Principles and Methods of

Teaching/Curriculum Development

by
PROF. MOHAMMAD C. DATUGAN, LPT, MAED
Former English Teacher, LIPCFI
Former Education Instructor, MCCF
Former Education Instructor, PMTC
College English and Education Instructor, JPI
Inter-Faith LET Lecturer
Aim To Top Philippines Former LET Lecturer
Dr. Carl Balita Review Ambassador and Marketing Officer
Review Coordinator of LET in house review Program of JPI
I. Principles of Teaching
• Principles come from the word princeps (Latin)
which means the beginning or end of things.
• Greek (express fundamental laws / ultimate
objectives)
• Sources and causes from which they proceed
• Comprehensive law/doctrine from which others
are derived and on which others are founded
(Dictionary)
Principles of Teaching are derived:
a) Through the pooling of the opinion of experts.
b) Through comparative studies of the teaching
performance of capable and incapable teachers.
c) Through experimental studies of teaching and
learning in the classroom.
d) From the results of experiments which are the
universal methods of deducing principles
e) Critically analyzed experience or from
systematic investigation.
3 Types of Principles of Teaching
A. Starting Principles which involves
1. The nature of the child
2. The Child’s psychological and
physiological endorsements
B. Guiding Principles which refers to the
procedure, methods of instructions or
agglomeration or techniques by which pupils
and teacher may work together towards the
accomplishment of the goals of education
C. End / Goal Principles – refers to educational
aims, goals found in different courses of study.

3 General education aims are either

philosophical or psychological
Basic Principles of Successful Teaching at any
Academic Level
by Olsen et. Al.
1. Educate the whole child
2. Keep the program informal, flexible and democratic
3. Capitalizing upon present pupil interests
4. Let motivation be intrinsic
5. Make learning experience vivid and direct
6. Stress problem-solving, the basis of functional
learning
7. Provide for the achievement of lasting pupil
satisfactions
8. Let the curriculum mirror the community
The roles of a Teacher

Model
Classroom manager
Facilitator of learning
Motivator
Evaluator of student’s performance
Parent surrogate
Counselor
Friend
Qualities of an Effective Teacher
• K - Knowledge
• A - Attitude
• S- Skills
• H – Habits
• E – Experience Intelligence
• G- Good Health
• S- Self-Confident
• A – Affability
• C- Consideration for others
• E – Educationally qualified (R.A. 7836)
• M –Morally strong
The 8 BE ATTITUDES of a teacher

1. Be competent
2. Be concerned
3. Be creative
4. Be consistent
5. Be open-minded
6. Be patient
7. Be positive
8. Be yourself
What is teaching?
Teaching is a process of interacting; tutoring or educating.
Science as it is based on psychological research that identifies
cause-effect relationships between teaching and learning.
Involves the interplay among such factors as the teacher, the
learner, the teaching content and strategies.
Principles of Good Teaching
1. Active Learning – The pupil must be
mentally active most of the time and
physically active some of the time.
2. Many methods – There is no single correct
way to teach a class.
3. Motivation – Effective motivation arises
from pupils interests, seeds, problems and
expressed purposes.
4. Well-balanced curriculum – Provide
essential skill for the child to become
useful member of a society and satisfy the
child’s personal and immediate needs
5. Individual differences
6. Lesson Planning – Lessons, activities and
housekeeping should be well planned.
7. The Power of Suggestion – Suggestions
are more fruitful than dictation.
8. Encouragement – Praise, given only when
earned, makes pupil aware of their success.
9. Remedial Teaching – Good Teaching is
both diagnostic and remedial
10. Democratic Environment – Children learn
democracy by living it.
11. Stimulation – Each child can be stimulated
within the limits of his abilities to exceed
his present efforts.
12. Integration – By building upon previous
knowledge and experience, new
experiences become more meaningful
13. Life-like situation – Children should be
guided into a realization that school studies
and activities are a part of life.
14. Independence – A child’s increasing
independence from adults and even
increasing responsibility are signposts of
good teaching.
Objectives
Refers to the instructional outcomes that describe the range of student
learning; they are narrowly defined/specifically stated so that they suit
individuals and classes.
Technique
The teacher’s unique way, style or act of executing the stages of a
method.
Strategy
A general design of how the lesson will be executed or delivered.
The plan that a teacher decides to use to achieve certain lesson objectives.

