Prepared by JAY CADACIOLET REVIEWER JULY 2014 : PRINCIPLES AND STRATEGIES OF TEACHING

PRINCIPLES AND STRATEGIES OF TEACHING

For effective classroom management, when should the teacher undertake the task of setting up routing activities?1. every homeroom day

2. everyday at the start of the session

3. as soon as the students have adjusted to their schedules

4. On the very first day of school

The laboratory method is an example of a process approach because:1. The teacher has to provide all the materials for the activity.

2. The students directly experience the learning process

3. The students are required to follow a series of goal-oriented steps.

4. There is always a product produced at the end of the period.

During recitation, the teacher should not:a. correct her students grammatical and pronunciation errors.b. make fun of her student mistakesc. discourage answers in classd. Let another teacher substitute for her that day

I want to teach concepts, patterns and abstractions. Which method is most appropriate?a. indirect instruction

b. discovery

c. direct instruction

d. problem solving

Why should a teacher not use direct instruction all the time?a. It requires much time.

b. It requires use of many supplementary materials

c. It is generally effective only in the teaching of concepts and abstractions

d. It reduces student's engagement in learning.

In the traditional method of teaching, the classroom teacher was the sole transmitter of knowledge. In the modern method, the teacher serves as the :a. Facilitator of knowledgeb. surrogate parentc.friend to the pupilsd. defender of children's rights

If the teacher does not know anything about the lesson she should:a. resign because she has no business being a teacher.b. try to look up information about the topicc. bluff her way outd. let another teacher substitute for her that day

The laboratory method is an example of a process approach because:a. The teacher has to provide all the materials for the activity.b. The students directly experience the learning processc. The students are required to follow a series of goal-oriented steps.d.There is always a product produced at the end of the period.

During recitation, teacher should be reminded that....a. practice makes perfect

b. promoting should never be allowed

c. emphasis must be given to grammar more than the content of the students answer.

d. Only the answer of the brighter students should be considered

Which of these techniques is being featured teacher A encourages her students to participate actively in class discussion by making them answer questions allow student to call on one another recite and wait for their turn to ask or answer?1. socialize recitation

2. graded recitation

3. open forum

4. panel discussion

The social studies teacher plans to present a political situation that is very close to reality particularly the role of mayor and counselor or a barangay captain. What strategy is the most appropriate?a. Lecture

b. Discussion

c. Reporting

d. Simulation

What encourages the child to think, rationalize and make proper decisions?a. drill

b. Appreciation lesson

c. Memorization

d. Problem- oriented strategies

2. The following except one are the factors that determine the choice of a method. Which is the exception?

a. nature of the learners

b. school equipment and facilities

c. educational background of the teacher

d. Subject matter

3. How well a teacher tells a story depends on:

a. Techniques c. the method used

b. the plot d. classroom

4. Which of the following statements is correct?

a. Method is synonymous with technique

b. A device is a teaching method

c. Method can be standardized

d. There is no single best method

5. When a teacher reviews a lesson, she is utilizing the law of:

a. Readiness c. effect

b. exercise d. multiple response

6. In which situation is the law of readiness best applied?

a. The teacher gives the aims of the lessons to be taken up

b. The teacher announces he subject matter at the start of the period

c. The teacher waits or the children to be ready before teaching her lesson

d. The teacher presents a song, related to the lesson

7. Which of the glowing is not an in the inductive method

a. To delay judgments until truth is given

b. To enable pupils discover important truths for themselves.

c. To help student/pupil to carry out an investigation by themselves independent of the teacher

d. To make relationship of ideas clear to pupils

8. In the inductive method, what does the child do during the comparison and “abstraction” step?

a. Recalls information and directs himself to the activities to be accomplished

b. Perceives the common element present in the cases given

c. Applies the principles learned to other problems or exercises

d. Draw conclusion in his own words

9. The deductive method uses the following steps:

a. statement of the problem, generalization, inference, verification

b. statement of the problem, inference , generalization, verification

c. inference, statement of the problem, generalization, verification

d. inference, statement of the problem, verification, generalization

10. In reality, the type of study method is:

a. an inductive procedure

b. a deductive procedure

c. a traditional method

d. a question and answer method

Which one will most likely increase student participation?1. Feeling or emotions are not permitted in the classroom

2. The group leader allows quiet members to remain silent.

3. The teacher models good listening habit.

4. Repeat directions over and over until everyone listens

Which is the best indicator of a well-managed class?1. The listener pursue their tasks without inhibition

2. THe learners are controlled by the teacher

3. The learners blindly obey teacher's instructions

4. THe learners are earnestly engaged in an activity that leads them to realize the stated goal

Which of the following teacher behaviors may not enhance the development of high level thinking skill?1. encouraging credibility as criterion

