- Adopts strategies to address needs of differently-abled DIVERSITY of LEARNERS

students.

- Reading educational materials regularly and engaging in PERSONAL GROWTH and PROFESSIONAL DEV.
educational research.

- Arrange challenging activities in a given physical LEARNING ENVIRONMENT

environment

- Communicates and enforces school policies and procedures LEARNING ENVIRONMENT

for appropriate learner behavior.

- Communicate and maintains high standards of learning LEARNING ENVIRONMENT

performance.

- Conducts regular meeting with learners and parents to PLANNING, ASSESSMENT, REPORTING
respect learners progress

- Creates situations that encourage learners to use high CURRICULUM

order thinking skills.

- Create stress-free environment LEARNING ENVIRONMENT

- Demonstrates punctuality SOCIAL REGARD for LEARNING

- Designs and utilizes teaching methods that take into CURRICULUM

account the learning process.

- Designs or selects leaning experiences suited to different DIVERSITY of LEARNERS

kinds of learners.

- Employs non-traditional assessment techniques (portfolio, PLANNING, ASSESSMENT, REPORTING

journals, rubric, etc.)

- Encourages free expression of ideas from students LEARNING ENVIRONMENT

- Encourages students to apply classroom learning to the COMMUNITY LINKAGES

community.

- Engages and sustains learners interests in the subject by CURRICULUM

making content meaningful and relevant to them

- Establishes routines and procedures to maximize CURRICULUM

instructional time.

- Handles behavior problems quickly and with due respect to LEARNING ENVIRONMENT
childrens right

- Identifies teaching-learning difficulties and possible causes PERSONAL GROWTH and PROFESSIONAL DEV.
and takes appropriate actions to address them.

- Implement school policies and procedures SOCIAL REGARD for LEARNING

- Improves teaching performance based on feedback from PERSONAL GROWTH and PROFESSIONAL DEV.
mentors, peers, superiors and others
- Initiates other learning approaches for learners whose DIVERSITY of LEARNERS
needs have not been met by usual approaches

- Integrates content of the subject areas with other discipline CURRICULUM

- Interprets and uses assessment results to improve teaching PERSONAL GROWTH and PROFESSIONAL DEV
and learning

- Involves community and sharing accountability for learners COMMUNITY LINKAGES

achievement

- Involves parents to participate in school activities that PLANNING, ASSESSMENT, REPORTING

promote learning

- Is careful about the effect of ones behavior on students SOCIAL REGARD for LEARNING

- Keep abreast with recent developments in education PERSONAL GROWTH and PROFESSIONAL DEV

- Keeps accurate records of grades/performance levels of PLANNING, ASSESSMENT, REPORTING

learners

- Links the current content with past and future lessons CURRICULUM

- Links with other institutions and organizations for sharing COMMUNITY LINKAGES
best practices

- Maintains a learning environment of courtesy and respect LEARNING ENVIRONMENT

for different learners (ability, culture, gender)

- Maintains appropriate appearance SOCIAL REGARD for LEARNING

- Maintains stature and behavior that upholds the dignity of PERSONAL GROWTH and PROFESSIONAL DEV
teaching

- Make appropriate adjustments for learners of different DIVERSITY of LEARNERS

socio-economic backgrounds

- Make use of various learning experiences and resources CURRICULUM

- Manifest personal qualities like enthusiasm, flexibility, and SOCIAL REGARD for LEARNING
caring attitude

- Obtains information on the learning styles, multiple DIVERSITY of LEARNERS

intelligences and needs of learners

- Paces lessons appropriate to needs and difficulties of CURRICULUM

learners

- Participates in community activities that promote learning PLANNING, ASSESSMENT, REPORTING

