32
Area: PROFESSIONAL EDUCATION Focus: Principles and Strategies of Teaching incorporating Instructional Planning Prepared by: Prof. CELIA M. ILANAN PART ONE. CONTENT REVIEW I. Relevant Terms A. Principle a general or fundamental law, doctrine or assumption; a primary source or origin; rule or code of conduct B. Approach refers to the teacher’s viewpoint toward the process of teaching C. Method refers to the regular ways or orderly procedures employed by the teachers and the principles needed to accomplish the aims of the learning situations D. Strategy refers to the general design of how the teacher will attack her lesson E. Technique refers to the act, style or manner of performance of the teacher in carrying out the procedures or act of teaching a combination of personality plus the amount of expertise one has in teaching technology(method), subject matter, and pedagogical theory F. Teaching interacting, tutoring or educating refers to pedagogy, training, nurturing involves activities that will enable learners develop holistically (knowledge, values, skills) II. Functions of Principles Principles serve as bases of intelligent and profitable practice Principles should serve not only to stimulate, direct and guide but interpret school practice. III. Types of Principles a. Starting Principles – involve the nature of the learner and his psychological and physiological endowments that make education possible b. Guiding Principles – refer to the procedure, methods of instruction, techniques of the teacher c. Ending Principles - refer to the educational aims, goals, objectives, outcomes, purposes or results of the whole educational scheme IV. Principles of Good / Successful Teaching A. According to John Dewey 1. Teaching is good when the child is made the center of the educative process. 2. Teaching is good when it is well-planned. 3. Teaching is good when the learner is made conscious of the goals or aims to be accomplished. 4. Teaching is good when it provides learning experiences. 5. Teaching is good when there is provision to meet individual differences. 6. Teaching is good when it utilizes the past experiences of the learner. 7. Teaching is good when the learner is stimulated to think and reason. 8. Teaching is good when it is governed by democratic principles. St. Louis Review center, Inc-Davao Tel.no. (082) 224-2515 or 222-8732 1

SLRC - Principles & Strategies of Teaching (2010)

Embed Size (px)

DESCRIPTION

Principles & Strategies of Teaching (2010)

Citation preview

Area: PROFESSIONAL EDUCATION

Area: PROFESSIONAL EDUCATION

Focus: Principles and Strategies of Teaching incorporating Instructional PlanningPrepared by: Prof. CELIA M. ILANANPART ONE. CONTENT REVIEW

I. Relevant Terms

A. Principle

a general or fundamental law, doctrine or assumption; a primary source or origin;

rule or code of conduct

B. Approach

refers to the teachers viewpoint toward the process of teaching

C. Method

refers to the regular ways or orderly procedures employed by the teachers and the principles needed to accomplish the aims of the learning situations

D. Strategy refers to the general design of how the teacher will attack her lesson

E. Technique

refers to the act, style or manner of performance of the teacher in carrying out the procedures or act of teaching

a combination of personality plus the amount of expertise one has in teaching technology(method), subject matter, and pedagogical theoryF. Teaching interacting, tutoring or educating

refers to pedagogy, training, nurturing

involves activities that will enable learners develop holistically (knowledge, values, skills)

II. Functions of Principles

Principles serve as bases of intelligent and profitable practice

Principles should serve not only to stimulate, direct and guide but interpret school practice.

III. Types of Principles

a. Starting Principles involve the nature of the learner and his psychological and physiological endowments that make education possible

b. Guiding Principles refer to the procedure, methods of instruction, techniques of the teacher

c. Ending Principles - refer to the educational aims, goals, objectives, outcomes, purposes or results of the whole educational scheme

IV. Principles of Good / Successful Teaching

A. According to John Dewey

1. Teaching is good when the child is made the center of the educative process.

2. Teaching is good when it is well-planned.

3. Teaching is good when the learner is made conscious of the goals or aims to be accomplished.

4. Teaching is good when it provides learning experiences.

5. Teaching is good when there is provision to meet individual differences.

6. Teaching is good when it utilizes the past experiences of the learner.

7. Teaching is good when the learner is stimulated to think and reason.

8. Teaching is good when it is governed by democratic principles.

9. Teaching is good when the method used is supplemented by another method and instructional devices.

10. Teaching is good when evaluation is made an integral part of the teaching process.

11. Teaching is good when drill or review is made an integral part of teaching and learning.

B. According to Edward Olsen

1. Educate the whole child.

2. Keep the program informal, flexible, and democratic.

3. Capitalize upon present pupil interests.

4. Let motivation be intrinsic.

5. Make learning experiences vivid and direct.

6. Stress problem-solving, the basis of functional learning.

7. Provide for the achievement of lasting pupil satisfactions.

8. Let the curriculum mirror the community.

C. According to Humanistic Teaching

1. Emphatic understanding

2. Respect or non-possessive warmth

3. Genuineness

D. According to James Mursell1. Context setting materialsLevel I Textbook only

Level II Textbook together with supplemental materials

Level III Non-academic and current materials

Level IV Multi-sensory aids

Level V Demonstration and presentation by experts

Level VI Field experiences2. Focus subject matterLevel I Page assignment

Level II Announced topic together with page or chapter references

Level III Broad concepts

Level IV Specific concepts, problem, skills acquisition3. Socialization social setting

Level I Submission

Level II Contribution

Level III Cooperation and collaboration4. Individualization learners purposes, aptitudes, abilities and experimental procedures

Level I Uniform tasks

Level II Homogeneous grouping

Level III Contract plan

Level IV Individual instruction

Level V Large units with optional related activity

Level VI Individual undertakings5. Sequence ordering of learning tasks

Level I Logical succession of blocks of content

Level II Connecting learning/lesson/course through introductions, reviews

Level III Building learners readiness

Level IV Building from emerging meanings6. Evaluation appraisal

Level I Direct results through testing

Level II Relate to objectives and processes

Level III Total learning process and resultsV. Instructional PlanningA. Nature

Planning is the ability to visualize into the future creating arranging, organizing, and designing events into the mind that may occur in the classroom.

Planning is the way of managing time and events.

Planning for instruction provides and type of road map or guide that assists you in creating a flow of events that has and starting and ending point. Planning for teaching is the ability to make decisions about the how and what of teaching.

Instructional planning is the process of sorting, selecting and balancing and synthesizing information from many sources in order to design instructional experiences that will assist learners in attaining the goals and objectives that will meet their needs.B. Functions

Gives an overview of instruction

Facilitates good management and instruction

Makes learning purposeful

Ties instruction events with community resources

Provides for sequencing and pacing

Economizes time

Provides for a variety of instructional activities

Makes learners success more measurable in terms which assists in re-teaching

Creates an opportunity for a higher-level questioning

Assists in ordering supplies

Guides substitute teachersC. Phases

BEFORE INSTRUCTIONS

Preplanning

Gives purpose for learning

Provides overview

Active planning

Provides sequencing and pacing

Builds teaching repertoire DURING INSTRUCTIONS

On-going planning

Responds to learner needs

Provides for re-teaching

Facilitates higher-level questions AFTER INSTRUCTIONS

Post planning

Measures student success

Provides documentation

Signals time to order supplies

D. Planning Sequence

E. Planning Process

1. Affecting variables

Teachers

Students

Content

Learning context

Materials and resources

Time2. Models LONG-TERM PLANNING

involving preparation for a year or semester. It serves the following

purposes:

adapts the curriculum to fit the teachers knowledge and priorities.

helps the teacher to learn the structure and content of the new curricula

develops a practical schedule for instruction.

establishes purposes. UNIT PLANNING

involves breakdown of the framework into specific units. It has uses:

bridges the gap between long term and day-to-day lesson planning

ties objectives and activities together in a logical, coherent manner providing structure for new material LESSON PLANNING

generates specific plan of action for a specific class period. It deals with the what, why, and how to teach.3. Levels

