RONE RAY M. PORTACION, MAEEd

Instructor, Crash Program EducationMedina Foundation College

MT I, Sapang Dalaga Central Elem. SchoolDistrict of Sapang Dalaga

Division of Misamis Occidental

The principal elements that make teaching and learning possible and attainable are the teachers, the learners and a conducive learning environment. Without one there could be no teaching, nor will be learning of a desired objective. Only when a positive relationship exists among them can teaching and learning occur with precision and predictability.

The teacher serves as the prime mover of the wheel while the learners are the key participants in the learning process. The favorable environment provides essential features and ingredients that could make a headway in guiding the processes and methodologies needed for a smooth linkage among the three.

THE LEARNERThe learner is an embodied spirit.

He is a union of a sentient body and a rational soul. His body experiences sensations and feels pleasure and pain. His soul is the principle of spiritual acts, the source of intellectual abstraction, self-reflection, and free rational volition. Body and soul exist in mutual dependence. (Kelly, 1965) as teachers then, let us care for the embodied spirit-learner. Let us feed his/her body as well as his/her spirit.

The 20th century has been considered by various experts as the century of the child because so much has been learned from their nature and development that a lot of children have been greatly improved. Before the establishment of child-centered schools of Pestalozzi, Herbart and Froebel, the child had the right to listen but not to be heard. However, due to the result of various studies made regarding the nature of the child, children are now given the rights and privileges that they should enjoy as legitimate members of the society. Children are known to be marvelously tough, pliable and teachable.

The Fundamental Equipment of the Learner

 Cognitive Faculties – the five senses, instinct, imagination, memory, and intellect Appetitive Faculties – feelings and rational will

Five Distinguishing Elements of Learners

1. Ability – the capacity to understand and assimilate information for their own use and application.

2. Aptitude – the students’ innate talent or gift

3. Interests – activities taken due to a strong appeal or attraction

4. Family and Cultural Background – different socioeconomic background manifest a wide range of behavior due to differences in upbringing practices

5. Attitudes – unique ways of thinking and reacting

a. Curiosityb. Responsibilityc. Creativityd. Persistence

Psychological Characteristics of the Child

1.Children are interested to learn.2.Children need immediate goals (short term goals)3.Children need routine4.Play plays a vital role in child development.

Needs of a Child (Abraham Maslow’s Hierarchy of Human Basic Needs)

1.Psychological Needs – hunger, thirst, breathing2.Safety and Security Needs – protection from injury, pain, extremes of heat and cold.3.Belonging and Affection Needs – giving and receiving love, warmth and affection4.Esteem and Self-Respect Needs – feeling adequate, competent, worthy, being appreciated and respected by others.5.Self-Actualization Needs – self-fulfillment by using one’s talents and potentials.

Understanding Children’s Behavior

Development of Positive Behavior – Jean Jacques Rousseau believed that by nature men are basically good what makes man evil are the influences of his society. To develop positive behavior in children the following must be emphasized:1.Contribution – children should be encouraged to contribute because this is one way of showing to them they are an important part of the group.2.Responsibility – children should be encouraged to involve themselves in decision making, and be made responsible for their own behavior and actions within the limits of the group.3.Cooperation – children should be encouraged to resolve problems and difficult situations through a concerted effort of all the members of the group.

Causes of Children’s MisbehaviorThe American Psychological Association

concluded that a breakdown of family processes and relationships contributes to children’s antisocial behavior. On the other hand, Thoruton and Benning (1993) suggested that the following family variables affect the behavior of the child:1.Parental Supervision and Discipline – inadequate, too lax, too strict or inconsistent and erratic2.Parents are indifferent or hostile to the child – They disapprove many things about the child and handed out angry physical punishment.3.The family operated only partially as a unit, if at all, and the marital relationship lacked closeness and equality partnership.4.Parents found it difficult to discuss concerns regarding the child and believed that exerted little influence on the child. They believe that other children exerted bad influence on their child.5.The parents have too much expectation about their child.

THINKING / LEARNING STYLES

. . . . . . . refers to the preferred way an individual process informationVisual Learners

Auditory Learners

Tactile/Kinesthetic Learners

Global vs Analytic

Left-brain vs Right-brain

Visual LearnersThese learners must see their teacher’s actions and facial expressions to fully understand the content of the lesson.

They prefer to sit in front so as no one would block their view.

