PREFACE
Teaching as a profession has been universally recognized and accepted as a science and an art. Throughout the ages, it has been practiced by professionals in the field of education as such. A more serious look at its effects on the population being taught, points to a greater emphasis on the methodologies and various ways of imparting knowledge to the young. They search for the facts and information through natural explorations and systematic inquires that lead to inductive and deductive reasoning. So much attention and discussions have been given to the ways of teaching rather than the personal dimensions that facilitate learning. The tremendous influence of the values and attitudes that affect the absorption and assimilation of ideas is relegated to the sides. The qualities and traits of teachers that create the emotional and intellectual climate conducive to learning are not given due recognition. This compilation was written with a strong belief and conviction that teaching is more of an art than a science. As an art it highlights the human-to-human nature of the teaching process. As a science the thoughts and actions about teaching adhere to logical step-by-step procedures which may not easily carried on if the more facilitative attributes of teachers are not elicited to open the gates towards learning.
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INTRODUCTION
Teaching, in traditional usage, simply means giving instruction. The act of teaching is akin to tutoring or training. It is interchangeably used to mean educating as schooling. Some use the term pedagogy. Teaching as a profession assumes different meanings and definitions depending on the practitioner‟s ultimate goal. Pursued as a lifetime lifetime career, some take it as a solemn vow to offer enduring love and care for the betterment of the country‟s youth. Some are impassioned to share their acquired knowledge and developed skills to equip the citizenry towards literacy and enlightenment. Aimed at molding children‟s minds and hearts, teachin g is pursued as a lifetime career with passion. Others are moved by compelling life plan to guide the learning, growth and advancement of children who are entrusted to their tutelage. Still others accept it as the best means of livelihood leading to a comfortable lifestyle and economic growth. Those with a strong sense of nationalism feel duty bound to develop, through their teaching, love of country, civic mindedness and respect for their fellow men. For s long as teaching is identified as ones chosen, vocation or profession, all endeavors in terms of time, effort and unwavering dedication are guaranteed to bring forth the fruition of their dreams and aspirations, definitely a self-fulfilling and a crowning lifetime achievement to cherish. In the end, successful teaching develops a characteristic culture of a caring-and-sharing outlook and a passion for learning about life and the world.
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Modes of Instruction
Theory of Instruction
Jerome Bruner, another psychologist who supports cognitive theories of learning, is more emphatic than Ausubel in terms of the developmental aspects of learning and its implications for teacher.
An Understanding of Bruner’s Theory of Instruction depends on an understanding of three related matters:
a. Modes of Learning b. Functions of Categorization c. Principles of Instruction
Modes of Learning
Three modes of learning are:
1. Enactive 2. Iconic 3. Symbolic
Enactive Mode of Learning – is a way of learning by doing, by acting, by imitating and manipulating objects. This is the ode most often used by young children.
Iconic Mode of Learning – involves the use of image or pictures. This mode becomes
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Symbolic Mode of Learning – is nearly synonymous with learning through the use of the written and spoken word.
Functions of Categorization
Categorization can be defined as a process of organizing and integrating information with other information that has been learned earlier.
Five disadvantages of being able to classify events in terms of conceptual categories (according to Bruner, 1956)
1. 2. 3. 4. 5.
Classification helps to simplify the environment Classification helps us find similarities Classification eliminates the needs for constant relearning Classification allows eliciting a given behavior under many different conditions. Classification improves our ability to relate object and events.
Principles of Instruction
Burner‟s theory of instruction is characterized by four major principles related re lated to motivation, structure, sequence and reinforcement. Principles of motivation – motivation – emphasizes that learning depends on the learner‟s state or readiness or predisposition towards learning. Principles of Structure – stresses that learning can be increased by selecting modes of instruction that fit the learner‟s level level of cognitive development and level of understanding.
Principles of Sequence – states that the ordering of content influence the ease where the learning takes place.
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Evaluating Lesson Is where the teacher evaluates if the learner had learned through giving test or participation.
1. 2. 3. 4. 5. 6.
Levels of Learning Outcomes Knowledge – Knowledge – This This refers to the acquisition of facts, concepts and theories. Comprehension – Comprehension – refers refers to the same concept as understanding of facts and principles, interpretation of materials. Application – Application – refers refers to the transfer of knowledge from one field of study to another or from one concept to another concept in the same discipline. Analysis – Analysis – refers refers to the breaking down of concept or idea into its components and explaining the concept as composition of these concepts. Synthesis – Synthesis – refers refers to the opposite of analysis and entails putting together the components in order to summarize concept or principle. Evaluation – Evaluation – refers refers to the valuing and judgment or putting together the “worth” of a concept or principle.
Appropriate Assessment Tools and Techniques Two major issues to consider when choosing on Assessment tools. 1. Direct measure – measure – are are those in which the products of student work area evaluated in light of learning outcomes of the program. 2. Indirect measure – measure – are are not based directly on student academic work but rather on the perception of the student. Appropriate Assessment Techniques 1. Concept Test – Test – one one or more questions are presented during class involving key concepts, doing with several possible answers. 2. Mathematical Thinking – Thinking – are are designed to promote and assess thinking skills in mathematics, specially helping students recognize and solve problems that aren‟t identical to the one‟s they saw in the book. 3. Minute Test – Test – are are concise, written answer by students (individually or in groups).