- Plans lessons to fit within available instructional time. CURRICULUM

- Provides gender-fair opportunities for learning DIVERSITY of LEARNERS

- Recognizes that every learner has strengths DIVERSITY of LEARNERS

- Shows proof of instructional planning
- Takes measures to minimize anxiety and fear of the teacher
and/or subject
- Uses a variety of teaching approaches and techniques
appropriate to the subject matter and the learners.
- Use community as laboratory for learning
- Uses community resources (human, material) to support
learning
- Uses self- evaluation to recognize and enhance ones
strength and correct ones weaknesses
- Uses individual and cooperative learning activities to
improve capacities of learners for higher learning.
- Utilizes ICT to enhance teaching and learning
SOCIAL REGARD for LEARNING
- Demonstrates punctuality
- Implement school policies and procedures
- Is careful about the effect of ones behavior on students
- Maintains appropriate appearance
- Manifest personal qualities like enthusiasm, flexibility, and
caring attitude
LEARNING ENVIRONMENT
- Arrange challenging activities in a given physical
environment
- Communicates and enforces school policies and procedures
for appropriate learner behavior.
- Communicate and maintains high standards of learning
performance.
- Create stress-free environment
- Encourages free expression of ideas from students
CURRICULUM
LEARNING ENVIRONMENT
CURRICULUM
COMMUNITY LINKAGES
COMMUNITY LINKAGES
PERSONAL GROWTH and PROFESSIONAL DEV
CURRICULUM
CURRICULUM
- Handles behavior problems quickly and with due respect to
childrens right
- Maintains a learning environment of courtesy and respect
for different learners (ability, culture, gender)
- Takes measures to minimize anxiety and fear of the teacher
and/or subject
DIVERSITY of LEARNERS
- Adopts strategies to address needs of differently-abled
students.
- Designs or selects leaning experiences suited to different
kinds of learners.
- Initiates other learning approaches for learners whose
needs have not been met by usual approaches
- Make appropriate adjustments for learners of different
socio-economic backgrounds
- Obtains information on the learning styles, multiple
intelligences and needs of learners
- Provides gender-fair opportunities for learning
- Recognizes that every learner has strengths
CURRICULUM COMMUNITY LINKAGES

- Creates situations that encourage learners to use high
order thinking skills.
- Designs and utilizes teaching methods that take into
account the learning process
- Engages and sustains learners interests in the subject by
making content meaningful and relevant to them
- Establishes routines and procedures to maximize
instructional time
- Encourages students to apply classroom learning to the
community.
- Involves community and sharing accountability for learners
achievement
- Links with other institutions and organizations for sharing
best practices
- Use community as laboratory for learning

- Integrates content of the subject areas with other discipline - Uses community resources (human, material) to support
learning
- Links the current content with past and future lessons

- Make use of various learning experiences and resources PERSONAL GROWTH and PROFESSIONAL DEV

- Paces lessons appropriate to needs and difficulties of - Reading educational materials regularly and engaging in
learners educational research.

- Plans lessons to fit within available instructional time.
- Shows proof of instructional planning
- Uses a variety of teaching approaches and techniques
appropriate to the subject matter and the learners.
- Uses individual and cooperative learning activities to
improve capacities of learners for higher learning.
- Utilizes ICT to enhance teaching and learning
PLANNING, ASSESSMENT, REPORTING
- Conducts regular meeting with learners and parents to
respect learners progress
- Identifies teaching-learning difficulties and possible causes
and takes appropriate actions to address them.
- Improves teaching performance based on feedback from
mentors, peers, superiors and others
- Interprets and uses assessment results to improve teaching
and learning
- Keep abreast with recent developments in education
- Maintains stature and behavior that upholds the dignity of
teaching
- Uses self- evaluation to recognize and enhance ones
strength and correct ones weaknesses

- Employs non-traditional assessment techniques (portfolio,

journals, rubric, etc.)

- Involves parents to participate in school activities that

promote learning

- Keeps accurate records of grades/performance levels of

learners

- Participates in community activities that promote learning

HOWARD GARDNER, MULTIPLE INTELLIGENCE

- Involves sensitivity to spoken and written language, and

the ability to learn languages, and the capacity to use
language to accomplish certain goals. LINGUISTIC Intelligence
- The ability to effectively use language to express oneself
rhetorically or poetically; and language as means to
remember information.
- Writers, poets, lawyers and speakers are among those that
having high linguistic intelligence.

- The capacity to analyze problems logically, carryout

mathematical operations, and investigate issues
scientifically LOGICAL/MATHEMATICAL Intelligence
- The ability to detect patterns, reason deductively and think
logically.
- This intelligence is most often associated with scientific and
mathematical thinking.

