Educ 101.

THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

Teaching and Learning Principles

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Catanduanes State University- College of Education

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 Educ 101. THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES
Teaching and Learning Principles
Greetings to everyone!

We are now on the topic TEACHING AND LEARNING PRINCIPLES. This chapter will discuss the
important priciples we need to learn in preparing ourselves to be part of the teaching and learning process. I’ll only
be presenting key points that you all need to remember as teachers of the future generation.

These chapter is divided into three parts:

• Making Sense of the Teaching and Learning Process

• Components of Effective Teaching and Learning
• Classroom Management

Making Sense of the Teaching and Learning Process

According to Albert Einstein, "It is the supreme art of the teacher to awaken joy in creative
expression and knowledge.". What do you think does this mean? How can this quote help you prepare yourself
in the world of being a teacher. Not just as a teacher, but an effective one.

We must remember that education is a powerful tool that can bring favorable changes to oneself and the
community and it is the teachers’ goal to bring about this favorable change to the learners under her care and the
community where these learners belong.

Teaching and learning is magical. It can be transformational. As such, it is very important then that
teachers be able to realize their responsibilities in the educative process. Remember, effective teaching is
essential for real change.

The Teaching and Learning Process

The teaching and learning process happens anywhere. It is an essential life hack where we learn basic
things such as survival skills, social skills, and many others. We go to school because we want to learn things that
will prepare us for the future. Over the past century, new perspectives on teaching and learning continually
emerge such as the cognitivist and constructivist to ensure the quality of learning acquisition. As would-
be teachers, it is important to understand and appreciate the teaching and learning process. (Mingoa &
Esmeralda, 2021)

The teaching process is made up of three very important stages. These are:

● Planning: Setting instructional objectives and considering

learner needs. This is basically the preparation stage.
● Implementation: Executing the lesson and assessing
effectiveness. The teacher assesses the effectivity of teaching
strategies and approaches used.
● Revision: Making improvements based on assessment and feedback. Teachers incorporate
changes in the teaching process to ensure that learning took place.

Goals of Teaching
Teachers must internalize what teaching means and why they are teaching. According to Arends
(2012), there are two goals of teaching:

● assist students in becoming independent learners to prepare them for life

● provide opportunities for self-regulated learning; learning how to learn must always be the focus
of teaching

Mingoa & Esmeralda (2021) reiterated that learning is the process of acquiring knowledge, skills,
values, and attitudes. It directly means "change" for whatever we learn impacts our lives permanently.
Therefore, learning is a relatively permanent change. As teachers, this gives us the realization that we must
always provide quality instruction, because what our students learn in our class will be brought with them
wherever they go. You must also acknowledge that learning does not focus only on academics.

There are three learning domains that must be addressed by teachers in the process of imparting
knowledge and skills to students: cognitive, affective and psychomotor.

Ahuja (2020) said that the Cognitive domain is the most extensive out of the three domains of learning,
whereas, Affective domain of learning is the most undervalued.

Cognitive domain includes knowledge, as well as, development of the intellectual skills. It incorporates
recall and recognition of certain facts, patterns, or concepts, which serve in developing intellectual abilities and
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skills. This includes acquiring knowledge, understanding or grasping the real meaning behind something that was
learned. The domain also includes the ability to apply what has been learned in any given situation, the ability to
analyze or break down the material into smaller chunks so that it could easily be understood. Evaluating or judging
that value of the material for a particular reason is also included in the cognitive domain as well as the ability to
create something out of the knowledge and skills learned.

Affective domain, on the other hand, is linked on personal development, feelings and emotions. This
domain deals with values and attitudes needed to understand themselves, others, and their society. The
psychomotor domain is concerned with the development of motor skills and coordination. This enables the
learners to develop their manipulative skills that will help them develop their physical skills. This gives you the
impression that there is more to learning.

The question is, how are we going to maximize learning? Reece and Walker (2000), from Mingoa &
Esmeralda (2021) forwarded the Experience, Reflection, Learning Model to Enhance Learning. This is a good
benchmark to understand the role of reflection and experience to learning. The concept of this model tries to
navigate the importance of one's experiences to learning Schema provides a link between what they know and
what they want to know. This awakens inquisitiveness among the learners. Further, the experiences of the learners
must become the springboard for organized reflection.

