Principles and Methods of Teaching-2022.pdf

Lecture

1. Principles and
Methods of Teaching
Shela L. Caballero

2. PRINCIPLES AND METHODS OF TEACHING
Keys
LET-sensitive
Syllabus
Drill
Integrative
interdisciplinary
intradisciplinary

3. PRINCIPLES AND METHODS OF TEACHING

4. PRINCIPLES AND METHODS OF TEACHING
TEACHING APPROACHES
TEACHING MODELS
TEACHING METHODS
TEACHING PRINCIPLES
LEARNING PRINCIPLES
INSTRUCTIONAL PLANNING
PRINCIPLES IN DESIGNING IMs
ARTOF QUESTIONING
IDEALLEARNING ENVIRONMENT
CLASSROOM MANAGEMENT
CLASSROOM MANAGEMENT APPROACHES
EDUCATIONALTECHNOLOGY*
CURRICULUM DEVELOPMENT*

5. PRINCIPLES AND METHODS OF TEACHING
TEACHING APPROACHES
TEACHING MODELS
TEACHING METHODS
TEACHING PRINCIPLES
LEARNING PRINCIPLES
INSTRUCTIONAL PLANNING
PRINCIPLES IN DESIGNING IMs
ARTOF QUESTIONING
IDEALLEARNING ENVIRONMENT
CLASSROOM MANAGEMENT
CLASSROOM MANAGEMENT APPROACHES
EDUCATIONALTECHNOLOGY*
CURRICULUM DEVELOPMENT*
Teaching

6. PRINCIPLES AND METHODS OF TEACHING
TEACHING APPROACHES
TEACHING MODELS
TEACHING METHODS
TEACHING PRINCIPLES
LEARNING PRINCIPLES
INSTRUCTIONAL PLANNING
PRINCIPLES IN DESIGNING IMs
ARTOF QUESTIONING
IDEALLEARNING ENVIRONMENT
CLASSROOM MANAGEMENT
CLASSROOM MANAGEMENT APPROACHES
EDUCATIONALTECHNOLOGY*
CURRICULUM DEVELOPMENT*
Learning

7. PRINCIPLES AND METHODS OF TEACHING
TEACHING APPROACHES
TEACHING MODELS
TEACHING METHODS
TEACHING PRINCIPLES
LEARNING PRINCIPLES
INSTRUCTIONAL PLANNING
PRINCIPLES IN DESIGNING IMs
ARTOF QUESTIONING
IDEALLEARNING ENVIRONMENT
CLASSROOM MANAGEMENT
CLASSROOM MANAGEMENT APPROACHES
EDUCATIONALTECHNOLOGY*
CURRICULUM DEVELOPMENT*
Environment

8. PRINCIPLES AND METHODS OF TEACHING
TEACHING APPROACHES
TEACHING MODELS
TEACHING METHODS
TEACHING PRINCIPLES
LEARNING PRINCIPLES
INSTRUCTIONAL PLANNING
PRINCIPLES IN DESIGNING IMs
ARTOF QUESTIONING
IDEALLEARNING ENVIRONMENT
CLASSROOM MANAGEMENT
CLASSROOM MANAGEMENT APPROACHES
EDUCATIONALTECHNOLOGY*
CURRICULUM DEVELOPMENT*

9. APPROACH MODELS METHODS DEVICE TECHNIQUE
Viewpoint
towards
teaching
Philosophy of
teaching
Guidelines or
sets of
strategies
Fundamental
framework of
the approach
Systematic
step-by-step
established
procedure
Manner of
implementation
or execution
(Lesson Plan)
Teaching-aid
or tool to
facilitate
instruction
Teacher’s
personal art
and skill of
delivering
PRINCIPLES AND METHODS OF TEACHING

10. Teaching Approaches
PRINCIPLES AND METHODS OF TEACHING
Inductive
Deductive
Teacher
-
lead
Student
-
lead
Collaboration
Inquiry-basedCollaborative
Cooperative
Constructivist
Integrative
Reflective
2C-2I-1R
RA 10533
“E-BEA”

11. PRINCIPLES AND METHODS OF TEACHING
Deductive Approach
Teacher-centered
From general rules toward specific examples
Lecture
Presentation-teaching
Backward-design
Deductive reasoning
Advanced organizers

12. Process of lesson planning created by
Grant Wigginsand Jay McTighe
Used to introduce the Understanding by
Design(1998)
PRINCIPLES AND METHODS OF TEACHING
Steps Traditional Backward Design
1 Goals and objectivesGoals and objectives
2 Activities Assessments
3 Assessments Activities

13. Startswithageneralstatementor
hypothesisandexaminesthepossibilities
toreachaspecific,logicalconclusion.
PRINCIPLES AND METHODS OF TEACHING

14. Whichofthefollowingbestdescribes
deductivereasoning?
a.Usinglogictodrawconclusionbasedonaccepted
statements
b.Acceptingthemeaningofatermwithoutdefinition
c.Definingmathematicaltermstocorrespondwith
physicalobjects
d.Inferringageneraltruthbyexamininganumberof
specificexamples
PRINCIPLES AND METHODS OF TEACHING

15. Graphic Organizers
Developed by David Ausbel
Directs to what is important.
Highlight relationships among ideas.
PRINCIPLES AND METHODS OF TEACHING

