1. Eat balance diet.

2. Exercise.
3. Allot time to study everyday.
4. Read a book everyday.
5. Pray and believe.
1. Pray.
2. Sit properly.
3. Shade in one direction.
4. Prepare 2 pencils and 2 ballpens.
5. Listen to the instruction.
6. Always check the item you are
answering.
7. Eat your lunch.
8. Don’t leave any number blank.
8. When erasing, include the
back portion.
9. What set are you answering?
10.Don’t cheat.
11. Pray.
What if there were no teachers
in this world?
There will be no
professionals
without the
teachers. Agree
or disagree?
Principles and Methods of
Teaching 1
Principles of Teaching
• The word principles is derived from the Latin
word “princeps” meaning the beginning or end
of all things.
• It is a comprehensive law or doctrine from which
others are derived or on which others are
founded.
• According to L.T. Hopkins, a principle is a rule
for guiding the ship of education so that it will
reach the point designated by the philosophy of
education: it is a compass by which the path of
education is directed.
Types of Principles of Teaching
1. Starting Principles- refer to the nature of the
child, his psychological and physiological
endowments.
2. Guiding Principles- the methods of instruction,
or the conglomeration of techniques in carrying out
the educative process.
3. Ending Principles- educational aims and
objectives.
a. Psychological-growth and development of the
child.
b. Philosophical-based on the culture of the people.
WHY DO WE
TEACH?
What is Learning?
• Learning is a process by which behavior is either
modified or wholly changed through experience
or training.
WHAT IS TEACHING?
• The process of engaging students in
activities that will enable them to acquire
knowledge, skills, as well as worthwhile
values and attitudes.

• It is both Science and Art. Science as it is

based on psychological research that
identifies cause-effect relationships
between teaching and learning; Art as it
shows how those relationships are
implemented in successful and artistic
teaching.
The Triadic Element of Teaching

Teacher

Learner Environment
The Triadic Element of Teaching

Teacher

Learner Environment
The Learner
• most important element of teaching
• All 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.
1. Ability (skills)
• It determines their 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.
2. Aptitude

• Aptitude refers to the students’

innate talent or gift.
3. Interest- MOTIVATION /DESIRE
• Learners vary in activities that are
undertaken due to a strong appeal or
attraction.
 4. FAMILY & CULTURAL BACKGROUND
• Students who come from different
socioeconomic background manifest a wide
range of behavior due to differences in
upbringing practices.
5. Attitudes-BEHAVIOR
• Students have a unique way of thinking and
reacting. Confronted with the same situation in
the learning environment each one would react
differently depending on their personal
characteristics.
• Attitudes refer to an individual’s perspective
and disposition.

• Some positive attitudes are:

a. curiosity
• Inquisitive learners will keep searching for
answers or evidence rather than inattentive and
disinterested in what is happening in the
learning environment.
b. responsibility
• Responsible students pursue assigned task to
completion despite personal constraints.
• They are accountable for their actions and
decisions.
• As such they assume duties, and obligations
voluntarily.
c. creativity
• Students with creative minds are capable of
generating own ideas of doing things.
• Being imaginative they can think of new ways of
arriving at solutions to their problems.
• They can innovate procedures and techniques
instead of sticking to antiquated and traditional
methodologies.
d. persistence
• 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.
 7 BASIC PSYCHOLOGICAL NEEDS
OF CHILDREN (CARANDANG)

• Personal significance
• Clear and consistent limit
• Sense of competence
• Affection
• Wide range of self-
expression
• Transcendence
• Affiliation
Multiple Intelligence
Howard gardner-10 intelligences
• With Howard Gardner’s theory on MI, the
concept of the learner’s intelligence has gone
beyond linguistic and mathematical
intelligence. There are 10 intelligences other
than linguistic and mathematical.
Traditional conceptions on intelligence
• Intelligence is hereditary (Plato)
• Intelligence can be measured through a
test ( F. Galton, J. Catell, A. Binnet, T.
Simon.)
• Individuals were born like blank slates
(John Locke)
• Intelligence is a unitary trait and different
levels (L.Terman) (IQ)
HOWARD GARDNER’s
10 INTELLIGENCES
Verbal-Linguistic Intelligence-
(“word smart”)
The ability to use language to express spoken
words and written meanings: to read and write.
Ex. teachers, poet, journalist, Editor, copy writer,
religious leaders and politicians.

Types of activities
Debates, poetry, jokes, speeches, reading, story
telling, reports.
2. Logical-mathematical-
intelligence(“number/ reasoning smart)

The ability to think conceptually to reason in an

orderly manner.
Ex. Accountant, statistician, economist, engineer,
scientist, computer programmer.

TYPES OF ACTIVITIES
Puzzles, patterns, outlines, equations,
formulas, computations, logic.
3. SPATIAL INTELLIEGNCE
(“PICTURE SMART”)
Good visual memory: The ability to recognize a
shape when it appears in a new context.
Ex. architect, artist, photographer, tour guide.

TYPES OF ACTIVITIES
Mosaics, paintings, drawings, maps,
symbols, photographs, posters.
4. Bodily – kinesthetic intelligence
(“ body smart)

The ability to use fine and gross motor skills in

sports and performing arts in crafts production.
Ex. P. E. teachers, dancer, athlete, mechanic,,
surgeon, carpenter, sculptor, mason.

