EDUC 223a

Dr. Ladislao MarceloInstructor Educ 223a

Calonzo, Jayson S.

Principles of Teaching

According to Various Authors

What is a Principle?

*Latin: ‘princeps”, which means the

beginning or the end of all things

*Early Greeks: fundamental laws

Principle of Teaching refers to the

psychological laws of learning, educational

concepts, and the rules of practice upon

which all educational procedures are formed.

Principles are the chief guides to make teaching and learning effective and productive.

Principles of teaching are formulated from

carefully observe facts or objectively measured

results which are common to a series of similar

experiences.

1. through the pooling of the opinions of experts

2. Through comparative studies of the teaching

performance of capable or inferior teachers

3. Through experimental studies of teaching &

learning in the classroom

1. Starting Principles: these involve the nature of the

child, his psychological and physiological endowments

which make education possible.

2. Guiding Principles: these refer to the procedure,

methods of instruction, or agglomerations of techniques

by which the student and the teacher may work together

toward the accomplishment of the goals or objectives of

education.

3. Ending Principles: these refer to the educational

aims; goals, objectives, outcomes, purposes, or results

of the whole educational scheme to which teaching and

learning are directed.

Both techniques and principles are necessary, but principles are morefundamental.

The teacher should be free to use techniques by the intelligent use of educational principles.

1. Scaffolded Instruction

Students can become independent, self-regulated learners through instruction that is deliberately and carefully scaffolded.

Hetherington and Parke (1986) offered the following definition of scaffolding: the process of helping children "... achieve more than they can on their own by skillfully structuring the environment to make it easier for them"

The critical forms of knowledge associated

with strategic learning are (a) declarative

knowledge, (b) procedural knowledge, and

(c) conditional knowledge. Each of these

must be addressed if students are to

become independent, self-regulated

learners.

Learning is increased when teaching is

presented in a manner that assists students in

organizing, storing, and retrieving knowledge.

The prior knowledge a learner brings to a

task plays a central role in the acquisition of

new learning (Beck, 1986). If a learner is

unable to access prior knowledge he/she has

lost access to foundational blocks that support

new learning.

Students can become more

independent, self-regulated

learners through strategic

instruction.

Students can become independent, self-regulated learners through instruction that is explicit.

The extent to which instruction is made explicit directly impacts both student achievement and independent, self-regulated learning.

files.eric.ed.gov/fulltext/ED386854.pd

By teaching sameness both within and across

subjects, teachers promote the ability of students to

access potentially relevant knowledge in novel

problem-solving situations.

A study by Anderson and Smith (1984) illustrates

the importance of teaching students commonalties

across various topics and types of problem-solving

situations. Several researchers, such as Kameenui

(1991), Pea (1987), and Prawat (1989) indicated

that educators should devote more attention to

defining common elements both within and across

subjects.

Jose, Roberose Jhen V.

Sumera, Rinalyn DG.

*Is a acquisition of a knowledge-base

used with fluency to make sense of

the world, solve problems and make

decisions.

1.Acquisition of a knowledge-base

2.Fluency

3.Make sense of the world

4.Solve problems

5.Make decisions

By knowing some principles on how learning takes place, we will be guided on how to teach. Here are some principles of learning from Horne and Pine (1990)

1. Learning is an experience

which occurs inside the learner

and is activated by the learner.

*The process of learning is primarily controlled by the learner and not by the teacher.

*Learning is not only a function of what a teacher does to, or says to, or provides for a learner.

*No one directly teaches anyone anything of significance.

2. Learning is the discovery

of the personal meaning and

relevance of ideas*Students more readily internalize and implement concepts and ideas which are relevant to their needs and problems.

*It is a process which requires the exploration of ideas in relation to self and community so that people can determine what their needs are, what goals they would like to formulate, what issues they would like to discuss and what content they would like to learn.

3. Learning (behavioral change)

is a consequence of experience

*People become responsible when

they have really assumed

responsibility.

*Experiential learning makes use of

direct as well as vicarious experiences

4. Learning is a cooperative and

collaborative process.

Cooperation fosters learning.

Two heads are better than one.

Cooperative approaches are enabling.

5. Learning is a evolutionary

process

*Behavioral change requires time and

patience.

*Implicit in all the principles and

conditions of learning is an

evolutionary model of learning

.

6. Learning is sometimes a

painful process

*It may be good to make our

students realize that learning is a

difficult task.

*It is accompanied by sacrifice,

inconvenience, and discomfort.

But it leads to inner joy.

7. One of the riches resources

for learning is the learner himself

*As a teacher, you must draw

these learners’ ideas, feelings,

and experiences.

*You midwife the birth of ideas.

8. The process of learning

is emotional as well as

intellectual.

*As teachers, let us appeal to our

student’ intellectual as well as

their emotions.

9. The process of problem

solving and learning are

highly unique and individual

*It pays to allow students to learn

in accordance with their unique

learning styles and multiple

intelligence.

It is worth including other

principles/laws of learning

by Thorndike (1932).

*Learning is strengthened when

accompanied by a pleasant or

satisfying feeling

*Learning is weakened when

associated with an unpleasant feeling

*Learning takes place properly when it

results in satisfaction and the leaner

derives pleasure out of it

*Things often repeated are

best remembered

*Students do not learn

complex tasks in one single

session

*Individuals learn best when they

are physically, mentally and

emotionally ready to learn, and

they do not learn well if they see

no reason for learning

The law of primacy

The law of recency

The law of intensity

The law of freedom