16. Subsumption Theory
Alearnerabsorbsnewinformationby
connectingittoexistingconceptsand
ideasthattheyhavealreadyacquired.
PRINCIPLES AND METHODS OF TEACHING

17. Subsumption Theory
Correlative
Newmaterialisanextensionor
elaborationsofwhatisalreadyknown.
Directstowhatisimportant.
PRINCIPLES AND METHODS OF TEACHING

18. Subsumption Theory
Derivative
Newmaterialorrelationshipscanbe
derivedfromtheexistingstructure.
Highlightrelationshipsamongideas.
PRINCIPLES AND METHODS OF TEACHING

19. Teaching Approaches
PRINCIPLES AND METHODS OF TEACHING
Inductive
Deductive
Teacher
-
lead
Student
-
lead
Collaboration
2C-2I-1R
Inquiry-basedCollaborative
Cooperative
Constructivist
Integrative
Reflective

20. PRINCIPLES AND METHODS OF TEACHING
Inductive Approach
Student-centered
From specific examples toward general rules
Discovery learning
Case-based learning
Project/Problem-based learning
Concept formation/attainment
Inductive Reasoning

21. Startswithobservationanddiscerninga
patterntoformulateageneralizationand
inference,explanationortheory.
PRINCIPLES AND METHODS OF TEACHING

22. Discovery Learning
ProposedbyJeromeBruner
Studentsdrawfromownexperienceand
existingknowledge.
PRINCIPLES AND METHODS OF TEACHING

23. Case-based Learning
Studentsdevelopskillsinanalytic
thinkingandreflectivejudgementby
reading/discussingreal-lifescenarios.
PRINCIPLES AND METHODS OF TEACHING

24. Project-based Learning
Studentsformulatequestions,investigate
foranswers,createnewknowledge,and
thencommunicatetheirlearningtoothers.
PRINCIPLES AND METHODS OF TEACHING

25. Problem-based Learning
Studentsgainlearningfromcomplex,ill-
structured,open-ended real-world
problems.
PRINCIPLES AND METHODS OF TEACHING

26. PRINCIPLES AND METHODS OF TEACHING
Chicharroet al., 2019

27. Concept Formation
Studentsformaclearunderstandingofa
conceptthroughstudyingsmallsetofset
ofexamplesoftheconcept.
PRINCIPLES AND METHODS OF TEACHING

28. Concept Attainment
Studentscompare and contrast
examplesthatcontaintheattributesofthe
conceptwithexamplesthatdonotcontain
thoseattributes.
PRINCIPLES AND METHODS OF TEACHING

29. Teaching Approaches
PRINCIPLES AND METHODS OF TEACHING
Inductive
Deductive
Teacher
-
lead
Student
-
lead
Collaboration
2C-2I-1R
Inquiry-basedCollaborative
Cooperative
Constructivist
Integrative
Reflective

30. PRINCIPLES AND METHODS OF TEACHING
Learners think about the way they learn
Reflective Approach
Student-centered
Metacognition
Identify gaps in their learning and areas for
improvement.

31. PRINCIPLES AND METHODS OF TEACHING
Metacognition
Thinkingaboutthinking
Awarenessofone'sthoughtprocesses
andanunderstandingofthepatterns
behindthem.

32. Teaching Approaches
PRINCIPLES AND METHODS OF TEACHING
Inductive
Deductive
Teacher
-
lead
Student
-
lead
Collaboration
2C-2I-1R
Inquiry-basedCollaborative
Cooperative
Constructivist
Integrative
Reflective

33. PRINCIPLES AND METHODS OF TEACHING
Integrative Approach
Student-centered
Making connections among concepts and
experiences

34. PRINCIPLES AND METHODS OF TEACHING

35. Teaching Approaches
PRINCIPLES AND METHODS OF TEACHING
Inductive
Deductive
Teacher
-
lead
Student
-
lead
Collaboration
2C-2I-1R
Inquiry-basedCollaborative
Cooperative
Constructivist
Integrative
Reflective

36. PRINCIPLES AND METHODS OF TEACHING
Constructivist Approach
Student-centered
Learners build the meaning and knowledge
Scaffolding
Experiential learning

37. PRINCIPLES AND METHODS OF TEACHING
Scaffolding
Teachermodelshowtosolveaproblem
Studentsolvesasimilarproblem
ProposedbyLevVygotsky

38. PRINCIPLES AND METHODS OF TEACHING

39. PRINCIPLES AND METHODS OF TEACHING
Experiential Learning
ProposedbyDavidKolb
Concrete experience,reflective
observation, abstract
conceptualizationand active
experimentationformafour-stage
process(orcycle)transformedinto
effectivelearning.

