MEDUC 100 Compiled • Motivational - Enthusiastic with standards and

expectations for students and self. Have passion for

LESSON: The Teacher's Professional Attributes and
teaching
Qualities
• Compassionate - Caring, empathetic and able to
What students say about their mentors: respond to people at a feeling level.
• Personable
• What a bore Mr. Rodriguez is! He is supposed to be
• Flexible - Willing to alter plans and directions in a
teaching but he sounds as though he is reading
manner which assists people in moving toward
facts. His subject is used to be my favorite subject,
their goals.
but he has managed to make me hate it.
• Individual perceptive - Sees each student as a
• Miss Santos was a real pill today. Sat at her desk
unique and valuable individual ((love for the
and droned on and on about the battles I ancient
learners); patient (with disposition and skills to
war. Didn’t say a thing that our textbook does not
approach all aspects of his/her work in reflective,
say better. We all fell asleep.
collegial and problem-solving manner.
• I am glad I have Miss Lim. I thought the period she
• Value-based - Focuses upon the worth and dignity
was covering would bore us to tears, but she has a
of human beings. Is a model of values.
way of making the driest materials come to life.
• Knowledgeable - Is in a constant quest for
• Mr. Gonzales is the best teacher I have ever had.
knowledge. Be expert in in his/her subject and
He knows the subject from A to Z and keeps the
skilled in the science and art of teaching
class hanging on every word. We are almost sorry
• Creative
to hear the bell ring.
• Versatile
The teacher • Open to new ideas
• Sense of humor - humor Knows how to take the
• Teachers open the door. You enter by yourself.
tension out of tight situations. (Sense of humor:
(Chinese proverb)
merging of two worlds = youth and maturity)
• A licensed professional who possess dignity and
• Knowledgeable
reputation with high moral values as well as
• Patient - Deliberate in coming to conclusions.
technical and professional competence. S/he
• Dependable - Honest and authentic in working
adheres to observes, and practices a set of ethical
with others
and moral principles, standards and values.

Professional attributes of a teacher • with dispositions and skills to approach all aspects
of his/her work in reflective, collegial, and
• A professional teacher perceives himself/herself as
problem-solving manner.
someone who can effect change of learning (sense
• is self-confident, poised and with personality, and
of efficacy) because he/she is an expert in what
is in control of situations.
he/she teaches (subject matter knowledge) and in
how he/she teaches (pedagogical knowledge). Note:

• Have a pleasing personality and a model of values

• Compassionate
• Have passion for teaching (love for the learners),
• Positive - Thinks positively and enthusiastically
sense of humor (merging of two worlds: youth and
about people and what they are capable of
maturity), patience and enthusiasm
becoming.
• Communicative - Shares with others in a manner Ponder:
that encourages effective two-way communication.
• Committed • The mediocre teacher tells.
• Organized -Makes efficient use of time and moves • The good teacher explains.
in a planned and systematic direction committed • The superior teacher demonstrates.
Demonstrates commitment for students and the • The greatest teacher inspires.
profession
LESSON: Teaching-Learning Process Considerations in Planning

“Tell me and I forget; teach me and I remember; involve 1. Learner

me and I learn.” - Benjamin Franklin 2. Availability of materials
3. Time requirement of particular activity
Teaching (What is it?) 4. Strategy need to achieve the objective
5. Teacher
Definition:
What is Implementation Phase?
• A set of events outside the learners which are
designed to support internal process of learning. • Interaction of the Teacher and the Learner
• An organization of meaningful learning • To put into action the different activities to achieve
• It is creating a situation or selecting life-like the objectives through the subject matter
situation to enhance learning. • Use of different style and strategy
• To the traditionalist, it is imparting knowledge and
skills required to master a subject matter. Note: Based on the objective, implementation means to
• Process of dispensing knowledge to an empty put into action the different activities in order to
vessel achieve the objectives through the subject matter.
• Its showing, telling, giving instruction, making Interaction of the teacher and the learner is important
someone understand in order to learn. in accomplishment of the plan. Use of different teaching
style and strategy are included in this phase. Once
The Teaching Process you’ve got the plan, you can move to implementation,
with one huge caveat. You may have a script for what
you think the lesson should look like, but your students
have no idea what that script is. Be prepared for
changes. In fact, in your planning, especially when
you’re new at this game of teaching, prepare for them.
What will I do if the students don’t understand? Audio
not working, choppy, brownout… What will I do if
there’s a fire drill right in the middle of the most
important concept? What if there’s a classroom
management issue? Your implementation may or may
not go as planned. You may have to regroup and
• Planning is the initial phase. What you intend to reimplement.
teach allows you to think and improve any
shortcomings you may have about the lesson. What is Evaluation Phase?
Planning also allows you to reflect on the
implementation stage.

