Principles Of Teaching: Management Of Instruction PDF

PRINCIPLES OF TEACHING: MANAGEMENT OF INSTRUCTION Objective and Related Principles of Teaching Selection and Organization of Content Selection and Use of Teaching Strategies Different Appropriate Methods Selection and Use of Instructional Materials Assessme...

PRINCIPLES OF TEACHING: MANAGEMENT OF INSTRUCTION Objective and Related Principles of Teaching Selection and Organization of Content Selection and Use of Teaching Strategies Different Appropriate Methods Selection and Use of Instructional Materials Assessment of Learning  Objective-related Principles of Teaching Principles and Methods of Teaching Accounting DEFINITION A learning objective states what a student will learn by the end of a lesson or module. A learning objective is not a list of what will be covered during a lesson. Learning can be divided into three domains: 1. Cognitive: This is the most commonly used domain. It deals with the intellectual side of learning. 2. Affective: This domain includes objectives relating to interest, attitude, and values relating to learning the information. 3. Psychomotor: This domain focuses on motor skills and actions that require physical coordination. Guiding Principles in Determining and Formulating Learning Objectives 1. “Begin with the end in mind” - says Covey, the author of “Seven Habits of Effective People”. - In the context of teaching, this means that we must begin our lesson with a clear and specific lesson objective. - We will have a sense of direction. - With a definite lesson objective in mind, we do not lose sight of what we intend to teach. Guiding Principles in Determining and Formulating Learning Objectives 2. Share lesson objectives with students - Our lesson ought to begin with a statement and clarification of our lesson objective. - Make known to our students our instructional objective and encourage them to make the lesson Guiding Principles in Determining and Formulating Learning Objectives 3. Lesson objective must be in the two or three domains-knowledge (cognitive) skill, (psychomotor) and values (affective). - Dominantly cognitive if it is meant primarily for knowledge acquisition and dominantly psychomotor if it is intended for the acquisition and honing of skills. - Lesson objectives in the affective domain are mainly focused on attitude and value Guiding Principles in Determining and Formulating Learning Objectives 4. Work on significant and relevant lesson objectives. - With our lesson objective becoming our students’ lesson objective, too, our students will be self-propelled as we teach. - The level of their self-motivation all the more increases when our lesson objective is relevant to their daily life, Guiding Principles in Determining and Formulating Learning 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 of the educational institution of which you are a part. Guiding Principles in Determining and Formulating Learning Objectives 6. Aim at the development of critical and creative thinking. Guiding Principles in Determining and Formulating Learning Objectives 7. For accountability of learning, lesson objectives must be SMART, i.e., Specific, Measurable, Attainable, Result- Oriented and relevant, Time Bound and Terminal. EXAMPLE Three (3) Domains of Objectives 1. COGNITIVE DOMAIN - aims to develop the mental skills and the acquisition of knowledge of the individual. - The cognitive domain encompasses six categories which include knowledge; comprehension; application; analysis; synthesis; and evaluation. Taxonomy of Objectives: BLOOM’S TAXONOMY OF COGNITIVE DOMAIN Benjamin Bloom (1956) led his group in coming up with the list of instructional objectives in the cognitive domain. 