graphs, or mind maps.
acquisition. ○ You can think about what tools support
○ "knowledge" was replaced with student creation like producing podcasts,
"remember," blogging, coding, editing, and…
○ "analysis" was changed to "analyze," ○ With these examples, the focus should not
○ They also reordered the last two steps. necessarily be on the tools themselves but
"Evaluation," which was previously at the on how the tools can be vehicles in
top, was moved down, and "creating" transforming student thinking at different
(formerly synthesis) was moved to the top. levels.
● With this framing, educators have several different ● So as you weave technology into your teaching, ask
verbs, questions, and instructional strategies yourself how the tools you use can support different
associated with each… cognitive levels. Which tools help you address
lower-order thinking skills, and which can help
challenge students' higher-order thinking skills?
Consider how Bloom's digital taxonomy can help
you identify ways to design technology-rich learning
experiences for your students.

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● The authoritative style looks to give students their

M4 Types of Classroom Management own voice
Advanced Organizer:
● Classroom discussions are encouraged
● This teacher cares a great deal about their students
● Wants to see their students succeed and you often
see a lot of positive feedback from the teacher
● Consider the consequences of their actions
● Carefully weigh the circumstances of a student's
inappropriate behavior

PERMISSIVE TEACHER
● very little control and very little student involvement
● A teacher that doesn't really care about their
teaching career
● Teaching is just a way to pay the bills
● Often doesn't take the time to prepare lesson
plans
CLASSROOM MANAGEMENT STYLES: WHAT'S
● Permissive style classrooms are out of control
YOUR STYLE? (YOUTUBE VIDEO)
● Classroom management styles are broken down ● Students are out of their seats doing whatever
into four different categories they please
● A teacher doesn't take the time to go over
classroom rules or procedures
● Often show movies during class time they do this
simply because they do not feel like teaching
● Doesn't know much about his students
● Doesn't care about the kids
● Teacher-student relationships are of little
importance to him
● Don't notice suffering students and lastly indulgent

INDULGENT TEACHER
● Bottom categories represent teachers that exhibit
● Very little control but highly involved in the students
little control over their students
● the indulgent teacher takes their career as a
● The top categories represent teachers that exhibit
teacher very seriously
high control also management style categories
● Work very hard to plan fun and exciting lessons
● On the Left exhibit low involvement from teachers
● You can count on this teacher to come to class
● Categories on the right exhibit high involvement
prepared
● The indulgent style of classroom management
AUTHORITARIAN MANAGEMENT
believes in a student empowered learning model
● very controlling but not very involved with students
● Lets the student run the classroom without
● You will notice a lecture driven lesson (Direct
intervening when they probably should
Instruction)
● Looks to build the strong relationships with their
● the teacher might simply read off a PowerPoint or
students
simply talk about the content itself
● Have close relationships with their students
● The students sit in the classroom and remain quiet
● Overall, they deeply care about the kids
● The authoritarian style teacher does not want to
● Have difficulty saying no
take any questions from the students
● Want students to behave in the classroom but are
● In this classroom classroom, rules are strictly
not strict enough to get them to behave
enforced
—-------CANVAS—-------
● The teacher is very firm and inflexible when it
Classroom Management Styles
comes to the rules
● Authoritarian
● Likes to have their students sit in assigned seats
● Authoritative
for the entirety of the year
● Permissive
● Are very organized and like to see their students in
● Indulgent
one place next up the authoritative
Principal Components of Classroom Management
AUTHORITATIVE TEACHER
● Classroom Leadership
● teachers with high control and highly involved in
● Classroom Atmosphere
their students
● Classroom Discipline
● Enforces their rules but also hears the students out
Theoretical Approaches in Dealing with Classroom
● Both firm but also fair to their students
Management Problems

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● Non-interventionist approach ● Conferences and interview with students

● Interventionist approach ○ Show interest in the students
● Interactionist approach ● Student writing
M4: CLASSROOM MANAGEMENT (PPT) ● Open ended questionnaires
● Cumulative record
○ Student’s previous records
○ Background checking
● Discussion with fellow teachers and guidance
counselor

