Principles of Teaching ose: “Teachers lke leaves, everywhere abound: but effective teachers like fruits are rarely found." ‘The National Competency Based Teacher Standards (NCBTS) is an integrated theoretical framework that defines the different dimensions of effective teaching What Does Competency-Based Mean? = Means that the standards or criteria for characterizing good teaching are defined in terms of the teacher's, credential, LET scores, grades in graduate school, degrees, personality traits, and so on, we look at what the teacher can do competently What Are These Seven Domains? DOMAIN 1: SOCIAL REGARD FOR LEARNING + Acts asa positive role model for students > DOMAIN 2: LEARNING ENVIRONMENT + Creates an environment that promotes faimess “ Makes the physical environment safe and conducive to learning 4 Communicates higher learning expectations to each leamer. 4 Establishes and maintains consistent standards of learners behavior > DOMAIN 3: DIVERSITY OF LEARNERS + Is familiar with leamer’s background knowledg@ andexperiences “ Demonstrates concern for holistic development of leamers > DOMAIN 4: CURRICULUM 4 Demonstrates mastery of the subject ‘ Communicates clear /eaming goals or the lessons that are appropriate for leamers 4 Makes good use of allotted instructional time 4 Selects teaching methods,Jeaming activities, and instructional materials or resources appropriate to leamers and aligned to the objectives of the lesson > DOMAIN 5: PLANNING, ASSESSING AND REPORTING “Communicates promptly and clearly to learners, parents. and superiors about the progress of learners 4 Develops and uses.a variety of appropriates assessment strategies to monitor and evaluate learning 4 Monitors regularly and provides feedback onJeamers’ understanding of content > DOMAIN: COMMUNITY LINKAGES + Establishes leaming environments that respond to the aspirations of the community * DOMAIN 7: PERSONAL GROWTH AND PRO-FESSIONAL DEVELOPMENT + Takes pride in the nobilty of teaching as a profession 4 Builds professional inks with colleagues to enrich teaching practice +. Reflects on the extent ofthe attainment of learning goals National Adoption and Implementation of the Philippine Professional Standards for Teachers (PPST) (Department Order 42, s. 2017) ¥ The Philippine Government has consistently pursued teacher quality reforms through a number of iniatives. As a framework of teacher quality, the National Competency-Based Teacher Standards (NCBTS) was institutionalized through CHED Memorandum Order No. 52, s. 2007 and DepED Order No. 32, s. 2009. ¥ The K to 12 Reform (RA. 10533) in 2013 has changed the landscape of teacher quality requirements in the Philippines. ¥ The reform process warrants an equivalent supportive focus on teacher quality ~ high quality teachers ‘who are properly equipped and prepared to assume the roles and functions of a K to 12 teacher 7 Domains of PPST. ee stems Domain 1- Content, Knowledge and Pedagogy Domain 2- Learning Environment Domain 3- Diversity of Learners Domain 4, Curriculum and Planning Domain 5 -Assosement and Reporting Domain 6- Community Linkages and Professional Engagement Domain 7- Personal Growth and Professional Development ‘The 7 Domains collectively comprise 37 strands that refer to more specific dimensions of teaching Domain 4, Content Knowledge and Pedagogy, is composed of seven/strandsi Content knowledge and its application within and across curriculum areas Resoarch-basod knowledge and principles of teaching and learning Positive use of ICT Strategies for promoting literacy and numeracy Strategies for developing critical and creative thinking, as well as othérhigher-order thinking skills Mother Tongue, Filipino and English in teaching and leaming Classroom communication strategies Domain 2, Learning Environment, consisté of six strands: Leamer safety and security Fair learning environment Management of classroom structure and activities ‘Support for learner participation Promotion of purposive leaming Management of learner behavior Domain 3, Diversity of Learners, consists of five strands: Leamefs’ gender, needs, strengths, interests and experiences Leamers' linguistic, cultural, socio-economic and religious backgrounds Leamers with disabilities, giftedness and talents Leamers in difficult circumstances Leamers from indigenous groups Domain 4, Curriculum and)Planning, includes five strands: Planning and management of teaching and learning process Learning outcomes aligned with learning competencies Relevance and responsiveness of leaming programs Professional collaboration to enrich teaching practice Teaching and learning resources including ICT Domain 5, Assessment and Reporting, is composed of five strands 1. Design, selection, organization and utiization of assessment strategies 2. Monitoring and evaluation of learner progress and achievement 3. Feedback to improve learning 4. Communication of learner needs, progress and achievement to key stakeholders. ee stems 5. Use of assessment data to enhance teaching and leaming practices and programs Domain 6, Community Linkages and Professional Engagement, consists of four strands: 41. Establishment of learning environments that are responsive to community contexts 2. Engagement of parents and the wider school community in the educative process 3. Professional ethics 4. School policies and procedures Domain 7, Personal Growth and Professional De\ lopment, contains five strands: Philosophy of teaching Dignity of teaching as a profession Professional links with colleagues Professional reflection and learning to improve practice Professional development goals Four Career stages of a Teacher 4 The descriptors represent a continuum of development within the profession by providing a basis for attracting, preparing, developing and supporting teachers. Career Stage 1 or Beginning Teachers have gained the qualifications recognized for entry into the teaching profession. They have a strong understanding of the subjects/areas in. which they are trained in terms of Content knowledge and pedagogy, ‘They possess the requisite knowledge, skil process. They manage leaming programs and have strategies that promote learning based on the learning needs of their students: “They seek advice from experiénced colleagues to consolidate their teaching practice. Tend to see finite elements of pattems rather than the whole > They are the “ree seers’, > More comfortable in a world of details and hierarchies of information GLOBAL Lean towards non-linear thought » Tend to see the whole pattem rather than particle elements > They are the ‘forest seekers” who give attention only to the overall structure and sometimes ignore details Roger Sperry's Model 1. Left-brained dominant individual Portrayed as linear (analytic) verbal, mathematical thinker Analytic in approach A successive processor (let brain) prefersit eam ina step-by-step sequential format, beginning with details leading to @ conceptual understanding of a ski Successive Hemispheric style & Verbal Responds to word meaning ‘Sequential Processes information linearly Responds to logic. Plans ahead Recalls people's names ‘Speaks with few gestures Punctual Prefers formal study design Prefers bright lights while studying o 000 Seecoeeese 2. Right -Brelnee dome Baivicue! Viewed as global, non-linear, and holistic in thought preferences Holistic or global in.approach ‘A simultaneous processor (right brain) prefers to lea beginning with a general concept and then. going on to specs, Simultaneous Hemispheric Style Visual Responds to tone of voice Random Processes information in varied order Responds to emotion Impulsive Recalls people's faces Gestures when speaking Less punctual Prefers soundimusic background while studying oo ° seeeeeeee Multiple Intelligences. created by Howard Gardner + A theory of “multiple inteligences,” suggesting abilties seem to cluster in nine different areas: 1. Verbal-Linguistic Skills 2. Logical-Mathematical Skills6 Saar Bodily-Kinesthetic Skills Visual-Spatial Skills Interpersonal Abilities Intrapersonal Abilities Musical Abilities Naturalistic Abilities Existential Intelligence Differentiated instruction (DI) is @ teaching theory based on the premise that instructional approaches should vary and be adapted in relation to individual and diverse students in classrooms. Principles of Learning Leaming is an experience which occurs inside the learner and is activated by the leamer. Leaming is the discovery of the personal meaning and relevance of ideas. Leaming (behavioral change) is a consequence of experience Leaming is a cooperative and collaborative, Leaming is an evolutionary process. Leaming is sometimes a painful process. ‘One of the richest resources for learning is the learner himself ‘The process of leaming is emotional as well as intellectual ‘The