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The answer you will give determine your success or failure in the
classroom. If your overriding motive is MONEY, you are in the wrong
profession.
Teaching has his own reward except money
If you insist on a teaching career with money as your main motive, I am
afraid you will find yourself miserable.
Do not pass on this misery to your pupils or students. Go elsewhere. Try
trading, real-state or even hair styling.
Or
Teaching Profession
the classroom.
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o As a Facilitator- the most important task of a teacher is to facilitate
learning among his pupils/students. All other tasks a teacher does
are parts of his sworn duties and responsibilities.
o As a guide Counselor: Every teacher should act as a guidance
teacher. While every school has a guidance counselor, that should
help pupils/students acquire insights and understanding, abilities,
attitudes, behavior and appreciation necessary to act intelligently
and effectively in dealing with problems of everyday life.
It’s rewards are many, except material.
is not a job.
It is mission to carry out.
Service is valued more than personal gain
We teachers, are called not only to instruct pupils (practice of the
profession demands intellectual activity) in our subject but to influence on
them.
To open the door to varied experience in life, to touch their hearts, to
inspire them to reach the highest peak of their goal in life and enable
their spirit to soar the height still unknown.
According to Adams: A teacher affect eternity; no one knows where his
influence stops.”
Never underestimate your power as a teacher. Never underestimate your
power to make a difference in the lives of your pupils.
For you to have that inner power, never stop studying, Never stop
learning. This is how you can keep that enthusiasm burning.
When your enthusiasm for your subject dies and your teaching dies, the
teacher in you also dies.
When the teacher in you dies, you will start hating your subject and
possibly, your students too. You will burn-out.
This is your profession. It feed on continuing professional education. This
is our calling. This is your mission, to be good influence on the young and
impressionable. It is very noble one.
Our pupils and their parents, your colleagues, your supervisors, you,
yourself, and God have their eyes/your conscience on how well you will
answer this calling or carry our your mission.
Fr. Joseph V. Landy, SJ, jotted down corridor conversation of students about
their mentors.
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Mr. Gonzales is the best teacher I’ve ever had. Knows Geography from A
to Z and keep the class hanging on every word. We’re almost sorry to hear the
bell ring.
I’m glad I have Miss Lim for history. I thought the period she was
covering would bore us to tears, but she has a way of making the driest
materials come to life.
Miss Santos was a real pill today. Sat at her desk and droned on and on
about the battles in ancient war. Didn’t say a thing our textbook doesn’t say
better. We all fell asleep.
There are factors of teaching that are considered in this complex human
endeavor
o Teacher role
o Teaching strategies and techniques, the goals and objective as
basis for teaching.
o The means to attain the desired objectives.
o The psychological foundations.
Teaching viewed in different perspective both an art and science
It is an art because it calls for the exercise of talent such as creativity and
resourcefulness to deal skillfully and promptly with new situation and
difficulties.
It is also science for it involves a systematic and organized systems of
procedure, strategies, techniques and mental skill in the attainment of
knowledge and information that will equip the learners for better quality
of life.
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Inferentially, whatever perspective of teaching people may have, there is
a common thread of agreement and its ultimate purpose is to direct and
facilitative learning.
Guide Question
1. Learners
2. Teachers
3. Conducive Learning Environment
Without one there could be no teaching, nor will there be learning of a
desired objective.
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Learners
Cognitive
1. Five senses
The more senses that are involved in learning, the more and the better
the learning.
Humans are intensely visual animals. The eye contains nearly 70% of the
body’s receptor and send millions of signals along the optic nerves to the
visual processing centers of the brain…We take in more information
visually than through any of the other senses (Wolf, 2001)
Contribution of senses to learning: Sight 75%, hearing 18%, touch 6%,
taste 3%, smell 3%.
2. Instinct
Come from the latin word instinctus which means impulse.
This means that the learners has a natural or inherent capacity or
tendency to respond to environmental stimuli such as danger signs for
survival or self-preservation.
This is manifested in his/her immediate tendency to flee in case of danger
or to fight when attacked or to rationalize to defend himself/herself when
his/her ego is hurt.
The teacher must teach and the learner to put his/her instinct under
control. If not, he/she will not be different from any brute that is bound
by its instinct and will be far from the becoming the human person who is
capable of understanding, reasoning, choice and self-control that he/she
is meant to become.
