E S

L N G
I P H I
N C C
R I E A
P FT
O
MARLON S. JALA , PH.D
Different Principles and
Methods for Teaching
Different Theories of
Teaching / learning
Different strategies and
approaches of teaching
Teaching / learning Process
Classroom Management
 ?
LEARNING
• Learning by doing is more
effective than just sitting
and listening
• Concepts should be
presented in varied or
different ways

LEARNING PRINCIPLES
• Learning is aided by
formulating and asking
questions
• Effort is put forth when task
is challenging
• The principle of readiness is
related to the learner’s
stage of development

LEARNING PRINCIPLES
• The amount of reinforcement
necessary for learning is
relative to the student’s
need and abilities.
• The principle of readiness is
related to the learner’s
stage of development and
their previous learning.

LEARNING PRINCIPLES
• Learning should be goal-directed
and focused.
• Positive feedback, realistic
praise, and encouragement are
motivating in the teaching-
learning process.
• Metacognition is an advance
cognitive process whereby
students acquire specific
learning strategies
LEARNING PRINCIPLES
• The learner must dearly
perceive the goal.
• The learner must be
psychologically and
physiologically ready.
• The learner must be
motivated to learn.
• The learner must repeat or
practice what he has learned
in order to remember.

LEARNING PRINCIPLES
• The learner must put together the
parts of a task and perceive it as a
meaningful whole.
• The learner must see the
significance, meanings,
implications, and applications that
will make a given experience
understandable.
• The learner must be prepared to
respond.
• The processes of problem solving
LEARNING PRINCIPLES
and learning are highly unique
and specific.
 O F
S N G
W NI
A
L AR
LE
• Law of Readiness
• Law of Exercise
• Law of Use
• Law of Disuse
• Law of Effects
• Law of Belongingness

LAWS OF
LEARNING
• Law of Association
• Law of Multiple
Response
• Law of Frequency
• Law of Recency

LAWS OF
LEARNING
 N G
N I S
R I E
E A O R
L E
TH
BEHAVIORISM
• Stimulus – response
• Environment
• Tabula Rasa

BEHAVIORISM
• Classical Conditioning
• Operant conditioning
• Connectionism

BEHAVIORISM
• Unconditioned stimulus
• Unconditioned response
• Neutral Stimuli
• Conditioned Stimulus
• Conditioned response

CLASSICAL
CONDITIONING
• Stimulus
Generalization
• Discrimination
• Extinction

CLASSICAL
CONDITIONING
• Reinforcement
• Reinforcers
•Primary / secondary
•Positive / negative

OPERANT
CONDITIONING
• Law of disuse
• Law of exercise
• Law of use
• Law of disuse
• Law of effect

CONNECTIONISM
COGNITIVISM
• Focus is memory
• Analyze Cognitive
Processes
• Non observable
behaviors

COGNITIVE THEORIES AND

METACOGNITION
• Social Cognitive /
Observational Learning
theory
• Discovery Learning Theory /
Inquiry Method / Theory of
Instruction
• Meaningful Reception Theory
• Insight Learning / Problem
Solving Theory
COGNITIVE
• Information THEORIES AND
Processing
Theory
METACOGNITION
• Learn through
observation, simulation,
and modeling
• Power of EXAMPLE

SOCIAL CONGNITIVE /
OBSERVATIONAL LEARNING
THEORY
Models
•Real life
•Symbolic
•Representational

SOCIAL CONGNITIVE /
OBSERVATIONAL LEARNING
THEORY
Phases
•Attention
•Retention
•Motor Reproduction
processes
•Motivational Processes

SOCIAL CONGNITIVE /
OBSERVATIONAL LEARNING
THEORY
Instrumental
conceptualism
Learning is more
meaningful when they
have the opportunity to
discover
Approach to instruction:
interaction with
DISCOVERY LEARNING
environment
THEORY / INQUIRY METHOD /
THEORY OF INSTRUCTION
Related to the what the
learner already knows
1.Meaningful 1.Meaningful
reception Discovery
learning learning
2.Rote 2.Rote
Reception Discovery
learning learning

MEANINGFUL RECEPTION
THEORY
Insight
- the capacity to discern
the true nature of the
situation

INSIGHT LEARNING /
PROBLEM SOLVING THEORY
• Encoding
• Storage
• Retrieval

INFORMATION PROCESSING
THEORY
STAGES OF HUMAN
MEMORY
•Sensory Memory
•Short –term memory (STM)
•Long Term Memory (LTM)

INFORMATION PROCESSING
THEORY
Forgetting
•Retrieval failure
•Decay theory
•Interference theory