CLASSROOM DISCIPLINE
● Process of controlling student behavior in the
classroom (Sprick, 1989)
● Elements of classroom discipline/classroom
control:
Classroom Management ○ Control from within the learner and from
● “Classroom management refers to the complex set outside factors
of plans and actions that the teacher uses to ○ Understanding the learner and his/her
ensure learning in the classroom is efficient and perceptions of his/her behavior
effective.” (Jacobsen et. al., 1993) ○ Referral to specialists if necessary
● “Classroom management also involves teaching the ○ Individualized instruction to meet unique
students how to manage their own behavior in needs of the learner
classroom settings by establishing learning that will ○ Prevention through application of effective
allow them to do this.” (Savage, 1991) teaching and control strategies
Principal Components of Classroom Management
● Classroom Leadership COMMON MISBEHAVIORS IN THE CLASSROOM
● Classroom Atmosphere ● Aggression
● Classroom Discipline ○ aggressive students physically or verbally
attack their fellow students or even their
Classroom Leadership teachers
● Actions and behaviors manifested by a teacher to ● Immorality
influence learners to put forth effort towards the ○ Cheating, lying and stealing
achievement of the goals and objectives of ● Defiance of Authority
instruction. (Doyle, 1996) ○ Student refuses to do what the teacher
● Leadership Styles: tells him to do
○ Autocratic ● Class disruptions
■ Pressure, criticism and ○ Talking loudly or out of turn, walking about
punishment to demand the room without permission, clowning and
cooperation tossing objects
■ Hostility, powerlessness and ● Goofing off
competitiveness ○ Fooling around, not doing the assigned
○ Laissez-faire tasks, daydreaming, being off task
■ PERMISSIVE → Anything goes
■ Leads to chaotic classroom POSSIBLE CAUSES OF STUDENT MISBEHAVIOR
environment ● Nagging
○ Democratic ○ Unnecessary scolding
■ Firm and consistent as to ● Assigning extra school work
implementation of rules ○ Punishment
■ Willing to listen to needs and ● Punishing the group
desires of the students ● Use of writing as punishment
■ Openness, friendly ● Harsh and humiliating punishment
communication, independence ● Threats and ultimatums
○ Loss of credibility if not implemented
strictly
CLASSROOM ATMOSPHERE
● Premature judgements and actions
● Classroom sharing (start of the school)
● Observation of students ○ Impulsiveness
○ In the classroom ● Inconsistency
○ Outside the classroom ○ Loss of control
● Conversation

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PREVENTING CLASSROOM MANAGEMENT Inductive

PROBLEMS (Evertson, 1987) ● In the inductive method of teaching the teacher
● Keep class rules and school rules consistent presents students with many examples showing
● State rules clearly how the concept is used. The intent is for students
● Provide rationales for rules to notice by the weight of the examples how the
● State rules positively concept works.
● Allow student input in the rule-making process
Direct Teaching Method
THEORETICAL APPROACHES IN DEALING WITH ● the direct method of instruction uses
CLASSROOM MANAGEMENT straightforward explicit teaching techniques usually
Non-interventionist approach to teach a specific skill
● Inner unfolding potential of the students ● It is a picture directed method meaning that the
Interventionist approach teacher stands in front of a classroom and person
● BEHAVIORIST information
● Rewards and punishment
Indirect Teaching Method
Interactionist approach ● Indirect instruction seeks a high level of student
● Inner and outer factors/forces involvement in observing investigating drawing
● Teacher has to understand student behavior and to inferences from data or forming hypotheses it takes
help students understand their own behavior advantage of the students interest and curiosity
often encouraging them to generate alternatives or
solve problems
M5 REPERTOIRE OF TEACHING ● In indirect instruction the role of the teacher shifts
PRACTICE from lecture director to that and facilitator supporter
and resource person

