South East Asian Institute of Technology, Inc.

National Highway, Crossing Rubber, Tupi, South Cotabato

Telefax No. (083) 822-0034
College of Education

I. COLLEGE

VISION: A premier institution that provides quality education and globally empowered individuals.

MISSION: To produce competent, community oriented and globally competitive individuals through holistic education.

CORE VALUES:
 SERVICE
 EXCELLENCE
 ACCOUNTABILITY
 INNOVATION
 TEAM WORK

Institutional Outcome for Instruction:

II. PROGRAM: PRINCIPLES AND STRATEGIES OF TEACHING FOR PROFESSIONAL EDUCATION

III. PROGRAM OUTCOMES: Based on CMO No. 20 Series of 2013:

a. To explain the principles that are related to instructional strategies and techniques, curriculum implementation, problems, classroom management,
assignment, and the art of questioning.
b. To apply these principles in teaching-learning situations.
c. To illustrate the important role that teachers play in nation building through efficient and effective teaching.

IV. COURSE NO. AND TITLE: EDUC 104 PRINCIPLES OF TEACHING I

V. COURSE DESCRIPTION:
This course introduces prospective teachers to the comples nature of the teaching-learning process. It deals with principles associated with different
instructional strategies and techniques, curriculum, problems, classroom management, assignment, and the art of questioning.
VI. PREREQUISITES: NONE

VII. COURSE CREDIT/UNIT: 3 units

VIII. NO. OF HOURS: 3 HOURS EVERY WEEK

IX. COURSE OUTCOMES:

At the end of the course, the students should be able to:

Knowledge:
a. In-dept knowledge and understanding of the concepts of teaching and the teaching profession, principles of teaching and instructional processes.
b. Identify teaching strategies appropriate to particular teaching learning situation and objectives set.

Skills:

a. Decision-making skills related to appropriate selection of objectives, content, methodologies and strategies, different types of instructional
materials and instructional delivery sytem.

b. Apply principles of teaching/learning in actual situation.

Values:
a. Demonstrate positive attitudes towards teaching by appreciating teaching as profession.
b. Deepen their commitment towards professionalism.
X. LEARNING MODULES:

OUTCOME-BASED ASSESSMENT OF SKILLS, VALUES

TIME DESIRED LEARNING RESOURCE
COURSE CONTENT TEACHING AND LEARNING INTEGRATION AND
TABLE OUTCOME (DLO) MATERIALS
LEARNING (OBTL) OUTCOME (ALO) SOCIAL ISSUES

 Introduction of  Acquaintance  Orientation  Question and  Handouts  Social networking

all the and introduction  Expectations answer building rapport with
members of the  Class policies  Interaction and  General teachers and
class Outcome- Based socialization with assembly students
 Orientation on Expectation information
the school,
the vision,  Expectations  Effective
administrators,
mission,  Teachers’ notes communicators
objectives of teachers and
the college students
 Presentation
on the desired
expectations
WEEK 1 and
requirements of
the course
including
Outcome-
Based
Education or
OBE
 Emphasize the
importance of
OBE in the
teaching-
learning
process.
WEEK 2 . Components of  Lecture  Reaction papers  Handouts  Show interactive
 Identify the Effective Teaching  Class Discussion  Interview of insights
components of  Introduction  Conduct of students and  Teachers' notes
effective teaching  The Teacher research teachers on what  Collaboration
 The Learner
 Enumerate the  The Classroom makes a good
personal and  The Curriculum teacher and sharing  Instructional
professional  Materials of of insights materials  Developing
qualities of an Instruction communication skills
effective teacher  Administration
 Define various Various Concepts of  Small group  Group reporting  Handouts  Show meaningful
concepts of Teaching discussion  Quiz insights
teaching Teaching Concepts  Interactive lecture  Concept Maps
 Understand the  Teaching is a  Enhance
important facets complex human communication skills
of teaching activity
 Identify the 8 Ms of  Teaching is both
teaching a Science and an
 Appreciate the Art
importance of  Teaching as a
WEEK 3 teaching System
 Teaching is one
of the most
exalted forms of
social service
 Teaching is the
responsibility of
the teacher while
learning is the
responsibility of
the learner