From the activities given by teachers in the classroom, students learn concepts, skills and values that they
need in their lives to improve themselves. They also need to reflect on their learning experiences. Through these
learning can be ensured. Learning will be appreciated and students will yearn for more.

What is pedagogy?

According to the Oxford dictionary, pedagogy is the method and practice of teaching, especially as an
academic subject or theoretical concept. The Merriam Webster dictionary on the other hand refers to this as the
art, science or profession of teaching. According to Waring and Evans (2015), a teacher's understanding of
pedagogy can affect his/her conception about education, the types of learning, the learners, and the society where
they belong.

From Mingoa & Esmeralda (2021),

Leach and Moon (2008) expressed that teachers are really inquisitive about pedagogy, but there is a great
deal of confusion, contestation, and uncertainty on what pedagogy is. Pedagogy is likely to mean different
concepts to various people The definition that pedagogy is the science of teaching has to be discredited according
to Smyth (1987), because according to him, if we are to consider science in an interpretive perspective, it will be
associated to positivist paradigm which negates any notion of teachers' and learners' consciousness and potential
for transformative capacity. This definition was taken literally where science is considered one-sided. For us,
pedagogy is considered a science for it follows certain methods from planning, implementation, and assessment
where the data gathered can be used to improve pedagogy itself.

On the other hand, Betham and Sharpee (2007) defined pedagogy in the context of guidance to learn.
They posited that learning must be in the context of teaching and the goal of teaching shall be learning.
Therefore, there must be a congruent dialogue between leaching and learning. Another definition of pedagogy
was given by Leach and Moon (2008) as a "dynamic process informed by theories, beliefs, and dialogue, but
only realized in the daily interactions of teachers and learners. Such definition emphasizes dynamism
where pedagogy can be constantly reworked by teachers and learners.”

As teachers we must remember that effective pedagogy is needed for teaching to be more effective too
and learning to be more creative and successful.

Principles of Effective Teaching and Learning

Mingoa & Esmeralda (2021) in their book, A Course Module for Child and Adolescent Learners and Learning
Principles gave the following principles for effective teaching and learning:

There is no universal rule for teaching and learning, but here are some principles that may guide you to
reflect on teaching and learning:

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Principle 1. The teacher must be a role model.

Inside your classroom, you are the propeller of the teaching and learning process. Everything starts from
you. As a role model, you need to practice what you say and you need to demonstrate what you want your students
to learn.

Principle 2. Learning is an active process where learners need to be involved.

It is imperative for learners to be involved. They will appreciate the process if they themselves discover
the solutions to problems, engage communication to their classmates, and collaborate for the attainment of goals.
This also promotes life-long learning.

Principle 3. Prior knowledge and experiences must be used to enhance learning.

Schema plays an important role in the learning process for it bridges what the learners know and the
things that they need to learn. This connection allows the learners to assess their stored knowledge, retrieve
information, and transfer learning.

Principle 4. Learning is meaningful when contextualized.

As a curriculum planner, you have to ensure that what you are teaching is relevant to their lives and is
easy to understand. By doing this, you can expect that your learners will appreciate the lessons for they will see
how these can be used in their lives.

Principle 5. Cooperation enhances learning.

Collaboration is a twenty-first century skill that must be cultivated as early as possible. This will allow the
learners to appreciate the existence of others in their lives and give importance to relationship. In the context of
learning, make sure that learners are grouped properly where everyone shares their strength and talents.

Principle 6. Learning is influenced by interpersonal relations and communications.

Good communication breeds positive relations. Learners must feel safe to communicate what is in their
mind so that communication will take place. This can only happen if teachers know how to establish positive
classroom climate where expressing an opinion is highly encouraged. Moreover, listening to learners must also
be practiced by teachers.

Principle 7. Learner's motivation can define effective learning.

Motivation is a key for successful teaching and learning. In here, teachers need to plan for tasks where
intrinsic motivation must be developed. Motivation also drives learners to become self-regulated and independent
learners. Disclaimer: both intrinsic and extrinsic motivations are helpful, but we must always go for intrinsic.

Principle 8. Learning takes place in different ways.

