UNIT I Instructional

Event
Internal
Mental
Process
Cognitive
Process
Description

GAGNE’S NINE INSTRUCTIONAL EVENTS 1. Gaining Stimuli Reception Curiosity motivates students to
attention activates learn. The idea is to grab the
receptors learners’ attention so that they
will become involved in the
Essential Questions: learning process. The teacher
may use interest device or teaser.
1. What are the conditions of learning that teachers should be aware of before
and during instruction? When students arrive at class,
2. How are Gagne’s instructional events applied in lesson planning? their attention can be directed
3. Why is the consideration of Gagne’s instructional design important in the towards many other things, so in
preparation of an instructional material? order for any learning to take
place, first their attention must be
Introduction captured and their interest should
be aroused. There is no doubt
Robert Gagne’s mode of instructional design is based on the information processing that curiosity motivates students
model of the mental events that occur when learners are presented with various to learn. Here are some examples:
stimuli and focus on the learning outcomes and how to arrange specific instructional
events to achieve those outcomes. a) An abrupt stimulus, such as
gesturing or speaking loudly;
Gagne (1970) suggests that complex behaviors are invariably composed of simpler
behaviors, and that attainment of subordinate tasks is necessary before the complex b) Starting the lesson with a
behavior can be internalized and assimilated. That is, the instructional events are in thought provoking question or
hierarchy proceeding from simple to complex – of increasing difficulty. Applying interesting fact;
Gagne’s nine-step model is an excellent way to ensure an effective and systematic
learning program as it gives structure to the lesson plans and a holistic view of c) Providing an interesting visual
teaching. or sound stimulus. Depending on
the audience, multimedia (like
PowerPoint slides) can be used to
Interaction combine photographs, pictures,
and sound.
Gagne’s Nine Instructional Events
Gagne created a nine-step process called the events of instruction which correlate 2. Informing Creates level of Expectancy Early in each lesson students
to and address the conditions of learning. the learners expectation for should encounter a list of
of objectives learning learning objectives. This initiates

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Crash Course Principles of Teaching (Lesson Planning)
 the internal process of encoding and performance provides an
expectancy and helps motivate verification opportunity for learners to
the learner to complete the confirm their correct
lesson. A direct statement can be understanding, and the repetition
used: “Upon completing this further increases the likelihood of
lesson, you will be able to:” retention.

3. Stimulating Retrieval and Retrieval Associating new information with 7. Providing Reinforcement Reinforcement While observing each learner
recall of prior activation of prior knowledge and personal feedback and assessment performing the procedure,
knowledge short-term experience and getting the of correct individual and immediate
memory learners to think about what they performance feedback and guidance can be
already know can facilitate the provided and any questions can
learning process. be answered. In addition,
feedback from other learners
4. Presenting Selective Selective This event is where the new observing the performance is
the content perception of perception content is actually presented to very helpful.
content the learner. Content should be
organized meaningfully, and 8. Assessing Retrieval and Retrieval At this point, the students
explained and demonstrated performance reinforcement demonstrate what they have
using a variety of media. of content as learned without receiving
final evaluation additional coaching or hints.
5. Providing Semantic Semantic This event means showing that However, a single performance
learning coding for encoding appropriate actions constitute does not ensure that the new
guidance long-term correct performance, plus capability has been reliably stored
memory addition suggestions, including and additional practice is needed.
storage use of examples, case studies, This will constitute
graphical representations, and demonstration of the whole
mnemonics to help learners procedure by the learner without
encode information for long- prompt or guidance.
term storage, or in simple terms,
“make the stimulus as meaningful 9. Enhancing Retrieval and Generalization Once we are reasonably sure that
as possible”. retention and generalization the new capabilities are reliably
transfer of learned skill stored, we can increase the
6. Eliciting Responds to Responding The action now turns to learners. to new likelihood that they will be
performance questions to In this event, the learner is situation retained over a long period of
(practice) enhance required to practice the new skill time by providing practice and
or behavior. Eliciting spaced reviews. The repetition of

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Crash Course Principles of Teaching (Lesson Planning)
 learned concepts is an effective 8 Uses appropriate teaching aids effectively
means of enhancing retention, 9 Makes information understandable to the students
although often disliked by 10 Makes good attitude and values evident in the lesson
students. Additionally, transfer of 11 Repeats and summarizes the key points in the lesson
knowledge and skills to new 12 Gives clear and specific assignments
problems and situations is a goal 13 Gives feedback regarding class/ students’ achievements,
of most instruction, but ideas, and errors that have to be corrected
classroom time constraint makes
Average
it more difficult to achieve.

Integration
Gagne’s instructional events may have general consideration to be taken into Activity 2
account when designing instruction. Although some steps might need to be rearranged
(or might be unnecessary) for certain types of lesson, the general set of consideration Two demonstrations will take place. Use the rubric in Activity 1 to rate the first
provide a good checklist of key design steps. demo, and the rubric below for the second demo.

Activity 1 1 States objectives clearly and specifically at the beginning 5 4 3 2 1

of the lesson
Below is an evaluation tool for the Teaching Procedure aspect of demonstration 2 Motivates students to participate actively
teaching. Go through its components. Determine which parts manifest a segment or step 3 Presents subject matter in an organized and systematic
of Gagne’s instructional model. Label them at the left side before each number with the manner
corresponding number of the step that is being assessed in the indicator. 4 Relates class activities to students’ needs, interests, and
experiences
Teaching Procedure Rubric 5 Relates the lesson to situations in the home or community
1 States objectives clearly and specifically at the beginning 5 4 3 2 1 6 Method is suited to the subject matter and to the students’
of the lesson abilities
2 Motivates students to participate actively 7 Questions provoke critical thinking, analysis, and
3 Presents subject matter in an organized and systematic synthesis
manner 8 Uses appropriate teaching aids effectively
4 Relates class activities to students’ needs, interests, and 9 Makes information understandable to the students
experiences 10 Makes good attitude and values evident in the lesson
5 Relates the lesson to situations in the home or community 11 Repeats and summarizes the key points in the lesson
6 Method is suited to the subject matter and to the students’ 12 Gives clear and specific assignments
abilities 13 Gives feedback regarding class/ students’ achievements,
7 Questions provoke critical thinking, analysis, and ideas, and errors that have to be corrected
synthesis Average

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Crash Course Principles of Teaching (Lesson Planning)
UNIT II Bloom, the psychomotor taxonomy constructed by Elizabeth Simpson (1972) will be
used.