40. PRINCIPLES AND METHODS OF TEACHING

41. PRINCIPLES AND METHODS OF TEACHING

42. Teaching Approaches
PRINCIPLES AND METHODS OF TEACHING
Inductive
Deductive
Teacher
-
lead
Student
-
lead
Collaboration
2C-2I-1R
Inquiry-basedCollaborative
Cooperative
Constructivist
Integrative
Reflective

43. PRINCIPLES AND METHODS OF TEACHING
Inquiry-based Approach
Student-centered
Learners actively discover information to
support their investigations.
5Es

44. PRINCIPLES AND METHODS OF TEACHING

45. PRINCIPLES AND METHODS OF TEACHING

46. PRINCIPLES AND METHODS OF TEACHING

47. PRINCIPLES AND METHODS OF TEACHING

48. Teaching Approaches
PRINCIPLES AND METHODS OF TEACHING
Inductive
Deductive
Teacher
-
lead
Student
-
lead
Collaboration
2C-2I-1R
Inquiry-basedCollaborative
Cooperative
Constructivist
Integrative
Reflective

49. PRINCIPLES AND METHODS OF TEACHING
Collaborative/Cooperative Approach
Student-centered
Learners work together in mixed ability
Jigsaw
Think-Pair-Share

50. PRINCIPLES AND METHODS OF TEACHING

51. PRINCIPLES AND METHODS OF TEACHING

52. PRINCIPLES AND METHODS OF TEACHING

53. Teaching Models
1.Direct instruction
2.Indirect Instruction
3.Interactive Instruction
4.Experiential Learning
5.Independent Study
PRINCIPLES AND METHODS OF TEACHING

54. PRINCIPLES AND METHODS OF TEACHING
TEACHING MODELS TEACHER’S ROLE
Direct instructionImparts knowledge
Indirect instructionSets up strategies
Interactive instructionOrganize and facilitates
Experiential learningFacilitator
Independent Study Coach

55. PRINCIPLES AND METHODS OF TEACHING
TEACHING MODELS TEACHER’S ROLE STRATEGIES
Direct instructionImparts knowledge Lecture
Explicit Teaching
Drill and Practice
Demonstrations
Guided Activities

56. PRINCIPLES AND METHODS OF TEACHING
TEACHING MODELS TEACHER’S ROLE STRATEGIES
Indirect instructionSets up strategies
Students make meaning
themselves
Case studies
Problem solving
Inquiry activities
Reading for meaning
Concept mapping
Concept attainment
Concept formation

57. PRINCIPLES AND METHODS OF TEACHING
TEACHING MODELS TEACHER’S ROLE STRATEGIES
Interactive instructionOrganize and facilitates
Students interact with
each other and with the
information and
materials
Debates
Panel discussion
Role playing
Brainstorming
Peer practice
Laboratory groups
Cooperative learning
Problem solving
Interviewing

58. PRINCIPLES AND METHODS OF TEACHING
TEACHING MODELS TEACHER’S ROLE STRATEGIES
Experiential learningFacilitator
Students are actively
involved
Field trips
Experimenting
Simulations
Gamified activities
Focus group
discussions
Field observations
Role playing
Model building
Surveys

59. PRINCIPLES AND METHODS OF TEACHING
TEACHING MODELS TEACHER’S ROLE STRATEGIES
Independent Study Coach
Students interact with
the content more
CAI
Homework
Research Projects

60. Teaching Principles
•Acquire relevant knowledge about students
•to decide on appropriate lesson objectives, pacing
approach, etc.
•to help explain and respond to students’ difficulties
PRINCIPLES AND METHODS OF TEACHING

61. Teaching Principles
•Align 3 components of instruction
a.learning objectives
b.instructional materials and activities
c.assessment tools
•opportunities for students to demonstrate gained knowledge
and skills
•opportunities for teachers to give significant and relevant
feedback
PRINCIPLES AND METHODS OF TEACHING

62. Teaching Principles
PRINCIPLES AND METHODS OF TEACHING

63. PRINCIPLES AND METHODS OF TEACHING

64. Teaching Principles
•Articulate learning objectivesand class rules for
productive learning environment.
•Know the subject matter.
PRINCIPLES AND METHODS OF TEACHING

65. Teaching Principles
PRINCIPLES AND METHODS OF TEACHING

66. Teaching Principles
•Actively involve learnersconsidering their
capabilities and learning styles.
•Challenge learnersto develop higher order
thinking skills and to apply what they have learned.
PRINCIPLES AND METHODS OF TEACHING

67. Teaching Principles
•Progressively refine teaching style based on
reflection and feedback.
•Establish and develop constructive and healthy
relationship with learners.
PRINCIPLES AND METHODS OF TEACHING

68. Teaching Principles
•Encourage “beyond the classroom”.
•Create and maintain a positive learning
environment.
PRINCIPLES AND METHODS OF TEACHING

69. Learning Principles
•Students’ prior knowledge can help or hinder learning.
•Students’ ways of organizing knowledge affects how
they learn and apply what they know.
PRINCIPLES AND METHODS OF TEACHING

70. Learning Principles
•Students’ motivation determines, directs and sustains
what they do to learn.
•Students develop mastery when they:
•acquire component skills
•practice integration of knowledge
•can determine when and how to apply knowledge
PRINCIPLES AND METHODS OF TEACHING

71. Learning Principles
•Studentsfind significance in learning
•Students become self-directed learners
•Goal-directed practice and targeted feedbackleads
to quality learning.
PRINCIPLES AND METHODS OF TEACHING

72. Learning Principles
What is a good feedback?
•explicitly communicatesstudents’ performance relative
to specific target criterion
•provides helpfulinformation for students to meet those
criteria
•timely given that allows it to be useful and relevant
PRINCIPLES AND METHODS OF TEACHING