2. asking convergent questions

3. making students aware of their mental process

4. Teaching for meaning

For effective classroom management, when should the teacher undertake the task of setting up routing activities?1. every homeroom day

2. everyday at the start of the session

3. as soon as the students have adjusted to their schedules

4. On the very first day of school

Which is the ultimate aim of classroom management?1. To remove the physical conditions in the room that distracts children's attention

2. To set up conditions that brings about effective teaching and learning.

3. To secure conforminty to rules with ease

4. To make children realize that they cannot doe everything they want

Which does not fall under extrapolation?1. inferring

2. predicting

3. concluding

4. observing

LET Reviewer in Professional Education - Philosophical Foundation of Education

ORIGINAL PHILOSOPHY

School of Thought

► REALISM

Thinkers:

► Aristotle

► Harris Broudy

► John Locke

► John Comenius

► Johann Henrich Pestalozzi

► Jean Jacques Rosseu

Assumptions

► Reality is what we observe.

► Experience exists only in the physical world.

► Mind is like a mirror receiving images only from the physical world.

► Nature is a primary self-evident reality, a starting point in philosophizing.

► Investigating and reasoning are important in any effective adjustment to the real world in the control of experience.

Role of Teachers

► Help develop initiative and ability to control experiences.

► Help realize that they can enter into the meaning of their experiences

► The students would be taught factual information for mastery.

Models/Strategies

► The use of Scientific Methods

► Defining the problem

► Observing factors related to problem

► Hypothesizing

► Testing the hypothesis

Educational Aim

► Gives direction and form to individual’s basic potentialities.

► Determines the direction of the individual’s inherited tendencies.

► Provide an education that could produce a good individual and a good society by meeting 4 principal need of an individual.

► Aptitude needs

► Self-determination needs

► Self-realization needs.

► Self-integration needs

Curriculum Emphasis

► Study habits

► Research skills

► Library skills

► Evaluation

► Observation

► Experimentation

► Analytical and critical thinking

School of Thought

► IDEALISM

Thinkers:

► Plato

► Socrates

► Rene Decartes

Assumptions

► Emphasize the importance of mind, soul and spirit.

► Believes in refined wisdom. Based on the view that reality is a world within a person’s mind.

► Schools exist to sharpen the mind and intellectual processes.

► One of the oldest school of thoughts with its origin traced back to Plato’s ideas.

Role of Teachers

► Transmitter of knowledge

► Chief source of inspiration

► Creator of educational environment (teacher-centered).

Models/Strategies

► Lecture-Discussion Method

► Excursion

► Question Method

► Project Method

Educational Aim

► To develop the individual spiritually, mentally, and morally.

Curriculum Emphasis

► Subject Matter of mind:

► literature

► history

► philosophy

► mathematics

► arts

School of Thought

► PRAGMATISM / EXPERIMENTALISM / EMPERICISM

Thinkers:

► John Dewey

► Charles Sanders Peirce

► William James

► Richard Rorty

Assumptions

► Conservative philosophy

► Primarily an American philosophy.

► Focuses on reflective thinking. The knowledge process, the relationship of ideas into action.

► Encourages people to find processes that work in order to attain desired goals.

► Makes use of experience as a source of knowledge

Role of Teachers

► Keeps order in the class

► Facilitates group work

► Encourages and offers suggestions, questions and help in planning

► Curriculum planner.

Models/Strategies

► Experimental Methods

► Statement of the problem

► Hypothesizing

► Investigating or data gathering

► Testing hypothesis

► Forming conclusions

► Creative and constructive projects

► Field trips

► Laboratory work

► Activity-centered

► Student-centered activities

Educational Aim

► For social efficiency.

► Train the students to continuously and actively quest for information and production of new ideas needed to adjust to the ever-changing society.

Curriculum Emphasis

► Creation of new social order

► Integrated and based on the problem of society (NCBTS based).

► Subjects are interdisciplinary.

TRADITIONAL/CONSERVATIVE PHILOSOPHY

School of Thought

► PERENNIALISM

Thinkers:

► Robert Maynard Hutchins

► Mortimer Jerome Adler

► Jacques Maritain

Assumptions

► Most Conservative philosophy

► Education focuses on developing rationality.

► Education is preparation for life, and the students should be taught of the world’s permanencies through structured studies.

► Truths are constant and universal.

► Students must acquire knowledge of unchanging principles.

Role of Teachers

► Known Master of Discipline.

► Source of knowledge (teacher-centered).

Models/Strategies

► Subject-centered.

► Methods of disciplining the mind through reading and discussion

► Memorization to develop mastery.

Educational Aim

► To develop power of thought, internalize truths that are universal and constant.

Curriculum Emphasis

► Great ideas or universal principles.

► Focused on arts and sciences.

