PRINCIPLES UNDERLYING EFFECTIVE INSTRUCTION Flashcards
PRINCIPLE OF CONTEXT
- learning depends largely on the setting particularly including the use of materials in which the process goes on with these scales of application:
- textbook only, textbook w/ supplementary materials, non-academic and current materials, multisensory aids, demonstration and demonstration by experts; field experiences, personal, social, and community standing.
PRINCIPLE OF FOCUS
instruction must be organized about a focus or direction, following these scales of application and where focus is established by:
page assignment in textbook, announced topic together with page or chapter references, broad concept or problem to be solved or a skill to be acquired to carry on understanding
PRINCIPLE OF SOCIALIZATION
instruction depends upon the social setting in which it is done, with this scales of application and where social patterns are characterized by:
- submission
- contribution
- cooperation
PRINCIPLE OF INDIVIDUALIZATION
instruction must progress in terms of the learners own purposes, aptitudes, abilities and experimental procedures, following these scales of application and where individualization may be done through:
- differential performance in uniform task
- homogenous grouping
- control plan
- individual instruction
- large units with optional related activities
- individual undertakings, stemming from and contributing to the joint undertaking of the group of learners
PRINCIPLE OF SEQUENCE
instruction depends on effective ordering of a series of a learning task who moves from:
a.) from meaningless -> emergence of meaning
b.) from immediate -> remote
c.) concrete -> symbolic
d.) crude -> discriminating
and where sequence comes through:
a.) logical succession of blocks of contents (lesson/courses)
b.) knitting learning/lessons / course together by introduction, previews, pretests, reviews
c.) organized in terms of readiness
d.) organized in terms of lines of emerging meanings
PRINCIPLE OF EVALUATION
learning is heightened by a valid and discriminating appraisal of all its aspects
HOMOGENOUS INSTRUCTION
learners are classified / grouped in terms of similar elements such as age, abilities, interests, physical characteristics, etc
HETEROGENOUS INSTRUCTION
no definite bases for clustering or putting learners together, could be on random sampling, alphabetized family names, time of enrollment, etc.
NON-GRADED INSTRUCTION
no fixed grade/ level of assignment of children. They come to center of learning by small groups or individually depending on their pacing in the accomplishment of tasks
TEACHING MODEL
a term used by Bruce, Joyce to describe an overall approach or plan for instruction
Attributes of a teaching model
a.) a coherent theoretical framework
b.) an orientation toward what student should learn
c.) specific teaching procedures and classroom structures
TECHNIQUE
the personal art and style of the teacher in carrying out the procedures of teaching
METHOD
synonymous to procedure
STRATEGY
overall or general design on how the lesson will be executed or delivered
APPROACH
a set of correlative assumptions or viewpoints dealing with the nature of teaching and learning
