TEACHING

and the
TEACHING
PROCESS
 Chinese Proverb:

“Give a man a fish, and he will

live for a day; teach a man how
to fish, and he will live for a
lifetime.”
 HOW DOES A TEACHER TEACH?

3 LEARNING DOMAINS:

1. Cognitive Domain
2. Affective Domain
3. Psychomotor Domain
 Who is BLOOM?

• BENJAMIN BLOOM was an

American educational
psychologist who made
contributions to the
classification of educational
objectives and to the theory of
mastery learning.
COGNITIVE DOMAIN
 COGNITIVE DOMAIN
-is knowledge or mind-based.
-has to do with the development of intellectual
abilities and skills.
COGNITIVE DOMAINS
in Bloom’s Taxonomy
AFFECTIVE DOMAIN
 AFFECTIVE DOMAIN
•is based upon behavioral aspects.
• is valuing.
•deals with how students are affected by
their learning.
PSYCHOMOTOR DOMAIN
 PSYCHOMOTOR DOMAIN
•is skill-based.
•is where students produce a product.
•has to do with physical movements.
LESSON PLAN
What is it?
 LESSON PLAN is
otherwise known as :

Instructional Plan
or
Learning Plan
 LESSON PLANS
•are indispensable guides in the daily
classroom contacts and
communications between teacher
and students.
 LESSON PLANS are
• written by the teacher herself/himself.

• mandated. Teachers with less than 3 years of

teaching experience are required to make
detailed lesson plans (based on a DepED memo).
 On LESSON PLANS
DepED Order No. 70 s.2012

Teachers of all public elementary and secondary schools will not

be required to prepare detailed lesson plans. They may adopt
daily lesson logs which contain the needed information and
guide from the Teacher Guide (TG) and Teacher Manual (TM)
reference materials with page number, intervention given to the
students and remarks to indicate how many students have
mastered the lesson or are needing remediation.
 However, teachers with less than 2 years of
teaching experience shall be required to prepare Daily
Lesson Plans which shall include the following:

I. Objectives (Intended Learning Outcomes- ILO)

II. Subject Matter
III.Procedure
IV.Assessment
V. Assignment
1. LESSON OBJECTIVES
or
INTENDED LEARNING OUTCOMES
(ILO)

•desired learning outcomes ---

• the focus of the lesson
•In writing objectives or intended learning
outcomes (ILO), it is always
recommended that more of the HIGHER
ORDER THINKING SKILLS (HOTS)
should be developed, and less of the
LOW LEVEL THINKING SKILLS
(LOTS).
 BLOOM’S TAXONOMY
of
EDUCATIONAL OBJECTIVES

(INTENDED LEARNING
OUTCOMES)
COGNITIVE DOMAINS
in Bloom’s Taxonomy
•The ORIGINAL version is stated as
NOUNS, while the REVISED
version is stated as VERBS- which
implies more active form of thinking.
COGNITIVE
 COGNITIVE
LEARNING OUTCOMES
• The cognitive domain involves knowledge and
the development of intellectual skills (Bloom, 1956).
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 of
cognitive and processes, starting from the simplest
to the most complex:
 Examples, key words (verbs), and technologies for
Category
learning (activities)

Examples:

Recite a policy.

Quote prices from memory to a customer.

Remembering: Recall or
Recite the safety rules.
retrieve previous learned
information. Key Words: defines, describes, identifies,
knows, labels, lists, matches, names, outlines,
recalls, recognizes, reproduces, selects, states

Technologies: book marking, flash cards, rote

learning based on repetition, reading

Understanding:
Comprehending the meaning,
translation, interpolation, and
interpretation of instructions
and problems. State a
problem in one's own words.
Examples:
Rewrite the principles of test writing.
Explain in one's own words the steps for
performing a complex task.
Translate an equation into a computer
spreadsheet.
Key Words: comprehends, converts,
defends, distinguishes, estimates, explains,
extends, generalizes, gives an example,
infers, interprets, paraphrases, predicts,
rewrites, summarizes, translates
Technologies: create an analogy,
participating in cooperative learning, taking
notes, storytelling, Internet search

Applying: Use a concept in a
new situation or unprompted
use of an abstraction. Applies
what was learned in the
classroom into novel
situations in the work place.
Examples:
Use a manual to calculate an employee's
vacation time.
Apply laws of statistics to evaluate the
reliability of a written test.
Key Words: applies, changes, computes,
constructs, demonstrates, discovers,
manipulates, modifies, operates, predicts,
prepares, produces, relates, shows, solves,
uses
Technologies: collaborative learning, create
a process, blog, practice

