Instructional Materials Development and Evaluation|EL 144

UNIT I
INTRODUCTION TO TEACHING
Learning Objectives:
At the end of the unit, learners should be able to:

➢ grasp concepts related to teaching and teaching a language;

➢ value the significance of understanding teaching as an aspect of being an English
language expert; and
➢ reflect on the significance of teaching as an aspect of being an English language expert.

ENGAGE!
Watch the video titled “Papel”: A Gabay Guro Short Film, the link is given
below. After watching the video, define teaching with your own words in one sentence.
Write your answers on a short bond paper with the label ‘Engage’. This sheet of
paper will serve as your answer sheet for the unit, so provide some space for your
answers to the other tasks.

https://www.youtube.com/watch?v=MeKUW8w9frg&ab_channel=PLDTGabayGuro

EXPLORE!

Explore how teaching is a part of your degree Bachelor of Arts in English

Language in three sentences. Write your answers on your answer sheet with the
label ‘Explore’.
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EXPLAIN!

A. Elements of Teaching

According to Acero, et. al (2010), there are six elements of teaching namely (1)
the learner, the teacher, the learning environment, the curriculum, materials of
instruction, and the administration. These elements are fundamental parts of the
teaching-learning process.

1. The Learner
The central figure in the teaching and learning process is the learner.
Everything in the classroom revolves around him. He is the one who acquires
the teacher's instructions.

Pupil – a learner at the elementary level

Student – a learner beyond the elementary level

The teacher needs to be aware of the following in order to comprehend the

student:

a. the child, as a unique individual, has traits peculiar to himself;

b. the child is a product of the cultural environment where he assumes
membership; and
c. the child is influenced by social and psychological forces from the
environment.

It is a challenge for teachers to consider how unique and different each child
is from one another in terms of interests, personalities, talents, qualities, and
maturity as a major aspect of the learning process. Only then, in line with his
definition of himself as a teacher who shapes, transforms, develops, and brings
out the best in the learners' potential, can he effectively provide for the
learner's development.

Additionally, Corpuz and Salandanan (2015) identified the fundamental

equipment of the learner and factors that contribute to the differences among
learners which are quoted in the following.

Fundamental Equipment of the Learner

Cognitive Faculties
a. five senses
b. instinct
c. imagination
d. memory
e. intellect
Affective Faculties
a. feelings and emotions
b. rational will
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Factors that Contribute to the Differences among Learners
a. ability
b. aptitude
c. interests
d. family and cultural background
e. attitudes and values

2. The Teacher
Teachers’ roles in the classroom are varied. These include being:
managers - for the management of the class
counselors - as guidance teachers when learners encounter problems
motivators - for the encouragement and motivation of learners to study
well and behave properly
leaders - as leaders, teachers direct, coach, support, and delegate
depending on the needs of the situation
models - teachers must look their best all the time, master their lessons,
show interest in the children’s welfare, show good behavior, and
inculcate good work habits and right attitudes; fair in dealing with
learners; and exhibit good judgment
public relations specialists – the credibility of the school is attributed most
of the time to the ways the teachers deal with people outside the
school
facilitators - teachers prepare guidelines that will serve as the focus of
discussion and activities
instructors – the main function of the teacher

Furthermore, Corpuz and Salandanan (2015), presented the professional and

personal attributes of a teacher which are quoted below.

Professional Attributes
• control of knowledge base of teaching and learning and use of this
knowledge to guide the science and art of his/her teaching practice
• repertoire of best teaching practice and can use these to instruct
children in classrooms and to work with adults in the school setting
• dispositions and skills to approach all aspects of his/her work in reflective,
collegial, and problem-solving manner
• view of learning to teach as a lifelong process and dispositions and skills
for working towards improving his/her own teaching as well as improving
schools

Personal Attributes
• passion • patience
• humor • enthusiasm
• values and attitude • commitment

3. The Learning Environment

It is a place for individuals to communicate socially and share information,
problems, and methods of doing things. It offers a teaching procedure that
includes the teacher, the learner, and the subject content. A set of common