LESSON 1: REPERTOIRE OF PRACTICE IN Teaching methods and their corresponding

TEACHING techniques
● Repertoire in teaching refers to the sum of available Lecture Method
tools, techniques, strategies from which a ● techniques under this may include
practitioner may draw, choose from to address a
particular purpose. ○ outlining technique
○ component technique
Advanced Organizer: ○ sequential technique
○ relevance technique
○ transitional technique
Discussion Method
● techniques under this may include
○ Small group discussion technique
○ Socialized classroom technique
○ Direct instruction technique
○ Panel discussion technique
○ Recitation technique
○ Interview technique
Reporting Method
● techniques under this may include
○ Unit or Morrisonian technique
○ Individual or group reporting technique
○ Reading or storytelling technique
○ Schematic technique
○ Symposium technique
Investigatory Method
YOUTUBE VIDEO:
● techniques under this may include
Different methods of teaching ○ Laboratory technique
● Most prominent ones are inductive and deductive ○ Problem-solving technique
method ○ Research technique
○ Field study technique
Deductive ○ Experimenting technique
● In a deductive classroom the teacher conducts Activity Method
lessons by introducing and explaining concepts to ● techniques under this may include
students and then expecting students to complete ○ Project technique
tasks and to practice the concepts. This approach is ○ Field trip technique
very teacher centered.

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○ Dramatization technique ○ Break down the task into subtasks as

○ Role-playing technique much as possible
○ Brainstorming ○ Describe the degree of student progress
○ Debate technique toward meeting each subtask
Demonstration Method ○ Make corrections and give suggestions for
● techniques under this may include improving performance
○ Teacher-directed technique ○ Verify student mastery of the task
○ Student-directed technique ● Guidelines in providing feedback:
○ Teacher-student directed technique ○ Give feedback immediately or as close to
○ Resource speaker technique the actual time of performance
○ Descriptive language rather than
judgmental language
Self-Pacing Method
○ Focus on present performance rather than
● techniques under this may include
on past ones
○ Programmed instruction
○ If possible, suggest alternatives rather than
○ Mastery learning a single solution
○ Modular learning technique ○ Tell the students only what they are able to
Integrated Method manage at a given time rather than all that
● techniques under this may include has happened
○ Lecture-discussion ○ Focus feedback on modifiable areas rather
○ Lecture-demonstration than those over which students have little
○ Film showing- discussion control
Traditional Method ○ Emphasize achievements instead of
● techniques under this may include shortcomings and maintain an optimistic
○ Textbook learning and supportive class atmosphere
○ Role-learning technique
M1: REPERTOIRE OF TECHNIQUES FOR
○ Directed technique
EFFECTIVE TEACHING (PPT)
CLASS RECITATION HOW TO CONDUCT A RECITATION?
● Focus on the recall and comprehension (Kauchak & ● Recitation is an instructional activity in which
Eggen, 1989) students respond to recall and comprehension
● Close-ended questions questions. (Kaucak & Egen,1989)
● BASIC PRINCIPLE: Many students should be ● One of the uses of recitation is for checking
involved in the recitation understanding.
CLASS DISCUSSION ● Simple and practical way to monitor student
● Engage students in higher order thinking skills progress
● Teacher asks lower order questions
(HOTS)
● Questions are directed to student
● Analysis, synthesis and evaluation (Aban, 1998)
● BASIC PRINCIPLE → Many students should be
● Class discussions are facilitated by guide questions involved in the recitation
● Higher order thinking skills would require open
ended questions unlike in class recitation HOW TO CONDUCT A CLASS DISCUSSION?
PRESENTATION OF FACTS, CONCEPTS AND ● Guided discussion is an instructional activity in which
SKILLS students engage in higher order thinking as they respond
● Presentation: visual aids, printed materials or to analysis, synthesis, and evaluative questions
presented by teacher (Aban,1998)
present the equipment
● Emphasizes Convergent or Divergent thinking or
● Levels of Instruction: Symbolic, Iconic, Enactive
Both
DEMONSTRATE A CONCEPT OR SKILL ● Convergent Thinking:
● Establish set ○ Analysis Questions-Students are guided →
● Present prerequisite knowledge and rationale discover new meaning & relationship
● Model the correct performance ○ Teacher knows the answer and the student has
● Have students practice under controlled conditions to discover it
● Provide opportunities for transfer to more complex ● Divergent Thinking:
○ Synthesis or Evaluation Questions more
situations
open-minded→ promotes reflection
DEMONSTRATE A CONCEPT OR SKILL ○ Teacher and students search together for
answers
SUPERVISE AND CRITIQUE STUDENT WORK ● According to Louisell and Descamps (1992), the ff.
● Five Steps Teachers Have to Observe in Giving conditions must exist to promote productive thinking:
Feedback:
○ State clearly what is to be achieved or task
to be performed