Approach
A set of viewpoints dealing with nature of teaching and learning
Refers to what one believes in, regarding teaching, upon which teaching
behaviors are based.
Method
A well planned step-by-step procedure that is directed towards a desired
learning outcome.
Principles of Teaching

1. Bloom’s Principles
o Mastery Learning
o Cognitive entry behaviors: prerequisite skills necessary for mastery of new tasks
o Time on Task: the meaningful learning activities
o Learning outcomes using formative tests
1. Bruner’s
o Readiness, motivation and interaction with environment
o Instruction proceeds from concrete to abstract, simple to complex, part to whole
1. Rewards and punishment
Markle and Gagne
Active response: student’s activities that are covert, overt, psychomotor or
verbal
Errorless learning: reducing errors
Immediate feedback
Skinner’s
Decide what the students should know after having been taught
First Instance: the teacher guides, exhibits or imitated by students
Sequential steps
Controlled responses
Reinforcement
Principles and Strategies in Teaching
My Learning:

What makes me think?

How do I learn?
What is the best learning style for me?

How do I know that I have learned something?

Did I enjoy while I was learning?

L-A-P (Learning is an Active Process)

The Joy of Learning

Learning- Permanent change in behavior.
Performance- Approximate measure of learning.
Achievement- An output of Performance.
Seven Principles in the Selection and Use of Teaching Strategies:
1. Learning is an active Process – we have to actively engage the learners in learning
activities.
What I hear, I forget
What I see, I remember
What I do, I understand
2. The more sense are involve in learning the more effective is the learning.
Sight -75%
Hearing - 13%
Touch -6%
Taste - 3%
Smell – 3%
3. A conducive learning environment that enhances learning.
4. The use of emotion to increase retention and learning.
5. Learning is meaningful when it is connected to students’ everyday life.
6.Goods teaching goes beyond recall of information. The use of HOTS.
7. An integrated teaching approach is far more effective than teaching isolated bits of
information.
We must consider the MI (Multiple Intelligences) and varied LS (Learning Styles) the
approach should also be interdisciplinary and multidisciplinary.
The acquisition of knowledge, skills and values
Basic Principles of Today’s
Teaching
a. Children learn by doing
b. Motivation should be intrinsic and natural, not
artificial
c. Learning should be gradual and continuous, not
discrete
d. Instruction should be adopted to individual needs
e. Natural social settings should constitute learning
situations
f. Learning depends upon child’s ability
g. Learning comes through sense impressions
h. A child can best be educated as a whole, as
a unit organism.
i. Teacher – pupil and inter-pupil
relationship should be cooperative.
j. Educational means improving the quality
of learning.
What effective teachers do:
1. Classroom Management – Effective teachers
develop good managerial techniques.
2. Direct Instruction – Effective teachers have a
clear systematic method of teaching
3. Time on Tasks – Effective teachers provide
students with relevant academic activities
and see to it that students spends an adequate
amount of time in these learning activities
4. Questioning – Effective teachers ask appropriate
questions in a manner that ensures participation
and facilitates mastery of academic content.
5. Comprehension Instruction – Effective teachers
emphasize independent learning and learning to
learn
6. Level of cognitive instruction. Most instruction
for low achieving students emphasizes
mechanical and rote learning.
7. Grouping – Effective teachers are able to group
students for individualized and small group
instruction.
Teachers to be effective need a supportive
and positive atmosphere:

1. Manageable class size

2. Available and suitable instructional materials
3. High staff expectations for students achievement
4. Orderly school climate
5. Systems for monitoring student progress
6. Strong and supportive principal
7. A school spirit or identity that is felt in the
classroom.
Time in Classroom and School:
1. Mandated Time - number of days and
hours in the school calendar specified by
state.
2. Allocated Time – the portion of time in
school allocated to different subjects and
other activity in academic and non-
academic areas
3. Academic Instructional Time – is the time
teacher actually spends in class giving
instructions by various means in particular
subjects and skills.
4. Academic Engaged Time - is the time the
students spend in performing academic
work.
II. Developing Instructional
Objectives

Instructional objective is a statement which

communicates the intended learning
outcomes at the end of instruction
USES OF INSTRUCTIONAL
OBJECTIVES
1. To tell the student what he is expected to learn.
2. To guide in identifying what to teach.
3. To tell the teacher what to teach.
4. To provide a basis for evaluating students
learning, lesson planning and effective
teaching.
5. To guide the teacher in selecting appropriate
methods and aids.
VALUES OF
INSTRUCTIONAL
OBJECTIVES to Teacher and
Students
1. Guide teachers in selecting instructional
strategies.
2. Provide a basis for evaluating student
achievement.
3. Provide basis for remedial instruction to the
needy student.
4. Guide students in learning better because they
know in advance what is expected
BASIC TEACHING MODEL
State Assess Teaching Using Assess
Instructional Entry Appropriate Students’
Objectives Behavior Methods and Performance
Aids
I want my I know that I will assess how
students to my students well my students
These are the
… can already do have learned by
methods …
… …
Characteristics of Good
Instructional Objectives
S – pecific
M – easurable
A – ttainable
R – eliable
T – ime frame
Behavioral objectives are instructional
objectives which are expressed in words
which can describe actions that are
observable or which can be observed by
others; objectives that are written using a
verb which specifies an observable
behavior
METHODS of WRITING
INSTRUCTIONAL OBJECTIVES
1. MAGER APPROACH
3 Elements
A. Terminal Behavior - (behavior to be
demonstrated by the student at the end of
instruction).
B. Conditions – (important conditions under which
the terminal behavior is expected to occur.)
C. Criteria – (of acceptable performance) refer to
the extent or standard of attainment.
2. Gronlund’s Approach
2 Levels:
A. General Objectives
B. Specific Objective
Levels of Learning

