Principles and Methods of Teaching 2 (INPUTS).pptx

7/21/2019 Principles and Methods of Teaching 2 (INPUTS).pptx

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Principles and Methods of Teaching 2



• Views of Teaching:

Traditionalists:

Teaching is the process ofimparting knowledge and skillsrequired to master a subject matter. It

is a process of dispensing knowledgeto an empty vessel which is the mindof the learner. In this instance the

teacher is the ultimate authority , adirector of learning.



• Views of Teaching;

Progressivists and

Humanists Teaching isstimulating, directing, guiding,

and evaluating the learningoutcomes. The role of the teacherbecomes complex to give thelearner the responsibility to learn.Teaching then is a process thatenables the learner to learn on hisown.





Variables:

. Teacher!s behavior "IV#

$. %earner!s behavior "&V#

'. Various entities such as

memories,

beliefs, needs , interferences"IV#

Teaching is a comple( humanactivities



The independent variables in theteacher are:

. %inguistic behavior

or the verbalcommunication ability of the teacher.

$. )(pressive behavior* patterns ofcommunication through change s in the tone, facial

e(pression and kinesis. '. +erformatory behavior includes physicalactivities in the teaching learning process.



Teaching is oth a !cience and an "rt #istinguishing mar$s between the two facets as pointed out by

%arcia

Teaching as a !cience Teaching as an "rt

. &irected to inform thehead

-ocus /ognitive andpsychomotor aspect oflearning

0uited to satisfy thesoul. -ocus 12ective domain

$. Views teacher as anacade *mician as well asa craftsman 3 mastery of thesubject matter. 3 organi4e subject

matter well in a formthat is comprehensible tothe learners. 3 as a craftsmanhe has a repertoire ofteaching methods and is

quite skillful in their use.

5

Views teacher as aninnovator, one who iswilling to modify andcreate new things. 3 goes beyond theprescribed level of

instruction 3 believes thatteaching requires anability to see through andrespond to the individualdi2erences among

learners.



&. 'egards teaching asmechanical and

routini(ed in order toma$e it more systematicand more e)cient.

*oo$s at teaching as adynamic and imaginative

process.

6. /alls for skillful teaching. 7akes teaching more

relevant and responsive tothe learners! need, interestsand abilities.

8 . 1ims at optimum

e9ciency devoid of creatingsomething new.

Is destined to come out with

something novel orinnovation.



TEACHING

Stimulating,

Guiding, Learning activities

Directing,

Managing,

Evaluating, develop into

Facilitating,

And Counselling

ell!ad"usted citi#en it$

$olesome personalit% im&ued

it$'

Love o( countr%) t$e duties o(

citi#ens$ip) moral c$aracter)

personal discipline) and

scienti(ic, tec$nological, and

vocational e((icient%

T$e %oung and immature

learner

t$roug$ t$e

process o(

Teaching as a system re+uiresthe role of a teacher instimulating, guiding, etc. thelearners who are inputs into dsystem. Through learning

activities learners are developedinto



T)1/:I< +=>/)00

+%1 Implement )valuate

-eedback and =e?ections



• +lanning 0tage of Teaching

.the achievable goals and objectivesto

meet the needs of the learners.

$ selection of content' the motivation to carry out thegoals

6. the strategies most @t to carry outthe

objectives

8. the evaluation process



• Implementation +hase of Teaching

This phase requires the teacher toimplement what has been planned.

• It is putting into action thedi2erent activities in order to achievethe objectives, through the subjectmatter.



• )valuation +hase

•

1 match of the objectives withthe learning outcomes will be made.

• It answers the question if theplan and implementation have beensuccessfully achieved.



• -eedback and =e?ection

-eedback is to give information as towhether the three phases wereappropriately done and gave goodresults.

=e?ection is the process embedded inteaching where the teacher requiresinto his actions and provides deep andcritical

thinking.



TH- /s 01 T-"H34% " as

conceptuali4ed by +alma#

• 7illieu "the learning )nvironment#

• 7atter "/ontent#

• 7ethod "purposeful planned activities#

•

7aterials "human and material resources#

• 7edia " system of communuication#

• 7otivation

• 7astery; "The A)*all and )nd*all of learning#

• 7easurement "evaluation of learningoutcomes

%earnin



!-4

!-!

%earning+rocess

%earning

>utcome

7I&IntellectBCill

/hangein

Aehavior Ideal+erson

0timulus =esponse

-V3'04/-4T

D+ersonal7eaningEF

1 A / & )*

7ilieu

* 7atter* 7ethod

- 7aterial- 7edia

* 7otivation * 7astery *7easurement

noyes





• 6. /urriculum

• 8. 7aterials of Instruction

• G. 1dministration



Teacher:

" good teacher recogni(es thateach pupil has as a di5erent talenthidden and unexplored. His duty isto unearth it and help it blossom.

H.7. 7achanda

6Teachers li$e li$e leaves ,everywhere abound. -5ectiveteachers li$e fruits are rarelyfound7



'oles of Teachers in the Teaching8*earning Process



a. the teacher allows and encourages children to be learn in di2erentways about di2erent topics depending upon their own needs, interests,

and learning styles.b. the teacher encourages children to be active in their learn in their

learning rather than positive receivers of as teacher!s wisdom andknowledge.

c. as a facilitator of learning, the teacher chooses the mostcomfortable and appropriate the ways by which children learn.

d. the facilitative still provides direct instruction but careful combinesthis with play and other activities.

e. the facilitative teacher is a good Dquestion*asker,F posingquestions that encourage children to think about what they are doing innew and intellectually more mature ways.

f. the facilitative teacher sees questions that children ask as e(cellentopportunities for broadening and deepening their understanding of aparticular topic.

g. the facilitative teacher sees children!s mistakes or errors inknowledge, concept, and understanding as evidences or signs of

continuing growth that should be built on rather than seen asinadequacies or signs of failure.

