CHAPTER I

GOAL AND OBJECTIVE

RELATED PRINCIPLES OF TEACHING

Guided Questions

1. Describe the teaching behavior of teacher without a specific lesson objective upon
entering the class.

2. Why is it important that students make the teacher’s lesson objectives their own?

3. Will it make a difference in our teaching if your lesson objective is only on the
cognitive or psychomotor domain?

4. What happen when you, as teacher, disregard educational goals (as stated in the Phil.
Constitution) and vision-mission statements of your institution?

5. What pedagogical benefits can you derive from formulating SMART objectives?
6. For holistic learning what parts of the brain must be used?

Chapter II
TEACHING STRATEGY
RELATED PRINCIPLES OF TEACHING AND LEARNING

Guided Questions
1. “Hands-on-minds-on” learning is in line with the principle that learning is an active
process. what is meant by “hands-on-minds-on” learning?

2. “There is nothing in the mind that has not been in some way through the senses.”
what does this imply about the use of the five senses in the teaching- learning process?

3. With learning in mind, can an excellent physical condition of the classroom

compensate for a hostile psychological climate?
4. Remembering the fourth principle of teaching and learning in this chapter, what does
a highly cerebral approach to teaching lack?

5. Describe what a teacher does when she engages herself purely in “teaching for
testing.” how doe it affect students’ learning?

6. What practice(s) should we avoid to make teaching-learning more meaningful?

7. When a teacher teaches higher-order-thingking-skills (HOTS), what skills does he

teach?

8. What is the best learning style?explain why?

9. How can a teacher cater to all learners with varied learning styles and multiple
intelligences?