TYPES OF ACTIVITIES
Role playing, dramatization, games, sports,
Body language.
5. MUSICAL INTELLIGENCE
(“ MUSIC SMART”)

The ability to enjoy, perform, or compose a musical

piece..
EX. Singer, composers, musician, conductor.

TYPES OF ACTIVITIES
Songs, beats, instruments, compositions,
melodies, raps, jingle, choir.
6. Interpersonal intelligence
(“ people smart”)

The ability to understand and get along with

others.
Ex. Administrators, managers, consultants,
therapist, psychologists.

TYPES OF ACTIVITIES
Group projects, group games, social
interaction, dialogs, group tasks,
communications
7. Intrapersonal intelligence
(“self-smart”)

The ability to understand one’s inner feelings,

goals, dreams and ideas.
Ex. Directors, to process their own feelings.

TYPES OF ACTIVITIES
Reflections, insights, self-assessment
8. naturalist/physical world intelligence
(“nature smart”)

The ability to immerse oneself in nature and be

attuned to the sounds and seasons of life.
Ex. Scientist, ecologist, botanist, veterinarian
9. EXISTENTIALIST/SPIRITUAL
INTELLIGENCE

The ability to tackle deep questions about human

existence, such as the meaning of life.

TYPES OF ACTIVITIES
Discussion on life and religion, reading
about philosophers and philosophies.
10. Moral intelligence

Relating to issues of right and wrong and to how

individual people should behave.
Learning Styles
Visual learners
1. Learn best through seeing
2. These learners need to see the teacher’s body
language and facial expressions to fully
understand the content of the lesson.
3. They tend to prefer sitting at the front of the
classroom to avoid visual obstructions(e.g.,
people’s heads).
Auditory learners
1. Learn best through listening
2. They learn best through verbal lectures,
discussions, talking things through and
listening to what others have to say.
3. These learners often benefit from reading text
aloud and using tape recorder
Tactile/Kinesthetic Learners
1. Learn best through moving, doing, and
touching..
2. Tactile/Kinesthetic persons learn best through a
hands-on approach, actively exploring the
physical world around them.
3. They may find it hard to sit still for long periods
and may become distracted by their need for
activity and exploration. Oftentimes they are the
most neglected learners in traditional classroom
teaching.
 Tactile Kinesthetic
• -best learn through • -use the whole body
the sense of touch. while learning, and
• -love to use their usually have a high
hands to learn new level of gross motor-
information. skill controls.
• -easily distracted or • -may constantly
frustrated with wiggle in their chairs,
material presented in and teachers may
visual or audible confuse the
lessons only. kinesthetic learner
• -Tactile learners also with a child who is
tend to be very hyperactive.
emotional and
sensitive individuals.
The Triadic Element of Teaching

Teacher

Learner Environment
The Teacher
Who is a professional teacher?
• The professional teacher is the “licensed
professional who possesses dignity and
reputation and with high moral values as well as
technical and professional competence...she/he
adheres to, observes, and practices a set of
ethical and moral principles, standards and
values.”
1. A professional teacher must have a deep
understanding of the theoretical knowledge
about learning and human behavior.

Theoretical knowledge about human learning and

human behavior is a strong foundation which
should serve to guide your actions as a teacher.
2. A professional teacher demonstrates
attitudes that foster learning and genuine
human relationship.

The major categories of attitudes that affect

teacher behavior are
(a) teacher’s attitudes towards himself/herself
(b) teacher’s attitudes towards children;
(c) teacher’s attitudes towards peers, superiors and
parents; and
(d) teacher’s attitudes toward the subject.
3. A professional teacher must have a mastery
of the subject matter.

A professional teacher must have a good command

of subject matter.

4. A professional teacher must possess

competencies in the use of teaching skills
that facilitate student learning.

Aside from the mastery of the subject matter, a

professional teacher must have possess the
repertoire of teaching skills.
5. Professional teacher must have personal
practical knowledge, too.

