Lessons 7 & 8

• PRINCIPLE OF CONTEXT


  • Textbook only
  • Textbook with supplementary materials
  • Non-academic and current materials (Newspaper, clippings, articles, magazines)
  • Multisensory aids
  • Demonstration and demonstration by experts
  • Field experiences, personal, social and community understanding
• PRINCIPLE OF FOCUS


  • Page assignment in textbook
  • Announced topic together with page or chapter references
  • Broad concept or problem to be solved or a skill to be acquired to carry on understanding
• PRINCIPLE OF SOCIALIZATION


  • Submission
  • Contribution
  • Cooperation
• PRINCIPLE OF INDIVIDUALIZATION


  • Differential performance in uniform task
  • Homogeneous grouping
  • Control plan
  • Individual instruction
  • Large units with optional related activities
  • Individual undertakings, stemming from and contributing to the join undertaking of the group of learners
• PRINCIPLE OF SEQUENCE


  • From meaningless → emergence of meaning
  • From intermediate → remote
  • From concrete → symbolic
  • From crude → discriminating
  • Logical succession of blocks of contents (lesson/courses)
  • Knitting learning/lessons/course together by introduction, previews, pretests, reviews
  • Organized in terms of readiness
  • Organized in terms of lines of emerging meanings
• PRINCIPLE OF EVALUATION


  • Evaluation or direct results only
  • Evaluation related to objectives and processes
  • Evaluation on total learning process and results
• MANAGEMENT OF INSTRUCTION


  • HOMOGENEOUS (Learners are classified/grouped in terms of similar elements such as age, abilities, interests, physical characteristics, etc.)
  • HETEROGENEOUS (No definite bases for clustering or putting 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


  An overall approach or plan for instruction
• ATTRIBUTES OF A TEACHING MODEL


  • A coherent theoretical framework
  • An orientation toward what students should learn
  • Specific teaching procedures and classroom structures
• DIFFERENCE AMONG THE TERMS, TECHNIQUE, METHOD, STRATEGY, APPROACH, AND PRINCIPLES


  • TECHNIQUE (The personal art and style of the teacher in carrying out the procedures of teaching)
  • METHOD (Synonymous to procedure, the procedure employed to accomplish lesson objectives, a series of related and progressive acts performed by a teacher and pupils to achieve the desired objectives of the lesson, the established way or procedure of guiding the mental processes in mastering the subject matter)
  • STRATEGY (An overall or general design on how the lesson will be executed or delivered, a set of decisions on what learning activities to achieve an objective, can be a substitute to methodology)
  • APPROACH (A set of correlative assumptions or viewpoints deadline with the nature of teaching and learning, one's viewpoint toward teaching, procedure that employs a variety of strategies to access better understanding and effective learning)
  • PRINCIPLE (Means a general or fundamental law, doctrine or assumption, a primary source or origin, rule or code of conduct)
• PURPOSES OF METHODS


  • Make learning more efficient
  • Enable learner to think logically
  • Facilitates smooth transition from activity to another
  • Serve as guide in preparing all the needed materials, tasks and equipment
  • Approximate time to be allotted for each activity to avoid waste of time and lapses
  • Make planning clear and precise, to prevent confusion, unnecessary delays and time wastage
  • Help in planning for assessment and evaluation of the lesson
  • Add to a feeling of confidence and security for the teacher and students
• PRINCIPLES FOR SELECTING METHODS

  • Must be based on sound principles, laws and theories of learning
  • Must assist the learners to define their purposes and motive
  • Must originate from the learners' past experiences
  • Must suit individual differences, needs, interests and developmental maturity
  • Must bring the learners to the world of diverse learning experiences
  • Must stimulate the learners to think critically, analytically and creatively
  • Must be challenging
  • Must be flexible
  • Must be consistent with the requirements of objectives
  • Must be appropriate with the content
  • Must give to way to varied students' participation
  • Must consider to be undertaken to ensure gainful learning
• FACTORS TO CONSIDER IN CHOOSING A METHOD

  • Learner's ability
  • Teacher's ability
  • Objective
  • Subject Matter
  • Prerequisite learning
  • Classroom set-up
  • School facilities/equipment/technologies
  • Time
  • Safety precautions
  • School climate
• METHOD OF TEACHING IN THE DIRECT / EXPOSITIVE APPROACH

  • DEDUCTIVE METHOD (Starts with generalization, principle or rule that id then appplied to specific cases)
  • CONCEPT TEACHING (Based on the assumption that concept formation begins at an early stage (9-12 months) where initial activities of object - sorting and preference serve as bases for concept learning)
  • CONCEPT ATTAINMENT (Focuses on teaching pupils the concepts that the teacher has selected for study)
  • CONCEPT FORMATION METHOD (Focuses on the process of concept development/thinking skills development)
  • DIRECT INSTRUCTION / SHOWING METHOD (A teacher-centered strategy that uses teacher explanation and modeling combined with student practice and feedback to teach concept and skills)
  • LECTURE - DISCUSSION METHOD (Designed to help learner link new with prior learning and relate the different parts of new learning to each other)
• LECTURE


