Principles and Strategies of they can understand life and the dispositions

by which they can live such life (Banner and

Teaching Cannon, 1997).
Differences among some terms  Is a creative act- it makes something fresh
A. Goals: refer to the broad, general aims of from existing knowledge in spontaneous,
schooling that are desirable for all citizens improvised effort of mind and spirit, disciplined
and which identify educational priorities for by education and experience.
society. Objectives: refer to the  Implies a relation between the act of teaching
instructional outcomes that describe the and student behavior; the teacher can no
range of students learning; they are more teach without learning, imagination,
narrowly defined/ specifically stated so that compassion, order, patience, and character.
they suit individuals and classes.  Characteristics of Teaching/Teaching
B. Approach, Method, Strategy, and Profession
Technique  Involves ways of transmitting desirable
Approach: refers to what one believes in, qualities of human character as well as
regarding teaching, upon which teaching knowledge.
behaviors are based.
 Must bring about effective learning; its ultimate
Method: the procedures that a teacher follows in
criterion is authentic results
teaching a certain lesson, the objectives of which
 Teaching as a profession involves 1) the
are achieved following certain procedures
knowledge that the teacher possess; 2) their
Strategy: the plan that a teacher decides to use
ability to apply various teaching strategies; 3)
to achieve certain lesson objectives
their skill at achieving different kinds of student
Technique: the personal style and touch that a
learning (Flinders, 1989), and; 4) their
teacher puts in to carry out an instructional
involvement in various levels of scientific
method/strategy.
inquiry; as in the selection of objectives,
Characteristics of Teaching/Teaching
strategies, instructional materials, evaluation
Profession
measures, and the utilization of evaluation
A. Definition
results to make learning and teaching more
 A system of actions intended to induce
effective.
learning (Smith, 1982)
B. Requisites of Teaching (Borish, 1992)
 A means of causing someone to learn by
 Lesson clarity (how clear the students
examples and experiences (American
understand the lesson)
Heritage Dictionary, 1985).
 Instructional variety (flexible teaching
 Occurs only through the natural interplay of an
techniques, materials, and skilled
instructional medium (teacher, materials or
questioning).
other agent) and the efforts of learners to
 Task orientation and
acquire information, principles, habits or skills.
 Engagement in the learning process (both
 Is an art of simply setting a good example, or
referring to time spent in learning academic
instructing, guiding, informing or helping
subjects).
others acquire both the knowledge by which
 Student success (the rate at which students  Sequential Steps: orderly arrangement of
understand and correctly complete their work). instructional steps and proper student
preparation for each step need to be insured.
C. Principles of Teaching  Controlled responses: preventing incorrect
1. Bloom’s Principles responses by considering the questions
 Mastery learning: most students learn to the difficulty, rising multiple examples, giving
point of mastery if properly instructed. children sufficient time to respond, and being
 Cognitive entry behaviors: the necessary clear in responding to correct and incorrect
prerequisite skills for mastery of new tasks answers
 Time on task: the meaningful learning  Reinforcement: strengthening learning gained
activities. through reward or punishment.
 Learning outcomes: determining student D. Decision-making Skills needed in Teaching
weakness/strengths by use of frequent 1. Selecting Objectives: Skills in assessing
formative tests. student in identifying the tasks, that the
2. Bruner’s learners need to accomplish, and in stating
 Readiness, motivation, and interaction with the objectives in the form of outcomes, whether in
environment: permit students to become the cognitive, affective expected behavioral or
active participation in learning. psychomotor domain.

 Optimal sequence: instruction proceeds from 2. Identifying the logical entry points

concrete to abtract, simple to complex, part to (appropriate place to begin) for instruction

whole. that related past learning with new ones.

 Rewards and punishment: indicate where, 3. Determining ways to motivate students in the

when and under what circumtances correction classroom

and praise will occur. 4. Identifying varied and appropriate

3. Markle and Gagne’s instructional materials that help attain the

 Active responding: refers to student activities lesson objective.

