(Cece bse wea ee) Sfooehin rg er cre no tan 6 3 Seeeeeeaea Principles of Teaching 1 and 2 @ cree “Teachers ike leaves, everywhere abound: bt effective teachers Ike fu are arly fund! ‘The National Competency Based Teacher Standards (NCBTS) san ntograted theoretical ramawork that dees the diferent dimensions of eflectve teachng ‘What Does Competency-Basod Mean? "Means thatthe standards o:crtra for characterizing good teaching are defined in tems ofthe teacher's ‘redertal, LET scores, grades n graduate school, degrees, personally tras, and soon, we look at what the teacher ean do competonty. What Are These Seven Domaine? * DOMAIN 1: SOCIAL REGARD FOR LEARNING fc aa posve rele mode for Suaants © DOMAIN 2: LEARNING ENVIRONMENT + Creatos an onvronmont that promos faimess Makes te physical environment safe and conducive to leaning Communicates higher eaming expectations to cach lear % Establishes and maintains consistent standards of earners behav © DOMAIN 2: DIVERSITY OF LEARNERS sami wih eemer’s beckaround knowlsdge and eXperiences Demonstrates concer for holstic deveignment of leamer= ~ DOMAIN 4: CURRICULUM. Demonstrates mastry ofthe subject = Commuricats clear leaming goals forthe lessons tha! are appropriate or earners Makes good use of alloted mstractonal me Selocs teaching methods leaming astiviis, and inbuctonal materials r resources approprat to leammers and aligned tothe electives ofthe lesson ‘DOMAIN 5: PLANNING, ASSESSING AND REPORTING % Communicates romply and clearly 'o earner, paren, and superiors about the progress of learners % Dovelons and uses variety af appropriates assessment sratoges to montor and evaluate eaming Montors regularly and provides fedbackon learners understanding of content » DOMAING: COMMUNITY LINKAGES: ‘> slalishes leaning envionment that respond tothe aspirations of he community © DOMAIN 7: PERSONAL GROWTH AND PRO-FESSIONAL DEVELOPMENT ‘> Takes eden the robity of teachirg as aprtossion % Builds cvoessional its with colleagues to enrich teaching practice Retlocs on the extent ofthe atanment of learning goals National Adoption and Implementation of the Philippine Professional Standards for Teachers (PPST) (Department Order 42, 5.2017) The Philippine Government has consisteny pursued teacher quail reforms through 2 number of Initaives: Asa Wamework of eachor quality, ine National Competency-Based Teacher Standares (NOBTS) was insttutonalized trough CHED Memorandum Orde No. 52, s. 2007 and DepED Order No. 32, 5.2008. +The K1o 12 Reform (FLA. 10538) n 2013 has changed the landscape of teacher quay requirements Inthe Phippines. Tho term process warrants an equivalent supportive focus on teacher quay —high qualty teachers who ar properly equipped and propared to assum the roles and functions ofa K fo 12 teachersDe nonetuteenmnomey 7 Domains of PPST ‘Domain 1- Content, Knowledge and Pedagosy Domain 2: Learning Environment Domain 3: Diversity of Learners Domain 4, Curiculum and Planning Domain §-Assessment and Reporting Domain 6- Community Linkages and Professional Engagement Domain 7. Personal Growth and Professional Development The 7 Domains collectively comprise 37 strands that rele to more specte dimensions of teaching. ‘Domain 1, Content Knowledge and Pedagogy, Is composed of seven strands: Content knowledge and its application wihin and across curiculum areas Research-based knowledge and princisles of eaching and learning Positive use of ICT Svategies for promoting Meracy and numeracy Stategies fr develooing critical and creative thinking, a5 wells cher higher-order thinking kits Mother Tongue, Flipine and English in teaching and leaning Clacero0m communication stratogios Domain 2, Learning Environment, consists o strands: Leamer safety and security Fair learning environment Managemen! of classroom structire and activities ‘Support fr learner participation Promotion of purposive learning, Management of learner behavior Domain 3, Diversity of Leathers, consists of five strands: Learners’ gender, needs, strengths, interests and experiences Loarner' linguist, eultral, socio-economic and religious backgrounds Learers ih disabilities, gitedness and talents Learners in dificult circumstances Lamers rom indigenous groups, ‘Domain 4, Curriculum and Planning, inckides tive strands: Planning and management of teaching and learning process. Learning outcomes aligned wi leaning competencies Relevance and responsiveness of icarring programs Professional collaboration to enichtoaching practoo ‘Teaching and learning resources including ICT Domain 6, Assessment and Reporting, Is composed of tive strands: 1. Design, selecton, organization andutizaton of assesement trategies 2, Monitoring and evaluation of learner progress and achievernent 5. Feedback to improve learning 4 Communication of learner needs, progress and achievement to Key stakeholders 5. Use of assessment data to enhance teaching and learning practices and programsFALCULAN TWINS’ REVIEW CENTER (Peceatyteteapuc ut hve) Seashore ten, nrc Dy ee ‘Domain 6, Community Linkages and Professional Engagement, consists of four strands: 2 3 4 Establishment of leaning environments that are responsive to community contexts Engagement of parents and the wider school community in he acucatve process Professional ethies ‘School policies and procedures ‘Domain 7, Personal Growth and Professional Development, contains five strand Philosophy of teaching Dignity of teaching as a profession Professional links with cllegues Professional reflection and learning to improve practex Professional development goal Four Career Stages of a Teacher “Tho doscriptors reprocenta continuum of development within the profession by providing a basie for attracting, preparing, developing and supporting teachers. Career Stage 1 or Beginning Teachers, have gained the qualifications recognizé ef Gir int the leaching profession. They have a strong understanding ofthe subjeots/areas in which hey are trained in rms of content knowedge and pedagony, They possess th requisite knowledge; skills and values that support the teaching and learning process. They manage learning roams ard have strategies that promote learring based on the learning needs of hei students They seek advice from experienced colleagues to consolidate thelr teaching practice. ‘Sareer Stage 2 or Proficient Teachers, Career