erat wet Pian arenes etal roe! texeing a8 # #606 teaching #5 20 97 teaching 25 #988 coals tearing experi evalotion ssuoarart of itive tec Prine and cos ate ar ea te 988. eu Reaching, 08 CY In 1988 1d Methods of Teaching: ‘Company, 1976: Aawine Teach Garcia, Manuel Buenconsl® ex Printing Company rio, Herman C. Principles on Quezon City: RP, Garia Publishing Gregori Herman C. and Carnelia M_ Gregori. Philosophy of Pe ecsonin Plippine Sting. Quezon City: RP. Garcia Publishing Company, 1979. ro §, et al, Principles and Metho en City: Phoenix Publishing House, Gree Lardizabal, Ampa nds of Teaching. Quet Ine, 1991 Navarvo, Raita Le al, Principle ional Technolgy. Quezon City: PAFTE an lishing Co, Ine, 1988, Palma, Jesus C: Curriculum Development System, Manila: ‘National Book Store, Inc, 1992 les of Teaching and Instruct. 4 Katha Pub- 4 Crna PRINCIPLES OF TEACHING AND LEARNING. Objectives 1. Define pertinent terms 2, Explain how principles are derived 3. Cite and explain the starting, guiding, and ending prin ciples of teaching and learning 44. Discuss Dewey's philosophy and the principles of teach Required Activities 1. Classroom observation with the use of observt 2, Classroom discussion and sharing of experiences ‘A. Principles Defined ‘The term principle has been adopted from the Latin word princepe which means the beginning or the end of all things ‘The early Greeks used the term priniples not only to express the origin of things but also to express their fundamental laws land to bring out the ultimate objectives. Principles are used in many different senses, According to Webster, principle isa comprehensible law or doctrine fom Which others are derived or on which others are founded. tm the language of Hopkins, «principle is a rue for guiding ‘he ship of education so that it wil reach the port designated by the philosophy of education; it i @ compass by which the path of education is directed. Principles are the chief guides to make teaching and learn: ing fective and productive. They are the fundamental throogh ae th we proceed from one situation to another 35oe seni igt ton an pls ectgues iY BE They show how the operation of tee onal processet THY cchieved, principles SXF Show educational ree things are done ‘when derstood and on, pencil . Fe thin 2 ee end Me etvg ree al ivities oF actions. ser a co aon, an eee pin becomes tn i la en arin and era a a ee et and tenes a now Pintle of Teaching wre Deived se pin ta poncho ena aren ses, as such, they must Ayn to series of similar experienc i comma tinguished fom the assumptions Of so ed 2b carly ronny which are made up largely of purely areal Pps ook based on experience, reality, Inver: fiat, or experimentation ‘canbe exi that principles of teaching ar derived: 4) trough the pooling ofthe opinions of experts 1) through comparative studies ofthe teaching per- feranes of capable and incapable teachers; through experimental studies of teaching and lear- ing in the assroom; 4) tom the results of experiments which are the uni- ‘eral methods of deducing principles; and ©) from iil analyzed experience or from system- ae investigation. . Function and Scope of Principles ‘When general principles are used to stimulate, direct, guide, and evaluate the conduct of life, they are translated Inte means and measures af actions. Only actions ean change things in the direction of unity and stability. 36 Organize principle of teaching shou senate hing shoul serve at eat to 8) Principles should serve ath basen of intl ad preftable practi The naar of princi Constant and universal bt thir aplieton ares from one generation to anater or fom one situton to anater within the same generation, ewing to hanging conte ) Principles should serve not only to stimulate direct, and guide, but also to interpret school prastices, Principles depend upan how wll they are founded ‘upon scientific experimentation, expert opinion, or classroom experience. The fonction of teaching isto provide the stimuli o that the bet learning may tke place, Principles of teaching are guides so that teachers may better adopt their instruction tothe learner's individual cap bilities. They are not rigid, unequivocal laws that apply in al, teaching-learning situations. As such, teaching must always be considered as a complex process that may be better under. stood by making a broad and discerning application of its various principles, D. Types of Teaching Principles 1. Starting Principles, These involve the nature of the learner and his psychological and physiological endow- ments which make education possible, ‘The hereditary endowments are the preliminary concern in all educational endeavor. I is, therefore, the function of education to make the best use ofthese here- itary tendencies to mest human needs, growth, and