UNIT I Directing

Teaching and Instruction

Introductory Concepts

What is Teaching? Teaching is explaining how something is done

while instruction is telling how something is done.
Teaching is the practice implemented by a These two go hand in hand together but are
teacher aimed at transmitting skills (knowledge, oftentimes confusing since they're almost similar
know-how, and interpersonal skills) to a learner, a in meaning. Teaching is more complex in nature.
student, or any other audience in the context of Differences of Teaching & Instructing
an educational institution. Teaching is closely
related to learning, the student's activity of Teaching works for overall development.
appropriating this knowledge.
Teaching arouses critical thinking.
Functions of Teaching Teaching arouses critical thinking.
Teaching produces new product
First things first, the primary duty of a teacher is Teaching is explaining how something is done.
to impart knowledge, and that comes from When you teach someone, you may transmit
teaching. Teaching usually entails following a almost anything: ~concepts, ideas, theories or,
specific curriculum and ensuring that the students say, history.
understand what is being taught. A teacher strews ideas to be subverted.
Three Functions of Teaching Teaching provokes.
Teaching is liberation.
Diagnostic Function- the goal is to bring desirable
changes in the behavior of students. Instructing
Prescriptive Function- the teacher takes decision Instruction works for skill development.
about the needed prescription for achieving the Instruction arouses functional thinking.
stipulated objectives. Instruction aims for producing carbon copy or
Evaluative Functions- concerned with the tasks of photocopy.
evaluating the progress and outcomes of the
prescriptive functions that may be decided in the Instruction is telling how something is done.
form of realization of the stipulated objectives. When you instruct someone, you’re giving him a
set of tools or tasks to do something specific.
The Acts of Teaching An instructor lays down rules to be obeyed.
Instructions prescribes.
Teaching is an act. In the purest sense of what
Instruction is regimentation.
that word means as a verb. To teach is to be
compelled to take action. To move. To react. To Instructional Process
do something. Teaching is also an act in the
purest sense of that word as a noun. An action. A The instructional process comprises three basic
performance. steps. The first is planning instruction, which
Modelling includes identifying specific expectations or
Prompting learning outcomes, selecting materials to foster
Questioning these expectations or outcomes, and organizing
Giving Feedbacks learning experiences into a coherent, reinforcing
sequence. The second step involves delivering the
Telling planned instruction to students, that is, teaching
Explaining them. The third step involves assessing how well
students learn or achieve the expectations or Instructional techniques encompass any type of
outcomes. learning strategies a teacher uses to help students
learn or gain a better understanding of the course
Teaching Strategies
material. They allow teachers to make the
Teaching strategies, also known as instructional learning experience more fun and practical and
strategies, are methods that teachers use to can also encourage students to take more of an
deliver course material in ways that keep students active role in their education.
engaged and practicing different skill sets. An
Instructional Media
instructor may select different teaching strategies
Instructional media is a tool used by teachers to
according to unit topic, grade level, class size, and
explain material in the classroom, which is
classroom resources.
anything that can be used to stimulate children's
Types of Learning Blended Learning thoughts, attention, and feelings, to encourage
the learning process.
Differentiated Learning Flipped Classroom
UNIT II
Active Learning Cooperative Learning
INSTRUCTIONAL MATERIALS
Project Based Inquiry Based
ACQUIRE:
Instructional System
In this lesson, let us used the discussion of
An instructional system is an arrangement of Amadioha, Samuel W. (2009) in his article
resources and procedures to promote learning. The Importance of Instructional Materials in
Our Schools, an Overview. This material will
Instructional design is the systematic process of define, give different types, and give
developing instructional systems and instructional importance of instructional materials.
development is the process of implementing the
system or plan.
Meaning/definition of instructional
Instructional Methods materials:
Instructional methods are kinds of instructional Instructional materials refer to those
ways or activities used to guide the facilitation of alternative channels of communication, which
learning in each phase of the instructional a classroom teacher can use to concretize a
process. There are hundreds of variations. concept during teaching and learning
process. Traditionally, classroom teachers
Different Types of Instructional Methods have relied heavily on the 'talk-chalk' method
during their teaching. But recently,
Inquiry based learning instructional materials help to provide
Flipped classroom variations in the ways in which messages are
Lecture Method sent across. In using instructional materials
Case Studies teachers and students do not only extend the
range of sense organs we use but also
Active Learning
extend the range of materials used for
Differentiation Learning
convening the same message through the
~Experential Learning same organ. For instance, in teaching a topic
Discussion Method a teacher can manipulate real objects or use
their stimulators. Instructional materials
Instructional Techniques therefore constitute the media of exchange
through which a message transaction is
facilitated between a source and a receiver. In
addition to extending the range of materials for applying principles from other learning
that can be used to convey the same theories.
instructional message to learners instructional
(2) Three - Dimensional Materials:-
