Principles of Teaching

Five Distinguishing Elements
1. Ability
The students’ native ability dictates the prospects of success in any purposeful activity.
2. Aptitude
Aptitude refers to the students’ innate talent or gift. It indicates a natural capacity to
learn certain skills.
3. Interests
Learners vary in activities that are undertaken due to strong appeal or attraction.
4. Family & Cultural Background
Students who come from different socioeconomic backgrounds manifest a wide

range of behavior due to differences in upbringing practices.
5. Attitudes
Students have a unique way of thinking and reacting.
Some positive attitudes are:
a. Curiosity
b. Responsibility
c. Creativity
d. Persistence
Gardner’s Multiple Intelligence

Theory
UNIT II CHAPTER I
Guiding Principles in Determining and Formulating
Learning Objectives
1. "Begin with the end in mind.”
2. ⁱShare lesson objectives with students.
3. Lesson objectives must be in the two or three domains, knowledge (cognitive)

skills(psychomotor), and values (affective).
4. Work on significant and relevant lesson objectives.
5. Lesson objectives must be aligned with the aims of education as embodied in the Philippine
Constitution and other laws and on the vision-mission statements.
6. Aim at the development of critical and creative thinking.
7. Lesson objectives must be smart.

Specific,
Measurable,
Attainable,
Result-oriented Relevant,
Time-bound, and Terminal.
Taxonomy of Objectives
Three domains:
Cognitive
Affective
psychomotor
Benjamin Bloom (1956) led his group in coming up with a list of instructional objectives in the
cognitive domain.
cognitive domain.
1. Knowledge or recall - Knowledge of terminology and conventions, trends and sequences,

classifications and categories, criteria and methodologies, principles, theories, and structures.
2. Comprehension - Relate to translation, interpretation, and extrapolation, e.g., to interpret a

table showing the population density of the world
3. Application - Use of abstractions in particular situations.
cognitive domain.
cognitive domain.
4. Analysis - Objectives relate to breaking a whole into parts.
5. Synthesis - putting parts together in a new form such as a unique communication, a plan of
operation, and a set of abstract relations.
6. Evaluation - judging in terms so internal evidence or logical consistency and external

evidence or consistency with facts developed elsewhere
7. Receiving - awareness, willingness to receive, selective attention e.g., to listen attentively

during group presentational
8. Responding – acquiescence, willing response, feelings of satisfaction.
9. Valuing – acceptance, preference, commitment.
10. Organization - conceptualization of values, organization of a value system

11. Characterization - generalized set of values, characterization, or philosophy of life.
12. Reflex movements - relate to reflexes, e.g., to contract a muscle Fundamental movement -
relate to walking, running, jumping, pushing, pulling, manipulating
13. Perceptual abilities - objectives relate to kinesthetic, visual, auditory, tactile, and
coordination abilities.
14. Physical abilities - relate to endurance, strength, flexibility, agility, reaction-response time,
and dexterity.
15. Skilled movements - objectives relate to games, sports, dances, and the arts.
16. Nondiscursive communication - expressive movements through posture, gestures, facial

expressions, creative movements
Unit II CHAPTER II
1. One guiding principle related to subject matter content is to observe the following
qualities in the selection and organization of content:
 Validity - This means teaching the content that we ought to teach according to national
standards explicit in the Basic Education Curriculum; it also means teaching the content
to realize the goals and objectives of the course as laid down in the basic education
curriculum.
Significance - What we teach should respond to the needs and interests of the learners, hence
meaningful and significant.
 Balance - Content includes not only facts but also concepts and values. The use of the
three-level approach ensures a balance of cognitive, psychomotor, and affective lesson
content.
 Self-sufficiency - Content fully covers the essentials. Learning content is not "mile-wide-
and-inch-deep". The essentials are sufficiently covered and are treated in depth. This is a
case of "less is more “.
 Interest – Teacher considers the interest of the learners, their developmental stages and
cultural ethic background.
 Utility - Will this content be of use to the learners? It is not meant only to be memorized
for test and grade purposes. What is learned has a function even after examinations are
over.
 Feasibility - The content is feasible in the sense that the essential content can be covered
in the amount of time available for instruction. A guaranteed and a viable curriculum is
the first of the school-related factors that have the greatest impact on student
achievement.
Here are a few ways cited by cognitive psychologist (Ormond, 2000) by which you can help
your students:
 Providing opportunities for experimentation

 Presenting the ideas of others
 Emphasizing conceptual understanding
Here are some specific strategies that can help you develop conceptual understanding in your
students: (Ormrod, 2000)
 Organize units around a few core ideas and themes.
 Explore each topic in depth - discovering how specific details relate to more general
principles.
 Explain how new ideas relate to students' own experiences and to things they have
previously learned.
 Show students- through the things we say, the assignments we give, and the criteria we use
to evaluate learning.
 Ask students to teach others what they have learned – a task that encourages them to focus
on main ideas.
 Promoting Dialogue – Encourage our students to talk about what they learn.
 Using authentic activities – Incorporate the lesson into “real world” activities.
The Structure of Subject

Matter Content COGNITIVE (Ormond,2000)
 Fact – Idea or action that can be verified. Facts are a basic unit of cognitive subject matter
content.
 Concept - a categorization of events, places, people, ideas.

