MANAGING INSTRUCTION

A. Deteirnining ln ^ rtio h s j Objectives

-are specific statements of intermediate j ^ r i ^ oirtcomes necessary for ac-is to do atihe end of ins^ucQon),

• Taxonomy of dbjectives ,

1) Cognitive &orfta1n-4erf|amin

Bloom-- describe the knowledge that learners are to acquire; ;

Oriqinat Revised Taxonomy 1

Uke the original taxonomy, the revision is hierar­

chical in the sense that the six major categories of the cognitive process dimension are believed to differ in their complexity.

a. Knowledge 4 recalling

previously leanrted material from tong-term memory.

■ Recognizing

ffiH P N U LET Reviewer

Professional E d u catio n b. Cton^h8t$or^- restating b. Understand'* Determining the mealing.

previous^ teamed material .of ins^etiooaLrriessages/lr^loding oral, written;-^i%)hlccommunicafion. i c. Application!- using the ■ Interpreting

knowledge Jqto a rjew situ- * Exemplifying . attoriorproblwt- > • Classifying d. AnatyS&jr breaking the • Summarizing

knoyise^'into.pafis and ‘ ■ Inferring mak^sffilMoti^iipamong ■ Comparing

ideasr * •Explaining

e. Synftesi? r producing c. Apply -JCanying out or using a procedure wtioies from the parts or '

insgim:s$jefk)n,y

producing a r ^ whote j ■ Executing f. Evaiuatioi-judging the ■ Implementing

value pf toorted^iofflie^ d. Analyze s Breaking material into ils constitu-material learnt . * entfHflsjfxJ.detecting howthepartsrelate ta 0(9an#er and to an overall structure orpurpoise.

■ Differentiating

• • Organizing

■ Attributing

a Evaluate - Making ^udgmentstased on crrterla and^tgndards

■ Oiecking

■ Critiquing

f. Create* Puffing elements together to : form w&hflrM t whote*br make an original:

'■^nerating

• Planning

• Producing

Dr. Ma. Corazon B. Sigua and ProC. C elia M. Ilanan

Prof'cssional E d u catio n

B.

2) Affective D pifi^rtfD avld^tfw oW

- describe thef.$itu<Ji learners are

i f ,

b. jpcttngjo in event through participation c. - e v a liltii^^fe fs iB the form of acceptance, pref:

'M m coim iM nMnf

v3*068 in:r^ttontofe^O lher l^ecordancewith the accepted value

SHrfipson

learners aretDina^er of sensoiy stimulus

/knows

i - modfles lets for special problems

^creates new movement patterns /showscreativtty 1) Factors to Consider in Choosing a Method

a. Objectives b. Subject matter c. Learners

d. Educational technology e. Teacher

f. School environment g. Safety measures

2) Principles for Determining Method The method must: •

♦ utilize the theory of self-activity.

♦ utilize the laws of teaming..

Dr. Ma. Corazon B. Sigua and Prof. Celia M, Ilsuian

P rin c ip le s an d S tra te g ie s o f T each in g

♦ aid .the learner in defining his own purposes by setting the situation for the emergence of a desirable purpose.

♦ start from what is known already to the students. *

♦ be based on the accepted, welt-integrated educational theory •and practice which is designed; to unify the work of teaching and teaming.

♦ provide the learners with numerous and diverse learning experiences or activities.

♦ challenge and encourage the learner to further activities which involve the process of differentiation and integra­

tion.

♦ provide opportunity for the learner to ask and answer questions.

♦ be supplemented by other methods.

3) Types of teaching approaches/methods/strategies

» Direct/ /Teacher-centered approach - is teaser-centered/

controlled; teachers transmit Information directly to the learner a) Deductive method- This method begins with a lute or

generalization that is applied to specific cases or examples.

