Introduction to Principles of Teaching

1. PRINCIPLES OF TEACHING I & 2
KEY CONCEPTS
The learner and the teacher are the
key players in a learning
environment

2. The Learner
• The learner is an embodied spirit.
He is neither body nor spirit.
• The learner has the power to see,
hear, touch, smell and taste,
perceive, imagine, retain, recall,
recognize past mental acts, conceive
ideas, make judgment, reason out,
feel and choose.

3. Learners differ in their abilities,
aptitudes, interests, home
background, values and attitudes.
The differences among learners
become accentuated with the
integration of children with special
needs and children from indigenous
peoples (IP) group in the classroom.

4. The teacher
The professional teacher is the “licensed
professional who possesse dignity and
reputation with high moral values as well
as technical and professional
competence… s/he adheres to, observes,
and practices a set of ethical and moral
principles, standards and values.”

5. To facilitate learning, a teacher must:
• Be an expert in her/his subject and
skilled in the science and art of
teaching;
• Have a pleasing personality and a
model of values;
• Have passion for teaching sense of
humor, patience and enthusiasm

6. The Learning Environment
….. consists of the physical, as well as the
psychological environment, that
surrounds the learner and that influences
his/her learning.
….. that is clean, orderly, well-ventilated,
well-lighted, spacious that allow
movements, and free from unnecessary
distractors is conducive to learning.

7. PRINCIPLES OF LEARNING
“ The ability to learn is the most significant
activity of man.”
The process of learning is primarily controlled by
the learner and not by the teacher.
Students more readily internalize and implement
concepts and ideas which are relevant to their
needs and problems.

8. Activity
Recall your experience with
teacher . What in their
personalities helped you make you
learn? Which one did not help you
learn at all? Share your reflection
with your partner.

9. • Learning (behavioral change) is a
consequence of experience.
• Cooperative approaches as enabling.
• Behavioral change requires time and
patience.
• Learning is sometimes a painful process.
Behavioral change often calls for giving
up the old and comfortable ways of
believing , thinking, and valuing.

10. • In a day and age when so much emphasis is
being placed upon instructional media, books,
and speakers as resources for learning, we
tend to overlook the richest source of all – the
learner himself.
• People are feeling as well as thinking beings
and when their feelings and thoughts are in
harmony learning is maximized.
• Each person has his own unique styles of
learning and solving problems. These styles
may be effective or ineffective.

11. MANAGEMENT OF INSTRUCTION
Guiding Principles in Determining and
Formulating Learning Objectives
1. “Begin with and end in mind” – begin our
lesson with a clearly defined lesson objective.
2. Share lesson objective with students – make
your students won the lesson objective.
3. Lesson objectives must integrate objectives
in the cognitive, psychomotor and affective
domains for a wholistic lesson.

12. 4. Lessons objective must be connected to our
student’s life experiences.
5. Lesson objective must be flow from the aims of
education embodied in the Phil. Constitution
and the vision-mission statements of the
educational institution of which you are a part.
6. Aim at the development of critical and creative
thinking.
7. For accountability of learning, lesson objectives
must be SMART.
(Specific, Measureable, Attainable, Result-oriented & Relevant,
Time-bound & Terminal)

13. Selection and Organization of Content
“There are dull teachers, dull textbooks, dull films,
but no dull subjects.”
Guiding Principles:
1. Teach content that:
• is aligned with the goals and objectives of basic
education curriculum.
• responds to the needs of the learner
• Includes cognitive skill and affective elements
• fully and deeply covers the essentials to avoid
the “mile-wide-and-inch-deep” impression.

14. 1. Validity
2. Significance
3. Balance
4. Self-sufficiency
5. Interest
6. Utility
7. Feasibility

15. • Teach the content that is of use to the
learners; that is viable and feasible.
• Facts are basic in the structure of cognitive
subject matter. But content must go beyond
facts.
• Working out a process of conceptual
understanding means teaching and learning
beyond facts. This can be done by the use of
the thematic or the integrated approach.
• Subject matter content integrates the
cognitive, skill and affective components.

16. • The cognitive content includes facts, concepts,
principles, hypotheses, theories and laws.
• The skill component dwells on thinking skills
and manipulative skills.
Thinking skills include:
1. Divergent thinking
2. Convergent
3. Problem solving
4. Metaphoric thinking
5. Critical thinking
6. Creative thinking

17. Divergent thinking includes:
• Fluent thinking
• Flexible thinking
• Original thinking
• Elaborative thinking
Problem solving includes either:
• Algorithmic or
• Heuristic strategy

18. Critical thinking comes in varied forms:
• Verbal reasoning
• Argument analysis
• Hypothesis testing
• Decision making
For creative thinking we must develop:
awareness, curiosity, imagination, fluency,
flexibility, originality, elaboration and
perseverance

19. The affective component is concerned with
values and attitudes. When we teach values,
we connect facts, skills and concepts to the
life of students.
Values can be taught. They are both taught and
caught.