LEARNING OBJECTIVES Interaction

The Anatomy of Objectives
Essential Questions: A set of objectives has five different components:
1. What are the characteristics and components needed in crafting learning A for Audience (whom you will be delivering the lesson to, i.e. students),
objectives?
2. How do objectives aid in directing a lesson? B for Behavior (what observable actions will indicate learning),
3. Why should learning objectives be done first before the other parts of a C for Condition (what approach, material, or means will the lesson be generally
lesson plan? encountered or delivered through)
Introduction D for Degree (how or in what manner will the behavior be executed), and
Learning objectives serve as the teacher’s guide in presenting the lesson and for the E for Evaluation (how or through what activity will the behavior be assessed,
learners to master the content and competencies. Lessons whose objectives are stated similar to condition but specific for an objective).
in three domains: cognitive (knowledge), affective (attitude and values), and
psychomotor (skills) are identified as holistic. Two types of objectives are terminal and
enabling. Terminal objectives are general objectives while enabling is more specific to Audience
the lesson and could be of great help in attaining the terminal objectives. Objectives
are characterized as specific, measurable, attainable, realistic, and time-bound Condition Using an explosion box, the students should be able to:
(SMART). Other than that, they must have an Audience, Behavior, Condition,
Degree, and Evaluation. A. coherently integrate background knowledge Behaviors
regarding the story using a text connections (underlined
Benjamin Bloom (1956) initially made a taxonomy, stratifying the different levels of verbs)
worksheet;
cognition or mental capability. His taxonomy was later revised by Lorin Anderson Degrees
and David Krathwohl (2001), collapsing analysis and synthesis into one mental
function and adding “Evaluating” and “Creating” into the levels of thinking. B. openly discuss how a literary piece can be
a vehicle for social change by means of a
The same Krathwohl published his work on the Taxonomy of Affective Domain in think-pair-share task; and
1964, guiding how values and attitudes are instilled or transferred to students. Evaluation
C. creatively compose a transformed text of
Lastly, multiple authors developed taxonomies for the psychomotor domain, citing the same topic and theme through paint
seminal works of Simpson (1972), Dave (1970), and Harrow (1972). In harmony with
chip poetry.

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 B. Understanding – Pag-unawa
Domains of Learning 1. tells/expresses – nasasabi
2. identifies – nakikilala
“A heart to resolve, a head to contrive, and a hand to execute… ” 3.
4.
describes –
distinguishes –
nailalarawan
nasusuri
5. compares the importance of – naihahambing ang kahalgahan ng
- Edward Gibbon
6. associates – naiuugnay
As mentioned earlier, to form a holistic person is to help them gather knowledge, 7. contrasts/differentiates – nakikita ang pagkakaiba
groom attitudes and values, and gain skills; hence, three domains must be catered to by 8. classifies – nauuri
the teacher: 9. locates – nahahanap
10. relates – naiuugnay
I. Cognitive/Pangkabatiran/Pangkaisipan (Knowledge) (Bloom, 1956; 11. gives examples – naibibigay ang mga halimbawa
Anderson and Krathwohl, 2001; Mayos, Gutierrez, & Tica-a, 2008) 12. adds/extends – naidadagdag
A. Remembering – Pagtukoy/Pag-alam 13. reports – naiuulat
14. suggests – naimumungkahi
1. names – napapangalanan 15. infers/predicts – nahihinuha
2. tells – nasasabi 16. summarizes – nailalagom
3. points – naituturo 17. generalizes – nailalahat
4. gives – naibibigay 18. discusses – natatalakay
5. repeats – nauulit 19. traces – naiuugnay
6. recognizes – nakikilala
7. answers questions – nasasagot ang mga tanong C. Applying – Paglalapat
8. counts – nabibilang
9. identifies – nakikilala/natutukoy 1. shows – naipapakita
10. reads – nababasa 2. classifies – nauuri
11. follows directions – nasususnod ang panuto 3. makes – nagagawa
12. chooses/selects – napipili 4. prepares – naihahanda
13. matches – napag-uugnay 5. presents – naipapakita
14. labels – nabibigyang pangalan 6. practices/uses – naisasagawa
15. lists/writes – naitatala/naisusulat 7. dramatizes – naisasadula
16. recalls – naaalala 8. participates – nakalalahok
17. describes – nailalarawan 9. performs – naitatanghal
18. completes – natatapos/nabubuo 10. utilizes – nagagamit
19. records – naitatala 11. demonstrates – naipapakita
20. reports – naiuulat 12. constructs – nagagawa/nabubuo
13. applies – nailalapat
14. differentiates – nakikita ang pagkakaiba

