ACCTEACH PRELIMS

CHAPTER 1: Understanding Teaching Ongoing Assessment – how can students and

teacher know what students understand and how
Teaching has been regarded as a noble profession. students can develop deeper understanding?
Teaching as a profession produces something Generative Topics
significant and moving when the right ideas and
beliefs are implemented. Are issues, themes, concepts, and ideas that provide
adequate depth, significance, connections, and
Teaching profession demands a total commitment to variety of perspectives to nurture students
total transformation of the learner. development in terms of powerful understanding or
discernment.
Teacher needs support system from the parents and
the community. GUIDE when selecting the best possible teaching
topics
Teacher plays a crucial role in the continuous
development of the society. Central to one or more domains or disciplines –
issues interest to professionals in the field.
What is teaching?
Interesting to students – age, social, culture
Organized, purposeful and deliberate efforts
contexts, personal interest, and intellectual
designed to bring about certain desirable ends in an
experiences.
individual.
Interesting to the teacher – explore the complex
Different Contexts of Teaching
territory of open-ended questions.
As an occupation – one does for living.
Accessible – availability of age-appropriate
Myriad of activities – explains, asks, reviews, resources to enable investigation of the topic.
demonstrate, advises students; etc.
Offer opportunities for multiple connections –
Act itself which involves common activities in make connections to their previous experiences,
classroom & teaching strategies & techniques. such topics offer an inexhaustible quality that can
be explored deeply.
Process or set of actions to induce learning &
eventually to succeed in learning. STEPS for planning generative topics
Teaching for understanding (tfU) Framework 1. Brainstorming – first step, done ideally
with colleagues, reflecting on what interests
Blythe & associates (1989) made a framework
the teacher most.
linked to what David Perkins called fur
2. Create idea webs around ideas generated
cornerstone pedagogy consisting of four elements of
planning & instruction. Webbing – a good exercise as it offers an
opportunity for the teacher to become adventurous.
It is a set of general guidelines and serves as guide
to focus educational practices on the development 3. Choose from idea web
of student understanding. 4. Consult with other teachers and peers or
with community members
Generative Topics – what shall we teach?
Understanding Goals – what is worth
understanding?
Understanding Performance – how shall we teach
for understanding?
Questions to ask when refining web of ideas: Ask the students what they hear being focused on.
As them what they think are supposed to get from
 Does the topic represent fundamental the class.
concepts or themes in your domain?
 Do you think it will appeal to students and As with unit long understanding goals, try stating
to you? overarching goads as both statement & question.
 Does it provide opportunities for students to Examples of throughline
connect learning possibilities to other
classes as well as life experience outside TOPIC: Philippine History
school?
Yearlong Understanding Goal: Students will
 Does it have related resources materials to understand the various considerations and strategies
make topic accessible to students? historians used to interpret evidence about the past.
 Do you think you can present the topic to
your students in engaging way Unit Goal – Students will understand how to read
and judge the reliability of primary sources about
Understanding Goals the Philippine Revolution or about a topic of local
Nested Understanding Goals – unit sized goals history.
embedded within yearlong overarching goals or Performance of Understanding
“throughlines.”
Activities that develop, express, and supplement
Unit-sized goals – are those appropriate to a given their current understanding.
topic.
Initial performances are initially simple like
Throughlines – are compounded goals or short discussing certain topic as a group.
topics for the duration of a school year.
Eventually performance elevates from simple to
Identifying Throughlines complex.
The teacher might write down the most important Teachers are the ideal influence on students as they
things he wants the students to get out of the class. engage in performances of understanding.
Throughlines are often rooted in deeply held but Teachers can look at themselves as “floating
rarely articulated beliefs and value about both the coaches” who keep an eye on the progress of their
subject matter and the teaching and learning students.
processes.
The performance of understanding generated are
Planning Throughlines sequence so they occur throughout the unit, from
“When my students leave my class at the end of the start to end, which are:
course, what are the most important things I want  Introductory performances.
them to keep?”
 Guided-inquiry performances
The following steps may be tried for better  Culminating performances
results:
Ongoing Assessment
Review several units that have been planned (either
It is the process of providing students with clear
using the framework or in other ways). What
responses to their performances of understating in a
common these emerge? What understanding, skills
way that will help improve their next performances.
or concepts resurface time & again as you plan &
teach?
 Differences between Performance of
Understanding and Ongoing Assessment
Understanding performances are the activities
students do to cultivate their understanding while
Key Factors of Ongoing Assessment Ongoing Assessment is the process by which
students get feedback and are critiqued on what they
Establishing criteria and providing feedback do based on clearly established criteria for
Criteria established for each performance of successful performances.
understanding need to be: END OF CHAPTER 1
 Clear – articulating explicitly the established CHAPTER 2: The Learner
criteria at the beginning of each performance
of understanding. Learner - is the core of the teaching-learning
 Relevant – closely related to the process and first element of teaching & learning.
understanding goals for the unit. Pupil – learner in elementary level
 Public – everyone in the classroom knows
and understands them. Student – learner who attends an institution beyond
the elementary level.