In recent years, educational researchers have noted

the usefulness of personal practical knowledge
in solving problems, resolving tensions and
simplifying work in the classrooms.
Personal growth & development
• The domain of Personal Growth and
Development emphasizes the ideal that teachers
value having a high personal regard for the
teaching profession, concern for professional
development, and continuous improvement as
teachers.
Intelligence
Perhaps, teachers must develop one of Howard
Gardner’s Multiple Intelligence.
Good teachers are those who possess average to
high intelligence.
Emotional stability
Aside from having a high intelligence quotient (IQ), a
person who will make a good teacher must also have
high emotional quotient (EQ).
Resourcefulness
A resourceful person is one who is imaginative,
creative and makes original products.
Considerateness and Cooperation
A person who is kind, friendly, courteous, helpful,
thoughtful and tolerant is liked by many.
This person who looks beyond oneself and is aware
that no one is an island.
Buoyancy
A buoyant person survives difficulties, knows how
to balance life amidst adversities and always
looks at the positive side of life.
Objectiveness
An objective person does not make judgment
unless sufficient evidence is presented. This
person puts aside personal considerations in the
search for truth, constantly looks for
explanations and gives equal chance for all to be
heard.
Self-motivation and drive
Individuals who succeed in life and in their chosen
career are those who are self-driven and self-
motivated. They have the physical vigor to do
their job. They never leave any assigned task
unfinished and they perform at their best.
Self confidence
Do you believe in yourself and what you can do?
Can you work alone by yourself without asking
the help of others? Are you determined to
accomplish what you set to do? Are you decisive
or do you waver in your decisions? Do you
believe in the saying” no guts no glory?”
Attractiveness and Pleasantness
Do you attract attention in a crowd or doesn’t
anybody notice you?
Attractiveness is very important because a teacher
serves as the most important visual aid in the
classroom.
The person has to be neat, clean, charming and
well-poised.
Refinement
Refinement is not inborn but is cultivated and
influenced by the people and the environment
where one lives.
It is greatly influenced by nurture rather than by
nature. Refinement is manifested in your
demeanor, actions, body language and words.
Cooperativeness
“ Unity in diversity” is a paradox. We are different
from each other, yet we have to work for the
welfare of the learners. To be a good teacher,
one has to be cooperative, friendly, generous,
adaptive, flexible, and responsive, trustful and
charitable.
 Reliability and Dependability
Are you a person others can lean on for support?
Are you honest and sincere in words and in action?
Are you consistent in your actions and your
responses?
Passion
Passion in teaching is a compelling force that
emerges from one’s inborn love for children.
They feel they “will live and die a teacher.”
Humor
Humor stands for anything funny, which elicits
a smile, laughter or amusing reaction.
Values and Attitude
Teachers are models of values.
Teachers are adjudged professional if they are
knowledgeable, skilled and value-laden.
Patience
• In teaching, patience refers to a 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.
 “As a child, the way of life is to
learn. As an adult the way of life
is to teach. And as a teacher the
way of life is to make the student
better than you.”
RITA PEARSON
The Triadic Element of Teaching

