Transcript

1. PRINCIPLES OF TEACHING 2. The process of engaging students in activities that will enable them to acquire the

knowledge, skills, as well as worthwhile values and attitudes.Stands for pedagogy, training and nurturing a process of interacting WHAT IS TEACHING

3. A system of activities whereby all teachers' instructional tasks enable the students to learn.Overall cluster of activities associated with a teacher, and including explaining, questioning, demonstrating and motivating. An aggregate of organized strategies and activities aimed at inducing learning

4. Is the greatest of the arts because the medium is the human mind and spirit.Is both science and art; SCIENCE as it is based on psychological research that identifies “cause and effect relationship” between teaching and learning; ART, as it shows how those relationships are implemented in successful and artistic teaching.

5. Involves the interplay among such factors as the teacher, the learner, the teaching content and strategies as this diagram shows:Involves values, experiences, insights, imagination and appreciation- - - the “staff” that can not be easily observed and measured (Greene)

6.  Adjusts content/activities strategies/ learning environment to the learners. Selects appropriate content/ strategies and learning activities. Prepares learning environment. Constructs well designed plan to achieve to objectives of the lesson. A key factor in any teaching – learning process. THE TEACHER

7. The 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 – learning process to a very large extent.Most important element of teaching. He is a union of a sentient body and a rational soul. He is an embodied spirit. THE LEARNER

8.  The use of appropriate/effective methods and strategies of teaching to arrive at the desired outcomes. The selection of appropriate instructional materials/technology to facilitate learning. The choice of content/ subject matter to be taught to achieve desired objectives of the lesson. THE CONTENT/ TEACHING STRATEGIES

9. “THE ABILITY TO LEARN IS THE MOST SIGNIFICANT ACTIVITY OF MAN” 10.  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.PRINCIPLES OF LEARNING

11. 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.

12. 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. Experiential learning makes use of direct as well as vicarious experiences.

13. 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.

14. 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.

15. 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.

16. 7. ONE OF THE RICHEST 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.

17. 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.

18. 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

19. PRINCIPLES UNDERLYING EFFECTIVE INSTRUCTION BY: LEUS, M.J 20. 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

21. 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.

22. 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

23. 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.

24. 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

25. 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

26. MANAGEMENT OF INSTRUCTION

27. 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.

28. DIFERENCE AMONG THE TERMS TECHNIQUE, METHOD, STRATEGY, APPROACH AND PRINCIPLES

29. 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.

30. 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 fundamental law, doctrine or assumption. - a primary source or origin. - rule or code of conduct.

31. 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 and 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. 8. add to a feeling of confidence and security for the teacher and students.

32. PRINCIPLES FOR SELECTING 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. 10. Must be appropriate with the content.

33. 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 the desired outcome will be achieved. 5. Pre – requisite learning – students’ experiences that can help facilitate acquisition of new knowledge, skills

34. 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.

35. SELECTION AND ORGANIZATION OF CONTENT 36. “THERE ARE DULL TEACHERS. DULL 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 – psychomotor, values – affective domain)

37. 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 cognitive, skill and affective elements.

38. SELECTION AND USE OF TEACHING STRATEGIES DIFFERENT FOLKS, DIFFERENT STROKES

39. GUIDING PRINCIPLES IN THE SELECTION AND USE OF TEACHING STRATEGIES 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.

40. 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. 8. There is no such thing as best teaching method. The best method is the one that works, the one that yields results.

41. 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

42. DIFFERENT APPROACHES AND METHODS A THOUSAND TEACHERS, A THOUSAND METHODS

43. A COMPARISON BETWEEN DIRECT AND INDIRECT APPROACHES DIRECT APPROACH INDIRECT APPROACH 1. Makes use of expository strategies 2. aimed at mastery of knowledge and skills 3. Teacher – oriented 4. Direct transmission of information from teacher 5. Teacher – controlled 6. Highly structured 7. Content – oriented 8. Learner is passive, receives ready information 1. Makes use of exploratory strategies 2. Aimed at generating knowledge for experience 3. Learner – centered 4. Students search for information with teacher’s supervision 5. Learner – controlled 6. Flexibly organized 7. Experienced – oriented 8. Learner is active in search of information

44. 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

45. 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 an early stage (9-12 months) where initial activities of object – sorting and preference serve as bases for concept learning.

46. 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 5. ask pupils to define the concept 6. ask pupils to find another examples of the concept

47. 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 focused discussion. 5. Diagnostic testing reveals errors on misconception which calls for a re – teaching.

48. 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. 5. Focuses students’ attention on specific content/skill 6. Ensures mastery skills.

49. 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 transfer.

50. 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

51. 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 e. For aiding student to summarize and synthesize discussions

52. 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 between important ideas.

53. 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 knowledge, understanding or judgment of the issue under discussion.

54. 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:

55. 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).

56. ADVANTAGES LIMITATIONS 1. Because it is an active learning process, it is more likely to maintain students’ interests. 1. Without control over the discussion, talkative students could easily dominate and influence the group to accept their ideas. 2. Active involvement in learning motivates students especially when they see that others value their contributions and respect their point of views. 2. If not guided well, there will be opportunities for students to stay from the topic and waste time. 3. More opportunities for practice and use of the language as well as expression of ideas and opinions among students 3. Some students may be reluctant to participate in the discussion for fear of being ridiculed for their ideas or opinions.

57. 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.

58. 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 - conclusion

59. 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 develop self – reliance and intellectual skills related to critical thinking and problem solving.

60. 1. INQUIRY TEACHING a. the process of answering questions and solving problems based on facts and observation b. strategy designed to 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 observation 2. for topics requiring higher order thinking

61. 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. 5. Generalizing – making generalization based on the careful analysis of the data gathered.

62. Strategies for Inquiry Teaching A. Interviews – 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 intended to present concepts in the most realistic manner. It may be used across levels in any subject area.

63. 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

64. 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, stating of aims

65. 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.

66. 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 teacher’s guidance and stimulus, the students define or recognize a problem

67. 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.

68. 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, industry and responsibility. 3. Allows students to express in their own way the concepts they have learned. 4. Can enhance cooperation and sharing of ideas.

69. 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.

70. 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. 2. Provides students opportunities to conduct or participate in original research.

71. 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.

72. 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 3. For development of critical thinking through hypothesis testing.

73. 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.

74. 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 around questions and problems both socially and personally meaningful to students.

75. - 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. - It could be a report, a video, a physical model or a computer program.

76. 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 f. Intrapersonal Intelligence – self smart g. Naturalistic intelligence – nature smart h. Existentialist Intelligence/Spiritualist Intelligence

77. 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. Suggests that teachers be trained to present lessons in a variety of ways using: - music - multimedia - cooperative learning - field trips - art activities - inner reflection - role playing - and many more MITA – Multiple intelligence Teaching Approach (for PBL) Features: 1. Both starts with question/problem to generate curiosity

78. 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? 6. Interpersonal – How can I engage in peer or cross age sharing, cooperative learning or large group simulation?

79. 7. Intrapersonal – How can I evoke personal feelings or memories or give students choices? 8. Naturalistic – How can I develop love for nature?

80. 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 process of constructing their own understanding.

81. 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 comprehension, plan a sequence of actions and regulate their reading behavior changing conditions.

82. 4 TYPES OF COGNITIVE STRATEGIES Strategy Definition Example 1. REHEARSAL Committing materials to memory by repeating them. Repeating a new phone number. 2. ELABORATION Adding detail to new information and creating associations. Using mnemonic techniques and adding details such as relating new phone number to one’s security number 3. ORGANIZATION Recognizing or picking out main ideas from large bodies of information. Outlining or highlighting 4. METACOGNITION Thinking about thinking and monitoring cognitive processing Deciding that the best strategy for comprehending a body of new text is to create an outline of main ideas.

83. 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.

84. 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 when you are free to set your own learning goals and actively pursue

85. G. COOPERATIVE 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.

86. 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. 6. Provide recognition to both individual and group efforts and achievements.

87. 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 learning

88. 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 other learn their topic. - then students return to home team and teach each other members what they have learned.

89. 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 c. Implementation d. Analysis and synthesis

90. 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 another learn. The difference lies in the quizzes being replaced with tournaments and students

91. compete to gain points for their home team.TGT 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.

