ADVANCED PRINCIPLES & METHODS OF TEACHING

1. The Teacher and the Teaching Profession

1.1 Personal/Professional Qualities of an Effective Teacher
 Personal Attributes
 Passion Humor
 Compassionate Knowledgeable
 Patience Positive
 Communicative Motivational
 Creative Flexible
 Professional Attributes
 Control knowledge base of teaching and learning and use of this knowledge to guide
the science and art of his teaching practice.
 Repertoire of best teaching practice and can use these to instruct 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 lifelong process and dispositions and skills for working
towards improving his/her own teaching schools.
1.2 Professional Ethics and the Teacher
 Putting Students First
 Teachers must model strong character traits, including perseverance, honesty,
respect, lawfulness, fairness, patience and unity.
 Showing Commitment on the Job
 Educators must commit wholly to the teaching profession itself. A classroom should
promote safety, security, and acceptance, and should always avoid bullying,
hostility, neglect, dishonesty or offensive conduct.
 Promote and Uphold Healthy Relationship
 On top of fostering healthy relationship with students, educators must build strong
relationships with school staff, parents guidance counselors, coworkers, and
administrators.
 Never Stop Learning
 An educator’s code of conduct demands attentiveness to continuing education
requirements and career development.
1.3 The Subject Matter of Education, Nature of Strategy, and the School and the Social
Progress
 The Subject Matter of education is a third-cycle subject where the conditions,
processes and results of teaching, learning and education are studied in relation to
content.
 Strategy is a major course of action through which an organization relates itself to its
environment particularly the external factors to facilitate all actions involved in
meeting the objectives of the organization. Strategy is the blend of external and
internal factors.
 We are apt to look at the school from an individualistic standpoint, as something
between teacher and pupil, or between teacher and parent. That which interests us
most is naturally the progress made by the individual child or acquaintance, his normal
physical development, his advance in ability to read, write, and figure, his growth in
the knowledge of geography and history, improvement in manners, habits of
promptness, order, and industry-it is from such standards as these that we judge the
work of the school.
1.4 Teachers Code of Professional Ethics
 The Code of Professional Ethics for teachers provide a framework of principles to
guide them in discharging their obligations towards students, parents, colleagues and
community. Increased awareness of the ethical principles governing the teaching
profession is essential to ensure professionalism among teachers.
1.5 The Filipino Teacher as a Professional
  Teacher in the Philippines are professionals that are well trained and have the
knowledge to teach and share with Filipino children. It also requires K-12 public
schools to have a Bachelor’s degree in teaching.
2. Teaching and Learning
2.1 The Teacher, the Learners, the Instructional Methods, the Curriculum, the Classroom and
the School Administration
 Teacher as learning resource will be very related to the skills of the teacher to master
the existing training material.
 Learners are responsible for attending class and completing reading and other
assignments as prescribed by the teacher.
 The instructional method in teaching education; lecture and discussion, seminar,
workshop, symposium, group discussion, supervised study, micro teaching,
collaborative strategies, virtual and e-mode.
 The term curriculum refers to the lessons and academic content taught in a school or in
a specific course or program.
 Classroom or schoolroom is a learning space in which both children and adults learn.
Classroom are found in educational institutions of all kinds, ranging from preschools
to universities, and may also be found in other places where education or training is
provided, such as corporations and religious and humanitarian organizations.
 School administration involves the management of all school operations, from creating
safe learning environment to managing the school budget. To further define school
administration, one needs to consider the different areas of school administration and
who perform these school administrative duties.
2.2 Educational Media Used in the Classroom and the Three Dimensional Instructional
Media
 The accepted standard educational media refers to those devices, which have become a
normal part of the classroom setting such as pictures, charts or graphs, maps, globes
and other illustrative materials and models used to transmit message between the
teacher and the learner.
 Models and mock-ups. A model is a recognizable three-dimensional representation of
a real thing or object. It is a scaled representation which may be equal to, smaller or
bigger than the actual size.
 Specimens. Specimens are actual objects or things from their normal settings and
taken to the classroom for study and analysis.