Teacher

Learner Environment
The learning environment is the place where teaching and
learning can take place in the most effective and productive
manner.
1. Arrangement of furniture
2. Physical condition of the classroom
3. Classroom Proceedings
4. Interactions
1. A physical learning environment that is clean,
orderly, well-ventilated, well-lighted,
spacious that allow movements, and free
from unnecessary distractions is conducive
to learning.
2. A non-threatening classroom atmosphere where
people feel they are respected and accepted for who
they are is a conducive atmosphere for learning.
3. Learning environment that facilitates learning. It is
an environment:
* which encourages people to be active.
* which promotes and facilitates the individual’s
discovery of the personal meaning of idea.
* which consistently recognize people’s right to
make mistakes.
*in which people feel free they are respected.
*in which people feel they are accepted.
Transfer of Learning (TOL)
When students recognize
a situation as something
similar in a way to what was
experienced before, the
tendency is to use the
knowledge and skills they
learned to a new situation.
Formal Discipline
• The formal discipline (or mental
discipline) approach to learning believed
that specific mental faculties could be
strengthened by particular courses of
training and that these strengthened
faculties transferred to other situations.
• A theory attributed to the Greek
philosopher Plato states that, if an individual
studies mathematics, that individual will
improve his (her) logical abilities.
Identical Elements
• E.L. Thorndike has developed this theory.
• Two identical factors or activities or
common factor transfer to total situation
where maximum transfer of learning or total
learning can be taken place. It goes from
matter to mind.
Generalization
• This theory is developed by C. Judd.
• In this theory transfer of learning takes
place primarily through generalization and
degree of transfer depends upon the
extent to which experiences in the first
situation are understood and consolidated
into generalization
Transposition
• It is advocated by Gestalt psychology.
Transfer starts in understanding the fact and
perception of similarity by the learner.
• It is known as pattern of relationship. It is
not the specific skills or facts or even
underlying principles which are important,
but the understanding of relationship
between facts, process and the principles
are the real basis of transfer.
TRY this.
1. Rose gave a follow-up exercise with a maximum supervision
after the expository demonstration in Algebra.
2. The teacher teaches Mathematics and as a result her pupils
improved their logical skills.
3. Karla shared a similar experience with her family after the
discussion of the story entitled ‘’The Necklace’’
4. Leslie gave a generalization about living and non-living things.
5. English class the teacher asks the students to find the
synonyms of the listed words taken in the story. She asks
them to use those in sentences for 15 minutes before the
class was dismissed.
 Learning Activities for
Differentiated Instruction
LEARNING ACTIVITIES
• OUTDOOR
• DISCUSSION
• DRAMATIC
MUSICAL
• SHARING AND LISTENING
Field Trip
• Otherwise known as an educational tour
where learners experience fun aside from
observation of the places to be visited. The
learners hop from one place to another
and list down things they see as their
insights to form a specific concept
development.
Ocular Visit
• An educational exposure for learners to
experience an ocular inspection of
realities in the workplace, market, village,
farm, industry, factory and many more.
Excursion
• A leisure outdoor activity like mountain
climbing, hiking, swimming, strolling,
jogging and many more.
Field Research
• An educational outdoor activity to
investigate a specific problem, issue
or phenomenon prevailing in a specific
locale.
Immersion
• Is an outdoor activity of staying and
living in the community or locale to
learn the basic practices, attitudes and
culture of the community.
Study Visit
• Refers to any form of visit for a
specialized purpose like museum visit,
visits to different schools or universities
known for innovation and different
strategies for success, art gallery visit, visit
to a tribal village, visit to farms and the
like.
Landscape Photography
• Is an outdoor art activity where students are
instructed to take pictures of the different
sceneries and lifestyles of people in the
environment.
Landscape Painting
• Is an outdoor art activity where students are
instructed to use their appreciation skills of the
environment they see through a painting
Lyrical composition
• Is a composition of song basically crafted under
the influence of nature like the wind, the flowing
water, flying butterfly, verdant forest, sounds of
the rain and many more.
Poetry writing
• Is an outdoor activity of writing poems basically
crafted under the influence of nature similar to
lyrical composition.
Symposium
• A discussion activity that generates
students’ multiple perspective in
contrived setting that characterizes a
different role of varied professions.
Panel
• Discussion activity that formed students
into group to discuss for an issue in big
crowd.
Buzz Session
• A discussion activity that generates
students’ understanding of facts and basic
information
• A very short discussion on a narrow topic
that involves simultaneous small group
work (usually in pairs) and stimulates
contribution from each member of the
participant group.
Brainstorming
• A discussion activity that utilizes the
pouring in process of ideas, an issue,
problem or development in which
participants are encouraged to think
without interruption
Debate
• A discussion activity that deals with
expositions and arguments with two
opposing teams, the affirmative and
negative sides.
Talk Show
• A discussion activity where the host
facilitates guests to engage in interplay of
expressing different views like
perspectives, agreements, and
disagreements in a cordial and
professional manner.
Forum
• A facilitated discussion address to a
bigger crowd or a class where majority
of the students are expected to express
their views after the designated speaker
gives his or her stand of the issue.
Members of the class are free to express
their own opinions and predicaments
based on solid ground and hard facts.
Caucus
• Refers to a conference of five members
of the team on important issues or
problems that need immediate solutions.
Members huddle and get the consensus of
everyone in the group.
Colloquium
• Refers to an informal meeting or seminar
which is usually of an academic nature
where different scholars/lecturers deliver
lectures on different topics at each
meeting.
Role Play
• Refers to an impromptu activity that makes use
of natural dialogues. No prepared script
is required. No costumes and no
props required.
Dramatization
• Refers to a formal activity primarily because of
they required costumes and props.
Written scripts and rehearsals are
required.
Simulation
• Refers to dramatic activity that makes use of
actions dependent on given narration
(narratives). Script is required.
Costume is also required. No
rehearsals.
Pantomime
• Refers to an activity where there is no script,
no dialogues, no costumes and
props are required. The success of the
activity is dependent with the use of non-verbal
cues.
Paint Me a Picture
• Is a version of a pantomime where the group of
students or performers is made to follow the
instruction and the situation given by a teacher
in a limited time. Speed is required by counting
off. After counting the performers are going to
count up to 5, and then they are expected to
freeze in order to determine the creativity of the
group to be declared as winners.
Picture Frame
• Is also a version of a pantomime where group of
student performers is given a contrived situation
to act. They are given few minutes to plan for a
depiction without telling the rest of the member
of the teams for the purpose of thrill and
excitement for possible guessing.
Street Theater
• Is another version of a pantomime where
students are made to act series of possible
situation of people’s realities in the community,
village, and locality.
Chamber Theater
• Is a combination of a simulation, play and
pantomime where students are made to perform
the role of the air, water, fire, soil, rocks,
animals, and plants, and the rest mythical
symbol.
• In chamber theater, narration is included in the
performed text and the narrator might be played
by multiple actors.
• However, each participant plays a dual role of
actor and a narrator. Moreover, there is a formal
narrator/s.
Humming
• Is a musical activity with the use of droning,
whining, and buzzing primarily blending the
desire human sounds.
Sound production
• Is the depiction of the blending of sounds of
nature such the sound of the rain, the splashes of
water, sounds of the waves, the sound of the
different group of animals, and the sounds of
different forms of transportation.
RAP presentation
• Is a musical activity where students sing their
composition in context of their lesson
engagement.
Chant
• Is a musical mantra where the students
composed as contextualization of the lesson
given to them .
• Usually have a repeated rhythmic phrase,
typically one shouted or sung in unison by a
crowd
Jingle
• Is a verse or words with simple catchy rhymes or
repetitive sounds applied in disciplinal or
situational contexts.
• The whole purpose of a jingle is to get a message
across in a short time frame.
Hymn
• Is also another musical mantra like that of chant
but emphasizes with more thematic sense
than catapulted lines and beats.
• Usually with musical accompaniment.
Playing musical instruments
• Is a musical activity of playing any musical
instrument or group of instruments to produce a
synchronized sound.
Ballad
• Is a classic love song that typifies original local
culture of the locality. (harana)
• A ballad is a form of verse, often a narrative set
to music.
• Example “Tanglaw”, “Ilaw”, and many more.
Country song
• Is a local song that depicts the peculiarity of the
nation’s practices ethos, and lifestyles.
• Example : “Rusas Pandan”, “Si Pilimon”, “Libis
ng Nayon” and many more.
Folk song
• Is a traditional song of a certain locality in the
rural area that depicts regional cultural heritage.
• Example is the Kapangpangan song “Atin Ko
Pong Singsing” and many more.
Suggestopedia
• A musical activity where a piece of music is
played while learners are performing the
learning task.
Dyadic sharing or Think-Pair-Sharing
• Is a sharing of issues and problems for
discussion with the use of face to face
interaction. This is composed of two members
in a group.
Triadic sharing
• Is sharing of issue and problems for discussion
with the use of face to face interaction. This is
composed of three members in the group.
Quadric sharing
• Is sharing of issues and problems for discussion
with the use of face to face interaction. This is
composed of four members in the group.
Journal writing
• Is basically writing insights of the lesson
learned, then to be shared in the group
discussion.
• Example: Diary
Synectics
• Is an activity instructing the learners to find or
pick any object that symbolizes their belief about
something, their concern about the environment
some other related factors.
• This activity also utilizes the use of figurative
language in the teaching and learning process
like: metaphor, simile, oxymoron, alliterate and
many more.
EXPOSITORY METHOD is a strategy of
utilizing students’ capacity to expound,
elaborate, to explain the concept being
developed.
1. Approach - refers to the teacher’s introduction
phase of the lesson that serves as his/her initial
attack with the lesson.
2. Presentation – refers to the different ways to
develop a lesson.
3. Application - refers to the varied situations or
activities where students may apply the
insights learned from the lesson in a more
meaningful setting.
 DIRECT INSTRUCTIONAL METHOD begins with a
review of the previous lessons in order to
establish connection of the new lesson.
1. Review – develops readiness that sets the stage for
learning.
2. Presentation – provides necessity for learning. This may
use lecture, visual, films, demonstration, etc.
3. Guided Practice – allows learners to perform the task with
supervision of the teacher. This is an application of the Law
of Exercise.
4. Independent Practice – provides opportunity for
application and practice. This is an opportunity for the
learners make use of the principle of Transfer of Learning
(TOL)
5. Feedback – verifies the acquisition of essential information.
 DEDUCTIVE METHOD begins with a generalization
and subsequently all examples specifies situations
to be given are supportive of this generalization
1. Introduction – the activation phase of the lesson that gives
background of the general statement of any lesson activity.
2. Generalization – this is the drawing out of the presentation
of the main idea or principles of the lesson such as
definitions, general statement, laws, etc.
3. Exemplification - this is the third step where the learners
are exposed to break the generalization into chunks of
ideas and give examples.
4. Illustration – this fourth step makes use of the detailed
examination of the formulated examples that obviously
become the students’ application of learning.
 UNIT METHOD is a process of taking the contents
of a particular subject as big blocks and not an
isolated and fragmentary bits od information
1. Exploration – refers to the apperception part of the lesson.
2. Presentation – is the process of giving the bird’s eye view
of the whole episode of the subject matter, which serves as
an appetizer, energizes the student to learn.
3. Assimilation - is the process of data or information-
gathering activity in which is designed to solve problems,
to answer question, and to explain or expound on certain
topics
4. Organization – is the process of organizing the information
acquired in the assimilation.
5. Recitation – is the capstone of the technique when
students are ready to make an oral report.
 INDIRECT METHOD is a method of teaching
opposite to direct instruction method.
1. Feedback – starts with any initiated set of materials or activities
prepared by the teacher.
2. Independent Practice – exposes the students to practice what
they get from the feedback through focused free-writing and
individual construction of the task for the purpose of self
discovery.
3. Guided Practice - exposes the students to have their work
validated or assisted by the teacher more especially if they have
any difficulty in the performance of the task in the independent
practice.
4. Presentation – refers to the staging of the students’ output in the
activity after they engaged in the guided practice.
5. Review – is the reassessment of the student performance based
from the existing standards in presentation of the lesson or from
their learning in the previous work.
 TYPE STUDY METHOD is an inductive procedure
except that only one case is studied.
1. Selection of Typical Case – This step is crucial in the type
study method. The case or topic must be representative of
the group. It is the typical or average rather than the
exception that is needed.
2. Motivation – This background of the subject matter being
taught at hand like if it the taxi business, then the teacher
makes use of the justifiable increase of taxi rate
3. Statement of the Typical Case This is the presentation of
the typical subject matter to be studied, if it is in taxi
business, then the particular Taxi Company would be
presented like the Yellow Taxi Company.
 TYPE STUDY METHOD is an inductive procedure
except that only one case is studied.

