PRINCIPLES AND

STRATEGIES IN
TEACHING
MATHEMATICS
(MATH 116)
Objectives

[Link] the Principles of Teaching

[Link] the Principles of Learning
[Link] the Principles underlying
Effective instruction
[Link] the Management of
Instruction
[Link] the organization of content
[Link] the use of teaching strategies
[Link] the different approaches and
methods
[Link] the concept of lesson Planning
[Link] the Selection and Use of
Instructional Materials
WHAT IS TEACHING

● The process of engaging ● Overall cluster of

students in activities that activities associated with
will enable them to acquire a teacher, and including
the knowledge, skills, as explaining, questioning,
well as wothwhile values demonstrating and
and attitudes. motivating.
THE TEACHER
● A key factor in any teaching – learning process.
● Constructs well designed plan to achieve to objectives of
the lesson.
● Prepares learning environment.
● Selects appropriate content/ strategies and
learning activities.
● Adjusts content/activities strategies/
THE LEARNER
● T h e natural characteristics of learners are:

age, maturity, grade level, health, abilities,

family background, experiences and motivation and
his /her culture including values, attitudes and
traditions which influence the teaching –
THE CONTENT/ TEACHING
STRATEGIES
● Thechoice of content/ subject matter to be
taught to achieve desired objectives of the
lesson.
● The selection of appropriate
instructional materials/technology to
the ability to learn
“

is the most
significant activity
of humankind”
PRINCIPLES OF LEARNING

 ● 1 . Learning is an experience which occurs inside the learner

and is activated by the learner.
-the process of learning is primarily controlled by the
learner and not by the teacher.
 *People learn what they want to learn, they see what they want to
see, and hear what they want to hear.
 *Very little learning takes place without personal involvement
and meaning on the part of the learner.
 *It is wise to engage learners in an activity that is
connected to their life experiences.
2. Learning is the discovery of the personal
meaning and relevance of ideas.
- students more readily internalize and
implement concepts and ideas which are relevant
to their needs and problems.
* It is necessary that the teacher relates lesson to the
needs and problems of the learner.
3. Learning (behavioral change) is a consequence of
experience.
- People become responsible when they have readily
assumed responsibility, they become independent when they
have experienced independent behavior, they become able when
they experience success, they begin to feel important when they
are important to somebody, they feel liked when somebody likes
them.
*If EXPERIENCE is the best teacher, the teacher should make
use of EXPERIENTIAL LEARNING strategy.
4. LEARNING IS A COOPERATIVE
AND COLLABORATIVE.
- cooperation fosters learning.
- two heads are better than one.
- interactive process appears to “scratch and kick” peoples
curiosity, potential and creativity.
- teachers should make use of cooperative and
collaborative approaches because these will teach students to
live and learn interdependently.
5. LEARNING IS AN
EVOLUTIONARY.
- behavioral changes require time and
patience.
- change takes time.
- Rome was not built in one day.
- things in life that are worthwhile take
time.
6. LEARNING IS SOMETIMES A
PAINFUL PROCESS.
- behavioral change often calls for giving up the
old and comfortable ways of believing, thinking and
valuing.
-it is necessary for the teachers to make
students realize that learning is a difficult task which is
accompanied by ample of sacrifices, inconveniences
and discomforts.
RESOURCES FOR
LEARNING IS THE
LEARNER HIMSELF.
- each of the student is a reservoir of
experiences, ideas, feelings and attitudes
which comprise a rich vein of material for
problem solving and learning.
- as a teacher, you must “midwife” the

birth of ideas among learners.

8. THE PROCESS OF LEARNING IS
EMOTIONAL AS WELL AS
INTELLECTUAL.
- learning is maximized when the feelings and
thoughts of the learners are working
harmoniously. This is due to fact that man is the
“union of body and soul”.
Man is a feeling being and a thinking being.
9. THE PROCESS OF PROBLEM SOLVING
AND LEARNING ARE HIGHLY UNIQUE AND
INDIVIDUAL.

- each of the
learner has his own
unique styles of learning
and solving problems.
- some personal
styles of learning and
problem solving are highly
effective, others are not as
effective and still others
are ineffective.
- give considerations
to multiple intelligences and
learning styles of the
learners to properly address
their needs for/of learning
Theories of
Learning
PRINCIPLES
UNDERLYIN
G
EFFECTIVE
INSTRUCTIO
1. PRINCIPLE OF CONTEXT
- learning depends largely on the setting particularly including
the use of materials in which the process goes on with this scales
of application:
a. text book only
b. textbook with supplementary materials
c. non – academic and current materials (newspaper,
clippings, articles, magazines)
d. multisensory aids
e. demonstration and demonstration by experts
e. field experiences, personal, social and community
understanding
2. PRINCIPLE OF FOCUS
- instruction must be organized about a focus or
direction, following these scales of application, and
where focus is established by:
a. page assignment in textbook
b. announced topic together with page or chapter
references.
c. broad concept or problem to be solved or a skill to
be acquired to carry on understanding.
3. PRINCIPLE OF SOCIALIZATION
- instruction depends upon the social setting in
which it is done, with this scales of application
and where social patterns are characterized
by:
a. submission
b. contribution
c. cooperation
4. PRINCIPLE OF
INDIVIDUALIZATION
- instruction must progress in terms of
the learners own purposes, aptitudes,
abilities and experimental procedures,
following these scales of application and
where individualization may be done
through:
a. differential performance in
uniform task
b. homogeneous grouping
c. control plan
d. individual instruction
e. large units with optional related
activities
f. individual undertakings,
stemming from and contributing to the
joint undertaking of the group of
learners.
5. PRINCIPLE OF SEQUENCE
- instruction depends on effective ordering of a series of learning task
who moves from:
a. from meaningless → emergence of meaning
b. from immediate → remote
c. from concrete → symbolic
d. from crude →
discriminating and where
sequence comes through:
a. logical succession
of blocks of blocks of
contents (lesson/courses)
b. kniting learning/ lessons/ course together by introduction, previews,
pretests, reviews
c. organized in terms of readiness
d. organized in terms of lines of emerging meanings
6. PRINCIPLE OF EVALUATION
- learning is heightened by a valid and
discriminating appraisal of all its aspects,
following these scales of application:
a. evaluation or direct results only
b. evaluation related to objectives and
processes
c. evaluation on total learning process and
results
MANAGEMENT
OF INSTRUCTION
Instruction may be well-managed using any of these
classifications of students:
a. HOMOGENEOUS - learners are classified/grouped
in terms of similar elements such as age, abilities,
interests, physical characteristics etc.
b. HETEROGENEOUS – no definite bases for
clustering or putting learners together, could be on
random sampling, alphabetized family names, time
of enrollment etc.
c. NON – GRADED – no fixed grade/level assignment
of children. They come to center of learning by small
groups or individually depending on their pacing in the
accomplishment of tasks.
TEACHING MODEL - a term used by Bruce, Joyce to
describe an over – all approach or plan for instruction
Attributes of a teaching model:
a. a coherent theoretical framework
b. an orientation toward what student should learn.
c. specific teaching procedures and classroom
structures.
DIFERENCE AMONG THE TERMS
TECHNIQUE, METHOD,
STRATEGY, APPROACH AND
PRINCIPLES
TECHNIQUE – the personal art and style of the teacher in
carrying out the procedures of teaching.
- the teacher’s unique way, style or act of
executing the stages of a method.
METHOD – synonymous to procedure
- the procedure employed to accomplish lesson
objectives.
- a series of related and progressive acts
performed by a teacher and pupils to achieve the
desired objectives of the lesson.
- the established way or procedure of guiding the
mental processes in mastering the subject matter.
- refers to a procedure employed to accomplish the
lesson objective.
- a well – planned step – by – step procedure that is
directed towards a desired learning outcomes.
STRATEGY – an over – all or general design on
how the lesson will be executed or delivered.
- a set of decisions on what learning
activities to achieve an objective
- can be a substitute to methodology
APPROACH – a set of correlative
assumptions or
viewpoints dealing with the nature
of teaching and
learning.
- one’s viewpoint toward
teaching.
- procedure that employs a variety of
strategies to assess better understanding and
effective learning.
PRINCIPLE – means a general or
PURPOSES OF METHODS

