CHAPTER 5 1.

Providing opportunities for experimentation

2. Parenting the ideas of others
SELECTION AND ORGANIZATION OF THE
3. Emphasizing conceptual understanding
CONTENT
CONTENT
* THE STRUCTURE OF SUBJECT MATTER
- Refers to the body of knowledge and info that CONTENT
teachers teach and that students are expected to
1. COGNITIVE
learn in a given subject or content area
2. SKILLS
CURRICULUM CONTENT 3. AFFECTIVE
- Simply means the totality of what is to be
taught in a school system
COGNITIVE
A. FACT
 QUALITIES IN THE ELECTION AND - Is an idea or action that can be verified
ORGANIZATION OF CONTENT
1. VALIDITY B. CONCEPT
2. SIGNIFICANCE - Is a categorization of events, places, people,
3. BALANCE ideas.
4. SELF-SUFFICIENCY
5. INTEREST
c. PRINCIPLES
6. UTILITY
7. FEASIBILITY - Is the relationship b/w and among facts and
concepts
 PROCESS OF CONCEPTUAL
UNDERSTANDING d. HYPOTHESES
 - Are educated guesses about relationships
 Thinking skills include:
e. THEORIES
1. Divergent thinking
- Refer to a set of facts, concepts, and principles
2. Convergent thinking
that describe the possible underlying
3. Problem solving
unobservable mechanisms that “regulate human
4. Metaphoric thinking
learning, development, and behavior”
5. Critical thinking
6. Creative thinking
f. LAWS
- Are family established thoroughly tested
principle or theory
1. Divergent thinking
- Fluent thinking
- Flexible thinking
- Original thinking
- Elaborative thinking

SKILLS 2. Convergent thinking

A. Manipulative skills - It is narrowing down from many possible
- There are courses that are dominantly skill- thoughts to end up on single best thought or an
oriented like Computer, Home economics and answer to a problem
technology, PE , music and the like
b. Thinking skills 3. Problem solving
- Theses refer to the skills beyond recall and - The proper definition of a problem is already
comprehension. half the solution
- Algorithms a. Awareness
- Heuristic strategy b. Curiosity
c. Imagination
4. Metaphoric thinking d. Fluency
- This type of thinking uses analogic thinking, a e. Flexibility
figure of speech f. Originality
- There a word used in a manner different from g. Perseverance
its ordinary designation to suggest or imply a
parallelism or similarity

AFFECTIVE
Attitudes and values
5. Critical Thinking
- It involves evaluating information or arguments - It is because it is in the teaching of values that
in temps of their accuracy and worth the teaching of facts, skills and concepts
- Verbal reasoning become connected to the life of the students,
- Argument analysis thus acquiring meaning
- Hypothesis testing
- Decision making
CHAPTER 6
GUIDING PRINCIPLES IN THE SELECTION AND
6. Creative thinking USE OF TEACING STRATEGIES
- It is the process of bringing something new into
birth 1. LEARNING IS AN ACTIVE PROCESS
- What creative thinking behaviors should be
developed?
- We have to actively engage the learners in - Teaching should reach the levels of application,
learning activities if we want them to learn analysis, synthesis, and evaluation to hone our
what we intend to teach students thinking skills

2. THE MORE SENSES THAT ARE

INVOLVED IN LEARNING, THE MORE
AND THE BETTER LEARNING 6. AN INTEGRATED TEACHING APPROACH
IS FAR MORE EFFECTIVE THAN
TEACHING ISOLATED BITS OF
3. EMOTION HAS THE POWET TO
INFORMATION
INCREASE RETENTION AND LEARNING
- Considers the Multiple Intelligence (MI) &
varied Learning Styles (LS) of students
- Bring emotion into the classroom
- Recognize the power of emotion to increase
retention

4. LEARNING IS MEANINGFUL WHEN IT IS  BRAIN-BASED STRATEGIES

CONNECTED TO THE STUDENTS’ 1. Involving students in real life or authentic
EVRYDAY LIFE problem-solving
- The meaningfulness & relevance of what we 2. Using projects to increase meaning and
teach is considerably reduced by our practice of motivation
teaching simply for testing 3. Simulation and role plays as meaning maker
- Answering pedagogy 4. Classroom strategies using visual processing
Visual
5. GOOD TEACHING GOES BEYOND
RECALL OF INFORMATION - Are powerful aids in retention as well as in
understanding
 5. Songs, jingles and raps
6. Mnemonic strategies
7. Writing strategies CHAPTER 7
8. Active review DIFFERENT APPROACHES AND METHODS
9. Hands-on activities

