PRINCIPLES OF TEACHING

Course Audit Review 2022

by: Czendra Faye Compares

 TEACHING
- process of INTERACTION

PRINCIPLES OF TEACHING
 TEACHING
Science and Art

Research-based Strategies and

Methods

PRINCIPLES OF TEACHING
 TEACHING
Science and Art

Research-based Strategies and

Methods

PEDAGOGY
PRINCIPLES OF TEACHING
BASIC CONCEPTS

• Principles – beliefs, perspectives, view, blueprint,

guide
• Approaches – general PROCEDURE
• Strategies – general DESIGN/PLAN
• Methods – SPECIFIC (step-by-step)
• Techniques – PERSONAL art and style

PRINCIPLES OF TEACHING
1. To ensure that the lesson will go smoothly, Teacher A listed
down the steps she will undertake together with those of her
students. This practice relates to

A. Teaching style
B. Teaching method
C. Teaching strategy
D. Teaching technique

PRINCIPLES OF TEACHING
1. To ensure that the lesson will go smoothly, Teacher A listed
down the steps she will undertake together with those of her
students. This practice relates to

A. Teaching style
B. Teaching method
C. Teaching strategy
D. Teaching technique

PRINCIPLES OF TEACHING
 LEARNING ENVIRONMENT
- Refers to diverse physical locations, contexts, and
cultures in which students learn

PRINCIPLES OF TEACHING
 LEARNING ENVIRONMENT
2 aspects:
1. PHYSICAL 2. SOCIAL
- Temperature - Relationship
- Sound - Motivation
- Lighting
- Set-up

PRINCIPLES OF TEACHING
 LEARNING ENVIRONMENT
An IDEAL CLASSROOM must be:
Democratic – free to express/act
Liberating – students’ preference
Empowering – be better

PRINCIPLES OF TEACHING
 LEARNING ENVIRONMENT
TEACHER ROLES:
1. Be fair/objective/impartial/neutral
2. Create healthy climate
3. Establish safe and conducive classroom
4. Communicate higher learning expectation
5. Be consistent (routine, structure)

PRINCIPLES OF TEACHING
Which of the following contributes in making the environment
conducive to learning?

A. Cooperative learning
B. Excessive praise
C. Individual orientation
D. Long assignments

PRINCIPLES OF TEACHING
Which of the following contributes in making the environment
conducive to learning?

A. Cooperative learning
B. Excessive praise
C. Individual orientation
D. Long assignments

PRINCIPLES OF TEACHING
GENERAL PRINCIPLES

PRINCIPLES OF TEACHING
 ELEMENTS OF TEACHING
1. Teacher - key element
2. Learner - most important element
- recipient of learning
3. Content and teaching strategies
- subject, materials, and methods

PRINCIPLES OF TEACHING
 PRINCIPLES OF INSTRUCTION
1. Context - setting and use of appropriate
materials
2. Focus - subject matter/lesson
3. Socialization – social setting in the classroom
4. Individualization – learner’s purposes,
aptitudes, abilities
5. Sequence – effective order of learning tasks
6. Evaluation – appraisal/assessment/feedback

PRINCIPLES OF TEACHING
 PRINCIPLES OF LEARNING (HORNE AND PINE)
1. Learning is an experience which occurs inside
the learner and is activated by the learner.

2. Learning is the discovery of personal meaning

and relevance of ideas.

3. Learning is a consequence of experience.

PRINCIPLES OF TEACHING
 PRINCIPLES OF LEARNING (HORNE AND PINE)
4. Learning is a cooperative and collaborative
process.

5. Learning is an evolutionary process.

6. One of the richest resources for learning is the

learner himself.

PRINCIPLES OF TEACHING
 PRINCIPLES OF LEARNING (HORNE AND PINE)
7. The process of learning is emotional as well as
intellectual.

8. The process of problem solving and learning are

highly unique and individual.

PRINCIPLES OF TEACHING
Which of the following principles apply in this situation?
Teacher presented a new lesson wherein the students were
asked to work on a new project which was somewhat
complicated. The students showed interest while working on
it.