LEVELGOALS OF PLANNINGSOURCES OF INFORMATIONFORM OF PLAN

1. Yearly Planning Establishing general content Students General outline

2. Term Planning Detailing of content to be covered in next three months Direct contact with students

Time constraints set by school schedule Elaboration of outline

3. Unit Planning Developing a sequence of well-organized learning experiences Materials, length of lessons, set up time, demand, format Lists of sequenced activities

4. Weekly

Planning Laying out the

weeks activities

Adjusting schedule for interruptions and special needs Scheduled school interruptions Names and frequency of activities

5. Daily Planning Setting up and

arranging

classroom for the

next day

Preparing students for days activities Assessment of class disposition at start of day

Continued interest, involvement and enthusiasm Schedule for day written on the chalkboard and discussed with students

VI. MANAGING INSTRUCTION A. Determining Instructional Objectives Are specific statements of intermediate learning outcomes necessary for acquiring a terminal (specific statements describing what the learner is to do at the end of instruction) performance

1. Aims

Refer to broad statements about the intent of education

Broad guides for translating the needs of society into educational policy

Preparing students for democratic citizenship

2. Goals

Statements that will describe what schools are expected to accomplish

Statements that cut across subjects and grade levels and represent the entire school program

Development of reading skills3. Objectives

Description of what eventually take place in the classroom

Specific skills, tasks and attitudes stated in behavioral terms, which are observable, measurable and attainable

Are guidelines to be taught and learned, standard way of judging objectives achieved on a certain level or not

Guide teachers in making decision on what to cover, to emphasize, what content to select and what learning experiences to express so that the kind of activities and methods to be used should cope and jibe in making teaching and learning effective

Taxonomy of Objectives

TAXONOMY / CLASSIFICATIONEXAMPLES OF INFINITIVESSAMPLE OBJECTIVE

A. Cognitive - Benjamin Bloom

1. Knowledge recalling

previously learned

materialTo define, to recall, to identifyTo identify the capital of France

2. Comprehension restating previously learned material into ones own wordsTo translate, to interpret, to estimate, to transform, to explain, to differentiateTo interpret a table showing the population density of the world

3. Application using the knowledge into a new situation or problemTo use, to classify, to organizeTo predict the probable effect of a change in temperature on a chemical

4. Analysis breaking the knowledge into parts and making relationship among ideasTo categorize, to contrast, to deduce, to compare To deduce facts from a hypothesis

5. Synthesis producing wholes from the parts or producing a new wholeTo write, to plan, to produceTo produce an original piece of art

6. Evaluation judging the value of knowledge or the material learnedTo judge, to assess, to appraiseTo recognize fallacies in an argument

B. Affective - David Krathwohl

1. Receiving willingness to be aware and pay attention to stimulus or phenomenonTo choose, to hold, to point to, to describeTo listen to others with respect.

2. Responding reacting to an event through participationTo comply, to follow, to practice, to volunteerTo participate in class discussions.

3. Valuing evaluating beliefs in the form of acceptance, preference, commitmentTo initiate, to invite, to shareTo show sensitivity towards individual and cultural differences.

4. Organization

organizing the values in relation to each otherTo alter, to combine, to organizeTo create a life plan in harmony with abilities, interests, and beliefs.

5. Characterization acts in accordance with the accepted value and becomes part of the

personalityTo act, to display, to perform, to practiceTo cooperate in group activities.

C. Psychomotor - Anita Harrow

1. Reflex movements To stretch, to straightenTo contract a muscle

2. Fundamental

movementsTo crawl, to creep, to walkTo run a 100-yard dash

3. Perceptual abilitiesTo catch, to write, to balanceTo distinguish distant and close sounds

4. Physical abilitiesTo endure, to improve, to move, to start, to touchTo do five sit-ups

5. Skilled movementsTo type, to file, to paintTo dance the basic steps of waltz

6. Non-discursive

communicationTo gesture, to perform skillfully, to stand, to sitTo act a part in a play

B. Determining Methods1. Factors to Consider in Choosing a Method

a. Objectives- the aims or expected outcomes of the lesson

b. Subject matter- refers to the substance of teaching

c. Learners- considers ( nature, problems, needs and interests) as the center of the educational process

d. Materials & technology- tools and devices for the lesson

e. Time allotment- refers to the amount of time available for the lesson

f. Teacher- The skills and preferences influence the appropriateness of teaching methods to be used. S/He must have a clear understanding of the principles and techniques involved. S/He should be familiar with the lesson. Effective teacher adapts his/her teaching methods to his/her students.

g. School Environment Also refers to the community and society at large

2. Principles for determining method

a. The method must utilize the theory of self-activity.

b. The method must utilize the laws of learning.

c. The method must aid the learner in defining his own purposes by setting the situation for the emergence of a desirable purpose.

d. The method must start from what is known already to the students.

e. The method must be based on the accepted, well-integrated educational theory and practice which is designed to unify the work of teaching and learning.

f. The method must provide the learners with numerous and diverse learning experiences or activities.

g. The method must challenge and encourage the learner to further activities which involve the process of differentiation and integration.

h. The method must provide opportunity for the learner to ask and answer questions.

i. The method to be used must be supplemented by other methods.

3. Types of teaching methods / strategies

ELEMENTSTRADITIONALPROGRESSIVE

1. ObjectivesSubject-centeredChild-centered

2. TeacherDominates the activitiesActs as guidance counselor

3. CurriculumFixed curriculum activitiesFlexible curriculum

4. DisciplineEnforces strict disciplineDiscipline is preventive

5. MethodsTime-testedEmerging

a. Traditional/Time-tested methods of teaching - These are the methods that have stood the test of time and still are being used at present. Inductive method- This would help pupils discover important rules or truth for themselves through careful observations of specific cases or examples leading to generalizations. The steps are: preparation, presentation, comparison and abstraction, generalization, and application.

Deductive method- This is the reverse of inductive method. This method begins with a rule that is applied to specific cases for the purpose of testing the rule. The steps are: statement of the problem, generalization, inference and verification.

Type Study method- This is closely akin to inductive method except that only one case is studied. The steps are: selection of topic as a type to be studied, appreciation and motivation, statement of the typical case or the model that will serve as basis for comparison, study of details, and comparison of details with the model, and generalization.

Problem-solving method- This is an application of John Deweys reflective thinking theory. This makes use of a problem as a nucleus which will make pupils work toward its solution. The steps are: recognition and statement of the problem, critical evaluation of suggested solutions, verification of accepted solutions.

Project method- A purposeful and constructive activity needing both intellectual and physical solution. The procedure consists of purposing, planning, executing and evaluating.

Laboratory method- This method uses experimentation with apparatus and materials to discover or verify facts and study specific relationships. It deals with firsthand experiences regarding facts obtained from investigation and experimentation. Its steps are: introductory steps for orientation and motivation, work period and culminating activities. It promotes information acquisition through observation, experimental solutions to problems guided by reflective thinking and acquisition of skill in manipulation.

Expository method- Exposition means telling, explaining. The steps are: approach(establishing proper mind set), presentation(explanation by the teacher), and application(in the form of test, creative work, etc.)

Demonstration or Showing method- In this method, the teacher or a select group of pupils perform the activity. The class learns by merely observing. The steps are similar to the laboratory method.

Unit method or Morrison technique- This is the forerunner of the integrative technique. This is often used in the teaching of geography, history, government, and economics. Its steps are: exploration, presentation, assimilation, organization, and recitation.

Lecture method- Bossing defines lecture as a teaching procedure for clarifying or explaining a major idea cast in the form of question or problem. This is very effective when the lecturer has the information or materials which pupils cannot avail of. The steps are: introduction to the lecture, presentation of the body of the lecture, and conclusion (closure, completion, culmination). This is also considered as the most authoritative method of teaching.

b. Progressive methods of teaching - These are the newer and more improved and informal methods of teaching. These are the modern practices which have replaced the undesirable features of the so-called lesson hearing procedures.

Integrative technique- Integration is something that happens to an individual. This is concerned with the development of a well-rounded personality --- one which adjust and respond to situations in a meaningful way. The steps are: initiation, planning of activities, assimilation, culminating activity and evaluation.