INFORMATION PROCESSING
THEORY
 E R
S F G
A N I N
R N
T AR
LE
• Lateral Transfer
• Vertical
Transfer
• Specific
Transfer
• General
 E R
R N
E A
L
HE
T
• Physiological needs
• Safety and Security
needs
• Belonging and affection
needs
• Esteem needs

NEEDS OF THE
LEARNER
• Audito • Lecturing
ry
learne • Responding to
rs visual cues
• Visual
Learne
rs

TYPE OF
LEARNERS
• Tactile • Hands-on or
Learne laboratory methods
rs • Simulations,
exploratory
• Kinest
activities, and
hetic problem solving
learne approach
rs

TYPE OF
LEARNERS
Manner in which an
individual perceives,
interacts with and
responds to the
learning environment.

LEARNING
STYLES
Converg • Provide task that
ers have specific
answers
Assimilat • Integration of
ors materials /
situational
activities

LEARNING
STYLES
Diverger • Group activities
s
• Hands on
Accomm approach
o- learning tasks
dators

LEARNING
STYLES
•IMAGINATIVE LEARNERS
•ANALYTIC

LEARNING
STYLES
•COMMON SENSE
LEARNER
•DYNAMIC LEARNERS

LEARNING
STYLES
An array of
different kinds of
"intelligence"
exists in human
beings
MULTIPLE
INTELLIGENCES
Intelligence Intelligence is
was not numerically
quantifiable and
measured
is exhibited
by a during a
number performance or
problem-
solving process.

MULTIPLE
INTELLIGENCES
Intelligence Intelligence can be
was fixed developed

Intelligence Intelligence can be

was exhibited in many
unitary ways - Multiple
Intelligences

MULTIPLE
INTELLIGENCES
Intelligence was Intelligence is
measured in measured in
isolation context/real-life
situations

MULTIPLE
INTELLIGENCES
Intelligence Intelligence is
was used used to
understand
to sort
human
students capacities and
and many and varied
predict ways students
their can achieve.
success
MULTIPLE
INTELLIGENCES
• Verbal- • Bodily-Kinesthetic
Linguistic Intelligence
Intelligence • Musical Intelligence
• Logical- • Interpersonal
Mathematical Intelligence
Intelligence • Intrapersonal
Intelligence
• Spatial
• Naturalist
Intelligence Intelligence

MULTIPLE
INTELLIGENCES
 E R
C H
E A
T
HE
T
• Enthusiasm
• Preparation
• Punctuality
• Support and concern
for students
• Consistency
• Politeness

QUALITIES OF A
GOOD TEACHER
• Firmness and control
• Does not play
favorites
• Provides personal help
• Accepts individual
differences
• Employs an effective
delivery
• Does notQUALITIES
make OF A
studentsGOOD TEACHER
lose face
• Has high expectations
of class members
• Is humble
• Is fair
• Uses variety
• Has a sense of humor;
is relaxed

QUALITIES OF A
GOOD TEACHER
• Use of engaged time
• Use of text
• Keeps within 1-2 days
of the scheduled
course outline
• Field trips and other
activities
• Does not always teach
QUALITIES
from a sitting or OF A
leaning GOOD TEACHER
position
• Interpersonal
relationships with
students
• Does not allow one or
two students to
monopolize or
dominate the class
• Keeps accurate
recordsQUALITIES OF A
GOOD TEACHER
• Guiding the learning
process
• Counseling and
guiding
• Sponsoring extra class
activities
• Working with parents
and the community
• THE TEACHERS
Professional
JOB
responsibilities.
Formal Authority

TEACHING
STYLES
Demonstrator or
Personal Model

TEACHING
STYLES
Facilitator

TEACHING
STYLES
Delegator

TEACHING
STYLES
 O N G
S I N
E S N N
L A
P L
•Where are my students
going?
•How are they going
there?
•How will I know when
they have arrived?

THREE BASIC
QUESTION AT THE
START
•Objectives
•Topic or Subject Matter
•Materials
•Procedure or lesson plan
development
•Evaluation
•Assignment

ELEMENTS OF
LESSON PLAN
SMAR
TOBJECTIVES
COGNITIVE AFFECTIVE P S YC H O M O T O R

• Knowledg • Receiving • Originatio

e / recall • Respondin n
• Comrpreh g • Adaptatio
ension • Valuing n
• Applicatio • Complex
• Organizati
n over
on
• Analysis responses
• Characteri
• Mechanis
• Synthesis za-tion
m
• Evaluation
• Guided
Response
• Set
•Performance
•The condition under
which the behavior is to
occur
•The criterion of success