that are covert, overt, psychomotor, or verbal. 5. Presenting lessons in an manner that will
promote learning and retention for all types of
 Errorless learning: reducing error as much as
learners: what activities to provide to use the
possible
lesson just learned/how to bring the lesson to
 Immediate feedback: the accurate, detailed
conclusion ( closure activities)/what
comments about students performance, which
evaluation measures to use to determine the
results to less errors and more learning
extent of learning gained/what to do next
4. Skinner’s
based on the results of evaluation.
 Defined Objectives: deciding what students be
Teaching Approaches and Strategies
able to do after having been taught
A. Direct Approach
 First Instance: the need for pupils to exhibit
1. Also known as teacher-centered instruction,
some aspect of the desired behavior by
teacher-directed approach, explicit teaching,
guiding them or having them imitate the
or expository teaching (Good and Brophy;
teacher or sample of excellent work.
Jarolimek and Foster)
2. Has to do with the teachers providing facts
and other essential information to the learners
3. A particular approach of teaching that
consists of presenting materials in small
systematic steps with an emphasis on student
practice and calculated pauses to check for
student understanding; the teacher’s task is
to present materials, guide students through
initial practice sessions, and provide all
students with frequent and high levels of
practice.
4. With the aim to transmit knowledge and skills
to the learner; purely getting across to
students that which is specified in the
curriculum.
5. Other characteristics:
 Utilizes large group instruction.
 Relies primarily on the teacher to direct
student thinking and participation and relies
heavily on a well-structured content emphasis;
the teacher is involved actively with the class
for the entire period.
 Emphasizes increasing “time on task”(time
spent on activities directly related to academic
content); there is high percentage of academic
learning time.
 Utilizes teacher questions that call upon pupils
to recall very specific information using the
following question and answer pattern:
a. Teacher asks a question
b. Pupil responds
c. Teacher gives appropriate feedback
 Brisk, highly controlled pacing of the total
program and individual; lessons; eliminates
time consuming free/independent time for
students
 Minimizes pupil interaction
 Uses praise in moderation
 Calls for classrooms to be organized in
business-like yet warm manner
 Emphasizes mastery learning
 Encourage ordered turns in soliciting pupils
responses to questions used
6. Role of Teacher and Learner
 Teacher- directs the learning program; guides
students to get the right answers through
crystal-clear direction and explanation; serves
as an important data source and transmission
line between instructional resources and the
learners; sees to it that the prescribed learning
is covered and that the children master it.
 Learners- meet all requirements established
by the teacher; not required to go beyond the
tasks outlined by the teacher
7. Instructional Resources : primarily, the
teacher; not required to go beyond the tasks
outlined by the teacher
8. Method of evaluation: assessing knowledge
of information content covered in the
curriculum; use of conventional standardized
test and teacher-made test designed to find
out if learners can produce correct answers.
9. Specific Steps in Direct Instruction
 Barak Rosenshine reports that when effective
teachers teach information, concepts, and
skills explicitly, they should:
a. Begin a lesson with a statement of goal
b. Begin a lesson with a short review of previous
lesson
c. Present new material in small steps, with
student practice after each step.
d. Give clear and detailed instruction and
explanation
e. Provide active practice for all students
f. Ask many questions, check for student
understanding
10. Some Strategies used Direct
Instruction
a. Lecture and Student Recitation
What it is: teacher explains, demonstrates,
presents, asks questions and students answer.
How used: Teacher uses direct delivery to help
students acquire information, questions to elicit
responses from students. Student responses
provide a basis for judging amount and level of
learning.
b. Deduction
What it is: A reasoning approach from whole to
part or general to particular, or from universal to
individual.
How used: Teacher organizes lesson to present
the abstract, clarify key terms, provide examples
and provide students with practice and
application.
Teaching Approaches and Strategies
c. Expository/didactic method
What it is: A strategy where facts, ideas, etc. are
set forth/explained.
How used: Teacher
presents/defines/interprets/tests facts taught.
d. Demonstration method
What it is: Telling/showing method done by the
teacher or a trained student; observed by other
members of the class.
How used: Teacher explains concept and what is
to be done, and demonstrate concept/discuss and
provide practice while learner observes and notes
down events during teacher’s demonstration.
e. Show and tell method
 Often used for teaching concepts & skills
 Helps to learn procedures knowledge
 Insures mastery of learning
 Similar to demonstration method
B. Indirect Approach
1. Also called and/or pattered after students-
centered approach or less explicit teaching
method, non-direct, discovery approach,
problem-solving mode of teaching, process,
conceptual and inquiry approaches
explanatory mode.
2. Involves teacher’s encouraging the building of
each student’s personal capacity for
independent learning and developing his self-
concepts as well as concepts about subjects,
and teaching the students to be self-directed,
critical thinkers and problem.
3.
3. Other Characteristics
 Largely learner-centered, requiring that the
students be “actively involved” in learning –
that is, the learners exercise initiative in the
process.
 Involves a search-surprise element, which
makes the indirect approach in teaching highly
