- Princip les and S trateg ies o f T ea c h in g

Principles
and Strategies
o f Teaching
Prepared by:
Or. Ma. Corazon B. Sigua and Prof. Celia M. llanan

Competencies:

1. Employ activities, teaching methods,

instructional materials & technology,
classroom management techniques
appropriate for chosen subject areas
2. Apply appropriate principles in the
preparation and utilization of the
conventional and non-conventional
technology tools as well as traditional
.and alternative teaching strategies
PNU L E T Reviewer
 P ro fessio n al Education

PART ! - CONTENT UPDATE

I. LEARNING TO TEACH

Learning to teach Is a life-long process. To become an expert teacher is a complex,.

.It
f||H | guyilQ WffiVIVI iw[matter,
•*' i miw—
knowledge about schools and classrooms within them and knowledge of students and
an understanding of how teachers can help in this process (Kauchack 1993).

A. Teaching - refers to the management

_____ B. Content knowledge - understanding

Content Pedagogical of content + ability to translate, into
knowledge knowledge meantogful form for students

based connections between teaching

and learning
D. Strategies - research-based plans
for action

II.FIVE KEY BEHAVIORS CONTRIBUTING TO EFFECTIVE

TEACHING

A Lesson Clarity/- pyO/1r s t f

• Teachers make their points
oints understandable and explexplain concepts clearly so
their students can follow in a logical step by step order.
• Teachers oral delivery is clear, audible and free from distracting mannerisms.
B. Instructional Variety .
■ Refers to the variability or flexibility of delivery during the presentation of
•the lesson ________ ________
Dr. Mil. Corazon B. Sigua and Prof. C elia M . Hunan
P ro fessio n al E d u ca tio n '

• Includes the use of teaming materials, equipment, displays and .space in

the classroom •
• Involves asking questions and discrimination of different question formats
C. Teacher Task Orientation ~ tfrc b w jp (fjfis m J
■ Refers to how much classroom time theneacher devotes to the tasks of
teaching academic subjects ' a n c w d 0&
■ Takes place in a classroom where teacher-students interaction focuses
more on intellectual content that allows students an opportunity to learn
and have higher rates of achievement
■ Makes classroom instruction parallel to the instructional goals and curricu­
lum that guide the construction of assessment of student progress
D. Engagement in the Learning Process
• Refers to the amount of time students devote to learning an.academic sub­
ject ; :
■ Is also considered as the amount of time spent tv the students in actively
teaming the material a.k.a. the engagement rate (the percentage of time
devoted to learning when the student is actually on task, engaged with
instructional materials and benefiting from the activities being presented).
E. Student Success Rate ~ tfy d t/® '
■ Refers to the rate at which students understand and correctly complete
exercises and activities
• Consists of teacher's task orientation and student engagement as they are
closely related to student success rate
• Involves organization and planning of instruction that yields moder­
ate-to-hlgh success rates but then challenges the learner to go beyond the
information given

1. According to John Dewey

Teaching is considered good when: • •
■ the child isTnade the center of the educative process;
■ it is well-planned; ' ____ ‘ _____
Dr. Ma. Corazoo B. Sigu&and Prof. CcJta M. I la nan
 P r in c ip le s an d S tra te g ic s o f T ea c h in g

