TRIADIC ELEMENTS OF TEACHING

1.The Teacher
2.The Learner
3.The Content/Teaching
Strategy
PRINCIPLES UNDERLYING INSTRUCTION

1. PRINCIPLE OF CONTEXT
2. PRINCIPLE OF FOCUS
3. PRINCIPLE OF SOCIALIZATION
4. PRINCIPLE OF
INDIVIDUALIZATION
5. PRINCIPLE OF SEQUENCE
6. PRINCIPLE OF EVALUATION
PRINCIPLES UNDERLYING INSTRUCTION

1. PRINCIPLE OF CONTEXT
- Learning depends largely on the setting
particularly including use of materials in
which the process goes on with this scales
of application
- textbook only
- textbook with supplementary materials
- non-academic and current materials
- multi-sensory aids
- field experiences; personal, social and
community understanding
PRINCIPLES UNDERLYING INSTRUCTION

2. PRINCIPLE OF FOCUS
- Instruction must be
organized about a topic or
direction
PRINCIPLES UNDERLYING INSTRUCTION

3. PRINCIPLE OF
SOCIALIZATION
- Instruction depends upon
the social setting in which it
is done, with these scales of
application characterized by
submission, contribution and
cooperation.
PRINCIPLES UNDERLYING INSTRUCTION

4.PRINCIPLE OF
INDIVIDUALIZATION-
instruction must progress
in terms of the learner’s
own purposes, aptitudes,
abilities.
PRINCIPLES UNDERLYING INSTRUCTION

5. PRINCIPLE OF SEQUENCE-
instruction depends on effective
ordering of a series of learning
tasks .
-from meaningless to emergence
of meaning
- from immediate to remote
- from concrete to symbolic
PRINCIPLES UNDERLYING INSTRUCTION

6. PRINCIPLE OF EVALUATION-
learning is heightened by a valid
and discriminating appraisal of all
its aspects, following these scales
of application.
-evaluation related to objectives
and process
- evaluation on total learning
processes and results
DIFFERENCE AMONG THE TERMS

1.TECHNIQUE
2.STRATEGY
3.METHOD
4.APPROACH
DIFFERENCE AMONG THE TERMS

1.TECHNIQUE- The
personal art and style
of the teacher in
carrying out the
procedures of
teaching. (unique way)
DIFFERENCE AMONG THE TERMS

2. STRATEGY- A set of
decisions on what
learning activities to
provide or use to achieve
an objective (can be a
substitute to
methodology)
DIFFERENCE AMONG THE TERMS

3. APPROACH- A set of
correlative
assumptions or
viewpoints dealing
with nature of
teaching and learning
DIFFERENCE AMONG THE TERMS

3. APPROACH- The
procedure that
employs a variety of
strategies to assess
better understanding
and effective learning
TWO APPROACHES IN TEACHING
INDIRECT APPROACH
DIRECT APPROACH  makes use of exploratory
-makes use of expository strategies
strategies.  aimed at generating
- aimed at mastery of knowledge or experience
knowledge and skills
 learner-centered
- direct transmission of
information from  students search for
teacher information with
-teacher controlled teacher’s supervision
- highly structured  learner controlled
- content oriented  flexibly organized
- learner is passive, receives
 experience oriented
ready information
from teacher.  learner is active in search
of information
TWO APPROACHES IN TEACHING

1. INDIRECT APPROACH
- makes use of expository strategies.
- aimed at mastery of knowledge and
skills
- direct transmission of information
from teacher
-teacher controlled
- highly structured
- content oriented
- learner is passive, receives ready
information from teacher.
DIFFERENCE AMONG THE TERMS

4. METHOD- A series of
related and progressive
acts performed by a
teacher and pupils to
achieve the desired
objectives of the lesson
DIFFERENCE AMONG THE TERMS

4. METHOD- The
established way or
procedure of guiding
the mental processes
in mastering the
subject matter.
DIFFERENCE AMONG THE TERMS

4. METHOD- A well-
planned step-by-step
procedure that is
directed towards
desired learning
outcomes.
METHODS OF TEACHING USED IN DIRECT
INSTRUCTION APPROACH

1. DEDUCTIVE METHOD
2. SHOWING METHOD/DIRECT
METHOD
3. LECTURE-DISCUSSION/
EXPOSITORY METHOD
4. DEMONSTRATION METHOD
5. CONCEPT TEACHING
METHODS OF TEACHING USED IN INDIRECT
INSTRUCTION APPROACH

