RESEARCH-BASED TEACHING AND

LEARNING IN THE 21ST CENTURY

PRINCIPLES OF TEACHING 2
 Principles of Teaching
for the 21st Century
(Donovan & Bransford, 2005)

1. Teachers must address and build upon

prior knowledge to promote student
learning.
2. Students must have factual and
conceptual knowledge.
3. Students learn more effectively when
they are aware of how they learn and
know how to monitor and reflect on their
own learning.
 The Nine Categories
of Instructional Strategies
(Marzano, 1998)

1. Setting objectives and providing feedback

2. Reinforcing effort and providing recognition
3. Cooperative learning
4. Cues, questions, and advance organizers
5. Non-linguistic representations
6. Summarizing and note taking
7. Assigning homework and providing practice
8. Identifying similarities and differences
9. Generating and testing hypotheses
Setting objectives and
providing feedback

 Provide students with a direction

for learning and information about
how well they are performing
relative to a particular learning
objective so they can improve
their performance
Reinforcing effort and
providing recognition

 Enhance students’ understanding

of the relationship between effort
and achievement by addressing
students’ attitudes and beliefs
about learning
 Provide students with abstract
tokens of recognition or praise for
their accomplishments related to
the attainment of a goal
Cooperative learning

 Provide students with opportunities

to interact with one another in
ways that enable their learning
Cues, questions, and
advance organizers

 Enhance students’ ability to

retrieve, use and organize what
they already know about a topic.
Non-linguistic
representations

 Enhance students’ ability to

represent and elaborate on
knowledge using mental images
Summarizing and note
taking

 Enhance students’ ability to

synthesize information and
organize it in a way that captures
the main ideas and supporting
details
Assigning homework and
providing practice

 Extend the learning opportunities

for students to practice, review,
and apply knowledge.
 Enhance students’ ability to reach
the expected level of proficiency
for a skill or process
Identifying Similarities and
Differences

 Enhance students’ understanding

of and ability to use knowledge by
engaging them in mental
processes that involve identifying
ways in which items are alike and
different
Generating and testing
hypotheses

 Enhance students’ understanding

of and ability to use knowledge by
engaging them in mental
processes that involve making and
testing hypotheses
 CREATING A HELPING HELPING
POSITIVE STUDENTS STUDENTS
ENVIRONMENT DEVELOP EXTEND AND
FOR LEARNING UNDERSTANDING APPLY
KNOWLEDGE
CREATING A POSITIVE
ENVIRONMENT FOR LEARNING

1. Settingobjectives and
providing feedback
2. Reinforcing effort and
providing recognition
3. Cooperative learning
Setting objectives

 Set learning objectives that are specific

but not restrictive.
 Communicate the learning objectives to
students and parents.
 Connect the learning objectives to
previous and future learning.
 Engage students in setting personal
learning objectives
Providing feedback

 Make students understand what was correct

and what was incorrect and to make clear
what students need to do next
 Provide feedback in time to meet students’
needs
 Feedback should be criterion-referenced.
 Engage students in the feedback process
Reinforcing effort

“I know of only one formula for

success: hard work. Hard
work, hard work!”
Providing recognition

 Promote a mastery-goal
orientation
 Providepraise that is specific
and aligned with expected
performance and behaviors
 Cooperative learning

Elements of the Cooperative Learning Model

 Positive interdependence
 Face-to-face promotive interaction
 Individual and group accountability
 Interpersonal and small-group skills
 Group processing
HELPIG STUDENTS DEVELOP
UNDERSTANDING

1. Cues, questions, and

advance organizers
2. Non-linguistic
representations
3. Summarizing and note
taking
 Cues, questions, and
advance organizers

Use explicit clues

 Giving a preview of what is to be learned
perhaps with the use of pictures
 By explaining the learning outcomes of the
lesson/unit
 Providing a list of guide questions that they
should be able to answer at the end of the
lesson/unit
 Inferential questions
How do cattails disperse their seeds?
What conditions are needed? Dry weather? Wind?
Water?
Cues, questions, and
advance organizers
Ask analytic questions
Construction Analyzing
Analyzing errors support perspectives
What are the errors What is an Why would someone
in reasoning in this argument that consider this to be
information? would support this good (or bad or
claim? neutral)?
How is this
information What are some of What is the reasoning
misleading? the limitations of behind this
this argument or perspective?
How could this
the assumptions
information be What is an alternative
underlying it?
corrected or perspective, and what
improved? is the reasoning behind
it?
Cues, questions, and
advance organizers

Use advance organizers

1) Expository
2) Narrative
3) Skimming
4) Graphic
Expository advance organizer

 Describesin written or verbal

form the new content that
students are about to learn
 Anticipation guide (prediction
guide)
Narrative advance organizer

 Presentslesson in a story form

to make relevant connection
to the lesson
 Can also be in the form of a
video clip of a material
relevant to the lesson
The lesson in Home Economics is food
preservation. In this lesson, the teacher wants that
children get skilled in food preservation. She starts
her lesson with this story:
I have been to the province last summer
vacation. I saw a lot of mangoes just falling from
the tree left to rot on the ground. It was the
season of tomatoes and perhaps there was an
oversupply and like the mangoes so many
tomatoes were also left rotting where they were.
When it is not tomato season, the price of
tomatoes is sky high. A lot is wasted. Is there a
way to preserve them and perhaps even make
money out of them?
Skimming