4. Study of Details – This is subsequent presentation

and discussion of the details of the subject matter
selected.
5. Comparing Details with the Model – The details
enumerated above may be studied with reference
to the particular company chosen for study.
6. Generalization – This is the summary of findings
or details from the main discussion.
ACTIVITY METHOD
• Refers to a classroom encounter whereby students are
actively engaged in a first hand, direct experience.
1. Activity – is the initial attack of the lesson to be developed
done through students’ engagement in a purposeful
learning activity.
2. Analysis – is the second step where students dig deeper
into the understanding and analysis of the concepts and
principles of the activity they are doing.
3. Abstraction - is the phase where students broaden the
analyses of the concepts and principles acquired through
the use of critical and reflective thinking.
4. Application – serves as the closure of the lesson where
students make use of their insights in other relevant
situations.
 INDUCTIVE METHOD is a strategy that would
start from the known to the unknown, from
specific to general.
1. Preparation – is the initial phase of the lesson,
which involves the introduction of the major
purpose of which to prepare the mind-set of each
learner.
2. Presentation – is the second step that forms the
first part of the lesson proper, which may involve
the gathering of data, or list of information, the
performance of the experiment or an
investigation, and other research oriented
activities.
 INDUCTIVE METHOD is a strategy that would
start from the known to the unknown, from
specific to general.
3. Comparison and Abstraction - is the third step
that forms the second part of the lesson, which
may call for students’ analysis of organized data
(result, finding, observation note, etc.)
4. Generalization – refers to the summary made after
the data have been properly gathered, organized,
and analyzed.
5. Application – does not, mean mere verbalization
or memorization of the newly form generalization
but rather this generalization should be used to
interpret another but related or similar situation.
 Cooperative learning (CL) use of small groups so
that the learners work together to maximize their
own and each other’s learning
1. Forming – is the process of organizing the learners
into learning teams, their membership, the materials
to be learned, and venue where learning stations are
structured.
2. Functioning - is the second process where the
learners engaged themselves into actual learning task
to organize learning into webs and other form of
visual devices.
3. Formulating – is the process of presenting the output
of learning through reports, games, simulations,
drama, etc.
4. Fermenting – is the process of reasoning and
defending one’s learning through an open discussion
of insights acquired in the cooperative learning
process.
Management Technique
Pygmalion Effect

• Refers to teacher’s self-fulfilling prophecy.

