MODULE: PROFED01- THE TEACHING PROFESSION

At the end of this module, learners will be able to:

1. explain that knowing themselves can make persons accept

their strengths and limitations and deal with others
better;
2. share their unique characteristics, habits, and experiences; and
3. start and maintain a journal.

―If your plan is for one year… plant rice; if your plan is for ten
years…plant a tree; but if you plan is for eternity… EDUCATE
children.‖
 MODULE: PROFED01- THE TEACHING PROFESSION

BASIC CONCEPTS
 Strategy of Teaching- Refers to the science of developing a plan to
attain goal and to guard against undesirable results. It means the
art of using psychological plan in order to increase the
probabilities and favorable consequences of success and to lessen
yhe chances of failure.
 Method of Teaching- refers to the series of related and progressive
acts performed by a teacher and the students to attain the specific
objectives of the lesson. It is a plan involving sequence of steps to
achieve a given goal or objective.
 Technique of teaching-refers to the personalized style of carrying
out a particular step of a given method. It is a skill employed by
the teacher in carrying out the procedures or act of teaching.
 Device-is a teaching aid or tool to facilitate instruction, like
pictures, flash cards, etc.

The Teacher as a Corporate Professional

Polished Look
 Dress suited for a professional
 Tasteful accessories (jewelry, bags, shoes, etc)
 Tasteful make –up for female
 Personal hygiene
Polished Demeanor
 Professional walking
 The professional ‗Sit‖
 The professional ―handshake‖
Polished Language
 Voice
 Gesture
Classification of Teaching Methods
 Traditional: old-fashion way of teaching
 Time-tested: methods that stood the test of time and are still being used
at present
 Progressive: these are newer and more improved methods of teaching
-It makes use of the principles of learning
-It utilizes the principles of ―learning by doing
-It provides for growth and development
-it liberates the learners
-it stimulates thinking and reasoning
 MODULE: PROFED01- THE TEACHING PROFESSION

Variables That Affect Teaching Method

 Objectives
 Nature of students
 Nature of subject matter
 The teacher
 Technology
 School environment
 Teacher‘s knowledge of group dynamics

If you know it, you can teach it.

Knowledge of content is very important, and graduate schools focus on
developing that knowledge, usually at the expense of knowledge about
teaching. The result is that the term ―knowledgeable faculty‖ describes a very
small domain and teachers are frustrated in their attempts to communicate
with students. ―The equating of content mastery with instructional
effectiveness inhibits instructional improvement because it makes teaching an
activity without form or substance in its own right‖

Good teachers are born that way.

Research has identified crucial characteristics of effective instruction. These
are skills that teachers can acquire. Our individual differences may make
acquiring some of these skills easier than acquiring others, but that is also true
of acquiring content knowledge.

Faculty teaches content.

This assumption leads to teaching content, not students. Content often
changes and accumulates rapidly, and when teachers try to include more
content in their courses, they quickly reach their limit. What they need to do is
teach students how to think critically, analyze, evaluate, and collaborate with
others to create new knowledge. Faculty must ―start seeing [content] as the
means by which much larger objectives are accomplished‖
A lack of ―instructional awareness‖ on the part of a teacher leads to a narrow
repertoire of instructional strategies and the inability to adjust to changes in
pedagogical contexts and demands.
Conversely, studying one‘s own teaching, adding to one‘s repertoire, and
focusing on student learning helps teachers adjust and continue to find value
 MODULE: PROFED01- THE TEACHING PROFESSION

in their teaching, thus potentially avoiding the burnout that affects so many
teachers, who can be easily drained by meeting constant challenges, can
become bored by teaching the same course the same way, or can become
frustrated and jaded by receiving ―failing‖ evaluations from students.
From Weimer, Maryellen. Improving College Teaching: Strategies for Developing
Instructional Effectiveness. San Francisco: Jossey-Bass (1990).

Involved Students Learn!

This is the crucial message from years of research on instructional
effectiveness.

Good Teaching Achieves:

High amount of student learning—this is most important
 Coverage of the right content at the right depth
 Good student attitudes
 High ratios of both student learning to instructor time and student
learning to student time
 Opportunities for students to learn how to learn
 Learning appropriate to the context
 Authentic interactions between the professor and the students.

Six Steps to Improve Teaching

Step One
Develop Instructional Awareness. What do you actually DO? Why do you do
it? This involves everything from what you physically do in the classroom to
why you structure the course as you do.