3. Imagination
The ability to form a mental image of something that is not perceived
through senses.
The ability of mind to build mental scenes, objects or events that do not
exist, are not present to have happened in the past.
The teaching learning process will be bare and dry without the use of
imagination. The creative power cannot be unleashed without the use of
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the imagination.
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The teacher must, therefore , help the learner to develop his/her power of
imagination by encouraging them to “think outside the box” to be
creative, to form new ideas and explore old ideas.
4. Memory
Retaining and recalling the past experience.
Do not encourage memorizing without understanding.
The teacher will do a favor when he/she does not bombard the learners
with too much information too rapidly and when he/she allocates time for
rehearsal/verbal repetition of lessons during classroom lessons.
5. Intellect
Forming ideas or concepts, reasoning out and making judgment.
Early concepts get modified and expanded as the child grows and
develops. There is so much concept formation that takes in every
teaching-learning process.
The intellect enables the learners to reason out and judge.
Reasoning includes analyzing and Judge is evaluating belong to
cognitive in Blooms cognitive taxonomy
Appetitive Faculties
1. Feeling and emotions
Emotions is the on/off switch for learning.
Positive feelings and emotions make the teaching-learning process an
exciting and a joyful, fruitful affair.
Negative feelings and emotions make the same process a burden and
affect the cognitive process of recalling, imagining, analyzing, reasoning,
judging and evaluating.
You scare learners and they perform poorly and don’t learn new
information well.
Anxiety is the enemy of memory.
The lesson that we learn and remembered most are those that have
struck us in one way or another.
2. Rational will
Guiding force and the main integrating force in his/her character.
The learners whose will is weak will easily succumbs to the bad
influence of his/her peer group even if his/her intellect tells him/her
not.
The focus of values education should be the strengthening of the will.
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Family and Ability
Cultural
Background Factors that
contribute to the Aptitude
differences
Attitude and among learners
Values
Interest
1. Ability
MULTIPLE INTELLIGENCE
__ Participating in debates.
Musician
Composer
Singer
Music Teacher
Conductor
5. Spatial Intelligence:
the ability to represent the spatial world internally in your mind -- the way
a sailor or airplane pilot navigates the large spatial world, or the way a
chess player or sculptor represents a more circumscribed spatial world.
Spatial intelligence can be used in the arts or in the sciences.
think in terms of physical space, as do architects and sailors. Very aware
of their environments. They like to draw, do jigsaw puzzles, read maps,
daydream. They can be taught through drawings, verbal and physical
imagery. Tools include models, graphics, charts, photographs, drawings,
3-D modeling, video, videoconferencing, television, multimedia, texts with
pictures/charts/graphs.
Spatial Intelligence (Picture Smart)
Description: Students strong in spatial intelligence think and process
information in pictures and images. They have excellent visual receptive
skills and excellent fine motor skills. Students with this intelligence use
their eyes and hands to make artistic or creatively designed projects. They
can build with Legos, read maps, and put together 1,000-piece jigsaw
puzzles.
Learning Activities and Project Ideas:
__ Taking photographs for assignments and classroom newsletters.
__ Taking photographs for the school yearbook, school newsletter, or
science assignments.
__ Using clay or play dough to make objects or represent concepts from
content-area lessons.
__ Using pictorial models such as flow charts, visual maps, Venn
diagrams, and timelines to connect new material to known information.
__ Taking notes using concept mapping, mind mapping, and clustering.
__ Using puppets to act out and reinforce concepts learned in class.
__ Using maps to study geographical locations discussed in class.
__ Illustrating poems for the class poetry book by drawing or using
computer software.
__ Using virtual-reality system software.
of sequentially, or in parts. The visual-spatial learner can easily see the big picture of
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The truth of education is that most of traditional schooling methods are based on
auditory-sequential instruction. This is unfortunate for visual-spatial students, who can
begin to feel "dumb" in a regular classroom. In actuality, visual-spatial children are
often highly gifted, but their classroom work may not adequately reflect their
intelligence. Or, commonly, V-S kids will have incredibly high grades in subjects that
appeal to their visual learning style, but might struggle to keep even passing grades in
subjects such as phonics and math computation, where visual skills are seldom
accessed.