 Dioramas. The instructional device is a three-dimensional scene in depth incorporating
a group of objects and figures in a naturalistic foreground which blend before a
painted background.
2.3 Recording and the Tape Recorder
 Audio recording may be classified into two type-disc recording and magnetic tape
recordings and magnetic tape recordings. The dis recordings come in various sizes and
pin at different rates and have been used for instructions purposes for many years. The
Tape Recorder. The tape recorder is a plastic tape coated with magnetic iron oxide. A
magnetic pattern is built up representing the sound.
2.4 Computer in Education
 Computers are used actively in education to improve the quality and learning
outcomes. Teachers can use audio, video and graphics aids through computer to
prepare lesson plans.
2.5 Desktop Computers
 A desktop computer is a personal computer designed for regular use at a single
location on or a near desk due to its size and power requirements.
3. Principles and Methods of Teaching and Learning
3.1 Principles of Teaching Postulated by Various Authors
 Respect for the individual
 Democracy as a way of life
 Providing suitable conditions for the development and maintenance of a sound
personality.
 Improving group living
  Improving the classroom environment
3.2 Definition, Nature, and Theories of Learning
 Learning is a key process in human behavior. All living is learning. Learning is
defined as any relatively permanent change in behavior that occurs as a result of
practice an experience”.
 Learning like growth expands the possibilities of adaptive behavior, learning includes
a wide variety of changes in behavior. It may involve adjustment with others., or it
may involve the learning use of day to day work, or inculcation of healthy habits. It
may also involve the foster in of right attitudes or learning to control our emotions.
What we learn is learnable only after we have reached an adequate level of physical
growth and motivation.
 The behaviorist theory postulated either classical conditioning or other complicated
mechanism such as idea of operative conditioning developed by Skinner. Under this
theory, the higher mental functions have a very small place. Learning takes place, to a
large extent, by trial and error and conditioning. Thought and individual difference in
it is only secondary to the system of establishing response.
 Another set of theories based on second concept of man is referred to as the
organismic, and Gestalt and field theories. The common characteristic feature of these
theories is that they assumed that cognitive process-insights, intelligence and
organizations, are the basic characteristics of human response, present even in the
simple perception of the environment.
3.3 The Learning Process
 Learning is the most universal and important occupation of man, it is the great task of
childhood and of youth. It is assumed that, this is the means of achieving progress in
any period of one’s life.
 Learning is an integrated, directed, systematic, purposive and ongoing process that
occurs in the individual that enables him to meet specific objectives, fulfill his
interests, and satisfy his needs, and cope with the various problems that confront him.
3.4 Conditions for Learning
 Conditions of learning as a whole set of factors that influence learning. Some
conditions are external stimuli while other conditions are internal conditions.
According to Gagne (1985), internal conditions are states of mind that the learner
brings to the learning task.
3.5 Characteristics of Learning and the Factors that Contribute to Learning
 Learning is fundamental
 Learning is interactive
 Learning is developmental
 There are various factors that contribute to learning can be enhanced and these are:
drive and motivation, positive transfer of learning, usefulness of materials, the
number of sense involved, feedback of knowledge of results.
3.6. Conditions that Cause Forgetting
 Disuse. This is a condition when deterioration of connections in the brain when not
used.
 Inference. This is a condition when recall of certain information is inhibited by the
presence of other information in memory
 Retroactive inhibition. This is a condition when previously learned material is lost
because it is mixed up with new and somewhat similar information.
 Proactive inhibition. The tendency of previously learned material to hinder the
subsequent learning. It describes the increased difficulty of learning or remembering a
set of words after the set had been learned in a previous, different context.
 Motivated forgetting. Occurs when the individual decides not to remember.
3.7. Thinking and the Thinking Process
 Thinking is manipulating the word internally, using modification of the organism
which represents previous experiences. It is a behavior that uses ideas or symbols
which represent things or events.
  The thinking as a process has various aspects, but the awareness of what we think is
very important. The first is our experience of thinking as a flowing, often chaotic,
stream of impressions, ideas and fragments of phrases.