It aims to test the rule or solve the given problem, ft is the opposite of inductive method.

b) Demonstration or Showing method- “Learning by obser­

vation & imitation. * in this method, the teacher (or a select group of pupils) performs the activity. The demonstration may be live, filmed or electronically presented. The class learns through observation and/or practice with real equip­

ment and simulators.

c) Lecture method- Lecture is a teaching procedure for dari-

‘fyfrig or explaining a major Idea cast in the form of question or problem (Bossing). This is'very effective when the lecturer has the lnformadon or materials which pupils do not have;

thus, imparts information and develops critfcal thinking, largely by the use of the verbal message, with minimal class

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P r in c ip le and Stra tegic? o f T each in g

participation. This is also considered as the most authorita­

tive method of teaching:

. » Indirect/Leamer-centered approach - is ieamer-controtfed;

students search for information

a) Concept deveiopment method- Subject matter is taught to enabtepuplls to develop concepts. (A concept is an idea oc representation of the common element or attribute by which groups or classes may be distinguished. It is also a general idea or understanding, especially one derived from specific instances or occurrences) This method irwotves the essen­

tial components of higher-order thinking skills like listing, grouping, labeling, regrouping, and synthesizing.

b) Discovery mettjod-thte meftod refers to aninductive method in guiding learners to discuss and organize ideas and processes by themselves. They wilt undergo the pro­

cess of observation, comparison and abstraction, general­

ization and application. It means keeping them use ideas already acquired as a means of discovering new ideas.

c) Inductive method- This would help pupils discover import­

ant rules or truth tor themselves through careful observa­

tions of specific cases or examples leading to generaliza- tions. lt Is the opposite of deductive method.

d) Laboratory method- This method is effectively used In Science and other related subjects. Apparatus and materials are used to discover or verify facts and to study scientific ' relationship. Activities range from observation to investiga­

tion/experimentation, which in turn provide learners with firsthand experience,

. e) Problem-solving method- This is an application of John Dewey's reflective thinking theory. This makes use of a problem as a nucfeus which will make pupils work toward its solution. Essentials to tills are statements of the problem

• & hypothesis and evaluation & verification of solutten/result.

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P ro fessio n al E d u catio n

• 1) 1 Project method- This method is characterized by learners planning, directing and executing activities which are purposeful, natural, lifelike and significant. Projects may be classified as physical material projects, learning projects and intellectual or problem projects.

» OtherModels /Teaching Strategies

a) Brainstorming- is a process forgenerating creative ideas and solutions through Intensive and freewheeling group discussion. It consists of individuaTor more in which a delib­

erate attempt Is made to think creatively about all possible approaches and solutions to a given problem.

b) Constructivist Teaching- believes that learning occurs as learners are actively involved in a process (rf meaning and knowledge construction rattier than passively receiving information. Learning becomes possible when tasks are authentic, set in a meaningful context and related to the real world. At the end, critical thinkers, motivated and independent learners are created.

c) Cooperative teaming - It is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also tor helping teammates learn, thus creating an atmosphere of achievement

d) Distance Learning^ or distance education is a mode of delivering education and teaching, often on an individual basis, to students who are not physical present in a traditional setting such as a classroom. It provides “access to learning when the source of information and the learners

• are separated by time and distance, or both."

Dr. Ma. Curazon-fl. £igtui ami Prof. Celia M. Hand!)

P ro fe ssio n a l Education

e) Dale's Cone of Experience - a pictorial device that presents bands of experience afranged according to degree of abstraction. .

f) Held trip- It occurs outside the classroom and offers an opportunity for students to get exposure to 'real" people and events and tt» opportunity to make connections with ofoers.

g) MetawgnitlveTeaching- Thinking* about thinking."

Teachers guide ieSmers to become more strategic thinkers by helping them understand the. way ttiey are processing hfprmafai. It can be done using any of the foflowlng ' processes: advance organization, organizational planning,.

directed attention, selective attention, self-monitoring, self-evaluation, auditory representation.

Dr. Ma. Corazon B. Sigua and Prof- Celia M. Itanan

Principles and Strategics o f Teaching

■ ■■_ . T|---r._l,.|.-iww— .Ml .1

h) Multiple Intelligences (Ml) - Developed by Howard Gardner, Ml. believe that children's thinking and learning skills vary widely from child to child. It aims to develop learners who - are analytic, interactive & introspective. Listed below are the nine intelligences human beings are said to possess:

-♦ Verbal-Linguistic - well-developed verbal skills and sensitivity to the sounds, meanings and rhythms of words

♦ Mathematical-Logical - ability .to think conceptually and abstractly, and capacity to discern logical or numerical patterns

♦ Musical - ability to produce and appreciate rhythm, pitch and timber

♦ Visual-Spatial - capacity to think in images and pic­

tures, to visualize accurately and abstractly

♦ Bodily-Kinesthetic - ability to control one's body move­

ments and to handle objects skillfully

♦ Interpersonal - capacity to detect and respond appro­

priately to the moods, motivations and desires of others.