1. make learning more efficient

2. enable learner to think logically
3. facilitates smooth transition from one activity to
another
4. serve as guide in preparing all the needed
materials, tasks an equipments.
5. approximate time to be allotted for each activity
to avoid waste of time and lapses.
6. make planning clear and precise, to prevent
confusion, unnecessary delays and time
wastage.
7. help in planning for assessment and evaluation
of the lesson.
METHODS
1. Must be based on sound principles, laws and
theories of learning.
2. Must assist the learners to define their
purposes and motive.
3. Must originate from the learners’ past
experiences.
4. Must suit individual differences, needs,
interests and developmental maturity.
5. Must bring the learners to the world of diverse
learning experiences.
6. Must stimulate the learners to think critically,
analytically and creatively.
7. Must be challenging
8. Must be flexible.
9. Must be consistent with the requirements of
objectives.
11. MUST GIVE TO WAY TO VARIED STUDENTS’
PARTICIPATION.
12. Must consider to be undertaken to ensure gainful
learning.

FACTORS TO CONSIDER IN CHOOSING A

METHOD
1. Learner’s ability – first and foremost
consideration based on the nature/characteristics,
age, maturity, abilities, etc.
2. Teacher’s ability – must be personally and
professionally qualified to teach
3. Objective – expected outcome of the lesson in
terms of knowledge/skills and attitudes.
4. Subject Matter – content to be taken so that
and attitudes.
6. classroom set – up – must be inviting to
students and conducive to learning.
7. School facilities/equipments/technologies – the
availability of the needed equipments,
technologies, tools for learning found in the
right places.
8. Time – allotment – specified target frame for
chosen activities properly distributed to the
entire period.
9. Safety precautions – students should feel that
they are safe and out of danger in the school.
10. School climate – learner should feel the
warmth of the teachers and classmate.
AND
ORGANIZATION
OF CONTENT
TEXTBOOKS, DULL FILMS, BUT
NO DULL
SUBJECTS”
Guiding Principles in the Selection and Organization of
Content
1. Observe the following qualities in the
selection and organization of content:
a. Validity – teaching the content that we ought to
teach according to the national standards in the
Basic Education Curriculum
- teaching the content in order to realize
the goals and objectives of the course as laid down
in the basic education .
b. Significance – the content we teach
should respond to the needs and interest of the
learners.
c. Balance – content includes not only facts
but also concepts and values (The three level
approach in teaching – facts – cognitive, concepts –
d. Self – sufficiency – Content should
cover the essentials of the lesson and not “a
mile – wide and an inch – deep”
e. Interest – the teacher considers the
interest of the learners, their developmental
stages, and cultural and ethnic background.
f. Utility – refers to the usefulness/application
of the content to the life of the learner after it
has been learned by the learner.
g. Feasibility – the content can be
covered I the amount of time available for
instruction.
2. At the base of the structure of cognitive
subject matter content is facts.
3. Subject matter content is an integration of
STRATEGIE
S USE OF TEACHING

Different
folks,
SELECTION AND USE OF
TEACHING STRATEGIE
S
1. Learning is an active process – actively engage
learner in learning activities to achieve optimum
learning of the learners.
What I see, I remember,
What I hear, I forget
What I do, I
understand
75% retention rate – is achieved through learning by
doing 90 % retention rate – learning by teaching
others
2. The more senses that are involve in learning, the
more and better the learning – Humans are
intensively visual animals. The eyes contain
nearly 70% of the body’s receptors and send
millions of signals along the optic nerves to the
visual processing centers of the brain.
sight – 75%
hearing – 13%
touch – 6%
taste – 3%
smell – 3%
3. A non – threatening atmosphere enhances learning.
4. Emotion has the power to increase retention and
learning.
5. Learning is meaningful when it is connected to
students’ everyday life.
6. Good teaching goes beyond recall of information –
teaching should reach the levels of application,
analysis, synthesis and evaluation to hone our
students’ thinking skills.
7. An integrated teaching approach is far more
effective than teaching isolated bits of
information.
Factors to consider in the choice of teaching
method:
a. Instructional objective
b. Nature of the subject matter
c. The learners
d. Teacher
e. School policies
DIFFERENT
APPROACHES AND METHODS

a thousand teachers,
a thousand
methods
APPROACHE
S
DIRECT APPROACH INDIRECT
APPROACH
1. Makes use of 1. Makes use of
strategi
expository exploratory
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aimed at strategies
knowledge
mastery of and 2. knowledge
Aimed at generating
for
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Teacher – [Link]
Learner –
4. Direct
oriented 4. Students search
centered
informationof
transmission from for information
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Teacher – with teacher’s
controlled supervision
6. Highly 5. Learner –
structured controlled
[Link]
Content – 6. Flexibly
oriented
ready organized
METHOD OF TEACHING IN
THE DIRECT/EXPOSITIVE
APPROACH

