Course Title Principles and Methods in Teaching

Course No. Prof Ed 4

Course
None
Prerequisites
Course This course is designed to provide pre-service teachers with an opportunity to acquire knowledge about the complexities of the teaching-learning
Description process. They will study, reflect, question and develop skills in teaching while applying these methods in diverse classroom contexts. They will be exposed
to research about classical, contemporary, and emerging instructional practices with the view of making them informed decision makers and reflective
practitioners.
Program  Acquire thorough understanding of the teaching process.
Specialization  Manifest dispositions of an EMPOWERED teacher.
Outcomes

Course Learning At the end of the course, the students are expected to:
Outcomes 1. Develop a repertoire of effective teaching practices;
2. Plan and execute a lesson based on theories and principles of effective instruction ;
3. Use research as a guide to make classroom decisions;
4. Engage in reflective planning, implementation and evaluation of the teaching process.
Content Learning F to F Session
Course Content Course Content FLD Instructional Delivery Materials Needed
Outcomes
 Develop a repertoire Course Schedule 1 Discussion Course Syllabus
of effective teaching • Overview of the Course
practices. • Rating System
•Course Requirements
 Plan and implement Part I : TEACHING AND LEARNING 2-3 2 hour flexible Lecture-Discussion Reflection paper
a lesson based on PRINCIPLES AND METHODOLOGY learning for Brainstorming template
theories and Essential Questions: Reflection Paper Powerpoint
principles of 1. What are the characteristics of Preparation presentation
effective instruction. learning? How do the principles of
learning merge with these
 Use research as a characteristics?
guide to make
classroom 2. What are the principles and
decisions.
conditions that facilitate learning?
 Engage in reflective
3. Why is it important to have method
planning,
implementation and of doing things?
evaluation of the
teaching process. 4. How is method related to
techniques, approaches, and
 strategies?

5. Research on issues related to

teaching.
Part II : INSTRUCTIONAL 3-5 2 hour flexible Assigned Readings Reading Materials
OBJECTIVES learning for Modular Powerpoint Comparative
Essential Questions: comparative presentation Analysis
1. Define and discuss: analysis research Discussion Template
2. a. aims Quiz
3. b. goals
4. c. objectives
2. Levels of objectives:
a. program objectives b.
course objectives c.
classroom objectives
3. Formulating goals and objectives:
3. The Tyler Model b.
Taxonomy of
Educational
Objectives
c. General Objectives
and Specific
Learning Outcomes:
The Gronlund’s
Model
d. Specific Objectives:
The Mager’s
Method e.
Performance
Objectives: The
Gagne’s Method
f. SOLO Taxonomy
Part III: Instructional Methods, 6-8 Assigned Readings Reading Materials
Approaches, & Strategies Modular powerpoint Comparative
Essential Questions: presentation Analysis
1. What are the instructional methods? Dimensional question Template
2. What is your idea of a good approach
question? Quiz
3. Why is it necessary to distinguish
about instructional methods?
 When should different approaches and
strategies be used?
Part IV: ASSESSMENT METHODS 9-10 1 hour presentation Conceptual Approach Position Paper
AND STRATEGIES of output Template on
Essential Questions: traditional and
1. What are the assessment authentic
strategies? assessment in the
2. Why do teachers need to be familiar classroom
with principles in constructing
traditional and authentic forms of
quality assessment?
3. Differentiate summative from
formative tests.

Midterm Examination 11
Part V: CLASSROOM MANAGEMENT 12-13 2 hours flexible Assigned Reading Reaction paper
AND DISCIPLINE learning for Modular powerpoint template
Reaction Paper presentation on selected
Essential Questions: preparation/ Observation concerns, issues,
Visit school/ Analysis and problems
1. Why is classroom management an Preparation Reflection related to
integral part of teaching? of observation log Quiz classroom
2. What are some approaches to Validate management
classroom management? observation by
interviewing
Part VI: GROUPING FOR 14-15 Analyze and reflect Conceptual Approach
INSTRUCTIONS on how classroom
management
Essential Questions: affects learning

1. What is grouping for instruction?

2. Why is it necessary to group the
students?
3. In what situation should the students
be grouped?
4. Is grouping advisable for every
class?

Part VII: INSTRUCTIONAL 16-17 2 hour flexible Multimedia Assisted Rubrics for IMs
MATERIALS learning for Instruction Development
development of Workshop
Essential Questions: IMs Quiz
 1. How will you select instructional
materials?
2. What are the different types of
instructional materials that are
considered effective?
3. Why do we need these materials in
teaching?