process of problem solving and leaming are highly unique and individual. Laws of Learning 4. Law of Freedom- Things freely leaned are bést leaned, 2. Law of Intensity- The more intense the material taught, the more itis likely learned 3. Law of Recency- Things most recently learned are best remembered 4. Law of Primacy- Things leamed fist create a strong impression. Whatis taught must be right the first time. 5. Law of Readiness- Individualsieam best when they are physically, mentally, and emotionally ready to leam, and they do leam well ifthey see no reason for leaming 6. Law of Exercise- Things most often repeated are best remembered 7. Law of Effect- leamingis strengthened when accompanied by a pleasant or satisfying feeling. Guiding Principles in Detefmining & Formillating Learning Objectives ¥- Begin with an end in mind, ¥_ Share lesson objective with students. ¥ Learning objectives must be in two or three domains- cognitive, psychomotor, and affective domains “Lesson objective must be aligned with the aims of education embodied in the Philippine Constitution and other laws and on the, vision mission statements of the educational institution. ‘Aimatthe developmentof critical and creative thinking For accountability of learning, lesson objectives must be SMART as ‘Taxonomy of Objectives S - Specific M- Measurable A- Attainable R— RelevantResult Oriented T —Time-bounded/Terminal BLOOM'S REVISED TAXONOMY 1, Remembering ‘The student can recall, define, recognize or identify specific information during instruction. Knowledge of terminology & conventions, trends & sequences Classifications, categories, criteria & methodologies Ex. Identify the capital of the Philippines 2.Understanding + The student can demonstrate understanding of information by transiating it into a different form or by recognizing it in translated form. ee stems + Ex. Giving definition in his or her own words (paraphrasing), summarizing, giving an original example, recognizing an example, interpreting, explaining, etc. + Example: interpret a table showing the population density of the world 3.Applying — The student can apply the information in performing concrete actions. These actions may involve figuring, writing, reading, handling equipment, implementing, carrying out, executing, using, etc — Use of abstractions in particular situations Ex. Predict the probable effect of a change in temperature on a chemical 4.Analysing = The student can recognize the organization and structure of a body of information, break this information down its constituent parts, and specify relationships between these parts. — Comparing, organising, deconstructing, interrogating, finding Example: Deduce facts from a hypothesis 5.Evaluating — Student can apply a standard in making a judgment on the worth Of something» an essay, an action or a design. Judging in terms of internal evidence or logical consistency Justtying a decision or course of action = Examples: Checking, hypothesising, critiquing, experimenting, judging — Ex. Recognize fallacies in an argument 6.Creating Putting parts together in a new form such asi@linique communication, a plan of operation The student can bring information from vafious sources to create a product uniquely his or her own. Generating new ideas, products, or ways of viewing things Examples: Designing, constructing, planning, producing, inventing Ex. To produce an original piece of art Bloom’s 3 Domains of Knowledge 1. Cognitive Knowledge- Whatiwill students know? Example2 Air Pollution 2. Psychomotor - Skils-What will stlidents be able to do? Example: Researching on the level of air pollution in the locality and on the causes of ai pollution 3. Affective -Values)Aititudes- Whet will students value or care about? Kendall and Marzano's (2007) ‘Three Domains of Knowledge + 3 DOMAINS OF KNOWLEDGE 1. Information (Declarative Knowledge). This is declarative Knowledge. Example: Facts, concepts, generalizations, principles, and laws. EXAMPLE: (INFORMATION) 1. Vocabulary- isosceles, equilateral, right triangle 2. Generalization: Allright triangles have one angle of 90 degrees. 2. Mental Procedures (Procedural Knowledge) This is PROCEDURAL Knowledge. Example: Writing a teim paper, reading map, algorithms like computing long division Specific Example: Conducting proofs and figuring the length of the side of a right triangle 3. Peychomotor/Physical Procedures (Motor Skills) - Specific example: Constructing a right triangle with a compass and a ruler. Playing basketball, building furniture ‘These 3 domains are processed in six (6) different levels + 6 LEVELS OF KNOWLEDGE (Kendall and Marzano, 2007) 1. Retrieval (Cognitive System). ee stems Comprehension (Cognitive System) Analysis (Cognitive System) Knowledge Utilization (Cogni Systom) 5. Metacognitive System 6. Sell-systom RA 10533, the Enhanced Basic Education Act of 2013 states: “The curriculum shall use pedagogical approaches that are constructivist, inquiry-based, reflective, collaborative, and integrative...” it shall be learner-centered, inclusive, developmentally appropriate. ‘Teaching Approaches of Subjects in the K to 12 1. Learner-centered - Leamers- primary consideration 2. Inclusive- No exclusivity, teacher taught everybody 3. Developmentally Appropriate- Within their developmental stage and Leaming activites fit the developmental stage of children 4, Relevant and Responsive ¥_ Relevant- answer their questions and concems,no fo mile-wide-inch-deep understanding ¥_ Responsive- making teaching meaningftl to students’ daily experiences) 5, Research Based. Interesting, updated) convincing, and persuasive 6. Cultured Sensitive - Mindful of the diversity of leamers BeCause all learners are unique. 7. Contextualized and Global 8. Constructivist. Building upon prior knowledge: learners constructed new lesson meanings. 9. Inquiry-Baséd- Student-centered generated questions- core of the learning process. 10. Integrative-[essofllwas multidisciplinary 11. Interdisciplinary-Separate subject brought together. Ex. Math in Ap and Science 12. Transdisciplinary- real life 13. Mother Tongue Based- Language of instruction from K to Grade 3 is mother tongue David Krathwol's Affective Domain Receiving — The student shows wilingness to attend to particular classroom stimuli or phenomenon in the environment = EX to listen attentively to group discussion 2. Responding ~The student is required active participation based on the stimut. — Ex. to contribute to group discussion by asking questions 3. Valuing — The student displays definite involvement or commitment toward some experience — Ex to argue over an issue involving health care = To suppor, to debate etc 4. Organization6 SSSan somes = The student has integrated a new value into his general set of values and can give it its proper place in a priority system. — Examples are: to discuss, to theorize, to formulate, to balance, to examine, — Ex. To organize a meeting concerning a neighborhood's housing integration 5. Characterization — The student acts consistently according to the value and is firmly committed to the experience. — Ex. To display a professional commitment to ethical practice on a daily basis. Anita Harlow's Psychomotor Domain 1. Reflex movements = Students actions can occur involuntarily in response to some stimull = _ Examples include: flexion, extension, stretch, postural adjustments. 2. Basic fundamental movement — Students have innate movement pattern formed from a combination ofirefiex movements. —_ Examples are: walking, running, pushing, twisting, grippings@rasping, manipulating, 3. Perceptual abilities — Students can translate stimulus received through the senses into appropriate desired movements. — Examples include: coordinated movements such as jumping rope, punting, or catching, 4. Physical activiti Students have developed basic movements that are essential fo théldlevelopment of more highly skilled movements, — Examples are: all activities which requiré a) strenuous effort for long periods of time: b) muscular exertion; c) a quick, wide range of motion at the hip ints; and d) quick, precise movements. 5. Skilled movements — Students have developed more/Complex movements requiring a certain degree of efficiency. — Examples are: all skilled activities obvious in Sports, recreation, and dance. 6. Non-discursive communication’ = Students have the ability to communicate throughbody movements — Examples include: body postures, gestures, and facial expressions efficiently executed in skilled dance movementand choreographics. Moore's 3 Lévels of Learning Psychomotor Domain 1. Imitation- enty/lavet ‘A:student can camry oul the rudiments of the skills With instructional support trom the teacher. 