INTEGRATION OF

PEDAGOGICAL
STUDIES(IPS)

Jeffrey m. Sta. Ines, Ph.D.

College of Education
Divina Pastora College
 A Review on Principles
and Methods of Teaching
Warm-Up

1. The ___ method is used when the

learners are made to observe
things in a certain place like the
market.
a. Participatory
b. Case study
c. Simulation
d. Field trip
Answer:

1. The ___ method is used when the

learners are made to observe
things in a certain place like the
market.
a. Participatory
b. Case study
c. Simulation
d. Field trip
Warm-Up
2. Miss X gives this activity to her pupils for
10 minutes after the discussion of a
lesson to help them transfer new
information into long-term memory and
relate them with the old lessons. What
do you call this activity?
a. Drill
b. Practice
c. Motivation
d. Review
Answer:
2. Miss X gives this activity to her pupils for
10 minutes after the discussion of a
lesson to help them transfer new
information into long-term memory and
relate them with the old lessons. What
do you call this activity?
a. Drill
b. Practice
c. Motivation

d. Review
Warm-Up
3. During a typhoon, our room was one of
those damaged and you were advised to
hold classes on the stage. What should
you do to manage the class?
a. Create the most conducive and comfortable
setting out of the situation
b. Instruct other pupils not to loiter
c. Post a sign “Class Going On” so as not to
disrupt classes
d. Arrange the pupils to the left side of the stage
Answer:
3. During a typhoon, our room was one of
those damaged and you were advised to
hold classes on the stage. What should
you do to manage the class?
a. Create the most conducive and
comfortable setting out of the
situation
b. Instruct other pupils not to loiter
c. Post a sign “Class Going On” so as not to
disrupt classes
d. Arrange the pupils to the left side of the
stage
Warm-Up
4. Mr. Cruz is tired on his discussion
method of teaching, so he tried a new
one. The class invited resource persons
and after their talks, the class was
required to participate. This is called
______.
a. Debate
b. Symposium
c. Round Table Conference
d. Brainstorming
Answer:
4. Mr. Cruz is tired on his discussion
method of teaching, so he tried a new
one. The class invited resource persons
and after their talks, the class was
required to participate. This is called
______.
a. Debate
b. Symposium
c. Round Table Conference
d. Brainstorming
Definition of Teaching
 an action of a person imparting
skill, knowledge, or even a value to
another
 bringing about desired learning and
changes in student behavior
 one of the two aspects of the
process called Education
 Learning & Teaching
Six Important Elements or Factors of
the Teaching-Learning Process

1. Teacher
2. Learner
3. Classroom (learning environment)
4. Curriculum
5. Materials of Instruction
6. Administration
 The Teacher
Personal Qualities of an Effective Teacher
 pleasing personal appearance, manner,
courtesy, pleasant voice
 Intelligence, emotional stability, and self-
control
 Sympathy, kindness, helpfulness, patience
 Integrity, trustworthiness, honesty, loyalty
 Flexibility, creativity, resourcefulness
 Sociability, friendliness, cooperativeness
 Fairness, impartiality, tolerance
 Sense of humor, cheerfulness, enthusiasm
Roles of a Teacher
 An Instructional Expert

 A Manager

 A Counselor
As an Instructional Expert
 Plans, guides, and evaluates learning
 Makes decisions as to what to teach, what
instructional materials to use, what
method to employ in teaching a particular
content; and how best to evaluate the
intended learning
 Provides students with answers to
questions relating the lesson
As a Manager
 Orders and structures the learning
environment
 Maintains order in the classroom
 Handles classroom management
 Arranging seats, hanging of posters,
decoration of bulletin boards, procurement of
supplies and materials needed for instruction
 Management of clerical work like reading and
grading test papers, recording test papers and
other student outputs, maintenance of
attendance records and files, communicating
with parents, and many more
As a Counselor
 Every teacher is a guidance teacher
 Comforts and make the pupils feel they
have a ready shoulder to cry on
 Responds constructively to problems
concerning student behavior
 Provides guidance and assistance to
students and parents/families
 Possesses good human relations skills and
be able to work with them on a day-to-
day basis
General Teaching Skills

1. Pre-instructional Skills

2. Instructional Skills

3. Post instructional Skills

Pre-instructional Skills
Step 1: Identifying Content
 Analyzing learning competencies and
curriculum guides
 Examining prescribed textbooks
 Diagnosing student needs

Step 2: Writing Objectives

 Deciding on what knowledge, skills,
and values students have to learn or
acquire with reference to the content or
subject matter
 Domains of Learning

Cognitive
1. Knowledge

2. Comprehension

3. Analysis

4. Application

5. Synthesis

6. Evaluation
 Cognitive - Knowledge
 Student recalls or
recognizes information, ideas, and
principles in the approximate form
in which they were learned.

 Write, List, Label, Name, State,

Define, etc.
 Cognitive - Comprehension
• Student translates, comprehends,
or interprets information based on
prior learning.

 Explain, Summarize, Paraphrase,

Describe, Illustrate
 Cognitive - Application
• Student selects, transfers, and uses
data and principles to complete a
problem or task with a minimum of
direction.

 Use, Compute, Solve, Demonstrate,

Apply,
Construct, etc.
 Cognitive - Analysis
• Student distinguishes, classifies,
and relates the assumptions,
hypotheses, evidence, or structure
of a statement or question.

 Analyze, Categorize, Compare,

Contrast, Separate, etc.
 Cognitive - Synthesis
• Student originates, integrates, and
combines ideas into a product, plan
or proposal that is new to him or
her.

 Create, Design, Hypothesize,

Invent, Develop, etc.
 Cognitive - Evaluation
• Student appraises, assesses, or
critiques on a basis of specific
standards and criteria.