73. Instructional Planning
Components of a Lesson Plan
1.Objectives
2.Subject matter
3.Learning materials
4.Procedures
5.Assessments
6.Assignment
PRINCIPLES AND METHODS OF TEACHING

74. Instructional Planning: Objectives
2 Views of Instructional Objectives
1.Very Specific
Robert Mager, 1975
2.General to Specific
Gronlund and Brookhart, 2009
PRINCIPLES AND METHODS OF TEACHING

75. Instructional Planning: Objectives
Very Specific (Robert Mager, 1975)
•Student behavior intended
•Conditions under which behavior should occur or be
tested
•Degree of criteria
PRINCIPLES AND METHODS OF TEACHING

76. Instructional Planning: Objectives
Very Specific (Robert Mager, 1975)
Eight-graders should be able to recite, with no more than
three errors, ten consecutive lines of a poem from the
unit.
Objective is S.M.A.R.T
PRINCIPLES AND METHODS OF TEACHING

77. Instructional Planning: Objectives
Very Specific (Robert Mager, 1975)
Eight-graders should be able to recite, with no more than
three errors, ten consecutive lines of a poem from the
unit.
PRINCIPLES AND METHODS OF TEACHING

78. Instructional Planning: Objectives
General to Specific (Gronlund and Brookhart, 2009)
•Terminal objective
general and primary objective
•Enroute or enabling
objective that leads to the attainment of terminal
behavior
PRINCIPLES AND METHODS OF TEACHING

79. Instructional Planning: Objectives
General to Specific (Gronlund and Brookhart, 2009)
Students demonstrate how to perform simple
multiplication
•Can define what multiplication means in his or her own
words
•Can define relevant terms such as multiplier and
product
PRINCIPLES AND METHODS OF TEACHING

80. Instructional Planning: Objectives
Domains
1.Cognitive –mental, thought, intellect
2.Affective –emotions feelings, values, attitude and
beliefs
3.Behavior –reflexive behavior, motor, acts/skills
PRINCIPLES AND METHODS OF TEACHING

81. Instructional Planning: Objectives
Cognitive Taxonomy (Bloom)
PRINCIPLES AND METHODS OF TEACHING

82. Cognitive Taxonomy (Anderson, Kratwohlet al, 2001)
PRINCIPLES AND METHODS OF TEACHING
Taxonomy Description
Remember Recall andrecognize
UnderstandInterpret, exemplify, classify, summarize infer,
compare, explain
Apply Execute, implement
Analyze Differentiateorganize, attribute
Evaluate Making judgments based on criteria
Create Generate, plan, produce

83. Affective Taxonomy (Bloom, Krathwoh, Masia, 1964)
MNEMONIC: RR-VOC
PRINCIPLES AND METHODS OF TEACHING
Taxonomy Description
Receiving Develops awareness, observe
Responding Shows willingness to share, comply,
conform, react
Valuing Belief and attitude.Shows that object or
person has worth
Organization Conceptualize or organize values into a
system
CharacterizationInternalizevalues, belief system, philosophy
of life

84. Psychomotor Taxonomy (Simpson, 1966)
MNEMONIC: PSGM-CAO
PRINCIPLES AND METHODS OF TEACHING
Taxonomy Description
Perception Stimulation of sense organs
Set Readiness
Guided Response Attempt
Mechanism Basic proficiency
Complex Overt ResponseExpert proficiency
Adaptation Adaptableproficiency
Origination Creativeproficiency

85. Psychomotor Taxonomy (Dave, 1970)
MNEMONIC: IMPAN
PRINCIPLES AND METHODS OF TEACHING
Taxonomy Description
Imitation Copy action of another
Manipulation Reproduce activity from
Precision Execute skill reliably
Articulation Adapt and integrate expertise
Naturalization Automated,unconscious

86. Psychomotor Taxonomy (Harrow, 1972)
MNEMONIC: RF-PPSN
PRINCIPLES AND METHODS OF TEACHING
Taxonomy Description
Reflex Movements Reactions not learned
Fundamental Movements Basic movements
Perception Response to stimuli
Physical Abilities Stamina
Skilled Movement Advanced learned
Non-discursive
Communication
Effective body language

87. INSTRUCTIONAL PLANNING SEQUENCE
1.Assess learners’ needs
2.Consider school goals
3.Map the plan
4.Give instructions
5.Evaluate
PRINCIPLES AND METHODS OF TEACHING
Motivation
Self-concept
Prior learning
Achievement level
Intelligence level
Reading
comprehension

88. INSTRUCTIONAL PLANNING LEVELS
1.Yearly planning –general outline, basic contents and
ideas
2.Term planning –elaborated outlines, weekly
schedule and activities
3.Unit planning –activities and sequence, content
written in plan book
4.Weekly planning –activity names, times, materials,
adjustments
5.Daily planning –lesson plans
PRINCIPLES AND METHODS OF TEACHING

89. HOW TO CHOOSE INSTRUCTIONAL MATERIALS
1.Appropriate
2.Authentic
3.Meaningful
4.Stimulating
5.Cost-effective
6.Comprehensive
PRINCIPLES AND METHODS OF TEACHING