1. Knowledge of Recall - knowledge of terminology and conventions, trends and sequences, classification and categories, criteria and methodologies, principles, theories and structures; - e.g. to identify the capital of the Philippines, a child recites the English alphabet. Taxonomy of Objectives: BLOOM’S TAXONOMY OF COGNITIVE DOMAIN 2. Comprehension - relate to translation, interpretation and extrapolation; - e.g. to interpret a table showing the population density of the world, a teacher explains a theory in his own words. Taxonomy of Objectives: BLOOM’S TAXONOMY OF COGNITIVE DOMAIN 3. Application - use of abstraction in particular situation; - e.g. to predict the probable effect of a change in temperature on a chemical, a nurse intern applies what she learned in her Psychology class when she talks to patients. Taxonomy of Objectives: BLOOM’S TAXONOMY OF COGNITIVE DOMAIN 4. Analysis - objectives relate to breaking a whole into parts; - e.g. to deduce facts from a hypothesis, a lawyer was able to win over a case after recognizing logical fallacies in the reasoning of the offender. Taxonomy of Objectives: BLOOM’S TAXONOMY OF COGNITIVE DOMAIN 5. Synthesis - putting parts together in a new from such as a unique communication, a plan of operation, and a set of abstract relations; - e.g. to produce an original piece of art, a therapist combines yoga, biofeedback and support group therapy in creating a care plan for his patient. Taxonomy of Objectives: BLOOM’S TAXONOMY OF COGNITIVE DOMAIN 6. Evaluation - pudging in terms of internal evidence or logical consistency and external evidence or consistency with facts developed elsewhere; - e.g. to recognize fallacies in an argument, A businessman selects the most efficient way of selling products. Taxonomy of Objectives: ANDERSEN’S REVISED TAXONOMY OF COGNITIVE DOMAIN The Difference between Bloom’s Taxonomy (1956) as revised by and Anderson’s Taxonomy (2001) EXAMPLE: PAS 2 INVENTORIES 1. Knowledge of Recall - Inventories include assets held for sale in the ordinary course of business (finished goods), assets in the production process for sale in the ordinary course of business (work in process), and materials and supplies that are consumed in production (raw materials). [PAS2.6]. Inventories are required to be stated at the lower of cost and net realisable value (NRV). [PAS 2.9]. Inventories are presented under the current asset section of balance sheet. 2. Comprehension - The ownership of inventories is highly dependent if the inventories are in transit, on consignment or cases of conditional sales. 3. Application - Sample problem in computing inventories. 4. Analysis - Compares how inventories are computed under a merchandising and manufacturing business 5. Synthesis - Summarizes the principles in inventories. 6. Evaluation - Summarizes the common current assets. Three (3) Domains of Objectives 2. AFFECTIVE DOMAIN - includes the feelings, emotions and attitudes of the individual. - The categories of affective domain include receiving phenomena; responding to phenomena; valuing; organization; and characterization (Anderson et al, 2011). - The sub domain of receiving phenomena creates the awareness of feelings and emotions as well as the ability to utilize selected attention AFFECTIVE DOMAIN 1. Receiving Phenomena: the awareness of feelings and emotions as well as the ability to utilize selected attention. Example: Listening attentively to a friend. 2. Responding to Phenomena: active participation of the learner. Example: Participating in a group discussion. AFFECTIVE DOMAIN 3. Valuing: the ability to see the worth of something and express it. Example: An activist shares his ideas on the increase in salary of laborers. 4. Organization: ability to prioritize a value over another and create a unique value system. This can be assessed with the need to value one’s academic work as against their social relationships. Example: A teenager spends more time in her studies than with her boyfriend. 5. Characterization: the ability to internalize values and let them control the person's behaviour. In view of this, a student considers the academic work highly Three (3) Domains of Objectives 3. PSYCHOMOTOR DOMAIN - includes utilizing motor skills and the ability to coordinate them. - The sub domains of psychomotor include perception; set; guided response; mechanism; complex overt response; adaptation; and origination. - Perception involves the ability to apply sensory information to motor activity. PSYCHOMOTOR DOMAIN 1. Perception: the ability to apply sensory information to motor activity. Example: a student practices a series of exercises in a textbook with the aim of scoring higher marks during exams 2. Set: the readiness to act. Example: An obese person displays motivation in performing planned exercise. 