Teaching and Learning Principles with Instructional Planning

1. 1. A REVIEW ON THE PRINCIPLES A. Principles of Learning B. Principles of

Teaching
2. 2. Principles of Learning What is LEARNING? Learning is the one of the
important psychological process that determines human behavior. Learning
is the process of accumulating knowledge, skills and attitudes. Learning may
be through training, experience, reading, observation, discussions, etc.
Learning is a continues process Learning is also an important source of
motivation, stimulation and job satisfaction
3. 3. Principles of Learning General principles of learning 1) Readiness 2)
Exercise 3) Effect 4) Primacy 5) Recency 6) Intensity 7) Requirement 8)
Freedom
4. 4. READINESS Readiness implies a degree of concentration and eagerness.
Individuals learn best when they are physically, mentally, and emotionally
ready to learn, and do not learn well if they see no reason for learning.
Getting students ready to learn, creating interest by showing the value of the
subject matter, and providing continuous mental or physical challenge, is
usually the instructors responsibility.
5. 5. EXERCISE The principle of exercise states that those things most often
repeated are best remembered. It is the basis of drill and practice. It has been
proven that students learn best and retain information longer when they have
meaningful practice and repetition. The key here is that the practice must be
meaningful. It is clear that practice leads to improvement only when it is
followed by positive feedback.
6. 6. EFFECT The principle of effect is based on the emotional reaction of the
student. It has a direct relationship to motivation. The principle of effect is
that learning is strengthened when accompanied by a pleasant or satisfying
feeling, and that learning is weakened when associated with an unpleasant
feeling. Thus, every learning experience should contain elements that leave
the student with some good feelings.
7. 7. PRIMACY The state of being first, often creates a strong, almost
unshakable, impression. Things learned first create a strong impression in the
mind that is difficult to erase. For the instructor, this means that what is
taught must be right the first time. For example, a student learns a faulty
technique, the instructor will have a difficult task correcting bad habits and
re teaching correct ones. The student's first experience should be positive,
functional, and lay the foundation for all that is to follow.

8. 8. RECENCY The principle of recency states that things most recently learned
are best remembered. Conversely, the further a student is removed time-wise
from a new fact or understanding, the more difficult it is to remember. For
example, it is fairly easy to recall a telephone number dialed a few minutes
ago, but it is usually impossible to recall a new number dialed last week.
9. 9. INTENSITY The principle of intensity implies that a student will learn more
from the real thing than from a substitute. For example, a student can get
more understanding and appreciation of a movie by watching it than by
reading the script. Likewise, a student is likely to gain greater understanding
of tasks by performing them rather than merely reading about them.
10.10. REQUIREMENT The law of requirement states that "we must have
something to obtain or do something." It can be ability, skill, instrument or
anything that may help us to learn or gain something. For example, if you
want to draw a person, you need to have the materials with which to draw,
and you must know how to draw a point, a line, and a figure and so on until
you reach your goal, which is to draw a person.
11.11. FREEDOM The principle of freedom states that things freely learned are
best learned. The further a student is coerced, the more difficult is for him to
learn, assimilate and implement what is learned. Compulsion and coercion
are antithetical to personal growth. Since learning is an active process,
students must have freedom: freedom of choice, freedom of action, freedom
to bear the results of actionthese are the three great freedoms that
constitute personal responsibility. If no freedom is granted, students may
have little interest in learning.
12.12. TEACHING PRINCIPLES They are guides to make teaching and learning
effective, wholesome and meaningful. Webster says a principle is a
comprehensive law or doctrine which an accepted or professed rule of action
or conduct is derived. Latin word princeps- which means the beginning or
the end of all facts, circumstances or state of affairs.
13.13. TEACHING PRINCIPLES taken from:
http://www.cmu.edu/teaching/principles/teaching.html Teaching is a complex,
multifaceted activity, often requiring us as instructors to juggle multiple tasks
and goals simultaneously and flexibly.
14.14. TEACHING PRINCIPLES Effective teaching involves acquiring relevant
knowledge about students and using that knowledge to inform our course
design and classroom teaching. When we teach, we do not just teach the
content, we teach students the content.
15.15. TEACHING PRINCIPLES Effective teaching involves aligning the three
major components of instruction: learning objectives, assessments, and

instructional activities. Taking the time to do this upfront saves time in the
end and leads to a better course.
16.16. TEACHING PRINCIPLES Effective teaching involves articulating explicit
expectations regarding learning objectives and policies. Students
expectations may not match ours. Thus, being clear about our expectations
and communicating them explicitly helps students learn more and perform
better. Articulating our learning objectives gives students a clear target to
aim for and enables them to monitor their progress along the way.
17.17. TEACHING PRINCIPLES Effective teaching involves prioritizing the
knowledge and skills we choose to focus on. Coverage is the enemy. Too
many topics work against student learning, so it is necessary to make
decisions sometimes difficult ones about what will and will not be included
in a course.
18.18. TEACHING PRINCIPLES Effective teaching involves recognizing and
overcoming our expert blind spots. The students are different from their
teachers! As experts, teachers tend to access and apply knowledge
automatically and unconsciously, and so often skip or combine critical steps
when teaching. Students, on the other hand, dont yet have sufficient
background and experience to make these leaps and can become confused,
draw incorrect conclusions, or fail to develop important skills. They need
instructors to break tasks into component steps, explain connections
explicitly, and model processes in detail.
19.19. TEACHING PRINCIPLES Effective teaching involves adopting appropriate
teaching roles to support our learning goals. The roles we assume as
instructors are critical in guiding students thinking and behavior.
20.20. TEACHING PRINCIPLES Effective teaching involves progressively refining
our courses based on reflection and feedback. Teaching requires adapting. We
need to continually reflect on our teaching and be ready to make changes
when appropriate (e.g., something is not working, we want to try something
new, the student population has changed, or there are emerging issues in our
fields).
21.21. INSTRUCTIONAL PLANNING Commonly known as LESSON PLANNING - a
guide for teachers in presenting the lessons systematically A written
instructional plan is an antidote to aimlessness.
22.22. LESSON PLAN TYPES Yearly instructional plan for Basic Education 1.
Philippine Elementary Learning Competencies (PELCs) 2. Philippine Secondary
Learning Competencies (PSLCs) For tertiary level, it is called as course
syllabus other term for this is the course plan or course of study.

23.23. LESSON PLANNING Lesson plans could be done weekly or daily.

Elements of a Lesson Plan a. Objective b. Topic or subject matter c. Materials
d. Procedure or lesson development a. Evaluation b. Assignment
24.24. Elements of a Lesson Plan Objectives It maybe a statement or question
in nature. Like , to explain the causes of the thinning down of the ozone
layer. Maybe converted into, e.g. what are the causes of the thinning
down of the ozone layer?
25.25. Elements of a Lesson Plan Topic or SubjectMatter Main course of the
lesson The center of the discussion
26.26. Elements of a Lesson Plan Materials Instructional materials and media
make the abstract lessons concrete
27.27. Elements of a Lesson Plan Procedure Five Major Elements Motivation
Teaching procedure (use of pivotal questions) Formative check (evaluation
or assessment) Student participation Closure
28.28. Elements of a Lesson Plan Homework or Assignment They are the
synapse strengtheners They enforce the retention of concepts. It will
serve as the preparation for the next lesson.