Step Two
Gathering Information. Watch a videotape of yourself teaching. Have a
colleague observe you and offer feedback. Look at all your syllabi
together. Complete one of many different teaching inventories. Ask for student
input.
 MODULE: PROFED01- THE TEACHING PROFESSION

Step Three
Set Goals and Outcomes. What do your students need to know in terms of
content? (Why?) What skills do they need to obtain? (Why?) How will you
know if they have learned this content or gained these skills? Sometimes your
course leads to another or is sandwiched between courses. You may need to
have some group discussions—this is a community decision. Sometimes, you
have set goals and outcomes independently—upon what did you base your
decisions?

Step Four
Making Choices about Changes. What needs to be changed and how? Begin
by changing your policies and practices that conflict with what you believe
about students and learning or that are in conflict with your course content or
your instructional setting or that do not lead to the outcomes you will
assess. For example, if you believe students need to work independently but
you control every aspect of a project, your practice and belief are in conflict. If
you are lecturing to a small gathering of students, your practice is in conflict
with the setting. If you are asking students to read eight chapters, discussing
three, and testing on two, your outcomes and practices are in conflict.

Step Five
Implementing the Alterations. Make changes in small steps. Explain to
students why you are making the changes—it will help students gain
instructional awareness. Offer a rationale for each part of your assignments
and assessment. Students will better understand why they are reading or
writing or completing a project and why they are graded as they are. Rubrics
and rationales take time to create, but on the other end, they will save you time
in assessment.

Step Six
Assessing the Alterations. Use multiple and appropriate assessment measures.
If students can demonstrate knowledge in multiple ways and you are able to
arrange time for this, offer options. For example, can you offer students the
option of a test or a project? A test or a paper? Group or individual work? If
you stay focused on the OUTCOMES, the method of assessing those may be
 MODULE: PROFED01- THE TEACHING PROFESSION

more flexible than you realized. If, for example, writing skills are not one of
your outcomes, can a student take a test orally?

Set Cognitive Objectives

Consider Bloom‘s Taxonomy as you set cognitive objectives.
1. Knowledge: memorizing facts, definitions, etc. Does not require
understanding.
2. Comprehension: Understanding material. The learner can explain
material without using jargon; can put it into his/her own words.
3. Application: Using abstract ideas in concrete situations. Learners
demonstrate the ability to solve simple problems.
4. Analysis: Breaking down an idea into its components.
5. Synthesis: Combining multiple pieces to create a new
whole. Encourages creativity and multiple correct solutions.
6. Evaluation: making a judgment and articulating the criteria for that
judgment.
You may say you want students to gain skill in higher order objectives (3-6),
but your tests and questions focus on memorization and
comprehension. Setting clear objectives for each topic in your course will help
you eliminate unnecessary assignments and lecture and clarify for students
why they are being asked to perform certain tasks. Asking students to meet
higher order objectives usually requires they also use lower order ones, as they
are embedded tasks.
Consider which pedagogical paradigm is closest to your practices. Is it
accomplishing what you want it to?
 Traditional Pedagogy: uses the ―banking theory‖ of education. The
teacher deposits information into students‘ empty brains (accounts) and
withdraws that by means of tests which focus on memorization. The
teacher rarely explains the rationale for assignments or activities, and
rarely involves students in meaningful ways. The teacher sets all
objectives and goals and prepares most or all course elements without
student input.
 Student-Centered Pedagogy: involves students to a greater degree in
setting course objectives, selecting topics, focuses on discussion instead
of lecture, encourages student participation, and involves students in
evaluation and grading.
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 Problem-Posing or Subject-Centered Pedagogy: The problem or subject is

central to learning and mediates between professor and student. The
teacher requires dialogue, trains or guides students until they have
instructional awareness, and involves students to a greater or lesser
degree in developing objective, lessons, and teaching.
Many of us use all these approaches, but often prefer or usually use a single
approach. Each does not rule out the use of the others, but, for example,
lecture plays a very small role in most student-centered pedagogical contexts
and a much larger role in traditional pedagogy.

Please click the link below for the Course Overview:

 https://www.youtube.com/watch?v=r-fTA78m8T8
 https://www.youtube.com/watch?v=UCFg9bcW7Bk
 https://www.youtube.com/watch?v=1hYg4sZ6e4E

 https://www.slideshare.net/justindoliente/principles-of-teaching-
33070911#:~:text=2.,to%20achieve%20a%20particular%20goal.
 https://iup.edu/teachingexcellence/teaching-resources/classroom-
assessment-techniques/handout--principles-and-strategies-for-effective-
teaching/