2. Manipulation Students perform skils Independently 3. Precision-highest level Students can perform the skill accurately, efficiently and effortlessly, Automaticity- abilty fo}pertorm a skill with unconscious effort which then frees the student to concentrate on other activities How to Write Lesson Objectives tives + Are outcomes rather than instructional process, + Are measurable outoomes statements + fan outcome statement isn’t precise enough to measure whether the outcome has been achieved, itismt an objective, Itis a GOAL. Mager’s Three Main Components of an Effective Objective: 1. Performance What the student should be able to do ¥_ Ex Identify, compute, ete. 2. Condition The conditions under which the perforance will occur 3. Acceptable Performance/Criterion of Success.. ee stems v-_The criteria by which the performance wil be judged + Examples. 7. nen hour and given a light microscope, the teacher Is able to demonstrate how to focus the microscope under the Ip.o and the h.p.o. 2. Given a list of universities in the city, identify at least 3 which are govemment supported. 3. "Using the six descriptions of the elements of a good short story, identity in writing the six elements in the short story by ‘0. HENRY, with complete accuracy.” Selection & Organization of Content ¥ Our leaders in the basic education level came up with Philippine Elementary Learning Competencies (PELCs) and Philippine Secondary Leaming Competencies (PSLCs) - this is where standards and competencies are laid down ¥ This means that we are not entirely free in the selection of our content. Guiding Principles in the Selection & Organization of Content 1. Observe the folowing qualities: ¥ Validity- means teaching the content that we ought to teach According to the national standards in the Basic Education Curriculum ¥ Significance — the content we teach should respond to the needs and interest of te Jeamers. ¥ Balance - content includes not only facts but also concepts and Values (The three leVel approach in teaching - facts — cognitive, concepts — psychomotor, values — affective domain) Self — sufficiency — Content should cover the essentials of the lesson andinot “a mile — wide and an inch - deep” Interest - the teacher considers the interest of the leamers, their developmental stages, and cultural and ethnic background, Utility ~ refers to the usefulness/application of the content to'the life ofthe learner after ithas been learned by the leamer. Feasibility — the content can be covered in thelamount of time available for instruction, < 2. At the base of the structure of cognitive suibject matter content is facts. “Provide opportunities for experimentation ¥ Let students present the ideas of others Emphasize conceptual understanding 8. Subject matter content is an integration of tognitive, skill and affective elements. 4. Cognitive, v Facts, concepts, prinaiples, hypotheses, theories Y Manipulative skils, thinking skills, metaphoric thinking, critical thinking, creative thinking 3. Attitudes and values 1. Facts: is an idea of action that can be verified; basic unit of cognitive subject matter content, 2. Concept - categorization of events, places, people, ideas 3. Principle- relationship between and among facts and concepts 4. Hypotheses- educated guesses about relationships 5. Theories: refer to sets of facts, concepts, and principles that describe possible underlying unobservable mechanisms that regulate human learning, development and behavior. Cognitive hierarchy of discipline Skills 1. Manipulative skills "This includes courses that are dominantly skil-oriented lke Home Economics, PE, and the like The learning here begins with naive manipulation and ends up in expert and precise ‘manipulation 2. Thinking skills ¥ Divergent thinking ‘+ Includes fiuent thinking, flexible thinking, original thinking & elaborative thinking wo. ee stems + Fluent thinking- characterized by generation of lots of ideas. + Flexible thinking- characterized by a variety of thoughts in the kinds of ideas generated + Elaborative thin! 1g — uses prior knowledge to expand and add upon things and ideas ¥ Convergent thinking- have one single best thought Problem solving- + Algorithm. uses step-by-step instruction = Houristic- uses general problem solving strategy 3. Metaphoric thinking — uses analogic thinking, figure of speech where a word Is used in a manner different from its ordinary designation to suggest parallelism or similarity. 4. Critical thinking — involves evaluating information or arguments in terms of their accuracy and worth, 5. Creative thinking- involves producing something that is both original and|worthwhile. ¥ What creative thinking behaviors should be developed? > Awareness Curiosity Imagination. abiity to speculate about things that are not necessarily based on really Fluency- ability to produce a large quantity of ideas, Elaboration- abilty to add on to an idea; build groups of related ideas or expand ideas Perseverance originality vvvvry Guiding Principles in the Selection and Use of Teaching Strategies Leaming is an active process ‘The more senses that are involved in leaming the better the learning Emotion has the power to increase retention ad learning Learning is meaningful whemitis connected with the students’ everyday life Good teaching goes beyond recall of information) ‘An integrated approach is far more effective than teaching isolated bits of information. EFFECTIVE QUESTIONING AND REACTING TECHNIQUES Time Tested Principles of Learning 1. Etfective leaming starts with questions, not answers. 2. Interactive teaching is made possible with teachers effective questioning and reacting techniques. ‘3. Questicning enables teachers to check leamer's understanding. It also benefits learners as it encourages engagement and focuses their thinking on key concepts and ideas. Types of Questions that Teachers Ask 1, Factual/ConvergentiClosed/Low Level -Who, what. where, when questions that have ONE acceptable answer. 2. Divergent Open-EndediHigh LevellHigher Order/Conceptual -Open-ended: has more than one acceptable answer. 3. Affective - Ex. How do you fee! Questioning Behavior of Teachers 1. Varying type of questions 2. Asking non directed questions (Ask the question first before calling a student to answer.) n@ 6 7. 8 9 Calling on non-volunteers Prompting by rephrasing or by providing partial answers Probing (seeking more details for clarification) Requiting abstract thinking (not just simple recall but require HOTS) Asking open-ended questions (divergent) ‘Allowing sufficient WAIT TIME Involving as many as possible icting Behavior of Teac! 1 2 3 Providing acceptance feedback. Providing corrective feedback Giving appropriate and sincere praise Repeating the answer Explaining the answerlexpanding Rephrasing the question ‘Asking follow up questions Redirecting questions to other pupils Soliciting student questions, Encouraging through non-verbal behavior DIFFERENT APPROACHES AND METHODS ‘An approach gives rise to a strategy which may tise more than one method of teaching One teaching method may be employed differently by two different teachers whose teaching style may lead to the use of different techniques. Teaching technique has something to do with teacher's personal style of teaching. Examples of Teaching Approaches 1, Teacher-Centered Approach The teacher is pefcelved to be the only reliable source of information in contrast to the leamer- Centered approach which is premised on the belief that the learner is also an important resource because he/she knows something + Teaching consists in teacher telling and prescribing what leamers should do Learner is @ passive recipient of instruction 2. Subject Matter Centered Approach ‘Subject matter gains primacy over that of the lamer. by all means, teachers finish teaching subject matter as scheduled even if learners have not leamed it. Sticking to course syllabi is priority ofthe said teachers. 3. Teacher-Dominated Approach ‘The teacher does what he/she planned without necessarily considering the learner’s interests, concems, and situations. In contrast o leamer centered classroom, the teacher makes adjustments in hisiher lesson plans to accommodate leamer's interests and concerns. 4, Constructivist Approach 2@ Students are expected to construct knowledge and meaning out of what they are taught by connecting them to prior experience. 5. Banking Approach Teacher deposits knowledge into the “empty minds of students for students to commit to memory. The students are percelved to be empty receptacles waiting to be filled. These facts that are deposited are withdrawn gradually every time quizzesttests are given unti at the end of the term everything is withdrawn in the final exam thus students’ minds are once more empty ready to be filled in the next school year. . Integrated Approach Makes the teacher connects what the/she teaches to the other lessons of the same subject (intradisciplinary) or connects hisiher lesson with other subjects making his/her approach interdisciplinary and mukiisciplinary. 