♦ Intrapersonal - capacity to be self-aware-and in tune with inner feelings, values, beliefs and thinking processes

♦ Naturalist - ability to recognize and categorize plants, animals and other objects in nature

«• Existential - sensitivity and capacity to tackle deep questions about human existence, such as the meaning of life, why do we die, and how did we get here, i ) . Panel- This consists of a group of three to six persons

■ having a purposeful conversation on. an assigned topic with or wHhput active partfcijjation by ttte audience. The panel is usually seated at a table in fuD view of toe audience.

•j) Peer Tutoring - the assignment of students to help one another on a one-on-one basis or In snail groups in a variety of situations.'

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Prin cip les an d Stra tegies o f T each in g .

.• *

k) Problem-based Learning- challenges students to leam through engagement In a real problem. Learning takes • - place within the contexts of authentic tasks, issues, and

problems-'-that are aligned with real-world concerns.

I) Reflective Teaching - is a response to past experience and.

involves conscious recall and examination of the experience as a basis for evaluation and decision-making ami as a source for planning and action,

m) Role playing- It involves a spontaneous portrayal (acting put) of a situation, condition, or circumstance that is similar to real-life.

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

o) Small-Group Instruction- Works best in rooms with mov­

able furniture. It can provide interesting challenges, permit students to progress at their own pace, provide a psycho­

logically safe situation in which to master the material, and encourage them to contribute to class activities. Grouping may be done using ability, interest, skill, viewpoint activity . or project, integration and arbitrary,

p) Socratic method- question and answer used by Socra­

tes. The teacher does not give information directly but instead asks students series of questions. Its goal is to hefc students process information and engage In deeper understanding of topics. It can be used at any grade level and with ail subject areas, and lessons can be adapted to fit a changing society

q) Symposium- Is a formal activity where two to five persons talk on or discuss a . topic, especially an academlctopic or social problem before an audience.

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. . Professional E d u catio n C. Determining Learning Activities' *

. 1 Are activities engaged in by the learner for the purpose pf acquiring cer­

tain skills, concepts, or knowledge with or without teacher's guidance. It provides opportunities for students to model ways of thinking and learning, practice skills and processes, extend knowledge, learn from a wide range of sources (including othsr students), gain feedback on progress, engage deeply in the subject matter, and participate actively in the learning process.

1) Principles in Selecting Learning Activities a) Learners must profit from the experience.

b) Learning activities must provide for the attainment of a set of objectives.

c) Learning activities must be authentic and contextualized to meet the needs and interests of the learners.

d) Learning activities must challenge the learners to ask . questions.

e) Learning activities must provide opportunities for content mastery as well as broad and deep study.

2) Criteria in Selecting Leaning Activities a) Appropriateness

b) Feasibility c) Variety d) Optimal value D. Determining Instructional Materials

• Consist of educational resources used to improve students' knowledge, abilities, and skills, to monitor their assimilation of information, and to con­

tribute to their overall development and upbringing.

1) Types of Instructional materials

„ a) Concreteobjects - Includes objects from nature b) Representations of concrete objects and phenomena -

Includes three-dimensional materials (castings, globes, and experimental models), two-dimensional materials (charts, pictures, photographs, maps, diagrams, and drawings), and

Dr. Ma. Corazon B. Sigua and Prof. Celia M. llanan

P ro fe ssio n a l Ed ucatio n

audiovisual materials (motion pictures, film clips, filmstrips, slide sequences, transparencies, records and tape record­

ings, and radio and television broadcasts).

c) Descriptions of such objects and phenomena - includes scientific, scholarly, reference, and methodological teaching aids, as well as textbooks, books of problems and exercises, books for recording scientific observations, laboratory manuals, manuals for production training, and programmed textbooks

2) Principles in the Selection and Utilization of Instructional Media a) Motivation

b) Individual differences c) Learning objectives d) Organization of content e) Preparation for learning f) Participation

g) Feedback h) Reinforcement i) Practice j) Repetition ty Application E. Determining Evaluation instrument

■ Any of the means by which one obtains information on the progress of the learner and the effectiveness of instruction

In document Professional Education Reviewer (Page 98-108)