development, ‘The primary concern of the teacher i not the sub- jest, but the learner, not knowledge of specials, but know Tedge ofthe laws and principles of human growth and dev- ‘lopment, which, ike all other natural processes, involve laws and principles ace 3 tee goals OF objectives of ren Tre a tt wee , vac and learn- iene nie = a ea date definite, intelligible principles or Ui oe ay ie pin 1 Se et to a erg w prs Pam eS hy a ci Sec nl nor Sor = Aga niin mone sh ost te i a sap me ee eine Con arco ecco 1 objectives may be used as ‘dance by those who seek General Statements Concerning Principles Principles a uted in teaching have broad meanings and ‘extesions: The term principles refer to: + genera laws; + doctrine; + rales of ations, + fundamental truths; + general statements; ‘educational concept; ‘cepted tenets and ‘he conditions that afet the teaching-learning process. 38 ‘The meaning of the term principles varies considerably fn teaching a well asin learning. » » ® a ° » Princip are considered! doind when they are for ‘mulated from carefully observed facta or objectively ‘measured results which are common to a teries of similar experiences. Principles are also considered valid when they are the results of scientific exporimentations, expert opinions, and classroom ebservations and exper- Principles, when understocd and accepted, serve in {important ways to guide the individual's reflective thinking and his choice of activities, Principles are the bases in simlating, direct ing, guiding, and encouraging the learners in their learning and the teachers in ther teaching. They are ‘used as guides to educational procedure. They are ‘the guides in making teaching and learning activi ties effective and productive, Principles and techniques do not work effectively by themselves, There is constant interplay vthich gradually improves the selection and functioning of both principles. and techniques. Principles are the criteria tobe used by the teachers in the evaluation oftheir teaching and of the leara- ing ofthe learners. They also serve to determine and ‘evaluate educational cbjectives, practices, and out Principles are needed to guide techniques, but in no way do they supplant the fundamental role of techniques in earrying on the process and activities ‘which make up the day-to-day work of teaching and learning Principles, although based on enduring concepts and values, ae themselves subject to change, They fre dynamic, not static. Principles do change with 9| wih new eeational “0 lal and moral 1 ene et eed abnormal, ay do and ay con ath ia wa anche — . pas sense is the right kind of personality ee en an be nel eer id See al nn ie ad a en nae dae poopenoferot ein rebar eee ning anton Tho hu oft gna ini in he sn isha essay mae than Sa eet mand bn pl the eect awed nnn here ei ttn of ar iy Ping atin too oe a tina SCARY ata Heth rcs at times overlap, neverthele 1ey work out harmo- ‘niously in schieving the desired objectives or aims. 4k) Principles are means to ends and never ends in themselves. When abstract principles are used as guides and evaluate the conduct of life, they must be translated into meons and measures of action (Gregorio, 1976:1-14). a F. John Dewey's Philosophy. hi ae one ena ae 0 Unive fom John Hopkins University in 1884. He was a profesor of Philosophy atthe University of Minnesota in 1888 and at the University of Michigan from 1889 #0 1804. He served also as head of the Philosophy Department atthe University of Chi ‘ago in 1894-1904. Up to hie retirement, he was a professor of Philosophy at Columbia. University. ‘As a philosopher, he was an outstanding pragmatist and 1s an educator, he was known as progrssivstor a democratic fducator. His philosophical beliefs have been described as: 1) radial empiricism; 2) experimentalism; 8) intrumentalism; and 4) pragmatism. (Gregorio, 1919:42). Actually, John Dewey philosophy was an outgrowth or product of: 4) Rousseau’ principles of growth, pupil {individualism ')Pestalozsis discipline of sympathy and his princi- pile that learning proceeds from the known to the ‘unknown, and his doctrine of interest; ©) Frocbels ideal of learning by ding which depended upon selfprineipled activities or ereative develop- ‘ment which isthe basic principle of socialization; and 2) Findings inthe study of G, Stanley Hall which stimu- lated an interest in child nature Progressive education owes much to John Dewey's phi- losophy of instrumentalism, a philosophy which holds that the various forms of human activity are instruments developed bby man to solve his problems. It bears a close resemblance to pragmatism, which states that truth is measured by expei- ‘mental results and practical outcomes that can be shared and tested by all who investigate ‘The chief tenets