Teachers must always uphold to the principle of multiple intelligences Differentiated instruction is the
answer to this. So, in planning, make sure that you employ various strategies and tasks that can enhance multiple
skills of the learners

Principle 9. Feedback enhances learning.

Tell your leaners about their progress. It is easier for learners to learn if they are aware of their own
progress. Positive feedback and praise allow learners to exert more effort because it encourages motivation.
Moreover, knowing their strengths and weaknesses will enable them to use metacognitive strategies to maintain
their strength and work on their weaknesses.

Principle 10. Learning must always be goal-oriented.

The learners must always see why they are studying a certain lesson Teachers must always establish the
purpose of the lesson and infuse some tasks to challenge the learners.

______________________________________________________________

Mingoa & Esmeralda (2021) in their book, A Course Module for Child and Adolescent Learners and Learning
Principles discussed the following topic.

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Read and understand the topic discussed and be ready for the quizzes to be given on the last school week of
December, before the final examination.

Components of Effective Teaching and Learning

The Teacher

The teacher is someone who is knowledgeable about many things.

• Must be an expert in his/her field of specialization

• Employs proper instructional strategies congruent with the instructional objectives
• Considered as managers of the classroom
• Knows how to eliminate stress and encourages learning
• Also a counselor- listens to students’ concerns, advises them, monitor their learning
capabilities

Top Five Characteristics of a Twenty-First Century Educator

Life-long learners

• Once a teacher, always a learner

• be updated not only on your own specific field, but also with the trends for teaching and learning
• cultivate love for learning to be equipped with the prerequisite content and pedagogical and
technological skills
• be ready to explore new experiences that will help them grow
• must seek opportunities for personal and professional development.

Creative

• Creativity is at the core of effective and motivational classroom.

• Creativity transcends all limits that the environment has. For example, the absence of television
inside the classroom will not hinder a teacher who wants to present using a slide presentation.
• Always find solutions to problems. Giving up is not in their mind, but they always challenge
themselves in times where problems arise.

Technology Savvy

• teachers must know how to adapt to students who are technological natives
• willing to explore how to use available online learning software and applications to make online
learning lively.

Adaptive

• Change is constant. A teacher of today must be flexible and ready whatever happens inside the
classroom.
• A twenty-first century teacher knows when to alter things to guarantee that the learners are
learning

Collaborative

• The success of teaching does not rely on only one teacher, but on a group of teachers.
• knows how to collaborate with colleagues to ensure the quality of education they offer
• must know how to properly communicate with co-teachers, where sharing of expertise and time is
a norm
• knows how to appreciate the strengths of others and is willing to learn from them

Teaching Styles

Every teacher is different. Each has their own background, principles, and beliefs. Teaching style is simply
the way teachers teach. It is the process of presenting the lesson to the class. In the study of Eby, Herrell, and
Jordan (2006), they identified three teaching styles, namely authoritarian, permissive, and democratic.

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• Authoritarian teachers. These teachers typically want to ensure that the classroom maintains
orderliness. They are firm in terms of decisions and they limit what students can do inside the class. They
also create rules where learners are obliged to follow to avoid punishment.
• Permissive teachers. In this type, teachers are somewhat lenient. They set rules, but they are not
consistent with the implementation, especially when it comes to punishment. Sometimes, learners are the
ones who choose what to learn and how teachers are supposed to deliver the lesson.
• Democratic teachers. These teachers are consistent and firm about students’ performance and
behaviors. They assert their authority inside the classroom but are very willing to listen to leaners. They
never use their power to put a student down but model good behavior for students to emulate.

The Learners

• main reasons we go to school every single day

• as teachers, we need to make sure that they acquire the needed knowledge, skills, values, and
attitudes to thrive in the twenty-first century

A twenty-first century learner must have the sense of creativity and innovation where they can find ways
to work on their academic tasks easily. When tough lessons come, they can easily adapt to situations and develop
their own learning styles to cope. They are collaborators where they speak their voice and listen when someone
is speaking. They are not afraid of problem-solving tasks and they use their critical thinking skills to come up with
feasible solutions. Moreover, they possess the value of sensitivity toward others and diversity. They understand
that they are global citizens where international moral standards are observed. Most importantly, they are self-
regulated life-long learners. These are the kind of students that you need to mold or make. In order for you to
make this happen, you need to understand their learning styles.

