Professional Documents
Culture Documents
PED 103 AND 104 Reviewer
PED 103 AND 104 Reviewer
1. Physical characteristics
Health and wellness
Appearance
2. Personality Characteristics Principle 2. Reflective Practice
Cooperation
Expound on principle that guide
Tactfulness
teaching
Flexibility, and Patience
Demonstrate teaching as an inquiry
Organization
process, collecting and analyzing data
Enthusiasm
about students learning, and
Creativity initiative and risk
generating plans, designed to support
taking
students learning.
3. Responsibility Characteristics
Make available teaching from multiple
Responsibility
perspectives
Attendance and punctuality
Do self-assessment with or from
Maturity
multiple perspective
4. Communication Skill
Gather information through
Oral communication
observation of classroom interaction.
Written communication
5. Professional Relationship Skills Principles 4. Passion for Learning
Demeanor
Rapport Summarize and teach complex
Awareness of Individual and networks of knowledge
Differences Reflect on what has been taught
6. Commitment of the teaching and learned
profession Consider learner’s intellectual,
Professionalism social, and personal growth
Wittiness Support learners with special needs
Reflectivity Provide engagement activities
Being good at explaining things Allow high and positive
Enthusiastic expectations for learner
Has a time management achievement
Keeping cool under pressure Provide learners opportunities to
solve community problems
PRINCIPLES FOR TEACHERS
Principle 5. Understanding school in context
PRINCIPLE 1. Conceptual understanding of of society and culture
core knowledge
Be a change agent
Define learning goals that reflect Communicate in ways that profess a
mastery of subject matter sensitivity to a broad range of diversity
Design and effect the kind of Set as mediator when learners need
instruction that develop student’s help to resolve problems or change
conceptual framework attitudes
Provide opportunities for learner’s Collaborate with the stakeholder
interaction through accurate and in- Get involve in the lives of students
depth information.
Provide meaningful learning activities Principle 6. Professionalism
to improve learners’ communication Live up the ethical principles guiding
and quantitative skills. professional conduct
Model effective communication and Demonstrate and document standard
problem solving – based practice in the classroom
Apply a variety of media and Remain updated in terms of research
technology on teaching and new developments
Distinguish high quality educational in the discipline
material; and Seek membership in professional
Writes and speak with clarity for organizations and resource networks
effective communication beyond the school
Include complex and difficult issues in It can take the form of formative test
dialogue with colleagues consisting of a 10-item multiple choice
questions after the day's lesson to
determine the mastery of learning, e.g.,
95% of the class got 100% correct
answers.
TYPE OF LESSON PLAN
PSYCHOMOTOR DOMAIN
PSYCHOMOTOR HIERARCHY
Reflex
• Presenting the ideas of others - While it is Show students through the things we say,
the assignments we give, and the criteria In short, subject matter content is an
we use to evaluate learning-that integration of facts, concepts, principles,
conceptual understanding of subject hypotheses, theories, and laws, thinking
matter is far more important than skills, manipulative skills, values and
knowledge of isolated facts. attitudes.
Ask students to teach to others what they Our subject matter content includes
have learned-a task that encourages cognitive, skill and affective components.
them to focus on main ideas and pull The cognitive component is concerned
them together in a way that makes sense. with facts, concepts, principles,
hypotheses, theories, and laws. The skill
Promoting dialogue - When we component refers to thinking skills as well
encourage our students to talk about as manipulative skills while the affective
what they learn, they are given the component is the realm of values and
opportunity to reflect, elaborate on, attitudes.
clarify further and master what they have
learned. Hypotheses educated guesses about
relationships (principles). Example -- For
Using authentic activities - Incorporate lower division undergraduate students,
your lessons into "real world" activities. study habits is a better predictor of
Instead of simply asking students to work success in a college course than is a
on some items on subtraction, simulate a measure of intelligence or reading
"sari-sari" store and apply subtraction skills. comprehension.
Laws firmly established, thoroughly tested •Break large problems into well-defined
principle or theory. Examples - Thomdike's ones
law of effect, law on the conservation of
2. •Distinguish information needed
matter and energy, the law supply and
•Identify techniques to find needed
demand.
information
Skills
Problems can be solved by using an
algorithm or a heuris-tic strategy. Solving
Thinking Skills-These refer to the skills
a problem by the use of an algorithm
beyond recall and comprehension. They
means following specific, step-by-step
are skills concerned. with the application.
instructions. An example is when you
of what was learned, (in problem-solving
assemble the dismantled parts of a new
or in real life) synthesis, evaluation and
toy by following the "how to assemble
critical and creative thinking.
instructions. Fortunately or unfortunately,
not all problems are solved by the use of
A. Divergent thinking - This includes fluent
algorithms. When there is no algorithm for
thinking, flexible thinking, original thinking
solving a problem, we use heuristics,
and elaborative thinking Fluent thinking is
general prob- lem-solving strategy, for a
characterized by the generation of lots of
solution. These are informal, intuitive,
ideas Thought flow is rapid. It is thinking of
speculative strategies that sometimes
the most possible ideas. Flexible thinking is
lead to an effective solution and
characterized by a vanety of thoughts in
sometimes do not.
the kinds of ideas generated. Different
ideas from those usually presented flow
How can we help our students acquire
from flexible thinkers. Original thinking is
effective problem-solving strategies?
thinking that differs from what's gone
before. Thought production is away from
Ormrod (2000) cites a number situations in
the obvious and is different from the norm.
which they can be used.
Elaborative thinking embellishes on
previous ideas or plans (Torres, 1994) It
•Provide worked-out examples of
uses prior knowledge to expand and add
algorithms being applied. Help students
upon things and ideas.
understand why particular algorithms are
relevant and effective in certain situations.
B. Convergent thinking-It is narrowing
-When a student's application of
down from many possible thoughts to
algorithm yields an incorrect answer, look
end up on a single best thought or an
closely at the specific steps the student
answer to a problem
has taken until the trouble spot is located.
C. Problem solving-Problem solving is
Teaching Approach
made easier when the problem is well-
It is a set of principles, beliefs, or ideas
defined "The proper definition of a
about the nature of learning which is
problem is already half the solution" It is
translated into the classroom.
doubly difficult when the prob lem is ill
defined. When it is ill-defined, then the first
Teaching Method
thing to teach our students is to better
The systematic way of doing something. It
define the problem. Here are some
implies an orderly logical arrangement of
steps. It is more procedural.
SUBJECT MATTER-CENTERED APPROACH
Teaching Technique Subject matter gains primacy over that of
Teaching techniques are such steps we the learner.
follow when we teach. It is the teacher's
style or tricks to accomplish an immediate TEACHER DOMINATED APPROACH
objective. In this approach, only the teacher's voice
is heard. He/she is the sole dispenser of
Teaching Strategy information.
Are methods of approaching a problem
or task, modes of operation for achieving INTERACTIVE APPROACH
a particular end, or planned design for In this approach, an interactive classroom
controlling and manipulating certain will have more student talk and less
information. teacher talk. Students are given the
opportunity to interact with teacher and
TEACHING APPROACHES with other students.
11 . OBJECTIVE CURRICULUM