• This is also known as the expectancy
advantage.
• Teachers expectations of pupils can strongly
affect the amount of development they show.
• Higher expectations lead to an increase in
performance.
Hawthorne Effect
• A phenomenon individuals alter their behavior
in response to being observed and usually
refers to positive changes.
• The feeling of the students that they are being
studied or being observed by a teacher therefore
they have to behave accordingly as expected by
the experimenter.
• Students paying attention because the lessons
were significant to them.
Placebo Effect
• A phenomenon that occurs when a person
believes he or she is receiving real treatment and
reports an improvement in his or her condition.
• “It's when you have a belief that something will
work, not because of the actual thing but
because of your belief.
• Students have much expectation about their
learning success, so they behave properly.
John Henry Effect
• Refers to the tendency for people based in a
control group to perceive themselves at a
disadvantage to experimental group and
work harder in order to overcome perceived
deficiency.
• Opposite to Hawthorne Effect
Jastrow’s Effect
• Originally traces in the industry where a factory
work was much bigger with an explicit
expectation about performance was transmitted
and turned out to change output by a factor of
three as a sign of a very high motivation .
• Those with high motivation is more
successful than those with low.
Halo Effect
• A cognitive bias in which our overall impression
of a person influences how we feel and think
about his or her character.
• A teacher who sees a well behaved student might
tend to assume this student is also bright and
diligent.
• Refers to an uncontrolled novelty; the participant
performs differently at first because of the novelty of
“treatment” which may change their expectation or
simply cause them to be more alert or otherwise
perform differently.
Ripple Effect

• The "ripple effect" occurs when the teacher

corrects a misbehavior in one student, and
this positively influences the behavior of other
nearby students. The ripple effect is influenced
by the clarity and firmness of the correction.
BLOOM’S TAXONOMY
Blooms Taxonomy
• In 1956, Benjamin Bloom with collaborators
Max Englehart, Edward Furst, Walter Hill, and
David Krathwohl published a framework for
categorizing educational goals: Taxonomy of
Educational Objectives. Familiarly known
as Bloom’s Taxonomy, this framework has been
applied by generations of K-12 teachers and
college instructors in their teaching.
COGNITIVE
• The cognitive domain (Bloom, 1956) involves
knowledge and the development of
intellectual skills. This includes the recall or
recognition of specific facts, procedural patterns,
and concepts that serve in the development of
intellectual abilities and skills.
• Remember • Analyze
• Recognizing • Differentiating
• Recalling • Organizing
• Attributing
• Understand
• Interpreting • Evaluate
• Exemplifying • Checking
• Classifying • Critiquing
• Summarizing
• Inferring • Create
• Comparing • Generating
• Explaining • Planning
• Producing
• Apply
• Executing
• Implementing
 Category Example and Key Words

