PERLITA LAXAMANA DATU, Ph.

D
 DepEd-Public Schools District Supervisor
 DepEd-Education Program Supervisor
 DepEd-Mediator
 UCC-MAED Professor
 NZC-Dean of Education
 DepEd-Master Teacher II
 DepEd-Master Teacher I
 DepEd Teacher III
 DepEd Teacher II
 DepEd Teacher I
 Outstanding Accomplishment
 National Winner-Tagisan ng
Talino/Journalism
 Regional Writer
 Regional. Division/ District Speaker
 Regional. Division/ District
Demonstration Teacher
 Most Outstanding Teacher Regional/
Division/ District/Rotary
PRINCIPLES AND
STRATEGIES OF TEACHING
PREPARED BY: MS. PERLITA L. DATU
 Teaching is not a profession for
the weak or the lazy as it
requires hard work and carries a
huge responsibility.
unknown
“An ounce of experience is
better than a ton of
theory.”
John Dewey
 Goal and Objective – Related
Principles of Teaching

 Begin with the end in mind.

 Share lesson objective with students.
 Lesson objectives must be in the two or three domains-
knowledge (cognitive) skill, (psychomotor) and values
(affective).
 Work on significant and relevant lesson objectives.
 Lesson objective must be aligned with the aims of education
as embodied in the Philippine Constitution and other laws
and on the vision-mission statements of the educational
institution of which you are a part.
 For accountability of learning, lesson objectives must be
SMART, i. e., Specific Measureable, Attainable, Result-
oriented and Relevant Time-bound and Terminal.
 Aim at the development of critical and creative thinking.
 Teaching Strategy - Related Principles
of Teaching and Learning

 Learning is an active process.

 The more senses that are involved in learning, the more and
the better the learning.
 A non-threatening atmosphere enhances learning.
 Emotion has the power to increase retention and learning.
 Learning is meaningful when it is connected to students’
everyday life.
 Good teaching goes beyond recall of information.
 Good teaching considers learners’ varied learning styles
and learners multiple intelligences.
 Principles of Classroom
Management

 Consistent, proactive discipline is the crux of effective

classroom management.
 Establish routines for all daily task needs.
 Orchestrate smooth transitions and continuity of momentum
throughout the day.
 Strike a balance between variety and challenge in students’
activities.
 As classroom manager, be aware of all actions and activities in
the classroom.
 Resolve minor inattention and disruption before they
become major disruption.
 Reinforce positive behavior. Be generous with genuine
praise.
 Treat minor disturbance calmly.
 Work out a physical arrangement of chairs that facilitates
an interactive teaching-learning process.
 3M’s of Classroom
Management

M Moment
M Materials
M Man
 Assessment - Related
Principles
 Assessment of learning is an integral part of the teaching – learning process.
 Assessment tool should match with performance objective.
 The results of assessment must be fed back to the learners.
 In assessing learning, teachers must consider learners, learning styles and
multiple intelligences and so must come up with a variety of ways of
assessing learning.
 To contribute to the building of the culture of success in the school, it is
pedagogically sound that in our assessment techniques we give some
positive feedback along with not so good ones.
 Emphasize on self-assessment.
 If we believe that our task as teachers is to teach all pupils/students,
and that it is possible that all students, even those from limited back-
grounds, will have access to opportunities and therefore can achieve,
then the bell curve mentality must be abandoned.
 Assessment of learning should never be used as punishment or as a
disciplinary measure.
 Results of learning assessment must be communicated regularly and
clearly to parents.
 PPPF

PPPF is used to evaluate Instructional materials to

achieve the objective. Nagels, an American
philosopher , is the proponent of PPPF .
P Prepare yourself
P Prepare your students
P Prepare the materials
F Follow - up
 Integrated Teaching
Three-level Strategy
This was popularized by advocates of value clarification like Charles E. Merrill.
The proponents of this integrated teaching strategy asserts that the teaching-
learning process should touch the facts-level, the concepts-level, and values level.

Values
Concepts
Facts
 Integrated Teaching: Learning Style –
Multiple Intelligence – Based
Instructional Strategies
A teaching strategy is integrated when it is permeated by the concepts of multiple
intelligences (MI) and varied learning styles of the learners. We used to think of intelligence
in terms of linguistic and logical- mathematical aspects only. But with Gardner’s MI theory,
we are introduced to six (6) more intelligences.
1. Bodily-kinesthetic (touch, movement, physical self, athleticism)
2. Spatial (colors, shapes, visual, puzzles, symmetry, lines, images)
3. Musical (tone, beat, tempo, melody, pitch, sound)
4. Intrapersonal (one’s own strengths, weaknesses, goals, and desires.)
5. Interpersonal (body language, moods, voice, feelings)
6. Naturalist (natural objectives, plants, animals, naturally occurring
patterns, ecological issues)
 Brain – compatible Instructional Strategies
Brain-based Strategies

