Comprehension / Understanding

M7 EXPOSITORY TEACHING - Advance organizer / concept mapping

COGNITIVE OBJECTIVES & - Anticipatory set
- Class discussion
TEACHING INFORMATION - Paraphrasing
- Visual and graphic aids
thru EXPOSITORY
Comprehend

Cognitive Domain Classify Interpret

- Cognitivism Cite Locate
- Focused on the development of intellectual Conclude Make sense of
Convert Paraphrase
abilities and skills
Describe Predict
Discuss Report
Estimate Restate
Explain Review
Generalize Summarize
Give examples Trace
Illustrate Understand

Application / applying
- Reporting
- Situational analysis
- Discovery learning
- Model making
- Cooperative group works

Analysis / analyzing
- Fact vs. opinion / true or false
- Independent research
- Compare and contrast
Apply

Knowledge / Remembering Act Imitate

- Reading assignments Administer Implement
- Direct instruction Articulate Interview
- Drill-practice Assess Include
Change Inform
- Vicarious experiences
Chart Instruct
- Hands on activities Choose Paint
- Books, lectures, films, videotapes, Collect Participate
audiotapes, records Compute Predict
Construct Prepare
Knowledge Contribute Produce
Control Provide
Count Read Demonstrate Relate
Define Recall Determine Report
Describe Recite Develop Select
Draw Record Discover Show
Enumerate Reproduce Dramatize Solve
Find Select Draw Transfer
Identify Sequence Establish Use
Label State Extend Utilize
List Tell
Match View
Name Write
Quote Evaluation / evaluating
 - Problem solving
- Debate
M8 TEACHING DIFFERENT
- Simulations TOOLS AND RESOURCES
TEACHING INFORMATION THRU EXPOSITORY AUDIO- VISUAL AIDS
AND GUIDED DISCOVERY STRATEGIES - Instructional devices which involve the use of
sight and hearing.
EXPOSITORY TEACHING - Help and make ideas and concepts clear.
- Similar to the telling or showing method - Learning can be raised from verbalism to
(Lardizabal et. al) true understanding.
- Teacher- centered - Can also make learning interesting and vivid.
- Presentation - recitation - discussion strategy - Make learning effective.
(Louisell & Descampes) - Valuable in promoting motivation and
retention.
Conditions:
- When important information is needed to Using different Kinds of Audio- Visual Materials
make students understand a component of - Using the chalkboard
the day’s lesson - Visual display materials
- When the learners do not have information - Projected and recorded instructional aids
and time can be saved by telling it.
- When a concept, principle, rule or Using the chalkboard
generalization can be learned through Following guidelines have to be considered:
explanations - Start each class with a clean board. As an
expression of courtesy, erase the board at
Two Primary Advantages: Time and Control the end of discussion.
Planning an Expository Lesson - Use colored chalk to highlight essential
- Identification of a topic points
- Specification of the objective of lesson - Print or write on the board neatly, clearly and
- Selection or preparation of examples in orderly manner
- Print instructions on the board
- Maintain personal supply of chalk and eraser
Implementing an Expository lesson - Learn to write on the board without having
- Write the abstraction on the chalk-board or entirely turn your back to students
display it on the overhead - When a lot of material has to be written on
- Definition of concept the board, do it before class and cover it.
- Presentation of positive examples
Visual display materials
Implementing a Guided Discovery Lesson Consider the following suggestions:
(Continuation) - Take time to plan the colors of the board and
- Students compare and contrast examples caption of materials
- Teacher prompts students to identify - Use imagination to make board attractive
characteristics or relationships - Make bulletin board simple, emphasizing
- Students state definition or relationship one man idea, concept, topic and theme
- Teacher presents the abstraction on the - Make bulletin board a medium for the
board enrichment or extension of learning
- Teacher asks for additional examples
Projected and recorded instructional aids
- Those that require electricity to project
images onto screens
- Require sounds

INSTRUCTIONAL TELEVISION
- Large classes can be taught simultaneously
by means of television
 - Teachers should go through standard
routine:
M9 MEASUREMENT,
- planning ASSESSMENT AND
- selecting
- introducing EVALUATION OF LEARNING
- guiding
- following up Introduction
Measurement, assessment and evaluation are
PRINTED MATERIALS essential components of educational practice to
Guidelines to be considered in reviewing printed understand and improve student learning.
materials:
- Appropriateness of the material both in Key terms
content and reading level Measurement - quantification of student learning
- Cost of paperback books for the student to using tests, questionnaires and checklists
read primary sources
- Assorted workbooks that emphasize thinking Assessment - gathering and synthesizing a full range
and problem-solving rather than rote of student information
memorization
- Pamphlets, brochures and other duplicated Evaluation - judging the value or worth of a student’s
materials that students can read for specific performance
information and viewpoints about particular
topics
- Articles in newspapers, magazines and Purpose of Measurement, Assessment and
periodicals related to the subject students Evaluation
will be studying - Improve student learning
- Identify strengths and weaknesses
COMPUTER AND COMPUTER PROGRAMS - Assess the effectiveness of teaching
Valuable to teacher in the following ways: strategies and curriculum
- Used as a computer managed instruction - Communicate with and involve parents
- Used as computer assisted instruction
- Used to teach students about computes and
help them develop their skills Approaches to Measurement, Assessment and
- Used to teach about thinking and help Evaluation
students develop thinking skills.
Norm-referenced - compares student performance to
COMMUNITY AS RESOURCE peers.
- One of the richest resources - local
community and the people and the places in Criterion-referenced - compares performance against
it a set standard.
- Can make learning exciting and forceful
- Teachers needs to build their file of Types of Classroom Assessment
community resources that contains: Official Assessment - bureaucratic aspect of teaching.
- possible field trip locations
- resource people who could serves as guest Sizing up Assessment - assesses students’ social and
speakers or mentors academic traits.
- community groups
- local businesses, industries and agencies Instructional assessment - aids in instructional
planning and monitoring.
FIELD TRIP
Important areas to consider: Methods for Collecting Assessment Data
- Details of preparation before the field trip - Paper and Pencil Technique
- Planning the details of the actual field trip - Observation
- Planning follow up activities for the field trip
Sources of Evaluation Information
- Cumulative records
- Personal contact
- Analysis of student work
- Conferences
- Testing

Types of Evaluation
Diagnostic Evaluation - conducted before instruction
Formative Evaluation - ongoing feedback during
instruction
Summative Evaluation - final assessment for grading

General Principles of Testing

- Ensure all learning outcomes are measured
- Cover all learning tasks
- Use appropriate, valid and reliable test
items.

Types of Tests Based on Constructor

Standardized Tests - created by specialists with
uniform administration

Unstandardized Tests - teacher-prepared, no

establishing norms

Attributes of a Good Test

- Validity: measures what it intends to
- Reliability: consistency in results
- Objectivity: minimizes scorer bias
- Scorability and Administrability: easy to
score and administer.

Steps in Test Construction

1. Identify learning outcomes.
2. List topics to cover.
3. Prepare a test blueprint.
4. Select types of test items.
5. Write and sequence items.
6. Write instructions.
7. Prepare answer sheets and scoring keys.

Conclusion
- Recap importance of well-structured
measurement, assessment and evaluation in
enhancing student learning.
- Encouragement to apply these principles for
improved educational outcomes.