They may think in pictures and learn best from visual aids.

They prefer to take detailed notes to absorb information.

Visual-IconicAre more interested in visual imagery such as films, graphic displays or pictures in order to solidify learning.Have good “visual imagery”Read map better than to read a book

Visual-SymbolicAre comfortable with abstract symbolism

such as mathematical formulae or the written wordPrefer to read a book than a map and would like to read about things than hear about them.

Auditory LearnersThey learn best through verbal lectures, discussions, talking things through and listening to what others have to say.They can attend aurally to details, translate the spoken word easily into the written word and are not distracted in their listening ability. ListenersThey remember things said to them and make the information their own.

TalkersThe ones who prefer to talk and discuss

Tactile/Kinesthetic LearnersPersons who benefit much from a hands-on approach, actively exploring the physical word around them.

They prefer learning by doing.

Global-Analytic ContinuumAnalytic

Linear, step by step processes of learning

GlobalNon-linear thought and tend to see the whole pattern rather than particles

See finite elements of patterns rather than the whole

Gives attention only to the overall structures and sometimes ignore details

Left-brain vs Right-brainLeft-brain

Prefers to learn in a step by step sequential format

Right-brainPrefers to learn beginning with the general concept and then going on to specifics

MULTIPLE INTELLIGENCES

Intelligence. . . . . . . An ability or set of abilities that allows a person to solve a problem or fashion a product that is valued in one or more cultures.

Visual/Spatial Intelligence (Picture Smart)

Learning visually and organizing spatially. Seeing concepts in action in order to understand them. The ability to see things in one’s mind in planning to create a product or solve a problem.

Verbal/Linguistic (Word Smart)

Learning through the spoken and written word. This intelligence was always valued in the traditional classroom and in traditional assessment of intelligence and achievement.

Mathematical/Logical (Number/Logic Smart)

Learning through reasoning and problem solving. Also highly valued in traditional classroom, where students were asked to adapt to logically sequenced delivery of instruction.

Bodily/Kinesthetic (Body Smart)

Learning through interaction with one’s environment. This intelligence is not the domain of “overly active” learners. It promotes understanding through concrete experience.

Musical (Music Smart)

Learning through patterns, rhythms and music. This include not only auditory learning, but the identification of patterns through all the senses.

Intrapersonal (Self Smart)

Learning through feelings, values and attitudes. This is decidedly affective component of learning through which students place value on what they learn and take ownership for their learning.

Interpersonal (People Smart)

Learning through interaction with others. Not the domain of children who are simply “talkative” or “overly social”. This intelligence promotes collaboration and working cooperatively with others.

Naturalist (Nature Smart)

Learning through classification, categories and hierarchies. The naturalist intelligence picks up on subtle differences in meaning. It is not simply the study of nature; it can be used in all areas of study.

Existential (Spirit Smart)

Learning by seeing the “big picture”: “Why are we here?” “What is my role in the world?” “Why is my place in my family, school and community?” This intelligence seeks connections to real world understanding and application of new learning.

THE TEACHER

The professional teacher is the licensed professional who possess dignity and reputation with high moral values as well as technical and professional competence . . . he/she adheres to observe and practice a set of ethical and moral principle, standards and values. (Code of Ethics of Professional Teachers, 1997)

Professional Attributes 1.Control of the knowledge of teaching and learning and uses this knowledge to guide the science and art of his/her teaching practice2.Repertoire of the best teaching practice and use these to instruct children in the classrooms and to work with adults in school setting.3.Dispositions and skills to approach all aspects of his/her work in a reflective, collegial and problem-solving manner4.View of learning as a lifelong process and dispositions and skills for working towards improving his/her own teaching as well as improving schools

Personal Attributes 1.Passion2.Humor3.Values and Attitudes•Open-mindedness•Fairness•Sincerity and Honesty•Professionalism4. Patience5. Enthusiasm

THE TEACHERThe teacher is someone who causes others to learn. He is a person who exerts a considerable influence in the life of other people specifically the children under his care.

The Professional TeacherThe Professional Regulatory Commission (PRC) has listed teaching as a profession hence, teachers are professionals. To be a professional, one has to satisfy the following requisites.

1. Must have passed the licensure examination for the profession. In the case of teachers, it is the Licensure Examination for Teachers (LET). 2. Must be a member of an Accredited Professional Organization (APO). For teachers, this is the National Organization of Professional Teachers (NOPT) or earlier known as the Philippine Association for Teacher Education (PAFTE).