Discovery approach- This method refers to an inductive method in guiding pupils to discuss and organize ideas and processes by themselves. It means keeping them use ideas already acquired as a means of discovering new ideas. The steps are: 1)preparation, 2)identification and exploration and statement of the hypothesis, 3)experimentation and gathering data, 4)solution of a tentative hypothesis, 5)verification and 6)generalization.

Process approach- This is an approach to Science instruction. The amount of emphasis is placed on the processes such as measurement, inference, hypothesis, prediction, control of variables, experimentation and communication. The steps are: motivation, getting acquainted with the materials on the table, involvement activities, extension activities.

Conceptual approach- In this approach, subject matter is taught to enable pupils to develop concepts. (A concept is ones mental picture of anything--- an idea, an object or procedure; it will vary from one person to another, depending on previous experiences. The steps are: initiation, recognizing, identifying and defining major and minor problems, hypothesizing, grouping, gathering data; organizing and summarizing: reporting; testing and accepting and rejecting hypothesis; conceptualizing, and generalizing; and evaluating.

Mastery learning- It is a strategy for optimizing learning which considers the individual capacity and needs of the learners. Instruction is individualized by means of an on-going feedback--- correction process. The procedures may be divided into two phases: the preparatory phase which includes the selection of subject area lesson, breaking down of the big unit into small learning tasks, preparation of hierarchy of learning items, and the instructional phase which includes the construction of formative and summative tests, feedback, and diversified grouping; summative testing.

c. Repertoire of Teaching Strategies

Team teaching- In team teaching, there are two or more teachers involved who work cooperatively with the same group of students for some period of time.

Programmed instruction- This is based on Pavlovs principle of classical conditioning. It is a technique of self-instruction. There are two types of programmed instructional materials--- teaching machine and programmed textbook. The teaching machine is a mechanical device which presents the learning material to the pupil, test him on his mastery (feedback) of his wrong responses. In its simplest form, the teaching machine program contains printed statements in framer, each of which performs simple instructional functions. In the programmed textbook, the pupil is required to perform the steps of a learning experience all at the same time: presentation, response and reinforcements.

Individually Prescribed Instruction (IPI)- It is highly structured instructional strategy in which the students demonstrates mastery, approximately 85% level of performance, on carefully sequenced learning tasks in a prescribed unit base on criterion referenced tests. At specific intervals in the sequence of instruction, the student completes a curriculum-embedded test (CET), a brief test measuring the students mastery of the objectives he is working on. The student works at his/her own paces. Pretests and posttests are given for each unit aside from a series of placement tests given at the beginning of the school year.

Metacognitive Teaching- Learners are trained to become aware of and to exert control over their own learning using metacognitive processes. It may be in form of advance organization, organizational planning, directed attention, selective attention, self-monitoring, self-evaluation, auditory representation.

Constructivist Approach to Education- Learners use their own experiences to create understanding that makes sense to them. Meaningful learning occurs within authentic learning tasks.

Problem-based Instruction / Problem-based Learning- A collection of integrative teaching strategies that use problems as the focus for direction, teaching problem-solving skills while developing self-directed learning. Students are actively involved in learning while investigating the problem, designing strategies, and finding solutions.

Multiple Intelligences (MI) - It was developed by Howard Gardner who proposed different intelligences namely linguistic intelligence, logical-mathematical intelligence, spatial intelligence, bodily kinesthetic intelligence, interpersonal intelligence, intrapersonal intelligence, naturalistic intelligence, and existentialist/spiritualist intelligence.

Reflective Teaching Learners learn from own experiences by considering alternative interpretations of experiences, actions, discussions, beliefs, using introspection and analysis

Role playing- It is a dramatic technique in which people attempt to portray a situation by putting themselves in the role of the participants. It is known as impromptu or unrehearsed drama. Most of the time, role playing is the spontaneous acting out of problems or situations.

Panel- It is a fairly, informal setting in which four to six participants with a chairman discuss a topic among themselves.

Symposium- This is a more formal setting in which the participants present speeches representing the different positions and then open up for questions from the floor.

Buzz session- is an opportunity for students to meet together briefly in small group of four to seven to share with such other opinions, viewpoints and reactions and acquires no formal preparation of lengthy follow-up. It can be held successfully with familiar topics that need group opinions, evaluations, planning or interaction.

Brainstorming- is a technique for generating ideas and stimulating meaningful discussion and problem-solving activity. This is a no holds barred or anything goes discussion.

Jury trial technique- combines elements of group work, research study and panel presentation. It uses simulated court room procedures to discuss an issue or problem.

Simulation- is an enactment of a make believe episode as much like the real thing as possible.

Field trip- The pupils go out of the classroom and gather information from other places such as theater, museum, garden, rivers, etc

Socratic Instruction- or questioning. Socratic questioning fosters critical thinking, evaluation, and knowledge application in students and should be used as frequently as possible in assignments and class discussions. Dales Cone of Experience

%age of RetentionStrategiesLearning Outcomes

10% of what they readReadDefine Explain List Describe

20% of what they hearHear

30% of what they seeView Images / Watch videoDemonstrate Apply Practice

50% of what they hear and seeAttend exhibits / Watch a demonstration

70% of what they say and writeParticipate in Hands-on Workshop / Design Collaborative LessonsAnalyze Design Create Evaluate

90% of what they doSimulate or Model a Real Experience / Design or Perform a Presentation (Do the Real Thing)

Peer Tutoring - Also called pairing students; the assignment of students to help one another on a one-to-one basis or in small groups in a variety of situations

Distance Learning - is defined as 'any form of teaching and learning in which the teacher and learner are not in the same place at the same time' (Gilbert, 1995).

Small-Group Instruction- Works best in rooms with movable furniture

Seven logical criteria for grouping

a. ability

b. interest

c. skill

d. viewpoint

e. activity or project

f. integration

g. arbitrary Cooperative learning is a face-to-face interaction in small groups. Grouping is done heterogeneously. Collaborative skills are explicitly taught.

a. Jigsaw

b. Group Investigation

c. Numbered Heads Together

C. Determining Learning Activities Involves classroom action and interaction that happen during the teaching-learning process

1. Principles in selecting learning activities

Learning activities

a. should contribute to the attainment of the lesson objective/s;

b. must suit learners level, teaching method, subject matter, time and context of the teaching situation;

c. have to be interactive for holistic learner development;

d. properly sequenced;

e. should consider the laws of learning; and

f. must engage students with direct experience.2. Types of Learning Activities

a. Introductory activities include gaining students attention, informing them of the lesson objective/s, and recalling previous lesson

b. Developmental activities are tasks necessary for the attainment of the lesson objective/s which take into consideration methods of teaching used, logical presentation of the lesson content, relevant activities, interaction between teacher and student and among students themselves, and independent practice

c. Concluding activities - comprise synthesis of the lesson and evaluation D. Determining Instructional Materials / Technology

1. Purposes

Motivating students

Contributing to understanding

Providing varied learning experiences

Reinforcing learning

Allowing for different interests

Encouraging participation

Providing experiences that might not otherwise be had

Changing attitudes and feelings

2. Types

TYPEADVANTAGESLIMITATIONS

1. Textbook Provides an outline that the teacher can use in planning courses, units and lessons

Summarizes a great deal of pertinent information

Enables the students to take home in convenient form most of the material they need to learn for the course

Provides a common resource for all students to follow

Includes teaching aids and summaries and review questions

Provides the teacher with ideas

Relieves the teacher of preparing material fit for the course In many classes, it becomes the only point of view in the course

They are usually written for a national audience, so they do not consider local issues or community problems

Because they are geared for the greatest number of average students, they may not meet the needs and interests of any particular group of students

2. Workbook Exercises are related to abstract or new learning

Exercises are interesting and maintain students interest

Exercises exist in proper quantity

Students can do and perform majority of the exercises Sometimes used as a form of busywork, even worse as a substitute for teaching

It sometimes overemphasize factual and low-level information

3. Chalkboard / Display

board It allows for spontaneity, speed and change

It can fit the tempo of any lesson in any subject

It is particularly valuable for emphasizing the main points of a lesson and working out problems for the whole class to see Sometimes it is overused

