LESSON 7

• Principle of Context


  knowledge management deems it necessary to analyze the meaning of the word knowledge fromdifferent perspectives

  -> learning depends largely on thesettingparticularly including the use ofmaterials
• Context, Focus, Socialization, Individualization, Sequence, Evaluation


  what are the 6 principles underlying effective instruction?
• 1. text book only

  2. text book + supplementary materials

  3. Non academic materials

  4. Multisensory aids

  5. Demonstration by experts

  6. Field experiences

  Leus (2005), said that the principles of context are categorized into six levels:
• Level 1: Textbook only


  A level of the Principle of Context

  - predominantly verbal

  - limited verbal responses

  - no problem solving experience

  - lacks dynamic appeal
• information


  a collection of data is not. . .?
• knowledge


  a collection of information is not. . .?
• wisdom


  a collection of knowledge is not. . .?
• Level 2: Text book with supplementary materials


  A level of the principle of context

  - Wider in context

  - More readings of expository

  - Advocates more extensive reading
• Level 3: Non-academic and current materials


  A level of the principle of context

  - Concrete, specific, actual, and immediate

  - Reality vs theories

  - leads to extensive discussion
• Level 4: Multisensory aids (audio, visual)


  A level of the principle of context

  
  

  - Effective when used as aid in learning

  - Related to contemplated learning

  - Ineffective if learner is passive
• Level 5: Demonstration by experts


  A level of the principle of context

  
  

  - Concrete setting

  - Learning beyond classroom setting
• Level 6: Field experiences, personal, social, and community understanding


  A level of the principle of context

  
  

  - Concrete, abundant, dynamic, readily apprehended setting for learning

  - Goes beyond verbalization

  - Concrete and firsthand experiences
• Principle of Focus


  instruction can be effective if there is a definite area of concentration --> instruction must be organized about a focus or direction

  
  

  has 3 levels
• Level 1: page assignment in a textbook


  A level of the principle of focus

  
  

  established by:

  - Uniform structure

  - Learning without unity

  - Memorization
• Level 2: announced topic together + page or chapter references


  A level of the principle of focus

  
  

  established by:

  - insight and understanding

  - varied learning pattern
• Level 3: broad concept or problem to be solved or a skill to be acquired to carry on understanding


  A level of the principle of focus

  
  

  established by:

  - Directed at mental processes of learner

  - more varied learning

  - flexible

  - acquisition of more facts and information
• Principle of Socialization


  Classroom learning is a socio-cultural phenomenon that encompasses ways of thinking, interacting, and problem solving

  
  

  instruction depends upon the social setting in which it is done

  
  

  has 3 levels
• Level 1: submission


  A level of Principle of Socialization

  
  

  - Rudimentary level of socialization

  - No group function

  - Teacher controlled
• Level 2: contribution


  A level of Principle of Socialization

  
  

  - Sympathetic and positive discipline

  - Freedom

  - Lacks authority
• Level 3: Cooperation


  A level of Principle of Socialization

  
  

  - Goes beyond friendliness and sympathy

  - Teacher is an organizer

  - Positive team spirit
• Principle of Individualization


  instruction must progress in terms of thelearners own purposes, aptitudes, abilities and experimental procedures
• Individualization Application


  - different performance in uniform tasks

  - homogeneous grouping

  - contract plan

  - individual instruction

  - large units w/ optional related activities

  - individual undertakings stemming from and joint undertaking
• Principle of Sequence


  a process of information; instruction depends on effective ordering of a series of learning tasks
• emergence of meaning


  from meaningless into. . .?
• remote


  from immediate into. . .?
• symbolic


  from concrete into. . .?
• crude


  from discriminating into. . .?
• Sequence


  - a logical succession of blocks of contents by intros, previews, review

  - knitting learning/lessons together by intro, previews, reviews

  - readiness

  - emerging meaning
• readiness


  if the teacher is able to order or set the particular learning task according to the ________ of the learners to understand or assimilate whatever material is to be given to them
• emerging meanings


  planning a specific learning task that will depend on the ability of the learners to give meaning to specific situations, deduce impressions from whatever is read to think of possibilities as an end result of doing the activity
• Principle of Evaluation


  necessary to determine whether objectives of instruction have been carried out and learning or understanding of lesson has taken place, scales of application:

  
  

  direct results only, related to objectives and processes, total learning process
• Diagnostic, Formative, Summative


  types of evaluation
• Diagnostic Evaluation


  evaluation done at the beginning of a unit or course to determine the different levels to where the students can be grouped whether shlow, average or fast
• Formative evaluation


  intended to improve delivery of instruction in the classroom (quality control); focuses on what the teacher does in the course of their teaching and what he is to do

  
  

  determines deficiencies in process of instruction so that it can be fixed
• Summative Evaluation


  summing all pertinent data related to the individual performance of the learners; final ratings of students will quantify how much learning is achieved to merit a promotion
• Homogeneous


  learners are classified/grouped in terms of similar elements such as age, abilities, interests, physical characteristics etc
• Heterogeneous


  no definite basis for clustering or classifying learners together, could be on random sampling, alphabetized family names, time of enrollment etc.
• 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:

  
  

  - coherent theoretical framework

  - orientation toward what student should learn

  - specific teaching procedures
• Principle


  means a general or fundamental law, doctrine or assumption

  
  

  - source

  - rule or code of conduct