7. Collaborative Approach ‘Will welcome group work, team work, partnerships, group discussion while an individualistic approach will want individual students working by themselves: 8. Direct Teaching Approach Teacher directly tells or shows or demonstrates whatis to be\taught while in the guided approach, teacher guides the leamer to discover things for himselfherse Direct/Expositive Instruction Approach 4. Direct instruction 2. Deduetive method 3. Demonstration method Guided/Exploratory Approach 4. Inductive method 2. Inquiry 3. Problem solving 4. Project 5. Metacognitive 6. Constructivist 7. Reflective teaching 8. Cooperative learning 9. Peerteachingitutoring 410Partner learning |. Direct Instruction/Lecture Method v Aimed at helping students acquire procedural knowledge which is knowledge exercised in the performance of some task. Ex Focusing the microscope, doing powerpoint presentation, playing basketball, sewing jeans. Instructional Characteristics of Direct Method Teacher directed Emphasis ison the teaching of skills, ‘Taught in a step-by-step fashion ‘Atom of learning through imitation, sometimes termed as “behavioral modelling” Used to teach facts, principles, and laws. Used if there is a large amount of information that needs to be studied Used if the materials studied is very difficult or if there is not enough resource materials. Soooos Demonstration Method v- Here, the teacher or an assigned student or group shows how a process is done while the students become observers. ¥ Isused when materials are not enough Deductive Method- from general to specific. Here the teachers starts discussing a rule then ends with giving examples, B. ee somes IL Indirect instruction is best used when the learning process is inquiry-based, the resutis discovery and the learning context is a problem, 1. Inductive Method ¥_ Is also referred to as indirect instruction ¥_ It begins from specific to general ¥ Itbegins with questions, problems, and details and end up with answers, generalizations, conclusions. In this method, instead ofthe teacher giving the rule in adding similar fractions, sine will give them at least five examples of added similar fractions at one time. Ask the pupils how s/he arrived at the sums. From there, s/he will ask the pupils to state the ule in adding trtions. ‘Advantages of Inductive Method ¥ Lamers are more engaged in the teaching-learning process ¥ Learning becomes more interesting at the outset because of it begins with the experiences of the learners ¥ Develops HOTS 2. Inquiry Method + Is sometimes termed as “discovery”, “heuristic” and “problem solving" + Defined as a teaching method which is modelled after the investigative processes of scientists. STEPS IN THE INQUIRY METHOD 41. Define the topiciintroduce the qestion 2. Guide the students plan where and how to gather data, information. 3. Students present findings through graphs, carts, power point presentation, models and wating, Instructional Characteristics of inquiry method Investigative processes such as inferring, hypothesizing, measuring, predicting, ete are employed. ¥. The proceduré in gathering information is notiprescribed by the teachers. ¥ Children are highly motivated to search ¥ The answers arrived are genuine products of their own effeorts 3. Problem Solving Method - strategy that employs scientific method in searching for information. The five basic steps of the scientific method or investigatory process are: 4, Sensing and defining the problem 2.) Formulating hypothesis 3. Testing the likely hypothesis 4, Analysis, interpretation, and evaluation of evidence ©. Formulating conclusion 4, Project Method + Isa teaching method that requires the students to present in concrete form the results of information gathered about a concept, principle or innovation. + Sometimes referred to as “self-directed study" + Leamers solve a practical problem over a period of several days or weeks. +The projects may be suggested by the teacher, but they are planned and executed as far as Possible by the student themselves, individually or in groups. + Project work focuses on applying, not imparting, specific knowledge or skills, and on improving student involvement and motivation in order to foster independent thinking, self-confidence, nd social responsibilty. 5. Cooperative Learning Makes use of classroom organization where students work in groups or teams to help each other learn. Students work in teams to tackle academic tasks. Reward systems are group-oriented rather than individually-oriented Teams are made up of mixed abilties- high, average, and low achievers Each individual learner is accountable for hisiher learning errs u. ee stems 6. Peer Tutoring/Peer Teaching The best way to leam something is to teach it, ¥ Peer tutoring is commonly employed when the teacher requests the older, brighter and more cooperative member of the class to tutor other classmates. Tutoring Arrangement may be done: 1. Instructional tutoring- older students help younger ones on a one-to-one basis or one-to-a-group basis. 2. Same age tutoring- this works well with children who can act as interactive pairs, i.e, More able ist the less able, I tutoring- the class may be divided into groups and monitors are assigned to lead each group. 4. Structured tutoring- a definite procedure is followed highly structured tutoring is administered by trained tutors. 5. 8 structured tutoring- combination of unstructured and structured)where the tutor guides hisimer tutee through carefully planned learning guide. 7. Partner Learning ~ Is leaming with a partner; having a study buddy “Study buddies become responsible for each other's learning. However, each student is held accountable for hisiher own leaming, 8. Reflective Teaching ¥ Students/teachers leam through an/@nalysis ahd evaluation of past experiences. Without analysis, no new learning and ideas can be constructed Strategies of Reflective Teaching v Self analysis ¥ Writing journals ¥ Keeping a portfolio 9. Metacognitive Approach From the prefix “méta” means beyond. 's an approach that goes beyond cognition. Thinking about thinking Has something to do with our students monitoring their thought processes while they are thinking. {tis allowinglour students to think aloud. Research indicates that “effective problem solvers” subvocalize; that is they talk to themselves frequently Kas 10. Consttuetvie, Approach View leeming as an active process that results from self-constructed meanings, ¥ A meaningful connection is established between prior knowledge and the present learning activity, ¥ Students here éontinue reflecting and evaluating accumulated knowledge with an end in view of constructing new meanings. ¥_ Teachers role isto facilitate learning environment ¥ Lessons are activity-centered in order for them to experience or gain personal knowledge through active involvement. 11. Integrated Approach "Is intradisciplinary, interdisipiinary and transdisciptinary ¥ Intradisciplinary- when teachers integrate the subdisciplines within a subject area. Ex. Integrating listening, speaking, reading and writing in language arts ¥_Interdisciplinary- or Content-Based Instruction- is done when two different subjects such as Aral Pan and Science are integrated ¥_ Transdisciplinary- teachers organize the curriculum around students questions and concerns. Teaches using real-life context CLASSROOM MANAGEMENT ~The process of organizing and conducting the business of the classroom relatively free of behavior problems. Itis often perceived as related to the preservation of order and the maintenance of control. 6. ee stems Principles of Classroom Management ¥ Consistent, proactive discipline is the crux of effective classroom management. ¥_ Establish routines forall daily tasks and needs ¥_ Strike a balance between variety and challenge in students’ activities ¥_ As classroom manager, be aware of all actions and activities in the classroom (with t-ness principle) Resolve minor inattention and disruption before they become major disruption ¥- Make good use of every instructional moment. Minimize discipline time to maximize instructional time Approaches to classroom management 4. Assertive approach + Expects teachers to specify rules of behavior and consequences for disobeying them and to communicate these rules and consequences clearly + Teachers expect them to behave in a certain way in class (Duke’and Meche!) 2. Behavior modification approach + Strives to increase the occurrence of appropriate behavior through a system of rewards and reduce likelihood of inappropriate behavior through punishments. 