Which statement does NOT describe the learning

environment as a domain of NCBTS?

- THE TEACHER IS FAMILIAR WITH THE LEARNERS

BACKGROUND KNOWLEDGE AND EXPERIENCES.

Which statement describes diversity of learners as a domain

of NCBTS?

- THE TEACHER DEMONSTRATES CONCERN FOR THE

HOLISTIC DEVELOPMENT OF LEARNERS.

Which is NOT true about the nature of the learner?

- THE CHILD IS A PRODUCT OF THE CULTURAL

ENVIRONMENT WHERE HE ASSUMES MEMBERSHIP

After a lesson on atoms, the students were asked to work on

a physical model to determine learning. For which group of
students is building model intended for?

- KINESTHETICALLY INTELLIGENT

Which of these activities is best for the VISUAL-SPATIAL

learners?

- DOING GRAPHIC ORGANIZERS

To cater to the linguistic competence of students, which of

these activities must be utilized?

- WRITING A PARODY

Mastery learners enjoy the following activities except for one

which is ____

- CONCEPT FORMATION

Interpersonal learners enjoy which of the following activities?

- GROUP INVESTIGATION

This type of learners wants to explore and produce, enjoy

activities such as creative art.

-
 - Learns best by carrying out a project alone

=================================================
INSTRUCTIONAL APPROACHES

DIRECT INSTRUCTION
1. EXPOSITORY lecture method
a. Approach
b. Presentation
c. Application

2. DEDUCTIVE Method generalization to specific

Steps:
a. Introduction
b. Statement of general idea
c. Explanation of general idea
d. Illustration
e. Evaluation

3. DEMONSTRATIVE the use of actual tools

a. Purposing
b. Planning
c. Demonstration Proper
d. Executing
e. Evaluating

PROCESS ORIENTED METHOD

1. INDUCTIVE
a. Preparation
b. Presentation
c. Comparison and Abstraction
d. Generalization
e. Application

2. INQUIRY TEACHING

- The most important element of the learning process - LEARNER

- List of courses needed to compete a program - CURRICULUM

- Relationship among the students - PSYCHOLOGICAL CLIMATE

- Learning resources used by teachers and students - MATERIALS OF INSTRUCTION

- Emphasis on thinking process - COGNITIVISM

- Use of appropriate materials - PRINCIPLE OF CONTEXT

- Ability to reason effectively - LOGICAL-MATHEMATICAL

- Ability to visualize accurately - SPATIAL

- Preference to see tangible results - MASTERY LEARNER

- UNDERSTANDING LEARNER

===============================================

3. LABORATORY METHOD
a. Experimental
b. Observational
Or
a. Orientation and motivation
b. Work Period
c. Culminating Activities

4. PROBLEM SOLVING
5. PROJECT METHOD

criticism
 order thinking skills.

- 8. Create stress-free environment

- 9. Demonstrates punctuality

- 10. Designs and utilizes teaching methods that take into

account the learning process.

- 11. Designs or selects leaning experiences suited to

different kinds of learners.

- 12. Employs non-traditional assessment techniques

(portfolio, journals, rubric, etc.)

- 13. Encourages free expression of ideas from students

- 14. Encourages students to apply classroom learning to the

community.

- 15. Engages and sustains learners interests in the subject

by making content meaningful and relevant to them

- 16. Establishes routines and procedures to maximize

instructional time.

- 17. Handles behavior problems quickly and with due

respect to childrens right

- 18. Identifies teaching-learning difficulties and possible

causes and takes appropriate actions to address them.

- 19. Implement school policies and procedures

- 20. Improves teaching performance based on feedback

from mentors, peers, superiors and others

- . Adopts strategies to address needs of differently-abled DIVERSITY of LEARNERS

students.

- 2. Reading educational materials regularly and engaging in PERSONAL GROWTH and PROFESSIONAL DEV.
educational research.

- 3. Arrange challenging activities in a given physical LEARNING ENVIRONMENT

environment

- 4. Communicates and enforces school policies and LEARNING ENVIRONMENT

procedures for appropriate learner behavior.

- 5. Communicate and maintains high standards of learning LEARNING ENVIRONMENT

performance.

