Fact Sheets
In
Principles in Teaching 1
Lesson 1: The Teacher

“Teachers open the door. You enter by yourself.”
Chinese proverb
Teacher
- the key factor in any teaching-learning situation.
Professional Teacher - is the “licensed professional who possesses dignity and
reputation with high moral values as well as technical and
professional competence…
 s/he adheres to observe and practice a set of ethical and moral principles,
standards and values (Code of Ethics of Professional Teachers, 1997).
 one who went through four to five year period of rigorous academic preparation
in teaching and one who is given a license to teach by the Board for Professional
Teachers of the Professional Regulation Commission after fulfilling requirements
prescribed by law such as passing the Licensure Examination for Teachers
(LET).
 s/he is registered in the roster of professional teachers at the PRC and undergoes
continuing professional education.
The Teacher & His Profession:
2 Major Category of a Teacher’s Characteristics:





Professional Qualities
- refers to the teacher’s knowledge of general subject
matter to be taught, his understanding of
psychological& educational principles, and his
understanding and appreciation of the teaching
profession.

Personal Qualities - are those that stem from the teacher’s personality ,his
interests, attitudes, and beliefs, his behavior in working
relationships with pupils and with other individuals, and
the like.
Professional Qualities of a Teacher:
 Mastery of the subject/field one teaches
- effective learning demands that the
teacher possesses solid knowledge
of the subject or field that he
teaches(expert in what s/he
teaches).

Understanding of the Learner

Understanding of teaching principles and skill
- means understanding the basic principles
of human growth and development.
- the teacher does not only know the
characteristics of the students, but has to
equally “like” them.
- to promote learning effectively,
a in the use techniques for their
implementation
teacher must
know not only what
1

the subject matter is about
but also







how to teach it (pedagogical
knowledge).
General understanding of other - if a teacher expects to help children
understand
branches of knowledge
and appreciate the world they live in, he
must
understand the interrelation and interdependence
of the various areas of knowledge.
Understanding and appreciation - teaching involves varied relationships
among
of the teaching profession
various individuals, hence, the degree of
a
teacher’s success depends to a great extent on his
attitude toward his job.
Professional Attributes a Teacher must possess:
 Control of the knowledge base of teaching and learning and use of this knowledge
to guide the science and art of his/her teaching practice
 Repertoire of best teaching practice and can use these to instruct children in
classrooms and to work with adults in the school setting
 Dispositions and skills to approach all aspects of his/her work in reflective,
collegial, and problem-solving manner
 View of learning to teach as a lifelong process and dispositions and skills for
working towards improving his/her own teaching as well as improving schools
(Arends, 1994)

 this highlights continuing professional development (cpd) or continuing
professional education (cpe)

“once a teacher, forever a student…”
Personal Qualities/Attributes of a Teacher:
Personality - is the sum of one’s personal characteristics. It is one’s identity.
 may be described as authoritative, weak, dynamic, or “magnetic”.








pleasing personal appearance, manner, courtesy, pleasant voice
intelligence, emotional stability and self-control
sympathy, kindness, patience, helpfulness
integrity, trustworthiness, honesty, loyalty
flexibility, creativity and resourcefulness
sociability, friendliness, cooperativeness
fairness, impartiality, tolerance
sense of humor, cheerfulness, enthusiasm
Some outstanding personal qualities of a Teacher:



Passion - in teaching, is a compelling force that emerges from one’s inborn love
for
children. It does not die or diminish. They feel they “will live and die a
teacher.”
Humor - stands for anything funny, which elicits a smile, laughter or amusing
reaction.
2



Values and Attitude


students.
Fairness and Impartiality - in treating students, this will eliminate
discrimination.
“Fairness inculcates self-confidence and trust among students”
Sincerity and Honesty - are values exhibited in words and actions.
Sincerity dictates that they stick to the truth, to the extent of confessing what they
do not know about the lesson.
Mistakes and faults are accepted and not “covered up”, to make students realize
that it is better to tell the truth than feign a falsehood.
Professionalism - is highly treasured in the teaching profession. In addition to
competence, teachers must exhibit ethical and moral conduct.
Patience - in teaching, it refers to a teacher’s uncomplaining nature, self-control
and
persistence.
Enthusiasm - is synonymous to eagerness and excitement. Enthusiastic
teachers are
full of energy and dynamism.
Enthusiasm is a gift, contagious and can instantly affect children’s moods and
attitudes.










Open-mindedness
and
- connote standards, code of ethics and strong beliefs.
- is basic in promoting respect and trust between teachers
6. Commitment - an unwavering pledge to perform all teaching and learning activities
with consistency and selflessness to the best interest of the students
under their care.
 Commitment is a “solemn promise” to perform the duties and responsibilities
mandated by the laws and code of ethics of the profession.
 Committed teachers are caring and dedicated. They are ready to carry on no

matter the price.
 Dedication to the teaching job is the true essence of professionalism.
Here are some research findings on effective teachers compiled by Stronge (2012):

















1. Teachers with a major or minor in content area are associated with higher
student
achievement especially in the area of science and mathematics.
2. Caring teachers who know their students create relationships that enhance the
learning
process.
3. Effective teachers practice gender, racial and ethnic fairness.
4. Effective teachers consistently behave in a friendly and personal manner while
maintaining appropriate teacher-student role structure.
5. High levels of motivation in teachers relate to high levels of achievement in
students.
6. Effective teachers exude positive attitudes about life and teaching.
7. Teachers whose students have high achievement rates continually mention
reflection
on their work as an important part of improving their teaching.
3

* The National Competency-Based Teacher Standards
The National Competency-Based Teacher Standards (NCBTS) sums up the professional
and personal traits of a professional teacher.
 What is the NCBTS?

The NCBTS is an integrated theoretical framework that defines the different dimensions
of effective teaching, where effective teaching means being able to help all types of students
learn the different learning goals in the curriculum.
NCBTS defines a new paradigm of teaching where the teacher is viewed as a knowledge
professional who is responsible for facilitating learning in variety of learners and learning
environments.
Traditional Paradigm

Teaching is a technical
process

• Teacher knowledge is technicalknowledge
applicable to alllearners and contexts
New Paradigm


Teaching is facilitating
learning,& the qualities of good
teachingare defined in terms of
whetherstudents learn or not
• Teaching involves consistentapplication of
technicalknowledge
• Teacher knowledge is essentiallycomplex and
problematic;applicability varies
acrosslearners and contexts
• Effective application of teacherknowledge
dependent onprerequisite inputs in
teachingenvironment.
• Teaching involves reflective &flexible
application of technicalknowledge that best
bring aboutstudent learning
• Effective teaching is determinedwithin the
limits andopportunities found in thelearning
environment.
Domain 1: Social Regard for Learning (SRFL)
4
The SRFL domain focuses on the ideal that teachers serve as positive and powerful role
models of the value in the pursuit of different efforts to learn. The teacher’s action, statements,
and different types of social interactions with students exemplify this ideal.
Strands of Desired Teaching Performance
Performance Indicators
The teacher…
1.1 Teacher’s actions demonstrate value for
 implement school policies and
learning.
 procedures;
 demonstrate punctuality;
 maintains appropriate
appearance; and
 is careful about the effect of
one’s behavior on students.
Domain 2: Learning Environment (LE)
This domain focuses on importance of providing a social, psychological and physical
environment within which all students, regardless of their individual differences in learning, can
engage in the different learning activities and work towards attaining high standards of learning.
Strands of Desired Teaching Performance
Performance Indicators
The teacher…
1.1 Creates an environment that promotes
 maintains a learning
fairness.
environment of courtesy and
respect for different learners’
abilities, culture, & gender;
 provides gender-fair
opportunities for learning; and
 recognizes that every learner
has strengths.
1.2 Makes the classroom environment safe and
 maintains a safe, clean and
conducive to learning.
orderly classroom free from
distractions; and
 arranges challenging activities
given the physical environment.
2.3Communicates higher learning
 uses individual and cooperative
expectationsto each learner.
 learning activities to improve
capacities of learner’s for higher
learning;
 encourages learners to ask
 questions; and
 provides learners with a variety
of
 learning experiences.
 handles behavior problems
2.4 Establishes and maintain consistent
quickly and with due respect to
standards of learner ’s behavior.
children’s rights;
 gives timely feedback to
reinforce appropriate to
learners’ behavior;
 guides individual learner
requiring development of
appropriate social and learning
behavior; and
 communicates school policies
and procedures for classroom
be4havior and see to it that they
are followed.
Domain 3: Diversity of Learners (DOL)
The DOLdomain emphasizes the ideal that teachers can facilitate the learning process even
5
with diverse learners, by recognizing and respecting individual differences and by using
knowledge about their differences to design diverse sets of learning activities to ensure that all
learners can attain the desired learning goals.
1.1 The teacher is familiar with learners’
 uses information on the learning
background knowledge and experiences.
styles and needs of the learners
to design and select learning
experiences;
 Establishes goals that define
appropriate expectations for all
learners;
 Paces lessons appropriate to
needs and/or abilities of
learners;
 Provides differentiated activities
for learners;
 Initiates other learning
approaches for learners whose
needs have not been met by
usual approaches; and
 Shows sensitivity to multicultural background of the
learners.
1.2 The teacher demonstrates concern for
 sets clear, challenging and
holistic development of learners
achievable expectations on the
holistic development of all
learners;
 identifies learning gaps and
takes action to enable learners
to catch up;
 employ integrative and
interactive strategies for
meaningful and holistic
development of learners;
 is sensitive to unusual behavior
of learners and takes appropriate
action; and
 Provide opportunities to
enhance learners growth in all
aspects.
Domain 4. Curriculum (Curr.)
The curriculum domain refers to all elements of the teaching-learning process that work in
convergence to help students understand the curricular goals and objectives, and to attain high
standards of learning defined in the curriculum. These elements include the teacher’s knowledge
of subject matter and the learning process, teaching-learning approaches and activities and
instructional materials and learning resources.
1.1 The teacher demonstrates mastery of
 delivers accurate and updated
the subject.
content knowledge using
appropriate methods,
approaches and strategies;
 integrates language, literacy and
quantitative skill development
and values in his/her subject
area;
 explains learning goal,
instructional procedures and
content clearly to learners;
 links the current content with
6





past and future lessons;
aligns lesson objectives with the
teaching methods, learning
activities and instructional
materials or resources
appropriate to learners;
creates situations that encourage
learners to use high order
thinking skills;
engages and sustains learners’
interest in the subject by making
content meaningful and relevant
to them;
integrates relevant scholarly
works and ideas to enrich the
lesson as needed; and
integrates content of subject
area with other disciplines.

1.2 The teacher communications clear
1.2.1 sets appropriate learning goals;
learning goals for the lessons that are
1.2.2 makes the learners understand the
appropriate for learners.
learning goals; and
1.2.3 link the goals set with the
expectations for every learner.
1.3 The teacher makes good use of allotted
1.3.1 establishes routines and procedures
instructional time.
to maximize instructional time; and
1.3.2 plans lessons to fit within available
instructional time.
1.4 The teacher selects teaching methods,
 translates learning competencies
1.5 learning activities and instructional
to instructional objectives;
materials or resources appropriate to
 selects, prepares and utilizes
learners and aligned to objectives of the
instructional materials
lesson.
appropriate to the learners and
to the learning objectives;
 provides activities and uses
materials which fit the learners’
learning styles, goals and
culture;
 uses a variety of teaching
approaches and techniques
appropriate to the subject matter
and the learners; utilizes
information derived from
assessment to improve teaching
and learning; and
 provides activities and uses
materials which involve
students in meaningful learning

 Domain 5. Planning, Assessing & Reporting (PAR)
This domain refers to the alignment of assessment and planning activities. In particular, the
PAR focuses on the (1) use of assessment data to plan and revise teaching-learning plans; (2)
integration of assessment procedures in the plan and implementation of teaching-learning
activities, and (3) reporting of the learners’ actual achievement and behavior.
1.1 The teacher communicates promptly
 conducts regular meetings with
and clearly the learners’ progress to
learners and parents to report
parents, superiors and to learners
learners’ progress; and
7
themselves.
1.2 The teacher develops and uses a variety
of appropriate assessment strategies to
monitor and evaluate learning.





1.3 The teacher monitors regularly and
provides feedback on learners’
understanding of content.

involves parents in school
activities that promote learning.
prepares formative and
summative tests;
employs non-traditional
assessment techniques
(portfolio, authentic
performance, journals, rubrics,
etc,)
interprets and uses assessment
results to improve teaching and
learning; and
identifies teaching-learning
difficulties and their possible
causes to address gaps.
provides timely and accurate
feedback to learners to
encourage them to reflect on
and monitor their own learning
growth; and keeps accurate
records of grades with
performance levels of learners.