 Judge, Recommend, Critique,

Justify, etc.
The Affective Domain
Domains of Learning
Affective
1. Receiving - Being aware of or
attending to something in the
environment

2. Responding - Showing some new

behaviors as a result of experience

3. Valuing - Showing some definite

involvements or commitments
Domains of Learning
Affective
4. Organization - Integrating a new value
into one's general set of values, giving it
some ranking among one's general
priorities.

5.Characterization by value - Acting

consistently with the new value; person is
known by the value.
Domains of Learning
Psychomotor
1.Perception - Process of becoming aware
of objects, qualities, etc by way of senses.
Basic in situation-interpretation-action
chain leading to motor activity.

2. Set - Readiness for a particular kind of

action or experience; may be mental,
physical or emotional.
 Domains of Learning
3. Guided Response - Overt
behavioral act under guidance of an
instructor, or following model or set
criteria.

4.Mechanism - Learned response

becomes habitual; learner has
achieved certain confidence and
proficiency or performance.
 Domains of Learning

5.Complex Overt Response -

Performance of motor act
considered complex because of
movement pattern required.

6.Adaptations - Altering motor

activities to meet demands of
problematic situations.
Domains of Learning
 Origination - Creating new motor
acts or ways of manipulating
materials out of skills, abilities and
understandings developed in the
psychomotor area.
Pre-instructional Skills (competencies
that teachers need in order to become effective planners)
Step 3: Introducing the Lesson
 Plans how the lesson is to be introduced so as to gain
the attention of the students and arouse their interest
in the lesson
Step 4: Selecting an Instructional Strategy
 Chooses an appropriate teaching strategy that will
facilitate students’ achievement of the objectives of
the lesson
Step 5: Closing the Lesson
 Plans how the lesson will be ended
Step 6: Evaluating the lesson
 Plans how to determine whether the students have
achieved the objectives set for the lesson
Step 7: Identifying the New Content to be Taught
 Determines the new content of the next lesson based
on the results of the evaluation
Instructional Skills (competencies needed
by a teacher to implement planned lessons)
 Ability to communicate effectively with
the students
 Ability to gain students’ attention
 Ability to arouse and maintain students’
interest
 Ability to use stimulus variation and
reinforcement effectively
 Use of appropriate questioning techniques
 Management of the learning environment
smoothly and effectively
 Ability to use appropriate lesson closure
 Skill in evaluating lesson objectives
Post-instructional Skills (competencies that are
needed by teachers to be effective evaluators of learning)

 Ability to analyze collected

evaluative information

 Making judgments regarding

evaluative information
Requirements of Good Teaching
1. Good teaching is not only motivating students to
learn, but teaching them how to learn, in a
manner that is relevant, meaningful, and
memorable.
2. Good teaching is also about bridging the gap
between theory and practice.
3. Good teaching is about listening, questioning,
being responsive, and remembering that each
student and class is different.
4. Good teaching is about not always having a
fixed agenda and being rigid, but being flexible,
and having the confidence to react and adjust to
changing circumstances.
Requirements of Good Teaching
5. Good teaching is entertaining.
6. Good teaching is about humor. It’s about
being self-deprecating and not taking
yourself too seriously.
7. Good teaching is about caring, nurturing,
and developing minds and talents.
8. Good teaching is supported by strong and
visionary leadership, and very tangible
institutional support-resources, personnel,
and fund.
Requirements of Good Teaching

9. Good teaching is about mentoring

between senior and junior faculty,
teamwork, and being recognized
and promoted by one’s peers
10. Good teaching is about having
fun, experiencing pleasure and
intrinsic rewards.
Principles of Effective Teaching and Learning

1. Seize the moment.

2. Involve the students in planning.
3. Begin with what the students know.
4. Move from simple to complex.
5. Accommodate the student’s preferred
learning style
 Visual learners – gain knowledge best by seeing or
reading
 Auditory learners – by listening
 Tactile or psychomotor learners – by doing
Principles of Effective Teaching and Learning

6. Sort goals by learning domain

7. Make material meaningful.
8. Tell the students how they are
progressing.
9. Allow immediate application of
knowledge.
10. Plan for periodic rests.
11. Reward desired learning with praise
The Learner
 the subject of the schooling process
 A person who receives instructions or
lessons from a particular teacher
Two Classifications of Learner:
1. pupil – applied to a child in the
elementary level
2. student – applied to one attending an
educational institution above the
elementary level
The Learner

 Learners differ in:

 Abilities
 Aptitude (innate talent or gift)
 Interests
 Family & cultural background
 Attitudes
The Classroom/Learning Environment

 A place where formal learning

occurs

 A place/an area that offers a

wholesome venue for learning
activities
The Classroom/Learning Environment

 Arrangement of furniture

 Physical condition of the classroom

 Classroom proceedings

 Interactions
Characteristics of a good classroom
 Its activities are well-organized;
 There is a mutual sharing of
responsibility in establishing and
maintaining a state of order and
democratic living; and
 Pleasant and hygienic conditions
prevail
Four Factors of Classroom Environment

1. Physical Environment

2. Intellectual Climate

3. Social Climate

4. Emotional Climate
Physical Environment
 location, size, shape, construction of
the room itself;
 the furniture in the room;
 instructional supplies or resources for
learning;
 provisions for lighting, heating, and
ventilating;
 acoustics of the room;
 provisions for sanitation, cleanliness,
and orderliness
Intellectual Climate
 Refers to patterns of behavior, the
interaction pattern, qualities of
interaction, and attributes that help
the learners think clearly, critically,
and creatively
Social Climate
1. Autocratic
 The teacher makes all the important decisions, directs
all the activities, and evaluates pupil progress in terms
of arbitrary standards
2. Laissez-faire
 Each learner operates as an individual, strives for
recognition of his own achievement, and develops little
regard for the rights and accomplishments of others
3. Democratic
 Goals are established by group participation and plans
are made on the basis of cooperative group planning
Emotional Climate

