Research-Based Knowledge

And Principle of Learning and

Teaching

Prepared by:
John Edward B. Atiwag, MT II
Session Objectives:
a. Define Research-based Knowledge
and Components of Instruction,
b. Recognize different Research-based
Instructional Strategies.
c. Identify different Learning and
Teaching Principles
RESEARCH-BASED
KNOWLEDGE
 Research Based Knowledge – Information,
Knowledge or data acquired through systematic
investigation and logical study. (PPST 2017)

Research-based knowledge as knowledge

developed through a research process, i.e.
knowledge that is based on analysis of
systematic data.
Research -based knowledge is formulated in
general concepts that are relevant in multiple
contexts.
Robert Marzano (2017) conducted a meta-analyses of education research on
teaching strategies to see which strategies seemed most related to student
academic achievement—at all levels and across all subjects
 Marzano’s strategies, however, are only as
good as the teacher employing them. His list
of “high-yield strategies” are popular
throughout the United States; however,
Marzano warns about their possible misuse.
 ANOTHER
RESEARCH-BASED
INSTRUCTIONAL
STRATEGIES
1. CREATING AN ENVIRONEMENT FOR LEARNING

Setting objectives and providing feedback provides direction for learning,

A. acknowledges student interest and investment, and encourages students to
complete assignments..

Reinforcing effort and providing recognition demonstrates to students that

B. effort, even without accomplishment, is worthy of recognition.

C. Cooperative learning results in positive effects on learning.

 2. Helping Students Develop Understanding

A. B. C. D.
Cues, questions Nonlinguistic Summarizing and Homework and
taking notes
and advance representations — such practice provides
requires that
organizers help as models, symbols and students identify students with the
students focus on physical movement — what is essential, opportunity to
what is important recognize the extend learning
may be used to
structure in which
and prepare for represent information in information is and become more
learning. ways that increase brain presented and independent.
activity. learn to
paraphrase.
 3. Helping Students Extend and Apply
Knowledge

a. Identifying similarities and differences, as is

accomplished with Venn diagrams and charts.
b. Generating and testing hypotheses reduces student
dependence on teachers.
 These instructional strategies, when
consistently used in a timely manner, have
been proven to make a difference in the
academic achievement of students at all
grade levels.
PRINCIPLES OF
TEACHING AND
LEARNING
 Principles of teaching and
learning – Teachers’ views,
understandings and
conceptualization of teaching
and learning (PPST, 2017)
 TEACHING PRINCIPLES
Compiled by scholars at Carnegie Mellon
University’s Eberly Center for Teaching
Excellence & Educational Innovation, the
following principles reflect current research
on effective teaching practice.
 TEACHING PRINCIPLES
1. Effective teaching involves acquiring relevant knowledge
about students and using that knowledge to inform our course
design and classroom teaching.

2. Effective teaching involves aligning the three major

components of instruction: learning objectives, assessments, and
instructional activities.
 TEACHING PRINCIPLES
3.Effective teaching involves articulating explicit expectations
regarding learning objectives and policies.
4.Effective teaching involves prioritizing the knowledge and
skills we choose to focus on.
5. Effective teaching involves recognizing and overcoming our
expert blind spots.
 TEACHING PRINCIPLES
6.Effective teaching involves adopting appropriate teaching roles
to support our learning goals.

7. Effective teaching involves progressively refining our courses

based on reflection and feedback.
 LEARNING PRINCIPLES
The following principles are drawn from How
Learning Works, a compendium of current, well-
supported research on what we know about learning.
These principles are applicable across all disciplines
and learning contexts, and are intended to illuminate
why certain approaches to teaching support student
learning.
 LEARNING PRINCIPLES
1. Students’ prior knowledge can help or hinder learning.
2. How students organize knowledge influences how they
learn and apply what they know.
3. Students’ motivation determines, directs, and sustains
what they do to learn.
 LEARNING PRINCIPLES
4. To develop mastery, students must acquire component
skills, practice integrating them, and know when to apply
what they have learned.

5. Goal-directed practice coupled with targeted feedback

enhances the quality of students’ learning.
 LEARNING PRINCIPLES
6. Students’ current level of development interacts with
the social, emotional, and intellectual climate of the course
to impact learning.

7. To become self-directed learners, students must learn to

monitor and adjust their approaches to learning.
COMPONENTS
OF
INSTRUCTION
 Components of instruction –
learning objectives, instructional
activities, and assessments
We can make an acronym of FEAR in
two ways:
Forget Everything And Run
And
Face Everything And Rise

CHOOSE!
 REFERENCES:
Marzano
, Robert J. 2009. “Setting the Record Straight on ‘High-Yield’ St
rategies.” 
Phi Delta Kappan 91 (1): 30–37.

https://tinyurl.com/3kc67fdz

https://dcal.dartmouth.edu/resources/teaching-learning-fou
ndations/teaching-learning-principles