92. OVERVIEW OF SELECTED STRUCTURES IN COOPERATIVE LEARNING STRUCTURE BRIEF DESCRIPTION ACADEMIC AND SOCIAL FUNCTION A. TEAM BUILDING 1. Round robin Each student in turn shares something with his or her team mates. Expressing ideas or opinions, creation of stories. Getting acquainted with team mates. B. CLASS BUILDING 1. Corners Each student moves to a corner of the room representing a teacher – determined alternative. Students discuss within corners, then listen to and paraphrase ideas from the other corner. Seeing other alternative hypothesis, values, problem solving approaches. C. COMMUNICATION BUILDING 2. Match Mine Students attempt to match the arrangement of object on a grid of another student using oral communication only. Vocabulary development, communication skills, role taking ability

93. D. MASTERY 1. Numbered Heads Together The teacher asks a question, students consult to make everyone knows the answer, then one student is called upon to answer Review, checking for knowledge, comprehension, tutoring 2. Color coded Co – op - cards Students memorized facts using a flash card game. The game is structured so that there is a maximum probability of success at each step moving from short term to long term memory. Scoring is based on improvement. Memorizing facts, helping, praising 3. Praise Check Students work in pairs of four. Within pairs students alternate – one solves a problem while the other coaches. After every two problems, the pair checks to see if they have the same answers as the other pair. Practicing skills, helping, praising E. CONCEPT DEVELOPMENT 1. THREE - Step Interview Students interview each other in pairs, first one way, then the other. Students each share with the group information they learned in the interview. Sharing personal information such as hypotheses, reactions to a poem, conclusions from a unit.

94. 2. Think – Pair Share Students think to themselves on a topic provided by the teacher; they pair up with another student to discuss it; they then share their thoughts with the class. Generating and revising hypotheses, inductive reasoning, deductive reasoning, application. Participation, involvement. 3. Team Word - Webbing Students write simultaneously on a piece of chart paper, drawing main concepts, supporting elements, and bridges representing the relation of ideas in a concept. Analysis of concepts into components, understanding

multiple relations among ideas, differentiating concepts, Role-taking. F. MULTIFUNCTIONAL 1. Roundtable Each student in turn writes one answer as a paper and a pencil are passed around the group. With simultaneous Roundtable more than one pencil and paper are used at once. Assessing prior knowledge, practicing skills, recalling information, creating cooperative art. Team building, participation of all. 2. Inside – Outside Circle Students stand in pairs in two concentric circles. The inside circle face out, the outside circle faces in. students use flashcard or respond to teacher questions as they rotate to each new partner. Checking for understanding, review, processing, helping. Tutoring, sharing, meeting classmates.

95. 3. Partners Students work in pairs to create or master content. They consult with partners from other teams. They then share their products or understanding with the other partner in their team. Mastery and presentation of new material, concept, development. Presentation and communication skills. 4. Jigsaw Each student on the team becomes an “expert” on one topic by working with members from the other teams assigned the corresponding expert topic. Upon returning to their teams, each one in turn teaches the group, and the students are all assessed on all aspects of the topic. Acquisition and presentation of new material, review, informed debate. Interdependence, status equalization 5. Co – op – Co – op Students work in groups to produce a particular group product to share with the whole class. Each student makes a particular contribution to the group. Learning and sharing complex material, often with multiple sources, evaluation, application, analysis, synthesis

96. 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.

97. 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

98. 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.

99. 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.

100. 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 students and evaluate completed project.

101. 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.

102. INSTRUCTIONAL ACTIVITIES CONTINUUM FROM PASSIVE TO ACTIVE LEARNING -Lecture - Demonstration - Questioning - Discussion - Guided Practice - Independent Practice - Grouping - Role Playing - Simulation - Reflective Inquiry/ Thinking

103. LESSON PLANNING 104. 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.

105. 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.

106. 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 things, scholarships, inspiration from love ones.

107. 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, matrices and etc.

108. 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

109. - 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.)

110. 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.

111. 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 plan.

112. 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: 1. Terminal – an important learning outcome that should be attained at the end of the instruction.

113. 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: 1. 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, interpersonal interaction, speaking a second language and performing psychomotor behaviors.

114. 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 supportive pre- requisites (enroute or enabling objectives).

115. 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: 1. 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

116. 6. Krathwohl and Associates (1964) – developed the taxonomy of affective objectives. 7. Simpson – developed the taxonomy of psychomotor objectives Domains and Taxonomy of Instructional Objectives Taxonomy – classification systems of learning heirarchy. LEVEL DESCRIPTION BEHAVIORAL TERMS EXAMPLE OF OBJECTIVES 1. Knowledge Recalling and remembering previously learned material including specific facts, events, persons , dates, methods, procedures concepts, principles and theories Name, match, list, identify, recall, define, label, select, state Identify equal fractions. 2. Comprehensi on Understanding and grasping the meaning of something, including translation from one symbolic form to another interpretation, explanation, prediction, inferences, restating, estimation and other uses that Explain, convert, estimate, describe, interpret, illustrate, infer,

represent Change fractions to lower/higher term A. Cognitive – refers to the mental or thought complexity

117. LEVEL DESCRIPTION BEHAVIORAL TERMS EXAMPLE OF OBJECTIVES 3. Application Using abstract ideas, rules or generalized methods in novel and concrete situations. Demonstrate, use, apply, solve, prepare, implement, carry out, construct, show Add two to four similar fractions. 4. Analysis Breaking down a communication into a constituent parts or elements and understanding the relationship among different elements Differentiate, distinguish, discriminate, relate, compare, contrast, classify, categorize Analyzed word problems involving addition and subtraction of similar fractions 5. Synthesis Arranging and combining elements and parts into novel patterns or structures Combine, assemble, suggest, integrate, create, plan, propose, Design, conclude, synthesize, summarize Solve non – routine problems involving fractions 6. Evaluation Judging the quality worth, or value of something according to established criteria Appraise, critique, judge, weigh, evaluate, verify, confirm, defend, decide, justify Judge the reasonableness of a given solution to a word problem

118. LEVEL DESCRIPTION BEHAVIORAL TERMS EXAMPLE OF OBJECTIVES 1. Receiving/atte nding Develops an awareness , shows willingness to receive, shows controlled or selected attention, Observe, listen, attend, look, watch, Pay attention to the traits of a well – kept house 2. Responding Shows willingness to respond and finds some initial level of satisfaction in responding Share, follow, respond, comply, conform, react Keep the house clean and orderly as told. 3. Valuing Shows the object, person or situation has worth. Something is perceived as holding appositive value, a commitment is made. Admire, support, praise, assist, cooperate, participate, conserve, promote Formulate a cleaning schedule in the house indicating tasks that need cleaning daily, weekly, and occasionally. 4. Organization Brings together a complex set of values and organizes them in an ordered relationship that is harmonious and internally consistent. Propose, resolve, balance, integrate, organize Keep the house clean and orderly everyday B. Affective Domain – reflects underlying emotions, feelings or values

119. LEVEL DESCRIPTION BEHAVIORAL TERMS EXAMPLE OF OBJECTIVES 5.Characterization Organized system of values becomes a person’s like outlook and the basis for a philosophy of life Advocate, approve, justify, influence, commit, assert, maintain Maintain the cleanliness and orderliness of one’s house and other places at all times c. Psychomotor – observable reflexive behavior, which involves cognitive and affective components 1. Perception Uses the sense organ to obtain cues that guide motor activity; (awareness), through cue selection to translation Monitor, observe, listen, watch Observe how to position the fingers in the keyboard 2. Set Readiness to take a particular action, includes mental, physical, and emotional set. Perception is an important prerequisite. Show, prepare, set- up, ready Tell the order of the alphabet in the keyboard

120. LEVEL DESCRIPTION BEHAVIORAL TERMS EXAMPLE OF OBJECTIVES 3. Guided Response Concerned with the early stages of learning a complex skill. Includes imitation, trial and error. Imitate, follow, copy, install, repeat, practice Practice proper position in the keyboard. 4. Mechanism Concerned with the habitual responses that can be performed with some confidence and proficiency. Less complex Demonstrate, manipulate, collect, draw, use, sketch, type, write Type at least 60 words per minute using the correct position of the fingers. 5. Complex/over t response Skillfully performs acts that require complex movement patterns, like the highly coordinated motor activities. Proficiency indicated by quick, smooth and accurate performance, requiring a minimum of effort. Operate, build, construct, drive, troubleshoot Execute the print formatting operations. 6. Adaptation Concern with skills so well learned that they are modified to fit special requirement or to meet problem situations. Change, modify, repair, adjust, integrate Use the desktop publishing applications in creating income

