Teaching as a

Process or as
a Giving Off
Process
 “
Effective teaching is one that
will bring about the intended
learning outcome

2
 ◦ An organization of meaningful learning
◦ It is creating a situation or selecting life-like
situation to enhance learning
◦ To the traditionalist, it is imparting knowledge and

What is ◦
skills required to master a subject matter
Process of dispensing knowledge to an empty
vessel (mind of learner)
teaching ◦ Its showing, telling, giving instruction, making
someone understand in order to learn
?

3
The PLAN IMPLEMENT

proc
Feedbacks and
learnings

ess
EVALUATE

4
 ◦ The needs of the learner
◦ The achievable goals & objectives to meet
Plannin the needs
◦ Selection of content to be taught
g Phase ◦ Motivation to carry out the goal
◦ Strategies most fit to carry out the goals
◦ Evaluation process to measure learning
outcome

5
Consider
ations in availability learner time strategy teacher

Planning

6
Impleme ◦ Implementation means to put into action the
different activities in order to achieve the
objectives through the subject matter.
ntation ◦ Interaction of the teacher and learner is
important in the accomplishment of the plan

Phase ◦ Use of different teaching style and strategy are

included in this phase

7
Evalu ◦ A match of the objective with the learning

ation
outcome will be made
◦ Answer the question if the plans and
implementation have been successfully achieved

phase

8
Feedba
ck
• A continuous process of feedback and
reflection is made in this three phases of
teaching

and • Feedback is the reflection of the feedback;

What have you learnt? What went well, what
could have been improved? What would you
do differently next time?
• Reflection is the process embedded in
teaching where the teacher inquires into his

Reflecti action and provides deep and critical thinking

on
9
 The principles
of teaching and
learning as
involving more
of the learner
than the
Active learning requires students to participate in class, as
opposed to sitting and listening quietly.

teacher
•
•
Brief question-and-answer session
Discussion integrated into the
Strategi
•
lecture
Impromptu writing assignments
hands-on activities;
es
• and experiential learning events
include,
but are
not
limited 11
 1. Learner-centered teachers teach students how to think, solve problems,
evaluate evidence, analyze arguments, generate hypotheses—all those
learning skills essential to mastering material in the discipline.

Five 2. Learner-centered teachers talk about learning.

Characte 3. Learner-centered teachers include assignment components in which

students reflect, analyze and critique what they are learning and how
they are learning it. The goal is to make students aware of themselves as

ristics of
learners and to make learning skills something students want to develop.

4. Learner-centered teachers search out ethically responsible ways to

Learner- share power with students.

5. Learner-centered teachers work to develop structures that promote

Centered shared commitments to learning.

Teaching
12
 The principles of
teaching and
learning as a
system of actions
and
13
 How is ◦ The CLASS describes ten dimensions of teaching

the class that are linked to student achievement and social

development. Each of the ten dimensions falls
into one of three broad categories: emotional
organize support, classroom organization, and
instructional support.

14
a.
Emotio
This refers to the ways teachers help children
develop warm, supportive relationships,
experience enjoyment and excitement about
learning, feel comfortable in the classroom, and
experience
appropriate levels of autonomy or independence.

nal This includes:

1. Positive climate

support
2. Negative climate
3. Teacher sensitivity

15
b. This refers to the ways teachers help children develop skills to

Classro
regulate their own behavior, get the most learning out of each
school day, and maintain interest in learning activities. This
includes:
1. Behavior management

om
2. Productivity
3. Instructional learning formats.

organiz
ation 16
c. This refers to the ways in which teachers effectively

Instruc
support students' cognitive development and language
growth. This includes:
1. Concept development

tional
2. Quality of feedback
3. Language modeling

suppor
t 17
The principles of
teaching and
learning as an
adjustive act
18
Teaching as basically an
adjustive act to the part
of the teacher to
promote student’s
learning.
- Such adjustive act requires the teacher to make the most out of
the given situation.
 a. A good teacher can tell his students a lot of questions; but the best
teacher can play dumb while helping his students think out the answer for
themselves.
b. A good teacher is an eager and enthusiastic talker; but the best teacher
knows to be quiet and patient while his students struggling to formulate

Fred
their own thoughts in their own words.
c. A good teacher is humble: he naturally feels that the accumulated wisdom
of his subject is far more important than himself. But the best teacher is
even humbler for he respects the feeling of young people that they are

Stockin
naturally far more important than a silly old subject.
d. A good teacher knows that his students ought to be responsible, honest,
and good citizens; but the best teacher knows that responsibility, honesty,
and good citizenship cannot be taught in a course because such qualities

g
are communicated through daily actions, not daily lectures.
e. A good teacher strives to keep his class under control; but the best
(1963) described teacher knows that he must first be able to control himself.

this adjustive act of the f. A good teacher earns his salary many times over; but the best teacher also
earns a deep and secret satisfaction which would be ruined if he tried to
teacher, allowing him to talk about it in public or convert it into cash.
assume a range of g. The students of a good teacher pass their courses, graduate, and settle
changing functions, as: down with good jobs; but the best teacher’s students go on receiving
awards everyday of their lives, for they have discovered that the life an
inquiring mind is exciting.

20
 Principles of
teaching and
learning as
providing the
learner with basic
21
 Dela Cruz and
- Teaching as providing the learner
with basic tools of learning so in
the process he becomes a self
Acuna (1986) -
specifically pointed out such
sufficient and self-reliant individual.
activities as contained in their
- - One uniqueness of the teaching definition which is found below:
profession lies on the nature of - Teaching is to develop further
activities given to students. These skills of students through thinking,
activities are unmistakably inherent speaking, and writing tasks and
in the profession and not in any of through the ideas and concepts in
the other fields of human endeavor. reading and listening selections.
- Time and again, the DECS
emphasizes the return of our
schools to the development of the
fundamental tools of learning.
22
 The three R’s
reading, riting,
and
Take note also that once a student rithmetic.
acquired such basic tools in learning, he is expected to
be on his own. In the lingo of educators, these skills are basic to his becoming a
functionally literate person. *One who functions effectively and can adapt himself well in
this ever-changing world. Among the sociologists, they may likely view such acquisition of
learning skills as indispensable to making the young people become acceptable members
of society.

