EDUC 197 - M3

• The Learner - BODY AND SOUL exist in mutual dependence.
• Five Senses - These are part of the learner's SENTIENT'S BODY.
• Instincts - This means that the learner has a natural capacity or inherent capacity or tendency to respond environmental stimuli such as DANGER SIGNS for survival or self preservation.
• Imagination - It is the ability to form MENTAL IMAGE that is not perceived through senses.
• Memory - This is the cognitive faculty to RETAIN and RECALL past experiences.
• Intellect - This is another cognitive faculty of the learner where learner engage in COGNITIVE PROCESSES such as forming ideas or concepts, or reasoning out and making a judgement.
• Rational Will - It's a affective faculty that has serves a GUIDING FORCE.
• Feelings & Emotions - It's an affective faculty that has struct has the most.
• Part Affective Faculties: Factors that contribute to the differences of learners are: ABILITY, APTITUDE, INTERESTS, FAMILY & CULTURAL BACKGROUND, and ATTITUDE & VALUES
• Dunn & Dunn Learning Style Model: ENVIRONMENTAL, EMOTIONAL, SOCIOLOGICAL, PHYSIOLOGICAL, and PSYCHOLOGICAL.
• The Teacher - The professional teacher is the LICENSED PROFESSIONAL who possesses dignity and reputation.
• Personal Attributes of teacher:

  Passion - A compelling force that emerges from teachers' love for children.
• Personal Attributes of teacher:

  Humor - They enjoy themselves as a group, thus promoting a spirit of togetherness.
• Personal Attributes of teacher:

  Values & Attitude - Teachers are models of values. Whether conscious of them or not, values are exhibited implicitly & explicitly.
• Personal Attributes of teacher:

  Patience - It refers to the teacher's UNCOMPLAINING NATURE, self control & persistence.
• Personal Attributes of teacher:

  Enthusiasm - It is synonymous with EAGERNESS & EXCITEMENT.
• Personal Attributes of Teachers are the following: Passion, Humor, Values & Attitudes, Patience, Enthusiasm, and Commitment.
• Personal Attributes of teacher:

  Commitment - It is a "SOLEMN PROMISE" to perform the duties and responsibilities mandated by the laws and code of ethics of the profession.
• The learning environment consists of the PHYSICAL SOCIO-EMOTIONAL CLIMATE which is mainly a PRODUCT OF THE INTERACTION and relationship between teacher and students and among the students.
• Physical Environment - It includes the PHYSICAL CONDITION OF THE CLASSROOM, the arrangement of furniture, seating arrangement, the classroom temperature, and lighting.
• Psychological Climate Let us not forget that equally important, if not more important is the psychological atmosphere or CLIMATE that reigns in the classroom. Researchers agree that in addition to a conducive physical environment, the favorable school climate includes: i. SAFETY ii. RELATIONSHIPS iii. TEACHING AND LEARNING
• PRINCIPLES OF LEARNING Below are some principles of learning from HORNE AND PINE (1990): A. Learning is an EXPERIENCE which occurs inside the learner and is activated by the learner. B. Learning is the DISCOVERY OF THE PERSONAL MEANING and relevance of ideas. C. Learning (BEHAVIORAL CHANGE) is a consequence of experience. D. Learning is a COOPERATIVE AND COLLABORATIVE process. Cooperation fosters learning. E. Learning is an EVOLUTIONARY PROCESS.
• CONTINUATION:

  F. Learning is sometimes a PAINFUL PROCESS. G. One of the RICHEST RESOURCES for learning is the LEARNER HIMSELF. H. The process of LEARNING IS EMOTIONAL as well as intellectual. I. The process of problem solving and learning is HIGHLY UNIQUE AND INDIVIDUAL
• Laws of Learning:

  Law of Effect - Learning is STRENGTHENED when accompanied by a pleasant or satisfying feeling and weakened when accompanied by an unpleasant feeling.
• Laws of Learning:

  Law of Exercise - Things most often REPEATED are best remembered.
• Laws of Learning:

  Law of Readiness - Individuals learn best when they are physically, mentally, and emotionally READY TO LEARN.
• Laws of Learning:

  Law of Primacy - Things LEARNED FIRST create a strong impression.
• Laws of Learning:

  Law of Recency - Things most RECENTLY LEARNED are best remembered.
• Laws of Learning:

  Law of Intensity - The more INTENSE the material taught, the more it is likely learned.
• Laws of Learning:

  Law of Freedom - Things FREELY LEARNED are best learned.
• MANAGEMENT OF INSTRUCTION Guiding principles in determining and formulating learning objectives: A. “Begin with the end in mind.” B. Share lesson objectives with students. C. Lesson objectives must be in the two or three domains-knowledge (cognitive) skills, psychomotor, and values (affective). D. Work on significant and relevant lesson objectives.
• CONTINUATION of MANAGEMENT OF INSTRUCTIONS:

  E. Lesson objectives must be aligned with the aims of education as embodied in the Philippine Constitution and other laws and on the vision-mission statement of the educational institution of which you are a part. F. Aim at the development of critical and creative thinking. G. For accountability of learning, lesson objectives must be SMART (Specific, Measurable, Attainable, Result-Oriented Relevant, Time-bound and Terminal).
• Taxonomy of Objectives:

  a. Bloom's Taxonomy of Cognitive Domain:

  
  

  i. Knowledge or Recall

  ii. Comprehension

  iii. Application

  iv. Analysis v. Synthesis

  vi. Evaluation
• Taxonomy of Objective:

  b. Anderson's Taxonomy of Cognitive Domain i. Remembering ii. Understanding iii. Applying iv. Analysing v. Evaluating vi. Creating
• Taxonomy of Objective: c. Krathwohl's Taxonomy of Affective Domain 1. Receiving ii. Responding iii. Valuing iv. Organizing v. Characterization
• Taxonomy of Objective: d. Anita Harlow's Taxonomy of the Psychomotor Domain i. Reflex Movements ii. Basic Fundamental Movement iii. Perceptual Abilities iv. Physical Activities v. Skilled Movements vi. Non-discursive Communication
• A Guiding Principles in the Selection and Organization of Content

  A. One guiding principle related to subiect matter content is to observe the following qualities in the selection and organization of content:

  
  

  a. Validity

  b. Significance

  c. Balance

  d. Self-Sufficiency

  e. Interest

  f. Utility

  g. Feasibility
• A Guiding Principles in the Selection and Organization of Content A. One guiding principle related to subiect matter content is to observe the following qualities in the selection and organization of content: a. Validity b. Significance c. Balance d. Self-Sufficiency e. Interest f. Utility g. Feasibility
• A Guiding Principles in the Selection and Organization of Content (Continuation): B. At the base of the structure of cognitive subject matter content is facts. We can't do away with facts but be sure to go beyond facts by constructing an increasingly richer and more sophisticated knowledge base and by working out a process of conceptual understanding. C. Subject matter content is an integration of cognitive, skill, and affective elements.
• DIFFERENT APPROACHES AND METHODS: A. Teaching approach - It is A SET OF PRINCIPLES, beliefs, or ideas in the classroom. It springs from a teacher's philosophy of education, the nature of education, the role of the teacher, and that of the student.