A. Effort is put forth when tasks are challenging.

B. Lessons should be presented in varied and different
ways.
C. Meaningful materials are readily learned that nonsense
materials.
D. Teachers should provide opportunities for meaningful and
appropriate practice.
PRINCIPLES OF TEACHING
Which of the following principles apply in this situation?
Teacher presented a new lesson wherein the students were
asked to work on a new project which was somewhat
complicated. The students showed interest while working on
it.

A. Effort is put forth when tasks are challenging.

B. Lessons should be presented in varied and different
ways.
C. Meaningful materials are readily learned that nonsense
materials.
D. Teachers should provide opportunities for meaningful and
appropriate practice.
PRINCIPLES OF TEACHING
 GREEN FLAGS RED FLAGS
• Learner-centered • Subject-centered

PRINCIPLES OF TEACHING
 GREEN FLAGS RED FLAGS
• Learner-centered • Subject-centered
• Flexible

PRINCIPLES OF TEACHING
 GREEN FLAGS RED FLAGS
• Learner-centered • Subject-centered
• Flexible • Rigid rules

PRINCIPLES OF TEACHING
 GREEN FLAGS RED FLAGS
• Learner-centered • Subject-centered
• Flexible • Rigid rules
• Emphasis on students’
choice

PRINCIPLES OF TEACHING
 GREEN FLAGS RED FLAGS
• Learner-centered • Subject-centered
• Flexible • Rigid rules
• Emphasis on students’
choice
• Two-way interaction

PRINCIPLES OF TEACHING
 GREEN FLAGS RED FLAGS
• Learner-centered • Subject-centered
• Flexible • Rigid rules
• Emphasis on students’ • One-way interaction
choice
• Two-way interaction

PRINCIPLES OF TEACHING
 GREEN FLAGS RED FLAGS
• Learner-centered • Subject-centered
• Flexible • Rigid rules
• Emphasis on students’ • One-way interaction
choice
• Two-way interaction
• Technology integration

PRINCIPLES OF TEACHING
 GREEN FLAGS RED FLAGS
• Learner-centered • Subject-centered
• Flexible • Rigid rules
• Emphasis on students’ • One-way interaction
choice • Memorization
• Two-way interaction
• Technology integration

PRINCIPLES OF TEACHING
 GREEN FLAGS RED FLAGS
• Learner-centered • Subject-centered
• Flexible • Rigid rules
• Emphasis on students’ • One-way interaction
choice • Memorization
• Two-way interaction • Overemphasis on drills
• Technology integration

PRINCIPLES OF TEACHING
 GREEN FLAGS RED FLAGS
• Learner-centered • Subject-centered
• Flexible • Rigid rules
• Emphasis on students’ • One-way interaction
choice • Memorization
• Two-way interaction • Overemphasis on drills
• Technology integration
• Individualization

PRINCIPLES OF TEACHING
 GREEN FLAGS RED FLAGS
• Learner-centered • Subject-centered
• Flexible • Rigid rules
• Emphasis on students’ • One-way interaction
choice • Memorization
• Two-way interaction • Overemphasis on drills
• Technology integration • One-fits-all curriculum
• Individualization

PRINCIPLES OF TEACHING
 GREEN FLAGS RED FLAGS
• Learner-centered • Subject-centered
• Flexible • Rigid rules
• Emphasis on students’ • One-way interaction
choice • Memorization
• Two-way interaction • Overemphasis on drills
• Technology integration • One-fits-all curriculum
• Individualization
• Integration of problem
solving

PRINCIPLES OF TEACHING
 GREEN FLAGS RED FLAGS
• Application of real-life • Subject-centered
• Available enrichment • Rigid rules
activities • One-way interaction
• Teacher as facilitator • Memorization
• Overemphasis on drills
• One-fits-all curriculum

PRINCIPLES OF TEACHING
 PRINCIPLES OF GOOD TEACHING
1. Active
2. Varied
3. Motivational
4. Well-balanced
5. Democratic

PRINCIPLES OF TEACHING
Which of the following opposes the role of teacher as
facilitator of learning?

A. Caters to multiple intelligences in the classroom

B. Does less talk compared to learners
C. Does more talk than learners
D. Makes use of interactive teaching strategies

PRINCIPLES OF TEACHING
Which of the following opposes the role of teacher as
facilitator of learning?