■ the learner is made conscious of the goals or aims to be accomplished; •

■ it provides learning experiences;
• there is provision to meet individual differences;
■ it utilizes the past experiences of the learner;
• the learner is stimulated to think and reason;
■ it is governed by democratic principles;
• the method used is supplemented by another method and instructional
devices;
• evaluation is made an integral part of the teaching process; and
• drill or review is made an integral part of teaching and learning.
2. According to James Mursell
Teaching becomes a success when it fakes into consideration the following:
a. Principle of Context-setting and use of appropriate materials
Level I-Textbookonly.
. Level II - Textbook together with supplemental materials
Level III - Non-academic and current materials
Level IV- Mirti-sensory aids
Level V - Demonstration and presentation by experts
Level VI - Field experiences
b. Principle of Focus -subject matter/lesson
Level I - Page assignment
Level II - Announced topic together with page or chapter references
• Level III-Broadconcepts
Level IV- Specific concepts, problem, skills acquisition .
c. Principle of Socialization - social setting in the classroom
Level I-Submission
Level II-Contribution
Level Id - Cooperation and collaboration
d. Principle of Individualization -learner's purposes, aptitudes, abilities and
experimental procedures
Level I - Uniform tasks"
Level II - Homogeneous grouping
Level'll! - Contract ptyi

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Level IV- Individual Instruction • ••

Level V - Large units with optional related activity
Level VI-Individual undertakings • '
e. Principle of Sequence - order/arrangement of learning tasks
Level I ~ logical successl6n of blocks erf content -
L'evel II - Connecdng'leamlng/lesson/course through introductions, reviews
Level III - Building learner’s readiness
Level IV - Building from emerging meanings
f. Principle of Evaluation-appraisal
Level I -Through testing
. Level I I- Related to objectives and processes
Level III ~ Total learning process and results

III. MANAGING INSTRUCTION

A. Deteirnining ln ^ rtio h s j Objectives -

are specific statements of intermediatej ^ r i ^ oirtcomes necessary for ac-

is to do atihe end of ins^ucQon),

• Taxonomy of dbjectives ,
1) Cognitive &orfta1n-4erf|amin Bloom-
- describe the knowledge that learners are to acquire; ;

Oriqinat Revised Taxonomy 1

Uke the original taxonomy, the revision is hierar­
chical in the sense that the six major categories of
the cognitive process dimension are believed to
differ in their complexity.
a. Knowledge 4 recalling
previously leanrted material from tong-term memory.
■ Recognizing

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b. Cton^h8t$or^- restating b. Understand'* Determining the mealing.

previous^teamed material .of ins^etiooaLrriessages/lr^loding oral,
written;-^i%)hlccommunicafion. i
c. Application!- using the ■ Interpreting
knowledge Jqto a rjew situ- * Exemplifying
. attoriorproblwt- > • Classifying
d. AnatyS&jr breaking the • Summarizing
knoyise^'into.pafis and ‘ ■ Inferring
mak^sffilMoti^iipamong ■ Comparing
ideasr * •Explaining
e. Synftesi? r producing c. Apply -JCanying out or using a procedure
wtioies from the parts or ' insgim:s$jefk)n,y
producing a r ^ whote j ■ Executing
f. Evaiuatioi-judging the ■ Implementing
value pf toorted^iofflie^ d. Analyzes Breaking material into ils constitu-
material learnt . * entfHflsjfxJ.detecting howthepartsrelate
ta 0(9an#er and to an overall structure
orpurpoise.
■ Differentiating
• • Organizing
■ Attributing
a Evaluate - Making^udgmentstased on
crrterla and^tgndards
■ Oiecking
■ Critiquing
f. Create* Puffing elements together to
: form w&hflrMt whote*br make an original:

'■^nerating
• Planning
• Producing

Dr. Ma. Corazon B. Sigua and ProC. C elia M. Ilanan

Prof'cssional E d u ca tio n

2) Affective D pifi^rtfD avld^tfw oW

- describe thef.$itu<Ji learners are

i f ,
b. jpcttngjo in event through participation
c. - e va liltii^^fe fs iB the form of acceptance, pref:
'MmcoimiMnMnf
v3*068 in:r^ttontofe^O lher
l^ecordancewith the accepted value

SHrfipson
learners aretDina^er
of sensoiy stimulus
/knows

i - modfles lets for special problems

^creates new movement patterns /showscreativtty
B.
1) Factors to Consider in Choosing a Method
a. Objectives
b. Subject matter
c. Learners
d. Educational technology
e. Teacher
f. School environment
g. Safety measures
2) Principles for Determining Method
The method must: •
♦ utilize the theory of self-activity.
♦ utilize the laws of teaming..