 Pertains to the emotional

adjustment and mental health of
the children
The Curriculum
 Course of study
 The sum total of all learning content,
learning experiences, and resources that
are properly selected, organized, and
implemented by the school
 Academic curriculum
 Formal list of courses offered by a school

 Extra curriculum
 Planned but voluntary activities that are a

natural by-product of school life

Two mutually inclusive components of curriculum

1. The blueprint or master plan of

selected and organized learning
content which can be referred to
as “curriculum” per se; and
2. The actual implementation of this
plan through contrived experiences
in the classroom which is called
instruction
Materials of Instruction
 Refers to the various resources
available to the teachers and
learners which help facilitate
instruction and learning
 Categories of materials:
 Book materials
 Non-book materials
 Audio-visual materials, educational media,
etc.
Types of Audio-Visual Aids
commonly used for teaching
1. two-dimensional materials
 Any visual appearing to have height and weight
 Flat pictures
 Graphics (graphs, diagrams, charts, posters,
cartoons, comics, maps, and globes)
2. Three-dimensional materials
 Materials appearing to have depth or thickness in
addition to height and width
 Model
 Realia (objects, specimens, relics, etc.)
 Mock-up (dummy or structural model)
 Diorama (3-dimensional material scene)
 puppets
Types of Audio-Visual Aids
commonly used for teaching

3. Audio-recording Materials
 Recordings, radio, cassette tape/player,
CDs/player
4. Projected Materials
 Still projection
 Slides, transparencies, filmstrips, OH
projection, power point presentation
 Motion pictures
 Educational Television (E-TV)
Administration
 Defined as the organization, direction,
coordination, and control of human and
material resources to achieve desired
ends
 Its principal functions is to provide
optimum educational opportunities for all
children in school.
 Among these are: the school plant, equipment
and supplies, finance, curriculum, faculty, and
other support personnel
Functions of School Administration

1. Seeing that all school money is

economically expanded and
accounted for
2. Preparing the school budget
3. Selecting and purchasing school
sites
4. Planning, erecting, and equipping
the school buildings
Functions of School Administration
5. Operating the school plant and keeping
it in an excellent state of repair
6. Selecting, training, and supervising
teachers
7. Providing supplies and textbooks
8. Assisting in curriculum construction
9. Organizing an instructional program
10. Keeping the public informed of the
aims, accomplishments, and needs of the
schools
11. Keeping school records and accounts
Methods of Teaching
Warm-Up
 A new co-teacher of yours comes terribly ill and
could not teach her class. The principal is not in
the school as he is attending a whole day
meeting in another district. You will:
a. Tell her to go home and dismiss her class
b. Combine her class to your class
c. Refer the matter to the teacher in charge of
the school whenever the principal is out
d. Ask the assistant principal to teach her
class
Answer:

 A new co-teacher of yours comes terribly ill and

could not teach her class. The principal is not in
the school as he is attending a whole day
meeting in another district. You will:
a. Tell her to go home and dismiss her class
b. Combine her class to your class
c. Refer the matter to the teacher
in charge of the school
whenever the principal is out
d. Ask the assistant principal to teach her class
Warm-Up
 Of the following, which do you think
is the most difficult situation to
face?
a. How to provide for individual
differences
b. How to find supplementary materials
c. What to do with a problem learner
d. How to interpret test data
Answer:
 Of the following, which do you think
is the most difficult situation to
face?
a. How to provide for individual
differences
b. How to find supplementary materials
c. What to do with a problem learner
d. How to interpret test data
Warm-Up
 Logically, a teacher delegates some of her
responsibilities to the whole class. He has an
attendance monitor, pupils in charge of
distributing and collecting materials. The
teacher is good in:
a. Classroom management
b. Application of theories
c. Development of values
d. Instructional planning
Answer:
 Logically, a teacher delegates some of her
responsibilities to the whole class. He has an
attendance monitor, pupils in charge of
distributing and collecting materials. The
teacher is good in:
a. Classroom management
b. Application of theories
c. Development of values
d. Instructional planning
Warm-Up
 In teaching characteristics of a
thing, which of the following
method is most appropriate?
a. Discussion
b. Research
c. Observation
d. Lecture
Answer:
 In teaching characteristics of a
thing, which of the following
method is most appropriate?
a. Discussion
b. Research
c. Observation
d. Lecture
Motivation
 Stands for “impulse”, rationale, or
driving force

 Is simply one’s reason or purpose

for undertaking an activity

 Could originate from the inner self

or from external forces
Kinds of Motivation

1. Intrinsic Motivation
 Also known as internal motivation
 It originates from the student’s inner
self
 Examples:
 To be the most popular
 To be the torch bearer
 To be declared the best athlete
 To be a dean’s lister
Kinds of Motivation
2. Extrinsic Motivation
 Originates from the learning
environment
 Includes some forms of incentives
intended to arouse and sustain interest
in a learning activity
 As a result, the student may work
harder or behave better

 Examples:
 Rewards, recognition, prizes, etc.
High or Positive Motivation
 A highly motivated student is observed
to do the following:
 Asks questions during a discussion
 Facial expression shows intently listening and
observing what is happening in a demonstration
 Smiles and nods to show confirmation
 Curiously goes around the room to look for more
materials
 Persists in solving problem until reaching a solution
 Does extra work beyond regular hours
 Reads more references to gain more information
 Actively participates in class discussions
Low or Negative Motivation
 A poorly motivated student is observed to be any of
the following:
 Inattentive with a blank look

