Teaching

Process

THE TEACHING PROCESS
1
COMPETENCY: Select and apply appropriate teaching strategies and techniques for particular
teaching/learning situations

I. BASIC CONCEPTS
Ø Approach – one’s viewpoint toward teaching
Ø Method – a series of related and progressive acts performed by a teacher and students to achieve
the objectives of the lesson
Ø Technique – the personal art and style of the teacher in carrying out the procedures of teaching
Ø Strategy – set of decisions to achieve an objective that results in a plan

II. TYPES OF LESSON

A. Development Lesson
Ø Used in presenting a new fact, principle, procedure, generalization, skill, or a new knowledge
Ø Steps:
Prepara&on
•  Review facts and recall old experiences related to the new lesson
•  Establish objec=ves
Development
•  Lead the class to examine, analyze, compare, contrast, generalize,
observe, judge, or direct something to achieve objec=ves

Applica&on
•  Use what has been learned in a new situa=on or prac=ce ac=vi=es

B. Old Lesson
1. Review lesson
Ø Used in presenting a new view of old facts and concepts in a broader setting that results in new
meanings, associations, relationships, and ways of acting
Ø Steps:
Prepara&on
•  Define the need to review
•  Specify the purpose of the review
•  Recall concepts previously learned

Review Proper/ Ac&vi&es

•  Use any or a combina=on of the following:
•  problem solving skill, comparison scheme, concepts scheme,
ac=vi=es scheme, open book exercises, imagina=ve/crea=ve
scheme, condensing, selected reference reading

Further Applica&on
•  Use new learning in new situa=ons

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 Teaching Process

2. Drill lesson 2
Ø Used in fixing certain items of knowledge or relations for ready recall
Ø Steps:

Mo&va&on
•  Arousing the need for the skill or ac=vity

Focaliza&on
•  Focusing learner's aMen=on on the specific facts, habits, or skills to
be drilled on

Repe&&on with a;en&on

•  Repea=ng learning materials meaningfully

Applica&on
•  Using what has been learned in a new situa=on

III. METHODS OF TEACHING

SUBTYPES
TYPES
Deduc=ve
Direct Approach: Expository
strategies Expository

Demonstra=ve

Induc=ve
Methods
Discovery

Reflec=ve
Experien4al Approach:
Exploratory strategies
Problem solving

Laboratory

Inquiry/Project

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A. Direct Approach: Expository Strategies
Strategy What is it
Method that starts with a rule or
Deductive general statement that is applied
to specific cases/examples
Method where facts, concepts,
principles, and generalizations
are stated, presented, defined,
Expository interpreted by the teacher and
followed by the application or
testing of these in new examples
generated by students
Method where the teacher or a
trained resource person performs
Demonstrative
a procedure while the rest of the
class become observers
B. Experiential Approach: Exploratory Strategies
Strategy What is it
Formulation of a conclusion, definition,
Inductive rule, principle, or formula based on
knowledge of examples and details
Method in which thoughts are
synthesized to perceive something that
the individual has not known before;
Discovery
learning is a result of the learner’s own
internalized insight, reflection, and
experience
Method that focuses thought on certain
Reflective phenomenon through inspection,
introspection, and analysis
Method that removes a recognized
Problem
difficulty or perplexity in a situation
solving
through the process of reasoning
A set of first hand learning activities
wherein the learner investigates a
Laboratory problem, conducts experiments,
observes processes, or applies theories
and principles in a simulated setting
Inquiry/ A practical unit of learning carried on
Project by students in a lifelike manner and in a
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Teaching Process
3
When to use
• When learners are asked to test a rule or further
develop it, to answer questions or to solve
problems by referring to laws, principles, and
theories
• When there is an immediate need of a relevant
information to make the students understand a
part of the lesson
• When information is not available and time can
be saved by the teacher directly telling it
• When an idea or principle can best be learned
only by explanation
• When the source material is not available to
students
• When process is significant but apparatus is
limited
• When school lacks facilities for every student
• When equipment is too sophisticated, expensive,
or dangerous
• When lesson requires skill in investigative
procedure or technical know how
When to use
• When the rule, concept, truth, principle, or
generalization is important enough to justify
the time devoted to the lesson
• When the learner has the ability to state the
generalization by himself through
comparison and abstraction of instances
• When the concept under study is collective
shared by the learners
• When the learners have had prior exposure
to stimuli that could aid in learning
• When the concept to be learned is a social
issue with several alternative goals and
hypothesis
• When the goal is to sharpen the power to
think, reason, and create new idea; to learn
how to act in difficult situations; and to
improve judgment
• When the goal is to cultivate learner’s skills
in the basic scientific process; to enhance
higher order thinking skills, and to induct
learners to scientific processes
• When time and resources are available
• When training in cooperation, open-
 Teaching Process

natural setting mindedness, and creativity is needed
IV. TECHNIQUES IN TEACHING 4