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● The teacher's question must move beyond recall, ○ Describe the degree of student progress
comprehension and application into analysis, toward meeting each subtask
synthesis and evaluation levels ○ Make corrections and give suggestions for
● Students must believe that their ideas will be improving performance
respected ○ Verify student mastery of the task
● Adequate time must be allowed for the discussion to ● Guideline in providing Feedback:
unfold ○ Give feedback immediately or as close to the
● Broad students participation must be encouraged actual time of performance
● The teacher must adopt the role of a facilitator, ○ Descriptive language rather than
guiding the discussion while at the same time judgmental language
allowing the students to be active and involved ○ Focus on present performance rather than on
past ones
HOW TO PRESENT FACTS, CONCEPTS AND ○ If possible, suggest alternatives rather than
SKILLS? a single solution
● Presenting facts, concepts and skills to the students is an ○ Tell the students only what they are able to
input technique (Joyce & Weil, 1998) manage at a given time rather than all that has
● Input can be provided: by teacher, printed word, happened
audiovisual equipment or students ○ Focus feedback on modifiable areas rather than
● Presented through: teacher those over which students have little control
demonstration/explanation; films and recordings ○ Emphasize achievements instead of
● Students acquire through: reading the textbook or shortcomings and maintain an optimistic and
library book, role plays or tutorial experiences supportive class atmosphere
● Levels of Instruction: Symbolic, Iconic, Enactive

HOW TO DEMONSTRATE A CONCEPT OR SKILL?

● Teacher demonstration is a form of input which LESSON 2: CLASSROOM DISCUSSION
relies on social learning theory or modeling STRATEGIES
(Bandura, 1977)
● Used in teaching procedural knowledge or Advanced Organizer:
knowledge of skills or rules and how to do it, basic
academic skills, psychomotor skills and laboratory
processes
● Five steps to observe:
○ Present prerequisite knowledge and
rationale
○ Model the correct performance
○ Have students practice under controlled
conditions
○ Provide opportunities for transfer to more
complex situations

HOW TO FACILITATE STUDENT ROLE PLAYS?

● Role plays is a form of student practice in which
students learn by doing rather than reading or
listening USES OF CLASSROOM DISCUSSION STRATEGIES
● Form of play ● Develop leadership skills
● Very motivating instructional activity→ attention and ● Summarize group opinion
emotions ● Arrive at a consensus
● In Role plays, students enact PRESENT, PAST or ● Become an active listener
FICTIONAL SITUATIONS and EXPLORE
● Appropriately handle controversy
ACTIONS, VALUES and FEELINGS
● Develop paraphrasing skills
● 2 major purposes:
● Develop self directed learning skills
○ development of social interaction &
● Develop analysis, synthesis and evaluative skills
problem-solving skills; "acting out" of the
curriculum PHASES IN PREPARING AND CONDUCTING
HOW TO SUPERVISE AND CRITIQUE STUDENT CLASSROOM STRATEGIES
WORK?
● Five Steps Teachers Have to Observe in Giving 1. PLANNING AND ORGANIZING A DISCUSSION
Feedback: LESSON
○ State clearly what is to be achieved or task to be ● Teacher has to consider goals carefully
performed ● Has to decide on appropriate activities
○ Break down the task into subtasks as
● Has to consider student's experience and
much as possible
development

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● Needs to consider the time allotted for the activities 2. They are learned through examples and
● The discussion they ought to produce a specific non-examples
product such as summary, list, or a series of 3. They are influenced by social context
4. They have definitions and labels
conclusions
5. They have a critical attribute or distinguishing
Preparation for Guided Discussion: characteristics
● Introduction 6. They have a non-critical attributes
● Discussion
TEACHING THINKING
● Conclusion
● Thinking is called by several names: problem
2. PLANNING AND ORGANIZING A DISCUSSION
solving, reasoning, higher order thinking, critical
LESSON thinking, cognitive strategy, metacognition or
● Select a topic that students can gainfully discuss thinking about thinking and studying skills.
● Establish a specific lesson objective with desired
learning outcomes TWO CATEGORIES OF LEARNING (BLOOMS’S
● Conduct adequate research to become familiar with TAXONOMY)
the topic ● LOWER ORDER LEARNING
● Organize the main and subordinate points of the ○ categorize in Knowedge Comprehension
lesson in a logical sequence and Application Level and considered as
● Plan at least one lead-off question for each desired learning skills.
● HIGHER ORDER LEARNING
learning outcome
○ classified under analysis, synthesis, and
evaluation levels; and oftentimes called
M6 INDUCTIVE VS. DEDUCTIVE thinking skills.

