San Carlos College

Module 1

Name: _JONA P. ROSARIO_____ Date: _July 31,2020___

CRITERIA OF GOOD TEACHING,

AND CRITERIA OF GOOD LEARNING

Learning Objectives:

At the end of the lesson, the graduate students should have:

1. Discovered the interrelationship between and among aims of education, aims of all
educational institutions, and aims of college teaching;
2. Exposure to the criteria that make college teaching effective; and
3. Recognize the importance of effective college teaching in the realization of the aims
of education.

I. Reading: The Nature of the Aims of Education

The goal principles of teaching and learning refer to the aims of education. Other terms
for which are generally used for aims are objectives, goals, purposes, and results. Aims of
education may be either philosophical or psychological. The philosophical aims are based on the
cultural heritage, social mores, and philosophy of government. These aims emanate from the
ideal of society. They are kinds of goals of education which consists of changes in the way
people look at things. Philosophical aims are sometimes referred to as the ultimate aims of
education which the whole school system is expected to achieve…. Philosophical aims represent
legal requirements to be achieved by all schools, colleges, and universities in this country.

The other type refers to the psychological aims of education which are found in the
different courses of study in the elementary and secondary schools, colleges, and universities.
They are based on the nature and growth of the students in terms of knowledge, habits, skills,
abilities, and attitudes. Psychological aims have to do with personal qualities, attitudes, and
skills of social interaction necessary for participation in democratic society. Psychological aims of
education are sometimes referred to as the immediate objectives of education. Psychological
aims are more specific and they can be accomplished in a shorter period of time, may be a day
or a week. These, too, are considered goals of specialization.
Educational aims cannot be determined apart from the purpose of society which
maintains the college. The purpose of any society is determined by the life value which the
people prize. As a nation we have been striving always for the values which constitute the
democratic way of life. The democratic way of life must be experienced by an individual as he
begins his training through the elementary school, the secondary school and college or
university, or other forms of adult education. It follows, therefore, that the chief aims of
education in the Philippines should be to preserve, promote, and refine the way of life in which
we as a people believe.

In the Philippines, all colleges and universities include in their catalogue the statement
of purposes or aims set in their charters. It can be said that the catalogue is probably the best
source of stated purposes of a modern college or university in this country. Aims of higher
education, like other social phenomena, develop and change. In their nature the aims of many
modern colleges and universities have changed from a concentration upon the purely academic
to a concentration upon the personal and social --- that is, from the needs of the future
scholars to the needs of the future citizens, or from specialization to general education. In other
words, general education is made the basis of specialization.

II. Aims of All Educational Institutions

The aims of all educational institutions are provide for under the 1987 Philippine
Constitution, Article XIV, Section 3(2):
1. To inculcate patriotism and nationalism;
2. To foster love of humanity, respect for human rights;
3. To appreciate the role of national heroes in the historical development of the
country;
4. To teach the rights and duties of citizenship;
5. To strengthen ethical and spiritual values;
6. To develop moral character and personal discipline;
7. To encourage critical and creative thinking;
8. To broaden scientific and technological knowledge; and
9. To promote vocational efficiency.

Activity 1
Research on the Aims of Educational Institutions under the Education Act of 1982 (B.P. Blg.
232) and under the Manual of Regulations for Private Higher Education (MORPHE). List these
aims using the table below:
Aims of Educational Institutions
(Education Act of 1982 & MORPHE)
Aims under the B.P. Blg. 232 MORPHE
 To incalculate love of country  To develop his potential as a human
 To teach the duties of citizenship being
 To develop moral character, personal  To enhance the quality of citizen
discipline participation in the basic functions of
 To broaden scientific and society
technological knowledge  Promote in each student a sense of
 To promote vocational efficiency. national identity,cultural
consciousness, moral integrity and
spiritual vigor.
 To train the nation’s human resources
In the required skills for national
development,
 To instill and foster the appropriate
and relevant attitudes, skills and
knowledge to enable each individual
to become a useful, productive,
globally competitive, and gainfully
employed member of the society.
 To develop and maintain the integrity
of the professions and disciplines that
will provide leadership for the nation.
 To advance the frontiers of
knowledge through research work,
and apply the technology gained for
improving the quality of human life
and responding effectively to
changing societal needs and
conditions.
Activity 2
Create/Draw a framework how tripocalized education system works in the Philippines.