90. HOW TO CHOOSE LEARNING ACTIVITIES
1.Relevant to objectives, subject matter and method of
teaching
2.Suitable to learners’ needs, interest, experience and
developmental level
3.Interactive
4.Apt to time and context
5.Multi-level, multi-sensory and well-sequenced
6.Responsive to principles of learning
7.Able to provide authentic learning experience
PRINCIPLES AND METHODS OF TEACHING

91. PURPOSES OF QUESTIONNING
1.Acquire information
2.Draw out interpretation
3.Promote thinking and develop reasoning ability
4.Develop skill to answer effectively
5.Review content learned and check retention
6.Provide drill and practice
7.Ensure that lessons are internalized and applied
8.Direct students to key points of lessons
9.Develop problem-solving and decision making
10.Allow expression of feelings
PRINCIPLES AND METHODS OF TEACHING

92. CHARACTERISTICS OF A GOOD QUESTION
1.Simple, clear and easily understood
2.Definite, follows one distinct line of thoughts
3.Closely linked to lesson objectives
4.Stimulating and thought-provoking, allows the use of
HOTS
5.Adapted to the students’ age, abilities and interests
6.Relevant to students’ daily life situation
7.Requires an extended response, unless a drill
PRINCIPLES AND METHODS OF TEACHING

93. TECHNIQUES IN QUESTIONNING
1.Wait Time–3 to 4 seconds or longer
2.Prompting –hints to help students come-up with
answers
3.Redirection –single question with several answers
4.Probing –promote critical thinking
5.Commenting –increase achievement and motivation
PRINCIPLES AND METHODS OF TEACHING

94. GUIDELINES IN QUESTIONNING
1.Tell students what to expect
2.Plan sequencing of questions (increasing cognitive level)
3.Open questions should predominate
4.Frequent questions following the exposition of new
content
5.Vary length and difficulty
6.Ask many learners as possible
7.Allows learners to ask their own questions
8.Create “safe to make mistake” environment
9.Move around the room for rapport and socialization
PRINCIPLES AND METHODS OF TEACHING

95. LEVELS OF QUESTIONNING
1.LITERAL
•Note or recall clearly facts and details
•Follow directions
•Associate quotation with speaker
2.INTERPRETATIVE
3.CRITICAL
4.INTEGRATIVE
PRINCIPLES AND METHODS OF TEACHING

96. LEVELS OF QUESTIONNING
1.LITERAL
2.INTERPRETATIVE
•Think and search questions
•Identify character traits, emotional reactions
•Interpret figurative language
•Imply meaning of words, phrases or sentences
3.CRITICAL
4.INTEGRATIVE
PRINCIPLES AND METHODS OF TEACHING

97. LEVELS OF QUESTIONNING
1.LITERAL
2.INTERPRETATIVE
3.CRITICAL
•Give opinion, reaction or judgments
•Discriminate fancy, reality, fact or opinion
•Weigh values
•Determine relevance
4.INTEGRATIVE
PRINCIPLES AND METHODS OF TEACHING

98. LEVELS OF QUESTIONNING
1.LITERAL
2.INTERPRETATIVE
3.CRITICAL
4.INTEGRATIVE
•“Tying up” questions
•Compare and contrast
•Synthesize ideas
•Making different ending
PRINCIPLES AND METHODS OF TEACHING

99. TYPES OF QUESTIONNING (Thinking Process)
1.LOW-LEVEL QUESTIONS
•Focus on facts
•Don’t test level of understanding or problem-solving
•Convergent questions
2.HIGH-LEVEL QUESTIONS
PRINCIPLES AND METHODS OF TEACHING

100. TYPES OF QUESTIONNING (Thinking Process)
1.LOW-LEVEL QUESTIONS
2.HIGH-LEVEL QUESTIONS
•Go beyond memory and facts
•More stimulating and challenging
•Involve abstractions and point of view
•Divergent questions
PRINCIPLES AND METHODS OF TEACHING

101. TYPES OF QUESTIONNING (Answer required)
1.CONVERGENT
•One correct answer, short information
•WH-questions
•Used for vocabulary, spelling, oral skills, facts
•Inductive approach
2.DIVERGENT
PRINCIPLES AND METHODS OF TEACHING

102. TYPES OF QUESTIONNING (Answer required)
1.CONVERGENT
2.DIVERGENT
•Many possible answers, open-ended, probing
•Why and How questions
PRINCIPLES AND METHODS OF TEACHING

103. TYPES OF QUESTIONNING (Open Discussion)
1.ELICITING QUESTIONS
•Encourage Initial response
•Promote participation
•Rekindle lagging or dying-out discussion
2.PROBING QUESTIONS
3.EVALUATIVE-THINKING QUESTIONS
4.CLOSURE SEEKING QUESTIONS
PRINCIPLES AND METHODS OF TEACHING

104. TYPES OF QUESTIONNING (Open Discussion)
1.ELICITING QUESTIONS
2.PROBING QUESTIONS
•Expand or extend ideas
•Justify and/or clarify ideas
3.EVALUATIVE-THINKING QUESTIONS
4.CLOSURE SEEKING QUESTIONS
PRINCIPLES AND METHODS OF TEACHING