 Homework or assignments left undone

 Seems bored or uninterested

 Seldom participates in investigation lessons

 Unable to work by himself

 Not time conscious, hence wastes time

 Depends on classmates for lesson conclusions

 Does not listen, instead distracts others

 Low performance in tests and other

assessments
Motivational Strategies
1. Make the students aware of their own
progress
2. Vary teaching strategies
3. Let your sense of humor work in
every lesson. They will look forward
to a fun-filled lesson.
4. Arouse their curiosity.
5. Plan lessons which will need
audiovisual gadgets, tools, and
materials
Motivational Strategies
6. Assist students in solving personal
problems or simple physical inabilities by
suggesting creative solutions.
7. Use educational games occasionally to
break the monotony of a straight quiet
learning task.
8. Pick a statement currently being quoted
on television or radio that has bearing on
the topic you are explaining.
Motivational Strategies
9. Vary the activity and the procedures
planned for the day’s lesson.
10. Announce a reward in any form for those
who can complete the learning activity fast
enough but with quality.
11. Role-playing, simulation games and
dramatizations are teaching strategies that
cater to their imagination and ambitions.
12. Write brief praises or words of approval for
written work when you return.
Motivational Strategies

13. Videotape a special presentation,

debate, or a musical piece
14. Once in a while, teach a topic from
the newspapers.
15. Be an enthusiastic teacher and
show you are interested and
enjoying what you are doing.
Techniques of Questioning

Questions
 Set the mind working

 Refers to eliciting of a verbal response

 Research has shown that for every 40-

minute classroom discussion, about
86% are in the form of questions asked
by both teachers and students
Purposes of Questioning
1. To motivate
 Do you like to know some interesting habits
of birds?
2. To instruct
 How does a volcano develop its steep slope?
3. To evaluate
 Summing up, what factors are responsible
for the upward movement of water in
stems?
Kinds of Questions
1. Soliciting – asking for information
Example: How many guests were there?

2. Directing – proposing course of action to

take, guiding, or redirecting thinking,
suggesting alternative
Example: Why don’t you combine red
and blue to make it colorful?
Kinds of Questions
3. Responding – doing something called
for
Example: Shall I put out the light at
the first whistle?

4. Evaluating – agreeing or not,

expressing satisfaction, assessing
Example: Did you enjoy listening to
her song?
Kinds of Questions
5. Analytic questions – ask for definition of
terms, translations, or meanings of phrases
or statements
Example: What is a guitar? What is the
squareroot of 16?

6. Empirical questions – elicit responses

that are empirical statements
Example: If we raise the temperature to
100°c, what will happen?
Kinds of Questions
Valuative questions – elicit responses that are
value statements
Example: Who is your favorite teacher and
why?

8. Cognitive-Memory questions – elicit

responses needing simple productions of facts,
formula, or other items that are remembered
through recognition, rote memory, and
selective recall
Example: Who was the Fourth President of
the Philippines?
Kinds of Questions

9. Convergent questions – elicit

responses which involve the merging
of diverse data; ask for a
comparison, a contrast, or the
drawing of a conclusion, a summary,
a generalization based on a prior
data, or an explanation.
Example: Compare Teacher A and
Teacher B.
Kinds of Questions
10. Divergent questions – elicit responses wherein
the individual is free to generate independently his
own idea.
Example: What comes to mind when you think of
Internet?

11. Evaluating questions – deal with “matters of

judgment, value and choice, and is characterized by
its judgmental quality.
Example: What do you think of Andres Bonifacio as
a hero?
Questioning Techniques
1. The teacher must be clear about
the purpose of the questions she
asks.
2. Vary the type of questions asked
during an entire session.
3. Allow for sufficient wait-time to
give them time to think, especially
for high level questions.
4. Practice the students to answer
divergent questions.
Questioning Techniques

5. Ask questions at the right time.

6. Inject clues to assist weak or shy
students.
7. Consider individual abilities when
selecting the student who should
respond.
8. Be aware of your own style of
questioning.
Teaching
Approaches
Differences among Approach,
Methods/Strategies, and Techniques

Technique
Method/Strategy
Approach
Differences among Approach,
Methods/Strategies, and Techniques
 Approach
 Viewpoints of teaching
 Provides sound philosophy and orientation to the
whole process of teaching
 Specifies the major goal of teaching, the role of the
teacher, the expectations from students, the nature
of the teaching-learning process, and the kind of
evaluative techniques and suitable teaching
methods/strategies to be employed
 Methods
 Selection is based on a given approach
 Refers to an organized, orderly, systematic, and
well-planned procedure
 Technique
 Implementational and that which actually takes
place in a classroom
 May be in the form of small group discussion, panel
discussion, debate, brainstorming, resource
speakers, and others
Warm Up Activity
 The teacher asked her students to
predict daily weather every
morning. What approach best
describes this?
a. Inquiry c. Reflective
b. Process d.
Constructivism
Warm Up Activity
 The teacher asked her students to
predict daily weather every
morning. What approach best
describes this?
a. Inquiry c. Reflective
b. Process d.
Constructivism
Warm Up Activity
 Mr. Eva assigned his class to visit a
natural pond nearby. Then he asked
them to narrate freely about the
questions that the students asked
with one another. This is a learning
activity for:
a. Process c. Inquiry
b. Reflective b. Team Teaching
Warm Up Activity
 Mr. Eva assigned his class to visit a
natural pond nearby. Then he asked
them to narrate freely about the
questions that the students asked
with one another. This is a learning
activity for:
a. Process c. Inquiry
b. Reflective b. Team Teaching
Warm Up Activity
 Miss Santos made use of journal
writing as a strategy. The journal
entry includes description of a
learning event, its outcomes, value,
and causes of success or failure.
What approach describes this?
a. Experiential c. Reflective
b. Integrative d. Inquiry
Warm Up Activity
 Miss Santos made use of journal
writing as a strategy. The journal
entry includes description of a
learning event, its outcomes, value,
and causes of success or failure.
What approach describes this?
a. Experiential c. Reflective
b. Integrative d. Inquiry
Teaching Approach
 A procedure that employs a variety
of strategies to access better
understanding and effective
learning.