A. Questioning Techniques

• Wait-time – ask a question, wait, and call a student to respond

o Ask questions that are:
§ Stimulating, challenging, thought provoking
§ Logically sequenced
§ Grammatically correct
§ Clear and simple
§ Commensurate with student’s abilities
• Directing – ask the question then call a student’s name
o Avoid fixed predictable order when calling students’ names
o Call on non-volunteers who manifest signs that they know the answers
o Do not embarrass students because of their inability to answer the questions
• Redirecting – ask the question, call a student to answer, and then call another student to correct,
elaborate, or extend the previous answers
o Use redirecting question for high-achieving students
• Probing – ask the question again if a student fails to answer, rephrase or simplify the question but
stay on with the same student
o Use probing for low-achieving students
o Staying with the same student, ask follow-up questions, ask related questions, or restate the
students ideas
o Avoid cross examination when probing
o Start with a series of easier questions leading toward the answer
o Do not overdo probing

B. Discussion Techniques

• Panel/Forum – informal discussion of a topic by a group led by a chairman; each member gives a
key opening statement about the topic
• Symposium – more formal in its setting in which students prepare in advance discussion points
representing views of different people
• Buzz session/ Brainstorming – sharing of opinions, viewpoints, and reactions without formal
preparations
• Debate – formal “speeches” and rebuttal by sets of members of two opposing teams

C. Simulation Discussion Techniques

• Role playing – class members adapt certain roles simulating a situation

o Jury-trial simulation
o News reporting
• Socio-drama – portrayal of special scenes/events from history or literature

D. Management Techniques

Aspect of Classroom
Techniques
Management
• Clear all identified traffic routes
• Frequently used materials should be kept in readily accessible place
Setting • Establish rules for every learning station in the room
• Arrange pieces of furniture that facilitate easy movement, overall monitoring,
visibility, and accessibility

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 Teaching Process

• Make explicit all procedures for getting, using, and returning materials
• Maintain effective flow pacing, momentum, and transition from one topic to 5
another
• Observe effective techniques of questioning to maintain group alertness
Instruction • Promote cooperation and cohesiveness by holding students accountable for
classroom incidents
• Ensure satisfaction and sense of progress and mastery through adjusting tasks
and requirement to student’s capability level
• Set rules early on as desired behaviours
• Apply disciplinary procedures consistently to all learners
• Link disciplinary procedures to student’s inappropriate behaviour
Conduct • Deal immediately with all appropriate and inappropriate behaviour
• Rewards for appropriate behaviour should be appealing to learners
• Check deterrent value of penalties
• Employ low-profile classroom controls
• Identify daily activities that can be made into routine to save time and effort
Routine
• Inform students why routines are established
• Respect and value students as human beings
• Enforce freedom within reasonable limits
Climate
• Stress group cooperation and cohesiveness over competition
• Maintain an atmosphere of freedom rather than control
• Make every student in the class feel that he/she is valued
• Be direct and honest with students and encourage them to do the same
• Develop a sense of interdependence
• Be personally involved rather than alienated
Relationship
• Sustain positive and constructive conversations with and among students
• Employ corrective measures without sarcasm and ridicule
• Employ communication that safeguards self-esteem and convey respect
• Assist every student in building confidence

V. PRINCIPLES OF MEASUREMENT AND EVALUATION

Ø Measurement – systematic process of determining and differentiating the traits or characteristics a

learner possesses; can be qualitative or quantitative
Ø Evaluation – process of forming judgments about the quality of the behaviour or performance of a
learner

1. Significance: Evaluation is an essential component of the teaching-learning process

2. Continuity: Evaluation is a continuous process. It takes place before, during, and after
instruction.
3. Scope: Evaluation should be comprehensive and as varied as the scope of objectives.
4. Compatibility: Evaluation must be compatible with the stated objectives.
5. Validity: There must be a close relationship between what an evaluation instrument actually
measures and what it is supposed to measure.
6. Objectivity: Although effective evaluation should use all available information, it is generally
believed that this information is more worthwhile if it is objectively obtained.
7. Reliability: Evaluation instruments should be consistent in measuring what it does measure.
8. Diagnostic Value: Effective evaluation should distinguish not only between levels of learners’
performance but also between the processes which result in acceptable performance.
9. Participation: Evaluation should be a cooperative effort of school administrators, teachers,
students, and parents.
10. Variety: Evaluation procedures are of different types, namely: tests, performance-based
evaluation measures, affective evaluation measures, and peer ratings.