evaluation
synthesis
analysis
application
comprehension
knowledge

COGNITIVE DOMAIN
Naturalization
Articulation

Precision
Manipulation
Invitation

PSYCHOMOTOR DOMAIN
Characterization
Organization
Valuing
Responding
Receiving

AFFECTIVE DOMAIN
III. Instructional Planning
Components of Lesson Plan
1. Specific Objectives
2. Motivation
3. Development or Outline
4. Methods
5. Materials and Media
6. Summaries
7. Assignment or Homework
 OBJECTIVES
• What do I plan to teach?
• What do I want the students to learn from the lesson
that will be worthwhile?
 MOTIVATION
Motivational devices or activities that arouse
and maintain interest students already have in a
topic or task.
1. Intrinsic Motivation – involves sustaining or
increasing the interest students already have in a
topic or task.
Activities and materials that can be used
to enhance intrinsic motivation
1. Challenging statements
2. Pictures and cartoons
3. Personal experiences
4. Problems
5. Exploratory and creative activities
6. Charts, tables, graphs, maps
7. Anecdotes and Stories
8. Contest and Games
2. Extrinsic Motivation – focuses on cognitive strategies.
Nine basic principles for enhancing extrinsic motivation
1. Clear directions and expectations
2. Time or Task
3. Cognitive match
4. Prompt Feedback
5. Relate past learning with present learning
6. Frequent rewards
7. Praise
8. High expectations
9. Value or rewards
 DEVELOPMENT
1. Content
Criteria for Content:
A. Validity – not misleading or false
B. Significance
C. Balance
D. Self-sufficiency
E. Interest
F. Utility-is the usefulness of the content or subject matter.
G. Learnability- entails that the subject matter in the curriculum
should be within the range of the experiences of the learners.
H. Feasibility- is when the subject matter or content learned within
the time allowed, available resources, expertise of the teacher and
the nature of the learners.
2. Experiences – learning activities
 METHODS
The 4 basic methods are:
1. Practice and Drill
2. Questioning
3. Explanations and Lectures
4. Demonstrations and Experiments
 Practice and Drill
Six steps for enhancing “independent practice”
1. Be sure students can do the work
2. Assign short independent practice
3. Give clear instructions
4. Get students started
5. Monitor the work
6. Collect and assess work
 Questioning
 Lecture / Explanations
Characteristics
I. Continuity
1. Sequence of discourse
2. Fluency
II. Simplicity
1. Visual Aids
2. Vocabulary
III. Explicitness
1. Inclusion of elements
2. Explicit Explanations
 Demonstrations / Experiments
Recommendations to ensure the effectiveness of the
demonstration and experiment
a. Plan and prepare for the demonstration
b. Present the demonstration
c. Make provisions for full participation of the
students
d. Maintain control over the materials or equipment
e. Pose both close-ended and open-ended questions
f. Encourage students to ask questions as they arise
g. Encourage students to make observations first and
then to make inferences and generalizations
h. Allocate sufficient time
QUESTIONING
1. According to thinking process involved, from
low-level to high-level from knowledge to
evaluation
2. According to type of answer required-
convergent divergent
3. According to the degree of personal
exploration or valuing
Low-level questions – emphasize memory and
recall of information
High-level questions – go beyond memory and
factual information and deal with complex and
abstract thinking
Convergent – tend to have one correct or best
answer
Divergent – are often, open-ended, and have many
appropriate and different answer
GUIDELINES in ASKING
QUESTIONS
1. Wait time – the interval between asking a question
and the student’s response. Increasing the wait
time to 3 – 4 seconds has beneficial effects
2. Redirecting and Probing – if a student response to
a question is incorrect or inadequate, the effective
strategy for the teacher is not to provide the answer
but to redirect the question to another student, or to
probe for a better answer from the same student.
3. In probing the teacher stays with the same
student, asking for clarification, rephrasing the
question or asking related questions, and
restating the students ideas.
4. Commenting and Praising – honest praise
increase achievement and motivation
Don’ts in Asking Questions:
1. Ask yes or no questions
2. Ask indefinite or vague questions
3. Cross – examination questions
4. Call the name of a student before asking a question
5. Answer a question asked by a student if students
should know the answer
6. Repeat questions or repeat answers given by students
7. Exploit bright students or volunteers
8. Allow choral responses or handwaving
Approaches to Classroom
Management
1. Assertive Approach – expects teachers to
specify rules of behavior and consequences for
disobeying them and to communicate these
rules and consequences clearly. According to
Duke and Meckel “Students come to realize
that the teacher expects them to behave in a
certain way in class”. The assertive approach
is based on Lee and Marlene Canter’s model
of discipline in which teachers insist on
responsible behavior by their students in a
calm yet forceful way.
2. Business Academic Approach – developed
by Evertson and Emmer emphasizes the
organization and management of students as
they engage in academic work.
Evertson and Emmer divide organizing student
work into 3 major categories:
A. Clear communication of assignments and work
requirements
B. Monitoring student work
C. Feedback to students
This approach involves a high degree of “time and
task” and “academic engage time” for students. This
idea is that when students are working on their task
there is little opportunity for discipline problems to
arise.
3. Behavior Modification Approach – is rooted in the
classic work of James Watson and more recent work
of B.F. Skinner. Teachers using this approach strive
to increase the occurrence of appropriate behavior
through rewards and punishment.
4. Group Managerial Approach – based on
Jacob Kounin’s research. He emphasizes the
importance of responding immediately to
group student behavior that might be
inappropriate or undesirable in order to prevent
problems rather than to deal with them after
they emerge.
Kounin analyzes classroom activities for
purposes management by dividing them into
categories of pupil behavior and teacher
management behavior.
Major categories of pupil behavior are:
a. Work involvement
b. Deviancy
Major categories of teacher behavior are:
a. Desists techniques
b. Movement management
c. Group focus
• Desists Techniques
a. With-it-ness – ability to react on target and in a timely fashion
b. Overlapping behavior – ability to handle one matter at a time
• Movement Management
a. Smoothness – an even and calm flow of activities
b. Jerkiness- stupid or rude
To avoid jerkiness, 5 categories of behavior should be avoided
1. Stimulus bounded-distracted by outside stimuli easily