School of Thought

► ESSENTIALISM / TRADITIONALISM / CONSERVATISM

Thinkers:

► Plato

► Karl Popper

► John Stuart Mill

► William Bagley

Assumptions

► Assumes that values are embedded in the universe waiting to be discovered and understood.

► Learning is relatively static, since there is only one way to understand the world that is already written in the book (textbook approach to learning).

► Study of knowledge and skills based on the book is imperative to become productive member of the society.

Role of Teachers

► Base the lesson to the book.

► Prepare well-organized lesson to prove that he is an authority of instruction.

Models/Strategies

► Deductive method

► Drill method

► Recitation

► Memorization

Educational Aim

► Provide sound training of the fundamental skills.

► Develop individual to perform justly, skillfully and magnanimously.

Curriculum Emphasis

► Emphasis on essential skills in reading, writing and counting.

► Hard sciences and vocational courses.

CONTEMPORARY PHILOSOPHY

School of Thought

► PROGRESSIVISM

Thinkers:

► William Heard Kilpatrick

► John Dewey

Assumptions

► Exactly opposite of perennialism.

► Assumes that the world changes.

► Learner must be taught to be independent, self-reliant thinker, learn to discipline himself, be responsible for the consequences of his actions.

► Emphasize on the concept of progress which asserts that human beings are capable of improving and perfecting their environment.

► Curriculum must be derived from the needs and interests of the students.

Role of Teachers

► Acts as a resource person

► Guide or facilitator of learning (student-centered).

► Teaches students how to learn and become active problem solvers.

► Teachers provide experiences that will make students active and not passive.

Models/Strategies

► Cooperative learning strategies.

► Reflective strategies

► Problem solving strategies.

Educational Aim

► To provide the learner the necessary skills to be able to interact with his ever changing environment.

Curriculum Emphasis

► Activity and experience centered on life functions.

School of Thought

► EXISTENTIALISM / EXPERIMENTALISM

Thinkers:

► Soren Aabye Kierkegaard

► Jean-Paul Sartre

Assumptions

► Man has no fixed nature and he shapes his being as he lives.

► Man exists of his own choice.

► Reality is what you experience.

► School exists to discover and expand society we live in. Students study

► social experiments and solve problems.

► Existence precedes essence.

Role of Teachers

► Good provider of experiences.

► Effective questioner.

► Mental disciplinarian.

► Creates an atmosphere for active interaction.

► Discuss the different situations based on each individual experiences.

Models/Strategies

► Inquiry Approach

► Question-Answer Method

Educational Aim

► To train an individual for significant and meaningful existence.

Curriculum Emphasis

► Subject-centered.

► Arts for aesthetic expression

► Humanities for ethical values.

School of Thought

► RECONSTRUCTIONALISM

Thinkers:

► Theodore Brameld

► George Sylvester Counts

► Paulo Reglus Neves Freire

► Ivan Illich

Assumptions

► Man to a significant degree plan and control his society.

► Society is in need of constant reconstruction.

► Social change involves a reconstruction of education and the use of education in reconstructing society.

► Mankind has the intellectual, technological, and moral potential to create a world civilization of abundance, health and human capacity.

Role of Teachers

► Lead the learners in designing programs for social, educational, practical and economic change.

► Primary agent of social change.

► Initiates lively discussions on controversial issues, political and educational.

► Enables the learners to critically examine their cultural heritage.

Models/Strategies

► Community-based projects

► Problem-oriented method

Educational Aim

► Education is based on the quest for better society.

► Education enlivens the students’ awareness of different societal problems.

Curriculum Emphasis

► Stresses learning that enable the individual to live in a global milieu.

► Controversial national and international issues.

► Emphasis on social sciences and social research methods; examination of social, economic and political problems.

► Focused on present and future trends

Seven Philosophies of Education

1. Essentialism

· Why Teach – this philosophy contends that teachers teach for learners to acquire basic knowledge, skills and values. Teachers teach “not to radically reshape society but rather to transmit the traditional moral values and intellectual knowledge that students need to become model citizen.”

· What to Teach? – Essentialist program are academically rigorous. The emphasis is on academic content for student to learn the basic skill or the fundamental r’s – reading, riting, rithmetic, right conduct – as these are essential to the acquisition of higher or morecomplex skills needed in preparation for adult life. The essentialist curriculum includes the “traditional disciplines such as math, natural science, history, foreign language, and literature. Essentialist frown upon vocational courses. Or other courses with watered down academic content. The teachers and administrator decide what is most important for the student to learn and place little emphasis on student interests, particularly when they divert time and attention from the academic curriculum.”

· How to Teach – Essentialist teachers emphasize mastery of subject matter. They are expected to be intellectual and moral models of their students. They are seen as “fountain” of information and as ‘Paragon of virtue”, if ever there is such a person, to gain mastery of basic skills, teachers have to observe “core requirements, longer school day, a longer academic year”

2. Progressivism

· Why Teach – progressivist teachers teach to develop learners into becoming enlightened and intelligent citizens of a democratic society. This group of teachers teaches learners so they may live life fully NOW not to prepare them for adult life.