Analyzing: Separates material
or concepts into component
parts so that its organizational
structure may be understood.
Distinguishes between facts
and inferences.
Examples:
Troubleshoot a piece of equipment by using
logical deduction.
Recognize logical fallacies in reasoning.
Gathers information from a department and
selects the required tasks for training.
Key Words: analyzes, breaks down,
compares, contrasts, diagrams,
deconstructs, differentiates, discriminates,
distinguishes, identifies, illustrates, infers,
outlines, relates, selects, separates
Technologies: Fishbowls, debating,
questioning what happened, run a test
 Examples:

Select the most effective solution. Hire the most

qualified candidate.
Evaluating: Make
Explain and justify a new budget.
judgments about the
value of ideas or Key Words: appraises, compares, concludes,
materials. contrasts, criticizes, critiques, defends, describes,
discriminates, evaluates, explains, interprets,
justifies, relates, summarizes, supports

Technologies: survey, blogging


Creating: Builds a structure
or pattern from diverse
elements. Put parts together
to form a whole, with
emphasis on creating a new
meaning or structure.
Examples:
W rite a company operations or process
manual.
Design a machine to perform a specific task.
Integrates training from several sources to
solve a problem.
Revises and process to improve the
outcome.
Key Words: categorizes, combines,
compiles, composes, creates, devises,
designs, explains, generates, modifies,
organizes, plans, rearranges, reconstructs,
relates, reorganizes, revises, rewrites,
summarizes, tells, writes
Technologies: Create a new model, write an
essay, network with others
 LEVELS OF KNOWLEDGE

1. Factual Knowledge – ideas, specific

data or information
2. Conceptual Knowledge- words or ideas
known by common name, common
features, multiple specific examples
(concrete or abstract). Concepts are facts
that interrelate with each other to function
together.
3. Procedural Knowledge-
how things work, step-by- step
actions, methods of inquiry
4. Metacognitive knowledge-
knowledge of cognition in
general, awareness of one’s own
cognition, thinking about thinking
 AFFECTIVE
LEARNING OUTCOMES
• 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:

Responds to Phenomena:
Active participation on the part
of the learners. Attend and react
to a particular phenomenon.
Learning outcomes may
emphasize compliance in
responding, willingness to
respond, or satisfaction in
responding (motivation).
Examples:
Participates in class discussions.
Gives a presentation.
Questions new ideals, concepts, models,
etc. in order to fully understand them.
Explain the safety rules and practice
them.
Key Words: answers, assists, aids,
complies, conforms, discusses, greets,
helps, labels, performs, presents, tells
Category Example and Key Words (verbs)

Examples:

Listen to others with respect.

Receiving Phenomena:
Listen for and remember the name of
Awareness, willingness to hear,
newly introduced people.
selected attention.
Key Words: acknowledge, asks,
attentive, courteous, dutiful, follows,
gives, listens, understands

Valuing: The worth or value a person
attaches to a particular object,
phenomenon, or behavior. This
ranges from simple acceptance to the
more complex state of commitment.
Valuing is based on the
internalization of a set of specified
values, while clues to these values
are expressed in the learner's overt
behavior and are often identifiable.
Examples:
Demonstrates belief in the
democratic process.
Shows the ability to solve problems.
Proposes a plan to social
improvement and follows through
with commitment.
Key Words: Show appreciation,
demonstrates, initiates, invites, joins,
justifies, proposes, respect, shares

Organization: Organizes values
into priorities by contrasting
different values, resolving
conflicts between them, and
creating an unique value system.
The emphasis is on comparing,
relating, and synthesizing
values.
Examples: Recognizes the need for
balance between freedom and
responsible behavior.
Explains the role of systematic planning
in solving problems.
Accepts professional ethical standards.
Creates a life plan in harmony with
abilities, interests, and beliefs.
Prioritizes time effectively to meet the
needs of the organization, family, and
self.
Key Words: compares, relates,
synthesizes

