Scribd Logo
Upload

Welcome to Scribd!

  • 79 views

    Principles of Teaching - Part 1

    Uploaded by

    Jomar M. Teofilo
    The document discusses principles for selecting and organizing educational content. It outlines seven guiding principles: validity, significance, self-sufficiency, balance, interest, utility, and feasibility. The content should cover national standards, be meaningful to students, sufficiently cover essentials in depth, include a balance of cognitive, affective and psychomotor elements, consider students' interests and backgrounds, be useful after exams, and be feasible to cover in the academic time frame. It also notes that conceptual understanding is more important than isolated facts, and content should integrate cognitive, skill and affective domains.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd

    Principles of Teaching - Part 1

    Uploaded by

    Jomar M. Teofilo
    79 views26 pages
    The document discusses principles for selecting and organizing educational content. It outlines seven guiding principles: validity, significance, self-sufficiency, balance, interest, utility, and feasibility. The content should cover national standards, be meaningful to students, sufficiently cover essentials in depth, include a balance of cognitive, affective and psychomotor elements, consider students' interests and backgrounds, be useful after exams, and be feasible to cover in the academic time frame. It also notes that conceptual understanding is more important than isolated facts, and content should integrate cognitive, skill and affective domains.

    Original Description:

    Principles of teaching

    Copyright

    © © All Rights Reserved

    Available Formats

    PPTX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    The document discusses principles for selecting and organizing educational content. It outlines seven guiding principles: validity, significance, self-sufficiency, balance, interest, utility, and feasibility. The content should cover national standards, be meaningful to students, sufficiently cover essentials in depth, include a balance of cognitive, affective and psychomotor elements, consider students' interests and backgrounds, be useful after exams, and be feasible to cover in the academic time frame. It also notes that conceptual understanding is more important than isolated facts, and content should integrate cognitive, skill and affective domains.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    79 views26 pages

    Principles of Teaching - Part 1

    Uploaded by

    Jomar M. Teofilo
    The document discusses principles for selecting and organizing educational content. It outlines seven guiding principles: validity, significance, self-sufficiency, balance, interest, utility, and feasibility. The content should cover national standards, be meaningful to students, sufficiently cover essentials in depth, include a balance of cognitive, affective and psychomotor elements, consider students' interests and backgrounds, be useful after exams, and be feasible to cover in the academic time frame. It also notes that conceptual understanding is more important than isolated facts, and content should integrate cognitive, skill and affective domains.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 26

    “There are dull teachers, dull textbooks,

    dull films, but no dull subjects.”


    -Anonymous
    What knowledge is truly
    essential and enduring?
    What is worth teaching
    and learning?
    GUIDING PRINCIPLES IN
    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:
    1.VALIDITY
    1.VALIDITY

    Teaching the content that we ought to teach


    according to national standards explicit in the
    basic education curriculum; it also means teaching the
    content in order to realize the goals and objectives of
    the course as laid down in the basic education
    curriculum.
    2.SIGNIFICANCE
    2.SIGNIFICANCE

     What we teach should respond to the needs and


    interests of the learners, hence meaningful
    and significant.
    3.SELF-SUFFICIENCY
    3.SELF-SUFFICIENCY

     Content fully covers the essentials. Learning


    content is not "mile-wide-and-inch-deep." The
    essentials are sufficiently covered and are treated in
    depth. This is a case of "less is more."
    4.BALANCE
    4.BALANCE
    Content includes not only facts but also concepts and
    values. The use of the three-level approach ensures a
    balance of cognitive, psychomotor, and affective lesson
    content. A balanced content is something that is not too easy
    to bore the above average student, neither not too difficult to
    turn off the average. It is something that challenges the
    student. To observe the principle of balance, no topic must be
    extensively discussed at the expense of other topics.
    5.INTEREST
    5.INTEREST

    Teacher considers the interest of the


    learners, their developmental stages and
    cultural and ethnic background.
    6.UTILITY
    6.UTILITY

    Will this content be of use to the learners? It is not meant


    only to be memorized for test and grade purposes. What
    is learned has a function even after
    examinations are over.
    7.FEASIBILITY
    7.FEASIBILITY

    The content is feasible in the sense that the essential


    content can be covered in the amount of time available
    for instruction.
    •IT IS OBSERVED THAT THERE IS SO
    MUCH CONTENT TO COVER WITHIN
    THE SCHOOL YEAR, SO MUCH SO
    THAT TEACHERS TEND TO RUSH
    TOWARDS THE END OF THE
    SCHOOL YEAR…
    2. At the base of the structure of cognitive
    subject matter content is facts. We cant 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.
    HERE ARE A FEW WAYS BY WHICH YOU CAN
    HELPYOUR STUDENTS:

    o PROVIDING OPPORTUNITIES FOR EXPERIMENTATION


    o PRESENTING THE IDEAS OF OTHERS
    o EMPHASIZING CONCEPTUAL UNDERSTANDING
    HEREARESOME SPECIFIC STRATEGIES THAT CAN HELP YOU DEVELOP
    CONCEPTUAL UNDERSTANDING IN YOUR STUDENTS:

    • ORGANIZE UNITS AROUND A FEW COREIDEAS ANDTHEMES


    • EXPLORE EACH TOPIC IN DEPTH
    • EXPLAIN HOW NEW IDEAS RELATETO STUDENTS OWN EXPERIENCES AND
    TO THINGS THEY HAVE PREVIOUSLY LEARNED.
    • SHOW STUDENTS THAT CONCEPTUAL UNDERSTANDING OF SUBJECT
    MATTER IS FAR MORE IMPORTANT THAN KNOWLEDGE OF ISOLATED FACTS
    • ASK STUDENTS TO TEACH TO OTHERS WHAT THEY HAVE LEARNED – A TASK
    THAT ENCOURAGES THEM TO FOCUS ON MAIN IDEAS AND PULL THEM
    TOGETHER IN A WAY THAT MAKES SENSE

    • PROMOTING DIALOGUE
    • USING AUTHENTIC ACTIVITIES
    •3. Subject matter content is an
    integration of cognitive, skill, and
    affective elements.
    • COGNITIVE - facts, concepts, principles, hypothesis, theories, and laws
    • SKILL - thinking skills as well as manipulative skills
    • AFFECTIVE - values and attitudes
    The next session will start in

    THANK YOU!
    00
    12
    13
    14
    15
    16
    17
    18
    19
    20
    21
    22
    23
    24
    25
    26
    27
    28
    29
    30
    31
    32
    33
    34
    35
    36
    37
    38
    39
    40
    41
    42
    43
    44
    45
    46
    47
    48
    49
    50
    51
    52
    53
    54
    55
    56
    57
    58
    59
    01
    02
    03
    04
    05
    06
    07
    08
    09
    10
    11

    You might also like

    pFad - Phonifier reborn

    Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.

    Note: This service is not intended for secure transactions such as banking, social media, email, or purchasing. Use at your own risk. We assume no liability whatsoever for broken pages.


    Alternative Proxies:

    Alternative Proxy

    pFad Proxy

    pFad v3 Proxy

    pFad v4 Proxy