research on principles of teaching 1

8/13/2019 Research on Principles of Teaching 1

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3 8ttitudes $tudents have uniue way of thinking and rea&ting )onfronted

with the same situation in the !earning environment ea&h one wou!d

rea&t different!y depending on their persona! &hara&teristi&s

POSITIVE ATTIDUDES:

a )uriosity

b Responsibi!ity


3/17

& )reativity

d #ersisten&e

Howard >ardner Howard 5ar! >ardner "born u!y ++. +1ood Work #ro7e&t He is best known for his theory of

Cu!tip!e 9nte!!igen&e

Cu!tip!e 9nte!!igen&es

+ Derba!-Linguisti& 9nte!!igen&e

Logi&a!-Cathemati&a! 9nte!!igen&e

; $patia! 9nte!!igen&e


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)on&eption Representations of &on&rete ob7e&ts and ua!ities the essentia!

e!ements or substantia! nature or essen&e of the ob7e&t

udgment

The affirming of the re!ationship between things or &on&ept

Reasoning

9s an a&t by whi&h the inte!!e&t dis&erns the agreement or disagreement

between two &on&epts

TW 4RC$ 4 R58$,9,>

9ndu&tionG is the method of reasoning whi&h &onsists in forming 7udgments

about a number of parti&u!ar &ases

Aedu&tionG is the method of reasoning whi&h &onsists in the app!i&ation of a

genera! prin&ip!e or !aw to parti&u!ar fa&ts

8,8L>I #ro&ess resemb!an&es between things are noted

W9LLG The wi!! is mans rationa! appetitive power 9t is the tenden&y to desire.

to seek. and to en7oy that whi&h is apprehend by the inte!!e&t as good

A5L9/5R8T9,G This de!iberation is fo!!owed by &hoi&e or de&ision. whi&h is

the a&&eptan&e or re7e&tion by the mind of an ob7e&t or a &ourse of a&tion

after the motives for and against the se!e&tion of the ob7e&t or &ourse of

a&tion have been &onsidered

4R55AC 4 W9LL

The theory whi&h denies the freedom of the wi!! is termed A5T5RC9,9$C

4RC$ 4 A5T5RC9,9$C

+ Ce&hani&a! Aeterminism -whatever man does is predestined by !aws of

nature

#sy&ho!ogi&a! Aeterminism -ho!ds that &hoi&e invariab!y fo!!ows what is

presented as the greatest good; /io!ogi&a! Aeterminism -vo!ition is !ikened

to ref!ex a&tion


5/17

8445)T9D5 $T8T5$ The menta! a&tivities whi&h are &hara&teri6ed by fee!ing

and emotion

5445)T$ 4 5CT9, a >!andu!ar 5ffe&ts b Cus&u!ar 5ffe&ts & Centa!

5ffe&ts

5CT9, is mu&h more in&!usive than that of fee!ing 9t is derived from the

Latin word emotus. whi&h signifies a movement outward and imp!ies an

a&tion or tenden&y toward a&tion whi&h arises from some inner need and is

dire&ted toward the outside wor!d

09,A$ 4 5CT9,$

+ #ersona! emotions Refer to and &enter around the se!f. and their &entra!

emphasis is the persona! we!fare of the individua!

$o&ia! emotions )enter around the non se!fish and benevo!ent aspe&ts of

mans nature

; 9nte!!e&tua! and 8estheti&s emotions 8re based on higher needs and

depend to a !arge extent on edu&ation

H8/9T The term habit has been derived from the Latin verb habere whi&h

means 'to have.( that is. to a&uire something whi&h one did not have

origina!!y

Habit is an a&uired mode of behaviorJ that is. it is a !earned rea&tion.

invo!ving the tenden&y to repeat and to reprodu&e &ertain a&tions and

freuent!y and &onsistent!yJ that is. to a&t in the same genera! way under the

same or simi!ar &ir&umstan&es

THE ROLE OF TEACHER IN THE THIRD MILLENIUM

9magine a s&hoo! where tea&hing is &onsidered to be a profession rather than

a trade The ro!e of tea&hers in a &hi!ds edu&ation -- and in 8meri&an &u!ture-- has fundamenta!!y &hanged Tea&hing differs from the o!d Kshow-and-te!!K

pra&ti&es as mu&h as modern medi&a! te&hniues differ from pra&ti&es su&h

as app!ying !ee&hes and b!ood!etting 9nstru&tion doesnt &onsist primari!y of

!e&turing to students who sit in rows at desks. dutifu!!y !istening and

re&ording what they hear. but. rather. offers every &hi!d a ri&h. rewarding.