Feedbacks need to:
Factors Affecting Cognitive Development of
 occur frequently from beginning to end of Children
the unit.
 offer students information not only about Biological Factors – are substances that affect
how they perform but how to improve it biological systems and are necessary to produce a
further. result or cause activity of the body.
 inform them about intended subsequent  Senses – sense organs receive stimuli from
classes & activities the environment.
 come from variety of perspective (student,  Intelligence – is the ability to learn about,
classmates & teacher) learn from, understand, and effectively
Planning Ongoing assessment interrelate with one’s environment.
 Heredity – process of transmitting
 The teacher uses his understanding goals to characteristics from one generation to the
establish the criteria by which to assess next.
student’s performance. The test of  Maturation – process of learning to cope
understanding is the most crucial. and respond in an emotionally appropriate
 The teacher provides opportunities at the way.
beginning and throughout a unit for
assessing how well the students developed Environmental Factors - these includes
their understanding. Assessment should be surroundings, conditions, or influences that affects
ongoing process. an organism. It can be divided into physical,
 Balance of both formal & informal feedback biological, social, cultural, and spiritual.
is important & teacher should make room Following are the environmental factors:
for multi-perspective assessment (self, peer,
and teacher). Learning opportunities – the opportunity for
learning affects cognitive development.
Continuing assessment – is accomplished in the
context of performances of understanding that, in Economic status – learners from better economic
turn are anchored on understanding goals. status get more opportunities and better training.
Play – opportunity to interact with the environment, It promotes understanding & long-term retention of
receive stimuli and respond to them. concepts that are used in problem solving. It is
applied in real life situation.
Various types of stimuli – as a child grows, he gets
various stimuli from the environment through his Surface Learning
senses and perceives their meaning.
the students are aiming to reproduce material in
Family and society – it is important from the point test or exam rather than understand it.
of view of providing the child hereditary traits.
It is the explicit recognition of information &
(7) Characteristics of Independent Learners memorization. It leads to superficial retention
of materials for examination.
1. Curiosity –Seeking out ways to explore. On
their own, they look for additional Deep learning as claimed, is positive while
supplements. surface learning is negative.
2. Self-Motivation – intrinsic motivation far
Learning Styles and Preferences
surpasses any prize or reward system, that is
setting internal goals to achieve provide From students - it can by close observation,
motivation to independent learners. seeing & hearing, working alone & in groups,
3. Self-examination- Independent learners logical reasoning & intuitively, memorizing or
keep track of their achievements & failures. visualizing & modelling.
They have proper evaluation of their
strengths & weaknesses. Part of teacher - there are those who lecture,
4. Accountability- Knowing what you must do others demonstrate or discuss, some focus on
& doing it without anyone telling you to, principles & others on applications.
that is being responsible. The Seven Learning Styles (Memletic Styles)
5. Critical Thinking – An attitude of
examining all possibilities & often come up • Visual (spatial)–prefers using pictures,
with multiple solutions. They do not images, graphs, charts, logic puzzles &
memorize, and they probe & analyze the spatial understanding.
nature of things or situation. • Aural (auditory-musical)–prefers using
6. Comprehension (with little instruction) – sound & music.
this is the ability to read, visualize, or
kinesthetically instruct themselves. They • Verbal (linguistic)–prefer using words, both
will find ways to understand material thru speech & writing.
application (normally trial and error). • Physical (kinesthetic)-prefers using body,
7. Persistence – An attitude of not giving up hands & touch.
being serious learning. They try to
comprehend a concept as much as possible • Logical (mathematical)-prefers using logic,
on their own before asking for help. They reasoning & systems.
apply self-discipline when faced with • Social (interpersonal)-prefers to learn in
difficulty in finding answer to a problem. groups or with other people.
Approaches to Learning • Solitary(intrapersonal)-prefers to work
Deep approach to learning alone & use self-study.

the student is aiming towards understanding. It Basis of Learning Styles

involves the critical & in-depth analysis of new 1. Visual-the occipital lobes at the back of
ideas, relating them with already known concepts & brain manage visual sense.
principle.
2. Aural-the temporal lobes handle aural while in association with other people. It
content. The right temporal lobe is can be a) alone or with peers; b) an
especially important for music. authoritative adult or with collegial
colleague; and c) learning a variety of
3. Physical-the cerebellum & the motor cortex
ways or routine patterns.