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 15. keeps records – naitatala 7. concludes – naibubuod
16. finds – nahahanap 8. determines – natitiyak
17. completes – nakokompleto 9. scores – namamarkahan
18. computes – naisususma/nakukuwenta 10. grades/rates – namamarkahan
19. discusses – natatalakay 11. explains – naipapaliwanag
20. draws – naiguguhit 12. interprets – nabibigyang kahulugan
13. justifies – nabibigyang katuwiran
D. Analyzing – Pagsususri 14. relates – naiuugnay
15. discriminates – nasusuri
1. points out – naituturo 16. appraises/assesses– natataya
2. selects – napipili 17. estimates – natatantiya
3. groups – naipapangkat-pangkat 18. measures – nasusukat
4. draws conclusion – naibubuod 19. judges – nahahatulan
5. forms generalizations – nailalahat 20. tests – nasusukat
6. summarizes – nailalagom
7. differentiates – nakikita ang pagkakaiba F. Creating – Pagbubuo
8. orders – naihahanay
9. organizes – naisasaayos 1. collects – natitipon
10. relates – naaiuugnay 2. tells – nasasabi
11. deduces/infers – nahihinuha 3. compiles – naitatala
12. determines – natitiyak 4. arranges – naisasaayos
13. explains – naipapaliwanag 5. assembles – nabubuo
14. questions – naitatanong 6. generalizes – nailalahat
15. outlines – naibabalangkas 7. summarizes – nailalagom
16. analyzes – nasusuri 8. plans – naipaplano
17. breaks down/separates – naibubukod 9. prepares – naihahanda
18. subdivides – nahihiwa-hiwalay/nahahati 10. designs – nakapagbabalak
19. diagrams – naiguguhit 11. rewrites – naisususlat na muli
20. calculates – natatantiya 12. proposes – naimumungkahi
13. builds – nagagawa/nalilikha
E. Evaluating – Pagtataya 14. constructs – nalilikha/nabubuo
15. composes – nalilikha
1. selects/chooses – napipili 16. produces – naipapakita
2. describes – nailalarawan 17. creates – nalilikha
3. evaluates – napahahalagahan 18. develops – nalilinang
4. makes a decision – napagpapasiyahan 19. combines and organizes – naisasama-sama/naisasaayos
5. compares and contrasts – naihahambing 20. devises – nakagagawa
6. ranks – nauuri-uri

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 14. assists – natutulungan
II. Affective/Pandamdamin (Attitudes and Values) (Krathwohl, 1964; 15. presents – nailalahad
Mayos et al., 2008) 16. performs – nagagawa
A. Receiving – Pagtanggap 17. practices – nasasanay
18. rejoices/resents – nakakikigalak/natatanggihan
1. listens – napakikinggan 19. relishes – nagugustuhan
2. watches – namamasid 20. greets – nababati
3. locates – nahahanap
4. names – napapangalanan
5. points to – naituturo C. Valuing – Pagpapahalaga
6. identifies – nakikilala
1. studies – naaaral
7. asks – naitatanong
2. reads – nababasa
8. selects – napipili
3. describes – nailalarawan
9. chooses – napipili
4. differentiates – nakikilala ang pagkakaiba
10. describes – nailalarawan
5. explains – naipapaliwanag
11. follows – nasususnod
6. reports – naiuulat
12. replies – nasasagot/natutugunan
7. favors – nasasang-ayunan
13. uses – nagagamit
8. selects – napipili
14. holds – nahahawakan
9. justifies – napangangatuwiranan
15. embraces – nasasang-ayunan
10. proposes – naimumungkahi
16. gives – nabibigyan/nakapagbibigay
11. invites – naaanyayahan
12. initiates – nasisimulan
B. Responding – Pagtugon 13. forms – nabubuo
14. follows – nasusunod
1. acknowledges – natatanggap 15. joins – nalalahukan
2. answers – nasasagot 16. works – nagagawa
3. tells – nasasabi 17. completes – natatapos
4. recites – nabibigkas 18. shares – naibabahagi
5. reports – naiuulat 19. honors – nabibigyang halaga
6. reads – nababasa
7. writes – naisusulat
8. discusses – natatalakay D. Organizing – Pagbubuo
9. concedes – natatanggap
1. identifies – nakikilala
10. labels – napapangalanan
2. prepares – naihahanda
11. selects – napipili
3. explains – naipapaliwanag
12. conforms – nasusunod
4. generalizes – nailalahat
13. complies – natutupad
5. adheres – napaninindigan

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 6. arranges – naiaayos 3. finds – nahahanap
7. orders – naiaayos 4. listens – napakikinggan
8. organizes – nabubuo 5. looks – natitingnan
9. compares – naihahambing 6. measures – nasusukat
10. alters – nababago 7. notes – naitatala
11. modifies – naisasaayos 8. observes – namamasid
12. integrates – naiuugnay 9. records – naililista
13. combines – napagsasama-sama
14. relates – naiuugnay
15. complete – nabubuo B. Set – Pagsisimula
16. defends – naipagtatanggol
1. assembles – nabubuo
17. synthesizes – nabubuo
2. constructs – nagagawa
3. copies – nakokopya
E. Characterizing – Pagkilala sa Kahalagahan 4. creates – nalilikha
5. demonstrates – naitatanghal
1. listens – napakikinggan 6. executes – nagagampanan
2. questions – naitatanong 7. handles – nahahawakan/nagagamit
3. discriminates – nakikilala ang katangian 8. imitates – natutularan
4. qualifies – nagagawa ang karapat-dapat 9. manipulates – nagagamit
5. revises – naiwawasto 10. performs – naitatanghal
6. verifies – napatutunayan
7. proposes – naimumungkahi
8. displays – naipapakita C. Guided Response – Ginabayang Pagtugon
9. performs/acts – naisasagawa
1. assembles – natitipon/nabubuo
10. modifies – naisasaayos
2. connects – naiuugnay
11. uses – nagagamit
3. converts – napapalitan
12. practices – naisasagawa
4. determines – natitiyak
13. solves – nabibigyang solusyon 5. experiments – nasusubok
14. influences – nahihikayat
6. handles – nahahawakan/nagagamit
7. manipulates – nagagamit
III. Pscyhomotor/Pangkasanayan (Skills) (Simpson, 1972; Mayos et al., 8. measures – nasusukat
2008) 9. relates – naiuugnay
A. Perception – Pandama 10. uses – nagagamit

