MSC 3-05 Principles of Teaching and Learning

8/14/2019 MSC 3-05 Principles of Teaching and Learning

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GROUP IV


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MOTIVATIONAL

ACTIVITY


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The day before

yesterday I was 25and the next year I will

be 28. (This is trueonly one day in ayear.) When was Iborn?


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ANSWERI was born onDecember 31st andspoke about it onJanuary 1st.


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In the following

"equation" 101 - 102 = 1move one numeral, inorder to rectify it.


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ANSWERMove the numeral 2 half

a line up to achieve101 10^2 = 1

101 100 = 1


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Unusual ParagraphHow quickly can you find out what isunusual about this paragraph? It looksso ordinary that you would think that

nothing was wrong with it at all and, infact, nothing is. But it is unusual. Why?If you study it and think about it youmay find out, but I am not going to

assist you in any way. You must do itwithout coaching. No doubt, if youwork at it for long, it will dawn on you.Who knows? Go to work and try your skill.


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ANSWERThe paragraph does not

contain a single instance of the letter "e", the mostcommon letter in theEnglish language.


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A man ate an egg each

day.He did not have anychickens at home.He never

bought, borrowed or stolechicken eggs.

Question: How is

this possible ?


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ANSWERThey were

ostrich, goose,fish, quail..etc...eggs


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A man states that he

is able to predict thescore of any footballgame even beforethe game begins.Question : How is

this possible ?


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ANSWER0 to 0 at the start

of all games


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A doctor in Paris has a

brother in Toronto whois a lawyer.The lawyer does not have a brother who is a doctor in Paris.

Question: How is

this possible?


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ANSWERThe doctor is a

woman.


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DIFFERENT APPROACHESAND METHODS


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Direct/ExpositiveInstruction ApproachPrepared By:

Jonel PagalilauanBSE Math


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DIRECT INSTRUCTIONIt is a way of teachingwhich is aimed at helpingstudents acquire somebasic skills and

procedural knowledge.It is teacher-directed andteacher dominated.


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The steps to employ the DirectInstruction:

1. Provide rationale2. Demonstrate the skill3. Provide guided practice4. Check for understanding and

provide feedback5. Provide extended practice and

transfer


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Instructional Characteristics1. The strategy is teacher-directed.2. The emphasis is on teaching of

skill.

3. It is taught in a step-by-stepfashion.

4. Lesson objectives include easily

observed behaviors that can bemeasured accurately.

5. It is a form of learning throughimitation (behavioral modeling).


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Guidelines for Its EffectiveUse


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1.) The students must

be given ample timefor practice.


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2.) They must be included inthe planning stage since

this technique is highlytask-oriented and aimed at

mastery of every step. Thelesson objectives are

student-based


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3.) Describe the testing

situation and specify thelevel of performance

expected.


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4.) Divide complex

skills andunderstanding intosubskills or into itscomponent steps.


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5.) Design ownstrategy in teachingeach skill.


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6.) Before the

demonstration, carefullyrehearse all steps. The

steps should beobserved and followed.


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7.) Assign practice for

short periods of time,then continue learningby imitating others.


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8.) Provide feedback

and encouragementthrough praises.


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9.) Be able to

construct goodperformance-basedtests.


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The Procedure


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1.) Explain the rationale

and objectives of thelesson.


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2.) Provide motivation and

draw commitments fromthem.


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3.) Conduct thedemonstration.


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4.) Assign practice for shortperiods of time. Continuepractice to the point of overlearning for complete

mastery.


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5.) Provide feedback.


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6.) Focus on performanceevaluation rather than onpencil-and-paper test. Thestudent should be able toexhibit the skill mastered.


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DEDUCTIVEMETHOD


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It is teacher-dominated.

It begins with theabstract rule,generalization,principle and ends withspecific examples, andconcrete details.


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Advantages of Deductive Method


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1.) Coverage of a wider scopeof subject matter

2.) No bother on the part of theteacher to lead learners to theformulation of thegeneralization or rule.