 Principle- relationship(s) between and among facts and concepts. These are arrived at
when similar research studies yield similar results time after time.
 Hypotheses- Educated guesses about relationships (Principles)
 Theories- Set of facts, concepts and principles that describes possible underlying
unobservable mechanisms that regulate. human learning, development, and behavior.
SKILLS
 Divergent thinking - This includes fluent thinking, flexible thinking, original thinking,
and elaborative thinking.
 Fluent thinking is characterized by the generation of lots of ideas.
 Flexible thinking is characterized by a variety of thoughts in the kinds of ideas generated.
 Original thinking is thinking that differs from what's gone before.
 Elaborative thinking embellishes previous ideas or plans.
 Convergent thinking - It is narrowing down from many possible thoughts to end up on a

single best thought or an answer to a problem.
 Thinking Skills - These refer to the skills beyond recall and comprehension.
 Problem solving - Problem solving is made easier when the problem is well-defined. "The
proper definition of a problem is already half the solution.”
 Break large problems into well-defined ones.

 Distinguish information needed.
 Identify techniques to find needed information.
INTERACTIVE ATTITUDE
AND VALUES
 Cognitive dimension - When we teach the value of honesty, we ask the following
questions: What is meant by value of why do I have to be honest?
 Affective dimension – You must feel something towards honesty. You must be moved
towards honesty as preferable to dishonesty.
 Behavioral dimension – You lead an honest life.
Unit III CHAPTER III

1. Learning is an active process.
We must give our students opportunities to participate in classroom activities. We must
give varied activities to our students for "hands-on-minds-on" learning.
2. The more senses that are involved in learning, the more and the better the
learning.
What is seen and heard is learned more than what are just seen or just heard.
3. A non-threatening atmosphere enhances learning.

A non-threatening and conducive classroom atmosphere is not only a function of the
physical condition of the classroom but more a function of the psychological climate that
prevails in the classroom.
4. Emotion has the power to increase retention and learning.
We tend to remember and learn more about those that strike our hearts! In fact, the more
emotionally involved our students become in our lessons the greater the impact.
5. Learning is meaningful when it is connected to students’ everyday life.
Abstract concepts are made understandable when we give sufficient examples relating to
the student’s experiences.
6. An integrated teaching approach is far more effective than teaching isolated bits
of information.
Good thinking concerns itself with higher-order-thinking skills to develop creative and critical
thinking.
7. 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.
UNIT III CHAPTER IV

Some Common Teaching Practices
1. Lecturing - The teacher presents information to the students in a lecture format, often
using visual aids such as slides or videos.
2. Discussion - The teacher facilitates a class discussion to encourage students to share their
ideas, perspectives, and insights on a particular topic.
3. Group work - Students work in small groups to complete a task or assignment, often
involving collaboration and problem-solving.
4. Inquiry-based learning - Students investigate and explore a topic or question in depth,
using critical thinking skills to analyze and interpret information.
5. Project-based learning - Students engage in a long-term project that involves research,

planning, and problem-solving.
6. Differentiated instruction - The teacher tailors’ instruction to meet the unique needs and
abilities of each student, often through the use of varied instructional strategies and
materials.
7. Flipped classroom - Students watch instructional videos or complete readings outside of
class, then come to class ready to engage in discussion and activities.

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Five Distinguishing Elements

Students who come from different socioeconomic backgrounds manifest a wide

Gardner’s Multiple Intelligence

2. ⁱShare lesson objectives with students.

3. Lesson objectives must be in the two or three domains, knowledge (cognitive)

4. Work on significant and relevant lesson objectives.

6. Aim at the development of critical and creative thinking.

7. Lesson objectives must be smart.

1. Knowledge or recall - Knowledge of terminology and conventions, trends and sequences,

2. Comprehension - Relate to translation, interpretation, and extrapolation, e.g., to interpret a

3. Application - Use of abstractions in particular situations.

6. Evaluation - judging in terms so internal evidence or logical consistency and external

7. Receiving - awareness, willingness to receive, selective attention e.g., to listen attentively

8. Responding – acquiescence, willing response, feelings of satisfaction.

9. Valuing – acceptance, preference, commitment.

10. Organization - conceptualization of values, organization of a value system

16. Nondiscursive communication - expressive movements through posture, gestures, facial

 Providing opportunities for experimentation

 Organize units around a few core ideas and themes.

The Structure of Subject

 Concept - a categorization of events, places, people, ideas.

 Hypotheses- Educated guesses about relationships (Principles)

 Fluent thinking is characterized by the generation of lots of ideas.

 Flexible thinking is characterized by a variety of thoughts in the kinds of ideas generated.

 Original thinking is thinking that differs from what's gone before.

 Elaborative thinking embellishes previous ideas or plans.

 Convergent thinking - It is narrowing down from many possible thoughts to end up on a

 Break large problems into well-defined ones.

 Behavioral dimension – You lead an honest life.

Unit III CHAPTER III

3. A non-threatening atmosphere enhances learning.

UNIT III CHAPTER IV

5. Project-based learning - Students engage in a long-term project that involves research,

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