Si are professionally independent in the application of skills vital othe teaching and learing process Thay provide focused teaching programs that moot curriculum and assossment requirements. “0 They spay sits in planning, implementing, and managing learning programs. They acively engage in collaborative learning with the professional community and other Stakeholders for mutual growth and advancement. + They ar reflective practitioners who coninually consolidate he krowledgo, skils and practices of Career Stage teachers. of iciont Teachers “consistently splay a high level of pertormance in thelr teaching practice. They maniest an in-depth and sophisteatas understanding of he teaching and leacrng process, They have high educaton-focused situation cogniton are more adept problem solving and copliize opportunites gained trom experience Teachers work collaboratively with coleagues and provide them suppor ané mentoring to enhance their learning and practice, They continually sock to develop their protessional knowledge and practice by reflecting on their ‘wn needs, and those o! hex coleagues and students. ‘Career Stage 4 or Distinguished Teachers embody the highest standard for teaching grounded in global best practices. exhibit exceptional eapasty to improve ther own teaching practice and that of atorsimec we ome) Soebroto a3 See eee recognized a leaders in education, contributors tothe profession andiniators of collaborations and partnerships. create elon impact inthe tnes of colleagues, students and others. + consistently seek professional advancement and elevance in pursuit of teaching quality and excolence @xhbitcommimento inspire the education community and stakeholders forthe provement of fedveationprousion inthe Phippiows. @ cree ‘3 Typos of Power of a Toachor 1. Expert power- When a teacher makes his studens feo! that he knows what he staking about 2. Retorent power. giving students a sense of belonging anéaccoptance 5. Legitimate power: Parsons: n authony Learning Styles and Multiple Intelligences of students Learning Style-Foters othe protorrod way an individual proceeds information, Describos. ‘ypical mode of theking remembering or prablem saving PERSPECTIVES ABOUT LEARN! T SENSORY PREFERENCES 2° GLOBAL ANALYTIC CONTINUUM JTHINKING STYLES SENSORY PREFERENCES "Visual Learners ¥ Thasa learners must soe theif laacher's actions ant facial expressions o fly understand the content ofa leseon. They tend io reer siting infront soo one would block il view. Thay may thnk m pleutes andar bes! rom visual ad inoLding:oagrams,lusrated textbooks, overhead transparencies, vides, llpchats, and handouts, During alectur or assroom ciscutsion, vial eames preter Io take Cetaled notes to abso intrmaion 2 Typos: 1.1 Visvaleonic {= mote interested in visual imagery such as fn, grape dsplay, or pkctwres In order to Solty leaming Usual nave good “peture memory’ aka con memory and atend te pctv deta ‘They wou eet road aimap deter than ead a Book. 12 Visual Symbolic Feel eapfortable with abstract symbolism such as mathematical formulae or the writen wort Presto read a book than a map ‘Road about things than hear about thom * Tanda be good abstract thinkers wha donot require practical means for leaning 2. Auditory Learners- 7" Learn bast trough verbal lactures, cussion, talking things tough, fetening to what fthore have to ay _Inietpret the uncetying meanings of speech through Hstening tote tone of voice, speed, anc olor nuanoos Written information may have litte mearing unt tis hoard % Often benef rom reading ex! aloud and using a tape recorder 2 Types: 21 Listoners 4 They remember things sid fo them and make information their own. % They even cary an mental conversaons an igure out how Wo extond what hey loarnas by rovioning in tholhoads what thoy heard ther cay 2.2 Takers “ Proer total and discuss@ cue a Find themselves taking fo those arcund them % Inaclaseseting, when the instructors not asking questions, audiry-vebal processors (taka) tend to whisper comments to thomsaves. “Tactile Learners- foams through touch GLOBAL-ANALYTIC CONTINUUM Tend iowa the linear. stop by-step processing of learning Tend os2e finite elements of patos rather ran the while ‘Thoy are be "wee seers More comiortable n'a wold of details and hierarchies of information| GLOBAL ‘Lean towards non-inea thought Tend o see the while pattem rater than parce elements ‘They are the "forest seekers” who Gve atenten only tothe overall sncture and sometimes. Ignore deals Roger Sperry’s Model 1. Lett-brained dominant indivisual © Portrayed as linea (analyte, verbal, mathematical thinker © Analyicn approach © A-uecessive processor (ett brain) prefeto eam ina step-by-step sequential formst, beginning with deta lang toa conceptual undersianding of asl © Successive Hemisphere syle Verbal Fesponds o word meaning Sequential Processes information ini) Responds logic Plane ahead Recalls people's names ‘Speaks with few gestures Puretval Prlors formal sty dosign Profors bright its wnio eucying 2. Rignained doit inca ‘Viewed as global, nonlinear, and holst in bought proferences, © “Holsiear global in approach © \smuilanBous processo (ght bran) preter 0 lain begining wih a goneral conoopt and thon ‘bing onto specs, Simuttaneous Hemisphere Se Visual Responds tone of voice Random Processes information in varied erder Responds 0 emotion Impulsive Recalls people's faces CGesturoe when speaking Less punctual Prefers soundimusic background while studying errr res Multiple Intelligences: ceates by Howard Gardner + Athoory of multiple inteligences," suggesting ables seem to cise in nine diferent areas 1. Verbar-Lingulstc Skis 2. Logical Mathematical Skils 3. Bodly-Kinesthetc Skills 4, Visual-Spatia! Skilliment we ome) Sfooehi rg te crenata 6 3 See eee Interpersonal Abittios Intrapersonal Abiles ‘Musica! Abilis ‘Naturalistic Abiities Existential mteligence @ sce Differentiated instruction (Dis teaching thooy based onthe promise tha! nsirvctional ageroaches should vary and be adapted in relation to individual ad diverse students in lasrooms. Principles of Learning Loarning san experiance which occurs inside th learner and is activate by the eamer Loarning she alecovary of ho personal meaning and relevance of ida. Learing (behavioral change) is a consequence af expaience Loarning isa eooporativ ana colaborave, Llaming ie an evoutonary process Learing is sometimes a all process. ‘One of ho rchost roeoue03 for earings the leamor rime ‘The process of leaning s enctonal as wel a intelectual. 