BRENDA B. CORPUZ, Ph.D. GLORIA G. SALANDANAN, Ph.D,THE ELEMENTS OF TEACHING AND LEARNING Questions: “What is the nature of the learner? 6. With what is the leamer equipped that enables him/her to Hearn? ‘¢ What professional and personal qualities must a possess to facilitate learning? @ What makes a conducive learning environment? ithe teacher, and Jearning environment to teaching-lea teacher ° What are the implications of these thoughts on the learner, ing? UNIT I Introduction he principal elements that make teaching and learning possible and attainable are the teacher, the learner, and a I conducive learning environment. Only when a positive relationship exists: among them can teaching and learning occur with precision and predictability. The teacher seryes as the prime mover of the educational wheel while the learner is the key participant in the learning process. The favorable environment provides essential features and ingredients that could make a headway in guiding the teaching -leaming processes and methodologies needed for'a smooth linkage among the three. What role does each play in the teaching-learning process? How does learning environment contribute to learning? The leamer and the teacher are the key players in a learning environment.Unit I Crurrer 4 The Learner “Every child is a potential genius.” | Learning Outcomes: ¥ 1. Describe the nature of the learner, his/her-powers/ faculties, multiple intelligence, learning styles 2. Discuss the implications of the nature of the learner to the teaching learning process Focus Questions: e What is the nature of the learner? What are the implications of these to the teaching-learning process? e What are the powers/faculties with which every learner is equipped? e What should teachers do and not do to help develop the Jearner’s powers or faculties? | e What does Howard Gardner say about the learner's intelligence? e What are learning styles? How do these affect teaching- learning? The Learner as an embodied spirit The learner Bo embodied The learner is an embodied spirit. He/she is a union of spin Heis neither | sentient body and a rational soul, His/her body experiences body nor spit | sensations and feels pleasure and pain. His/her soul is the lon. | principle of spiritual acts, the source of intellectual abstraction, self-reflection, and fice rational volition. Body and soul exist in mutual dependence. (Kelly, 1965) As teachers then, let us care for The leamer has | the embodied spirit-learner. Let us feed his/her body as well as the power to see, his/her spirit. ‘ hoes fc, sme ‘A leamer who is hungry, physically exhausted and sleepy and taste, perceive, | snot be at his/her best in the classroom. That's why a school et ee ee ee recall recogni? | actices in school that show that the school cares for his! past mental acts, | her physical needs. We hear or read about feeding programs in conceive id€@s, | schools. The teacher is helped by a team of health personnel that imake judgment | visits every school to check on the health condition of leamers. reason out fe! The team measures the leamers” height, take their weight, check and choose.) heir teeth and gums, eyesight, and heads for lice ete. There i period for recess, for brushing teeth, for necessity. ‘Teacher inse“energizers” such as action songs, short physical exercise, or just a song. The leamer has also a spiritual nature. So he/she must nourish not only his body but also his spirit. “Man does not live by. bread alone but by every word that comes from the mouth of God”, said the Greatest Teacher. The leamer needs “chicken soup for the soul or else suffers from “spiritual vitamin deficiency”. He/she needs to be fed with sublime thoughts, words of inspiration, spiritual advice drawn from the Bible for Christians, Koran for Muslims, the Vedas for the Hindus and Gautama’s Buddha’s teachings for the Buddhists. Only when the learner is nourished materially and spiritually can he/she be complete for that is his/her very nature. The Fundamental Equipment of the Learner Cognitive Faculties With what faculties or powers is the learner equipped so he/she can learn? He/She is equipped with cognitive as well as appetitive faculties. His/her cognitive faculties include the following: 1) five senses, 2) instinct, 3) imagination, 3) memory, and 4) intellect. By his/her senses, the learner is able to see, hear, feel, taste and smell whatever is to be leamed. By the power of imagination, the learner is able to form representations of material objects which are not actually present to the senses. By his/her power of memory he is able to retain, recall and recognize past mental acts. By his/her intellect, s/he can form concepts or ideas, make judgment, and reason out. Five senses. The five (5S) senses are part of the learner’s sentient body: For effective and efficient learning, it is important that his/her senses function normally. It is said that “there is nothing in the mind which was not first in some manner in the senses,” Do you agree? Which of the senses contribute most to learning? What is the contribution of each of the senses to learning? (See Figure 4 in Unit Ill, Chapter 3 for the answer.) Instincts, The learner is also equipped with instincts. The Word instinct comes from the Latin word instinctus which means impulse. This means that the learner has a natural or inherent Capacity or tendency to respond to environmental stimuli such as Canger signs for survival or self-preservation. ‘This is manifested in his/her immediate tendency to fice in case of danger or to fight When attacked ‘or to rationalize to defend himself/herself when his/ ego is hurt.a For the leamer to leam and develop into a human person, the teacher must teach the leamer to put hisher instincts under con If not, he/she will not be different from any brute that is by its instinct and will be far from becoming the human who is capable of understanding, reasoning, choice and self-coy that he/she is meant to become. Imagination. This is another cognitive faculty of the leamer Wis the ability to form a mental image of something that is na Perceived tinrough the senses. It is the ability of the mind to bud mental scenes, objects or events that do not exist, are not present or have happened in the past. There are many instances in the teaching-leaming process that call for the learner's power of imagination. His/het imaginative Power is challenged in role playing, simulation, short story writing, Grawing, dress designing, visualizing a situation and in inventing creative ways of reporting or Presenting. The teaching-learning Process will be bare and dry without the use of imagination. The learner's creative powers cannot be unleashed without the use of imagination. The teacher must, therefore, help the leamer develop his/her power of imagination by encouraging them to “think outside the box”, to be creative, to form new ideas and explore old ideas. Memory. This is the cognitive faculty of retaining and recalling past experience. As the teaching-learning process goes on, you will have a lot to commit to memory-formula in finding the area of a circle, the stages of mitosis, striking passages from a literary piece, presidents of the Philippines, grammar rules and the like. Memory work is basic in learning but, of course, we do not encourage memorizing without understanding. The learner must, therefore, be helped to commit things to memory. How? One way is by making hinvVher repeat the information mentally again and again such as repeating the cell phone number you want him/her to commit to memory. Another way is by associating the information you want hinVher to remember v something can already knows. The learner remembers Rizal’s birthday, June because it also his/her birthday. A teacher will do the learner a favor when he/she does we bombard the leamers with too much information too rapidly wr when he/she allocates time for rehearsal / verbal SE lessons during classroom lessons. When he/she pauses once ca while to ask leamers whether they have any questions, he/she x the learners a few moments to think over and mentally reheUnit Chapter 1 ~The Leamer what they have just learned. Intellect. This is another cognitive faculty of the learner. By his/her intellect, the leamer can engage in cognitive processes such as forming ideas or concepts, reasoning out and making judgment. A child and his/her mother sce a black ‘dog. The mother tells him/ her'“this is a dog” and so the child forms a concept of a dog. It has four legs, two eyes, black, covered with hair. The next day, they go to a neighbor’s house and see another breed of dog. The mother tells the child, “this is another dog.” The child’s concept of dog expands. Dogs come in different colors and sizes. This process of concept formation is possible because of the child’s intellect. Early concepts get modified and expanded as the child grows and develops. There is so much concept formation that takes in every teaching-learning process. The same intellect