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and uniue !earning experien&e The edu&ationa! environment isnt &onfined

to the &!assroom but. instead. extends into the home and the &ommunity and

around the wor!d 9nformation isnt bound primari!y in booksJ its avai!ab!e

everywhere in bits and bytes $tudents arent &onsumers of fa&ts They are

a&tive &reators of know!edge $&hoo!s arent 7ust bri&k-and-mortar stru&tures theyre &enters of !ife!ong !earning 8nd. most important. tea&hing is

re&ogni6ed as one of the most &ha!!enging and respe&ted &areer &hoi&es.

abso!ute!y vita! to the so&ia!. &u!tura!. and e&onomi& hea!th of our nation

Today. the seeds of su&h a dramati& transformation in edu&ation are being

p!anted #rompted by massive revo!utions in know!edge. information

te&hno!ogy. and pub!i& demand for better !earning. s&hoo!s nationwide are

s!ow!y but sure!y restru&turing themse!ves Leading the way are thousands

of tea&hers who are rethinking every part of their 7obs -- their re!ationship

with students. &o!!eagues. and the &ommunityJ the too!s and te&hniues they

emp!oyJ their rights and responsibi!itiesJ the form and &ontent of &urri&u!umJ

what standards to set and how to assess whether they are being metJ their

preparation as tea&hers and their ongoing professiona! deve!opmentJ and the

very stru&ture of the s&hoo!s in whi&h they work 9n short. tea&hers are

reinventing themse!ves and their o&&upation to better serve s&hoo!s and

students

,ew Re!ationships and #ra&ti&es Traditiona!!y. tea&hing was a &ombination of

information-dispensing. &ustodia! &hi!d &are and sorting out a&ademi&a!!y

in&!ined students from others The under!ying mode! for s&hoo!s was an

edu&ation 4a&tory in whi&h adu!ts. paid hour!y or dai!y wages. kept !ike-aged

youngsters sitting sti!! for standardi6ed !essons and tests Tea&hers were to!d

what. when. and how to tea&h They were reuired to edu&ate every student

in exa&t!y the same way and were not he!d responsib!e when many fai!ed to

!earn They were expe&ted to tea&h using the same methods as past

generations. and any deviation from traditiona! pra&ti&es was dis&ouraged by

supervisors or prohibited by myriad edu&ation !aws and regu!ations Thus.many tea&hers simp!y stood in front of the &!ass and de!ivered the same

!essons year after year. growing gray and weary of not being a!!owed to

&hange what they were doing Cany tea&hers today. however. are

en&ouraged to adapt and adopt new pra&ti&es that a&know!edge both the art

and s&ien&e of !earning They understand that the essen&e of edu&ation is a

&!ose re!ationship between a know!edgeab!e. &aring adu!t and a se&ure.


7/17

motivated &hi!d They grasp that their most important ro!e is to get to know

ea&h student as an individua! in order to &omprehend his or her uniue

needs. !earning sty!e. so&ia! and &u!tura! ba&kground. interests. and abi!ities

This attention to persona! ua!ities is a!! the more important as 8meri&a

&ontinues to be&ome the most p!ura!isti& nation on 5arth Tea&hers have tobe &ommitted to re!ating to youngsters of many &u!tures. in&!uding those

young peop!e who. with traditiona! tea&hing. might have dropped out -- or

have been for&ed out -- of the edu&ation system

Their 7ob is to &ounse! students as they grow and mature -- he!ping them

integrate their so&ia!. emotiona!. and inte!!e&tua! growth -- so the union of

these sometimes separate dimensions yie!ds the abi!ities to seek.

understand. and use know!edgeJ to make better de&isions in their persona!

!ivesJ and to va!ue &ontributing to so&iety They must be prepared andpermitted to intervene at any time and in any way to make sure !earning

o&&urs Rather than see themse!ves so!e!y as masters of sub7e&t matter su&h

as history. math. or s&ien&e. tea&hers in&reasing!y understand that they

must a!so inspire a !ove of !earning The most respe&ted tea&hers have

dis&overed how to make students passionate parti&ipants in the instru&tiona!

pro&ess by providing pro7e&t-based. parti&ipatory. edu&ationa! adventures

They know that in order to get students to tru!y take responsibi!ity for their

own edu&ation. the &urri&u!um must re!ate to their !ives. !earning a&tivities

must engage their natura! &uriosity. and assessments must measure rea!

