PRINCIPLES OF

TEACHING 1
DANIEL NEMESES C. ESPINA,CPA,MMA,CIS,CFMP
2ND SEMESTER S.Y. 2019-2020
UNIT 1 - THE ELEMENTS OF TEACHING
AND LEARNING

THE KEY
LEARNE
PARTICIPANT
R

TEACHING
THE -
LEARNING
PRIME PROCESS
MOVER SMOOTH
LEARNIN
TEACHE G LINKAGE
R ENVIRON
MENT
THE LEARNER
LEARNING OUTCOMES:
1. DESCRIBE THE NATURE OF THE LEARNER, HIS/HER POWERS/FACULTIES,
MULTIPLE INTELLIGENCE, LEARNING STYLES

2. DISCUSS THE IMPLICATIONS OF THE NATURE OF THE LEARNER TO THE

TEACHING-LEARNING PROCESS
THE LEARNER AS AN EMBODIED SPIRIT
• THE LEARNER IS A UNION OF A SENTIENT BODY AND A RATIONAL SOUL.
• A SCHOOL CANNOT IGNORE THE LEARNERS' PHYSICAL NEEDS.
• THE LEARNER IS ALSO SPIRITUAL NATURE. THEY NEED TO BE FED UP WITH
SUBLIME THOUGHTS, WORDS OF INSPIRATION AND SPIRITUAL ADVICE.
THE FUNDAMENTAL EQUIPMENT OF
THE LEARNER
1. COGNITIVE FACULTIES 2. APPETITIVE FACULTIES
A. FIVE SENSES A. FEELINGS AND EMOTIONS
B. INSTINCTS B. WILL
C. IMAGINATION
D. MEMORY
E. INTELLECT
FACTORS THAT CONTRIBUTE TO
DIFFERENCES AMONG LEARNERS
• 1. ABILITY
• 2. APTITUDE
• 3. INTERESTS
• 4. FAMILY AND CULTURAL BACKGROUND
• 5. ATTITUDES AND VALUES
THE TEACHER
LEARNING OUTCOMES
1. DESCRIBE THE PROFESSIONAL TEACHER, HIS/HER PERSONAL AND
PROFESSIONAL ATTRIBUTES.
WHAT IS A PROFESSIONAL TEACHER?
• A PROFESSIONAL TEACHER IS THE "LICENSED PROFESSIONAL WHO POSSESS
DIGNITY AND REPUTATION WITH HIGH MORAL VALUES AS WELL AS
TECHNICAL AND PROFESSIONAL COMPETENCE…HE/SHE ADHERES TO,
OBSERVES AND PRACTICES A SET OF ETHICAL AND MORAL PRINCIPLES,
STANDARDS AND VALUES"
PROFESSIONAL ATTRIBUTES
• CONTROL OF THE KNOWLEDGE BASE OF TEACHING AND LEARNING AND USE
OF THIS KNOWLEDGE TO GUIDE THE SCIENCE AND ART OF HIS/HER TEACHING
PRACTICE.
• REPERTOIRE OF BEST TEACHING PRACTICES AND CAN USE THESE TO
INSTRUCT CHILDREN IN CLASSROOMS AND TO WORK WITH ADULTS IN THE
SCHOOL SETTING
• DISPOSTIONS AND SKILLS TO APPROACH ALL ASPECTS OF HIS/HER WORK IN
A REFLECTIVE, COLLEGIAL, AND PROBLEM-SOLVING MANNER.
• VIEW OF LEARNING TO TEACH AS A LIFELONG PROCESS AND DISPOSITIONS
AND SKILLS FOR WORKING TOWARDS IMPROVING HIS/HER OWN TEACHING
AS WELL AS IMPROVING SCHOOLS.
PERSONAL ATTRIBUTES
1. PASSION
2. HUMOR
3. VALUES AND ATTITUDE
4. PATIENCE
5. ENTHUSIASM
6. COMMITMENT
THE LEARNING ENVIRONMENT
• LEARNING OUTCOME:

DESCRIBE A FACILITATIVE LEARNING ENVIRONMENT.

LEARNING ENVIRONMENT
• IT IS COMPOSED OF BOTH PHYSICAL ENVIRONMENT AND PSYCHOLOGICAL
CLIMATE.