of John Devey’s philosophy are the fl loving: 1) We learn by doing; )_‘Edueation is life; ot a preparation for life; tivity, and a1say vet iy Baueation i (dy The shel is pat De enter of eueation 3 ing ost ofthe fregsin stitution; and ity 0 socal insti the hila's own social tenets have grown, according to seneinipes of today’s learning, cide learn by ings : sould be intrinsic and natural, not arti- 1) Motivation sh ea 2 4) Learning shouldbe gradual and continueus, mot discrete 4) Instruction should be adapted to individual needs ‘Natural social settings should constitute learning situations; 1) Lesming depends upon the chils ability: 4) Learning comes through sense impressions; 1) The child can best be educated as a whole, a8 @ unit organisms, 4) Teacherpupil and inter-pupl relationships should be exoperative; and 4) Béveation means improving the quality of living, (quiz, 198:39-40, Prineiples of Good Teaching Based on the Educational Philosophy of John Dewey. 5) Teathing is good when it is based on the psychology of learning. This is based on the concept that the ‘hill is made the center ofthe educative process. ‘The nature ofthe child and the nature ofthe learn RBs andthe laws tat govern its operation serine the type of teaching tobe done by the a » 8 ® a » ‘Teaching is good when iti well-planned such that the activities and experiences of the learner ‘oatinuously related and interrelated into larger, ‘mare meaningful, more inclusive, relation patterns ‘Teaching is good when the learner a made concious ofthe goals or aims to be aecomplished, This concept calls for proper motivation Learning is good when it provides learning exper- fences or situations that will inure understand. ing. Good teaching requires a rich environment of instructional materials and devices, Instructional ‘materials and devices will challenge the attention of the learner, stimulate thinking, and facilitate ‘understanding which make learning more mean- ingfl ‘Teaching is good when there is provision to meet individual diferences. This is based on the psyche- Togieal principle that individuals differ fom each other in their learning potential To be effective, ‘teaching must treat the learner as he is, but at the ‘same time with reference to what he might become, ‘Teaching is good when it utilizes the past experiences ofthe learner. This concept is based on the principle of apperception. This means that learning is easier ‘when you start from what the pupils already know. ‘Teaching is good when the learner is stimulated to think and to reason, The best teaching method is that which liberates and encourages thinking. Bf {active teaching involves differentiation and integ- ration or analysis and synthesis. Generalization of facts learned is important in teaching for transfer. ‘Teaching is good when it is governed by democratic inciples. In democratic teaching, socal relationship {s placed on a plane of natural respect, cooperation, tlerance, and fair play, Teaching tobe effective must be governed by love and understanding. In other ‘words, the learners are free from emotional tension, 42SS spethod uted is spple- is god when oe rctonal devices. 4) Teaching per etd on tenis — As an educative extironment, the school performs os fat that 6 the principles that three social functions; = ‘nan en greater number 8) simplifyinglordering the factor wishes to develo; nee ant oe ping and dating the exiting ssl fame . ‘evalytion is made an integ- : is valuation is part 9 Taine ne con Eni i ak ©) cretng wider and beter balanced eavzon: waluation measur Eset and parcel of tg and learning and completes ea neta in eching Teac Education ox Direction Sefton ih ep facing ae ‘= Blsestion rch th analingus of th young hee to agree with the life customs of the group through 4 en dil or seve a made an ‘commands, prohibition, approval, and disapproval tn - ws Rac ot l i ace Si sham rarer cae ore en pe oe | re adrenal we ae EIEN Cem See, stn hana oes fore, edvcation has no end beyond growth — Growth in education is not physical but growth in insight and understanding of relationship betwe various experiences and learning episodes. ‘A Synthesis of John Dewey's Thoughts, ‘on Education 1. Deweys Eduation Theories Education os © Necessity of Life — Béueation makes possible continuance/renewal of Education as Preparation — Education is preparation when it: one 8) progressively realizes present possibilities, thus, ‘making the individual better fitted to cope with — Eiucaton isa communication-making experience. later requirements; and — Education isa shared possess 'b) makes the present rich and significant, thus, mer- — Elucaton i a selfrenewing instrument ofa complex ce sexily. Batication 08 Unfolding Education as a Social Function — Education is tinfolding when