TEACHING MODELS HIGHER ORDER THINKING HAS THE FOLLOWING

CHARACTERISTICS
● Non-algorithmic
● Tends to be complex
● Multiple solutions’Involves Uncertainty
● Self-regulation of the thinking process

CONCEPT ATTAINMENT
● An inductive approach to teaching concepts which
students derive the meaning and attributes of a
concept from the example and non-examples given
by the teacher
● Developed by Jerome Bruner in 1956 but
popularized by Joyce and Weil

PHASES OF CONCEPT ATTAINMENT

1. Presenting Goals andd Establishing Set
VIDEO TRANSCRIPTION: HOW TO TEACH AN 2. oncept Identification
INDUCTIVE LEARNING LESSON? 3. Testing Attainment of the Concept
● definition 4. Analysis of Thinking Strategies

INDUCTIVE TEACHING MODELS INDUCTIVE TEACHING

● Created by Hilda Taba.
TEACHING THINKING ● Teach students how to process information with
● More important than simpl conveying information accuracy and effectiveness
● CONCEPTS ● Developed by Jerome Bruner in 1956, but
○ The basic building blocks for thinking popularized by Joyce and Weil.???

NATURE OF CONCEPTS
PHASES OF INDUCTIVE TEACHING
THREE TYPES OF CONCEPTS 1. Establishing Set
2. Concept Formation
● CONJUCTIVE CONCEPT 3. Interpretation of Data
○ has a constant rule structure
4. Appication of Principles
● DISJUNCTIVE CONCEPT
○ contains alternative set of attributes
● RELATIONAL CONCEPT SKILLS NECESSARY TO ENHANCE CRITICAL
○ rule structure depends on its relationship THINKING
to other concepts ● Observation
● Focusing on the question
CONCEPTS HAVE THE FOLLOWING ATTRIBUTES ● Distinguish fact from opinion
1. Concepts can be placed in categories ● Distinguish relevant from irrelevant information

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● Judging credibility of sources

● Recognize contradictions VISUAL DISPLAY MATERIALS
● Making inferences ● Consider the following suggestions:
● Drawing conclusions ● Take time to plan the colors of the board and
captions of materials
● Use imagination to make the board attractive
● Make bulletin board simple, emphasizing one main
idea, concept, topic and theme
● Make bulletin board a medium for the enrichment or
extension of learning

PROJECTED AND RECORDED INSTRUCTIONAL

AIDS
● Those that require electricity to project images onto
screens- Projected Instructional aids
● Require sounds- recorded instructional aids

—------NOT UNDER VISUAL AIDS ANYMORE—---

M8 Teaching Tools and Resources INSTRUCTIONAL TELEVISION
Advanced Organizer:
● Large classes can be taught simultaneously by
means of television
● Teachers should go through standard routine:
○ Planning
○ Selecting
○ Introducing
○ Guiding
○ Following up

PRINTED MATERIALS
Guidelines to be considered in reviewing printed materials:
● Appropriateness of the material both in content and
reading level
● Cost of paperback books for the students to read
AUDIO-VISUAL AIDS
primary sources
● Instructional devices which involves the use of sight
● Assorted workbooks that emphasize thinking and
and hearing
problem-solving rather than rote memorization
● Help and make ideas a concept clear
● Pamphlets, brochures and other duplicated
● Learning can be raised from verbalism to true
materials that students can read for specific
understanding
information and viewpoints about particular topics
● Can also make learning interesting and vivid
● Articles in newspapers, magazines and periodicals
● Make learning effective
related to the subject students will be studying
● Valuable in promoting motivation and retention