1. DEDUCTIVE METHOD – starts with

generalization, principle or rule that is
then applied to specific cases.
Features: 1. allows for clear understanding of
generalizations, rules, formulas etc.
2. allows further development of
generalizations, rules, formulas etc.
When to Use:
1. to test a rule
2. answer questions or problems with
reference to certain rules or principles
3. to further develop generalization
Steps:
1. Statement of the Problem – teacher tells
what the problem which must be stimulating,
realistic, relevant and within the learner’s
ability.
2. Statement of the Generalization –
recalling/stating generalizations or rules which
may help solve the problem
3. Inference – looking for the
principle/rule/generalization that fits the
problem.
4. Verification – trying out the best
generalization, rule or principle that establish
validity of the probem using
references/materials.
2. Concept Teaching – is based on the assumption
(Bruner 1984) that concept formation begins at
BRUNER’S IDENTIFIED 3 DISTINCT MODES
OF LEARNING:
a. Learning by doing called enactive learning
b. Learning by doing mental images called
ICONIC MODE
c. Learning through series of abstract
symbols called SYMBOLIC MODE
MAY EITHER BE:
a. Concept Attainment – focuses on teaching pupils
the concepts that the teacher has selected for
study and follows these steps:
1. introduce the concept by name
2. present examples
3. introduce non – examples
4. present a mixture of examples and non –
examples and ask questions which are the
correct examples
b. Concept Formation Method – focuses on the
process of concept development/thinking skills
development which follows the following steps:
1. teachers provide stimulus in the form of a
question or a problem
2. pupils provide a number of answers and
categorize them
3. pupils label the categorized
responses Steps in Concept
Teaching Method
1. Define the objectives of the lesson to get
students ready to learn.
2. Giving of examples and non – examples
which help strengthen understanding.
3. Testing for the attainment of understanding
4. Analysis of students thinking and integration of
learning through further questioning and
3. Direct Instruction / Showing Method – a
teacher – centered strategy that uses teacher
explanation and modeling combined with
student practice and feedback to teach concept
and skills. It is designed to teach skills,
concepts, principles and rules, with emphasis
on active teaching and high levels of student
involvement.
Features:
1. Widely applicable in different content areas
2. Establishes pattern of interaction between
teacher and students
3. Assists students to learn procedural
knowledge.
4. Promotes learning of declarative knowledge.
WHEN TO USE
- for teaching of concepts and skills.
Steps:
1. Introduction – reviewing prior learning with
students, sharing learning goals providing
rationale for new content.
2. Presentation – explaining new concept or
modeling the skill.
3. Guided practice with necessary feedback –
providing students necessary opportunities to
practice new skill or categorize examples of
new concept.
4. Independent Practice – students practicing
the skill or concept learned for retention and
4. LECTURE – DISCUSSION
METHOD
- designed to help learner link new with prior learning and
relate the different parts of new learning to each other.
- designed to overcome the most important weaknesses of the
lecture method by strongly emphasizing learner involvement
in the learning process.
A. Lecture – designed to help students learn organized bodies of
knowledge.
- is a teacher – directed method designed to help learners
understand relationship in organized bodies of knowledge.
- as opposed to content – specific models that focus on individual
concepts, this model attempts to help students understand
not only concepts but how they are related.
- grounded in schema theory and David Ausubel’s concept of
meaningful verbal learning
FEATURES:
a. Applicable in different subject areas
b. Ensures clear understanding of information
c. Allows students
participation WHEN TO
USE:
a. For conveying/disseminating important
information which may not be available to
students or which may be needed to be
presented in a particular way.
b. For stimulating interest.
c. For guiding student reading
d. For explaining a difficult text
STEPS
1. Planning
a. identifying goals
b. diagnosing student background
c. structuring content
d. preparing advance organizers
2. Implementing
a. Introduction – describing the purpose of the
lesson, sharing of objectives and overview to help
students see the organization of the lesson.
b. Presentation – defining and explaining major
ideas.
c. Comprehension Monitoring – determining
whether or not students understand concepts and
ideas.
d. Integration – exploring interconnections
5. Review and Closure – summarizing the lecture
B. DISCUSSION – is an orderly process of face to face
group interaction in which students/pupils exchange
ideas about an issue for the purpose of
answering a question, enhancing their knowledge or
understanding or making decision.
- It can be viewed as a bridge between direct
instruction and student – centered instruction.
5 Logical Conditions to Ensure that Exchange
is called DISCUSSION
(Bridges, 1960)
1. People must talk to one another
2. People must listen to one another
3. People must respond to one another
4. People must be collectively share to put forward
more than one point of view.
5. People must the intention of developing their
For discussion to be successful, participants need
certain:
1. Moral Disposition – being willing to listen to reason
- being willing to abide by rules that facilitate
exchange of ideas
2. Intellectual Disposition – concern for
clarity in the expression of
ideas.
- concern that an appropriate variety of
perspective is considered by the group.
When to Use as a Teaching Strategy:
1. It can be used in any subject at any level from
kinder to post graduate study.
2. It can involve the whole class or it can be used
with small groups.
3. When the teacher needs to facilitate any or all of
the 4 types of learning outcomes:
a. General subject mastery
b. Problem – solving ability
c. Moral development
d. Communication skills
4. When students need to be motivated to talk
about the subject inside and outside the
classroom.
5. When teacher wants students to work together
and share their ideas by talking about them
publicly (Cockburn and Ross, 1980).
ADVANTAGE LIMITATION
S is an active learning
1. Because it S
1. Without control over the
process, it is more likely to maintain discussion, talkative students
students’ interests. could easily dominate and
influence the group to accept their
ideas.
2. Active involvement in learning 2. If not guided well, there will be
motivates students especially when opportunities for students to stay
they see that others value their from the topic and waste time.
contributions and respect their point
of views.
3. More opportunities for practice 3. Some students may be reluctant
and use of the language as well as to participate in the discussion for
expression of ideas and opinions fear of being ridiculed for their
among students ideas or opinions.
Using Discussion in Conjunction with other
Teaching Strategies:
a. Direct Instruction – as part of a direct instruction
lesson, a discussion could be used to explore an
issue for a short time (15 mins).
b. Group Work – interactions between students are an
integral part of small group learning, and this
process can often be enhanced by asking the
students to follow a set of discussion rules.
c. Cooperative Learning – some forms off co-operative
learning (such as jigsaw) can be enhanced by
structured discussion within the learning groups.
d. Problem Solving – when you are using problem
solving as a teaching strategy, discussions can be
used to help students understand the nature of the
problem, to help them generate possible solutions
and as a forum for comparing the relative merits of
various solutions to the problem.
Demonstration – a tell and show
method Steps:
I. Preparation
a. motivation
b. identify objectives/
problems/procedure
II. Explanation of
Concepts/Principles/Process/Theory etc.
III. Demonstration of Concept Process by the
Teacher
- students observe and take down notes
IV. Discussion of Student Observation
- answering problems
V. Verification
- justification
II. Indirect/Guided/Exploratory or Experimental
Strategies
- the indirect approach is a student – centered
approach or less explicit teaching method. It
involves the building of independent learning and
developing self-concept. It develops students to
become self – directed learners, crtical thinkers
and problem solvers.
Features:
a. Learner – centered, learners exercise initiative in
the process.
b. Process of learning is perceived to be as
important as the outcome.
c. Learning is applied as it is acquired, not stored
for future use.
d. The development of specific intellectual skills is
better than merely covering specified elements of
subject matter.
When to Use:
a. When the teacher feels the need for students to
1. INQUIRY TEACHING
a. the process of answering questions and
solving problems
based on facts and observation
b. strategy designedto teach students how to
investigate problems and questions with
facts.
Features:
1. helps students find answers to their own
questions in scientific
manner.
2. helps develop higher – order and critical
thinking skills
3. promotes independent
learning When to Use:
1. when there are real life problems or questions
that must be answered through facts and
Steps:
1. Presenting/Identifying the question or
problem Presenting or identifying a
problem either by the
teacher or by the students, explaining or
clarifying the problems by the students to
ensure clear understanding.
2. Forming hypothesis
Formulating intelligent guesses or tentative
solutions and generalizations.
3. Data Gathering
Gathering necessary facts, information or
evidences related to the problem