The Professional Teacher

3. Must continuously grow in the profession by attending or participating in professional development activities like seminars, workshops, conferences and other activities that will enhance the skills and knowledge of the professional.4. Must abide by the code of ethics for the profession.

In order to be included in the list of professional teachers, you should comply with all the requirements stated. To be a professional requires a lot of hard work, dedication and faithfulness to the ethical values of the profession. To be called a professional teacher is a right, a privilege and at the same time a distinction.

Traditional School Progressive School

Primary source of knowledge Assumes a variety of roles

Viewed as the subject-matter expert and sees to it that he gets the desired results from the learners

Child-centered

Follows a rigid method Plans flexible programs

Virtually does not allow individual differences among the learners

Provides a stimulating learning environment for the various interests and abilities of the pupils/students in order to satisfy their needs

Roles of a Teacher in a Progressive School

As a Manager. The teacher is responsible for the effective management of various activities directly related of the teaching-learning process. The teacher provides direct instructions, keeps pupils/students on task, asks appropriate questions and emphasizes comprehension monitoring and learning skills.

As a Motivator. The teacher should set mood of learning by way of stimulating the interest of the learners and gets them more involved in the class activities.

Roles of a Teacher in a Progressive School

As a Leader. The teacher should act as a leader in directing, supervising, regulating, controlling and supporting the class activities to realize optimum results. The skill in leadership of the teacher as an agent will enliven the interest and energies of the learners so that the learning experiences will be meaningful.

As a Model. The teacher demonstrates the good traits of a person worthy of emulation as a model to his pupils/students. He should always maintain his dignity and self-respect when dealing with pupils/students.

Roles of a Teacher in a Progressive School

As a Surrogate-Parent. While in school, the teachers are parents of the pupils/students. Parents feel secured when they know that the children are in good hands. A teacher who is acting a surrogate-parent is like a good father who looks ultimately for the welfare of his children.

As a Social Catalyst. The teacher as an agent of change should make things easy for the process of change. A social catalyst creates a group of inter-related and interdependent topics for the pupils/students in the classroom. She must always assist the learners in the process of good love – how to see, how to feel, how to think and how to love.

Roles of a Teacher in a Progressive School

As a Facilitator/Instructor. The most important task of a teacher is to facilitate learning among his pupils/students. All other tasks a teacher does are part of his sworn duties and responsibilities.

As a Guidance Counselor. Every teacher should act as a guidance counselor. While every school has a guidance counselor that should help pupils/students acquire insights and understanding, abilities, attitudes, behavior and appreciation necessary to act intelligently and effectively in dealing with problems of everyday life, the teacher is in constant contact with her pupils/students almost everyday during school days, and therefore, she can integrate some guidance pointers to pupils/students in her lessons..

THE TEN COMMANDMENTS OF TEACHING

1.Thou shall know thyself2.Thou shall know thy students3.Thou shall know thy subject-matter well4.Thou shall respect thy students as persons5.Thou shall motivate thy students to learn6.Thou shall communicate effectively7.Thou shall circulate8.Thou shall avoid talking too much in the class9.Thou shall evaluate learning outcomes regularly10.Thou shall do what you say

THE 8 BE ATTITUDES OF A TEACHER

1.Be Competent2.Be Concerned3.Be Creative4.Be Consistent5.Be Open6.Be Patient7.Be Positive8.Be Yourself

Professional Qualities of a

Teacher

1. A professional teacher must have a deep understanding of the theoretical knowledge about learning and human behavior.

2. A professional teacher demonstrates attitudes that foster learning and genuine human relationship. 3. A professional teacher must have a mastery of the subject matter.

4. A professional teacher must possess competencies in the use of teaching skills that facilitate student learning.

5. Professional teachers must have personal practical knowledge, too.

Personal Attributes of

Good Teachers

Intelligence

Of course everybody has intelligence, be it high, average or low. Perhaps, teachers must develop one of Howard Gardner’s Multiple Intelligences. Good teachers are those who possess average to high intelligence. The better teachers are those with high intelligence quotient (IQ) and must exhibit one or more of the multiple intelligences identified by Gardner.  Being intelligent means that one has foresight, a high level of understanding and mental capacity and a lot of common sense.