 The
process of quickly looking
over a material to get a
general idea of what the
material is about before
reading it fully
Skimming

 ‘Tilling
the text’ is to read all
subheads and points of
emphasis and note content
flow
The Araling Panlipunan teacher asks her class to
skim the next unit for them to quickly get a sense
of the content of the next lesson. She provides
them with the following questions to guide their
skimming:
• Based on the title of this unit and what you
already know, what do you think will be
included in this unit?
• What is the flow of the content of this unit?
• What are the major ideas in this unit?
• What do the pictures tell you about the
content of this unit?
 Advance organizers can
serve as mental scaffolding
or “ideational scaffolding”,
Ausubel’s term to learn
new information.
 Non-linguistic
representations

Non-linguistic representations dwell on imagery

form.
 “expressed as mental pictures or physical sensations
such as smell, taste, touch, kinesthetic association and
sound”
Non-linguistic representations include:

1) Creating graphic organizers

2) Making physical models and
manipulatives
3) Generating mental pictures
4) Creating pictures, illustrations and
pictographs
5) Engaging students in kinesthetic activity
Creating graphic organizers

1) Descriptive
2) Time-sequence
3) Process/cause-effect
4) Episode
5) Generalization/ principle
6) Concept patterns
Descriptive
Time sequence
Process/ cause-effect
Episode
Generalization
Concept pattern
Physical models or manipulatives

 Physical tools of teaching that

engage students visually and
physically with objects
 coins, play money, blocks, puzzles,
popsicle sticks, pebbles, maps,
mock ups, and models of the
different body systems
Mental pictures

 Make students generate mental

pictures or mental images
 Mental images are the
representations of the physical
world in a person’s mind
 Mr. Cruz used a poem that his students
have previously read then he looked for items
in the poem he wanted to emphasize to help
students develop mental pictures. He chose to
have his students focus on the sounds made
by a rushing river and inland seagulls and
imagine feeling the hot summer sun beating
down on their skin. Finally, he encouraged the
students to consider the events of the poem
and picture a boy’s face when he sees a
large carp leap out of the river and into the
air.
Create pictures, illustrations, and
pictographs
Engage in kinesthetic activities

 Jensen (2001) claims that when

students move around as part of
learning activities, they create
more neural networks in their brains
and the learning stays with them
longer.
Engage in kinesthetic activities

 Make students dance the stages of mitosis

 Make them illustrate planets orbiting the sun
 Make students act out vocabulary words
 Arrange cards representing sentence parts on
the classroom floor
 Tap out rhythms of poems and rhymes to create
awareness of the rhythm of language
 Use hand gestures to cue their memory of
comprehension strategies
Summarizing and note taking

1. Use summary frames

2. Engage students in reciprocal teaching
Summary frames

A series of questions or statements that need

to be completed.
It is designed to highlight the critical elements
of a specific text pattern.
Summary frames

a) Argumentation frame
b) Problem-solution frame
c) Conversation frame
Reciprocal teaching

 Refers to an instructional activity in which

students become the teacher in small
group reading sessions
 Teachers model, then help students learn to
guide group discussions using four
strategies: summarizing, question
generating, clarifying, and predicting
Note taking

1) Webbing
2) Informal outlining
3) Combination of webbing and informal
outlining
ASSIGNMENT

 Research on Cornell Note

Taking System approach
as a structured, common-
sense way of note taking.
Assigning homework and
providing practice

1. Design homework that

provides students with
opportunities to practice skills
and processes
2. Provide feedback on
homework
3. Homework should be aligned
to the learning objectives
 ASSIGNMENT

Research on DepEd Memo 392, s.2 2010

on homework/assignment.
 Is DepEd against homework? Explain
your answer.
 Do you agree with DepEd’s stand on
homework? Why or why not?
Helping students extend and
apply knowledge

1)Identifyingsimilarities
and differences
2)Generating and
testing hypotheses
Identifying similarities and
differences

Strategies Dean, et al (2012)

1) Comparing
2) Classifying
3) Creating metaphors
4) Creating analogies
Comparing

 Showing similarities and

differences
Compare Problem-Based
Learning (PBL) and Project-
based Learning (PrBL)
Classifying

 The process of organizing

groups and labeling them
according to their
similarities
Classifythe theories of
learning
Creating metaphors

 The process of identifying a

general or basic pattern in a
specific topic and then finding
another topic that appears to be
quite different but has the same
general pattern
Creating metaphors

“A teacher is a bridge that collapses

after the children have crossed.”
“The Lord is my shepherd.”
“All the world’s a stage.”
Creating metaphors

 The process of identifying

relationships between pairs of
concepts or between relationships
Hot: cold :: day: night
Sword: warrior :: pen: writer
Doctor: diagnoses illness :: detective:
investigates crimes
Generating and testing
hypotheses

 apply principles learned

 deepen understanding
“If I do this, what might
happen?”
Science Class

Will it rain or not rain

today? What evidence
supports your answer.
TLE-Home Class

What might happen to the

pancake if I add a half
cup of water more to the
dough?
Art Class

What results if you mix the

colors green and yellow?
Problem Solving

Does the eating pattern of

the children in class
include natural juice?
Investigation Process

Why most Catholics are

against the Reproductive
Health Law?