Republic of the Philippines

Commission on Higher Education

Samar Colleges, Inc.
College of Education

Module
in
Professional Education 5

(Principles of Teaching 1)

Prepared by:

NAZARENO E. ORTILLO, LPT

Instructor

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LESSON OUTLINE

UNIT 1 – THE ELEMENTS OF TEACHING

Chapter 1 - The Learner

The Learner as an Embodied Spirit
The Fundamental Equipment of the Learner
Gardner’s Multiple Intelligence Theory
Learning Styles

Chapter 2 – The Teacher

The Professional Teacher
Professional Attributes
Personal Attributes
The National Competency – Based Teacher Standards

Chapter 3 – The Learning Environment

Physical Environment
Psychological Elimate
A Facilitative Learning Environment
Unit Summary

Prelim

UNIT II – THE PRINCIPLES OF LEARNING

Unit Summary

UNIT III – MANAGEMENT OF INSTRUCTION

Chapter 1 – Objective-related Principles of Teaching

Guiding Principles in Formulating Objectives
Taxonomy of Objectives in the Three Domains
How to Write Lesson Plan Objectives
Standards and Competencies in the K to 12 Curriculum

Chapter 2 – Selection and Organization of Content

Guiding Principles
The Structure of Subject Matter Content
Cognitive, Skills, Values

Chapter 3 – Selection and Use of Teaching Strategies

Guiding Principles in the Selection and Use of Teaching
Principles
Brain-Based Strategies

Chapter 4 – Different Approaches and Methods

Teaching Approach, Strategy, Method and Technique
Direct Demonstration Method
Indirect/Guided/Exploratory Approach
Inquiry Method
Problem Solving Method
Project Method
Cooperative Learning
Peer tutoring/Peer teaching
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 Partner Learning
Deductive Method vs the Inductive Method
Other Approaches
Blended Learning
Reflective Teaching
Metacognitive Approach
Constructivist Approach
Integrated Approach

Mid-term

Chapter 5 – Understanding by Design (UbD)

The Three (3) Elements/Stages of UbD
Six (6) Facets of Understanding as Instructional Tools
Learning Activities Using the Six (6) Facets
WHERETO Framework

Chapter 6 – Selection and Use of Instructional Materials (IMs)

Guiding Principles in the Selection and Use of IMs

Chapter 7 – Assessment of Learning

Guiding Principles in the Assessment of Learning
Assessment in the Different Phases of Instruction

Unit Summary

Pre-finals

UNIT IV – CLASSROOM MANAGEMENT

Chapter 1 – Guiding Principles in Classroom Management

Chapter 2 – Management of Time

Chapter 3 – Discipline
Some Causes of Disciplinary Problems
How to Prevent Disciplinary Problems
Various Modes of Establishing
Discipline/Classroom Control
The Canter Model of Assertive Discipline
Ways of Dealing with Discipline Problems

Chapter 4 – Managing the Physical Environment

Furniture Arrangement
Seating Arrangement
Physical Condition of the Classroom

Chapter 5 – Establishing Classroom Routine

Transition

Unit Summary

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UNIT V – EFFECTIVE QUESTIONING AND REACTING TECHNIQUES
How to Improve Questioning Technique
Handling Pupils’ Response

Unit Summary

UNIT VI – HOMEWORK
Functions of Homework
Guiding Principles in the Use of Homework

Unit Summary

Finals

NAZARENO E. ORTILLO, LPT

Mobile No. : 09101955343
Facebook: Naz Ortillo
Email : [email protected]

Download the Following Applications for Online Learning:

 VSmart Application
 Messenger
 Zoom
 Google Classroom

Instructor’s Profile and Contacts

References:
Principles of Teaching 1 3rd Edition
Brenda B. Corpuz, PhD, et.al

Principles of Teaching 1 (OBE Textbook)

Erlinda D. Serrano, MA.Ed., et.al

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Student ID Number: ______________
Name of Student: ____________________________________________________________
Course: ____________________________________________________________
Contact No. ____________________________________________________________
Messenger/FB Name: ____________________________________________________________

Module 1
Lesson: THE ELEMENTS OF TEACHING
Introduction

The principal elements that make teaching and learning possible and
attainable are the teacher, the learner, and a conducive learning environment.
Only when positive relationship exists among them can teaching and learning
occur with precision and predictability.

The teacher serves as the prime mover of the educational wheel while the
learner is the key participant in the learning process. The favorable environment
provides essential features and ingredients that could make a headway in
guiding the teaching –learning processes and methodologies needed for smooth
linkage among the three.

