ACCTEACH PRELIMS

CHAPTER 1: Understanding Teaching Ongoing Assessment – how can students and

teacher know what students understand and how
Teaching has been regarded as a noble profession. students can develop deeper understanding?
Teaching as a profession produces something Generative Topics
significant and moving when the right ideas and
beliefs are implemented. Are issues, themes, concepts, and ideas that provide
adequate depth, significance, connections, and
Teaching profession demands a total commitment to variety of perspectives to nurture students
total transformation of the learner. development in terms of powerful understanding or
discernment.
Teacher needs support system from the parents and
the community. GUIDE when selecting the best possible teaching
topics
Teacher plays a crucial role in the continuous
development of the society. Central to one or more domains or disciplines –
issues interest to professionals in the field.
What is teaching?
Interesting to students – age, social, culture
Organized, purposeful and deliberate efforts
contexts, personal interest, and intellectual
designed to bring about certain desirable ends in an
experiences.
individual.
Interesting to the teacher – explore the complex
Different Contexts of Teaching
territory of open-ended questions.
As an occupation – one does for living.
Accessible – availability of age-appropriate
Myriad of activities – explains, asks, reviews, resources to enable investigation of the topic.
demonstrate, advises students; etc.
Offer opportunities for multiple connections –
Act itself which involves common activities in make connections to their previous experiences, such
classroom & teaching strategies & techniques. topics offer an inexhaustible quality that can be
explored deeply.
Process or set of actions to induce learning &
eventually to succeed in learning. STEPS for planning generative topics
Teaching for understanding (tfU) Framework 1. Brainstorming – first step, done ideally with
colleagues, reflecting on what interests the
Blythe & associates (1989) made a framework linked
teacher most.
to what David Perkins called fur cornerstone
2. Create idea webs around ideas generated
pedagogy consisting of four elements of planning &
instruction. Webbing – a good exercise as it offers an opportunity
for the teacher to become adventurous.
It is a set of general guidelines and serves as guide to
focus educational practices on the development of 3. Choose from idea web
student understanding. 4. Consult with other teachers and peers or
with community members
Generative Topics – what shall we teach?
Understanding Goals – what is worth
understanding?
Understanding Performance – how shall we teach
for understanding?
Questions to ask when refining web of ideas: As with unit long understanding goals, try stating
overarching goads as both statement & question.
• Does the topic represent fundamental
concepts or themes in your domain? Examples of throughline
• Do you think it will appeal to students and to
TOPIC: Philippine History
you?
• Does it provide opportunities for students to Yearlong Understanding Goal: Students will
connect learning possibilities to other classes understand the various considerations and strategies
as well as life experience outside school? historians used to interpret evidence about the past.
• Does it have related resources materials to Unit Goal – Students will understand how to read
make topic accessible to students? and judge the reliability of primary sources about the
• Do you think you can present the topic to Philippine Revolution or about a topic of local
your students in engaging way history.
Understanding Goals Performance of Understanding
Nested Understanding Goals – unit sized goals Activities that develop, express, and supplement
embedded within yearlong overarching goals or their current understanding.
“throughlines.”
Initial performances are initially simple like
Unit-sized goals – are those appropriate to a given discussing certain topic as a group.
topic.
Eventually performance elevates from simple to
Throughlines – are compounded goals or short complex.
topics for the duration of a school year.
Teachers are the ideal influence on students as they
Identifying Throughlines engage in performances of understanding.
The teacher might write down the most important Teachers can look at themselves as “floating
things he wants the students to get out of the class. coaches” who keep an eye on the progress of their
Throughlines are often rooted in deeply held but students.
rarely articulated beliefs and value about both the The performance of understanding generated are
subject matter and the teaching and learning sequence so they occur throughout the unit, from
processes. start to end, which are:
Planning Throughlines • Introductory performances.
“When my students leave my class at the end of the • Guided-inquiry performances
course, what are the most important things I want • Culminating performances
them to keep?”
Ongoing Assessment
The following steps may be tried for better
It is the process of providing students with clear
results:
responses to their performances of understating in a
Review several units that have been planned (either way that will help improve their next performances.
using the framework or in other ways). What
common these emerge? What understanding, skills
or concepts resurface time & again as you plan &
teach?
Ask the students what they hear being focused on.
As them what they think are supposed to get from the
class.
Key Factors of Ongoing Assessment Ongoing Assessment is the process by which
students get feedback and are critiqued on what they
Establishing criteria and providing feedback
do based on clearly established criteria for successful
Criteria established for each performance of performances.
understanding need to be:
END OF CHAPTER 1
• Clear – articulating explicitly the established CHAPTER 2: The Learner
criteria at the beginning of each performance
of understanding. Learner - is the core of the teaching-learning process
• Relevant – closely related to the and first element of teaching & learning.
understanding goals for the unit.
Pupil – learner in elementary level
• Public – everyone in the classroom knows
and understands them. Student – learner who attends an institution beyond
the elementary level.
Feedbacks need to:
Factors Affecting Cognitive Development of
• occur frequently from beginning to end of the Children
unit.
• offer students information not only about Biological Factors – are substances that affect
how they perform but how to improve it biological systems and are necessary to produce a
further. result or cause activity of the body.
• inform them about intended subsequent • Senses – sense organs receive stimuli from
classes & activities the environment.
• come from variety of perspective (student, • Intelligence – is the ability to learn about,
classmates & teacher) learn from, understand, and effectively
Planning Ongoing assessment interrelate with one’s environment.
• Heredity – process of transmitting
• The teacher uses his understanding goals to characteristics from one generation to the
establish the criteria by which to assess next.
student’s performance. The test of • Maturation – process of learning to cope and
understanding is the most crucial. respond in an emotionally appropriate way.
• The teacher provides opportunities at the
beginning and throughout a unit for assessing Environmental Factors - these includes
how well the students developed their surroundings, conditions, or influences that affects
understanding. Assessment should be an organism. It can be divided into physical,
ongoing process. biological, social, cultural, and spiritual.
• Balance of both formal & informal feedback Following are the environmental factors:
is important & teacher should make room for
multi-perspective assessment (self, peer, and Learning opportunities – the opportunity for
teacher). learning affects cognitive development.