Dr. Ma. Corazon B. Sigua and Prof. Celia M, Ilsuian

 P rin c ip le s an d S tra te g ie s o f T ea ch in g

♦ aid .the learner in defining his own purposes by setting

the situation for the emergence of a desirable purpose.
♦ start from what is known already to the students. *
♦ be based on the accepted, welt-integrated educational
theory •and practice which is designed;to unify the work
of teaching and teaming.
♦ provide the learners with numerous and diverse learning
experiences or activities.
♦ challenge and encourage the learner to further activities
which involve the process of differentiation and integra­
tion.
♦ provide opportunity for the learner to ask and answer
questions.
♦ be supplemented by other methods.
3) Types of teaching approaches/methods/strategies
» Direct/ /Teacher-centered approach - is teaser-centered/
controlled; teachers transmit Information directly to the learner
a) Deductive method- This method begins with a lute or
generalization that is applied to specific cases or examples.
It aims to test the rule or solve the given problem, ft is the
opposite of inductive method.
b) Demonstration or Showing method- “Learning by obser­
vation & imitation.* in this method, the teacher (or a select
group of pupils) performs the activity. The demonstration
may be live, filmed or electronically presented. The class
learns through observation and/or practice with real equip­
ment and simulators.
c) Lecture method- Lecture is a teaching procedure for dari-
‘fyfrig or explaining a major Idea cast in the form of question
or problem (Bossing). This is'very effective when the lecturer
has the lnformadon or materials which pupils do not have;
thus, imparts information and develops critfcal thinking,
largely by the use of the verbal message, with minimal class

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P rin c ip le and S tra te gic? o f T e ach in g

participation. This is also considered as the most authorita­

tive method of teaching:
. » Indirect/Leamer-centered approach - is ieamer-controtfed;
students search for information
a) Concept deveiopment method- Subject matter is taught to
enabtepuplls to develop concepts. (A concept is an idea oc
representation of the common element or attribute by which
groups or classes may be distinguished. It is also a general
idea or understanding, especially one derived from specific
instances or occurrences) This method irwotves the essen­
tial components of higher-order thinking skills like listing,
grouping, labeling, regrouping, and synthesizing.
b) Discovery mettjod-thte meftod refers to aninductive
method in guiding learners to discuss and organize ideas
and processes by themselves. They wilt undergo the pro­
cess of observation, comparison and abstraction, general­
ization and application. It means keeping them use ideas
already acquired as a means of discovering new ideas.
c) Inductive method- This would help pupils discover import­
ant rules or truth tor themselves through careful observa­
tions of specific cases or examples leading to generaliza-
tions. lt Is the opposite of deductive method.
d) Laboratory method- This method is effectively used In
Science and other related subjects. Apparatus and materials
are used to discover or verify facts and to study scientific
' relationship. Activities range from observation to investiga­
tion/experimentation, which in turn provide learners with
firsthand experience,
. e) Problem-solving method- This is an application of John
Dewey's reflective thinking theory. This makes use of a
problem as a nucfeus which will make pupils work toward
its solution. Essentials to tills are statements of the problem
• & hypothesis and evaluation & verification of solutten/result.

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• 1) 1Project method- This method is characterized by learners