8. The process of problem solving and laaning are Mighl Urge ang inva Laws of Learning ‘1. Law of Froedom- Things rely loamed are best learne. 2) Law of Intensity: The more intense tye material taugny, ne more Ris kel leafed 5. Law ot Reeeney- Things most recent Iaamed are Bast romombored 4 {Law of Primacy- Things learned frst ceaie a siong impression, Whats aught must be right he fst 5. Law of Readiness Incividuasleam beat when thoy are pRVSEAlly,mentaly, and emotionally ready to lear, and they do lear wel they see no reason for learning. 6. Law of Exercse- Things mos otan‘epsated are bes! remenbered 7. Law of Effet caring is sengthened when accompanied by a pleasant or satis'ing feaing. Guiding Principles in Determining & Formulating Learning Objectives Begin wih an end in mid Share loscon objective with students Learning cjoctves must be intwe or ibe domains: Copiive, psychomoor, and affective domains Lesson objective must be aigned withthe aim of scucaton embodied inthe Phuipina Conetution nd ‘other awe and on the von mscion statements ol he educational nstuton, imal tha dyeloprnen of rial and creative thinking For accountability of oarring, lsson objectives must bo SMART ‘A- Atanable _ResovandResut Oriented TTime bounded Termine! BLOOM'S REVISED TAXONOMY 1. Remembering The student can recall define, recognize or dently speci intrmation dung insbucton, Knonledge oftarminclogy & conventions, ends & sequences Classifeations categoria ster & methodoiogios Idem the captal of he Piipines 2.Understanding {The student can demonstrate understancing ot information by translating it io a erent {orm or by rcoarizing iin ransated form © Ex: Giving definition in his or her own words (paraphrasing), summarizing, giving an orginal ‘ample, recognizing an example, interpreting, explaining, cc ‘© Example: Interpret a table showing the population densty ofthe worksimpen we em) Sahin rg er cre no ton 6 3 Seeeeeeaea @ cree S.Applying © The student can apply tho information n pertoming concrete acons. These actions may involve figuring, wing, reading, handling equipment, mnplementing,caryng ou, executing, using, et © Use of absractons in paricuar situations Ex. Predict the probable affect ofa change in tamperature on a chemical 4Analysing (© The student can recognize he organization and stucture ofa body of information, brook this inormaton down te consttuent part, and spect relalonghips between these pars © Comparing, organising, deconsinucing intrtogang, nding Example Dede late rom a hypothesis SEvaluating ‘© Student can appy a standard in making a judgment onshe wore! something- an essay, an action ora design ‘© Judging i ters of eral evidence or logical cohisstoncy © Justiving a decison or course of action Examples: Checking, hypathessng, raving, experimenting, judging Ex Recognize fallacies man argument 6.creating ‘Putting parts together in anew foi @UeH Bs. unique communication len of eperaton '©- The student can bring nformation Wom vaious sources to reale product uniquely his or her own 2 Generating new ideas, products, or ways of vis tinas. Examples: Designing, consiacting, panning, producing, inventing Example: To produce an orginal pecs of ert Bloom's 3 Domains of Knowledge 1. Cognitive - Knowledge What wil students know? Example:ArrPoluton 2. Psychomotor ~ Skill - What illstgents be ade toda? Exarple: Researching on the eve of ar olution nthe iocaltyand onthe causes of a pollution 3. Affective - Values) Attitudes - What wil sliders value or care about? Kendall and Marzano's (2007) Three Domains of Knowledge 3 DOMAINS OF KNOWLEDGE 1. Information (Deolarative Knowledge)- This is doclaratvo Knowledge, Examplo: Facts, concopts, ‘generalizations, prnepes, and laws. EXAMPLE: (INFORMATION) 1, Vocabulay = isosdees, equilateral, right wang 2, Goneralzaton: light wiangles have one angle of 90 degrees 2, Montal Procedures (Procedural Knowledge). Tis is PROCEDURAL Knowledge. Example: Wriing a tex paper, reading map, algocthms ke computing lng dvsion. Specie Example: Conducting pools and figuring the length ofthe side of aright angle 3, Psychomotor Physical Procedures (Motor Sls) - Speciic example: Consructing aright langle wit compass and a ruler. Playing baskebal, ling future ‘These 3 domains ae processed in six (6) ifferent levels ‘6 LEVELS OF KNOWLEDGE (Kendall and Marzano, 2007) 1. Retrieval (Cognitive System) 2 Comprehension (Cognitive System)iment we ome) Soebroto 6 a3 See eee @ cree | Knowledge Utlization (Cognitive System) 5. Metacognitive System 6. Sell System David Krathwot's Affective Domain 1. Receiving The student shows wilingnes to attend to parla classroom stil or phenomenon nthe envionment = Ex tolisten atlontively to group discussion “The student is repied active participation based onthe stmul = Ex io conte 1o group iscussion by asking questions 3. Valuing we student sspays defrite involvement or commirent toward some experience = Bx. to argue over an issue involving neath care = To support to debate ec on The student has integrated a new value into his goneral tof Values and caf ge tis proper place in roe system, Examples ar: 10 cecuse, o neo, t folio balance, to examine. = _ Ex To organize a meeting concermingia neighborhod's housing integration 5. Characterization "The student acts consistently acoofdng othe value andistirnly commited to the experience, = Ex To dsply a potessional commento eblel practi on daly bass Anita Harrow's Psychomotor Domain) 1 Reflex movements =" Students’ acions an ooaue voluntary in response to some stimu = Examples inode flexion, eXtension, strotch, postu! adjusiments. 2. Basie fundamental mavement “Students hava inate movement tiem formed from a combination of elex movements. = Examples are: waking, runing, pushing; twisting areping, grasping, manipulating, 3. Perceptual abilities = "StUGOM can ranclato simul recived trough tho onsos nto appropriao desired movemocts Examples ince: coordinated movements such as jumping rope, punting, o catching. 