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 1

THE CLASSROOM TESTING PROCESS

Determining the purpose of the test

Specifying the instructional objectives

Preparing the table of specifications

Determining the item format, number of test items, and

difficulty level of the test

Writing test items that match the objectives

Editing, revising, and finalizing test items

Administering the test

Scoring

Tabulating and analyzing the results

Assigning grades

CLASSIFICATION OF TEACHER-MADE TESTS

Objective Essay
Supply/ Constructed/ Extended Restrcited
Free response Selected/ Fixed response response response

True-False/
Binary Choice/ Multiple
Short answer Completion Alternate Matching Choice
Response
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COMPARATIVE SUMMARY OF TYPES OF TEST ITEMS

WHAT IT
TYPE DESCRIPTION ADVANTAGES LIMITATIONS
MEASURES
Short Answer Requires Recall of Ø Appears Ø Scoring is
examinee to knowledge natural to time
answer with a students consuming
few words or a Ø Relatively Ø Tends to
sentence or two easy to measure
construct highly factual
information
Completion Calls for one Recall of facts Ø Easy to Ø Scoring is
answer to each construct time
blank in a Ø Allow a good consuming
sentence sampling of Ø Likely to
content measure rote
Ø Scoring memory than
reliability is understanding
high
True-False/ Asks examinee to Knowledge of Ø Format is Ø Susceptible to
Binary Choice/ choose an answer specifics similar to guessing
Alternate from two given what is Ø Weak in
Response response normally providing
categories asked in class diagnostic
Ø Provides an information
extensive
sampling of
knowledge
Matching A series of multi- Knowledge of Ø Familiarity of Ø Not well
choice items related facts, skills being adapted to
presented in a associations, and measured the
more efficient relationships measurement
manner of
understanding
Multiple Choice Contains a stem Recall of Ø Provides a Ø Takes longer
in the form of a knowledge broad time to
question or an Comprehension sampling of answer
incomplete Application knowledge Ø Relatively
statement Analysis Ø Scoring is difficult to
Synthesis easy and construct
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objective
Ø Can be
constructed in
the optimum
difficulty
level
Essay Entails complex Complex thinking Ø Can assess Ø Reading and
thinking skills, and reasoning higher level scoring
e.g. organizing skills thinking skills answer is very
and interpreting Ø Motivates time
information, better study consuming
giving habits and Ø Scoring is
information, provides unreliable
evaluating merits students with Ø Limited
of ideas flexibility in sampling of
answering the knowledge and
questions skills

GUIDELINES IN WRITING SPECIFIC TEST ITEMS

v Short-Answer Items
1. Write the item so that only one answer is correct.
2. Properly word the item so that the required answer is brief and specific.
3. Avoid lifting statements or questions verbatim from textbook.
4. State the item in a direct question form.
5. Put the blanks for the response in a column, preferably at the right side of the
question.
v Completion Items
1. Write sentences from the textbook using own words.
2. If the expected answer is in numerical units, specify the unit required.
3. Avoid over-mutilated statements.
4. Omit important words and phrases, not trivial details.
5. Avoid providing grammatical clues to the correct answer.
6. Make sure that each item has only one correct answer.
7. Word the item so that the expected response is a single word or brief phrase.
8. See to it that the blanks are of uniform length.
v True-False/Binary Choice/ Alternate Response Items
1. Avoid specific determiners such as all, always, never, etc.
2. Provide an equal number of true and false statements.
3. Make sure that the item is undoubtedly true or false.
4. Avoid vague and indefinite terms of degree or amount such as greatly, in most
cases, frequently, etc.
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5. Limit each item to a simple fact or idea.
6. Avoid negative statements and particularly double negatives.
7. Write statements from textbook in own words.
8. Avoid tricking students by inserting inconspicuous words, phrases or letters.
9. Make true and false statements approximately equal in length.
10. Avoid long, complex sentences.
11. Indicate the source for statements based on opinion.
v Matching Items
1. Include homogenous premises and responses in a single matching exercise.
2. Clearly indicate in the directions the basis for matching where answers should be
written, and if responses or answer choices can be used more than once.
3. Limit matching exercise to a maximum of 10-15 items.
4. Label each column with a heading that accurately describes its content.
5. Keep the responses or answer choices short and logically ordered.
6. Have more responses or answer choices than premises.
7. Place all the premises and responses on a single page.
v Multiple-Choice Items
1. Make the stem of the item meaningful so that the question being asked or task
required is clear.
2. Include as much information as possible in the stem and keep the options as short
as possible.
3. Avoid long worded stems. Include only the material that makes the problem clear
and specific.
4. Avoid negatively stated items as much as possible. If the negative form is used,
underline or use italics, e.g NOT, never
5. Make sure distracters are plausible.
6. Avoid giving irrelevant or unintentional clues to the correct answer.
7. Avoid using special distracters such as all of the above, none of the above, etc.
8. See to it that all the options are grammatically consistent with the stem.
9. Keep the options equal in length. If this is not possible, arrange the options from
shortest to longest or longest to shortest.
10. Vary the positions of the correct option or arrange them at random.
v Essay Items
1. State questions that elicit the desired cognitive skills specified in the learning
outcomes.
2. Write the questions in such a way that the specific task is clearly understood by
the examinee.
3. Indicate the number of points or the number or the amount of time to be spent on
each question.
4. Prepare a model answer to each question.