it draws out from the niet ais icra ae | learner what is desired through suggestive question- 2 sacal environment that leads or other pedagogical device. {0 the development of attitudes necessary for a con ge tinuous and progressive lite = Baveation is unfolding from within, “ 4eee seine ea en eat rte vs place when a greater num! aime ae roe 4 «od wien caution made ang ipl desatic pee Eo interne 3 ml pre ecient ‘tetocin which ‘Seeing ni chet 4) Teaching is 0 ew jt made an J when dio roi teacher ffeteching a lari. The ts sa ia lan review have difler- ettsag and uty, The purges of review tTibrag nth fats eared to give sow view o ew mening (Gregori & Gregorio, ts 83) [A Synthesis of John Dewey's Thoughts ‘on Education Dewey's Eduation Theores Education as 0 Necessity of Life — Béucation makes possible continuance/renewal of saci life — Education ia a communication making experience. — Baueation is shared possession, — Bication ea society, Education os @ Societ Function — Education provides the socal environment that leads toa tevlopment of attitudes necessary for a com tinuous and progresive lie érenewing instrument of a complex “ — As an educative entironment, the school performs three socal functions: ')_simplfyingordering the factor it wishes to develop; ) purifying and ideaising the existing social fune- tion; and ©) creating a wider and better anced environ- Education o8 Direction ‘= Education directs the natural impulses ofthe young to agree with the life customs of the group through commands, prohibitions, approvals, and disapprovala, ‘— The business of education isto make the young under- stand the internal controls, Education as Growth ‘— Ealveation is all one with if; lifis growth and, there- fore, edueation has no end beyond growth. — Growth in education is not physical but growth in lnsight and understanding of relationship between various experiences and letrning episodes Education as Preparation — Education is preparation when it: 8) progressively realizes present possibilities, th ‘making the individual better fitted to cope with later requirements; and by. makes the present rich and significant, thus, me sing into the future. Echication as Unfolding — Education is unfolding when it draws out from the learner what is desired through suggestive question ing or other pedagogical device. — Education is unfolding from within. 4“impulsive activity is gin pe tized by the individual: exercise” ofthe faculties of the —Bagien eta ss uct Porte ae jnen it eonsists of the selection aan nomen ae sed cont nment tie Siero te ‘Edwation ox Recopitulotion nd aan i nt pentig he ~ bane navi he HN estrospection past but utilizing it usin Reson : sno expos wich — Bein aay tock the Foonp aceon rate etn nrement of meaning ‘elt ee person ef inate eee — Béucaton isthe fundamental method of social reform, Education as @ Democrat Social Function — Baucatin gives the individuals a personal interest in ‘sil relationship and controls the habits of the mind. which secure social chenges without introducing disorder — Béucation emphasizes the cooperative nature of shared ‘human experience which embraces three key elements: 5) common ~ represents shared objects, ideas; 1) communication ~ oecurs when people share their experiences; and «6 0. m ©) community — results when individuals discuss ‘common experiences through shared commun Dewey's Thoughts on Education ‘A. Natural Development Aim. Spontaneous develop- ‘ment not only of the bodily organs but their capa: cities as wel, B. Social Bficiency Aim. Cultivation of power to join freely and fully in shared/eomman activities ©. Cultural Aim. Bxpansion ofone's range and accuracy of one's perception of meanings. Dewey's Thoughts on the Corelative Aspects of Eduea- tion ‘A. Interest and Discipline — Interest and discipline are correlative aspects of activity — Interest means one i identified with the objects and activity up to its realization, — Interest is entering into situation, continuity of attention, and endurance, _— Interest represents the moving force of education, — Discipline is the development of the power of continuous attention B. Experience and Thinking Exporienceinvalves a connection ofdoingor trying with something undergone in consequence. = Experience has two elements: ‘Active — Experience is trying Passive — Experience is undergoing. — Education isan active-passive affair, a separation destroys the vital meaning of an experience ”— naan a Se ceequenes. Ee en te . ‘of a problem; oe vation of the condition; «nae : eat ‘conclusion; and sees Sperimentale ‘ymning ets in knowlege, ultimately the — nines nari ae 2 a ae ee ilps a ae cy The Notwre of Method : — Metiod is the way the subject matter of an. ex- perience develops most effectively and fruitfully. — Method is