a&&omp!ishments and be an integra! part of !earning The day-to-day 7ob of a

tea&her. rather than broad&asting &ontent. is be&oming one of designing and

guiding students through engaging !earning opportunities 8n edu&ators

most important responsibi!ity is to sear&h out and &onstru&t meaningfu!

edu&ationa! experien&es that a!!ow students to so!ve rea!-wor!d prob!ems and

show they have !earned the big ideas. powerfu! ski!!s. and habits of mind and

heart that meet agreed-on edu&ationa! standards The resu!t is that the

abstra&t. inert know!edge that students used to memori6e from dustytextbooks &omes a!ive as they parti&ipate in the &reation and extension of

new know!edge ,ew Too!s and 5nvironments ne of the most powerfu!

for&es &hanging tea&hers and students ro!es in edu&ation is new te&hno!ogy

The o!d mode! of instru&tion was predi&ated on information s&ar&ity ;


8/17

8 test or is an assessment intended to measure a test-takers

know!edge. ski!!. aptitude. physi&a! fitness. or &!assifi&ation in many other


9/17

topi&s "eg. be!iefs% 8 test may be administered ora!!y. on paper. on a

&omputer. or in a &onfined area that reuires a test taker to physi&a!!y

perform a set of ski!!s Tests vary in sty!e. rigor and reuirements 4or

examp!e. in a &!osed book test. a test taker is often reuired to re!y upon

memory to respond to spe&ifi& items whereas in an open book test. a testtaker may use one or more supp!ementary too!s su&h as a referen&e book or

&a!&u!ator when responding to an item 8 test may be administered forma!!y

or informa!!y 8n examp!e of an informa! test wou!d be a reading test

administered by a parent to a &hi!d 8n examp!e of a forma! test wou!d be a

fina! examination administered by a tea&her in a &!assroom or an 9M test

administered by a psy&ho!ogist in a &!ini& 4orma! testing often resu!ts in a

grade or a test s&ore

N+O 8 test s&ore may be interpreted with regards to a norm or &riterion. oro&&asiona!!y both The norm may be estab!ished independent!y. or by

statisti&a! ana!ysis of a !arge number of parti&ipants 8 standardi6ed test is

any test that is administered and s&ored in a &onsistent manner to ensure

!ega! defensibi!ity

NO $tandardi6ed tests are often used in edu&ation. professiona! &ertifi&ation.

psy&ho!ogy "eg. CC#9%. the mi!itary. and many other fie!ds 8 non-

standardi6ed test is usua!!y f!exib!e in s&ope and format. variab!e in diffi&u!ty

and signifi&an&e $in&e these tests are usua!!y deve!oped by individua!instru&tors. the format and diffi&u!ty of these tests may not be wide!y

adopted or used by other instru&tors or institutions 8 non-standardi6ed test

may be used to determine the profi&ien&y !eve! of students. to motivate

students to study. and to provide feedba&k to students 9n some instan&es. a

tea&her may deve!op non-standardi6ed tests that resemb!e standardi6ed

tests in s&ope. format. and diffi&u!ty for the purpose of preparing their

students for an up&oming standardi6ed test

N;O 4ina!!y. the freuen&y and setting by whi&h a non-standardi6ed tests areadministered are high!y variab!e and are usua!!y strained by the duration of

the &!ass period 8 &!ass instru&tor may for examp!e. administer a test on a

week!y basis or 7ust twi&e a semester Aepending on the po!i&y of the

instru&tor or institution. the duration of ea&h test itse!f may !ast for on!y five

minutes to an entire &!ass period 9n &ontrasts to non-standardi6ed tests.


10/17

standardi6ed tests are wide!y used. fixed in terms of s&ope. diffi&u!ty and

format. and are usua!!y signifi&ant in &onseuen&es $tandardi6ed tests are

usua!!y he!d on fixed dates as determined by the test deve!oper. edu&ationa!

institution. or governing body. whi&h may or may not be administered by the

instru&tor. he!d within the &!assroom. or &onstrained by the &!assroom period8!though there is !itt!e variabi!ity between different &opies of the same type

of standardi6ed test "eg. $8T or >R5%. there is variabi!ity between different

types of standardi6ed tests 8ny test with important &onseuen&es for the

individua! test taker is referred to as a high-stakes test 8 test may be

deve!oped and administered by an instru&tor. a &!ini&ian. a governing body.

or a test provider 9n some instan&es. the deve!oper of the test may not be

dire&t!y responsib!e for its administration 4or examp!e. 5du&ationa! Testing

$ervi&e"5T$%. a nonprofit edu&ationa! testing and assessment organi6ation.

deve!ops standardi6ed tests su&h as the $8T but may not dire&t!y be

invo!ved in the administration or pro&toring of these tests 8s with the

deve!opment and administration of edu&ationa! tests. the format and !eve! of

diffi&u!ty of the tests themse!ves are high!y variab!e and there is no genera!