They also suffer exceedingly under the drill and review method of teaching. While
continued practice and repetition is highly beneficial for auditory-sequential learners,
visual-spatial students find it to be completely unnecessary. Once a V-S learner has
mastered a concept, the learning is permanent, and does not need to be reviewed. Any
type of review that highlights a visual-spatial learner's mistakes can be especially
damaging to their self-esteem.
Although much of the traditional school environment is designed with the auditory-
sequential learner in mind, there are things that teachers or parents can do to make
learning more accessible for visual-spatial learners. The most obvious of these is the
copious use of visual aids in learning. Any auditory instruction needs to be accompanied
by something that the student can see with their eyes, or manipulate with their hands.
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Visual-spatial learners also usually grasp reading more easily if they are taught using
the sight, or whole-word method, rather than with phonics. Pre-tests are another good
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idea for V-S learners, so that you do not waste time teaching them what they already
have mastered. When possible, instead of writing out their work, allow them to
represent their learning in visual and creative ways. Creativity is key for a visual-spatial
learner.
The computer is an indispensible tool for a visual-spatial learner. Because their minds
work in pictures, translating those pictures into words, and then into individual letters
can be an arduous task. This task is made even more difficult when the V-S student
must form each of those letters on paper. The computer takes some of this pressure off
by allowing the keyboard to do some of the work. Visual-spatial learners also enjoy the
computer because of its visual impact. In fact, both the computer and the internet were
inventions by people who were very likely visual-spatial learners themselves!
Older students, still not reading fluently at their grade level, have the choice of having
their core lessons read aloud to them via a text-to-speech program with cartoon
character delivery. One of the most powerful features of the writing instruction in the
upper elementary/middle grades is the Odyssey Writer. This software includes such
visual writing tools as note-card creators, graphic organizers, and the ability to easily
insert images and links into their papers.
One of the biggest complaints about math in elementary schools is the "boredom
factor". Visual-spatial learners have a double struggle with math when information is
presented in sequential steps on a chalkboard and makes no connection to real life.
Time4Learning online math tackles this problem in several ways. First, we make math
instruction visual and engaging. Second, we include learning games that reinforce the
concepts taught. Third, we provide instructional content that illustrates how the ideas
are applied in real-life situations. (Read more about teaching math to visual
learners here.)
Traditional homeschool curricula are often designed much like classroom curricula, and
simply do not address the needs of visual-spatial learners. But these right-brained
learners take to the Time4Learning method almost immediately. They love the colorful
design, the interesting lessons, the interactive platform, and the multimedia format.
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They find themselves craving more, and, as parents, isn’t that exactly what we hope
for?
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Time4Learning has helped thousands of children. Help yours today. Signup for
Time4Learning and gain access to a variety of educational materials, which will engage
and challenge your child to succeed. Make Time4Learning a part of your educational
resource toolbox for teaching your unique visual-spatial learner.
Click for more information and demos. Or to ask other parents, click through to the
Time4Learning parent's forum.
Naturalistic Intelligence
Naturalistic is the most recent addition to Gardner’s theory 5 and has been met with
more resistance than his original seven intelligences. According to Gardner, individuals
who are high in this type of intelligence are more in tune with nature and are often
interested in nurturing, exploring the environment and learning about other species.
These individuals are said to be highly aware of even subtle changes to their
environments.
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Biologist
Conservationist
Gardener
Farmer
7. Intrapersonal Intelligence:
having an understanding of yourself; knowing who you are, what you can
do, what you want to do, how you react to things, which things to avoid,
and which things to gravitate toward. We are drawn to people who have
a good understanding of themselves. They tend to know what they can
and can't do, and to know where to go if they need help.
understanding one's own interests, goals. These learners tend to shy
away from others. They're in tune with their inner feelings; they have
wisdom, intuition and motivation, as well as a strong will, confidence and
opinions. They can be taught through independent study and
introspection. Tools include books, creative materials, diaries, privacy and
time. They are the most independent of the learners.
Intrapersonal Intelligence (Self Smart)
Description: People with a strong intrapersonal intelligence have a deep
awareness of their feelings, ideas, and goals. Students with this
intelligence usually need time alone to process and create.