1. colors – nakukulayan
2. describes – nailalarawan

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 D. Mechanism – Kaparaanan G. Origination – Paglilikha
1. devises – naibabalangkas 1. creates – nalilikha
2. executes – naitatanghal 2. recites and recounts – naisasalaysay at naiuulat
3. installs – nailalagay 3. remembers and applies – nagugunita at nasasagawa
4. manipulates – nahahawakan/nagagamit 4. discards and substitutes – naiwawaksi at naihahalili
5. operates – nagagamit 5. recalls and uses – nagugunita at nagagamit
6. performs – naitatanghal 6. repairs and uses – nakukumpuni at nagagamit
7. spells out – nababaybay/nasasabi 7. recycles and uses – nauulit at nagagamit
8. uses – nagagamit 8. recapitulates – nakapaglalagom
9. selects and discards – napipili at nawawaksi
E. Complex Overt Response
There is such a thing as whistle verbs. These verbs indicate behaviors that are
1. assembles – nabubuo non-observable. Some examples are “understand”, “process”, “appreciate”, “know”, and
2. conducts – naisasagawa “believe”. These behaviors cannot be seen by the naked eye; hence, they are hard to assess
3. connects – naiuugnay
if they have been achieved or not. By using more tangible verbs for observing, objectives
4. converts – naililipat
5. labels – namamarkahan become Specific (able to pinpoint your expectations), Measurable (able to observe and
6. matches – naiuugnay assess behavior), Attainable (able to achieve and be acquired by the students), Realistic
7. measures – nasusukat (able to perform in real-life and real-time), and Time-bound (able to execute it within a
8. uses – nagagamit certain period).
Activity 1
F. Adaptation – Pag-aangkop
The following are sample objectives from different fields of study.
1. alters – napapalitan
First, identify the different components by placing a check mark over the
2. changes – nababago
3. modifies – naisasaayos audience, encircling the behavior, putting the condition in a box/rectangle, drawing a star
4. moves – napagagalaw over the degree, and underlining the evaluation.
5. refines – nalilinang Second, a space before each objective is provided. Determine what domain is
6. revises – naiwawasto
observed by writing C for Cognitive, A for Affective, and P for Psychomotor.
7. shifts – naililipat
8. sifts – nasusuri nang mabuti 1. While going through the botanical garden, the students should be able to:
A. correctly identify the common name and scientific name of the
plants encountered by listing them down in the matrix;

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Crash Course Principles of Teaching (Lesson Planning)
 B. accurately describe the different visible parts of the plant by 4. By following the directions of the cookbook, the learners should be able to:
noting them down in the allotted portion in the matrix; and A. accurately replicate the prescribed dish’s presentation by
C. respectfully acknowledges the worth of flora in maintaining the mimicking its plating;
balance and beauty of nature through a composing a haiku. B. carefully follow instructions of the recipe by verbally reporting
the steps; and
2. Using a timeline, the scholars should be able to: C. objectively take critique by listing the evaluators’ feedback in their
A. appropriately provide voice to the key events and characters of learning cue cards.
the period by providing a dialogue in the blank comic strip;
B. collaboratively share how each period contributed to the 5. Utilizing song snippets, the students should be able to:
country’s progress and setback through a fishbone graphic A. stylistically express their thoughts on how literary language
organizer; and embellishes thought and self-expression through a minute-essay;
C. chronologically arrange the different periods of Philippine history B. precisely detect the figures of speech used in the song excerpts by
by sequencing them on the given timeline format. highlighting portions of the text; and
C. wittily compose a reply to a portion of the song by writing with
3. Through picture analysis, the pupils should be able to: one’s own set of tropes.
A. quickly enumerate what two- and three-dimensional shapes can
be seen on the flashed local place by reciting their observations; Integration
B. profoundly express how geometry can be encountered in daily life Activity 2
through a reflection log; and Construct your own set of objectives in the provided space. Makes sure that you
C. creatively draw other local structures using different geometric at least include the audience, behavior, and condition. Adding degrees and evaluations,
figures. however, will help you construct SMART objectives. The following evaluation tool will
be used to check your output

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Crash Course Principles of Teaching (Lesson Planning)
Evaluation Tool for Objectives Construct Your Objectives Here:

Criteria/ Question Yes No Comments/ Suggestions

1. Were the ____________________________________________________________________
objectives complete
according to ____________________________________________________________________
domain (Cognitive,
Affective, ____________________________________________________________________
Psychomotor)?
2. Are the ____________________________________________________________________
objectives SMART
____________________________________________________________________
(Specific,
Measurable, ____________________________________________________________________
Attainable,
Realistic, and ____________________________________________________________________
Time-bound)?
3. Do the objectives ____________________________________________________________________
follow the ABCDE
(Audience, ____________________________________________________________________
Behavior, ____________________________________________________________________
Condition, Degree,
and Evaluation) ____________________________________________________________________
template?
____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

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Crash Course Principles of Teaching (Lesson Planning)
UNIT III Interaction
LEARNING ASSESSMENTS Three Reasons for Assessing
One word can change the meaning of sentence. That is something evident when
one fills in the blank to make a connection between assessment and learning. By simply
Essential Questions: changing the sandwiched within those key words, one can get a good idea why assessment
is done in the first place.
1. What are the different types of assessment? How do they differ from one
another? Assessment for learning (also known as formative assessment) is an ongoing process
2. Is one assessment better than the other? Or does it depend on a certain that permits teachers to track the daily performance of a student. Simple methods such as
circumstance? If yes, how? Otherwise, how is it not? using trick questions, games, drills, short-response activities, or even that dreaded five-to-
3. Why are assessments essential to the teaching and learning process? ten item surprise quiz after the lesson are just some of the many ways to check if the class
(individually and as a group) are not left behind with the lesson. Getting information
Introduction through this kind of assessment can help the teacher decide if he or she needs to give
Judgments, evaluations, quizzes, performances, tests, examinations… All of these
more examples/instances, more activities for practice, change the way of teaching, or
concepts are typically found synonymous to the word “assessment”.
repeat the lesson.
Assessment is a cumulative process, which is a stark contrast against the one-shot Assessment of learning (aka summative assessment) is a formal mean of checking if
principle of quizzes, tests, examinations, and performances. However, results from the students were able to master the concept or skill which was intended to be achieved
the listed are components to the grander whole of assessment. Judging and evaluating
at the end of a certain period (say a chapter, unit, quarter, or academic year). Quarterly
are closer relatives to this unit’s concept.
tests, national achievement tests, and chapter or unit quizzes are all considered summative
Imagine you are a presiding judge holding court. One does not simply deem an assessments. The data gathered are always recorded and are used in formally reporting
individual guilty without any concrete evidence that would support such a verdict. A student performance.
collection of different perspectives or proof (testimonies, accounts, recordings, Assessment as learning helps students for metacognition. In other words, this reason
documents, etc.) helps the judicial head to pass an objective and well-supported
of assessing directs students how they can get a better rate or grade, or perform better in
judgment.
the subject. For instance, a student got a low score in Mathematics. Maybe he or she will
A teacher similarly does the same. He or she cannot pass or fail a student for he/she resolve making trials and errors on which learning style and habit will be most suitable for
must look at the records from paper-and-pencil tests, performances, observations, him or her: it can be through peer tutoring, video watching, studying right after the lesson
and the like. To fail a student who has performed well is much of an injustice as was discussed, etc. Hence, such a reason for assessment compels the student to be a life-
putting someone in jail despite innocence from crime. long learner.

