VARIOUS CONCEPTS OF TEACHING Flashcards
Teaching is a Complex Human Activity
- human interactions
- organizational arrangement
- material resources
Teacher + students interactions = LEARNING
Human Interactions
Personal and logical
Logical
Human Interactions
Teacher’s behavior
Independent variable
Learner’s behavior
Dependent variable
memories, beliefs, needs, interferences
Intervening variables
Verbal communication: spontaneity, precision, naturalness
Linguistic behavior
patterns of communication: tone of voice, facial expressions, kinesis
Expressive behavior
physical activities
Performatory behavior
Organizational Arrangements
Curriculum planning phase
Instructing phase
Measuring phase
Evaluating phase
Material Resources
Selection & development of instructional units
Planning individual lessons
Organizing material for instructional purposes
Designing the methods to be used
Classroom management
Evaluation of pupil’s achievements
Reporting of pupil’s grades
Involves imparting a body of systematized knowledge
Teaching is Both a Science and an Art
Provides avenues for achieving pleasure and delight in learning
Teaching is Both a Science and an Art
Cognitive & Psychomotor
SCIENCE: Directed to inform the head
Mechanical & routinized
Calls for skillful teaching
Aims at optimum efficiency devoid of creating something new
SCIENCE: View teacher as academician & craftsman
affective
ART: Suited to satisfy the soul
Dynamic & imaginative process
Makes teaching more relevant & responsive to learner
Destined to come out with something novel or innovative
ART: Goes beyond the prescribed level of instruction
Requires an understanding of the role of the more mature, experienced members of society (TEACHERS) in stimulating, directing, managing, & guiding the immature and inexperienced members (LEARNERS) in their adjustments to life
Teaching as a System
End goal: well-adjusted citizens with wholesome personality imbued with:
Love of country Duties of citizenship Moral character Personal disciplines Scientific, technological, & vocational efficiency
Purpose: human growth and development
Teaching is one of the Most Exalted Forms of Social Service
Teachers: high character, honesty, integrity, skill
Teaching is one of the Most Exalted Forms of Social Service
Teachers: high character, honesty, integrity, skill
Teaching is one of the Most Exalted Forms of Social Service
Stimulus: teaching
Response: learning
Teaching is the Responsibility of the Teaching while Learning is the Responsibility of the Learner
Behavioristic psychology
Teaching is the Responsibility of the Teaching while Learning is the Responsibility of the Learner
Humanistic psychology: mind, intellect, will
Teaching is the Responsibility of the Teaching while Learning is the Responsibility of the Learner
Key Elements of Teaching (8 M’s)
- Millieu
- Matter
- Method
- Materials
- Media
- Motivation
- Mastery
- Measurement
The learning environment
Millieu
Physical environment, place of work, classroom, laboratory, workshop, school campus
Millieu
content
Matter
Covered and learned
Matter
Mastery of the subject matter
Matter
Purposeful, planned activities & tasks
Method
Variety of teaching strategies
Method
Resources, both human or physical object
Materials
Serve as stimuli in T-L situation
Materials
System of communication in T-L process
Media
Aimed at promoting common understanding in instruction and setting & maintaining a healthy climate in the classroom
Media
Model of good language user
Media
Principle of parsimony
Media
Cardinal principle of learning
Motivation
Always associated with the learner’s understanding of a value in the learning act based on a “felt need” (present gratification) or a “reward”
Motivation
The Be-all and End-all of Learning
Mastery
Habitual or automatic change in behavior: repetition & application
Mastery
Ability to put to constant use what has been fixed in the mind & to apply such in the future & where need arises
Mastery
Last stage in the learning circle
Mastery
Circle of Learning
Stage 1: Stage of Unconscious Incompetence
Stage 2: Stage of Conscious Incompetence
Stage 3: Stage of Conscious Competence
Stage 4: Stage of Unconscious Competence
Blissful ignorance
Stage 1: Stage of Unconscious Incompetence
Teachable moment
Stage 2: Stage of Conscious Incompetence
Content, coaching, guided practice, feedback, application
Stage 3: Stage of Conscious Competence
Learner has acquired mastery of the subject matter
Stage 4: Stage of Unconscious Competence
Getting evidence of learning
Measurement
Final measure of how much learner has acquired and mastered as revealed by an instrument “test” in the form of “test score”
Measurement
Evaluation
Measurement
3 important factors to be given utmost consideration:
Objectives
Learning activities
Evaluation
3 important factors to be given utmost consideration:
Objectives
Learning activities
Evaluation
3 important factors to be given utmost consideration:
Objectives
Learning activities
Evaluation
Focus of the teacher’s effort
Child
Core of the T-L process aimed at the devt of a mature individual
Child
Educational objectives
Allows teachers to articulate the expectations for students
Facilitate the evaluation of educational programs and improves validity of the measures and scales used in the evaluation process
Require specification of student learning in terms of observable and measurable behavior
SMART
Objectives
5 Concepts in Writing Educational Objectives
Who is to perform the desired behavior?
The actual behavior to be employed in demonstrating mastery of the objective
The result
The relevant conditions under which the behavior is to be performed
The standard that will be used to evaluate the success of the product performance
Certain activities that the learner undergoes in reaction to the environment with which he has an opportunity to interact
Learning activities
Suggestions for making material meaningful
Evaluate the learner’s experience
Provide variety of experiences
Use pictorial illustrations, objects or models, or examples frequently
Create situations for applications of concepts or skills learned
Validates the objectives and points out the effectivity and propriety of the learning experiences
Evaluation
Part and parcel of T-L process
Evaluation
The proof of LEARNING is seen in TESTING.
Evaluation