What does Planning Phase include?

1. The Needs of the Learner - To be determined

through assessments
2. The achievable goals and objectives to meet the
needs Note:
3. Selection of the content to be taught • This phase answers the question if the plans and
4. Motivation to carry out the goal implementation have been successfully achieved. It
5. Strategies most fit to carry out the goal is achieved if the objective matches the learning
6. Evaluation process to measure learning outcome outcome.
• Evaluating gives you feedback as to how you
performed. This stage, for most, is by far the most
important. It answers the “why” of your question.
Evaluation allows you to dwell on what you may do
 better when it comes to teaching the same lesson o What worked?
again. o What didn’t work?
• Some resort to evaluation and analysis before o How well did I engage the students?
planning. Asking questions like: Where are my o How effect were the learning materials?
students? Are they ready for the lesson I think I am o How well did I manage the group?
going to implement? Do they have the necessary o What have I learned from this lesson and
prerequisite skills? What are the goals and how can I improve for the future?
objectives? With these information in mind, we can
begin the planning phase. Think of the process this Learning (What is it?)
way: My goal is for my students to be able to (fill in
the blank). What instruction will I enable them to Definition:
meet that goal?
• Now you evaluate, not only your students, but • A permanent change in an organism’s behavior as a
yourself. Did your students meet the goals you set result of experience.
forth in the planning stage? What do you need to • It is more flexible in comparison to the genetically
change to help them do better tomorrow? What programmed behaviors.
did you do well? What did your students already • A change in an individual’s behavior caused by
know that you didn’t need to cover? experiences or self-activity.
• You’re back at the beginning of the cycle.Good
teachers continuously improve themselves using To what does learning apply?
this feedback loop.
1. New information - for exams
Let us see the interplay 2. New skills - Sports-vocational
3. Hobbies and interests - Gambling
4. Fears
5. Rituals, behavioral predisositions
6. Beliefs
7. Values
8. Social behavior - how to behave among others
9. Attitudes, stereotypes, prejudices

Types of Learning

DOMAINS:
• Planning teaching is a mental rehearsal for • COGNITIVE - Development of ideas/concept
running the lesson. This is when the teacher has
• AFFECTIVE - Experiences w/in which emotions and
the chance to exceed in creativity, thinking how
affect take precedence
best to help the students learn. Preparing different
• PSYCHOMOTOR – Doing. Understanding through
materials for various parts of the lesson. Planning
senses and muscles
helps teachers to visualise what will work
• Implementing the lesson(s) helps the teacher to
Teaching-Learning Process
actually see which bits of the lesson works and as
the teacher gains more and more experience, the
Basic Elements:
ability to ‘think on your feet’ becomes a natural
part of development and improvement of self and
1. Assessment - needs
the teaching process. i.e. knowing when parts of
2. Planning - Content based on the needs
the lesson need to be changed as you go.
3. Implementation - Putting into action
• Evaluating the lesson, is probably the most
4. Evaluation - the totality of all the elements
important means to improve teaching. Most
interplaying
evaluation is conducted retrospectively, so the
teacher has the time to unpack the exactly what
• It is a method for monitoring and judging the
went on, reflecting by asking such questions as:
overall quality of learning or teaching based on
objective, data and scientific criteria
 that occurs through rewards and punishment for
Domains of Learning behavior. Mistakes are treated as the result of
imperfect learning or insufficient option for practice.
Hence, distressing experiences (i.e. punishment)serve as
harmful reinforcements, and cause learners to avoid
unwanted responses to stimuli.