&onsensus or invariab!e standard for test formats and diffi&u!ty ften. the

format and diffi&u!ty of the test is dependent upon the edu&ationa!

phi!osophy of the instru&tor. sub7e&t matter. &!ass si6e. po!i&y of the

edu&ationa! institution. and reuirements of a&&reditation or governing

bodies 9n genera!. tests deve!oped and administered by individua!instru&tors are non-standardi6ed where as tests deve!oped by testing

organi6ations are standardi6ed The e!ementary s&hoo! students @sing

9nstru&tiona! Cateria!s To $ustain #ss $e&retaria! $tudents 9nterest 9n ffi&e

#ra&ti&e $ub7e&t 8t oy #rofessiona! 8&ademy. 0umasi )H8#T5R ,5

9,TRA@)T9, /a&kground to the $tudy 8 tea&hing method may be

des&ribed as the standard pro&edure in the presentation of instru&tiona!

materia!s and the &ontent of a&tivities 9t is the way and manner in whi&h the

tea&her presents hisPher !esson to enab!e hisPher students a&uire know!edge

in the sub7e&t under &onsideration 8ny tea&hing method a tea&her uses hasadvantages. disadvantages. and reuires some pre!iminary preparation

ften times. a parti&u!ar tea&hing method wi!! natura!!y f!ow into another. a!!

within the same !esson and the ex&e!!ent tea&her &an deve!op the ski!!s to

make the pro&ess fau!t!ess to their students The &!assifi&ation of a tea&hing

method as being right for a parti&u!ar !esson depends on many fa&tors su&h


11/17

as. the age and deve!opmenta! !eve! of the students. their experien&es.

interests and goa!s. what they a!ready know. and what they need to know to

su&&eed with the !esson. the sub7e&t-matter &ontent. the ob of the !esson.

the avai!ab!e number of students. time. spa&e and materia! resour&es. and

the physi&a! setting

However. another. more diffi&u!t prob!em is to se!e&t an instru&tiona! method

that best fits ones parti&u!ar tea&hing sty!e and the !esson-situation There is

no one right method for tea&hing a parti&u!ar !esson. but there are some

&riteria that pertain to ea&h !esson that &an he!p a tea&her make the best

de&ision possib!e 9ndividua!s !earn indifferent ways 8&&ording to Aa!e "+112%

from the wwwdo!gov website. a person remembers +Q of what they read.

Q of what they heard. ;Q of what they seen and3Q of what is seen and

heard The per&entage in&reases for those fortunate enough to read. hear.see and do things in a&tua! or pra&ti&a! experien&es 8 tea&her has many