enables the learner to reason out and judge. The use of syllogism in logic illustrates the three cognitive processes of conception or concept formation, reasoning and judging: Here is an example: All men are rational. Pedro is a man. ( Therefore, Pedro is rational. There are two concepts introduced, “man/men” and “rational”. Relating the concepts and seeing the consistency of the relation of the concepis to each other are the essence of logical reasoning. This reasoning leads to judgment, the conclusion, “Therefore, Pedro is rational.” Reasoning includes analyzing. Judging is evaluating. Notice that analyzing -and_ evaluating ‘are in Bloom’s cognitive taxonomy of objectives. Other cognitive processes are classifying, inferring, drawing generalizations, synthesizing. You add to the list when you think of 21* century skills. Appetitive Faculties The learner's appetitive faculties are 1) his/her feelings and emotions and 2) rational will. Feelings and emotions. Emotion is the on / off switch for leaming. Positive feelings and emotions make the teaching-learning Process an, exciting and a: joyful, fruitful affair. Negative feelings and emotions make the same process a burden. The lessons that we learn and remember most are those’ that’ have’ struck us in oné Way of another. ; Leamers difer in their abiltes, aplitudes, interests, home background values and attitudes. The differences among leamers become more accentuated with the integration of chloren with special needs and children from the indigenous peoples (IP) group in the classroom.All leamers are equipped with the cognitive and appetitive faculties. They difer however in the degree to which they are utlized and expressed on account of the leamers' abies, aptitudes, interests, values and attitudes and home background, Let us take a look once more at the leamer from the point of view of these five distinguishing elements, | Negative emotions adversely affect the cognitive processes of recalling, imagining, analyzing, reasoning, judging, evaluating synthesizing. Faced with frustration, despair, worry, sadness; or shame, learners lose access to their own memory, reasoning, and the capacity to make connections. ; The mere thought of being asked to read aloud in class is enough to freeze some learners. Having to take a written test or oral exam, which require memory, reasoning, classifying, synthesizing can lock some learners’ gears. The, sight of a math word problem knocks down some learners. You scare learners and they perform poorly and don’t learn new information well. Anxiety is the enemy of memory. Unfortunately, in many of today’s classrooms, we see leamers whose intellectual energies and capacities are drained by negative emotional states. Will. The learner's will serves as guiding force and the main integrating force in his/her character. By his/her will, the learner wills what his/her intellect presents as good and desirable. It is this will that makes the leamer free to choose or not to choose to do the good as presented by his/her intellect. It is this free will that will not allow the learner to be totally determined by his/her environment. This means that the degree to which the learner is influenced by his/her environment depends ultimately on the strength of his/her will. The leamer whose will is weak will easily succumb to the bad influence of his/her peer group even if his/her intellect tells hinvher not. But the learner with a strong will shall resist the temptation to be influenced by bad peer group. Therefore, the focus of values education should be the strengthening of the will. Factors that contribute to the differences among learners. Alll learners are equipped with the cognitive and appetitive faculties. They differ however in the degree’ to which they are utilized and expressed on account of the learners’ abilities, aptitudes, interests, values and attitudes and home background. Let us take a look once more at the leamer from the point of view of these five distinguishing element 1. Ability ._ The leamers’ native ability dictates the prospects of success im any purposeful activity. Hence, the learners’ Proficiency in memorization, imagination concept: formation, reasoning, Judging and other cognitive skills are contingent on their endowed potential to learn. Ability determines the learners’ capacity to understand and assimilate ‘information for theirown use and application. As learners, they differ in the way they observe and interpret happenings in their surroundings. Some are more perceptive and discerning while others are less inquisitive. With such typical reactions and facility to learn, they may be classified generally into fast, average and slow leamers. Others are labeled high, moderate and slow achievers, ‘As to their mental ability, students can be categorized into superior, above average, average and below average. A wide range in their intelligence is 2 factor to consider in planning instruction. Aptitude Aptitude refers to the learners’ innate talent or gift. It indicates a natural capacity to learn certain skills. The powers of memory, imagination, concept formation, reasoning and judgment on matters related to the arts function best for those who exhibit special inclination for the arts such as painting and designing crafts, propensity for music and flair for dramatics. Likewise, the same cognitive powers are at their peak for mathematics for those with aptitude in math. ‘An early recognition of said natural adeptness among leamers is indeed compelling so as not to waste such aptitude. Provisions of a formative environment will be of great help in enabling them to flourish and grow. Interests Learners’ interest in learning makes learning no longer a task but a pleasure. The learners’ cognitive faculties of sensorial experience, memory, imagination, concept formation, reasoning and judgment are at their height when learners’ interests are also at their peak. Learners have varied interests A physically robust student would go for athletics, while an artistic and stylish student would pursue hobbies that are fascinating. Girls are strongly attracted to flowering plants and greeneries and their preoccupations revolve around them. Boys go for hiking and mountain climbing. Of course, there will always be exceptions. Interests are not inherited. They are developed. A classroom set-up could offer centers of interest to give learners an portunity to develop interests in many things. Interest clubs organized by different disciplines may serve as outlet of Special interests shared by the membersPrinciples of Teaching 1 4. Family and cultural background Students who come from different socioeconomic background manifest a wide range of behavior due to differences in upbringing practices. Some families allow their members to express their preferences regarding self-discipline while others are left to passively follow home regulations. Their participation in classroom activities are influenced by their home training and experiences. Either they become attuned and confident in their ways or inactive and apathetic. Today, we speak of multi-cultural, diverse, pluralistic classrooms. Beneficial relationships of learners with their mentors and with one another affirm the kind of bond they enjoy at home. Cooperation, coupled with a willingness to share, is instilled and is carried over to all associations they join. The tendency to readily affiliate with a group is most welcomed in a classroom setting where teamwork achieves desired lesson objectives. 5. Attitudes and values A positive attitude will enhance the maximum and optimum use of the learner’s cognitive and affective faculties for learning. A negative attitude towards learning robs them of many opportunities for learning. Learners with a positive attitude will demonstrate the value of persistence in their studies. Persistent students sustain interest in a learning activity’ not mindful of the extra time and effort being spent. They pursue the task to completion and never give up when confronted with problems. They develop the attitude of trying alternative procedures until they: obtain satisfactory results. They are driven by a never-ending search for more knowledge and information. 1 We will always find time for things we consider to be of value. If we value learning, we will give it a priority. If we don’t ‘value it, we will always find a ready excuse for ‘not engaging in it. When we have positive learning beliefs and attitudes, we can relax, remember, focus and absorb. information as we learn. *Unit I Chapter 1 The Leamer 9 An Exercise Use this exercise fo explore your attitudes and beliefs about leaning, Put a check mark beside the statements that are TRUE of you: 1. There will always be something new to learn for as long as 1 live. ____2. I'm not afraid to commit mistakes as long as I learn from them. ____3. 1 take advantage of every opportunity to learn. ____4, I take charge of my own learning. ____5. I am very willing and eager to learn. ____6. I am grateful to teachers who demand quality and excellence for effective learning. _. 