Principles-and-Methods-of-Teaching.pptx

Methods

1. PROFESSIONAL EDUCATION Principles, Methods, and Strategies of Teaching Emegdio M. Cejano III, LPT

2. Basic Concepts Strategy of Teaching - science of developing a plan to attain a goal and to guard against undesirable result. Methods of Teaching – it is a plan involving sequence of steps to achieve a given goal or objective. Technique of Teaching – personalized style of carrying out a particular step of a given method .

3. Different kinds of knowledge required of a teacher Content knowledge - understanding of content and the ability to translate into meaningful form for the students Pedagogical knowledge - research-based connections between teaching and learning

4. Characteristics of a successful teacher Resourcefulness – originality, creativeness, initiative Intelligence – understanding, mental ability, intellectual capacity Emotional stability – poise, self-control, emotional maturity Considerateness – kindliness, sympathy, friendliness Bouyancy – optimism, enthusiasm, cheerfulness

5. Characteristics of a successful teacher 6. Objectivity – fairness, impartiality, freedom from prejudice 7. Drive – physical vigor , energy, perseverance 8. Dominance – self-confidence, decisiveness, courageousness 9. Attractiveness – dress, physique, freedom from physical defects 10. Refinement – good taste, modesty, morality 11. Cooperativeness – friendliness, easy-goingness, generosity

6. Powers of a Teacher in the classroom 1. Expert power - knowledge and experience a teacher brings with them into the classroom. 2. Referent power - is a measure of how much students like and respect a teacher.  3. Reward power - is the ability to provide approval, privileges, or some other form of compensation. 4. Coercive power - in many ways the opposite of reward power. In this form of power, students are given punishment instead of rewards.  5. Legitimate power – a position that natural confers power is called legitimate power. By just being a teacher, a person has a certain amount of authority over their students.

7. Lesson Plan Parts of a Lesson Plan (OSLEA) Objective Subject Matter Learning Procedure Evaluation Assignment

8. I. Objective statements of what the student will be able to do when they have completed the instruction or lesson. Effective lesson planning begins with S.M.A.R.T objectives . Specific Measurable the expectation? Attainable or Achievable Relevant or Result oriented Time bounded

9. I. Objective Writing Objectives: A.B.C.D. Method Audience : Who are your learners (who will be doing the performance)? Behavior : Describe the task or behavior using action verbs - be sure it is something that can be heard or something that is observable. Conditions : Under what conditions (what tools, aids or reference materials can the learner use? Are there things that they won't be able to use?) Degree : To what degree of mastery -- how well must it be done (speed, accuracy, quality, etc.)? Through varied learning activities, with at least 90% accuracy, the Grade 5 students will be able to label parts of the gumamela flower.

10. I. Objective 3 Domains of Learning Cognitive Domain Affective Domain Psychomotor

11. I. Objective Cognitive Domain 4 Types of Knowledge/Cognition Factual – facts and keywords Conceptual – ability to understand principles and theories Procedural – knowledge to perform a skill Metacognitive – awareness of one’s own skill

12. I. Objective Cognitive Domain Benjamin Bloom, 1956 ( KCApAnSE )

13. I. Objective Cognitive Domain Lorin Anderson, 2001 ( RUApAnEC )

14. I. Objective Cognitive Domain Benjamin Bloom ( KCApAnSE ) vs Lorin Anderson ( RUApAnEC )

15. I. Objective Cognitive Domain Kendall and Marzano, 2007 ( ReCAKMeSS )

16. Seven comprehension or thinking skills Analysis (sometimes called field dependence-independence) – the ability to breakdown complex information into part for the purpose of identification and organization. Focusing (Scanning) – the ability to select relevant or important information without being distracted or confused by the irrelevant or secondary information. Comparative Analysis (reflective-impulsivity) – the ability to select a correct item from among several alternatives and to compare information and make proper choices.

17. Narrowing (breadth of categorization) – the ability to identify and place new information into categories through its attributes (physical characteristics, principles or functions) Complex Cognitive (Complexity-simplicity) – the ability to integrate complex information into existing cognitive structures (long-term memory) Sharpening (sharpening-leveling) – the ability to maintain distinctions between cognitive structures (including old new information) and to avoid confusion or overlap. Tolerance (tolerant-intolerant) – the ability to monitor and modify thinking. The ability to deal with ambiguous or unclear information without getting frustrated.

18. Learning Strategies There are three basic processes that are involved in remembering. These are:  rehearsal ,  elaboration , and  organization . Rehearsal is a memory process that involves repetition, important for maintaining information in short-term memory and transferring it to long-term memory. Elaboration is a long-term memory process which involves changing or adding to material, or making associations to make remembering easier. Organization is a memory strategy that involves grouping and relating material to maintain it in long-term memory.