· What to teach – the progressivists are identified with need – based and relevant curriculum. This is a curriculum that “responds to students” needs and that relates to students’ personal lives and experiences.”

Progressivists accept the impermanence of life and inevitability of change. For the progressivists , everything else changes. Change is the only thing that does not change. Hence, progressivists teachers are more concerned with teaching facts or bits of information that are true today but become obsolete tomorrow, they would rather focus their teaching on the teaching of skills or processes in gathering and evaluating information and in problem – solving. The subjects that are given emphasis in progressivists schools are the “natural and Social sciences. Teachers expose students to many new scientific, technological, and social development, reflecting the progressivists otion that progress and change are fundamental.

3. Perennialism

· Why Teach – We are all rational animals. Schools should, therefore, develop the students’ rational and moral powers. According to Aristotle, if we neglect the students’ reasoning skills, we deprive them of the ability to use their higher faculties to control their passions and appetites.

· What to Teach – the Perennialist curriculum is a universal one on the view that all human beings possess the same essential nature. It is heavy on the humanities, on general education. It is not a specialist curriculum but rather a general one. There is less emphasis on vocational and technical education. Philosopher Mortimer Adler claims that the “Great Books of ancient and medieval as well as modern times are a repository of knowledge and wisdom, a tradition of culture which must initiate each generation”. What the Perennialist teachers teach are lifted from the Great Books.

How to Teach – the Perennialist classroom are “centered around Teacher”. The teachers do not allow the students’ interest or experiences to substantially dictate what they teach. They apply whatever creative techniques and other tried and true methods which are believed to be most conducive to disciplining the students’ minds. Stuents engaged in Socratic dialogues, or mutual inquiry sessions to develop an understanding of history’s most timeless concepts.”

4. Existentialism

· Why Teach – the main concern of the existentialists is “to help students understand and appreciate themselves as unique individuals who accept complete responsibility for their thoughts, feelings and actions” Since existence precedes essence “ the existentialist teacher’s role is to help students define their own essence by exposing them to various paths they take in life and by creating an environment in which they freely choose their own preferred way. Since feeling is not divorced from reason in decision making, the existentialist demands the education of the whole person, not just the mind.”

· What to Teach – “In an existentialist curriculum, students are given a wide variety of options from which to choose.” Students are afforded great latitude in their choice of subject matter. The humanities, however are given tremendous emphasis to “provide students with vicarious experiences that will help unleash their own creativity and self-expression. For example, rather than emphasizing historical events, existentialist focus upon the actions of historical individuals, each of whom provide possible models for the students’ own behaviour.

· How to Teach – existentialist methods focus on the individual. Learning is self-paced, self-directed. It includes a great deal of individual contact with the teacher, who relates to each student openly and honestly. To help students known themselves and their place in society, teachers employ values clarification strategy. In the use of such strategy, teachers remain non-judgmental and take care not to impose their values on their students since values are persona.

5. Behaviorism

Why Teach – Behaviorist school are concerned with the modification and shaping of students’ behaviour by providing for a favourable environment, since they believe that they are a product of their environment. They are after students’ who exhibit desirable behaviour in society.

· What to Teach – Because behaviourists look at “people and other animals… as complex combinations of matter that act only in response to internally or externally generated physical stimuli”, behaviourist teachers teach students to respond favourably to various stimuli in the environment.

· How to Teach – behaviourists teachers “ought to arrange environmental conditions so that students can make the responses to stimuli. Physical variables like light, temperature, arrangement of furniture, size and quantity of visual aids have to be controlled to get the desired responses from the learners. Teachers ought to make the stimuli clear and interesting to capture and hold the learners’ attention. They ought to provide appropriate incentives to reinforce positive responses and weaken or eliminate negatives ones.” (Trespeces, 1995)

6. Linguistic Philosophy

· Why Teach – to develop the communication skills of the learner because the ability to articulate, to voice out the meaning and values of things that one obtains from his/her experiences of life and the world is the very essence of man. It is through his/her ability to express himself/herself clearly, to get his/her ideas across, to make known to others the values that he/she has imbibed, the beauty that he/she has seen, the ugliness that he rejects and the truth that he/she has discovered. Teachers in the learner the skill to send messages clearly and receive messages correctly.

· What to Teach – Learners should be taught to communicate clearly – how to send clear – concise messages and how to receive and correctly understand messages sent. Communication takes place in three (3) ways – verbal nonverbal, and paraverbal. Verbal component refers to the content of our message, the choice and arrangement of our words. This can be oral or written. Nonverbal component refers