 Define pertinent Principles of Teaching  Classroom  Essay  Handouts  Independence

terms and Learning discussion  Oral Recitation
 Explain how  Principles  Classroom  Reporting  PowerPoint  Show interactive
principles are Defined observation and Presentation insights to enhance
derived  How Principles of sharing insights communication and
WEEK 4 teaching are
 Cite and explain  Writing activity writing skills
the starting, derived
guiding, and  Function and
ending principes scope of
of teaching principles
derived from it
WEEK 5  define The Curriculum  Discussion and  Written activity  PowerPoint  Show creativity
curriculum and sharing of ideas  Graphic through their own
identify its  Introduction  Writing activity organizers Presentation skills
components  Definitions  Research  Group quiz
 enumerate and  Formulating  Handouts  Independence
explain the goals
elements  Relating goals
considered in and objectives to
curriculum curriculum
development development
 relate goals  Classifying goals
and objectives and objectives
to curriculum  Functions of the
development Curriculum
 Elements in
Curriculum
Development
(Palma, 1992)

WEEK 6 PRELIM EXAMINATION

WEEK 7  Enumerate and Time-Tested Methods  Lecture  Quiz  Textbook  Show meaningful
explain the  Introduction  Demostration  Group Activity insights and create
time-tested  The Inductive  PowerPoint their own motivation
methods of method Presentation after accomplishing
teaching  The Deductive the tasks.
 Demonstrate Method  Marker
each method of  The Integrated
teaching Method
 The lecture
Method
 Type-Study
Method
 Problem Method
 The Project
Method
 The Morrisonian
Technique or
Unit Method
(Garcia,1989)

 Enumerate and Improved Instructional  Lecture  Oral recitation  Textbook  Show creativity
explain Practices  Discussions  Group activity through their own
selected  Introduction  Research  Handouts skills
improved  Discovery
instructional approach  PowerPoint
practices  Conceptual  Independence
Presentations
 Demonstrate approach
WEEK 8 each improved  Process
instructional approach
practice  Inquiry Approach
 Unified approach
 Programme
instruction
 Modular
instruction
 Team teaching
WEEK 9  Differentiate Teachniques of  Research  Report  Textbook  Show meaningful
among Teaching  Lecture  Quiz insights
approaches,  Introduction  Demonstration  Research  Handouts
methods/strate  Differences Output  Enhance critical
gies, and among  Marker Thinking
techniques approach,
 Cite and Methods/Strategi
explain es, and
selected Techniques
techniques of  Approach
teaching  Methods/
Strategies
 Technique
 Categories of
Teaching
Methods
 Technique in
Categories in the
Lecture Method
 Techniques in
the Discussion
Method
 Techniques in
the Reporting
Method
 Techniques in
the Investigatory
Method
 Cite the parts Planning of Effective  Lecture  Written Activity  Textbook  Creativity
and types of Teaching  Research  Research
lesson plan  Introduction  
 Lesson Plan Output PowerPoint Develop Thinking
 Planning for
making Presentation Skills
Purposeful
WEEK  Write each type Instruction
10 of lesson plan  The Lesson Plan  Marker
 Importance of  Collaboration
Motivation
 Sample Lesson
Plans

 Explain why Classroom  Lecture-  Class Forum  Handouts  Develop

classroom Management Discussion  Essay Communication
management is  Introduction  Sharing of ideas  PowerPoint Skills
an integral part  Why is
Presentation
of teaching classroom  Critical Thinking
 Identify and Classroom enhancement
explain the Management in  Marker
WEEK various Integral
11 approaches to  Part of Teaching
classroom  Classroom
management Management
 Identify the Defined
elements of  Approaches to
classroom Classroom
management Management
 Elements of
Classroom
Management
 Classroom
Discipline

WEEK MIDTERM EXAMINATION

12

 Explain the The Assignment  Lecture-  Written activity  Handouts  Show interactive
meaning and  Introduction Discussion  Quiz insights
importance of  Meanings and  Interview of  Teacher Notes
assignments Importance of  Developing
students on how
 Identify the the Assignement communication skills
type and they perceive
 Types of  Marker
WEEK explain the assignments
Assignments
13 functions of
assignments  Functions of the
 Discuss some Assignments
pointers in the  Requisites of a
giving of Good
assignments Assignments

WEEK  Enumerate and The Art of Questioning  Research  Written Test  Handouts  Develop
14 explain the  Introduction  Discussion Communication
characteristics  Uses of  Classroom  Reporting  Teacher Notes Skills and Critical
of good Questions Observation/Qu Thinking
questions  Characteristics of estioning
 Explain the a Good Question  Marker
principles that
must be  Techniques of
observed in the Good
art of Questioning
questioning  Technique in
Handling
Students
Questions
 Types of
QuestionsLearni
ng