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Disadvantages of Deductive Method


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1.) It is not supportive of theprinciple that learning is anactive process.

2.) Lesson appearsuninteresting at first.


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Inductive Method


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It is less teacher-directedthan the deductivemethod. It begins with the

specific details, concretedata and examples and

ends with an abstractgeneralization rule, or

principle


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Advantages of theInductive Method


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1.) The learners are more engagedin the teaching-learning process.

2.) Learning becomes moreinteresting at the outset because

we begin with the experiences of our students.

3.) It helps the development of our higher-order-thinking-skills(HOTS).


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Disadvantages of theInductive Method


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1.) It requires more time andso less subject matter will becovered.

2.) It demands expertfacilitating skills on the partof the teacher.


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DEMONSTRATIONMETHOD


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It is teacher-dominated. The

teacher shows how tooperate, manipulate anequipment while theclass observes.


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Guidelines for Its EffectiveUse


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B

EF

ORE


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1.) The demonstrator/s must

be well selected.2.) When planning theactivities make sure thatthe materials are easilyavailable.

3.) Get ready with theequipment and tools to be

used 4 ) Th d


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4.) The demonstrator must tryseveral times before the activity

for a smooth sequencing of thesteps as well as accuracy of theresult.

5.) The observers must preparedand motivated to ensure

concentration throughout theactivity.6.) The demonstrators must be

ready with on-the-spot revisions.


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7.) Arrange the observers aroundthe demonstration area or at adistance where they will be ableto observe fully what is going on.

8.) Depending on the kind of demostration to be undertaken,pointers or questions may be

given to focus their attention andavoid inelevant observations .


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D

URING


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1.) The place must be quiet.

2.) Extreme care must betaken.3.) No interruptions in the

activity.4.) They are allowed taking

down notes or record somedata.


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AF

TE

R

) ll h h


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1.) Allow some questions whichbothetrd them during the

demonstration.2.) An examination of the observed

data and all information recorded

follows.3.) Have an analysis of trends, patterns

or uniform occurences.

4.) The conclusion or summary must becooperatively undertaken by thewhole class.

5.) Assess learning.


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ADVANTAGES


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1.) It follows a systematicprocedures,hence students will beable to learn fro a well-triedprocedure.

2.) The used of expensive equipmentand machines will be maximized.

3.) Possible wastage of time, effort and

resources.4.) It will not result to trial-and-error

learning.

5 ) The findings are reliable and


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5.) The findings are reliable andaccurate since the procedure

has been tried before.6.) The value of confidence is

developed amongdemonstrators.7.) Curiosity and keenobserving ability are instilledamong the observers.


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GUIDED/EXPLORATORY

APPROACH

Reported by: Sheela Ordua(BSEd-English)


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INQUIRY APPROACH

GUIDED/ EXPLORATORY APPROACH


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OUTCOMES OF INQUIRY TEACHING

Teachers are likely to doubt whether theyare gaining a clear understanding of thecontent being introducedIts dependence on first-hand experiencewith objects and phenomena occurring inthe environment is in agreement with themost often cited theory of Piaget onintellectual developmentIt develops initiative and divergentthinking


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A deep sense of responsibility isdevelopedFacts and concepts that children discover

by themselves become stored as part of their permanent learningExperiencing success in discovery lessonsbuilds up the childrens feeling of confidence

Participation in inquiry activitiesstrengthens ones intellectual capabilities


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PROBLEM SOLVING METHOD



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PROBLEM SOLVINGMETHODEmploys scientific method insearching informationUsed most often in science andmathematics classes


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ADVANTAGES

PROBLEM SOLVING METHOD


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ADVANTAGES OFPROBLEM SOLVINGMETHOD

It is most effective in developing skill in

employing the science processes The scientific method can likewise be usedeffectively in other non-science subjects

The students active involvement resultingin meaningful experiences serves as astrong motivation to follow the scientificprocedure in future undertakingsproblemsolving develops higher levelthinking skills


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A keen sense of responsibility, originalityand resourcefulness are developed, whichare much-needed ingredients forindependent study

