REVIEWER PERSONAL ATTRIBUTES

PRINCIPLES OF TEACHING I - Passion

- Humor
PRINCIPLE - Values and Attitude
I. THE LEARNER - Patience
- The learner is an embodied spirit (body & - Enthusiasm
soul/ body & spirit; we consider the affective - Commitment
aspect of the student) - NCBTS- The Teaching Profession)
- The school aims to let the students go beyond
what they have seen. LEARNING ENVIRONMENT
- Has five (5) senses To heredity, the child owes his possibilities. However,
- Has power to imagine, perceive, retain, recall, to environment, he owes the realization of these
recognize past, mental acts, make possibilities.
judgement, feel, and choose.
II. FUNDAMENTAL EQUIPMENT OF A The Learning Environment Components
LEARNER A. PHYSICAL
A. Cognitive Faculties - Lighting, seating arrangement,
▪ 5 Senses - furniture, temp., noise, ventilation
▪ Instinct - location
▪ Imagination
▪ Memory B. PSYCHOLOGICAL
▪ Intellect - Safety (rules & norms,
B. Affective Faculties - Social-emotional safety)
▪ Feelings/emotions - Relationships (respect for diversity, support-
▪ Will adults, students; leadership)
III. DIFFERENCES - Teaching and Learning (social, emotional,
1. Ability ethical, civic learning – professional
2. Aptitude relationships).
3. Interest
4. Family Background PRINCIPLES OF LEARNING
5. Attitudes/Values  Learning is an experience which occurs inside
the learner and is activated by the learner.
 Learning is the discovery of the personal
THE TEACHER meaning and relevance of ideas.
• The professional teacher  Learning (behavioral change) is a
• Licensed consequence of experience (authentic)
• Possess dignity and reputation.  Learning is a cooperative and collaborative
• High moral values process. Cooperation fosters learning
• Technical/professional competence (Code of  Learning is an evolutionary process.
Ethics)  Learning is sometimes a painful process.
PROFESSIONAL ATTRIBUTES  One of the richest resources for learning is
- Control of the knowledge base of teaching the learner himself.
and learning to guide students.  The processes of learning are emotional as
- Repertoire of best teaching well as intellectual.
- Dispositions and skills to approach all  The process of problem-solving and learning
aspects of her work in a reflective, collegial, is highly unique and individual.
problem-solving manner.  No two individuals learn the same way.
- View of learning to teach as lifelong process  The reinforcement needed for learning must
and dispositions and skills for working be related to student’s need and abilities.
towards improving her own teaching skill as  Transfer of learning to new situation must be
well as improving the school. horizontal as well as vertical
- (Once a teacher, forever a student)
  Positive feedback, praise and encouragement FACTS VS. OPINION
are motivating to student. Facts – are simple statements used to inform or
 Students must develop metacognition to make an argument. (Ex. Your heart pumps blood
improve learning through your body.)
UNIT 3: MANAGEMENT OF INSTRUCTION Opinions – are useful to persuade, but demand
- Objective Preparation in Lesson Planning evidence to back them up. (Ex. The cake tastes
- Principles in Defining Objectives delicious.)
1. Begin with the end in mind. CONCEPT (Teaching and Learning)
2. Share lesson objectives with students. “Teaching is the cause, Learning is the affect.”
3. Lesson objectives must be in 2 or 3 - One cannot succeed without the support and
domains. success of the other.
4. Work on significant and relevant lesson - Teaching style of the teacher should jibe with
objectives. the learner’s learning styles
5. Lesson objectives must be aligned with - Learner is the center of teaching
the aims of education. - Knowledge of the learner and his learning
6. Lesson objectives must be aligned with style should be considered.
the aims of education. - Learners become complex individuals
7. For accountability, lesson objectives capable of learning on their own, the
must be SMART objectives. repertoire of teaching should also increase.
CHAPTER 2: SELCTION AND ORGANIZATION OF Blended Learning: A combination of traditional
CONTENT classroom instruction and online learning.
Guiding Principles in Selecting Content PRINCIPLES:
1. In teaching content, observe the following - Principles of Learning
qualities: - Bernoulli’s Principle in Science
i. Validity - Principles in Life
ii. Balance LAWS AND THEORIES
iii. Self-Sufficiency Scientific Laws, Hypotheses, and Theories
iv. Interest - Some Scientific theories.
v. Significance o The theory of evolution
vi. Utility o The theory of relativity
vii. Feasibility o Quantum theory
2. Content teaching must go beyond teaching - These theories are well-documented and
just facts. proved beyond reasonable doubt.
o Teaching conceptual understanding
a. Using thematic; or C. AFFECTIVE – ATTITUDES AND VALUES
b. Integrated Approach - When we teach values – we connect facts,
3. Subject matter content is an integration of skills and concepts to the life of the students.
cognitive, skills, and affective elements. - Values are both taught and caught.
a. SKILLS
o Manipulative – Computer, PE, TLE, ADDITIONAL/TOPIC DISCUSSIONS
Sciences Convergent
o Thinking Skills - Divergent/ - Answerable in 3 seconds
Convergent/Problem Solving, - It has an exact answer (no other answers).
metaphoric, critical, creative thinking. Divergent
o Problem-Solving – involves the - Answerable in 9 seconds
teaching of Heuristics and Algorithm. - All answers of the class can be the possible