4. Physical activites = Stidanis have developed basic movements that are essential tothe development of more highly sled movements Examples ar: llactvtes which raquie a) strenuous etort or ong periods of ime: b) muscular fxorton,e).aqulek, wide range of maton a tne hip joints ano) quik, precise moveronis 5. Skilled movements Students have developed more complex maverertsrequitng a certain degree of efciency = "Examples are al silos atvitos obvious in spon, rreaton, and darco. 6, Non-discursive communication Students have the ably To communicate through body movements = “Examples include: body postures, gestures, ana facial expressions efficiently executed in silos “dance movement and choreographies Moore's 3 Levels of Learning Psychomotor Domain 4. Imitation- entry eve ZNstent can Gary ut the rudiments ofthe skils wih instructional support fom the teacher 2 Manipulation ‘Students perform skis independentlyMimpen we eme) Soebroto 6 a3 SHeeeeeeae 3. Precision-highest level ‘Students can perform the sil accurately, efficiently and effortlessly. ‘Automatiity abit to porform a sil with unconscious efor whic then oes the student o concentrate ‘onother actives @ cee How to Write Lesson Objectives Objectives: ‘Are outcomes rather than instuctionl process. Are moaeurable outcomes etatoments + fan outcome statoment ist precise encugh to measure whether the outcome has been achieved, Insntan ebjectie. isa GOAL ‘Mager’s Three Main Components of an Etlective Objective: 4. Performance 17 What the student shouldbe abe to do Y x Ident, compute, et 2, Condition "7 The conctons under which the perforance wi oxtur 8, Acceptable Performance/Criterion of Success “7 The eter by wich tne portormance wil be Judged! Examples 1. nan four and given a ight igroscope,he teacher i able fo demonsrate ow to {ocus the miroscope uncer helipoandie ho. 2 Given aft of universteain he ely, dently a east 9 which are govemment supported. ‘3. "Using to sx doscfptins ofthe claments ofa gob short story, identity in writing the six elements the short story by (©. MENRY. wih completo accuracy.” Selection & Organization of Content Our leaders in the basé educaton love carne up with Philippine Elementary Learning ‘Competencies (PELCs) and Pilippine Secondary Learning Competencies (PSLCs)~ this is here standards and competencies ae lac down ‘© This means that wo arent ently fre nthe selection of our content Guiding Principles i the Selection & Organization of Content 1, Observe he lowing qualities: ‘ Valaty: moans teacring re contont that we ought o teach accoraing to the national ‘landards i the Basic Eoveaton Cureulum ‘Significance ~ the conto we toach shout espord to tho noods and intrest of the learners -Balanee conto ncudos not only facts but leo coneops and valuos (The treo love approach in teaching ~ facts ~cogntive, concepts ~ psychomotor, values ~alfecve domain) ‘¥ Selt= suflelney ~ Content should cover te sorta ofthe lesson and nota mile wide and an inch — deep" ¥ Interest =e teacher considers the Interest ofthe lamers, thei developmental stages, and ‘cultural ard ethnie background. Utly “relers to the usetlnesslaplicatin of the content othe eof the earner ater it has been eared by tne eae. ‘_ Feesiblty~ the content can be covered inthe amount of time available for instruction, 2.Atthe base ofthe structure of cognitive subjact mater contents facts. ‘Provide opportunties fo expermeriaton ¥ Let students present the leas of others Emphasize concoptual understanding 43. Subject mato contents anintagration of cogitve, ski and attoctve elements.timpen we oms) Sfooehin rg rl cre no ton 6 03 Seeeeeeaea Structure of Subject Matter Content 1. Cognitive ~ Facts, concepts, princes, hypothe 2 Shits Manipulative skis, thinking sils, metaphoric thinking citcal thinking, creative thinking 2, Attitudes and values @ cree 8 theories Cognitive Facts ican idea or action hat can be vecfed; base unit of cognitive subject mater contont, Concept ~ categorization of events, laces. people, ideas, Principe: lationship beween and among acts and concopts Hypotheses: educated quossos aout relationships ‘Theories orto sls o! acts, concepts, ard princes tha describe posible underiying unobservabe ‘mocranisms that regulate human learning, dovelopment and benawr. {Laws ~ accepted scenic pincpls; te tal skits 4 Manipulative skits ‘This neludes cous0s hat ae dominantly skil-oriented tke Home Eganomis, PE, and tho tlhe larning here begins with nave manipulaton and ends up in expert anc precise manipulation 2 Thinking sk ‘Divergent thinking Fluent thinking-charcerized by generation of os of ideas. ‘Flexible thinking. characorized by a vary of though inte Knds of eas generated + Original Thinking — thought procusiAlis away rom the obvious andis ‘ferent tom the norm. ‘+ Elaborative thinking uses prior knowledge to expand anc acd upon things andes '. Convergent thinking- have ne single Bost hauaht ©) Problem solving: + Aigorithi. usos stop by stp insiueton Heuristie-usos general problem solving tratocy |. Metaphor thinking - ese anslogio thinking, igure of speech whore word ie used na manner citerent ‘rom is orinary designation f suggest parallelism or silat. 4. Critical thinking — involves evaluating information or argumens interme of het accuracy and worth 5. Creative.thinking- inves producing sorting thats both orginal and worthhil “Awareness = ality to notice the atibutes of things nthe environment ‘Curiosity ably and inclination to wonder about things. Imagination, ait to cpocuite about things Nat aro not necossarly based on ratty. Fluency- abit to produce a large quantity of eas. Elaboration: ably 00 on on doa: Bud groups of olated ideas or expand idoas Perseverance = ably io keep tying fo ind an answer. Originally ably 'o proce new, novel unique ideas, DIFFERENT APPROACHES AND METHODS. ‘Approach ~ st of principles, belts or ideas about the nature of learning. ‘Strategy ~ long tem plan of action designed to achive a partcular goal Method —systemate way of dog something which implies logeal arrangement of steps Technique ~teachors partcular eyo and wol-dotned procedure used to accomplish a spectc activity or task ‘Teaching Approaches ‘Teacher-Centered Approach ‘The toachors poreaied obo tho only rlabo cource of nformaton in conta tothe leaner centred appreach ‘ntichs premised onthe bel thatthe learners aso an important resource because he/she knows something, "Teaching consists n oachorteling and prescreing what learners shou 30, LLeamer's