105. TYPES OF QUESTIONNING (Open Discussion)
1.ELICITING QUESTIONS
2.PROBING QUESTIONS
3.EVALUATIVE-THINKING QUESTIONS
•Require students to judge, value, choose, defend or
criticize
4.CLOSURE SEEKING QUESTIONS
PRINCIPLES AND METHODS OF TEACHING

106. TYPES OF QUESTIONNING (Open Discussion)
1.ELICITING QUESTIONS
2.PROBING QUESTIONS
3.EVALUATIVE-THINKING QUESTIONS
4.CLOSURE SEEKING QUESTIONS
•Help students form conclusion, solutions or plans
PRINCIPLES AND METHODS OF TEACHING

107. OTHER TYPES OF QUESTIONNING
1.FUNNEL QUESTIONS
•Asking more and more detail at each level
•Used by detectives in taking statements
2.LEADING QUESTIONS
3.FOCUSING QUESTIONS
4.RHETORICAL QUESTIONS
PRINCIPLES AND METHODS OF TEACHING

108. OTHER TYPES OF QUESTIONNING
1.FUNNEL QUESTIONS
2.LEADING QUESTIONS
•Lead respondents to your way of thinking
3.FOCUSING QUESTIONS
4.RHETORICAL QUESTIONS
PRINCIPLES AND METHODS OF TEACHING

109. OTHER TYPES OF QUESTIONNING
1.FUNNEL QUESTIONS
2.LEADING QUESTIONS
3.FOCUSING QUESTIONS
•Introduce a topic and indicates direction of discussion
•To refocus or sharpen discussion
4.RHETORICAL QUESTIONS
PRINCIPLES AND METHODS OF TEACHING

110. OTHER TYPES OF QUESTIONNING
1.FUNNEL QUESTIONS
2.LEADING QUESTIONS
3.FOCUSING QUESTIONS
4.RHETORICAL QUESTIONS
•Aren’t really questions at all
•Don’t expect an answer
•Statements phrased in question form
•Example: Isn’t John work so creative?
PRINCIPLES AND METHODS OF TEACHING

111. HANDLING ANSWERS
1.CORRECT
•Acknowledge and indicate why it is a good answer
2.INCORRECT
3.PARTLY CORRECT
4.GUESSES
PRINCIPLES AND METHODS OF TEACHING

112. HANDLING ANSWERS
1.CORRECT
2.INCORRECT
•Simplify or provide prompts
•Throw questions to the class for discussion
3.PARTLY CORRECT
4.GUESSES
PRINCIPLES AND METHODS OF TEACHING

113. HANDLING ANSWERS
1.CORRECT
2.INCORRECT
3.PARTLY CORRECT
•Acknowledge the parts which are correct
•Use prompts to deal with incorrect parts
4.GUESSES
PRINCIPLES AND METHODS OF TEACHING

114. HANDLING ANSWERS
1.CORRECT
2.INCORRECT
3.PARTLY CORRECT
4.GUESSES
•Accept all answers as being equal worth
•Collaborate to find the best answer.
PRINCIPLES AND METHODS OF TEACHING

115. support to develop
levels of thinking and
application
personalized;
connects strongly
with communities and
practice
PRINCIPLES AND METHODS OF TEACHING
Promotes independence, interdependence
and self-motivation
integral part of
teaching and learning
Student-centered
(productive and
supportive)
Learners’
support
Resources/
environment
Assessment
Content
Skills

116. Classroom Management
Method to organize
Classroom activities
Instructions
Physical structure
•To make effective use of time
•To create a happy and productive learning
environment
•To minimize behavior problems and disruptions
PRINCIPLES AND METHODS OF TEACHING

117. Classroom Management
Entails discipline
Being prepared for class
Motivate students
Provide a safe, comfortable learning environment
Build students’ self-esteem
Being creative and imaginative in daily lessons
PRINCIPLES AND METHODS OF TEACHING

118. Why Classroom Management
Access to Learning
•Participation structures–rules, expectations,
values, signals
Management for Self-Management
More time for learning
PRINCIPLES AND METHODS OF TEACHING

119. Why Classroom Management
Access to Learning
Management for Self-Management
•Help students become better in managing
themselves -Self-control and responsibility
More time for learning
PRINCIPLES AND METHODS OF TEACHING

120. Why Classroom Management
Access to Learning
Management for Self-Management
More time for learning
•Allocated time –set aside for learning
•Time-on-task –engaged in learning task
•Academic time –really learning and understanding
PRINCIPLES AND METHODS OF TEACHING

121. 3Cs of Classroom Management
Context
Content
Conduct
PRINCIPLES AND METHODS OF TEACHING

122. 3Cs of Classroom Management
Context
-Classroom settings improve climate for learning
Content
Conduct
PRINCIPLES AND METHODS OF TEACHING

123. 3Cs of Classroom Management
Context
Content
-Lesson design facilitates the delivery of lesson
Conduct
PRINCIPLES AND METHODS OF TEACHING

124. 3Cs of Classroom Management
Context
Content
Conduct
-Pedagogy promotes orderly and safe environment
PRINCIPLES AND METHODS OF TEACHING

125. Positive Learning Environment
CHARACTERISTICS OF CLASSROOMS
•Multidimensional–crowded with people, tasks and
time pressure
•Simultaneity–everything happens at once
•Immediacy–fast pace
•Unpredictable events
•Public –seen and judged by all
•Have histories–effect of teacher’s and students’
past
PRINCIPLES AND METHODS OF TEACHING