A. Caters to multiple intelligences in the classroom

B. Does less talk compared to learners
C. Does more talk than learners
D. Makes use of interactive teaching strategies

PRINCIPLES OF TEACHING
MANAGING INSTRUCTION

PRINCIPLES OF TEACHING
 INSTRUCTIONAL PLANNING
- To visualize future
- Aids in making decisions on what and how to
teach
- Devising learning experiences

PRINCIPLES OF TEACHING
 INSTRUCTIONAL PLANNING
Importance/Functions:
- Overview of instruction
- Facilitates management of instruction
- For purposive learning

PRINCIPLES OF TEACHING
 INSTRUCTIONAL PLANNING
Variables in IP:
1. Teacher
2. Students
3. Content
4. Materials
5. Time

PRINCIPLES OF TEACHING
 LESSON PROCEDURES
Preparation - review, introduction, motivation
Development – lesson proper
Evaluation – test/quiz
Application – integration; assignment/project

PRINCIPLES OF TEACHING
 LESSON PLAN
- Daily/regularly
- Detailed/comprehensive
- Basis of actions

PRINCIPLES OF TEACHING
 LESSON PLAN
Objectives – aim/goal
Subject Matter – topics and references
Learning Experiences – activities
Evaluation – feedback
Assignment – reinforcement activities/next topics
PRINCIPLES OF TEACHING
 GUIDING PRINCIPLES IN DETERMINING AND
FORMULATING LEARNING OBJECTIVES:

1. Begin with the end in mind.

2. Share lesson objectives with students.

3. Lesson objectives must be in 2 or 3 domains:

knowledge (cognitive),
skill (psychomotor),
values (affective)

PRINCIPLES OF TEACHING
 GUIDING PRINCIPLES IN DETERMINING AND
FORMULATING LEARNING OBJECTIVES:

4. Work on significant and relevant lesson objectives.

5. Lesson objectives must be aligned with the aims of

education as embodied in the Philippine Constitution
and other laws, and the vision-mission statements of
the educational institutions of which you are part of

PRINCIPLES OF TEACHING
 GUIDING PRINCIPLES IN DETERMINING AND
FORMULATING LEARNING OBJECTIVES:

6. Aim at the development of critical and creative

thinking.
7. Learning objectives must be SMART
Specific
Measurable
Attainable
Result-Oriented/Relevant
Time-bound
PRINCIPLES OF TEACHING
 3 PARTS OF A GOOD OBJECTIVE
Behavior – verb that describes an observable activity
What will the student be able to DO by the end of the lesson?

Condition – circumstances/reference
What will the student be using (resources, tools, aids, references,
etc.) or be denied while performing the behavior?

Criterion – standard that is used to measure whether or not

the objective has been achieved
How well must the student perform the behavior to show mastery?
PRINCIPLES OF TEACHING
TAXONOMY OF OBJECTIVES

PRINCIPLES OF TEACHING
 TAXONOMY
Benjamin Bloom (Cognitive)

PRINCIPLES OF TEACHING
KCApAnSE

PRINCIPLES OF TEACHING
REVISED TAXONOMY

PRINCIPLES OF TEACHING
PSYCHOMOTOR
Anita Harrow ReFundPerPSN

PRINCIPLES OF TEACHING
PSYCHOMOTOR
Elizabeth Simpson PSGMCAO

PRINCIPLES OF TEACHING
AFFECTIVE
David Krathwohl ReResVOC

PRINCIPLES OF TEACHING
THE NEW TAXONOMY
Kendall and Marzano

1: Retrieval
2: Comprehension
3: Analysis
4: Knowledge Utilization
5: Metacognition
6: Self-System Thinking

PRINCIPLES OF TEACHING
In Bloom’s taxonomy of educational objectives, the domains
are stated from lowest to highest level. Which of the following
belongs to the lowest level?

A. To differentiate active from passive

B. To explain the procedure in changing improper fraction to
mixed number
C. To give available resources that could be recycled to
useful things
D. To name the characters of the story

PRINCIPLES OF TEACHING
In Bloom’s taxonomy of educational objectives, the domains
are stated from lowest to highest level. Which of the following
belongs to the lowest level?