 A vehicle for the teacher to achieve

long-ranged lesson objectives
Process Approach
 May be defined as teaching in which
knowledge is used as a means to
develop students’ learning skills

 students are actively engaged in the

activities so the competencies
needed in the subject could
eventually be acquired by them.
The Processes

Basic Skills:

 Observing using the five senses

 Classifying, ordering, and organizing

 Measuring and estimating

The Processes

Higher skills:
 Inferring
 Predicting
 Controlling variables
 Formulating hypothesis
 Analyzing and interpreting data
 Drawing conclusion and generalization
Sample Lessons
1. Observing size, shape, color, and texture
of objects: listening, touching, tasting,
and smelling objects
2. Describing variation in shape of leaves,
color of flowers; comparing similarities
and differences of objects
3. Interpreting data recorded in graph,
tabulation diagrams, and illustrations
Inquiry Approach
 Assist children in finding answers to
their own questions, gathering data
and other evidences, and
formulating own conclusions.

 It is implemented through a step-

by-step procedure using the inquiry
processes
Inquiry Approach
 While the process approach
emphasizes the use of investigative
processes in finding answers to
problems, the inquiry approach
highlights the awakening of the
inquisitive nature of children.
Recommended Activities

1. Perform a silent demonstration in

front of the class. Allow students
to ask all kinds of questions. Then
call on other observers to answer.

2. Plan lessons that stress cause-

and-effect relationships.
Teacher’s Role
 Should serve as a guide, facilitator and
motivator, rather than an authority who
determines and dictates how a lesson
should be carried on throughout.

 Allow students to plan the data-gathering

procedure, the materials and tools to be
used and the report on the finished
product.
Constructivist Approach
 Is designed to enable children to learn by
constructing their own meanings based on
past experiences.

 It is anchored on the assumption that “the

absorption or assimilation of knowledge is
somewhat personal and therefore no two
learners can build up the same meaning out
of one situation.”
Teacher’s Roles
 Provides students with relevant experiences
from which they can construct their own
meaning
 Conducts dialogues, stimulating narrations
about events and instant recall of past
learning episodes with an end in view of
eliciting their own construction of meanings
 Uses recorded learning events and past
learning activities rather “fixed documents”
such as laws, theories, and principles.
Recommendations for Effective Use
 Plan learning activities that will call for
experimentations, simple researches
and independent studies. Encourage
the students to relate the new
information and findings to their past
knowledge.
 Provide a class atmosphere where
freedom of expression is encouraged.
Recommendations for Effective Use

 Allow students to plan their own

learning activities. They might want
to confirm their past learnings or
clear doubts about past lessons.
Reflective Teaching
 Enables the students to learn from
his/her own experience
 It involves a consistent effort in
enabling them to reflect on past
experiences.
 It is the evaluation or analysis of
ones experience that results in
learning.
Recommendations
 Use journal writing as a strategy.

 Encourage students to undergo self-

analysis.
 Examination of conscience

 Keep a portfolio.
Teacher’s Role
 Involve the students as early as the
planning stage in order to gain a
complete start-to-finish experience.

 Include a wide variety of real-life

situations in planning a lesson
episode.
Teacher’s Role
 Encourage students to keep a diary,
daybook or chronicle where they can
easily record the day’s important
happenings, shared ideas or surprising
events.

 He/She must likewise reflect on the

incidents, problems and issues that might
be brought about in the learning
environment.
Experiential Approach
 Essentially a way of acquiring
knowledge or skills through direct
experience.

 To experience an event means “to live

through”, to actually see, feel, or
encounter an incident or a certain
situation.
Integrative Approach
 Aims to teach “organized bodies of
knowledge.”

 While other approaches help students

discover information by themselves,
through self-directed investigations, this
model presents a comprehensive
collection of systematically arranged
knowledge such as facts, concepts, and
principles.
Team Teaching
 An approach that involves two or more
teachers who work cooperatively with the
same group of students for some period of
time.
 Teachers are formally organized as a team
which is duly recognized by the school
system. Each of these teachers has his own
definite responsibilities and area of
specialization.
 This is described also as a multidisciplinary
approach.
Recommended Topics and Teams
 Sports and recreation: a swimmer,
basketball coach, mountain climber, tennis
player
 Meal preparation: Home Economics and
Health Education expert
 Short stories: Author, newspaper columnist,
a poet.
 Community services: mayor, social worker,
labor groups
 Weather and climate: Weatherman, Physical
Science teacher, Health Education teacher
Modular Approach
 Modules are instructional materials
that have concretized the principle
of individual differences, allowing
each student to proceed at his own
pace
Time-Tested Methods
The Inductive Method
 Starts from the known to the
unknown
 From the specific to the general
 From the particular to the universal
 From simple to complex
 From the concrete to the abstract
Steps of the Inductive Method

1. Preparation
2. Presentation
3. Comparison and abstraction
4. Generalization
5. application
The Deductive Method
 Begins with the general to the
specific
 From complex to simple
 From the unknown to known
 From the abstract to the concrete
Steps of the Deductive Method

1. Introduction
2. Statement of a generality
3. Explanations of the general idea
4. Illustration
5. Evaluation
The Integrated Method
 Integration is the process or
practice of combining different
elements and presenting them as
one unifying whole
 Combining two subjects
 Across all the learning areas/subjects
The Lecture Method
 A teaching procedure for explaining
and clarifying a major idea
 It makes use of exposition which
may be a narration or a description
 Predominantly teacher-directed
 Aimed at providing needed
information
Steps of the Lecture Method