- 6. Conducts regular meeting with learners and parents to PLANNING, ASSESSMENT, REPORTING
respect learners progress

- 7. Creates situations that encourage learners to use high CURRICULUM

 - 28. Keeps accurate records of grades/performance levels of
learners
LEARNING ENVIRONMENT
- 29. Links the current content with past and future lessons
SOCIAL REGARD for LEARNING
- 30. Links with other institutions and organizations for
CURRICULUM sharing best practices

- 31. Maintains a learning environment of courtesy and

DIVERSITY of LEARNERS respect for different learners (ability, culture, gender)

- 32. Maintains appropriate appearance

PLANNING, ASSESSMENT, REPORTING
- 33. Maintains stature and behavior that upholds the
dignity of teaching
LEARNING ENVIRONMENT
- 34. Make appropriate adjustments for learners of different
COMMUNITY LINKAGES socio-economic backgrounds

- 35. Make use of various learning experiences and resources

CURRICULUM
- 36. Manifest personal qualities like enthusiasm, flexibility,
and caring attitude
CURRICULUM
- 37. Obtains information on the learning styles, multiple
intelligences and needs of learners
LEARNING ENVIRONMENT
- 38. Paces lessons appropriate to needs and difficulties of
learners
PLANNING, ASSESSMENT, REPORTING.
- 39. Participates in community activities that promote
learning
SOCIAL REGARD for LEARNING
- 40. Plans lessons to fit within available instructional time.
PERSONAL GROWTH and PROFESSIONAL DEV.

- 21. Initiates other learning approaches for learners whose DIVERSITY of LEARNERS
needs have not been met by usual approaches

- 22. Integrates content of the subject areas with other CURRICULUM

discipline

- 23. Interprets and uses assessment results to improve PLANNING, ASSESSMENT, REPORTING
teaching and learning

- 24. Involves community and sharing accountability for COMMUNITY LINKAGES

learners achievement

- 25. Involves parents to participate in school activities that PLANNING, ASSESSMENT, REPORTING
promote learning

- 26. Is careful about the effect of ones behavior on students SOCIAL REGARD for LEARNING

- 27. Keep abreast with recent developments in education PERSONAL GROWTH and PROFESSIONAL DEV
 PLANNING, ASSESSMENT, REPORTING strength and correct ones weaknesses

- 49. Uses individual and cooperative learning activities to

CURRICULUM improve capacities of learners for higher learning.

PERSONAL GROWTH and PROFESSIONAL DEV - 50. Utilizes ICT to enhance teaching and learning

LEARNING ENVIRONMENT

SOCIAL REGARD for LEARNING

PERSONAL GROWTH and PROFESSIONAL DEV

DIVERSITY of LEARNERS

CURRICULUM

SOCIAL REGARD for LEARNING

DIVERSITY of LEARNERS

DIVERSITY of LEARNERS

COMMUNITY LINKAGES

CURRICULUM

- 41. Provides gender-fair opportunities for learning LEARNING ENVIRONMENT

- 42. Recognizes that every learner has strengths LEARNING ENVIRONMENT

- 43. Shows proof of instructional planning PLANNING, ASSESSMENT, REPORTING

- 44. Takes measures to minimize anxiety and fear of the LEARNING ENVIRONMENT
teacher and/or subject

- 45. Uses a variety of teaching approaches and techniques CURRICULUM

appropriate to the subject matter and the learners.

- 46. Use community as laboratory for learning COMMUNITY LINKAGES

- 47. Uses community resources (human, material) to COMMUNITY LINKAGES

support learning

- 48. Uses self- evaluation to recognize and enhance ones PERSONAL GROWTH and PROFESSIONAL DEV
 LEARNING ENVIRONMENT - Involves skill in the performance, composition, and
appreciation of musical patterns.
- Encompasses the capacity to recognize and compose
CURRICULUM musical pitches, tones, and rhythms
- it runs in an almost structural parallel to linguistic
intelligence.

- entails the potential of using ones whole body or parts of

the body to solve problems.
- it is the ability to use mental abilities to coordinate bodily
movements.
- Gardner sees mental and physical activity as related.

- Involves the potential to recognize and use the patterns of

wide space and more confined areas.

- The capacity to understand the intentions, motivations and

desires of other people.
- It allows people to work effectively with others.
- Educators, salespeople, religious and political leaders etc.
all need a well-developed interpersonal intelligence.

- The capacity to understand oneself, to appreciate ones

feelings, fears and motivations.
- Involves having an effective working model of ourselves
and be able to use such info to regulate our lives.