126. Positive Learning Environment
PHYSICAL ENVIRONMENT
•Personal territories
•Interest areas –action zones
PRINCIPLES AND METHODS OF TEACHING

127. Positive Learning Environment
GOOD ROOM ARRANGEMENT
•Decongest high traffic areas
•Students seated in a way they can be seen by
teachers
•Students can view presentation comfortably
•Frequently used supplies are accessible
•Room well-lighted and ventilated, relatively free from
distractions
PRINCIPLES AND METHODS OF TEACHING

128. Positive Learning Environment
ROUTINES AND PROCEDURES
•Decongest high traffic areas
•Students seated in a way they can be seen by
teachers
•Students can view presentation comfortably
•Frequently used supplies are accessible
•Room well-lighted and ventilated, relatively free from
disrtractions
PRINCIPLES AND METHODS OF TEACHING

129. Positive Learning Environment
Dos and Don’ts
•Written down and posted
•Specify expected and forbidden actions
•Consistent with school rules and principles of learning
•Positive and observable
PRINCIPLES AND METHODS OF TEACHING

130. Positive Learning Environment
Routines and Rules
•Formalized statements that provide general
guidelines
•Few rules are easier to remember than many rules
•Should be negotiated by teacher and pupils
•Simple and memorable
•Regularly reviewed for amendment
PRINCIPLES AND METHODS OF TEACHING

131. Positive Learning Environment
Consequences
•May be natural or logical
•Separate deed from doer
•Emphasize power of choice to students
•Encourage student reflection, self-evaluation, and
problem-solving
•Help student give rationale for what can be done
differently next time
PRINCIPLES AND METHODS OF TEACHING

132. Classroom Management Approaches
PRINCIPLES AND METHODS OF TEACHING
Student Problem Types (Teacher’s Description)
•FAILURE SYNDROME –expect to fail even after
succeeding
•PERFECTIONIST –unduly anxious about making
mistakes
•UNDER ACHIEVER –Do the minimum to “get by”
•LOW ACHIEVER –Low potential

133. Classroom Management Approaches
PRINCIPLES AND METHODS OF TEACHING
Student Problem Types (Teacher’s Description)
•HOSTILE AGRESSIVE –Expresses hostility through
direct and intense behaviors
•PASSIVE AGRESSIVE –Indirectly oppose and resist
teacher
•DEFIANT–Resist authority and carry on a power
struggle with the teacher
•HYPERACTIVE –Excessive and constant movement

134. Classroom Management Approaches
PRINCIPLES AND METHODS OF TEACHING
Assertive Approach
Teachers
•take charge of classroom immediately
•Are clear, firm, unhostile response to students’
misbehavior

135. Classroom Management Approaches
PRINCIPLES AND METHODS OF TEACHING
Business Academic Approach
Teachers
•focuses on business-like and orderly accomplishment of
academic work
•Communicates assignments and feedback
•High degree of “time on task” and “academic engaged
time”

136. Classroom Management Approaches
PRINCIPLES AND METHODS OF TEACHING
Behavioral Modification
Teachers
•assumes that behavior is shaped by environment
•Increase the occurrence of appropriate behavior through
rewards
•Reduce the likelihood of inappropriate behavior through
punishments

137. Classroom Management Approaches
PRINCIPLES AND METHODS OF TEACHING
Group Managerial Approach
Teachers
•Respond immediately to undesirable or inappropriate
behavior
•Prevention is better than cure

138. Classroom Management Approaches
PRINCIPLES AND METHODS OF TEACHING
Group Guidance Approach
•Discipline and classroom control are produced through
group atmosphere and enhanced through group rapport

139. Classroom Management Approaches
PRINCIPLES AND METHODS OF TEACHING
Acceptance Approach
•Allowing students to participate in decision and make
choices
•Attention seeking
•Power seeking
•Revenge seeking
•Withdrawal

140. Classroom Management Approaches
PRINCIPLES AND METHODS OF TEACHING
Success Approach
•Teachers are supportive so that students develop their
self-worth and success in life

141. Classroom Management Approaches
PRINCIPLES AND METHODS OF TEACHING
Jacob KouninClassroom Management
WITHITNESS
•Teacher’s awareness of what is going on in the classroom
OVERLAPPING
•Supervising several activities at once
MOMENTUM
•Ability to have a steady movement or pacing throughout a
lesson

142. Classroom Management Approaches
PRINCIPLES AND METHODS OF TEACHING
Jacob KouninClassroom Management
GROUP ALERTING
•Engaging the attention of the whole class
ENCOURAGING ACCOUNTABILITY
•Communication To the students that their participation will
be observed and evaluated
HIGH PARTICIPATION FORMATS
•Using lesson the define behavior of students when they
are not directly answering a teacher’s question

143. Classroom Management Approaches
PRINCIPLES AND METHODS OF TEACHING
Jacob KouninClassroom Management
MOVEMENT MANAGEMENT
•Keeping the lessons and the group moving at an
appropriate space with smooth transition variety
RIPPLE EFFECT
•Contagious spread of behavior through imitation
HIGH PARTICIPATION FORMATS
•Using lesson the define behavior of students when they
are not directly answering a teacher’s question

144. Classroom Management Approaches
PRINCIPLES AND METHODS OF TEACHING
Jacob KouninClassroom Management
SMOOTHNESS –Lesson continuity
•Dangles–teacher leaves one activity hanging
•Flip-flops–teacher goes to another activity and return
once again to the initial activity
•Thrusts–teacher barrels into an activity without attention
to pupil readiness
•Truncations–teacher aborts an activity and never
returns to it.