- Involves skill in the performance, composition, and

appreciation of musical patterns.
- Encompasses the capacity to recognize and compose MUSICAL Intelligence
musical pitches, tones, and rhythms
- it runs in an almost structural parallel to linguistic
intelligence.

- entails the potential of using ones whole body or parts of

the body to solve problems.
- it is the ability to use mental abilities to coordinate bodily BODILY-KINESTHETIC Intelligence
movements.
- Gardner sees mental and physical activity as related.

- Involves the potential to recognize and use the patterns of SPATIAL Intelligence
wide space and more confined areas.

- The capacity to understand the intentions, motivations and

desires of other people.
- It allows people to work effectively with others. INTERPERSONAL Intelligence
- Educators, salespeople, religious and political leaders etc.
all need a well-developed interpersonal intelligence.

- The capacity to understand oneself, to appreciate ones

feelings, fears and motivations. INTRAPERSONAL Intelligence
- Involves having an effective working model of ourselves
and be able to use such info to regulate our lives.

ADDL Intelligence
- Enables human beings to recognize, categorize and draw NATURALISTS Intelligence
upon certain features of the environment
LEARNING STYLES

- Learning style models tend to concern themselves with the

process of learning: how the individuals absorb FOCUS ON PROCESS
information, think about information, and evaluate the
results

- Learning style theorists generally believe that learning is

the result of a personal, individualized act of thought and EMPHASIS ON PERSONALITY
feeling.

- Absorbs information concretely, processes information

sequentially in a step-by-step manner; and judges the value MASTERY Style Learner
of learning in terms of its clarity and practicality

- Focuses more on ideas and abstractions; learns through a

process of questioning, reasoning, and testing; and UNDERSTANDING Style Learner
evaluates learning by standards of logic and the use of
evidence.

- Looks for images implied in learning; uses feelings and

emotions to construct new ideas and products; and judges SELF-EXPRESSIVE Style Learner
the learning process according to its originality, aesthetics,
and capacity to surprise or delight.

- Like the mastery learner, focuses on concrete, palpable

information; prefers to learn socially; judges learning in INTERPERSONAL Style Learner
terms of its potential use in helping others.

INTELLIGENCE & STYLE

LINGUISTIC
- The ability to use language to describe events and LINGUISTIC MASTERY
sequence activities

- The ability to develop logical arguments and use of rhetoric LINGUISTIC UNDERSTANDING

- The ability to use metaphoric and expressive language LINGUISTIC SELF-EXPRESSIVE

- The ability to use language to build trust and rapport LINGUISTIC INTERPERSONAL

LOGICAL-MATHEMATICAL
- The ability to use numbers to compute, describe, and LOGICAL-MATHEMATICAL MASTERY
document

- The ability to use mathematical concepts to make

conjectures, establish proofs and apply mathematics and LOGICAL-MATHEMATICAL UNDERSTANDING
data to construct documents.

- The ability to be sensitive to the patterns, symmetry, logic,

and aesthetics of mathematics and to solve problems in LOGICAL-MATHEMATICAL SELF-EXPRESSIVE
design and modeling

- The ability to apply mathematics in personal and daily life LOGICAL-MATHEMATICAL INTERPERSONAL
SPATIAL

- The ability to perceive and represent the visual-spatial SPATIAL MASTERY

world accurately

- The ability to interpret and graphically represent visual or SPATIAL UNDERSTANDING

spatial ideas

- The ability to transform visual or spatial ideas SPATIAL SELF-EXPRESSIVE

- The ability to arrange colors, line, shape, form, and space to SPATIAL INTERPERSONAL
meet the needs of others.

BODILY-KINESTHETIC

- The ability to use the body and tools to take effective BODILY-KINESTHETIC MASTERY
action or to construct or repair

- The ability to plan strategically or to critic the actions of the BODILY-KINESTHETIC UNDERSTANDING
body

- The ability to appreciate the aesthetics of the body and to BODILY-KINESTHETIC SELF-EXPRESSIVE
use those values to create new forms of expression

- The ability to use the body to build rapport, to console and BODILY-KINESTHETIC INTERPERSONAL
persuade, and to support others

MUSICAL

- The ability to understand and develop musical technique MUSICAL MASTERY

- The ability to interpret musical forms and ideas MUSICAL UNDERSTANDING

- The ability to create imaginative and expressive MUSICAL SELF-EXPRESSIVE

performances and compositions

- The ability to respond emotionally to music and to work MUSICAL INTERPERSONAL

together to use music to meet the needs of others

INTERPERSONAL

- The ability to organize people and to communicate clearly INTERPERSONAL MASTERY

what needs to be done.