3. Guided Response: the ability to imitate a displayed behavior or to utilize trial and error. PSYCHOMOTOR DOMAIN 4. Mechanism: the ability to convert learned responses into habitual actions with proficiency and confidence. Example: Students are able to solve exams questions after they have confidently been able to answer some past questions. 5. Complex Overt Response: the ability to skilfully perform complex patterns of actions. Example: Typing a report on a computer without looking at the keyboard. PSYCHOMOTOR DOMAIN 6. Adaptation: the ability to modify learned skills to meet special events. Example: A designer uses plastic bottles to create a dress. 7. Origination: creating new movement patterns for a specific situation. Example: A choreographer creates a new dance routine. HOW TO WRITE LESSON OBJECTIVE Objectives are measurable outcome statements. If an outcome statement isn’t precise enough to measure whether the outcome has been achieved, it isn’t an objective. It is a goal. Mager (1998) cites the following characteristics of objectives: 1) It describes student performance. It doesn’t say anything about what the instructor will do or try to accomplish. It doesn’t describe course content or the textbook. 2) An objective is about ends rather than means. It describes a product of instruction rather than the process of instruction. It describes what the students will be able to do when they are competent, rather than describing how they will be made competent. 3) An objective describes the condition under which the performance occurs on the job; i.e., tools, equipment, environment and circumstances that will influence the performance. 4) An objective describes the standard of acceptable performance; it tells how well someone must perform before being considered competent on that objective.  Selection and Organization of Content Principles and Methods of Teaching Accounting GUIDING PRINCIPLES IN THE SELECTION AND ORGANIZATION OF CONTENT 1. One guiding principle related to subject matter content is to observe the following qualities in the selection and organization of content: ○ VALIDITY - based on national standards, goals & objectives of the course ○ SIGNIFICANCE - responds to needs and interests of the learners ○ BALANCE - ensures the 3 domains of learning ○ SELF-SUFFICIENCY - covers the essentials ○ INTEREST - learners’ interest, developmental stages, cultural & ethnic background ○ GUIDING PRINCIPLES IN THE SELECTION AND ORGANIZATION OF CONTENT 2. At the base of the structure of cognitive subject matter content is facts. We can’t do away with facts but be sure to go beyond facts by constructing an increasingly richer and more sophisticated knowledge base and by working out a process of conceptual understanding. Some strategies are: Explore each topic in depth. For example, by considering many examples, examining cause-effect relationships, and 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. Promote dialogue. GUIDING PRINCIPLES IN THE SELECTION AND ORGANIZATION OF CONTENT 3. Subject matter content is an interrogation of cognitive, skill, and affective elements. - The cognitive component is concerned with facts, concepts, principles, hypotheses, theories, and laws. The skills component refers to thinking skills as well as manipulative skills while affective component is the realm of values and attitudes. GUIDING PRINCIPLES IN THE SELECTION AND ORGANIZATION OF CONTENT COGNITIVE -Fact is an idea or action that can be verified. -Concept is a categorization of events, places, people, and ideas. -Principle is the relationship (s) between and among facts and concepts. -Hypotheses are educated guesses about relationships. -Theories refer to a set of facts, concepts and principles that describe possible underlying unobservable mechanisms that regulate human learning, development, and behavior. - Laws are firmly established, thoroughly tested principles or GUIDING PRINCIPLES IN THE SELECTION AND ORGANIZATION OF CONTENT SKILLS 1. MANIPULATIVE SKILLS - skills being developed through skill- oriented activities. 2. THINKING SKILLS - these refer to the skills beyond recall and comprehension. They are skills concerned with the application of what was learned, evaluation and critical and creative thinking and synthesis 2.1 CRITICAL THINKING - it involves evaluating information or arguments in terms of their accuracy and worth. It takes a variety of forms – verbal reasoning, argument analysis, hypothesis testing and decision making. 