LESSON 4: LEARNING PROCESS: PRINCIPLES OF TEACHING AND LEARNING

TEACHING APPROACH

A set of principles, beliefs or ideas about the nature of learning which is translated into the classroom.

TEACHING METHOD

The systematic way of doing something. It implies an orderly logical arrangement of steps. It is more procedural.

TEACHING TECHNIQUES

These are steps we follow when we teach. It is the teacher’s style or tricks to accomplish an immediate objective.

TEACHING STRATEGIES

Are methods of approaching a problem or task, modes of operation for achieving a particular end or planned design for controlling and manipulating certain information.

TEACHER-CENTERED APPROACH

The teacher is perceived to be the only reliable source of information in contrast to the learner-centered approach.

LEARNER-CENTERED APPROACH

In which it is premised on the belief that the learner is also an important resource because he/she too knows something and is therefore capable of sharing something.

SUBJECT MATTER-CENTERED APPROACH

Subject matter gains primacy over that of the learner.

TEACHER DOMINATED APPROACH

In this approach, only the teacher’s voice is heard. He/she is the sole dispenser of information.

CONSTRUCTIVIST APPROACH

The students are expected to construct knowledge and meaning out for what they are taught by connecting them to prior experience.

INTERACTIVE APPROACH

An interactive classroom will have more student talk and less teacher talk. Students are given the opportunity to interact with teacher and with other students.

BANKING APPROACH

The teacher deposits knowledge into the “empty” minds of students for students to commit to memory.

INTEGRATED APPROACH

It makes the teacher connects what he/she teaches to other lessons of the same subject (intradisciplinary) or connects his/her lessons with other subjects thus making his/her approach interdisciplinary and multidisciplinary.

DISCIPLINAL APPROACH

It limits the teacher to discussing his/her lessons within the boundary of his/her subject.

COLLABORATIVE APPROACH

It will welcome group work, teamwork, partnerships, and group discussion.

INDIVIDUALISTIC APPROACH

It wants the individual students to work by themselves. 

DIRECT TEACHING APPROACH

The teacher directly tells or shows or demonstrates what is to be taught.

INDIRECT,GUIDED APPROACH

The teacher guides the learner to discover things for himself/herself. The teacher facilitates the learning process by allowing the learner to be engaged in the learning process with his/her guidance.

DEDUCTIVE METHODS

Breaking down learning from general to specific (METHODS OF TEACHING)

INDUCTIVE METHOD

Process of arriving a generalization (METHODS OF TEACHING)

DIRECT TEACHING METHODS

Teacher-centered (teacher provides information, facts, rules, action sequences) (METHODS OF TEACHING)

INDIRECT TEACHING METHOD

Student-centered (student is an interactive participant) (METHODS OF TEACHING)

LECTURE METHOD

Outlining technique (METHODS OF TEACHING)

LECTURE METHOD

Component technique (METHODS OF TEACHING)

LECTURE METHOD

Sequential technique (METHODS OF TEACHING)

LECTURE METHOD

Relevance technique (METHODS OF TEACHING)

LECTURE METHOD

Transitional technique (METHODS OF TEACHING)

DISCUSSION METHOD

Small group discussion technique (METHODS OF TEACHING)

DISCUSSION METHOD

Socialized classroom technique (METHODS OF TEACHING)

DISCUSSION METHOD

Direct instruction technique (METHODS OF TEACHING)

DISCUSSION METHOD

Panel discussion technique (METHODS OF TEACHING)

DISCUSSION METHOD

Recitation technique (METHODS OF TEACHING)

DISCUSSION METHOD

Interview technique (METHODS OF TEACHING)

REPORTING METHOD

Unit or Morrisonian technique (METHODS OF TEACHING)

REPORTING METHOD

Individual or group reporting technique (METHODS OF TEACHING)

REPORTING METHOD

Reading or story telling technique (METHODS OF TEACHING)

REPORTING METHOD

Schematic technique (METHODS OF TEACHING)

REPORTING METHOD

Symposium technique (METHODS OF TEACHING)

INVESTIGATORY METHOD

Laboratory technique (METHODS OF TEACHING)

INVESTIGATORY METHOD

Problem-solving technique (METHODS OF TEACHING)

INVESTIGATORY METHOD

Research technique (METHODS OF TEACHING)

INVESTIGATORY METHOD

Field study technique (METHODS OF TEACHING)

INVESTIGATORY METHOD

Experimenting technique (METHODS OF TEACHING)

ACTIVITY METHOD

Project technique (METHODS OF TEACHING)

ACTIVITY METHOD

Field trip technique (METHODS OF TEACHING)

ACTIVITY METHOD

Dramatization technique (METHODS OF TEACHING)

ACTIVITY METHOD

Role playing technique (METHODS OF TEACHING)

ACTIVITY METHOD

Brain storming technique (METHODS OF TEACHING)

ACTIVITY METHOD

Debate technique (METHODS OF TEACHING)

DEMONSTRATION METHOD

Teacher-directed technique (METHODS OF TEACHING)

DEMONSTRATION METHOD

Student-directed technique (METHODS OF TEACHING)

DEMONSTRATION METHOD

Resource speaker technique (METHODS OF TEACHING)

INTEGRATED METHOD

Film-showing discussion (METHODS OF TEACHING)

INTEGRATED METHOD

Lecture-discussion (METHODS OF TEACHING)

INTEGRATED METHOD

Lecture-demonstration (METHODS OF TEACHING)

TRADITIONAL METHOD

Textbook learning (METHODS OF TEACHING)

TRADITIONAL METHOD

Role-learning technique (METHODS OF TEACHING)

TRADITIONAL METHOD

Directed technique (METHODS OF TEACHING)

TRADITIONAL METHOD

Memorization (METHODS OF TEACHING)

BRAIN-BASED STRATEGIES IN TEACHING

Involving students in real-life or authentic problem-solving. (METHODS OF TEACHING)

Researchers found out that the most effective approaches-resulting in 75% and 90% retention rates are learning by doing (inquiry method) and learning by teaching others.