b. COGNITIVE answer until you create a specific/exact
o Fact, answer.
o Concept,
o Principles, LEARNING STYLES – VARK MODEL
o Hypothesis, Education continues to promote learning styles as a
o Theories, way for teachers to support students and differentiate
o Laws lessons. While there are multiple models related to
learning styles, the VARK model is among the most videos about a topic and listening to audiobooks or
widely used since it sufficiently addresses learner recordings.
diversity and needs.
The VARK Model stands for: READING/WRITING LEARNING
- VISUAL Recognizing reading/writing learners: This learning
- AUDITORY style is often confused with visual learning because
- READING/WRITING reading/writing learners like to learn using the written
- KINESTHETIC word. This may seem like visual learning, but
reading/writing preference learners can be discerned
VISUAL LEARNING as those who express themselves through writing.
Recognizing visual learners: The visual learners in They also enjoy reading articles and writing in diaries
your classroom like to see and observe the things that or journals. Your reading/writing learners may be
they are learning about. Visual learners like to use experts with search engines and even old-school
pictures, diagrams, and written directions to access encyclopedias. They hunger for knowledge that they
information. This learning style has also been known gather through reading.
as “spatial.” The students who are visual or spatial
learners might draw, make lists or take notes in order Supporting reading/writing learners: Most of the
to interact with and process information. traditional educational system caters toward this type
of learner. The reading/writing learner learns by
Supporting visual learners: Some of the more researching, reading books and writing. They will
traditional styles of teaching support visual learners, usually be content to write an essay or create a written
such as whiteboards or projecting information onto a project. While these students may not be as vocal as
screen. Assignments could ask learners to make auditory learners, they can express themselves well
pictures or diagrams. In addition, providing class with the written word. Try to give the reading/writing
notes or handouts that students can follow along with learner time to write their answers and work through
are a great way to integrate visual learning into your their thoughts on paper.
curriculum. Visual learners may have a tough time
with lectures and could need more time to process KINESTHETIC LEARNING
information that they hear auditorily. Recognizing kinesthetic learners: Kinesthetic or
tactile learners learn by experiencing and doing. They
AUDITORY LEARNING like to use their hands and bodies as learning
Recognizing auditory learners: The auditory learners instruments, often acting out events and using their
in your class learn best by listening and relating hands when they talk. A kinesthetic learner may seem
information to sound. These are students who prefer wiggly in the classroom. Students who are particularly
listening to a lecture or a recording rather than taking good athletes or dancers may be kinesthetic learners
written notes. They may also be students who think because they are adept at following the directions of a
out loud and speak through a concept in order to dive game or a dance using their body.
into it. Your auditory learners are most likely your most
vocal students in class. They may also be the ones Supporting kinesthetic learners: Since kinesthetic
who read out loud to themselves. Auditory learners learners learn through movement, teachers may ask
often repeat what a teacher has said to process what them to act out scenes from a book or use movement
the directions are. in other ways during the learning process. For
example, a kinesthetic learner can benefit by walking
Supporting auditory learners: Including a lot of time in place or pacing in a small area while trying to
for discussion can support the auditory learners in memorize facts. Additionally, when learning can be
your classroom. They want to hear what others have to associated with movement of some kind, such as
say and share their own ideas in order to learn and teaching vocabulary using the total physical response
process information. When you are giving a lecture, method, kinesthetic learners may retain that
ask auditory learners to repeat what they have learned information more readily. The kinesthetic learner who
back to you. Call and response or question-and- connects with something physically can use that
answer processes can also benefit auditory learners. information to understand more abstract and
In addition, auditory learners appreciate watching theoretical concepts.
 MULTIPLE INTELLIGENCE 5 Competencies of SEL
PROPONENT: HOWARD GARDER 1. Self-Awareness
This theory suggests that traditional psychometric 2. Self-Management
views of intelligence are too limited. Gardner first 3. Social Awareness
outlined his theory in his 1983 book Frames of Mind: 4. Responsible Decision-Making
The Theory of Multiple Intelligences, where he 5. Relationship Skills
suggested that all people have different kinds of
"intelligences.”
9 MULTIPLE INTELLIGENCE
1. Logical-Mathematical Intelligence
2. Bodily-Kinesthetic Intelligence
3. Visual-Spatial Intelligence
4. Linguistic-Verbal Intelligence
5. Musical-Rhythmic Intelligence
6. Interpersonal Intelligence
7. Intrapersonal Intelligence
8. Naturalistic Intelligence
9. Existential Intelligence