A. To differentiate active from passive

B. To explain the procedure in changing improper fraction to
mixed number
C. To give available resources that could be recycled to
useful things
D. To name the characters of the story

PRINCIPLES OF TEACHING
SUBJECT MATTER CONTENT

PRINCIPLES OF TEACHING
 QUALITIES IN SELECTION AND ORGANIZATION
OF CONTENT:

1. Validity – teaching the content we ought to teach

2. Significance – response to the needs and

interests of learners

3. Balance

PRINCIPLES OF TEACHING
 QUALITIES IN SELECTION AND ORGANIZATION
OF CONTENT:

4. Self-sufficiency – content fully covers the

essentials
5. Interest
6. Utility
7. Feasibility - essential content can be covered in
the amount of time available for instruction

PRINCIPLES OF TEACHING
 STRUCTURE OF SUBJECT MATTER
CONTENT
1. Cognitive
2. Skills
3. Attitudes and Values

PRINCIPLES OF TEACHING
 STRUCTURE OF SUBJECT MATTER
CONTENT
1. Cognitive
a. Fact – idea or action that can be verified
b. Concept – categorization of events, places,
people, ideas
c. Principle – relationships between and among
facts and concepts
d. Hypotheses – educated guesses about principles

PRINCIPLES OF TEACHING
 STRUCTURE OF SUBJECT MATTER
CONTENT
1. Cognitive
e. Theories – set of facts, concepts, and principles
that describe possible underlying unobservable
mechanisms that regulate human learning,
development, and behavior
f. Laws - firmly established, thoroughly tested
principle or theory

PRINCIPLES OF TEACHING
 STRUCTURE OF SUBJECT MATTER
CONTENT
2. Skills
a. Thinking skills – application of what was learned
b. Divergent thinking – generation of new ideas; building
upon prior knowledge
c. Convergent thinking – narrowing down from many
possible thoughts
d. Problem Solving
e. Metaphoric thinking – analogic thinking; similarities

PRINCIPLES OF TEACHING
 STRUCTURE OF SUBJECT MATTER
CONTENT
2. Skills
f. Critical thinking – evaluating info or arguments in
terms of their accuracy and worth
g. Creative thinking – producing something that is both
original and worthwhile
h. Manipulative skills

3. Attitudes and values – at the apex

PRINCIPLES OF TEACHING
TEACHING APPROACHES

PRINCIPLES OF TEACHING
 SELECTION AND USE OF TEACHING
STRATEGIES
1. Learning is an active process.

2. The more senses that are involved in learning, the

more and the better the learning.

3. A non-threatening atmosphere enhances learning.

4. Emotion has the power to increase retention and

learning.

PRINCIPLES OF TEACHING
 SELECTION AND USE OF TEACHING
STRATEGIES
5. Learning is meaningful when it is connected to students’
everyday life.

6. Good teaching goes beyond the recall of information.

7. An integrated teaching approach is far more effective

than teaching isolated bits of information.

8. There is no such thing as the best teaching method. The

best method is the one that works, the one that yields
results.
PRINCIPLES OF TEACHING
 DIRECT INDIRECT
• Strategy: Expository • Strategy: Exploratory
• Aim: Mastery • Aim: Discovery
• Teacher-oriented • Learner-oriented
• Knowledge Transmission • Knowledge Generation
• Highly-structured • Flexible
• Content-focused • Experience-oriented
• Learner: Passive • Learner: Active

PRINCIPLES OF TEACHING
 METHODS OF DIRECT APPROACH
1. Deductive – general to specific
2. Demonstration – observation and imitation
3. Lecture-discussion – for bodies of knowledge
and relationships

PRINCIPLES OF TEACHING
 METHODS OF INDIRECT APPROACH

1. Inductive – specific to general

2. Inquiry/Problem Solving (Problem-based Method)

- starts with a problem and ends with a solution
- DISCOVERY as a process

3. Project – practical; with planning for cooperation

4. Metacognitive
PRINCIPLES OF TEACHING
 METHODS OF INDIRECT APPROACH

5. Reflective Teaching – learning from experiences

6. Cooperative Learning – TEAMWORK

7. Peer teaching/tutoring

8. Partner learning

PRINCIPLES OF TEACHING
 DISCUSSION PROCEDURES
1. Panel Discussion – semi-formal and conversational