1. Preparation for the lecture

2. Introduction to the lecture
3. Giving the body of the lecture
4. Conclusion of the lecture
The Type-study Method
 An inductive procedure except that
only one case is studied
 Its steps are:
 Selection of the topic
 Apperception and motivation
 Statement of a typical case
 Study of details
 Comparing details
 Generalization
The Problem Method
 Gives direction to a discussion and
prevents wandering off from the topic
 Stimulates reflective thinking and
furnishes a guide for organizing ideas
 May be used in 2 ways:
 A whole unit of subject matter may be
presented as a problem; or
 Problem-solving may be one of the methods
utilized in a unit of work
Steps of the Problem Method
 Recognition and statement of the
problem originating in a difficult or
perplexing situation
 Statement of hypothesis –
inspection and proposal of solution
or solutions
 Critical evaluation of suggested
solution
 Verification of accepted solutions
The Project Method
 A project is a significant, practical
unit of activity of a problematic
nature, planned and carried to
completion by the student in a
natural manner, and involving the
use of physical materials to
complete the unit of experience
Types of Projects
1. Construction Project – the motive is
to do something
2. Employment Project – the motive is
participation in an activity that is
accompanied by enjoyment or
satisfaction
3. Problem Project – the motive is to
master some intellectual difficulties
which come from the learner himself
4. Learning Project – the inner drive is
toward acquisition of a skill or some
knowledge.
Steps of the Project Method

1. Purposing

2. Planning

3. Executing

4. Evaluating
Warm-Up Activity
 What might be done to create a
favorable teaching and
learning atmosphere in class?
a. Encourage participation in challenging but
achievable activities
b. Discourage questions and dissenting
opinions from students
c. Insist on quiet and focused attention at all
times
d. Allow students to do as they please
Warm-Up Activity
 What might be done to create a
favorable teaching and learning
atmosphere in class?
a. Encourage participation in challenging
but achievable activities
b. Discourage questions and dissenting
opinions from students
c. Insist on quiet and focused attention at all
times
d. Allow students to do as they please
Warm-Up Activity
 Checking the attendance of students is
one of the daily tasks of the teachers
that requires much time. In order to
maximize her time in the class, what
can the teacher do regarding checking
attendance?
a. Not call the roll everyday
b. Ask a student to check the attendance
c. Prepare a seat plan
d. Request for a log book
Warm-Up Activity
 Checking the attendance of students is
one of the daily tasks of the teachers
that requires much time. In order to
maximize her time in the class, what
can the teacher do regarding checking
attendance?
a. Not call the roll everyday
b. Ask a student to check the attendance
c. Prepare a seat plan
d. Request for a log book
Warm-Up Activity
 What should a teacher do if a
question is asked, which she, the
teacher cannot answer?
a. Ignore the question

b. Call another student to answer it

c. Assign the class to look for the

answer
d. Admit her lack of knowledge
Warm-Up Activity
 What should a teacher do if a
question is asked, which she, the
teacher cannot answer?
a. Ignore the question

b. Call another student to answer it

c. Assign the class to look for the

answer
d. Admit her lack of knowledge
Warm-Up Activity
 What should a teacher do if her
scheduled unit test conflicts with
the schedule of a required
practice session for a specific co-
curricular school activity?
a. Postponed the scheduled test to another
date
b. Negotiate with the teacher-in-charge to
excuse the students concerned
c. Ask the students to decide which one to
attend
d. Give a make-up test to the students
concerned
Warm-Up Activity
 What should a teacher do if her
scheduled unit test conflicts with
the schedule of a required
practice session for a specific co-
curricular school activity?
a. Postponed the scheduled test to another
date
b. Negotiate with the teacher-in-charge
to excuse the students concerned
c. Ask the students to decide which one to
attend
d. Give a make-up test to the students
concerned
The Laboratory Method
 A teaching procedure dealing with
firsthand experiences regarding
materials or facts obtained from
investigation or experimentation
 It has 2 types:
 Experimental
 Observational
Steps of the Laboratory Method

1. Introductory step for orientation

and motivation
2. Work period
3. Culminating activities
1. Reporting, presenting illustrative
materials, or exhibiting various
projects, etc.
The Demonstration Method
 Sometimes called the “imitative
method”
 Learning a skill is faster and more
effective when the students are
shown how the job is done by using
the actual tools, machines, and
materials they are expected to work
with on the job.
Steps of the Demonstration Method

1. Purposing
2. Planning
3. Demonstration proper
4. Executing
5. Evaluation
Techniques of Teaching
Examples:
1. Lecture Method
 Outlining technique
 Component technique
 Sequential technique
 Relevance technique
 Transitional technique

2. Discussion Method
 Small group discussion technique
 Socialized classroom discussion technique
 Direct instruction or classroom teaching technique
 Panel discussion technique
 Recitation technique
 Interview technique
Examples:
3. Reporting Method
 Unit or Morrisonian technique
 Individual and group reporting techniques
 Reading and story-telling techniques
 Schematic technique
 Symposium
4. Investigatory Method
 Laboratory technique
 Problem-solving technique
 Research technique
 Field study technique
 Experimenting technique
Examples:
5. Activity Method
 Project technique
 Field-trip technique
 Dramatization technique
 Role-playing technique
 Simulation technique
 Brainstorming technique
 Debate
6. Demonstration Method
 Teacher-directed
 Student-directed
 Teacher and student-directed
 Resource speaker
Examples:
7. Self-Pacing Method
 Programmed instruction, modules, kits,
correspondence course
 Mastery learning technique
8. Integrated Method
 Lecture-discussion
 Demonstration lecture
 Film showing discussion
 Reporting discussion
 Inductive-deductive
Examples:

9. Traditional Method
 Textbook technique
 Rote-learning technique
 Teacher’s full directed technique
 Memorization technique
Developing a Repertoire of
Techniques for
Effective Teaching
Recitation
 An Instructional activity in which
students respond to recall and
comprehension questions

 Used to check for understanding

Demonstration
 Teacher demonstration is a form of
input which relies on social learning
theory or modeling.

 Includes showing and explaining on

the part of the teacher and observing
and repeating on the part of the
students.
Demonstration
 Often used in teaching basic
academic skills, social behaviors,
psychomotor skills, and laboratory
processes.