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practices expressing certain beliefs, attitudes, qualities, and behaviors to be
learned are practiced by learners in this learning environment.
a. classroom
- a place where the teacher interacts with the learners for formal instruction
- a place for learning activities and transfer of learning from classroom to
practice
b. home
- provides an instructional process in an informal instruction which includes
learning behavioral patterns, acceptance of standard norms, and
development of necessary traits
- a child gets instruction on the specific ways of doing things in this learning
environment
c. community
- it gives individuals in the learning process the chance to interact with one
another (These individuals are capable of participating in communal
activities, comprehending power dynamics, acquiring values and societal
standards, and even assimilating the society's culture.)
- it gives significance to the experience

Factors of the Classroom Environment

➢ Physical Environment. The learner is influenced by the entirety of the
external components or physical make-up.
➢ Intellectual Climate. It alludes to a setting for learning where there are
intellectually challenging activities present. In an intellectual setting, the
instructor provides the learner with his advice so they can come up with
solutions to current issues and eventually develop into independent, self-
directed people.
➢ Social Climate
• autocratic climate - It is an authoritarian or teacher-oriented
environment where the teacher directs and decides what
activities are to be done. There is little interaction and
communication between the teacher and the students, which
leaves very little opportunity for group activities and self-
evaluation. A teacher ends a task, puts off student questions, and
volunteers are discouraged.
• laissez faire - The importance of group engagement is quite low.
The person takes independent action while vying for praise for his
achievements. There is no interactivity in this environment.
• democratic climate - Cooperative work and group engagement
are highly valued in this setting. The teacher takes on the role of a
facilitator and helps the students complete a shared set of goals.
This arrangement necessitates more open communication
between the group's teacher and participants. In this setting,
group activities turn into effective learning tools. Permissive,
integrative, and learner-centered teaching are all characteristics
of this environment.
➢ Emotional Climate. All learners' emotional and mental well-being are
referred to in this. Giving the students a sense of security in his group is a
key factor the teacher needs to take into account.

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Additionally, Pine and Horne (1990), as cited in Corpuz and Salandanan (2015),
described a facilitative learning environment for learning. Its characteristics are
quoted in the following.
It is one:
1) which encourages people to be active – A psychological classroom
environment which is supportive of earning engages learners in the
learning process.
2) Which promotes and facilitates the individual’s discovery of the personal
meaning of idea – Meaning is not imposed by teacher. This is personally
arrived at by the learners considering the uniqueness of their
experiences.
3) Which emphasizes the uniquely personal and subjective nature of
learning – Every learner is unique.
4) in which difference is good and desirable – There is respect for diversity.
To be different does not mean to be deficient.
5) which consistently recognizes people’s right to make mistakes – Learners
feel at ease and learn best when mistakes are welcome because they
are recognized as part and parcel of the learning process.
6) which tolerates ambiguity – This leads to openness to ideas and prevents
teacher and learners alike to be judgmental.
7) in which evaluation is a cooperative process with emphasis on self-
evaluation. – This makes evaluation less threatening. The learner is not
alone when he evaluates learning; he is with a group. His/her progress is
seen against his/her targets not against the performance of his/her
classmates.
8) which encourages openness of self rather than concealment of self –
People feel at ease and so aren’t afraid to be transparent.
9) in which people are encouraged to trust in themselves as well as in
external sources – There is strong social support and it is not difficult to
trust others.
10) in which people feel they are respected – Everyone is convinced of the
inner worth/dignity of each individual and so it is easy to respect
everyone.
11) in which people feel they are accepted – There is a sense of
belongingness.
12) which permits confrontation – Since learners feel at ease and feel they
are accepted; they are not afraid to confront themselves.
13) A conducive learning environment is necessary in the full development
of the cognitive and appetitive faculties of the learner – his senses,
instincts, imagination, memory, feelings, emotions, and will.

4. The Curriculum
The word comes from the Latin word currere, which means to run. It is also
frequently referred to as a program of study or a course of study.

Palma (1992) defines curriculum as the sum total of all learning content,
experiences, and resources that are properly selected, organized, and
implemented by the school in pursuit of its peculiar mandate as a distinct
institution of learning and human development.

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Academic Curriculum – formal list of courses or subject offerings of the school
Extra Curriculum – voluntary but planned activities sponsored by the school;
included in the co-curricular activities of the school

Inclusive Components of Curriculum:

a. the general outline or master plan for carefully chosen and arranged
educational material that is sometimes referred to as "curriculum"; and
b. the execution of this approach in the classroom through staged encounters
is referred to as instruction

5. Materials of Instruction
It alludes to the different tools that teachers and students have at their disposal
to support teaching and learning. These teaching tools, which simulate
environmental components, are intended to aid students in comprehending
and explaining reality.