May it be positive or negative, a child will respond to

different triggers. Skinner contends that both positive
and negative reinforcement can form behavior, and this
subsequently impacts their language acquisition
capability (so, it follows that a lack of reinforcement can
also shape behavior. Another way of saying, that if
people get no acknowledgement of their tendencies,
• The mediocre teacher tells; the good teacher
they will likely change those tendencies until they get
explains; the superior teacher demonstrates; the
some kind of reinforcement). According to Rivers (1968)
greatest teacher inspires…
in the process of trial-and-error, in which satisfactory
utterances are reinforced by understanding and
LESSON: Behaviorism Theory
agreement, and inaccurate utterances are rejected by
The behaviorist theory believes that “infants learn oral the lack of reward, children progressively discover to
make better discriminations until their production
language from other human role models through a
approximates the speech of the adults.
process of imitation and repetition and the
reinforcement of the successful linguistic attempts. To
illustrate, babies acquire mother tongue habits by the With whatever experience, he/she remembers what will
he/she do or avoid next time. As a result, intermittent
use of varied babblings which are similar to the words
uttered by a person around them. reinforcement helps a child to a longer retention of
what is learned.
Human role models in an infant’s environment provide
the stimuli and rewards,” (Cooter & Reutzel, 2004). Through Operant conditioning, Skinner concludes that
When a child attempts oral language or imitates the an individual makes an association between a particular
behavior and a consequence (Skinner, 1983). That is
sounds or speech patterns, they are usually praised and
given affection for their efforts. Thus, praise and how behaviorism gave birth to a stimulus-response (S-R)
affection becomes the rewards. To illustrate, the babies theory. This is the process of introducing a stimulus with
are rewarded for babblings and mutterings, more the hope of achieving a desired response, a learning
process that is the result of shaping behavior through
production of similar type into combination of syllables
and words in the same circumstances will be reinforced. the reinforcement of stimulus-response patterns.
Thus, babies continue producing sounds, clusters of Hence, the S-R theory views language as a set of
structures and acquisition as a subject of habit
sounds, and by the passage of time they merge the
utterances by analogy and generalizations. Then formation. Ignoring any internal mechanisms, it takes
babblings and mutterings develop into socialized speech into account the linguistic environment and the stimuli
but gradually they are internalized as implicit speech, it creates.
and thus many of their sentences get close to the
adults. Learning can be an observable tendencies which is
instantly acquired by way of stimulus and response in
Hence, when a child has pleasurable learning many forms (like mechanical repetition). Thus, to get a
experience (rewards or praise), he/she is positively language is to acquire automatic linguistic habits.
reinforced. Through that positive reinforcing stimulus, a
child’s learning capacity is triggered. As such, Thus, behaviorist theory has the view that human
continuous reinforcement increases the rate of learning is the same as animal learning in the process of
learning. habit formation. According to this view, an extremely
complex learning task by being broken down into
This is the contention of the behaviorist, B.F. Skinner minute habits could be acquired (Hubbard and
(Operant Conditioning) showing a method of learning Thomton, 1983). In short, in this view, language
development is an issue of conditioning via practice, approach to development. As we progress to a new
imitation, reinforcement, and habituation, which stage, there is a distinct shift in how we think and
represent the paces of language acquisition. reason.