2. Truncation- smoothness is gone because of inserting

unrelated topic and not being able to return to the
original topic.
3. Thrust- students are not ready, no clear direction

4. Flip - Flop- return to a left activity while currently

doing an activity.
5. Dangle- to offer (something) in order to persuade
someone to do something.
• Group Focus – keeping the student focus
on group activity or task. It can be
achieved by what Kounin calls alerting,
creating suspense, presenting new
material, choosing reciters randomly,
selecting reciters.
5. Group Guidance Approach – based on
manipulating the surface behavior of
students on a group basis.
6. Acceptance Approach – rooted in
humanistic psychology and maintains that
every person has a prime need for
acceptance. Rudolph Dreikurs maintains
that acceptance from peers and teachers
are prerequisite for appropriate behavior
and achievement in school.
Dreikurs identifies 4 mistaken goals:
1. Attention getting
2. Power seeking
3. Revenge
4. withdrawal
7. Success Approach – William Glazer
most noted for this approach which he
calls reality therapy insist that teachers
should not excuse bad behavior on the
part of the students they need to change
whatever negative conditions exists and
improve conditions so that they lead to
student success. His view about discipline
is simple but powerful. Behavior is a
matter of choice.
General Preventive Measures:
For All Teachers
1. Planned ignoring. If it appears that the
behavior will not spread to others, it is
sometimes best to ignore it and not feed
the student’s secondary need for attention.
2. Signal interference. A variety of signals
can be used to communicate disapproval
to the student.
3. Proximity control. In some cases teacher
proximity acts as a deterrent against misbehavior,
and in other cases it can operate as a source of
protection, strength, and identification.
4. Interest boosting. When a student shows signs of
restlessness or boredom, it is often helpful for the
teacher to show genuine interest in the student’s
work or incorporate his or her personal interest (for
example, in athletic or music) into the discussion.
5. Humor. Almost everyone is aware that humor
can defuse a tense situation and that it can make
students relax.
6. Hurdle lessons. Sometimes students misbehave
because of frustration with a particular
assignment.
7. Restructuring the program. The classroom
schedule may have to be modified because of
some circumstances or problems
8. Routine. Daily schedule of activities provide
the kind of routine that eliminates aimless
behavior while students wait for teachers to
announce the next activity.
9. Direct appeal. Overreacting intervening
severely in order to demonstrate authority can
backfire.
10. Removing seductive objects. Certain objects
elicit a particular type of behavior that leads to
problem.
11. Antiseptic bouncing. If a student’s behavior
reaches a point where he or she cannot
controlled, it is best to behave the student
removed from the room.
12. Physical restraint. A student who loss control
or threatens others must be restrained. The
student should be held firmly, but not roughly.
Theory into Practice
To move from the theory to the practice of good
management and discipline, you must grasp the
answers to some common and important
questions and be able to translate those answers
into action.
I. How do I encourage students to behave and work
with me in the class?
1. Act as if you expect students to be orderly from the first
day on.
2. Expect everyone’s attention before you start teaching.
Stop when there is no noise. Don’t teach over individual
or group chatter.
3. Don’t talk too much. After a while, you lose the
students’ attention. Involve the students in activities,
ask questions, pose problems, etc.
4. Hold students accountable for abiding by rules.
5. Be businesslike but friendly. It is important to
establish reasonable limits and enforce them. It is
also important to smile, to have sense of humor, and
to be warm and supportive.
6. Maintain your dignity. Students should know there
are limitations in a teacher-student relationship. You
may wish to establish an imaginary line or keep a
psychological distance from your students
7. Treat minor disturbances calmly. Small incidents
can be ignored verbally; a stern look or gestures will
suffice. Know when the pass over a situation
quickly without making a fuss.
II. How do I handle group infractions or misbehavior?
1. Don’t wait until a class is out of control. When
students are restless, change the activity. When
students are beginning to engage in disturbances,
take measures to stop the behavior in the initial
stages.
