1. OVERVIEW OF THE TEACHING AND
LEARNING PROCESS

2. INTRODUCTION
Instruction is a crucial factor in the
teaching-learning process. For that matter,
the teacher assumes the responsibility of
bringing out the best in the individual
transformation in the different phases of
his development.

3. I. IMPORTANCE OF HUMAN GROWTH,
DEVELOPMENT, AND LEARNING
* LIFE is changing process.
* Human development is the scientific study of the
quantitative and qualitative ways.
*Growth is often referred to as quantitative change.
*Quantitative change are changes in the number or
amount of something, such as height, weight or size of
vocabulary.
*Development or qualitative change refers to the increase
in skills and complexity of function resulting in increase
specialization.

4. * Development is progressive series of changes that
occur as a result of maturation and experience.
TWO PROCESSES IN DEVELOPMENT
1. Growth or Evolution
2. Atrophy or Involution
* The distinction between quantitative and qualitative
change can be seen in the area of memory
development.
* Maturation generally refers to a natural process of
growing up ascribe to heredity.

5. ASPECTS OF DEVELOPMENT
1. Physical Development
Changes in the body, brain, sensory, capacity,
and motor skills are all part of physical development,
and they exert a major influence on both intellect and
personality.
2. Intellectual Development
Changes in a wide variety of mental abilities
such as learning, memory, reasoning, thinking, and
facility with language are aspects of intellectual
development.

6. 3.Personality and Social Development
Personality is the unique way in which each
person deals with the world, expresses emotions, and
get along with others, and social development is that
which affects both the physical and cognitive aspects of
functioning.
4. Moral Development
This is to cause to become gradually aware of
the distinction between right or wrong.
5. Spiritual Development
This is an evolved refinement of thought and
feeling; of the spirit or soul as distinguished from the
body or material matters.

7. II. RESEARCH METHOD
Researchers in different branches of the physical
and social sciences use different methods.
Developmentalists use a variety of non-
experimental and experimental research methods and
designs for data collection when they observe people,
either going about their daily lives or in special, planned
situations.

8. 1. NON-EXPERIMENTAL METHODS
a )Case Studies
-- studies of a single case, or individual life.
b ) Naturalistic Observations
-- researchers observe and record people’s
behavior in their real-life settings.
c ) Clinical Studies
-- combines observation with flexible
individualized questioning.
-- differs from naturalistic observation
-- tailor-made for each person

9. d ) Interview Method
-- people are asked directly to state their
attitudes or opinions or to relate aspects of their life
histories.
-- problem with relying on interviews alone for
information is that the memory and accuracy of
interviewees are often faulty.
e ) Correlational Studies
-- show the direction and magnitude of a
relationship between variables.

10. 2. EXPERIMENTAL METHODS
-- a rigorously controlled procedure in which
the investigator (the experimenter) manipulates
variables to determine how one affects another.
TO CONDUCT AN EXPERIMENT:
TWO TYPES OF GROUPS OF SUBJECTS ARE
NEEDED:
 One or more experimental group
 One or more control groups

11. TYPES OF EXPERIMENTS
1. Laboratory Experiments
The subject is brought into a laboratory
setting and is subjected to conditions that are under
the experimenter’s control.
2. Field Experiments
The experimenters introduce a change in a
setting familiar to the subject.
3. Natural Experiments
compares people who have been accidentally
divided into separate groups by circumstances of life.

12. METHODS OF DATA COLLECTION
 Cross-Sectional Studies
provides information about differences in behavior
among different age groups, rather than changes with
age in the same person.
 Longitudinal Studies
provides a picture of the process of development,
rather than of its status at any given time.
 Sequential Studies
people in a cross-sectional sample are tested more
than once and the results are analyzed to determine the
differences that show up over time for the different
groups of subjects.

13. THE DEVELOPMENT OF
THE LEARNER

14. INTRODUCTION
Development of the learner undergoes a
complicated process, a pattern of growth that is
unique in every individual. It is imperative that a
thorough understanding of the principles of
development must be considered to effect a
successful transformation of the learner.

15. I. PRINCIPLES OF GROWTH AND
DEVELOPMENT
 Normative Sequence
 Differentiation and Integration
 Developmental Direction
 Optimal Tendency
 Development
 Early Foundations are critical
 All individuals are different
 Each phase of development has characteristic behavior
 Each phase of development has hazards

16.  Development is aided by stimulation
 Growth is unique
 There are social expectations for every
stage of development
 The various aspects of development are
integrated

17. IMPLICATIONS
 It helps us to know what to expect and when to
expect it. Otherwise, there would be a tendency to
expect too much or too little of the child at a given
time.
 It gives the adult information as to when to
stimulate and not to stimulate the child.
 It makes possible for parents, teachers, and others
who work with children to prepare the child ahead of
time for the changes that will take place in his body,
his interests, or his behavior.

18. PRICIPLES OF MATURATION
1. Principle of Directionality
-Development governed by maturation has a
clear direction.
2. Principle of functional asymmetry
-Humans have a tendency to develop
asymmetrically.
3. Principle of self-regulating fluctuation
-development does not proceed a the same
even pace along all fronts simultaneously.