Principles and Strategies of Teaching MLS

Lesson 1: Introduction to Teaching

• occurs in a complex social environment

• is situated in an authentic context
OUTLINE:
• requires learners' motivation and cognitive
I. Teaching engagement
a. Why Learning is Important?
II. Learning
III. Learning Theories LEARNING THEORIES
a. Classical Conditioning
a. Classical Conditioning
b. Operant conditioning
b. Operant conditioning
c. Social Conditioning
c. Social Conditioning
IV. The “How of Teaching”
a. Visualization of Information
b. Student-Led Classrooms
c. Implementing Technology in the CLASSICAL CONDITIONING
Classroom
d. Differentiation • A type of learning that had a major influence on
e. Inquiry-Based Instruction the school of thought in psychology known as
V. Teaching Approaches behaviorism.
a. Discovery • Discovered by Russian physiologist Ivan
b. Conceptual Pavlov, classical conditioning is a learning
c. Process process that occurs through associations
d. Unified between an environmental stimulus and a
e. Instructional Media naturally occurring stimulus.

INTRODRUCTION TO TEACHING
• Relies on a fairly simple premise: Actions that
TEACHING
• Can be defined as engagement with learners to
enable their understanding and application of
knowledge, concepts and processes.
• Includes design, content selection, delivery,
assessment and reflection.
OPERANT CONDITIONING
are followed by reinforcement will be
strengthened and more likely to occur again in
the future.
o EXAMPLE: If you tell a funny story in
class and everybody laughs, you will
probably be more likely to tell that story
again in the future.

WHY IS TEACHING IMPORTANT? SOCIAL CONDITIONING

• Aim of teaching is not only to transmit
information, but also to transform students
from passive recipients of other people's
knowledge into active constructors of their own
and others' knowledge.
• The teacher cannot transform without the
student's active participation.
• Proposed that learning can also occur simply
by observing the actions of others arguing that
people can learn new information and
behaviors by watching other people.
THE "HOW OF TEACHING"

a. Visualization of Information
LEARNING b. Student-Led Classrooms
c. Implementing Technology in the Classroom
Is a process that: d. Differentiation
• is active e. Inquiry-Based Instruction
• builds on prior knowledge
 VISUALIZATION OF INFORMATION TEACHING APPROACHES

• Visualization is a great method to summarize a. Discovery

or process information that has been taught in b. Conceptual
class. c. Process
o EXAMPLE: When students consume d. Unified
information through visual means, it e. Instructional Media
helps them retain what they have
learned for a longer time.
DISCOVERY

STUDENT-LED CLASSROOMS • The Discovery Method is unique in how it

• Student-led classrooms have become a
creative way for teachers and students to
interact and carry out discussions in the class.
o EXAMPLE: Encouraging students to
switch roles and become teachers for
the day not only helps them in gaining
confidence but also brings in a new
perspective to the class.
presents problems.
• Teachers will give students a problem and
some resources to solve it.
• Students are on task more often because they
are actively part of the learning process instead
of just being spectators.
CONCEPTUAL

• When a teacher designs lessons that focus on

IMPLEMENTING TECHNOLOGY IN THE
CLASSROOM
• Incorporating technology into your teaching is
a great way to actively engage students.
o EXAMPLE: Using tablets and laptops in
the classroom, teachers can introduce
interactive online games like Prodigy
for students to learn faster and interact
more.
DIFFERENTIATION
concepts instead of individual facts, she is
teaching conceptually.
• Concepts can be understood as categories
that can contain smaller facts or ideas but are
simultaneously part of larger categories.
PROCESS
• Involves writing in several stages:
brainstorming, diagramming, outlining, and
multiple drafts combined with peer and teacher
commentary.

• Sometimes differentiation is important in

motivating your students and helping them
gain confidence.
o EXAMPLE: You can differentiate in
your teaching by allocating tasks based
on students' abilities to ensure no one
gets left behind.
INQUIRY-BASED INSTRUCTION
UNIFIED
• The unified approach is defined as means of
treating relationships that exist among the
significant components making up a given
body of knowledge.
• It is a thorough process of weaving and
integrating topics into a general framework or
a conceptual scheme.

• Encouraging students to ask thought-

provoking questions is an effective teaching INSTRUCTIONAL MEDIA
strategy that not only inspires your students to
think practically but also become independent REASONS FOR MEDIA GENERAL
learners. USE EXAMPLES
To form a clear idea of
Real object, model
something
To stress the essential and
leave the non-essential in Model, scheme
the background
To give visual access to
Model, picture,
something which may be
photo, poster, film
inaccessible
To clarify abstract
information which may be Diagrams, columns
difficult to communicate of figures
verbally
To condense large Diagrams,
quantities of information handouts
Handouts,
To condense large
textbooks, films,
quantities of information
pictures
Tests, study guides
To give feedback to the
with assignments,
teacher about student
handouts with
progress/achievement
questions
To encourage emotional Films, photos,
response poems