embedded in the ehila'r own nature ‘which i active rather than passive. — Good methods are straightforward and promote ‘exile intellectual interest, open-minded will to learn integrity of purpose, and acceptance of res- pont forthe consequences af one's activity. — ‘Projector “Problem or situation methods shall replace formalized operation. — Projects and problems should come within the ‘cope and capacities of the experience of the learner — Methods must use new questions, introduce new Undertakings, and create fresh knowledge. D. The Nature of Subject Matter 7 Subject matter consist of facts observed, recalled, 6 ‘ead, and talked about and ideas suggested inthe ‘course of a development of situation having a purpose. — The subject matter of education consists prima rily of the meanings which supply content to existing social ie, — Transmission of subject matter needs sp selection, formulation, and organization. — Moat subject matters are derived from past col lective experience, — The educator's task sto develop the pupil ability to appropriate and reproduce the subject matter into his aetvities, — The young begins with social activities and peo eed to a scientific insight in the materials by imilating into their direct experience the ideas of those who have had a larger experience, Dewey's Thoughts on the Curriculum A. Play and Work in the Curriculum — Both play and work involve ends free and intrin- sically motivated but differ in time span. — Play and work have means and ends connection — Play passes gradually into work when it grows ‘ore complicated and gains added meaning by sreater attention to specific results, = Work is poychologcallyan activity which includes regard for consequences as a part of itself: B. Geography and the Curriculum = The function is to enrich and liberate the more irect and personal contacts of ie by furnishing the context, background, and outlook — Geography emphasizes the physical and natural side; and history, the social and the human. ‘9the mtbomatica, ce connate he tora — Geoaraphy ® api, topographic, Boi al soe sa meri ste = History inelades PENS Kio at sterial and medium of ides the mat — Geography prov Gecopment for mankind cine reser he ope amet rv ese, gone fable ‘economic, industrial, cognitive factors grounds, and con: — Nes faction «+ emancipation from local and temporary in- dents of experience; and + oping of intellectual vistas through -des- ‘vcten, generalization, and formulation. HL Bosie Principles of Successful Teaching at Any Academic Level by Olsen, et al. ‘Béward G, Olsen and his associates have formulated a summary of baie principles of succesful teaching applicable to any academic level. They areas follows 1 Bducate the whole child. The child isnot just a mind tobe instructed: he isa physically, saially, emotionally, thie, and intellectually growing pereon, If his powers sre to develop in proper harmony, he needs learning act- Svities which challenge is emerging interests and abilities in all the areas of growth Keep the program informal, flexible, and democ- ale Chen ae ets and nnd cnidence in their own power ements They, therefore, need every ‘hance to ask questions rely, confer with other children. formally, share in planning ther individual and group so carry personal responsibility for group projects, and help to judge critically the results of their efforts, ‘This requires thatthe entire classroom atmosphere is fiendly and democratic as well as informal and flex ble and that children are not held in unfair competition with standards of performance beyond their possible ability & achieve, Capitalize upon present pupil interests. It is of ut- ‘most importance that the teacher first discovers what interests and purposes his students already have and ‘then use these drives as springboards to further desirable learning ‘Thus, limited interests may develop into wider in- terests, undesirable purposes into praiseworthy pur. ‘poses ns to how the child's educational growth ean be best promoted, Let motivation be intrinsic, Most learners find few Aesirable incentives in the traditional system of school ‘marks, honors, and penalties, Their most moving incen- tives are those of real life iteelé 8) to explore the new and the interesting; D) to associate actively with other peop; ©) to manipulate and construct things; to compare opinions about matters which seem im- portant; and! ©) to express onels self artistically. ‘Make learning experiences vivid and direct, Gene- ralizations will be mere verbalisms unles they are based ‘upon meaningfel personal experiences. ‘That is why children need constant opportunity for ‘ation pictures, radio programs, excursions, interviews, service projects, work experience, andthe lke. Through such media, the children receive more conerete, interest ing, and meaningful experiences than they are likely to receive through the printed page alone. 