III. Criteria of Good Teaching

It is interesting to note that all the major criticisms of college teaching have to do with
the need for more effective teaching and learning. To make college teaching effective, the
following criteria of good teaching are presented for consideration:

1. Teaching is good when it is based on the psychology of learning.

2. Teaching is good when it is well planned, and a good instructor has a well thought-out
plan in advance.
 3. Teaching is good when the learner is made conscious of the aims or goals to be
accomplished.
4. Teaching is good when it is made psychological rather than logical.
5. Teaching is good when it provides varied experiences or situations that will insure
understanding.
6. Teaching is good when it utilizes the primary laws of learning-readiness, exercise, and
effect.
7. Teaching is good when it utilizes the past experience of the students in the process.
8. Teaching is good when the learner is stimulated to think and to reason.
9. Teaching is good if it is governed by democratic principle.
10. Teaching is good when there is humor that evokes laughter in the classroom.
11. Teaching is good when evaluation is made an integral part of the learning process.
12. Teaching is good when the method used is supplemented by other methods and
instructional devices.
13. Teaching is good when it offers opportunity to the students to be creative.
14. Teaching is good when drill or review is made an integral part of the teaching process.

IV. Criteria of Good Learning

For the same purpose of making teaching effective, the following learning principles are
formulated for consideration:

1. Learning is good when it utilizes the theory of self-activity.

2. Learning is good when the learner has a motive for learning.
3. Learning is good when it utilizes the laws of learning.
4. Learning is good when it provides experiences or situations that will insure
understanding.
5. Learning is good when it utilizes the principle of transfer.
6. Learning is good when it has provision for individual differences.
7. Learning is good when it utilizes the principle of integration.
8. Learning is good when it utilizes group process.
9. Learning is good when many senses are utilized in the process.
10. Learning is good when it is governed by democratic principles.
11. Learning is good when it has provision for evaluation.
12. Learning is good when both the instructor and the students are in a happy state of
mind.
13. Learning is good when it is based on the accepted well-integrated educational theory
and practice.
14. Learning is good when it is considered a process rather than a goal.

Activity 3
Select five (5) criteria of good teaching and explain/discuss each briefly.

1. Teaching is good when it provides varied experiences or situations that will

insure understanding. __________
A learner can easily understand a lesson if you will give an example of your personal
experience, if you share your own experience in a given situation that they can relate on it. Or
you can also let them share their own experience or situation and let them give their own
opinion on it. So by that, learner can relate to the lesson. You can also catch up the interest of
the students especially if your experience is true and touch their heart.
 2. Teaching is good when it utilizes the past experience of the students in the
process.

If you are teaching and you let your pupils share their past experiences related to the topic or
lesson, they easily understand it and all of them will participate especially if that experiences
they shared are memorable to them. You let their past experience connect to the new lesson.
Ask them to share what they experience on it. Because if you utilize the past experience of the
learners in your lesson, they can relate and they will cooperate and participate.

3. Teaching is good when evaluation is made an integral part of the learning

process.

We all know that evaluation is important to learning process. Evaluation helps teachers to
discover the needs of the pupils. Because using evaluation, you will determine what lesson or
part of the lesson your pupils did not understand. By that also teachers will determine what
should need to improve on her/his teaching and learning process and teaching practice. You
can also determine if the teaching instruction is effective. Evaluation also stimulates students
to study.

4. Teaching is good when the method used is supplemented by other methods and
instructional devices.

We are now in 21st century and learners in 21st century is knowledgeable and expose in the
use of technology. So, in this generation using technology as instructional materials in
teaching is known and helpful in teaching and learning process. Use of other supplemented
methods in teaching also give pleasant and nicely to your lesson. Don’t just use only one
strategies, resource materials and techniques in teaching because you are not encouraging
your students to study hard. The use of technology in the classroom has simply given
education a new lease of life allowing us to approach old ideas in new ways.