TEACHING APPROACH – is a set of principles,

7. THERE IS NO SUCH THING AS BEST beliefs, or ideas, about the nature of learning which is
TEACHING MEHOD. THE BEST METHOD translated into the classroom
IS THE ONE THAT WORKS, THE ONE
THAT YIELDS RESULTS TEACHING STRATEGY
- It is a long term plan of action designed to
achieve a particular goal
 FACTORS TO CONSIDER IN THE CHOICE
OF TEACHING METHOD: TEACHING METHOD
A. Instructional objective - It is a systematic way of doing something. It
B. Nature of the subject matter implies an orderly logical arrangement of steps.
C. The learner It is more procedural
D. The teachers
E. School policies
TEACHING TECHNIQUE
- It is a well-defined procedure used to
accomplish a specific activity or task
 - Only the teacher’s voice is heard. He/she is the
sole dispenser of information
 EXAMPLES OF TEAACHING
APPROACHES
5. INTERACTIVE APPROACH
- The interactive classroom will have more
1. TEACHER- CENTERED APPROACH
student talk and less teacher talk
- The teacher is perceived to be the only reliable
source of information in contrast to the learner
– centered approach 6. BANKING APPROACH
- The teacher deposits knowledge into the
“empty” minds of students for students to
2. LEARNER -CENTERED APPROACH
commit memory
- It is premised on the belief that the learner is
also important resource because he/she too
knows something and is therefore capable of 7. CONSTRUCTIVIST APPROACH
sharing something - The students are expected to construct
knowledge and meaning out for what they are
taught by connecting them to prior experience
3. SUBJECT – MATTERED CENTER
APPROACH
- Subject matter gains primacy over that of the
learner
8. DISCIPLINAL APPROACH
- It limits the teacher to discussing his/her
4. TEACHER DOMINATED APPROACH lessons within the boundary of his/her subject
9. INTEGRATED APPROACH - As the name implies, teaching and learning are
- It makes the teacher connects what he/she anchored on research findings
teaches to other lessons of the same subject

2. WHOLE CHILD APPROACH

10.INDIVIDUALISTIC APPROACH - The learning process itself takes into account
- It wants the individual students to work by not only the academic needs of the learners, but
themselves also their emotional, creative, psychological,
spiritual, and development needs.

11.COLLABORATIVE APPROACH
- It will welcome group work, teamwork, 3. METACOGNITIVE APPROACH
partnerships, and group discussion - The teaching process bring the learner to the
process of thinking about thinking
4. PROBLEM-BASED APPROACH
12.INDIRECT, GUIDED APPROACH - As the name implies, the teaching-learning
- The teacher guides the learner to discover thing process is focused on problems.
for himself/herself
13.DIRECT APPROACH
- The teacher directly tells or shows or  DIRECT/EXPOSITORY APPROACH
demonstrates what is to be taught 1. DIRECT INSTRUCTION/LECTURE
METHOD
- Is aimed at helping students acquire procedural
 OTHER TEACHING APPROACHES CITED knowledge exercised in the performance of
IN EDUCATION LITERATURE ARE: some task. Procedural knowledge refers to
1. RESEARCH – BASED APPROACH skills needed in the performance of a task.
 3. Develop the lesson by explaining, illustrating, it
with diagrams if appropriate and/or giving
STEPS OF THE DIRECT OR LECTURE METHOD
concrete examples
A. Provide the rationale 4. Give application of the lesson
B. Demonstrate the skill 5. Check for understanding and provide feedback
C. Provide guided practice until mastery
FORMATIVE ASSESSMENT
D. Check for understanding and provide feedback
E. Provide extended practice and transfer - The goal is to monitor student learning to
F. Assess learning at the end provide ongoing feedback that can be used by
instructors to improve their teaching and by
SUMMATIVE ASSESSMENT
students to improve their learning
- The goal is to evaluate student learning at the
Example:
end of an instructional unit by comparing it
against some standard or benchmark 1. Draw a concept map in class to represent their
understanding of a topic.