 Domain 6. Community Linkages (CL)
The CL domain refers to the ideal that classroom activities are meaningfully linked to the
experience and aspirations of the learners in their homes and communities. Thus, this domain
focuses on teachers’ efforts directed at strengthening the links between schools and communities
to help in the attainment of the curricular goals.
1.1 The teacher establishes learning
 involves community in sharing
environments that respond to the
accountability for the learners’
aspirations of the community.
achievement;
 Use community human and
materials resources to support
learning;
 Uses the community as a
laboratory for learning;
 Participates in community
activities that promote learning;
and
 Uses community networks to
publicize school events and
achievements.
Domain 7. Personal Growth & Professional Development (PGPD)
The PGPD domain emphasizes the ideal that teachers value having a high personal regard
for the teaching profession, concern for professional development, and continuous improvement
as teachers.
7.1 The teacher takes pride in the nobility
7.1.1 Maintains stature and behavior that
of teaching as a profession.
upholds the dignity of teaching;
7.1.2 allocates time for personal and
professional development through:
(a) participation in educational
seminars and workshops,
(b) enrolment in short-term courses
and post graduate programs,
(c) reading educational materials
regularly, and
(e) engaging in educational
8
7.1.3
7.1.4
research.
manifests personal qualities such as
enthusiasm, flexibility and caring;
and
articulates and demonstrates one’s
personal philosophy of teaching.
The Teacher’s Job:





Guiding the learning process
Counseling and guidance
Sponsoring extra class activities
Working with parents and the community
Professional responsibilities
Preparation for Teaching:


















Pre-service Education
teacher.
- is the college education needed to become a
3 Basic Areas:
Subject matter education
General education
Professional education
In-service Education - is any activity pursued by one already teaching for
purposes of
professional development & advancement.
Most common in-service activities:
Faculty and department meetings, and individual and group conferences with
principals and/or supervisors.
Attendance at lectures, seminars, and workshops
Study groups, professional readings
Visitation of other classes, preschool conferences
Conventions and conferences, local or national
Membership in professional organizations
Graduate studies
ACTIVITY FOR REFLECTION:
1) Think for a moment about your favorite teacher. Make a mental list of what made that teacher
so special that even years after leaving school, you can still remember the teacher’s name.
Now compare your mental list to the qualities/attributes of a teacher that we have discussed in
this lesson. How many effective teacher characteristics can you identify in your memory of
your favorite teacher?
9
2) Reflect on the personal attributes of a professional teacher. Which of these do you have?
Don’t have? Any personal plan of action for your growth?
TAKING IT TO THE NET…
Surf the internet for at least 5 inspirational quotes on teachers. Write and reflect on them.
Memorize and recite 2 of them. This should form part of your collections.
Fact Sheets
In
Principles in Teaching 1
Lesson 2: The Learner
“Every child is a potential genius…”
The Learner - is an embodied spirit. He is neither body nor spirit alone.
 has the power to see, hear, touch, smell and taste, perceive, imagine, retain,
recall, recognize past mental acts, conceive ideas, make judgment, reason out, feel
and choose.

 The learner who is hungry, physically exhausted and sleepy cannot be at his/her
best in the classroom.
 The learner has also a spiritual nature. So he/she must nourish not only his body
but also his spirit.

 “Man does not leave by bread alone but by every word that comes from the mouth
of a God”

* Only when the learner is nourished materially and spiritually can he/she be complete for
that is his/her very nature.
The Fundamental Equipment of the Learner:

Cognitive Faculties - equips the learner to learn. Includes the following:
1. Five senses - allows the learner to see, hear, feel, taste and smell whatever is

to be learned.
10
“there is nothing in the mind which was not first in some manner in the senses..”

2. Instincts - comes from the word instinctus which means impulse.
- this means that the learner has a natural or inherent capacity or tendency to
respond to environmental stimuli such as danger signs for survival or selfpreservation.
This is manifested in his/her immediate tendency to flee in case of danger or to fight when
attacked or to rationalize to defend himself/herself when his/her ego is hurt.
3. Imagination - is the ability to form a mental image of something that is not perceived
through the senses.
- it is the ability of the mind to build mental scenes, objects or events that
do not exist, are not present or have happened in the past.
The teacher must, therefore, help the learner develop his/her power of
imagination by encouraging them to “think outside the box”, to be creative, to
form new ideas and explore old ideas.

4. Memory - is the cognitive faculty of retaining and recalling past experience.
Memory work is basic in learning but, of course, we do not encourage memorizing without
understanding. Therefore, the learner must be helped to commit things to memory.
5. Intellect - another cognitive faculty of the learner. By his/her intellect, the learner can
engage in cognitive processes such as forming ideas or concepts, reasoning
out and making judgment.
Example:
A child and his/her mother sees a black dog. The mother tells him/her “this is a
dog” and so the child forms a concept of a dog. It has four legs, two eyes, black, covered
with hair. The next day, they go to a neighbor’s house and see another breed of dog. The
mother tells the child, “this is another dog.” The child’s concept of dog expands. Dogs
come in different colors and size.

The same intellect enables the learner to reason out and judge. The use of
syllogism in logic illustrates the 3 cognitive processes of:
 1. Conception or concept formation
 2. Reasoning
 3. Judging
Example:
All men are rational.
Pedro is a man.
Therefore, Pedro is rational.

Reasoning includes analyzing. Judging is evaluating. Notice that analyzing and
evaluating are in Bloom’s cognitive taxonomy of objectives. Other cognitive
processes are classifying, inferring, drawing generalizations, synthesizing. You
add to the list when you think of 21st century skills.
Appetitive Faculties:
1. Feelings and emotions
Emotion - is the on/off switch for learning.
 Positive feelings and emotions - make teaching-learning process an exciting
11







2. Will
and a joyful, fruitful affair.
Negative feelings and emotions - make the same process a burden. It adversely
affect the cognitive processes of recalling,
imagining, analyzing, reasoning, judging,
evaluating, synthesizing.
Anxiety - is the enemy of memory.
- this serves as the learners guiding force and the main integrating force in his/her
character.
- it is this that makes the learner free to choose or not to choose to do the good
presented by his/her intellect.
- it is this free will that will not allow the learner to be totally determined by his/her
environment.
The degree to which the learner is influenced by his/her environment depends ultimately the
strength of his/her will. The learner whose will is weak will easily succumbs to the bad
influence of his/her peer group even if his/her intellect tells him/her not to. But the learner
with a strong will shall resist the temptation to be influenced by bad peer group. Therefore,
the focus of values education should be the strengthening of the will.
Factors that contribute to the differences among learners
Five Elements of a Learner:
1. Ability
- the learners native ability dictates the prospects of success in any purposeful
activity, hence, the learners’ proficiency in memorization, imagination concept
formation, reasoning, judging and other cognitive skills are contingent on their
endowed potential to learn.
- it determines their capacity to understand and assimilate information for their
own use and application.
Categorized into:
a. Physical
- fast, average and slow learners.
b. Mental
- superior, above average, average and below average.
A wide range of intelligence is a factor to consider in planning instruction…
2. Aptitude - refers to the learners’ innate talent or gift. It indicates a natural capacity to learn
certain skills.
- the powers of memory, imagination, concept formation, reasoning and judgement
on matters related to the arts function best for those who exhibit special
inclination for the arts such as painting and designing crafts, propensity for
music and flair for dramatics.
- the same cognitive powers are at their peak for mathematics for those with
aptitude in math.
An early recognition of said natural adeptness among learners is indeed
compelling so as not to waste such aptitude. Provisions of formative environment will be
of great help in enabling them to flourish and grow.
3. Interests - make learners’ learning no longer a task but a pleasure.


The learners’ cognitive faculties of sensorial experience, memory, imagination,
concept formation, reasoning and judgment are at their height when learners’
interests are also at its peak.
Learners have varied interests. A physically robust student would go for athletics,
while an artistic and stylish student would pursue hobbies that are fascinating.
12



Girls are strongly attracted to flowering plants and greeneries and their preoccupations revolve around them.
Boys go for hiking and mountain climbing. But of course, there will always be
exceptions.
Interests are not inherited. They are developed. A classroom set-up could offer
centers of interest to give learners an opportunity to develop interests in many
things.
4. Family and Cultural Background
- students who come from different socioeconomic background manifest a wide
range of behavior due to differences in upbringing practices. Some families
allow their members to express their preferences regarding self-discipline while
others are left to passively follow home regulations.




Their participation in classroom activities are influenced by their home training
and experiences, either they become attuned and confident in their ways or
inactive and apathetic.
Today we speak of multi-cultural, diverse, pluralistic classrooms.
Beneficial relationships of learners with their mentors and with one another affirm
the kind of bond they enjoy at home.
Cooperation, coupled with a willingness to share, is instilled and is carried over to
all associations they join.
5. Attitudes and Values
- a positive attitude will enhance the maximum and optimum use of the learner’s
cognitive and affective faculties for learning. Learners with a positive attitude
will demonstrate the value of persistence in their studies.
 Persistent students sustain interest in a learning activity not mindful of the extra time and
effort being spent.
 They pursue the task until completion and never give up when confronted with
problems.
 They develop the attitude of trying alternative procedures until they obtain
satisfactory results.
 They are driven by a never-ending search for more knowledge and information.
 When we have positive learning beliefs and attitudes, we can relax, remember, focus and
absorb information as we learn
- a negative attitude towards learning robs them of many opportunities for
learning.
We will always find time for things we consider to be of value. If we value
learning, we will give it a priority. If we don’t value it, we will always find a ready excuse
for not engaging in it…
Gardner’s Multiple Intelligence Theory with intelligence
Howard Gardner
- is best known in educational circles for his theory of multiple
intelligences, a critique of the notion that there exists but a single human
intelligence that can be assessed by standard psychometric instruments.
The learner is gifted. The concept of intelligence evolved through the years. Intelligence
then was measured only in terms of language and mathematical competence. With Gardner’s
theory on multiple3 intelligence has gone beyond linguistic and mathematical intelligences.
13
Multiple Intelligences:
Dispositions/
Intelligence
VerbalLinguistic
Intelligence
LogicalMathematical
Intelligence
Spatial
Intelligence
BodilyKinesthetic
Intelligence
Musical
Intelligence
Interpersonal
Intelligence
Sensitivity to:
Examples of
classroom
activities:
Discussions,
Speak effectively debates, journal
The sounds,
(teacher, religious writing,
Speaking,
meanings,
leader, politician) conferences,
writing,
structures, and
or write effectively essays,
stories,
listening,
styles of
(poet, journalist,
poems,
reading
language
novelist,
storytelling,
copywriter, editor) listening
activities, reading
Finding patterns,
Calculations,
making
experiments,
Work effectively
calculations,
comparisons,
with numbers
Patterns, numbers
forming and
number games,
(accountant,
and numerical
testing
using evidence,
statistician,
data, causes and
hypotheses,
economist) and
formulating and
effects, objective
using the
reason effectively testing
and quantitative
scientific
(engineer, scientist, hypothesis,
reasoning
method,
computer
deductive
and
deductive and
programmer)
inductive
inductive
reasoning.
reasoning
Concept
maps,
Create visually
graphs,
charts,
art
Representing
(artist,
projects,
ideas visually,
Colors, shapes,
photographer,
metaphorical
creating mental
visual puzzles,
engineer,
images, noticing
thinking,
symmetry, lines,
decorator) and
visual details,
images
visualize accurately visualization,
drawing and
slides,
(tour guide, scout, videos,
sketching
visual
ranger)
presentations
Use the hands to fix Role-playing,
Activities
or create
dance,
athletic
requiring
(mechanic,
activities,
Touch,
strength, speed, surgeon, carpenter, manipulative,
movement,
flexibility, handsculptor, mason)
hands-on
physical self,
eye
and use the body
athleticism
demonstrations,
coordination,
expressively
concept miming
and balance
(dancer, athlete,
Tone, beat,
tempo, melody,
pitch, sound
Body language,
moods, voice,
feelings
Inclination
for:
Listening,
singing, playing
an instrument
Noticing and
responding to
other people’s
feelings and
personalities
Ability to:
actor)
Create music
(songwriter,
composer,
musician,
conductor) and
analyze music
(music critic)
Playing
music,
singing, rapping,
whistling,
clappig, analyzing
sounds and music
Work with people
(administrators,
managers,
consultants,
teachers) and help
people identify and
overcome problems
(therapist,
Communityinvolvement
projects,
discussions,
cooperative
learning,
team
games,
peer
tutoring,
14
psychologists)
Intrapersonal One’s own
strengths,
Intelligence
weaknesses,
goals, and
desires
Setting goals,
assessing
personal
abilities and
liabilities,
monitoring
one’s own
thinking
Meditate, reflect,
exhibit selfdiscipline,
maintain
composure, and
get the most out
of oneself
 Naturalist
Intelligence
Identifying and
classifying
living things
and natural
objects
Analyze
ecological and
natural situations
and data
(ecologists and
rangers), learn
from living things
(zoologist,
botanist,
veterinarian) and
work in natural
settings (hunter,
scout)
Existential
Intelligence
Natural objects,
plants, animals,
naturally
occurring
patterns,
ecological
issues
“big picture” of
existence; Why
are we here?
Sensitivity to
deep questions
about human
existence, such
as the meaning
of life, why do
we die, and how
did we get here.
conferences,
social activities,
sharing
Student choice,
journal writing,
self-evaluation,
personal
instruction,
independent
study, discussing
feelings,
reflecting
Ecological field
trips,
environmental
study, caring for
plants and
animals, outdoor
work, pattern
recognition.
Reflect on the
meaning of human
existence
15
Fact Sheets
In
Principles in Teaching 1
Lesson 3:
Learning Environment
- is the place where teaching and learning can take place in
the most effective and productive manner.
- it consist of the classroom and all the instructional features
and the non-threatening classroom climate needed in
planning and implementing all teaching and learning
activities.
* The learning environment consists of the physical, as well as the psychological environment,
that surrounds the learner and that influences his/her learning.


