Characterization (Internalizing
Values): Has a value system that
controls their behavior. The
behavior is pervasive, consistent,
predictable, and most important
characteristic of the learner.
Instructional objectives are
concerned with the student's
general patterns of adjustment
Examples:
Shows self-reliance when working
independently.
Cooperates in group activities
(displays teamwork).
Uses an objective approach in problem
solving.
Displays a professional commitment to
ethical practice on a daily basis.
Revises judgments and changes
behavior in light of new evidence.
 PSYCHOMOTOR
LEARNING OUTCOMES
• The psychomotor domain (Simpson, 1972) includes physical movement,
coordination, and use of the motor-skill areas. Development of these
skills requires practice and is measured in terms of speed, precision,
distance, procedures, or techniques in execution. Thus, psychomotor
skills rage from manual tasks, such as digging a ditch or washing a car,
to more complex tasks, such as operating a complex piece of machinery
or dancing.
• The seven major categories are listed from the simplest behavior to the
most complex:
Category Example and Key Words (verbs)

Examples:

Detects non-v erbal

communication cues.

Estimate where a ball will land

after it is thrown and then
moving to the correct location to
catch the ball.
Perception (aw areness) : The ability to
use sensory cues to guide motor
Adjusts heat of stove to correct
activity. This ranges from sensory
temperature by smell and taste
stimulation, through cue selection, to
of food.
translation.
Adjusts the height of the fork s on
a forklift by comparing where the
fork s are in relation to the pallet.

Key Words: chooses, describes,

detects, differentiates,
distinguishes, identifies, isolates,
relates, selects.
 Examples:

Knows and acts upon a sequence of

steps in a manufacturing process.

Recognize one's abilities and

Set: Readiness to act. It includes
limitations.
mental, physical, and emotional sets.
These three sets are dispositions that Shows desire to learn a new process
predetermine a person's response to
(motivation). NOTE: This subdivision
different situations (sometimes called
of Psychomotor is closely related
mindsets).
with the “Responding to phenomena”
subdivision of the Affective domain.

Key Words: begins, displays,

explains, moves, proceeds, reacts,
shows, states, volunteers.
 Examples: Performs a mathematical
equation as demonstrated.
Guided Response: The early
Follows instructions to build a model.
stages in learning a complex skill
that includes imitation and trial and
Responds hand-signals of instructor
error. Adequacy of performance is
while learning to operate a forklift.
achieved by practicing.
Key Words: copies, traces, follows,
react, reproduce, responds

Mechanism (basic proficiency):
This is the intermediate stage in
learning a complex skill. Learned
responses have become habitual
and the movements can be
performed with some confidence
and proficiency.
Examples:
Use a personal computer.
Repair a leaking faucet.
Drive a car.
Key Words: assembles, calibrates,
constructs, dismantles, displays,
fastens, fixes, grinds, heats,
manipulates, measures, mends, mixes,
organizes, sketches.

Complex Overt Response (Expert) :
The skillful performance of motor acts
that involve complex movement
patterns. Proficiency is indicated by a
quick, accurate, and highly coordinated
performance, requiring a minimum of
energy. This category includes
performing without hesitation, and
automatic performance. For example,
players are often utter sounds of
satisfaction or expletives as soon as
they hit a tennis ball or throw a football,
because they can tell by the feel of the
act what the result will produce.
Examples: Maneuvers a car into
a tight parallel parking spot.
Operates a computer quickly and
accurately.
Displays competence while
playing the piano.
Key Words: assembles, builds,
calibrates, constructs, dismantles,
displays, fastens, fixes, grinds,
heats, manipulates, measures,
mends, mixes, organizes,
sketches.
NOTE: The Key W ords are the
same as Mechanism, but will have
adverbs or adjectives that indicate
that the performance is quicker,
better, more accurate, etc.

Adaptation: Skills are well
developed and the individual
can modify movement
patterns to fit special
requirements.
Examples:
Responds effectively to unexpected
experiences.
Modifies instruction to meet the needs of the
learners.
Perform a task with a machine that it was not
originally intended to do.
Key Words: adapts, alters, changes,
rearranges, reorganizes, revises, varies.

Origination: Creating new
movement patterns to fit a
particular situation or specific
problem. Learning outcomes
emphasize creativity based upon
highly developed skills.
Examples:
Constructs a new theory.
Develops a new and comprehensive
training programming.
Choreograph new dance
interpretations.
Creates a new gymnastic routine.
Key Words: arranges, builds,
combines, composes, constructs,
creates, designs, initiate, makes,
originates.
AFFECTIVE
PSYCHOMOTOR
 VIDEO ANALYSIS
Amazing Dance

As you watch the Video, consider the CAP learning

domains that the dancers have acquired.