19. Learning Strategies Rehearsal 1. Basic Rehearsal - concerns with repeating the names of items. 2. Complex Rehearsal - copying, underlining, or shadowing the material. Elaboration 3. Basic Elaboration - forming a mental image or sentence-relating an item. 4. Complex Elaboration - paraphrasing, summarizing, or explaining new information with that of existing knowledge.

20. Learning Strategies Organization 5. Basic Organization - group or order items. 6. Complex Organization - outlining a passage or creating a hierarchy. 7. Comprehension monitoring - strategies deal with asking oneself on his/her understanding of the things learned. 8. Affective and motivational strategies - strategies that are used that help students being alert and relaxed to help overcome test anxiety. A

21. I. Objective Affective Domain David Krathwohl ( RecResVOC )

22. I. Objective Psychomotor Domain Elizabeth Simpson, 1972 (PSGMCAO)

23. II. SUBJECT MATTER Topic: Literary Genre, Triangle Inequalities Reference: Links, Citation APA  and  MLA  are two of the most commonly used  citation styles . MLA: Rothenberg, Paula S. Race, Class, and Gender in the United States. 3rd Ed. New York: Worth Publishers, 2008. Print. APA: Rothenberg, P. (2008). Race, class, and gender in the United States (3rd Ed.). New York, NY: Worth Publishers. C . Materials: powerpoint presentation, cartolinas , colored papers

24. II. SUBJECT MATTER C. Materials – selection of learning materials

25. II. SUBJECT MATTER C. Materials – selection of learning materials PRINCIPLES 1. All IM’s are aids to instruction. They do not replace the teacher. 2. Choose the IM’s that best suits your instructional objectives. 3. If possible, use a variety of tools. Check IMs before class starts to be sure its working properly.

26. Chalkboard Bulletin boards Charts Oldest equipment Most widely used IM next to textbook Display learners projects & progress Maps, Graphs, Photographs, Cut-outs II. SUBJECT MATTER C. Materials – types of learning materials

27. Audio Recordings Overhead Projector/ Transparencies Electronic Materials Tapes, Records, CD Speech rehearsal, radio, TV broadcast Show pictures, diagrams and sketches that can be projected on screen CDs, DVDs, CD-ROMs, Internet II. SUBJECT MATTER C. Materials – types of learning materials

28. Pictures Books Films, Film Strips & Filmslides Flat Opaque Still Contain information, pictures and graphics Films -movies Filmstrips – series of pictures Film slides – individual series of film II. SUBJECT MATTER C. Materials – types of learning materials

29. Model Mock-up Realia Scaled replicas of real objects Scaled replica Detachable Show essential parts Real things feasible II. SUBJECT MATTER C. Materials – types of learning materials

30. Dale’s Cone of Experience In 1946, Edgar Dale, introduced the Cone of Experience which shows the progression of experiences from the most concrete (at the bottom of the cone) to the most abstract (at the top of the cone). The Cone of Experience  purports to inform readers of how much people remember based on how they encounter the information .

31. Edgar Dale’s Cone of Experience

32. III. LEARNING PROCEDURE 4A’s = Activity, Analysis, Abstraction, Application 3I’s = Introduction, Interaction, Integration 5E’s = Engage, Explore, Explain, Elabora te, Evaluate Deductive Inductive General to specific - Specific to general Rules to examples - Examples to rules Abstract to concrete - Concrete to abstract

33. III. LEARNING PROCEDURE TEACHING METHOD Teacher-centered = sage on the stage (dispenser of knowledge) Subject-centered = focuses more on the lesson Learner-centered = students are more engaged LEARNING TO TEACH - The ultimate goal of teaching is for the students to learn

34. III. LEARNING PROCEDURE Direct Instruction – teacher dominated Lecture – designed to keep students learn organized body of knowledge Demonstration – teacher presents and talks about a process, a concept, and shows the principles. Indirect Instruction – student dominated Inquiry – engages learner in critical thinking, analysis, and problem solving Project – involves use of physical materials to complete the unit of experience Laboratory – hands-on experiences about materials or facts Teaching Strategies and Methods

35. III. LEARNING PROCEDURE Panel – involves a group of people gathered to discuss a topic in front of an audience Round-table – are small group discussions where everybody has an equal right to participate. Symposium – a meeting organized so that experts in a given field can meet, present papers, and discuss issues and trends or make recommendations for a certain course of action . Debate – an organized argument or contest of ideas in which the participants discuss a topic from two opposing sides.  Types of Discussion Procedure