WRITING
OBJECTIVES
Applying the elements of
a good paragraph, the
student be able to write
three paragraphs about
the topic of her choice
with complete
grammatical accuracy.
WRITING
OBJECTIVES
Applying the elements of
a good paragraph, the
student be able to write
three paragraphs about
the topic of her choice
with complete
grammatical accuracy.
WRITING
OBJECTIVES
Applying the elements
of a good paragraph,
the student be able to
write three paragraphs
about the topic of her
choice with complete
grammatical accuracy.
WRITING
OBJECTIVES
Applying the elements
of a good paragraph,
the student be able to
write three paragraphs
about the topic of her
choice with complete
grammatical accuracy.
WRITING
OBJECTIVES
Within sixty minutes, the
student must be able to
answer a 100 – item
multiple choice
examination on the topic
of pollution with 80%
accuracy.
WRITING
OBJECTIVES
Within sixty minutes,
the student must be able
to answer a 100 – item
multiple choice
examination on the topic
of pollution with 80%
accuracy.
WRITING
OBJECTIVES
•Concrete objects
•Representations of
concrete objects and
phenomena
•Descriptions of such
objects and phenomena

INSTRUCTIONAL
MATERIALS
•Motivation •Participation
•Individual •Feedback
differences •Reinforcement
•Learning •Practice
objectives •Repitition
•Organization of •Application
content
•Preparation for
learning

INSTRUCTIONAL
MATERIALS
•Audio • Charts
•Mock-ups
recording
•OHT • Realia
•Bulletin • Video /
board films
•Chalk Board • Models
•Charts • Pictures
•Books
INSTRUCTIONAL
MATERIALS
Principles
•Learners must profit from the
experience
•Learning activities must
provide for the attainment of a
set of objectives
•Learning activities must be
authentic and contextualized to
meet the needs and interests of
the learners LEARNING
ACTIVITIES
•Learner activities must
challenge the learner to ask a
question
•Learning activities must
provide opportunities for
content mastery as well as
broad and deep study

LEARNING
ACTIVITIES
CRITERIA
•Appropriateness
•Feasibility
•Variety
•Optimal value

LEARNING
ACTIVITIES
FORMATIVE
VS.
SUMMATIVE

EVALUATION
CRITERION
REFERENCE
VS. NORM
REFERENCE
EVALUATION
 O F
S G
R M I N
O H
F AC
T E
 ANALYTIC
VS
SYNTHETIC

FORMS OF
TEACHING
ABSTRACT
VS
CONCRETE

FORMS OF
TEACHING
INDUCTIVE
VS
DEDUCTIVE

FORMS OF
TEACHING
THEORITICAL
VS
PRACTICAL

FORMS OF
TEACHING
 OF
D S
HO NG
T
E CH I
M A
TE
LECTURE

METHODS OF
TEACHING
DEMONSTRAT
ION or
PERFORMANC
E
METHODS OF
TEACHING
DISCUSSION

METHODS OF
TEACHING
CASE STUDY

METHODS OF
TEACHING
SIMULATION

METHODS OF
TEACHING
PAIR or
SMALL
GROUP
WORKS
METHODS OF
TEACHING
 INDIVIDUAL
INSTRUCTION

METHODS OF
TEACHING
 ON
T I
V A
TI
O
M
•Instinct theory / Genetic
Pattern
•Association theory
(Thorndike)
•Psycho- Analytic or
Drive Theory (Freud)
•Humanistic or need
gratification theory
(Maslow)
THEORIES
•Cognitive Theory (Hunt)
•Attribution theory
(Heidereck)
•Self- efficacy Theory
(Bandura)
•Self-determination
Theory ( Deci)

THEORIES
•EXTRINSIC
•INTRINSIC

KINDS
Student Guide student to:
attention to a - focus attention
learning task on desire object
is essential
- verbalize
for initiating
information
learning

PRINCIPLES OF
MOTIVATION
Intending to The teacher must
achieve and capitalize on the
to experience learner’s need to
achieve
success are
• level of aspiration
essential to
realistic goal • motives
setting

PRINCIPLES OF
MOTIVATION
Attainment of Assist students in goal
setting by:
goal requires - providing a variety of
setting of realistic and attainable
goals
learning task
- minimizing social pressure
at an - encouraging them to
appropriate compute against
themselves
difficulty
- making them sure that the
level. pupils know what to do
and how to do it.