Continuing assessment – is accomplished in the Economic status – learners from better economic
context of performances of understanding that, in status get more opportunities and better training.
turn are anchored on understanding goals. Play – opportunity to interact with the environment,
Differences between Performance of receive stimuli and respond to them.
Understanding and Ongoing Assessment Various types of stimuli – as a child grows, he gets
Understanding performances are the activities various stimuli from the environment through his
students do to cultivate their understanding while senses and perceives their meaning.
Family and society – it is important from the point the students are aiming to reproduce material in
of view of providing the child hereditary traits. test or exam rather than understand it.
(7) Characteristics of Independent Learners It is the explicit recognition of information &
memorization. It leads to superficial retention of
1. Curiosity –Seeking out ways to explore. On
materials for examination.
their own, they look for additional
supplements. Deep learning as claimed, is positive while
2. Self-Motivation – intrinsic motivation far surface learning is negative.
surpasses any prize or reward system, that is
Learning Styles and Preferences
setting internal goals to achieve provide
motivation to independent learners. From students - it can by close observation,
3. Self-examination- Independent learners seeing & hearing, working alone & in groups,
keep track of their achievements & failures. logical reasoning & intuitively, memorizing or
They have proper evaluation of their visualizing & modelling.
strengths & weaknesses.
4. Accountability- Knowing what you must do Part of teacher - there are those who lecture,
& doing it without anyone telling you to, that others demonstrate or discuss, some focus on
is being responsible. principles & others on applications.
5. Critical Thinking – An attitude of The Seven Learning Styles (Memletic Styles)
examining all possibilities & often come up
with multiple solutions. They do not • Visual (spatial)–prefers using pictures,
memorize, and they probe & analyze the images, graphs, charts, logic puzzles &
nature of things or situation. spatial understanding.
6. Comprehension (with little instruction) – • Aural (auditory-musical)–prefers using
this is the ability to read, visualize, or sound & music.
kinesthetically instruct themselves. They
will find ways to understand material thru • Verbal (linguistic)–prefer using words, both
application (normally trial and error). speech & writing.
7. Persistence – An attitude of not giving up • Physical (kinesthetic)-prefers using body,
being serious learning. They try to hands & touch.
comprehend a concept as much as possible on
their own before asking for help. They apply • Logical (mathematical)-prefers using logic,
self-discipline when faced with difficulty in reasoning & systems.
finding answer to a problem. • Social (interpersonal)-prefers to learn in
Approaches to Learning groups or with other people.