ADDL Intelligence
- Enables human beings to recognize, categorize and draw
upon certain features of the environment

==================================================

HOWARD GARDNER, MULTIPLE INTELLIGENCE

- Involves sensitivity to spoken and written language, and

the ability to learn languages, and the capacity to use
language to accomplish certain goals. LINGUISTIC Intelligence
- The ability to effectively use language to express oneself
rhetorically or poetically; and language as means to
remember information.
- Writers, poets, lawyers and speakers are among those that
having high linguistic intelligence.

- The capacity to analyze problems logically, carryout

mathematical operations, and investigate issues
scientifically. LOGICAL/MATHEMATICAL Intelligence
- The ability to detect patterns, reason deductively and think
logically.
- This intelligence is most often associated with scientific and
mathematical thinking.
 - entails the potential of using ones whole body or parts of
the body to solve problems.

MUSICAL Intelligence - Involves the potential to recognize and use the patterns of
wide space and more confined areas.

- The ability to effectively use language to express oneself

rhetorically or poetically; and language as means to
remember information.

- Involves having an effective working model of ourselves

BODILY-KINESTHETIC Intelligence and be able to use such info to regulate our lives.

- The ability to detect patterns, reason deductively and think

logically.

SPATIAL Intelligence - It allows people to work effectively with others.

- Educators, salespeople, religious and political leaders etc.

all need a well-developed interpersonal intelligence.

- This intelligence is most often associated with scientific and

INTERPERSONAL Intelligence mathematical thinking.

- it is the ability to use mental abilities to coordinate bodily

movements.

- Encompasses the capacity to recognize and compose

INTRAPERSONAL Intelligence musical pitches, tones, and rhythms

- Gardner sees mental and physical activity as related.

- it runs in an almost structural parallel to linguistic

NATURALISTS Intelligence intelligence

- This intelligence is most often associated with scientific and

================================================== mathematical thinking.

- Involves sensitivity to spoken and written language, and

the ability to learn languages, and the capacity to use LINGUISTIC Intelligence
language to accomplish certain goals.

- Enables human beings to recognize, categorize and draw NATURALISTS Intelligence

upon certain features of the environment

- The capacity to analyze problems logically, carryout LOGICAL/MATHEMATICAL Intelligence

mathematical operations, and investigate issues
scientifically

- The capacity to understand oneself, to appreciate ones

INTRAPERSONAL Intelligence
feelings, fears and motivations.

- Involves skill in the performance, composition, and MUSICAL Intelligence

appreciation of musical patterns

- The capacity to understand the intentions, motivations and

INTERPERSONAL Intelligence
desires of other people.
 BODILY-KINESTHETIC Intelligence - Looks for images implied in learning; uses feelings and
emotions to construct new ideas and products; and judges
the learning process according to its originality, aesthetics,
SPATIAL Intelligence and capacity to surprise or delight.

- Like the mastery learner, focuses on concrete, palpable

information; prefers to learn socially; judges learning in
LINGUISTIC Intelligence terms of its potential use in helping others.

INTELLIGENCE & STYLE

INTRAPERSONAL Intelligence
LINGUISTIC
- The ability to use language to describe events and
LOGICAL/MATHEMATICAL Intelligence sequence activities

INTERPERSONAL Intelligence - The ability to develop logical arguments and use of rhetoric

- The ability to use metaphoric and expressive language

INTERPERSONAL Intelligence
- The ability to use language to build trust and rapport

LOGICAL/MATHEMATICAL Intelligence
LOGICAL-MATHEMATICAL
- The ability to use numbers to compute, describe, and
BODILY-KINESTHETIC Intelligence document

- The ability to use mathematical concepts to make

MUSICAL Intelligence
conjectures, establish proofs and apply mathematics and
data to construct documents.

BODILY-KINESTHETIC Intelligence - The ability to be sensitive to the patterns, symmetry, logic,

and aesthetics of mathematics and to solve problems in
MUSICAL Intelligence design and modeling

LOGICAL/MATHEMATICAL Intelligence - The ability to apply mathematics in personal and daily life

LEARNING STYLES

- Learning style models tend to concern themselves with the

process of learning: how the individuals absorb FOCUS ON PROCESS
information, think about information, and evaluate the
results

- Learning style theorists generally believe that learning is

the result of a personal, individualized act of thought and EMPHASIS ON PERSONALITY
feeling.