23
Principles of teaching
and learning as
inherently a humane
activity
It is considered to be inherently humane activity because teaching
involves a wide range of human interactions, organizational
arrangements, and material resources that converge on the teaching-
learning process.
24
man Interaction
Teaching is considered a system of actions varied in form
and content but directed toward learning. It is in the
performance of these actions and in the interactions of
the teacher with his students that learning takes place.
This actions and interactions are personal but they are
also logical in that they have a certain structure, a
certain order, such that no matter in the world teaching
takes place, it does so in accordance with operations that

1.
reflect the very nature of a teaching learning situation

25
Organizational
Arrangements
1. Curriculum Planning Phase - helping to formulate the
goals of education, selecting content and stating
objectives
2. Instructing Phase - creating intentions regarding
instructional strategies and tactics, interacting and
acting on situational feedback about instruction;
3. Measuring Phase - selecting and creating
measurement devices; measuring, learning, organizing
and analyzing measurement data and;

2.
4. Evaluating Phase - evaluating the appropriateness of
objectives of instruction and the validity and reliability
of devices used to measure learning.
Material
Resources
The process of teaching includes:

1. selection and development of instructional

units;
2. planning individual lessons;
3. organizing material for instructional
purposes;
4. designing the methods to be used;

3.
5. classroom management;
6. evaluation of pupils' achievements and;
7. reporting of pupils' grades

27
 Principles of
teaching and
learning as
structuring
 A key component of being an effective teacher begins with
providing structure in the classroom. Providing structure
maximizes student learning opportunities, minimizes
distractions and generally makes the overall atmosphere of
the classroom more pleasant. Most students will respond
positively to structure especially those who do not have any
structure or stability in their home life.

29
A structured classroom also translates to a safe classroom.
Students enjoy being in a safe learning environment. Too
often teachers provide students with freedoms in which
they often abuse. A lack of structure can destroy a learning
environment, undermine a teacher’s authority, and
generally leads to failure for the teacher and the students.
An unstructured environment can be described as chaotic,
non-productive, and generally as a waste of time.

30
 Principles of
teaching and
learning as
an inquiry 31
 Teaching as inquiry places importance on teachers prioritizing
what and how they teach, based on the needs of their students
and making evidence-informed decisions about strategies that are
most likely to work in meeting those needs, then checking how
students responded to the teaching.

Teaching as inquiry involves three key inquiries:

a. Focusing inquiry
b. Teaching inquiry
c. Learning inquiry
 Focusi ◦ It is what is most important given where your
students are at, their interests, and the local and
ng ◦
national curriculum aspirations.
It requires teachers to establish priorities given
the time constraints they face.
Inquiry

33
Teachi ◦ determining what strategies are most likely
to help your students learn. Attention to
evidence about what has worked for others
ng is important since it increases the likelihood
that what you do will work. The teaching
inquiry is also informed by practitioners’
inquir expertise – both matter.

y
34
 Learni
when the teacher investigates what happened
ng as a result of the teaching and what
implications this has for future teaching.

inquiry

35
Principles of teaching
and learning teaching
as a complex process

36
• Teaching is a complex process; it is more than just
asking perfect questions, or getting students to talk to
other. Think of a car engine, if we only have few
working parts of the engine or even missing parts, the
car won’t run. Similarly, we need to think about the
whole process to support students’ mathematical
learning.

37
The National
Research
Council
identified
three ◦ 1. Learner centered environment where what student’s prior
environment knowledge and learning styles are considered.

s that need ◦ 2. Knowledge Centered Environment is what content and

curriculum that students need to learn.

to intersect ◦ 3. Assessment Centered environment involves adjusting

teaching based on assessment.
to optimize
learning.
These
include the 38
 Principles of
teaching and
learning as
an art and 39
 Teaching as a science, views the teacher as an academician as
well as craftsman. As an academician, he is pictured to be
disciplined, organized, systematic, and therefore scientific in his
teaching. As such, he is expected to have a mastery of subject
matter and to organize it well in a form that is comprehensible to
his learners.
As a craftsman, he has a repertoire of teaching methods and quite
skillful in their use.

Teaching as an art, on the other hand, goes beyond this

prescribed level of instruction, it does not view a teaching method
as a
preconceived and scripted sequence of classroom acts in carrying
out an activity or in developing a particular
lesson.
Teaching as an
applying
principles of
other
significantly
related
disciplines
 ◦ Application entails generalizing the sequence of events to
new cases. So we can look at a "new" plant and describe
what phase or change is going to occur next (e.g., the
Process flower will form seeds), or we can look at it and describe
what phase or change occurred immediately prior to now,

Principles or we can look at all of the various phases or changes

which occurred and arrange them in the proper sequence.

42
 ◦ We saw that process principles are applied by describing
the sequence of events in a new situation. But causal
principles are much more complex. There are three very
different forms of behavior by which causal principles can
be applied.
Causal ◦ These three behaviors can most easily be understood
by looking at the two changes which comprise a simple

Principles causeeffect principle: the cause and the effect. For

example, in the law of supply and demand, an increase in
price (the cause) results in a decrease in demand (the
effect).
Prediction
1.
Explanat
ion
2.
45
Solution

3.
Description

47