5is of functional the basis i chem soli 26 out whe children, probe eatin ames 4 rough and reat rtp. Every chance sould, to sve tnemascover, define, attack, sal and social problems ‘Porer own present abilities, ations of tb" Tptrets, and sovement of lasting PUP satis fone ae the work Ja ile a ‘that little briefly. Every effort . Provide! factions. ees, find personal genuine su Ps “intellectually, emo- ‘ad, thus £70¥%, eisfcin therein, andy an mea a Ba inne pops own commnhy coma 1 Pine of Humanistic Taoeting ast eig es econo Tet are ka dena. rapest or hope warmth Se aus wth ce ncesary forthe development of ‘Stacuising pono, They ae necessary for selfnitited, Sra Soemanlrag iy pom tech tat toca 1 Raphi understanding. By sophie understand {sg mes endetandng of anather fom an internal feat sedge th place Seta sees ad eww nly = pad 2. ‘Respect or non-possessive warmth, Itis respect which ‘Provides fra warm acceptance for another as a per800, with all his faults, deficiencies, or undesirablefunaceept- able behavior Respect also means a deep interest and once fer his developnient and welfare. It involves a€- feptance of each child ashe is, for what he is 82 8 Genuuineness, It isthe congrucnee or integration ofthe ‘therapist in the relationship. The humanistic teacher is fenuine and real. She isnot putting an act nor trying to Play the role of the mythical teacher. ‘The totality of these conditions ean be summarized in two ways: First, they a ‘nonthreatening. The humanistic teacher reituces the tension, fear, and anxiety which are s0 prevalent ‘in classrooms and which we know inhibit learning. Second, the essence ofthese conditions is love. It is the love which has been recognized by humanistic teachers asthe basic requirement of a good teacher. 4 Principles of Good Teaching ‘There are certain principles of good teaching that the teacher should familiarize himself with, These principles are almost important. teacher. 1 ‘the stimulation and inspiration ofa good ‘Active Learning. The pupil must be mentally active most of the time and physically active some of the time Extensive physical and mental activity on the teacher's Part will not necessarily guarantee learning on the pupils part. In numerous learning situations, the child Tearns better if he is engaged in some physical and mental activities while concentrating upon a mental task For ‘example, inan arithmetic leston, a pupil whois able to put a group of three objects with another group of two objects will learn more quickly that 2 + 3» 5 than if he were merely told the nomber fact, Many Methods, There is no single correct way to teach ‘class. There are many good ways.A method whieh fails with one child may be very helpful to another. ‘Motivation. Effective motivation arises from children's interests, needs, problems, and expressed purposes, Although we humans learn only what we want to learn, ‘tin nevertheless true that interest in the unfam 8310 nt he known set ing ved eo clu should the eu colum ile fo th cureostan, Mental e wale mn atl meme of ely, sim bee 2 pd immediate needs Sls peel oN eo through. cet end antl of Ter Swear ost oi Eee Sree ae Sc aa a sn eats, ese, PO eaching will dapt methods, 2c nln oS Siege saree on rca car eg oe rt ieee ‘oatine. All planning should be flexible. eco Suggestion Sugstions are more fra Taran Thea ie yer of postive auggest ie tare wing overtake tks and prose Seah mayhaeindeqatto tackle before Sips ay gen uo wich books and mater [Sita ton ove poems and what procedures tae ierenes Child, and the br ‘Encouragement. Praise given only when earned, makes pupils aware oftheir successes, Constructive criticism may be needed where persistent errors are being made. ‘Remedial Teaching. Good teachings both diagnostic and remedial. Democratic Environment. Children learn democracy bY living it. Io return for rights and privileges within the ‘lassoom, children should be aware of their responsi- bilities othe group and of group service. u u. x 18. u Stimulation. Each child ean be stimulated within the limits of his abilities to exceed his present efforts, Chal. lenge can be provided through the teacher's expression of ‘confidence in her own pupils aptitudes and skill, through Provoking curiosity, and through encouraging creative endeavor. Integration. By building upon previous knowledge and ‘experience, new learning and new experiences become more meaningful. Learning involves a reorganization of previous experience and an integration of what has boen ‘completed into the new learning experience. Life-tike Situation. Children should be guided into a realization that their school studies and activities are a part of