2.2 CREATIVE THINKING - producing something that is both GUIDING PRINCIPLES IN THE SELECTION AND ORGANIZATION OF CONTENT TYPES OF THINKING SKILLS: 1. DIVERGENT - includes fluent thinking, flexible thinking, original thinking, and elaborative thinking. Is problem-solving that involves generating unusual or unconventional solutions to problems. GUIDING PRINCIPLES IN THE SELECTION AND ORGANIZATION OF CONTENT TYPES OF THINKING SKILLS: 2. FLUENT - characterized by the generation of lots of ideas. GUIDING PRINCIPLES IN THE SELECTION AND ORGANIZATION OF CONTENT TYPES OF THINKING SKILLS: 3. FLEXIBLE - characterized by a variety of thoughts of the kinds of ideas generated. Easier for those who are good with idioms. Break a leg Easy does it Go back to the drawing board Miss the boat GUIDING PRINCIPLES IN THE SELECTION AND ORGANIZATION OF CONTENT TYPES OF THINKING SKILLS: 4. ORIGINAL - thinking that differs from what’s gone before. Thought production is a way from the obvious and is different from the norm. Focus on values rather than rules Allow procastination GUIDING PRINCIPLES IN THE SELECTION AND ORGANIZATION OF CONTENT TYPES OF THINKING SKILLS: 5. ELABORATIVE - embellishes on previous ideas or plans These include restating concepts in the student's own words, making connections between concepts learned in other classes, and organizing information in an outline or mind map. GUIDING PRINCIPLES IN THE SELECTION AND ORGANIZATION OF CONTENT TYPES OF THINKING SKILLS: 6. CONVERGENT - is narrowing down from many possible thoughts to end up on a single best thought or an answer to a problem. 7. PROBLEM SOLVING - problem solving is made easier when the problem is well-defined. “The proper definition of a problem is already half the solution.” GUIDING PRINCIPLES IN THE SELECTION AND ORGANIZATION OF CONTENT WHAT CREATIVE THINKING SHOULD BE DEVELOPED? ⮚Awareness – the ability to notice the attributes of things in the environment so as to build a knowledge base that is the beginning of all other forms of creative thinking. ⮚Curiosity – the ability and inclination to wonder about things and mentally explore new, novel, unique ideas. ⮚Imagination – the ability to speculate about things that are not necessarily based on reality. ⮚Fluency – the ability to produce a large quantity of ideas. GUIDING PRINCIPLES IN THE SELECTION AND ORGANIZATION OF CONTENT WHAT CREATIVE THINKING SHOULD BE DEVELOPED? ⮚Flexibility – the ability to look at things from several different perspectives or points of view. ⮚Originality – the ability to look to produce new, novel, unique ideas. ⮚Elaboration – the ability to add on an idea; to give details; build groups of related ideas or expand on ideas. ⮚Perseverance – the ability to keep trying to find an answer; to see a task through completion. GUIDING PRINCIPLES IN THE SELECTION AND ORGANIZATION OF CONTENT ATTITUDES AND VALUES - apex of the triangle. - It is because it is in the teaching of values that the teaching of facts, skill, and concepts become connected to the life of the students, thus acquiring meaning. -”big heads but tiny hearts” Selection and Use of Teaching Strategies Principles and Methods of Teaching Accounting GUIDING PRINCIPLES IN THE SELECTION AND USE OF TEACHING STRATEGIES 1. LEARNING IS AN ACTIVE PROCESS - This means that we have actively engaged the learners in learning activities if we want them to learn what we intend to teach. - Researchers found out that the most effective approaches – resulting in 75 percent and 90 percent retention rates, respectively – are learning by doing (such through the inquiry method) and learning by teaching others. (Danielson, 2002). GUIDING PRINCIPLES IN THE SELECTION AND USE OF TEACHING STRATEGIES 2. THE MORE THE SENSES ARE INVOLVED IN LEARNING, THE MORE AND THE BETTER THE LEARNING - use of a teaching methodology that makes use of more visual aids than mere audio aids. - Most effective is the use of a combination of three or more GUIDING PRINCIPLES IN THE SELECTION AND USE OF TEACHING STRATEGIES 3. EMOTION HAS THE POWER TO INCREASE RETENTION AND LEARNING - means that our emotional state can significantly influence how well we learn and remember information. Emotions, which form a significant component of our psychology, can affect our cognitive activities, such as memory and learning. GUIDING PRINCIPLES IN THE SELECTION