This unit heavily discusses on test/quiz construction tips, along with other principles,
perspectives, and types of assessment.

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Crash Course Principles of Teaching (Lesson Planning)
Types of Assessment making a performance
with the knowledge they
There are two major types of assessment traditional assessments and acquired.
authentic assessments. Traditional assessments are limited to tests and other paper-and- For TA, the teacher has
pencil types of testing. Authentic assessment, contrastingly, uses close-to-reality situations carefully developed a test,
(if not actual ones) on when, where, and how a certain knowledge and/or skill can can be practicing a one size fits all
used in real-life. kind of assessing. For AA,
Teacher-structured students are able to take Student-structures
Below is the paradigm shift between the two: more routes to show what
they have learned despite
Traditional Authentic
having format or choice-
TA requires students to
topic restrictions.
select a correct answer
Direct application of
from the given choices
knowledge and skill can be
(multiple choice, true or
observed through a
false, matching type). AA
Selecting a response Performing a task performance, process, or
asks students to
Indirect evidence project in AA. TA Direct evidence
demonstrate
inherently provides
understanding through a
inferences from the
much more meaningful
limited data gathered from
application.
a test.
Proficiency on something
is demonstrated under a
short period of time To further differentiate:
through facing choices for
Contrived Real-life
TA, proficiency on Traditional Authentic
something is proven Testing Alternative assessment
through doing a real-life Paper-pencil Performance type
task for AA. Multiple-choice Supply
Acquisition of a body of Single correct answer Many correct answers
knowledge manifests Summative Formative
through retrieval of Outcomes only Process and outcomes
information in relation to Skill-focused Task-based
Recall/Recognition what is limited on the test, Construction/Application Isolated facts Application of knowledge
while AA allows students Decontextualized task Contextualized tasks
to go beyond recall and External evaluation Student and self-evaluation
recognition by
constructing a product or

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Crash Course Principles of Teaching (Lesson Planning)
 It is important to note that TA and AA are complementary. One can provide one 8. Include common misconceptions as distractors.
dimension of the quality of learning through numbers, while the other sheds light through
performance. They cover each other’s inherent weakness: the first being too objective and 9. Avoid “All of the above” and “None of the above”.
limited, the second being free but tends to be subjective.
10. Test for important or significant information.
If you had a chauffeur, which one would you prefer: someone who passed the
written portion, passed the driving portion, or passed both portions of the licensure exam 11. Focus on a single problem or idea for each exam question.
for drivers? You would probably choose the latter being comfortable with the idea that
the driver knows the base knowledge of driving (measured through traditional assessment) 12. Avoid questions based on opinions.
and how to apply it (demonstrated through authentic assessment).
Guidelines for Constructing Traditional Assessments (Gronlund, 2000) 13. State the stem in either question from (When did World War II being?) or
completion form (World War II began in __________).
A. Multiple-choice
1. Build confidence by making the first parts of the test/quiz easy. 14. Avoid giving clues such as linking the stem to the answer (…is an example
of an:) Students will know the correct answer should start with a vowel for
2. Avoid unnecessary unfamiliar terminology. Difficulty stems from the subject this case.
matter, not from the wording.
15. Place options in logical or numerical order.
3. Avoid complex or awkward word arrangements.
16. Keep the length of options fairly consistent (preferably short). Avoid giving
4. Avoid negatives as much as possible. Double-negatives are further unintended cues – such as making the correct answer the longest in length
misleading. than the distractor.
Poor: Which of the following is least likely to be a speculative purchase?
Better: Which of the following is likely to be the most speculative purchase? 17. Avoid specific determinates, such as never and always.

5. If negatives stems are necessary, emphasize the negation (i.e. not, except) by 18. Avoid the use of humor when developing options.
underlining, making it bold face, CAPITALIZING, italicizing, and/or
coloring the indictors. (Ex. Which of the following is NOT an example of…) B. True or False
1. Build up to difficulty. Encourage with simpler questions first.
6. Do not build upon other questions. Keep questions independent of one
another. 2. Avoid trick statements with some minor misleading word or spelling
anomaly. An experienced exam taker may profit from detecting such a ploy,
7. Do not supply answers to other questions. Avoid providing cues from one despite a lack of knowledge in the subject matter.
question to another. Example: Edgar Allen Poe wrote The Raven.

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Crash Course Principles of Teaching (Lesson Planning)
 3. Use simple, direct language in declarative sentences.
5. The number of options must be more than the number of premises so that
4. Present the correct part of the statement first, and vary the truth or falsity of answers cannot be arrived at the process of elimination.
the second part if the statement expresses a relationship (cause, effect; if,
then). 6. Tell the students what to do by giving clear and complete directions.

5. Do not copy verbatim from textbooks. 7. Label Column 1 and Column 2.

6. Make true and false statements equal in length. 8. Place options on the same page.

7. Group questions by content. For Imperfect Matching Type – Where an answer or answers may be repeated
1. Caution examinees by informing them that an answer or answers may be
8. Randomize sequences of T/F responses. Avoid a discernable pattern. repeated. Include that in the direction.