motivating.
 Has no fixed body of knowledge and skills that
all must learn.
 Perceives the process of learning to be as
important an outcome as product; learning
should be open-minded – the achievement of
goals being simply an intermediate step to
additional investigation, exploration, or
discovery, and that learning for the most part
is applied as it is applied, not stored only for
future use.
 Sees no need to focus on a search for “right”
answers because conclusions are tentative in
terms of data available at a the time.
 Regards thinking as the core of learning.
 Encourages students to develop independence
as they are provided opportunities to discover
things for themselves by applying the principles
and scientific method of inquiry.
 Stresses “learning how to learn”, believing that
“getting is half the fun” that the search is both
the means and the end, and that the
 development of specific intellectual skills is far
better than merely covering specific elements
of subject matter or curriculum.
4. Major purpose: to provide means for the
learner to develop self-reliance and
intellectual skills related to critical thinking
and problem-solving.
5. Role of Teachers and Learners
Teacher: the role of the teacher as that of a
guide, stimulator, and facilitator. The teacher’s role
includes providing a challenging atmosphere but
ensures freedom of exploration, good human
relations, along with needed psychological
support; encouraging independent habits of work;
and being particularly skillful in asking the kinds of
questions that stimulate critical thinking and
problem solving and in helping the students find
and validate appropriate answers.
Learners: the role of the learners is not just one
of responding to questions posed by the teacher,
but of asking questions and discovering answers
to those questions through quests and
researches; of challenging of what is presented to
them, and of thinking about alternatives as they
actively engage in their own learning.
6. Instructional resources: not limited to limited
resources, i.e., textbooks, but also include
supplementary books, films pictures, field
trips, resource persons, the library. Students
are encouraged to use broad range of data
resources.
7. Method evaluation: learners are not evaluated
only on their ability to recall and reproduce
information. Standardized and teacher-made
tests that focus on assessment of critical
thinking and problem-solving skills are more
appropriate for evaluating inquiry-based
instruction than those that are primarily subject
matter-based.
8. The Indirect Approach can take many forms
but the one commonly used is basically that of
the so-called scientific method or problem-
solving. It involves the following steps, the
learners being to a large extent the ones
responsible for each step.
a. Defining a problem
b. Proposing hypotheses
c. Collecting data
d. Evaluating evidence
e. Making conclusions
This procedure involves two thought processes:
one; inductive discovery
A process that includes defining the problem and
proposing the hypothesis, and, two, the deductive
proof process which includes gathering the
gathering of data, and applying and testing
solutions.
9. In many forms of the indirect approach,
Proctor says that the following elements can
help determine what it is that the teacher must
do: encourage or sustain in order to become
effective:
a. Defining the nature of the activity – the
children need to be clear about what they are
to do and why
b. Developing the prerequisite skill – the
children need a certain level of skill in the
development of knowledge
c. Understanding of roles - the children must
feel that they can and should make a
contribution
d. Creating an appropriate climate – the
children need to feel that their opinions and
ideas are valued, implying that
talk/conversation must be seen as valued
part of the activity
e. Focusing on process orientation more
than the product – the teacher must make
 the children realize that their talk, actions, Role of teacher is mostly supervision of student
and working procedures are as valuable as activity.
the product so that they have the opportunity Provides a hands on experience about materials
to play with, handle, experiment with, try out, or facts obtained from research, investigation, or
and examine materials other similar experiences.
10. Some Strategies Used in Indirect Approach e. Project Method
a. Discussion Involves a practical unit of activity of a
What is it: A question or problem is considered as problematic nature.
possibilities and are sifted in order to reach Includes students’ planning and completion of a
a conclusion or to convince. Class setting may be certain task in a natural manner.
formal or informal, with the teacher having more or Develops sense of cooperation and responsibility
less a non-dominated role. to complete a task.
How used: Multiple opinion share; everyone f. Concept attainment/development
examines and responds. Questions stimulate and An inductive strategy of teaching designed to help
focus thinking. Multiple points of view are students reinforce their understanding of concepts
encouraged. Usually student-led, but may also be and practice hypotheses testing based on positive
leaderless or teacher-led. and negative examples presented.
b. Introduction Used for reforming generalization, definition, rule,
What it is: A reasoning approach from part to or principle.
whole; or particular to general; or from individual Encourage students to thank freely.
to universal. g. Brainstorming
How used: Students use first-hand experience to What it is: A strategy that utilizes pupil knowledge
learn concepts. Lesson progresses from and ideas, helps pupils explore creative
observations to generalizations. Teachers guide alternatives; provides environment where pupils
students un investigating, inferring, and problem- are free to contribute ideas without fear of ridicule
solving with varied class formats. or failure.
c. Inquiry/Discovery/Process/Concept How used: Pupils are presented with a problem
