PRINCIPLES AND STRATEGIES OF

TEACHING

Reporter: Alcy Mae N. Romanillos

Principle 1: Clear communication with students

Practices: Intended outcomes, including generic graduate

attributes, and expectations are communicated effectively and discussed with students

Effective and sympathetic guidance and advice is provided to students

Communication between students and teaching faculty is encouraged

Opportunities for one-to-one discussion (student/lecturer) is provided

Alternative communication arrangements for students studying either internally, externally by distance education or online is provided.

Principle 2: Stimulating learning environment

Practices: Innovative methods of design and delivery

of content and course material is undertaken

Curiosity in the subject area is encouraged Independent learning by students is

encouraged Critical thinking skills in students are

developed Variety of teaching strategies and learning

activities are provided.

Principle 3: In-depth knowledge of the subject area

Practices: Recent developments in the field of

study are incorporated Scholarship/research within the subject

area is undertaken Opportunities for students to relate their

learning experience to the workplace/community is provided where appropriate

Content and teaching strategies are reviewed regularly.

Principle 4: Provision of effective assessment and feedback

Practices: Assessment is linked to unit outcomes Expectations in relation to workload are

realistic Explicit criteria for assessment are

discussed with students Appropriate and varied assessment

activities are provided Consistent, constructive and helpful

feedback on assessment is given Continuous assessment, both summative

and formative, is carried out over the teaching semester.

Principle 5: Evaluates, monitors and improves teaching practices

Practices: Regular feedback from students is sought Feedback from peers to enhance

teaching is encouraged Reflection on teaching practice occurs

regularly Professional development activities in

relation to teaching and subject area(s) are undertaken.

Links to useful references and resources are also available.

STRATEGIES IN TEACHING

MATHEMATICS

Two problems: To provide the students mathematical

experiences suitable to the state of development of their existing concepts and to fit the teacher’s method of presentation to the pupil’s concrete or formal level of thinking.

To develop the student’s ability to analyze new material himself so that he can synthesize his own concepts in ways most meaningful for him independently of the teacher.

To execute lesson in mathematics successfully the teacher needs to:

Manage his classroom efficiently and with minimum disruptions;

Elicit active participation from his students,

Recognize and solve student’s learning difficulties ( inability to read at grade level, physical handicaps, emotional problems, low skill levels, etc.);

Communicate mathematical concepts precisely in the proper inductive sequence, and at a level consistent with the children’s abilities.

Adapt the pace and direction of instruction to the group he is teaching;

Provide an atmosphere where mistakes are accepted as part of learning and where students feel free to ask questions when they do not understand a concept;

Motivate students to want to learn mathematics;

Develop in students positive attitudes toward mathematics;

Select and use methods appropriate for given behavioral objectives and concepts.

Goals for student learning in Mathematics are classified into three:

Knowledge and Skill goals

Understanding goals Problem solving goals

The major characteristics of knowledge and skill goals is that they require automatic responses from the student.

To achieve the automatic characteristic of knowledge and skill learning, a student must employ some form of repetition or practice in learning process.

Skills need to be perfected and maintained through systematic drill; and concepts and relationships must be reviewed and applied at frequently recurring intervals.

Review emphasizes thought and meaning rather than habit formation.

TEACHING UNDERSTANDING Is to be applied, derived, or used to deduce a consequence.

Different strategies in teaching understanding are:

1. Authority Teaching simply states the concept to be learned. (ex. Telling, Analogy, demonstration)

2. Interaction and discussion Most teachers create this interaction by asking questions.

3. Discovery it involves these key elements: motivation, a primitive process, an environment for discovery, conjectures, verification, and application.

4. Laboratory5. High limited teacher-controlled

presentations (ex. Small group instruction, Peer teaching, Remedial teaching)

STRATEGIES FOR PROBLEM SOLVING1. Obtain an answer by trial and error2. Use an aid, model or sketch3. Search for a pattern 4. Elimination strategies

THE END!!!