options when &hoosing a sty!e to tea&h by The tea&her may write !esson

p!ans of their own. borrow p!ans from other tea&hers. or sear&h on!ine or

within books for !esson p!ans

he tea&her is the primary sour&e of input that misunderstand ab!e to

the !earner

The tea&her &reates a friend!y &!assroom atmosphere where there is a

!ow affe&tive fi!ter

5rrors in spee&h are not &orre&tedJ however home work may in&!ude

grammar exer&ises that wi!! be &orre&ted

Learners are initia!!y exposed to meaningfu! !anguage. not for&ed to

speak unti! they fe!t ready to. and not &orre&ted or given exp!i&it

grammar instru&tion The method was &hara&teri6ed by a !ot of tea&her

ta!k. made inte!!igib!e through the use of visua! aids and a&tions

The tea&her must &hoose and or&hestrate ri&h mix of &!ass-room

a&tivities. the most effe&tive materia!s invo!ving a variety of group

si6es. &ontent. and &ontexts


12/17

The &!assroom is a pra&ti&a! sour&e of &omprehensib!e input in the

target !anguage for beginning studentsThe tea&her is seen as

responsib!e for &o!!e&ting materia!s and designing their use

$tudents intera&t in meaningfu! situations with other students at or

near their own !eve! of &ompeten&e$tudents are not to respond in

the target !anguage immediate!yThe tea&her &reates a spee&h whi&h

wi!! enab!e students to intera&t using the target !anguage

The tea&her is aware of the spe&ifi& vo&abu!ary needs of the students

and &an &on&entrate on appropriate and usefu! domains

THE LEARNING ENVIRONMENT

@,9T 999 )H8#T5R +Aetermining and 4ormu!ating >oa!sPb7e&tives '>oa!s are

our guiding star(

>@9A9,> #R9,)9#L5$ 9, A5T5RC9,9,> 8,A 4RC@L8T9,> L58R,9,>

/5)T9D5$

+ '/egin with the end in mind(

Lesson ob7e&tive must be a!igned with the aims of edu&ation

$hare !esson ob7e&tive with as embodied in the #hi! students

)onstitution. in other !aws and in

; Lesson ob7e&tives must be in the s&hoo!s vision-mission the two or threedomains statements whi&h you are a part know!edge "&ognitive%.

ski!!"psy&homotor%. and va!ues

8im at the deve!opment of &riti&a!"affe&tive% and &reative thinking


13/17

4or a&&ountabi!ity of< Work on signifi&ant and !earning. !esson ob7e&tives

must be re!evant !esson ob7e&tives

$C8RT T8S,CI 4 /5)T9D5$

+ '/5>9, W9TH TH5 5,A 9, C9,A( This means that we must begin our

!esson with a &!ear!y defined !esson ob7e&tive With a spe&ifi& ob7e&tive. our

!esson be&omes more fo&used We do not waste nor ki!! time for we are sure

of what to tea&h. how to tea&h and what materia!s to use

$H8R5 L5$$, /5)T9D5 W9TH$T@A5,T$ ur !esson ought to begin

with a statement and &!arifi&ation of the !esson ob7e&tive Cake known to our

students our instru&tiona! ob7e&tive and en&ourage them to make the !esson

ob7e&tive their own 8nd as a resu!t they wi!! be&ome more se!f-motivated

; L5$$, /5)T9D5$ C@$T /5 9, TH5 TW RTHR55 AC89,$

0,WL5A>5 ")>,9T9D5%. $09LL "#$I)HCTR% 8,A D8L@5$ "8445)T9D5%

ur !esson maybe dominant!y &ognitive. psy&homotor or affe&tive 8

&ognitive or a ski!! !esson must a!ways in&!ude the affe&tive dimension for

ho!isti& !earning 9n other words. a !esson is worthwhi!e if it gets &onne&ted to

everyday !ife. how the student is and ought to be &on&erned with it What

most important is our !esson is ho!isti& and &omp!ete be&ause it dwe!!s on

know!edge and va!ues or on ski!!s and va!ues or on know!edge. ski!!s and

va!ues 9t is ne&essary that our !esson gets dire&tion from ob7e&tives in thetwo or three domains with the affe&tive domain a!ways present

,949)8,T 8,AR5L5D8,T L5$$, /5)T9D5$ The !eve! of

their se!f-motivation a!! the more in&reases when our !esson ob7e&tive is

re!evant to their dai!y !ife. hen&e. signifi&ant

3 L5$$, /5)T9D5 C@$T /5 8L9>,5A W9THTH5 89C$ 4 5A@)8T9, 8$

5C/A95A 9, TH5#H9L9##9,5 ),$T9T@T9, 8,A TH5R L8W$ 8,A, TH5

D9$9,-C9$$9, $T8T5C5,T$ 4 TH55A@)8T9,8L 9,$T9T@T9,$ 4

WH9)H I@ 8R58 #8RT The aims of edu&ation as enshrined in our

fundamenta! !aw of the !and. in the 5du&ation 8&t of +1F. the Ten-Iear

Cedium Term Aeve!opment #!an must be ref!e&ted in the vision-mission

statements of edu&ationa! institutions This means that the aims and goa!s of

edu&ation as provided for in our !aws fi!ter down to our !esson ob7e&tives We

then &an &ontribute very mu&h to the rea!i6ation of our s&hoo!s vision and


14/17

mission statements be&ause our !esson ob7e&tives are based on our s&hoo!s

vision and mission statements

2 89C 8T TH5 A5D5L#C5,T 4)R9T9)8L 8,A )R58T9D5 TH9,09,> We

need not go into a !aborious resear&h to be &onvin&ed that the deve!opment

of &riti&a! and &reative thinking is wanting in &!assrooms Cost uestions

asked whether ora! or written are &onvergent. !ow-!eve! uestions 9f we want

to &ontribute to the deve!opment of our studentsPpupi!s who are &riti&a! and

&reative thinkers then we shou!d in&!ude in our s&ope of uestions high-!eve!.

divergent or open-ended uestions 4or this reason the who!e brain must be

used for ba!an&ed !earning not 7ust the !eft for &riti&a! thinking but a!so the

right for &reative thinking

E 4R 8))@,T8/9L9TI 4 L58R,9,>. L5$$,/5)T9D5$ C@$T /5$C8RT.