SOCIAL-EMOTIONAL LEARNING (SEL)

- an educational method that aims to foster
social and emotional skills within school
curricula.
- also referred to as "socio-emotional learning",
"social and emotional learning", or "social–
emotional literacy".
- In common practice, SEL emphasizes social FUNDAMENTAL PRINCIPLE OF EFFECTIVE
and emotional skills to the same degree as INSTRUCTION
other subjects, such as math, science, and 1. Clear Objectives
reading. Clearly defined learning objectives guide
- emphasizes an importance upon preparing instruction and help learners understand
students to become knowledgeable, what they are expected to achieve.
responsible, and caring members of society
when they reach adulthood. 2. Engagement
CASEL FRAMEWORK Engage learners actively in the learning
The Collaborative for Academic, Social, and process through interactive activities,
Emotional Learning discussions, and problem-solving tasks.

3. Feedback
Provide timely and constructive feedback to
learners to guide their understanding and
improvement.

4. Differentiation
Tailor instruction to meet the diverse needs
and learning styles of individual learners.

5. Scaffolding
Provide support and structure to help
learners gradually build their understanding
and skills.
 6. Active Learning - Connections are strengthened with practice
Promote active learning by encouraging and weakened when practice is discontinued,
learners to apply and practice new concepts which reflects the adage “use it or lose it.”
and skills in real-world contexts.
LAW OF PRIMACY
7. Assessment - The state of being first, often creates a strong,
Use varied assessment methods to gauge almost unshakeable impression which may be
learner progress and adjust instruction very difficult to change.
accordingly. Three (3) Types of Positive Impression
1. Enthusiasm - Refers to the level of interest
and excitement they have towards learning
and retaining new information.
PRINCIPLES OF LEARNING BY EDWARD
2. Organization - Refers to demonstrating a clear
THORNDIKE
structure, coherence, and logical progression
EDWARD LEE THORNDIKE
in lesson planning and delivery.
● Born August 31, 1874 in Williamsburg,
3. Appropriate Feedback - Refers to providing
Massachusetts.
constructive criticism, praise, and
● Educator and psychologist
suggestions to help students improve their
● He conducted experiments on animals,
performance and understanding.
particularly cats and dogs, to study their
Advantages:
behavior and learning process.
1. Increased Retention
● Formulated three laws of learning
2. Building Strong Foundation
3. Enhanced Student Engagement
THORNDIKE’S PRIMARY LAW OF LEARNING:
Disadvantages:
I. LAW OF READINESS
1. Misconceptions
- the state of being fully prepared for
2. Limited Flexibility
something.
3. Pressure to Present Material Correctly
- The basic needs of the learner need to be
satisfied before he or she is ready or
LAW OF RECENCY
capable of learning. The instructor can do
Proponent: Edward Thorndike
little to motivate the learner if these needs
The principle of recency states that things most
have not been met. This means the
recently learned are best remembered.
individual should want to learn the task
Conversely, the further a learner is removed time-
being presented and possess the requisite
wise from a new fact or understanding, the more
knowledge and skill.
difficult it is to remember