121. LEVEL DESCRIPTION BEHAVIORAL TERMS EXAMPLE OF OBJECTIVES 7. Origination Creates new movement patterns to fit a particular situation or problem Create,

originate, produce, develop, compose Creates one’s own web page. KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION Levels of Cognitive Domain LOWEST HIGHEST

122. Levels of Affective Domain RECEIVING RESPONDING VALUING ORGANIZING CHARACTERIZING HIGHEST LOWEST

123.  Levels of Psychomotor Domain HIGHEST LOWESTPERCEPTION SET GUIDED RESPONSE MECHANISM COMPLEX OVERT RESPONSE ADAPTATION ORIGINATION

124. Art of Questioning – Questioning – key technique in teaching - used for a variety of purposes. Purposes of Questions: 1. 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: 1. According to thinking process involved: a. low – level questions – focus on facts - do not test level of understanding or problem solving skills

125. 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 approach and requires short and specific information from the learners.

126. 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 or who followed by why 3. According to the cognitive taxonomy: 1st level Knowledge memorize, recall, label, specify, define, list, cite etc 2nd level Comprehension Describe, discuss, explain, summarize, translate, etc 3rd level application Solve, employ, demonstrate, operate, experiment, etc. 4th level analysis Interpret, differentiate, compare, invent, develop, generalize 5th level synthesis Invent, develop, generalize 6th level evaluation Criticize, judge, interpret

127. 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 students to come up with a response successfully.

128. 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: 1. 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

129. 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. 10. Ask as many learner as possible to answer certain question.

130. 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. 1. KWL (Know, Want to know, Learned) 2. Video clips 3. Editorial from a current newspaper 4. Posing a scientific question that requires students to formulate hypothesis or predict what’s going to happen

131. 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

132. 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 g. field trip h. experiment

133. 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 e. letters to the editor

134. 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 d. Preview coming attractions

135. 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

136. SELECTION AND USE OF INSTRUCTIONAL MATERIALS 137. PRINCIPLES 1. 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

138. 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.

139. VARIOUS FORMS OF MEDIA 1. 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. 4. CHALKBOARD – a convenient writing area where illustrations can instantly be drawn even during discussion.

140. 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

141. 12. ELECTRONIC MATERIALS – CD’s, DVD’s and CD - ROM’s

 Transcript

1. The teacher tells or shows directly what he/she wants to teach. This is also referred to as direct instruction.

2. According to Bob Adamson, “The deductive method is often criticized because: a) it teaches grammar in an isolated way; b) little attention is paid to meaning; c) practice is often mechanical.”

3. Instruction makes use of student “noticing”. Instead of explaining a given concept and following this explanation with examples, the teacher presents students with many examples showing how the concept is used. The intent is for students to “notice”, by way of the examples, how the concept works.

4.  How personalized should the learning be? Students will usually be more involved in the learning experience and tend to participate more actively when an inductive approach is used. If a deductive approach is chosen, it is important to structure the learning experience in order to draw on students' prior experiences and learning, and to provide for their active involvement.

5.  What depth of understanding and rate of retention is desired? Students tend to understand and remember more when learning occurs inductively. Should learning experiences be predictable? The deductive approach is more predictable because the teacher selects the information and the sequence of presentation.

6.  How much time is available to teach the material? The deductive approach is faster and can be an efficient way to teach large numbers of facts and concrete concepts.

7. Deductive Method Inductive Method 1. It does not give any new knowledge. 1. It gives new knowledge 2. It is a method of verification. 2. It is a method of discovery. 3. It is the method of instruction. 3. It is a method of teaching. 4. Child gets ready made information and makes use of it. 4.Child acquires first hand knowledge and information by actual observation. 5. It is quick process. 5. It is a slow process. 6. It encourages dependence on other sources. 6. It trains the mind and gives self confidence and initiative. 7. There is less scope of activity in it. 7. It is full of activity. 8. It is a downward process of thought and leads to useful results. 8. It is an upward process of thought and leads to principles.

8. 1. Blended Learning Learning that is facilitated by the effective combination of different modes of delivery, models of teaching and styles of learning, and is based on transparent communication amongst all parties involved with a course. Heinze, A.; C. Procter (2004).

9. 2. Reflective Teaching Students/teachers learn through an analysis and evaluation of past experiences.

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1. TEACHINGMETHODSFaculty Development TrainingPanpacific University North PhilippinesUrdaneta City, Pangasinan, PhilippinesIGS Conference RoomMay 23, 2013HRM Function HallOctober 23, 2012MARIA MARTHA MANETTE APOSTOL MADRID, Ed.D.Lecturer

2. The ability to carry out a task ina cautious and watchful way.Style or manner of a teacher’sperformance in following aprocedure.A unique way of presenting atopic to the learners in adeptnessin performing the steps to attain alearning objective.A carefully

devised plan of actionto achieve an objective.It is a well-panned procedurethat guides the direction inundertaking a learning activity.A systematic plan to achieve alearning objective.WHO NEEDS Methods, Strategiesand Techniques in Teaching?StudentsTeachers

3. Criteria for Method SelectionObjectives to bepursuedKind of participationexpectedStudent’s learning orexperienceStudent’s interestStudent’s abilitiesSubjects to betaughtInstructionalequipment, toolsand materialsContext of the teachingsituationKnowledge and ability of theteacherSafety precautions

4. Independent StudyJournal WritingNarrativesIndividualizedInstructionDiscovery ApproachExperiential LearningSpecial Reports,Student ResearchMultipleIntelligence TheoryProjects and CollectionsConstructivistApproachCreative WritingProblem Solving

5. Individualized Teaching MethodsLearning is Individualized andpersonalizedTeacher acts as facilitatorIndependent StudyWriting Journals Feedback and expression ofself actualizationEncourage to write interestingand insightful experiencesNarrativesFacilitating recall of factsin story-modeAssist in recalling learningexperiences throughreflection

6. Individualized Teaching MethodsLearning Activities areplannedVaried materials must beavailableIndividualizedInstructionPreparing Projectsand CollectionsTechniques that bring outcreativity and resourcefulnessTrain them to embark onsomething worthwhileDiscovery ApproachStudent gains first-handexperienceMaterials and tools areavailableExhibit scientific attitude andsystematic work habits

7. Individualized Teaching MethodsTeaching is providing relevantexperiencesInquiry teaching –asksquestionsConstructivistApproachExperientialLearningAcquiring knowledge of skillsthrough direct and keenobservationsReal-life situations inplanning lessonSpecial ReportsAbility to communicate forstudents to gain skill andexperienceOral and written reports by anindividual or by groups

8. Individualized Teaching MethodsTraining to develop decisionmaking and responsibility byfollowing a scientific methodOccasional questions andsimple remindersStudent ResearchProblem Solving First-hand experience-develop critical-mindedness, and HOTSPrioritize development ofskills and attitudesCreative writing Skill in communicating ideas isdevelopedProvide sufficient practice

9. GAGNE’S MODEL OFGIFTEDNESS & TALENT 10. Cooperative LearningApproachRole PlayingSociodramaPeer TutoringDirect

InstructionInquiry ApproachReading,Integrative ApproachMicroteachingExperimentingUsing InstructionalDevices

11. Methodology for Small GroupsGroup-orientedInterdependent relationship isstrengthenObserve the skills(speed, willingness, etc.)CooperativeLearningRole PlayingCapitalizes the experiencesgained and what was learnedCapability of role players“Discuss and evaluateperformances”Special ReportsAbility to communicate forstudents to gain skill andexperienceOral and written reports by anindividual or by groups

12. Methodology for Small GroupsStudents identify with thepersons they are portraying andtherefore feel the same wayDevelop interactions among therole-playersSociodramaPeer Tutoring Tutees receive individualizedinstruction, as though their ownteacherTeacher should be aroundAfter a tutoring activity, evaluationperformance should be undertakenMicroteachingAfter gaining an experience or abrief lesson, we give critique afeedbackLesson or experience must be briefbut complete, feedback is guidedmay employ oral and written