3. Business academic approach + Developed by Evertson and Emmer + Emphasizes the organization and manageient Ofstudents as they engage in academic work. Ex Clear communication of assignments and Work requirements, monitoring student work, and feedback to students, 4, Group managerial approach ¥- Based on Jacob Kounin’s research Emphasizes the importance of responding immeciately to group student behavior that might be inappropriate or undesirable in order to prevent problems rather than having to deal with them after they emerge. + Ripple effect ¥” occurs when aféacher cometts @ misbehavior in one student and this positively influences the behaviour of nearby students. ness is the’ Skill fo know what is going on in all parts of the classroom at all times; nothing is missed ¥ ‘Withit®teachers note and act quickly and accurately in curbing class disturbances. They prevent minor disruptions from becoming major, and know who the instigator isin a problem situation. ¥ one has eyes in the back of one'shead Pygmalion Effect/Rosenthal Effect vis the phenomenon whereby the greater the expectation placed upon people, the better they perform, The effectis named after the Greek myth of Pygmalion, a sculptor who fell in love with a statue he hed carved, Hawthorne Effect ¥ (also referredito as the observer effect) is a type of reactivity in which individuals modify or Improve an aspect of their behavior in response to their awareness of being observed. + John Henry Effect Is the opposite of the Hawthorne effect: itis when a supposedly control group that gets no intervention, compares themselves to the experimental group and through extra effort gets the same effects or results. Placebo Effect ¥ Aremarkable phenomenon in which a placebo ~ a fake treatment, an inactive substance lke sugar, distilled water, or saline solution ~ can sometimes improve a patient's condition simply because the person has the expectation that it will be helpful vx. The teacher conditioned the children to behave because Santa Claus is coming with a lot of gifts and if they want to be given some they have to behave well until such time Santa will have to finally come. 6. ee stems + Halo effect Vis @ cognitive bias in which an observer's overall impression of a person, company, brand, or product influences the observers feelings and thoughts about that entity's character or properties. ¥ _Itwas named by psychologist Edward Thomdike in reference to a person being perceived as having a halo, Thus, by seeing that somebody was painted with a halo, the observer can tell that this musthave been a good and worthy person. ¥ Ex Partiipants gave significantly better writing evaluations for the more attractive author. Group Guidance Approach by il 3 Causes of Misbehavior 1. Individual Case history 2. Group condition 3, Mixture of individual and group cases Group elements to be considered to maintain good discipline: 1. Dissatisfaction with classroom work- Y The work is too easy or too difficult. Y The work load is too light or too heavy. Assignments are poorly planned or pootly explained, Assignments are considered unfair by students because they have not BE&n prepared for them. Leaming experiences emphasize verbalizetion, omitting motor skills, and manipulative activities, V Work is badly scheduled, badly sequenced or confusing 2. Poor interpersonal relations ¥ Problems are caused by friendships or tensions among individuals, cliques, or subgroups; by badly filed group roles, and BY student-teacher friction 3. Disturbances in group clifhate ¥ The climate is punitive, tinged with partiality (certain children can do no wrongs, others are accused for almost anything), too, competitive (leading to hostile or defeatist attitudes), too exclusive (the group rejects individuals who don't ft} 4. Poor group organization ¥ The@roup is characterized by too much autocratic pressure or too little supervision and security, Standards for group behaviour are too high or too low, ¥~ The group Is too highly organized (too many rules) or too unstructured. The group organization. ls outof focus with the age, developmental maturity, social background needs, abilties of the group members, 5. Sudden change and group emotions. The group is experiencing high level of anxiety (just before exam period). Contemporary events lead to unusual depression, fear or excitement. ‘Student Problom Types Based on Teacher Descriptions. 1. Distractible ¥ These children have short attention spans. They seem unable to sustain attention and concentration and are highly distractible Signs Has difficulty adjusting to changes + Rarely completes a task + Easily distracted by sights, sounds or speech 2. Underachiever ¥- These do the “minimum” to get by. v¥ They do not value school work. Signs: ~ Indifferent to schoolwork- Minimum work output - Not challenged by school work - Poorly motivated |. Low Achiever These children have difficulty even though they may be willing to work “Their problem is low potential, or lack of readiness, rather than poor motivation. Signs: Difficulty folowing directions Difficulty completing work. Poor retention Progresses slowly |. Withdrawn, ¥- These children avoid personal interaction but are rejected, ignored, or excluded Sign + Quiet and sober + Does not initiate or volunteer + Does not call attention to sett 3. Defiant These children resist authofity and carry on @ power'struggle with the teacher. They want to have their@wn way and not to be told what to do. Sign + Resists verbally with statements, “You can't make me” + Derogatory statements about teachersiend others + _ Resist non-verbally with frowns and grimaces sf Looking away when spoken to + Mimics postures of teachers, + Deliberately does what teacher says not to do. . Rejected by Peers These children seek per interaction but are rejected, ignored or excluded. Signs: + Forced to work and play alone + Lacks social skills + Often picked on or teased /. Hostile Aggressive ¥_ These children express hostiity through direct, intense behavior ¥ They are not easily controled © Intimidates and threatens © Hits and pushes © Damages property 186 Saar stems © Hostile © Easily angered 8. Passive Aggressive ¥_ These children express opposition and resistance to the teacher, but INDIRECTLY. “tis often hard to tell whether they are resisting, deliberately or not. Signs + Subty oppositional and stubbom + Ths to control + Borderline compliance + Drags feet 9. Hyperactive These children show excessive and almost constant moveenteven when sitting ¥ Often their movements appear to be without purposes Signs + Blurts out answers and comments + Often out of seat + Bothers children with noises + Energetic but poorly directed! + Excessively touches people or objects 10. Failure Syndrome ¥ These children are convinced tat they cannot do their work They expect to fail even after succeeding. Signs: + Easily frustrated + Easily gives up < says., "Iean't do i” 11. Peffectionist These children are unduly anxious about making mistakes Their setfsimposed Standards are unrealistically high so that they are never satisfied with their work Signs: © Often anxious: © Fearful, frustrated © Holds back from class participation unless sure of self Cognitive Structures by Ct les Lettteri List of seven comprehension or thinking skills that students can develop to enhance the way they process information: 1. Analysis (field dependence-independence) the ability to break down information into component parts for the purpose of identification and categorization 9. ee stems 2. Focusing (scanning) ¥ the ability to select relevant or important information without being distracted or confused by itrelevant secondary information. 3. Compa tive analysis (reflective-impulsivity) Y the ability to select a correct item from among several alternatives and to compare information and make proper choices. 