a passive recent of instruction.time wea ee) Sfoehi rg te cre no tn 6 3 Seeeeaeecee @ scree ‘Subject Matter Centered Approach ‘Subject matorgans primacy aver that of the leaner. ‘Teachers finish teaching subjoct matter as schoculed even if learners have ot leamed it ‘Steking to course yl sproty ofthe sad teachers ‘Teacher-Dominated Approach “Tho toachor doos what he/she planned wihout necessarily concidoring he leamorsintorests, concorns, and situations. n contrast fo learner centered classroom, the teacher makes adjustments in fisher lesson plans 1 ‘Sccommadatelaamers interests and eoncems, Banking Approach “Teacher doposts knowledge into the “emply minds of students for students fo commit to memory. The students are perceived to be empty receptaces wating to be filed. These lacs that ave deposited are ‘wir gradual every ime quizzesests are given unt at the ond ofthe tammaverythng ie witrawn nthe final exam thus students minds ae once more empty ready to be filed in thet school yea. Retiecthe Teaching 7” Studenisieachers leam through an analysis and evaluation of past experiences. Without analysis, no new learning and idoas can be eonstuctes. Swateges of Reflective Teaching © Set analysis % Writing journals Keeping apostolic Metacoontive Approach 17" Brome prfte met’ means beyond, ‘saan approach that goes beyond coaniton ‘Thinking about tink Has comething to do wth our studénts monibring Pet thought procesEas wile hoy ae thinking, ts lowing ‘ur students tink aloud. esearch incieates tat “efedive problem solvers” subvecalize; tis they tak io themselves frequent, Constructivist Approach "View ioarning ae an active process that regu fom sel constructed meang. Ameaningtl connection is established betwaen prio knowledge and te present learning activity. “7 Students here continue rehocting and evaluating aecurulaed knowledge wit an end In ew of consiuctng ew meanngs. Teachers ato lallte learning envionment ~ Loseons aro acy contored inorder Tor thom to experiance or galn personal krowedgo trough actvo 'nvWement Integrated Approseh ‘S nvadseplna’y.nlerdsipinaty and varsasciplnary 7 Intraiseipinary” when teacher itograto ho Subdisopines within a subect area, Ex. Integrating Istening, speaking, reading ard wing i anguape arts Interdsciptnary- or Gonlgn-Basod Insnicton- is done wien two diferent subjects such as Aral Pan and Science ae ntograted, 7 Transaisciptinary- teachers orgaize he curiculum around studens questions and concerns. Teaches using rake cortex. DirecVExpositive Instruction Approach % Diectinsvuction % Dacuetva method Damonetration metod 1. Dirt Instruction/Lecture Method "7 Aimed at helping students acquire procedural knowledge which is knowleda performance of some task Bx Focusing the microscope, ding ponerpoet prose rciaed in the playing basket, soning jeans.timpen we eme) Sfooehin rg er cre nto ton 6 a3 Seeeeeeaea Instructional Characteristics of Direct Method “Teacher directed Empracis ison the teaching of eile “Taughtin a step-by-step fashion ‘form of earning through mation, sometimes termed as “behavioral modeling” Used to teach facts, princpies, and laws. Used theresa lange ameun of irmaton that needs tobe sti Used iho matrasstudod is vor feu or thera isnot enough recourco ators, @ cree peeeeee {6 Deductive Method: trom general o specie. Hore th teacher starts dscussng 2 rule then ends with giving examples. 7. Demonstration Method ‘7 Here, be Leacher or an assigned student or group shows how process is dre wil the students bocome observers. Is used when materials are not enough Guided/Exploratory Approach ‘Inductive metion lequiy Problem solving Project Cooperative learning Pee teachngtutonng Parner leaming| 1 Indirect instruction is best used. ahenthe leaning procoss i inary Bas0o, ro results scovory and the learring context isa problem. Inductive Method is also teered o a rect instucion % teegins rom spect to gonsral ~ Itbegins wih question, problems, and dels and ond up with answers, generalizations, conclusions. ‘Advantages of Inductive Method ~ Léamnesaranore engaged in the teaching earring process. “A Leamirg becomes more inioresting a the outset bacauce afi bepin with the xparonces of mo Inquiry Method 1s sometimos toma a8 eis v0ry’ “nous” and “rotiom solving” % Dated asa teaching method which fs modeled alr the investigative processes of scientist, Instructional Characteristics of Inquiry method rvestgative processes such as nieting, hypothesizing, measuring, predicting, ete are employed Tho procedure n gathocnginrmatin 6 rot presorb0d bythe teaches % Ghivren ae highly maivated to search The answers arivad ae genuine products of her own etfeor. Problem Solving Method. ~stategy that employs sciatic method in searching for information. “The ve basic steps othe scenic method or investigetory process a: ‘Sensing and detning the problem Formulating hypobesis Testng hotkey hypothesss ‘Analysis, inorpretalon, and evaluation of evidence Formulating conclusion@ Sarma Sfooehin rg tr cre no ton 6 a3 Seeeeeeaea Project Method ‘7 Is foaching methad that roqies the students to presant in concrete form te results of ntormaton (gathered about a concep, principle or innovation. Sometimes reerod to as sell-lrected study” Cooperative Learning 7 "ita ves 0! laseroom organization where students work in groupe or teams to help each other learn Students workin teams to tackle academe asks Fonard systems are group orertd rather than individual rented ‘Teams are made up of mived abies: high, average, arc low achievers Each individual eamer fs aesauntaoo fer hiner learhing Eloments of the Cooperative Learning Mode! “I Postive interdependence 2) Face-to-Face interaction 5. Inavidval and Group Accountbty 4: Interpersonal and Sal Group Skis 5. Group Processing Peer TutoringiPeer Teaching <7 "The best way to lear something to teach it eer tutoring is commonly employed wen the tedBfier RaQuests the oler, brighter and more cooperative ‘member of he class to tuor otter lassmats, “Tutoring Arrangement may be done: 2. Instructional tutoring dr students help younger bnas on a one-o-oh bass or one-toa-group basis. ©. Same age tutoring his works wel with children who can acta inleracbve pairs, =. More able ones to aeciat the less able, ‘© Monitorial tutoring ho class maY be divides ino groups afd manors ae assigned to load each group. 