Emotional Stability

Aside from having a high intelligence quotient (IQ), a person who will make a good teacher must also have high emotional quotient (EQ).

Are you easily upset by petty things? Do you worry a lot? Do you find difficulty in adjusting to new situations? Do you panic when pressured?  If your answers to the above questions are NO, then, you must be calm and composed, and sure of yourself. You must be cheerful and optimistic, self-controlled, patient and level headed. You will make a good teacher!

ResourcefulnessA resourceful person is one who is imaginative, creative and makes original products. He or she can easily find ways to solve a problem by making do with what is at hand, and can stimulate others to make use of available materials, time and resources. The words “inadequate” and “lacking” are never in this person’s vocabulary. He or she can always be depended upon in times of difficulty and hardship and can make big things happen using limited resources.

Considerateness and Compassion

A person who is kind, friendly, courteous, helpful, thoughtful and tolerant is liked by many. This is the person who looks beyond oneself and is aware that no one is an island. This person feels what others feel. He/She is patient, polite, good-natured and tactful in his/her dealings.

Buoyancy

A buoyant person survives difficulties, knows how to balance life amidst adversities and always looks at the positive side of life. This person has high interpersonal intelligence and a good sense of humor; is cheerful and very popular. Alert, carefree and gregarious, such a person loves the company of other people. Indeed, this person makes a good teacher!

Objectiveness An objective person does not make judgment unless sufficient evidence is presented. This person puts aside personal considerations in the search for truth, constantly looks for explanations and gives equal chance for all to be heard. When confronted with a critical situation, do you always think that your suggestion is correct? Do you see other suggestions as different and inferior to yours? Do you find yourself giving extra favor to others who are close to you? If your answer to these questions is NO, then you are an objective person.

Self-Motivation and drive Individuals who succeed in life and in their chosen career are those who are self-driven and self-motivated. They have the physical vigor to do their job. They never leave any assigned task unfinished and they perform at their best. They do their work without being supervised. They are goal-oriented and they seek various avenues to accomplish their goals. In contrast, some people are laid-back. They are externally motivated and are easily discouraged. They are slow in action and lack endurance. They lack a sense of urgency and need to be pushed all the time.

Dominance and self confidenceDo you believe in yourself and what you can do? Can

you work alone by yourself without asking the help of others? Are you determined to accomplish what you set out to do? Are you decisive or do you waver in your decisions? Do you believe in the saying “no guts, no glory?” A “yes” to these questions reveals that you have self-confidence and will make a good teacher. Some of the characteristics of a dominant and self-confident person include courage, decisiveness, determination, assertiveness, and self-reliance. Dominance may connote a negative meaning but some form of control tempered with compassion and consideration are necessary qualities of teachers in order for them to succeed. A self-confident person is intelligent, emotionally stable, resourceful, fair, enthusiastic and tolerant. He/She knows what he/she is doing.

Attractiveness & Pleasantness Is your physical appearance important to you? Do you

attract attention in a crowd or doesn’t anybody notice you? Attractiveness is very important because a teacher serves as the most important visual aid in the classroom. The person has to be neat, clean, charming and well-poised. The person has to carry himself/herself well and must be appropriately dressed from head to toe. Some persons are attractive but not pleasant. When a teacher is attractive and pleasant, he or she gains the respect not only by students, peers, superiors, parents and the whole community.

RefinementGood taste and social graces bespeak of a refined person. Refinement is not inborn but is cultivated and influenced by the people and the environment where one lives. It is greatly influenced by nurture rather than by nature. Refinement is manifested in your demeanor, actions, body language and words. The choice of clothes, words to use, actions to take are dictated by the upbringing and breeding of a person.People come from varied home backgrounds yet, there are standard behaviors acceptable in society which are usually learned at home and in school. Good deportment is one example.

Cooperativeness “Unity in diversity” is a paradox. We are different from each other, yet we have to work together for the welfare of the learners. To be a good teacher, one has to be cooperative, friendly, generous, adaptive, flexible, and responsive, trustful and charitable. These are qualities of individuals who possess the innate value of cooperation. Cooperation does not make others dependent but rather empower others to become independent. Cooperation is democracy in action. If you are cooperative, you are willing to share responsibilities as well as privileges. Your success is everybody’s success. There is more giving than receiving. There is no “me” nor “you”, but “we”. If you have a sense of cooperation, you are a charitable and generous person, responsive to the needs of others.