2. Focus on the individual rather than the class. Try to
divert individuals by asking questions, assigning
tasks, or reminding them they are wasting class time
or spoiling it for the entire group.
3. Don’t punish the group when you are unable to deal
with the individual or to find which individual is
causing a disturbance.
4. Maintain your temper and poise. Students will test
their teacher to see how fare they can go; they are
not being personal. Don’t overreact; maintain your
poise.
5. Avoid threats, but if you make one, carry it out.
Don’t threaten the impossible. Think before you
threaten. Follow through on a threat.
6. Analyze your own behavior for possible causes of
misbehavior, especially if the difficulty continues.
Look at your mannerisms, speech, and attitudes.
Analyze your rules and routines.
7. Seek help from others. Check with another teacher,
guidance counselor, disciplinarian, or supervisor.
All of them have different roles with regard to the
students and will give different views. Don’t wait
until a situation is beyond control.
III. How do I deal with individual offenders in the
classroom?
1. When a student is involved in a minor infraction
(whispering, annoying a neighbor, calling out), use
nonverbal signals such as facial expressions or
gestures while you continue to teach. If the
infraction stops, don’t reprimand the student.
2. If these signals fail, move closer to the student
while you continue to teach. If this stops the
student, don’t reprimand any further.
3. If proximity fails, quietly talk to the student while
the rest of the class continues to work.
4. Avoid physical contact, especially in a tense
situation.
IV. How do I deal with discipline problems that
cannot be resolved in a class?
1. Talk to the offender in private, before or after
class.
2. If you have to punish, make sure the punishment
fit the misbehavior.
3. Leave the misbehaving student with the feeling that
he is ruining things for himself and the group.
4. Ignore a student’s claim that she “doesn’t care”.
5. Give the student a chance to redeem himself.
6. Use the resources at your disposal.
7. Communicate with the parents (via telephone or
letter).
8. Analyze you methods.
9. If you have to refer the student to a counselor,
disciplinarian, or supervisor, be specific.
10. Don’t rely too much on others to solve your
classroom problems.
V. How do I develop and maintain a positive approach
to classroom management (whatever discipline
approach I wish to adopt)?
1. Be positive
2. Use praise
3. Trust
4. Express interest
5. Be fair and consistent
6. Show respect; avoid sarcasm
7. Establish classroom rules
8. Discuss consequences
9. Establish routines
10. Confront misbehavior
11. Guide
Guidelines for Using Punishment
1. Use punishment sparingly.
2. Make it clear why the student is being
punished.
3. Prove the student with alternative means of
obtaining some positive reinforcement.
4. Reinforce student. Behaviors which are
incompatible with those you wish to weaken or
eliminate. For example, if you punish for being
off task, reward for being on task.
5. Avoid punishing while you are angry or
emotional.
Methods
• From the Greek word methodos, which in turn come
from the Greek words: meta (after) hodos(way)
• Dictionary defines method as a general or established
way of doing anything, on the manner by which it is
presented or taught.
• Method – an orderly routine to be followed in
accomplishing certain results.
• Method – includes everything the teacher does or
neglects to do which causes behavioral changes in
pupils.
Teaching Methods – refers to the general principles,
pedagogy and management strategies used for
classroom instruction.
Your choice of teaching method depends on what
fits you- your educational philosophy, classroom
demographic, subject areas and school mission
statement.
Two categories: Teacher -Centered and Student-
Centered
TEACHER CENTERED APPROACH

Direct Instruction – traditional teaching like lectures and teacher led

demonstrations.
Formal authority
Teachers: power and authority
Classroom management: traditional and focus on rules and expectations
Expert
Teachers: knowledge and expertise
Role to guide and direct learners in the learning process
Personal Model
Teachers: lead by examples, demonstrate how to access and comprehend
information
Students: learn through observing and copying teacher’s process
STUDENT CENTERED APPROACH
Inquiry-based learning
Facilitator
Personal Model
Delegator
Cooperative Learning
Facilitator
Delegator
Factors that determine Method
1. The educational objective and aim of the lesson.
2. Nature of the subject matter on the lesson
3. Nature of the learners
4. School equipment and facilities
5. The teacher