 Could be performed by a student,

teacher, or an invited specialist.
 Pointers
1. Perform the activity before the actual demo
to make sure that the procedure will be
implemented successfully.
2. The ability of the demonstrator must be
considered beforehand.
3. To insure focused observation, guide
questions must be provided to avoid
attention to irrelevant changes.
4. If the required device is not available,
improvised tools and substitute materials
may be allowed but choice as to
effectiveness must be tried.
5. Demo could be rotated among individuals
or groups of 2 or 3.
Role Plays
 A form of student practice in which
students learn by doing rather than by
reading or listening.
 It is also a form of play.
 In role play, students enact present, past,
or fictional situations and explore actions,
values, and feelings.
 It can foster student expression, problem-
solving, and creativity.
Role Plays
 As a tool for developing social interaction
and problem-solving, role play may be
used in teaching students the following:
 How to communicate with another person
 How to listen to another person
 How to present one’s point of view in an
acceptable manner
 How to explore alternative solutions to a
conflict
 How to elicit from another person, disclosure
of views and feelings
 Role Plays
 As a tool to dramatize the curriculum,
role play can be used in enacting
historical or fictional events, thereby
bringing the subject matter closer to
the experiential world of the learners.
 Steps to implement a role play
effectively:
1. Explain the task.
2. Describe the roles to be played and
identify the players.
3. Allow time for the players to prepare
their interpretation and provide
assistance when needed.
4. Have students enact the role play.
5. Facilitate a discussion of the activity
and explore its implication.
Tutoring
 Another technique teachers employ
to get students to practice new
skills or competencies or to learn
new material.

 An instructional activity where

students teach their peers.
Purposes of Tutoring
1. To provide greater opportunities for
practice and feedback
2. To individualized instruction
3. To enhance student responsibility and
motivation
4. To maximize human resources in the
classroom
5. To foster a sense of caring and mutual
cooperation among the learners
Peer Tutoring
 An activity wherein two students of
similar age but differing abilities are
paired.

 It can be implemented during the

application or practice segment of a
lesson.
Steps in implementing Peer Tutoring

1. Match the students to each other.

2. Develop easy to follow instructions
and worksheets.
3. Prepare the tutors for their task
4. Evaluate progress in order to
continue with the next tutoring cycle.
 Types of Tutoring
 Instructional peer tutoring
 Older, brighter students coach the youngest ones.
 Monitorial tutoring
 The class is divided into groups of 4 and 5
members. Monitors are assigned to lead each
group.
 Pair tutoring
 Children of the same age, one better skilled than
the other, interest and help one another to pursue
the learning activity. They can read and discuss
together.
 Structural peer tutoring
 The assistance of trained tutors is required in
following instructions or definite procedures that
are provided in models and guides.
Reciprocal Tutoring
 Can take place during the
application or guided practice period
of the lesson and does not require
the training of tutors
 Students of comparable abilities are
divided into pairs and asked to help
each other practice the task the
teacher has just demonstrated or
presented.
 Lecture
 An oral presentation by an expert
 Resorted to in tackling a special topic, hence
the need for an expert on the content.
 May be presented not only by the teacher, a
new expert is always welcomed, especially
one who is presumed to be more
knowledgeable, impressive, and with a
convincing personality.
 Prepared handouts are given at the end.
Cooperative Learning
 Works well with groups or teams wherein
members help one another to achieve a
desired outcome
 The interactions within the group is
influenced by the members themselves.
 Promotes maximal generations and
exchange of ideas, thus influencing one
another.
 Promotes tolerance and respect for other
people’s points of view
 Exhibits less competitive behavior compared
to whole class teaching procedures
 Techniques to be used
1. Student Teams Achievement Division
(STAD)
 The teacher gives new information to students
for a week.
 The class is divided into four or five-member
teams.
 Each member try to learn the materials and then
help each other master the materials through
tutoring, testing one another or carrying on
group discussions.
 Individually, students take weekly quizzes on the
academic materials.
 The team with the highest scores and the
member with the high improvement scores are
recognized.
 Techniques to be used
2. Think-Pair-Share
 Thinking Phase
 The teacher poses a question about the
lesson. Students spend time thinking of the
answer alone.
 Pairing Phase
 Each student pairs with another and discuss
the answer together. This leads to sharing
of ideas.
 Sharing Phase
 The teacher asks the pair to share their
answers with the whole class.
 Techniques to be used
3. Buzz Groups
 Groups of 3-6 members discuss all their ideas
about a topic. Then a recorder summarizes the
ideas arrived at to the class.
4. Group investigation
 Groups of 5 or 6 members are formed. They are
involved in planning the topics they like to
investigate together with the procedure they
have to follow.
 They pursue in-depth study of sub-topics and
conduct an analysis of the information
obtained.
 Then the conclusion is reported to the class.
 Techniques to be used
5. Jigsaw
 The students are assigned to 5 or 6-member
study teams.
 Then, a topic is presented to them and each is
responsible for a portion.
 Members from different teams with the same
topic meet together to study and help each other
learn their own topic.
 Then each returns to their home team and
discusses with the members what they have
learned.
 After discussions, each member takes a quiz.
Team scores are obtained and the high scoring
team and each member are recognized
Field Studies
 An out-of-the-classroom activity
intended to present concepts in the
most realistic manner
 Often referred to as a field trip,
educational excursion, study tour,
or nature trek
 Basically takes the students to a
place, “where the action is”
 Pointers
1. Set the objectives.
2. Guide them in what materials to
prepare for the trip that could assist
them in gathering specimens,
recording data or taking down notes
from interviews and lectures of
experts in the places to be visited.
3. Have the students evaluate the
activity and their learning
experiences after the study/trip.
 Simulation games
 Simulation
 An imitation of a real process or concept
 Game
 Stands for any contest among players
under some rules for an objective.
 Simulation game
 Refers to a combination of simulation and
a game wherein people assume the roles
of decision-makers who compete for
certain objectives according to some
rules.
Sociodrama
 An excellent device to make
students gain “emphatic awareness”
of situations involving conflict.
 Refers to a “group problem-solving
of real life situations through
spontaneous enactment followed by
guided discussion.
 Panels, Symposia,
Round Tables and Forums