Generalization Formation or situation; all ideas are accepted and recorded,
What is it: Teachers and students cooperatively reviewed, discussed and organized for
search for solutions and/or idea-generation by investigation.
gaining experience h. Student Teams Achievement Strategy
How used: Problems are solved, concepts are What it is: A type of group work activity in which
generated systematically by exploring to students interact together to master a specific
gather/analyze facts; identifying problem, academic material.
hypothesizing a solution; testing hypothesis, and How used: information is presented; students are
revising or concluding with a solution or concept divided into learning teams to master lesson using
generalization. worksheets, discussion, tutoring, quizzing one
d. Laboratory/Investigative Method another; scores from tests are recorded and if
Often used to develop skill in science process. there is improvement from the previous
achievement score of the team, additional points summarizing, question generating, clarifying, and
are given. predicting (S-Q-C-P) as strategies.
i. Jigsaw How used: students and teachers talk to each
what it is: another group activity for learning a other about the meaning of the text read and take
particular material. turns implementing various strategies of SQCP.
How used: groups are formed; material is divided 2. Direct Explanation
into sections; one member takes care of a What it is: Emphasizes teacher’s role in explaining
section of the material; each member meets with the process of reading to students
those from other groups who are assigned to How used: Teacher explains to student how to
a similar section; members discuss/work implement the strategy, discussion, its effect, and
on the material and return to their previous describes when and where to rise the strategy.
group to inform other in their group; students are B. Process Monitoring Strategy in Writing
tested after “puzzle” is completed. What it is: Involves the three stages in the writing
process: generating content, organizing, and
servicing.
j. Metacognitive Strategy How used:
What it is: Students are trained to become aware Generating Content- Teacher asks students to
of and control their own learning through the select topics by helping them set up :future topics”
metacognitive process. file, to store information that may be relevant for a
How used: Students plan what strategies to use to future assignment; or asks questions about
meet goal, decide what resources are needed, stories; trains them to list single words on a topic
monitor own progresses, evaluate progress. to help them write more; etc.
k. Reflective Teaching Planning and organizing text- Teacher either
What it is: Process that enables individuals to provide students with prepared “templates” for
continually learn from own experiences by different text structures, with slots that can be
considering alternative interpretations of filled in; or provides part of narrative and ask
experiences, actions, discussions, and beliefs, students to complete it.
using introspection and analysis. Evaluating and Revising Text- Teacher provides
How used: Students acquire concrete a guide to tell children precisely what to do while
experiences, analyze experiences, form, revising; or helps students question themselves
abstractions, and apply generalizations and about the meaning of written materials; or provide
analysis. examples in other written materials; provides
Teaching Strategies for selected contents written text and models provides the revision
areas process, with specific examples of additions,
A. Reading Comprehension (for Reading substitutions, and text arrangement.
Comprehension) C. Mathematics: Process Monitoring
1. Reciprocal teaching (for Reading Strategies in Problem Solving
Comprehension) 1. Solution Strategy Generating Strategy
What it is: a strategy that helps students monitor What it is: A strategy in solving math problems
their reading comprehension through the use of where, through a classroom discussion, the
teacher encourages students to examine all the
aspects of a problem and all student suggestions
for arriving at a solution.
How used: The teacher and the student, assess a
problem, suggest possible solution strategies,
select a solution strategy, and evaluate the
strategy’s effectiveness.
2. Small-Group Discussion
What it is: Involves a small-group discussions of a
problem posed by the teacher who acts as
consultant through the quotient he ask.
How used: Teacher asks a serves of quations
such as: what are you doing? (Describe it
Precisely)
 Why are you doing it? How does it fit the
solution?
 How does it help you? What will you do
with the outcome when you obtain it?
3. Domain-Specific Strategies
What it is: Incorporate or general problem-solving
Model (The Four C’s) that includes classification,
choosing a solution, carrying out the solution, and
checking the results
How used: Teacher provides instruction in general
problem-solving modles and supplements it with
subroutines for executing each of the domain-
specific strategies on the Four C’s model.
D. Strategies for Valuing and Dealing with
Problems and Conflicts
1. Strategies for Clarifying Feelings (Values
Clarifying)
a. Designed to help the learner to explore
feelings simulated by stories, films,
incidents, and current events.
b. Involves the following procedures and
focusing questions:
1) Recall the clarify (What is the problem? What
happened? What did they do?)
2) Infer possible feelings (How do you think they
felt?)
3) infer other possible feelings (What other
feelings might have been involved? Why?)
4) Infer feelings of other persons (How did other
feels about it? The same? Different? Why?)
5) Relate Students’ experiences (Has something
like that happened to you? How did you feel?)
2. Strategies for Analyzing Problems (Value
Analysis)
a. Used with the case studies/ stories/ current
events or problems presented by the teacher
or learner.
b. Used with the following procedure and