What role does each play in the teaching-learning process?

How does learning environment contribute to learning?

The learner and the teacher are

the key players in a learning
environment.

The LEARNER
“Every child is a potential genius.”

Focus Questions:
 What is the nature of the learner? What are the implications of these
to the teaching-learning process?
 What are the powers/faculties with which every learner is equipped?
 What should teachers do and not do to help develop the learner’s
powers or faculties?
 What does Howard Gardner say about the learner’s intelligence?
 What are learning styles? How do these affect teaching-learning?

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 THE LEARNER AS AN EMBODIED SPIRIT

The is an embodied spirit. He/she is a union of a sentient body

and a rational soul. His/her body experiences sensations and
feels pleasure and pain. His/her soul is the principle of spiritual
acts, the source of intellectual abstraction, self-reflection, and
free rational violation. Body and soul exist in mutual
dependence. (Kelly, 1965) As teachers then, let us care for the
embodied spirit-learner. Let us feed his/her body as well as
his/her spirit.

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 God”, said the Greatest Teacher. The learner needs
chicken soup for the soul“ or else suffers from “spiritual vitamin deficiency”.

THE FUNDAMENTAL EQUIPMENT OF THE LEARNER

Cognitive Faculties
The learner is equipped with cognitive as well as appetitive faculties.
Cognitive faculties include the following: 1.) five senses, 2.) instinct 3.) imagination,
4.) memory, 5.) intellect.

Five Senses. The Five (5) senses are part of the learner’s sentient body. For
effective and efficient learning, it is more important that his/her senses function
normally. It is said that “there is nothing in the mind which was not first in some
manner in the senses.” Do you agree? Which of the senses contribute most to
learning? What is the contribution of each senses to learning?

Instincts. The learner is also equipped with instincts. Instincts comes from Latin
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 or survival or self-preservation. 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.
For the learner to learn and develop into a human person, the teacher must
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 teach and the learner to put his/her instincts under control. If not, he/she
will not be different from any brute that is bound by its instinct and will be
far from becoming the human person who is capable of understanding,
reasoning, choice and self-control that he/she is meant to become.

Imagination. It 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. Imaginative power is challenged in role playing,
simulation, short story writing, drawing, dress designing, visualizing a situation
and in inventing creative ways of reporting or presenting.
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.

Memory. This is a cognitive faculty of retaining and recalling past experience. As

the teaching –learning process goes on, you will have a lot to commit
memory-formula in finding the area of circle, the stages of mitosis, striking
passages from a literary piece, presidents of the Philippines, grammar rules
and the like. Memory work is basic learning but, of course, we do not
encourage memorizing without understanding.

Intellect. The learner can engage in cognitive processes such as forming ideas or
concepts, reasoning out and making judgement. A child and his mother
sees a black dog. The mother tells him “this is a dog” and 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 from different colors and size. This process of concept
information is possible because of the child’s intellect.

Learners differ in their abilities,

aptitudes, interests, home
background values and attitudes.

APPETITIVE FACULTIES

The learner’s appetitive faculties are 1) his/her feelings and emotions and
2) rational will.

Feelings and emotions. Emotion is the on/off switch for learning. Positive feelings
and emotions make the teaching-learning process an exciting and joyful, fruitful
affair. Negative feelings and emotions make the same process a burden.

Will. The learner’s will serves as guiding force and the main integrating force in
his/her character. By his/her will, the learner wills what his/her intellect presents as
good and desirable. It is this will that makes the learner free to choose or not to
choose to do the good as presented by his/her intellect.

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FACTORS THAT CONTRIBUTE TO THE DIFFERENCES AMONG LEARNERS

All learners are equipped with the cognitive and appetitive faculties. They
differ however in the degree to which they are utilized and expressed on account
of the learners’ abilities, aptitudes, interests, values and attitudes and home
background.

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. Ability determines the learners’ capacity to
understand and assimilate information for their own use and application.

2. Aptitude
It refers to the learners’ innate talent or gift. It indicates a natural capacity
to learn certain skills. The powers of memory, imagination, concepts 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. Likewise, 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 in indeed
compelling so as not to waste such as aptitude. Provisions of a formative
environment will be of great help in enabling them flourish and grow.

3. Interests
Learners’ interests in learning makes learning no longer a task but a
pleasure. The learners’ cognitive faculties of sensorial experience, memory,
imagination, concept formation, reasoning and judgement 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. Girls are strongly attracted to flowering plants and greeneries and
their preoccupations revolve around them. Boys go for hiking and mountain
climbing. Of course, there will always be exceptions.
Interests are not inherited. They are developed. A classroom set-up could
offer offers centers of interest to give learners an opportunity to develop interests
in many things. Interests clubs organized by different disciplines may serve as
outlet of special interests shared by the members.