life, Independence. A child's increasing independence from adults and ever-inereasing responsibility are signposts ‘of good teaching, The degrees of independence gained at ‘any given time should measure up with the maturity level of the child Basic Principles of Today's Teaching 4) Children learn by doing b) Motivation should be intrinsie ard natural, not arti ficial. ©) Learning should be gradval and continuous, not discrete, 4) Instruction should be adopted to individual needs. ©) Natural social settings should constitute learning situations, Learning depends upon the child’ ability ©, Learning comes through tense impressions 1h) The child can best be educated as a whole, as a unit organism. i) Teacher-pupil and inter-pupil relationships should be cooperative J) Bdueation means improving the quality of learning. 5sschool Applications sora ines m8 Lio 188 ated were based on eee princi ve Goodwin and Klaus. et ee ain hey fr ose esearch a7° allel i creder derived 8 PAT wean suo the pines and a poring st 9 SET gp theory, ave been pcsonn, ato bt meen a evr hol see an wt and Kast, veld tot : ‘sea ‘A. Factual Information tnatrutional Principle 1 orgarisng materia into sopra ering ets ‘Sits oe ein bowie coming musing rea 2 Help students to percsive Ce ee ann reasoshps el ed wht oe aad ‘ow cats te esting te rman 2. Ong ue tial 8. Acange material in an ap ‘Seopa aaged prope quence. Secunia pra cates ‘erlang f al stn sschool Application 1, Arrange material to eppro- priate units 4 Prtng and lingin- 4. Provide for appropriate prac: ‘atin is neesay for ite te, ery nd ean 5. Invite independent evalu suitability of information is ‘ton cee ‘nprtant fr acing ide eden in aang ful inverse. 86 Discriminating and naming f concept and ita attributes facilitate concept attainment and se, ening example and non- examples rtcal for concept attainment by the students at al level. Avcertining the corectnoss of en's responses is essential fn concept attainment and refinement Utiisinga concept extends its moaning fr the individual ‘Achieving autonomy in lear ing concept and principe eure elite inquiry find evaluation Problem-Solving Instructional Principle reeds and direly analying problem situations are pre equities to operating on the problems, Retseving stored or eecoing ew information and acting ‘on it i etetial to succesful problemasiing. Generating hypotheses and testing them ia necessary for socresfel problem-solving. Determining the effective: ness ofone'sown methads and the sexeptabity of oes own 81 School Application Define the concept and denote Its defining attributes. Arrange appropristaly the dif feat and sequenced exam ples and nonexamples ofthe concept. etablish procedures for fee bck. “Arrange forthe appropriate se of the coneept (Guide the students’ discovery fand invite independent eva sation School Application Help pup to detat and state selva prblems. Help pulls to find and process information Help students to generat and test hypotheses Invite independent evaluation in hypotheses and problem sotving abies———— devo ie ie Instr Pr ee ing paced BY PTAC higher ro ce res ea Shape tg a inking in iver fant way are esental to recive proton schoo! Application -pacourage divergent product fan in many media. strong positive rea Petp in and Ot of eae, encourage continuing crea. tive expression. Attitudes and Personality Integration Instructional Principle Faatig th ering ed Aevapment of tides re (pe are hough ado har stoma of ejctve ‘ars by eben and nitatn ake place often in erp and repoding ‘nda Snphcing attests plas va postive renee "ent ad inprovig the as ‘ary a hellfire components fatter is prose 1 Schoo! Application. ont the attributes to be facia Provide exemplary models Provide pleasant emotional ‘0d information experiences wih titade objectives. 4. Pratcing an atitude in pers 4 Prac nt Arrange for appropiate pre sabi ‘5. Higher levels of moral deve: 8. Provide practice in consider. lopmentisfucitatedby social ing moral ema, interaction entering on mora lemma 6. Acquiring rational methods 6 of eoping with problem situa tions mey reduce exces ute of defense stataies. 1. Accepting oneself adequate 7. Bncourage slPundertanding telfconcept) and others and and selfconept. being eccepted by them are oth interdependent and ne- cemary or peony itn practice in mesting ‘stanton BIBLIOGRAPHY ‘Aquino, Gaudencio V. Principles and Methods of Effective ‘Teaching. Manila: National Book Store, Ine, 1988, Garcia, Manuel Buenconsejo. Focus on Teaching. Quezon City ext Printing Company, Inc, 1989, Gregorio, Herman C. Principles and Methods of Teaching. ‘Quezon City: RP. Garcia Publishing Company, 1976. Gregorio, Herman C. and Comelia M. Gregorio, Philosphy of ‘Education in Philippine Setting. Quczon City: RP. Garcia Publishing Co, 1979, 59