3.8 Remembering, Thoughts, Consciousness, and Memory
 Remembering is to reinstate a previous experience, to recall or to produce what was
learned previously. For Hillgard, it is “to show in present responses some signs of
earlier learned responses.”
 A thought results from a pattern of simulation of many parts of the nervous system at
the same time and in definite sequence probably involving most importantly the
cerebral cortex, thalamus, limbic system, and upper reticular formation of the brain
stem.
 Consciousness can perhaps be described as the continuing effort of awareness of
either our surroundings or our sequential thoughts.
3.9 Principles of Learning
 The pupils/students must have a clear idea of the goal there should be a clear
communication between the teacher and the learner about the goals and objectives of
instructions.
 The pupils/students must be physiologically and psychologically ready and prepare to
respond their new experience.
 The pupils/students must be motivated to learn.
3.10 Principles of Motivation
 In an effective learning environment, pupils/students are working at purpose that are
real to them.
 Learning is most effective when the pupils/students are motivated by goals which are
intrinsic to the learning activity.
 The pupils/students overcome frustrations, obstacles and difficulties when they see
the goals s worthwhile.
 Successful experiences are important motivators.
 Reward rather than punishment is a better motivation to learning.
 The pupils/students interest is important in classroom learning.
 Meaningful instructional devices and materials as well as wholesome tasks serve as
good motivators.
 Success generally increases the level of aspiration and achievement of the
pupils/students.
 Feedback as a tool about pupils’/students’ progress can be effective motivation.
 The pupils/students who recognize the need for acquiring new skill and experience
can be effective motivation.
 A pleasant learning environment can be effective motivator.
 Learning is most effective when situation has meaning for the pupils/students.
 Intrinsic motivation is better than extrinsic motivation.
3.11 Methods of Teaching, Cognitive Learning, and Learning How to Learn
 The method of teaching to be utilized by the teacher during the teaching-learning
process is very important.
 It is important for teachers to understand the ways pupils/students and the principles
of teaching derived from cognitive psychology. The new development in theories
about how learners process information is called “cognitive psychology”.
 Learning new information results in modification of long-turn memory. The
responsibility for engaging in learning, including control, direction and focus belongs
to the learner. The teacher can facilitate the process through explicit or directed
instruction and linking new information with existing relevant and related
information.
3.12 Identifying Effective Teaching and Functions of Teaching
 Classroom management. Effective teachers develop good managerial techniques.
 Direct instruction. Effective teachers have clear, systematic method of teaching,
called direct instruction or explicit teaching.
 Time on task. Effective teachers provide learners with relevant academic activities
and see to it that they spend an adequate amount of time.
  Questioning. Effective teachers ask appropriate questions in a manner that ensure
participation and facilitate mastery of subject matter. Questioning focuses on both
facts and abstract thinking.
 Comprehension instruction. Effective teachers emphasize independent learning. He
should teach pupils/students to apply concepts, solve problems, and monitor their
own comprehension.
 Level of cognitive instruction. Effective teachers must know that most instruction for
low achieving learners emphasizes mechanical rote learning.
 Grouping. Effective teachers group the learners for individualized and small-group
instruction. They are able to work with more than one student or group at a time.
3.13 Laws of Learning
 Law of readiness- means that learning takes place when an action tendency is aroused.
 Law of exercise- means that drill or practice helps in increasing efficiency and
durability of learning
 Law of effect- means that any behavior that is followed by pleasant consequences is
likely to be repeated.
3.14 The Basic Principles of Today’s Teaching
 Children learn by doing
 Motivation should be intrinsic and natural, not artificial
 Learning should be gradual and continuous, no discrete
 Instructional should be adapted to individual needs.
 Natural social settings should constitute learning situations
 Learning depends upon the child’s ability
 Learning comes through sense impressions
 The child can best educate as a whole, as a unit organism.
 Teacher-pupil and inter-pupil relationships should be cooperative.
 Education means improving the quality of living.