Many teachers rely too heavily on it to the exclusion of other visual aids

4. Audio Materials They are easy to prepare

They are portable and easy to operate

When duplicated, it is easy and economical

The enhance the learning of verbal information

They capture real sound

They allow one to record and listen to his/her own sound

They enable one to repeat listening as frequently as desired They involve auditory organ only

They have a tendency for overuse

They are sensitive to noise and other unnecessary sounds

5. Visuals (realias,

pictures, graphs,

photographs, etc.) Permit close-up study at individuals own pacing

Attract students attention and concentration

Add variety and interest to the lesson

Cut down unnecessary teacher talking time Bring ambiguous ideas when not labeled

Not adaptable for large classes

Require photographic skills and equipment

6. Overhead Transparencies

and Projectors Can present information in systematic and developmental sequences Cause bulb to blow after longer use

7. Slides / Slides

Projector Results in realistic reproduction of original subjects

Can be combined with taped narration for greater effectiveness

May be adapted to group or individual use Can get out of sequence and be projected incorrectly if slides are handled individually

8. Television Magnify visual images

Allow telecommunication or the ability to observe an event at a distance

Enable one to see unreachable places Impose unpredictable scheduling constraints

9. Videotape /

Video

cassette Playback capability of video recording permits analysis of the on-the-spot action Must fit technical requirements of television video

Script writing is difficult and time-consuming

10. Computer

Programs Allow one to learn at his own pace and can renew the materials as many times as needed for understanding

Allow interactive presentation purposes

Are being used even in the absence of the teacher

Allow one to commit errors and be corrected without being humiliated in front of the class Difficulty in trouble shooting technical problems

Require computer literacy

11. Internet Allows students to converse and discuss curriculum-based projects with other students beyond the local community

Acquire wide-range of on-line information as well as on-line publications Difficulty in acquiring open communication line

Installation and equipment fees and equipment are expensive

3. Principles in the Selection and Utilization of Educational/Instructional Technology a. General

Materials should be relevant to the instruction.

It should provide for a systematic and cumulative review of what has been taught.

It should reflect the important aspects of what is being taught.

Form should be readily accessible.

The vocabulary and concept level of materials should relate to that of the rest of the subject.

Language used must be consistent with the lesson / textbook.

Instructions should be clear and easy to follow.

Layout of pages should be attractive and useful.

It should contain enough content.

It should contain a sufficient number of tasks that provide practice.

Content of materials must be accurate and precise.

Tasks should be fun.

The instructional design of individual tasks and of task sequences should be carefully planned.

It should have a limit on the number of different materials (to avoid confusion and overloading).

b. Specific

1. Using Textbooks Do not become so hypnotized by the textbook that you follow it rigidly.

Adapt the textbook to the needs of the students and the objectives of the lesson.

Organize guide sheets for each chapter.

Do not assign work in a textbook without referring to and assigning follow-up activities at the end of the chapter.

Teach students how to interpret and use aids in the text.2. Using Workbooks Objective

Readability

Utility

Cognition

Content coverage

Audio-visuals

Learning theory

Pedagogical aids

Physical characteristics

Teacher training

3. Using Journals, Magazines, and Newspapers Be sure that journal, magazine, and newspaper articles are within the students reading and comprehension range.

Select those materials that are readily available and affordable.

The journal, magazine, or newspaper articles should be compatible with the teaching goals.

Train students in reading and evaluating these materials.

Train students to use the materials in independent study and research.

Journal, magazine, and newspaper articles are excellent sources for student reports.

These materials are also excellent sources for thinking about ideas, selecting and using information for assignments, and identifying and solving problems independently or in a group.

Keep a file of these pertinent materials to supplement the text and incorporate into the unit or lesson plan.

4. Using the Chalkboard Write legibly and large enough for all to see.

Use the chalkboard as if you were writing on paper.

While writing, stand to one side of the board as much as possible so you can maintain eye contact with the students.

When referring to work already on the chalkboard, stand to the side so you dont block the students view.

Dont talk toward the chalkboard while writing on it.

If the chalkboard space is limited, draw a line down the middle of the board.

Organize your chalkboard work ahead of time.

Dont clutter the board.

If you must abbreviate, use standard forms.

Utilize colored chalk, rulers, string, stencils, and other materials to make your illustrations more effective.

Dont get embarrassed or show resentment if you make a mistake and a student corrects you.

5. Using Films, Filmstrips, Filmslides and Overhead Projectors

Keep the film lists up to date.

Preview the film to make sure it is appropriate to the students interests and maturity level and to familiarize yourself with the content.

Arrange to have the projector and screen or video equipment in the

classroom and set up on the day scheduled for showing the film.

Be sure all the students can see the screen.

Prepare the students for the presentation.

Note-taking is difficult in a darkened room and should not be expected or encouraged while the projector is running.

Use the equipment properly. Handle it with care.

Label materials properly for filing and reshowing.

Be sure the materials are appropriate for the students interests and maturity level and they fulfill your instructional objective.

Focus the materials properly.

Arrange the materials in sequence with the lesson.

View the film without interruption, if possible.

If commentary is needed during the movie, either stop the projector or

reduce the volume, but do this as little as possible.

Allow time for discussion after the film.

Be sure to put the film back properly into its container.

Disconnect all wires.

6. Using Television Select the programs to coincide with the learners level of interest and maturity and with instructional objectives.

Make sure the classroom or media center is suitable for viewing the program.

The classroom television set should have at least a 21-inch screen.

Lights should be left on if students are to take notes.

There should be no glare or reflected light on the screen.

Before s program is viewed, give students any necessary background data and tell them what to expect.

Avoid using the program as a lecturing device or a substitute for instruction.

Ask the students to save their questions and comments until the end of the program.

After the program, hold a discussion to analyze the main points.

The ideal program lasts no longer than two-thirds of the subject period.

By using videotapes, programs can fit into the daily class schedule.

When assigning programs for homework, make sure all students have access to a television set.

7. Using Computers and Computer Software The use of computer in the classroom should correspond with the schools goals.

If only one computer is available for class use, you will have to devise large-group instruction or divide the class into smaller groups that take turns at the computer.

A group of teachers or curriculum specialists should preview software before it is purchased by the school.

Decide on what you want to do with the computer.

Establish criteria for use based on the objectives of your subject and the abilities and needs of your students.

The software should be suitable for your instructional grouping.

The software should be easy to use.

The software should be sound in terms of instructional and learning theory.

The software should be capable of being integrated with other software and with traditional materials into a comprehensive curriculum and instructional package.

You should know how to use both floppy and hard disks.

Software should provide user feedback on the display about what part of the process is taking place and whether it is proceeding normally.

Periodically, review and evaluate the software for quality and variety on a team basis.

4. Factors Affecting the Selection of Media for Instruction

a. Human factors

1. Learner factor

individual differences

attention span

number of learners

physical disabilities of learners

2. Teacher factor

skills

habits

attitudes b. Instructional method

c. Practical constraints

objectives

availability

time

resources5. Factors Affecting Resistance to Change in Media Utilization in the Classroom

Technophobia- refers to ones fear in the use of technology due to limited

exposure to new ideas and new equipment

Inhibition of human contact- between teachers and pupils

Economic

Reliability- when faced with technical problems

Lack of production ability- unavailability of commercialized programs that really fit in the local curriculum

No standardization- refers to the incompatibility among different brands of microcomputer operating systems.

Lack of integration in the classroom- should be done right at the planning stage and not as an after thoughtE. Determining Evaluation Instrument

Aims to determine student mastery of what has been taught

Evaluation type

1. Prior to Instruction

Determines learners entry behavior (knowledge/ skills/ attitudes)

Makes use of aptitude test, pretest, etc

2. During Instruction

Provides on-going feedback (needed changes in subsequent learning experiences and correcting specific learning errors) Makes use of paper and pencil tests and observational methods3. After Instruction

Provides information on how well students have attained objectives, what rating they deserve to get, etc

Makes use of achievement tests, rating scales, etc.