6. The Administration
It entails the planning, organizing, directing, coordinating, and management
of all the school's resources—both human and material—in order to achieve
the desired goals. It focuses on offering educational opportunities that can
provide the best outcomes, particularly in the realization of instructional goals
through the main result areas of faculty, support staff, curriculum, finances,
supplies, equipment, and school infrastructure.

It comprises of the following functions:

a. budget creation for schools
b. establishing procedures for accounting for school funding
c. acquisition of suitable school locations
d. construction of school facilities and infrastructure
e. management of school facilities
f. monitoring of instruction
g. giving instructors opportunity for professional development
h. the provision of resources in the form of books and other teaching aids
i. creation of an instructional plan that includes developing and revising
the curriculum
j. transmission of information about the school's goals, achievements, and
future plans
k. provision of a reliable mechanism for keeping records

B. Principles of Teaching and Learning Language

As future English language experts, it is imperative that you also know how to
impart the knowledge of how the English language is utilized. Quoted in the following
are the principles of teaching and learning language as presented by Corpuz et. al
(2006).

1. Begin with end in mind…. “With a specific objective in mind, our lesson
becomes more focused. We do not waste nor kill time for we are sure of what
to teacher, how to teach and what materials to use.” (Corpus, B. & G.
Salandanan, 2003.) With a clear focus “no amount of far-fetched question or
comment from our students, no amount of unnecessary interruption or
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disruption can derail our intended lesson for the day. (Corpuz, B. & G.
Salandanan, 2003). If you want people to achieve result, clarify what you want
your students to achieve.

2. Encourage your students to personalize the learning goals identified for them.
Your students must own the lesson objectives. When they make the lesson
objectives their own then they take care that they realize them. Corpuz and
Salandanan claim that “when … students set their own personal targets… they
will become more self-motivated.” (Corpuz & G. Salandadnan, 2003).

3. Motivation is essential in learning. Since “learning is an experience which

occurs inside the learner and is activated by the leaner.” (Pine, G. & P. Horne,
1996), it is necessary that our students get self-motivated to learn English and
Filiino. Hein (1991) asserts that “unless we know the ‘the reasons why’ we may
not be very involved in using the knowledge that may be instilled in us even by
the most severe and direct teaching. It is motivation that makes students
explore, choose, remain interested, participate actively and build self-
confidence.

4. Learning is a social activity. Pine and Horne (1996) say it is a “cooperative and
collaborative process. Cooperative approaches are enabling. People enjoy
functioning independently but they also enjoy functioning interdependently”.
We learn from others when we interact with them in the same way that they
learn from us. In the context of language learning, reflect on how you learned
your language. Did you learn that on your own?

5. Teaching language is more effective and learning, more meaningful when it is

integrative. When you do integrative teaching, you will:
• incorporate the four language arts – listening, speaking, reading, and
writing
• consider varied strategies for all multiple intelligences and learning styles
• apply interdisciplinary and multidisciplinary teaching – You have to tie
language to content, rather than teach grammar, vocabulary, and
spoken English and Filipino in isolation.
• teach language structure and form in authentic contexts rather than
through contrived drills in language workbooks. (Hill, Jane D. & Kathleen
M. Flynn. 2006.)
• connect your lessons to the life experiences of your students – Learning
is contextual.
• incorporate effective, research-based instructional strategies for
teaching
• integrate values in your lessons

6. A conducive classroom atmosphere is a sine qua non of the teaching-learning

process. Build comfort into learning. People function best in a favorable
atmosphere. What characterizes a classroom atmosphere that facilitates
learning? Gerald J. Pine and Peter J. Horne describe a facilitative learning
atmosphere as one that:
• encourages people to be active

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• promotes and facilitates that individual’s discovery of the personal
meaning of ideas
• emphasizes the uniquely personal and subjective nature of learning
• sees difference as good and desirable
• consistently recognized people’s right to make mistakes
• tolerates ambiguity
• looks at evaluation as a cooperative process and emphasizes on self-
evaluation
• encourages openness of self rather than concealment of self
• encourages people to trust in themselves as well as in external sources
• gives respect to people
• accepts people for who they are
• permits confrontation with self and ideas

A facilitative class atmosphere is created when language errors are

handled tactfully. Filipino and English are second languages to almost all
students, especially the latter. We expect errors in the learning process.
Correcting these errors tactlessly adversely affects the learning atmosphere.