PRINCIPLES OF
MOTIVATION
Information Provides
concerning learners with
appropriate feedback
behaviors
regarding their
and
correcting behavior and
errors are performance
associated
with better
performance.
PRINCIPLES OF
MOTIVATION
Observing and Be an exemplary
imitating a model
model Provide a variety of
facilities the real life,
initial representational,
acquisition of and symbolic
pro-social models
behavior. Utilize deserving
peers as models

PRINCIPLES OF
MOTIVATION
Verbalizing Assist learners
pro-social in developing
values and skills in
behaviors
and - verbalizing pro-
reasoning social values
about them - discussing pro-
provide a social values
conceptual
basis for
development PRINCIPLES OF
of behaviors.
MOTIVATION
Reward direct Reinforce
and sustains desired
attention and behaviors
effort toward
achieving the Give deserved
desired reward
behavior.

PRINCIPLES OF
MOTIVATION
High stress Provide -
and anxiety supportive
is associated climate
with low
performance, Avoid - stressful
erratic climate
conduct and
personality
disorder.

PRINCIPLES OF
MOTIVATION
 ES
H DS
A C O
O T H
P R E
P M
A D
AN
It is a set of
principles, beliefs, or
ideas about the
nature of learning
which is translated
into the classroom
TEACHING
APPROACH
It is a long term plan
of action designed to
achieve a particular
goal.

TEACHING
STRATEGY
It is a systematic
way of doing
something.

TEACHING
METHOD
It is a well-defined
procedure used to
accomplish a specific
activity or task.

TEACHING
TECHNIQUE
• TEACHER- • LEARNER-
CENTERED CENTERED
• SUBJECT-
MATTERED
CENTER
• TEAHER
DOMINATED
• INTERACTIVE

TYPES OF TEACHING
APPROACH
• “BANKING” • CONSTRUCTIVIS
APPROACH T
• DISCIPLINA
L • INTEGRATED
• INDIVIDUALI • COLLABORATIVE
STIC • INDIRECT,
GUIDED
• DIRECT

TYPES OF TEACHING
APPROACH
• WHOLE CHILD
APPROACH
• METACOGNITIVE
APPROACH
• PROBLEM-BASED
APPROACH
TYPES OF TEACHING
APPROACH
• Direct instruction /
lecture method
• Demonstration
Method

DIRECT /
EXPOSITORY
• Inquiry
method/discovery
method
• Problem solving
method
• Project method
INDIRECT / GUIDED
/ EXPLORATORY
 N G
N I
T IO
E S
QU
Based on
objectives
• Low level
• High level

TYPES OF
QUESTIONS
“ Which of the following
numbers is different from
the group (8 , 9 , 10 , 11 &
12) ? ”

“ What is a prime number?

What is a composite
number? ”
TYPES OF
QUESTIONS
Extent of Inquiry
• Convergent
• Divergent

TYPES OF
QUESTIONS
“ What common factor do
prime numbers have? ”

“ If you have 100 people

coming to your birthday
party, how can you arrange
the tables such that there
are an equal number of
people per table? ”
TYPES OF
QUESTIONS
Guide to
• Rhetorical
ResponseHow““ If you
think
Why do you
many
“Isn’t this
are the
analyze the
tables doandyou
• Informational
numbers
simple
factors
see
grouped
of
this in this way?
yet
• Leading (Possible follow-up
these
picture?
challenging?
questions: What”
numbers,
• Probing has made you
what
think makes
that way?
them
What similar
observation
TYPES OF
led you to that
to each
idea?) ”
other?
”
QUESTIONS
Guide to
““ Let us focus onfactors
the numbers
• Funneling
Responsein
What
What
are
Column
the
are theA.factors
of five?
Whatofare its
seven?
factors? What is common to
• ChunkingallWhat
eleven?
are the factors of
of them?Why
Now, let
areus focus
these
on the numbers
numbers groupedin Column B.
together?
What
How do arewe
itscall
factors? What
numbers is
that
common
only have to all
oneof and
them? What
itself as
isfactors?
commonWhatto the numbers
are prime in
Column
numbers?A” and Column B?
What is their difference? ”
TYPES OF
QUESTIONS
Asking “ What are prime
Double numbers, where do we
see them in real life
or and what is their
Multiple importance to us? ”
Question
s

DON’TS
Asking “ Do you want to
question sing a song? ”
s that do
not elicit
answers

DON’TS
Asking Fill- “ Prime numbers
in are? ”
Questions

DON’TS
•Ask in Natural and Well-Modulated voice
•Give enough time for the learners to think
•Sufficient questions should be asked.
•Refrain from repeating the question
•Distribute the questions
•Ask interesting and thought provoking
questions
•Show appreciation for the effort
•NEVER let a WRONG answer slip by.