Device – is a “little method.” it is a teaching aid or

tool to facilitate instruction
Technique – refers to the act or skill of performance
Characteristics of a Good Method
1. Makes use of the principles of learning and
permits the operation of these principles such
as readiness, exercise and effect.
2. Utilizes the principles of “learning by doing”
3. Provides for individual differences
4. Stimulates thinking and reasoning
5. Provides for growth and development
Traditional Progressive
•Subject-centered •Child-centered
Objectives
•Emphasizes 3Rs •Aims at full
•Develops disciplined minds development of
•Trains future Leaders child

•Teacher must be subject matter expert •Teacher has a

Teacher
•Teacher resorts to memorizer method variety of roles
•Students early intellectual emphasis on
development guidance function
•Teacher is an important figure in the
classroom
•3R’s, social sciences and humanities
Curriculum
•Strictdiscipline •Preventive rather
Discipline
•Injects fear than radical
•Passivity develops – rebellion erupts
•Good work habits result
Time Tested Methods
1. Development Method
• This is used when something new is being
developed
• The steps are:
- preparation and application
2. Review Method
• The term “review” according to Risk means a “new
view”. This means that the old must be presented
in a new view to discover new associations, new
relationships or new interpreparations.
3. Drill Method
• This is applied to the process of repetition, to
automatize a certain response or mental associations
for ready use.
• Its steps are:
- motivation, focalization, repetition, and
application
4. Application Method
• This procedure gives the pupils a chance to apply or
express what he has learned.
• The steps are:
- motivation, statement of problem or
task,
and necessity of information.
5. Appreciation Method
• This procedure leads the class to understanding or enjoys
something.
• The steps are:
- preliminary states, immediate preparations,
have of appreciation, aesthetic discussion,
intellectual discussion and reproduction.
6. Inductive Method
• This would help pupils discover important rules or truth for
themselves through careful observations of specific cases or
examples leading to generalizations.
• The steps are:
- preparation, presentation, comparison and abstraction,
generalization, and application
7. Deductive Method
• This is the reverse of the inductive method. This method begins
with a rule that is applied to specific cases for the purpose of
testing the rule.
• The steps are:
- statement of problem, generalization,
inference and verification
8. Type Study Method
• This is closely akin to the inductive procedure except that only
one case is studied.
• The steps are:
- selection of topic as a type to be studied,
appreciation and motivation, statement of the
typical
case of the model that will serve as basis for
comparison, study of details, and comparison of
details with the model, and
9. Problem-Solving Method
• This is an application of John Dewey’s reflective
thinking theory. This make use of a problem as the
nucleus which will make pupils work towards its
solution.
• The steps are:
- recognition and statement of the
problem,
critical evaluation of suggested solutions,
verification of accepted solutions
10. Project Method
• This is a method which is a problematic activity is
carried on in a purposeful and constructive way. The
procedure consists of purposing, planning, executing,
and evaluating.
11. Laboratory Method
• This method uses experimentation with apparatus
and materials to discover or verify facts and study
scientific relationships. This method deals with
firsthand experiences regarding facts obtained from
investigation and experimentation.
• Its steps are:
- introductory steps for orientation and
motivation, work period and
culminating
activities.
12. Expository Method
• This method used a great deal in the lower grades as
expositions means telling and explaining in lower
• The steps are:
- approach (establishing proper
mind
set),
- presentation (explanation by the
teacher),
- application (in the form of test,
creative work, etc.)
13. Demonstration or Showing Method
• In this method, the teacher or a select group of pupils
perform the activity. The class learns by merely
observing.
• The steps are similar to the laboratory methods.
14. Unit Method or Morrison Technique
• This is the forerunner of the integrative technique.
This is often used in the teaching of Social Studies
particularly Geography, History, Government and
Economics.
• Its steps are:
- exploration, presentation,
assimilation,
organization, and recitation
15. Lecture Method
• This is like the telling method, although not entirely
identical. The lecture is more of exposition while
telling is more of narration. Bossing defines lecture
as a teaching procedure for clarifying or explaining
a major idea cast in the form of a question or
problem.
This is very effective when the lecturer
has the information and materials which pupils
cannot avail of.
• The steps are:
- introduction to the lecture,
presentation of the body of the lecture,
and conclusion (closure, completion,
culmination)
• This is also known as the most authoritative
method of teaching.
Role of the Teacher and Learner
Teacher guide, simulator and facilitator. The teacher provides a challenging atmosphere but
ensures freedom of exploration and good human relations. He/she asks questions that
stimulate critical thinking and problem solving
Learner is not just one of responding to questions posed by the teacher but of asking
questions and discovering answers to questions through quests and researches / and of
thinking about alternatives as they actively engage in their own learning.