Reliability and Dependability Are you a person others can lean on for support? Are you honest and sincere in words and in action? Are you consistent in your actions and your responses? These are also positive characteristics which teachers should have. We need reliable and dependable teachers in our schools.

THE LERNING ENVIRONMENT

The learning environment is the place where teaching and learning takes place in most effective and productive manner. It consists of the classroom and all instructional features and the non-threatening classroom climate needed in planning and implementing all teaching and learning activities.

 Includes the following: 1.Arrangement of furniture2.Physical condition of the classroom 3.Classroom proceedings4.Interactions

A Facilitative Learning Environment   Pine and Horne described the learning environment that facilitates learning. It is an environment: 1.Which encourages people to be active2.Which promotes and facilitates the individual’s discovery of the personal meaningful idea3.Which emphasizes the uniquely personal and subjective nature of learning4.In which difference is good and desirable5.Which consistently recognizes people’s right to make mistakes6.Which tolerates ambiguity7.In which evaluation is a cooperative process with emphasis on self-evaluation8.Which encourages openness of self rather than concealment of self9.In which people are encouraged to trust in themselves as well as in external sources10.In which people feel they are respected11.In which people feel they are accepted12.Which permits confrontations

PRINCIPLES OF LEARNING

Ways of LearningL – Listen. The learners need to listen to those with whom they can extend their knowledge. They must also listen to their inner voice and feel how such voice echoes deep within.E – Evolve. Learning must change the learners from one form to the other. It means that the need to follow the ladder of knowledge. They do not just confine themselves to acquiring mere facts. Rather, they create their own personal ladder of knowledge and start their journey from ignorance to wisdom.A – Adapt. The learners change their cognitive structures in order to accommodate new bits of information. They monitor, regulate and modify their own thoughts and create new avenues for transformation.

R- Reciprocate. The learners are able to recognize their personal worth and contribute to the welfare of the majority. It means that they are able to transcend what they have learned and use it for the benefit of all.

Ways of Learning

N – Network. The learners do not limit themselves to the confines of the classroom. Rather, they go out and explore new horizons and acquire novel experiences as they share their learning to others.

I – Integrate. The learners have the ability to organize their knowledge around the existing schemata which they use to aid understanding.

N – Navigate. The learners are willing to explore new things and follow the right path to learning. They find meanings as well as enjoyment while they are on their journey to learning.G – Grow. The learners do not just accept things as they are. Rather, they quibble about how and why things are done. They grow from their own mistakes and use such mistakes as building blocks to learning.

How does Learning Occur?

• Learners learn only what they are ready to learn.

• Learners construct their own understanding.

Ways to Promote Learning

Giving productive feedbacks. Useful and immediate feedback to the learners can help them practice their cognitive task.

Providing concreteness, activity and familiarity. Teachers should make the lessons concrete, activity-based, familiar and simple-to-complex-based.

Ways to Promote Learning

Explaining examples. The teachers need to explain the step-by-step procedures in academic tasks.

Guiding cognitive processing during learning. Teachers are on task to monitor or supervise the learners while learning occurs.

Ways to Promote Learning

Fostering learning strategies. Teachers should provide instruction for learning a new material.

Fostering problem-solving strategies. Teachers should provide the necessary instruction and ways in order to solve problems.

Ways to Promote Learning

Creating cognitive apprenticeship. Teachers should encourage the learners to actively participate in group tasks.

Priming students’ motivation to learn. Teacher should build on students’ desire to learn.

LEARNER-CENTERED PSYCHOLOGICAL

PRINCIPLECognitive and Metacognitive FactorsPrinciple 1. Nature of Learning

The learning of complex subject matter is most effective when it is intentional process of constructing meaning from information and experience.

Cognitive and Metacognitive Factors

Principle 2. Goals of the Learning Process

The successful learner, over time and with support and instructional guidance, can create meaningful, coherent representations of knowledge.

Cognitive and Metacognitive Factors

Principle 3. Construction of Knowledge

The successful learner can link new information with existing knowledge in meaningful ways.

Cognitive and Metacognitive Factors

Principle 4. Strategic Thinking

The successful learner can create and use a repertoire of thinking and reasoning strategies to achieve complex learning goals.