- Absorbs information concretely, processes information

sequentially in a step-by-step manner; and judges the value MASTERY Style Learner
of learning in terms of its clarity and practicality

- Focuses more on ideas and abstractions; learns through a

process of questioning, reasoning, and testing; and UNDERSTANDING Style Learner
evaluates learning by standards of logic and the use of
evidence.
 - The ability to plan strategically or to critic the actions of the
body
SELF-EXPRESSIVE Style Learner
- The ability to appreciate the aesthetics of the body and to
use those values to create new forms of expression

- The ability to use the body to build rapport, to console and

INTERPERSONAL Style Learner persuade, and to support others

MUSICAL

- The ability to understand and develop musical technique

LINGUISTIC MASTERY
- The ability to interpret musical forms and ideas

LINGUISTIC UNDERSTANDING - The ability to create imaginative and expressive

performances and compositions
LINGUISTIC SELF-EXPRESSIVE
- The ability to respond emotionally to music and to work
LINGUISTIC INTERPERSONAL together to use music to meet the needs of others

INTERPERSONAL
LOGICAL-MATHEMATICAL MASTERY
- The ability to organize people and to communicate clearly
what needs to be done.

LOGICAL-MATHEMATICAL UNDERSTANDING - The ability to discriminate and interpret among different

kinds of interpersonal clues.

- The ability to influence and inspire others to work toward a

LOGICAL-MATHEMATICAL SELF-EXPRESSIVE common goal

- The ability to use empathy to help others and to solve

LOGICAL-MATHEMATICAL INTERPERSONAL problems

SPATIAL

- The ability to perceive and represent the visual-spatial SPATIAL MASTERY

world accurately

- The ability to interpret and graphically represent visual or SPATIAL UNDERSTANDING

spatial ideas

- The ability to transform visual or spatial ideas SPATIAL SELF-EXPRESSIVE

- The ability to arrange colors, line, shape, form, and space to SPATIAL INTERPERSONAL
meet the needs of others.

BODILY-KINESTHETIC

- The ability to use the body and tools to take effective BODILY-KINESTHETIC MASTERY
action or to construct or repair
 BODILY-KINESTHETIC UNDERSTANDING
1. Use the menus as a COMPASS
- Keep a running record of the styles and intelligences
BODILY-KINESTHETIC SELF-EXPRESSIVE you use regularly and of those you avoid
- When a particular form of assessment doesnt work,
offer students another choice from another part of
BODILY-KINESTHETIC INTERPERSONAL the menu

2. Focus on ONE INTELLIGENCE at a time

- Offer your students a choice in one of the four
styles, or urge them to do two assessments: one
from a style they like and one from the styles they
MUSICAL MASTERY normally avoid

MUSICAL UNDERSTANDING 3. Built on STUDENT INTEREST

- When students conduct research, either individually
MUSICAL SELF-EXPRESSIVE or in groups, show them the menus and allow them
to choose the product or approach that appeals to
them
MUSICAL INTERPERSONAL - They should choose the best product for
communicating their understanding of the topic or
text
- Students thus discover not only the meaning of
quality, but also something about the nature of their
own interests, concerns, styles, and intelligences
INTERPERSONAL MASTERY

INTERPERSONAL UNDERSTANDING

INTERPERSONAL SELF-EXPRESSIVE

INTERPERSONAL INTERPERSONAL

INTRAPERSONAL

- The ability to assess ones own strengths, weaknesses, INTRAPERSONAL MASTERY

talents, and interests and use them to set goals.

- The ability to form and develop concepts and theories INTRAPERSONAL UNDERSTANDING
based on an examination of oneself

- The ability to reflect ones inner moods, institutions, and INTRAPERSONAL SELF-EXPRESSIVE
temperament and to use them to create or express a
personal vision

- The ability to use understanding of oneself to be of service INTRAPERSONAL INTERPERSONAL

to others.