AND USE OF TEACHING STRATEGIES 4. LEARNING IS MEANINGFUL WHEN IT IS CONNECTED TO STUDENTS’ EVERYDAY LIFE - Involve the emotion in learning. Cognitive processing is emotionally charged. GUIDING PRINCIPLES IN THE SELECTION AND USE OF TEACHING STRATEGIES 5. GOOD TEACHING GOES BEYOND RECALL OF INFORMATION - The meaningfulness and relevance of what we teach is considerably reduced by our practice of teaching simply for learning. GUIDING PRINCIPLES IN THE SELECTION AND USE OF TEACHING STRATEGIES 6. AN INTEGRATED TEACHING APPROACH IS FAR MORE EFFECTIVE THAN TEACHING ISOLATED BITS OF INFORMATION - an instructional approach is integrated when it considers the multiple intelligences (MI) and varied learning styles (LS) of students. GUIDING PRINCIPLES IN THE SELECTION AND USE OF TEACHING STRATEGIES A. RESEARCH-BASED STRATEGIES (Patricia Wolfe) 1. The need for memory aids - rehearsal/constant attention 2. Students experience the concrete through field trips, use of real things, or through the actual experience in solving authentic problems in the community are effective. 3. The eyes contain nearly 70 percent of the body’s sensory receptors GUIDING PRINCIPLES IN THE SELECTION AND USE OF TEACHING STRATEGIES A. BRAIN-BASED STRATEGIES (Patricia Wolfe) 1. Involving students in real-life or authentic problem solving 2. Using projects to increase meaning and motivation. 3. Simulation and role plays as meaning makers. 4. Classroom strategies using visual processing 5. Songs, jingles, and raps 6. Mnemonic strategies 7. Writing strategies 8. Active review 9. Hands-on-activities Different Approaches and Methods Principles and Methods of Teaching Accounting PHILOSOPHICAL CHAIR The deductive method is more effective than the inductive when it comes to lessons that are factual and non- controversial.  You can’t have a happy family life and a successful career at the same time. The inductive method is more effective than the deductive when it comes to employing the scientific method in searching for information. Curfews keep teens out of trouble.  The best way to learn something is to teach it.  Intelligence tests should be given before couples can have children. Group activities are sometimes not an effective method in teaching.  Technology integration always enhances learning experiences. SUMMARY TEACHING APPROACH - Learner centered approach which is premised on the belief that the learner is also an important resource because he/she too knows something and is therefore capable of sharing something. TEACHING METHOD - Activity based method of discussion. Initial differentiation TEACHING TECHNIQUE - By way of philosophical chairs TEACHING STRATEGY - The objective is for the  Selection and Use of Instructional Materials Principles and Methods of Teaching Accounting GENERAL PRINCIPLES: 1. All instructional materials are aids to instruction. They do not replace the teacher. 2. Choose the instructional material that best suits your instructional objectives. 3. If possible, use a variety of tools. 4. Check out your instructional material before class starts to be sure it is working properly. 5. For results, abide by the general utilization guide on the use of media given below: Learn how to use the general instructional material. Before using it, make sure you know how to manipulate it to obtain the desired product. Listen to the record or view the film ahead. Check the GENERAL PRINCIPLES: Prepare introductory remarks, questions or initial comments you may need. Provide a conducive environment. Arrange the chairs, tables and the equipment and materials. Provide sufficient lightning and ventilation. Explain the objectives of the lesson. Stress what is to be watched or listened to carefully. State what they will be expected to do with the information they will learn. Discussion or a test may follow. There is a need to summarize or review the experience. Prepare measures that can assess their gains based on the REFERENCES Principles and Strategies of Teaching By Brenda B. Corpuz, PhD and Gloria Salandan, PhD Lorimar Publishing Company Inc. Principles of Teaching I by Erlina D. Serrano, MAEd and Ana Ruby M. Paez, M.S. Adriana Printing Company Inc. https://lsme.ac.uk/blog/the-three-3-domains-of-learning https://explorable.com/domains-of-learning https://www.skillshub.com/blog/write-smart-learning-objectives/