__ Writing goals for the future and planning ways to achieve them.
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choice software.
__ Keeping journals or logs throughout the year.
Intrapersonal Intelligence:
Individuals who are strong in intrapersonal intelligence are good at being aware of their
own emotional states, feelings and motivations. They tend to enjoy self-reflection and
analysis, including day-dreaming, exploring relationships with others and assessing their
personal strengths.
Philosopher
Writer
Theorist
Scientist
8. Interpersonal Intelligence:
the ability to understand other people. It's an ability we all need, but is
especially important for teachers, clinicians, salespersons, or politicians --
anybody who deals with other people.
understanding, interacting with others. These students learn through
interaction. They have many friends, empathy for others, street smarts.
They can be taught through group activities, seminars, dialogues. Tools
include the telephone, audio conferencing, time and attention from the
instructor, video conferencing, writing, computer conferencing, E-mail.
Interpersonal (People Smart)
Description: Students strong in interpersonal intelligence have a natural
ability to interact with, relate to, and get along with others effectively.
They are good leaders. They use their insights about others to negotiate,
persuade, and obtain information. They like to interact with others and
usually have lots of friends.
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Interpersonal Intelligence
Those who have strong interpersonal intelligence are good understanding and
interacting with other people. These individuals are skilled at assessing the emotions,
motivations, desires and intentions of those around them.
Psychologist
Philosopher
Counselor
Sales person
Politician
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Learning Style (Dunn and Dunn Learning Style Model
(Designed and Developed by Dr. Rita Dunn and Dr. Kenneth)
Stimuli Elements
1. Environmental The environmental strand refers to these elements: lighting,
sound, temperature and seating arrangement. For example,
some people need to study in a cool and quite room, and
others cannot focus unless they have music playing and it is
warm (sound and temperature elements).
2. Emotional This strand includes the following elements: motivation,
persistence, responsibility, and structure. For example, some
people must complete a project before they start a new one,
and other work best on multiple tasks at the same time
(persistence elements)
3. Sociological The sociological strand represents elements related to how
individuals learn in association with other people: (a) alone or
with peers, (b) an authoritative adult or with a collegial
colleague, and (c) learning in a variety of ways or in routine
patterns. For example, a number of people need to work
alone when tackling a new and difficult subjects, while others
learn best when working with colleagues (learning alone or
with peers elements).
4. Physiological The elements in this strands are: perceptual (auditory, visual,
tactile, and kinesthetic), time-of-day energy levels, intake
(easting or not while studying) and mobility (sitting still or
moving around). For example, many people refer to
themselves as night owls or early birds because they function
best at night or in the morning (time-of-day elements).
5. Psychological The elements in this strand correspond to the following types
of psychological processing: hemispheric, impulsive or
reflective and global versus analytic. The hemisphere
elements refers to left and right processing modes; the
impulsive versus reflective style describes how some people
leap before thinking and others scrutinize the situation before
moving an inch.
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Teacher
Serve as the prime mover of the educational wheel while the learners are
the key participants in the learning process.
Is not only just a cog in the wheel he is the wheel in the total complex of
the educational system.
He is the central figure in the school system, not-withstanding the
pupils/students.
He can give flesh to the noble aspirations of pupils/students, translate into
commodity and transform values and attitudes into functional attributes.
Are expected to uphold the professional standard of the teaching
profession by manifesting a genuine enthusiasm and pride in their ceiling.
The most important variable in the educational environment.
One of the most rewarding of professions.
Teachers are models. What the pupils/students see, they emulate: Ex.
Punctuality.
Teacher are the best visual aids for the students to see, so teacher should
make it a point to be dressed neatly and appropriately.
Teacher who are dignified and well-mannered are appealing to the eyes of
the students.
Professional Attributes
Control of the knowledge base of teaching and learning and use of this
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View of learning to teach as a lifelong process and disposition and skills for
working towards improving his/her own teaching as well as improving schools.
The last attribute cited by Arends highlight sense of service as badge of the
professional teacher.
Dedication to the job of teaching is the true essence of professionalism.
Today we lament (Express sadness) over the fast disappearing breed of teacher
with a missionary spirit.