Thorndike’s Laws: Piaget observed how children processed and made

sense of the world around them and eventually
Law of Readiness: developed a 4-stage model of how the mind processes
new information encountered. There are 3 basic
• the degree of preparedness or eagerness to learn components to Piaget’s cognitive theory: schemas,
• Individuals learn best when they are ready to learn adaptation and stages of cognitive development.
and they will not learn much if they see no reason schemas-the building blocks of knowledge. Schemes are
for learning. mental org that ind. use to understand their env. and
• How will the teacher reinforce this in the Language designate action.
classroom? Adaptation-involves the child’s learning processes to
meet situational demands.
Law of Exercise:
Stages of Cognitive Development - reflect the
• Things that are most often repeated are best increasing sophistication of the child’s thought process.
remembered (read more on Law of Use and Disuse)
• How will the teacher reinforce this in the Language When children learn new information, they adjust their
classroom? schemata thru two processes: assimilation and
accommodation.
Law of Effect:
The individual uses both assimilation and
• Learning is strengthened when it is accompanied accommodation to adjust to his/her environment in an
by a pleasant or satisfying feeling; weakened when increasingly complex manner.
unpleasant. (emotional state affect learning)
• What is the implication of this in the classroom? Piaget noted that the knowledge children acquire is
organized into schemas or groupings of similar actions
LESSON: Cognitive Theory of Development or thoughts.
First, they assimilate new information or experiences in
Cognitive Development - a progressive reorganization term of their current schemata.
of mental processes resulting from biological
maturation and environmental experience. He believes Over time, these schemes may change, but they provide
that children construct an understanding of the world an important base level of information about particular
around them, experiences inconsistencies between events, objects and information.
what they already know and what they discover in their
environment, and then adjust their ideas accordingly. Accommodation is the term referring to the time when
they change their schemata based on new information.
For example, language is dependent on knowledge and This process continues as children interact with their
understanding, and the capacity to speak and express environment.
oneself (thru language) can only be acquired thru the
dev of intelligence, conscious thought and problem- Jean Piaget says that children develop schemata to help
solving ability that begins in infancy (Baldwin, 2005). them understand the world (schemata are concepts,
The theory deals with the nature of knowledge itself; mental models that are used to help us categorize and
and how humans gradually come to acquire, construct interpret information). By the time children have
and use it. reached adulthood, they have created schemata for
Jean Piaget, a Swiss clinical Psychologist who studied almost everything.
intellectual development in children, pioneered the
“theory of cognitive development”, a comprehensive
theory about the development of human intelligence.
This theory holds that our cognitive abilities develop
thru specific stages, which exemplifies the discontinuity
Example: an infant and then hidden under a blanket. Infants who
had already developed object permanence would reach
A two-year-old Blake learned the schema for dogs for the hidden toy, indicating that they knew it still
because his family has a Labrador retriever. existed, whereas infants who had not developed object
permanence would appear confused.
When Blake sees other dogs in his picture books, he
says, “Look mommy, dog!” Thus, he has assimilated In Piaget’s view, around the same time children develop
them into his schema for dogs. object permanence, they also begin to exhibit stranger
anxiety, which is a fear of unfamiliar people. Babies may
One day, Blake sees a sheep for the first time and says, demonstrate this by crying and turning away from a
“Look mommy, dog!” Having a basic schema that a dog stranger, by clinging to a caregiver, or by attempting to
is an animal with four legs and fur, Blake thinks all furry, reach their arms toward familiar faces such as parents.
four-legged creatures are dogs. Stranger anxiety results when a child is unable to
assimilate the stranger into an existing schema;
When Blake’s mom tells him that the animal, he sees is therefore, she can’t predict what her experience with
a sheep, not a dog, Blake must accommodate his that stranger will be like, which results in a fear
schema for dogs to include more information based on response.
his new experiences. Blake’s schema for dog was too
broad, since not all furry, four-legged creatures are Stage 2 - A typical child on Piaget's conservation tasks.
dogs. He now modifies his schema for dogs and forms a
new one for sheep. During this stage, we also expect children to display
egocentrism, which means that the child is not able to
To simplify: take the perspective of others. A child at this stage
thinks that everyone sees, thinks, and feels just as they
Assimilation - is when they take in information that is do. Let’s look at Kenny and Keiko again. Keiko’s birthday
comparable to what they already know.; application of is coming up, so their mom takes Kenny to the toy store
previous concepts to new concepts (i.e. a child who has to choose a present for his sister. He selects an Iron
just learned the words, “fish” shouts FISH upon seeing Man action figure for her, thinking that if he likes the
one. Meanwhile accommodation happens when people toy, his sister will too. An egocentric child is not able to