focusing questions:
c. Clarify problems (What is the problem/
issue?)
d. Identify alternative solution and reason (What
should be done? Why? What else may be
done? Why?)
e. Identify strengths, weaknesses, and possible
reactions (Which is the best solution? What
might be the reactions?)
f. Relate to students’ experience (Have you had
a problem like this one?)
g. Identify reason and related values (Will that
be a reasonable thing to do? Why?)
h. Consider alternatives and reason for them (Is
there anything you would do different? Why?)
3. Strategy for Identifying Values in Events
(Values Identification)
a. Used to identify values that underlie behavior
and events
b. May value these model procedures and
focusing questions
1) Clarify facts (What is the situation?
What happened?)
2) Identify main reason (Why did it
happen?)
3) Infer values form reason (What do
the reasons indicate that are important to
them?)
 4) Identify possible students’ action and develop new information by combining ideas
reason (What would you do in the same into a new plan, solution, or product (e.g.,
situation? Why?) why do you think_____? What could you do
5) Identify students’ values from if _________?)
reasons (What does this show? What Is it 5. Evaluative thinking questions- require
important to you?) students to judge, value, choose, criticize,
4. Strategy for Attitude change defend, or justify some information (e.g.,
a. Attitude change aims to influence or why do you favor _____? What is your
change the opinion, attitude, or belief of feeling about?)
learners using pervasive communications. C. Questioning Strategies
b. Involves four processes that determine 1. Observing strategy (what did you
the extent to which a person will be see/observe/smell/feel…?)
persuaded: attention, comprehension, 2. Recalling strategy (when did it happen?
acceptance, and retention. Who is the main character in the story?)
3. Inferring strategy (what do you think
happened here? What could be the reason
Teacher Questioning Strategy for this?)
A. Importance of questions in teaching 4. Analyzing strategy ( How many processes
1. Can help teacher instruct and stimulate were involved?)
student participation 5. Verifying strategy (how do you prove this?)
2. Provide a teacher with immediate evaluation 6. Predicting strategy (what will happen if
of what students remember, know, ______? Which of these will likely happen?
understand, or what is unclear or confusing Why?)
3. Promote forms of thinking for students 7. Evaluating strategy (Which one is similar to
4. Can motivate creative thinking, original your ideas? Why?)
solutions to problems, or stimulate unique 8. Synthesizing/applying strategy (Should the
projects city build a dam? Why?)
B. What questions may be asked Predominant Teachers’ Techniques
1. Rhetorical questions- no answer is expected A. Discussion Techniques
from the class. 1. Buzzing- for increased student participation,
2. Cognitive thinking questions- require recall small groups in a class are given a short
of facts, formulas, procedures and other time to discuss a topic even without any
information(e.g., what is the definition of preparation
_______?; who discovered ________?) 2. Circle response (round table)- 8-10
3. Convergent thinking questions- require students, seated in a circle, thoroughly
application of information and analysis of discuss a topic/ problem
factors (e.g., if ’A’ then what will happen to 3. panel discussion- aims to stimulate
‘B’ ?) cooperative thinking. Members thoroughly
4. Divergent thinking questions- require but informally explore a topic before an
synthesis thinking with students expected to audience
 4. Forum- almost similar to but more formal  Inquiry skills (problem solving,
than panel discussion. Two or more experimenting, hypothesizing)
speakers offer several points of view on a  Cooperative & competitive skills
vital issue after which the audience can ask (leadership, participation)
questions or express opinions 3. Learning Activities, such as lectures,
5. Symposium- a technique similar to a practice drills, group activities,
conference, hence, done in a formal dramatization, research projects,
manner, where interruption. A time for experiments, field trips, review,
question follows. discussions, tests, film viewing, listening to
6. Debate- two opposing teams discuss, offer audiotapes, etc.
reasons and argue in a formal manner about 4. Resources and Materials (printed
a certain issue/topic materials, audiovisual materials,
programmed/Computer materials, models
& replicas, etc.)
B. Simulation (dramatization) Techniques 5. Evaluation (tests, demonstration, debates,
1. Role playing- a spontaneous drama where remediation, etc.)
students assume certain roles and play Format/Parts of a Lesson
them as they see fit I. Objective
2. Pantomime- used to demonstrate some II. Subject
topics without the use of words Matter/Topics/Concepts/Values/Integrated
3. Interviewing- used to obtain information References and Materials
relative to current class work III. Learning Activities
The Elements of a Lesson A. Preparatory/Preliminary Activities
1. Objectives- a statement that describes (relevant activity for drill, review, introduction, or
what the learner has been taught. motivation)
- should be SMART (Specific, Measurable, A. Developmental Activities
Attainable, Result-oriented and Time-bound 1. Presentation of the lesson
2. Content and/or Skill 2. Discussion Analysis
 Content may be cognitive (knowledge, 3. Practice drills/try-out activities
concepts, principle, facts); affective 4. Generalization/Conclusion/Rule/
(attitudes/values/feelings),or, psychomotor Principle
(motor skills) 5. Exercises to fix skills
 Skill may come in the form of: I. Assignment/Agreement
 Work habits, discussion, writing, note Determining Appropriate Learning Activities
taking Learning Activities Described
 Dictionary, reference & library skills  Consist of all classroom action and
 Reporting, research, computer skills interaction that happen during the teaching-