Personal Attribute
Outstanding Personal Qualities that never fails to win their flock are worth mentioning
1. Passion
Passion for teaching is a compelling fore that emerges from teachers’ love
for children.
It is passion for teaching that drives them to care for their students
corrected with appropriate reformative action.
2. Humor
4. Patience
5. Enthusiasm
6. Commitment
a. Has an overall yearly plan designed to meet school goals and objectives.
b. Uses effective lesson planning.
c. Is flexible
d. Helps the student learn to plan and evaluate.
e. Is receptive to new methods of educational experiences.
f. Provide for individual differences.
g. Employs knowledge of individual growth and development in the
classroom practices.
h. Employs knowledge of individual growth and development in the
classroom practices.
i. Utilize available community resources.
j. Shows skill and judgment in evaluating and recording student growth.
k. Modulates voice well for effective communication.
betterment.
11. Participating in professional conferences and meetings.
12. Establishing rapport with parents and with other members of the community
The Civil Service Rule XII, Section 6, enumerates the following grounds for disciplinary
action or any government officer, employee ad teacher and providing penalties as
provided by law.
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Principle of Teaching
what goals they would like to formulate, what issues they would like to
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Laws of Learning
1. Law of Effect
Learning is strengthened when accompanied by a pleasant or satisfying
feeling.
Learning is weakened when associated with an unpleasant feeling.
Learning takes an places properly when it results in satisfaction and the
learner derives pleasure out of it.
2. Laws of exercise
Things most often repeated are best remembered.
Students do not learn complex tasks in a single session.
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3. Law of readiness
Individual learn best when they are physically, mentally, and
emotionally ready to learn, and they do not learn well if they see no
reason for learning.
Law of Recency
Law of Intensity
The more intense the material taught, the more it is likely learned.
Law of Freedom
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Ten Principles of effective Teaching
1. Focus on the learner, by ensuring that teacher talk is less than pupil talk, giving
choices to learners over what to learn, giving choices to learners over how to
learn, giving learners responsibility for learning and personalizing lessons.
2. Provide a supportive learning environment, by creating a community of learners,
developing trust, mutual respect, risk-taking and exploration and addressing
affective concerns as well as academic ones.
3. Teach the whole class, by monitoring your action zone.
4. Provide structure and signposts, by making purposes of teaching clear, assigning
goal-directed activities.
5. Help learners find their own ways of learning by recognizing different learning
styles,(task-oriented student, dependent student.) by focusing on learning
strategies.
6. Use the book as a resource material by using it as a source book rather than a
course book through “SOARING” with the book i,e. supplement, omit, adapt, re-
organize and by not letting the textbook do the teaching.
7. Don’t follow your lesson plan too closely, by improvising around the plan rather
than teaching to the plan.
8. Don’t under-teach, by putting too much into the lesson and not building in take-
away items.
9. Know your principles, by reflecting on your beliefs, articulating your principles
and reviewing them, assessing priorities, strengths and weakness and discussing
them with others.
10. Teach reflectively, by monitoring your own teaching exploring what happens in
your own classroom, asking critical questions, such as
What kind of teacher I am?
Why do I teach this way?
What should I change about my teaching
Lesson Plan
your student’s work and come up with a grading system which pertains to
particular objectives earlier outlined. You can also implement quizzes on
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particular problems and concept to find out if the objectives have been
achieved.
Objectives
are the first step in writing lesson plan.
Without an objective, a lesson plan is meaningless. Your objectives
determine not only what your students will learn in your lesson, but how
they will demonstrate their mastery of the material.
Learning Objectives
Additionally, you will want to make sure that the lesson's objective fits in with your
district and/or state educational standards for your grade level.
By thinking clearly and thoroughly about the goals of your lesson, you will ensure that
you are making the most of your teaching time.
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Stems and Samples
analyze, recognize, compare, provide, list, etc. For a list of action verbs see below.
3. One you have a stem and a verb, determine the actual product, process,
or outcome:
After completing these lesson, the student will be able to recognize foreshadowing in
various works of literature.
Language Arts Examples After completing the lesson, the student will be able to:
generate ideas and plans for writing by using _____ (brainstorming, clustering,
etc.)