36. III. LEARNING PROCEDURE Special Techniques Role playing – technique that allows students to explore realistic situations Case study/ Type study – case study  is an in-depth, detailed examination of a particular case (or cases) within a real-world context.  Buzz session/Brainstorming – is a cooperative learning  technique  consisting in the formation of small discussion groups with the objective of developing a specific task Types of Discussion Procedure

37. III. LEARNING PROCEDURE Special Techniques d. Simulation - is a model that mimics the operation of an existing or proposed system e. Seminar - a conference or other meeting for discussion f. Workshop - l ecture play a lesser role in a workshop, and more attention is given to impart the knowledge through practical mode .  Types of Discussion Procedure

38. Gagné's Nine Events of Instruction

39. Gagné's Nine Events of Instruction GISP-PEPA-E (Robert Gagne) Gaining attention – motivation Informing the learner of the objectives - help them understand what they are expected to learn and do.  Stimulating recall of prior knowledge - make sense of new information by relating it to something they already know or something they have already experienced. Presenting the information - present and cue lesson content  Providing guidance - aid them in learning content and of resources available. Eliciting performance - have students apply what they have learned to reinforce new skills and knowledge

40. Gagné's Nine Events of Instruction 7. Providing feedback - pr ovide timely feedback of students’ performance to assess and facilitate learning and to allow students to identify gaps in understanding before it is too late. 8. Assessing performance - t est whether the expected learning outcomes have been achieved 9. Enhance retention and transfer - he lp learners retain more information by providing them opportunities to connect course concepts to potential real-world applications.

41. IV. EVALUATION Types of Questioning Technique Open-ended - they deal in the broader discussion, explanations, and elaboration.  Closed-ended – one correct answer. Rhetorical - are used to engage the audiences. It encourages people to think out of the box and come up with innovative ideas. Leading - also known as reflective questions because of their nature. Created by leading the respondent towards a specific route. 

42. IV. EVALUATION Types of Questioning Technique 5. Probing - used to probe and extract information. It is looking for elaborate answers to clear all the related doubts. 6. Funnel – begin broadly before narrowing to the specific part. 7. Rephrasing – used when a student provides an incorrect response or no response. 8. Redirecting – when a student responds to a question , the teacher can ask other student to comment on his answer. . 

43. IV. EVALUATION

44. IV. EVALUATION Howard Gardner’s Theory of Multiple Intelligences 1. V isual -Spatial Intelligence - people who are strong in visual-spatial intelligence are good at visualizing things.  2. Linguistic-Verbal Intelligence - people who are strong in linguistic-verbal intelligence are able to use words well, both when writing and speaking. 3. Logical-Mathematical Intelligence - people who are strong in logical-mathematical intelligence are good at reasoning, recognizing patterns, and logically analyzing problems.  4. Bodily-Kinesthetic Intelligence - are said to be good at body movement, performing actions, and physical control.   

45. IV. EVALUATION Howard Gardner’s Theory of Multiple Intelligences 5. Musical Intelligence - people who have strong musical intelligence are good at thinking in patterns, rhythms, and sounds. 6. Interpersonal Intelligence - are good at understanding and interacting with other people.  7. Intrapersonal Intelligence - are good at being aware of their own emotional states, feelings, and motivations.  8. Naturalistic Intelligence - are more in tune with nature and are often interested in nurturing, exploring the environment, and learning about other species.   

46. V. ASSIGNMENT is a piece of (academic) work or task . It provides opportunity for students to learn, practice and demonstrate they have achieved the learning goals. It provides the evidence for the teacher that the students have achieved the goals. Enhancement Enrichment - getting better - students to study

47. CLASSROOM MANAGEMENT Classroom management is one of the most important roles played by teachers because it determines teaching success. Maximize learning time by minimizing discipline time Impose rules and regulations at the start of the school year Involve students in making rules and regulations of the class

48. CLASSROOM MANAGEMENT Approaches of classroom management 1. Assertive approach – teacher specifies rules of behaviors and consequences for disobeying them and to communicate these rules and consequences clearly. 2. Behavior-modification approach – is based on the idea that good behavior should lead to positive consequences, and bad behavior should lead to negative consequences. .

49. CLASSROOM MANAGEMENT Approaches of classroom management 3. Business-academic approach – emphasizes the organization and management of students as they engage in academic work. 4. Group-management approach - helps teachers understand group defiance by looking at root causes to guide students to a better way forward.

50. SURFACE MANAGEMENT STRATEGIES 1. Signal Interference - us ing a variety of nonverbal signals (e.g., establishing eye contact, clearing one’s throat) to communicate disapproval of the student’s behavior. 2. Planned ignoring - i ntentionally dismissing or not acknowledging a student’s behavior. 3. Proximity control - r educing distance between the student and the teacher that helps the student to control impulses.