95. $#5)949). C58$@R58/L5. 8TT89,8/L5. R5$@LT-R95,T5A 8,A

R5L5D8,T. T9C5-/@,A 8,A T5RC9,8L When our !esson ob7e&tive is

$C8RT it is uite easy to find out at the end of our !esson if we attained our

ob7e&tive or not 9n short. $C8RT ob7e&tives in&rease our a&&ountabi!ity for

the !earning of our students With $C8RT !esson ob7e&tives. there is greater

mat&h between instru&tion and assessment There is &urri&u!um a!ignment

/8)0

T8S,CI 4 /5)T9D5$ /8)0

)>,9T9D5 AC89,TH5 AC89, 4 TH@>HT #R)5$$ /8)0

+ 0,WL5A>5 R R5)8LL - know!edge termino!ogy and &onventions. trends

and seuen&es. &!assifi&ations and &ategories. &riteria and methodo!ogies.

prin&ip!es. theories. and stru&turesJ eg to identify the &apita! of the

#hi!ippines - remembering of prior !earned materia!s in terms of fa&ts.

&on&epts. theories and prin&ip!es 9t is the !owest &ognitive !eve!

)C#R5H5,$9, - re!ate to trans!ation. interpretation. and extra po!ationJ

eg to interpret a tab!e showing the popu!ation density of the wor!d - abi!ity

to grasp the meaning of materia! 9t indi&ates the !owest form of

understanding


15/17

; 8##L9)8T9, - use of abstra&tion in parti&u!ar situationsJ eg to predi&t

the probab!e effe&t of a &hange in temperature on a &hemi&a! - the abi!ity to

use !earned materia! in new and &on&rete situation

. 8TT9T@A5$. 9,T5R5$T$ 8,A

455L9,>$ /8)0

+ R5)59D9,> - awareness. wi!!ingness to re&eive in parti&u!ar event. stimu!i

or &!assroom a&tivities. &ontro!!ed or se!e&ted attentionJ eg to !isten

attentive!y during group presentations

R5$#,A9,> - a&uies&en&e. wi!!ing response. a&tive parti&ipation on the

part of the students. fee!ings of satisfa&tionJ eg to &ontribute to group

dis&ussions by asking uestions

; D8L@9,> - a&&eptan&e. preferen&e. &ommitment. &on&erned with the

worth or va!ue of a student to a parti&u!ar phenomena. ob7e&tor behaviorJ

eg to argue over an issue invo!ving hea!th &are

8,9B8T9, - &on&eptua!i6ation of va!ues. organi6ation of va!ue

system. &on&erned with bringing together different va!ues and bui!ding a

va!ue systemJ eg to organi6e a meeting &on&erning neighborhoods housing

integration p!an

3 )H8R8)T5R9B8T9, - genera!i6ed set of va!ues. &hara&teri6ation or

phi!osophy of !ifeJ eg to 7oin a ra!!y in beha!f of a nob!e &ause /8)0


16/17

PSYCHOMOTOR DOMAINTHE DOMAIN OF USING PSYCHOMOTOR

ATTRIBUTES BACK

+ R54L5S CD5C5,T$ - re!ate to ref!exesJ eg to &ontra&t a mus&!e

4undamenta! movements re!ate to wa!king. running. 7umping. pushing.

pu!!ing. manipu!atingJ eg to run a +QQ-yar dash

#5R)5#T@8L 8/9L9T95$ - ob7e&tives re!ate to kinestheti&. visua!. auditory.

ta&ti!e. and &oordination abi!itiesJ eg to distinguish distant and &!ose

sounds

; #HI$9)8L 8/9L9T95$ - re!ate to enduran&e. strength. f!exibi!ity. agi!ity.

rea&tion-response time. dexterityJ eg to do five sit ups


17/17

e!ements of the a&tivity or game 5xamp!e of pre&ision-!eve! ski!!s in&!udes

different notes with different !eve!s of vo!ume and pit&h. without &ons&ious!y

!ooking at her fingers

research on principles of teaching 1

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