4. Data Analysis/Assessing Hypothesis
Closely studying/analyzing of the data
gathered to prove or disprove the hypotheses.
Strategies for Inquiry Teaching
[Link] – may be used in all subjects
- interviews are used in gathering firsthand
information from individuals who have expertise on
topic under study.
Steps:
1. Introduction – presenting a new or additional
knowledge or information, identifying interviews, and
making plans including questions to ask, procedure
for recording, etc.
2. Development – conducting the interview as
planned
3. Conclusion – summarizing data and report
findings to solve problems.
4. Evaluation – Assessing the success of the
interview conducted.
B. Field Trips – an out – of – the – classroom activity
Steps:
1. Introduction – clarifying objectives of the
activity, panning and assigning tasks to be
carried out and reviewing standards of
behavior.
2. Development – field trip proper, checking on
students’ activities, accomplishments and
behaviors.
3. Conclusion – summarizing data and report
findings, stating main idea or other
conclusions, sending letter of thanks.
4. Evaluation – assessing the finished activity
2. INDUCTIVE METHOD
- a procedure through which one arrives at a
fact, principle, rule or generalization from some
specific cases or examples.
Features:
1. Designed to help students develop higher order
and critical thinking while learning specific
content at the same time.
2. Requires teacher’s questioning skill
3. Promotes high level of student involvement
4. Increase student
motivation When to Use
For formulating generalization, concept, rule, truth,
principle, formula or definition.
Steps:
1. Preparation – reviewing of old facts, setting of goals,
2. Presentation – presentation of cases and
examples.
3. Comparison and Abstraction – deducing
common elements among the cases or
samples presented.
4. Stating of Generalization, rule, definition,
principle, or formula based on the common
elements deduced from cases presented.
5. Application – applying the generalization or rule
learned to other problems within or beyond the
classroom setting.
3. PROBLEM SOLVING
- a purposeful activity aimed at removing
difficulty or perplexity through a process of
reasoning.
Features:
1. Allows for students’ active involvement
resulting in meaningful experiences
2. Develops independence and higher level
thinking skills.
3. Promotes open – mindedness and wise
judgment. When to Use:
- for lessons where learners find problems
requiring
- for developing higher – level thinking
skills Steps:
1. Recognition and statement of the problem – with
2. Statement of Hypothesis – students make
temporary answer/solution to the question or
problem
3. Critical Evaluation of Suggested solution – with
the teacher’s guidance, students test hypotheses
or data used in solving the problem, formulate
conclusions and summarize their findings.
4. Verification of accepted solutions – checking,
verifying and applying results to other
problems.
4. PROJECT METHOD
a purposeful, natural, significant constructive
activity needing both intellectual and physical
solutions.
Project may be:
a. Physical or material – such as repairing a
radio
b. Learning project – like composing a poem
or short story
c. Intellectual or problem project – such as
identifying ornamental plants which can be
medicinal
Features:
1. Develops students’ thinking and
manipulative skills.
2. Develops creativity and resourcefulness, initiative,
When to Use
1. For application of concepts
2. For discovering concepts
3. For developing creativity and thinking skills
4. For real life
problems/situations Steps
1. Purposing – determining the nature and
goals of the project.
2. Planning – designing of strategies to be
employed in carrying out the project.
3. Executing – carrying out of activities as
planned
4. Evaluating – displaying and judging of
finished products.
LABORATORY METHOD OR RESEARCH
METHOD
- deal with first hand experiences regarding
materials or facts obtained from investigation or
experimentation.
Types:
1. Experimental – aims to train students in problem
solving with incidental acquisition of information
and motor skills, emphasis is on discovery, original
procedure, and solution of problems.
2. Observational Type – the aim is on the acquisition
of facts. Activities would include visits to
museums, exhibits or galleries, watching
documentaries, going on filed trips.
Features:
1. To promote information acquisition through
observation, experimental solutions to problems
guided by reflective thinking and acquisition of
skill in manipulation.
3. Develops skill in using laboratory
equipment and instruments.
4. Enhances higher order thinking
skills. Steps:
1. Orientation/Motivation – motivating and
informing students on the work to be done,
why should it be done and giving precise and
explicit directions.
2. Work Period – students are allowed to work on
their own either individually or in groups with
the teacher supervising.
3. Culminating Activities – organizing,
presenting and exhibiting of the completed
work.
CONCEPT ATTAINMENT
- an inductive teaching strategy designed to help
students reinforce their understanding of concepts
and practice hypothesis testing hypothesis based
on positive and negative examples presented to
them.
Features:
1. Encourages students to think freely.
2. Trains students to develop hypothesis.
3. Trains students to formulate definition or
generalization.
4. Promotes students
participation When to Use?
1. For making hypothesis
2. For formulating
hypothesis/definition
Steps:
1. Presenting of Examples – positive and
negative examples are presented and
hypotheses are generated.
2. Analysis of hypotheses – hypotheses are
analyzed in light of the examples given.
3. Closure – examples are continuously
analyzed to generate critical characteristics
and form a definition.
4. Application - additional examples are
provided and analyzed in terms of definition
formed.
EMERGING MODELS OF TEACHING
A. PROBLEM – BASED INSTRUCTION
- the essence of problem – based instruction
(PBI) consists of presenting students with
authentic and meaningful problem situation that
can serve as springboard for investigations and
inquiry.
- This model is a highly effective approach for
teaching higher – level thinking processes, helping
students process information already in their
possession and assisting students to construct
their own knowledge about the social and physical
world around them. Contemporary approaches to
problem based instruction rest on cognitive
psychology and constructivist perspectives about
learning.
Features:
1. Deriving question on problem – PBI organizes instruction
- they address authentic real – life problems that
evades simple answers and for which
competing solutions exist.
2. Interdisciplinary Focus – PBI lessons may be
centered on a particular subject but actual
problem under investigation has been chosen
because its solution requires students to
deliver into many subjects.
3. Authentic Investigation – necessitates that
students pursue authentic investigation that
seek real solution to real problems.
4. Production of Artifacts and exhibits - PBI
requires students to construct products in
the form of artifacts and exhibits that explain
or represent their solutions.
B. MULTIPLE INTELLIGENCES
- develop in 1983 by HOWARD GARDNER
- proposes 9 different intelligences to accord for
a broader range of human potential in children
and adults:
a. linguistic intelligences – word smart
b. logical – mathematical
intelligence – number/reasoning
smart)
c. Spatial Intelligence –
picture smart
d. Bodily Kinesthetic – music
smart
e. Interpersonal Intelligence –
People smart
Features
1. Building of different centers in the classroom
2. Equal attention should be given to individuals who
show gifts in other intelligences aside from
linguistics and logical – mathematical intelligences.
3. The MI theory proposed a major transformation in
the way schools are run and lessons are
presented.
4. variety
Suggests of ways
that teachers be trained to present
using: in a
lessons - multimedia
- music - field trips
- cooperative - inner
learning reflection
- art –activities
MITA Multiple intelligence -Teaching
and manyApproach
- role
(for PBL) playing
Features:. more
1. Both starts with question/problem to generate
curiosity
2. Teacher functions as facilitator.
3. Learning outcomes are holistic, rather than
narrowly based in one discipline.
4. Assessments are authentic, performance
based. When Planning a Lesson (MI), Ask the
Right Question
1. Linguistic: How can I use the spoken/written
word?
2. Mathematical – How can I bring in numbers,
calculations, logic, classifications, critical
thinking?
3. Spatial – How can I use visual aids, visualization,
colon, art, metaphor, or visual organizers?
4. Musical – How can I bring in music, environmental
sounds or set key points in a rhythm or melody?
5. Bodily Kinesthetic – How can I involve the whole
body or hands on experiences?
7. Intrapersonal – How can I evoke personal
feelings or memories or give students
choices?
8. Naturalistic – How can I develop love for
nature?
C. CONSTRUCTIVISM (PIAGET AND
Vygotsky)
- A perspective of teaching and learning in
which a learner constructs meaning from
experiences and interaction with others.
- The teacher’s role is to provide meaningful
relevant experiences for students from which
students construct their own meaning
(facilitation).
- A view of learning suggesting that learners
develop their own understanding of the topics
they study instead of heaving it delivered to
them by others (most commonly teachers) in an
already organized form.
- Places the learner in the center of the learning
process where they play an active role in the
D. METACOGNITIVE STRATEGY
- strategies used for recognizing one’s cognitive
processes and ways of thinking about how
information is being processed.
- Metacognition is the awareness of and control of
one’s own mental processes.
- Nickerson (1988) characterized the role of