7. T have made it habit to set my personal learning goals. ____8. I find time to check my progress against my personal learning goals. 9. I give my best in everything I am asked to do in order to learn. How many did you score out of nine (9) highest possible scores? Review the statements which you didn't check. How can these unchecked items affect your learning? , For each statement that you didn’t check, think of two steps that you could take right now to build a positive learning “attitude in this area. Gardner’s Multiple Intelligence Theory The learner is gifted with intelligence. The concept of intelligence evolved through the years. Intelligence then was measured: only in temas of language and mathematical competence With Howard Gardner’s theory on multiple intelligences the concept of the leamer’s, intelligence has gone beyond linguistic and ithematical intelligences. There are seven more intelligences i ion to linguistic and mathematical intelligences. (Phe rele igure 1 given on the next page), i lease refer10 > pd?) FIGURE Bi] Intelligences as Dispositions Disposition/ntellience Sensitivity to: Inclination to Ability to 1. Verbal-Linguistic sounds, meanings, speaking, wring, soak effectively (teacher Intelligence structures and styles of listening, reading raijous Teoder gal ten} language or wr ye iouralst, rovekst, : copyaer, eden 2. LogicalMathematical pattems, numbers and finding pattems, making work Inteligence numerical data, causes and caculatons, foring and numbers (accaurtant, st effects, objective and testing hypothesis, using tstien, economist) and quantitative reasoning the scientific method, reason effect deductive and inductive scents, computer reasoning programme 3. Spatial Intelligence colors, shapes, visual representing ideas create visually (as puzzles, symmetry, ines, visually, creating mental photographer, eraineer, images images, noticing visual decorator) and datas, drawing and——_accutately (our ue, sketching scout, ranger) 4, Bodily Kinesthetic touch, movement, activities requiring use the hands to x or 5. Intelligence physical sft, strength, speed, exiilty, create (mechanic, suger. athleticism hand-eye coordination, carpenter, sculptor, mason) and balance and use the body exores- sively (dancer, ae, actor) 6. Musical Inteligence tone, beat, tempo, melody listening, singing, create music (song wer, pitch, sound playing an instrument composer, muséan conductor) and analyze music (music crite) 7. Interpersonal body language, moods, nating and responding work with people (adminis Intelligence voice, feelings to other people's feelings tralors, managers, consu- and personalities tants, teachers) and help 7 people identity and over ‘come problems (herapists, psyehologsts)| 8. intrapersonal ‘one's own strengths, setting goals, assessing _ meditate, reflect, exhibit Intelligence weaknesses, goals, and personal abilties and self-discipline, maintain de fabiiies, monitoring composure, and get the ‘one's own thinking most out of onese ‘Naturalist natura objects, plants, identifying and analyze ecological and Intelligence animals, naturally occuring esting ig ies ah shuts ay a ecological natural (ecologist or eam fom vag tags (zoologist, botanist, veter ‘arian) and workin natural settings (hunter, scout) ), “Exis . “big picture” of existence; —_sensitvity to deep reflect on the meaning *"ligene why ar we hw Gunster abo furan ot hnonexstero® existence, such as the meaning of life i: why do we die, and how did we get here. FIGURE 1 ; Association of Supervision (Source: Harvey F. Silver, et al. So Each May Leam, Virginia: Assoc! ol and Curriculum Development 2000.- Gardner's ninth intelligence is not part of the ova Table given by Harvey F. Silver.) * Added by the authors"1 Find out your multiple intelligences. Take this test. This form can help you determine which intelligences are strongest for you... Many thanks to Dr. Terry Armstrong for graciously allowing us to use her questionnaire. Instructions: Read cach statement carefully. Choose one of the five buttons for each. statement indicating how well that statement describes you. 1 = Statement does not describe you at all 2 = Statement describes you very little 3 = Statement describes you somewhat Statement describes you pretty well 5 = Statement describes you exactly N o S a =! ———| 1. I pride myself on having a large vocabulary. oo000 2. Using numbers and numerical symbols is easy for me. oo0o000 3. Music is very important to me in daily life. OP OO Ono 4. 1 always know where I am in relation to my home. oo000 5. I consider myself an athlete. 00000 6. feel-like people of all ages like me. 00000 2 1.1 often look for weaknesses in myself that I see in others. ° ° O° ° ° 8. The world of plants and animals is important to me. O 0000 9. I enjoy learning new words and do so easily. oo0000 10.1 often develop equations to describe relationships and/or to explain my observations. ooo°0o90 | 11. 1 have wide and varied musical interests including | -_both classical and contemporary. O0o0°0°0 ie 22. 1 do not get lost easily and can orient myself __with either maps or landmarks. 20000 3. I feel really good about being physically fit. OoO0o000 4. I like to be with all different types of people.M23 ae 15. I often think about the influence I have on others. 290000 16. I enjoy my pets. OO0O00 17. I love to read and do so daily. , P0000 18. I often see mathematical ratios in the world around me. 90000 19. I have a very good sense of pitch, tempo, and rhythm. 0 0 09 20. Knowing directions is easy for me. 90000 21. I have good balance and eye-hand coordination and enjoy sports which use a ball, 20000 22. I respond to all people enthusiastically, free of bias or prejudice. 90000 23. I believe that I am responsible for my actions and who I am. 90000 24. I like learning about nature. 00000 25. I enjoy hearing challenging lectures. 900000 26. Math has always been one of my favorite classes. o90000 27. My music. education began when I was younger 6 and still continues today. 0000 28. I have the ability to represent what I see by 00000 drawing or painting. 29. My outstanding coordination and balance let me excel in high-speed activities. 30. I enjoy new or unique social situations. 31. I try not to waste my time on trivial pursuits. 32. I enjoy caring for my house plants. 33. 1 like to keep a daily journal of my daily experiences. 34. I like to think about numerical issues and examine statistics. : oe OJO};O]olo C\O}ol\olo12345 35. Iam good at playing an instrument and singing. 20000 36. My ability to draw is recognized and complimented by others. O0000 37. I like being outdoors, enjoy the change in seasons, and look forward to different physical activities each season, OP O20 Co 38. I enjoy complimenting others when they have done well. () (eyie) Ce) 39. I often think about the problems in my community, state, and/or world and what I can do to help rectify any of them. 3 oo000 40. I enjoy hunting and fishing. 9909000 41, I read and enjoy poetry and occasionally write my own. oo0oo0o°0 42. I seem to understand things around me through a mathematical sense. 00000 43, I can remember the tune of a song when asked. 00000 44, I can easily duplicate color, form, shading, and texture in my work. Cy) @) ©) ©) 45. I like the excitement of personal and team competition. O oO 46.1 am quick to sense in others dishonesty and desire to control_me. 1 0010 0 I am_always totally honest with myself. OOOO 2) I enjoy ‘hiking in natural places. 00000 . 1 talk a lot and enjoy telling stories. 00000 . I enjoy doing puzzles. 00000 51, 1 take pride in my musical accomplishments. 00000 . Seeing things in three dimensions is easy for me, . and I like to male things in three dimensions. 00000 |. I like to move around a lot.” @00.0054..1 feel safe when 1 am with strangers. 55. I enjoy being alone and thinking about my life and myself. 56. I look forward to visiting the zoo. 57. Most often I ponder on the question “Why am There in this world?” 58._I often reflect on why innocent people suffer? ololo 0 JO JO JO |O 0 JO 59. 1 spend my time reading inspirational books, 60. I want to live my life meaningfully. 61. What’s my mission in life? 62. Is there such a thing as hell? 0 JO }0 JO JO |0 JO 010 JO JO 10 JO jo 0 JO JO jo 63. Where can I find happiness? Interpretation The following items in the questionnaire can be categorized into the nine intelligences: 1. Linguistic - 1, 9, 17, 25, 33, 41, 49 2. Mathematical - 2, 10, 18, 26, 34, 42, 50 3. Musical - 3 11, 19, 27, 35, 43, 54 4. Spatial - 4, 12," 20, 28, 36, 44, 52 5. Kinesthetic - 5, 13, 21, 29, 37, 45, 53 6. Interpersonal - 6, 14, 22, 30, 38, 46, 54 7.