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develop a draft . . .
edit a draft for a specifi purpose such as _____ (word choice, etc.)
discuss the differences acnd similarities between the two main characters from
_____ and _____.
identify the definition of _____ (fables, fairy tales, etc.).
understand and be able to identify the traditional elements in _____ (fables, fairy
tales, etc.)
define the literary term _____.
re-tell in his/her own words _____.
summarize the plot of _____.
make inferences from the text . . .
demonstrate understanding by writing three facts about . . .
listen critically to interpret and evaluate . . .
represent textual information by _____ (drawing, painting, etc.)
recognize and list the literary devices found in _____.
state an opinion about _____, using examples from the text to support the
opinion
compare the experience of _____ (a character in a text) to his or her own life
list the primary plot details in _____ (a text, short story, novel, or drama)
compare and contrast three different versions of _____ (Cinderella, The Three
Little Pigs, etc.)
write a narrative version of _____, with appropriate plot characteristics of the
genre
compare excerpts of _____ (a novel) to first-hand accounts of _____ (the Civil
War, WWI, etc.)
describe _____ (Victorian, Elizabethan, etc.) attitudes toward _____ (a social
concern, a vice, a virtue, an event, etc.)
analyze _____ (a character's) desire to _____
list elements of _____ (a writer's) style in _____ (a text)
identify and trace the development of _____ literature from _____ to _____
define basic literary terms and apply them to _____ (a specific text or work)
produce an effective essay which details _____
produce an effective persuasive essay which takes a stand for/against _____
use the work of _____ as inspiration for a representative piece about _____
draw parallels between _____(a text) and _____ (a text)
explore the nature and implications of _____ (a vice, a virtue, a societal concern,
a characteristic, etc.)
explore allegory in various works of children's literature . . .
recite a poem (or excerpt of text) with fluency
use specific examples in _____ (a text) to illustrate an aspect of human behavior
compose a _____ (haiku, verse, rhyme, poem, etc.)
describe the traditional rules and conventions of _____ (haiku, the personal
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essay, etc.)
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demonstrate mastery in the study of _____ through cooperative learning and
research. . .
Math Examples After completing the lesson, the student will be able to:
Science Examples After completing the lesson, the student will be able to:
Cognitive Domain
The cognitive domain (Bloom, 1956) involves knowledge and the development of
intellectual skills. This includes the recall or recognition of specific facts, procedural
patterns, and concepts that serve in the development of intellectual abilities and
skills. There are six major categories, which are listed in order below, starting from
the simplest behavior to the most complex. The categories can be thought of as
degrees of difficulties. That is, the first ones must normally be mastered before the
next ones can take place.
SAMPLE SAMPLE
LEVEL DEFINITION
VERBS BEHAVIORS
Student recalls
or
The student will
recognizes
Write define
information,
List the 6 levels of
ideas, and
Label Bloom's
KNOWLEDGE principles
Name taxonomy of
in the
State the
approximate
Define cognitive
form in which
domain.
they
were learned.
Student Explain The student will
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and
psychomotor
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domains.
Student The student will
appraises, judge the
assesses, or Judge effective-
critiques Recommend ness of writing
EVALUATION
on a basis of Critique objectives
specific Justify using
standards and Bloom's
criteria. taxonomy.
Lorin Anderson, a former student of Bloom, and Krathwohl (2001) revised
Bloom's taxonomy to fit the more outcome-focused modern education objectives,
including 1) changing the names in the six categories from noun to verb forms,
and 2) slightly rearranging them the order of the highest two levels (Pohl, 2000)
compare and contrast. These four levels remain the same as Bloom et al.’s
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Students will explain the benefits of exercise to their physical, mental, and social
health. (Comprehension)
Students will label and describe the components of physical fitness. (Knowledge,
comprehension)
Students will explain and apply the benefits of exercise to one’s physical, mental,
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The affective domain (Krathwohl, Bloom, Masia, 1973) includes the manner in which we
deal with things emotionally, such as feelings, values, appreciation, enthusiasms,
motivations, and attitudes. The five major categories are listed from the simplest
behavior to the most complex:
stage in learning a complex skill. Learned computer. Repair a leaking faucet. Drive a
responses have become habitual and the car.
movements can be performed with some
confidence and proficiency. Key Words: assembles, calibrates,
constructs, dismantles, displays, fastens,
fixes, grinds, heats, manipulates,
measures, mends, mixes, organizes,
sketches.
developed skills.
composes, constructs, creates, designs,
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As mentioned earlier, the committee did not produce a compilation for the psychomotor
domain model, but others have. The one discussed above is by Simpson (1972). There
are two other popular versions:
Dave's (1975):
Harrow's (1972):
b. Significance
What we teach should respond to the needs and interest of the
learner, hence meaningful and significant.
c. Balance
Content includes not only facts but also concepts and values.