materials also facilitate the 'process' nature of
They are different from charts and graphs
communication. In this passage, the process
which are illustration of two- dimensional
nature of communication implies that both the materials because of the incorporation of a
source and the receiver of a message are third element- department. Thus, whereas
actively involved in a communication graphs and charts embrace the width and
encounter. Infact, it means that both the height of a visualized object, a three-
receiver and the source share and exchange dimensional embraces this third element
ideas, feelings in any communication (Tyler, department, a feature that makes the three-
1987, Dike 1989).. dimensional material a replica of the real
thing. Different types of three-dimensional
Type of instructional materials: materials exist, namely: Models and mock-
ups, realia, specimen, kits and dioramas-
The instructional materials may vary
which is the creation of a scene in an event.
depending on the appropriateness to the
lesson, choice of the teacher and even (3) Still pictures:- This refers to flat
availability of materials. However, let us read opaque pictures which we take during
the types of instructional materials discussed festivals or when we are commemorating an
by Amadioha, S. (2009). event. They also refer to pictures we fined in
journals and magazines. They are called still
According to Amadioha, S. (2009),
pictures because in admiring them, we hold
invariably, I have observed that before a
them in our hands or place them on a surface,
teacher can design or produce an
which is we do not view them with the aid of
instructional material, he has to know what
projector, as is the case with motion pictures
these instructional materials are, their
or still projected pictures. Like graphic
advantage and disadvantage, characteristics
materials, still pictures belong to the group of
and limitations etc. Therefore, some types of
two -dimensional materials.
instructional materials could be outlined as
thus- Graphic materials, Three- dimensional (4) Still projected pictures:- Still
materials, still pictures, still projected pictures, projected pictures is a class of instructional
motion pictures and Audio materials materials which our learners may not be
(NAPTEA, 2003) etc. familiar with. Therefore in order to assist then
The following are the types of to better understand what is meant by still
instructional materials presented by projected pictures, is the negative format. Still
Amadioha, S. (2009). projected pictures can be projected with a
projector. The projector has powerful
(1) Graphic materials: - This electronic bulbs, which throw light on to the
represent these charts, graphic, posters and image on the negative, and image is finally
diagrams, cartoons, comics, maps and globes projected on to a screen or wall. Therefore,
which we draw on a cardboard paper or on a when dealing with still projected pictures, one
piece of cloth and present to our learners to is automatically dealing with a whole range of
help them visualize what we have been materials (such as slides, overhead
laboring so hard to explain verbally. Graphic transparency, filmstrip etc) whose image are
materials belong to the finally of two- imprinted in a negative/film and which has to
dimensional material and proportional be projected using different types of projector.
relationships that may exist among variables A major characteristics is still projected
in a phenomenon. Graphic materials are used pictures is that the images are projected one
to compress information, to focus and frame at a time. This is a major difference
captivate attention, to vary stimuli presented between still projected pictures and motion
and as an aid to recall. Graphic materials pictures. This characteristic enables a still
when properly produced can help in attaining projected picture to stay for as long as a
all processes in the information processing learner wants it on a screen.
model of learning as well as serve as avenue
 (5) Motion pictures:- Motion pictures to facilitate teaching learning, it therefore
are distinct from the other types of pictures seems logical that the best approach to adopt
because of the speed at which they are in any production exercise is to predict out
projected. It is this speed of projection that production on research findings on how
intact gives the impression of motion. Motion individuals learn. Besides, there are for
pictures range from the 8 mm standard format instance, many factors that affect attention of
to 8 mm supper and finally to the 16 mm human beings. There are also ideas about
format. The width of the film thus constitutes a how we perceive objects. Hence, for a
basic for classifying them. Motion pictures classroom teacher, who wants .to produce
films have sprocket holes along both edges or instructional materials, his production has to
along only one edge. The presence of be on sound principles.
sprocket holes facilitates projection. Motion 2. While presenting various learning
pictures can be projected at 16 or 24fps theories, one has to be sure that a classroom
(frame per second.) They can be silent or teacher is guided by expert ideas during his
accompanied with sound. Sound films use production and utilization of instructional
either a magnetic tape or optical sound track materials.
for sound recording. If a film is sound, only 3. They supply a concrete basis for
one edge bears the sprocket holes while the concept thinking and reduce meaning less
other edge bears the sound components. work responses for pupils as it makes
learning more permanent.
(6) Audio Materials:- This is a class
name for tape recordings and discs. A disc or 4. Instructional materials have a high
record as it is popularly called here is a round degree of interest for the learner; for they
and flat acetate containing grooves, which offer a reality of experience, which stimulates
produces sound vibrations through the action self-activity on the part of pupils.
of a needled. Discs usually come in different 5. Instructional materials develop a