• PHYSICAL ENVIRONMENT INCLUDES THE PHYSICAL CONDITION OF THE

CLASSROOM, THE ARRANGEMENT OF FURNITURE, SEATING ARRANGEMENT,
THE CLASSROOM TEMPERATURE AND LIGHTING.
PSYCHOLOGICAL CLIMATE
• 1. SAFETY
• 2.RELATIONSHIPS
• 3. TEACHING AND LEARNING
PINE AND HOME (1990) DESCRIBED A
FACILITATIVE LEARNING
ENVIRONMENT
• 1. WHICH ENCOURAGES PEOPLE TO BE ACTIVE.
• 2. WHICH PROMOTES AND FACILITATES THE INDIVIDUAL'S DISCOVERY OF THE
PERSONAL MEANING OF IDEA
• 3. WHICH EMPHASIZES THE UNIQUELY PERSONAL AND SUBJECTIVE NATURE
OF LEARNING.
• 4. IN WHICH DIFFERENCE IS GOOD AND DESIRABLE.
• 5. WHICH CONSISTENTLY RECOGNIZES PEOPLE'S RIGHT TO MAKE MISTAKES.
• 6. WHICH TOLERATES AMBIGUITY.
• 7. IN WHICH EVALUATION IS A COOPERATIVE PROCESS WITH EMPHASIS ON
SELF-EVALUATION.
• 8. WHICH ENCOURAGES OPENNESS OF SELF RATHER THAN CONCEALMENT
OF SELF.
• 9. IN WHICH PEOPLE ARE ENCOURAGED TO TRUST IN THEMSELVES AS WELL
AS IN EXTERNAL SOURCES.
• 10. IN WHICH PEOPLE FEEL THEY ARE ACCEPTED.
• 11. WHICH PERMITS CONFRONTATION.
• 12. PROVIDES CONDUCIVE LEARNING ENVIRONMENT NECESSARY IN THE
FULL DEVELOPMENT OF THE COGNITIVE AND APPETITIVE FACULTIES OF THE
LEARNER.
PRINCIPLES OF LEARNING

• "THE ABILITY TO LEARN IS THE MOST SIGNIFICANT ACTIVITY OF MAN."

• LEARNING IS THE ACQUISITION OF A KNOWLEDGE-BASE USED WITH

FLUENCY TO MAKE SENSE OF THE WORLD, SOLVE PROBLEMS AND MAKE
DECISIONS.
PRINCIPLES OF LEARNING
ACCORDING TO HORNE AND PINE (1990)
1. LEARNING IS AN EXPERIENCE WHICH OCCURS INSIDE THE LEARNER AND IS
ACTIVATED BY THE LEARNER.
2. LEARNING IS THE DISCOVERY OF THE PERSONAL MEANING AND RELEVANCE
OF IDEAS.
3. LEARNING (BEHAVIORAL CHANGE) IS A CONSEQUENCE OF EXPERIENCE.
4. LEARNING IS A COOPERATIVE AND COLLABORATIVE PROCESS.
5. LEARNING IS AN EVOLUTIONARY PROCESS.
CONTINUATION….
• 6. LEARNING IS SOMETIMES A PAINFUL EXPERIENCE
• 7. ONE OF THE RICHEST RESOURCES FOR LEARNING IS THE LEARNER
HIMSELF.
• 8. THE PROCESS OF LEARNING IS EMOTIONAL AS WELL AS INTELLECTUAL
• 9. THE PROCESS OF PROBLEM-SOLVING AND LEARNING IS HIGHLY UNIQUE
AND INDIVIDUAL..
LAWS OF LEARNING BY THORNDIKE
(1932)
• 1. LAW OF EFFECT - LEARNING IS STRENGTHENED/WEAKENED BY FEELINGS.
• 2. LAW OF EXERCISE - REPETITION TO MEMORIZED AND INCREASE MASTERY.
• 3. LAW OF READINESS - LEARNERS LEARN WHEN THEY ARE PHYSICALL,
MENTALLY AND EMOTIONALLY READY TO LEARN.
• 4. LAW OF PRIMACY - WHAT IS TAUGHT MUST BE RIGHT THE FIRST TIME.
• 5. LAW OF RECENCY - MOST RECENTLY LEARNED ARE BEST REMEMBERED.
• 6. LAW OF INTENSITY - MORE INTENSE THE MATERIAL IS TAUGHT,THE MORE
IT IS LEARNED.
• 7. LAW OF FREEDOM - THINGS FREELY LEARNED ARE BEST LEARNED.
GUIDING PRINCIPLES IN DETERMINING AND
FORMULATING LEARNING OBJECTIVES
1. Begin with the end in mind.
2. Share lesson objective with students.
3.Lesson objectives must be in the two or three domains-knowledge (cognitive) skill
(psychomotor) and values (affective).
4. Work on significant and relevant lesson objectives.
5. Lesson objective must be aligned with the aims of education as embodied in the
Philippine Constitution and other laws and on the vision-mission statements of the
educational institution of which you are a part.
6. Aim at the development of critical and creative thinking.
continuation
• 7. For accountability of learning, lesson objectives must be SMART, i.e. Specific,
Measurable, Attainable, Result-Oriented, Time-bounded and Terminal

TAXONOMY OF OBJECTIVES
Learning is classified into three domains namely: 1. Cognitive 2. Affective 3.
Psychomotor or behavioral

