Principles & Strategies of Teaching in MLS - Introduction to Teaching PDF

PRINCIPLES & STRATEGIES OF TEACHING IN MLS INTRODUCTION TO TEACHING BERNARDO, KYLA P. (BSMLS) (2-YA-4) | 1nd Sem |m Operant Conditioning (...

PRINCIPLES & STRATEGIES OF TEACHING IN MLS INTRODUCTION TO TEACHING BERNARDO, KYLA P. (BSMLS) (2-YA-4) | 1nd Sem |m Operant Conditioning (Instrumental conditioning) - Described as a process that attempts to modify TEACHING AND LEARNING PROCESS behavior through the use of positive and Teaching negative reinforcement. Through operant - Refers to the process of imparting knowledge and skills conditioning, an individual makes an from a teacher to a learner. It encompasses the activities association between a particular behavior and of educating or instructing. It is an act or experience a consequence. that has a formative effect on the mind, character or physical ability of an individual. - Is undertaking certain ethical tasks or activities the intention of which is to induce learning. (from B. O. Smith’s “Definitions of Teaching”) - it is a deliberate intervention that involves planning and implementation of instructional activities and experiences to meet learner outcomes according to a teaching plan https://open.spotify.com/playlist/0gA0OPsC6oYFwqVUxpvOgq Learning - Process of gaining knowledge or skill by studying, practicing, being taught, or experiencing something. (Merriam-Webster Dictionary) - “a persisting change in human performance or THE “HOWs” OF TEACHING performance potential... (brought) about as a result of A. Strategy the learner’s interaction with the environment” - In strategy of teaching, realization of objectives is given (Driscoll, 1994) more importance than presentation of lesson. - “the relatively permanent change in a person’s - does not follow a single track all the time, but it knowledge or behavior due to experience” (Mayer, changes according to the demands of the situations such 1982) as age, level, needs, interests and abilities of the - an enduring change in behavior, or in the capacity to students. Thus strategy is more comprehensive than behave in a given fashion, which results from practice or method. other forms experience” (Shuell, 1986) - It is directional in nature. It refers to goal directed activities of the teachers. Thus, it is more close to LEARNING THEORIES science than arts. TEACHING STRATEGIES Social Conditioning (Observational conditioning) Brainstorming - A type of learning that occurs when a behavior - is a large or small group activity that is observed and subsequently mimicked encourages students to focus on a topic and - In this theory, people can learn new contribute to the free flow of ideas. information and behaviors by watching other Case studies people. - are effective ways to get students to Classical Conditioning (Pavlovian conditioning or practically apply their skills, and their respondent conditioning) understanding of learned facts, to a real-world - is a reflexive or automatic type of learning in situation. which a stimulus acquires the capacity to Debates evoke a response that was originally evoked - structured way of exploring the range of views by another stimulus. on an issue. Discussion - Discussion lets class members work actively with the ideas and the concepts being pursued, and discussion sessions can be an extremely effective in changing behavior or attitudes. The flipped classroom - students complete learning normally covered in the classroom in their own time (by watching videos and/or accessing resources), and classroom time is dedicated to hands-on activities and interactive, personalized learning, leading to deeper understanding. Group Work 1  - is a method of instruction that gets students to - treats all writing as a creative act which work together in groups. requires time and positive feedback to be Questioning done well. In process writing, the teacher - The art of asking questions is at the heart of moves away from being someone who sets effective communication and information students a writing topic and receives the exchange, which underpins good teaching. finished product for correction without any Simulations intervention in the writing process itself. - are instructional scenarios where the learner is Unified Teaching placed in a "world" defined by the teacher. - This approach lends itself smoothly to a B. Approach unified teaching-learning concept of - is the broadest of the three, making technique the most education. The information handler, being a specific, and the method found in between approach teacher, a student, or another educational and technique environment, is at the center of this - you try to engage students with the subject matter educational model. The main inherent (provide students with basic facts, relate new knowledge characteristics of this model are extreme to what students already know, build in interaction, be flexibility, integration, ease of interaction, and passionate, be enthusiastic) being evolutional - you support your students (encourage questions, set formative assessments, provide constructive feedback). TEACHING APPROACHES (According to Nature of Learning) TYPES OF TEACHING APPROACH (According to the role of teacher) The executive approach - views the teacher as manager of complex classroom processes, a person charged with bringing about certain outcomes with students through using the best skills and techniques available. The facilitator approach - it places a high value on what students bring to the classroom setting, it places considerable emphasis on making use of students’ prior experience. The liberationist approach - is rooted in notions of liberal education, wherein the goal is to liberate the mind to wonder, to know and understand, to imagine and create, using the full intellectual inheritance of civilized life. TEACHING APPROACHES According to Nature of Learning) Discovery Learning - takes place in problem solving situations where the learner draws on his own experience and prior knowledge and is a method of instruction through which students interact with their environment by exploring and manipulating objects, wrestling with questions and controversies, or performing experiments. Conceptual teaching - Involves the learning of specific concepts, the nature of concepts, and the development of logical reasoning & critical thinking. Process writing https://open.spotify.com/track/6UFivO2zqqPFPoQYsEMuCc 2  C. Technique - encompasses the personal style of the teacher in APPROACH ACCORDING TO TEACHER-LEARNER INTERACTION carrying out specific steps of the teaching process D. Method - is an organized, orderly, systematic, and well-planned https://open.spotify.com/track/0sqnYgWOw9DMc6jRgkcB2m procedure aimed at facilitating and enhancing students’ learning. - is directly related to the presentation of the lesson. Which a teacher should use, depends on the nature of the subject, and the tact of the teacher. FOUR METHODS OF REPRESENTING THE SUBJECT MATTER 1. TELLING METHOD; Lecture method, Discussion method, Story telling method and so on. 2. DOING METHOD; Project method, Problem solving method, Textbook method and so on. 3. VISUAL METHOD; Demonstration method, Supervised study method and so on. 4. MENTAL METHOD; Inductive, Deductive, Analysis, Synthesis method etc. GALING NATAPOS MO ANG REVIEWER NA ‘TO! DAHIL D’YAN, NABUNTIS MO SI SUPERMAN. 3