 Voter preting skills (maps, graphs, tables) learning process, done to achieve the

 Social skills (respecting rules, accepting objectives for certain lesson or to promote

criticism) learning and retention

  Made up of tasks that students engage in
order to team, including those that
 Accomplish routines (keeping room
space, collecting papers, distributing
materials, etc)
 Make students ready for the new
lesson
 Develop student’s knowledge, skill’s,
and attitudes as related to lesson
objectives
 Enhance or reinforce and evaluate
newly- acquired l
 Should consider integration appropriate
sequence, variety, meaningfulness, and
immediacy in relation to their use
Types of Learning Activities
Introductory/preliminary/opening activities:
a. Refer to the tasks that the teacher provides
the learners to prepare them for the new
lesson;
b. May be done by:
 Gaining students attention (interest to the
lesson)
 Informing them of the lesson objective
 Recalling of prerequisite learning
Developmental activities:
a. Refer to all the tasks that learners engage
in to attain the objectives for which the
present lesson is taught
b. Considered as the heart of good instruction
Developmental activities:
a. Usually carried out by a presentation
of the new information, considering
 Appropriateness of modes or methods of
teaching used
 High involvement of students
 Use of varied thought – stimulating and
interest- maintaining tasks
 Logical organization and connection
among the contents of the lesson and
point-to-point smooth transitions.
 The relation of the new lesson to previous
teaming
 Clarity of presentation
Developmental activities:
b. May follow a sequence where
 The teacher
2. Provides initial shared experiences
3. Engage students in relevant activities
4. Provides further input
5. Fosters closure by providing
a. Follow-up and concluding activities
b. Synthesizing the results of the
learning gained from the work-study
done;
c. Determining what has been learned
so far
d. Providing constant student feedback
Developmental activities:
e. May follow a sequence where
 The students move from activities involving
experiencing, observation, recording
expression, questioning/analyzing,
hypothesizing, generalizing, and engaging
in their guided or independent practice
 An evident interaction between teacher
and students, between student and
materials, and among the students, fairly
evident throughout the learning process
 Concluding activities should be kept brief
and tightly focused on content and should
involve most pupils: induce such activities
as synthesis of lesson highlights concepts
learned, evaluation of learning, and/or
reinforcement of the lesson thought.
Principles in Selecting Activities
 1. Should relate back to the lesson underemployed, unemployed, school
objectives; should contribute to the leavers, and professional or technical
attainment of lesson objectives. workers needing training in certain
2. Must suit the learner’s level in terms of occupational skills.
needs, interest, experience,  Includes organized educational activities or
comprehension, ability, and even number. programs such as functional education and
3. Must also be congruent with the teaching literacy, continuing education, and
method used. livelihood skills training.
4. Must also suit the subject matter hand. 3. Distance Study/Distance
5. Should fit the time and context of the Education/Open Learning
teaching situation.  Is basically the kind of study characterized
6. Have to be focused not only on cognitive by the “physical separateness of learners
development but also on values & skills and teachers” (Moore, 1975) for much,
enhancement to ensure a holistic kind of most, or even all of the time during the
learner development. whole teaching-learning process.
7. Must be multi-level, varied, and well-  Is often conducted through the use of print,
sequenced. mechanical or electric media/devices (TV,
8. Should consider the laws of learning and radio, audio/video, tapes, computers,
the principles of multiple-sense appeal, internet, etc.) outside the school premises.
and the development of values and  Includes such instructional materials as
mental, motor abilities and skill. learning modules instruction, learning
9. Should engage students in the most direct package materials, and the like on line
experience possible, allowing students to instructional programmed.
utilize all their senses.  Based on a pre-produced course that may
Modes of Instructional Delivery either be self-instructional or self-
1. Formal Education contained, with, without or with less
 Is highly institutionalized established, and teacher’s guidance.
therefore, traditional mode of delivery, with
organized content, methods, and activities
to follow. ASSESSMENT
 Is hierarchically structured/chronologically 1. One strategy used for indirect approach
graded V spans all educational levels: involves systematically generating concepts
elementary through college. through an analysis of some data earlier gathered.
 Is carried out mostly in schools/educational What strategy is this?
institutions on a face-to-face teacher-
a. Discussion
student encounter
2. Non-Formal Education b. Deduction

 Carried out outside the formal school c. Discovery

 Is provided to particular types of learners d. Lecture
who may be out of school youth, illiterate,
2. In the discovery mode of teaching, the learners d. Discussion
go through the following activities EXCEPT ONE.
6. Which of the following instructional events best
Which of these is it?
exemplifies the direct teaching strategies?
a. Observation
a. Multiple points of views are encouraged
b. Generalization formulation
b. Active practice is expected
c. Comparison and abstraction
c. Clear and detailed instruction and
d. Rote memorization explanation is provided

3. Part of the instructional events in expository d. A short review of past lessons is made.
teaching are enumerated below, EXCEPT ONE.
7. Study the following statements. Which one is
Which of these is it?
true to the expository approach?
a. Defining the nature of the activity for
a. Its focus is for pupils to develop concepts
children to be clear about what they are to
of their own.
do and why
b. It is based on the application of the
b. Providing practice for seatwork and
scientific method of teaching
exercise
c. It is very structured; activities are
c. Asking many questions and obtaining
controlled by the teacher
responses from all students
d. It encourages interaction among pupils
d. Providing explicit feedbacks and correction
8. Which of the following may be considered the
4. One strategy in the discovery approach
most acceptable statement of difference between
involves such activities as providing the students
direct and indirect approach?
with opportunities to use first hand exercises to
a. One is more appropriate than other
learn concepts, as the lesson progresses from
because of its brisk pacing
observation to generalization. What strategy is
described? b. Some people promote it as better
approach because it emphasizes mastery
a. Inquiry
learning
b. Induction
c. Other authorities regard it as more
c. Discussion
effective in acquiring basic skills and
d. Lecture knowledge