- The ability to discriminate and interpret among different INTERPERSONAL UNDERSTANDING

kinds of interpersonal clues.

- The ability to influence and inspire others to work toward a INTERPERSONAL SELF-EXPRESSIVE
common goal

- The ability to use empathy to help others and to solve INTERPERSONAL INTERPERSONAL
problems
INTRAPERSONAL

- The ability to assess ones own strengths, weaknesses, INTRAPERSONAL MASTERY

talents, and interests and use them to set goals.

- The ability to form and develop concepts and theories INTRAPERSONAL UNDERSTANDING
based on an examination of oneself

- The ability to reflect ones inner moods, institutions, and INTRAPERSONAL SELF-EXPRESSIVE
temperament and to use them to create or express a
personal vision

- The ability to use understanding of oneself to be of service INTRAPERSONAL INTERPERSONAL

to others.

HOW TO USE THE INTEGRATED INTELLIGENCE MENUS

1. Use the menus as a COMPASS

- Keep a running record of the styles and intelligences
you use regularly and of those you avoid
- When a particular form of assessment doesnt work,
offer students another choice from another part of
the menu

2. Focus on ONE INTELLIGENCE at a time

- Offer your students a choice in one of the four
styles, or urge them to do two assessments: one
from a style they like and one from the styles they
normally avoid

3. Built on STUDENT INTEREST

- When students conduct research, either individually
or in groups, show them the menus and allow them
to choose the product or approach that appeals to
them
- They should choose the best product for
communicating their understanding of the topic or
text
- Students thus discover not only the meaning of
quality, but also something about the nature of their
own interests, concerns, styles, and intelligences
 BEHAVIORISM - Is a learning theory based on the idea that behavior CAN
BE controlled or modified based on the antecedents and
consequences of a behavior
- A behavior will only occur if given the right environment
or antecedent.
- The behavior is more or less likely to reoccur based on
the reinforcements or consequences that follows, such as
rewards and punishments
- This is often used for shaping classroom behavior and
helping students learn basic facts and skills
- Examples:
Allowing child to watch TV as soon as he is done with
homework.
Receiving a sticker for a correct answer on a math
problem
Students who arrive late will receive detention

SOCIAL COGNITIVISM - Combines behaviorism and cognitive theories

- Children learn by observing and modeling the behavior of
others
- Learning by observation (Bobo Doll experiment)
- Examples: For a teacher
Provide models that show good performance of skills
by similar students
Show a variety of video models of good student
performances
Be a positive model for students to increase self-
efficacy

COGNITIVISM - From latin word cognitio means know together

(has prior knowledge about certain topic)
- It views the mind as an information processor like a
computer which focusses on how information is
received, organized and stored within the brain
- Information should be organized, sequence and
presented in a manner that is meaningful to the
individual who is learning.
- Examples:
Repetition is important for retention and to build
schemas in the brain and Organization is another
important tool for effectively building schema
Using strategies such as chunking, scaffolding and
instructional design can ensure a students cognitive
load is appropriate.