13. Methodology for Small GroupsEmphasizes the learning of skillsby way of demonstrating a step-by-step procedureStudent and Performance basedActual DemonstrationsDirect InstructionInquiry ApproachDiscovery, Scientific thinking andproblem solvingFacilitator and counselorReadingTeaching Methodology requires thestudents to search informationfrom printed and illustratedmaterialsGuide questions, problems orsubtopics

14. Methodology for Small GroupsStudents form a concept frombodies of knowledge presentedDiscover the relationship of factsIntegrativeApproachExperimenting Learning

activity wherein astudent investigates a problemby manipulating a variableUsing instructionaldevicesInstructional devices take thecenter stageProvide a workshop, or anorientation equipped withinstruction, direction suit to thelevel of understanding

15. DiscussionReflective teachingConceptteachingInterest LearningCentersDemonstrationLectureSimulation,Inviting SpecialistsTeam TeachingFieldtripField Study

16. Methodologies for a ClassOrderly verbal interchangeOpportunity to gain communicationskills -listening, and respondingapproachUse Inquiry, Q and A formatUse together with othermethodologies to avid “continuoustalk”DISCUSSIONReflective TeachingStudents recaptures hisexperience , thinks about itand evaluates itEx. Journal Writing andPortfolioConcept teachingKnowledge and experience aresort out to form a specific classDirect presentation – rule toexampleConcept attainment – exampleto rule method

17. Methodologies for a ClassLesson is presented through areal-life learningPrepared materials andquestions and length of timeneededDemonstrationFiled Studies Out of the school classroomactivity intended to presentconcepts in the most realisticmannerTeam Teaching Exposure of the class to severalteacherBased on competence in bothknowledge and skill

18. Methodologies for a ClassOral presentation of an expertLectureSimulationTeaching by the use of simulationgamesConsists of role, ruleslanguage, valuesInviting SpecialistListen to an interview or aspecialist of a topicPrepare the studentsFIELDTRIP Out-of-the-classroom activitywhere students study things intheir natural settingBoth involved in planningGuide questions or pointers forobservationFollow-up activity

19. Methods and LearningResourcesTechnology-AidedStrategiesAudiovisual MediaCommunity Resources

20. Reference/sMethods of Teaching. GloriaSalanadan, Quezon City: LorimarPublication, 2012.Teaching method - Wikipedia, the freeencyclopediaen.wikipedia.org/wiki/Teaching_method150 Teaching Methods | Center forTeaching & Learning | UNC ...teaching.uncc.edu/...methods/1www.slideshare.netNote: Lecture available athttp://www.slideshare.net/MariaMarthaManetteMadrid/teaching-methods-21761134

21. Harry Wong had said, trueeducators are the ones whowill always be willing toshare their knowledge andresources to othereducators.

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1. Teaching Strategies for Inclusion of Special EducationStudents By: Sarah SperazzaSpecial Education Teacher

2. IDEA (Individuals with disabilities education act)According to IDEA, all special education students are to be placed in the Least Restrictive Environment (LRE) to meet their needs.Individual Education Program (IEP) team must first consider regular education as the starting point for placement. 

3. 1. Difficulty of InstructionAdapt the expected skill level, type of problem/task, or rules for completing the taskExamples:Use of calculator for math problemsSimplify directionsReduce number of choices for answers

4. 2. Time Adapt time given or allowed for learning or completing a taskExample: Increase time for assignments and tests

5. 3. Size Adaptthe expected number of items to learn or complete Examples:Reduce the number of terms the student must learnReduce number of math problems to compute

6. 4. Level of SupportAdapt or increase amount of individual assistance with a specific learner.Examples:Teaching assistantPeer buddyPeer tutorOne on one instruction

7. 5. AlternateWhile using the same materials, adapt the expectations, goals, or outcomes.Example: In language Arts, expect a student to identify the meaning of new terms while others must also use them in a sentence.

8. 6. InputAdaptthe manner in which the instruction is deliveredExamples: Auditory and visual aidsHands on lessons Small group instructionConcrete examplesSupply notes

9. 7. OutputAdapt the ways students can respond to instructionExamples:Verbal responsesUse of hands on materials to show understandingAssistive technology (switches, communication board, etc.)

10. 8. Participation Adapt the extent to which the student is actively involved or participating in a lesson or task Examples: A student can…Operate the DVD playerHold up a map during history classCollect assignments

11. 9. Substitute CurriculumAdaptinstruction and materials to meet the individual goals of the student’s IEP (Individual Education Program) Example:Practicing computer skills while others students are taking a written test

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1. The Effective Teacher Who is the effective teacher ? Prepared by: Bernadine Jacinto. 2007-49001. Educ190.

2. Who is the effective teacher?Teachers are born, not madeTeaching: A Science and an ArtTeaching Styles: Thelen, Riessman, and RubinEffective Behaviors in Teaching Low-Income ElementaryStudentsTips for TeachersEncourage Your Students! HOME

3. “Teachers are born, not made.” It is important to know which approach to teaching works best for you and for your class. Ask yourself the right questions.• Student-Teacher Interaction • Teaching-Learning Process • Classroom Environment

4. Student-Teacher Interaction1. Was there evidence that the teacher truly understood the students’ needs? How did the teacher respond to those needs?2. What techniques did the teacher use to teach discipline to the students?3. What behaviors were acceptable? What were unacceptable?

5. Student-Teacher Interaction 4. How did the teacher encourage the students to participate in the different classroom activities? 5. Was the teacher able to see things from the students’ point of view? 6. Was the teacher able to provided and use students’ curiosity? 7. Was there evidence of affective development in the students?

6. Teaching-Learning Process1. Which instructional methods and materials interested the students? Which ones encouraged them to think about ideas, opinions, and answers?2. How did the teacher minimize student frustration or confusion concerning the skills or concepts being taught?

7. Teaching-Learning Process 3. How did the teacher provide transition between instructional activities? 4. How were the lessons integrated into practical life experiences? How were they integrated with the other subjects? 5. How were the students grouped? Were social factors considered?

8. Teaching-Learning Process 6. How did the teacher encourage a positive learning environment? How did s/he encourage creativity and the use of imagination? 7. How did the teacher encourage independent (or individualized) student learning? 8. What methods reflect sound knowledge of the subject matter?

9. Classroom Environment1. How did the teacher utilize the space and classroom equipment effectively?2. How were the desks and chairs arranged? Why?3. In what ways was the classroom esthetically pleasant? What did you like and dislike about the physical environment of the classroom?

10. Teaching: A Science and an Art“Teaching is both a science and an art. The science is based on psychological research that identifies cause-effect relationships between teaching and learning. The art is how those relationships are implemented in successful and artistic teaching.

11. Teaching: A Science and an Art“All excellent teaching does not look the same but it does contain the same basic psychological elements… Teachers need to learn the science of pedagogy so they, in their own classroom with their own personalities, can implement it artistically…” - Madeline Hunter Professor of Education UCLA

12. TEACHING STYLESFind out which of these educators’ teaching styles you most identify with. •Herbert Thelen •Frank Riessman •Louis Rubin

13. Herbert Thelen (1954) Teaching Style DescriptionSocratic The image is a wise, somewhat crusty teacher who purposely gets into arguments with students over the subject matter through artful questioning.Town-Meeting Teachers who adapt this style use a great deal of discussion and lay a moderator role that enables students to work out answers to problems by themselves.

14. Herbert Thelen (1954) Teaching Style DescriptionApprenticeship This person serves as a role model toward learning, as well as occupational outlook, perhaps even toward general life.Boss-Employee This teacher asserts authority and provides reward and punishment to see that work is done.Good-Old Team The image is one of a group of playersPerson listening to the coach working as a team.

15. Frank Riessman (1967)Teaching Style DescriptionCompulsive This teacher is fussy, teaches things over and over, and is concerned with functional order and structure.Boomer This teacher shouts in a loud, strong voice: “You’re going to learn”, there is no nonsense in the classroom.Quiet One Sincere, calm, but definite, this teacher commands both respect and attention.