VII. Lesson Plan

Sets forth the proposed program or instructional activities for each day

A daily plan

A step-by-step approach to learning Components

a. Objectives

May be phrased as statements or questionsb. Subject Matter

Topic/concept

References

Materialsc. Learning Activities

Review / Drill

Motivation

Presentation of the lesson

Generalization

Application (dramatization, storytelling, oral reading, construction and drawing, written compositions, singing/poems, tests, creative work, solution of problems)d. Evaluation

Pose several thought-provoking questions that summarize previous learning

Ask for a comparison of what has already been learned with what is being learned

Assign review questions

Administer a short quize. Assignment

Should be interesting

Should be directed to definite concepts

Provision should be made for individual differences

Should be explained or examples should be given if necessary

Should be monitored for completion or accuracy

PART TWO. ANALYZING TEST ITEMS

1. Mrs. Miranda makes a systematic outline of what she is going to do in her new lesson in English. In making the outline, she listed the steps she will undertake together with those of her students during the whole period. This refers to

A. teaching style

C. teaching strategy

B. method of teaching

D. technique of teaching

2. Which factor is LEAST considered by the teacher when choosing a teaching method?

A. Setting B. Materials

C. Learners

D. Objectives

3. Ms. Santiago, the Science teacher thought of giving all the groups of V-Matulungin the chance to perform the experiment. However, the chemicals are not sufficient. What method should she use?

A. Project B. Laboratory

C. Lecture

D. Demonstration

4. Mr. Santos teaches Economics in high school. Because of many disruptions in the lessons in the past days, he had to take up so many topics on the last recitation day of the week. What method should he use?

A. Project method

C. Lecture method

B. Discovery approach

D. Demonstration method

5. Ms. Manalansan wishes to make her pupils familiar with the parts and uses of a microscope. What teaching method will she use?

A. Discovery

C. Demonstration

B. Experimentation

D. Process approach

6. Which is the best way to present Toms analysis on the present population of the different cities and municipalities of Metro Manila?

A. By means of a table

C. By means of a graph

B. By looking for a pattern

D. By guessing and checking

7. Mr. Villanueva makes use of the problem-solving method of teaching in his Social Studies lesson. Which teaching strategy is parallel to this?

A. Inquiry learning

C. Cooperative learning

B. Experiential learning

D. Participatory learning

8. There are several reasons why problem-solving is taught in Math. Which is the LEAST important?

A. It is the main goal for the study of Math.

B. It provides the content in which concepts and skills are learned and applied.

C. It provides an opportunity to develop critical and analytical thinking.

D. It provides pupils an opportunity to relate Math with the real world.

9. Mr. Velasco would like to make his lesson in Science interesting and functional, so he gives opportunity to his students to develop and apply the skills in observing, predicting, inferring, classifying, measuring, and communicating. What method is he using?

A. Process approach

C. Mastery learning

B. Discovery approach

D. Cooperative learning

10. Using devices like pictures or models about a lesson will motivate pupils to learn and get them to work. Which will describe these activities?

A. Initiating activities

C. Evaluation activities

B. Culminating activities

D. Developmental activities

11. Mrs. Belarde is a teacher in a barrio high school where newspapers are delivered irregularly. Knowing the importance of keeping the students aware of current affairs, what is probably the best way of getting useful current information?

A. Gather back issues of newspapers and let pupils compile them

B. Urge the pupils to listen to stories circulating in the community

C. Encourage the pupils to listen to daily broadcast from a transistor radio

D. The teacher should try all available means to get the newspaper delivered to the school

12. Mrs. Trinidad is preparing a lecture on the ways of conserving and preserving marine life in their barangay. She would like to make her lecture more understandable and meaningful by using some devices. What is the most important thing she should consider in the selection and utilization of teaching aids and devices?

A. Availability of these devices

B. Attractiveness of these devices

C. Objectives to be achieved in the teaching-learning process

D. Degree of interest that could be aroused in the students

13. In which phase of the lesson does the learner identify and analyze events, ideas or objects to state similarities and differences that exist among them?

A. Preparation B. GeneralizationC. Application

D. Comparison & abstraction

14. Which part of the lesson is involved in the giving of situation or activities based on the concepts learned?

A. Preparation

C. Application

B. Generalization

D. Comparison & abstraction

15. Which method is suited if the objective is to describe the effect of heat on matter?

A. Project method

C. Problem method

B. Laboratory method

D. Expository method

16. Mr. Castro presented plane figures classified as circle, square, triangle and rectangle. Later, he asked the pupils to define each of the classification. What method did he use?

A. Inductive

C. Deductive

B. Laboratory

D. Expository

17. Which method is suited for teaching a folk dance in PE?

A. Inductive

C. Demonstration

B. Expository

D. Laboratory

18. The newer and broader concept of method gives emphasis on the why rather than the how. This is relevant to the suggested response in teaching methodology. It implies that

A. there is best method

B. a typical one will be good for any subject

C. these methods should be standardized for different subjects

D. teaching strategies should favor inquiry and problem solving

19. The teachers role in problem solving method is

A. to set up the problem

B. to test the conclusion

C. to propose ways of obtaining the needed data

D. to help the learners define what is it to be solved

20. Ms. Enriquez knows that concepts are learned easily by students when they are meaningful. Meaningfulness depends on

A. the amount of practice

C. the teachers act of questioning

B. the variety of learning activities

D. the attractiveness of the devices used

21. Which is a sign of a well-motivated lesson?

A. The class is quiet.

B. The children have something to do.

C. The teacher can leave the pupils to attend to some activities.

D. There are varied procedures and activities undertaken by the pupils.

22. What is the most appropriate reason for providing the pupils with situations wherein there is a lot of personal contact with teachers and classmates?

A. It offers real and vital educative opportunities for indirect moral instruction.

B. It provides for actual practice of the different character traits taken up in class.

C. It is a very good evaluation instrument for pupils behavior outside the classroom.

D. It makes the pupils realize the necessity of conducting oneself in the right and acceptable way.

23. Individuals should be developed in the cognitive, psychomotor as well as in the affective aspect. Why is there a need to give importance to the affective development of the individuals?

A. It helps them develop a sound value system.

B. Their actions are dominated by their feelings.

C. It helps them develop an adequate knowledge of good actions.

D. Their awareness of the consequences of their discussion is sharpened.

24. Which will be the best way of giving deeper meaning to concepts?

A. Select only the topics familiar to students.

B. Link the new ideas to students prior knowledge.

C. Make pupils memorize definitions of concepts.

D. Suggest to pupils to consult the dictionary to explain the meaning of concepts.

25. Which is an indicator that a pupil has NOT learned the concept?

A. The pupil can give attributes of the concept.

B. The pupil can summarize the ideas shared about the concept

C. The pupil can distinguish examples from non-examples of the concept.

D. The pupil gets a failing grade in the test given after the concept has been discussed.

26. Which should be the focus of attention whenever the teacher prepares objectives of the lesson?

A. Curriculum

C. Teachers ability

B. Methodology

D. Learners ability

27. The most recent and effective strategy of teaching which modern teacher accepts is

A. Discovery learning

C. Experiential learning

B. Development learning

D. Experimental learning

28. When the strategy employed by a teacher calls for a passive participation of the learners, then such teacher belongs to the group of

A. modern teachers

C. up-to-date teachers

B. progressive teachers

D. conventional teachers

29. Inquiry learning as a teaching strategy requires a lot of

A. readings

C. writings

B. experimentation

D. problems/questions

30. Which of the following strategies gives the learner the opportunity to do what he thinks is best for him to do about the lesson?