COMPUTER AND COMPUTER PROGRAMS

USING DIFFERENT KINDS OF AUDIO- VISUAL
Valuable to teacher in the following ways:
MATERIALS
● Used as Computer Managed Instruction
USING THE CHALKBOARD
● Used as Computer Assisted Instruction
Following guidelines have to be considered:
● Used to teach students about computers and help
● Start each class with a clean board. As an
them develop their skills
expression of courtesy, erase the board at the end
● Used to teach about thinking and help students
of discussion
develop thinking skills
● Use colored chalk to highlight essential points
● Print or write on the board neatly, clearly and in
orderly manner COMMUNITY AS RESOURCE
● Print instructions on the board ● One of the richest resources- Local community and
● Maintain personal supply of chalk and eraser the people and places in it
● Learn to write on the board without having entirely ● Can make learning exciting and forceful
turn your back to students ● Teacher needs to build their file of community
● When a lot of materials have to be written on the resources that contains:
○ Possible field trip locations
board, do it before class and cover it

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○ Resource people who could serves as ○ Objectivity

guest speakers or mentors ○ Scorability
○ Community groups ○ Administrability
○ Local businesses, industries and agencies ● Assessment-information gathered and synthesized
FIELD TRIP by the teachers about their students and their
● Important areas to consider: classrooms (Arends, 1994)
○ Details of preparation before the field trip ● Types of Classroom Assessment
○ Planning the details of the actual field trip ○ Official assessment
○ Planning follow up activities for the field ○ Sizing up assessment
trip ○ Instructional assessment
● Methods for Collecting Assessment Data
○ Paper and Pencil Technique
○ Observation
● Evaluation-process of making judgments and
M9 MEASUREMENT AND EVALUATION assigning value or deciding on the worth of the
student's performance.
● Types of Evaluation:
○ Diagnostic
○ Formative
○ Summative
● Sources of Evaluation Information
○ Cumulative records
○ Personal contact
○ Analysis
○ Open ended themes and diaries
○ Conferences
○ Testing
● Purpose of Measurement, Assessment and
Evaluation
○ Improve student learning
○ Identification of student's strengths and
weaknesses
○ Assessment of the effectiveness of a
particular teaching strategy
○ Appraisal of the effectiveness of the
curriculum
○ Assessment and improvement of teaching
effectiveness
Advanced Organizer:
○ Communication with and involvement of
APPROACHES TO MEASUREMENT, ASSESSMENT parents in their children's learning
AND EVALUATION ● Steps in Test Construction
● Norm-referenced ○ Identify learning outcomes
● Criterion-referenced ○ List the topics to be covered
○ Prepare the test blueprint (Table of
Measurement vs. Assessment vs. Evaluation Specifications)
● Measurement-quantification of what students have ○ Select appropriate types of test
learned with the help of a measurement tool (e.g. ○ Write the test items
tests) ○ Sequencing the items
● Types based on test constructor: ○ Writing the directions or instructions
○ Standardized test ○ Preparation of the answer sheet and
○ Unstandardized test scoring key
● General Principles of Testing
TYPES OF EVALUATION- PLACEMENT,
○ Measures all learning outcomes
FORMATIVE, DIAGNOSTIC AND SUMMATIVE
○ Cover all the learning tasks
EVALUATION II SET GENERAL PAPER (YOUTUBE
○ Use appropriate test items
VIDEO)
○ Make the test valid and reliable
TYPES OF EVALUATION
○ Use test to improve learning ● Placement Evaluation
● Attributes of a Good Test ○ The test series are in a progressive level
○ Validity (EASY → HARD)
○ Reliability

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○ It can range from reading → writing → ○ This can also be used for understanding
speaking → listening → group discussion learning disabilities in the student.
→ debate or quiz. ○ Diagnostic evaluation can be done by
○ If the learner clears 1 position, they can observation, psychological, or medical
attempt the next level. sources.
○ Based on the level that the learner had ● Summative Evaluation
cleared, the evaluator can assign them (of ○ is done at the end of the course
position?) ○ the main aim is to give grade for the
○ This type of evaluation helps the evaluator mastery of the content
to understand the capabilities of different ○ summative evaluation can assess the:
learners in a particular group and place ■ overall performance of the
them according to their capabilities. learner
● Formative evaluation ■ subject knowledge understanding
and capabilities
○ However, summative evaluation may have
a negative impact on the students as they
may compare each other and may feel low
about themselves.
● Summary