Reflective Teaching: Process that enables individuals to continually learn from own
experiences by considering alternative interpretations of experiences, actions, discussions,
beliefs, using introspection and analysis. Students acquire concrete experiences, analyze
experiences, form abstractions, and apply generalizations to actual situations.
Involves a thoughtful.

Cooperative Learning Approach – Involves strategies and procedures for helping small
group solve their own problems at the same time learn democratic principles from their day-
to-day interaction.
Experiential Learning – a way of acquiring knowledge and skills through direct and keen
observation followed by an analysis of what has been sense and understood.
Predominant Teachers’ Techniques

Discussion Techniques
Buzzing: small group in a class are given a short time to discuss a topic
even without any preparation.
Circle Response (Round Table): 8 -10 students, seated in a circle,
thoroughly discuss a topic/problem.
Panel Discussion: aims to stimulate cooperative thinking. Members
thoroughly but informally explore a topic before an audience.
Forum: More formal than a panel discussion. Two or more speakers offer
several points of view on a vital issue and audience can ask questions or
express opinion.
Symposium: a technique similar to a conference where each presents his
points of view without interruption and a time for question follows.
Debate: two opposing teams discuss, offer reasons and argue in a formal
manner about a certain issue/topic.
Simulation (Dramatization) Techniques
Role Playing: a spontaneous drama where
students assume certain roles and play them
as they see fit.
Pantomime: a way of expressing information
or telling a story without words by using body
movements and facial expressions.
Interviewing: used to obtain information
relative to current class work
● Instructional Objectives
A statement of what the learner is to be able to do upon completion of the
learning experience
Must be:
S – specific
M – measurable
A – attainable
R – result-oriented
T – time-bounded

Content may be –
A. Cognitive
Involves mental process
B. Affective
Involves feelings/attitudes/values
C. Psychomotor
Involves manipulation of materials through motor control
Lesson Plan
Suggested Format of LESSON PLAN
I. OBJECTIVES
II. SUBJECT MATTER
III. LEARNING ACTIVITIES
a PREPARATORY ACTIVITIES
b. DEVELOPMENT ACTIVITIES
i. Presentation of the lesson
ii. Discussion Analysis
iii. Practice drills
iv. Generalization/Conclusion
v. Exercise to fix skills
c. APPLICATION
d. EVALUATION
IV. ASSIGNMENT
TYPES OF LEARNING ACTIVITIES
INTRODUCTORY/PRELIMINARY/ OPENING ACTIVITES
Refer to the tasks that the teacher provides the learners to prepare them
for the new lesson
DEVELOPMENT ACTIVITIES
Refer to all the tasks that learners engage in to attain the objectives for
which the present lesson is taught.
Considered as the heart of good instruction
CONCLUDING ACTIVITIES
A synthesis of lesson highlights that should be kept briefly and tightly
focused on content.
INSTRUCTIONAL MATERIALS
To increase student interest and enthusiasm for learning
To accommodate learning styles for improved learning

Types of Instructional Materials

1. Visuals
Print, graphics, realia, models, drawings, visual devices, projection
devices

2. Sound recording (audio media)

3. Film, television and computer –mediated programs

AUDIO-VISUAL MEDIA

4. Computers and internet

ONLINE INFORMATION
CURRICULUM DEVELOPMENT
Curriculum is viewed as a listing be taught in the school.
also refers to the total learning experience of individuals not
only in schools, but in society as well.
Subject-centered curriculum is organized on the basis of
separate and distinct subjects, each of which embodies a
body of knowledge and skills. The learner is expected to
acquire these knowledge and skills.
Child-centered curriculum is when the child is considered
the center of the educative process.
Problem-centered curriculum is when the child is guided
toward maturity within the context of the social group. It
helps the child to solve his problems.
Curriculum from Different Points of View
Traditional Points of View of Curriculum
In the early years of the 20th century, the
traditional concepts held of the “curriculum is that it is a body
of subjects or subject matter prepared by the teachers for the
students to learn”. It was synonymous to the “course of
study” and “syllabus”.
Progressive Points of View of Curriculum
To a progressivist, a listing of school subjects,
syllabi, course of study, and list of courses or specific
discipline do not make a curriculum. These can be only called
curriculum if the written materials are actualized by the
learner. Broadly speaking, curriculum is defined as the total
learning experiences of the individual.
LEVELS OF CURRICULUM
Societal level of Curriculum – the farthest from the learners
since this is where the public stakeholders participate in
identifying the goals, the topics to be studied, time to be spent
in teaching/learning, and materials to aid instruction.
Institutional level of Curriculum – often organized
according to subjects and includes topic and themes to be
studied. May also include standard, philosophies, lesson
plans, and teaching guides.
Instructional Level of Curriculum – refers to how teachers
use the curriculum developed in the societal level and
modified in the institutional level.
Experiential Level of Curriculum – the curriculum
perceived and experienced by the student and may, therefore,
vary among learners because of individual differences.
FOUNDATIONS OF CURRICULUM
Psychological Foundation
MAJOR THEORIES OF LEARNING
I. Behaviorism
Edward Thorndike
He was a leader in research associated with behavior and habit and the
relationship between behavior and learning.
Believe in the value of drill in teaching
“Stimulus Response Theory” are still followed by many teachers.
Ivan Pavlov
BF Skinner
II. Cognitive Development
Jean Piaget
John Dewey-His philosophy was generally referred to as experimentalism or
instrumentalism rests on
the theory that teachers must be vitally concerned about the social
implication of education.
Need for understanding of the social foundations of education.
Learning is a preparation for life
Jerome Bruner-He states that the individual learns from his own discovery of
the environment.
Benjamin Bloom
Types of Curriculum Operating in Schools