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School Services A. Office of the Counseling and Guidance (OCG) (Human resources and Development Center) 1. Objectives a. Helps the pupils/students with the teacher‟s cooperation to develop his/her skills and talents to the fullest, thus become a productive citizen. b. Helps students/pupils have positive emotional and mental attitudes so as to develop a wholesome relationship and feeling towards others and to his/her own self. c. Provides pupils/students profession guidance and counseling to form sound and acceptable mental and social necessary for healthy development. d. Provides pupils/students the information and guidelines necessary for career choice. e. Assists the pupils/students in his/her Christian formation. 2. Services to Students a. Individual inventory services. b. Testing services. c. Counseling formation services. d. Follow – Follow – up up service through home visitation. e. Pear counseling training program. f. Services to school personnel. 1. for instructional staff Counseling and information services. 2. for the administration Information services Research and evaluation B. Library The library plays a vital role in helping students find materials to help them carry out assignment, task and researches. C. Medical/ Dental 1. Medical A school physician is available to attend student with minor ailments. 2. Dental A school dentist is available to give dental services to students with minor dental
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D. Office of the Cashier 1. Responsible for the collection of fees and payments from the students. 2. Dispose statement of account of students before every period of time. 3. Issues statement of account to students who want to avail of a scholarship from a company or prospective agent. E. Office of the Registrar 1. Serves as the repository of all students‟ records. 2. Determines admission/enrolment requirements. 3. Plans and executes registration procedure in coordination with proper school authorities. 4. Informs students of records deficiencies and enforce graduation requirements. 5. Makes request for transferees and as certain compliance thereof. 6. Attends to promote compliance of requests for permanent records (form 137), certification. Grades, eligibility to transfer, diplomas, annuals and other pertinent paper.
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Teaching Method Lardizabel, et.al (1991) state that the concept of method is probably as old as education itself. A. Inductive Method Induction is simply defined as the process of arriving at a given generalization. It starts from the known to unknown, from the specific to the general, from the particular to the universal, from the simple to the complex, and from the concrete to the abstract. 5 Steps of the Inductive Method
1. Preparation 2. Presentation 3. Comparison and Abstraction 4. Generalization 5. Application B. Deductive Method Is a process of starting with a generalization and arriving at a specific statement or conclusion namely; one which is not applicable to a class of the deductive method. Steps of the Deductive Method
1. Introduction 2. Statement of generality 3. Explanation of a general idea 4. Illustration 5. Evaluation C. Integrated Method Process or practice of combining different elements and presenting them as one unifying whole. 1. lecture – lecture – discussions discussions
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E. Type – Type – study study Method It is an inductive procedure except that they only one case is studied. Steps of the Type – Type – study study Method 1. Selection of the topic. 2. Apperception and Motivation 3. Statement of a typical case. 4. Study of details. 5. Comparing details. 6. Generalization F. Problem Method - gives direction to a discussion and prevents wandering off the topic. - it stimulates reflective, thinking and furnishes a guide for organizing ideas. Steps of the Problem Method 1. The selection of the subject matter to be studied. 2. Apperception and Motivation 3. The model or a typical case that will be studied of comparison. 4. Study of details. 5. Comparison of details and other characteristics with the model. 6. Generalization G. Project Method It is significance, 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 Project
1. Construction
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Steps of the Project Method 1. Purposing 2. Planning 3. Executing 4. Evaluating H. Laboratory Method Is a teaching procedure dealing with firsthand experiences regarding materials of facts obtained from investigation or experimentation. Types of Laboratory method
1. Experimental 2. Observational Steps in Laboratory method 1. Introduction step for orientation and motivation. 2. Work of period. 3. Culminating activities. I. Demonstration Method - Basically the showing method. - it is a learning method through imitation. - Sometimes called the imitative method. Steps in Demonstration Method
1. Purposing 2. Planning 3. Demonstration proper 4. Executing 5. Evaluation
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Steps in Unit Method
1. Exploration 2. Presentation 3. Assimilation 4. Organization 5. Recitation
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Approaches in Teaching Introduction Aside from personal and professional characteristics, the student teachers have to acquire mastery various teaching approaches, strategies and methods of teaching. – learning situation. A teaching profession is a term that indicates the nature of teaching – learning It indicates how teaching is to be conducted and how learning is to be acquired. It is also a procedure that employs a variety of strategies to access better understanding and effective learning. 1. Conceptual approach – approach – is the process of deriving ideas, rules, concepts, principles or generalizations from a given set related facts. (According to Garcia) – Garcia) – It is not a particular teaching method with specific steps to follow. – is a teaching approach that employs the scientific method 2. Problem Solving approach – is in searching information. This approach is used most often in science and mathematics classes. 5 Basis Steps of the Scientific Method Sensing and defining the problem. Formulating hypothesis.
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8. Active review – review – review review days are planned and organized to give enough time for students to prepare for the having of a review. 9. Hands – Hands – on on activities.