4. Narrowing (breadth of categorization) ¥ the ability to identity and place new information into categories through ts attributes (physical characteristics, principles, or functions) 5. Complex cognitive (complexity-simplicity) the ability to integrate complex information into categories through its attributes (physical characteristics, principles or functions) 6. Sharpening (sharpening-leveling) the abilty to maintain distinctions between cognitive structures (inéluding old and new information) and to avoid confusion or overtap, 7. Tolerance (tolerant-intolerant) © the ability to monitor and modify thinking, the ability 10 deal with ambiguous or unclear information without getting frustrated. Cognitive Framework by Weintein and Mayer) 1. Basic Rehearsal Strategies The abilty to remiember names or Words and the order of things 2. Complex ReheaSal Strategios ¥ Making/@ppropriate choices or selections (such as knowing what to copy when the teacher explains something or vat o underline or outline while reading) 3. Basic elaboration strategies Such as relating two or more items (such as nouns and verbs) 4. Complex: laboration strategies Analyzing or synthesizing new information with old information 5. Basic Organizational strategies ¥ Categorizing, grouping, or ordering new information 6. Comprehension monitoring ¥ Checking progress, recognizing when one is on the right track or confused, right or wrong 7. Affective strategies ¥_ Being relaxed, yet alert and attentive during a test situation and when studying 8. Six Components of Direct Instruction 1. Modeling 20. ee stems 2. Guided practioe 3. Consolidation 4. Independent practice 5. Application 6. Review 1, Modeling (called Introduction) ¥- The teacher identifies the skill required and shows how itis used. ¥ The teacher ‘shares a cognitive secret” of how to execute a strategy 2. Guided Practice ¥- Teachers and students work together on a skill or task and figuré“Out how to apply strategy. ¥- The teacher stays in the background, but guides students by asking such questions as why they have rejected or accepted some information. 3. Consolidation (extension) The teacher helps students to consider a skill in relation to several exaimples'and to determine whether the skills should or should not be used. 4. Independent Practice The students complete assignments by themselves, first in clasS\with the teacher present to provide aid if necessary and then at home or on their oWn WITHOUT the assistance of the teacher 5. Application The teacher asks students to apply the skill in @ new problem. 6. Review The periodically reviews the when, whypandnow of the skill ¥_ Itis incorporated into classroom and homework assignments over an extended period. 4 MISTAKEN GOALS OF MISBEHAVIORS BY ADLER, Goal is to got attention Goal is to seek power Goal is to get revenge’ Goal is to isolate oneself Goal is to Seek Attention (to keep others busy or to get special service) Child's Characteristic disrupt the classroom, ask for favors. taltle on one another. Tefuse to work or are slow to finish assignments request help when itis not required Stops misbehavior temporary, butiater resumes same or another disturbing behavior Child's belief + Teount (belong) only when I'm being noticed or getting special service + monly important when 'm keeping you busy with me. aose: Notice Me-Involve Me. Redirect by involving child in a useful task. "Love you and _.* (Example: | care about you and will spend time with you later.) Touch without words. Set up nonverbal signals ignore the misbehavior while encouraging appropriate behavior. Try to catch the student being good, 2. Goal is to Seek Power (to be boss) Child's Characteristics argue. contradict have temper tantrums, attempt to upset the teacher. Success brings more striving for power: Intensifies behavior Feels he/she's won when parents/teachers are upset Child's Beliet belong only when tm boss or in control, or proving no ne can boss me "You can't make me.” Goals to Seek Power (to be boss) ‘What the Child's Needs and What adults caf do fo encourage Lot Me Help--Give Me Choices. Get help from child to set reasonable andifew limits. ‘Acknowledge that you can't make hinvher, and ask for his/her help. ‘What the Child's Needs and/What adults can do fo encourage Redirect to positive power. Offer a limited choice, ‘Withdraw from conflict and calm down. Be firm and kind ‘Act, don't talk 3. Goal ie to leoldt@ Oneself (assumed inadequacy- to give up and be left along) < Ons ass Chil’ Characteristics ‘withdraw from situations where they assume their inadequacy will be obvious. eed to convince the teacher of their disability, so they willbe left alone. Retreats further No improvement No response Child's Belief don't believe I can so, il convince others not to expect anything of me, lam helpless and unable; its no use trying because | won't do it right. Goal is to Isolate Oneself (assumed inadequacy- to give up and be left alone) ‘What the Child's Needs Have Faith in Me-Don't Give Up On M ‘Take time for training, Take small steps, Make the task easier until the child experiences success. ‘Show faith ‘What the Child's Needs and What adults can do to encourage Encourage any positive attempt, no matter how small. Don't give up. Enjoy the child, Build on his/ner interests. Encourage, encourage, encourage. 2@ + Use familyiciass meetings 4. Goal is to Seek Revenge Good Classroom Techniques: 1 2 (to get even) Child's Characteristics may actin crue), violent, and vicious ways are paranoid and need to retaliate ‘when punished, fel usted in their orginal actions. Damages property Gets even Escalales the same behavior or chooses another weapon eorrrs Child's Characteristics Tdontt think | belong, so I'l hurt others as | feel hurt. | can't be liked or loved. KS What the Child Needs and what adults can do to encourage, Help Me-I'm Hurting. Apologize. ‘Avoid punishment and retaliation. Show you care. ‘What the Child’s Needs and What adults can do to encourage Encourage strengths. Use family’ class meetings, Deal with the hurt feelings. “Your behaor tells melyou must feel hurt. Gan we talk about that?" Use reflective listening Don't take behavior personally. Share your feelings. With-it-ness-is the skill to khow what is going on in all partSyof the classroom at all times ‘Overlapping - means tiandling two 6r more activities or groups at the same time. Essentially, its the ability to monitor the whole class at all times. It involves Keeping a small group on task, for example, while also helping other students with their seatwork 3. Smoothness is the ability to make smooth lesson transitions, keep an appropriate pace, and involve all students in aJesson. Smoothness should be present to prevent jerkiness (the disorderly flow of activities.) Jerkiness can be avoided by not observing any of the flowing: 1. Stimulus-bounded The teacher is so immersed in a small group of students or activities that he or she ignores other students or misses an event that is potentially disruptive 2. Thrust The teacher bursts into activities without assessing student readiness and gives orders, statements or questions that only confuse students. 3. Dangle The teacher ends an activity or drops a topic before it is completed. 4, Truncation The teacher ends an activity ABRUPTLY, 2ose: 5. FLIP-FLOP ¥ The teacher terminates one activity, goes to another, and then returns to the previously terminated, activity. The teacher lacks clear direction and sequence of activities. 4, Momentum refers to the force and flow of a lesson. An effective lesson pulls the student along. Effective teachers move through the lessons at a brisk pace and appear to have very few slowdowns in the flow of activities. 5. Group Focus /s the process where the whole class is involved with the use of the teacher's alerting techniques. © Antiseptic Bouncing is asking a student to leave the room if he or she is uncontrollably Gigaling or misbehaving that affects the majority of the class. © Program Restructuring is recognizing a poor lesson ot activity andltying to replace It for ‘something else in order to restore a desired behaviour © Humor Effect makes use of joke to release tension in A tensed situation, © Proximity and Touch Control is placing the teacher's presence close to the misbehaving student, © Interest Boosting is a response directed 16 a’Student that seems to be losing interest ina lesson, pay some additional attention f0 other students and thelr work, © Signal Interference refers to nonsVerbal response fo stopistudents’ misbehaviour like for instance: Clear your throat, stare at the offender. Stop what you're saying in the mid-sentence. © Planned Ignoring refers f0lignoring an action that the student may be doing for attention. © Direct Appeal is responding when appropriate, pointing out the connection between the conduct, or misconduct and its consequences. ‘Types of Classroom Manager 1, Authoritative(Demiocratic + Teachers who clearly and fairly communicates standards for discipline and performance to student. + The democratic teacher is kind, caring,and warm, but also firm. + _lete, the teacher tries to provide stimulation from within through a sharing of responsibilty and encouragement, rather than demands. Self-esteem is developed by a sharing of responsibilty, and students are encouraged when they make mistakes. 