DO’S
•Ask in Natural and Well-Modulated voice
•Give enough time for the learners to think
•Sufficient questions should be asked.
•Refrain from repeating the question
•Distribute the questions
•Ask interesting and thought provoking
questions
•Show appreciation for the effort
•NEVER let a WRONG answer slip by.

DO’S
 O M T
O E N
SR M
S G E
L A A
C AN
M
is defined as the
direction of
activities in the
classroom, which
includes routine
and discipline.
CLASSROOM
MANAGEMENT
 IN T
C H N
A E
R O E M
P P AG
A AN
M
 C H
OA
P R
AP
VE
TI
E R
SS
A
• Desirable
• Less desirable
• Undesirable

TYPES OF
DISCIPLINE
• Focusing • Low profile
• Direct intervention
instruction • Assertive
discipline
• Monitoring
• Assertive I –
• Modelling messages
• Non verbal • Humanistic I –
cue messages
• Environmetal • Positive Images
Control
 Emotional/Verbal: Physical

 Obscene languages  Spanking

 Name-calling  Pinching
 Teasing  Manhandling
 Scolding  Battery
 Oral Defamation  Sitting on the air
 Slander  Writing SORRY for one
 Conduct unbecoming of a thousand times
teacher  Kneeling on the floor
 Refusal to smile and show a  Tying the child on the pole
healthy environment for
learning
 R ON
O
I AT I
AV C
H FI C H
E
B OD OA I
M PR
AP
•Graphic
•Activity
•Verbal
•Nonverbal
•Tangible
•EdibleReinforcement

REINFORCEMENT
•Graphic
•Activity
•Verbal
•Nonverbal
•Tangible
•EdibleReinforcement

PROMPTING
 Types of Prompts Descriptions

1. Full Physical The teacher uses “hand-over-

Assistance hand” support to aid the child
in completing a task.

2. Partial Physical The teacher provides partial

Assistance physical assistance to help the
child complete a task.

3. Full Model The teacher models the

desired behavior.
4. Partial Model The teacher models only part
of the desired behavior.
5. Full Verbal prompts The teacher verbally models the
desired behavior.

6. Partial Verbal The teacher verbally models only part

prompts of the desired behavior.

7. Gestural Prompt The teacher utilizes a physical

gesture to encourage the desired
behavior.

8. Positional Prompt The teacher places the target item in

a location that is closer to the child.

9. Time-delay or This instructional procedure is

prompt-delay proven to be effective especially
technique (Walker, children with autism.
2008)
the teacher needs to establish
a transaction with his or her
students like clients in the
business world-that is to a
make a deal or no deal
transactions as regards of their
varied personalities in the
classroom
BUSINESS ACADEMIC
APPROACH
•Clear communication of
assignments and work
requirement.
•Monitoring student work helps
the teacher detects the
students who are having
difficulty and encourage them
to keep working.
BUSINESS ACADEMIC
APPROACH
•Feedback to student is
important to enhance academic
monitoring and managerial
procedure.

BUSINESS ACADEMIC
APPROACH
 A L
P RI
O U G E H
R A C
G AN OA
M P R
A P
involvement of the
students’
stakeholders to
transform their
behavior
GROUP MANAGERIAL
APPROACH
•Ripple effect
•Pygmalion Effect
•Hawthorne Effect
•Halo effect
•John Henry Effect
•Jastorw’s Effect
GROUP MANAGERIAL
APPROACH
•With – it – ness
•Overlapping
•Smoothness

LESSON MOVEMENT
•Flip-flops
•Dangles
•Truncation
•Over – dwelling
• Fragmentation
SMOOTHNESS
•Momentum
•Group focus

LESSON MOVEMENT
 S S H
C E AC
U C R O
S P
A P
deals with the
students’ self-
realization on what is
right for learning.

SUCCESS APPROACH
 C E
A N
P T C H
C E O A
C
A PP R
A
•Attention getting
•Power seeking
•Revenge seeking
•Withdrawal
•Briskness
•Goofing

ACCEPTANCE
APPROACH
 N T
E
E M E
A G U
N I Q
A HN
M C
T E
•Antiseptic Bouncing
•Program Restructuring
•Helping over Hurdles
•Humor Effect
•Proximity and Touch Control
•Interest Boosting
•Signal Interference

DESIST
MANAGEMENT TECH
•Planned Ignoring
•Direct Appeal
•Physical Restraint
•Criticism and Encouragement
•Defining Limits
•Post Situational Follow Up
•Marginal use of Interpretation

MANAGEMENT TECH
 S ,
L E
R U
O M S ,
O R E
S R U
A S E D S
L C E
C RO TIN
P OU
R