CONSTRUCTIVISM - Learning from their actual experience

- Focuses on how learners construct their own knowledge
NOT transmitted or reproduced
- Knowledge is subjective as each person creates personal
meaning out of experiences and integrates new ideas
into existing knowledge structures
- Examples:
Facilitator guides learning
Allows students to construct their own knowledge in
an active manner and to enable them to make sense
of it
Allow learners to be taught with their existing
knowledge and experience taken into account rather
than having a pre-designed curriculum
Educational Management has been considered as one
interesting subject particularly by the educators who are
aware of the need for Knowledge Management
PRINCIPLES UNDERLYING TEACHING
1. Principle of CONTEXT
- Fleming points to a number of observations related to
context development, he stresses the ff:
A collection of data is NOT information
A collection of information is NOT knowledge
A collection of knowledge is NOT wisdom
A collection of wisdom is NOT truth
- Context refers to words just before and after a certain
word sentences that makes clear what it means
- The idea that a reader gets from a sentence simply
provides information, knowledge and wisdom which
are simply collections; which means without a
particular meaning attached to the piece of
information or detail through a system of established
associations, there can be no meaning attributed to it
- There is therefore no context, there is no meaning at
all.
- Fleming further summarizes observations by stressing
that:
Information relates to description, definition, or
perspective (what, who, when, where)
Knowledge comprises strategy, practice, method
or approach (how)
Wisdom embodied principle, insight, moral, or
archeotype (why)
- Accdg to Leus there are categorized into 6 levels
a. LEVEL- 1
- Context consists of the textbook only
- Predominantly verbal
- No problem-solving experience
- Lacks dynamic appeal
- Limited verbal responses to verbal stimuli
b. LEVEL- 2
- Context consists of textbook together with a
collateral/supplemental materials
- Wider in context
- More readings of expository
- Advocates more extensive reading
c. LEVEL- 3
- Context consists of non-academic and current
materials (magazine articles, newspaper clippings)
- Concrete, specific, actual, and immediate
- Reality vs. theories
- Leads to extensive discussion
d. LEVEL- 4
- Context consists of multi-sensory aids
- Effective when used as aid in learning
- Related to contemplated learning
- Ineffective if learner is passive
e. LEVEL- 5
- Context consists of demonstration and
presentation by the experts
- Concrete setting
- Learning beyond classroom setting
f. LEVEL- 6
- Field experiences: personal, social, community
understanding
- Concrete, abundant, dynamic, readily
apprehended setting for learning
- Goes beyond verbalization
- Concrete and firsthand experiences
2. Principle of FOCUS
- Instruction can be effective if there is a definite area of
concentration
a. LEVEL 1 focus established by page assignment in
textbook so that specific lessons are identified along
with specific set of activities which are uniformly
structured
- Uniform structure
- Learning without unity
- Memorization
b. LEVEL 2 focus established by announced topic
together with chapter references.
- An assignment given in advance including chapters
to be read will afford full concentration on subject
matter at hand.
- Very likely, a better understanding of the subject
matter is achieved since concentrating on definite
task.
c. LEVEL 3 focus established by broad concepts to be
comprehended or problem to be solved
- Directed at the mental processes of the learner
- More varied learning patterns
d. LEVEL 4 focus established as a concept or a
problem to be solved, skill to be acquired to carry an
undertaking
- Let them do whatever they have learned
- Flexibility
- Acquisition of more facts and information
3. Principles of Socialization
- Offers socio-cultural phenomenon a process that
encompasses the ways of thinking, interacting, and
problem solving.
- The classroom is also viewed as a conventionalized
setting in which rule-bound interaction takes place
between the learner and the teacher.
- Such interaction is influenced by the physical set-up,
the beliefs and values of the learners standards of
classroom management that eventually leads to
understanding of role expectations within the group
from lesson formats.
- Teaching becomes a way of modifying and redefining
patterns of behavior.
- Leus asserts that effectiveness of instruction depends
upon the social setting in which it is done.
a. LEVEL-1 social pattern characterized by submission
- Rudimentary level of socialization
- No group function
- Teacher-controlled
- Interaction limited to teacher-learner
- Absence of group undertaking
- There are no learner-initiated activities where
they can show reactions related to classroom
events.
b. LEVEL-2 social pattern characterized by
contribution
- Sympathetic and positive discipline
- Freedom
- Lack authority
- Setting is more liberal
- Learners enjoy certain amount of freedom to
engage themselves in activities
- Learners participate actively with teacher adapting
positive attitude toward discipline
c. LEVEL-3 social pattern characterized by
cooperation
- Goes beyond friendliness and sympathy
- Teacher is an organizer
- Positive team spirit