The students become appreciative andgrateful for the achievement of scientistsCritical thinking, open-mindedness andwise judgment are among scientificattitudes and values inculcated throughcompetence in the scientific method

The students learn to accept the opinionsand evidence shared by others


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PROJECT METHOD



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PROJECT METHOD

hands-on methodIt requires students to present inconcrete form a learned concept orprinciple

Sometimes referred to as self-directed study


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ADVANTAGES

PROJECT METHOD


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ADVANTAGES OF PROJECTMETHODIt emphasizes learning by doingConstructive projects develops thestudents manipulative skills

The planned design tests the studentsoriginality, they become resourceful andinnovativeIt can be employed among students whoare weak in oral communication


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The completed project adds to onesfeeling of accomplishment andsatisfactionIt instills the values of initiative, industryand creativityWorking on a project in groups developthe spirit of cooperation and sharing of ideas

In addition to a learning concept, studentsbecome productive and enterprising.


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METACOGNITIVE APPROACH


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METACOGNITIVEAPPROACHMakes students think about theirthinkingIt has something to do withmonitoring their own cognitive

processes


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EXAMPLES

METACOGNITIVE APPROACH


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EXAMPLES

Making students conscious of theirthought processes while thinking

Subvocalizing helps make problem-solvers effective

Having students describe what isgoing on in their mindsHaving students identify what isknown in a situation or problem


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CONSTRUCTIVIST APPROACH


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CONSTRUCTIVISTAPPROACHLearning is an active process thatresults from self-constructedmeaningsMeaningful connection isestablished between priorknowledge and the present learningactivityEvery individual constructs andreconstructs meanings dependingon ast ex eriences


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REFLECTIVE TEACHING

Prepared By: Ma. NoraCandari


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REFLECTIVE TEACHING

It is anchored on the ability of theteacher to guide students to reflect ontheir own experiences in order to

arrive at new understandings andmeaningsIt involves a thoughtful analysis of a

teachers actions, decisions andresults of teaching


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According to Dewey;reflective teaching is a behavior whichinvolves active, persistent and carefulconsideration of any beliefs or practice

Learning that results from reflectiveteaching is best described as oneborne of experiences that have been

deeply thought of, analyzed and evaluated.


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Reflection is inseparable fromexperienceExperience is not yet best learning,reflection is


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INSTRUCTIONALCHARACTERISTICS

INSTRUCTIONAL


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CHARACTERISTICS3 KEY CHARACTERISTICSACCORDING TO SCHULMAN(1990):

An ethic of caringA constructivist approachTactful problem solving

E hi f C i


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Ethic of Caring

Refers to the teachers expressionof thoughtfulnessGuided by three effective ways:

Confirmation- a teacher takes time tohelp student discover their individual

inclinations and capitalize them.Dialogue- to talk honestly and openlyabout ones innermost concernsCooperative practice- facilitateslearning through counseling and


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STRATEGIES

REFLECTIVE TEACHING

STRATEGIES


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STRATEGIES

Self-analysiskeeping a record of success or failure,problems and issues confronted, and

significance of learning events thatoccurred to help analyze and clarifyimportant aspects that can help inmaking decisions towards effective

teachingSelf-analysis in students is when s/hereflects on why s/he failed or succeededat some task

STRATEGIES


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STRATEGIES

Writing JournalsReveals feelings about the daysactivities

For a student, s/he enters in his journal/diary his own self-analysisA journal entry includes:

A description of the teaching/learning event

Outcomes of the eventValue or worthiness of the outcomesCauses of success or failures

STRATEGIES


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STRATEGIES

Keeping a PortfolioA very personal document whichincludes frank, honest and on-the-spot

account of experiencesIncludes first hand observations andpersonal knowledge

STRATEGIES


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STRATEGIES

Observation of students responsesSome questions to be answered:

Did I motivate them enough to continue on?

Are the students learning from the activity?Why or why not?Am I relating the lesson to their knowledgeand interests? How can I do better?

How good was my classroom managementskill?