1. Involving Students in Real-Life or 5. Songs, jingles, and raps

Authentic Problem Solving 6. Mnemonic strategies
2. Using Projects to Increase 7. Writing strategies
Meaning and Motivation
8. Peer teaching
3. Simulations and Roleplays as
Meaning Makers 9. Active review
4. Classroom Strategies Using Visual 10. Hands-on-activities
Processing
 Types of Individualized Teaching
Strategies
 Independent study - is a teaching strategy wherein students undertake
own investigation of an area of interest.
 Interest Learning Centers – requires the allotment of space where
students can investigate, read or observe organisms and other
instructional materials in order to answer a problem or simply gather
information about some objects.
 Problem solving – consists of a step-by-step methodology of finding a
solution or answer to a problem.
 Journal writing – is a daily record or a diary.
 Projects – is a way wherein students are tasked to present in a concrete
form the results of a study conducted or a principle learned.
 Collections – collecting as a teaching strategy motivates students to
collect materials with instructional or aesthetic value.
 Special reports – is required to search for a pre-selected information in
connection with the lesson.
 Discovery – is to enable the student to learn through self-discovery.
 Reading – requires the student to find information from the printed
educational materials.
 Student research – s student may be tasked to undertake an activity
which requires setting up a situation, most often in the laboratory.
 Teaching with Media

 Audio recordings – includes tapes, records and compact disc.

 Overhead transparencies – a transparency can show pictures,
diagrams and sketches at a time when needed in a discussion.
 Bulletin boards – is usually stationary on a wall or it can be movable.
 Chalkboard – includes not only those with flat and wide surfaces but
also the portable types
 Charts – is in a form of maps, graphs, photographs and cut-outs.
 Mock-ups – is a replica of an/object that may be larger or smaller in
scale.
 Realia – stands for the real things that are to be studied like using real
insects or plants.
 Video tapes/ Films – come in the form of 8 mm and 16 m video tape
which can be purchased or rented.
 Models – are scaled replicas of real objects.
 Pictures – this includes flat, opaque and still pictures.
 Books – textbooks and all kind of books are also classified as media or
sub-strategies.
 Developing Higher-Order Thinking
Skills (HOTS)
 Thinking is central to any learning activity. No learning can occur
devoid of the thinking process.
 Higher order thinking:
 Often yields multiple solution (Arrend, 1994)
 Involves the application of multiple criteria, which sometimes conflict with
one another.
 Is accompanied by uncertainty.
 Includes self-regulation of the thinking process (Arrend, 1994)
 Involves imposing meaning
 Is effortful, needs considerable mental work in the kind of elaborations and
judgements required.
 Classification of Higher-Order Thinking
Skills (HOTS)
A. Inferential Thinking
1. Formulating Interferences – interference is defined as an idea which is
based on observations.
2. Observing relationships – the ability to observe similarities and
differences in objects , events and conditions in the environment is
essential in sorting out information.
3. Drawing conclusions and generalizations - conclusion is a statement
arrived at based on sufficient observations or evidences.
B. Critical Thinking
1. Analysis – an analytic mind is continuously examining, investigating and judging
events, people and nature.
C. Creative Thinking
1. Synthesis - means putting together parts to make it whole.
2. Originality - is the skill to make unequaled or singular reaction.
3. Flexibility - is the ability to generate many alternatives rather than being tied
to old ways of doing things.
4. Imagination – allows one to conceive a mental picture of a situation or an
object that is not existing at a present time.
D. Combination of Thinking Skills
1. Problem solving - a problem originates from a situation that needs an answer or
a solution. An investigation, study or experiment usually starts with a problem.
2. Decision-making – a thorough analysis and evaluation of recorded observations
and data can serve as the solid basis for a decision.
 Parts of a Lesson Plan
Types of Instruction/ Lesson Plan

 Philippine Elementary Learning Competencies (PELCs)

and Philippines Secondary Learning
Competencies(PSLCs) – yearly instructional plan for
basic education.
 Course syllabus – used by tertiary professors or college
instructors. This is also called course plan or course study.
 Unit plan – is a segment of the yearly plan or course
plan.
 Lesson plan – may be done on a daily or weekly basis.
 Elements of an Instructional/ Lesson Plan

1. Objective(s)
2. Topic or subject matter
3. Materials
4. Procedure or lesson development
5. Evaluation
6. Assignment
 Writing Lesson Objectives

Lesson or instructional objectives are also called

performance objectives because of the emphasis on
student outcomes as manifested in their performance.
Performance objectives – refer to student mastery of
the content such as facts, concepts, skills, and
generalizations.
Process objectives – focus on mental skills like
observation, organizing, categorizing, evaluation,
drawing inferences and the like.
 Characteristics of Performance
Objectives

The characteristics of performance objectives can be

coined in the acronym SMART.
S Smart
M Measurable
A Attainable
R Reliable
T Time-bound and terminal
 Enabling Objectives