encounter completely new information or when existing infer the perspective of other people and instead
ideas are challenged. (i.e. a child knows dogs and cats. attributes his own perspective. At some point during
At school, he/she learns the word, animals. The child this stage and typically between 3 and 5 years old,
will then adjust her understanding that dogs and cats children come to understand that people have
are both animals. People often have to form a new thoughts, feelings, and beliefs that are different from
schema or alter existing mental categories to their own. This is known as theory-of-mind (TOM).
accommodate new information.
Piaget’s second stage is the preoperational stage,
Piaget - Stage 1 - Sensorimotor stage: Object which is from approximately 2 to 7 years old. In this
Permanence. stage, children can use symbols to represent words,
images, and ideas, which is why children in this stage
The first stage is the sensorimotor stage, which lasts engage in pretend play. A child’s arms might become
from birth to about 2 years old. During this stage, airplane wings as he zooms around the room, or a child
children learn about the world through their senses and with a stick might become a brave knight with a sword.
motor behavior. Young children put objects in their Children also begin to use language in the
mouths to see if the items are edible, and once they can preoperational stage, but they cannot understand adult
grasp objects, they may shake or bang them to see if logic or mentally manipulate information (the term
they make sounds. Between 5 and 8 months old, the operational refers to logical manipulation of
child develops object permanence, which is the information, so children at this stage are considered to
understanding that even if something is out of sight, it be pre-operational). Children’s logic is based on their
still exists (Bogartz, Shinskey, & Schilling, 2000). own personal knowledge of the world so far, rather
According to Piaget, young infants do not remember an than on conventional knowledge.
object after it has been removed from sight. Piaget
studied infants’ reactions when a toy was first shown to
For example, dad gave a slice of pizza to 10-year-old
Keiko and another slice to her 3-year-old brother, According to Piaget, the highest level of cognitive
Kenny. Kenny’s pizza slice was cut into five pieces, so development is formal operational thought, which
Kenny told his sister that he got more pizza than she develops between 11 and 20 years old. However, many
did. Children in this stage cannot perform mental developmental psychologists disagree with Piaget,
operations because they have not developed an suggesting a fifth stage of cognitive development,
understanding of conservation, which is the idea that known as the postformal stage (Basseches, 1984;
even if you change the appearance of something, it is Commons & Bresette, 2006; Sinnott, 1998). In
still equal in size as long as nothing has been removed postformal thinking, decisions are made based on
or added. situations and circumstances, and logic is integrated
with emotion as adults develop principles that depend
Stage 3 on contexts. One way that we can see the difference
between an adult in postformal thought and an
Children in the concrete operational stage also adolescent in formal operations is in terms of how they
understand the principle of reversibility, which means handle emotionally charged issues.
that objects can be changed and then returned back to
their original form or condition. Take, for example, It seems that once we reach adulthood our problem-
water that you poured into the short, fat glass: You can solving abilities change: As we attempt to solve
pour water from the fat glass back to the thin glass and problems, we tend to think more deeply about many
still have the same amount (minus a couple of drops). areas of our lives, such as relationships, work, and
politics (Labouvie-Vief & Diehl, 1999). Because of this,
Piaget’s third stage is the concrete operational stage, postformal thinkers are able to draw on past
which occurs from about 7 to 11 years old. In this stage, experiences to help them solve new problems. Problem-
children can think logically about real (concrete) events; solving strategies using postformal thought vary,
they have a firm grasp on the use of numbers and start depending on the situation. What does this mean?
to employ memory strategies. They can perform Adults can recognize, for example, that what seems to
mathematical operations and understand be an ideal solution to a problem at work involving a
transformations, such as addition is the opposite of disagreement with a colleague may not be the best
subtraction, and multiplication is the opposite of solution to a disagreement with a significant other.
division. In this stage, children also master the concept
of conservation: Even if something changes shape, its
mass, volume, and number stay the same. For example,
if you pour water from a tall, thin glass to a short, fat
glass, you still have the same amount of water.
Remember Keiko and Kenny and the pizza? How did
Keiko know that Kenny was wrong when he said that he
had more pizza?

Stage 4

The fourth, and last, stage in Piaget’s theory is the

formal operational stage, which is from about age 11
to adulthood. Whereas children in the concrete
operational stage are able to think logically only about
concrete events, children in the formal operational
stage can also deal with abstract ideas and hypothetical
situations. Children in this stage can use abstract
thinking to problem solve, look at alternative solutions,
and test these solutions. In adolescence, a renewed
egocentrism occurs. For example, a 15-year-old with a
very small pimple on her face might think it is huge and
incredibly visible, under the mistaken impression that
others must share her perceptions.