Principles Underlying Teaching

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Principles Underlying

Teaching

Presented to:

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esmontemayor 2 1. Principle of Context 2. Principle of Focus 3. Principle of Socialization 4. Principle of Individualization 5. Principle of Sequence 6. Principle of Evaluation

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PRINCIPLE OF CONTEXT

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Flemming (1996)

as cited by Acero et al. (2007)

A collection of data is not information.

A collection of information is not knowledge. A collection of knowledge is not wisdom.

A collection of wisdom is not truth.

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• Information relates to description, definition, or perspective (what, who, when, where)

• Knowledge comprises strategy, practice, method, or approach (how)

• Wisdom embodies principle, insight, moral or archetype (why)

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Principles of context mean that

instruction can be effective if learning

takes place through situation and

circumstances that provide setting

materials for the process of learning

to go on.

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Principle of Context are Categorized into Six Levels

Level 1

Context consists of the textbook only • Predominantly verbal

• _{No problem-solving experience} • Lacks dynamic appeal

• _{Limited verbal responses to verbal stimuli}

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Level 2

Context consists of textbook together with a collateral/supplemental material

• _{Wider context}

• More readings of expository

• _{Advocates more extensive reading}

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Level 3

Context consists of non-academic and current materials (magazine articles, newspaper clippings)

• Concrete, specific, actual, and immediate • _{Reality vs. theories}

• Leads to extensive discussion

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Level 4

Context consists of multi-sensory aids • Effective when used as aid in learning • _{Related to contemplated learning}

• Ineffective if learner is passive

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Level 5

Context consists of demonstration and presentation by the experts

• _{Concrete setting}

• Learning beyond classroom setting

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Level 6

Field experiences: personal, social, community understanding

• _{Concrete, abundant, dynamic, readily} apprehended setting for learning

• _{Goes beyond verbalization}

• Concrete and firsthand experiences

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PRINCIPLE OF FOCUS

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Level 1

Focus established by page assignment in textbook

• _{Uniform structure}

• Learning without unity • _memorization

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Level 2

Focus established by announced topic

together with page or chapter references • _{Insight and understanding}

• Varied learning pattern

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Level 3

Focus established by broad concepts to be comprehended or problem to be solved

• _{Directed at the mental processes of the} learner

• _{More varied learning patterns}

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Level 4

Focus established as a concept or a problem to be solved, a skill to be acquired to carry an undertaking • Flexibility

• _{Acquisition of more facts and information}

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PRINCIPLE OF

SOCIALIZATION

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Level 1 – Social pattern

characterized by submission

• _{Rudimentary level of socialization} • _{No group function}

• Teacher-controlled

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Level 2 – Social pattern

characterized by contribution

• _{Sympathetic and positive discipline} • _Freedom

• Lacks authority

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Level 3 – Social pattern

characterized by cooperation

• _{Goes beyond friendliness and sympathy} • _{Teacher as an organizer}

• Positive team spirit

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PRINCIPLE OF

INDIVIDUALIZATION

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Scales of Application

1. Individualization through different performance in uniform

2. Individualization through homogenous grouping

3. Individualization through contract plan

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Scales of Application

4. Individualization through individual instruction

5. Individualization through large units with optional-related activity

6. Individualization through individual undertakings, stemming from and

contributing to the joint undertaking of the group of learners

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PRINCIPLE OF SEQUENCE

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Scales of Application

1. Sequence through logical succession of blocks of content (lesson and course)

2. Sequence through knitting learning/ lesson/ course together by introductions, previews, pretests, reviews

3. Sequence organized in terms of readiness

4. Sequence organized in terms of lines emerging meanings

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Scale 1

Learning sequence can pass through the following stages:

1.Define the principle.

2.Define the principle within models. 3.Generate the principle.

4.Receive feedback.

5.Define principle or practice.

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Scale 2

Knotting learning of a particular lesson by 1.Supplementing discussion

2.Studies

3.Analysis of lesson 4.By introductions

5.Reviews related to the lesson at hand

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Scale 3

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PRINCIPLE OF EVALUATION

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Types of Evaluation

1. Diagnostic Evaluation

– Done at the beginning of the unit or course to determine the

different levels where students can be grouped whether:

a. Slow

b. Average c. Fast

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Types of Evaluation

2. Formative Evaluation

– The phase of evaluation where what the teacher does in the course of his teaching and what he is to do next are given focus.

– Example: a short test after the lesson proper

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Types of Evaluation

3. Summative Evaluation

– This phase of evaluation calls for “summing up” all pertinent data related to the

performance of the individual learners.