° Intrapersonal - 7, 15, 23, 31, 39, 47, 55 8. Naturalist - 8, 16, 24, 32, 40, 48, 56 9. Existentialist - 57, 58, 59, 60, 61, 62, 63 Add your scores per. intelligence. Share your dominant intelligence, the top 3 or 4, with your classmates, All your future ‘students have these multiple ‘intelligences with two or more intelligences more developed than others. If you teach in the same way throughout the year, then you do an act of disservice to your students. To cater to varied multiple intelligences, you must haye a variety of teaching methods. :Learning Styles Another factor that makes your students differ from one another is learning style. Learning style is the way @ person Processes, internalizes, and studies new and challenging material. Dunn and Dunn present different learning styles according to five (5) groups of stimuli. (Dunn, 2000). > > > FIGURE Dunn and Dunn Learning Style Modelis provided below (Dunn, 2000). y of these elements 1. Environmental. The environmental strand reters to these elements: lighting, sound, temperature, and seating arrangement. For example, some people need to study in a cool and quiet room, and others cannot focus unless they have music playing and it is warm (sound and temperature elements). v Emotional. This strand includes the following elements: motivation, persistence, responsibility, and structure. For example, some people must complete a project before they start a new one, and others work best on multiple tasks at the same time (persistence element). 3. Sociological. The sociological strand represents elements related to how individuals learn in association with other people: (a) alone or with peers, (b) an authoritative adult or with a collegial colleague, and (c) learning in a variety of ways or in routine patterns. For example, a number of people need to work alone when tackling a new and difficult subject, while others learn best when working with colleagues (learning alone or with peers element). 4. Physiological. The elements in this strand are: perceptual (auditory, visual, tactile, and kinesthetic), time-of-day energy levels, intake (eating or not while studying) and mobility (sitting still or moving around). For example, many people refer to themselves as night owls or early birds because they function best at night or in the morning (time-of-day element). 5. Psychological. The elements in this strand correspond to the following types of psychological processing: hemispheric, impulsive or reflective, and global versus analytic. The hemispheric element refers to left and right brain processing modes; the impulsive versus reflective style describes how some people leap before thinking and others scrutinize the a situation before moving an inch. Global learners prefer to work in an environment with soft lighting and informal seating. People with this processing style need breaks, ‘snacking, mobility, and sound. Analytic learners prefer to work int an: environment with bright light and. formal seating. They work best' with few or no interruptions, in a quiet environment, and little ‘or no. snacking. eeUnit I Custer D The Teacher “Teachers open the door. You enter by yourself.” ~ Chinese proverb The professional teacher is the ‘licensed professional who possesses ~20 The Professional Teacher The professional teacher is the “licensed professional who possesses dignity and reputation with high moral values as well as technical and professional competence ...he/she adheres to, observes and practices a set of ethical and moral principles, standards and values.” (Code of Ethics of Professional Teachers, 1997) The professional teacher is ‘one who went through a four-to-five-year period of rigorous academic preparation in teaching and one who is given a license to teach by the Board for Professional Teachers of the Professional Regulation Commission after fulfilling requirements prescribed by law such as passing the Licensure Examination for Teachers (LET). He/Shé is registered in the roster of professional teachers at the Professional Regulation Commission and undergoes continuing professional education. Rey Get a Learning Partner Recall your experiences with teachers. What in their personalities helped to make you learn? Which ones did not help you learn at all? Share your reflections with your *:partner. Professional Attributes - imself/herself as someone __ A professional, teacher perceives hi who, can effect change or, learning, (sense of efficacy) a he/she is an expert in what he/she teaches (subject ™knowledge), and in how he/she teaches (pedagogical knowledge). A professional teacher possesses the following attributes: © Control of the knowledge base of teaching and learning and use of this knowledge to guide the science and art of his/her teaching practice ¢ Repertoire of best teaching practices and can use these to instruct children in classrooms and to work with adults in the school setting e Dispositions and skills to approach all aspects of his/ her work in a reflective, collegial, and problem-solving manner ¢ View of learning to teach as’a lifelong process and dispositions and skills for working towards improving his/ her own teaching as well as improving schools (Arends, 1994) The last attribute cited by Arends highlights continuing professional development (cpd) or continuing professional education (cpe). As the quotation goes, “once a teacher, forever a student.” Personal Attributes Personality is the sum of one’s personal characteristics. It is one’s identity. Teachers, more than any other professional, are momentarily subjected to scrutiny to the minutest detail and observation by those they associate with. Teachers are judged more strictly than other professionals. The personality they project determines the impressions they make upon students and colleagues, Their poise, bearing, manner of dressing and facial expressions have an impact on their interaction with students, Personalities may be described as authoritarian, weak dynamic, or “magnetic”. Teachers’ personality must be natural and Senuine, that is, devoid of pretenses and artificiality, They must be Consistent, true and authentic, Some outstanding personal qualities! that never fai i fail t : flock are worth mentioning: oo Wi thetr 1. Passion 7g Paision for teaching is a com emerges from tedchtts’ Iéve' for cl pelling force that teachers ‘exude’ sporitanei hildren, ' Passi, : a 1 ee ity in ministering to the needs i To facilitate leaming, teachers must: * be expert in hishher subject and skilled in the science and art of teaching; have a pleasing personality and a model of values; + have passion for teaching sense of ‘humor, patience and enthusiasm.22 of the students especially those experiencing learning difficulties. It is passion for teaching that drives them to care for their students corrected with appropriate reformative action. Passion does not die nor diminish Their passion for teaching makes them feel they “will live and dic a teacher.” Humor Teachers’ humor connects them with their students like a magnet. They help in merging two worlds - youth and maturity. When they laugh together, young and old, teachers and students, they cease to be conscious of their age difference. They enjoy as a group, thus promote a spirit of togetherness. A clean joke will always elicit Tapport in a learning environment. Values and Attitude Teachers are models of values. Whether conscious of them or not, values are exhibited implicitly and explicitly. Values connote standards, code of ethics and strong beliefs. Open-mindedness is basic in promoting respect and trust between teachers and students. [t opens avenues for unrestricted search for information and evidence. Problems and issues are resolved in a democratic way. Students are encouraged to consider one another's findings and explanations. Free exchanges of suggestions develop a respectful attitude among them. Faimess and impartiality in treating students eliminate discrimination. Teachers must be unbiased and objective in judging their work and performance. Avoid preferential considerations that result to negative response and indifference. Objective evaluations are easily accepted and gratefully acknowledged. Fairness inculcates self-confidence and trust among students, Siricerity and honesty ‘are values exhibited in words and actions. Teachers interact with students every minute. Their mannerisms, habits and speech are watched and at times ‘imitated. Therefore, teachers must show their real _ Self, devoid of pretenses and half-truths, Sincerity dictates that they stick to the truth, to the extent of accepting what they do not know about the lesson. Mistakes and faults: are accepted and not “covered tip”. In the end, ents realize that it is better to tell the truth than feign ’a falsehood. Sincerity and honesty are taken as openness in dealing with others. Professionalism is highly treasured in the teaching profession. Teachers are adjudged professional if they are knowledgeable, skilled and value-laden. In addition to competence in teaching, they must have internalized the edicts of the profession, thus exhibit ethical and moral conduct, Upright and exemplary in behavior, they earn respect and high esteem from students and colleagues. ‘They catch