A. Group learning

C. Peer mediated learning

B. Cooperative learning

D. Individualized learning

31. The strategy of teaching which makes use of the old concept of each-one-teach-one of the sixtys is similar to

A. peer learning

C. partner learning

B. independent learning

D. cooperative learning

32. Ms. Naval gives her students all the opportunities to participate actively during the development of the lesson. She can be labeled as a

A. outmoded teacher

C. traditional teacher

B. progressive teacher

D. conventional teacher

33. When few of the students are utilized by the teacher to help him teach some of the desired skills of the lesson, this is

A. group learning

C. cooperative learning

B. independent learning

D. peer-mediated learning

34. What do you call the strategy of teaching which is based on the mental ability of the children coupled with repeated testing of materials?

A. Part learning

C. Group learning

B. Mastery learning

D. Whole class learning

35. What principle is behind the use of true-to-life situation strategies in order to make the lesson realistic?

A. Variety

B. Validity

C. Relevance

D. Appropriateness

36. What principle does the teacher use in selecting a strategy suited to the childrens level of learning, needs and problems?

A. Scope

B. Validity

C. Variety

D. Appropriateness

37. After a long discussion of the lesson, Ms. Villaruis asked her students to give a synthesis of the whole thing. What part of the lesson is this?

A. Motivation

B. Application

C. Evaluation

D. Generalization

38. Ms. Sunglao, an Arts teacher always encourages her students to draw without models. She tells her students to paint any subject they wanted where they can express themselves freely. What strategy is behind this?

A. Mastery learning

C. Liberated learning

B. Independent learning

D. Individualized learning

39. A lesson which employs different strategies is observing the principle of

A. scopeB. validity

C. variety

D. appropriateness

40. Albert, a senior student viewed a video taped lesson about Science. Although he was alone, he learned plenty of information from the tape. The next day he shared his experience with his classmates. What strategy is this?

A. TV learning

C. Video tape viewing

B. Computer programming

D. Computer assisted learning

41. Which statement explains hierarchy in the selection of objectives in the classroom?

A. Each level is built upon and assumes acquisition of skills from the previous level.

B. They are broad and value-laden statements that lead to the philosophy of education.

C. Be idealistic and ambitious to begin with grandiose scheme for using taxonomy in all levels.

D. These are guidelines to be taught and learned where teachers and students evaluate learning.

42. In the taxonomy of educational objectives, the domains are stated from simple to complex level. Among these objectives, which belongs to the simple structure?

A. To identify places mentioned in the story.

B. To differentiate low from high level of degrees.

C. To give the available resources that could be recycled to useful things.

D. To explain the procedure in changing improper fraction to mixed number.

43. Which of these is NOT correct?

A. Lesson plan should be a constant state of revision.

B. A good daily lesson plan ensures a better discussion.

C. Students should never see a teacher using a lesson plan.

D. All teachers regardless of their experience should have daily lesson plan.

44. When you observed the teacher reviewing the plan with the class and assign students to check off the activities on the days agenda as they are completed, what form of a plan is shown?

A. daily

B. yearly

C. weekly

D. quarterly

45. Mr. Albertos pupils became restless because he lets her class wait for a long time before he begins the lesson. What do you think should he consider in planning her lesson?

A. Development of materials

B. Sequence the content of the curriculum

C. Transmission of information from the textbook to the pupil

D. Provision for a smooth flow of instructional events and activities during and between lessons

46. Mr. Basa is applying for a new teaching job. As part of the training, he was asked to prepare a demonstration teaching. Which of the following should be considered first in writing a lesson plan?

A. the instructional activity

C. the instructional materials

B. the childrens grade levelD. the objectives in the three domains of the lesson

47. Problem solving lessons are very evident in Math. How would you teach the concept of money using first hand experience in this activity?

A. Let them buy in the canteen to experience the actual use of money.

B. Establish a sari-sari store where anyone plays as saleslady and costumer.

C. Have many activities involving mastery learning like doing seat work exercises in the book.

D. Everyone brings coins with different denominations and ask questions that will involve the total amount or change.

48. What shall a teacher find in a course of study?

A. Skills B. Concepts

C. Content

D. A, B, C

49. Which of the following psychomotor objective is correctly written?

A. To play the piano in the key of C chords

B. To improve playing the piano in the key of C.

C. To interpret properly the chords of Key of C in the piano

D. To exhibit excellent playing of piano in the key of C

50. What should be the teachers main concern to make her/his topic understandable and meaningful to her/his students?

A. Materials to be utilized

C. Organization of the lesson

B. Technicality of the lesson

D. Age, ability, needs & interest of the student51. Which must be primarily considered in the choice of instructional aid?

A. Must be new and skillfully made

B. Must be suited to the lesson objective

C. Must stimulate and maintain student interest

D. Must be updated and relevant to Filipino setting52. What is the brain of the computer?

A. Mouse

B. Monitor

C. CPU

D. Keyboard53. In what way can instructional aids enhance learning?

A. Entertain students

C. Take the place of the teacher

B. Reinforce learning

D. Hold students in the classroom54. Which of the following may result to optimal use of multi-media resources and computers?

A. Speed learningB. Interactive learning

C. Increased learning D. Broader learning55. Miss Myla wants to show the class a magnified picture of the Taal Volcano mounted on a cartolina. Which one will she use?

A. SlideB. Filmstrip

C. Opaque projector D. Overhead projector56. Why is it necessary to study the learners before selecting and using instructional materials?

A. To understand what the teacher wants best

B. To get to know their needs and interest better

C. To choose the best medium to meet the objectives

D. To provide them with many instructional aids as possible

57. Why should teachers state the instructional objectives before using the instructional media?

A. To know which media to use best

B. To now how to operate the equipment

C. To know which instructional medium is available

D. To know how to prepare the instructional materials

58. Which of the following is the best thing for Mrs. Cruz to do if the available materials do NOT match with the objectives or are NOT suitable for the audience?

A. To teach even without instructional materials

B. To look for ready-made materials in the bookstores

C. To change the objectives so that they match the available materials

D. To modify the available materials so that they would suit the objectives59. There are certain reasons why teachers preview materials before the actual presentation. Which one is NOT?

A. To encourage viewers to be more focused

B. To avoid potential problems that might occur upon their use

C. To be able to use the media and materials to their full potential

D. To determine if they are appropriate for the audience and the objectives60. Mrs. Paterno is handling a group of advanced students in her Literature class. Which material would be more interesting to them?

A. Flipcharts

C. Sound recordings

B. Video and film materials

D. Overhead transparencies

61. To make his discussion on Philippine minority groups more interesting to students, Mr. Ruiz decided to show his students a documentary film. Which of the following factors is LEAST helpful in selecting appropriate documentary film?

A. Students developmental level

C. Students attitudes toward minority groups

B. Students physical characteristics

D. Students knowledge about minority groups

62. Which is the common reason why many teachers do NOT use the modern technology in their teaching?

A. The limited exposure of teachers to new equipment

B. The evident integration of technology in the curriculum

C. The excessive availability of local technology in the community

D. The presence of standardization among brands of computers used

63. Which of the following is NOT an effective technique in the presentation of visuals?

A. Erase any writing on the chalkboard/whiteboard when you no longer need it

B. Have as many visuals as you present simultaneously to hold the learners interest

C. Show or demonstrate an object by revealing it when needed and covering it when it is no longer in use

D. Shut off the overhead projector when explaining lengthily and when there is no need for the audience to see the transparency64. Ms. Ong gave a test before discussing the lesson to find out her students strength and weaknesses about the topic. What test was given?

A. diagnostic

C. formative

B. summative

D. standardized

65. Which best describes teaching?

A. management of learning activities and materials

B. process of imparting knowledge and understanding

C. indoctrination of individuals for contribution to societys needs

D. process of facilitating desirable changes in the individual66. When an instructional material meets the needs and demands of the society, it is said to be

A. useful B. responsive

C. authentic

D. appropriate67. Which of the following questions should you ask when planning?A. What materials will I need? C. What do I want to accomplish?B. How will I get things started?D. Any of the above68. Which of the following should NOT be considered by Mr. Valdez in using an instructional material?

A. Evaluate students reactions to the instructional material being used.

B. Use one instructional material to develop and maintain students interest.

C. Determine how to use the instructional material and how to make the best use of it.

D. Ask yourself what you are trying to accomplish and why this instructional material is important.

69. Mrs. Rama, A Grade VI teacher prefers to use textbook than other instructional materials. What could be her reason for using it?