4. Structured tuloring- 2 define procedures followed highly situredttorng is acrinstered by trained ‘2. Semi-structured tutoring“ combination unstuctued and stuetured whore the tutor guides hishertutee through eareuly planned tearing guid Partner Learning + Is learning wit partner having a study buddy Study budéies Bocome responsible for each other's leaming, However, each students held accountable for Fisher wnileaming, CLASSROOM MANAGEMENT ~The process of erganzing and conducting the business ofthe classroom relate ire of behavior probiome. Wigton poreovod 2s rlatd othe prosorvation of order and the maitonanco of contol Principles of Classroom Management ‘Consistent, proactve dlscplne i the ux of fective classroom management. Establish routines fora dally tasks and need Sirke balance between varely and calenge in students’ actives ‘Az aseoom manager, be ate of allacions and sctviis in the classroom (with-t nese principle) Resolve minor inattention and disruption before they become major disrupton Make good uee of every inerutional moment Minimize daspline tme fa maimizeineructional time APPROACHES TO CLASSROOM MANAGEMENT 1. Assertive epproach + Expects teachers fo spec rules of behavior and consequences for esabeying them and to commurieate theee ule and coreaquencet coerynen we oe) Sfooehin rg er cre no tn 6 3 Seeeeeeaea + Teachers expect them to behave in certain way in class (Duke ard Mechel @ scree 2. Behavior modification approach * Stives to increase he occurence of appropriate behavior through a system of rewards and reduce ketnood of appropiate behavior trough punishments 4. Business academic approach *"Dovoloped by verison and Emer ‘Emphasizes the organization and management of students a they engage in academic work. Ex. Clear communicaton of assignments ané work requirement, montonng student work, and feedback to students, 44 Group managorial approach ~ Based on Jacob Kounn's research, Emphasizes tho mporance ol espording mmediaely to group student behavior that might be Inappropriate or undesraben orser lo proven problems ratnerthan having 10 geal wih thom ater they emerge. + Ripple etfect "Occurs when teacher corects a misbehavior in one siden ad this positively influences the benavout of nearby stusens, ‘With-teness: “isthe ski to krow whats going on nal pais. he classroom at all BS: noting is miss. “Witt teachers note and act auioky and accuataly in curing ass disturbances. They prevent minor istpions em becoming majo ad know who the nstgalor na podem stuton one has eyes inthe back of ones hed Pygmalion EttectRosenthalEttect ‘isthe phenomenon whereby he arate he expectation placed upon peosi, the beter they perform. The effect 's named aie he Greek my of Pygmalion, a sculptor who flln love wit a Statua he had carved, Hawthorne tect “(Aso referee as the obsater effect isa typeof reactivity in which incvduals modty or improve an aspect of thi bhiavor in respons ther awareness of being observed + John Henry effeet ihe opposite o! the Havahomne alee i¢ when a supposedly control group that ges no Iinterventon, compares themselves fo the experimental group and through extra effort gets the same effects or results. + Plagébo Effet ‘7 Aremarkable pheomencn in which a placebo ~ a fake treatment, an inactive substance ike ‘gar, distiled wate, or salne salulon ~ ean sometimes Improve patents condition simply bpecalge the person has the expectation tha wi be elu Ex The teacher condoned the chien to behave because Santa Caus is coming with a oof fits and tthe want be gvon como toy have fo behave wol unt such time Santa wil Nave to Finaty come, + Hato ettect "isa cognitive bias in which an observers overall impression of a person, company, brand, e produc! fluences the observer's feeings and thoughts about thal ents characero: properties. + itwass names by psyenologst Edward Tharnako in oforence 1 a parson boing percetved 36 having a hafo. Thus, by sesing that somebody was painted wit a hao, te observer can tl that this must have been & good and worthy person. "Bx Partepants gave signficany bet wring ovaluatons fo the more atracve author. Group Guidance Approach by Fritz Red 3 Causes of Misbehavior 1. Individual Case history 2. Group conaition 4. Mixture of incvidual and group cases(Cece bse wea ee) Spahr cre no ton 6 a Seeeeeeaea @ curse Group elements to be considered to maintain good discipline: 1. Digsatstaction with classroom work The work is 00 easy or too ficult % TRewott and igitor ioe my: Asignmans ae poo planned or pot explains. Assignments are consered una by students because they have not been prepared for hem. Learning experences emphasize vercazaton, omitng mtr sklls, and manpulaive activites. Work is bedly scheduled, badly sequenced or confusing 2, Poor interpersonal relations ‘7 Problems are caused by tiendships or tensions among individuals, cliques, or subgroups; by acy filed group roles, and by student-teacher ncton 5. Disturbances in group climate "The cimale is punitive, tinged with partaty (certain chs ean dB 0 wrongs, thers are ‘accused for almost anyting), foo compettive(eadig io hese of deleatistattudes), too ‘exclusive ie group rejects viduals who dnt 4. Poor group organization 7°" The groups catactoize by foo much autoeratle pressute or t00 litle supervision anc secur. Standards for group behaviour ar too high Orfeo lw. The group is to highly organized (t60 many rules) or too unstructured. The group ‘organization is cutof focus with theage, developmental maiuly,sodalbacxoround noeds, biti ofthe group momar. 5. Sudden change and group emotions. The group is experiencing high level of anxlety ust before ‘exam period). Contorporary overs oad to unusual Sopressen aro” excitement ‘Student Problem Types Based on Teacher Descriptions. 