How do you do this? Hill illustrates this with an example. A student gives
this sentence: “He has a long hair.” Below are some possible teacher’s
responses:

➢ “He has long hair.” – This is a correction in the strictest sense of the word.
The teacher simply repairs the student’s utterance.
➢ “No article.” – The teacher’s move is directed at pinpointing the kind of
error the student has made in order to prompt self-correction.
➢ “I’m sorry, I didn’t understand.” – This is known as a clarification request.
➢ “A long hair is just one single hair, like you find in your soup. For the hair
on your head, you wouldn’t use an article; you would say: He has long
hair.” – This is an example of reactive teaching, where instruction is in
response to errors.
➢ “Oh, he has long hair, has he?” – This technique (sometimes called
reformulation) is an example of covert feedback, disguised as a
conversational aside.

7. Learning is an active process in which the learner uses sensory input and
constructs meaning out of it. Learning is not the passive acceptance of
knowledge which exists ‘out there’ but that learning involves the learner’s
engaging with the world. (G.Hein, 1991)

8. Leaning is reflective. The crucial action of constructing meaning is mental. It

happens in the mind. Physical actions, hands-on experience may be necessary
for learning but it is not sufficient. We need to provide activities which engage
the mind as well as the hands.

9. An approach that allows for ‘more time, more depth with fewer, more complex
topics’ is more desirable. (Jensen, 1996, as cited by Harvey F. Silver et al. 2000).
In the desire of teachers to cover syllabus content for the whole year, we
observe and read of a “mile-wide” and “inch-deep” teaching. This superficial
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teaching won’t allow a teacher’s lesson to seep into the minds and hearts of
the students. In effect, it can’t bring about the change in knowledge, skills, and
attitude which is the expected consequence of teaching.

10. Emphasize on self-evaluation. Feedback should be criterion-referenced.

Practice using rubrics. It is against this personal target that they will evaluate
themselves at the end of the lesson.

11. Make use of an integrated performance assessment that makes the

connections between learning styles, intelligence, and the real world explicit
in a way that is useful to both students and teachers.

12. Emphasize on real word application that favors realistic performances over
out-of-context drill items. Howard Gardner argues for assessment practices
that look directly at the performance that we value, where it is linguistic,
logical, aesthetic, or social performance. Such assessments require students to
generate – rather than choose – a response, and to actively accomplish
complex tasks while bringing to bear prior knowledge new learning, and
relevant skills.” (Harvey F. Silver et al., 2000).

C. Know Your Students

Learning objectives are not the only significant aspects in the teaching-learning
process that teachers should prepare. One aspect is the group of learners in the class.
Libunao and Regaspi (2003) explained that simply because teachers do not account
for how learners would react or respond, sometimes the rigorous preparation for a
lesson presentation falls short of the goals that were established. They further explain
that knowing your students or learners can be done through a “student analysis
audit” which will give details for the following.

• the objectives – to guide you in what you want to accomplish

• characteristics of the class – to give you an insight into the appropriate
lesson presentation approach to achieve your objectives
• the point of view of the student – what do they know about the topic? What
prerequisite knowledge is expected of them?
• selection of appropriate techniques – this will give you the confidence so
that you can convey your message most effectively to your students

elaborate!
Choose two of the principles of teaching and learning language which you
think are the most important. Then, explain why you choose each of
these in three sentences. Write your answers on your answer sheet with
the label ‘Elaborate’.

EVALUATE!
A quiz will be given to you to assess your understanding of the topics in
Unit 1.
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References:

Acero, V. O., Javier, E. S., & Castro, H. O. (2010). Principles of Teaching I (1st ed.).
Rex Book Store.

Corpuz, B. B., & Salandanan, G. G. (2015). Principles of Teaching 1 (4th ed.). Lorimar
Publishing, Inc.

Corpuz, B. B., Salandanan, G. G., & Rigor, D. V. (2006). Principles of Teaching 2.

Lorimar Publishing, Inc.

Libunao, E. P., & Regaspi, C. L. (2003). Creative and Innovative Lesson Presentations
for Effective Teaching and Learning (E. T. Bhagwani, Ed.). Great Books
Trading.

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