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Professional Education - Methods and Strategies in Teaching

This document discusses various methods and strategies for teaching, including direct and indirect approaches, cooperative learning strategies, and different teacher and learner roles. It also outlines elements of teaching including the learner, teacher, and learning environment. Specifically, it discusses cognitive and appetitive equipment that learners possess, different learning styles, and factors that contribute to differences among learners. The teacher's professional and personal attributes are mentioned. Finally, it notes the physical and psychological components of the learning environment.

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Vil Daril SANTOS
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50 views2 pages

Professional Education - Methods and Strategies in Teaching

This document discusses various methods and strategies for teaching, including direct and indirect approaches, cooperative learning strategies, and different teacher and learner roles. It also outlines elements of teaching including the learner, teacher, and learning environment. Specifically, it discusses cognitive and appetitive equipment that learners possess, different learning styles, and factors that contribute to differences among learners. The teacher's professional and personal attributes are mentioned. Finally, it notes the physical and psychological components of the learning environment.

Uploaded by

Vil Daril SANTOS
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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PROFESSIONAL EDUCATION - Topic outside of the subject area

METHODS AND STRATEGIES OF TEACHING  Inquiry


- Problem solving
 Principles – doctrine / law - Heuristic
 Approach – point of view teacher  Cooperative Learning
- Groupings
DIRECT INDIRECT - Heterogeneous: multiple intelligence
- Temporary of roles
FANNELING (embudo) SING - Interdependent
General to Specific Specific to General Main goals:
- lessen the competition.
Teacher Centered Student Centered - Focus on performance
Content Centered Child Centered Structure in Cooperative Learning
Subject Centered Learner Centered - Round robin: take turns
- Think-pair share: partners
Teacher’s Role: Teacher’s Role: - Team word – webbing: words then students
- Authority - Facilitator idea about it
- Sage on the - Guide on the side - Jigsaw: puzzle
stage : Jigsaw group (orig group)
: Expert group (related group)
Student’s Role: Student’s Role: : Fit Puzzle (joined group, with
- Passive - Active knowledge)
 Method – Steps - PHILLIP66: six members generating in six
- Direct: Deductive minutes
- Indirect: Inductive - Peer tutoring: smartest/oldest teaching the
 Strategy – Long term plan lowest
- Direct: Expository :ratio peer tutoring – 1:1
- Indirect: Exploratory Other Approaches
 Research – Base Approach
Teacher – Centered: Sole dispenser of information - Anchor in researches
- Matalino si teacher  Whole Child Approach
- Holistic
 Subject – Matter Approached  Metacognition
- Course syllabus - Thinking about thinking
- Lesson Plan  Problem – Base Approach
- Scheduled - From problem
 Banking Approach - Problem should be authentic
- Empty receptacle  Blended Learning
- Tabula rasa - Hybrid: Physical, Modular, Online
- Deposit (while teaching) and Withdraw (taking
examination) Types of Discussion
 Disciplinal Approach  Pannel Discussion
- Within the boundary - Formal
- Focus on the subject and lesson only - Expert
- Deeper understanding of lesson - Question Base
 Lecture - Discussion within the panel
- Summarize  Round Table
- Mastery of lesson (students) - Informal
- Non-expert
Learner – Centered: no best teaching method - Spontaneous
 Constructivism - Small group
- Prior knowledge  Debate
- Past experiences - Expert
- Localization of 2P - 2 groups with 1 topic
- Familiar and Data-Review - Pros & cons
- “Meaningful Learning” – Osubel  Symposium
 Integrated - Prepared
o Intradisciplinary - Big group
- Subject matter to subject matter - Extensive preparation
- Topic within the subject area  Case Study
o Interdisciplinary - Only one problem
- Deeper research
 Role Play
- Act out
- Simulation: reenactment
 Brainstorming
- Buzz Session
 Seminar
- Training
- Have Conclusion
- Output

ELEMENTS OF TEACHING
 Learner
- Key Participants/Players
- Positive Relationship
o Precision
o Predictability
 Teacher
- Prime mover
 Learning Environment
- Conducive to learning
- Favorable to students

THE LEARNER
Fundamental Equipment of Learner
 Cognitive
- Five senses
- instincts
- Imagination: creativity
- Memory
- Intellect
 Appetitive (values)
- Feelings and Emotions
- Will
Learning Styles
(TVAK – physiological elements)
 Tactile – manipulating
 Visual – showing pictures
 Auditorial – hearing
 Kinesthetic – doing
Factors that contribute to the differences among
learners
 Ability
 Attitude – talent
 Interest
 Family and cultural background
 Attitudes and values

THE TEACHER
 Professional attributes
 Personal attributes

LEARNING ENVIRONMENT
 Physical Experiment
- physical
 Psychological climate/Social emotional climate
- Interaction, relationship, etc.

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