Educ.

9-Principles
of Teaching 2
Cathy M. Canasa

OBJECTIVES
Possess the needed personal

and professional
competencies essential to the
development of the learners
attitudes and values,
knowledge and thinking skills

Facilitate learning among diverse

types of learners using a wide range

of teaching knowledge and skills;
Exhibit moral integrity and high

ethical standards required of the

teaching profession;

Undertake research and use research

findings to innovate and constantly

improve teaching knowledge, skills and
practices; and
Possess broad and specialize content

and pedagogical knowledge and skills

for elementary and secondary teaching

Program Degree
Outcomes
1.
2.
3.
4.
5.

Professionally competent
Multi-literate
Innovative and creative
Humane and ethical
Glocal teacher

Unit 1: Different Areas of Learning

1.0 Overview of the nature, structure, content
and competencies of the subject areas
1.1 Philippine Elementary / Secondary
Learning Competencies of the subject areas
1.2 K-12 Curriculum Guide
1.3 Learning Theories on the teachinglearning scenarios (Math, English, Science,
Social Studies, filipino, Music, Arts , PE and
TLE)

Phases of Instruction
Introduction/ Development/ Closure
3.2 Pre-active, Inter-Active, Post Active
3.3 Concrete Experience
reflective
observation, abstract
Conceptualization,
Active
Experimentation
3.1

3.4 ADIDSE ( Activity,

Discussion, Input,
Further Discussion,
Synthesis, Evaluation)

Unit 2: The Triadic Model of

Teaching

Definitions
A. Approach
B. Method
C. Technique
D.Strategies

Approaches of Teaching

A. Direct vs Indirect
B. Didactic , Heuristic, Experiential,
Conceptual, Discovery, Inquiry,
Constructivist, Contract Learning,
Modular, Cooperative, Integrative,
Multiple intelligences, Values
Clarification

Nature of Teaching
Strategies

Approach
Approach
Method
Techniqu
e

The Nature of Teaching Strategies

Approach
(Philosophical &
Logical)

Method
(Procedural &
Scientific)

Technique
(Personal &
Practical)

Is axiomatic ( having
the quality of a
generally accepted
principle or rule used
as basis for the whole
process of teaching)
Is an enlightened
viewpoint
A philosophy
A set of principles or
dogma

Is procedural
(consisting of series
of actions arranged
logically for the
smooth operation
of a particular task)
Is a process
Is a strategy
models

Is implementation
(having an immediate
applicability in the
classroom owning to
its specificity,
feasibility,
convenience of the
teacher in using it)
It is a stratagem
A tactic
A personal trick
A style
Contrivance

Examples of
Approach

1. Discovery
2. Conceptual
3. Inquiry
4. Modular
5. Values
Clarification
6. Integrative
7. Cooperative
Learning
Approach
8. Cognitive
Academic

Examples of
Method

Examples of
Technique

1.
2.
3.
4.
5.
6.

1.
2.
3.
4.
5.
6.

Inductive
Deductive
Expository
Type Study
Problem
Demonstratio
n
7. Concept
Attainment

Charade
Play
Simulation
Debate
Buzz session
Brainstorming
7. Symposium
8. Panel
Interview
9. Concentric
Circle

Other Technique
Phillips-in just 6 minutes the group will explain their
opinion spontaneously.
Reverse thinking- expressing their view in a particular
situation. Ex. If the situation is negative they will
think how to make it positive and vice-versa.
Role PlayingPicture Making- students will make pictures out of the
situation/s
Monologue
Chamber Theater

Other Technique
Brochure Making
Photoshop
Verse choir
Poem making
Basic Communication Skills
Cognitive Academic Language Proficiency
HOTS

Teaching Approaches
Didactic Approach

Is

a
viewpoint
of
teaching where learning
is inculcated through
formal
lectures
and
expositions.

DISCOVERY APPROACH
Stresses on the learning of concepts, theories,

principles, and contents through discovery

rather than rote memorization (Anderson,
1969).
Is an approach by which a child discovers
relationships among observed phenomena on
his/her own. The discovery approach either
be:
1. Pure Discovery- no guidance
2. Guided Discovery teacher poses questions
that lead the children to investigate a

CONCEPTUAL APPROACH
Gives much emphasis in a given

subject as an organized body of

knowledge.
It is using the content as a means
of leading the students discover
the laws and principles or
generalizations.