The use of the three-level approach ensures a balance of cognitive,
psychomotor and affective lesson contents.
A balanced content is something that is not too easy to bore the
above average student, neither not too difficult to turn off the
average.
It is something that challenges the student.
To observe the principle of balance, no topic must be extensively
discussed at the expense of other topics.
d. Self-sufficiency
Content fully covers the essential. Learning content is not mile-wide
and inch-deep. The essential are sufficiently covered and are
treated in depth.
This is a case of “less is more”.
e. Interest
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meaningful manner.
Here are some specific strategies that can help you develop
conceptual understanding in your students: (Ormrod, 2000)
(2) Skills
(a) Manipulative Skills- There are courses that are dominantly skilled oriented like
computer, Home Economics and Technology, Physical Education, Music and the
like. In the biloligical and Phyical Science manipulative skills such as focusing the
microscope, mounting specimens on the slide, operating simple machines ad
other scientific gadgets, mixing chemicals are also taught. What are other
manipulative skills that you can think of?
The learning of these manipulative skills begin with naïve manipulation and ends
up in expert and precise manipulation.
(b) Thinking Skills – These refer to the skills beyond recall and comprehension.
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They are skills concerned with the application of what was learned. (in problem-
solving or in real life) evaluation ad critical and creative thinking and synthesis.
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Divergent thinking: This include
1. Fluent thinking
2. Flexible thinking
3. Original Thinking
4. Elaborative Thinking
Classroom Management
MANAGEMENT OF TIME
For quality output within an allotted period, here are some suggestion.
1. Schedule all activities with corresponding time allotment way ahead of time.
Early preparation could avoid haste and confusion.
2. Provide enough time for everything you expect to happen.
3. Avoid rushing since you know you have carefully allotted required time for every
activity, Quality may suffer.
4. Anticipate difficulties or failure of some operation in order to be able to pursue
alternative actions.
5. Be flexible with time assignments. If students are observed to be so interested
and eager to continue working, allow a little more time for them to complete and
achieve the objectives with satisfaction.
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6. Set the example by showing that you are time conscious. They will develop the
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1. Depending on the students’ abilities and interest, teachers can implement group-
oriented methodologies such as:
Cooperative learning approach
Team learning
Peer tutoring
Group projects and collection
2. Teachers who are sensitive to possible misdirection of efforts and interaction fast
to switch form one techniques to another as the need arises.
3. Of prime importance are the teachers personal attributes such as:
Patience
Compassion
Concern and caring attitude
Respect and trust for others
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4. The teachers’ personalities are the “arms” that can either win or fail amidst a
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mischief.
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3. Dialogue can help in discovering problems and agreeing on mutually
beneficial solutions.
4. Focus attention on one who is unruly and is about to disturb the
neighbors. Lead them/her to a secluded area and nicely convince him/her
to be quit.
5. Award merits for good behavior and demerits for inconsistencies and
lapses.
6. A private one-on-one brief conference can lead to a better understanding
of mistakes that need to be remedied or improved.
7. Give students the freedom to express or explain agitated feelings and
misgiving rather than censure them right away.
1. Scolding and harsh words as a reprimand will have a negative effect on the
entire class.
2. Nagging and faulting, together with long “sermons” are repugnant and nasty.
3. Keeping students in a detention area during or after classes as penalty for
misbehavior is a waste of time and occasion for learning. The shameful
experience is not easy to forget.
4. Denying a student some privileges due to unnecessary hyperactivity can all the
more encourage repetitions.
5. Assignment of additional homework compared to the rest can make them dislike
the subject.
6. Use of ridicule or sarcasm could humiliate and embarrass a formentor.
7. Grades for academic achievement should not be affected due to misdemeanor.
How should the environment be structured for effective teaching and learning?