○ is the monitoring of learning progress

during the instructions.
○ In this method, teaching and evaluation
happen simultaneously.
○ After teaching, the teacher can ask
questions, give periodic class tests, M9: MEASUREMENT, ASSESSMENT, AND
monthly tests, etc. to monitor if learning is EVALUATION OF LEARNING (PPT)
taking place or not.
○ This method is very beneficial for both the
APPROACHES TO EVALUATION
learner and the teacher.
● NORM-REFERENCED EVALUATION:
○ The teacher can modify the teaching
○ Performance of a student in a test is
methods if the majority of the students are
compared with the performance of the
not performing well on the evaluation or if
other students. ex. Bodjie’s percentile rank
they realize that the learner requirements
in the math achievement test is 88.
are different.
● CRITERION-REFERENCED EVALUATION:
○ This also helps to boost the self-esteem of
○ Performance of a student is compared
the teacher and keeps them motivated.
against predetermined or agreed upon
○ On the other hand, the student attains a
standards. Ex. Sid can construct a pie
better understanding of the topic and the
graph with 75% accuracy.
errors are identified and solved by the
teacher. TEST CONSTRUCTOR
○ This type of evaluation is a continuous ● STANDARDIZED TEST:
feedback method for the learner and the ○ A test prepared by an expert or specialist.
teacher. Administered to students with the same
● Diagnostic Evaluation directions and time limits.
○ Occurs at the start of the teaching when ● UNSTANDARDIZED TEST:
the teacher starts to get an idea about the ○ Test prepared by teachers for use in the
previous knowledge of the student classroom with no established norms for
regarding the particular subject. scoring and interpretation of results.
○ They can simply ask basic questions
before starting the topic. GENERAL PRINCIPLES OF TESTING
○ Another type of diagnostic evaluation can ● Measure all instructional objectives: Teacher writes
be done to diagnose or find out the should be congruent with all the learning objectives
difficulty faced by a student. focused in class.

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● Cover all learning tasks: A test focused to represent

all targeted learning outcomes.
● Use appropriate test items: Test items utilized by
teachers have to be in consonance with the learning
objectives to be measured.
● Make the test valid and reliable: See to it that the
test constructed measures what it purports to
measure.
● Use tests to improve learning: Results of the
examination administered to students can serve as
springboards for the teachers to reteach concepts
and skills that the former have not mastered.

ATTRIBUTES OF GOOD TEST

● Reliability : A valid test is always a reliable test.
Accuracy which test consistently measures that
which it does measure.
● Objectivity: Personal biases or subjective
judgment of the test scorer is eliminated in checking
the students' responses.
● Scorability: Easy to score or check as answer key
and answer sheet is provided.
● Administrability: Easy to administer as clear and
simple instructions are provided to students,
proctors, and scorers.
TYPES OF CLASSROOM ASSESSMENT
● OFFICIAL ASSESSMENT: Teachers carry out by
giving students grades at the end of each marking
period. Ex. Formal test, term paper, report quizzes.
All cognitive SIZING UP
● ASSESSMENT: information gathered to provide a
personality profile of the student
● INSTRUCTIONAL ASSESSMENT: Utilize in
planning instructional delivery and monitoring the
progress of teaching and learning. ex. Teaching
strategy or instructional materials.
METHODS OF COLLECTING DATA
● PAPER AND PENCIL TECHNIQUE: Test taken by
students, maps drawn, written reports, assignments
and practice exercise.
● OBSERVATION: Involves by watching the student’s
performance in laboratory, speaking, reading or
participation in group activity.

TYPES OF EVALUATION
● DIAGNOSTIC EVALUATION: To assess prior
knowledge of students of a particular topic or lesson
to anticipate potential learning problem.
● FORMATIVE EVALUATION: Usually administered
during the instructional process to provide feedback
to students and teachers on how well the former are
learning the lesson taught.
● SUMMATIVE EVALUATION: To determine student
achievement for grading purposes. Express through
test scores and effectiveness of teacher and
curriculum.

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