INQUIRY APPROACH
Emphasizes upon the aspects of

search rather than on the mere

acquisition of knowledge (Buell,
1976).
It is the search for truth, information,
or knowledge that pertains to
research and investigation using
questions. (Klinkmann, 1970).

PROCESS APPROACH
In this process, the students are actively engaged in the

activities so the competencies needed in the subject could

eventually be acquired.
PRIMARY PROCESS (K- G3)
1. OBSERVING-uses all the senses
2. CLASSIFYING- categorizes objects
3. MEASURING-appropriate units of measuring
4. INFERRING-suggests more about a set of condition that
is observed
5. PREDICTING- predicts a set of events
6. RECOGNIZING SPACE-TIME RELATIONS
7. RECOGNIZING NUMBER RELATIONS-finds the quantitative
relationships among data

B. Integrated Process Skills (Primary

and Secondary)
1. Formulating Hypothesis-makes a statement

that is believed to be true about a whole class

of events.
2. Naming Variables- state all factors that affect an
event.
3. Controlling variables- names the manipulated
variable
and all variables
4. Making Operational Definitions- defines all the
variables as they are used in the experiment.

5. Experimenting- performs an activity

6. Interpreting Data- creates data table and
forming conclusions;
7. Investigating- integrates process skills to
gather data in discovery learning or by
following teacher directions when not
employing the formal scientific process.

Constructivist Teaching Approach

Is a principle of teaching utilizing students

prior knowledge to form new experience or

learning.
Learners are trained to be reflective,
inquisitive, discoverers, critical thinkers and
creative.
Teachers serve as the pathfinder of
students prior knowledge about a concept
by providing creative and inquiry-oriented
experiences;

Cooperative Learning
Approach
Is a teaching principle of utilizing cooperation

and teamwork in small group discussion and

sharing.
Instructional Goals of Cooperative Learning
1. Academic Achievement
2. Acceptance Diversity
3. Social skills development

Multiple Intelligence
Is a teaching principle where

learning is facilitated according

to the different learning styles of
the students be it linguistic,
logical, spatial , kinesthetic,
musical, interpersonal,
naturalisitic, and existential.

Children learn in different ways or

styles.

Modular Approach
Is a teaching principles that
uses prepared learning
packages to suit the
individual differences among
students to proceed at their
own pace.

Experiential Learning
Approach
Is a teaching principle that emphasizes the use of
activities where students gain vicarious
experiences for learning that lasts in a lifetime.
1. We learn best when we are personally involved
in the learning experiences;
2. Knowledge has to be discovered by ourself if it is
to mean anything to us or make difference in
our behavior.
3. Commitment to learning is the highest when we
are free to set our own learning goals and
actively pursue them within a given framework.

Value Clarification
Approach
Emphasizes the
development of value
formation of the students
through activities that
confront their confusion
and dilemma.

Inquiry or Investigative Approach

Emphasizes the use of a

problem to find out the

truth.
* The teacher seldom tells
but often ask questions.

Eclectic Approach

Is an approach that

combines 2 or more
approaches in actual
teaching.

Contract Learning
Approach
Is an approach where teachers and
students work together to identify
learning objectives and plan for the
fulfilment of those objectives.
Best employed when students require
minimum teacher guidance while
they complete a series of tasks that
lead to development of new concepts
or provide reinforcement.

Methods
Are sets of teaching procedure the
teacher makes use in the
attainment of lesson objectives.
These are FOUR BASIC
METHODS IN THE
DEVELOPMENT OF LESSON
namely:

Practice or drill
Provide learner connection on
their previous learning
experiences to construct new
knowledge in a constructivist
fashion.

Questioning
Is a primary technique of any
teacher who is engaged in
imparting or imbibing
learning to the learners. This
is done through imperative or
interrogative way of asking
questions.

Example
Interrogative
1. What is the capital of
Philippines?
Imperative
1. Give the capital of the
Philippines.

Explanation and Lectures

Where the students and

teachers are engaged in a

formal interaction making use
of lectures , the students
explain and teacher will gives
the possible exposition if
needed.

Demonstration and Experiments

Are lesson activities where
the students are engaged in
task based learning where
they demonstrate their skills
and enhance more discovery
learning situation in relevant
experimentation.

Teaching methods are

classified
1.
a.
b.
c.
d.
e.

Controlled Methods
Lecture method
Expository
Guided discussion
Teacher directed demonstration
Unit method

Semi-controlled method
a.
b.
c.
d.
e.
f.
g.
h.