(at the back of the frontal lobe handle much
 Physiological elements in this strand are
of our physical movement.
perceptual (auditory, visual, tactile &
4. Logical-the parietal lobes especially the left kinesthetic), time of the day energy
side, drive our logical thinking. levels, intake (eating, or not while
studying), & mobility (sitting or moving
5. Verbal-the temporal and frontal lobes
around).
especially the two specialized areas called
 Psychological- the elements in this
Broca’s area and Wernicke’s area (in the left
strand correspond to the following
hemisphere of these two lobes) govern the
psychological processing: hemispheric,
use of manually articulated (i.e., signed) or
impulsive, or reflective and global
vocally articulated (i.e., spoken) language.
versus analytic.
6. Social-The frontal & temporal lobes handle
Hemispheric element refers to the left & right brain
much of our social activities. The limbic
processing modes.
system (not shown apart from the
hippocampus) also influences both social & The impulsive versus reflective style describe how
solitary styles. The limbic system has a lot some people do something or resort to doing
to do with emotions, moods & aggression. something before thinking and others scrutinize the
situation before moving an inch.
The Dunn and Dunn Learning Style Model
Global & analytic element are unique, as these two
Learning style – the way a person processes,
elements are made up of clusters of elements from
internalizes studies interprets, and changes new
the other four strands. The elements are sound,
and challenging materials.
light & seating arrangement (environmental) and
The cornerstone of the Dunn and Dunn persistence (emotional), sociological preference &
Learning Style model is that most people can intake (physiological).
learn, and everyone has his own ways of
(4) Factors that significantly differ between
mastering new and difficult subject matter.
groups & among individuals
It encompasses 5 strands of 21 elements
1. Global & analytic- Global learner prefers to
affecting everyone’s learning:
work in an environment with soft lighting &
 Environmental- this strand refers to informal setting; need breaks, mobility &
these elements: lighting, sound, sound, while analytic learners prefer to
temperature & seating arrangement. work in an environment with bright lights &
 Emotional –this strand involves the formal setting, work best when
following elements: motivation, uninterrupted or with few; prefer a quiet
persistence, responsibility & structure, surrounding & little or no snacking.
i.e., some people work best when 2. Age- learning styles vary & change with
motivated & encouraged, or when age. Some learning styles (sociological,
allowed to do multi-tasking motivation, responsibility & internal vs
(persistence), while other feel motivated external structure) are developmental &
when assigned to lead. change as people grow older. Children
 Sociological- the strand represents prefer to work with peers than being alone.
elements which make individual learn
 The auditory & visual perceptual elements 4. 4. Practical learners are both thinkers &
strengthen with age for many. doers. They are those who learn through
experimentation, seeking out new ideas, &
3. Gender- perceptual strengths of males are
discovering practical application for them.
often visual, tactile & kinesthetic. More
They can focus intently on select subjects;
mobile than females & they function &
they favor technical challenges to
achieve better in an informal environment.
interpersonal matters.
On the other hand, females tend to be more
auditory, prefer quiet atmosphere while Kolb’s ELT three stages of person’s development
studying, work best in formal setting & need
 Acquisition (birth to adolescence)-
less mobility. They are more conforming,
development of basic abilities & “cognitive
authority oriented & parent & self-motivated
structures”.
& engaging than males.
 Specialization (schooling, early work &
4. High vs low academic achievement- High personal experiences of adulthood) – the
& low achieving students learn in development of particular “specialized
statistically different ways from one another. learning style” shaped by social, educational
& organizational socialization.
Kolb’s Learning Style
 Integration (mid-career thru later life) –
Kolb’s Experiential Learning Theory or ELT (1984) expression of non-dominant learning style in
sets out four distinct learning styles, which are work & personal life.
based on a four-stage learning cycle, namely social
or accommodating, creative or diverging, Hypothesized Activity Type Preferences by
intellectual or assimilating and practical or Learning Style
converging. 1. Role Play – Social
Typical presentation of Kolb’s two continuums 2. Simulation – Intellectual
3. Puzzle-mystery – Practical
1. Processing continuum (how we approach a 4. Design – Creative
task) – east-west axis 5. Interactive reference – Intellectual
2. Perception continuum (how one thinks or 6. Discussion Forum – Social
feels about it) – north south axis
END OF CHAPTER 2
This model sets out four distinct learning style.
1. Social learner are leaders. They learn best
by analyzing & solving problem using their
intuition & information from other people
rather from books or lectures.
2. Creative learners are imaginative. They
have open mind to new ideas & offer
multiple perspectives. They value
brainstorming with a group although they
often listen & observe first before sharing
their own ideas.
3. Intellectual learners are organized, logical
& precise. They like to learn from lectures,
reading & contemplation. They find fact,
ideas & information fascinating &
challenging to people & emotions.