EXAMPLE OF SUMMATIVE ASSESSMENT

INCLUDE: INSTRUCTIONAL CHARACTERISTICS:
1. A FINAL PROJECT 1. The strategy is teacher-directed
2. The emphasis is on the teaching of skill. Each
step must be mastered, hence the students gain
IF YOU TEACH FACTS, PRINCIPLES, OR LAWS “how” rather than “what”. It is termed
1. Give a short introduction by providing the procedural knowledge
rationale 3. Taught in a step-by-step fashion, it ensures the
2. Present your lesson learning of the entire procedure with no step
missed
 - Is knowledgeable in preparing the apparatus
needed according to the steps to be followed.
4. Lesson objectives include easily observed
behaviors that can be measured accurately.
INDIRECT/GUIDED/EXPLORATORY
Guidelines for effective use teaching skill slide 14. Di
- Is best used when the learning process in
ko na sinama for sure di naman ipapa enumerate hihi.
inquiry-based. The result is discovery and the
learning context is a problem
TEACHING DECLARATIVE KNOWLEDGE
- Facts, principles and laws METHODS:
1. Inquiry method
2. Problem solving method
 DIRECT/EXPOSITORY APPROACH
3. Project method
DEMONSTRATION METHOD
INQUIRY METHOD
- The teacher or an assigned student or group
- Investigative process
shows how a process is done while the students
- The procedure in gathering information is not
become observers.
prescribed by the teachers.
- Children are highly motivated to search

 PROBLEM SOLVING METHOD

THE 5 BASIC STEPS OF SCIENTIFIC METHOD
Demonstrator OR INESTIGATORY PROCESS ARE:
 1. Sensing and defining the problem - After suitable choice have been made, the next
2. Formulating hypothesis step is preparing a plan for the execution of the
3. Testing the likely hypothesis project
4. Analysis, interpretation and evaluation of
evidence 4. CARRYING OUT THE PROJECT
5. Formulating conclusion (EXECUTING)
- When the plan is ready, the teacher should
encourage the pupil to put it into practice
PROJECT METHOD
- Owes its origin to the pragmatic school of
5. EVALUATING
philosophy
- After the completion of project, the student
- It was profound by WH. Kilpatrick and was
should be asked to review their work
perfected by J.A. Stevenson

MAJOR STEPS OF THE PROJECT METHOD

6. RECORDING
1. PROVIDING A SITUATION
- All the pupils should maintain a project-book
- A project is never to be forced upon pupils
in which they should put down a complete
record of all the activities, connected with the
2. CHOOSING THE PROJECT project.
- After a situation has been provided, the next
step is the choice of a good project.
CHAPTER 8
UNDERSTANDING BY DESIGN, A
3. PLANNING CURRICULUM MODEL
 - It spells out the details of the instructional
activities that the students will go through to
GRANT WIGGINS & JAY MCTIGHE
attain the standards.
- Authors of understanding by design

UNDERSTANDING BY DESIGN
 STGE 1 - SET TARGETS
- A framework and accompanying design process A. INTENDED RESULTS/DESIRED
for thinking decisively about unit lesson OUTCOMES
planning 1. Content standards- refers to what students
- It offers a planning process and structure to should know and be able to do.
guide curriculum, assessment, and instruction 2. Performance standards
- Refer to the level of proficiency with which a
student can demonstrate what he/she knows and
 THE 3 ELEMENTS / STAGES OF UBD he/she can do.
1. Result / desired outcomes
- These are what students should be able to know
and do at the end of course or unit B. ESSENTIAL UNDERSTANDINGS
2. Assessment - Big and enduring ideas at the heart of discipline
- It refers to the acceptable evidence that the which we want children to remember even long
desired goal has been attained after they leave the school
- May be in the form of products and
performances
C. ESSENTIAL QUESTIONS
3. Details of instructional activities
 - These are open-minded, provocative questions A. EXPLORE
that spark thinking and inquiry into the - Find out what your students know and not
essential meaning and understanding know about the lesson

D. CURRICULUM OBJECTIVES B. FIRM UP

- These are expressed in terms of specific - Affirm the correct concepts or skills that they
knowledge, skill and values which are expected know
to be taught and learned.