planning, directing and executing activities which are
purposeful, natural, lifelike and significant. Projects may be
classified as physical material projects, learning projects
and intellectual or problem projects.
» OtherModels /Teaching Strategies
a) Brainstorming- is a process forgenerating creative ideas
and solutions through Intensive and freewheeling group
discussion. It consists of individuaTor more in which a delib­
erate attempt Is made to think creatively about all possible
approaches and solutions to a given problem.
b) Constructivist Teaching- believes that learning occurs as
learners are actively involved in a process (rf meaning and
knowledge construction rattier than passively receiving
information. Learning becomes possible when tasks are
authentic, set in a meaningful context and related to the
real world. At the end, critical thinkers, motivated and
independent learners are created.
c) Cooperative teaming - It is a successful teaching strategy
in which small teams, each with students of different levels
of ability, use a variety of learning activities to improve their
understanding of a subject. Each member of a team is
responsible not only for learning what is taught but also tor
helping teammates learn, thus creating an atmosphere of
achievement
d) Distance Learning^ or distance education is a mode of
delivering education and teaching, often on an individual
basis, to students who are not physical present in a
traditional setting such as a classroom. It provides “access
to learning when the source of information and the learners
• are separated by time and distance, or both."

Dr. Ma. Curazon-fl. £igtui ami Prof. Celia M. Hand!)

P ro fe ssio n a l E d ucation

e) Dale's Cone of Experience - a pictorial device that presents

bandsof experience afranged according to degree of
abstraction. .
f) Held trip- It occurs outside the classroom and offers an
opportunity for students to get exposure to 'real" people and
events and tt» opportunity to make connections with ofoers.
g) MetawgnitlveTeaching- Thinking* about thinking."
Teachers guide ieSmers to become more strategic thinkers
by helping them understand the. way ttiey are processing
hfprmafai. It can be done using any of the foflowlng
' processes: advance organization, organizational planning,.
directed attention, selective attention, self-monitoring,
self-evaluation, auditory representation.
Dr. Ma. Corazon B. Sigua and Prof- Celia M. Itanan
 Principles and Strategics o f Teaching
■■■_ .T|-----r._l,.|.-iww— .Ml .1
h) Multiple Intelligences (Ml) - Developed by Howard Gardner,
Ml. believe that children's thinking and learning skills vary
widely from child to child. It aims to develop learners who -
are analytic, interactive & introspective. Listed below are the
nine intelligences human beings are said to possess:
-♦ Verbal-Linguistic - well-developed verbal skills and
sensitivity to the sounds, meanings and rhythms of
words
♦ Mathematical-Logical - ability .to think conceptually and
abstractly, and capacity to discern logical or numerical
patterns
♦ Musical - ability to produce and appreciate rhythm,
pitch and timber
♦ Visual-Spatial - capacity to think in images and pic­
tures, to visualize accurately and abstractly
♦ Bodily-Kinesthetic - ability to control one's body move­
ments and to handle objects skillfully
♦ Interpersonal - capacity to detect and respond appro­
priately to the moods, motivations and desires of others.
♦ Intrapersonal - capacity to be self-aware-and in tune
with inner feelings, values, beliefs and thinking processes
♦ Naturalist - ability to recognize and categorize plants,
animals and other objects in nature
«• Existential - sensitivity and capacity to tackle deep
questions about human existence, such as the meaning
of life, why do we die, and how did we get here,
i ) . Panel- This consists of a group of three to six persons
■ having a purposeful conversation on. an assigned topicwith
or wHhput active partfcijjation by ttte audience. The panel is
usually seated at a table in fuD view of toe audience.
•j) Peer Tutoring - the assignment of students to help one
another on a one-on-one basis or In snail groups in a
variety of situations.'

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.• *
k) Problem-based Learning- challenges students to leam
through engagement In a real problem. Learning takes •
- place within the contexts of authentic tasks, issues, and
problems-'-that are aligned with real-world concerns.
I) Reflective Teaching - is a response to past experience and.
involves conscious recall and examination of the experience
as a basis for evaluation and decision-making ami as a
source for planning and action,
m) Role playing- It involves a spontaneous portrayal (acting
put) of a situation, condition, or circumstance that is similar
to real-life.
n) Simulation- is an enactment of a make believe episode as
much like the real thing as possible,
o) Small-Group Instruction- Works best in rooms with mov­
able furniture. It can provide interesting challenges, permit
students to progress at their own pace, provide a psycho­
logically safe situation in which to master the material, and
encourage them to contribute to class activities. Grouping
may be done using ability, interest, skill, viewpoint activity .
or project, integration and arbitrary,
p) Socratic method- question and answer used by Socra­
tes. The teacher does not give information directly but
instead asks students series of questions. Its goal is to
hefc students process information and engage In deeper
understanding of topics. It can be used at any grade level
and with ail subject areas, and lessons can be adapted to fit
a changing society
q) Symposium- Is a formal activity where two to five persons
talk on or discuss a .topic, especially an academlctopic or
social problem before an audience.