5. This indirect teaching strategy is much focused
on student responses since they provide s basis
for judging the amount and level of learning.
Which of the following is this?
a. Lecture
d. The emphasis is on teaching decision-
making
9. This teaching strategy enables students to learn
how to learn and hoe to problem-solve. Which of
the following is it?

b. Deduction a. Induction

c. Induction b. Discussion
 c. Lecture
d. Inquiry
10. Which strategy involves the acquisition of
information more than its application?
a. Deduction
b. Lecture
c. Induction
d. Discussion
11-13. Study the teaching segment shown below;
then answer the question after it.
Which three instructional events in the direct
teaching strategy were shown in the segment?
a. Calling upon pupils to recall specific
instruction
b. Providing individualized instruction
c. Giving appropriate feedback/corrections
d. Checking student understanding
14-15. here is an indirect teaching segment to
study and to base your answers for the questions
after it.
Teacher: Can anyone in the class tell me what a
ghost town is?
Pupil A: That’s a town where all the people have
moved away.
Teacher: Yes, Thant’s right. Do you think our town
could be a ghost town?
Pupil B: No, our town is too large. It could never
become deserted.
Teacher: Let’s look at a town that is now a ghost
town. ( A slide is projected on the screen). This
town once had 23, 000 people. Now, just a few
live here. Why do you think the people might have
left?
Pupil C: Maybe the people moved to a cite where
things are cleaner.
Teacher: All right, that’s a possibility. Let’s write
out possible reasons on the board. Who has
another one?
(Other pupils respond. The teacher their reasons
on the chalkboard.)
Pupil E: How old is the town?
Teacher: Good question. There are lots of things
that you might want to know help you decide
which of these reasons is the best explanation.
Why would knowing how old the town is important/
Pupil C: If it were a thousand years old, it just
might be so out of date that people can’t live there
anymore.
Teacher: All right. The first people settled in this
town in 1858. what else do you need to know and
why?
14. Which statement is most descriptive of the
direct approach?
15. Which statement best describes the indirect
approach?
16. What strategy in the indirect approach
involves maximum participation of students by
allowing them to contribute ideas freely without
fear of ridicule or failure?
a. Jigsaw
b. Brainstorming
c. Concept formation
d. Discussion
17. Which valuing strategy aims to influence the
belief or opinion of the learners through the use of
pervasive communication?
a. Analyzing problems
b. Changing Attitude
c. Identifying values
d. Clarifying feelings
e. Cognitive memory question
f. Convergent thinking question
g. Divergent thinking
h. Evaluate thinking
18-21. With the following as choices for answers
for items 18-21, what kind of question may a
teacher ask in ___________
a. Cognitive memory question
b. Convergent thinking question
22. Who led the charge up San Juan Hill?
23. Which are facts, opinions, or inferences?
24. What could you do if…?
25. What did you see happening to …?
26-29. Identify the theorist responsible for each of
the principles of teaching in No. 26-29. Choose
answers from the box.
a. Markle or Gagne
b. Bruner
c. Skinner
d. Bloom
26. Instruction should proceed from concrete to
abstract.
27. Formative tests should be used frequently to
find out where students are weak or strong.
28. Students should be told about how they are
performing through relevant feedback.

c. Divergent thinking 29. Instructional steps should be orderly

d. Evaluate thinking sequenced.

18. Applying/analyzing factors regarding 30. Which decision-making skill is NOT needed in

information learned? classroom teaching?

19. Recalling facts and other information by a. Closing the lesson

combining ideas into a new solution or
b. Selecting objectives
product?
c. Developing the curriculum
20. Developing new information by combining
ideas into a new solution or product? d. Presenting the lesson
21. Requiring students to criticize, or judge
31. In teaching science or social studies facts,
information taught?
grammar rules and concepts, math computations,
22-25. What questioning strategy is exemplified by or foreign language vocabulary, what general
the following questions? Choose your answer strategy may be useful?
from these options as answers to items 22-25?
a. Discovery
a. Recalling
b. Non-directed
b. Predicting
c. Explicit teaching
c. Observing
d. Inquiry
d. Analyzing
32. Mrs. Uy asked these questions in developing a c. Deductive
lesson on locational grid: “what is this line called?”
d. Discovery
“Will you please write the word axis on the flip
35. Which of the following objectives could be
chat?” “what about this line, what it is called?”
most appropriately taught through discussion?
“how do we know which axis we are talking
about?” “where do we put the first number on the a. Determine the major cause of air pollution
vertical axis?” what strategy did Mrs. Uy use? in Metro Manila

a. Student recitation b. Formulate class rules for the year

b. Problem solving c. Describe Rizal’s motive in Noli Me Tangere

c. Process d. Demonstrate the feasibility of nuclear as

an energy source.
d. Inquiry
36. Which activity may best fit in the inquiry
33. Study this instructional segment in Miss
method?
Tagle’s class and answer the question that
follows: a. Diagramming sentences