Deep approach to learning • Solitary(intrapersonal)-prefers to work

alone & use self-study.
the student is aiming towards understanding. It
involves the critical & in-depth analysis of new Basis of Learning Styles
ideas, relating them with already known concepts & 1. Visual-the occipital lobes at the back of brain
principle. manage visual sense.
It promotes understanding & long-term retention of 2. Aural-the temporal lobes handle aural
concepts that are used in problem solving. It is content. The right temporal lobe is especially
applied in real life situation. important for music.
Surface Learning
3. Physical-the cerebellum & the motor cortex colleague; and c) learning a variety of
(at the back of the frontal lobe handle much ways or routine patterns.
of our physical movement. • Physiological elements in this strand are
perceptual (auditory, visual, tactile &
4. Logical-the parietal lobes especially the left
kinesthetic), time of the day energy
side, drive our logical thinking.
levels, intake (eating, or not while
5. Verbal-the temporal and frontal lobes studying), & mobility (sitting or moving
especially the two specialized areas called around).
Broca’s area and Wernicke’s area (in the left • Psychological- the elements in this strand
hemisphere of these two lobes) govern the correspond to the following
use of manually articulated (i.e., signed) or psychological processing: hemispheric,
vocally articulated (i.e., spoken) language. impulsive, or reflective and global versus
analytic.
6. Social-The frontal & temporal lobes handle
much of our social activities. The limbic Hemispheric element refers to the left & right brain
system (not shown apart from the processing modes.
hippocampus) also influences both social &
The impulsive versus reflective style describe how
solitary styles. The limbic system has a lot to
some people do something or resort to doing
do with emotions, moods & aggression.
something before thinking and others scrutinize the
The Dunn and Dunn Learning Style Model situation before moving an inch.
Learning style – the way a person processes, Global & analytic element are unique, as these two
internalizes studies interprets, and changes new elements are made up of clusters of elements from
and challenging materials. the other four strands. The elements are sound, light
& seating arrangement (environmental) and
The cornerstone of the Dunn and Dunn Learning
persistence (emotional), sociological preference &
Style model is that most people can learn, and
intake (physiological).
everyone has his own ways of mastering new and
difficult subject matter. (4) Factors that significantly differ between
groups & among individuals
It encompasses 5 strands of 21 elements affecting
everyone’s learning: 1. Global & analytic- Global learner prefers to
work in an environment with soft lighting &
• Environmental- this strand refers to
informal setting; need breaks, mobility &
these elements: lighting, sound,
sound, while analytic learners prefer to work
temperature & seating arrangement.
in an environment with bright lights & formal
• Emotional –this strand involves the setting, work best when uninterrupted or with
following elements: motivation, few; prefer a quiet surrounding & little or no
persistence, responsibility & structure, snacking.
i.e., some people work best when
motivated & encouraged, or when 2. Age- learning styles vary & change with age.
allowed to do multi-tasking (persistence), Some learning styles (sociological,
while other feel motivated when assigned motivation, responsibility & internal vs
to lead. external structure) are developmental &
• Sociological- the strand represents change as people grow older. Children prefer
elements which make individual learn to work with peers than being alone. The
while in association with other people. It auditory & visual perceptual elements
can be a) alone or with peers; b) an strengthen with age for many.
authoritative adult or with collegial
 3. Gender- perceptual strengths of males are They can focus intently on select subjects;
often visual, tactile & kinesthetic. More they favor technical challenges to
mobile than females & they function & interpersonal matters.
achieve better in an informal environment.
Kolb’s ELT three stages of person’s development
On the other hand, females tend to be more
auditory, prefer quiet atmosphere while • Acquisition (birth to adolescence)-
studying, work best in formal setting & need development of basic abilities & “cognitive
less mobility. They are more conforming, structures”.
authority oriented & parent & self-motivated • Specialization (schooling, early work &
& engaging than males. personal experiences of adulthood) – the
4. High vs low academic achievement- High & development of particular “specialized
low achieving students learn in statistically learning style” shaped by social, educational
different ways from one another. & organizational socialization.
• Integration (mid-career thru later life) –
Kolb’s Learning Style expression of non-dominant learning style in
Kolb’s Experiential Learning Theory or ELT (1984) work & personal life.
sets out four distinct learning styles, which are based Hypothesized Activity Type Preferences by
on a four-stage learning cycle, namely social or Learning Style
accommodating, creative or diverging, intellectual or
assimilating and practical or converging. 1. Role Play – Social
2. Simulation – Intellectual
Typical presentation of Kolb’s two continuums 3. Puzzle-mystery – Practical
1. Processing continuum (how we approach a 4. Design – Creative
task) – east-west axis 5. Interactive reference – Intellectual
2. Perception continuum (how one thinks or 6. Discussion Forum – Social
feels about it) – north south axis END OF CHAPTER 2
This model sets out four distinct learning style.
1. Social learner are leaders. They learn best
by analyzing & solving problem using their
intuition & information from other people
rather from books or lectures.
2. Creative learners are imaginative. They
have open mind to new ideas & offer multiple
perspectives. They value brainstorming with
a group although they often listen & observe
first before sharing their own ideas.
3. Intellectual learners are organized, logical
& precise. They like to learn from lectures,
reading & contemplation. They find fact,
ideas & information fascinating &
challenging to people & emotions.
4. 4. Practical learners are both thinkers &
doers. They are those who learn through
experimentation, seeking out new ideas, &
discovering practical application for them.