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COOPERATIVE LEARNINGAPPROACH

COOPERATIVE LEARNING


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APPROACH

Makes use of a classroomorganization where students work ingroups or teams helping each other

learn but keeping each individualmember accountable for his/her learningLearning environment ischaracterized by strong motivation and smooth interpersonalinteractions.


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CHARACTERISTICFEATURES

COOPERATIVE LEARNINGAPPROACH

CHARACTERISTIC FEATURES


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CHARACTERISTIC FEATURES

It has two important components:A cooperative incentive structure- one or two individuals are interdependent on

rewardsA cooperative task structure- two or more individuals are allowed,encouraged or required to work together to complete a task.


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PEER TUTORING/TEACHING

PEER TUTORING/ TEACHING


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PEER TUTORING/ TEACHING

It is learning with the help of aclassmate tutor who belongs more or less to the same age group

the best way to learn something is toteach itMakes students teach each other in a

Pair, Think, Share! manner


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DIFFERENT TUTORINGARRANGEMENTS

PEER TUTORING/TEACHING

DIFFERENT TUTORING


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ARRANGEMENTSINSTRUCTIONAL TUTORING- older studentshelp younger ones in a one-to-one or one-to-agroup basisSAME AGE TUTORING- works well with childrenwho can act as interactive pairs

MONITORIAL TUTORING- monitors are assignedto lead a groupSTRUCTURAL TUTORING- highly structuredtutoring is administered by trained tutorsSEMI-STRUCTURED TUTORING- the tutor guides his/her tutee through a carefully-plannedlearning guide but is free to modify it according tothe tutees own interests and skills


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PARTNER LEARNING

PARTNER LEARNING


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PARTNER LEARNING

Learning up with a classmate aspartner for learningCan be employed when studentsrehearse what they have learned andexplore their understanding of contentwith a partner


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VARIOUS FORMS of VARIOUS FORMS of MEDIAMEDIA

Prepared by:Prepared by:Jade A. AdornaJade A. Adorna

&&Ranilyn TiozonRanilyn Tiozon


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AUDIO RecordingsAUDIO Recordings

Audio recordings includeAudio recordings includetapes, records and compactapes, records and compactdisc. Tapes maybe in formdisc. Tapes maybe in formof teacher-recorded,of teacher-recorded,student-recorded or readystudent-recorded or readymade tapes that aremade tapes that arecommerciall roduced.commercially produced.


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Advantages:Advantages:


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Improve listening skillsImprove listening skillsEasy to operateEasy to operateSafe way of storing informationSafe way of storing informationCan be used for big or small groupsCan be used for big or small groupsBest used to improve speech skillsBest used to improve speech skills

Lessen distraction when used withLessen distraction when used withheadphonesheadphones

Disadvantages:Disadvantages:


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Disadvantages:Disadvantages:

Extended use may boreExtended use may borestudentsstudents

Costly compared to actualCostly compared to actual

oral presentationoral presentation


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OVERHEAD Projector OVERHEAD Projector By using an overheadBy using an overheadprojector, a transparency canprojector, a transparency canshow pictures diagrams andshow pictures diagrams andsketches at a time when theysketches at a time when theyare needed in discussionare needed in discussion



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Transparencies can easilyTransparencies can easilyprepared by the teacher or prepared by the teacher or the students.the students.OHP is easy to operateOHP is easy to operateOHP presentation can beOHP presentation can be

used with large or smallused with large or smallgroups.groups.

BULLETINBULLETIN


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BULLETINBULLETIN BoardsBoards

A bulletin board is usuallyA bulletin board is usuallystationary on a wall or itstationary on a wall or itcan be movable. Thecan be movable. Thesurface is made of cork or surface is made of cork or soft wall boards for easysoft wall boards for easyattachment display items.attachment display items.