Learning Styles

Knowing the types of learners will help the teachers develop lesson plans that will cater to their individual
needs. When teachers fully grasp the differences that their learners possess, they will be able to address the
instructional needs of learners. In the recent years, learning styles are given much attention. Basically, learning
style is the preferred mode of learning acquisition. This also provides the mental frame that learners learn
differently and so teachers need to teach in various ways as well. The VARK model is a framework that suggests
four types of learners:

Visual learners. These learners easily learn best when concepts are presented using graphic organizers, Images,
charts, and graphs allow them to see connections easily. They also like having film showing or watching video
clips to enhance learning.

Application

• Use slide presentations, images, and video clips

• Set up the classroom in an appealing manner
• Make sure that images are engaging and fun
• Demonstration is applicable

Auditory learners. These learners are literally good listeners. They learn best when information are spoken rather
than read. In terms of classroom activities, they enjoy lectures and discussions.

Application

• Use audiotapes to explain concepts

• Use stories that can illustrate examples.
• Employ tasks that require learners to share information
• Think-Pair-Share and small group discussions.

Read/Write learners. These learners prefer to process information through reading. They are most successful in
reading and writing activities. They enjoy classes that require reading and creative writing.

Application

• Turn diagrams into words.

• Highlight words or concepts for their handouts or related materials.
• Compose short explanation tests or creative writing tasks.
• Post note cards in visible spaces.
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Kinesthetic learners. These learners like physical tasks rather than listening to lectures or watching educational
clips. These are learners who remember what is done.

Application

• Enjoy class activities such as role-play, simulation, playing, and dancing

• Promote collaborative tasks where they are required to perform
• Use models and dioramas
• Always make sure that the class is active

The Learning Environment

The learning environment refers to the physical conditions, contexts, and cultures where students learn.
The most common term for learning environment is classroom. Classroom is not only a building where there are
chairs, blackboards, and smart TVs. A classroom would have more. Interaction is also a part of the learning
environment. Example, when the teacher lets the leaners feel that they are cared for and safe, learners are
confident to ask questions and express their feelings or emotions. In this context, learning environment is
composed of physical conditions, classroom culture, and positive psychosocial climate.

Tips to Enhance Learning Environment

Physical condition

• composed of the building, tables and desks, ventilation facilities, and many more
• must be designed to motivate learners to learn
• the layout is also reflective of theteacher

Classroom culture

• transcends the physical classroom

• this element involves the routines and traditions inside the classroom
Routines allow learners to accomplish tasks smoothly because of fewer disruptions: prayers
before class, daily checking of attendance, cleaning of classrooms and other routines set by
teachers and students

Social climate

• includes the interactions and relationships that are taking place inside the dassroom
• it is the teacher’s responsibility to facilitate good interpersonal relationships
• let your students feel that they are welcome in pe classroom
• establish proper communication.
• teachers are the reflection of virtues where students can emulate

To put everything into context, not all physical conditions of classrooms are the same. There are well-
established and there are not. Whatever conditions your classroom has, remember that your creativity as a teacher
can make a difference.

The Basics of Instructional Planning

Importance of Lesson Plan

• higher chance of achieving learning objectives

• guides teachers and gives them a sense of direction
• ensures lesson organization
• encourages teachers to project on possible outcomes.
• eliminates time wastage- a well-prepared lesson plan ensures time management

Parts of a Lesson Plan

A. Before the lesson plan. This part of the lesson plan includes the preliminary activities. They may include
some routine activities such as praying before the class and checking of attendance. Essential elements
in this part include:
a)review of the past lesson where teachers reexamine the learners' retention,
b)motivation which is the "start-up or warm-up" part of the lesson; and
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c) statement of the new lesson's objectives.
B. Lesson proper. This is the middle part of the lesson where majority of the instructional time is used. This
is where teachers use the materials to the class. Teachers demonstrate or give lecture on this part
(depending on the teaching strategies used).
C. After the lesson. The last part includes the generalization of the new lesson where students are asked
to summarize what they have learned. It is also in this stage where meaningful closure is done where
valuing and integration to the real world are done. After the lesson, it is also relevant for teachers to
evaluate the lesson for the purpose of improving the lesson plan and other lessons to come.