II. LAW OF EFFECT

For example: it is easier for a mother to recall what
- a change which is a result or consequence of
children were fed this morning than to remember
an action or other cause.
what they were fed three days ago.
- Learning involves the formation of
connections, and connections are
REMEMBER
strengthened or weakened according to the
Information acquired most recently generally is
law of effect. The law states that behaviors
remembered best; frequent review and
that lead to satisfying outcomes are likely to
summarizing will help fixing in the audience’s
be repeated whereas behaviors that lead to
mind topics that have been covered. To that end,
undesired outcomes are less likely to recur.
the teacher should repeat, re-state or re-
emphasize important points at the end of a lesson
III. LAW OF EXERCISE
to help the audience remember them.
- Regular or repeated use of a faculty or bodily
organ
REVIEW
 ‘Recent acts are lasting’. We remember those - Burnout
things better which are recent. Hence a pupil - Overwhelmed students
should revise his entire course just before the - Limited focus on understanding
examination. Without revision, the student will
forgot even the best assimilated matter. The LAW OF FREEDOM
revision just before the examination helps him. PROPONENT: Johann Heinrich Pestalozzi
• He argued that children should be
LAW OF RECENCY INSIDE THE CLASSROOM encouraged to follow their own interests,
Students construct knowledge and make it make their own discoveries, and draw their
meaningful in terms of their prior knowledge own conclusions.
and experiences. 1. Autonomy: Learners should be given
1. Find out what students already know and can autonomy and independence in their learning
do. journey
2. Create learning environments and plan 2. Natural Development: Pestalozzi believed in
experiences that build on learners’ prior the natural development of the individual.
knowledge. 3. Active Engagement: Learning should be an
3. Ensure that learners are able to see active process where students are actively
themselves reflected in the learning materials engaged in constructing their understanding
used in the school. of the world.
4. Recognize, value, and use the great diversity 4. Individualized Instruction: Recognizing the
of experiences and information students diversity among learners, Pestalozzi
bring to school. advocated for individualized instruction that
5. Ensure that students are invited or challenged takes into account the interests, abilities, and
to build on prior knowledge, integrating new needs of each student.
understandings with existing understandings.

LAW OF INTENSITY TAXONOMY OF BLOOM (1956) and DAVID-

- Intensity – the quality or being intense. ANDERSON (2001)
- if the stimulus (experience) is real, the more COGNITIVE DOMAIN
likely there is to be a change in behavior Proponent: Benjamin S. Bloom
(learning). Benjamin Samuel Bloom (February 21, 1913 –
- The more the intense the material taught, the September 13, 1999) was an American educational
more likely it will be retained. psychologist who made contributions to the
- the principle of intensity implies that a learner classification of educational objectives and to the
more from the real thing than from a theory of mastery learning.
substitute.
- The law of intensity states that the more BLOOM’S TAXONOMY
exciting and engaging the material is, the more • Originally proposed by Benjamin Bloom in
likely the person will remember it. 1956,
Incorporating real-world scenarios that • A framework for categorizing educational
connect the material to actual daily tasks or goals into hierarchical levels of complexity
work is the best way to teach your learners and specificity.
with this principle. • The taxonomy was initially developed to
improve communication among educators
PRO and to facilitate the design of curriculum and
- Increased engagement assessments. It has been widely adopted
- Enhanced retention across educational settings for planning
- Motivation lessons, courses, and other instructional
CON activities.
COGNITIVE DOMAIN (1956) – Concerned with
thinking and intellect. AFFECTIVE DOMAIN - DAVID KRATHWOHL
The original Bloom's Taxonomy consisted of six Krathwohl’s affective domain taxonomy is perhaps
cognitive levels: the best known of any of the affective taxonomies.
1. Knowledge- Recall data or information. The affective domain focuses on the attitudes,
2. Comprehension- Understand the meaning of values, interests, and appreciation of learners. This
information. domain is further categorized into following five
3. Application- Use knowledge in new situations. levels.
4. Analysis- Break down information into
components to understand its structure.
5. Synthesis- Combine parts to form a new whole.
6. Evaluation- Judge the value of information or
products