3.15 Learning and Educational Cycle
 Engagement
 These lessons mentally engage the students with an event or question. Engagement
activities help students to make connections with what they know and can do.
 Exploration
 This is the primary activity of the lesson. Students work with one another to explore
ideas through hands-on activities. Under the guidance of the teacher, students clarify
their own understanding of major concepts and skills.
 Explanation
 This is the meat of the lesson. Students explain their understanding of the concepts
and; processes they are learning. Teachers clarify students’ understanding and
introduce new concepts and skills.
 Elaboration
 These lessons challenge the students to apply what they have learned, and build on
the students’ understanding of concepts to extend their knowledge and skills.
 Evaluation
 Students assess their own knowledge, skills, abilities. These lessons also allow
teachers to evaluate students’ progress.
4. Instructional Planning
4.1 Lesson Plan Defined and its Components
 A lesson plan is a teacher’s detailed description of the course of instruction, or
learning trajectory for a lesson. A lesson plan is the instructors’ roadmap of what
students need to learn and how it will be done effectively during the class time.
 Profile, objectives, materials, procedure, assessment.
4.2 Taxonomy of Educational Objectives
 Cognitive
 Affective
 Psychomotor
4.3 Guidelines for Implementing Lesson Plan
 Learner differences
  Length of period
 Flexibility
 Learner participation
 Learners understanding
 Evaluation
5. Different Types of Lesson
5.1 The Development of Lesson
 Is one which something new is presented or developed
 It may be a fact, a principle, a skill, a generalization, or some knowledge.
 It must not be something the class and did not know before.
5.2 The Supervised Study Lesson
 Study or preparation of lessons by a class or group in the presence of a teacher who
maintains order and may assist individual pupils in improving methods and habits of
study.
5.3 The Appreciation Lesson
 An appreciation lesson is designed to instruct the class to understand, appreciate and
enjoy something. In order to appreciate something, one must understand to enjoy. An
appreciation lesson should focus on developing desirable values.
5.4 The Review Lesson
 Aims to renew the study of the same subject matter or to recall what has been taken up
in the past and view this again from a different perspective or point of view.
5.5 The Drill Lesson
 For automatization of certain facts, habits or skills.
 Aim to fix associations for permanency or to perfect a skill
 Needed for mastery; all subjects need a little amount of drill.
5.6 The Application Lesson
 The application part of a lesson “where the rubber meets the road.” It is also essential
to effective language teaching.
6. Methods of Teaching
6.1The Foundation Contemporary Teaching Methods and the Principles of Methods Based
on the Newer on the Psychology of Learning, the Democratic Ideal, and the Broad Objectives
of Education
6.2 The Inductive Method
 The teacher presents the rule through situations and sentences and does guided
practice, then the learners do free practice. After that, the teacher deduces or elicits the
rule from the learners themselves by themselves.
6.3 The Deductive Method
 Deductive teaching is a traditional approach in which information about target
language and rules are driven at the beginning of the class and continued with
examples. The principles of this approach are generally used in the classes where the
main target is to teach grammar structures.
6.4 The Project Method
 A teacher facilitated collaborative approach in which students acquire and supply
knowledge and skills to define and solve realistic problems using a process of
extended inquiry. Projects are student-centered, following standards, parameters, and
milestones clearly identified by the instructor.
6.5 The Laboratory Method
 A planned learning activity dealing with original or raw data in the solution of
problem. It is a procedure involving first hand experiences with materials or facts
derived from investigations or experimentation. Also used to designate a teaching
procedure in the physical sciences that uses experimentation with apparatus.
6.6 The Unit/Morrisonian Method
 Morrison’s general pattern for the instructional process (his plan or method) involves
the following sequential steps: (1) pretest, (2) teaching, (3) testing the result of
instruction, (4) changing the instruction procedure, and (5) teaching and testing again
until the unit has been completely mastered by the student.
6.7 The Expository Method
  The expository learning method is a way of teaching in which the teacher or instructor
provides information to the students up front, without much interaction from student’s
side, except for something answering questions.