metacogniton in higher order and critical thinking in
this way. “The fact that an individual has some
knowledge that would be useful in a given situation
does not guarantee that it will be accessed and
applied in that situation.”
To increase the likelihood that learners will apply
their thinking appropriately, they need to be aware
of the thinking they’re doing.
(For example, when reading, the students need to
learn to evaluate their own decoding and
STRATEGIES
Strateg Definitio Example
1. y Committingn materials to Repeating a new
REHEARSAL memory by repeating them. phone number.
2. Adding detail to new Using mnemonic
ELABORATION information and creating techniques and adding
associations. details such as relating
new phone number to
one’s security number
3. Recognizing or picking out Outlining or
ORGANIZATION main ideas from large highlighting
bodies of information.
4. Thinking about thinking
METACOGNITIO and monitoring cognitive Deciding that the best
N processing strategy for
comprehending a body
of new text is to create
an outline of main
ideas.
E. COLLABORATION
- characterized by students working with one
another either
in pairs or groups)
Steps:
1. Orient students to the problem
2. Organize students for study.
3. Assist independent and group investigation.
4. Develop and present artifacts and exhibits.
5. Analyze and evaluate the problem – solving
process.
F. EXPERIENTIAL LEARNING
- a final theoretical perspective that provides
intellectual support from cooperative learning
comes from theorists and researchers who are
interested in how individuals learn from experience.
- Experience accounts for much of what
people learn.
- Is based upon 3 assumptions:
a. that you learn best when you are
personally
involved
in the learning experience.
b. that knowledge has to be discovered
by yourself
if it
makes a difference in your
behavior.
c. commitment to learning is highest
LEARNING
- this model presents the sharpest contrast
to direct instruction.
- can be used to teach rather complex academic
materials and can help teachers accomplish
important social learning and human relation goals.
- stems from both social learning theory and
cognitive – constructivist perspective of
learning.
- classroom environment is characterized by a
cooperative task and incentive structures and by
small group activity.
- cooperative goal structures exist when students
can obtain their goal only when other students with
whom they are linked can obtain their
characteristics of cooperative learning lessons:
a. students work cooperatively in
teams to master academic
materials.
b. teams are made up of high, average and low
achievers (coping learners).
c. whenever possible, teams include a racial,
cultural and sexual mix of students.
d. reward system are group oriented
rather than individually
oriented.
Steps:
1. Go over objectives, present goals and
establish learning set.
2. Present information to students with
demo or text.
3. Organize students into learning teams.
4. Assist team works and study and group
effort
5. Test over learning materials or groups present
results of their work.
Important Distinctive Features:
1. Students are not just required to do something
as a team, they are required to learn
something as a team.
2. Because the team’s success depends on each
student’s learning, it is necessary for students
to tutor one another rather than simply share
ideas and information with one another.
3. In some versions of cooperative learning where
marks or grades are allocated to students, there is
opportunity for each member of each team to
succeed, because success is based on improvement
on past performance rather than on absolute scores.
Variations:
1. Students Teams Achievement Division (STAD -
Slavin)
- simplest and most straight forward
among the cooperative
learning approaches.
- referred to as student team
Steps:
1. Teacher presents new academic information to students
each week using verbal presentation or text.
2. Students in a class are divided into four or five
member heterogeneous learning teams.
3. Members in the team help each other learn by using a
variety of cooperative study methods, quizzing and
scoring procedures.
2. Jigsaw (Aronson, Slavin)
- students are assigned to 5 or 6 members
heterogeneous study team.
- academic materials are presented to the students in
text form.
- each student has the responsibility to learn a
portion of the material.
- members from different teams with the same topic
(called the expert group) meet to study and help each
3. Group Investigation (Thelan Sharan)
- the most complex of the cooperative
learning approaches and the most
difficult to implement.
- in contrast to STAD and Jigsaw, students are
involved in planning both the topics for study
and how to proceed with their investigation.
- teachers who use the GI divide their classes
into 5 or 6 members heterogeneous group.
- students select topics for study, pursue in
depth investigation of chosen sub – topic
then prepare and present a report to the
whole class.
Steps of the GI Approach:
a. Topic selection
b. Cooperative planning
e. Presentation of final product
f. Evaluation
4. Structural Approach (Kagen 1983)
- has much in common with other approaches, the
structural approach emphasizes the use of a
particular structures designed to influence students
interaction patterns.
- call for students to work independently in small
groups and are characterized by cooperative rather
than individual rewards.
- some structures have the goal of increasing
student acquisition of academic content
(think – pair – share numbered heads
together).
- others are designed to teach social and group
skills (active listening and time tokens).
5. Teams Games Tournaments (TGT) (De Vries and
Slavin)
- similar to STAD in that the teacher presents
information to students and have them help one
compete to gain points for their home [Link]
is suited to the same subject matter and
objectives as STAD.
6. Dyadic Cooperative Learning
- simplest form of cooperative learning and
in many cases most efficient form of group
work.
- students interrupt in pairs after reading a
section of the material. They come to agreement
to the important points and over all meaning of
each section. Afterwards, students quiz each
other. Lastly, teacher gives the whole class a
test.
OVERVIEW OF SELECTED STRUCTURES IN
COOPERATIVE
LEARNING
STRUCTURE BRIEF ACADEMIC AND
DESCRIPTION SOCIAL
FUNCTION
A. TEAM
BUILDING
1. Round Each student in turn Expressing ideas or
robin shares something with his opinions, creation of
or her team mates. stories. Getting
acquainted with team
mates.
B. CLASS
BUILDING
1. Each student moves to a corner Seeing other alternative
Corners of the room representing a hypothesis, values,
teacher – determined problem solving
alternative. Students discuss approaches.
within corners, then listen to
and paraphrase ideas from the
other corner.
C. COMMUNICATION
BUILDING
2. Match Students attempt to match Vocabulary
Mine the arrangement of object development,
on a grid of another student communication skills,
D.
MASTERY
1. Numbered The teacher asks a question, Review, checking
Heads students consult to make everyone for knowledge,
Together knows the answer, then one student comprehension,
is called upon to answer tutoring
2. Color Students memorized facts using a Memorizing
coded Co – flash card game. The game is facts, helping,
op - cards structured so that there is a praising
maximum probability of success at
each step moving from short term to
long term memory. Scoring is based
on improvement.
3. Praise Students work in pairs of four. Within Practicing
Check pairs students alternate – one solves skills,
a problem while the other coaches. helping,
After every two problems, the pair praising
checks to see if they have the same
answers as the other pair.
E. CONCEPT
DEVELOPMENT
1. THREE - Students interview each other in Sharing personal
Step pairs, first one way, then the other. information
Interview Students each share with the group hypotheses,
such as
information they learned in the a poem, to
reactions
interview. conclusions from
2. Think Students think to themselves on a Generating and
–Pair provided by the teacher; they pair
topic hypotheses, inductive
revising
Share up with another student to discuss reasoning, deductive
it; they then share their thoughts reasoning, application.
with the class. Participation,
involvement.
3. Team Students write simultaneously on a Analysis of concepts
Word - piece of chart paper, drawing components,
into
Webbin main concepts, supporting multiple relations
understanding
g elements, and bridges among ideas,
representing the relation of ideas differentiating
in a concept. concepts, Role-
F. taking.
MULTIFUNCTIONAL
1. Each student in turn writes one Assessing prior
Roundtable answer as a paper and a pencil are knowledge, practicing
passed around the group. With skills, recalling
simultaneous Roundtable more than information, creating
one pencil and paper are used at cooperative art. Team
once. building, participation
of all.
2. Inside Students stand in pairs in two Checking for
– concentric circles. The inside understanding,
Outside circle face out, the outside circle review, processing,
Circle faces in. students use flashcard or helping.
respond to teacher questions as Tutoring, sharing,
3.
PARTNERS Students work in pairs to Mastery
master content. They consult
create or presentation of
and
with partners from other new material,
teams. They then share their concept,
products or understanding development.
with the other partner in their Presentation and
team. communication
skills.
4. Each student on the team becomes Acquisition and
Jigsaw an “expert” on one topic by presentation of new
working with members from the material, review,
other teams assigned the informed debate.
corresponding expert topic. Upon Interdependence,
returning to their teams, each one status equalization
in turn teaches the group, and the
students are all assessed on all
aspects of the topic.