Features of K to 12 Curriculum

As part of the K to 12 curriculum, it is relevant for you to reflect on its features for you to be guided in
writing the lesson plan

A. Spiral progression. The spiral progression approach follows a spiral progression of content which means
that they learn concepts repeatedly but of different level of complexity as they move toward higher grades.
This allows learners to develop mastery and inquisitiveness. As a reflection, teachers need to strictly follow
what is stated in the curriculum guide. The curriculum guide contains the content, content standards,
performance standards, and learning competencies. Although it is possible to add components such
additional contents or performances, make sure to double check the elements of higher grades to avoid
redundant progression.
B. Constructivism. As discussed in Unit II, constructivism is a learning theory that says learners construct
knowledge instead of just receiving information passively. This happens when people make meaning or
make sense from experience. This recommends that teachers maximize the use of teaching strategies that
allow learners to accomplish challenging tasks to activate their creativity.
C. Differentiated instruction. Differentiated instruction recommends the use of varied instructional approaches
and strategies to cater to the different needs of the learners. In here, teachers must be aware of the multiple
intelligences and most importantly, they must know their learners, their needs, strengths, and weaknesses.

Things to Consider in Lesson Planning

Apart from the components of the curriculum, the following must also be considered for successful
planning

A. Content. As teachers, you are expected to be an expert in your content. For the beginning teachers, it
would be a challenging task due to the fact that you need to study the content first before planning. The
cliché quote, "You cannot teach what you don't have" is applied here Of course, even the proficient to
distinguished teachers must update the content that they have by means of searching for new discoveries
and trends in their field. Lastly, if the lesson is content-heavy or your students cannot handle too much
content, always adjust your instruction.
B. Objectives. Objectives are the core of planning. These describe what are expected among our learners.
The planning starts with identifying the lesson objectives and from there, everything must be anchored to
them to ensure the alignment. The principle of alignment means that you are teaching what you are
supposed to teach, as well as assessing what to assess
C. Classroom environment. Classroom environment is not limited to the physical building, but has more to
that. When there is positive learning environment, students learn more. However, there are a lot of things
to be considered here such as the classroom design, the relationships, the social climate, and many more
D. Materials. Materials have a lot to say when it comes to selecting teaching strategies. There are specific
activities that require smart TVs, projectors, and speakers. Sad reality, not all classrooms have all of this.
As a twenty- first-century teacher and planner, you have to cultivate in you the attitude of creativity. Never
let the absence of materials win over your commitment to high quality instruction.
E. Teacher. It is also important to consider your own capabilities, your strengths and weaknesses as a
teacher. Do you have content mastery? Pedagogical skills? How about technological skills? These are
the basic questions that you need to reflect upon for a successful planning and implementation of lessons.

_______________________________________________

Classroom Management

Effective teachers are managers. As managers, they are in-charge of ensuring an efficient and effective
teaching and learning process. Reflecting on this, it is really one of the toughest challenges posed to teachers,
for they work not only on their lesson, but also even on the smallest components of the classroom. Keep in mind
that a competent teacher is a competent manager.

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Overview of Classroom Management

Classroom management is "VERY" important, for without it, teaching and learning would not be feasible
at all. Classroom management refers to the set of plans and actions that teachers use for efficient and
effective learning.

One misconception about classroom management is that, it is similar to discipline. Considering the
definition of classroom management, it cannot mean "discipline" alone. In fact, discipline is only a part of
classroom management.

Classroom management also includes teaching the learners to manage their own emotions and
behavior inside the classroom.

An important factor in classroom management is the leadership function of the teachers. It is their
ability to establish a conducive learning environment that fosters learning. Moreover, it is in the leadership
skills of the teacher to act what they preach. As teachers they are also role models who do what they teach.
Another factor is the learning environment. In managing the environment, teachers have to consider various things
such as physical conditions, social relations, and routines. Another relevant factor is discipline. When students are
disciplined, teaching and learning flow very swiftly which avoid class disruptions. Hence, the main components of
classroom management are leadership, learning environment, and discipline (Garcia, 2005).