Inductive method
Type study method
deductive method
Teacher and student directed demonstration
Laboratory method
Brain-based learning strategies
Concept attainment
Concept formation

Uncontrolled Method
a. Cooperative learning strategies
b. Multiple intelligences learning

strategies
c. Activity method
d. Constructivist learning
strategies
e. Individualized instruction

PR IN CIPLES O F TEA CH IN G A N D
LEA R N IN G LA N G U A G E
OLD VIEW

Intelligence was fixed

Intelligence was
measured
by a number
Intelligence was
measured
in Isolation
Intelligence was used
to sort students and
predict their success
(Source: Harvey F. Silver, et al.
So Each May Learn. Virginia,

NEW VIEW

Intelligence can be
developed
Intelligence is not
numerically quantifiable
and is exhibited during a
performance or problemsolving process
Intelligence can be
exhibited in many waysmultiple intelligences
Intelligence is measured
in context/real-life
situations
Intelligence is used to
understand human

M ultiple Intelligences as
D ispositions
Disposition

Sensitivity
to:

The
Verbalsounds,
Linguistic
meanings,
Intelligen structures,
ce
and styles
of
language

Inclination
for:

Ability to:

Speaking,
writing,
listening,
reading

Speak
effectively
(teacher,
religious
leader,
politician)
or write
effectively
(poet,
journalist,
novelist,
copywriter,
editor

Disposition

Sensitivity
to:

Inclination
for:

Ability to:

LogicalMathematic
al
Intelligence

Patterns,
numbers
and
numerical
data,
causes and
effects,
objective
and
quantitativ
e reasoning

Finding
patterns,
making
calculations
, forming
and testing
hypotheses,
using the
scientific
method,
deductive
and
inductive
reasoning

Work
effectively
with
numbers
(accountant
,
statistician,
economist)
and reason
effectively
(engineer,
scientist,
computer
programme

Seven Philosophies of Education

Essentialism

Why teach? This philosophy

contends that teachers teach for
learners to acquire basic
knowledge, skills and values.

Teacher teach not radically

reshape society bat rather

to transmit the traditional
moral values and intellectual
knowledge that students
need to become model
citizens.

What to teach?
Essentialist programs are

academically rigorous. The emphasis

is on academic content for students
to learn the basic skills or the
fundamental rs-reading, riting,
rithmetic, right conduct- as these rae
essential to the acquisition of higher
adult life.

How to teach?
Essentialist teachers emphasize

mastery of subject matter. They are

expected to be intellectual and moral
models of their students. They are
seen as fountain of information and
as paragon of virtue, if ever there is
such person. (core requirements,
longer school day, a longer academic
year)

Progressivism
Why teach?
teachers teach develop learners into
becoming enlightened and intelligent
citizens of a democratic society. live
life fully NOW not to prepare them for
adult life.

What to teach?
Progressivisms are identified

with need-based and relevant

curriculum. This is a
curriculum that responds to
students needs and that
relates to students personal
lives and experiences.

Change is the
only thing that
does not change.

How to teach?
Teachers employ experiential

methods. They believe that one

learns by doing.
Other hands-on-minds-on-heartson teaching methodology
(field trips, games , puzzles, and
thought provoking questions)

Perrenialism
Why teach?

we are all rational animals. School

should therefore, develop the
students rational and moral powers.
According to Aristotle, if we neglect the
students reasoning skills, we deprive
them of the ability to use their higher
faculties to control their passions and
appetites.

What to teach?

Heavy in humanities,

on general education.
They lifted their
teaching from the
Great Books.

How to Teach?
Classrooms are centered around
teachers. Dictate what they
teach. Disciplining the students
minds. Students engaged in
Socratic dialogues, or mutual
inquiry sessions to develop an
understanding of historys most
timeless concepts.

Assignment

Behaviorism
Constructivism

Guide in making curriculum in Preservice Training

National CompetencyBased Teacher

Standards

Domain of the NCBTS

Social Regard for Learning
Diversity of Learners
Learning Environment
Curriculum
Community Linkages
Planning, Assessing and Reporting

Responsible Agencies for Teachers

CHED- Commission on

Higher Education
DEPED-Department of
Education

Professional Quality of a Teacher

Mastery of the subject matter
General knowledge in the other disciplines
Understanding of the learner
Understanding the teaching profession

Characteristics of a
teacher
Emotionally stable
Intelligent
Responsible
Creative
Honest

Classroom Management

A stitch on
time saves
nine

Kounin

With-it-ness