Arrangement of Furnitures
Furnitures like the table for demonstrations located infront of the room and the
chairs facing it are neatly arranged with sufficient spaces in-between for ease in
moving around.
Display shelves for safekeeping of projects, collections, and outstanding outwork
are located at the sides.
Attached to the wall is the bulletin board for hanging posters, announcements and
illustrations about the unit being undertaken.
During discussions, the white board in front is used for clarifying step-by-step
procedures and making clearer diagrams illustrations and figures.
Teaching devices like globes, maps and charts are kept in nearby cabinets,
together with simple tools and materials.
A temporary table is placed at the right side where supplies, materials and
handheld instruments are arranged, ready for the day’s lesson.
Physical condition of the classroom
Students are attracted by a clean and orderly set-up.
One or two frames create pleasant and inviting aura.
Natural light and flowing fresh air add to their comfort and ease as they tackle the
learning tasks.
Free from noise coming from the surroundings, students’ concentration and
interest are easily sustained.
Doors and windows could be opened and closed with less difficulty and noise.
Light fixtures are located where needed.
Classroom proceedings
The clear and enthusiastic voice of the teacher that elicits equally eager and keen
responses from the students helps create a conducive and beneficial ambiance for
learning.
The positive mood set by both, teacher and learner, could keep the activities lively
and flawless.
For smooth performances, the supplies and materials are earlier prepared.
There is a system of distribution and retrieval after use.
*A methodical way of implementing procedures is the best assurance that the
objectives of the lesson will achieved.
Interactions
Diverse situation may exist in the classroom at any given time.Students differ in
abilities and interests while teachers likely employ different strategies.
16




Teachers must be sensitive to positive or negative interactions and must
immediately undertake an instant revision or adjustment in the methodology when
necessary.
The primary goal is to be able to motivate them to work harmoniously, thereafter,
inculcate the values of cooperation and congeniality.
*Despite differences in characteristics, their collective driving force and natural
incentive to learn coupled with the teachers unending task of preparing a suitable
learning environment makes teaching and learning worthwhile and gratifying.
A Facilitative Learning Environment
Pine and Horne (1990) described the learning environment that facilitates learning. It is
an environment:
 which encourages people to be active.
 which promotes and facilitates the individual’s discovery of the personal meaning
of idea.
 which emphasizes the uniquely personal and subjective nature of learning.
 in which difference is good and desirable.
 which consistently recognizes people’s right to make mistakes.
 which tolerates ambiguity.
 in which evaluation is a cooperative process with emphasis on self-evaluation.
 which encourages openness of self rather than concealment of self.
 in which people are encouraged to trust in themselves as well as in external
sources.
 in which people feel they are respected.
 in which people feel they are accepted.
 which permits confrontation.

Unit Summary:
The learner is an embodied spirit. S/he is not just a body, neither just a spirit. What happens to
the body happens also to the spirit. Likewise what happens to the spirit affects the body.
The learner is equipped with faculties or powers – cognitive and affective. His/her cognitive
powers include the external five senses, the internal senses of imagination and memory and the
spiritual/mental power of the intellect. The acts of his/her appetitive faculties are feelings, emotions
and will.
The exercise of these cognitive and appetitive powers with which every learner is
fundamentally equipped varies from learner to learner on account of his/her ability, aptitude, interest,
home background, and attitude. In other words, the cognitive and appetitive powers are common to
all learners. They differ, however, in the quality of the demonstration of these powers as a result of
their different abilities, aptitudes, interests, home background and attitude and values.
The learner’s multiple intelligences and varied learning styles make them even more different
from one another. This is not to mention the differences added by the integration of children with
special needs and children of the indigenous people’s groups in the classroom.
The competent and committed teacher facilitates learning. “S/he opens the door. The learner
enters by himself/herself.” S/he is a “licensed professional who possesses dignity and reputation with
high moral values as well as technical and professional competence”. Her/his passion for teaching,
sense of humor, patience and enthusiasm and other positive personal attributes make her a true
facilitator of learning.
Her/his competence enables him/her to manage the learning environment to create an
atmosphere conducive for learning.
The learning environment is a product of the physical, psychological as well as social
atmosphere created by the interaction between teacher and the learners and among the learners
themselves. The physical features of the classroom which include space, location, lighting, ventilation,
order, tidiness and noise level exert influence on the teaching-learning process.
How much learning will take place depends ultimately on the learner. Whether or not s/he
develops
his potentials as a genius to the fullest is ultimately up to him/her. It is his/her free choice.
Art of
Questioning
17



The kind of questions we ask determine the level of thinking we develop. Low
level questions demand low level responses. They require responses of the simple
recall or memory type of answers.
High level questions call for higher-order thinking ability. “why” and “how”
questions require analysis of observations.
The conclusion is arrived at after weighing evidences or establishing a pattern out
of a recorded tabulation of data.
Types of Questions
Questions are classified according to the following:
Type of response asked:
 Soliciting– this type asks for information. Ex. Which are the materials conduct
 electricity?
 Directing– this type proposes the course of action to take or guides one in
thinking of
 an alternative.

 Ex. How can an electromagnet be made stronger?

 Evaluating – this type calls for weighing evidences or assessing the effect of
some
 factors or condition. Ex. Why did the insects die in a tightly-closed
 container?
 Responding – this type asks that something be done. Ex. Which part of a book
will you
 consult for the meaning of some terms?
Purpose for Asking:
 For assessing cognition– this type of questions are used to determine one’s
knowledge
 in understanding. They promote high level thinking. Divergent
questions and open-ended inquiries call-up analysis and
evaluation.
Ex. Why is sound heard louder when under water than out of it?














For verification – it determines the exactness or accuracy of the results of an
activity or
performance.
Ex. Why lightning seen before thunder is heard?
For creative thinking– it probes into one’s originality. Ex. How will you present
the
layers of the earth to your class? Simulate the eruption of Mt. Mayon. The
question may ask for pupil’s own ideas or new ways of doing things.
Ex. How can you demonstrate soil less gardening?
For evaluating – it elicit responses that include judgments, value and choice. It
also
asks personal opinions about an event, a policy or person. Ex. Is your dean a good
manager? It may be intended to find out the effectiveness of a teaching technique
or to diagnose difficulties and weaknesses.
Ex. Was your teacher slide presentation well done?
For productive thinking – it includes cognitive reasoning. It analyses facts,
recognizes
patterns or trends and invokes memory and recall.
18








Ex. Why was our fourth secretary of the department of agriculture successful
with the small landowners?
For motivating– before discussing the lesson, a number of questions about the
topic
can serve to arouse their interest and focus attention. It attempts to put students in
the right mood.
Ex. Would you like to know how your favorite flower can remain fresh longer.
For instructing – the questions asks for useful information. It direct, guides and
advise on what and how to do an activity. Ex. What are the steps in performing an
experiment?
Level of the Lessons Objectives
 Low level questions – they include memory questions or those that require simple
recall. Ex. Define energy. State the first law of motion.
 High level questions – these questions call for a respondent’s ability to analyze,
evaluate and solve problems. Ex. What is the relationship between the distance of
a planet and its period of revolution?
Extent of Inquiry Desired
 Convergent questions – they are questions that require a single predictable
answer. Ex. Are those that call for: 1.) defining, 2.) stating, 3.) interpreting and 4.)
summarizing. Ex. When does the lunar eclipse occur?
 Divergent questions – they require the respondents to think in “different
directions”, to think of alternative actions or to arrive at own decision. Ex. Why
are you voting for him?
Guiding how to Respond
 Rhetorical – these are questions that are often asked in a fast pace and sometimes
do not require an answer. Ex. Aren’t they smooth like silk? Would you like to go
there someday?
 Informational - these are questions that require one to supply information. Ex.
What forces keep a satellite in its orbit?
 Leading – these questions give a clue to the right answer. Ex. Based on the
number of legs, which of them is an insect?
 Probing – these are questions that ask for application of principles learned. Ex.
Why is it classified as a third – class lever?
Questioning Technique
 Questioning is an integral part of teaching and learning. the teacher’s questioning
technique would depend on a number of interactions, that occur during and
immediately after a question is asked.
The following are some reminders on how to improve one’s questioning technique:
 Provide sufficient wait time – wait time refers to the pause needed by the teacher
after asking a question. This is the time when she waits for an answer. A number
of things to consider are a.) The level of difficulty of the question, b.) The type of
response required, c.) The background knowledge the respondents possess and d.)
the intellectual ability of the respondent
 An average of 2 to 5 seconds is sufficient for “what” questions and about 5 to 10
seconds for “why” and “how” questions.



Know your own style of questioning
Increases own repertoire of type of questions – training in employing divergent,
high level and open-ended questions improves one’s questioning technique. Fully
19
aware of the instructional objectives set for a particular lesson, a teacher would be
able to frame more interesting and thought-provoking questions rather than the
memory types.




Provide Cues – teachers are encouraged to provide immediate cues in order to
save an unanswered question or an incomplete answer. It could be done by: a.)
acknowledging the correct portion of the answer and calling attention to the
wrong portion, b.) supplying hints or tips, c.) immediately asking another question
to clarify the former and d.) redirecting or refocusing.
Consider the individual abilities and interests of the students. Experiencing
success in giving correct answers promote a feeling of confidence among them.
Select the brighter ones to respond to high level questions. An approving nod, a
smile or a praise for an answer given will encourage them to volunteer own ideas.
20
Fact Sheets
In
Principles in Teaching 1
Lesson 4:
Learning
- is the acquisition of a knowledge-base used with fluency to make sense
of the world, solve problems and make decisions.
To break down the definitions for analysis…





acquisition of a knowledge-base
fluency
make sense of the world
solve problems
make decisions
5 Distinct Phases of Learning:
1. Unfreezing - the individual becomes ready to consider changes in knowledge,
skills, attitudes, and behavior.
2. Problem Diagnosis - the forces supporting the need for change and the forces
working against the changed needs are identified and
presented.
3. Goal Setting - the desired changes in knowledge, skills, attitudes, and behavior
are stated specifically.
4. New Behavior
5. Refreezing
- the individual learns and practices those newer knowledge,
skills, attitudes, and behaviors which are desired.
-the newer learning’s have been found to be beneficial and are
assimilated into the individual’s ongoing framework of knowledge,
skills, attitudes, and behavior.
Characteristics of Learning:
 Learning is development - as the individual grows and develops, he acquires

various types of knowledge, habits, and skills which

may be essential to his successful adjustment during

different stages of development.
 Learning is interactive
- it is only when the learner reacts to the
environmental

stimuli that he is going to learn.
 Learning is basic
- learning is fundamentally a kind of relationship that
exists

between stimulus and responses.
Teacher as Facilitator of Learning:




Provides the conditions for effective learning;
Seeks to meet the needs and interests of the learner;
Helps to create conditions for openness, respect, trust, acceptance, confrontation,
and self-evaluation;
Places emphasis on the uniqueness and rights of the individual; and
21

Seeks feedback which will improve his effectiveness as a facilitator of the
learning process.
Principles of Learning:


The learner must clearly perceive the goal
- effective instruction occurs when
maximum communication
exists between

teacher and learner regarding
the goals and



































objectives of instruction.
The learner must be psychologically and physiologically ready
- this is in
consonance
with
Thorndike’s
law of
readiness and
law of
effect.
Law of readiness- states that when a person is prepared to respond or act, giving
the
response is satisfying and being prevented from
doing so is
annoying.
Law of effect - states that learning is strengthened when it results in satisfaction
but is
weakened if it leads to annoyance.
The learner must be motivated to learn
learning
- is a basic principle in the teaching-
Process.
2 types of Motivation:
Extrinsic Motivation - comes in the form of reward and punishment such as
grade (high and low), honors, monetary rewards,
medals,
disqualification from joining curricular activity, and
the
like.
Intrinsic Motivation - means creating a desire to learn a subject because it’s
worth knowing.
Some Principles on motivating learners which are significant for teachers:
Intrinsic motivation is better than extrinsic motivation.
Goal setting is an important motivational aspect of learning
Successful experiences are important motivators
Feedback about one’s progress can be an effective motivation
Considering learner’s interest is important in classroom learning.
Reward rather than punishment is a better motivation for learning
Meaningful materials and tasks serve as good motivators
Success generally increases the level of aspiration and achievement of the learner
Teacher’s expectation of the learner’s performance influence the latter’s
achievement.
The learner must be active not passive for maximum learning
is
- this principle
22

adroitly expressed in
the Chinese adage:


“I hear
and I forget,

I see and I
remember,

I do and I
understand.”