5. Co – op Students work in groups to produce Learning and

– Co – op a particular group product to share sharing complex
with the whole class. Each student material, often with
makes a particular contribution to multiple sources,
the group. evaluation,
application,
analysis, synthesis
H. CONTENT – BASED LANGUAGE
INSTRUCTION
- as defined by Brintos, Snow and Wesche, content
– based language instruction is the integration of
content learning with language teaching aims.
- it refers to the concurrent study of language and
subject matter, with the form and sequence of
language presentation dictated by content material.
Features:
1. The main instruction goal in this approach is to
prepare the students for the academic task they
will encounter in school.
2. Students are provided with study skills and a
familiarity with scholarly discourse which they can
transfer to other academic endeavors.
3. It focuses not only on learning, but using the
language as a medium to learn mathematics,
science, social science or other academic subjects.
4. Subject matter may consist of topics or themes
selected for students interest or need.
5. CBLI uses the content, learning objectives and
activities from the school curriculum as the
vehicle for teaching language skills.
Teaching Methods and Strategies in CBLI
a. Cooperative Learning
b. Task – Based or Experiential Learning
c. Whole – Language Approach
I. INTEGRATIVE MODEL (TAB)
- grounded in cognitive views of learning.
- an inductive strategy designed to help students
1. develop a deep understanding of organized bodies
of
knowledge topics that combine facts, concepts,
generalizations and the relationships among
them.
2. develop critical thinking skills at the same time.
- closely related to the inductive model.
- planning lessons using integrative model includes
identifying clear goals and then preparing displays of data to
help learners reach the goals
- the data displays are commonly matrices, but can include
graphs, maps and charts in pictorial forms.
Steps:
1. describe, compare and search for patterns –
teacher directs students attention to the
topics for study.
2. Explains similarities and differences – the
point where students are immersed in critical
thinking.
3. Hypothesize outcomes for different conditions.
4. Generalize to form broad relationships – lesson
is summarized and comes to course as students
derive one or more generalizations that
summarize the content.
J. GROUP COOPERATIVE LEARNING /
EXPERIENTIAL
INVESTIGATION
- a model which enables students to inquire into a
social problem and observe themselves as
inquirers while the teacher serves as counselor –
consultant and friendly critic.

K. INDEPENDENT LEARNING
providing a high level of cognitive and affective
development, independent learning is a kind of
instructional process where students proposes a
study project, investigation, research, or production
of something which she or he will carry out almost
independently. The teacher’s role is to stimulate
student participation, advise and counsel on possible
projects, grant approval if appropriate, supervise
L. SYNACTICS
- a teaching model designed to increase students’
creativity through formulating analogies or
metaphors. It is built on assumptions that
creativity, even though an essentially emotional
process can be learned and creativity can be
fostered through group activity.
INSTRUCTIONAL ACTIVITIES
CONTINUUM FROM PASSIVE TO
ACTIVE LEARNING
-Lecture