Gagne introduced a system of formulating instructional

objectives which includes task analysis and enabling
objectives.
Task analysis – a learner’s task may be quite complex thus
the need to break it down into logical sequence of steps
to achieve the intended outcome.
Enabling objectives – this are the subtasks.
 Instructional Planning
Selecting Effective Teaching Strategies

Factors to Consider in the Choice of Methods

1. The instructional objective
2. The nature of the subject matter
3. The learner
4. The teacher
5. School policies
 Deductive and Inductive Methods as
Two Main Methods

Deductive method – begins with what is abstract,

general, unknown to learners and proceeds to
what is concrete, specific, and what is known to
the learners.
Inductive method – starts with what is concrete,
specific and what is known to the learners and
ends with what is abstract, general and unknown.
Advantages of the Deductive Method

1. Coverage of a wider scope of subject

matter
2. No
bother on the part of the teacher to
lead learners to the formulation of the
generalization or rules
 Disadvantages of the Deductive
Method

1. It
is not supportive of the principle that
learning is an active process
2. Lesson appears uninteresting at first.
Advantages of the Inductive Method

1. The learners are more engaged in the

teaching-learning process.
2. Learning becomes more interesting at the
outset because we begin with the experiences
of our students.
3. It helps the development of our learners’ higher
– order – thinking – skills (HOTS).
 Disadvantages of the Inductive
Method

1. It
requires more time and so less subject
matter will be covered.
2. It
demands expert facilitating skills on the
part of the teacher.
 Evaluating Learning

Another element of a lesson plan is evaluation. This is concerned with

the assessment of learning.
For specific purposes, evaluation is undertaken in order to:
 Analyze the children’s learning styles.
 Know how children learn to determine appropriate teaching methodology;
 Diagnose children’s strengths and weaknesses
 To gather information that could be used to build on the strong and positive qualities
and improve the weak traits of students
 Appraise achievement
 Determine the effectiveness of a teaching methodology
 Effective Evaluation Techniques

 Administrative of paper-and-pencil tests

 Undertaking individual or group investigations
 Oral participation
 Assessing quality of work products
 Presenting projects
 Preparing collections
 Actual observations
 Personal file
 Performance test
 Portfolio (Anecdotal records and responses in checklists and
inventories, sample of students works, records of student
activities, selected daily work, test results and informal
quizzes, parents comments, letters.)
Formative and Summative Evaluation

Formative evaluation – when we engage ourselves

in this evaluation activity in the process of our
teaching .
Summative evaluation – when at the end the unit
or at the end of the semester we check how much
learning took place.
 Planning of Homework

Homework – is the last but not the least part of the lesson plan. It is the way of extending the
school day by providing pupils/ students the opportunity to refine and extend their
knowledge.
Teachers’ Guide in the use of Homework
 The amount of homework assigned to students should be different from primary to
intermediate to high school.
 Parents involvement in homework should be kept to a minimum.
 The purpose of homework and outcome of homework should be identified and
articulated.
 If homework is assigned, it should be commented on. Of what use is homework policy.
 Establish and communicate a homework policy.
 During PTCA meetings share tips on how to make homework time successful.
 Art of Questioning

The kind of questions we ask

determine the level thinking we
develop. High level questions call for
higher-order thinking ability. “Why”
and “how” questions require analysis
of observations.
 Type of questions

 Type of response asked

 Soliciting - this type asks for information
 Directing - this type proposes the course of action to
take or guide in thinking of an alternative.
 Evaluating - this type calls for weighing evidences or
assessing the effect of some factors or condition.
 Responding - this type asks that something be done.
 Purpose for Asking
 For Assessing Cognition - this type of questions are used to
determine one’s knowledge in understanding.
 For Verification – it determines the exactness or accuracy of the
results of an activity or performance.
 For Creative Thinking - it probes into one’s originality.
 For Evaluating - it elicit responses that includes judgement, value
and choices.
 For Productive Thinking - it includes cognitive reasoning.
 For Motivating – it attempts to put students in the right mood
by providing a number of questions before discussing the
lesson.
 For Instructing - the question asks for useful information.
 Level of the Lessons Objectives
 Low level questions – they include memory questions or those that require
simple recall.
 High level questions - these questions call for a respondent’s ability to
analyze, evaluate and solve problems.
 Extent of Inquiry Desired
 Convergent Questions – they are questions that require single predictable
answer.
 Divergent Questions – they require the respondents to think in “ different
directions”, to think of alternative actions or to arrive at own decision.
 Questioning Technique

Questioning is an integral part of teaching and

learning. The teacher’s questioning technique
would depend on a number of interactions.
 Provide sufficient wait time.
 Know your own style of questioning
 Increase own repertoire of type of questions
 Provide cues
 Consider the individual abilities and interests of the
students.