The learner must repeat or practice what - educational practices such as drill,
review he has learned in order to rememberand examination exemplify this
principle.

Thorndike’s Law of exercise - states that constant repetition of a response
strengthens its connection with the stimulus and
disuse of a response weakens it.
- practice makes perfect: “We learn by doing, we
forget by not doing.”











The learner must put together the parts of a
- learning is interpreted as the
task and perceive it as a meaningful whole
organization or
reorganization of the subject’s perceptual system into meaningful patterns.
Kohler’s Insight - the perceptual organizationof information or ideas.
The learner must see the significance,
- what has been experienced bears upon
meanings, implications, and applications subsequent activity and upon the
modification
that will make a given experience
or strengthening of behavior.
Understandable
The learner must be prepared to respond
more

- the are times when the individual is
ready and better able to
engage effectively

in a particular set of learning
activities.


Thorndike’s Law of readiness
chained

- a series of responses can be
together to satisfy some goal
which will

resultin annoyance if
blocked,



The process of problem solving and
- each individual has his own unique
style of
learning are highly unique and specific
learning and solving problems.
Conditions w/c Facilitates Learning:
*The teacher is responsible for setting up the physical environment most conducive to learning.

Learning is facilitated in an atmosphere w/c encourages learners to be active
23





Learning is facilitated in an atmosphere w/c promotes and facilitates the
individual’s discovery of the personal meaning of ideas
Learning is facilitated in an atmosphere in which different ideas can be discussed
but not necessarily accepted
Learning is facilitated in an atmosphere which consistently recognizes the
individual’s right to make mistakes
Learning is facilitated in an atmosphere in which evaluation is a cooperative
process.
Learning is facilitated in an atmosphere when individuals feel they are respected
and accepted.
METHODOLOGY - refers to the orderly, logical procedure in doing something, more
specifically in ways of teaching.
3 Important Factors in the Educative Process:
 The Child
- is the most important factor.
 The Teacher
-guides the child in the educative process
 The Method
- transmits the subject matter from the teacher to the child.

-the child acquires new knowledge, habits, rote
associations, and skills.
Method
- comes from the Greek methodos, which comes from 2 Greek words: meta (after)
andhodos (way).
- is a series of related and progressive acts performed by the teacher and the pupils to
accomplish the general and specific aims of the lesson.
*A method is good if it causes a child to learn.
Functions of Method:
 Method forms the bridge between the child and the subject matter.
 Method makes learning easier.
 Methods link the child and the society.
Inductive method
Deductive method
- educates the child to think logically.
- educates the child to postpone judgment until further verification.
Factors that Determine Method:
 The educational objective and aim of the lesson
 Nature of the subject matter or the lesson
 The nature of the learners
 School equipment and facilities
 The teacher
Device
- it is a teaching aid or a tool to facilitate instruction.
- it is considered as a “little method”.
- examples are pictures, flash cards, and objects.
Technique



- refers to the art or skill of performance.
The teacher’s procedure comprises the method of teaching. He may be relating a
story and therefore is using the telling method.
To make the story more graphic and interesting, the teacher may use pictures. The
pictures are devices or teaching aids.
How well the teacher tells the story depends on techniques, such as using action
and gestures, changing facial expression to depict different characters, varying
voice pitch, tempo, and timbre.
24
*Two teachers may use the same method and devices in teaching the same subject matter,
but they may differ in technique.
Characteristics of a Good Method:
A teaching method is good if…
 It makes use of the principles of learning and permits the operation of these
principles such as readiness, exercise, and effects as provided for.
 It utilizes the principle of “learning by doing”.
 It provides for individual differences.
 It stimulates thinking and reasoning.
 It provides for growth and development.
Influence of Differing Schools of Thought on Method:
3 Categories of Methods



Time-tested methods
- used by traditionally conservative schools
Discussion procedures
Improved instructional practices
- used by modern progressive schools
Differences of the Traditional conservative schools & modern progressive schools



Objectives
Role of the teacher
Curriculum


Differences




Objectives


Role of the
teacher




Curriculum
Traditional
conservative
schools
Subject
centered
Emphasizes
the 3 Rs and
the tool
subjects to
equip the child
w/ basic skills
necessary for
livelihood
The teacher is
an important
figure in the
classroom
Source of
knowledge
and
information
3 R’s, Social
Science, and
humanities







Modern
progressive
schools
Child centered
Aims at the full
development of
the
child:socially,
emotionally, and
mentally
Functions as
guidance
counselor, big
brother or sister,
or as an
assistant, rather
than as an
instructor.
Cooperatively
determined by
the teacher and
the class.
The teacher
structures the
environment,
plans the
situations, and
guides the the
25


Discipline
Strict
discipline is
enforced

pupils to
formulate the
objectives and
undergo the
experiences.
The approach is
preventive rather
than remedial,
by action rather
than precept.

Fact Sheets
26
In
Principles in Teaching 1
Lesson 5:
Lesson Plan - is the blueprint of what the teacher intends to accomplish.
Parts of a Lesson Plan:

Objectives
- provide goals to be attained, give direction to the class
discussion, and
call for what outcomes to expect.


 General Aim - is usually broad in scope and may be the objective of a course,
 subject, or semester.


Ex.Todevelop appreciation of poetry…

 Specific Aim - is usually attainable in a specific lesson and contributes to the

accomplishing of the general aim.


Ex. To arouse appreciation of the poem “The Arrow and the Song”…

*It is good to have both general and specific objectives in a lesson plan. If only specific
objectives are included, lessons will be independent experiences with no continuity and
pupils will not see the interrelation of the specific lessons in the whole course. If only
general objectives are included, specific outcomes for each day’s lesson may not be
accomplished.
*Objectives must be:
Specific
Measurable
Attainable
Reliable
Time bounded
Behavioral Objectives - are directed to the development of changes in the behavior of the
individual.
- such objectives are visible and measurable.
- current lesson plans use this type of objective.
 Ex.
 At the end of the lesson, the pupils are able
 1. To identify the change or tempo in a music composition
 2. To enumerate prohibited drugs and to discuss their effects
 3. To construct a simple electromagnet
 4. To count numerals in bases other than ten

 Subject matter - specific subject matter and its sources--- textbooks, library

references, etc.--- should be stated in the lesson plan.

 Materials -are necessary aids to teaching and should be included in a lesson
plan. It includes teaching aids and devices such as maps, graphs, flash cards,
pictures, objects, slides, radio, TV, and movies.

 Procedure - a very important part of the lesson plan. This includes both teacher
and
pupil activity in the detailed plan.

27

Assignment
-a lesson plan is incomplete w/out this. It ensures a good
recitation because it tells definitely what is to be done, how it is to be done, and
why it must be done.
Pre-requisites to Lesson Planning:




Knowledge of the subject matter
he
- no teacher can expect to teach something
himself does not know.
Knowing the children or the student
what

- a good planning requires knowledge of
to teach as well as of who should be
taught.


Familiarity with different strategies
imparting

- a teacher must know various ways of
learning in consonance with children’s
nature





and with type of subject matter.
Materials
- a teacher needs materials that will facilitate the teaching process.
Understanding of objectives - this includes the aims of education especially the
Philippine education, the aims of the course or subject,
and the aims of the specific lessons.
Suggestions in Making a Lesson Plan:





The lesson plan is an aid to teaching
A lesson plan should not be too detailed
Lessons should be planned within the time allotment for the subject
The textbook should not be regarded as infallible
The lesson plan may serve as basis for future plans and means of evaluating the
success of learning
Types of Lesson Plans:
Bossing (1961) gives two types of lesson plans:
 memorized
 written
- has more advantages, among w/c are:

 Expression in written form leads to clarity of thought.
 Protection against forgetting is insured.
 A written lesson plan is an aid to mastery.
 A written plan forms the basis of later improvement.
Gerald A. Yoakam& R.G. Simpson (1949)
 Syllabus or outline
 Unit plans dealing with a division of subject matter or a complete activity
 Detailed study guides
 Mimeographed exercises
 Workbooks
 Daily plans
Schorling
28















Curriculum area or subject of the year
Unit plan
Daily lesson - may be classified as:
1) Detailed Lesson Plan- is anticipatory teaching. It puts down in writing the
classroom activities that may occur. The teacher writes down all the questions he
is going to ask under the column Teacher Activity, and the expected answers from
the pupils under the column Pupil Activity.
Reasons why beginning teachers should be trained to write detailed lesson plans:
It helps him master what he is to teach and gives him confidence;
Its helps him foresee children’s reaction and forewarns him about problems that
may arise;
It gives critic teachers a chance to go over what the student teacher plans to do
and to give suggestions or to make corrections and thus prevents mistakes in
actual teaching.
2) Semidetailed Lesson Plan - used in classrooms, where pupil’s activity is
omitted. It contains only the lesson procedure or
the steps of the lesson.
3) BriefLessonPlan -is even shorter than the semidetailed. Teachers who have
taught the same subject for years usually make brief plans. The parts of a lesson
plan are present, they do not write them out every day.


 DETAILED LESSON PLAN IN MATH FOR GRADE III
 By Eugenia C. Sereno
 Former Head, PNC Off-campus Unit

 Objectives
At the end of the lesson, the pupils are expected to
 Write 3 or 4 digit numerals
 Explain the value of the numerals in 3 or 4 digit numbers
 Change numbers in words to figures

 Subject Matter
Expanded Notation
Place Value
 Materials
Board exercises, sticks














Procedure
Preparation
Teacher Activity
Let’s see how well you can answer these:
27 = ___ tens and ___ ones
58 = ___ tens and ___ ones
33 means ___ tens and ___ ones
19 means ___ tens and ___ ones
Write the numerals which mean these:
_____ means 6 tens and 7 ones
_____ means 8 tens and 2 ones
Pupil Activity
2 tens and 7 ones
5 tens and 8 ones
3 tens and 3 ones = 30 + 3
1 tens and 9 ones = 10 + 9
67
82
29



Presentation
Let’s count how many sticks there are


How many are there?
When we add 1 more stick to the ones,
how many do we have then?
What do the number at the right mean?
9 tens and 9 ones
10 tens and 0 ones or 100
1 hundred
Let’s write the numerals which means this.















Application
Write the numeral for each exercise.
Three hundreds
Five tens
One seven hundreds
One eight
300
50
700
8
Give the missing digits.
785 means __ hundreds, __tens, and __ ones. 7 hundreds,8 tens & 5 ones
804 means __ hundreds, __tens, and __ ones. 8 hundreds,0 tens &4 ones
Assignment
Write the numbers from 1 to 100.
Write the numbers by fives from 1 to 100
Write the numbers by tens from 1 to 100

 SEMIDETAILED LESSON PLAN IN MATH FOR GRADE III
 By Eugenia C. Sereno
 Former Head, PNC Off-campus Unit

 Objectives
At the end of the lesson, the pupils are expected to
 Write 3 or 4 digit numerals
 Explain the value of the numerals in 3 or 4 digit numbers
 Change numbers in words to figures

 Subject Matter
Expanded Notation
Place Value
 Materials
Board exercises, sticks








Procedure
Preparation
Teacher Activity
Let’s see how well you can answer these:
27 = ___ tens and ___ ones
58 = ___ tens and ___ ones
33 means ___ tens and ___ ones
19 means ___ tens and ___ ones
30











Write the numerals which mean these:
_____ means 6 tens and 7 ones
_____ means 8 tens and 2 ones
Presentation
Let’s count how many sticks there are


How many are there?
When we add 1 more stick to the ones,
how many do we have then?
What do the number at the right mean?
Let’s write the numerals which means this.
 Application
 Write the numeral for each exercise.

Three hundreds

Five tens

One seven hundreds

One eight

 Give the missing digits.
 785 means __ hundreds, __tens, and __ ones.
 804 means __ hundreds, __tens, and __ ones.

 Assignment
 Write the numbers from 1 to 100.
 Write the numbers by fives from 1 to 100
 Write the numbers by tens from 1 to 100
 BRIEF LESSON PLAN

 To be able to write 3 or 4 digit numerals, change numbers in words to
figures, and explain their values.

 Place Value and Expanded Notation

Board exercises, sticks
 A. 1. Tell how tens and ones are in 27, 58, 90,45,73.
Expand and tell the meaning of 44,33,19,63,56.
 2. Write the numerals which means
 tens and 7 ones
 tens and 2 ones

B. Use sticks to illustrate the following:
9 tens and 9 ones. Add 1 to 9 ones.
10 tens = 100. The first digits stands for the hundred’s place.

 Change numbers in words to figures. Identify each digit whether in the
hundreds, tens, and ones place.
31





Assignment
Write the numbers from 1 to 100.
Write the numbers by fives from 1 to 100
Write the numbers by tens from 1 to 100
WRITING BEHAVIORAL OBJECTIVES
5 Elements of an Instructional Objectives:








Who is to perform the desired behavior (e.g., the pupil, the student, or the learner)
The actual behavior to be employed in demonstrating mastery of the objective
(e.g., to write, to identify, or to distinguish)
The result (e.g., the product or performance) of the behavior w/c will be evaluated
to determine whether the objective is mastered (e.g., an essay or the speech)
The relevant conditions under w/c the behavior is to be performed
(e.g., in a one-hour quiz or at the end of a forty-minute period)
The standard that will be used to evaluate the success of the product or
performance
(e.g., 90 percent correct or eight out of ten correct)
Taxonomy of Educational Objectives:
 Cognitive Domain - according to Bloom, this objective classification
emphasizes

intellectual learning and problem-solving tasks.