9. Vary the quantity of true/false statements from test to test. Dominantly 2. Rules 1 to 8 for the perfect matching type also apply here.
populated “true” statements lead to guessing, dominantly populated “false”
statements tends to be more challenging. D. Completion (Identification/Fill In The Blanks/Cloze Tests)
1. The blank should always be at the end of the stem (Ex. A triangle with three
10. Negative words (no, never, none, except) should be underlined, bolded, equal sides and angle is also known as _______________).
CAPITALIZED, italicized, and/or colored.
2. There should only be one acceptable answer.
C. Matching Type
For Perfect Matching Type – Where an answer may not be repeated 3. Ask questions on significant items. Avoid trivia. Be sure that the missing
1. Items for matching are homogenous. If you match authors with their literary segment of the incomplete item is important.
work, then just that. Don’t mix provinces and their capitals nor dates and
events. 4. Avoid mutilated statements where there are too many blanks that there is no
clue left. Do not omit too many words or the statement becomes unclear and
2. The premises (questions which are longer than the answer) should be in will force students to guess the answer.
Column 1 numbered 1, 2, 3, and so on.
5. Word the test item clearly and comprehensively enough to allow a student to
3. The options (answers) should be in Column 2 marked with the letters of the answer correctly.
alphabet.
6. Use a direct question to test for comprehension of technical terms or
4. The options should be arranged alphabetically or, if numbers, knowledge of definitions.
chronologically.

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Crash Course Principles of Teaching (Lesson Planning)
 7. Avoid using statements directly taken from the book. Examples:

8. Avoid grammatical clues to the correct answer.  If you were Charlotte, what would you have written in your web? Why?
 Is Templeton the rat a hero or a villain in the story? Why?
9. Provide sufficient space on the answer sheet, but don’t suggest the answer  Imagine that you and a friend found a magic wand. Write a story about
by the length of your blanks. Make the length of the blanks uniform. Provide an adventure that you and your friend had with that magic wand.
blanks for the answers before the number.  Compare developments in international relations in the administrations
of President Ferdinand E. Marcos and President Rodrigo R. Duterte.
E. Essay Cite examples when possible.
Types of Essays
Restricted-response Essays are for learning outcomes not readily assessed 1. Clearly define the intended learning outcome to be assessed by the item.
objectively. Compared to extended-response questions, they target narrower
learning outcomes such as more specific mental processes (e.g. draws valid 2. Use essay questions to measure complex learning outcomes only. The essay test
conclusions) should be reserved for those situations that require the student to give reasons,
explain relationships, describe data, formulate conclusions, or in some other way
Examples: produce the appropriate answer.
 How are asteroids and comets different?
 What is recycling and what are the items that can be recycled? 3. Relate the questions as directly as possible to the learning outcomes/objectives
 Describe two situations that demonstrate the application of the law of being measured.
supply and demand. Do not use those examples discussed in class.
 State the main differences between the Vietnam War and previous wars 4. Indicate to the student the criteria (rubric) to be used in evaluating the answer.
in which the United States has participated. For example a parenthetical statement such as the following might be added:
“Your answer will be evaluated in terms of its comprehensiveness, the relevance
 Why is the barometer one of the most useful instruments for forecasting
of arguments, the appropriateness of its examples, and the skill with which it is
weather? Answer in a brief paragraph of two to three sentences. There
organized.”
are expected fixed answers. Not any answer is accepted.
 Write verbal and numerical instructions on how to factor 3x2 + 6x + 3. 5. Formulate questions that present a clear task to be performed. Words such as
Non-restricted/Extended-response Essays allows some freedom from the “why”, “how”, “describe”, “explain”, “compare”, “relate”, “contrast”,
students. They can select information that are pertinent, organize answer in “interpret”, “analyze”, “critique”, and “evaluate”.
accordance with their best judgment, and integrate and evaluate ideas as they
deem appropriate. In addition, they place value on higher-order thinking skills 6. Provide ample time for answering and suggest a time limit on each questions.
(analyzing, evaluating, and creating). Page or word limits are also desirable. In addition, indicate the length of the
desired response.

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Crash Course Principles of Teaching (Lesson Planning)
 7. Give adequate directions as to the content of the desired response (i.e. Do not Rubrics
just say “discuss”, say “discuss in terms of x, y, and z”.
A rubric is an assessment tool comprised by a set of criteria used to evaluate a
8. Do not provide optional questions (i.e. Answer two of the following four student’s work. They include levels of description for performance or output quality.
questions). This results in different tests. Using rubrics helps teachers to measure non-traditional requirements/authentic
assessments in an objective manner. There are two general types of rubrics, holistic and
analytic.
Activity 1
Analytic or analytical rubrics evaluates traits, dimensions, or criterion in
Scavenge for some old test papers or look for some examples on the internet. isolation. It breaks down the output into specific aspects and qualities. It resembles a grid
Review the test papers and its items vis-à-vis the principles of assessing. What guidelines with the criteria of a student product listed in the leftmost column and with levels of
were breached? Write them down below. (A separate sheet may be used). performance listed across the top row often using numbers and/or descriptive tags. Being
able to pinpoint traits, the teacher can provide more useful feedback on areas of forte and
____________________________________________________________________ waterloo, and rank or weigh the importance of one aspect over the other. However, with
many components to consider, developing and accomplishing an analytic rubric takes
____________________________________________________________________
more time. Page 18 shows what an analytic rubric looks like and what are its components.
____________________________________________________________________ On the other hand, holistic rubrics only use a single scale putting into
consideration all of the criteria. This evaluates a student’s work using an overall judgment,
____________________________________________________________________
hence the term holistic or looking at the whole. Contrastingly, holistic rubrics are easier
to develop and score with the downside of not being able to provide specific feedback
____________________________________________________________________
and unweighted criteria. Below is an example of a holistic rubric:
____________________________________________________________________ Holistic Scale
____________________________________________________________________ 3 All parts of the question are answered accurately and completely. All
directions are followed.
____________________________________________________________________
2 Answer deals correctly with most aspects of the question, but something is
____________________________________________________________________ missing. May deal with aspects but have minor errors.

