Review of Concepts in Philosophies and Principles of Teaching

Principle of Teaching

Refers to the psychological laws of learning, educational concepts, and the rules of practice upon which all educational procedures are formed

Starting Principles

These involve the nature of the child, including their psychological and physiological endowments that make education possible

Guiding Principles

These refer to the procedure, methods of instruction, or aggregations of techniques by which the student and the teacher may work together toward achieving educational goals or objectives.

Ending Principles

These refer to the educational aims, goals, objectives, outcomes, purposes, or results of the entire educational scheme to which teaching and learning are directed.

Philosophy of education

Is essentially a method of approaching educational experience rather than a body of conclusions. Its specific method is critical, comprehensive, and synthetic.

Educational Philosophies

Originate from general philosophical systems and are comprehensive and in-depth, referring to complete bodies of thought that present a worldview where education is a part.

Educational Theories

Are specific and formulated to serve educational needs in the curriculum, teaching, and learning, focusing on education itself and on schools.

Professional teacher

Is defined as a "licensed professional who possesses dignity and reputation with high moral values as well as technical and professional competence," adhering to, observing, and practicing a set of ethical and moral principles, standards, and values (as per the Code of Ethics for Professional Teachers, 1997). They are registered with the Professional Regulation Commission and undergo continuing professional education.

Fact

Is an idea or action that can be verified, serving as the basic unit of cognitive subject matter content (e.g., names and dates of important activities).

Concept

Is a categorization of events, places, people, or ideas (e.g., the ____ of furniture encompassing chairs, tables, beds, and desks).

Principle (as a cognitive content structure)

Is the relationship(s) between and among facts and concepts, arrived at when similar research studies consistently yield similar results.

Hypotheses

Are educated guesses about relationships (principles).

Theories

Refer to a set of facts, concepts, and principles that describe possible underlying unobservable mechanisms regulating human learning, development, and behavior, explaining why these principles are true (e.g., Piaget’s theory on cognitive development).

Laws

Are firmly established, thoroughly tested principles or theories (e.g., Thorndike’s law of effect, law of gravity).

Manipulative Skills

Are dominantly skill-oriented courses such as Computer, Home Economics and Technology, Physical Education, and Music.

Thinking Skills

Refer to skills beyond recall and comprehension, concerned with the application of what was learned in problem-solving and real-life situations, evaluation, critical and creative thinking, and synthesis. These include divergent thinking, convergent thinking, problem-solving thinking, metaphoric thinking, and critical thinking.

Teaching approach

Is a set of principles, beliefs, or ideas about the nature of learning that are translated into classroom practice, springing from a teacher’s own philosophy of education, the nature of education, and the roles of the teacher and student.

Teaching strategy

Is a long-term plan of action designed to achieve a particular goal.

Teaching method

Is a systematic way of doing something, implying an orderly, logical arrangement of steps, and is more procedural.

Teaching technique

Is a well-defined procedure used to accomplish a specific activity or task; it is a teacher’s particular style or trick used to achieve an immediate objective.

SMART objectives

An acronym used for lesson objectives to ensure accountability, meaning they are Specific, Measurable, Attainable, Result-oriented (or Relevant), Time-bound, and Terminal