sizes and play at different speeds. The clarity continuity of thought, this is especially true of
of sound production from a disc rests on the motion pictures, as they provide experiences
quality of needle, the speed and state of the not, easily obtained through other materials
grooves. Obviously, in oversea countries and contribute to the efficiency, department
records exist for almost all subjects. People in and variety of learning.
music department appreciate the importance
Therefore, the use of instructional materials in
of records in their studies. Special effects
teaching/learning process exposes the
such as the sound of thunder the cry of owl at
learner to primary experiences and this
night, the noise produced in a factory during
enriches learning.
work can all be recorded in disc and
synchronized with other events to create UNIT III
special effects during production. To use a
record, a teacher has to specify his objectives OVERVIEW OF THE MODELS FOR FACILITATION
thoroughly. Hence, students can listen to a OF LEARNING
record as a group or individually.
LESSON 1: INTRUCTIONAL SYSTEM AND
Amadioha, S. (2009), discussed the EDUCATIONAL MODEL
following importance of instructional Defined as the directing, teaching and imparting
materials. of knowledge . The word commonly used to mean
Importance of instructional materials: “guidelines’’ or a set of directions to carry our
some procedures to attain pre- specific goals.
1. The essence of producing
instructional materials, is to facilitate the INSTRUCTIONAL SYSTEM
teaching learning process. The essence is not
to use such instructional materials as objects A system has a number of components operating
of decoration in our classroom or as objects together in an interrelated manner toward the
to be presented during award wining national attainment of objectives of objectives of teaching-
exhibitions on improved instructional learning process.
materials. If the essence of producing
instructional materials is to use such materials EDUCATIONAL MODEL
Consist of a gathering or a synthesis of several On Febraruary 27, 1945, the Department of
theories and approaches teaching directing Instruction was made part of the Department of
teachers to develop programs of studies and Public Instruction.
systematize the process of teaching and learning.
In 1947, by virtue of Executive Order No. 94, the
LESSON 2: K TO 12 PROGRAM CURRICULUM Department of Instruction was changed to
HISTORICAL PERSPECTIVE OF THE PHILIPPINE Department of Education. During this period, the
EDUCATIONAL SYSTEM regulation and supervision of public and private
Educational in the Philippines has undergone schools belonged to the Bureau of Public and
several stages of development from the pre- Privates School.
Spanish times to the present. In meeting the
needs of society, education serve as focus of In 1972, it became the Department of Education
emphases/ priorities of the leadership at certain and Culture by virtue of Proclamation 1081 and
periods/ epochs in our national struggles. the Ministry of Education and Culture in 1978 y
virtue of P. D. No. 1397. Thirteen regional offices
PRE -SPANISH SYSTEM were created and major organizational changes
The tribal tutors were replace by the Spanish were implemented in the educational system.
missionaries.
Education was religion- oriented. It was for the PRIMARY AND SECONDARY EDUCATION
elite, especially in the early years of Spanish Primary and secondary education in the
colonization. Philippines underwent significant changes as a
Access to education by the Filipinos was later result of the introduction of the K to 12 program
liberized through the enactment of the (K to 12) but, prior to 2016, included pupils from
educational degree of 1863 which provided for the ages of 6 to 16. Pupils are now required to
the establishment of at least one primary school attend school from the ages of 5 (kindergarten) to
for boys, and girls under the responsibility of the 18.
municipal government; and the establishment of Primary education originally included children
a normal school for male teachers under the aged 6-12 years old but, since the K to 12 reforms,
supervision of the Jesuits. it comprises 2 phases:
Primary instruction was free and the teaching of Kindergarten Grade 1- Grade 3 (ages 5-8);
spanish was compulsory. Grade 4 - Grade 6 (ages 9-12)
Education during that period was inadequate,
suppressed, and controlled. WHAT IS K-12?
The defeat of Spain by American forces paved the The K to 12 curriculum covers kindergarten and
way for Aguinaldo’s republic under a 12 years of basic education. The program aims to
Revolutionary Government. provide sufficient time for mastery of concepts
and skills, develop lifelong learners, and prepare
JAPANESE EDUCATIONAL POLICIES graduates for tertiary education, middle - level
Were embodied in Military Order No. 2 in 1942. skills development, employment and
The Philippine Executive Commision established enterpreneurship.
the Comission of Education Health and Public There are publicly funded schools and privately
Welfare and schools were re opened in June funded schools. The names for secondary schools
1942. include high school', 'lyceum' and 'academy'; in
On October 14, 19433, The Japanese- sponsored general, however, the term 'high school' is used.
Republic created the ministry of Education. Under Some higher education institutions have a senior
the Japanese regime, the teaching of Tagalog, high school department.
Philippine History, and Character Education was
reserved for Filipinos. SECONDARY EDUCATION
Love for work and dignity of labor was Before the introduction of K to 12, high school
emphasized. lasted 4 years. This old system is now called junior
high school. The 2 additional years of the new provided in collaboration with businesses, with
senior high school are designed to enable students being employed by or doing an
students to develop specific knowledge and skills. internship within the business.
Students in 2018 were the first to receive the new
Grade 12 Senior High School Diploma. LESSON 3