C. DEEPEN
 STAGE 2 – DETERMINE EVIDENCE OF - Strategies that can help deepen students
UNDERSTANDING thinking

6 FACETS OF UNDERSTANDING AS D. APPLY/ TRANSFER

INSTRUCTIONAL TOOL - Application of concepts, skills and attitudes
learned in life
1. SELF- KNOWLEDGE
2. EXPLAIN
3. INTERPRET WHERETO FRAMEWORK
4. APPLY
5. PERSPECTIVE W – be clear on where the unit is going and why
6. EMPATHY H – allow for content that can hook and hold students
E – equip students for performance
 STAGE 3 – PLAN INSTRUCTION R – allow students to rethink and revise
E – allow opportunity for students to self-evaluate and
reflect on learning
T – tailor learning to varied need, learning styles, and
3. APPLICATION
feedback
- Students analyze a design of a product, taking it
O- organize and sequence the learning apart in order to determine how it works.
 PUTTING UBD INTO PRACTICE
1. Begin with standards 4. PERSPECTIVE
2. Decide on your desired results - Students investigate about a technological
3. Determine your assessment options artifact from the perspective of different regions
4. Create a learning plan and countries
5. Differentiation options
6. Additional resources
5. EMPATHY
- Students imagine they are politicians debating
6 FACETS OF UNDERSTANDING AS TOOL the value of nuclear power.
1. EXPLANATION
- Students develop an illustrated brochure to
explain the principles and practices of a 6. SELF KNOWLEDGE
particular type of technology - Students reflect on their own progress of
understanding about one of the standards in
Standards for Technological Literacy: Content
2. INTERPRETATION for the Study of Technology.
- Students develop a “biography” of the
development of a particular type of technology
 CORE ELEMENT FOR PERFORMANCE
BASED PROJECTS PEER COACHING
1. GOAL
- States the problem, obstacle or challenge in the - Professional colleagues support one another by
task scripting lessons, providing focused feedback,
2. ROLE and engaging in cognitive coaching.
- Explains whose students are in the scenario and
what they are being sked to do
3. AUDIENCE STUDY GROUPS
- Who the students involved in solving the - Colleagues study a text or explore an issue
problem for, who they need to convince? together and pool their experiences, reflections,
4. SITUATION and resources for understanding
- Provides the context of the situation and any
additional factors that could impede the
resolution INQUIRY TEAMS
5. PRODUCT
- Explains the product or performance that needs - Colleagues focus their study on a shared
to be created and its larger purpose student achievement issue or an organizational
6. STANDARD problem that they wish to investigate together
- Dictates the standards that must be met and as an extension of their initial study group
how the work will be judge by the assumed discussion.
audience
Understanding by Design
ACTION RESEARCH COHORTS
- It represents a synthesis of research-based best
practices that are associated with improving
student achievement.
 - Colleagues identify a research problem, 1. All instructional materials are aids to
hypothesis, or inquiry question concerning their instruction. They do not replace the teacher
learning organization. 2. Choose the instructional material that best suits
your instructional objectives
- What you want to accomplish and then employ
CHAPTER 9 the tools that are most likely to achieve results
SELECTION AND USE OF INSTRUCTIONAL 3. If possible, use a variety of tools
MATERIALS - Using videos, computers, overheads, and the
chalkboard not only keeps student’s interest but
also responds to the needs of those who receive
INSTRUCTIONAL MATERIALS information in different ways

- Devices that assist the facilitator in the

teaching-learning process. 4. Check out your instructional material before
- Not self-supporting class starts to be sure it is working properly
- They are supplementary training devices - Nothing is more frustrating to you or the
students in the process of instruction than to
find that the overhead projector or the LCD, for
 PROPER USE OF INSTRUCTIONAL instance, does not work in the process of
MATERIALS instruction
1. P – PREPARE YOURSELF 5. The General Utilization Guide on the Use of
2. P – PREPARE YOUR STUDENTS Media
3. P – PRESENT THE MATERIAL - Learn how to use the instructional material
4. F – FOLLOW UP