16. Frank Riessman (1967)Teaching Style DescriptionCoach This teacher is informal, earthy, and maybe an athlete; he is physically expressive in conducting the class.Maverick Everybody loves this teacher, except perhaps the principal. S/he raises difficult questions and presents ideas that disturb.The Entertainer This teacher is free enough to joke and laugh with the students

17. Frank Riessman (1967)Teaching Style DescriptionSecular This person is relaxed and informal with children; s/he will have lunch with them or play ball with them.Academic This teacher is interested in knowledge and substance of ideas.

18. Louis Rubin (1985)Teaching Style DescriptionExplanatory The teacher is in command of the subject matter and explains particular aspects of the lesson.Inspiratory The teacher is stimulating and exhibits emotional involvement in teachingInformative The teacher presents information through verbal statements. The student is expected to listen and follow instructions.

19. Louis Rubin (1985)Teaching Style DescriptionCorrective The teacher provides feedback to the student– analyzing the work, diagnosing errors, and presenting corrective advice.Interactive Through dialogue and questioning, the teacher facilitates development of students’ ideasProgrammatic The teacher guides the students’ activities and facilitates self instruction and independent learning.

20. Less time spent on classroom management Less criticism, more praise and positive motivation Fewer teacher rebukesenvironment Less deviant, disruptive pupil behaviorof learning Effective Behaviors in Teaching Elementary Low-Income StudentsTeaching Function Effective BehaviorsMaintenance

21. Less independent workMore time spent in large group or whole class activities More class time spent in task- related activities Effective Behaviors in Teaching Elementary Low-Income StudentsTeaching Function Effective BehaviorsUse of Pupil Time

22.  More attention to students when they are workingInstruction independentlyEffective Behaviors in Teaching Elementary Low-Income StudentsTeaching Function Effective BehaviorsMethod of

23.  Tipping chair back and forth Being unprepared (ex. no pencil or notebook) Disturbing other classmates Sitting with elbows on desk or hand underneath thighs Gazing somewhere else Laying head on desk Doing other things during class discussion (ex. reading, doodling) Moving around unnecessarilyTips for Teachers Cues for recognizing attentiveness and inattentivenessINATTENTIVE BEHAVIORS

24.  Sitting still in class Alert, energetic, positive facial expressions Being prepared Doing subject task during free time Turning around to listen to classmate speaking Actively engaged/working on assignments and activities Maintaining eye contact with teacher Raising hand to volunteer a responseTips for Teachers Cues for recognizing attentiveness and inattentivenessATTENTIVE BEHAVIORS

25. Encourage your students! It is important for your students to knowthrough your verbal responses, gestures and facialexpressions, through eye contact and proximitythat you are interested in what they have to say.Encourage them to participate, and let them knowit is okay to make mistakes. The effective teacheris one who recognizes his/her role in helpingstudents help themselves.HOME

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1. TEACHERS ROLES OF A TEACHER 2.  It is difficult to give general descriptions of good teachers. Because… • Successful •

Extrovert / Introvert • But a lot will depend on how view their teachers What is a good teacher?

3.  Such teachers learn through: I. Personality II. Intelligence III. Knowledge IV. Experience “GOOD TEACHERS ARE BORN,NOT MADE” Others do not have that natural gift. People who has an affinity for the job.

4.  Is not an easy job but it is very rewarding. . TEACHING… 5. “The range of images that teachers use about themselves indicates the range of views

they have about their profession” Teachers 6. Controller Prompter Participant Resource Tutor ROLES OF A TEACHER 7.  It exemplifies the qualities of a teacher-fronted classroom. CONTROLLER It is the most

common teacher role. They take registers, tell students things and read aloud. Activity is leading from the front.

8.  Teachers need to do it sensitively and encouragingly. PROMPTER Encourage students / Creativity.

9.  It can be enjoyable PARTICIPANT Feedback / correct mistakes Teachers stand back from the activity and they let their learners to get on with it.

10.  “No teacher knows everything about the language” RESOURCE They offer students GUIDANCE They answer to some questions. Teachers are helpful and available

11.  The classroom´s atmosphere is greatly enhanced. TUTOR Teachers are advisors. It combines the roles of prompter and organiser.

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1. EXISTENTIALISM Philosophy of Education 2. EXISTENTIALISM Existence Essence Freedom to Choose Responsibility ? ?? ? 3. Why do I exist?Why am I here? What is my purpose in life? What is my essence? 4. What is EXISTENCE? 5. From the Latin words… ex (out) stare (to stand) Exsistere (to stand out) 6. To appear To arise To become To be 7. What is ESSENCE? 8. Meaning Purpose What it is Nature 9.  Every individual is unique. Humans possess free will and stand in an absurd and

meaningless world or universe. It is subjective. It is the modern philosophical view which takes the TAO as its starting point. What is Existentialism?

10.  The individual is the sole judge of his or her own actions. Emphasis on human responsibility and judgment in ethical matters. Individuals have to take responsibility for their own actions and shape their own destinies. What is Existentialism?

11.  Human persons do not possess the essence; they make choices that create their own nature. “Existence precedes essence.” Human freedom is understood precisely as the freedom to choose. What is Existentialism?

12.  Freedom of choice entails risk, responsibility, and commitment. Choice is vital and inevitable to human existence; even the refusal to choose is a choice. What is Existentialism?

13.  “At birth, man lacks human nature, Man creates himself; what he is, he himself made. Man is only what he himself wills himself to be. Man is nothing else but what he makes of himself…” (Sahakian andWhat is Existentialism? Sahakian, pp. 563-565)

14.  Human existence is the starting point of thinking. Choice or decision makes one responsible for the effects of his choice not only to himself but also to others since his choice

also affects other people. Will/loob/nakem = Choice Will (loob or nakem) enables man to make a conscious decision of what he will be. What is Existentialism?

15.  uniqueness of the individual commitment personal concern concreteness of experience Existentialism deals with: What is Existentialism?

16.  creative effort personal love individual dignity freedom of choice The values of existentialism are: What is Existentialism?

17. What is Existentialism? Factors that affect freedom of choice (Calderon, 2004): 1. Influence of the family, especially the parents 2. Influence of peers and associates 3. Religious orientation 4. Social approval 5. Cultural patterns

18. What is Existentialism? Factors that affect freedom of choice (Calderon, 2004): 6. Financial status 7. Psychological traits, especially intelligence 8. Sex 9. Health and physical fitness 10. Education

19.  Existentialism on Epistemology: Knowing is to make personal choices. To choose or appropriate what I want to know. Existentialism on Metaphysics: Reality is subjective, with existence preceding essence. Existence creates essence. What is Existentialism?

20. Educational Implication: Classroom dialogues stimulate awareness that each person creates self-concept through significant choices. Existentialism on Axiology: Values should be freely chosen. What is Existentialism?

21. Among the best-known existentialist philosophers are Sӧren Kierkegaard, Martin Heidegger, Jean-Paul Sartre, and Albert Camus.The Proponents

22. Human existence is always individual in character, never social.The father of existentialism Danish philosopher born in Copenhagen Sӧren Kierkegaard (1813-1855)

23. “Life is not a problem to be solved, but a reality to be experienced.”Man functions, grows, develops, makes choices, suffers, experiences intense feelings, and faces God as an individual. (Sahakian and Sahakian, p. 553) Sӧren Kierkegaard (1813-1855)

24. “Every man is born as many men and dies as a single one.”His ideas have exerted influence on the development of contemporary European philosophy. German philosopher whose work is associated with phenomenology and existentialism Martin Heidegger (1889-1976)

25. Arguably the best known philosopher of the twentieth centuryAn atheistic existentialist French philosopher and principal spokesman for the existentialist movement in post-war France Jean-Paul Sartre (1905-1980)

26. Man first exists without purpose or definition, finds himself in the world and only then, as a reaction to experience, defines the meaning of life.Essence is created by existence; human nature is a product of existence. “Existence precedes essence.” Jean-Paul Sartre (1905-1980)

27. “The destiny of man is placed within himself.”“Man is condemned to be free.” We are responsible for everything we do. According to him, since there is no God or designer to give man a purpose, it is up to the individual to choose the life they think best. Jean-Paul Sartre (1905-1980)

28. Opposed systematic philosophyFrench-Algerian journalist, editor and editorialist, playwright and director, novelist and author of short stories, political essayist and activist— and arguably, although he came to deny it, a philosopher. Albert Camus (1913-1960)