1. INDUCTIVE METHOD
2. INQUIRY/PROBLEM SOLVING
METHOD
3. LABORATORY/
INVESTIGATIVE METHOD
4. DISCOVERY TEACHING
METHOD
OTHER INDIRECT MODELS/ STRATEGIES OF
TEACHING

1. PROBLEM BASED INSTRUCTION

2. METACOGNITIVE STRATEGY
3. REFLECTIVE TEACHING METHOD
4. JIGSAW METHOD
5. BRAINSTORMING
6. STUDENT TEAMS ACHIEVEMENT
STRATEGY
TEACHER QUESTIONING STRATEGIES

Uses:
1. Stimulate thinking
2. Arouse interest and curiosity
3. Review learned content
4. Elicit questions from students
5. Promote thought and understanding of
idea
6. Change the mood/tempo, direction of
discussion
7. Encourage reflection and self- evaluation
TYPES OF QUESTIONS

1.ACCORDING TO THINKING
PROCESS
A. Low level questions
(factual and memory
questions)
B. High level questions
(beyond those two)
TYPES OF QUESTIONS

2.ACCORDING TO ANSWERS
REQUESTED
A. Cognitive- Memory
Questions
B. Divergent Questions
C. Convergent Thinking
Questions
TYPES OF QUESTIONS

2. ACCORDING TO ANSWERS REQUESTED

A. Cognitive- Memory Questions
- low-level questions
- has one correct answer
- used to drill vocabulary, spelling,
mathematical facts and oral skills
- start with what, who, where, when
- require short and specific answers
TYPES OF QUESTIONS

2. ACCORDING TO ANSWERS REQUESTED

B. Divergent Thinking Questions
- high-level thinking questions
- has many acceptable answers
- used to encourage creative thinking and
discovery learning
-usually requires synthesis thinking by
combining related ideas learned
e.g. What would you do if ___? What is
your view/opinion about ____?
TYPES OF QUESTIONS

2. ACCORDING TO ANSWERS
REQUESTED
C. Convergent Thinking Questions
-Require application of
information and analysis of
factors involved.
e.g. If “A” is this, what would
happen to “B”?
3. Open-Discussion
Questions
A.ELICITING QUESTIONS
B.PROBING QUESTIONS
C.EVALUATIVE-THINKING
QUESTIONS
D.CLOSURE SEEKING
QUESTIONS
QUESTIONING STRATEGIES

 OBSERVING- What did you see/observe?

 RECALLING- When did it happen?
 INFERRING- What do you think happened
there?
 ANALYZING- How many processes were
involved?
 VERIFYING- Are you sure about that?
 EVALUATING- Which one is similar to your
idea?
 SYNTHESIZING/APPLYING- Should the country
ban the Chinese from entering our country?
REMEMBER TO ASK QUESTIONS THAT ARE:

- STIMULATING/ CHALLENGING/
THOUGHT PROVOKING
- WITHIN THE STUDENTS’
LEVEL/ABILITIES
- RELEVANT/TIMELY
- PROPERLY SEQUENCED
- SPECIFIC/CLEAR/SIMPLE
- VARIED
SUGGESTED FORMATS/PARTS OF A LESSON
PLAN

1.OSIPA
2.OSLEA
3.OSLA
 SUGGESTED FORMATS/PARTS OF A LESSON
PLAN
OSLEA
I. Objectives
II. Subject Matter
Topics/Concepts
Values Integrated
References
Materials
III. Learning Activities
A. Preparatory Activities
Drill, Review, Introduction, Motivation
B. Developmental Activities
1. Presentation of the Lesson
2. Discussion/Analysis
3. Practice Drill/ Try-out Activities
4. Abstraction/Generalization
C. Application
IV. Evaluation
V. Assignment
PRINCIPLES IN SELECTING LEARNING
ACTIVITIES

1. Learning activities should relate back to the

lesson objective(s); in all cases, they should
contribute to the attainment of the objectives.
2. Learning activities must suit the learners’ level
in terms of needs, interest, experience,
comprehension, ability and number.
3. Learning activities should jive with the
teaching method used.
4. Learning activities must also suit the subject
matter at hand.
5. Learning activities should fit the time and
context of the teaching situation.
PRINCIPLES IN SELECTING LEARNING
ACTIVITIES

6. Learning activities should be interactive that is,

they should not only cognitive development
focused but also values and skills enhancing to
ensure a holistic kind of learner environment.
7. Learning activities must be multi-level varied
and well-sequenced.
8. Learning activities should fit the time and
context of the teaching situation.
9. Learning activities should consider the laws of
learning. (readiness, effect and exercise)
10. Learning activities should engage students
with the most direct experience possible.