6.8. The Problem Method
 A designed to teach students that there is no one right answer. Perry (1970) found that
college students tend to progress through a series of stages of intellectual development
during their college years. Initially, they see the world in terms of polar opposites,
including right and wrong.
6.9 The Demonstration Method
 A teaching method used to communicate an idea with the aid of visuals such as flip
charts, posters, power point, etc. a demonstration is the process of teaching someone
how to make or do something in a step-by-step process. As you show how, you “tell”
what you are doing.
7. Teaching Approaches/Strategies and Instructional Practices
7.1 The Conceptual Approach
 Choosing and defining the content of a certain discipline to be taught through the use
of pervasive ideas as against the traditional practice of determining content by isolated
topics.
7.2 The Multi-Disciplinary Approach
 An approach to curriculum integration which focuses primarily on the different
perspective they bring to illustrate the topic, theme or issue.
7.3 Intra-Disciplinary Approach
 Involves an arrangement of the knowledge and skills within one subject area. this
approach respects the subject’s way of knowing distinct conceptual structures and
methods of inquiry. It aims at integrating the subject’s knowledge and skills into
coherent whole.
7.4 The Team Teaching
 Team teaching involves a group of instructors working purposefully, regularly, and
cooperatively to help a group of students of any age learn. Teachers together set goals
for a course, design a syllabus, prepare individual lesson plans, teach students, and
evaluate the results.
7.5 The Role Playing Approach
 Role-play is a technique that allows students to explore realistic situations by
interacting with other people in a managed way in order to develop experience and
trial different strategies in a supported environment.
7.6. The Experiential Approach
 Experiential learning is the process f learning through experience, and is more
narrowly defined as “learning through reflection on doing”. Hands-on learning can be
a form of experiential learning, but does not necessarily involve students reflecting on
their product.
7.7 The Cooperative Learning Approach
 Cooperative learning is a successful teaching strategy in which small teams, each with
students of different levels of ability, use a variety of learning activities to improve
their understanding of a subject.
7.8 Programmed Instruction
 A method of presenting new subject matter to students through graded sequence of
controlled steps with corresponding activities. This method consists of a network of
tests and statements which direct the student accordingly depending on their pattern of
errors.
7.9 The Inquiry Approach
 The inquiry method is a student- centered learning approach with the concepts of
students who are actively under the monitoring and supervision of teachers. This also
requires higher-order thinking and critical thinking to make conclusions.
7.10 The Teacher’s Role
 The teachers are responsible for maintaining a positive learning environment in the
classroom. Teachers must implement structures, develop positive student interaction
 and take immediate action when problems arise. Maintaining control from the
beginning provides a foundation for effective classroom management,
7.11 Round Table Conference
 Round table is a form of academic discussion. Participants agree on a specific topic to
discuss and debate. Each person is given equal right to participate, as illustrated by the
idea of a circular layout referred to in the term round table.
7.12 Panel Discussion
 A panel discussion is a specific format used in a meeting, conference, or convention. It
is a live, in-person or virtual discussion about a specific topic amongst a selected
group of experts who differing perspectives in front of an audience.
7.13 Symposium Forum
 A forum is a place for discussion while symposium is a conference or other meeting
for discussion of a topic, especially in one which the participants make presentations.
7.14 Debate Forum
 A formal discussion, as in legislative body, in which opposing arguments are put
forward.
7.15 The Workshop
 A short educational program designed to teach or introduce practical skills, techniques,
or ideas.
7.16 Educational Field Trip
 A field trip or excursion is a journey taken by a group of people to a place away from
their usual environment. In education, field trips are defined as visits to an outside area
of the normal classroom and made by a teacher and students for a purposes of
firsthand observation.
7.17 Integrative Teaching
 A well-organized anchored on real life situation that includes learners’ interests and
needs creating a variety of meaningful activities and learning experiences. It paves the
way to connecting what is learned in school to real life world rather than isolated facts
and information.