Look around the room. Do you know the name of b. Knowing the effects of the law of
the things we have in our room? Point to an object diminishing returns
you don’t know, Jose (points to a picture of an c. Distinguishing between living and non-
Indian). Can you tell Jose what that is? What is it, living things
Jose? (It’s a map) Show us another, Manuel.
d. Differentiating Christianity from Buddhism
(points to a wash basin). Do you know what that
is? (No one knows). It’s a wash basin. What is it 37. What kinds of questions could promote
class? (it’s a wash basin.) development of critical thinking?

What kind of questions/strategies were used by
Miss Tagle?
a. Observing
b. Recalling
c. Inferring
d. Synthesizing
34. Having explained what a triangle is Mr. Ilya
asked the students to measure the angles of the
triangles with their protractors. After the activity,
the class concluded that the sum of the angles of
a triangle is equal to 180 degrees. Which teaching
strategy was used by the teacher?
a. Those that require factual information
b. Those that require application
c. Those that require description
d. Those that requires use of principles
38. Mrs. Fernandez often teaches content-
oriented subject matter in a traditional way. Which
of these strategies does he therefore often apply?
a. Expository
b. Exploratory
c. Inquiry
d. Laboratory

a. Expository

b. Demonstration
39. Miss Garcia is partial to experiential, learner-
centered teaching. Which of the following will she
least engage in?
a. Discovery
b. Inquiry
c. Expository
d. Laboratory
40. Mr. Padilla started his new lesson in social
studies with identification of a problem give the
students some control of the learning situation.
What explatory method of teaching is involved?
a. Project
b. Inquiry
c. Discovery
d. Inductive
41. Mrs, Santos started his science lesson with a
generalization. She later provides activities to
prove whether or not it is correct. Then she gave
specific examples for illustration. What method did
she use?
a. Inductive
b. Deductive
c. Problem solving
d. Discovery
42. In what classroom activity would the inductive
method be appropriate?
a. When observing several cases
b. When comparing different cases
c. When forming generalization
d. When defining some items
43. In her T.H.E. class, Mrs. Ortiz provides
students with enough practice after explaining and
showing how to prepare cost-reduced meals for a
family. What method could she have used?
a. Expository
b. Lecture
c. Demonstration
d. Deduction
44. Ms. Salazar trains her students to become
aware of what they are thinking while solving Math
problems. She thinks doing this will facilitate
learning to apply Math concepts. What method
does she employ for this?
a. Metacognitive
b. Reflective
c. Inquiry
d. Problem solving
45-46. What teaching approach is evident in #45
and 46? Choose from these answers:
a. Indirect
b. Direct
c. A combination of Direct & Indirect
d. None of the above
45. Mrs. Mandac has been teaching science with
the intent of providing the student’s mastery of
well-structured academic content. There is less
student participation but lot of content is covered
in short time.
46. Mrs. Ona uses a strategy that is more teacher-
centered where he gives a preview of the lesson,
explains it, and provides enough practice and
feedback until the students can do other exercises
on their own.
47-50. In the following numbers, some discussion
techniques for teaching are described. For the
answer, choose from the following options:
a. Forum
b. Debate
 c. Buzzing b. Debating various social issues

d. Panel c. Listening attentively to the teacher’s

discussion of a lesson
47. Mr. Generoso asked his Social Studies class
to do extensive preparation for the group report d. Looking for information regarding a topic
that has to be presented on Friday. He reminded for group report
the class that they know the topics well because
each presenter is assumed to be an expert on the
topic.

48. The reading class of Miss Guzman discusses

in the groups a topic from the material that has
just been read. The students, seated in a circular
formation do this by themselves, each giving a
much of what she/he knows.

49. To present two sides of an issue on the care of

the environment in Social Studies, Mr. Agosto
asked his students seated to form two opposing
groups and formally discuss and argue on the
positive and negative aspects of the issue.

50. To ensure that every member contributes

ideas to the class discussion, Mr. Jose asked the
class to form groups where members talk about a
topic on their own in a given period of time.

51-52. Which TWO objectives are stated in the

form of behavioral outcomes?

a. Identify the subject, verb, and object in the

sentence form

b. Develop an awareness of the importance

of the sentence

c. Use subject-verb correctly in a written

sentence

d. Appreciate the value of speaking in correct

grammatical form.

53.55. Which THREE of the following student’s

activities may be considered engaging enough to
maximize student learning?

a. Solving math problems