A. Textbooks can easily be duplicated.

B. Textbooks quickly become updated.

C. Textbooks are the only source of knowledge.

D. Textbooks enable the students to take home in convenient form most of the materials they need to learn for the course.70. Ms. Santiago displayed some pictures on the bulletin board to make the pupils aware of the environmental problems. What is the best thing to do to convey the message of the pictures?

A. Put captions on each picture

B. Let the pupils interpret on their own the message conveyed by the pictures.

C. Explain to the pupils the message of these pictures every time they look at them.

D. Record your explanations about these pictures and play it near the bulletin board.Area: PROFESSIONAL EDUCATION

Focus: Principles and Strategies of Teaching emphasizing Classroom Management and Art of Questioning Prepared by: Prof. CELIA M. ILANANPART ONE. CONTENT REVIEW

I. CLASSROOM MANAGEMENT

A. Nature

the administration or direction of activities with special reference to such problems as discipline, democratic techniques, use and care of supplies and reference materials, the physical features of the classroom, general housekeeping, and the social relationships of pupils includes operation and control of activitiesB. Purposes

To minimize the occurrences of discipline problems

To increase the proportion of classroom time devoted to constructive and productive activity

C. Aspects

1. Lighting

Factors that influence provisions for good lighting facilities:

size of the room

artificial light available

color of the walls, shades, location, and manipulation of blinds

location and size of windows

2. Heat and ventilation3. Materials of Instruction4. Care of routine

Sample activities:

Roll call

Seating

Handling materials and devices

Classroom courtesies

Responses to bell signals

Advantages:

Insures economy of time and effort

Prevents confusion

Promotes learning activity

5. Discipline

Proper conduct of pupil in the classroom

Approaches

1. Assertive Approach expects teachers to specify rules of behavior and consequences for disobeying them and to communicate these rules and consequences clearly

Suggestions for teachers:

Take positions.

Use a firm tone of voice.

Use eye contact, gestures and touches to supplement verbal

messages.

Place demands on students and enforce them.

Be calm and consistent.

Follow through regularly.

Establish positive expectations for student behavior, eliminate negative expectations about students.2. Business-Academic Approach emphasizes the organization and management of students as they engage in academic work

Categories:

Clear communication of assignments and work requirements

a. Instruction for assignments

b. Standards for form, neatness, and due dates

c. Procedures for absent students

Monitoring student work

a. Monitoring group and individual works

b. Monitoring completion of work

c. Maintaining records of student work

Feedback to students

a. Attention to problems and good work

3. Behavioral Modification Approach teachers strive to increase the occurrence of appropriate behavior through a system of rewards and reduce the likelihood of inappropriate behavior through punishments

Basic principles:

Behavior is strengthened by immediate reinforcers (positive or negative).

Students respond better to positive reinforcers than they do to punishment.

When a student is not rewarded for appropriate or adaptive behavior, inappropriate or maladaptive behavior may become increasingly dominant and ill be utilized to obtain reinforcement.

Constant reinforcement

Intermittent reinforcement

Rules are established and enforced.4. Group Managerial Approach emphasizes the importance of responding immediately to group student behavior that might be inappropriate or undesirable in order to prevent problems than having to deal with them after they emerge

Categories:

Desist techniques

a. With-it-ness

b. Overlapping

Movement management

a. Smoothness-Jerkiness

b. Momentum

Group focus

a. Alerting

b. Accountability5. Group Guidance Approach is based on changing the surface behavior of the students on a group basis

Group elements to be considered:

Dissatisfaction with classroom work

Poor interpersonal relations

Disturbances in group climate

Poor group organization

Sudden changes and group emotions6. Acceptance Approach based on the democratic model of teaching which allows the students to participate in decisions and to make choices

Four mistaken goals:

Attention getting

Power seeking

Revenge seeking

Withdrawal7. Success Approach insists on the need to change the existing negative classroom conditions and to improve conditions so they lead to student success

Suggestions:

Stress students responsibility for their own behavior continually.

Establish rules.

Accept no excuses.

Utilize value judgments.

Suggest suitable alternatives.

Enforce reasonable consequences.

Be persistent.

Continually review. Student Problem Types

1. Failure

2. Perfectionist

3. Underachiever

4. Low Achiever

5. Hostile Aggressive

6. Passive Aggressive

7. Defiant

8. Hyperactive

9. Distractible

10. Immature

11. Rejected by Peers

12. Withdrawn Strategies for Managing Problem Students

Accept students as they are.

Be yourself.

Be confident.

Provide structure.

Explain your rules and routines for better understanding.

Communicate positive expectations.

Rely on motivation.

Be a firm friend.

Keep yourself and your students calm.

Size up the situation.

Anticipate behavior.

Expect, but dont accept, misbehavior. Developing and Maintaining a Positive Approach to Classroom Management

Be positive

Use praise

Trust

Express interest

Be fair and consistent

Show respect; avoid sarcasm

Establish classroom rules

Discuss consequences

Establish routines

Confront misbehavior

Guide

Avoid overcontrolling

Reduce failure, promote success

Set a good example

Be willing to make adjustments

II. ART OF QUESTIONING

Skillful questioning can arouse the students curiosity, stimulate their imagination, and motivate them to search out new knowledge.A. Uses

1. To stimulate pupils to think.

2. To motivate pupils.

3. To diagnose pupils difficulties.

4. To discover pupils interest.

5. To help pupils organize and evaluate.

6. To aid pupils to relate pertinent experiences to the lesson.

7. To focus pupils attention on the key points of the lesson.

8. To develop new appreciations and attitudes.

9. To provide drill or practice.

10. To show relationships, such as cause and effect.

11. To encourage the application of concepts.

12. To encourage pupil evaluation.

B. Characteristics of a Good Question

1. A good question is simple and clear.

2. A good question is definite.

3. A good question is challenging and thought-provoking.

4. A good question is adapted to the age, abilities, and interests of the students.

5. A good question requires an extended response.

C. Types of Questions

1. According to thinking process involved

a. Low-level questions / knowledge emphasize memory and recall of information

b. High-level questions / comprehension, application, analysis, synthesis,

evaluation go beyond memory and factual information and deal with complex and abstract thinking

2. According to the type of answer required

a. Convergent questions tend to have one correct or best answer; starts with what, who, when and where questions

e.g. Who was the first American astronaut to travel in space?

b. Divergent questions are often open ended and usually have many

appropriate, different answers; usually starts with how and why questions

e.g. What planet, other than Earth, would you prefer to visit, if you were an astronaut? Why?3. According to the degree of personal exploration, or valuing e.g. What good is it? What purpose does it serve? Why is it important to you?4. Other Types

a. Exploratory questions probe facts and basic knowledge

e.g. What research evidence supports the theory of a cancer-prone personality?

b. Challenge questions examine assumptions, conclusions and interpretations

e.g. How else might we account for the findings of this experiment?

c. Relational questions ask for comparisons of themes, ideas, or issues

e.g. What strong evidence againsts Leo Echagaray did the government use in deciding his guilt?

d. Diagnostic questions probe motive or cause

e.g. Why did Joe change his feelings at the end of the story?

e. Action questions call for a conclusion or action

e.g. In response to Melo findings and recommendations, what should Pres. Arroyo do?

f. Cause and Effect questions ask for causal relationship between ideas, actions, or events

e.g. If the government stopped farm subsidies, what would happen to the

price of rice?

g. Extension questions expand the discussion

e.g. How does this relate to what we have previously said?

h. Priority questions seek to identify the most important issue

e.g. From the data presented, what is the most important cause of the decline of the Philippine economy? D. Guidelines in Asking Questions

1. Wait-time the interval between asking a question and the student response

2. Directing ask a question and then call a students name

3. Redirecting and probing Once the response to the question is incorrect or inadequate, and teacher is advised not to provide the answer but to redirect the question to another student or to probe for a better answer from the same student