Bloom's taxonomy of cognitive domain - List of instructional objectives in the

cognitive domain. Arranged from lowest to the highest level. They are as follows:
1. Knowledge or recall - includes knowledge of terminology and conventions, trends
and sequences, classifications and categories, criteria and methodologies,
principles, theories, and structures; e.g to identify the capita of the Philippines.
2. Comprehension - relates to translation, interpretation, and extrapolation; e.g. to
interpret a table showing the population density of the world
3. Application - uses abstractions in particular situations; e.g. to predict the probable
effect of a change in temperature on a chemical.
4. Analysis - relates to breaking a whole into parts; e.g. to deduce facts from a
hypothesis
5. Synthesis - puts parts together in a new form such as a unique communication, a
plan of operation, and a set of abstract relations; e.g. to produce and original piece
of art.
6. Evaluation - judges in terms of internal evidence or logical consistency with facts
developed elsewhere; e.g. to recognize fallacies in an argument.
BLOOM'S TAXONOMY
EVALUATION

SYNTHESIS

ANALYSIS

APPLICATION

COMPREHENS
ION

KNOWLEDGE
ANDERSON'S TAXONOMY
CR
EA
TI
NG
EVALUATING

ANALYSING
APPLYING
UNDERSTANDING
REMEMBERING
 DEFINITIONS OF ANDERSONS'S REVISED
TAXONOMY
DEFINITION
REMEMBERING: CAN THE STUDENT RECALL OR
REMEMBER THE INFORMATION?
UNDERSTANDING: CAN THE STUDENT EXPLAIN IDEAS
OR CONCEPTS?
APPLYING:CAN THE STUDENT USE THE INFORMATION IN
A NEW WAY?
ANALYZING: CAN THE STUDENT DISTINGUISH BETWEEN
THE DIFFERENT PART?
EVALUATING: CAN THE STUDENT JUSTIFY A STAND OR
DECISION?
CREATING: CAN THE STUDENT CREATE NEW PRODUCT
OR POINT OF VIEW?
VERBS
DEFINE, DUPLICATE, LIST, MEMORIZE, RECALL, REPEAT,
REPRODUCE, STATE
CLASSIFY, DESCRIBE, DISCUSS, EXPLAIN, IDENTIFY,
LOCATE, RECOGNIZE, REPORT, SELECT,
TRANSLATE,PARAPHRASE
CHOOSE, DEMONSTRATE, DRAMATIZE, EMPLOY,
ILLUSTRATE, INTERPRET, OPERATE, SCHEDULE, SKETCH,
SOLVE, USE, WRITE
APPRAISE, COMPARE, CONTRAST, CRITICIZE,
DIFFERENTIATE, DISCRIMINATE, DISTINGUISH, EXAMINE,
EXPERIMENT, QUESTION, TEST
APPRAISE, ARGUE, DEFEND, JUDGE, SELECT, SUPPORT,
VALUE, EVALUATE
ASSEMBLE, CONSTRUCT, CREATE, DESIGN, DEVELOP,
FORMULATE, WRITE
KRATHWOHL'S TAXONOMY OF
AFFECTIVE DOMAIN
CHAR
ACTER
IZATI
ON BY
VALU
E SET
ORGANIZATION

VALUING

RESPONDING

RECEIVING
ANITA HARLOW'S TAXONOMY OF
PSYCHOMOTOR DOMAIN NON-
DISC
URSI
VE
COM
MUNI
SKILLED
CATI
ON
MOVEMENTS
PHYSICAL ACTIVITIES

PERCEPTUAL ABILITIES
BASIC FUNDAMENTAL MOVEMENT

REFLEX MOVEMENTS
MOORE'S THREE LEVELS OF LEARNING
IN PSYCHOMOTOR DOMAIN
PRECI
SION

MANIPULATION

IMITATION
HOW TO WRITE LESSON OBJECTIVES
1. IT DESCRIBES STUDENT PERFORMANCE.
2. AN OBJECTIVE IS ABOUT ENDS RATHER THAN MEANS
3. AN OBJECTIVE DESRIBES THE CONDITIONS UNDER WHICH THE
PERFORMANCE OCCURS ON THE JOB.
4. AN OBJECTIVE DESCRIBES THE STANDARD OF ACCEPTABLE PERFORMANCE
In short, an objective describes a) what the student should be able to do
(performance), b) the conditions under which the doing will occur (condition), and c)
the criteria by which the performance will be judged (acceptable performance)
E.g. Given a Model keyboard and a standards tool kit, the student is able to
disassemble the keyboard down to the frame within ten minutes.
STANDARDS AND COMPETENCIES IN
THE K-12 CURRICULUM
• CONTENT STANDARDS - WHAT STUDENTS SHOULD KNOW AND BE ABLE TO
DO.

• PERFORMANCE STANDARDS (INDICATORS) - HOW WELL STUDENTS NEED TO

ACHIEVE IN ORDER TO MEET CONTENT STANDARDS.

• COMPETENCIES - MORE SPECIFIC VERSIONS OF THE STANDARDS