students’ attention and keep them focused on the topic, to soothe their feelings from tension and to develop a sense of humor among themselves. Patience In teaching, patience refers to 4 teacher’s uncomplaining nature, self-control and persistence Patient teachers can forego momentous frustrations and disappointments. Instead, they calmly endure their students’ limitations and difficulties. Teachers cannot help but feel impatient with students’ irresponsibility and carelessness in performing classroom routine. Remembering how their teachers felt when they, as young students committed similar mistakes, they are able to tolerate such misbehavior with coolness and equanimity. The inability of students to progress, as they should in learning a concept,-can likewise test the teachers’ composure. The teachers’ capacity to adjust their methodologies could + allay the tension, at the same time save time and effort for appropriate remediation. While it is natural to feel irritated and upset at times, meeting disquieting situations with. cool-headedness is indicative of one’s moral strength and fortitude. Enthusiasm Enthusiasm is synonymous to eagerness and excitement. Enthusiastic teachers are full of energy and dynamism. Their passion and love for children are easily felt. Everyone anticipates an interesting and enjoyable learning activity. Unfortunately, not all teachers are born with an alert and zestful disposition. With enthusiastic teachers, students look forward to any activity they can \ participate in with them, {ll,be, difficult to undertake since a common of Gagertiess, exists among the students. It is not a24 surprise that students identify and describe their teachers by the enthusiasm and warmth they enjoy with them every minute. Enthusiasm is a gif, It is contagious and can instantly affect children’s moods and attitudes. Undoubtedly, it is an irresistible fecling that intensifies the students’ momentum to reach a desired goal. It connects teachers to parents, 6. Commitment Commitment is a “solemn promise” to perform the duties and responsibilities mandated by the laws and code of ethics of the profession. It is an unwavering pledge to perform all teaching and learning activities with consistency and selflessness to the best interest of the students under their care. Committed teachers are caring and dedicated. They are ready to carry on no matter the price. Dedication to the teaching job is the true essence of professionalism. Today we lament over the fast disappearing breed of teachers with a missionary spiri Here are some research findings on effective teachers compiled by Stronge (2012). Discuss their implications to teacher pre-service education: 1. Teachers with a major or minor in content area are associated with higher student achievement especially in the area of science and mathematics. Caring teachers who know their students create relationships that enhance the learning process. 3. Effective teachers practice gender, racial and ethnic fairness. Effective teachers consistently behave in a friendly and _ personal manner while maintaining appropriate teacher- student role structure. “High levels of motivation in teachers relate to high levels ‘of achievement in students, | Teachers whose students have high achievement rates ialThe National Competency-Based Teacher Standards The National Competency-Based Teacher Standards (NCBTS) that you discussed in one of your courses, The Teaching Profession, sums up the professional and personal traits of a professional teacher. You may want to refer to them again. gn Small Group Activities 1, Describe the professional teacher by means of a song or verses. 2. “Like all good teachers, you have a touch of the actor. ...You also have a touch of the doctor or nurse in you” said Rev. Father Joseph V. Landy, SJ. In what sense is the professional teacher an actor, a doctor and a nurse? 3. Let the class debate on which is more important — the professional or personal attributes of the teacher? Which teacher trait is more important = competence or commitment? Divide the class into two groups that face each other. One group is for professional attributes, the other, personal attributes. A synthesis must be given at the end. 4. Are good teachers born or made? Conduct an English debate by dividing the class into two sections facing each other according to the position taken on the topic. Each side has a leader who leads the argument. If someone’s argument convinces anyone that he/she should change sides, he/she literally gets up and moves to the other side, A count is taken at the beginning and end to note changes made. Teachers may do the synthesizing to conclude the activity. “What .is, the role‘ of teachers as suggested by the quotation beneath © Chapter ‘ wae.The Learning Environment the chi . he child owes his possibilities. However, to wes the realization of these possibilities.” “To heredity, environment, he Unit 1 Creree 3 Introduction environment as well as. the psychological atmosphere or the socio-emotional climate which is mainly a product of the interaction and relationship between teacher and students and among the students. T= learning environment consists of the physical Physical Environment The physical environment includes the physical condition of the classroom, the arrangement of furniture, seating arrangement, the classroom temperature and lighting. We enjoy learning in a neat, tidy, orderly, spacious, well- lighted, well-ventilated and quiet classroom. We can’t learn in dirty, topsy-turvy, warm, poorly ventilated and noisy classrooms. How should the environment be structured for effective teaching and learning? (One Chapter is devoted to managing the physical environment in Unit IV). Psychological Climate Let us not forget that equally important, if not more important, is the psychological atmosphere or climate that reigns in the Classroom. Researchers agree that in addition to conducive physical ‘nvironment, the favorable school climate includes: 1. Safety (e.g. rules: and norms; physical safety; social- emotional safety) ~ The learning ‘environment consists of the physical, as well as the psychological environment, that surrounds the leamer and that influecnes his/her leaming.Principles of Teaching 1 2. S80 Reflect on These: 1. How safety, . Teaching and learning (e.g. social, po Relationships (e.g. respect for ee Schoo connectedness/engagement; social support- adults; social . 5 ip); and support - students; leadership); a1 Ca hy and civic learning; support for learning; professional relationships) relationships and teaching - leaming as'cited above affect the psychology and climate in the classroom? “: 2. Acts of bullying in the classroom and their effects on teaching- learning, Pine at & 2 . in which evaluation is a nd Home (1990) described a facilitative learning environment for learning. It is one: . which encourages people to be active. A psychological classroom environment which is supportive of learning engages the leamers in the leaning process. . which promotes and facilitates the individual’s discovery of the personal meaning of idea. Meaning is not imposed by teacher. This is personally arrived at by the learners considering the uniqueness of their experiences. . which emphasizes the uniquely personal and subjective nature of learning. Every leamer is unique. . in which difference is good and desirable. There is respect for diversity. To be different does not mean to be deficient. . which consistently recognizes people’s right to make stakes. Learners feel at ease and learn best when mistakes are welcome because they are recognized as part and parcel of the leaming process. . which tolerates ambiguity. This leads to openness to ideas and prevents teacher and learners alike to be judgmental, cooperative process with This makes evaluation less : not alone when he evaluates learning; he is with a group. Histher progress is seen against his/her targets. not against the i heulanneee a Performance of his/ emphasis. on. self-evaluation. threatening. The learner iswhich encourages openness of self rather than concealment of self. People feel at case and so aren’t afraid to be transparent. 9. in which people are encouraged to trust in themselves as well as in external sources. There is a strong social Support and it is not difficult to trust others. 10. in which people feel they are respected. Everyone is convinced of the inner worth/dignity of each individual and so it is easy to respect everyone. 11. in which people feel they are accepted. There is a sense of belongingness. 12. which permits confrontation. Since learners feel at ease and feel they are accepted, they are not afraid to confront themselves. 13. provides conducive learning environment necessary in the full development of the cognitive and appetitive faculties of the learner. These include his/her senses, instincts, imagination, memory, feelings, emotions and will. mw Group Activity 1. Compose a song /verses that describe(s) a conducive learning environment. 