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Private Schools – also known as independent school or nonstate school, are not administered by Private school – also local, state or national agreement. Ex. Harvest Christian School International (HCSI) Located at Cebu City. Mission: Partnering with parents to aid them in their God given responsibility to “train up their child” in a Godly and responsible manner. Vision: HCSI strive to develop discerning individuals who are spiritually equipped, academically competitive and globally aware of any cultural differences. Goal: HCSI help parents with choices of meeting individual needs of each individual child in the way the parents‟ the parents‟ best see fit. Teaching method
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W – Official withdrawal from subject. D (5.0) – (5.0) – Dropped with failure due to violation attendance policies and prescribed procedures on withdrawal. Support to Student Learning – aims to complement the academic programs in the 1. Student Support Office – aims promotion of human and Christian Education of the gospel values. - Offer student related services aimed at developing the total personality of the student. 2. Campus Ministry Center – aims – aims to foster holistic development of the students giving them opportunity to share time, talent and treasure in service Christ as displayed through the school community and society. Students are provided with the opportunities for: a. Spiritual formation – through – through retreats and recollections (as per schedule) and paraliturgical services. b. Involvement in the Diocesan activities.
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Six Methods of Teaching Introduction Methods that matter agrees passionately that teaching does matter and that the methods teachers employ not only affect students achievement but also condition the quality of human relationships in the classroom and beyond. Teaching methods do matter with reference to the current national standards of teaching and learning in each of the main curriculum fields. So there are six key teaching methods or structures used by teachers who are reaching for new standards. 1. Integrative Units Asserts the importance of dissolving traditional subject matter boundaries and engaging students in broad, lifelike, interdisciplinary inquiries. Describe a continuum of thematic teaching that runs from common teacher created units on topics of perennial interest to students all the way to purely “negotiated” curriculum, curricul um, where students, questions become starting point for extended investigations that may or may not be “back mapped” to content area or mandates. mandates. 2. Small Group activities activities Teachers who are reaching for new standards must have ways of descent rating the classroom, making it smaller, enlisting students, peer, and teachers, forming a variety
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5. Authentic Experiences Successful teachers have ways of making school real. They open the classroom door both ways – ways – bringing bringing the world into the school and getting the kids out. 6. Reflective Assessment Teachers, who are reaching for new standards, systematically help students to become self – assessors. – assessors. They are helping them to learn to run their brains.
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Teaching Categories and Models of Teaching This study focuses on the use of and rated importance of four basic categories of teaching models provided by a large sample of Saskatchewan teachers. – are those which characterize the mission of 1. Information Processing Model – are education as a facilitation of cognitive development. 2. Personal Instruction Models - characterize the mission of education as one that assists people in developing their personal potential as human being. 3. Social Interaction Model - it is associated with the social interaction s which are focused on developing concepts and skills needed to work in group. 4. Behavioral Models – the – the focus of the methods associated with this category is on observable skills and behaviors.
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Discover Method – is a teaching technique that encourages students to take a more active role in Discover method – is their learning process by answering a series of questions or solving problems designed to introduce a general concept. Three principles guided Jerome Bruners Consideration should s hould be given to “experienced and contexts” There should be a spiral organization of the material forcing students to build upon previously acquired information. The instruction should facilitate extrapolation. Three levels of Guidance in Teaching
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Fieldtrip A. Fieldtrip It is a journey by a group of people to a place away from their normal environment. The purpose of the trip is usually observation for education and non – experimental – experimental research. Things to consider before having a Fieldtrip 1. Location. Select the location of class fieldtrips based on the topics covered in the classroom. 2. Making the connection. Creating a strong connection for the students between the fieldtrip and classroom study increases the educational value of the activity. 3. Extension activities. Plan classroom activities to extend the learning of the fieldtrips.
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3. Explain This phase of the 5E‟s helps the students e xplain the concepts they have been exploring. They have opportunities to verbalize their conceptual understanding or to demonstrate new skills or behaviors. 4. Elaborate This phase of the 5E‟s extends the students conceptual understanding or to demonstrate and allows them to practice skills and behaviors. Through new experiences, the learners develop deeper and broader understanding of major concepts, obtain more information about areas of Interest and refine their skills. 5. Evaluate This phase of 5E‟s encourages learners to assess their understanding a nd abilities and lets teachers evaluate students understanding of key concepts and skill development.
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The Ground Lund Instructional Model
Ground Lund (1974) views the instructional model as a systematic approach to the teaching – teaching – learning learning process and as a method of appraising and improving instruction. His
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Project Method Introduction According to traditional historiography, the project idea is a genuine product of the American Progressive education movement. The idea has thought to have originally been
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Instructional Instructional Objectives Lesson 1 – 1 – Introduction Introduction Using the Pre – Pre – reading reading strategy, students brainstorm ways in which the earth‟s surface can change. Ask students to share their responses and record them on the overhead, chalkboard
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Instructional Method
Madeline Hunter‟s Model Developed a teacher „‟decision – making – making model‟‟ for planning. Her model is called ITIP
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5. What independent practice will cement the learning? 6. Should the students be made aware of the lesson objectives and its value? 7. What anticipatory set will focus students on the objective?
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