2. Authoritarian, v v v v v 3. Perm v v Yv v Places firm limits and. controls on the student is characterized by power, domination, pressure, and criticism. The authoritarian teacher assumes the sole responsibilty for making all decisions for the class and Uses pressure, a sharp voice, and fear in forcing ‘Students in this ype of atmosphere often develop a fear of failure, low self-esteem, and a defeatist attitude. Consequently, students tend to give up when they encounter a new or difficult task. ‘Students in this class are likely reluctant to initiate activities since they feel powerless ivelLaissez Faire Places few demands or controls on the students. The teacher accepts the students’ impulses and actions and is less likely to monitor their behavior Is more concerned with the students’ emotional well-being than he is with classroom control Here, anything goes, which generally leads to chaos. The classroom is often disorganized, which causes student frustration, a high level of stress, and a feeling of being totally overwhelmed and lost, 4. Uninvolved Teachers who are indifferent and undemanding of student involvement Edgar Dale's Cone of Experience 2. ee stems Edgar Dale - Edgar Dale (1900-1985) served on The Ohio State University faculty from 1829 until 1970, Perhaps Professor Dale's most famous concept was called the "cone of experience,” a graphic depiction of the relationship between how information is presented in instruction and the outcomes for leamers, ‘What is The Cone of Experience? First introduced in Dale's 1946 book, Audio-Visual Methods in Teaching Designed to “show the progression of leaming experiences” (Dale (1969) p. 108) from the concrete to the abstract Concrete vs. Abstract Learning Concrete Learning ® First-hand experiences @ Learner has some control over the outcome ® Incorporates the use of all five senses Abstract Learning © Difficulty when not enough previous experience or exposure to @ concept © Every level of the Cone uses abstract thinking in comeway Levels of the cone of experience ‘© Enactive - direct experiences © Direct, Purposeful © Contrived © Dramatized ‘+ Iconic — pictorial experiences: ‘+ Demonstrations Study trips. © Exhibits ‘+ Educational telévision ‘© Motion pictures ‘+ Recordings.radio, stil pictures ‘+ Symbolic ~ highly abstract experiences Visual symbols Verbal symbols Direct and/Purposeful Experiences © Direct, first hand experiences ® Have direct participation in the outcome © Use of all our senses: © Examples: ‘* Working in a homeless shelter ‘© Tutoring younger children Contrived Experiences FIs edited copies of direct experiences design to simulate to real-life situation > examples are model, mock up, objects, specimens, games and simulation. Model ® a reproduction of real thing in a small scale, or large scale or exact size, but made up of synthetic, materials substitute to a real thing which may or may not operational Mock-ups ® Isa special model where the parts of a model are singled out, heightened and magnified in order to focus on that part or process under study © example is planetarium 25. ee stems Objects May also include artfacts displayed in a museum or things displayed in an exhibt or preserved insect specimen in science Specimen A portion or quantity of material for use in testing , examination Simulation representation of a manageable real event in which the leamer is an active participant engaged in leaming behavior or in applying previously acquired skis or knowledge Games Forms of physical exercise taught to children at school Make classes more interactive Develop the decision-making skills and knowledge construction skills. Purposes of games > To practice o refine knowledge or skills already acquired Identify gaps or weakness in knowledge or skills serve as summation or review Develop new relationships among concepts and principles vee Difference between game and simulation + Games are played to win: there is a competition 4 Simulation needs not winner, seems to be more easily applied to the issues rather than to processes Other types of contrived experiences 4. Aquarium. is a representation of plant and animal: 2. Terrarium — is a representation of piant and animal on land: 3. Aviaty- is a collection of live birds 4. Herbarium. is a collection of dried herbs. 5. Horbary. is a collection of live herbs. 6. Vivarium. is a representation of plant and animal fe putting together those of the same habitat. 7-Planetarium- is a representation of the planets and their relative sizes and distance from each other. 8.Solarium- is a representation of the solar system (the sun the earth and the moon) 9. Diorama- three dimensional representation of events, ideas or concepts against a scenic background 10. Orchidariume a collection of orchids Dramatized Experiences! Reconstructed experiences ‘+ Can be used to simplify an event or idea to its most important parts ‘+ Divided into two categories ‘© Acting — actual participation (more concrete) '* Observing = watching a dramatization take place (more abstract) © Iconic Experiences on the Cone ¥ Progressively moving toward greater use of imagination Successful use in classroom depends on how much imaginative involvement the method can ilicit from students Involves: = Demonstrations Study trips: Exhibits Motion pictures Educational television Ratio, recordings, and still pictures Demonstrations ‘© Visualized explanation of an important fact, idea, or process @ Shows how certain things are done © Examples: >” How to make a peanut butter and jelly sandwich, 266 SSSen stems > How to play the piano > Howto lft a fingerprint Study Trips ‘* Walch people do things in real situations ‘+ Observe an event that is unavailable in the classroom, © Examples: (© Civil War Re-enactment Old World Wisconsin ‘© Class trip to Washington D.C. © Exhibits ‘© Something seen by a spectator = Two types © Ready made > Museum > Career fair ‘+ Home-made © Classroom project, > National History Day competition Educational Tel ision and Motion Pictures Television ‘* Bring immediate interaction with events from arodd thé World ‘* Edit an event to create clearer understanding than if experienced actual event first hand © Example ‘* TV coverage of 9/11 Motion Pictures ‘+ Can omit unnecessary or unimportanit material ‘+ Used to slow down a fast process ‘+ Viewing, seeing and hearing experience Can re-create events with simplistic drama that even slower students can grasp Recordings, Radio, and Still Pictures = Can often be understood by those who canniotread = Helpful to students whe cannot deal with the motion or pace of a real event or television = Examples: Time Lite Magazine 4° Listening to old radio broadcasts 8 Listening to period music ‘Symbolic Experience: © Very litte immediate phiysicahaction © Difficult only if one doesn't have enough direct experience to support the symbol © Used atall levels of the Cone in varying importance © Involves: > Visual symbols > Verbal symbols Visual Symbols % No longer involves reproducing real situations. % Chalkboard and overhead projector the most widely used media % Help students see an idea, event, or process. * Examples ‘+. Chalkboard + Flat maps + Diagrams + charts Verbal Symbols @ Two types n6 Saar stems > Written words ~ more abstract > Spoken words — less abstract ® Examples: > Discussion > Explanationitecture Graphic Organizers + Diagrams + tis eny line drawing that shows arrangement and relations as of parts to the whole, relative values, origins and development, chronological fluctuations, distribution, etc ‘Types of a Diagram 1. Tree diagram 2. Fishbone diagram Penny Dime Quarter Tree diagram eons ¥ Used to chart out, in increasing detail, the various tasks Ho <= on that must be accomplished to Compleie a project or TS hate achieve a spectic objective. art T= = mr a + Fishbone diagram ¥ Also called cause-and-effect diagram. Is structured form of brainstorming that grephicelly shows the relationship of possible causes and subcauses directly related to an identified effect/problem (Gastar (iartee) USING AND EVALUATING INSTRUCTIONAL MATERIALS © The proper use of materials © Tolensure effective use of instructional material, Hayden Smith and Thomas Nagel, (1972) book authors on Instructional Media, advise us to abide by the acronym PPPF. © Prepare yourself. You'know you lesson objective and what you expect from the class after the session and why you have selected such particular instructional material. You have a plan on how you will procede, what questions to ask, how you will evaluate leaming and how you will le loose ends before the bell rings. © Prepare your students. Set a class expectations and learning goals. It is sound practice to give them guide questions for them to be able to answer during the discussion. Motivate them and keep them interested and engaged. © Present the material under the best possible conditions, This is means * running out of gas" which Usually results from poor planning. (Smith 1972) Using media and materials, especially if they are mechanical in nature, often requires rehearsal and a carefully planned performance. Wise are you if you try the materials ahead of you class use to avoid a flasco, © Follow up. Remember that you use instructional material to achieved an objective, not to kill time nor to