51. 4. Antiseptic bouncing - t emporarily removing a student from the setting (e.g., letting the student get a drink of water or deliver a message to another teacher) to permit her the time to regain composure and control her behavior. 5. Removing the object - d irecting a student to put away the distracting object (e.g., toy car, cell phone). 6. Redirecting - a sking the student to do a task, such as reading or answering a question, to refocus the student’s attention.

52. Jacob Kounin’s Management Model With-it-ness - aware of what is going on in class. Overlapping - teacher can deal with an off-target task without interrupting what he is to doing.  Smoothness - transition from one activity to another needs to be smooth. Avoid-lesson slowdown or interruption a) Stimulus-boundedness - teacher’s attention interrupted by extraneous stimulus e.g. pupil writing a note - teacher then tells class about having to write a note to parents after current task. b) Thrusts - teacher interrupts students engaged in activities without warning or considering whether students are ready or not. c) Dangles - teacher interrupts activity and then returns to it again .

53. Jacob Kounin’s Management Model d) Truncations - teacher does not return to current activity after being interrupted. e) F lip-flops - teacher changes from activity A to B and back to A again as though she has changed her mind. f) Overdwelling - teacher spends too much time on one aspect of lesson or some aspect of a student’s behaviour - lesson slowdown occurs. g) Fragmentation - breaking down an activity so that student’s spend too much time waiting to work. e.g. calling one child up at a time to work out a problem on the board.

54. 4 MISTAKEN GOALS 1. Attention – seeking = I belong only when you pay constant attention to me, and/or give me special service. “Notice me. Involve me usually” 2. Power – seeking = I belong only when I am the boss or at least don’t let you boss me. “Let me help. Give me choices” 3. Revenge - seeking = I don’t belong and that hurts, so I’ll get even by hurting others. “I’m hurting. Validate my feelings” 4. Withdrawal = I give up! Leave me alone!   "Do not give up on me. Show me small steps."

55. Types of Conscience 1. Certain – convinced without any doubt that an action is good or bad. 2. Doubtful and perplexed – when you cannot choose between good and bad choices. 3. Scrupulous – there is sin where there really is no sin 4. Lax – when you see no sin when there is actually a sin 5. Pharisaical – hypocrites 6. Callous – criminals

56. Mga Famous People Sigmund Freud – father of Psychoanalysis and Psychosexual Theory Johann Heinrich – father of Education and Pedagogy Ivan Pavlov – classical conditioning Burrhus Skinner – operant conditioning David Ausubel – meaningful learning Jerome Bruner – discovery learning; spiral curriculum Albert Bandura - social cognitive learning theory (modelling) Edward Thorndike – connectionism theory Kurt Lewin – life space content Kohler – insight learning Sandra Bem – gender schema theory Howard Gardner – multiple intelligence Elliot Turriel – social domain theory

57. Mga Famous People 14. Robert Steinberg – triathlon theory of intelligence 15. Erik Erikson – psychosocial development theory 16. Maria Montessori – transfer of learning; kindergarten; preparation of children 17. Edward Torrance – creative learning 18. Chomsky – linguistic acquisition theory 19. Jean Piaget – cognitive learning theory 20. John Watson – behavioral theory 21. Edward Tolman – purposive behaviorism 22. Bernard Weiner – attribution theory 23. Daniel Goleman – emotional intelligence 24. Edward Titchener – structuralism psychology 25. Robert Gagne – sequence of instructions 26. Abraham Maslow – hierarchy of needs 27. Benjamin Bloom – cognitive taxonomy

58. Mga Famous People 28. David Krathwohl – affective domain 29. Lev Vygotscky – socio-cultural theory of development; scaffolding 30. John Locke – tabula rasa; emperism 31. Charles Cooley – looking glass self 32. John Flavel – metacognition 33. Arnold Gessel – maturation theory 34. John Dewey – learning by doing 35. David Froebel – father of kindergarten 36. Auguste Comte – father of sociology 37. John Amus Comenius – father of modern education 38. Edgar Dale – father of modern media

59. Republic Acts 7836 – Teacher’s Professionalization Act 9293 – ammendment of RA 7836 1006 – Decree Professionalizing Teaching Batas Pambansa Blg . 232 and Article XIV of the 1987 Constitution – legal basis of the Phil. Educational System. 9155 – DepEd 7722 – CHED 7796 – TESDA 10912 – CPD 10533 – K to 12 7610 – Anti-child abuse 9262 – Violence against women and children 7277 – PWD 8049 - Antihazing

60. Republic Acts 14. 9994 – Senior Citizens 15. 1425 – Rizal 16. 6728 – Private schools (GASTPE) 17. 7784 – Center of Excellence 18. 6713 – Code of Ethics for Public Officials and Employees 19. 8980 – Early Childhood Care and Development 20. 10157 - Kindergarten