1. The teacher has to carefully orient the

students on the procedures to be observed.
2. After the formal portion of the discussion,
there has to be an open discussion or a
Q&A portion.
3. Require students to take down notes on the
formal presentation and discussion.
4. Ask students to summarize the major
points and different positions.
5. Ask students to assess the accuracy and
logic of the arguments of the panelists.
Debate
 There is a formal question to be
debated
 There has to be 2 teams of
debaters, one to argue for the
resolution and one to argue against
it
 There should be a formal procedure
for debating the issue.
Different Lessons of Teaching
 Appreciation Lesson
 Application Lesson
 Development Lesson
 Drill Lesson
 Supervised Study Lesson
 Review Lesson
Appreciation Lesson
 It is designed to instruct the class to
understand, appreciate, and enjoy
something.
 In order to appreciate something,
one must understand to enjoy.
 Appreciation is a combination of
understanding and enjoyment
Application Lesson
 It gives the learners the opportunity
to relate, express, and apply what
they have learned.

 After arriving at the generalization,

it is important to apply it for further
analysis and verification.
Development Lesson
 A type of something to be learned
in which a new idea is presented
and developed.

 It may be a concept, a principle, a

theory, a skill, or a generalization.
Drill Lesson
 Drills are helpful in developing and
mastering/learning a skill, a
concept, or a task

 Its steps are:

 Motivation
 Focalization
 Repetition of concepts and attention
Supervised Study Lesson

 Its primary objective is to teach

learners how to study a given
subject effectively under the
direction and guidance of the
teacher
Review Lesson
 This is used in presenting a new view of
old facts and concepts in a broader
perspective or setting that results in new
meanings, associations, and relationships
 Steps:
 Preparation
 Review proper where varied activities are
taken up
 application of new concepts to new learning
situations
Teaching Tools & Resources
Audio-Visual Aids
 Instructional devices which involve
the use of the sense of sight and
hearing
 Raise learning from verbalism to
true understanding
 Make learning interesting and vivid
 Can be invaluable in promoting
motivation and retention
 Selecting the Audio-Visual Material
 Suitability
 Visibility
 Clearness
 Level of understanding
 Ease of presentation
 Availability of the material
Planning to Use the Materials
1. Spelling out the objective of the material
will best serve;
2. Noting down the important terms or
ideas presented in the audio-visual
material;
3. Identifying words and ideas that may
cause difficulty among the students; and
4. Planning the introduction, presentation,
and follow-up of the audio-visual
material
Using the Chalkboard

 Serves as a visual aid to enhance

verbal communication
 Guidelines in Using Chalkboard
1. Start each class with a clean board.
2. Use colored chalk to highlight essential points.
3. Print or write on the board neatly, clearly, and in
orderly manner beginning at the far left.
4. Print instructions on the board rather than giving
them orally. Maintain a personal supply of chalk
and an eraser.
5. Learn to write on the board without
6. having to entirely turn your back to students.
7. When a lot of materials have to be written on the
board, do it before class and cover it.
Visual and Display Materials
 Include bulletin boards, charts,
graphs, realia, flip charts, magnetic
boards, pictures, and posters
Guidelines in Using Bulletin Boards
 Take time to plan the colors of the board
and the captions of materials to be
displayed.
 Use imagination to make the board
attractive.
 Make the bulletin board simple,
emphasizing one main idea, concept,
topic, or theme.
 Make the bulletin board a medium for the
enrichment or extension of learning.
Guidelines in Using Charts, Posters,
and Graphs

 Involve students in finding information,

planning how to represent it, and making
the chart or poster.
 Extend assistance to students when
making graphs to ensure proportionality.
 Involve students in designing flip charts,
a series of charts or posters that may
include graphs to illustrate certain points
or a series of related points.
Projected and Recorded Instructional Aids

 Projected – those that require

electricity to project images onto
screens.
 OHP, LCD Screen, Filmstrips, Movies, PPT

 Recorded – those that require sound

 CDs, cassette/CD player/recorder
 Instructional Television
 Should have a 21 to 24-inch screen and front
directional speakers
 Should be placed so that each student has an
unobstructed line of sight.
 The screen should not be more than 30 feet
away from the students.
 Should be about 5 and ½ feet from the floor
 The room should be kept lighted so that the
students can see and take down notes.
 No glare should reflect from the screen.
 The sound should come from directional
speakers.
 Students should have adequate space for
writing.
Printed Materials
 Books (paperback books,
workbooks, textbooks, etc)
 Pamphlets
 Magazines
 Brochures
 Newspapers, periodicals, and
duplicated materials
Guideline in using Printed Materials
 Appropriateness of the material both in
content and reading level
 Cost of paperback books for the students to
read primary sources
 Assorted workbooks that emphasize thinking
and problem-solving rather than rote
memorization
 Pamphlets, brochures, and other duplicated
materials that students can read for specific
information and viewpoints about particular
topics
 Articles in newspapers, magazines, and
periodicals related to the subject students
will be studying
The Computer and Computer Programs
 Can be used to help manage the instruction
by obtaining information, storing, and
preparing test materials, maintaining
attendance and grade records, and preparing
programs to aid in the academic
development of individual students.
(Computer-Managed Instruction or CMI)

 Can be used for course instruction, with the

use of various instructional software
programs. (Computer-Assisted Instruction or
CAI)
 Guidelines in Using the Computer

 Look for ones that are colorful,

interesting, and animated.
 Look for ones that can be controlled for
rate of pacing by the student user.
 Look for ones that interact with
videodisc to create a multimedia
learning environment that capitalizes on
the features of both instructional
television and computer-assisted
instruction.
 The Community as a Resource
 Possible field trip locations
 Resource people who could serve as
guest speakers or mentors
 Community groups
 Local businesses
 Industries
 Agencies
 Thank You
for listening