Cognitive and Metacognitive Factors

Principle 5. Thinking About Thinking

Higher –order thinking strategies for selecting and monitoring mental operations facilitate creative and critical thinking.

Cognitive and Metacognitive Factors

Principle 6. Context of Learning

Learning is influenced by environmental factors including culture, technology and instructional practices.

Motivational and Affective Factors

Principle 7. Motivational and Emotional Influences on Learning

What and how much is learned is influenced by the learners’ motivation. Motivation to learn, in turn, is influenced by individual states, beliefs, interests, goals and habits of thinking.

Motivational and Affective Factors

Principle 8. Intrinsic Motivation to Learn

The learners’ creativity, higher-order thinking and natural curiosity all contribute to motivation to learn. Intrinsic motivation is stimulated by tasks of optimal novelty and difficulty, relevant to personal interests and providing for personal choice and control.

Motivational and Affective Factors

Principle 9. Effects of Motivation on Efforts

Acquisition of complex knowledge and skills requires extended learner effort and guided practice. Without learners’ motivation to learn, the willingness to exert this effort is unlikely without coercion.

Developmental and Social Factors

Principle 10. Developmental Influences on Learning

As individuals develop, there are different opportunities and constraints for learning. Learning is most effective when differential development within and across physical, intellectual, emotional and social domains is taken into account.

Developmental and Social Factors

Principle 11. Social Influences on Learning

Learning is influenced by social interactions, interpersonal relations and communication with others.

Individual Difference Factor

Principle 12. Individual Differences in Learning

Learners have different strategies, approaches and capabilities for learning that are a function of prior experience and heredity.

Individual Difference Factor

Principle 13. Learning and Diversity

Learning is most effective when differences in learners’ linguistic, cultural and social backgrounds are taken into account.

Individual Difference Factor

Principle 14. Standards and Assessment

Setting appropriately high and challenging standards and assessing the learners as well as their learning progress – including diagnostic, process and outcome assessment – are integral part of the learning process.

MANAGEMENT OF INSTRUCTION

GUIDING PRINCIPLES IN DETERMINING AND FORMULATING LEARNING OBJECTIVES

 1.“Begin with an end in end in mind”.2.Share lesson objectives with students.3.Lesson objectives must be in the two or three domains – knowledge (cognitive), skill (psychomotor) and values (affective).4.Work on significant and relevant lessons objectives.5.Lesson objectives must be aligned with the aims of education as embodied in the Philippine Constitution and other laws and on the mission-vision statements of the educational institution of which you are a part.6.Aim at the development of critical and creative thinking.7.For accountability of learning, lesson objectives must be SMART, specific, measurable, attainable, results-oriented and relevant, and time-bounded and terminal.

GUIDING PRINCIPLES IN THE SELECTION AND ORGANIZATION OF CONTENT

1.Observe the following qualities in the selection and organization of content:• Validity• Significance• Balance• Self-sufficiency• Interest• Utility• feasibility2. At the base of structure of content is fact. We can’t do away with facts but be sure to go beyond facts by constructing an increasingly richer and more sophisticated knowledge base and by working out a process of conceptual understanding.3. Subject matter content is an integration of cognitive, skill and affective elements.

GUIDING PRINCIPLES IN THE SELECTIONAND USE OF TEACHING STRATEGIES

 1.Learning is an active process.2.The more senses that are involved in learning, the more and better the learning.3.A non-threatening atmosphere enhances learning.4.Emotion has the power to increase retention and learning.5.Learning is meaningful when it is connected to students’ everyday life.6.Good teaching goes beyond recall of information.7.An integrated teaching approach is far more effective than teaching isolated bits of information.

GUIDING PRINCIPLES IN THE USEAND SELECTION OF INSTRUCTIONAL

MATERIALS 1.All instructional materials are aids to instruction. They do not replace the teacher.2.Choose the instructional materials that best suit your instructional objectives.3.If possible, use a variety of tools.4.Check out your instructional material before class starts to be sure its working properly.5.For results, abide by the general utilization guide on the use of media.