Tips to Effective Classroom Management

1. Preparation is an efficient way to ensure the success of the class.

2. Classroom design is a component of effective management.
3. Be firm with time.
4. Develop effective working relationship with your learners.
5. Establish behavioral standards.

Culturally Responsive Classroom Management

• Cultural diversity is an inherent force that is present in all corners of the world. This issue, when
overlooked, can breed more social and academic issues.
• Bullying. One possible solution to these problems is Culturally Responsive Classroom Management
(CRCM) CRCM is a mechanism to provide learners with equitable learning opportunities that minimizes
discrimination inside the classroom. Weinstein et al. (2004) enumerated classroom guidelines on CRCM

1. Teachers must recognize their own cultural biases. Your personal expectations about language, skin colors,
and taste of clothing must be recalibrated.

Once you are already inside your class, model what you teach. It does not hurt anyone to be accepting and open
to others. Recognizing your own biases allows you to be aware on how to solve them.

2. Use varied management strategies that fits your learners' cultural backgrounds The learners have different
preferences and you can learn by reading available literatures or simply by talking to them, their parents, and your
neighborhood

3. Recognize patterns of institutional biases and correct them or give some leeway for the cultural practice to
continue. To be culturally sensitive, instead of banning, make some limitations.

4. Let the students feel that they are cared for. When learners of a specific race feel that they are segregated or
treated in a different way, it will surely affect their achievement and self-confidence.

Maintaining Classroom Control

Student discipline is an essential aspect of classroom management. Disciplined classroom entails

positive outcomes such as improved academic results, enhanced classroom relations, and sustained emotional
state of both the learners and the teacher.

Causes of Classroom Misbehavior

Shamnadh and Anzari (2019) identified some probable causes of classroom misbehavior.

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1. Seeking for attention. There are types of learners that seek for more attention than other members
of class. Various factors cause this kind of behavior and one of them is they do not get enough
attention at home. As teachers, you must know when your learners need your attention, be
generous and give it to them. Once the learners see that doing misbehavior is a way to get
attention, they will usually repeat it.
2. Learning environment. A non-conducive classroom can be a contributory factor to aggressive
student behavior. Examples are absence of ventilation, disorganized desks and tables, and
scattered garbage. These affect the attention and focus of the leaners. Once they lose attention,
they might become passive or active in a different manner. Either way, this is not recommended.
Hence, this must be given attention as well.
3. Lack of interest in the subject matter. As mentioned earlier, attention matters. The teachers need
motivating activities to maintain the engagement of the learners toward the subject matter and the
teacher. Once students lose their attention, it will be diverted to other unnecessary things which
can lead to misbehavior. When children are playful, they may hurt classmates unintentionally and
many other activities may be related to this.
4. The teacher. Supposedly, teachers are the propeller of classroom management. However, there
are some instances where they become the source of students’ misbehavior. When teachers
impose so much punishments, the learners may establish animosity and resentment toward them.
On the flipside, when teachers have weak commanding power, they may be underestimated
where learners control their own behavior.
5. The society. Our society is the source of our principles, beliefs, and even our culture. Because we
are diverse, some traditions, languages, and expressions may be seen as hateful among other
people. This can source out misbehavior, especially when differences become the source of
prejudice.

Managing Student Misbehavior

There are many ways in which teachers can intervene to correct student misbehavior.

• Establish boundaries clearly. This must be established during the first day of classes.
• Start building relationships by communicating your standards and letting students feel that they
are cared for and safe inside the classroom.
• Create appropriate behavior management techniques such as giving praises and appropriate
rewards.

References:

https://www.linkedin.com/pulse/learning-domains-aashna-verma-ahuja/

Mingoa, T. R. & Esmeralda, E. L. 2021. A course module for Child amd Adolescent Learners and Learning
Principles. Rex Bookstore.

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Teaching and Learning Principles

This part of the module must be PRINTED and answered. After answering, this must be SUBMITTED to the
professor concerned. This will be part of the project for the finals. Use a separate sheet of paper for your answers.
The answer can either be handwritten or encoded.

Answer this……..

Here is a lesson plan in Physical Education. Read it and understand what the teacher will do in teaching the
lesson.

Answer the questions/activities given below the lesson plan.