- Demonstration
- Questioning
- Discussion
- Guided Practice
- Independent Practice
- Grouping
- Role Playing
- Simulation
- Reflective Inquiry/
Thinking
LESSON
PLANNIN
G
LESSON PLAN
- is a day to day, step by step approach to
learning. It sets forth the proposal program or
the instructional activities for the day.
Types:
a. BRIEF – an outline of teacher’s activities and
is usually done by master teachers
b. SEMI – DETAILED – all activities and
teacher’s questions are listed and usually
done by neophyte teachers.
c. DETAILED – all activities, teacher’s
questions and students’ expected answers
are reflected and usually done by pre –
service teachers.
COMPONENTS OF THE LESSON
PLAN
I. OBJECTIVES
- Cognitive
- Psychomotor
- Affective
II. SUBJECT MATTER
- Topics/Concepts
- Values Integrated
- References
- Materials
III. LEARNING ACTIVITIES
A. Preparatory Activities
1. Drill – activity that will enable the
students to automatize
response to pre – requisite
skill of the new
lesson.
2. Review – activity that will refresh or renew
previously taught material.
3. Introduction – an activity that will set the
purpose of the day’s lesson.
4. Motivation – all activities that arouse the
interest of the learners.
2 types:
a. Intrinsic Motivation – sustaining self –
interest to learn.
- maintains self – curiosity and
involvement in the work by using
surprise, doubt, novel as well as
familiar things.
b. Extrinsic Motivation – interest that is
ignited by an outward force like
awards – monetary or material
B. Developmental Activities
1. Presentation of the Lesson – real life situation or
within the experience of the learners are
incorporated.
- teacher uses different activities as a vehicle to
translate
the knowledge, values and skills into learning that
could be applied in their lives outside the
school.
2. Discussion / Analysis – asking a series of
affective or cognitive questions about the
lesson presented.
3. Abstraction / Generalization – the summary of
the lesson.
- organizing significant information about the
lesson presented.
- completing graphic organizers like concept
map, Venn Diagram, fish bone, table,
C. Closure / Application – relates the lesson
to other situations in the forms of:
- dramatization, simulation and play
- story telling
- oral reading
- construction and drawing
- written composition
- singing or reciting a poem
- test
- creative works
- solving problems
IV. Evaluation – determines whether the objectives are
met and achieved
- questioning
- summarizing
- comparing present and previous learning
- assigning work – project, research
- administering short quiz
- portfolios
- rubrics
- journals
V. Assignment
1. An activity done outside the classroom/at home to:
- reinforce or enrich the day’s lesson
- set the materials that students have to bring to
school to implement the next lesson.
2. The activity should help attain the day’s lesson
objective. It should be interesting and differentiated
(with provision for remedial, reinforcement and
enrichment activities.)
DIFFERENCE AMONG AIMS, GOALS
AND OBJECTIVES
AIMS – are the most general objectives of the Philippine
Education System. They are broad and value – laden
statements expressing philosophical and ethical
considerations that:
a. answer the needs and demands of the society
especially children and youth.
b. are formulated by experts as policy – making
bodies, panels
and commissions.
c. are societal in nature or in a national level
concern.
Example: Prepare students for a democratic citizenship.
GOALS – descriptions of the general objectives of
school’s curricula/courses that are expected to:
a. accomplish and organize learning experiences
stressed on a system – wide basis.
b. represent the entire school program prepared
by a professional associations or any local
educational agencies.
Example: Development of reading skills.
Understanding mathematical concepts.
Appreciation of art works.
OBJECTIVES – are the descriptions of what eventually take place in
the classroom.
a. They should be SMART (specific, measurable, attainable,
realistic, time bound)
b. These are used as a standard way of judging what has
been achieved or not achieved.
c. Their chief functions is to guide the teachers in making
decisions on what to cover, what to emphasize, what
content to select, and what learning experience,
activity, strategy or method best suit a certain learning
d. Have 2 essential components namely behavior
and content but for assessment purposes, the
objective should be written with the following
elements:
A – audience or the performer
B – behavior or the action verb specifying the
learning outcome
C – content of the subject matter
C – criterion or the degree of performance
considered sufficient to demonstrate
mastery
Example: The student (audience) should distinguish
(behavior) all (criterion) objectives indicating learning
outcomes (content) from a set of objectives having both
learning outcomes and learning activities (condition).
2 types of Objectives:
. Terminal – an important learning outcome that
should be attained at the end of the instruction.
2. Enroute or enabling – the objective leading to the
attainment of the terminal objective.
SPECIFICATIONS OF OBJECTIVES
- it refers to the process of formulating
objectives in a functional form( i.e. complex to
simple). It follows the following steps:
. State the general unit objectives in terms of expected
learning outcomes (terminal objectives).
Dimensions of Learning Outcomes:
a. Knowledge – recall and remembering of
information essential to a discipline
or subject area.
b. Reasoning – student ability to use knowledge to
reason
and
solve problems.
c. Skills – student ability to demonstrate
achievement – related skills such as
reading aloud,
d. Products – student ability to create
achievement – related
products such as written
report, oral presentations,
projects, artworks.
e. Affective – (attitudes, values and
appreciations) – moods
and connections or dispositions to act
in a given manner toward a person,
thing, or event and the sensitive
awareness or perception of worth of an
object
or event.
2. State terminal learning outcome in measurable
learner performance or product
- avoid terms like KNOW, UNDERSTAND, LEARN,
THINK, and APPRECIATE because they are not
observable behaviors.
3. Obtain representative samples of essential and
Sequencing of Objectives
- the process of ordering or arranging the
behavior of the objectives in the same content in
hierarchical order from simplest to most
complex.
The designers of objectives in many forms were
finalized based from:
. TYLER – interprets philosophical and psychological
concerns of instructional objectives.
2. Gronlunds – distinguishes objectives between
general and specific outcomes.
3. Mager – relies on three major characteristics as
behavioral, conditional and with proficiency level
in the formulation of objectives.
4. Gagne – just as precise as Mager – defines types of
learning objectives as measurable and observable.
5. Bloom and his associates (1956) – developed the
taxonomy of cognitive objectives
DEVELOPED THE TAXONOMY OF AFFECTIVE
OBJECTIVES.
7. Simpson – developed the taxonomy of
psychomotor objectives
Domains and Taxonomy of Instructional Objectives
LEVEL BEHAVIORA EXAMPLE
Taxono y – classification
DESCRIPTION ms LofTERMS g OF
OBJECTIVE
m
A. Cognitive – syste learnin
refers to the mental or thought complexity heirarchy.
S
1. Knowledge Recalling Nam matc Identify equ
and previously
remembering learned e, h, al
including specific facts,
material list, identif fraction
events, persons , dates, label,
recall select, y, s.
procedur methods, ,state define,
principles
es and concepts,
theories
2. Understandingand Explain, Changefractions
the meaning of
Comprehe grasping convert, lower/higher
to
ns ion including translation from
something, estimate, term
symbolic form to
one describe,
interpretation,
another interpret,
explanation, prediction, illustrate,
restating, estimation and infer,
LEVE N BEHAVIORA EXAMPLE
L L TERM OBJECTIVE
OF
3. Using abstract ideas, S
Demonstrat S two to
use Add
Application rules or generalized e, apply, , similar
four
novel
methods and
in prepare, solv fractions.
situation
concrete carry out,
implement, e,
s. construct, show
4. Breakin dow a Analyzed wor
Analysis communicati n int
g Differentiate, problems d
on part
o a addition involvin
constituent s compare,
distinguish, subtracti g
elements or classify,
discriminate,
contrast, on
similar and
understandin amon categorize
relate, and fractions of
g
different g the
relationship
elements
5. Arranging and Combine, Solve non –
Synthesis combining elements assemble, routine
and parts into novel suggest, problems
patterns or integrate, involving
structures create, plan, fractions
propose,
Design,
conclude,
6. Judging the quality Appraise,
synthesiz Judge the
Evaluation worth, or value of critique,
e, judge, reasonableness
LEVE N BEHAVIORA EXAMPLE
L L TERM OBJECTIVE
OF
S S
B. Affective Domain – reflects underlying emotions, feelings or values
1. Develops an awareness , Observe, listen, Pay attention to
Receiving/
the shows willingness to attend, look, traits of a
atte nding receive, shows watch, well – kept
controlled or house
selected attention,
2. Shows willingness to Share, follow, Keep the house
Responding respond and finds respond, clean and
some initial level of comply, orderly as told.
satisfaction in conform, react
responding
3. Shows the object, Admire, Formulate
Valuing person or situation support, c
aleaning
has worth. praise, assist, schedule in the
Something is cooperate, tasks
housethat
indicating
perceived as holding participate, need
appositive value, a conserve, cleaning
commitment is made. promote daily,
weekly, and
4. Brings together a Propose, Keep the
occasionally.
Organizati complex set of values resolve, house clean
on and organizes them in balance, and orderly
an ordered integrate, everyday
relationship that is organize
LEVE N BEHAVIORA EXAMPLE
L L TERM OBJECTIVE
OF
[Link] Organized system Advocate,S S
Maintain the
on of values approve, justify,
cleanliness and
becomes a influence, orderliness of
person’s
and like for a commit, assert,
the basis one’s and
house
outlook philosophy of life
maintain other places
at all times
c. Psychomotor – observable reflexive behavior, which involves
cognitive and affective components
1. Uses the sense Monitor, Observe how to
Perception organ to obtain observe, position the
cues that guide listen, watch fingers in the
motor activity; keyboard
(awareness),
through cue
selection to
translation

2. Readiness to Show, prepare, Tell the order of

Set take a set- up, ready the alphabet in
particular the keyboard
action, includes
mental,
physical, and
emotional set.
TERM OBJECTIVE
S S
3. Concerned with the early Imitate, Practice
Guided stages of learning a follow, copy, proper
Respons complex skill. Includes install, position in
e imitation, trial and error. repeat, the
practice keyboard.
4. Concerned with the Demonstrate, Type at least
Mechanis habitual responses that manipulate, 60 words per
m can be performed with collect, draw, minute using
some confidence and use, sketch, the correct
proficiency. Less type, write position of the
complex fingers.
5. Skillfully performs acts Operate, Execute the
Complex/ that require complex build, print
ove rt movement patterns, like construct, formatting
response the highly coordinated drive, operations.
motor activities. troubleshoot
Proficiency indicated by
quick, smooth and
accurate performance,
requiring a minimum of
6. effort.
Concern with skills so Change, Use the
Adaptation well learned that they are modify, desktop
modified to fit special repair, adjust, publishing
requirement or to meet integrate applications
problem situations. in creating
LEVE N BEHAVIORA EXAMPLE
L L TERM OBJECTIVE
OF
7. Creates new S
Create, S
Creates one’s
Origination movement originate, own web page.
patterns to fit a produce,
particularor
situation develop,
problem compose