  • Designed to help students learn organized bodies of knowledge, is a teacher-directed method designed to help learners understand relationship in organized bodies of knowledge, grounded in schema theory and David Ausubel's concept of meaningful verbal learning
• WHEN TO USE LECTURE

  • For conveying/disseminating important information which may not be available to students or which may be needed to be presented in a particular way
  • For stimulating interest
  • For guiding student reading
  • For explaining a difficult text
  • For aiding student to summarize and synthesize discussions
• STEPS IN LECTURE


  • Planning (Identifying goals, Diagnosing student background, Structuring content, Preparing advance organizers)
  • Implementing (Introduction, Presentation, Comprehension Monitoring, Integration)
• REVIEW AND CLOSURE (Summarizing the lecture)
• Discussion


  An orderly process of face-to-face group interaction in which students/pupils exchange ideas about and issue for the purpose of answering a question, enhancing their knowledge or understanding or making decision
• Stimulating interest


  Purpose of teaching strategy
• Guiding student reading


  Purpose of teaching strategy
• Explaining a difficult text


  Purpose of teaching strategy
• Aiding student to summarize and synthesize discussions

  Purpose of teaching strategy
• Planning


  1. Identifying goals

  2. Diagnosing student background

  3. Structuring content

  4. Preparing advance organizers
• Implementing


  1. Introduction - Describing the purpose of the lesson, sharing of objectives and overview to help students see the organization of the lesson

  2. Presentation - Defining and explaining major ideas

  3. Comprehension Monitoring - determining whether or not students understand concepts and ideas

  4. Integration - Exploring interconnections between important ideas
• Review and Closure


  Summarizing the lecture
• Logical conditions to ensure that exchange is called discussion


  • People must talk to one another
  • People must listen to one another
  • People must respond to one another
  • People must be collectively share to put forward more than one point of view
  • People must the intention of developing their knowledge, understanding or judgment of the issue under discussion
• Participants need certain


  • Moral Disposition - Being willing to listen to reason, Being willing to abide by rules that facilitate exchange of ideas
  • Intellectual Disposition - Concern for clarity in the expression of ideas, Concern that an appropriate variety of perspective is considered by the group
• When to use discussion as a teaching strategy

  • It can be used in any subject at any level from kindred to post graduate study
  • It can involve the whole class or it can be used with small groups
  • When the teacher needs to facilitate any or all of the 4 types of learning outcomes - General subject mastery, Problem-solving ability, Moral development, Communication skills
  • When students need to be motivated to talk about the subject inside and outside the classroom
  • When teacher wants students to work together and share their ideas by talking about them publicly
• Using discussion in conjunction with other teaching strategies

  • Direct Instruction - As part of a direct instruction lesson, a discussion could be used to explore an issue for a short time (15 mins)
  • Group work - Interactions between students are an integral part of small group learning, and this process can often be enhanced by asking the students to follow a set of discussion rules
  • Cooperative learning - Some forms of cooperative learning (such as jigsaw) can be enhanced by structured discussion within the learning groups
  • Problem Solving - When you are using problem solving as a teaching strategy, discussions can be used to help students understand the nature of the problem, to help them generate possible solutions and as a forum for comparing the relative merits of various solutions to the problem
• Demonstration


  1. Preparation - Motivation, Identify objectives/problems/procedure

  2. Explanation of Concepts/Principles/Process/Theory etc.

  3. Demonstration of Concept Process by the Teacher - Students observe and take down notes

  4. Discussion of Student Observation - Answering problems

  5. Verification - Justification, Conclusion
• Indirect / Guided / Explanatory or Experimental Strategies


  • Learner-centered, learners exercise initiative in the process
  • Process of learning is perceived to be as important as the outcome
  • Learning is applied as it is acquired, not stored for future use
  • The development of specific intellectual skills is better than merely covering specified elements of subject matter
• When to use indirect/guided/explanatory or experimental strategies

  When the teacher feels the need for students to develop self-reliance and intellectual skills related to critical thinking and problem solving
• Inquiry Teaching


  The process of answering questions and solving problems based on facts and observation
• Features of Inquiry Teaching

  • Helps students find answers to their own questions in scientific manner
  • Helps develop higher-order and critical thinking skills
  • Promotes independent learning
• When to use Inquiry Teaching

  • When there are real life problems or questions that must be answered through facts and observation
  • For topics requiring higher order thinking
• Steps in Inquiry Teaching

  1. Presenting / identifying the question or problem

  2. Forming Hypothesis

  3. Data Gathering

  4. Data Analysis/Assessing Hypothesis

  5. Generalizing
• Interviews


  May be used in all subjects, interviews are used in gathering firsthand information from individuals who have expertise on topic under study
• Steps in Interviews


  1. Introduction - presenting a new or additional knowledge or information, identifying interviews, and making plans including questions to ask, procedure for recording, etc.

  2. Development - conducting the interview as planned

  3. Conclusion - summarizing data and report findings to solve problems

  4. Evaluation - Assessing the success of the interview conducted
• Field Trips


  An out-of-the- classroom activity intended to present concepts in the most realistic manner. It may be used across levels in any subject area.