In 2001, Lorin Anderson, a former student of Bloom,

led a revision of the cognitive domain of the 5 Levels of Affective Domain of Learning
taxonomy, with David Krathwohl, one of the original RECEIVING
contributors, also involved in the update. This revised Receiving refers to the student’s willingness to attend
version is known as Anderson and Krathwohl's to particular phenomena or stimuli (classroom
Taxonomy. activities, textbook, music, etc.). From a teaching
The names of the six categories were changed from standpoint, it is concerned with getting, holding, and
noun forms to verb forms to reflect thinking directing the student’s attention.
processes or abilities more accurately. RESPONDING
1. Remembering- Retrieving, recognizing, and Responding refers to active participation on the part of
recalling relevant knowledge from long-term memory. the student. At this level he not only attends to a
2. Understanding- Constructing meaning from oral, particular phenomenon but also reacts to it in some
written, and graphic messages. way.
3. Applying- Carrying out or using a procedure VALUING
through executing or implementing. Valuing is concerned with the worth or value a student
4. Analyzing- Breaking material into constituent parts attaches to a particular object, phenomenon, or
and detecting how the parts relate to one another behavior. This ranges in degree from the simpler
and to an overall structure or purpose. acceptance of a value (desires to improve group skills)
5. Evaluating- Making judgments based on criteria to the more complex level of Commitment (assumes
and standards. responsibility for the effective functioning of the
6. Creating- Putting elements together to form a group)
coherent or functional whole; reorganizing elements ORGANIZING
into a new pattern or structure. Organizing is concerned with bringing together values,
resolving conflicts between them, and beginning the
building of an internally consistent value system.
Thus, the emphasis is on comparing, relating, and
synthesizing values.
CHARACTERIZING
At Characterization level of the affective domain, the
individual has a value system that has controlled his
behavior for a sufficiently long time for him to develop.

PSYCHOMOTOR DOMAIN – Annita Harrow

Anita Harrow's taxonomy of the psychomotor 5. Skilled movements are the result of the
domain, proposed in 1972, provides a framework for acquisition of a degree of efficiency when
understanding and categorizing physical skills and performing a complex task.
abilities. Examples are: all skilled activities obvious in
sports, recreation, and dance.
6 LEVELS OF PSYCHOMOTOR DOMAIN 6. Non-discursive communication is
communication through bodily movements
ranging from facial expressions through
sophisticated choreographics.
Examples include: body postures, gestures,
and facial expressions.

METHODS OF HEURISTIC TEACHING

- The founder of the heuristic method was Prof.
Henry Edward Armstrong, and the term
“Heuristic” comes from the Greek word
“Heuristic,” which means “I find.” Another
belief is that it is derived from Eureka, which
means I have found or “Huriskin” which means
to discover.
1. Reflex Movements - are actions elicited The Key Principle of Method of Heuristic Teaching
without learning in response to some stimuli. a. Open-ended questions
Examples include: flexion, extension, b. The use of real-life examples and situations
stretch, postural adjustments. c. The importance of feedback
2. Basic fundamental movement - are inherent
movement patterns which are formed by
ADVANTAGES DISADVANTAGES
combining of reflex movements and are the
basis for complex skilled movements.
● Encourages ● It may not be
Examples are: walking, running, pushing,
critical thinking suitable for all
twisting, gripping, grasping, manipulating
and problem learners or
3. Perceptual - refers to interpretation of solving skills learning styles
various stimuli that enable one to adjust the ● Fosters ● It may not be
environment. Visual, auditory, kinesthetic, or independent easy to assess
tactile discrimination. Suggests cognitive as learning and self and evaluate
well as psychomotor behavior. discovery student progress.
Examples include: Response to stimuli such ● Engages students ● Requires a high
as visual and auditory in active learning level of student
4. Physical activities require endurance, and engagement
participation and motivation.
strength, vigor, and agility which produces a
● Provides a more ● Implementing
sound, efficiently functioning body.
personalized and effectively
Examples are: all activities which require relevant without proper
a) strenuous effort for long periods of learning experience. training and support
time; ● Encourages may be challenging for
b) muscular exertion; exploration and teachers.
c) a quick, wide range of motion at the experimentation
hip joints; and
d) quick, precise movements.