DETAILED LESSON PLAN

IN
PHYSICAL EDUCATION

I. OBJECTIVES:
At the end of the lesson the student should be able to:
a. Identify the fielding positions in softball
b. Differentiate the responsibilities and characteristics of positions
c. Apply the responsibilities of fielding positions in softball.

II. SUBJECT MATTER:

a. TOPIC: Fielding Positions in Softball
b. REFERENCE: Softball12-wikispaces, Softball Field Position
c. MATERIALS: laptap, projector, cartolina, sticker

III. PROCEDURE:
TEACHER’S ACTIVITY STUDENT’S ACTIVITY

(Preparatory Activity)
CLASSROOM ROUTINE:
• PRAYING
• CHECKING THE ATTENDANCE

A. MOTIVATION
Class, what can you see in the drawing? A diamond maam!
Ok! For example, that is a softball diamond.
What is the missing to complete that softball
diamond? Man or players maam!

Very good!
So, what we gonna do is to put the missing
positions in that diamond.
Kindly paste it on their respected positions. (Students go to the blackboard)

Ok let’s check if all those you labelled are correct.

B. PRESENTATION:
Our topic for today is all about fielding positions
in softball.

C. LESSON PROPER:
But before that. Let me first introduce the history
of softball.
(Teacher reads the history) (students are listening)

There are two teams compete in each game.

How many players are there in a team? Nine players maam.
Ok. It composed of nine players man the field,
And nine batters hit in a predetermined order

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for each team know as a batting order or line up.

The nine defensive positions can be grouped into

two general categories.

It is called the INFIELDERS AND OUTFIELDERS.

Infielders are composed of six positions.
Kindly give them class? Pitcher maam
Whatelse? Catcher maam
Onother? 1 st baseman maam
Whatelse? 2 nd baseman maam
Onother? 3 rd baseman maam
And last is? Shortstop maam
Ok, each of them have their own characteristics
and responsibilities.
Pitcher-pitches the ball from the pitcher’s mound
to the catcher.
Catcher-crouches behind home plate and receives
pitches thrown by the pitcher. Also receives throws
from fielders attempting to make outs at home plate.
1st baseman-“Fields,” or defends, balls hit near the 1st
base line. Receives throws from fielders attempting
to make outs at 1st base.
2nd baseman-Fields balls hit near 2nd base. Receives
throws from fielders attempting to make outs at 2nd
base. Often involved in a double-play
3rd baseman-Fields balls hit near the 3rd base line.
Receives throws from other fielders attempting to
make outs at 3rd base.
Shortstop-Fields balls hit between the second baseman
and third baseman. Covers 2nd base when the ball is
hit to the second baseman.

Any question from the infielders class? None

Ok let’s proceed to outfielders.
Outfielders are composed of 3 positions.
What are they class? Left
fielder maam
Whatelse? Right
fielder maam
And? Center
fielder maam
The outfielders have also their own responsibilities.

The three fielder are attempt to catch balls hit into

their portion of the outfield. Balls hit to the outfield
are generally ground balls or fly balls hit past the infield.

D. GENERALIZATION

Class, any question about the fielding positions in softball?

None maam
Again, how many teams compete in each game? 2
How many positions occupied the infielders? 6
How about the outfielders? 3

E. EVALUATION
Get one whole sheet of paper. Draw the softball diamond,
label it with their corresponding positions and give their
responsibilities.
Students follow instruction

IV. AGREEMENT
Tomorrow, wear your prescribed P.E. uniform.
Be ready to apply what you have learned today.
Prepared by:
Joan Maguddayao-Alvarado
MAPEH- Major
Senior High School Applicant
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 Educ 101. THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES
Teaching and Learning Principles

________________________________________________

Answer the following:

1. What is the topic discussed in this lesson plan?

2. What are the preliminary activities the teacher did before discussing the lesson?

3. Identify the theories of learning applied in this particular lesson plan. Use the matrix below in giving
your answers.

Theory applied Which part of the lesson plan the theory was Explain how the theory was
applied? applied

(add additional rows and columns in giving your answers)

4. What characteristics of a teacher is needed in the successful conduct of this lesson?

5. If you were the teacher of this class, how would you help your students to be able to participate in playing
softball? What must be done to students who are not active in sports?

Thank you.

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