____________________________________________________________________ 1 Addresses item but only partially correct; something correct related to the
question.
____________________________________________________________________
0 Does not address task, unrelated, unresponsive, or inappropriate. Nothing
____________________________________________________________________ correct.

____________________________________________________________________ Source: North Carolina Department of Public Instruction

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Crash Course Principles of Teaching (Lesson Planning)
Sample Analytic Rubric and its Components

Instructions: Form a small group and make a “silent” commercial. This commercial must only use text and nonverbal communication in promoting a product or advocacy. Put a
background instrumental music or sound effects in the commercial without spoken dialogue. A television commercial is only 40 seconds but you can make a 60-second live
presentation.
Descriptors

Category Masterpiece Associate Apprentice Novice

4 3 2 1
The Product Clear evidence of flexibility, Some evidence of flexibility, Little evidence of flexibility, No evidence of flexibility,
originality, and elaboration is originality, and elaboration is originality, and elaboration is originality, and elaboration is
seen in the final product. seen in the final product. seen in the final product. seen in the final product.
The Commercial The commercial is persuasive The commercial is somewhat The commercial is hardly The commercial is not
and presented enthusiastically persuasive and presented persuasive and presented persuasive and is lacking
using nonverbal communication. enthusiastically using nonverbal enthusiastically using nonverbal enthusiasm using nonverbal
communication. communication. communication.
Teamwork As a team member, the student As a team member, the student As a team member, the student As a team member, the student
actively demonstrated somewhat demonstrated hardly demonstrated did not demonstrate
enthusiasm, involvement, and enthusiasm, involvement, and enthusiasm, involvement, and enthusiasm, involvement, and
support towards others; equally support towards others; equally support towards others; did not support towards others; did not
brought props and/ or costumes brought props and/ or costumes bring props and/ or costumes for bring props and/ or costumes for
Criteria for the production; fully for the production; partially the production; slightly did not the production; did not remain
remained on task. remained on task. remain on task. on task.
Nonverbal and Texts, facial expressions, Texts, facial expressions, Texts, facial expressions, Texts, facial expressions,
Textual gestures, and space gestures, and space gestures, and space gestures, and space
Communication management clearly management somewhat management hardly management do not
communicate the intended communicate the intended communicate the intended communicate the intended
meaning. meaning. meaning. meaning.
Background Uses music to enhance the Uses music to enhance the Uses music but distracts the No background music was
Music performance in such a way that performance in such a way that audience due to its incorporated.
it perfectly fits the atmosphere it adequately fits the inappropriateness to the
of the context. atmosphere of the context. context.
Score /20
*Areas intersecting between criteria and descriptors are the “indicators”.

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Crash Course Principles of Teaching (Lesson Planning)
Activity 2
Think of a performance task that you would like your students to do. Some
suggestions are listed below. Try to construct an appropriate or edit an existing analytic
rubric that would fit your standards. Use only four descriptors.
Suggested performance tasks:
1. Adopt a song but change the lyrics on how to solve for the mean, median, and
mode.
2. Shoot a music video with its contents being the dos and don’ts in the chemistry
laboratory.
3. Compose a slam poetry using denotative and connotative definitions of a word.
Integration
Activity 3
Select related topics under your field (e.g. systems of the body, branches of
mathematics, kinds of phrases, etc.). Construct a chapter/unit quiz with the following
components:
1. Ten multiple-choice items.
2. Ten true or false items.
3. Ten matching-type items.
4. Ten completion-type items.
5. Two essays (one restricted-response, one extended-response) with rubrics (one
holistic, one analytic).

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UNIT IV Interaction
Concepts about Classroom Management
CLASSROOM MANAGEMENT Perspective on Preventive Management a. Manage time and space in facilitating
Approach activities.

b. Manage appropriate activities and tasks

Essential Questions: in consonance with the facilities and
nature of students.
1. How can a teacher become an effective classroom manager? c. Create orderly learning environment
2. How important is classroom management in the conduction of teaching and
and deal with student behavior.
learning process?
3. What are the best classroom management practices that teachers implement in
Tips on Effective Management of Time a. Use a seat plan to save time in checking
their classes?
the attendance.
Introduction
b. Come to class prepared.
One area of concern of new teacher is their inability to manage a classroom. Despite
clinical experiences, practicums, student teaching, and other observations in c. Check if the technology to be used is in
classroom settings, this problem has persisted for decades. good condition.

Effective teaching requires considerable skill in managing the myriad of tasks and d. Start and end the class on time.
situations that occur in the classroom each day. Skills such as effective classroom
management are central to teaching and require “common sense”, consistency, a e. Be ready with back-up activities to keep
sense of fairness, and courage. the attention of the students who finish
their work ahead of time.
These skills also require that teachers understand in more than one way the
psychological and developmental levels of their students. The skills associated with Establishing Classroom Routine a. Set rules and regulations at the
effective classroom management are only acquired with practice, feedback, and a beginning of classes.
willingness to learn from mistakes (Kilzik, 2014).
b. Check attendance piously and consume
Classroom management is defined as the ability of teachers and students to agree class hours effectively.
upon and carry forward a common framework for social and academic interactions,
by creating an ethos of efforts within a social fabric that is built over time, and c. Pre-grouping may be done for group
ultimately leads to student self-discipline (Freiberg & Lapointe, 2006). activities.