1. Distractible These chien naya'htattaton spans. ‘They seom una fo sustain tlention ard concentatlon an are highly dstacibe. Signs Has ey adjusting © changes + Rarely completes a tak + Easily distracted by sights, sounds or speech 2. Underachlaver “These do the “minuto get by. % “They donot valve schoo! work Signs: + “iniferento schootwork- Minimum work ouput - Not challenged by school work - Poory rmatvaieg 3. Low Achiever + "tees chien have difleuty even though they may be wang work, Their probiom glow potential, or lack of readiness, rather than poor motivation. Signs: 2 Diticuty folowing crections Dificuty completing work Poor ratention Progresses sowiy 4. Witharawn {7 Theta chien avoid personal interaction but ar rejected, ignored, er excluded, Signs: Quiet and sober Does nat inate or volunteer Does nat cal atention to eat 5. Dotiant These chien cesiatauhorty and carry ona pow trugle with the teacher They wantto have mel own way and not to be tld what 0 , Signe:(Coe bse wea ee) Sfoaehin rg er cre no ton 6 3 + Resists verbally with statements, "You cant make mo" 1 Derogatory statmeris about teachers and oes, {Resist nor verbally wih frown an grmacos Looking away when spoken to Mimics postures of teachers + Deliberatsly does what teacher says rt to do 6. Rejected by Peers < Thoso children sock peor inoracton but aro roocted, ignored or excused, Signs: Forced to work and play alone Lacks socal skis * Often picked on or teased 7. Hostile Aggressive These chideen express hosblty tough dec, ntense behavior. They are not easly convoled Signs: © Intimidales ard threatens © Hite and pushes © Damages property ©. Hoste ©. Easiy angered 8. Passive Aggressive "These enlren express opposton and resistance to he teacher, but INDIRECTLY. itis often hard to tell whether they are resisting, delBertely 0 nt. Signs = Subty oppositional and stubbor + Tres to cont + Borderine complance + Drags eet 9. Hyperactive These children show excosaive and almost constant ovement oven when stg Of their movements appea o be wihout purposes. Signs * Blurts outagwors and cbmments ‘en outof seat Bothorschigren with noises Energetic but poy directed + Excessively ouches people or objects 10.Fallur Syndrome *7 These children afte convinced tat they cannot do ther work + (by expect ofall ven ato succooding Si ian: Easily frusvaied + Easily gives ve says, teantdolt 11. Portectionist ‘These children are unduly anxious about making mistakes Their seltimposed standards are uneasily high so that they are neve satsied with hel work Signs: > Often anxious ©. Featul rusrated © Holds back rom cass patcipaton unless sure of set @ cure Cognitive Structures by Charles Lettteri LUst of soven comprehension or thinking skill that students can develop to enhance the way they ‘process information: 1. Analysis (ied dependence-independence) ‘the abiy te break down information Into component parts fr the purpose of idetiicaton and categorization, 2. Focusing (scanningiconcentraton)(Coenen Ut wea ee) Sfooehin rg tr cre no ton 6 Seeeeeeaea the ality to selec relevant or important intoematon without being distracted or contusod by lreievant secondary information. ‘3. Comparative analysis (rflective-impulsivty) "the aby to select correct item from among several alternatives and to compare Information and make proper choices. 4 Narrowing (breach of categorization) "7 the abit dently and place naw information ino categories trough ts atitutes (physical characterstes, prince, or unctons) ‘5. Complex cognitive (complexity-simplicity) ‘the abit Integrate complex Information into existing cognitive structures (long-term memory). 6. Sharpening (sharpeningeveing) “7 tho ality to maintain distinctions betwoon cognitive stuctures (including old and pew information} and to avoid contusion or overlap. 7 Tolerance (olerantntoleran) ‘the ably t nto and modi thinking, the ait to deal with ambiguous or uncle Information without getting frustrated. Cognitive Framework by Welntein and Mayer Basic Rehearsal Strategies +The aby fo remamoer names or words and the order of hing 2, Complex Rehearsal Strategies +7 Mako appropriate choles or selactons (suchas knowing what fo copy Whig the teacher explains someting or wha fo underline or outine while esd) 8, Basle elaboration strategies ‘Such as roaing two oF more items (cus ae rouns and verbs) 4, Complex elaboration strategies "analyzing or sytheszing new infomation wih cl information 5. Basic Organizational strategies, Calegorzing, roupng, oF ardeiignew ienmation 6. Comprehension monitoring +7 "Checkig progress, recognizing when one is om the righ Wek or confused, ight or wong 7. Atfective strategies Boing relaxed, yotler and atteive curing a test svaion and whon studying 8, Six Components of iret struction Moding ‘Guided practice Consoidator| Irdepencent practice ‘Agpicaton Reviow ‘modeling (eld It oduction ‘Yo The teacher ois tho sil roquted and shows how tis used “The eacher ‘shares a cognitive secret of how to execute a strategy 2. Gulded Practice ~-Toachorgand students work togotier on a ek or tatk and igure out now to apply strategy. The teacher stays in the background, but guides students by asking such questions as why they have ofeced or accepted some lformaten. 3. Consolldation (extension) “7 The teacher helps students to considera si in relation to several examples and to etormine wheter he sls shoul oF should not bo used, 4. Independent Practice 7 the stdent’ complete assignments by thamseves, rat in class with he teacher present ta prowde ac necessary and then at home or anther own WITHOUT the assistance ofthe feacher 5. Applicator 7° “The toacher asks students to apply the silin a new probe 6. Review v7 The perioccalyreviowe the when, why, and how ofthe sil + tlisincorporated int classroom and homework assignments over an extended perc. @ Aces ane cme(Coe bse wea ee) Sfoohin rg tr cre no tn 6 3 Sees 4 MISTAKEN GOALS OF MISBEHAVIORS BY ADLER 1. Goal sto get attention 2. Goals to seek power 3. Goals to get revenge 4. Goalie to eolate onesett @ scree 1. Gost isto Seek Attention (to keep others busy orto got special service) Chid's characterise ‘srup ho classroom, + askior avers. + atte on one another Feluso to work or ae slow to finish assignments + request hp wen isnot eared + Stage mbehavior temporary, but itor resumes same oranelPer disturbing bohavor Childs bet oun (belong) ony when Im being noticed or gtng special service "im only important when Fn Keeping you busy wih me Notice Me-invoive Me. + Redirect by involving child in 2 uset task + "Nove you and "(Example care about you and wll spend time with you late.) + Toven winout woos + Setup nonverbal signals + ignore the msbenavior wile encouraging epprpiate behavior. Try to catch the student being goes 2. Goalie to Seek Power (to be boss) Chit's Characteriis argue. contadi, have temper tantrums. ‘tempt to upset the teachet Success brings