OVERVIEW OF THE TEACHING AND LEARNING PROCESS

INTRODUCTION

Instruction is a crucial factor in the teaching-learning process. For that matter, the teacher assumes the responsibility of bringing out the best in the individual transformation in the different phases of his development.

I . IMPORTANCE OF HUMAN GROWTH, DEVELOPMENT, AND LEARNING

* LIFE is changing process.* Human development is the scientific study of the quantitative and qualitative ways.*Growth is often referred to as quantitative change.*Quantitative change are changes in the number or amount of something, such as height, weight or size of vocabulary.*Development or qualitative change refers to the increase in skills and complexity of function resulting in increase specialization.

* Development is progressive series of changes that occur as a result of maturation and experience.

TWO PROCESSES IN DEVELOPMENT1. Growth or Evolution

2. Atrophy or Involution

* The distinction between quantitative and qualitative change can be seen in the area of memory development.* Maturation generally refers to a natural process of growing up ascribe to heredity.

ASPECTS OF DEVELOPMENT

1. Physical DevelopmentChanges in the body, brain, sensory, capacity,

and motor skills are all part of physical development, and they exert a major influence on both intellect and personality.2. Intellectual Development

Changes in a wide variety of mental abilities such as learning, memory, reasoning, thinking, and facility with language are aspects of intellectual development.

3.Personality and Social DevelopmentPersonality is the unique way in which each

person deals with the world, expresses emotions, and get along with others, and social development is that which affects both the physical and cognitive aspects of functioning.4. Moral Development

This is to cause to become gradually aware of the distinction between right or wrong.5. Spiritual Development

This is an evolved refinement of thought and feeling; of the spirit or soul as distinguished from the body or material matters.

II. RESEARCH METHOD

Researchers in different branches of the physical and social sciences use different methods.

Developmentalists use a variety of non-experimental and experimental research methods and designs for data collection when they observe people, either going about their daily lives or in special, planned situations.

1. NON-EXPERIMENTAL METHODSa )Case Studies-- studies of a single case, or individual life.b ) Naturalistic Observations-- researchers observe and record people’s

behavior in their real-life settings.c ) Clinical Studies-- combines observation with flexible

individualized questioning.-- differs from naturalistic observation-- tailor-made for each person

d ) Interview Method-- people are asked directly to state their

attitudes or opinions or to relate aspects of their life histories.

-- problem with relying on interviews alone for information is that the memory and accuracy of interviewees are often faulty.

e ) Correlational Studies-- show the direction and magnitude of a

relationship between variables.

2. EXPERIMENTAL METHODS-- a rigorously controlled procedure in which

the investigator (the experimenter) manipulates variables to determine how one affects another.

TO CONDUCT AN EXPERIMENT:

TWO TYPES OF GROUPS OF SUBJECTS ARE NEEDED:

One or more experimental group One or more control groups

TYPES OF EXPERIMENTS1. Laboratory Experiments

☺ The subject is brought into a laboratory setting and is subjected to conditions that are under the experimenter’s control.

2. Field Experiments

☺The experimenters introduce a change in a setting familiar to the subject.

3. Natural Experiments

☺compares people who have been accidentally divided into separate groups by circumstances of life.

METHODS OF DATA COLLECTION Cross-Sectional Studies

provides information about differences in behavior among different age groups, rather than changes with age in the same person.

Longitudinal Studiesprovides a picture of the process of

development, rather than of its status at any given time. Sequential Studies

people in a cross-sectional sample are tested more than once and the results are analyzed to determine the differences that show up over time for the different groups of subjects.

THE DEVELOPMENT OF THE LEARNER

INTRODUCTION

Development of the learner undergoes a complicated process, a pattern of growth that is unique in every individual. It is imperative that a thorough understanding of the principles of development must be considered to effect a successful transformation of the learner.

I. PRINCIPLES OF GROWTH AND DEVELOPMENT

Normative Sequence Differentiation and Integration Developmental Direction Optimal Tendency Development Early Foundations are critical All individuals are different Each phase of development has characteristic behavior Each phase of development has hazards

Development is aided by stimulation Growth is unique There are social expectations for every

stage of development The various aspects of development are

integrated

IMPLICATIONS It helps us to know what to expect and when to

expect it. Otherwise, there would be a tendency to expect too much or too little of the child at a given time.

It gives the adult information as to when to stimulate and not to stimulate the child.

It makes possible for parents, teachers, and others who work with children to prepare the child ahead of time for the changes that will take place in his body, his interests, or his behavior.

PRICIPLES OF MATURATION

1. Principle of Directionality-Development governed by maturation has a

clear direction.2. Principle of functional asymmetry

-Humans have a tendency to develop asymmetrically.3. Principle of self-regulating fluctuation

-development does not proceed a the same even pace along all fronts simultaneously.

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GOD BLESS US ALL