Levels of Cognitive Domain

HIGHEST
EVALUATION

SYNTHESIS
ANALYSIS

APPLICATIO
N
COMPREHENSION

KNOWLEDGE LOWEST
LEVELS OF AFFECTIVE DOMAIN

HIGHEST
CHARACTERIZING

ORGANIZING

VALUING

RESPONDING

RECEIVING
LOWEST
● Levels of Psychomotor
Domain
ORIGINATION HIGHEST

ADAPTATION
COMPLEX OVERT
RESPONSE

MECHANISM
GUIDED RESPONSE
SET
PERCEPTION LOWEST
Art of Questioning –
Questioning – key technique in teaching
- used for a variety of purposes.
Purposes of Questions:
. Arouse interest and curiosity
2. Review content already learned
3. Stimulate learners to ask questions
4. Promote thought and the understanding of ideas
5. Change the mood/tempo, direction of the
discussion
6. Encourage reflection and self – evaluation
7. Allow expression of
feelings Types of
Questions:
. According to thinking
process involved:
Ex. Who discovered the cell?
b. High level questions – go beyond memory and
factual information, more advance, stimulating
and more challenging, involves abstraction and
point of view.
Ex. How did Robert Hooke discover the cell?
2. According to the type of answer required:
a. Convergent questions – tend to have one correct
and best answer.
- use to drill learners on vocabulary, spelling
and oral skills
but not appropriate in eliciting
thoughtful responses.
- usually start with what, who, where and
when
- are referred to as low level questions
- are useful when applying the inductive
B. DIVERGENT QUESTIONS - OPEN – ENDED AND
USUALLY HAVE MANY
appropriate answer.
- reasoning is supported by evidence and
examples.
- associated with high level thinking processes
and encourage creative thinking and
discovery learning.
- usually start with how and why, what
1st
Knowledg
or who followed by why
memorize, recall, label, specify, define, list,
3. According
level e to thecite
cognitive
etc taxonomy:
2nd Comprehens Describe, discuss, explain, summarize,
level io n translate, etc
3rd applicatio Solve, employ, demonstrate, operate,
level n experiment, etc.
4th analysi Interpret, differentiate, compare, invent, develop,
level s generalize
5th synthes Invent, develop,
level is generalize
6th evaluatio Criticize, judge,
level n interpret
4. According to questions used by teachers
during open discussion
a. eliciting questions – these are employed to:
1. encourage initial response
2. encourage more students to
participate in the discussion
3. rekindle a discussion that is
lagging or dying out
b. Probing question – seek to extend ideas,
justify ideas, and clarify
ideas.
c. Closure – seeking questions – used to help
students form conclusions, solutions or plans for
investigating problems.
Guidelines in Asking questions
1. wait time – the interval between asking a
question and the student response. This is a
3-4 seconds think – time.
2. prompting – uses hints and techniques to assist
3. Redirection – involves asking of a single question
for which there
are several answers.
4. Probing – a qualitative technique use d for the
promotion of effective thought and critical
thinking
- provides the students a chance to support and
defend a stand
or point of view.
5. Commenting and prompting – used to increase
achievement and
motivation.
Tips on asking questions:
Ask questions that are:
- stimulating / thought provoking
- within students level of abilities
- relevant to students daily life situations
- sequential – a stepping stone to the next
- clear and easily understood
2. Vary the length and difficulty of the
question.
3. Have sufficient time for deliberation
4. Follow up incorrect answer
5. Call on volunteers or non – volunteers
6. Call on disruptive students
7. Move around the room for rapport /
socialization
8. Encourage active participation
9. Phrase questions clearly.
0 . Ask as many learner as possible to
answer certain question.
APPROPRIATE LEARNING ACTIVITIES IN THE
DIFFERENT PHASES OF THE LESSON
A. Introductory/Opening/Initiatory activities:
- starters and unfreezing activities to make
students feel at ease
- used to motivate the students to participate and
to set the tone for the day.
- liken to “preparing the ground before sowing or
planting”.
- activities given for students not just to enjoy or for
the sake of enjoyment but should have motivational
function because they are related to the day’s
lesson.
. KWL (Know, Want to know, Learned)
2. Video clips
3. Editorial from a current newspaper
4. Posing a scientific question that requires
QUESTIONING FOR COMPREHENSION
QUESTIONING FOR COMPREHENSION
5. Cartoon or comic strip
6. Game
7. Simulation
8. Puzzle, brain teaser
9. Mysterious Scenario
10. Song
11. Picture without a caption
12. Quotable quote
13. Anecdote
14. Compelling stories from history, literature
related to the lesson
15. Current Events
16. Diagnostic Test
17. Skit, role playing
18. Voting
19. Ranking, ordering
20. Devil’s advocate
21. Conflict story
22. Brainstorming
23. Buzz session
24. Question and answer
B. Developmental
Activities
1. For data gathering
a. interview
b. library research
c. internet research
d. reading
e. lecture
f. inviting resource
speakers
i. panel discussion
j. hands – on – learning
k. case study
2. For Organizing and Summarizing:
a. using graphic organizer
b. jingles, raps, song
c. verses
d. acrostic
e. power point presentation
3. For Application/Creative Activities
a. solving real world problems
b. performances and demonstrations
c. authentic projects
d. portfolios of students’ best work or work in
progress
f. power point presentation
g. brochures
h. writing and performing a song, rap or a
musical
i. news report for local news program
j. television talk shows
k. mock debates and mock trials
l. mock job interviews
m. personal narratives
n. cartoons and comic strips
o. organizing a symposium
C. Concluding Activities:
a. finish and review the KWL
b. passport to leave
c. journal writing at the end of the period
e. 3/2/1 countdown – 3 – facts I learned today, 2
– ways I will use the information/skills I learned
today, 1 – question I have
f. using analogies
g. completing unfinished sentences
h. synthesize or summarize the lesson
USE OF
INSTRUCTIONAL
MATERIALS
PRINCIPLES
. All instructional materials are aids of
instructions. They do not replace the teacher.
2. Choose the instructional materials that best
suits your instructional objectives.
3. If possible, use a variety of tools.
4. Check out your instructional material before
class starts to be sure it is working well.
5. For results, abide by the general utilization
guide on the use of media which includes:
a. learn how to use the instructional material.
b. prepare introductory remarks, questions or
initial comments you may need.
c. provide a conducive environment
d. explain the objectives of the lesson
e. stressed what to be watched or listened to
carefully
f. state what they are expected to do with the
information they will learn
g. prepare measure that can assess students’
experiences on the use of the material based on
the objectives.
VARIOUS FORMS OF MEDIA
. AUDIO RECORDINGS – include tapes,
recordings, and compact discs used by teachers
in connection with speech rehearsals, drama,
musical presentations, and radio and television
broadcasting
2. OVERHEAD TRANSPARANCY OR
OVERHEAD PROJECTOR (OHP)
- transparency can show pictures, diagrams and
sketches at a time.
3. BULLETIN BOARD – usually stationary on a wall or
it can be movable which contains pictures,
newspaper clippings, real objects or drawings
attached on its surface usually made from cork or
soft wall boards.
5. CHARTS - may be in the form of maps,
graphs, photographs and cut outs.
- maybe pre-prepared graphic devices or
posters.
6. Mock – ups – is a replica of an object that
may be larger or smaller in scale which can
be used to show the essential parts which are
made detachable.
7. REALIA – stands for the real things that are
to be studied.
8. VIDEO TAPES OR FILMS – motion pictures
clearly show movement and sequence of
events which usually motivates learners
easily.
9. MODELS – SCALED REPLICAS OF
REAL OBJECTS WHICH INCLUDE
GLOBE CAR MODELS ETC.
10. PICTURES – INCLUDE FLAT,
OPAQUE AND STILL PICTURES.
- “PICTURES ARE WORTH TEN
THOUSAND WORDS”
11. BOOKS – PRESENT ACCURATE
FACTS AND DETAILS THAT SERVE AS
PERMANENT SOURCES OF
INFORMATION

2 . ELECTRONIC MATERIALS – CD’S,

DVD’S AND CD - ROM’S
THANK YOU!