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 . . Professional E d u catio n

C. Determining Learning Activities' *

. 1 Are activities engaged in by the learner for the purpose pf acquiring cer­
tain skills, concepts, or knowledge with or without teacher's guidance. It
provides opportunities for students to model ways of thinking and learning,
practice skills and processes, extend knowledge, learn from a wide range
of sources (including othsr students), gain feedback on progress, engage
deeply in the subject matter, and participate actively in the learning process.
1) Principles in Selecting Learning Activities
a) Learners must profit from the experience.
b) Learning activities must provide for the attainment of a set
of objectives.
c) Learning activities must be authentic and contextualized to
meet the needs and interests of the learners.
d) Learning activities must challenge the learners to ask
. questions.
e) Learning activities must provide opportunities for content
mastery as well as broad and deep study.
2) Criteria in Selecting Leaning Activities
a) Appropriateness
b) Feasibility
c) Variety
d) Optimal value
D. Determining Instructional Materials
• Consist of educational resources used to improve students' knowledge,
abilities, and skills, to monitor their assimilation of information, and to con­
tribute to their overall development and upbringing.
1) Types of Instructional materials
„ a) Concreteobjects - Includes objects from nature
b) Representations of concrete objects and phenomena -
Includes three-dimensional materials (castings, globes, and
experimental models), two-dimensional materials (charts,
pictures, photographs, maps, diagrams, and drawings), and

Dr. Ma. Corazon B. Sigua and Prof. Celia M. llanan

P ro fe ssio n a l E d u catio n

audiovisual materials (motion pictures, film clips, filmstrips,

slide sequences, transparencies, records and tape record­
ings, and radio and television broadcasts).
c) Descriptions of such objects and phenomena - includes
scientific, scholarly, reference, and methodological teaching
aids, as well as textbooks, books of problems and exercises,
books for recording scientific observations, laboratory
manuals, manuals for production training, and programmed
textbooks
2) Principles in the Selection and Utilization of Instructional Media
a) Motivation
b) Individual differences
c) Learning objectives
d) Organization of content
e) Preparation for learning
f) Participation
g) Feedback
h) Reinforcement
i) Practice
j) Repetition
ty Application
E. Determining Evaluation instrument
■ Any of the means by which one obtains information on the progress of the
learner and the effectiveness of instruction

IV. LESSON PLAN

■ A daily plan
' Sets forth the proposed program or instructional activities foreach day-
■ Is the Instructor’s road map of what students need to leam and how it will
be done effective during the class time

Dr. Ma. Cohoon 8. Sigui and Prof?Celia M. Uanan

 P rin cip le s an d S tra te g ie s o f'T e a c lu n j1,

Components

1 Hunter Gagne Slavin , Good&Brophy

1. Review 1. State learning 1. Review
objectives.
2. Anticipatory 1. Gain attention 2. Review
set prerequisites
3. Objective 2. Inform ieamer
of objective
3. Recall prior
knowledge
4.- Input 4. Present the 3. Present new 2. Development
, stimulus material
. material
5. Modeling 5. Provide learn­ 4. Conduct 3. Assess
ing guidance learning
probes
6. Check for 6. Elicit perfor­
understanding mance
7. Guided prac­ 7. Provide
tice feedback
8. Independent 5. Provide 4. Seatwork
practice independent
practice
8. Assess 6. Assess S. Accountability
performance performance
• & provide .
feedback
9. Ensure reten; 7. Provide prac- 6.* Homework
tion & transfer #ce&review
* * 7. Special.
• reviews

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V. CLASSROOM MANAGEMENT

Classroom management is an integral part of teaching and techniques of managing

students must be delivered skillfully by the teacher; The teacher's personality, philosophy
and teaching style will directly affect his or her managerial and disciplinary approach.