JUNIOR HIGH SCHOOL BLOOM'S TAXONOMY

Lower secondary education (Grades 7-10) is called Bloom's Taxonomy was created in 1956 under the
junior high school (JHS). leadership of educational psychologist Dr
Duration: 4 years. Benjamin Bloom in order to promote higher forms
Diploma: Junior High School Diploma. of thinking in education, such as analyzing and
evaluating concepts, processes, procedures, and
SENIOR HIGH SCHOOL principles, rather than just remembering facts
(rote learning). It is most often used when
Upper secondary school (senior high school) designing educational, training, and learning
students choose a track. processes.
There are 3 tracks: Academic Technical- Cognitive Domain
Vocational-Livelihood (TVL) Sports and Arts.
The cognitive domain involves knowledge and the
GRADES 11-12 (SENIOR HIGH SCHOOL) CORE development of intellectual skills (Bloom, 1956).
CURRICULUM WILL BE TAUGHT, ALONG WITH A This includes the recall or recognition of specific
SPECIFIC TRACK CHOSEN BY THE STUDENT. facts, procedural patterns, and concepts that
A. Core Curriculum serve in the development of intellectual abilities.
and skills. There are six major categories of
Languages cognitive an processes, starting from the simplest
Communication to the most complex.
Literature
Math BLOOM'S REVISED TAXONOMY
Natural Sciences -changing the names in the six categories from
Philosophy noun to verb forms
Social -rearranging them as shown in the chart below
-creating a processes and levels of knowledge
B. Specific Tracks matrix.

Academic Track THREE LEVELS OF KNOWLEDGE

Business, Accountancy, Management (BAM) FACTUAL - the basic elements students must
Humanities, Education, Social Sciences (HESS) know to be a acquinted with a discipline or solve
Science, Technology, Engineering, Mathematics problems.
(STEM)
Technical-Vocational-Livelihood CONCEPTUAL - the interrelationship among basic
Sports and Arts elements within a larger structure that enable
them to function together.
SECONDARY VOCATIONAL EDUCATION
There are 4 different TESDA TVET programmes: PROCEDURAL- how to do something, methods of
-School based programmes, the programmes: inquiry, and criteria for using skilss, algorithms,,
runs for a maximum of 3 years and is followed at techniques, and methods.
schools governed by TESDA.
-Center based programmes: offered by TESDA
training centres.
- Community based programmes: for people who
are unable to undertake training as part of the
regular education system.
-Enterprise based programmes: the training is
METACOGNITIVE - knowledge of cognition in
general, as well as awareness and knowledge of
one’s own cognition

FIVE CONTENTS OR ARTIFACTS

(CLARK, CHOPETA, 2004; CLARK, MAYER, 2007)

Facts - Specific and unique data or instance.

Concepts - A class of items, words, or ideas that
are known by a common name, includes multiple
specific examples, shares common features.
Processes - A flow of events or activities that
describe how things work rather than how to do
things
Procedures - A series of step-by-step actions and
decisions that result in the achievement of a task.

Principles - Guidelines, rules, and parameters that

govern. It includes not only what should be done,
but also what should not be done