more striving for power. Imensites benavor Feolshoisno's won when parensileachers aro upsot Chis Bate oF Gry when Ii Boss rin corto or proving no one can boss me. + You eamtmaxa me + Goalls to Sook Power (lobe boss) ‘What the Chis Needs and Wat aduts can do to encourage + Let Me Help-Give Me Choices. (Got help trom ent to $01 reasonable anc fow mis ‘Acknowledge that you cant make him/her, and ask for hisher help ‘Wat tne Chids Needs and What aduts cans ta encourage + Redirect to postive poner. Ofer aiid choice. {Where from confit and calm down. Betirm and kn, fet dont talk 3. Goals to Isolate Oneselt (assumed inadequacy to give up and be let along) (Chid's Charactoistiss “withdraw rom situations where they assume their inadequacy wil be obvious. need to convince the teacher of her deabiy, 20 they wll be lt alone © Retreats tuther@ cree ¥ Noimprovement + No response Chit’ Beit [eon belive can so, fl convince ofers not to expec anything of me Lam helpless and unable; ino use tying because I wont do tight Y Gonlis to folate Onsee? (assumed inadoauac- 10 give up and be lot leno} What the Chics Needs Faith Me-Don't Give Up On Me. + Take time for raining, Tako ema stops. Make the tak easier unt the child experiences success. + Show fait What he Che's Neods and What adults can do to encourage Encourage any postive atom no mater how small + Dont give up. Enjoy te ci + Bulld on hho inorosts, Encourage, encourage, encowag. Use famivilass meetings. 4 Goals to Seek Revenge (to get even) ‘Chid’s Charateriticn may atin rue, vile, il vious ways. re paranod and need io rtali ~. when punished, fel usted in their orginal actons. % Damages pops % Gate even 7 Escalatos thelbame behavior or chooses aneiigt weapon CChis's Charalitios 7 con't Hank Belong, $9 hurt ofers as eel hurt. Lean’ belted orloved, + Help Mem Hurting. + Adigize ‘+ Avoid puritan retataton, + Show you care + Winat te Child's Needs and What aduts can do to encourage = Encourage stenains + Use fami cass meetings ‘palin tho Mt footngs. “Your bnavir tls mo you must fel hun. Can we talk about that Use refletve stoning Dont take behavior personally, + Share your eeings. Good Classroom Techniques: 1. Witte the sk to know whats going on in al parts of the classroom atl times 2. Overlapping - means handing wo or more actives or groups at he same time. Essentially, tis the abity 6 monitor te whale lass at all tmes Itinvoles Keeping @ smal group on task for example, while go helping othr stuconts wih tir soatwork 3. Smoothness isthe abit to make emcotn lescon ransitons, keep an appropiate pace, and invoWe a ‘Students n a lesson. Smootiness shouldbe present fo preven erhinoss (the dsordel fow of activites)(Cocey bse wea ee) Soebroto 6 a Seeeeeeee @ cree Jerkiness can be avoided by not observing any ofthe Bowing: |. Stimulus-bounded “The teachers bo Immersed in a smal group of studenis or activites that he or she ignores ther studenis or misses an event hate potenti clruptve, b. Thrust “To toachor bursts into aetviioe without assossing studontroadinass ar gives ordre, statomonts cor questons that only contuse studens Dangle ‘The teacher nds an atiy or drops a topic betes completed. 4. Truncation ‘Tho toachor ends an actvily ABRUPTLY. , FLIP-FLOP “Tho teacher terminates one actvty, goes to another, and ten reuens to the previously terminated actly. The leacher lacks clear drecton ans sequence a ates. {4 Momentum refes'o tho force and tow o a esson. An effective lossOn pure tho student along Etfecive teachers move though the lessons at a bis pace ad appear to have vey few slowdowns inthe flow of actus, 5. Group Focus is the process where the whole class is involved withthe use Be feachars alerting Techniques. > Antiseptic Bouncing is asking a stident to leave the roomie or shes Unconolably ‘glng or msbonaving thet afocs te majonty ofthe cles. ©. Program Restructuring is recognizing # poor lesson or aciviy and tying to replace t for ‘Something else inorder to rasiore adested behaviour © Humor Effect makes use of joke to release fensionin a tensed staton. ® Proximity and Touch Gantrolis pacing the feacher’s presence close otha misbohaving student > Interest Boosting sa response directed fo a studi that seems to be losing interest in a lesson. pay soma adllonal attention fo other stdents anther work ‘Signal Interterence rors to non-verbal response io stop stuens’misbohaviour Ike for instance: Clear your throat, stare af the offender. Stop what you're saying inthe mid-sentence. > Planned Ignoring rots fe Jgnoring an action that he studont may be dng fr attention. ©. Direct Appeals responding when appropriate, eoining xt tne connecion between the conduct ‘orrmioneuel ard te consequences. ‘Types of Classroom Mahiager 1. AuthortativyDeimaeratie Warm, but demanding) Teashers who coaly and tary communeatos standards for escpine and performance to student. The demoeraie teacher's kind, carng.and warm, bu als frm, + Hore, oteacher mest provide stimulation trom within trough a sharing of responsiblity and encouragement athe than demands. Sel esteem is developed bya sharing of responsi, and students are enoouraged when they make mistakes. 2. Authoritarian (Not warm, but demanding) “Places frm mts and contrat onthe student ‘is characterized by power, dominaton, pressure, andciicsm. {The authontaran taacher assumes tho sole responsibilty for making all decisions forthe c Uses pressure, a sharp voice, and fear in foreng ‘+ Stucenis in ns typeof atmasphere oten dove. a tear a fare, low se-estoem, and a deteatist atitude. Consequently, students lend to give up when they encounter anew or affcult task ‘+ Studens inthis class are tkaly reluctant io iia acivtes since they ft poweress and 3. Permissive/Laissez Faire (Warm, but not demanding) * Piaoes few demange or contre on tho etdents ‘The teacher accepts the studenis’ impulses and acon and is less tkely to monitor her behavior { lemore concamed wit he students’ emotional walling than he ie wih classroom contol@ sumemer {torus ome) Snr cr nh Qe eon a, On cy peeieceee “+ Here, anything goes, which general leads o chacs. The classroom fs often sorganized, which causes student rustaion, a high level of sress, ard a felng of boing totaly overwhelmed and ist 4 Uninvotved (Not warm, not demanding) ‘+ Teachers wro ae iniforot and undemarding ot student invalvoment