- Divides class into groups for more active learner
involvement
- Seatwork is set aside to give way to group
discussion
- Instruction becomes effective
4. Principle of Individualization
- Instruction may progress in terms of the learners own
purposes, aptitudes, abilities and experimental
procedures
a. INDIVIDUALIZATION THROUGH DIFFERENT
PERFORMANCE IN UNIFORM TASKS.
- Task is the same to all but offers varied ways of
doing the tasks according to the learners aptitude,
interests and capabilities
b. INDIVIDUALIZATION THROUGH HOMOGENEOS
GROUPING
- Means similar age, abilities, interests, physical
characteristics or intellectual ability
- Learners vary in age, ability, and sex, and
classrooms tend to lean toward homogeneity
- Homogeneous grouping provides effective
instruction
c. INDIVIDUALIZATION THROUGH CONTRACT PLAN
- Asserts that the individual must be the focus in the
planning, and delivery of services and support.
- Learners capabilities, needs, and interests used as
basis for planning, delivery of services and support
to the individual
- Applied to effective instruction, a learner enjoys
the right to have his unique capabilities, interests,
and needs recognized as basis for the contact plan.
- Plan of study --> set of activities with time limit-->
teacher evaluate progress --> accomplished task
- Learner works alone --> teacher as facilitator for
independent learning
d. INDIVIDUALIZATION THROUGH INDIVIDUAL
INSTRUCTION
- This calls for a person centered planning for
learning tasks normally adapted to the level of
capability of the learner.
- Individual instruction is done through self-learning
kits to be accomplished by the learners but
supplemented by a schedule one-on-one
encounter with the teacher-facilitator to check
the progress of work activity
- Remedial instruction given to low performing
learners outside class hours
- The essence of individual instructions is to make
sure that it becomes effective instruction because
instruction meets the objectives set for a
particular lesson based on the individual abilities
and aptitudes.
 e. INDIVIDUALIZATION THROUGH LARGE UNITS WITH
OPTIONAL-RELATED ACTIVITY
- This is the kind of instruction where large topics or
big blocks are divided into smaller units which can
be completed within a specified time frame
- The members of the group are given options to
engage in individual activities for as long as these
are related to the learning tasks at hand
f. INDIVIDUALIZATION THROUGH INDIVIDUAL
UNDERTAINGS, STEMMING FROM CONTRIBUTING
TO THE JOINT UNDERTAKING OF THE GROUP
LEARNERS
- Instruction is done to ensure cooperative learning
while the group works on a specific learning
activity
- The tasks is divided among the members so that
each member has a particular activity to work on
- In the end the group output becomes a product.
5. Principle of Sequence
- Successful instruction depend on the effective ordering
of a series of learning tasks
- Sequence is a movement from meaningless to
emergence of meaning.
a. SCALE-1
- Will provide a learning sequence where
comprehension or understanding of whatever is
introduced is reinforced
- This reinforcement will also provide development
and acquisition of skills necessary for building up
understanding and translating concept into actual
practice
- Learning sequence provides for a gradual increase
for difficulty to complexity
b. SCALE-2
- This is done by knotting learning of a particular
lesson by supplementing discussion, studies,
analysis of lesson, reviews related to the lesson at
hand
- Pretest or diagnostic test intended for evaluation
how well the learners absorbed previous lessons
c. SCALE-3
- Sequence organized in terms of readiness.
- Teacher is able to order or set the particular
learning-task according to the readiness of the
learner.
d. SCALE-4
- This calls for planning on specific learning tasks
that will depend on the ability of the learners to
give meaning to specific situations, deduce
impressions from whatever is read, think
possibilities as an end result of doing the activity.
6. Principles of Evaluation
- Is a component of effective instruction, this determine
whether objectives of instruction have been carried
out and learning or understanding has taken place.
- At the classroom, the contributions of learners,
teachers profiles, and even the physical resources are
factors that can contribute to effectiveness of
instruction
a. DIAGNOSTIC
- This determines the strength and weaknesses
- Done at the beginning of unit or course to determine
different levels slow, average and fast
- In the process teacher is able to determine the
inadequacies or difficulty and remedial measures
can be done
b. FORMATIVE
- Intended to improve the delivery of instruction in
the classroom
- This is the phase of quality control designed to
examine whatever deficiencies there are in the
process of instruction.
- This is done at pilot stage or any point in the various
stages of the instruction
- This will not only to determine how much learning
has been achieved through instruction but how to
get rid of unintended outcomes.
c. SUMMATIVE
- This phase of evaluation is the summing up of all
pertinent data related to the performance of the
individual learners.
- The focus of this is the effectiveness of instruction
- At the end of the year, the final ratings of the
students will quantify how much learning is
achieved.