5. Teaching is good when it offers opportunity to the students to be creative.

Creativity is one of the four C’s in 21 st century. These four skills are essential for modern
students to succeed in school and the workplace. Students can learn how to be creative by
solving problems, creating systems, or just trying something they haven’t tried before. If you
give your students an opportunity to be creative, their talents or skills can be enhanced. It
develops their critical thinking. As a student learns about their creativity, they also learn how
to express it in healthy and productive ways.

Activity 4
Select five (5) criteria of good learning and explain/discuss each briefly.
1. __ Learning is good when it utilizes the laws of learning ____________

Laws of learning are the law of Readiness, Law of Exercise, Law of Effect, law of Primacy,
Law of recency, intensity. These laws have a great help in making the teaching effective. By
 following this laws, you can help your students retain more of what you need them to
learn. Utilizing this laws in teaching, learning of students will be valuable. They won’t
forget what you have teach to them and their experience from your teaching becomes
relevant lasting and useful to them. Example, if you know the law of readiness you
know how to motivate your students and you know if they are already ready because
learning can only take place when a student is  ready to learn.  When students feel
ready, they learn more effectively and with greater satisfaction than when not ready .

2. Learning is good when the learner has a motive for learning. ___________

Doing something without motive is non sense. Like in education, if you teach without motive,
it useless and if the students go to school or studying without motive, it’s also useless
because they just want to go to school to play? To have money? To buy toys? There is no
reason for them to learn. There is no learning. Teachers and parents recognize the power of
motivation in enhancing learning outcomes and helping students to achieve their best at
school. A motivated student might do his or her homework without being asked to, go above
and beyond the requirements of assignments and participate in classroom discussions
without being prompted. More importantly, he or she may be abler to view a poor exam
result as a learning opportunity instead of as an academic failure. So, learning will be good
when the learner has a motive for learning and when the teacher motivate the learner to
study hard.

3. Learning is good when it has provision for individual differences. _____________

Within any given classroom at any particular grade level, a teacher will understand that their
students come from diverse backgrounds and will have unique, personal and individual
differences. Subsequently, each and every student may learn new knowledge differently and
this naturally, will affect how they perform in the classroom. Understanding learner
differences can be an overwhelming and daunting task, but it is extremely essential, so as to
ensure that all students have opportunities to be successful. Students have different levels of
motivation, attitudes, and responses to specific classroom environments and instructional
practices. The more thoroughly educators understand these difference among the
students that they are teaching, the better the chance students have in learning what is
being taught. Three categories that have been shown to have important implications for
teaching and learning are the differences in students’ learning styles (Learner Preferences),
approaches to learning (Student Interest), and intellectual development levels (Student
Readiness).

4. __ Learning is good when it utilizes group process _______________________

Learning is good when it utilizes group process. Group work can be an effective method to
motivate students, encourage active learning, and develop key critical-thinking,
communication, and decision-making skills. But without careful planning and facilitation,
group work can frustrate students and instructors and feel like a waste of time. Make the
 task challenging. Consider giving a relatively easy task early in the term to arouse students’
interest in group work and encourage their progress. In most cases collaborative exercises
should be stimulating and challenging.

5. _Learning is good when it utilizes the theory of self-activity ____________________

Learning is good when it utilizes the theory of self-activity. Self-activity, Froebel stressed that
the child should be given full freedom to carry out his activities. The growth of the child is
directed by inner force in the child. Self-activity of the mind is the first law of kindergarten.
The instructions steadily go on from the simple to the complex, from the concrete to the
abstract, so well adapted to the child and his needs. He goes as easily to his learning as to
his play.
The following points should be noted regarding activity: it should not be vague, it should be a
controlled activity, social atmosphere is essential in order to secure meaningful results. self-
activity may take the form either of work or of play. Theory of self-activity is same through
with Experiential learning, a process of learning through experience. Using experiential
learning, Students can better grasp concepts, Students have the opportunity to be more
creative, Students have the opportunity to reflect, Students’ mistakes become valuable
experiences and Teachers often observe improved attitudes toward learning.