20 College of Education
Crash Course Principles of Teaching (Lesson Planning)
 d. Orientation on how students will Activity 1
participate in class activity may be
presented during the first days of classes. Choose four (4) from the concepts of classroom management and arrange them
according to their importance using your own analysis and interpretation. Justify your
e. The teacher is suggested to roam answer below the ranking.
around each group to facilitate the activity. Rank 1 - _____________________________________
f. Instruction should be clear. Rank 2 - _____________________________________
Rank 3 - _____________________________________
g. There should be a smooth transition of
the parts of the lesson. Rank 4 - _____________________________________

Classroom and Physical Set-up a. Proper lighting and ventilation of the

classroom is an important consideration.
____________________________________________________________________
b. Environmental noise should be
____________________________________________________________________
minimized at all times.
____________________________________________________________________
c. Classroom should always be free from
unnecessary sensory stimulations such as ____________________________________________________________________
odors and visual displays.
____________________________________________________________________
Discipline a. Impose discipline when needed.
____________________________________________________________________
b. Be consistent in the implementation of
classroom rules and regulations. ____________________________________________________________________
Disciplinary Actions There can only be effective teaching in a ____________________________________________________________________
situation where behavior problems exist
of the teacher is competent in minimizing ____________________________________________________________________
effects of misbehavior and maximizing
instead the time spent for learning. ____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

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Integration Teacher 3
Activity 2
Interview three teachers who have been in the teaching profession for 3 to 10
years (Teacher 1: Elementary Teacher, Teacher 2: High School Teacher, Teacher 3:
College Teacher). Make a brief narrative report on their best classroom management skills
that have been effective for them throughout the years and why these skills have been
working for them.
Teacher 1

Reflections

Teacher 2

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Crash Course Principles of Teaching (Lesson Planning)
 explanatory, connects facts at hand with principles that interpret them such as
explaining the principle behind this or that phenomenon.
UNIT V
THE INDUCTIVE AND DEDUCTIVE METHOD OF Interaction
TEACHING I. Inductive: A discovery method in reality. Learners discover important rules or truths
for themselves through careful observation of enough specific examples that will support
the generalization (specific to general). Learners make meaning, explanations, and
relationships of ideas and carry on investigations by themselves.
Essential Questions:
Steps:
1. What are the similarities and differences between the inductive and deductive A. Preparation
method?  Apperception/Apperceptive Basis
2. How are the two methods distinct yet related to one another? Reviews all facts or lessons that can be utilized as background for the new or
3. Is one method better than the other? Why or why not? it may recall information that can establish the proper mind-set
Introduction  Motivation
Sets the stimulating atmosphere of the class through an attention grabbing
There are many time-tested methods throughout the history of teaching. Many activity/task or thought provoking question
instructional models are being added for appropriation and contextualization.
However, among the few that continue to survive in the teaching profession are the
 Statement of the Aim
inductive and deductive method of teaching and learning. It is important to point out
Sets the goals to be achieved and gives direction to the activities to be
that these are procedures on how to cement a concept to the child, not necessarily the
accomplished; may be in the form of a problem simply making the goal clear
format to be followed.
to the class.
The inductive method also goes by the names of Herbartian method (Gutierrez,
NB: Not all of the aforementioned may be included during the preparation
Balmeo, Busbus, Marquez, & Soliba, 2015), main method, and subsidiary method
stage; however, optimal results are bound to happen if they can all be
(Lardizabal, Bustos, Bucu, & Tangco, 1999). Simply put, a student may arrive at a
incorporated. In addition, those mentioned above can be done in any order.
fact, principle, truth, or generalization by looking at specific cases, comparing and
contrasting them in order to formulate an idea or rule.
B. Presentation
Specific cases or instances are presented to the class. There should be enough
On the other hand, the deductive method is the inverse of the inductive method.
cases or examples from which to draw a generalization or generalizations.
Instead of starting with specifics moving towards generalities, this method starts with
generalities which are tried and tested upon specific cases to restructure an initial idea.
According to Lardizabal et al. (1999), deduction can be anticipatory, which forecasts
details that will be found in a particular situation such as seen in most textbooks, or

23 College of Education
Crash Course Principles of Teaching (Lesson Planning)
 C. Comparison and Abstraction Most
Common elements among the specific cases are deduced. Each case must be Black Carabao Black Carabao
All carabaos carabaos are
evaluated thoroughly.
are black Black Carabao black
Black Carabao
D. Generalization
Common facts deduced from specific instances is stated as a generalization, a Black Carabao Generalization Light-Skined Generalization
rule, a definition, a principle, or a formula. Carabao
Black Carabao
E. Application
Application of the lesson to other problems or real-life situations are made. Black Carabao
Black Carabao
Black Carabao
II. Deductive: Starts with a rule (general) that is applied to specific cases (specific).
Steps: An example of how the child’s mind goes from inductive to deductive reasoning
and back to inductive may be illustrated in this way. A boy sees farmers plowing a field.
A. Statement of the Problem He notices that all the farmers’ carabaos are black. He makes the statement, “all carabaos
Problem should be stimulating and should arouse the desire to solve it. This must are black.” He goes to town and sees that carabaos pulling carts are black. His observations
be related to life situation and within the ability and maturity (and may be even hold true. He goes to a mud hole where several carabaos are wallowing. When the carabaos
interest) of the learner. come out, he sees one that is light skinned. He revises his observation and says, “ost
carabaos are black.”
B. Generalization
Two or more generalizations, rules, definitions, or principles must be recalled that The boy’s thinking has gone through the following steps:
serve as the solutions to the problem.
Induction:
C. Inference 1. Observation
Choosing the generalization, rule, definition, or principle that will fit the problem. 2. Comparison of cases and notation of common fact
This may be in a form of trial and error that one arrives at the right conclusion. 3. Statement of common fact as a generalization
Application to a few cases may be necessary.
Deduction:
D. Verification 1. Beginning with generalization
Trying out and securing the successful generalization. Determining the validity of 2. Applying generalization to specific cases to test it
the inference by consulting accepted authorities. Emerging conclusion after 3. Revision of generalization on basis of test
verification becomes accurate knowledge. Application of the lesson in real life.
Simply put, induction and deduction are just different ways of organization.
Relation of Induction to Deduction
It is hard to separate deduction from induction. The inductive method usually
goes on to the deductive, as show in the following diagram.

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