“What I hear, I forget, What I see, I remember What I do, I understand”

The more senses that are involved in learning, the more and the better the learning.

What is seen and heard are learned more than what are just seen or just heard.

The more senses that are involved in learning, the more and the better the learning.

“Humans are intensely visual animals. The eyes contain nearly 70 % of the body’s receptors and send millions of signals along the optic nerves to the visual processing centre of the brain….”

The more senses that are involved in learning, the more and the better the learning.

“We take in more information visually than through any of other senses.” (Wolfe, 2001)

Emotion has the power to increase retention and learning.

We tend to remember and learn more those that strike our hearts. The more emotionally involved our students become in our lesson the greater the impact.

Learning is meaningful when it is connected to student’s everyday life.

Abstract concepts are made understandable when we give sufficient examples relating to the students experiences.

Learning is meaningful when it is connected to student’s everyday life.

The” banking system of education” is not encouraged.

Good teaching goes beyond recall of information

Good thinking concerns itself with high-order-thinking skills to develop creative and critical thinking.

Good teaching goes beyond recall of information

Ideally, our teaching should reach the levels of application, analysis, evaluation and synthesis to hone our students’ thinking skills.

An integrated teaching approach is far more effective than teaching isolated bits of information.

Corpuz and Salandanan (2003) claim that an instructional approach is integrated when it considers the multiple intelligences (MI) and varied learning styles (LS) of students.

An integrated teaching approach is far more effective than teaching isolated bits of information.

“An integrated approach incorporates successful, research based and brainbased instructional strategies.”

Involving students in real-life or authentic problem-solving.

BRAIN-BASED STRATEGIES IN TEACHING

Using projects to increase meaning and motivations

BRAIN-BASED STRATEGIES IN TEACHING

BRAIN-BASED STRATEGIES IN TEACHING

Simulations and role plays as meaning makers.

Classroom strategies using visual processing.

Visuals are powerful aids in retention as well as understanding. To help students organize their thinking, teachers use graphics.

Songs, jingles and raps

Content can be more easily learned when they give it a tune or make it into rhyme through their personally composed songs, jingles and raps.

Mnemonic Strategies

It assists students in recalling important information.

Writing Strategies

It makes students write their own word problems and make them ask their classmates to solve them.

Writing Strategies

Or by the use of incomplete statements, ask the students to write down what they are learning or what they are confused about.

Active Review

Instead of the teacher conducting the review, students are given their turn.

Hands-on-activities

Concrete experience is one of the best ways to make long-lasting neural connections.

Hands-on-activities

Aristotle said: “What we have to learn to do, we learn by doing.”

Hands-on-activities

An integrated approach is also interdisciplinary and multidisciplinary.

INTERDISCIPLINARY

While teaching science, interrelating and connecting the topic “care for environment” with “kinds of pollution and global climatic change”

MULTIDISCIPLINARY

While teaching science, teaching grammar and values in the languages

There is no such thing as best teaching method.

“The best method is the one that works, the one that yields result”

Instructional objectives

When our lesson is focused on the mastery of a skill like writing a paragraph, we will need a strategy different from which we employ when we intend to teach an appreciation lesson. (FACTORS)

Nature of the subject-matter

When the subject matter is difficult, it is necessary to employ the deductive method. (FACTORS)

Learners

The learners’ level of readiness is a factor we cannot ignore. This leads to conducting placement test. (FACTORS)

Teacher

Beginning teachers do not feel very confident in the use of the inductive method. (FACTORS)

School Policies

Educational fieldtrips are hands-on strategy proven for its effectiveness for all the years. But if school policy does not allow itfor one reason or another, then let us not insist on its use. (FACTORS)

Gardner Murphy

According to him, “Learning covers every modification in behavior to meet environmental requirements”

Henry Smith

According to him, learning is the acquisition of new behavior or the strengthening or weakening of old behavior” 58 LEARNING THEORIES

Henry Smith

According to him, provide a basis to understand how people learn and a way to explain, describe, analyze, and predict learning.

BEHAVIORISM/ BEHAVIORIST LEARNING (SKINNER)

Lecture-based, highly structured, and entails rewards and punishments.

BEHAVIORISM/ BEHAVIORIST LEARNING (SKINNER)

The responsibility of the student learning rests entirely on the teacher.

BEHAVIORISM/ BEHAVIORIST LEARNING (SKINNER)

The behavior is determined by the environment which may occur through association or reinforcement.

BEHAVIORISM/ BEHAVIORIST LEARNING (SKINNER)

This theory focuses on learner’s observable behaviors.

COGNITIVISM

Characterized by inquiry-based oriented projects, opportunities for testing hypotheses.

COGNITIVISM

Curiosity of highly encouraged and learning involves stage scaffolding.

SOCIAL LEARNING THEORY

Involves collaborative learning and group work, modeling responses and expectations.