 Abstract of the taxonomy of educational objectives for the cognitive domain:
 1. Knowledge - involves the recall of specifics and universals, the recall of
methods and
processes, or the recall of a pattern, structure, or setting.

 Knowledge of specifics - involves the recall of specific bits of information.
 Knowledge of terminology - knowledge of specific facts: dates, events, persons,

places, etc.
 Knowledge of the ways and means of dealing with specifics
 Knowledge of conventions - refers to knowledge of characteristic ways of

treating and presenting ideas and phenomena.
 Ex. To make pupils conscious of correct form and usage in speech and in
 writing.
 Knowledge of trends and sequences - refers to knowledge of the processes,

directions, and movement of phenomena

w/ respect to time.
 Ex.To identify the different periods in Philippine history.

 Knowledge of classifications and categories - refers to the knowledge of the

classes, sets, divisions, and

arrangements for a given

subject/field, purpose, argument,

or problem.

 Knowledge of criteria - knowledge of criteria by w/c facts, principles, and

conduct are tested or judged.

 Knowledge of method - knowledge of the methods of inquiry, techniques, and
procedures employed in a particular subject/field.

 Knowledge of the universals and abstractions in a field - knowledge of major
32



































schemes and patterns by
w/c phenomena and
ideas are organized.
Knowledge of principles and generalizations - abstractions that are of value in
explaining, describing,
predicting, or determining the
most relevant action or direction
to be taken.
Knowledge of theories and structures - most abstract formulations used to
show the interrelation and organization
of a great range of specifics.
Comprehension - refers to a type of understanding such that the individual can
make
use of the material or idea being communicated w/out
necessarily
relating it to other materials or seeing its fullest implications.
Translation - is judged on the basis of accuracy, that is, the extent to which
the material in the original communication or text is preserved
although the form of the communication has been altered.
Interpretation - the explanation or summary of a communication. Involves a
reordering, rearrangement, or review of the material.
Extrapolation - the extension of trends or tendencies beyond the given data to
determine implications, consequences, corollaries, effects, etc.
Application - the use of abstractions w/c may be technical principles, ideas, and
theories in particular and correct situations.
Analysis - breaking up of a communication or text into its constituent elements
or
parts such that the relative hierarchy of ideas is made clear and ideas
expressed are made explicit.
Synthesis - the putting together of elements and parts to form a whole. This
involves
the process of working w/ pieces, parts, elements, etc., and
combining
them to constitute a pattern or structure not clearly seen or observed
before.
Evaluation - judgments about the value of the material and methods for given
purposes. Evaluation involves quantitative and qualitative judgments
about the extent to which material and methods satisfy criteria. Criteria may be
determined by the student or by the teacher.
2. Affective Domain
emotional

- contains behaviors and objectives that have some
overtones.It encompasses likes and dislikes, attitudes,
values, and









beliefs.
Abstract of the taxonomy of educational objectives for the affective domain:
1. Receiving - the concern is for the learner to be sensitive to the existence of
certain
phenomena and stimuli, that is, he is willing to receive or attend to
them.
Awareness
- here the learner is conscious of something that accounts for a
situation, phenomenon, object, or state of affairs.
Willingness to receive - here the behavior is willingness to tolerate a given
33

stimulus, not to avoid it.
 Controlled or selected attention - here the learner controls the attention so that

the favored stimulus is selected and attended

to, despite competing and distracting stimuli.

2. Responding - this stage is concern w/ responses that go beyond merely attending to
the phenomenon. One is doing something w/ the phenomenon besides
merely perceiving it.
3. Valuing
- behavior is categorized at this level is consistent and stable to have taken
on the characteristics of a belief or an attitude. An important element of
behavior by valuing is that it is motivated not by the desire to comply or
obey but by the individual’s commitment to the underlying values that
guides the behavior.
4. Organization - as the learner continuously internalizes values, he encounters
situations for w/c there are several relevant values. Thus arises the
necessity for:



organization of the values into a system
determination of interrelationships among them
establishment of the dominant and pervasive ones.
5. Characterization by values or value-complex

3. Psychomotor Domain
attention to the

- at this level of internalization, the
values already have a place in the
individual’s values hierarchy.
- operating in this domain is that of complexity w/
sequence involved in the performance of a motor
act.














Abstract of the taxonomy of educational objectives for the affective domain:
Perception - this is an essential first step in performing a motor act. It is the
process
of becoming aware of objects, qualities, or relations by using the
sense
organs.
Set - is a preparatory adjustment of readiness for a particular kind of action in
experience.
Guided response
- is the overt behavioral act of an individual under the
guidance of an instructor or in response to self-evaluation where the student has a
model or criteria w/ w/c to judge personal performance.
Mechanisms
- here the learner has achieved a certain confidence and degree of
proficiency in the performance of the act.
Complex overt response
that

- in this level the individual can perform a motor act
is considered complex because of the movement
pattern




required. Skill has been attained.
Adaptation - at this level, motor activities are altered to meet the demands of
new
problematic situation requiring physical response.
34




Origination - involves creating new motor acts or ways of manipulating
materials
based on understandings, abilities, and skills developed in the
psychomotor area.
Answer the following (sort of review):
 What is a lesson plan?

Why do teachers need to make lesson plans?

Give and describe the different types of lesson plans?
CODE OF ETHICS FOR PROFESSIONAL TEACHERS
Pursuant to the provisions of paragraph (e), Article 11, of R.A. No. 7836,
otherwise known as the Philippine Teachers Professionalization Act of 1994
and paragraph (a), section 6, P.D. No. 223, as amended, the Board for
Professional Teachers hereby adopt the Code of Ethics for Professional
Teachers.
Preamble
Teachers are duly licensed professionals who possesses dignity and
reputation with high moral values as well as technical and professional
competence in the practice of their noble profession, and they strictly adhere
to, observe, and practice this set of ethical and moral principles, standards,
and values.
Article I: Scope and Limitations
Section 1. The Philippine Constitution provides that all educational institution
shall offer quality education for all competent teachers. Committed to its full
realization, the provision of this Code shall apply, therefore, to all teachers in
schools in the Philippines.
Section 2. This Code covers all public and private school teachers in all
educational institutions at the preschool, primary, elementary, and
secondary levels whether academic, vocational, special, technical, or nonformal. The term teacher shall include industrial arts or vocational teachers
and all other persons performing supervisory and /or administrative
functions in all school at the aforesaid levels, whether on full time or parttime basis.
Article II: The Teacher and the State
Section 1. The schools are the nurseries of the future citizens of the state;
each teacher is a trustee of the cultural and educational heritage of the
nation and is under obligation to transmit to learners such heritage as well
as to elevate national morality, promote national pride, cultivate love of
35
country, instill allegiance to the constitution and for all duly constituted
authorities, and promote obedience to the laws of the state.
Section 2. Every teacher or school official shall actively help carry out the
declared policies of the state, and shall take an oath to this effect.
Section 3. In the interest of the State and of the Filipino people as much as
of his own, every teacher shall be physically, mentally and morally fit.
Section 4. Every teacher shall possess and actualize a full commitment and
devotion to duty.
Section 5. A teacher shall not engage in the promotion of any political,
religious, or other partisan interest, and shall not, directly or indirectly,
solicit, require, collect, or receive any money or service or other valuable
material from any person or entity for such purposes.
Section 6. Every teacher shall vote and shall exercise all other constitutional
rights and responsibility.
Section 7. A teacher shall not use his position or official authority or
influence to coerce any other person to follow any political course of action.
Section 8. Every teacher shall enjoy academic freedom and shall have
privilege of expounding the product of his researches and investigations;
provided that, if the results are inimical to the declared policies of the State,
they shall be brought to the proper authorities for appropriate remedial
action.
Article III: The Teacher and the Community
Section 1. A teacher is a facilitator of learning and of the development of the
youth; he shall, therefore, render the best service by providing an
environment conducive to such learning and growth.
Section 2. Every teacher shall provide leadership and initiative to actively
participate in community movements for moral, social, educational,
economic and civic betterment.
Section 3. Every teacher shall merit reasonable social recognition for which
purpose he shall behave with honor and dignity at all times and refrain from
such activities as gambling, smoking, drunkenness, and other excesses,
much less illicit relations.
Section 4. Every teacher shall live for and with the community and shall,
therefore, study and understand local customs and traditions in order to
have sympathetic attitude, therefore, refrain from disparaging the
community.
Section 5. Every teacher shall help the school keep the people in the
community informed about the schools work and accomplishments as well as
its needs and problems.
Section 6. Every teacher is intellectual leader in the community, especially in
the barangay, and shall welcome the opportunity to provide such leadership
36
when needed, to extend counseling services, as appropriate, and to actively
be involved in matters affecting the welfare of the people.
Section 7. Every teacher shall maintain harmonious and pleasant personal
and official relations with other professionals, with government officials, and
with the people, individually or collectively.
Section 8. A teacher possess freedom to attend church and worships as
appropriate, but shall not use his positions and influence to proselyte others.
Article IV: A Teacher and the Profession
Section 1. Every teacher shall actively insure that teaching is the noblest
profession, and shall manifest genuine enthusiasm and pride in teaching as a
noble calling.
Section 2. Every teacher shall uphold the highest possible standards of
quality education, shall make the best preparations for the career of
teaching, and shall be at his best at all times and in the practice of his
profession.
Section 3. Every teacher shall participate in the Continuing Professional
Education (CPE) program of the Professional Regulation Commission, and
shall pursue such other studies as will improve his efficiency, enhance the
prestige of the profession, and strengthen his competence, virtues, and
productivity in order to be nationally and internationally competitive.
Section 4. Every teacher shall help, if duly authorized, to seek support from
the school, but shall not make improper misrepresentations through
personal advertisements and other questionable means.
Section 5. Every teacher shall use the teaching profession in a manner that
makes it dignified means for earning a decent living.
Article V: The Teachers and the Profession
Section 1. Teachers shall, at all times, be imbued with the spirit of
professional loyalty, mutual confidence, and faith in one another, selfsacrifice for the common good, and full cooperation with colleagues. When
the best interest of the learners, the school, or the profession is at stake in
any controversy, teachers shall support one another.
Section 2. A teacher is not entitled to claim credit or work not of his own,
and shall give due credit for the work of others which he may use.
Section 3. Before leaving his position, a teacher shall organize for whoever
assumes the position such records and other data as are necessary to carry
on the work.
Section 4. A teacher shall hold inviolate all confidential information
concerning associates and the school, and shall not divulge to anyone
documents which has not been officially released, or remove records from
files without permission.
Section 5. It shall be the responsibility of every teacher to seek correctives
for what may appear to be an unprofessional and unethical conduct of any
37
associate. However, this may be done only if there is incontrovertible
evidence for such conduct.
Section 6. A teacher may submit to the proper authorities any justifiable
criticism against an associate, preferably in writing, without violating the
right of the individual concerned.
Section 7. A teacher may apply for a vacant position for which he is
qualified; provided that he respects the system of selection on the basis of
merit and competence; provided, further, that all qualified candidates are
given the opportunity to be considered.
Article VI: The Teacher and Higher Authorities in the Profession
Section 1. Every teacher shall make it his duty to make an honest effort to
understand and support the legitimate policies of the school and the
administration regardless of personal feeling or private opinion and shall
faithfully carry them out.
Section 2. A teacher shall not make any false accusations or charges against
superiors, especially under anonymity. However, if there are valid charges,
he should present such under oath to competent authority.
Section 3. A teacher shall transact all official business through channels
except when special conditions warrant a different procedure, such as when
special conditions are advocated but are opposed by immediate superiors, in
which case, the teacher shall appeal directly to the appropriate higher
authority.
Section 4. Every teacher, individually or as part of a group, has a right to
seek redress against injustice to the administration and to extent possible,
shall raise grievances within acceptable democratic possesses. In doing so,
they shall avoid jeopardizing the interest and the welfare of learners whose
right to learn must be respected.
Section 5. Every teacher has a right to invoke the principle that
appointments, promotions, and transfer of teachers are made only on the
basis of merit and needed in the interest of the service.
Section 6. A teacher who accepts a position assumes a contractual obligation
to live up to his contract, assuming full knowledge of employment terms and
conditions.
Article VII: School Officials, Teachers, and Other Personnel
Section 1. All school officials shall at all times show professional courtesy,
helpfulness and sympathy towards teachers and other personnel, such
practices being standards of effective school supervision, dignified
administration, responsible leadership and enlightened directions.
Section 2. School officials, teachers, and other school personnel shall
consider it their cooperative responsibility to formulate policies or introduce
important changes in the system at all levels.
Section 3. School officials shall encourage and attend the professional
growth of all teachers under them such as recommending them for
38
promotion, giving them due recognition for meritorious performance, and
allowing them to participate in conferences in training programs.
Section 4. No school officials shall dismiss or recommend for dismissal a
teacher or other subordinates except for cause.
Section 5. School authorities concern shall ensure that public school teachers
are employed in accordance with pertinent civil service rules, and private
school teachers are issued contracts specifying the terms and conditions of
their work; provided that they are given, if qualified, subsequent permanent
tenure, in accordance with existing laws.
Article VIII: The Teachers and Learners
Section 1. A teacher has a right and duty to determine the academic marks
and the promotions of learners in the subject or grades he handles, provided
that such determination shall be in accordance with generally accepted
procedures of evaluation and measurement. In case of any complaint,
teachers concerned shall immediately take appropriate actions, observing
due process.
Section 2. A teacher shall recognize that the interest and welfare of learners
are of first and foremost concern, and shall deal justifiably and impartially
with each of them.
Section 3. Under no circumstance shall a teacher be prejudiced or
discriminate against a learner.
Section 4. A teacher shall not accept favors or gifts from learners, their
parents or others in their behalf in exchange for requested concessions,
especially if undeserved.
Section 5. A teacher shall not accept, directly or indirectly, any remuneration
from tutorials other what is authorized for such service.
Section 6. A teacher shall base the evaluation of the learners work only in
merit and quality of academic performance.
Section 7. In a situation where mutual attraction and subsequent love
develop between teacher and learner, the teacher shall exercise utmost
professional discretion to avoid scandal, gossip and preferential treatment of
the learner.
Section 8. A teacher shall not inflict corporal punishment on offending
learners nor make deductions from their scholastic ratings as a punishment
for acts which are clearly not manifestation of poor scholarship.
Section 9. A teacher shall ensure that conditions contribute to the maximum
development of learners are adequate, and shall extend needed assistance
in preventing or solving learners problems and difficulties.
Article IX: The Teachers and Parents
Section 1. Every teacher shall establish and maintain cordial relations with
parents, and shall conduct himself to merit their confidence and respect.
39
Section 2. Every teacher shall inform parents, through proper authorities, of
the progress and deficiencies of learner under him, exercising utmost candor
and tact in pointing out the learner's deficiencies and in seeking parents
cooperation for the proper guidance and improvement of the learners.
Section 3. A teacher shall hear parents complaints with sympathy and
understanding, and shall discourage unfair criticism.
Article X: The Teacher and Business
Section 1. A teacher has the right to engage, directly or indirectly, in
legitimate income generation; provided that it does not relate to or
adversely affect his work as a teacher.
Section 2. A teacher shall maintain a good reputation with respect to the
financial matters such as in the settlement of his debts and loans in
arranging satisfactorily his private financial affairs.
Section 3. No teacher shall act, directly or indirectly, as agent of, or be
financially interested in, any commercial venture which furnish textbooks
and other school commodities in the purchase and disposal of which he can
exercise official influence, except only when his assignment is inherently,
related to such purchase and disposal; provided they shall be in accordance
with the existing regulations; provided, further, that members of duly
recognized teachers cooperatives may participate in the distribution and sale
of such commodities.
Article XI: The Teacher as a Person
Section 1. A teacher is, above all, a human being endowed with life for which
it is the highest obligation to live with dignity at all times whether in school,
in the home, or elsewhere.
Section 2. A teacher shall place premium upon self-discipline as the primary
principle of personal behavior in all relationships with others and in all
situations.
Section 3. A teacher shall maintain at all times a dignified personality which
could serve as a model worthy of emulation by learners, peers and all
others.
Section 4. A teacher shall always recognize the Almighty God as guide of his
own destiny and of the destinies of men and nations.
Article XII: Disciplinary Actions
Section 1. Any violation of any provision of this code shall be sufficient
ground for the imposition against the erring teacher of the disciplinary action
consisting of revocation of his Certification of Registration and License as a
Professional Teacher, suspension from the practice of teaching profession, or
reprimand or cancellation of his temporary/special permit under causes
specified in Sec. 23, Article III or R.A. No. 7836, and under Rule 31, Article
VIII, of the Rules and Regulations Implementing R.A. 7836.
Article XIII: Effectivity
Section 1. This Code shall take effect upon approval by the Professional
Regulation Commission and after sixty (60) days following its publication in
40
the Official Gazette or any newspaper of general circulation, whichever is
earlier.
“You must be the change you wish to see in the world.”
~Gandhi
Fact Sheets
In
Principles in Teaching 1
Lesson 3:
Learning Environment
- is the place where teaching and learning can take place in
the most effective and productive manner.
- it consist of the classroom and all the instructional features
and the non-threatening classroom climate needed in
planning and implementing all teaching and learning
activities.
* The learning environment consists of the physical, as well as the psychological environment,
that surrounds the learner and that influences his/her learning.






