2. Is a conducive learning environment noise-free? Explain your answer. @ For Research 1. Research on the characteristics of a child-friendly school, your findings to the class. epee 2. Research on socio-emotional learning (SEL). H ; _. to conducive learning environment? >. How does this relate‘The learner is an embodied spirit, He/She i not just a body neither Principles of Teaching 1 Unit Summary just a also piri, What happens to the body happen Likew Se, What happens to the spirit affects the body, The learner is equipped with faculties oF powers-cognitive ang affective, His/ller cognitive powers include the extemal five senses, the internal senses of imagination and memory and the spiritual/mental Power of the intellect, The acts of his/her intellect are conception, judgment ang are feelings, emotions and wil, {0 the piri Teasoning. His/Her appetitive faculti The exercise of these cognitive and appetitive powers with which every leaner is fundamentally equipped varies from learner to leamer on account of his/her ability, aplitude, interest, home background, and attitude, In other words, the cognitive and appetitive powers are common to all leamers. They ‘differ, however, in the quality of the demonstration of these por ‘as a result of their different abilities, aptitudes, interests, home background and attitudes and values, The learners’ multiple intelligences and varied. learning styles make them even more different from one another. This is not to mention the differences added by the integration of children with special needs and children of the indigenous peoples’ groups in the classroom. The competent and committed teacher facilitates learning, “He/She opens the door. The learner enters by himself/herself.” He/She is a “licensed professional teacher who possesses dignity and reputation with high moral values as well as technical and professional competence”, His/Her passion for teaching, sense of humor, patience and enthusiasm and other positive personal attributes make him/her a true facilitator of learning, His/Her competence enables him/her to manage the learning environment to create an atmosphere conducive for learning. The leaming environment is a product of the physical, psychological as well as social atmosphere created. by: the interaction between teacher and the learmers and among: the leamers themselves. The physical features of the classroom which inelude space, location, lighting, ventilation, order, fidiness and noise level exert influence on the teaching-learning process, How much teaming. will take place depends ultimately on the Jeamer. Whether or not he/she develops his potentials as a genius to the fullest 1s ultimately up to him/her, It’is: his/her free choice.” nvironment. isUnit II Charter Principles of Learning “The ability to learn is the most significant activity of man.” t ‘* What is meant by leaming? ae i | @ What are the principles of teaming? ¢ What are the implications of these principles of } -_ learning to teaching? SeWnat 2 Introduction do we define learning? Learning is the acquisition of a knowledge-base used with fluency to make sense of the world, solve problems and make decisions. Let us break the long definition ‘for analysis. The key words are: 1) acquisition of a knowledge-base, 2) fluency, and 3) make sense of the world, 4) solve problems and 5) make decisions. The definition implies that learning begins with knowledge acquisition. This knowledge learned must be used. with ease or fluency because it has been mastered. This knowledge is applied in problem solving, in decision-making and in making meaning of this world. Knowledge that is just acquired without being utilized is what American philosopher North Whitehead referred to as “inert ideas”. These are “ideas that are merely received into the mind without being utilised, or tested, or thrown into fresh combinations.” r [= learning of our students is our foremost concern. How Questions for Discussion: 1. Is memorizing without understanding considered learning? 2. Is memorizing for the test and forgetting what you memorized after the test considered learning? 3. This knowledge base should be used with fluency: What does this mean? 4. What does the term inert ideas mean? How.can they be prevented from becoming inert? D'sUnit II Chapter 1~ Principles of Learning Principles of Learning wil By an Principles on how learning takes place, we . ow to teach. Below are some principles of leaming from Home and Pine (1990): 4. Learning is an experience which occurs inside the learner and is activated by the learner, The process of learning is primarily controlled by the learner and not by the teacher (group leader)... Learning is not only a function of what @ teacher does to, or says to, or provides for a learner. More significantly, learning has to do with something which happens in the unique world of the learner. It flourishes in a situation in which teaching is seen as a facilitating Process that assists people to explore and discover the personal meaning of events for them. No one directly teaches anyone anything of significance... People learn what they want to learn, they see what they want to see and hear what they want to hear. When we create an atmosphere in which people are free to explore ideas in dialogue and through interaction with other people, we educate them. Very little learning takes place without personal involvement and meaning on the part of the learner. Unless what is being taught has personal meaning for the individual, he will shut it out from his field of perception. People forget most of the content “taught” to them and retain only the content which they use in their work or content which is relevant to them personally. Then it must be wise to engage the leamers in an activity that is connected to their life experiences. It is unwise to impose - learning on our students. No amount of imposition can cause student learning. 2 Learning is the discovery of the personal meaning and relevance of ideas. Students more readily internalize and implement, concepts and ideas which are relevant to their needs and problems. Learning is a process which requires the exploration of ideas in relation to self and community so that people can determine what their needs are, what i goals they would like to formulate, what issues they would like to discuss and what content they would like to learn, Within broad programmatic boundaries, what is relevant and meaningful is decided by the learner, and must be discovered by the learner. i" “It is necessary. that teacher relates lessons to sts. problems of the leamers, the needs,[SS -. 3. Learning (behavioral change) is a consequence 4 experience. People become responsible when they hayg really assumed responsibility; they become independen; when they have experienced independent behavior; they become able when they have experienced success; they begin to feel important when they are important to somebody; they feel liked when someone likes them. People do not change their behavior merely because someone telly them to do so or tells them how to change. For effectiye learning, giving information is not enough, e:g., people become responsible and independent not from having - other people tell them that they should be responsible and independent but from having experienced authentic responsibility and independence. If experience is the best teacher, then a teacher should make use of experiential learning. Experiential learning makes use of direct as well as vicarious experiences. We don’t have to experience everything in order to learn. We leam from other people’s experiences, too, good as well as not so good experiences. 