Furniture
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1. When is the right time we identify and explain specific rules and procedures
in our classrooms?
The first day of school will be most timely.
For elementary it is good to rehearse classroom procedures until they become
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routines.
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Reinforcing correct procedures and re-teaching an incorrect one will be of
great help.
1. What is motivation?
Is a driving force that impels one to react.
It is the inner urge that moves a person.
Energizes, direct and sustain behavior that ultimately leads to higher
achievement in the classroom
If the teacher is motivated students are also motivated to learn are observed
to be wide-eyed and are eager to be involved in any learning activity.
o Students are highly motivated and poorly motivated
1. How we know that the students have that kind of motivation
Highly Motivated
Poorly Motivated
1. Intrinsic Motivation
o Internal motivation
o Originates from the students inner selves or from factors inherent in
the tack being performed.
Example: students may engage in a learning activity because
they enjoy the activity or because they are convinced that what
they learn is important or is the right thing to do.
o Innate values and attitude possessed by the students.
2. Extrinsic Motivation
o External motivation
o Originated from the students’ learning environment or from factors
external to the students and unrelated to the task at hand.
o It takes the form of rewards or incentives or recognition.
Example: Are the trophy for the first placer in a contest, a trip
to Disney lad for a year-end grade, a certificate for being well-
behaved and a medal for winning in a debate.
Which group of motivated students is most likely to show the beneficial
effects of motivation?
1. Intrinsic
Students tackle assigned task willingly and are eager to
learn even without reward or an authority like the
teacher prod them.
Motivational Strategies
“ Children go to school as question marks and leave school as Periods” Neil Postman
1. Do you think the kind of question we ask determine the level of thinking of our
Students?
Yes the kind of question we ask determine the level of thinking we develop?
Example: Was the weight of liquid displaced exactly the same as the weight
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of the object immersed in it? Why id lightning seen before thunder is heard?
3. Creative Thinking
It probes into one’s originality
Example: How will you present the layer of the earth to your class?
Simulate the eruption of Mt. Mayon.
The question may ask for pupils’ own ideas or new ways of doing things?
Example: How can you demonstrate soil-less gardening?
4. Evaluating
Elicits responses that include judgment, value and choice. It also asks
personal opinions about an event, a policy or a person.
Example: Was your teacher’s slide presentation well done?
5. Productive thinking
Includes cognitive reasoning
Analyses facts, recognizes patterns or trends and invokes memory and recall.
Example: Why was our fourth Secretary of the Department of Agriculture
successful with the small landowners?
How can we apply the Law of Conservation of Energy?
6. Motivation
Before discussing the lesson, a number of question about the topic can serve
to arouse their interest and focus attention.
It attempts to put students in the right mood.
Example: Would you like to know how your favorite flower can remain fresh
longer?
Did you ever train a pet?
7. Instructing
The question asks for useful information
It directs, guide and advise on what and how to do an activity.
Example: What are the steps in performing an experiment?
Questioning Skills
Remember that the reaction ‘ that’s wrong’ can put off or embarrass a
learner. Be more tactful
Give a hint or break down the question if necessary, to guide the learner to
the correct response.
Explain the correct answer when the learners cannot arrive at it.
Initially ask easy question to enhance the student’s (particularly a slow one’s)
self confidence and to encourage active participation from everyone.
2. Give appropriate praise to high quality responses
In giving appropriate praises
Match praise to the level of difficulty of the question answered or to the
quality of the response given.
Vary acceptance reaction. As someone said, there are 99 was of saying
“okay”
Remember that slow/insecure learners need more praise than a fast confident
one. Be discreet, lest the faster ones think that praise is only for the slow
learners.
3. Follow up question
Remember that follow up question should logically relate to the preceding
question and/or the learners response.
Follow up question should ne characteristically develop mental and direct
towards a beter/deeper understanding of the topic being discussed.
Clearly stated, short follow-u question elicit better responses from the
students.
4. Redirecting question
Certain question deserve to be answered by more than one learner. Take
advantage to this opportunity to promote creative or divergent thinking.
Some students need a re-formulation of the question elicit better responses
from the students.
5. Following up students responses with related question
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