145. Classroom Management Approaches
PRINCIPLES AND METHODS OF TEACHING
Forms of Power
COERCEIVE POWER
•Force someone to do something against their will
REWARD POWER
LEGITIMATE POWER
REFERRENT POWER
EXPERT POWER

146. Classroom Management Approaches
PRINCIPLES AND METHODS OF TEACHING
Forms of Power
COERCEIVE POWER
REWARD POWER
•Do something in exchange of reward
LEGITIMATE POWER
REFERRENT POWER
EXPERT POWER

147. Classroom Management Approaches
PRINCIPLES AND METHODS OF TEACHING
Forms of Power
COERCEIVE POWER
REWARD POWER
LEGITIMATE POWER
•Vested power
REFERRENT POWER
EXPERT POWER

148. Classroom Management Approaches
PRINCIPLES AND METHODS OF TEACHING
Forms of Power
COERCEIVE POWER
REWARD POWER
LEGITIMATE POWER
REFERRENT POWER
•Power from another person liking you or wanting to be like
you
EXPERT POWER

149. Classroom Management Approaches
PRINCIPLES AND METHODS OF TEACHING
Forms of Power
COERCEIVE POWER
REWARD POWER
LEGITIMATE POWER
REFERRENT POWER
EXPERT POWER
•Skill and knowledge

150. Classroom Management Approaches
PRINCIPLES AND METHODS OF TEACHING
Teacher’s Leadership
AUTHORITATIVE Self-reliant, delay
gratification
Independent, thinkers and
doerstudents
AUTHORITARIAN Restrictiveand
punnitive
Passive learners
PERMISSIVE Little support Inadequate academic skills
Low self-esteem

151. Classroom Management Approaches
PRINCIPLES AND METHODS OF TEACHING
Pygmalion effect
Exceptional progress of a student as a result of higher
teacher expectations
Hawthorne effect
Productivity improves knowing that they are being
observed or watched

152. Classroom Management Approaches
PRINCIPLES AND METHODS OF TEACHING
Behavior Student Teacher
Power-seeking Provoke teachers
into a struggle of
wills
-Direct attention to
other members of
the class
Attention-seeking Prefer being
punished,
admonished or
criticized than being
ignored
-Give attention
when on-task and
cooperating

153. Classroom Management Approaches
PRINCIPLES AND METHODS OF TEACHING
Behavior Student Teacher
Rambling Wanderingaround
off subject
-Refocus attention
-Direct questions to
focused group
-Ask how topic
relates to current
topic

154. Classroom Management Approaches
PRINCIPLES AND METHODS OF TEACHING
Behavior Student Teacher
Shyness or silenceLack of participation-Change teaching
strategies
-Givepositive
reinforcement
-Involve him/her
directly
-Make eye contact
-Appoint to small
group talk

155. Classroom Management Approaches
PRINCIPLES AND METHODS OF TEACHING
Behavior Student Teacher
Talkativeness Knowing everything,
manipulation,
chronic whining
-Give limited time to
express
-Make eye contact
with other participant
-Acknowledge but
give attention to
others

156. Classroom Management Approaches
PRINCIPLES AND METHODS OF TEACHING
Behavior Student Teacher
Sharpshooting Trying to shoot you
down or trip you up
-Admit that you
don’t know the
answer
-Redirect question to
the group or to the
individual
-Ignore behavior

157. Classroom Management Approaches
PRINCIPLES AND METHODS OF TEACHING
Behavior Student Teacher
Heckling/ArguingDisagreeing with
everything you say
Make personal
attacks
-Redirect question to
the group or to the
individual
-Recognize
participant’s feelings
-Acknowledge
positive points

158. Classroom Management Approaches
PRINCIPLES AND METHODS OF TEACHING
Behavior Student Teacher
Grandstanding Getting caught-up in
one’s own agenda
“Can we restate that
as a question”
“We would like to
hear more about that
if there is time after
the presentation”

159. Classroom Management Approaches
PRINCIPLES AND METHODS OF TEACHING
Behavior Student Teacher
Over hostility /
Resistance
Angry, combative
behavior
-Respond to fear not
hostility
-Make eye contact
-Keep temper check,
remain calm and
polite
-Allow him/her to
retreat gracefully

160. Classroom Management Approaches
PRINCIPLES AND METHODS OF TEACHING
Behavior Student Teacher
Griping Legitimate
complaining
-Validate his/her
point
-Indicate time
pressure
-Discuss the
problem privately

161. Classroom Management Approaches
PRINCIPLES AND METHODS OF TEACHING
Behavior Student Teacher
Side conversationsDiscussionrelated to
the subject or
personal
May distract you
-Ask their opinion on
topic being
discussed
-Casually move
towards them
-Make eye contact
-Ask a question to
participants near
them
-Stop and wait