Knowledge: Recall data or information. Examples: Recite a policy. Quote

prices from memory to a customer.
Knows the safety rules.
Key Words: defines, describes,
identifies, knows, labels, lists, matches,
names, outlines, recalls, recognizes,
reproduces, selects, states.
Comprehension: Understand the Examples: Rewrites the principles of
meaning, translation, interpolation, test writing. Explain in one's own
and interpretation of instructions and words the steps for performing a
problems. State a problem in one's own complex task. Translates an equation
words. into a computer spreadsheet.
Key Words: Comprehends, converts,
defends, distinguishes, estimates,
explains, extends, generalizes, gives
Examples, infers, interprets,
paraphrases, predicts, rewrites,
summarizes, translates.
 Category
Application: Use a concept in a new
situation or unprompted use of an
abstraction. Applies what was learned
in the classroom into novel situations
in the work place.
Analysis: Separates material or
concepts into component parts so that
its organizational structure may be
understood. Distinguishes between
facts and inferences.
Example and Key Words
Examples: Use a manual to calculate
an employee's vacation time. Apply
laws of statistics to evaluate the
reliability of a written test.
Key Words: applies, changes,
computes, constructs, demonstrates,
discovers, manipulates, modifies,
operates, predicts, prepares, produces,
relates, shows, solves, uses.
Examples: Troubleshoot a piece of
equipment by using logical deduction.
Recognize logical fallacies in
reasoning. Gathers information from a
department and selects the required
tasks for training.
Key Words: analyzes, breaks down,
compares, contrasts, diagrams,
deconstructs, differentiates,
discriminates, distinguishes, identifies,
illustrates, infers, outlines, relates,
selects, separates.
 Category
Evaluation: Make judgments about the
value of ideas or materials.
Synthesis/Creating: Builds a structure
or pattern from diverse elements. Put
parts together to form a whole, with
emphasis on creating a new meaning or
structure.
Example and Key Words
Examples: Select the most effective
solution. Hire the most qualified
candidate. Explain and justify a new
budget.
Key Words: appraises, compares,
concludes, contrasts, criticizes,
critiques, defends, describes,
discriminates, evaluates, explains,
interprets, justifies, relates,
summarizes, supports.
Examples: Write a company
operations or process manual. Design
a machine to perform a specific task.
Integrates training from several
sources to solve a problem. Revises
and process to improve the outcome.
Key Words: categorizes, combines,
compiles, composes, creates, devises,
designs, explains, generates, modifies,
organizes, plans, rearranges,
reconstructs, relates, reorganizes,
Affective Domain
• The affective domain (Krathwohl, Bloom, Masia,
1973) includes the manner in which we deal with
things emotionally, such as feelings, values,
appreciation, enthusiasms, motivations, and
attitudes. The five major categories are listed
from the simplest behavior to the most complex.
 Category Example and Key Words
Receiving Phenomena: Awareness, Examples: Listen to others with
willingness to hear, selected attention.. respect. Listen for and remember the
name of newly introduced people.
Key Words: asks, chooses, describes,
follows, gives, holds, identifies, locates,
names, points to, selects, sits, erects,
replies, uses.
Responding to Phenomena: Active Examples: Participates in class
participation on the part of the discussions. Gives a presentation.
learners. Attends and reacts to a Questions new ideals, concepts,
particular phenomenon. Learning models, etc. in order to fully
outcomes may emphasize compliance understand them. Know the safety
in responding, willingness to respond, rules and practices them.
or satisfaction in responding Key Words: answers, assists, aids,
(motivation). complies, conforms, discusses, greets,
helps, labels, performs, practices,
presents, reads, recites, reports,
selects, tells, writes.
 Category
Valuing: The worth or value a person
attaches to a particular object,
phenomenon, or behavior. This ranges
from simple acceptance to the more
complex state of commitment. Valuing
is based on the internalization of a set
of specified values, while clues to these
values are expressed in the learner's
overt behavior and are often
identifiable.
Example and Key Words
Examples: Demonstrates belief in the
democratic process. Is sensitive
towards individual and cultural
differences (value diversity). Shows
the ability to solve problems. Proposes
a plan to social improvement and
follows through with commitment.
Informs management on matters that
one feels strongly about.
Key Words: completes,
demonstrates, differentiates, explains,
follows, forms, initiates, invites, joins,
justifies, proposes, reads, reports,
selects, shares, studies, works.
 Category
Organization: Organizes values into
priorities by contrasting different
values, resolving conflicts between
them, and creating an unique value
system. The emphasis is on
comparing, relating, and synthesizing
values.
Example and Key Words
Examples: Recognizes the need for
balance between freedom and
responsible behavior. Accepts
responsibility for one's behavior.
Explains the role of systematic
planning in solving problems. Accepts
professional ethical standards. Creates
a life plan in harmony with abilities,
interests, and beliefs. Prioritizes time
effectively to meet the needs of the
organization, family, and self.
Key Words: adheres, alters, arranges,
combines, compares, completes,
defends, explains, formulates,
generalizes, identifies, integrates,
modifies, orders, organizes, prepares,
relates, synthesizes.
 Category
Internalizing
values (characterization): Has a value
system that controls their
behavior. The behavior is pervasive,
consistent, predictable, and most
importantly, characteristic of the
learner. Instructional objectives are
concerned with the student's general
patterns of adjustment (personal,
social, emotional).
Example and Key Words
Examples: Shows self-reliance when
working independently. Cooperates in
group activities (displays teamwork).
Uses an objective approach in problem
solving. Displays a professional
commitment to ethical practice on a
daily basis. Revises judgments and
changes behavior in light of new
evidence. Values people for what they
are, not how they look.
Key Words: acts, discriminates,
displays, influences, listens, modifies,
performs, practices, proposes,
qualifies, questions, revises, serves,
solves, verifies.
Psychomotor Domain
• The psychomotor domain (Simpson, 1972)
includes physical movement, coordination, and
use of the motor-skill areas. Development of
these skills requires practice and is measured in
terms of speed, precision, distance, procedures,
or techniques in execution. The seven major
categories are listed from the simplest behavior
to the most complex:
 Category
Perception: The ability to use
sensory cues to guide motor
activity. This ranges from sensory
stimulation, through cue selection, to
translation.
Example and Key Words
Examples: Detects non-verbal
communication cues. Estimate where
a ball will land after it is thrown and
then moving to the correct location to
catch the ball. Adjusts heat of stove to
correct temperature by smell and taste
of food. Adjusts the height of the forks
on a forklift by comparing where the
forks are in relation to the pallet.
Key Words: chooses, describes,
detects, differentiates, distinguishes,
identifies, isolates, relates, selects.
 Category
Set: Readiness to act. It includes
mental, physical, and emotional sets.
These three sets are dispositions that
predetermine a person's response to
different situations (sometimes called
mindsets).
Guided Response: The early stages
in learning a complex skill that
includes imitation and trial and error.
Adequacy of performance is achieved
by practicing.
Example and Key Words
Examples: Knows and acts upon a
sequence of steps in a manufacturing
process. Recognize one's abilities and
limitations. Shows desire to learn a
new process (motivation). NOTE: This
subdivision of Psychomotor is closely
related with the "Responding to
phenomena" subdivision of the
Affective domain.
Key Words: begins, displays,
explains, moves, proceeds, reacts,
shows, states, volunteers.
Examples: Performs a mathematical
equation as demonstrated. Follows
instructions to build a model.
Responds hand-signals of instructor
while learning to operate a forklift.
Key Words: copies, traces, follows,
react, reproduce, responds
 Category
Mechanism: This is the intermediate
stage in learning a complex
skill. Learned responses have become
habitual and the movements can be
performed with some confidence and
proficiency.
Complex Overt Response: The
skillful performance of motor acts that
involve complex movement
patterns. Proficiency is indicated by a
quick, accurate, and highly
coordinated performance, requiring a
minimum of energy. This category
includes performing without
hesitation, and automatic
performance. For example, players are
often utter sounds of satisfaction or
expletives as soon as they hit a tennis
ball or throw a football, because they
can tell by the feel of the act what the
result will produce.
Example and Key Words
Examples: Use a personal
computer. Repair a leaking faucet.
Drive a car.Key Words: assembles,
calibrates, constructs, dismantles,
displays, fastens, fixes, grinds, heats,
manipulates, measures, mends, mixes,
organizes, sketches.
Examples: Maneuvers a car into a
tight parallel parking spot. Operates a
computer quickly and accurately.
Displays competence while playing the
piano. Key Words: assembles, builds,
calibrates, constructs, dismantles,
displays, fastens, fixes, grinds, heats,
manipulates, measures, mends, mixes,
organizes, sketches.
NOTE: The Key Words are the same as
Mechanism, but will have adverbs or
adjectives that indicate that the
performance is quicker, better, more
accurate, etc.
 Category
Adaptation: Skills are well developed
and the individual can modify
movement patterns to fit special
requirements.
Origination: Creating new movement
patterns to fit a particular situation or
specific problem. Learning outcomes
emphasize creativity based upon
highly developed skills.
Example and Key Words
Examples: Responds effectively to
unexpected experiences. Modifies
instruction to meet the needs of the
learners. Perform a task with a
machine that it was not originally
intended to do (machine is not
damaged and there is no danger in
performing the new task).
Key Words: adapts, alters, changes,
rearranges, reorganizes, revises, varies.
Examples: Constructs a new theory.
Develops a new and comprehensive
training programming. Creates a new
gymnastic routine.
Key Words: arranges, builds,
combines, composes, constructs,
creates, designs, initiate, makes,
originates.
Dave's (1975)
• Imitation: Observing and patterning behavior after someone
else. Performance may be of low quality. Example: Copying a
work of art.
• Manipulation: Being able to perform certain actions by
following instructions and practicing. Example: Creating work
on one's own, after taking lessons, or reading about it.
• Precision: Refining, becoming more exact. Few errors are
apparent. Example: Working and reworking something, so it
will be ‘just right.’
• Articulation: Coordinating a series of actions, achieving
harmony and internal consistency. Example: Producing a video
that involves music, drama, color, sound, etc.
• Naturalisation: Having high level performance become
natural, without needing to think much about it. Examples:
Michael Jordan playing basketball, Nancy Lopez hitting golf
ball, etc.
Harrow's (1972)
• Reflex movements: Reactions that are not learned.
• Fundamental movements: Basic movements such as
walking, or grasping.
• Perception: Response to stimuli such as visual,
auditory, kinesthetic, or tactile discrimination.
• Physical abilities: Stamina that must be developed
for further development such as strength and agility.
• Skilled movements: Advanced learned movements
as one would find in sports or acting.
• No discursive communication: Effective body
language, such as gestures and facial expressions.
Writing the Learning Objective
In his book Preparing Instructional Objectives: A Critical Tool
in the Development of Effective Instruction (1997), Mager
outlines three important characteristics to include in all
instructional objectives. They are:
1. Performance - An objective always states what a
learner is expected to be able to do and/or produce to be
considered competent.