29. “I would rather live my life as if there is a God and die to find out there isn't, than live as if there isn't and to die to find out that there is.”Dealt over such questions as the meaning of life in the face of death. Albert Camus (1913-1960)

30. To help the learner become fully his authentic self.To educate the whole person, not just the mind, since feeling is not divorced from reason in decision making. To help students understand and appreciate themselves as unique individuals who accept complete responsibility for their thoughts, feelings, and actions. Aim of Education

31. Students are afforded great latitude in their choice of subject matter.Students are given a wide variety of options from which to choose. Learning is self-paced, self-directed. The Existentialist Curriculum

32. The humanities are given emphasis to provide students with vicarious experiences that will help unleash their own creativity and self-expression.The Existentialist Curriculum

33. Vocational education is seen more as a means of teaching students about themselves and their potentials than that of earning a livelihood.Composed of fine arts, drama, creative expression, literature, and philosophy. The Existentialist Curriculum

34. In teaching history, existentialists focus on the actions of historical individuals, who provide possible models for the students’ own behavior, rather than emphasizing historical events.Focus is on the individual. Methods of Teaching

35. In teaching values, teachers employ values clarification strategy to help students know themselves and their place in society. Here, teachers remain non-judgmental and take care not to impose their values on their students since values are personal.In arts, existentialism encourages individual creativity and imagination more than copying and imitating established models. Creativity is an expression of oneself. Methods of Teaching

36. Values education is a matter of choice that goes throughout existence.According to Del Castillo (2013), through values clarification strategy, the learners will be able to practice sound moral reasoning skills, choose the appropriate response for a value conflict and commit themselves to personal, moral, and societal values. Methods of Teaching

37. Criticism to any individual work is less important.There should be private and open spaces in the classroom to facilitate dialogues, small group discussions, and individualization to lessen the tension, formality, and constraint experienced by the learners. Methods of Teaching

38. To relates with each student openly and honestly.To create an environment in which they freely choose their own preferred way. To help students define their own essence by exposing them to various paths they take in life. Role of Teachers

39. To help the individual identify and know himself better.To assist and guide the learner in the process of becoming intelligent, sensitive, choosing, and acting individual who knows the obligation and responsibility of freedom. Role of Teachers

40. Identifier of choices who challenges the learner to become fully existent.Poser of alternatives Questioner Role of Teachers

41. To define their own essence or meaning of life.To freely choose what subject/s they want to study as long as they are interested in it. Role of Learners

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1. UNIVERSITY OF LUZON GRADUATE SCHOOLPERENNIALISM Reporter: KATHLEEN LAT ENCARNACION

2.  They emphasize that students should not be taught information that may soon be outdated or found to be incorrect. Aims to develop student’s intellectual and moral qualities.PERENNIALISM

3.  It ensures that students acquire understandings about the great ideas of Western civilization. Classrooms are centered on teachers.PERENNIALISM

4.  Aimed at teaching students ways of thinking that will secure individual freedoms, human rights, and responsibilities through the nature. Perennialism teaches concepts and focuses on knowledge and the meaning of knowledge.PERENNIALISM

5.  The teacher is not concern at the student’s interest. Emphasize the importance of transferring knowledge, information and skills from the older generation to the younger one.WHY IS IT CALLED TEACHER-CENTERED?

6.  The teacher set everything based on the syllabus.More focus on the curriculum and nature need. WHY IS IT CALLED TEACHER-CENTERED?

7. TEACHER-CENTERED PHILOSOPHIES Focus on curriculum . Sample Educational classroom Leaders. PERENNIALISM activity. Goals for Role of Students. Teacher.

8. Focus On Sample Role of Teacher Goals for Educational Curriculum Classroom Students Leaders Activity-Universal and - Instill respectunchanging for authority,truth. perseverance, - Train the duty, students intellect- To espouse consideration, and moralpersonal and practicality. development. - Robertdevelopment and Maynardinternal Indoor - Act as the Hutchinstransformation. - Experiment director and - Able to (Science) coach of intellect discipline - Mortimer J.- To search and respondent. themselves. Adlerdisseminate thesubjects based - Must deliveron the universal clear lectures. - Will gain the - Jacquesand immutable ability to develop Maritaintruth. - Coaching in a full “range of critical thinking rational powers.”- History, Science, skills.Language,Mathematics,Religion.

9.  The laws and principles of Science Works of literature and art Religion HistoryTHE GREAT IDEAS IN WESTERN CIVILIZATION ARE:

10.  These ideas have thepotential for solvingproblems in any era.THE GREAT IDEAS IN WESTERN CIVILIZATION ARE:

11.  To seek enduring truths which are constant (not changing), as the natural and human worlds at their most essential level, do not change. Is to teach ideas that are everlasting.THE FOCUS

12. CURRICULUMFocuses on attainingcultural literacy,stressing students’growth in enduringdisciplines.

13. CURRICULUM They recommend that students learn from reading and analyzing the works by history’s finest thinkers and writers.(Perennialists think it is important that individuals think deeply, analytically, flexibly and imaginatively.)

14. CURRICULUMPerennialists believe that reading is tobe supplemented with mutualinvestigations (between the teacherand the student) and minimally-directed discussions through theSocratic method in order to develop ahistorically oriented understanding ofconcepts.

15. CURRICULUMA skilled teacher would keepdiscussions on topic andcorrect errors in reasoning, butit would be the class, not theteacher, who would reach theconclusions.

16. ROBERT MAYNARD HUTCHINS- Developed a Great Books program in 1963.The advocates

17. The advocates MORTIMER J. ADLER [1902-2001] JACQUES MARITAIN [1882-1973] 18. ADLER STATES“… our political democracy depends upon the reconstruction of our

schools. Our schools are not turning out young people prepared for the high office and the duties of citizenship in a democratic republic. Our political institutions cannot thrive, they may not even survive, if we do not produce a greater number of thinking citizens, from

19. ADLER STATESwhom some statesmen of the type we had inthe 18th century might eventually emerge. Weare, indeed, a nation at risk, and nothing butradical reform of our schools can save usfrom impending disaster…whatever theprice…the price we will pay for not doing itwill be much greater.”

20. Hutchins point of view“…new books have been written that have won their place in the list. Books once thought entitled to belong to it have been superseded; and this process of change will continue as long as men can think and write. It is the task of every generation to reassess the tradition in which it lives, to discard what it cannot use, and to bring into context with

21. Hutchins point of viewthe distant and intermediate past the most recent contributions to the Great conversation…the West needs to recapture and reemphasize and bring to bear upon its present problems the wisdom that lies in the works of its greatest thinkers and in the discussion that they have carried on.

22. Perennialists think Perennialism believed itwas a solution proposed inresponse to what wasconsidered by many to bea failing educationalsystem.

Transcript

1. Realism and its Role in Education Teresa Hopson XEF 501-Philosophy of Education Professor: Dr. Percy Bland Cheyney University April 4, 2007

2. Overview of Presentationo Classical Realismo Modern Realismo Contemporary Realismo Aims of Realism in Educationo Methods of Educationo Curriculumo Role of the Teachero Small activities throughout the presentationo Conclusion

3. Does Mars Exist? 4. Central Thesis

“ The most central thread of realism is what can be called the principle or thesis of independence .”

Objects exist whether or not there is a human mind to perceive them.

(pg. 48) 5. Difference between Plato and Aristotle The School of Athens, c.1511 by Raphael

o Plato (428-347 B.C.)o Must study ideaso Truth and logic through the dialectic discourseo Aristotle (384-322 B.C.)o Should study mattero Logic reasoning through his syllogism

6. Classical Realists Aristotle (384-322 B.C.) Thomas Aquinas (1225-1274)

7. Aristotle (384-322 B.C.) “ A tree can exist without matter, but no matter can exist without

form.” (p. 49)

8. What might Aristotle ask of the Rock? 9. Aristotle (384-322 B.C.)

What is humanity's purpose? “ Because humans are the only creatures endowed with the ability

to think, their purpose is to use this ability.” (p. 50)

10. Aristotle (384-322 B.C.) Aristotle's Golden Mean : (a path between extremes)

The person who follows a true purpose leads a rational life of moderation, avoiding extremes: the extremes of too little or too much.