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. The
tendency to readily affiliate with group is most welcomed in a classroom setting
where teamwork achieves desired lesson objectives.
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5. Attitudes and Values
A positive attitude will enhance the maximum and optimum use of the
learner’s cognitive and affective faculties for learning. A negative attitude
towards learning robs them of many opportunities of 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 to completion and never give
up when confronted with problems.

GARDNER’S MULTIPLE INTELLIGENCE THEORY

The learner is gifted with intelligence. The concept of intelligence evolved

through the years. Intelligence then was measured only in terms of language and
mathematical competence. With Howard Gardner’s theory on multiple
intelligences, the concept of the learner’s intelligence has gone beyond linguistic
and mathematical intelligences.

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LEARNING STYLES

Another factor that makes your students differ from one another is learning
style. Learning style is the way a person processes, internalizes, and studies new
and challenging material. Dunn and Dunn present different learning styles
according to five (5) groups of stimuli. (Dunn, 2000).

1. Environmental
Refers to the elements: lighting, sound, temperature, and seating
arrangement.

Example:
Some people need to study in a cool and quiet room, and others cannot
focus unless they have music playing and it is warm (sound and temperature
elements).

2. Emotional
It includes the following elements: motivation, persistence, responsibility,
and structure.

Example:
Some people must complete a project before they start new one, and
others work best on multiple tasks at the same time (persistence element).

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3. Sociological
Represents elements related to how individuals learn in association with
other people: (a) alone or with peers, (b) an authoritative adult or collegial
colleague, and (c) learning in a variety of ways or in routine patterns.

Example:
A number of people need to work alone when tackling a new and difficult
subject, while others learn best when working with colleagues (learning alone or
with peers element)

4. Physiological
The elements in this strand are: perceptual (auditory, visual, tactile, and
kinesthetic), time-of-day energy levels, intake (eating or not while studying) and
mobility (sitting still or moving around).

Example:
Many people refer to themselves as night owls or early birds because they
function best at night or in the morning (time-of-day element).

5. Psychological
The elements in this strand correspond to the following types of
psychological processing: hemispheric, impulsive or reflective, and global versus
analytic. The hemispheric element refers to left and right brain processing modes;
the impulsive versus reflective style describes how some people leap before
thinking and others scrutinize the situation before moving an inch.

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 Individual Work
Activity 1
Directions: Answer the following questions. Strictly no erasure.

1. The Scholastic formulated this principle: “There is nothing in the mind which was
not first in some manner in the senses.” What does this mean?
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2. How do feelings and emotions affect the learner’s learning?

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3. Does each student have all of these multiple intelligences? Explain your answer.
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4. Do you believe that every child is a potential genius?

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5. In learning, can we do away of with memory in our desire to develop higher-
order thinking skills in the learners?
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6. In the light of Gardner’s theory, why does Gardner claim we have been unfair
to many of our students in the past as far as teaching and testing strategies are
concerned?
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Activity 2
If you were to give a symbol for each intelligence and learning style what would
you give? Explain each of your symbol.

Intelligence/
Symbol Explanation
learning Style

Bodily-
Kinesthetic

Verbal-
Linguistic
Intelligence

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Sociological
Elements

Physiological
Elements

Environmental
Elements

Emotional
Elements

Musical
Intelligence

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 Self-Check!
An exercise
Use this exercise to explore your attitudes and beliefs about learning. Put a
check mark beside the statements that are TRUE of you:

_________1. There will always be something new to learn for as long as I live.
_________2. I’m not afraid to commit mistakes as long as I learn from them.
_________3. I take advantage of every opportunity to learn.
_________4. I take charge of my own learning.
_________5. I am very willing and eager to learn.
_________6. I am grateful to teachers who demand quality and excellence for
effective learning.
_________7. I have made it a habit to set my personal learning goals.
_________8. I find time to check my progress against my personal learning goals.
_________9. I give my best in everything I am asked to do in order to learn.

How many is your score out of nine (9) highest possible score? Review the
statements which you didn’t check. How can these unchecked items affect your
learning?

For each statement that you didn’t check, think of two steps that you could
take right now to build a positive learning attitude in this area. Write your answer
below:

Unchecked
Steps
Statement/s

Congratulations for a job well done!

See you on the next module!

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