PRINCIPLES
OF TEACHING AND LEARNING
by: JUMEL I. ABELLERA
DEFINITION OF
TERMS
The
term PRINCIPLE has been adopted from
the Latin word “princeps” which means
the beginning or the end of all things.
Principles are the chief
guides to make teaching and learning effective and productive.
In
a traditional usage, TEACHING simply
means giving instruction. It is a
process of imparting knowledge and skills required to master a subject matter.
As
progressive and humanist education advance, Teaching is now perceived as stimulating, directing, guiding the
learner and evaluating the learning outcomes of teaching.
LEARNING is usually
defined as a change in an individual’s behavior caused by experiences or
self-activities.
PRINCIPLES OF
TEACHING AND LEARNING
1.
Teaching is good when the learner is made conscious
of the goals or aims to be accomplished
“Begin with the
end in mind”
Remember: With a clear and specific lesson
objective, you will have a sense of direction.
2.
Teaching is good when it is based on the psychology
of learning
Psychology of
Learning
Behaviorist Psychology – learning
should be organized in order that students can experience success in the
process of mastering the subject matter.
Cognitive Psychology – focus their
attention on how individuals process information and how they monitor and
manage thinking.
Humanistic Psychology – concerned
with the process not the products; personal needs not subject matter;
psychological meaning and environmental situations.
3.
Teaching is good when it is well-planned and where
activities are interrelated to each other
Planning is the key to effective
teaching.
Lesson Plan – a blue print of
those teaching activities that are to be done in the classroom
4.
Teaching is good when it utilizes the past
experiences of the learner. Learning is a consequence of experience.
Experiential
Learning
makes use of direct as well as vicarious experiences.
Abstract
concepts are made understandable when we give sufficient examples relating to
the students’ experiences.
5.
Learning is an evolutionary process
Behavioral
change requires time and patience.
6.
Teaching is good when there is provision to meet
individual differences. Each learner has his own learning styles
Types of Learners
a)
Visual
Learners – Visual learners are those who learn best by data and information
presented to them visually. They are characterized by the following:
a.
They
tend to be fast talkers
b.
They
exhibit impatience and have a tendency to interrupt
c.
They
use words and phrases that evoke visual images
d.
They
learn by seeing and visualizing
b)
Auditory
Learners – Auditory learners learn by listening and verbalizing data. They are
characterized by the following:
a.
They
speak slowly and tend to be natural listeners
b.
They
think in a linear manner
c.
They
prefer to have things explained to them verbally rather than to read written
information
d.
They
learn by listening and verbalizing
c)
Read-Write
Learners – Read-write learners learn by silently reading or rewriting their
notes repeatedly. They are characterized by the following:
a.
They
prefer for information to be displayed in writing
b.
They
emphasize text-based input and output
c.
They
enjoy reading and writing in all forms
d)
Kinesthetic
Learners - Kinesthetic learners are those who learn best through hands-on
approaches. They are characterized by the following:
a.
They
tend to be the slowest talkers of all
b.
They
use all their senses to engage in learning
c.
They
tend to be slow to make decisions
Howard Gardner’s Multiple Intelligence Theory
a)
Verbal-Linguistic
Intelligence – ability to speak or write effectively
b)
Logical-Mathematical
Intelligence – ability to work effectively with numbers and reason effectively
c)
Spatial
Intelligence – ability to create visually and visualize accurately
d)
Bodily-Kinesthetic
Intelligence – ability to use the hands to fix or create and use the body
expressively
e)
Musical
Intelligence – ability to create music and analyze music
f)
Interpersonal
Intelligence – ability to work with people and help people identify and
overcome problems
g)
Intrapersonal
Intelligence – ability to meditate, reflect, exhibit self-discipline, maintain
composure, and get the most out of oneself
h)
Naturalist
Intelligence – analyze ecological and natural situations and data, learn from
living things and work in natural settings
7.
Teaching is good when the learner is stimulated to
think and to reason and governed by democratic principles
Critical
Thinking – is a reasonable reflective thinking that is focused on deciding
whether to believe or not (Ennis, 1987). It is the process of assessing
conclusions based on evidence.
8.
Teaching is good when it goes beyond recall of
information
Benjamin Bloom and his
associates classified three big domains of objectives. These are:
1.
Cognitive
Domain – domain of thought process
a.
Knowledge
– behaviors related to recognizing and remembering facts, concepts, and other
important data on any topic or subject
b.
Comprehension
– behaviors associated with the clarification and articulation of the main idea
of what students are learning
c.
Application
– behaviors that have something to do with problem-solving and expression,
which require students to apply what they have learned
d.
Analysis
– behaviors that require student to think critically
e.
Synthesis
– behaviors that call for creative thinking
f.
Evaluation
– behaviors that necessitate judging the value or worth of a person, object, or
idea or giving opinion on an issue
2.
Affective
Domain – domain of valuing, attitude and appreciation
3.
Psychomotor
Domain – domain of the use of psychomotor attributes
9.
Teaching is good when it embeds a sound evaluation
process. Learning is both observable and measurable.
Evaluation is the process of determining
the changes in the child as a result of teaching and of his experiences.
10. The process of learning is emotional as well as intellectual.
Learning is affected by the total state
of the individual.
We tend to remember and learn more those that strike
our hearts!
“Educate
the MIND, Touch the HEART and
Transform
LIVES!”
-Aristotle
References:
Acero, V.O.,
Javier, E.S. and Castro, H.O. (2000) Principles
and Strategies of Teaching. Quezon City, Philippines: Rex Printing Company,
Inc.
Bilbao, Purita
P. (2008) Curriculum Development.
Quezon City, Philippines: Adriana Printing Co., Inc.
Corpuz, B.B. and
Salandanan, G.G. (2007) Principles of
Teaching 1. Quezon City, Philippines: Adriana Printing Co., Inc.
Garcia,
Carlito D. (2005) Principles and
Strategies of Teaching: A Skills Approach. Mandaluyong City, Philippines:
Books Atbp. Publishing House Corp.
Salandanan,
Gloria G. (2005) Teaching and the
Teacher. Quezon City, Philippines: Lorimar Publishing Company Inc.
Salandanan,
G. G. & Lorimar Publishing, Inc. (2009) Methods
of Teaching, revised edition. Quezon City, Philippines: Adriana Printing
Co., Inc
Websites:
http://www.mysdcc.sdccd.edu/Staff/Instructor_Development/Content/HTML/Laws_of_Learning.htm
http://uniekitty.wordpress.com/2010/10/21/multiple-intelligence-i-am-strong-in/
http://uniekitty.wordpress.com/2010/10/21/multiple-intelligence-i-am-strong-in/
This was my very first teaching assignment after I graduated as an Education Student. It's some sort of Lecture with first year college students...
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