7.18 Thematic Teaching
 Defined as a process of integrating and lining multiple elements of a curriculum in an
ongoing exploration of many different aspects of a topic or subject. Thematic teaching
is about students actively constructing their own knowledge.
7.19 Learner Apprenticeship
 Apprenticeship is a particular way of enabling students to learn by doing. It is often
associated with vocational training where a more experienced tradesman or
journeyman models behavior, the behavior attempts to follow the model, and the
journeyman provides feedback.
7.20 Personalized Teaching
 The term personalized learning, or personalization, refers to diverse variety of
educational programs, learning experiences, instructional approaches, and academic-
support strategies that are intended to address the distinct learning needs, interests,
aspirations, or cultural backgrounds of individual students.
7.21 Mastery Learning
 Mastery learning is THE transformational education innovation of our time. As its
core, mastery learning enables students to move forward at their own pace as they
master knowledge, skills, and dispositions. It will transform how curricula are
developed, how learning is measured, and how teachers are trained.
7.22 The Lecture Method/Lecture-Demonstration Method
 The oldest method of teaching. It is based on the philosophy of idealism. This method
refers to the explanation of the topic to the students. Teachers are more active and
students are passive but the teacher also asks questions to keep the students attentive.
7.23 Classroom Demonstration
 Can be an effective way to help student grasp important concepts and principles. By
making a prediction, students develop an expectation based on their initial
understanding of the concept. As they observe the demonstration they find out whether
their prediction is accurate.
 7.24 Community-based Activities
 play a huge role in the learning skills development of students at Focus Beyond. These
activities include: work-based learning, travel instruction, recreation/leisure activities,
community awareness, and independent living activities.
7.25 Reflective Teaching
 Involves examining one’s underlying beliefs about teaching and learning and one’s
alignment with actual classroom practice before, during and after a course is taught.
7.26 The Seminar
 Seminar tutors teach students at higher education institutions, usually between the ages
of 18-80. Seminar tutors divide their time between classroom hours preparing for
teaching or meeting students privately.
7.27 Modular Instruction
 An alternative instructional design that uses developed instructional materials which
are based on the needs of the students. Students are encouraged to work on various
activities that are interesting and challenging to maintain focus and attention, thereby
encouraging independent study.
7.28 Simulation
 Simulated teaching is the technique of learning and training, which develops the
ability in an individual regarding problem solving behavior. It has been defined as a
role playing strongly in which learner performs the role in an artificially created
environment.
8. Classroom Management
8.1 Classroom Management Defined
 Classroom management is the process by which teachers and schools create and
maintain appropriate behavior of students in classroom setting.
8.2 Classroom Management as Integral Part of Teaching
 Classroom management is an integral part of teaching, as it helps to prevent behavior
problems through improved planning, organizing and managing of classrooms
activities, better presentation of instructional material and better teacher-student
interaction, aiming at maximizing students’ involvement.
8.3 Approaches to Classroom Management
 Self-discipline Approach
 Based on the belief that students are responsible individuals who can assess and
correct their misbehavior, and that teachers and students have trusting relationships
built on respect.
 The Instructional Approach
 Well-planned and well implemented instructions, will prevent most classroom
problems. Assuming that students would not engage in disruptive behavior, when
lessons are geared to meet their interest, needs and abilities.
 The Desist Approach
 The desist approach to classroom management gives the teacher full responsibility
for regulating the classroom. The teacher establishes and enforces a set of specific
rules to control student behavior in the classroom.
8.4 Classroom Discipline
 Discipline is redefined as the practice of teaching others to obey rules or norms by
using punishment to correct unwanted behaviors. In a classroom teacher uses
discipline to ensure routine is maintained, school rules are enforced, and the students
are in safe learning environment.
9. Teaching and Learning: College Level
 Student learning in higher education is a function of both formal and informal
experiences. Formal learning takes place as a result of a classroom or related activity
structured by a teacher and/or others or the purpose of helping students to achieve
specified cognitive, or other, objectives. Informal learning encompasses all the other
outcomes of students’ participation in a higher education experience.
10. “The Best Teacher I Ever Had”