Following are approaches grounded m research and are applicable in the classroom.
They are distinct from each other yetshare common features. All are based on a mixture
of psychology, classroom experience and common sense. All blend elements of preven­
tion with techniques for intervention (Omstein, 1990).

A. Approaches to Classroom Management

1) Assertive Approach
» Based on Lee and Martens Canter's model of discipline in which
teachers insist on responsible behavior by their students
• Expects teachers to specify rules of behavior and consequences
for disobeying them and to communicate these rules and con­
sequences dearly
» Assumes that classroom management liberate students because
it allows them to develop their best traits, skills and abilities, and
provides them with psychological security in the classroom and
an effective learning environment
2) Business-AcademicApproach
• Developed by Evertson and Emmer, emphasizes the organization
and management of students as they engage In academic work
• Involves a high degree of'time on task* and'academic engaged
time* for students. The idea is that when students are working
on their tasks there is little opportunity for discipline problems
to arise.
3) Behavioral Modification Approach
■» Rooted in the classic work of James Watson and the more recent
work of B.F. Skinner
» It involves a variety of techniques’ and method ranging from simple

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fewards to slaborate reinforcement training.

•• Assumes that behavior Is shaped by the environment and pay
little attention to the causes of problems
4) Group Managerial Approach
m Based on Jacob Kounin's research
- » Emphasizes the importance of responding immediately to group
' students behavior that might be inappropriate or undesirable In
order to prevent problems rather than having to deal with them '
after they emerge
«* If the misbehavior is not noticed, is ignored, or is allowed tc
continue for too long, It may create a ‘ ripple effect*
5) Group Guidance Approach
» Based on the works of Fritz Redl
m Focuses on manipulating the surface behavior of the students
on a group basis
■» Discipline and olassroom control are produced through group
atmosphere and enhanced group support
6) Acceptance Approach
m Rooted in humanistic psychology
» Mahtains that every person has a prime need of acceptance
• Also based on the democratic model of teaching in which the
teacher provides leadership by establishing roles and conse­
quences but at the same time allows students to participate in
decisions and to make choices
7) Success Approach
•» Rooted In humanistic psychology and democratic model of
leaching
» . Deals with general psychological and social conditions. Teacher
should not excuse bad behavior on the part of the student They
need to change whatever negative classroom condition exists
and improve conditions that will lead to student success.

Or. Ma. Corazon R. S igua and Prof. Celia M. Ilanan

P ro fe s sio n a l E d u catio n

B. Management Routine
Routine is simply a set of procedure tor handling both daily occurrences and
minor interruptions of instructions
1) ADVANTAGES
a) Students will have more opportunity to learn and achieve
more.
b) Teachers can devote more time for quality instruction.
2) EXAMPLE
a) Checking of attendance
b) Distribution of Materials
c) Submission of test papers
d) Coming in and going out of the classroom
e) Payment of fees
C. Management of Time
The quantity and quality of academic instructional and engaged time affect
student performance. Time in school can be divided into 4 categories relating to
academic work (Omstein 1990).
1) Mandated time - the number of days and hours in the school calen­
dar specified by the state and school laws.
2) Allocated time - the portion of time in school allocated to different
subjects and other activities in academic and non-academic areas
3) Academic Instructional time - the time the-teacher actually spends
in class giving instruction through various means In particular sub­
jects and skills
4) Academic-engaged time - the time the students spend in performing
academic work

Or. Ma. Corazon B. Sigua and Prof. Cflia M. Il.in.-in