4. Commenting and praising E. Techniques of Questioning

1. Questions should be asked in a natural and well-modulated voice.

2. A sufficient number of questions should be asked to stimulate students to activity.

3. Questions should be evenly distributed so that the majority of the pupils can take part in the discussion.

4. A teacher should avoid resorting to any mechanical system of fielding questions to the class.

5. A teacher should never allow wrong answers to slip by; otherwise the students will learn wrong facts and concepts.

6. Answering in concert should be discouraged.

7. A teacher should refrain from marking the students in his record book during the class recitation.F. Techniques in Handling Student Questions

1. Students questions should be welcomed by a teacher.

2. Indiscriminate student questions should not be allowed.

3. If a teacher is asked questions he cannot answer, as sometimes happen, he should promptly admit his inability.

PART TWO. ANALYZING TEST ITEMS

1. An effective classroom manager is someone who is friendly yet

A. rigid

B. demanding

C. business-like

D. buddy-buddy

2. Which best indicates the effectiveness of classroom activities?

A. The laughter and enjoyment of students

B. The variety of instructional materials used

C. The application of concept learning in daily life

D. The utilization of various techniques and approaches

3. Giving praise becomes effective when it

A. describes students present accomplishments

B. shows spontaneity, variety and other signs of credibility

C. focuses students attention on their own task relevant behavior

D. provides information to students about their competence and the value of their accomplishments

4. Which type of test measures higher order thinking skills?

A. Analogy

B. Completion

C. Matching

D. Enumeration

5. Which is a divergent question?

A. How is water purified?

B. What are the two elements of water?

C. What are the three products from Argentina?

D. What is the shortest distance between two points?

6. A comprehension skill of higher level which may be inferred or implied from reading is

A. drawing conclusion

C. following directions

B. picking out the main idea

D. noting specific details

7. Why should learning activities be carefully planned?

A. This is required of a teacher.

B. This is expected by pupils.

C. The ability of the teacher is tested.

D. The accomplishment of the objectives is dependent on the plan.

8. Which type of question would be more useful for starting a class discussion?

A. Narrow questionB. Convergent question

C. Memory questionD. Divergent question

9. What is the best indicator of a well-managed class?

A. The learners are controlled by the teacher

B. The learners blindly obey teachers instructions

C. The learners pursue their task without inhibition

D. The learners are engaged in an activity that leads them to realize the set goal

10. Which of the following may NOT enhance the development of higher order thinking skills?

A. Teaching for meaning

C. Encouraging creativity

B. Asking convergent questions

D. Making the students aware of their mental processes

11. For effective classroom management, when should a teacher undertake the task of setting up routine activities?

A. Every homeroom period

C. On the very first day of school

B. Everyday at the start of the session

D. As soon as the students have adjusted to their schedule

12. Which of the following contributes to the establishment of a conducive environment?

A. Excessive praise

C. Long assignments

B. Individual competition

D. Cooperative learning

13. Which may help the student develop critical thinking?

A. Asking low-level questionsB. Asking convergent questionsC. Blind obedience to authorityD. Willingness to suspend judgment until sufficient evidence is presented

14. Mr. Isagani wants to develop the comprehension skills of his pupils. In what sequence should this be done?

I. literal

II. Interpretation

III. Critical IV. Integration

A. I, II, III, IV

B. I, III, II, IV

C. I, II, IV, III

D. IV, III, II, I

15. If the teacher is concerned with the development of the students higher order thinking skills, his lesson objective must go beyond

A. Recall

B. Application

C. Analysis

D. Comprehension

16. Which practice negates the teachers role as facilitator of learning?

A. Does more talk than learnersB. Does less talk compared to learnersC. Makes use of interactive teaching strategiesD. Caters to multiple intelligences in the classroom

17. Which of the following practices is NOT recommended in questioning?

A. Avoid cognitive memory questionsB. Call on pupils before asking the questionsC. Use probing questions to follow up incomplete answersD. Sequence questions so that higher level questions build on the answers to lower level questions

18. Which remark aim for a redirection?

A. I dont think you know the answer.B. Could you read the question again?C. Are you sure about your answer?

D. What do you think of the answer of your classmate?

19. Which of the following is the goal of classroom management?

A. Increase problems in the classroomB. Minimize the class noise in the roomC. Increase the occurrence of discipline problemsD. Maximize the proportion of classroom time to productive activity

20. Which of the following exhibits cooperation?

A. Doing all the work alone B. Sharing in the responsibilities of the groupC. Letting others copy from youD. Allowing others to dominate in the decision-making

21. Which of the following does NOT contribute in building good discipline?

A. Practice

B. Attention

C. Modeling

D. Punishment

22. When a teacher asks a series of questions to a student, which technique in questioning does s/he violate?

A. Wait time

B. Prompting questions

C. Redirection

D. Probing questions

23. Mr. Rusticos concern is to give his students the opportunity to think critically. Which of the following can best achieve his goal?

A. Provide questions with cluesB. Give questions that require analysisC. Give questions that deviate from the main topicD. Allow the children to ask questions during class discussion

24. Miss Perez wants to develop reflective thought and critical thinking among her learners. Which guideline in asking questions does she need to use more?

A. Probing

B. Prompting

C. Redirection

D. Wait time

25. Which is an effective way of starting a lesson?

A. Checking the attendance B. Evaluating the work done the previous dayC. Scolding someone who was lateD. Reminding the pupils of standards of listening

26. What routinary activities would be the best way to start the class?

A. Ringing the bell

C. Making the children line up

B. Greeting each other

D. Asking the children to clean the room

27. While the class is going on and a pupil asks a permission to go to the comfort room, how can disruption be avoided?

A. Just nod and continue the lessonB. Scold the child and let him sit downC. Stop the lesson and allow the child the goD. Stop the lesson and let the class go to the comfort room

28. What is the best way to distribute papers/materials in the class?

A. Give them papers one by one.B. Let pupils come to you one by one.C. Ask a leader pupil to distribute them.D. Give them to each pupil in the rows with the instruction to get one and pass.

29. What is the best way to maintain discipline inside the classroom?

A. Scold every time mistakes occur.B. Frown every time they do something inappropriate.C. Be democratic in your approach.D. Be consistent in the rules and regulations agreed upon.

30. Which of the following characterizes a good schedule?

A. Plan sequence of events that occur daily.B. Plan activities in random.C. Wait for the need to arise, then, make a schedule.D. Copy the schedule from your companions anyway the activities are the same.

31. In your class, you notice that three boys failed to follow the norm of cleaning up before the end of the period. What will you do?

A. Scold them in front of the classB. Whip the boys so that they will not do it againC. Put them back yourself anyway they are just childrenD. Remind the boys they forgot something and make them realize what they ought to do

32. How is convergent question different from divergent question?

A. Has only one correct answer

C. Useful in Math and Science

B. Begins with what question

D. Reasoning is supplied with sample or evidence

33. Some students who are high in scholastic aptitude test have failed in college. Some who are below the standards set for admission, but who, for various reasons, were admitted, attained satisfactory standings. This proves that

A. aptitude test can be perfectly relied

B. human beings are certainly predictable

C. admission test is not accurate, hence should not be used

D. admission test does not measure all factors important for success

34. Russell thinks that some amount of constraints and discipline is indispensable to education. Therefore, it is necessary for the teacher to

A. Help the child see the importance of these constraints.

B. Apologize before parents for the necessary constraints.

C. Allow the child to react in any manner to these constraints.

D. Convince the child that s/he has no choice but to subject herself/himself to these constraints.

35. Which of the following is the best procedure for a teacher to follow in controlling the behavior of an aggressive pupil in the class?

A. Isolate him from the rest of his classmates

B. Send him to the guidance counselor for disciplinary action.

C. Assign him to take charge of some classroom activities.

D. Give him activities which would be difficult for him to do.

Objectives

Goals

Aims

Needs Assessment

School Goals

Mapping

PAGE 1St. Louis Review center, Inc-Davao Tel.no. (082) 224-2515 or 222-8732