1. What did the dancers learn? (C)

2. What attitudes/behaviors did the dancers portray? (A)
3. What skills have the dancers mastered? (P)
ILO should be written in SMART way.

•Specific
•Measurable
•Attainable
•Result-Oriented/Realistic/Relevant
•Time Bound
ACTIVITY:

•In groups of 4 members, make a fishbone diagram

of an assigned term
(SMART).

•If your group is assigned letter S, you make a FB

for Specific…

•Regrouping will follow.

S- SPECIFIC
2. SUBJECT MATTER or
CONTENT (SM)
•SM comes from a body of
knowledge (facts, concepts,
procedure and metacognition) that
will be learned through the guidance
of the teacher.
•SM is the WHAT of teaching.
In a plan, this is followed by
the references.
•Subject Matter refers to the Lesson that
the teacher and the students are going to
talk about in the class during a certain
period of time.
 REFERENCES

The reference follows the content. It tells where the content or

subject matter has been taken. It must bear the author of the
material, and if possible, the publications.

Example:
Bilbao, Purita P and Corpuz, Brenda B. et.al (2012). The
Teaching Profession 2nd Ed. Lorimar Publishing Inc. Quezon
City
 EXAMPLES:

• FOOD TECHNOLOGY
Baking and Pastry: Baking Cakes

• FILIPINO
Pangungusap: Simuno at Panaguri
• SCIENCE
Respiratory System: The Lungs
• MATH
CHAPTER 2: PROSODIC FEATURES OF SPEECH

Lesson 1. Syllabication and Stress

Lesson 2. Intonation Patterns in English
Lesson 3. Blending and Juncture
Subject Matter: Intonation Patterns in English

Reference: Estoque, et.al. (2018). The Art of Public

Speaking, (3rd Ed.). Rex Books Store, Manila,
Philippines
3. PROCEDURE (TEACHING AND LEARNING
METHODS AND STRATEGIES/ACTIVITIES)

•This is the crux of curriculum

implementation. How a teacher will put
life to the intended outcomes. The subject
matter to be used depends on this
component.
APPROACHES AND METHODS FOR
DIFFERENT KINDS OF LEARNERS
1. Direct Demonstration Methods:
- Guided Exploratory/Discovery
Approach,
- Inquiry method,
- Problem-Based Learning (PBL),
- Project Method
2. Cooperative Learning
Approaches
- Group Sharing,
- Peer Tutoring,
- Learning Action Cell,
- Think-Pair -Share
3. Deductive or Inductive
Approaches
4. Other Approaches
- Blended Learning
- Reflective Teaching
- Integrated Learning
-Outcomes-Based Approach
 TAKE NOTE:
Teachers have to take into consideration
that the different strategies should
match with the learning styles of the
students.
• MULTIPLE INTELLIGENCES

The 3 dominant learning styles:

1. VISUAL
2. AUDITORY
3. KINESTHETIC
COMMON TIPS FOR
CHARACTERISTICS TEACHERS ABOUT
LEARNERS
VISUAL- use graphs, Turn notes into
charts, pictures, videos; pictures, diagrams,
tends to remember maps; make mind maps
things that are written and concept maps
AUDITORY- recalls
information through hearing
and speaking; prefers to be
told how to do things orally;
learns aloud
Record lectures and listen to
these; repeat materials out
loud “parrots”;
Read aloud
Kinesthetic- prefers Learns something while
hands-on approach; doing another things;
demonstrates how to work while standing.
do, rather than explain; Like fieldwork. Do many
things at one time.
likes group works with
hands-on-minds-on.
4. ASSESSMENT /EVALUATION
Learning occurs most effectively
when students receive feedback.

This comes in 3 forms:

 1. SELF-ASSESSMENT

Through which students learn to monitor and

evaluate their own learning.

Students are taught to become reflective and self-

critical.
 2. PEER ASSESSMENT

In which students provide feedback on each other’s

learning. This can be viewed as an extension of
self-assessment and presupposes trust and mutual
respect.
 3. TEACHER ASSESSMENT

• In which the teacher prepares and administers tests

and gives feedback on the students’ performance.
Assessment can be

FORMATIVE – providing feedback to help

students learn more

SUMMATIVE- expressing a judgment on the

students’ achievement by reference to stated
criteria
 5. ASSIGNMENTS
Are either extension activities of the subject
matter being taken, or preliminary activities
that prepare students for the next lesson.
They are usually done by the learners at home;
thus, they can also be called home works.
END