give yourself a break, neither to merely entertain the class. You use the instructional for the attainment of a lesson objective. You use of the instructional material is not the end in itself. Itis a means to an end, the attainment of a leaming objective. So, there is need to follow up to find out i objective was attained or not, 28ALCAN wns eview CENTER. © P- Prepare yourself © P-Propare you student @ P- Present the material @ F- Follow up Grace Goodel’s Reading Skills Ladder Basic sight words Using phonetic analysis Using structural analysis, Using contextual clues Vocabulary building Finding the main idea Finding the supporting details, Interfering meanings, drawing conclusions Classifying and organizing facts Using parts of the book Using the dictionary Using the encyclopedias and other reference books Borrowing library books for research and enjoyment Starting your private library collection Exposure to reading from mass media Reading from the Internet 2»GPERRAS tis Wal Give tare now be ure 0 oct ry FALCULAN TWINS! REVIEW CENTER. CURRICULUM teacher, instructional materials and facilities are necessary. Limited D itions of Curriculum 4. Supported curriculum ¥ Aset of courses constituting ¥ These are support materials an area of specialization that the teacher needs like print ¥ Is an identification of proper materials (books, charts, work goals, sheets,etc) and non-print v Can be considered as a materials (ppt, electronic system of dealing with illustrations) people and the process. 5 Assessed ctitriculum ¥ Isameans of attaining the This is the curriculum that is aims or philosophy of ‘evaluated after it has been education taught. It can either be V Planned learning assessment for, assessment of, or assessment as. experiences. 6 Learned curriculum Broad Definitions of Curriculum vy These are measured by tools in assessment, which can ¥ Is aplanof action or written indicate the cognitive, document which includes: affective and psychomotor strategies for achieving desired ‘outcomes. goals or ends. 7. Hidden/implicit Curriculum ¥ Serves as the operational! ¥ Thisis the unwritten ‘medium through whieh the curriculum- peer influence, school displays and ‘school environment, media, coordinates the patterns of parental pressures, societal transmission, translation, and changes, ete. transposition of the educative experiences for which it assumes responsibilty ularist, ¥ Is aprofessional who is a Schools, curriculum speci Types of Curricul 1. Recommended Curriculum ¥ These are recommendations in the form of memoranda or policy, standards and 1. Initiator (Initiates the guidelines that came from / cuniculum) govemment agencies such as Implementation of a new TESDA, CHED, UNESCO, ete curriculum requires the open 2. Written curriculum minded of the teacher and the ¥ Includes documents based on full belief that the curriculum the recommended curriculum. will enhance learning 3. Taught curriculum 2. Innovator (innovates the ¥ The teacher and the learners curriculum) will put life to the writen ¥ Creativity and innovations are hallmarks of an excellent teacher. curriculum, Skills of the@ FALCULAN TWINS! REVIEW CENTER. GPERRAS tis Wal Give tare now be ure 0 oct 3. Implementer (Implements the curriculum) ¥ Animplementer gives life to the curriculum plan. Itis where the teaching, guiding, facilitating skills of the teacher are expected at the highest level 4, Evaluator (Evaluates the curriculum) Y Determines if the desired learning outcomes have been achieved 5. Knower (Knows the curriculum) Y Asateacher, one has to master what are included in the curriculum. 6. Writer (Writes the curriculum) Y Aclassroom teacher takes record of knowiedgejiconcepts, subject matter or content. 8. Planner (Plans the curriculum) Y Ateacher's role is to make yearly, monthly or daily plan of the curriculum which serves as, a guide in the implementation of the curriculum, Curriculum Views TRADITIONAL 1. Robert Hutchins 2. Arthur Bestor 3. Philip Phenix PROGRESSIVE 1. John Dewey 2. Holis Caswell & Kenn Campbell 3. Collin Marsh & George Willis jonal Views 1. Robert Hutchins Y Views curriculum as “permanent studies” where rules of grammar, reading, rhetoric logic and math are emphasized ¥ The 3Rs should be ‘emphasized in basic education while Liberal education should be emphasized in colleges Arthur Bestor ¥ (Believes that the mission of the school should be intellectual training which include Math, Science, History and Forelgn ‘Language 3. Phillip Phenix Y Curriculum should consist entirely of knowledge which ‘comes from various disciplines. Progressive Views 1. Jolin Dewey Believes that education is experiencing, Reflective thinking is a means to unify curricular elements that, are tested by application 2. Hollis Caswell and Kenn Campbell Viewed curriculum as all experiences children have under the guidance of teachers. 3. Colin Marsh and George Willis Viewed curriculum as all the experiences in the classroom which are planned and enacted by the teacher and also leamed by the students, Approaches to Curriculumee ectmmen mnomeer FALCULAN TWINS! REVIEW CENTER. 1. Curriculum as a Content or Body of Knowledge Knowledge to be transmitted 2. Curriculum as a Process What actually happens in the classroom when the curriculum is practiced 3. Curriculum as a Product Learning outcomes desired of earners. 1. Significance — information explosion 2. Validity — measures what it intends to measure. 3. Usefulness - practicality 4. Learnability — within the range of your learner's experiences 5. Feasi ty - within the alloted time 6. Interest — interested in the content PRINCIPLES OF CURRICULUM CONTENT’ BASIC- Balance Articulation Scope Integration Continuity Balance- equitable assignment of content, time, experiences and other elements. Articulation- curriculum is arranged vertically or horizontally 3. Scope — content topics, learning experiences and organizing the threads of an educational plan 4, Integration — curriculum is integrated and interconnected 5. Continuity — vertical repetition and recurring approaches of content Curriculum Develop Processes & Curriculu(development- is a dynamic process involving many different people and procedures 1. Ralph Tyler Modle: Four Basic Principles 2, Hilda Taba Model: Approach 3. Galen Saylor and William Alexander: Curriculum Model rassroots Ralph Tyler Modie: Four Basic Principles ¥ Also known as Tyler's Rationale ¥ This model emphasizes the PLANNING PHASE 1. PURPOSE of the School 2. Educational Experiences related to the purposes 3. Organization of the experiences Hilda Taba Model: Grassroots Approach ¥ Hilda Taba improved on Tyler's model ¥ She believed that teachers should participate in developing a curriculumFALCULAN TWINS’ REVIEW CENTER © (er ramones). ‘Major Steps in Curriculum 1. Diagnosis of learners’ needs 2. Formulation of Learning Objectives 3. Selection of Learning contents 4. Organization of learning contents 5. Selection of leaming experiences 6. Determination of what to evaluate and the means of doing it Galen Saylor and William Alexander: Curriculum Model Described curriculum as a “plan for providing sets of leaming opportunities to achieve board educational goals and related specific objectives foran identifiable population servédiby.a single school center. 1. Goals, Objectives, and Domains 2. Curriculum Designing 3. Curriculum Implementation, 4. Evaluation Peter Oliva’s 10 Axioms for Curriculum Designers 4. Curriculum change is inevitable, nek rable Societal development & knowledge revolution come so fast and requires new curriculum designs. 2. Curriculum is the product of its time Curriculum is timeless which means it responds to changes that came from current social forces, educational reforms, etc. 3, Curriculum changes made earlier can exist concurrently with newer ‘curriculum changes Curriculum development changes can co-exist and overlap 4, Curriculum change depends on people who will implement the change. Itis bestthat teachers design and own the changes. 5, Curriculum developmentisa cooperative group activity Any significant change should involve a\broad range of stakeholders to gain their understanding and support and input &, Curriculum Development is a decision making process made from choices of alternatives A curriculum developer/designer must decide what contents to teach and what methods or strategies to use. 7, Curriculum development is an on- going process As the needs of the leamers change, as society changes, and as new knowledge and technology appear, the curriculum must change. 8, Curriculum development is more effective ifit is a comprehensive process rather than a piecemeal. A curriculum design must be based on careful plan, intended outcomes clearly established 9, Curriculum Development is more effective when it follows @ systematic process.