2. Conditions - An objective describes the important

conditions (if any) under which the performance is to occur.

3. Criterion - An objective describes the criteria of

acceptable performance; that is, it says how well someone
would have to perform to be considered competent.
Ultimately, the Mager format includes the learner's actions,
the learning conditions, and the criteria for assessing the
learner's performance The following are examples of the
Mager format:

Given a list of thirty five chemical elements (condition), the

learner must be able to recall and write the valences
(performance) of at least thirty (criterion).

Given a meter scale (condition), the learner is to be able to

identify the value indicated by the position of the pointer
(performance) as accurately as the construction of the
meter will allow (criterion).
For example, if the learning objective stated:
“Given a set of data, the student will be able to compute
formulas to correctly balance the system.”

• Part 1 (conditions) of the sample learning objective are the tools,

data or other assistance that will be provided to the student, as in
“Given a set of data…”
• Part 2 (behavior) of the sample learning objective is an action verb that connotes observable
student behavior. In this case, the word “compute” is a clear word showing the learned
behavior. Words such as “know,” “understand,” or “grasp” are insufficient or vague and should
not be used in a learning objective.
• Part 3 (criterion) of the sample learning objective specifies how well the student must perform
the behavior, such as through a degree of accuracy, or a number of correct responses. In our
example, the word “correctly” sets the criterion for measurement. The example learning objective
could have had further detail, such as a stipulation for “velocity balancing” or “thermal balancing,”
and the course instruction would include modules on how to interpret data sets and calculate
formulas focusing on those outcomes.
Thank You