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It can present a preview of theIt can present a preview of thelesson to be presented as alesson to be presented as away of motivating theway of motivating the

studentsstudents ..The attractive display can addThe attractive display can addlife and color to a drab roomlife and color to a drab room

atmosphere.atmosphere.A display can allow a number A display can allow a number of students to browse over itsof students to browse over its

contents at the same timecontents at the same time


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CHALKBOARDCHALKBOARDThis includes not onlyThis includes not onlythose with flat and widethose with flat and wide

surfaces but also thesurfaces but also theportable types which canportable types which canbe moved or even servebe moved or even serve

as dividers.as dividers.


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ABNKKBSNPLAKO


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CHARTSCHARTSCharts may be in the form of Charts may be in the form of maps, graphs, photographsmaps, graphs, photographs

and cut-outs. They may beand cut-outs. They may beprepared graphic devices or prepared graphic devices or posters.posters.


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o Charts ban be used over andCharts ban be used over andover again.over again.They can be moved easily fromThey can be moved easily from

one place to another.one place to another.Colored charts are moreColored charts are moreattractiveattractive

Charts can be made byCharts can be made bystudents.students.


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MOCK-UPSMOCK-UPS

A mock-up is a replica or A mock-up is a replica or an object that maybean object that maybe

larger or smaller in scale.larger or smaller in scale.If is intended to show theIf is intended to show theessential parts which areessential parts which are

made detachable.made detachable.



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It can be constructed by theIt can be constructed by theteacher since she knowsteacher since she knowswhich part should bewhich part should beemphasized. In a mock-upemphasized. In a mock-upstructure of a flower thestructure of a flower thedetachable parts could be thedetachable parts could be the

pistil and the stamen.pistil and the stamen.It is a way of focusingIt is a way of focusingobservations on the desiredobservations on the desired

part to be studied as well aspart to be studied as well as


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Assesment of LearningPrepared By: Jacqueline Talaugon

and Jenalyn Segun


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If the proof of the pudding

is in the eating, then the proof of learning is results

obtained from assessing.


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Guiding Principles in theAssessment of Learning


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1.) Assesment of learning is

an integral part of theteaching-learning process.


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2.) Assessment tool should

match with performanceobjective.


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4.) In assessing learning,teachers must consider learners, learning styles andmultiple intelligences and so

must some up with a variety of assessing learning.


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5.) To contribute to the building of the culture of success in theschool, it is pedagogically soundthat in our assessment

techniques we give some positive feedback along with not

g d


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6.) Emphasize on self-

assessment.


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7.) If we believe that our task asteachers is to teach all

pupils/students, and that it is possiblethat all students, even those fromlimited backgrounds, will have accessto opportunities and therefore canachieve, then the bell curve mentally

must be abandoned


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8.) Assessment of learning

should never be used as punishment or as a

disciplinary measure.


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9.) Results of learning

assessment must becommunicated regularly

and clearly to parents.


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10.) Emphasize on real

world applications thatfavors realistic

performances over out-of-context drill items.


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Assessment in Different Phases of Instruction


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Prior to Instruction - You may give pre-teaching assessment to determine

where your students are in relation toyour lesson.

During Instruction


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During Instruction

There are many ways by which learning can be assessed in the process of teach:

* by posing oral question or byobserving them as they perform classroomactivities or exercises

After Instr ctionAfter Instruction


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After Instruction After Instruction

After you spent an hour or less

teaching you would like to findout proof of learning. You will do

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Appropriate Assesment Tools


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Appropriate Assesment Tools

1. The teacher-made test or the paper-penciltest-it is the most common tool used to assesslearning.

2. Autnentic tools and assesment thismethod examines the students ability toapply knowledge in performing a task

that is exactly what is existing in real life


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*Performance Test - is for assessing of skills learned.

*

Portfolio Assessment - it is amethod of collecting and evaluating

EX.


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TYPES OF PORTFOLIO


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1.) Best Work - this type

encourages self-assessmentand illustrate what he is

capable doing.


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2.) Scrapbook type -- It

includes tests, check-list,observations and rating

scales chosen by bothstudent and teacher.


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3.) Evaluation Portfolio - this

collection of work that couldindicate student learning,. such

as examination, booklets,written report.


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MSC 3-05 Principles of Teaching and Learning

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