Arrangement of Furnitures
Furnitures like the table for demonstrations located infront of the room and the
chairs facing it are neatly arranged with sufficient spaces in-between for ease in
moving around.
Display shelves for safekeeping of projects, collections, and outstanding outwork
are located at the sides.
Attached to the wall is the bulletin board for hanging posters, announcements and
illustrations about the unit being undertaken.
During discussions, the white board in front is used for clarifying step-by-step
procedures and making clearer diagrams illustrations and figures.
Teaching devices like globes, maps and charts are kept in nearby cabinets,
together with simple tools and materials.
A temporary table is placed at the right side where supplies, materials and
handheld instruments are arranged, ready for the day’s lesson.
Physical condition of the classroom
Students are attracted by a clean and orderly set-up.
One or two frames create pleasant and inviting aura.
Natural light and flowing fresh air add to their comfort and ease as they tackle the
learning tasks.
Free from noise coming from the surroundings, students’ concentration and
interest are easily sustained.
Doors and windows could be opened and closed with less difficulty and noise.
Light fixtures are located where needed.
Classroom proceedings
The clear and enthusiastic voice of the teacher that elicits equally eager and keen
responses from the students helps create a conducive and beneficial ambiance for
learning.
The positive mood set by both, teacher and learner, could keep the activities lively
and flawless.
For smooth performances, the supplies and materials are earlier prepared.
There is a system of distribution and retrieval after use.
41








*A methodical way of implementing procedures is the best assurance that the
objectives of the lesson will achieved.
Interactions
Diverse situation may exist in the classroom at any given time.Students differ in
abilities and interests while teachers likely employ different strategies.
Teachers must be sensitive to positive or negative interactions and must
immediately undertake an instant revision or adjustment in the methodology when
necessary.
The primary goal is to be able to motivate them to work harmoniously, thereafter,
inculcate the values of cooperation and congeniality.
*Despite differences in characteristics, their collective driving force and natural
incentive to learn coupled with the teachers unending task of preparing a suitable
learning environment makes teaching and learning worthwhile and gratifying.
A Facilitative Learning Environment
Pine and Horne (1990) described the learning environment that facilitates learning. It is
an environment:
 which encourages people to be active.
 which promotes and facilitates the individual’s discovery of the personal meaning
of idea.
 which emphasizes the uniquely personal and subjective nature of learning.
 in which difference is good and desirable.
 which consistently recognizes people’s right to make mistakes.
 which tolerates ambiguity.
 in which evaluation is a cooperative process with emphasis on self-evaluation.
 which encourages openness of self rather than concealment of self.
 in which people are encouraged to trust in themselves as well as in external
sources.
 in which people feel they are respected.
 in which people feel they are accepted.
 which permits confrontation.

Unit Summary:
The learner is an embodied spirit. S/he is not just a body, neither just a spirit. What happens to
the body happens also to the spirit. Likewise what happens to the spirit affects the body.
The learner is equipped with faculties or powers – cognitive and affective. His/her cognitive
powers include the external five senses, the internal senses of imagination and memory and the
spiritual/mental power of the intellect. The acts of his/her appetitive faculties are feelings, emotions
and will.
The exercise of these cognitive and appetitive powers with which every learner is
fundamentally equipped varies from learner to learner on account of his/her ability, aptitude, interest,
home background, and attitude. In other words, the cognitive and appetitive powers are common to
all learners. They differ, however, in the quality of the demonstration of these powers as a result of
their different abilities, aptitudes, interests, home background and attitude and values.
The learner’s multiple intelligences and varied learning styles make them even more different
from one another. This is not to mention the differences added by the integration of children with
special needs and children of the indigenous people’s groups in the classroom.
The competent and committed teacher facilitates learning. “S/he opens the door. The learner
enters by himself/herself.” S/he is a “licensed professional who possesses dignity and reputation with
high moral values as well as technical and professional competence”. Her/his passion for teaching,
sense of humor, patience and enthusiasm and other positive personal attributes make her a true
facilitator of learning.
Her/his competence enables him/her to manage the learning environment to create an
atmosphere conducive for learning.
The learning environment is a product of the physical, psychological as well as social
atmosphere created by the interaction between teacher and the learners and among the learners
42
themselves. The physical features of the classroom which include space, location, lighting, ventilation,
order, tidiness and noise level exert influence on the teaching-learning process.
How much learning will take place depends ultimately on the learner. Whether or not s/he
Art of Questioning
 The kind of questions we ask determine the level of thinking we develop. Low
level questions demand low level responses. They require responses of the simple
recall or memory type of answers.
 High level questions call for higher-order thinking ability. “why” and “how”
questions require analysis of observations.
 The conclusion is arrived at after weighing evidences or establishing a pattern out
of a recorded tabulation of data.
Types of Questions
Questions are classified according to the following:
Type of response asked:
 Soliciting– this type asks for information. Ex. Which are the materials conduct
 electricity?
 Directing– this type proposes the course of action to take or guides one in
thinking of
 an alternative.

 Ex. How can an electromagnet be made stronger?

 Evaluating – this type calls for weighing evidences or assessing the effect of
some
 factors or condition. Ex. Why did the insects die in a tightly-closed
 container?
 Responding – this type asks that something be done. Ex. Which part of a book
will you
 consult for the meaning of some terms?
Purpose for Asking:
 For assessing cognition– this type of questions are used to determine one’s
knowledge
 in understanding. They promote high level thinking. Divergent
questions and open-ended inquiries call-up analysis and
evaluation.
Ex. Why is sound heard louder when under water than out of it?









For verification – it determines the exactness or accuracy of the results of an
activity or
performance.
Ex. Why lightning seen before thunder is heard?
For creative thinking– it probes into one’s originality. Ex. How will you present
the
layers of the earth to your class? Simulate the eruption of Mt. Mayon. The
question may ask for pupil’s own ideas or new ways of doing things.
Ex. How can you demonstrate soil less gardening?
For evaluating – it elicit responses that include judgments, value and choice. It
also
43













asks personal opinions about an event, a policy or person. Ex. Is your dean a good
manager? It may be intended to find out the effectiveness of a teaching technique
or to diagnose difficulties and weaknesses.
Ex. Was your teacher slide presentation well done?
For productive thinking – it includes cognitive reasoning. It analyses facts,
recognizes
patterns or trends and invokes memory and recall.
Ex. Why was our fourth secretary of the department of agriculture successful
with the small landowners?
For motivating– before discussing the lesson, a number of questions about the
topic
can serve to arouse their interest and focus attention. It attempts to put students in
the right mood.
Ex. Would you like to know how your favorite flower can remain fresh longer.
For instructing – the questions asks for useful information. It direct, guides and
advise on what and how to do an activity. Ex. What are the steps in performing an
experiment?
Level of the Lessons Objectives
 Low level questions – they include memory questions or those that require simple
recall. Ex. Define energy. State the first law of motion.
 High level questions – these questions call for a respondent’s ability to analyze,
evaluate and solve problems. Ex. What is the relationship between the distance of
a planet and its period of revolution?
Extent of Inquiry Desired
 Convergent questions – they are questions that require a single predictable
answer. Ex. Are those that call for: 1.) defining, 2.) stating, 3.) interpreting and 4.)
summarizing. Ex. When does the lunar eclipse occur?
 Divergent questions – they require the respondents to think in “different
directions”, to think of alternative actions or to arrive at own decision. Ex. Why
are you voting for him?
Guiding how to Respond
 Rhetorical – these are questions that are often asked in a fast pace and sometimes
do not require an answer. Ex. Aren’t they smooth like silk? Would you like to go
there someday?
 Informational - these are questions that require one to supply information. Ex.
What forces keep a satellite in its orbit?
 Leading – these questions give a clue to the right answer. Ex. Based on the
number of legs, which of them is an insect?
 Probing – these are questions that ask for application of principles learned. Ex.
Why is it classified as a third – class lever?
Questioning Technique
 Questioning is an integral part of teaching and learning. the teacher’s questioning
technique would depend on a number of interactions, that occur during and
immediately after a question is asked.
The following are some reminders on how to improve one’s questioning technique:
 Provide sufficient wait time – wait time refers to the pause needed by the teacher
after asking a question. This is the time when she waits for an answer. A number
of things to consider are a.) The level of difficulty of the question, b.) The type of
44








response required, c.) The background knowledge the respondents possess and d.)
the intellectual ability of the respondent
An average of 2 to 5 seconds is sufficient for “what” questions and about 5 to 10
seconds for “why” and “how” questions.
Know your own style of questioning
Increases own repertoire of type of questions – training in employing divergent,
high level and open-ended questions improves one’s questioning technique. Fully
aware of the instructional objectives set for a particular lesson, a teacher would be
able to frame more interesting and thought-provoking questions rather than the
memory types.
Provide Cues – teachers are encouraged to provide immediate cues in order to
save an unanswered question or an incomplete answer. It could be done by: a.)
acknowledging the correct portion of the answer and calling attention to the
wrong portion, b.) supplying hints or tips, c.) immediately asking another question
to clarify the former and d.) redirecting or refocusing.
Consider the individual abilities and interests of the students. Experiencing
success in giving correct answers promote a feeling of confidence among them.
Select the brighter ones to respond to high level questions. An approving nod, a
smile or a praise for an answer given will encourage them to volunteer own ideas.
45
Fact Sheets
In
Principles in Teaching 1
Lesson 4:
Learning
- is an integrated, ongoing process occurring within the individual,
enabling him to meet specific aims, fulfill his needs and interests, and
cope with the living process.
- is the core of the teaching-learning process.
5 Distinct Phases of Learning:





Unfreezing
- the individual becomes ready to consider changes in knowledge,
skills, attitudes, and behavior.
Problem Diagnosis - the forces supporting the need for change and the forces
working against the changed needs are identified and
presented.
Goal Setting - the desired changes in knowledge, skills, attitudes, and behavior
are stated specifically.
New Behavior - the individual learns and practices those newer knowledge,
skills, attitudes, and behaviors which are desired.
Refreezing -the newer learning have been found to be beneficial and are
assimilated into the individual’s ongoing framework of
knowledge, skills, attitudes, and behavior.
Characteristics of Learning:



Learning is development
- as the individual grows and develops, he acquires
various types of knowledge, habits, and skills which
may be essential to his successful adjustment during
different stages of development.
Learning is interactive
- it is only when the learner reacts to the
environmental stimuli that he is going to learn.
Learning is basic
- learning is fundamentally a kind of relationship that
exists between stimulus and responses.
Teacher as Facilitator of Learning:





Provides the conditions for effective learning;
Seeks to meet the needs and interests of the learner;
Helps to create conditions for openness, respect, trust, acceptance, confrontation,
and self-evaluation;
Places emphasis on the uniqueness and rights of the individual; and
Seeks feedback which will improve his effectiveness as a facilitator of the
learning process.
Principles of Learning:
By knowing some principles on how learning takes place, we will be guided on how to
teach. Below are some principles of learning from Horne & Pine (1990):
1. Learning is an experience which occurs inside the Learner and is activated by the learner
 The process of learning is primarily controlled by the learner and not by the
teacher (group leader)
 Learning is not only a function of what a teacher does to, or say to, or provides for
a learner, but has to do with something which happens in the unique world of the
learner.
46
 Learning flourishes in a situation in which teaching is seen as a facilitating
process that assists people to explore and discover the personal meaning of events
for them.
 No one directly teaches anyone anything of significance. People learn what they
want to learn, they see what they want to see, and hear what they want to hear.
 It must be wise to engage the learners in an activity that is connected to their
life experiences. It is unwise to impose learning on our students. No amount
of imposition can cause student learning.
--- because very little learning takes place without personal involvement and meaning
on the part of the learner. Unless what is being taught has personal meaning for the
individual, he will shut it out from his field of perception. People forget most of the
content “taught” to them and retain only the content which they use in their work or
content which is relevant to them.
2. Learning is the discovery of the personal meaning and relevance of ideas
 Students more readily internalize and implement concepts and ideas which are
relevant to their needs and problems.
 Learning is a process which requires the exploration of ideas in relation to self
and community so that people can determine what their needs are, what goals they
would like to formulate, what issues they would like to discuss, and what content
they would like to learn.
 Within broad programmatic boundaries what is relevant and meaningful is
decided by the learner, and must be discovered by the learner.
 Therefore it is necessary that teacher relates lessons to the needs, interests, and
problems of the learners.
3. Learning (behavioral change) is a consequence of experience
 People become responsible when they have really assumed responsibility, they
become independent when they have experienced independent behavior, they
become able when they have experienced success, they begin to feel important
when they are important to somebody, they feel liked when someone likes them.
 People don’t change their behavior merely because someone tells them to do so or
tells them how to change. For effective learning, giving information is not
enough. People become responsible and independent not from having other
people tell them they should be responsible and independent but from having
experienced authentic responsibility and independence.
 If experience is the best teacher, then teachers should make use of experiential
learning.
 Experiential learning makes use of vicarious experiences. We have not to
experience everything in order to learn. We learn from other people’s
experiences, too, good as well as not so good experiences.
4. Learning is a cooperative and collaborative process
 “Two heads are better than one.” People enjoy functioning independently but
they also enjoy functioning interdependently.
 The interactive process appears to “scratch and kick” peoples curiosity,
potential, and creativity.

 Learners will learn more if they are given chances to work together and share
ideas. Make use of group activities.
5. Learning is an evolutionary process
 Learning especially if this means a change in behavior, does not happen in a click.
This requires time and diligence. So as teachers, be patient. Be patient. Be patient.
Be patient.
6. Learning is sometimes a painful process
47
 This means that learning requires sacrifice, hard work, study time. Let the learners
realize this okay?
7. One of the richest resources for learning is the learner him/herself
 Let's not be too "centered" upon ourselves. Let's draw the discussion not only on
our own experiences as teachers but on the learners' experiences as well. Listen
and let the learners share their prior knowledge, stories, information, etc that can
enrich the learning process. Encourage free sharing inside the classroom.
8. The process of learning is emotional as well as intellectual
 Learners can't learn that much if they have something that is bothering their
minds. These can be problems and worries they have either in or out of the
classroom. Thus, as teachers, let us be sensitive to our students' problems. We
can't teach learners with empty stomachs remember?
9. The process of problem solving and learning are highly unique and individual
 Make use of different teaching strategies that can cater multiple intelligences and
learning styles.

The learner must clearly perceive the goal - effective instruction occurs when maximum
communication exists between teacher and learner
regarding the goals and objectives of instruction.

The learner must be psychologically and physiologically ready
- this is in consonance with Thorndike’s law of readiness and law of effect.

Law of readiness- states that when a person is prepared to respond or act, giving the

response is satisfying and being prevented from
doing so is

annoying.

 Law of effect - states that learning is strengthened when it results in satisfaction
but is

weakened if it leads to annoyance.

 The learner must be motivated to learn - is a basic principle in the teachinglearning

Process.

2 types of Motivation:
 Extrinsic Motivation - comes in the form of reward and punishment such as

grade (high and low), honors, monetary rewards,
medals,

disqualification from joining curricular activity, and
the

like.
 Intrinsic Motivation - means creating a desire to learn a subject because it’s

worth knowing.

 Some Principles on motivating learners which are significant for teachers:
 Intrinsic motivation is better than extrinsic motivation.
 Goal setting is an important motivational aspect of learning
 Successful experiences are important motivators
 Feedback about one’s progress can be an effective motivation
 Considering learner’s interest is important in classroom learning.
 Reward rather than punishment is a better motivation for learning
 Meaningful materials and tasks serve as good motivators
 Success generally increases the level of aspiration and achievement of the learner
48



Teacher’s expectation of the learner’s performance influence the latter’s
achievement.
The learner must be active not passive for maximum learning
is
- this principle

adroitly expressed in
the Chinese adage:


“I hear
and I forget,

I see and I
remember,

I do and I
understand.”


The learner must repeat or practice what - educational practices such as drill,
review he has learned in order to rememberand examination exemplify this
principle.

Thorndike’s Law of exercise - states that constant repetition of a response
strengthens its connection with the stimulus and
disuse of a response weakens it.
- practice makes perfect: “We learn by doing, we
forget by not doing.”











The learner must put together the parts of a
- learning is interpreted as the
task and perceive it as a meaningful whole
organization or
reorganization of the subject’s perceptual system into meaningful patterns.
Kohler’s Insight - the perceptual organizationof information or ideas.
The learner must see the significance,
- what has been experienced bears upon
meanings, implications, and applications subsequent activity and upon the
modification
that will make a given experience
or strengthening of behavior.
Understandable
The learner must be prepared to respond
more

- the are times when the individual is
ready and better able to
engage effectively

in a particular set of learning
activities.


Thorndike’s Law of readiness
chained

- a series of responses can be
together to satisfy some goal
which will

resultin annoyance if
blocked,



The process of problem solving and
- each individual has his own unique
style of
learning are highly unique and specific
learning and solving problems.
Conditions w/c Facilitates Learning:
49
*The teacher is responsible for setting up the physical environment most conducive to learning.






Learning is facilitated in an atmosphere w/c encourages learners to be active
Learning is facilitated in an atmosphere w/c promotes and facilitates the
individual’s discovery of the personal meaning of ideas
Learning is facilitated in an atmosphere in which different ideas can be discussed
but not necessarily accepted
Learning is facilitated in an atmosphere which consistently recognizes the
individual’s right to make mistakes
Learning is facilitated in an atmosphere in which evaluation is a cooperative
process.
Learning is facilitated in an atmosphere when individuals feel they are respected
and accepted.
METHODOLOGY - refers to the orderly, logical procedure in doing something, more
specifically in ways of teaching.
3 Important Factors in the Educative Process:
 The Child
- is the most important factor.
 The Teacher
-guides the child in the educative process
 The Method
- transmits the subject matter from the teacher to the child.

-the child acquires new knowledge, habits, rote
associations, and skills.
Method
- comes from the Greek methodos, which comes from 2 Greek words: meta (after)
andhodos (way).
- is a series of related and progressive acts performed by the teacher and the pupils to
accomplish the general and specific aims of the lesson.
*A method is good if it causes a child to learn.
Functions of Method:
 Method forms the bridge between the child and the subject matter.
 Method makes learning easier.
 Methods link the child and the society.
Inductive method
Deductive method
- educates the child to think logically.
- educates the child to postpone judgment until further verification.
Factors that Determine Method:
 The educational objective and aim of the lesson
 Nature of the subject matter or the lesson
 The nature of the learners
 School equipment and facilities
 The teacher
Device
- it is a teaching aid or a tool to facilitate instruction.
- it is considered as a “little method”.
- examples are pictures, flash cards, and objects.
Technique


- refers to the art or skill of performance.
The teacher’s procedure comprises the method of teaching. He may be relating a
story and therefore is using the telling method.
To make the story more graphic and interesting, the teacher may use pictures. The
pictures are devices or teaching aids.
50

How well the teacher tells the story depends on techniques, such as using action
and gestures, changing facial expression to depict different characters, varying
voice pitch, tempo, and timbre.
*Two teachers may use the same method and devices in teaching the same subject matter,
but they may differ in technique.
Characteristics of a Good Method:
A teaching method is good if…
 It makes use of the principles of learning and permits the operation of these
principles such as readiness, exercise, and effects as provided for.
 It utilizes the principle of “learning by doing”.
 It provides for individual differences.
 It stimulates thinking and reasoning.
 It provides for growth and development.
Influence of Differing Schools of Thought on Method:
3 Categories of Methods



Time-tested methods
- used by traditionally conservative schools
Discussion procedures
Improved instructional practices
- used by modern progressive schools
Differences of the Traditional conservative schools & modern progressive schools



Objectives
Role of the teacher
Curriculum


Differences




Objectives


Role of the
teacher




Traditional
conservative
schools
Subject
centered
Emphasizes
the 3 Rs and
the tool
subjects to
equip the child
w/ basic skills
necessary for
livelihood
The teacher is
an important
figure in the
classroom
Source of
knowledge
and
information
3 R’s, Social
Science, and
humanities






Curriculum

Modern
progressive
schools
Child centered
Aims at the full
development of
the
child:socially,
emotionally, and
mentally
Functions as
guidance
counselor, big
brother or sister,
or as an
assistant, rather
than as an
instructor.
Cooperatively
determined by
the teacher and
the class.
The teacher
structures the
environment,
51


Discipline
Strict
discipline is
enforced

plans the
situations, and
guides the the
pupils to
formulate the
objectives and
undergo the
experiences.
The approach is
preventive rather
than remedial,
by action rather
than precept.

52
Fact Sheets
In
Principles in Teaching 1
Lesson 5:
Lesson Plan - is the blueprint of what the teacher intends to accomplish.
Parts of a Lesson Plan:

Objectives
- provide goals to be attained, give direction to the class
discussion, and
call for what outcomes to expect.


 General Aim - is usually broad in scope and may be the objective of a course,
 subject, or semester.


Ex.Todevelop appreciation of poetry…

 Specific Aim - is usually attainable in a specific lesson and contributes to the

accomplishing of the general aim.