Various Forms of Media

Audio Recordings

Overhead Transparencies and Overhead Projectors

Bulletin Boards

Chalkboard

Charts

Mock-ups

Realia

Video Tapes/Films

Models

Pictures

Books

Electronic Materials

GUIDING PRINCIPLES IN THEASSESSEMENT OF LEARNING

1.Assessment of learning is an integral part of the teaching – learning process.2.Assessment tool should match with performance objective.3.The results of assessment must be fed back to the learners.4.In assessing learning, teacher must consider learners’, learning styles and multiple intelligences and so must come up with a variety of ways of assessing learning.5.To contribute to the building of the culture of success in the school, it is pedagogically sound that in our assessment techniques we give some positive feedback along with not so good ones.6.Emphasizes on self-assessment.7.If we believe that our task as teacher is to teach all pupils/students, and that it is possible that all students, even those from limited backgrounds, will have access to opportunities and therefore can achieve, then the bell curve mentality must be abandoned.8.Assessment of learning should never be used as punishment or as a disciplinary measure.9.Results of learning assessment must be communicated regularly and clearly to parents.10.Emphasizes on real world application that favors realistic performances over out-of-context drill items 

The Lesson

Plan

LESSON PLAN – a statement of achievements to be realized and the specific means by which these are to be attained as a result of the activities engaged in day by day under the guidance of a teacher (Nelson Bossing).

• Prevents waste and unnecessary repetitions of lessons already taken up

• Helps the teachers to be systematic and orderly

• Delimits the field to be taught for certain class period

Importance of Lesson Planning:

• Forces consideration of objectives, selection of subject matter, selection of procedures, planning of activities and preparation of tests serves as an inventory of what the children have already learned.

Components of a Lesson Plan:

OBJECTIVES – states the aims which the lesson seeks to achieve. It must be specific, measurable, attainable, results-oriented or realistic and time-bounded.

SUBJECT MATTER – states the topics or the title of selection, books used and the page numbers concerned. We also indicate the materials and the value infused.

LEARNING ACTIVITIES – these are the different activities to be undertaken to realize the objectives

Components of a Lesson Plan:

EVALUATION – the test usually given to determine whether the students have mastered the lessons

ASSIGNMENT – the teacher provides topics for discussion in next meeting or the additional activities to reinforce student learning

PREQUESITES OF A GOOD LESSON PLAN• Adequate knowledge of the

subject matter• Knowing the nature of the pupils

• Familiarity of varied teaching strategies and different methods

• Materials and teaching aids and devices that will facilitate the teaching-learning process

• Thorough understanding of the objectives that relate to thrusts of Philippine Education

TAXONOMY OF EDUCATIONAL OBJECTIVES

Cognitive Domain – emphasizes intellectual learning and problem-solving activities.Affective Domain – involves behavior and educational objectives that have some emotional overtones that deal with attitudes, values, interests, beliefs and appreciation.Psychomotor Domain – deals with manipulation and motor skills.

GUIDELINES FOR IMPLEMENTING LESSON PLANS

1.Learner Differences2.Length of Period3.Flexibility4.Learner Participation5.Learner

Understanding6.Evaluation

Preparation of Good Lesson Plans

OBJECTIVES

Is my objective definite? Is it clearly expressed in the best English possible? Is it expressed in term of specific knowledge, habit, skill or attitude?

Preparation of Good Lesson Plans

SUBJECT MATTER

1.Is my subject matter suitable to the needs and different abilities of my pupils/students?2.Is my subject matter definite? Is it within the scope of the requirement in the course of study for my grade?

Preparation of Good Lesson PlansPROCEDURE

Devices:1.Do I have devices to make my teaching clear, concrete and more comprehensive to my pupils/students?2.Are my devices properly prepared to help me for many years? Methods:1.Is my method practical?2.Are my steps clear and arranged for the pupils to see what I aim to teach?3.Is the lesson a dull lesson? Review? Development?4.If my method deals mainly with the teaching of new fact does it follow at least this steps:•Teaching new facts or principle•Impressing the new fact or principle, by examples, illustrations, comparisons and contrast.•Generalization of forming the rule for the new fact or principle taught.•Testing the pupils/students on the new fact or principle.

Preparation of Good Lesson PlansASSIGNMENT1.Do I prepare and give my assignment with care according to educational principle or merely follow the path of resistance?2.Do my assignment consider the following salient points:•Clear the difficulties of the next lesson.•Help the pupils/students how to study.•Arouse the pupils/students’ interest to dig and find out.•In brief, does it embrace the What, How and Why of the next lesson?3. Do I write assignment on the blackboards most of the time or take the shortest cut by giving it orally?

Have Fun and Enjoy on

Becoming a Teacher!