Recommended curriculum – Most of the school curricula are recommended. The

curriculum may come from a national agency like the Department of Education, CHED,
DOST or any professional organization who has stake in education. For example, the
Philippine Association for Teacher Education (PAFTE) or the Biology Teacher
Association (BIOTA) may recommend a curriculum to be implemented in the elementary
or secondary education.
Written curriculum – This includes documents, course of study or syllabi handed down to
the schools, districts, division, departments or colleges for implementation.
Taught curriculum – The different planned activities which are put into action in the
classroom compose the taught curriculum.
Supported curriculum – includes material resources such as textbooks, computers, audio-
visual materials, laboratory equipment, playgrounds, zoos and other facilities.
Assessed curriculum – This refers to a tested or evaluated curriculum. At the duration and
end of the teaching episodes, series of evaluations are being done by the teachers to
determine the extent of teaching or tell if the students are progressing. Assessment tools like
pencil-and-paper tests, authentic instruments like portfolio are being utilized.
Learned curriculum – This refers to the learning outcomes achieved by the students
indicated by the results of the tests and changes in behavior.
Hidden curriculum – This is the unintended curriculum which is not deliberately planned
but may modify behavior.
Elements/Components of the Curriculum
Component 1 – Curriculum Aims, Goals and Objectives
inculcate patriotism and nationalism
foster love of humanity
promote respect for human rights
appreciate the role of national heroes in the historical
development of the country
teach the rights and duties of citizenship
strengthen ethical and spiritual values
develop moral character and personal discipline
encourage critical and creative thinking
broaden scientific and technological knowledge and promote
vocational efficiency
APPROACHES TO CURRICULUM DESIGN
The Six (6) Features of a Curriculum
Who teaches? – The Teacher
Who do the teachers teach? – The Learners
What do the teachers teach? – Knowledge, Skills,
Values
How do teachers teach? – Strategies and Methods
How much of the teaching was learned? –
Performance
With whom do we teach? – Community Partners
CURRICULUM APPROACHES
Behavioral Approach- Anchored on the behaviorist principles, behavioral
approach to curriculum is usually based on a blueprint. In the blueprint, goals
and objectives are specified, contents and activities are also arranged to match
with the learning objectives. The learning outcomes are evaluated in terms of
goals and objectives set at the beginning.

Managerial Approach -The managerial approach became a dominant curriculum

approach in the 1950’s and 1960’s. The principal is the curriculum leader and
at the same time instructional leader who is supposed to be the general
manager. The general manager sets the policies and priorities, establishes the
direction of change and innovation, and planning and organizing curriculum and
instruction.

Systems approach-The systems approach to curriculum was influenced by

systems theory. In the systems approach to curriculum, the parts of the total
school district or school are examined in terms of how they relate to each other.
The organizational chart of the school represents a systems approach.
Humanistic approach-This approach is rooted in the progressive philosophy
and child- centered movement. The humanistic approach considers the formal or
planned curriculum and the informal or hidden curriculum.
REMEMBER….
“TEACH, TRANSFORM,
and INSPIRE!”

“The TEACHER with the most satisfaction in

career and life will undoubtedly be the BEST
TEACHER!”
REMEMBER…
A WORLD CLASS TEACHER
seeks to ignite in their students an enthusiasm for their
subjects by example and leadership;
instilling a ZEST FOR LEARNING is
instilling a ZEST FOR LIFE!”
REMEMBER…
Being WORLD-CLASS does not mean going internationally and
showing our best out there.
Being WORLD-CLASS is PASSION and COMMITMENT to our
profession;
Being WORLD-CLASS is GIVING OUR BEST TO TEACHING.
Being WORLD-CLASS STARTS RIGHT INSIDE THE
CLASSROOM!”

Conrado de Quiros
THANK YOU!