4. Learning is a cooperative and collaborative process, Cooperation fosters learning. “Two heads are better than one.” People enjoy functioning independently but they also enjoy functioning interdependently. The interactive process appears to “scratch and kick” people's curiosity, potential, and creativity. Many times you are reminded of something because of what you hear from the group. Cooperative approaches are enabling. Through such approaches people learn to define goals, to plan to interact and to try ‘group arrangements in problem solving. Paradoxically, as people invest themselves in collaborative Sroup approaches they develop a firmer sense of their own identification. They begin to realize that they count, that they have something to give and to learn. Problems which are identified‘and delineated through cooperative interaction appear ‘to challenge and to stretch people to Produce creative ‘solutions and to become more creative individuals. ss Teachet should make use more of cooperative and collaborative approaches. This way, students are taught to live together and ‘learn interdependently. ' evolutionary process. Behavioral change ‘pat Implicit’ in all the principles ing\is-an evolutionary model ofee Unit I Chapter 1 ~ Principles of Lerring aor gecintag situations characterized by free and ae on Meation, confrontation, acceptance, respect, and collaboration (estates: Self-revelation, cooperation boration, ambiguity, shared evaluation, active and personal involvement, freedom from threat, and trust in the self are evolutionary in nature. ‘ Change takes time. Let us not expect results overnight. Rome was not built in one day. Then as teachers and learners, let us learn to be patient. Things that are worthwhile in life take time. Learning is sometimes a painful process. Behavioral change often calls for giving up the old and comfortable ways of believing, thinking, and valuing. It is not easy 10 discard familiar ways of doing things and incorporate new behavior: It is often “downright” uncomfortable to share one’s self openly, to put one’s ideas under the microscope of @ group, and to genuinely confront other people. If growth is t0 occur, pain is often necessary. However, the pain of breaking away from the old and the comfortable . is usually followed by appreciation and pleasure in the discovery of an evolving idea of a changing self. It may be good to make our students realize that learning is a difficult task. It is accompanied by sacrifice, inconvenience and discomfort. But it leads to inner joy. One of the richest resources for learning is the learner himself. In a day and age when so much emphasis is being placed upon instructional media, books and speakers as resources for learning, we tend to overlook perliaps the richest source of all - the learner himself. Each individual has an accumulation of experiences, ideas, feelings and attitudes which comprise a rich vein of material for problem solving and learning. All too often this vein is barely tapped. Situations which enable people to become open to themselves, to draw upon their personal collection of data, and to share their data in cooperative interaction with others maximize learning. ‘As a teacher, you must draw these learners’ ideas, feelings and experiences. You midwife the birth of ideas, The process of learning is emotional as well as intellectual. Learning is affected by the total state of the individual, People.are feeling beings as well as thinkin vbeings .and .when. their feelings and thoughts are a harmony, learning is maximized, To create the optimal 36Principles of Teaching 1 conditions in a group for learning to occur, people mus, come before purpose. Regardless of the purpose ofa Sroup, it cannot be effectively accomplished when other things go, in the way. If the purpose of the group is to design ang carry out some tasks, it will not be optimally achieved if people in the group are fighting and working against each other. If the purpose of the group is to, discuss curren issues and problems in a given field with reason and honesty, then it will not be achieved if people are afraid to communicate openly. Barriers to communication exist in people and before we conduct “official business,” we need to work with the people problems that may exist in a group. It might be said that in any group, regardless of the people problems which exist, enough group intellectual capacity remains intact for members of the group to acquire information and skills. However, to maximize the acquisition and internalization of ideas it seems reasonable that the people problems would have to be dealt with first. As teachers, let us appeal to our students’ intellect as well as to their emotions. y 9. The process of problem solving and learning is highly unique and individual. Each person has his own unique styles of learning and solving problems. Some personal styles of learning and problem solving are highly effective, other styles are not as effective, and still others may be ineffective, We need to assist people to define and to make explicit to themselves the approaches they ordinarily use so that they can become more effective in problem solving and learning. As people become more aware of how they learn. and solve problems and become exposed to alternative models used by other people, they can refine and modify ° their personal styles so that these can be employed more effectively. (Source: Gerald J. Pine and Peter J. Horne, (1990). i It.pays to allow. students: to learn. in accordance with theit unique: learning :styles :and multiple intelligences. iUnit 11 Chapter 1 ~ Princicles of Learning Laws of Learning It is worth includi : Thomdike a aie other principles / laws of learning by thws of Thomdike: 0 we implications of the following Law of Effect . Learning is strengthened when accompanied by a pleasant or satisfying feeling. @ Learning is weakened when associated with an unpleasant feeling. ° Learning takes places properly when it results in satisfaction and the learner derives pleasure out of it. Law of Exercise Things most often repeated are best remembered. Students do not learn complex tasks in a single session. Law of Readiness Individuals learn best when they are physically, mentally, and emotionally ready to leam, and they do not leam well if they see no reason for learning. ‘Additional Laws (Principles) Law of Primacy «Things leamed first create a strong impression. What is taught must be right the first time. Law of Recency Things most recently learned are best remembered. Law of Intensity, , The more intense the material taught, the more it is likely learned. Law of Freedom | eThings freely leaned are best learned. The greater the freedom énjoyed by the students in the class; the greater is the intellectual and moral advancement enjoyed by them::| ee Summary E We teach effectively when we consider how learning takes place as stated in the following principles of learning, e Only the leamer can learn for himself, It is wise to make him/ her do the learning activity himself/herself. eLearning is discovering the meaning and relevance of ideas, Let’s relate what we teach to the life experiences and needs of the learners, e Learning (behavioral. change) comes ‘as result of expetience, Let us make learners go through the experience of learning, if feasible. If not, learning from other people’s. experiences as recorded in history will suffice. © Cooperative and collaborative learning are enabling. Let us use more collaborative and cooperative approaches in the classroom. © Learning does not take place overnight. Like the process of evolution, it is gradual. Let us be patient. Learning takes time. : e Learning poses inconvenience, discomfort, giving up our old ways of thinking and doing things because something new is far better. 3 e Very much forgotten is the fact that the leamer is one of the tichest resources of learning. Consult him/her. eB Learning is not only a cerebral process. It is not only thinking but also feeling. It involves the heart. In fact, learning takes place. best when our hearts are stricken. No two individuals lear in the sameway, Each person has a. | unique way of learning. Let us not’ impose our way of learning «on others. Let us give considerations. to multiple intelligence : and varied learning styles, s i 1) the Jaw of exercise; 2) the law readiness, Other laws are the: 1) cen law. of intensity .andUNIT Il MANAGEMENT OF INSTRUCTION Introduction he material as well as the non-material resources in the teaching-learning process must be well-managed in order to reap optimum Icarning. To ensure results, the management of these resources must be grounded on time-tested principles. Focus Questions What are some guiding principles on: = the identification and formulation of goals and objectives, * selection and organization of content, « identification of appropriate teaching approaches, methodologies, techniques and activities, * assessment of learning and on = classroom management? pee ‘What are the implications of these principles to f classroom instruction?Unit MI _ Objective-Related pee | Principles of Teaching “Goals are our guiding star.” Guiding Principles in Determining and Formulating Learning Objectives 1. “Begin with the end in mind,” says Covey, the author ; of “Seven Habits of Effective People”. In the context of Begin your lesson teaching, this means that we must begin our lesson with a with a clearly clearly defined lesson objective. With a clear and specific | defined lesson lesson objective we will have a sense of direction. With a objective. definite lesson objective in mind, we do not lose sight of what we intend to teach. No amount of far-fetched question or comment -from our students, no. amount of unnecessary interruption. or disruption can, derail our intended lesson for the day. With a specific objective, our lesson becomes more focused. We do not waste nor kill time for we are sure of what to teach, how to teach, what materials to use. 2. Share lesson objective with students. Like a seminar ~ that begins with a statement of purpose, our lesson ought to begin with a statement and clarification of our lesson | Make your students : ‘own the lesson objective. Make known to our students our instructional _ | objective, Shjestive and encourage