(p. 50) 11. Aristotle (384-322 B.C.)

Aristotle's Concept of the Four Causes: The Material Cause The Formal Cause The Efficient Cause The Final Cause

12. Aristotle (384-322 B.C.) Like Plato, Aristotle was concerned with logic. The logical method he developed was the syllogism , which was his

method for testing the truth of statements such as: All men are mortal Socrates is a man Therefore, Socrates is mortal. (p. 52)

13. Aristotelian Influence Recognizing the need to study nature Using logical processes to examine the external world Organizing things into hierarchies Emphasizing the rational aspects of human nature

14. Thomas Aquinas (1225-1274) First encountered the work of Aristotle while studying in Naples Attempted to reconcile Aristotelian philosophy with Christian

doctrines Became a leading authority on Aristotle in the Middle Ages Author of De Magistro ( On the Teacher ) and Summa Theologica Highest good comes through thinking We are children of God; our thinking should agree with Christian

tenets God made it possible to acquire true knowledge so that we may

know Him better. 15. Thomas Aquinas (1225-1274)

Beliefs: -God is the Ultimate Teacher; only God can touch the soul. -A teacher can only 'point' the way to knowledge. -Teaching is a way to serve humankind; it is part of God's work.

“Leading the student from ignorance to enlightenment is one of the greatest services one person can give to another.” (p.54)

-The soul possesses an inner knowledge. -The major goal of education was the perfection of the human being

and the ultimate reunion of the soul with God. 16. Modern Realism

o Francis Bacono (1561-1626)o John Lockeo (1632-1704)

17. Francis Bacon (1561-1626)o In Novum Organum , he challenged Aristotelian logic.o Believed science was 'delayed' by Aristotelian thinking

o Past thinking flawed due to theological dogmatism and prior assumptions which led to false deductions (e.g. Galileo)

o Science must be concerned with inquiry and not pre-conceived notions.o Science was a tool for creating new knowledge.o Originator of the expression: “Knowledge is Power”

18. Francis Bacon (1561-1626)o Believed we should examine all previously accepted knowledge;o We should rid ourselves of four idols that we 'bow down' before:o Idol of the Den (beliefs due to limited experience)o Idol of the Tribe (believing because most people believe)o Idol of the Marketplace (beliefs due to misuse of words)o Idol of the Theater (subjective beliefs colored by religion and personal

philosophy) 19. John Locke (1632-1704)

o Oxford scholar; medical researcher, physiciano No such things as innate ideas—mind at birth is a tabula rasao First great English empiricisto All ideas are acquired from sources independent of the mind, through

experience.o Authored Some Thoughts Concerning Educationo Influenced the later writings of Alexander Hamilton, Thomas Jefferson, and

James Madison (Wikipedia, 2007)o “ The little and almost insensible impressions on our tender infancies have

very important and lasting consequences." (Locke, 1690, Essay, p. 10)

20. Contemporary Realismo Alfred Whitehead (1861-1947)o Hilary Putnam (1926-)o Bertrand Russell (1872-1970)o John R. Searle (1932-)

21. Alfred Whitehead and Bertrand Russello Both born in Englando Collaborated on mathematical writingso Eventually came to teach in the United Stateso Both wrote about educationo Co-authored Principia Mathematica

22. Alfred Whitehead (1861-1947)o Led to philosophy through the study of mathematics at age 63o Tried to reconcile some aspects of Idealism with Realismo Process is central to his philosophy—reality is a process.o Philosophy is a search for a pattern in the universe: (Can a fish read?)o The most important things to be learned are ideas .o Education should be concerned with living ideas—ideas connected to the

experience of learners. 23. Bertrand Russell (1872-1970)

o Student of Alfred Whiteheado Taught at Cambridge, the University of Californiao Imprisoned for pacifist activitieso Founded a school called Beacon Hillo Two kinds of reality: hard data and soft data

o Education is key to a better way; we should be using our knowledge to erase some of the ills of society.

24. Hilary Putnam (1926-)o Taught at Northwestern, MIT, and finally Harvardo The changes in science influence the philosophy of realismo Coined the term 'internal realism'o Physicists have introduced a 'cut' between the observer and the universe.

The universe is too large and too complex for us to understand. Forced to observe universe with our own limited resources.

o Science will continue to influence the philosophy of realism 25. John R. Searle (1932-)

o Accepts the traditional view of Realismo Coined the term 'social reality'o Does reality in the universe just consist of physical particles and fields of

force?o Social reality created by human consciousness

26. Aims of Educationo Understanding the material world through inquiryo A study of science and the scientific methodo A need to know the world in order to ensure survivalo Basic, essential knowledge with a no-nonsense approacho Intellectually-gifted student is a precious resourceo Should use the Great Books of the Western Worldo Adler's Paideia Proposal: school should be a one-track system, general

(non-specialized), and non-vocational 27. Methods of Education

o Not only facts, but method of arriving at factso Emphasis on critical reasoning through observationo Supports formal ways of teachingo Children should be given positive rewards (Locke)o Precision and order: ringing bells, time periods, daily lesson plans,

prepackaged curriculum materialso Supports accountability and performance-based teachingo Scientific research and developmento Most recent development: computer technology

28. Curriculum Practical and useful Physical activity has educational value (Locke) Attention to the complete person (Locke) Extensive use of pictures (John Amos Comenius) Use of objects in education (Maria Montessori) Highly organized and systematic

29. Role of the Teachero Realists emphasize the role of the teachero Should teach students what they need to surviveo At the very least, should teach the essentialso Material presented in a systematic and organized wayo Humanities should be taught in ways that are conducive to cognitive

development 30. Main Activity

There is a number in your folder.

The number you have matches the question that you will answer. Conclusion “ The whole purpose of education is to turn mirrors into windows.” Sydney J. Harris (American Journalist 1917-1986 )

Transcript

1. Naturalism 19 th Century Materialistic View of Reality 2. What is naturalism and why did it arise in the 1800’s? 3. Key Questions

o How did deism serve as a bridge between theism and atheism? (Sire)o How does naturalism answer the major worldview questions?o Who were the major 19 th century figures associated with naturalism?o What new ideologies reflected the naturalistic perspective?o What is the current debate between science and faith? (reason and

religion) 4. Historical Influences

o Renaissance humanism move toward a more secular (“modern”) outlook

o Naturalism developed out of a growing confidence in human reason produced by the

The Scientific Revolution – 1600’s the Enlightenment- 1700’s Empiricism (the scientific method) and mathematics became the

model for determining claims to truth and reality 5. Renee Descartes’ Influence

o Renee Descartes suggested a division between mind and matter - “faith” and science Cartesian Dualism

Objective - matter- explored through science, mathematics, reason Subjective - “mind” –intuition, spiritual knowing, etc.

o Descartes saw DOUBT as the path to trutho – NOT faitho A growing S KEPTICISM about traditionally held ideas and institutions

began to take hold 6. Early 19 th Century Developments 7. Utilitarianism (18 th and 19 th centuries)

o Associated with Jeremy Bentham and John Stuart Mill (British philosophers)

o the idea that decisions should be based on what produces the greatest good for the greatest number

Utility – perceived positive outcome Pleasure vs. pain - quantification

o “ happiness” – goal 8. Example: By eliminating one chick the remaining three will have chance at being stronger

and healthier (positive outcome) 9.

o The McCaughey’so decided not to aborto any of their babies.o All 7 survived and

o are doing well.o The doctors hado recommended noto carrying all 7 to term.

10.   11.   12. Positivism

o Associated with Auguste Comte French philosopher “ high priest” of secular humanism

o Positivism proposes that all of society’s problems can be understood and addressed through the correct application of science

Secular and materialistic approach (no spiritual component)o Positivism is the basis for the Social Sciences : sociology, psychology,

anthropology, etc. 13.   14. Naturalism 15. Charles Darwin

o 19th century British naturalisto Developed the theory of evolution based on natural selection in the

struggle for survival. Random processes of adaptation over very long periods of time

o Proposed that all life originated from a single sourceo The Origin of Species- published in 1859o Darwin’s ideas influenced the shift toward the naturalistic (materialistic)

worldview 16. Darwin’s Origin of Species 17. Darwin in his own words.

o "In the struggle for survival , the fittest win out at the expense of their rivals because they succeed in adapting themselves best to their environment."

o "The fact of evolution is the backbone of biology, and biology is thus in the peculiar position of being a science founded on an improved theory , is it then a science or faith?"