 To recognize Small Group  Lecture-  Group Acticity  Textbook  Develop

the advantage Discussions/Cooperativ Discussion  Essay Communication
of small group e Learning  Reporting  Teacher Notes Skills and Critical
discussions/co  Introduction Thinking
operative  Small Group  Marker
learning Discussion  Creating values
 To enumerate  A.Group formation in doing
some activities Development group works
for small group  B.Group
discussions/co Activities
operative  Cooperative
learning Learning
 A.Main Features
WEEK of Cooperative
15 Learning
 B.Situations that
Require
Cooperative
Learning
 C.Philosophy of
Cooperative
Learning
 D.Basic
Elements in
Cooperative
Learning
 E.Guidelines for
Cooperative
Learning
WEEK  To cite the Higher Level Thinking  Lecture-  Written Activity  Textbook  Develop
16 special  Introduction Discussion Communication
features of  Key Feature of  Reporting  Oral Recitation  Concept Maps Skills and Critical
higher level Higher Order Thinking
thinking Thinking
skills/technique  Higher Level  Deepen
s Thinking Skills  Marker understanding and
 To explain the  Critical Thinking knowledge.
different  Higher order and
models for Critical
higher thinking Thing;TheRole
skills Model of
 To discuss the Metacognition
elements fo  Models of
critikal/creative Intelligence
thinking  A.Strenber’s
Triarchic Model
of Intelligence
 B.Cardner’s
Multiple
Intelligence

WEEK  To define basic Assessments and  Discussion  Written Activity  Textbook  Develop
17 terms such Evaluation  Reporting Communication
asassessment/  Introduction  Research  Quiz  Teacher Notes Skills and Critical
 Meaning and Thinking
measurement
Nature
 To described  Marker  Develop
 Types of
the various understanding and
Evaluation
methods by responsibility
 Purpose of
which
Evaluation
performance of
 Tools for
both the
measurement of
students and
Evaluation
the teachers
 Types of Test
can be
 General Principle
measured and
in Test
evaluated
Construction
 To discuss the
 Grading and
reasons why
Reporting
assessment is
Students
important
Progress
 To discuss the
principles of
test
construction

WEEK
FINAL EXAMINATION
18

XI. CRITERIA FOR GRADING

QUIZZES 40%
EXAMINATION 40%
CLASS STANDING 20%
_______________
TOTAL 100%

Note:
 The scope of the topics may vary depending on the class disruptions and the pace of class discussions and activities, as such necessary adjustments will
just be made with reference to discussions, projects, and activities.
 In case the number of required hours is not met due to official reasons, the class will be given a hand-out of their supposed lesson for the day and
necessary.
 Final requirements will be based on their specialization.

XII. REFERECES:

A. Books

Arends, Richard I. Learning to tech. New York: McGraw-Hill Inc., 1994.

Gines, Adelaida C., et al., Educational Psychology. Quezon City: Rex Book Store, 1998.

Lardizabal, Amparo S., et al., Principles and Methods of Teaching. Quezon City: Phoenix Publishing House, Inc., 1991

Navarro, Rosita L. Et., Principles of Teaching and Instructional Technology. Quezon City: PAFTE and Katha Publishing Co., Inc., 1998

Palma, Jesus C. Curriculum Development System. Manila: National Book Store, Inc., 1992

B. Electronic Sources:

Poorvucenter-Teaching Strategies

https://poorvucenter.yale.edu/FacultyResources/Teaching-Strategies

Researchgate – Principles of Teaching

https://www.researchgate.net/publication/357877013_PRINCIPLES_OF_TEACHING_MODULE_7_PART_1_Approaches_and_Methods_of_Teaching
Educere Centre – Concepts and principles of Teaching

https://files.eric.ed.gov/fulltext/EJ1245288.pdf

Educere Centre – Principles of Teaching Instructional Technology

https://www.pblishing.com/ESSENTIALS-OF-INSTRUCTIONAL-TECHNOLOGY-book/chapter-318-Chapter-1-TEACHING-AND-ITS-PHASES

Prepared by: Noted by: Approved by:

BEJIDOR, KRESLYN JOI P.

DERIAL, RONILO
PAMASANG, ROWENA JEFF LLOYD O. SANTILLAN FIDEL N. BRAGA, Ph.D.
Instructors Program Head, General Education Dean, College of Education