CHAPTER 10
 Principles for instructional materials
 ASSESSMENT OF LEARNING
ASSESSMENT PHYSICAL PRODUCTS
- Is a sine qua non of teaching, without it the - Dioramas, sculptures, and photographs
teaching cycle is not complete
Sine qua non
3. The best result of the assessment must be fed
- Without (something) won’t be possible back to the learners

4. In assessing learning, teachers must consider

 GUIDING PRINCIPLES IN THE learners’, learning styles and multiple
ASSESSMENT OF LEARNING intelligences and so must come up with a
1. Assessment of learning is an integral part of the variety of ways of assessing learning
teaching-learning process.
2. Assessment tool should match with 5. To contribute to the building of the culture of
performance objective success in the school, it is pedagogically sound
that in our assessment techniques we give some
ASSESSMENT METHODOLOGIES positive feedback along with not so good ones.
A. WRITTEN TEST
B. PERFORMANCE TEST 6. Emphasize on self-assessment
C. PRODUCT ASSESSMENT
7. If we believe that our task as teachers is to
WRITTEN PRODUCTS teach all pupils/students, and that it is possible
- Term papers, short play, laboratory report, that all students, even those from limited
newspaper articles, and letters to public backgrounds, will have access to opportunities
officials and therefore can achieve, then the bell curve
mentality must be abandoned
 2. DURING INSTRUCTION
8. Assessment of learning should never be used as - Oral questions or quiz
punishment or as a disciplinary measure

9. Results of learning assessment must be 3. AFTER INSTRUCTION

communicated regularly and clearly to parents - Post-test or KWL technique

10.Emphasize on real world application that favors

realistic performances over out-of-context drill  APPROPRIATE ASSESSMENT TOOLS
items 1. Teacher made test or paper-pencil test
2. Authentic tools of assessment
11.To ensure learning, do formative assessment a. Performance test
b. Portfolio assessment
12.To ensure reliability of assessment of results,
make use of multiple resources

CHAPTER 11
GUIDING PRINCIPLE IN CLASSROOM
MANAGEMENT
 ASSESSMENT IN DIFFERENT PHASES OF
INSTRUCTION
1. PRIOR TO INSTRUCTION CLASSROOM MANAGEMENT
- Pre-teaching assessment such as written pre- - It is necessary condition for teaching
test, the KWL technique, or by asking questions
- Is the term which means the teachers capability 6. Resolve minor attention disruption before they
to manage the classroom and the whole class become major disruption
before and during the time of class 7. Reinforce positive behavior
8. Threat minor disturbance calmly
9. Work a physical arrangement of chairs that
 3 M’S TO FACILITATE LEARNING facilitate and interactive teaching-learning
1. MOMENT process
- This includes time 10.Make a good use of every instructional
2. MAN moment. Minimize discipline time to maximize
- Pupils/learners/students instructional time
3. MATERIALS  APPLYING THE PRINCIPLES
- This includes instructional materials such as 1. USE REMINDERS AND CUES
visual aids and books - For older students, give plenty of warning if
you need them to follow

 PRINCIPLES IN CLASSROOM
MANAGEMENT 2. OPTIMIZE CLASSROOM SETTING
1. Consistent proactive discipline is the crux of - When students choose their own seats, they’re
effective classroom management three times more likely to be disruptive than
2. Establish routines for all daily task and needs when seats are assigned
3. Orchestrate smooth transition and continuity of
momentum throughout the day 3. GIVE BEHAVIOR-SPECIFIC PRAISE
4. Strike balance between variety and challenge in - May seem counterintuitive, but acknowledging
student activities positive behavior and ignoring low-level
5. As classroom manager, be aware of all actions disruptions can be more effective than
and activities in the classroom punishing or disciplining students
 - Hand signals work for all grade levels and can
help minimize distractions from your active
4. SET CLEAR EXPECTATIONS
teaching and discussion.
- Instead of just displaying rules for behavior,
have a discussion with your students about why
those rules matter

5. BE CONSISTENT IN APPLYING RULES

- School and classroom expectations, rules, and
routines should be followed and applied fairly
to all students

6. ACTIVE SUPERVISE
- Be active: move around the room, check in on
student progress, and ask questions

7. SETTING UP TURN-IN TRAYS

- Turn-in trays allow for more independence
from your students and essay paper sorting for
you

8. USING HAND SIGNALS