Part VIII: INSTRUCTIONAL 18-19 Multimedia Assisted

TECHNOLOGY Instruction
Workshop
Essential Questions:

1. How will you define instructional

technology?
2. What are some instructional
technology that are being used in the
classrooms?
3. Is it important to every teacher to use
instructional technology in teaching?
4. Are these technology/materials
effective and reliable to use?

PART IX: WRITING LESSON PLAN 20-23 3 hours of flexible Lecture-discussion Analysis of
learning for writing Workshop/Practicum aligning of
Essential Questions: instructional plan in writing instructional Objectives and
1. What are the basic parts of a lesson plan Evaluation
plan? Template

2. What are the kinds of lesson plan?

3. Write a sample lesson plan in a

specific discipline
Final Examination 24
Course Reference  Evaluating the Quality of Learning, The SOLO Taxonomy by: John B. Biggs & Kevin F. Collis
 Multi-Disciplinary Teaching Strategies by: Erlinda G. Tejero, Pedro D. Tejero, Sr. & Zophie Mae Tejero-Giray
 Praxis II Principles of Learning and Teaching by: Diane E. Kern
 Principles and Methods of Teaching by: Amparo S. Lardizal, Alicia S. Bustos, Luz C. Bucu, and Maura G. Tangco
 Principles and Strategies of Teaching by: Brenda B. Corpuz & Gloria G. Salandanan
 Strategies for Teaching by: Diosdada Castillon-Boiser
  Teaching Approaches & Strategies by: Gloria G. Salandanan

Performance Indicator Performance Standard (Assessment Criteria) Rating system

Reflection paper on the Relevance on issues  Reflection Paper  Exams (30%)
related to teaching. Depth of Reflection- 25% 2. Quizzes, Exercises (10%)
Required Components- 25% 3. Long Exams, Midterm and Final
Structure –25% Exams
Evidence & Practice- 25% 4. (20%)
Total – 100%  Products and Performances (65%)
5. Reflection Paper (10%)
Comparative Analysis on the: type of lesson, 6. Comparative Analysis (10%)
time-tested method  Comparative Analysis 7. Position Paper (10%)
Depth of Analyses- 25% 8. IMs Development (10%)
Required Components- 25% Instructional Planning (15%)
Structure –25% Class Standing (10%)
Evidence & Practice- 25%
Total – 100%
Position paper on traditional and authentic
assessment in the classroom
 Position Paper
Depth of Analyses- 25%
Required Components- 25%
Structure –25%
Proof to support opinion- 25%
Total – 100%
Instructional Material Development

 Content – 40%
Creativity – 30%
Presentation – 20%
Writing Instructional Plan Impact – 10%
Total – 100%
Analytic Rubric for
LESSON PLANNING
1. Familiarity with the objectives (Cognitive, Affective, Psychomotor)
2. knowledge of the subject matter
3. Command of the language
4. Motivational skills
5. Organization of the lesson
6. Art of Questioning
 7. Varied activities without losing aim
8. Ability to integrate learning
9. Utilization of visual aids
10. Making learning concrete and meaningful (Generalization & Application)
11. Infusion of Values
12. Congruency of evaluation to objectives
13. Giving of assignment
14. Relate learning to pupils' past and future experience
15. Penmanship
Course Policies The following course policies are to be presented and clarified to the class during the first session, if possible, of the school
term:
1. Regular attendance and punctuality are to be strictly observed and monitored in all sessions. University policy on
excessive absences (20%) is to be enforced unless these are valid and supported by appropriate documents. Coming
to class after 15 minutes is considered late but not after 30 minutes. However, 2 consecutive tardiness would be
equivalent to 1 absence. This would teach a valuable lesson on management of time, particularly punctuality, to
prospective teachers and prevent distractions.
2.
3. The nature of the course calls for active participation from every student in the area of lesson planning and
Microteaching. These pedagogical skills can be monitored and evaluated by the faculty with the aid of Performance
Rubric.
4.
5. Quizzes are announced or unannounced. Failure to take a quiz due to a valid reason would be given a
chance for make-up. Otherwise, a failing grade would be given. The make-up should not extend beyond a week from
the time student has reported back to the class unless there are special or unavoidable circumstances that would
warrant an extension.
6.
7. Midterm and final examinations are announced. Midterm examination would cover topics/problems taken up
before the middle of the school term. The final examination can either cover the rest of the lessons or the whole course
depending on the wise judgment of the faculty.
8.
9. Deadline of submission of Reflection Paper, Interview Report, Case Study, Reaction Paper etc. is to be
announced. No late submission is allowed to enable the faculty to submit final grade on time in conformity with the
University policy.

Failure to comply with the course requirements would merit incomplete rating and this has to be completed within the
next semester
Consultation Period Wednesday 1:30 – 2:00
Prepared by: RODANTE PARILLAS AVILA