18.   19. Charles Darwin is buried in Westminster Abby in London 20. Darwin’s religious views

o Darwin’s religious views changed over time.o He might be described as agnostic on the question of God.o Darwin selected a quote from Sir Francis Bacon to open the original

publication of The Origin of Species . 21. Introduction to The Origin of Species 1859

o ‘ To conclude, therefore, let no man … think or maintain that a man can search too far or be too well studied in the book of God’s word , or in the book of God’s works ; divinity or philosophy; but rather let men endeavor an endless progress or proficience in both .’ Sir Francis Bacon

22. How naturalism addresses the major worldview questions. 23. What is prime reality?

o Matter (external reality) is the ONLY realityo No metaphysical (supernatural) realityo The main focus is on empirical science and human rationality in coming to

know and understand reality

24. What is the nature of external reality (the physical world)?o The universe is a cause and effect systemo Ordered system – governed by very precise laws –

Anthropic principle- the system is “fined tuned” to support lifeo CLOSED or determined system that evolved through random causes and

processes Determined system - nothing can reorder the laws of nature-

everything is subject to the laws of nature 25. What is a human being?

o Humans are complex physical- biological organismso Humans have no transcendent nature

No soul or spirit Rational beings

o Human consciousness and the mind are solely part of our physical being (biological and chemical processes)

26. What happens when we die?o Death means “ extinction”o Humans have no essence that lives on beyond physical existenceo No heaven or hello “ Human destiny is an episode between two oblivions.” Nagel

27. How we determine right and wrong?o Moral choices are related solely to human beingso Come from human consciousness and reasono No universal or absolute moral ethic or moral standardo Morality is influenced by culture, environment, community, family, etc.

and is part of the evolutionary process of survival 28. How we know what we know?

o Knowledge is strictly related to human reason human intelligence human experience

o There is no revealed knowledge or truth – no special revelation (or general revelation )

o No innate value system – no “law of human nature” – Lewis

29. Human Historyo History is a stream of events linked together by cause and effecto No underlying meaning or purposeo The process of history is self-activating

Things just happen- no force, design, or intelligence behind events or processes

30. Science and Reason As the Path to Truth and Knowledge 31.   32.   33. Impact of naturalism on 19 th century philosophy 34. Social Darwinism

o English philosopher Herbert Spencer applied Darwin’s ideas of natural selection to society

o Believed that nature determined society and was based on the “survival of the fittest”

o The “best” human beings would naturally emerge as superioro Spencer believed that social programs to assist the poor interfered with

the natural order- natural selection

By helping weak and inferior humans we would damage the purity of the human race

35. Herbert Spencer in his own words.o “ This survival of the fittest, which I have here sought to express in

mechanical terms, is that which Mr. Darwin has called "natural selection, or the preservation of favored races in the struggle for life."

36.   37.   38.   39.   40. Eugenics in North Carolina 41. Marxism - Economic Theory

o Karl Marx- German philosophero Proposed that material forces alone defined history and societyo History was nothing more than the history of “class struggle”

Two classes- Bourgeoisie (upper middle class) OPPRESSION of the

proletariat (poorer working class) 42. Karl Marx 43. Marx’s ideas

o Revolution was the key to social and economic changeo Society would only improve with the

Abolition of private property Anti-capitalism – seen as an instrument of oppression

o Religion was nothing but another form of bourgeois oppression of the working class and poor

Marx called religion the “ opiate” (drug) of the people and a tool of oppression

Atheistic and materialistic worldview 44. “ All animals are equal but some animals are more equal than others.” Animal Farm by

George Orwell 45. IMPACT OF MAXISM ON 2Oth CENTURY POLITICAL REVOLUTIONS

o MARXIST RUSSIAN REVOLUTION –o SOVIET UNION AND EASTERN EUROPEo MARXIST CHINESES REVOLUTION- MAOo NORTH KOREAo VIETNAMo CUBAo MAXISTS REGIMES IN SOUTH AND CENTRAL AMERICA AND AFRICA

46. Sigmund Freud and Psychoanalysiso 1856-1939- Vienna, Austriao Raised in a devout Jewish familyo Studied to become a doctoro Became a strong voice for naturalism and the secular worldviewo influenced by Darwino Work focused on scientifically understanding the nature of the human

mind and consciousness 47. Freud in his own words

o “ But scientific work is the only road which can lead us to a knowledge of reality….” The Future of an Illusion

o “ Religion is an illusion and it derives its strength from the fact that it falls in with our instinctual desires. “

o “ I have found little that is "good" about human beings on the whole. In my experience most of them are trash, no matter whether they publicly subscribe to this or that ethical doctrine or to none at all. That is something that you cannot say aloud, or perhaps even think. “

48.   49. Freud’s work

o The Interpretation of Dreams (published in 1900) Proposed that humans experience sexual desires and fantasies as

infants and children Believed that most psychological problems were the result of

repressed sexuality Freud saw civilization as a product of repressed and sublimated

aggression and sexual drive 50.   51. Impact of naturalism on worldview

o Scientific : complete reliance on empiricismo Complete confidence in human reasono Driven by the notion of human progress

(material progress)o Humanistic in focuso Secular- no need for Godo Materialistic -material forces as the driving force for life, history, etc.

52.   53.   54.   55.   56.   57.   58.   59. CURRENT OUTSPOKEN PROPONENTS OF THE NATURALISTIC WORLDVIEW 60.   61. RICHARD DAWKINS

o OXFORD UNIVERSITY PROFESSORo SCHOLAR IN THE FIELD OF EVOLUTIONARY BIOLOGYo SEES RELGION AS THE “ROOT OF ALL EVIL”

62.   63.   64.   65. DAWKINS IN HIS OWN WORDS

o 'Religious people split into three main groups when faced with science. I shall label them the "know-nothings", the "know-alls", and the "no-contests".

o "Faith is the great cop-out, the great excuse to evade the need to think and evaluate evidence. Faith is belief in spite of, even perhaps because of, the lack of evidence."

66. Dawkins in the God Delusiono The God of the Old Testament is “a misogynistic, homophobic, racist,

infanticidal, genocidal, filicidal, pestilential, megalomaniacal, sado-masochistic, capriciously malevolent bully”.

67. SAM HARRIS 68. SAM HARRIS IN HIS OWN WORDS

o “ Religion is nothing more than bad concepts held in place of good ones for all time. It is the denial—at once full of hope and full of fear—of the vastitude of human ignorance”

o Unfortunately, religion casts more shadows than light on this territory.  Rather than find real reasons for human solidarity, faith offers us a solidarity born of tribal and tribalizing fictions.

69. CHRISTOPHER HITCHENS 70. HITCHENS IN HIS OWN WORDS

o “ I will not play with the toys. Don’t bring the toys to my house. Don’t say my children must play with the toys. Enough with clerical and religious bullying and intimidation.”

o “ Intelligent design? Babies are not born beautiful (says the God of the Bible), they need to be sawn a bit.”

o “ The mildest criticism of religion is also the most radical and the most devastating one.”

71. HITCHENS ON THE DEATH OF JERRY FALWELLo “ The discovery of the carcass of Jerry Falwell on the floor of an obscure

office in Virginia has almost zero significance, except perhaps for two categories of the species labeled “credulous idiot.”

72.   73. SOME PARTING WORDS 74.

o “ Thus in the very act of trying to prove that God did not exist--in other words, that the whole of reality was senseless--I found I was forced to assume that one part of reality--namely my idea of justice--was full of sense. Consequently atheism turns out to be too simple. If the whole universe has no meaning, we should never have found out that it has no meaning: just as, if there were no light in the universe and therefore no creatures with eyes, we should never know it was dark. Dark would be without meaning.” -

-C.S. Lewis Mere Christianity Book I 75.

o “ The first gulp from the glass of natural sciences will turn you into an atheist, but at the bottom of the glass God is waiting for you.”  Werner Heisenberg

(father of quantum mechanics) 76. “ That's the whole problem with science. You've got a bunch of empiricists trying to

describe things of unimaginable wonder.”