2. Symposium – more formal; speakers with prepared

speech

3. Debate – oral argument

4. Round Table Conference – small group discussion

PRINCIPLES OF TEACHING
 DISCUSSION PROCEDURES
5. Case Study – in-depth investigation; specific sample

6. Buzz Session – points, views, opinions

7. Simulation – enactment of a scene

8. Seminar
9. Workshop
10. Play
11. Thematic Approach – common ideas combined

PRINCIPLES OF TEACHING
2. The class of Grade 4- Pluto is scheduled to perform an
experiment on that day. However, the chemicals are
insufficient. What method may then be used?

A. Demonstration
B. Laboratory
C. Lecture
D. Project

PRINCIPLES OF TEACHING
The class of Grade 4- Pluto is scheduled to perform an
experiment on that day. However, the chemicals are
insufficient. What method may then be used?

A. Demonstration
B. Laboratory
C. Lecture
D. Project

PRINCIPLES OF TEACHING
 QUESTIONING
- promotes INTERACTION
- ask THOUGHT-PROVOKING or STIMULATING
questions

PRINCIPLES OF TEACHING
 QUESTIONING TECHNIQUES
1. Probing – deepening for clarification, consensus,
complexity

2. Prompting – guide, coach, or assist

– giving a hint/ or clue

3. Convergent questions – close-ended; “narrowing”

4. Divergent questions – open-ended; multiple answers

PRINCIPLES OF TEACHING
QUESTIONING TECHNIQUES
Steps:

Ask
Pause or Wait Time
Call a student

PRINCIPLES OF TEACHING
Which of the following practices does not follow the
guidelines in asking questions?

A. Avoid cognitive memory questions

B. Call on pupils before asking the questions
C. Sequence questions so that higher level questions build
on the answers from lower level questions
D. Use probing questions to follow up incomplete answers

PRINCIPLES OF TEACHING
Which of the following practices does not follow the
guidelines in asking questions?

A. Avoid cognitive memory questions

B. Call on pupils before asking the questions
C. Sequence questions so that higher level questions build
on the answers from lower level questions
D. Use probing questions to follow up incomplete answers

PRINCIPLES OF TEACHING
CLASSROOM MANAGEMENT

PRINCIPLES OF TEACHING
 CLASSROOM MANAGEMENT
Purposes: Maximize learning
Minimize misbehavior

Types of Control:
1. Preventive/Proactive – planning
2. Supportive – directing behavior before it becomes full-
blown
3. Corrective/Reactive - discipline

PRINCIPLES OF TEACHING
 CLASSROOM MANAGEMENT APPROACHES
1. Assertive – rules and regulations

2. Business-academic – emphasizes organization and

management

3. Behavior Modification – reward and punishment

4. Group Managerial – prompt action to avoid ripple effect

5. Acceptance – belongingness

PRINCIPLES OF TEACHING
 CLASSROOM MANAGEMENT MODEL
• With-itness - awareness
• Overlapping - multitasking
• Flip-flop – jumping from one topic to another
• Truncation – sudden cut of the lesson and
proceeding to next topic
• Dangling – lesson is left hanging
• Thrust – lesson without readiness
• Stimulus Bounded – easily distracted

PRINCIPLES OF TEACHING
 CLASSROOM MANAGEMENT MODEL
• Hurdle Help – helping the student
• Proximity Control - going near the misbehaving
student
• Signal Interference – non-verbal cues
• Antiseptic Bouncing – “Get out!”
• Direct Appeal – confronting student
• Planned Ignoring
• Removal of Seductive Object

PRINCIPLES OF TEACHING
 MISTAKEN GOALS
Rudolf Dreikurs

Student’s Negative What the behavior

Motivation for behavior
Approach actually means

Attention-Seeking Keep others busy “Notice me”

Power-Seeking Bossy “I want to help”

Revenge-Seeking Want to get even “Help me”

Withdrawal/Isolation Low self-esteem “Show me small steps”

PRINCIPLES OF TEACHING
GOOD LUCK FUTURE
EDUCATORS!

PRINCIPLES OF TEACHING