them to make the lesson objective their own. This lesson objective when shared and possessed by our students will become their personal target. It is inst. this personal, target that ‘they will evaluate themselves 4_] Lesson objective must integrate objectives in the cognitive, psychomotor and affective domains for a wholistic lesson. w at the end of the lesson, When our students set their own personal targets, we are certain that they will become more self-motivated, . Lesson objectives must be in the two or three domains. knowledge (cognitive) skill, (psychomotor) and values (affective). Our lesson may be dominantly cognitive, psychomotor or affective. Dominantly cognitive if it is meant primarily for knowledge acquisition and dominantly psychomotor if it is intended for the acquisition and honing of skills. Lesson objectives in the affective domain are mainly focused on attitude and value formation. A cognitive or a skill lesson must always include the affective dimension for wholistic learning. A lesson objective that dwells on trivia is hardly a motivating force. What if a student is able to identify the parts of a plant? What has that to do with him/her and his/her life? In other words, a lesson is worthwhile if it gets connected to everyday life, how the student is and ought to be concerned with it, what difference it makes for a fuller existence. We will find it very difficulr sometimes to determine whether a lesson objective is in the cognitive or psychomotor domain. When you face the difficulty, don’t let it bother you. If we come to think of it even a dominantly cognitive lesson includes teaching of skills, say for instance, intellectual skills like reasonit and inferring. Likewise an intended lesson objective in the psychomotor domain such as “to focus the microscope under low and high - power objectives in 30 seconds” includes the cognitive element of knowing the parts and functions of each part of the microscope and understanding the “d and the “dont’s” in focusing a microscope. Furthermore, a lesson objective geared towards the formation of desirable attitudes and habits’ has definitely a cognitive base. We may not succeed in effecting change in attitude and behavior in people (affective) without explaining what the desired attitudinal and behavioral change is all about and why such change is desired. (cognitive) Anyway,’ what is most important according to this principle is that our lesson'is wholistic and complete because it dwells on knowledge and values or on skills and values or on knowledge, skills and values. If we teach only knowledge, ‘this‘is incomplete for this may not in any way touch and bring about’ change in the learner. We may end up with more head: knowledge that: is measured in test «then ‘completely forgotten after the’ test. If we teach onlyUnit 11 Chapter 1 — objetivo Principles of Teaching nie fe values, we may contribute to the to abuse and to tak, ho will have all the skills to oppress, Oi ke vantage of the unskilled and the eau atest that our lesson gets direction raat git the to oF three domains with the always present. 4. Work on significant unleamed. § from object affective do ; and relev: jecti With our le: t and ant lesson objectives. objective Essen objective becoming our students’ lesson teach. The ce students will be self-propelled as we cl of their self-motivation all the more increases when our les jecti I son é life, hence, significant, objective is relevant to their daily 5 Lesten objective must be aligned with the aims of cae a re d in the Philippine Constitution and I nd on the vision-mission statements of the educational institution of which you are a part. The aims of education as enshrined in our fundamental law of the land, in the Education Act of 1982, the Ten-Year Medium Term Development Plan must be reflected in the vision-mission statements of educational institutions. In turn, the vision-mission statements of educational institutions must filter down to the course objectives stated in course syllabi and in lesson objectives laid down in lesson plans. * This means that the aims and goals of education as provided for in our laws filter down to’ our lesson objectives. We have something to do with the attainment of our broad aims of education. We, can contribute very much to the realization of our school’s vision and mission statements because our lesson objectives are based on our school’s vision and mission statements. Imagine what happens when our lesson objectives are not in any way related to the goals of education and to the vision-mission statements of the educational institutions where we work. 6. Aim at the development of critical and creative thinking. than done, We need not go into a laborious research to be convinced that the development of critical’ and creative thinking is wanting in classrooms. Most questions asked whether oral or written are convergent, With teachers ‘quite used to awarding and praising pupils/students giving the right answers and sometimes branding. the pupil or student who asks questions “pilosopo”, the classroom atmosphere. that prevails is not This is easier said a low-level questions. 43 La ‘Our lesson objective must be connected to cur students’ fe experiences. | ‘Our lesson objective must flow from the aims of education enshrined inthe Phil Constitution and the vision-mission statements of schools. ripe for the development of critical and creative thinking. Ifripe for the development of critical and creative thinking If we want to contribute to the development of citizens who are critical and creative thinkers, the type of citizens needed to make democracy, then we should include in our scope of questions high-level, divergent, or open-ended questions, It must be good likewise not to frown on students who question a lot - all for the development of critical and creative thinking. Our teaching strategies and techniques must be such that they serve as catalyst in the development of higher-order-thinking skills (HOTS) and creative thinking skills. For more notes on creative and higher-order critical thinking skills, refer to Chapter 2 of this Unit. For this reason the whole brain must be used for balanced learning not just the left for critical thinking but also the right for creative thinking. For accountability of learning, lesson objectives must be SMART, i.e., Specific, Measurable, Attainable, Result- oriented Relevant, Time-bound and Terminal. = When our lesson objective is SMART it is quite easy to find out at the end of our lesson if we attained our objective or not. It will also be easier on our part to formulate a test that is valid to measure the attainment of ‘our lesson objective. Moreover, our lesson becomes more focused for we have a concrete picture of the behavior that our students should be able to demonstrate if we realized our lesson objective. In short, SMART objectives increase our accountability for the learning of our students. With SMART objectives, we depart from the unsound practice of teaching that is so spread out that in the end we find ourselves unclear on what test we are going to give to assess learning. With SMART lesson objectives, there is greater match between instruction and assessment. There is curriculum alignment. Taxonomy of Objectives With educational taxonomy, learning is classified into three domains namely: (1) cognitive, (2) affective, and (3) psychomotor or behavioral. Bloom’s taxonomy of cognitive domain, Benjamin Bloom (1956) led his group in coming up with the list. of instructional Objectives in the cognitive domain, Arranged from lowest’ to theUnt 1 Chapter + - Objactve-olated Preciges of Teaching To 45 highest level, they are as follows: Knowledge or recall - ;, and conventions fren wdes Knowledge of terminology categorien, crite, Tends and sequences, classifications and Fea and methodologies, principles, theories, and com 8 10 identify the capital of the Philippines. ‘omprehension - P sion - relates to translation, interpretation, and extrapolation; e.g. to inte J 5 eg. ret a tabl ; density of the world ange cae licati - 7 App! eat mses ebstractions in particular situations; ¢.g. to predict the probable effect of a change in temperature on a chemical Analysis - relates to breaking a whole into parts; e.g to deduce facts from a hypothesis Synthesis - puts parts together in a new form such as a unique communication, a plan of operation, and a set of abstract relations; e.g. to produce an original piece of art Evaluation - judges in terms of internal evidence or logical consistency and external evidence or consistency with facts developed elsewhere; e.g. to recognize fallacies in an argument Bloom identified six levels within the cognitive domain, ranging from simple recall or recognition of facts as the lowest level, through increasingly more complex and abstract mental levels, to the highest level which was identified as evaluation. See Figure 3a and 3b. ad FIGURE §} , Bloom's Taxonomy » FIGURE Anderson's Taxonomy