1acilitator



The teacher transmits knowledge but choosemeans and moment that are appropriate, like,demonstrating the use of new materials, reading astory aloud to the class, sharing importantinformation that is given using direct instruction.

a. the teacher uses varied managementstrategies depending on the activities of thechildren. -le(ibility is the most importantingredient in hisBher multigrade learning

environment.b. the teacher mobili4es community involvement

in the life of the multigrade classroom byinteracting with the community members.

3nstructor

/anager



a. the teacher observes the children individually at certain times; andas a group at other times to be able to learn more about their

involvement in the classroom activities, to gain information about howthey relate with other children, and to gain more insights about thequality their work and their way of thinking.

b. the teacher considers the information gained from observation asessential to evaluation and curriculum planning.

c. the teacher moves around and observes children as they read storyaloud to one another in small groups and as they listen to the readerand consider and considers this signi@cant information about thereading abilities of the children.

d. the teacher observes children!s interaction and their individual

emotional behavior to learn about the quality of the children!s socialinteraction, such as how they work and play together, who can worktogether, or who could be e2ective peer teachers.

c. the teacher anticipates the needs of the children and notes downthis information to remember what to address or discuss with individualchildren or with parents if needed. Thus, the teacher achieves a more

complete understanding of the development of the child.

0bserver



a. the teacher has knowledge about the assessment process, to be ableto @nd out if children are achieving what they are supposed to beachieving, if and how they have learned what they are supposed to learn.

b. the teacher combines formal assessment strategies to achieveresults that are more comprehensive and relevant to the purposes ofimproving the quality of instruction.

a. the teacher makes daily at the beginning of the school year. This isthe time when the children are still adjusting to school and the teacher isstill getting to know them.

b. the teacher makes weekly as the year progresses.

c. the teacher as planner has broad goals and keeps instructional

objectives in mind as reference for the scope "coverage# and thesequences "order to teach units of study# rather than adhere to theseguides rigidly at the e(pense of e2ective learning.

d. the teacher as planner develops weekly plans to carry out the year*long plan so that the class moves at a slower pace than e(pected ormoves at a much faster pace, it will be easier to adjust the schedule of

activities.

"ssessor

+lanner



• 094!-*0': )very teacher is a guidance counselor.

• /otivator: )ncourage children to study well and

become involve in the di2erent classroomB schoolactivities.

• *eader: 1 leader is always looked upon as

somebody who is dependable and responsible.

• /odel: 1 teacher is an e(amplar. +upilsidoli4e teachers. They believe what teacher

says.

• Public 'elation specialist: The credibility

of the school is attributed most of the time tothe ways the teachers deal with people.



%ood Practices that a teacher doesto become a successful classroom

teacher

The teacher must have a

. good knowledge of hisstudents.

$. collection of a variety of

teaching andlearning strategies

'. time*e9cient planning

techniques



%)1=)=0

5 someone who learns or takes up

knowledge or beliefs.5 a person who is learning a subject or

skill.



%)1=)=0

5 someone who learns or takes up

knowledge or beliefs.5 a person who is learning a subject or

skill.







The fundamental )quipment of the %earner

1. /ognitive

. $. Instinct

'. 6. 7emory

8. Intellect

1 i i - l i



1ppetitive -aculties

. -eelings and )motions $. =ational will



-actors 12ecting &i2erences 1mong%earners

1ptitude

Interest



-amily Aackground

1ttitudes and Values





%)1=I< 0T%)0







9niversal

"ssumptionsabout

learners



. /hildren grow and developbecause of the interaction between

nature and nurture; between whatthey have inherited and what theylearn from the environment.

1TJ=)1nd

J=TJ=)



$. /hildren go through stages ofgrowth and development with a

predictable sequence or pattern.



'. /hildren are unique.



6. /hildren!s cognitive growth in anyone stage depends upon activity.



/%100=>>7

1ccording to 1quino a good classroom has a stimulating climate one that



results not only from desirable physical surroundings and healthful conditionsbut also from social relationship and emotional attitudes.

/lassroom )nvironment includes

. +hysical )nvironment

$. 0ocial climate" autocratic, laisse4*fair, democratic#



Psychological

limate

0 f t l ti hi



- 0afety * relationships

- teaching and

learning





Th i l



The urriculum:

The sum total of all learning e(periences, learning contents, and resources

that are properly selected, organi4ed and implemented by the school in pursuit of

learning and human development.

. 1cademic curriculum * refers to the formal list of courses by a school.

$. )(tra curriculum * refers to those planned but voluntary activities thatare sponsored by a school, such as sports, drama orsocial clubs

'. :idden /urriculum * =efers to those unplanned learning activities, but may

modify

behavior or in?uence learning outcomes.

)(amples teacher*learner interaction, mood of the teacher,peer in?uence, etc.

Types of urriculum:



0ther types of

urriculum 0peratingin !chool

. =ecommended /urriculum $. Critten /urriculum

'. Taught /urriculum

6. 0upported /urriculum 8. 1ssessed /urriculum

G. %earned curriculum

• 34!T'9T304"* /"T-'3"*!



• 34!T'9T304"* /"T-'3"*!





































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Principles and Methods of Teaching 2 (INPUTS).pptx