Ex. To arouse appreciation of the poem “The Arrow and the Song”…

*It is good to have both general and specific objectives in a lesson plan. If only specific
objectives are included, lessons will be independent experiences with no continuity and
pupils will not see the interrelation of the specific lessons in the whole course. If only
general objectives are included, specific outcomes for each day’s lesson may not be
accomplished.
*Objectives must be:
Specific
Measurable
Attainable
Reliable
Time bounded
Behavioral Objectives - are directed to the development of changes in the behavior of the
individual.
- such objectives are visible and measurable.
- current lesson plans use this type of objective.
 Ex.
 At the end of the lesson, the pupils are able
 1. To identify the change or tempo in a music composition
 2. To enumerate prohibited drugs and to discuss their effects
 3. To construct a simple electromagnet
 4. To count numerals in bases other than ten

 Subject matter - specific subject matter and its sources--- textbooks, library

references, etc.--- should be stated in the lesson plan.

 Materials -are necessary aids to teaching and should be included in a lesson
plan. It includes teaching aids and devices such as maps, graphs, flash cards,
pictures, objects, slides, radio, TV, and movies.

 Procedure - a very important part of the lesson plan. This includes both teacher
and
53
pupil activity in the detailed plan.


Assignment
-a lesson plan is incomplete w/out this. It ensures a good
recitation because it tells definitely what is to be done, how it is to be done, and
why it must be done.
Pre-requisites to Lesson Planning:




Knowledge of the subject matter
he
- no teacher can expect to teach something
himself does not know.
Knowing the children or the student
what

- a good planning requires knowledge of
to teach as well as of who should be
taught.


Familiarity with different strategies
imparting

- a teacher must know various ways of
learning in consonance with children’s
nature





and with type of subject matter.
Materials
- a teacher needs materials that will facilitate the teaching process.
Understanding of objectives - this includes the aims of education especially the
Philippine education, the aims of the course or subject,
and the aims of the specific lessons.
Suggestions in Making a Lesson Plan:





The lesson plan is an aid to teaching
A lesson plan should not be too detailed
Lessons should be planned within the time allotment for the subject
The textbook should not be regarded as infallible
The lesson plan may serve as basis for future plans and means of evaluating the
success of learning
Types of Lesson Plans:
Bossing (1961) gives two types of lesson plans:
 memorized
 written
- has more advantages, among w/c are:

 Expression in written form leads to clarity of thought.
 Protection against forgetting is insured.
 A written lesson plan is an aid to mastery.
 A written plan forms the basis of later improvement.
Gerald A. Yoakam& R.G. Simpson (1949)
 Syllabus or outline
 Unit plans dealing with a division of subject matter or a complete activity
 Detailed study guides
 Mimeographed exercises
 Workbooks
 Daily plans
54
Schorling















Curriculum area or subject of the year
Unit plan
Daily lesson - may be classified as:
1) Detailed Lesson Plan- is anticipatory teaching. It puts down in writing the
classroom activities that may occur. The teacher writes down all the questions he
is going to ask under the column Teacher Activity, and the expected answers from
the pupils under the column Pupil Activity.
Reasons why beginning teachers should be trained to write detailed lesson plans:
It helps him master what he is to teach and gives him confidence;
Its helps him foresee children’s reaction and forewarns him about problems that
may arise;
It gives critic teachers a chance to go over what the student teacher plans to do
and to give suggestions or to make corrections and thus prevents mistakes in
actual teaching.
2) Semidetailed Lesson Plan - used in classrooms, where pupil’s activity is
omitted. It contains only the lesson procedure or
the steps of the lesson.
3) BriefLessonPlan -is even shorter than the semidetailed. Teachers who have
taught the same subject for years usually make brief plans. The parts of a lesson
plan are present, they do not write them out every day.


 DETAILED LESSON PLAN IN MATH FOR GRADE III
 By Eugenia C. Sereno
 Former Head, PNC Off-campus Unit

 Objectives
At the end of the lesson, the pupils are expected to
 Write 3 or 4 digit numerals
 Explain the value of the numerals in 3 or 4 digit numbers
 Change numbers in words to figures

 Subject Matter
Expanded Notation
Place Value
 Materials
Board exercises, sticks












Procedure
Preparation
Teacher Activity
Let’s see how well you can answer these:
27 = ___ tens and ___ ones
58 = ___ tens and ___ ones
33 means ___ tens and ___ ones
19 means ___ tens and ___ ones
Write the numerals which mean these:
_____ means 6 tens and 7 ones
Pupil Activity
2 tens and 7 ones
5 tens and 8 ones
3 tens and 3 ones = 30 + 3
1 tens and 9 ones = 10 + 9
67
55





_____ means 8 tens and 2 ones
82
Presentation
Let’s count how many sticks there are


How many are there?
When we add 1 more stick to the ones,
how many do we have then?
What do the number at the right mean?
9 tens and 9 ones
10 tens and 0 ones or 100
1 hundred
Let’s write the numerals which means this.















Application
Write the numeral for each exercise.
Three hundreds
Five tens
One seven hundreds
One eight
300
50
700
8
Give the missing digits.
785 means __ hundreds, __tens, and __ ones. 7 hundreds,8 tens & 5 ones
804 means __ hundreds, __tens, and __ ones. 8 hundreds,0 tens &4 ones
Assignment
Write the numbers from 1 to 100.
Write the numbers by fives from 1 to 100
Write the numbers by tens from 1 to 100

 SEMIDETAILED LESSON PLAN IN MATH FOR GRADE III
 By Eugenia C. Sereno
 Former Head, PNC Off-campus Unit

 Objectives
At the end of the lesson, the pupils are expected to
 Write 3 or 4 digit numerals
 Explain the value of the numerals in 3 or 4 digit numbers
 Change numbers in words to figures

 Subject Matter
Expanded Notation
Place Value
 Materials
Board exercises, sticks






Procedure
Preparation
Teacher Activity
Let’s see how well you can answer these:
27 = ___ tens and ___ ones
58 = ___ tens and ___ ones
56













33 means ___ tens and ___ ones
19 means ___ tens and ___ ones
Write the numerals which mean these:
_____ means 6 tens and 7 ones
_____ means 8 tens and 2 ones
Presentation
Let’s count how many sticks there are


How many are there?
When we add 1 more stick to the ones,
how many do we have then?
What do the number at the right mean?
Let’s write the numerals which means this.
 Application
 Write the numeral for each exercise.

Three hundreds

Five tens

One seven hundreds

One eight

 Give the missing digits.
 785 means __ hundreds, __tens, and __ ones.
 804 means __ hundreds, __tens, and __ ones.

 Assignment
 Write the numbers from 1 to 100.
 Write the numbers by fives from 1 to 100
 Write the numbers by tens from 1 to 100
 BRIEF LESSON PLAN

 To be able to write 3 or 4 digit numerals, change numbers in words to
figures, and explain their values.

 Place Value and Expanded Notation

Board exercises, sticks
 A. 1. Tell how tens and ones are in 27, 58, 90,45,73.
Expand and tell the meaning of 44,33,19,63,56.
 2. Write the numerals which means
 tens and 7 ones
 tens and 2 ones

B. Use sticks to illustrate the following:
9 tens and 9 ones. Add 1 to 9 ones.
10 tens = 100. The first digits stands for the hundred’s place.

57






Change numbers in words to figures. Identify each digit whether in the
hundreds, tens, and ones place.
Assignment
Write the numbers from 1 to 100.
Write the numbers by fives from 1 to 100
Write the numbers by tens from 1 to 100
WRITING BEHAVIORAL OBJECTIVES
5 Elements of an Instructional Objectives:








Who is to perform the desired behavior (e.g., the pupil, the student, or the learner)
The actual behavior to be employed in demonstrating mastery of the objective
(e.g., to write, to identify, or to distinguish)
The result (e.g., the product or performance) of the behavior w/c will be evaluated
to determine whether the objective is mastered (e.g., an essay or the speech)
The relevant conditions under w/c the behavior is to be performed
(e.g., in a one-hour quiz or at the end of a forty-minute period)
The standard that will be used to evaluate the success of the product or
performance
(e.g., 90 percent correct or eight out of ten correct)
Taxonomy of Educational Objectives:
 Cognitive Domain - according to Bloom, this objective classification
emphasizes

intellectual learning and problem-solving tasks.

 Abstract of the taxonomy of educational objectives for the cognitive domain:
 1. Knowledge - involves the recall of specifics and universals, the recall of
methods and
processes, or the recall of a pattern, structure, or setting.

 Knowledge of specifics - involves the recall of specific bits of information.
 Knowledge of terminology - knowledge of specific facts: dates, events, persons,

places, etc.
 Knowledge of the ways and means of dealing with specifics
 Knowledge of conventions - refers to knowledge of characteristic ways of

treating and presenting ideas and phenomena.
 Ex. To make pupils conscious of correct form and usage in speech and in
 writing.
 Knowledge of trends and sequences - refers to knowledge of the processes,

directions, and movement of phenomena

w/ respect to time.
 Ex.To identify the different periods in Philippine history.

 Knowledge of classifications and categories - refers to the knowledge of the

classes, sets, divisions, and

arrangements for a given

subject/field, purpose, argument,

or problem.

 Knowledge of criteria - knowledge of criteria by w/c facts, principles, and

conduct are tested or judged.

 Knowledge of method - knowledge of the methods of inquiry, techniques, and
procedures employed in a particular subject/field.
58





































Knowledge of the universals and abstractions in a field - knowledge of major
schemes and patterns by
w/c phenomena and
ideas are organized.
Knowledge of principles and generalizations - abstractions that are of value in
explaining, describing,
predicting, or determining the
most relevant action or direction
to be taken.
Knowledge of theories and structures - most abstract formulations used to
show the interrelation and organization
of a great range of specifics.
Comprehension - refers to a type of understanding such that the individual can
make
use of the material or idea being communicated w/out
necessarily
relating it to other materials or seeing its fullest implications.
Translation - is judged on the basis of accuracy, that is, the extent to which
the material in the original communication or text is preserved
although the form of the communication has been altered.
Interpretation - the explanation or summary of a communication. Involves a
reordering, rearrangement, or review of the material.
Extrapolation - the extension of trends or tendencies beyond the given data to
determine implications, consequences, corollaries, effects, etc.
Application - the use of abstractions w/c may be technical principles, ideas, and
theories in particular and correct situations.
Analysis - breaking up of a communication or text into its constituent elements
or
parts such that the relative hierarchy of ideas is made clear and ideas
expressed are made explicit.
Synthesis - the putting together of elements and parts to form a whole. This
involves
the process of working w/ pieces, parts, elements, etc., and
combining
them to constitute a pattern or structure not clearly seen or observed
before.
Evaluation - judgments about the value of the material and methods for given
purposes. Evaluation involves quantitative and qualitative judgments
about the extent to which material and methods satisfy criteria. Criteria may be
determined by the student or by the teacher.
2. Affective Domain
emotional

- contains behaviors and objectives that have some
overtones.It encompasses likes and dislikes, attitudes,
values, and







beliefs.
Abstract of the taxonomy of educational objectives for the affective domain:
1. Receiving - the concern is for the learner to be sensitive to the existence of
certain
phenomena and stimuli, that is, he is willing to receive or attend to
them.
Awareness
- here the learner is conscious of something that accounts for a
59

situation, phenomenon, object, or state of affairs.
 Willingness to receive - here the behavior is willingness to tolerate a given

stimulus, not to avoid it.
 Controlled or selected attention - here the learner controls the attention so that

the favored stimulus is selected and attended

to, despite competing and distracting stimuli.

2. Responding - this stage is concern w/ responses that go beyond merely attending to
the phenomenon. One is doing something w/ the phenomenon besides
merely perceiving it.
3. Valuing
- behavior is categorized at this level is consistent and stable to have taken
on the characteristics of a belief or an attitude. An important element of
behavior by valuing is that it is motivated not by the desire to comply or
obey but by the individual’s commitment to the underlying values that
guides the behavior.
4. Organization - as the learner continuously internalizes values, he encounters
situations for w/c there are several relevant values. Thus arises the
necessity for:



organization of the values into a system
determination of interrelationships among them
establishment of the dominant and pervasive ones.
5. Characterization by values or value-complex

3. Psychomotor Domain
attention to the

- at this level of internalization, the
values already have a place in the
individual’s values hierarchy.
- operating in this domain is that of complexity w/
sequence involved in the performance of a motor
act.














Abstract of the taxonomy of educational objectives for the affective domain:
Perception - this is an essential first step in performing a motor act. It is the
process
of becoming aware of objects, qualities, or relations by using the
sense
organs.
Set - is a preparatory adjustment of readiness for a particular kind of action in
experience.
Guided response
- is the overt behavioral act of an individual under the
guidance of an instructor or in response to self-evaluation where the student has a
model or criteria w/ w/c to judge personal performance.
Mechanisms
- here the learner has achieved a certain confidence and degree of
proficiency in the performance of the act.
Complex overt response
that

- in this level the individual can perform a motor act
is considered complex because of the movement
pattern


required. Skill has been attained.
60






Adaptation - at this level, motor activities are altered to meet the demands of
new
problematic situation requiring physical response.
Origination - involves creating new motor acts or ways of manipulating
materials
based on understandings, abilities, and skills developed in the
psychomotor area.
Answer the following (sort of review):
 What is a lesson plan?

Why do teachers need to make lesson plans?

Give and describe the different types of lesson plans?


61