HOW TO USE THE INTEGRATED INTELLIGENCE MENUS


BEHAVIORISM
- focus on the objective of the teacher
- students learn from the teacher
SOCIAL COGNITIVISM
- student learn from others not only from
teacher
COGNITIVISM
- has prior knowledge about certain topic
- student learn from the schema
CONSTRUCTIVISM
- giving the students the experience
- with actual experience and let them learn
from experience
- Is a learning theory based on the idea that behavior CAN
BE controlled or modified based on the antecedents and
consequences of a behavior
- A behavior will only occur if given the right environment
or antecedent.
- The behavior is more or less likely to reoccur based on
the reinforcements or consequences that follows, such as
rewards and punishments
- This is often used for shaping classroom behavior and
helping students learn basic facts and skills
- Examples:
Allowing child to watch TV as soon as he is done with
homework.
Receiving a sticker for a correct answer on a math
problem
Students who arrive late will receive detention
==============================
- Combines behaviorism and cognitive theories
- Children learn by observing and modeling the behavior of
others
- Learning by observation (Bobo Doll experiment)
 - Examples: For a teacher
Provide models that show good performance of skills
by similar students
Show a variety of video models of good student
performances
Be a positive model for students to increase self-
efficacy
=============================
- From latin word cognitio means know together
- It views the mind as an information processor like a
computer which focusses on how information is
received, organized and stored within the brain
- Information should be organized, sequence and
presented in a manner that is meaningful to the
individual who is learning.
- Examples:
Repetition is important for retention and to build
schemas in the brain and Organization is another
important tool for effectively building schema
Using strategies such as chunking, scaffolding and
instructional design can ensure a students cognitive
load is appropriate.
=============================
- Learning from their actual experience
- Focuses on how learners construct their own knowledge
NOT transmitted or reproduced
- Knowledge is subjective as each person creates personal
meaning out of experiences and integrates new ideas
into existing knowledge structures
- Examples:
Facilitator guides learning
Allows students to construct their own knowledge in
an active manner and to enable them to make sense
of it
Allow learners to be taught with their existing
knowledge and experience taken into account rather
than having a pre-designed curriculum
Educational Management has been considered as one
interesting subject particularly by the educators who are
aware of the need for Knowledge Management
PRINCIPLES UNDERLYING TEACHING
1. Principle of CONTEXT
- Fleming points to a number of observations related to
context development, he stresses the ff:
A collection of data is NOT information
A collection of information is NOT knowledge
A collection of knowledge is NOT wisdom
A collection of wisdom is NOT truth
- Context refers to words just before and after a certain
word sentences that makes clear what it means
- The idea that a reader gets from a sentence simply
provides information, knowledge and wisdom which
are simply collections; which means without a
particular meaning attached to the piece of
information or detail through a system of established
associations, there can be no meaning attributed to it
- There is therefore no context, there is no meaning at
all.
- Fleming further summarizes observations by stressing
that:
Information relates to description, definition, or
perspective (what, who, when, where)
Knowledge comprises strategy, practice, method
or approach (how)
Wisdom embodied principle, insight, moral, or
archeotype (why)
- Accdg to Leus there are categorized into 6 levels
a. LEVEL- 1
- Context consists of the textbook only
- Predominantly verbal
- No problem-solving experience
- Lacks dynamic appeal
- Limited verbal responses to verbal stimuli
b. LEVEL- 2
- Context consists of textbook together with a
collateral/supplemental materials
- Wider in context
- More readings of expository
- Advocates more extensive reading
c. LEVEL- 3
- Context consists of non-academic and current
materials (magazine articles, newspaper clippings)
- Concrete, specific, actual, and immediate
- Reality vs. theories
- Leads to extensive discussion
d. LEVEL- 4
- Context consists of multi-sensory aids
- Effective when used as aid in learning
- Related to contemplated learning
- Ineffective if learner is passive
e. LEVEL- 5
- Context consists of demonstration and
presentation by the experts
- Concrete setting
- Learning beyond classroom setting
f. LEVEL- 6
- Field experiences: personal, social, community
understanding
- Concrete, abundant, dynamic, readily
apprehended setting for learning
- Goes beyond verbalization
- Concrete and firsthand experiences
2. Principle of FOCUS
- Instruction can be effective if there is a definite area of
concentration
a. LEVEL 1 focus established by page assignment in
textbook so that specific lessons are identified along
with specific set of activities which are uniformly
structured
- Uniform structure
- Learning without unity
- Memorization
b. LEVEL 2 focus established by announced
topic together with chapter references.
- An assignment given in advance including chapters
to be read will afford full concentration on subject
matter at hand.
- Very likely, a better understanding of the subject
matter is achieved since concentrating on definite
task.
c. LEVEL 3 focus established by broad concepts to be
comprehended or problem to be solved
- Directed at the mental processes of the learner
- More varied learning patterns
d. LEVEL 4 focus established as a concept or a
problem to be solved, skill to be acquired to carry an
undertaking
- Let them do whatever they have learned
- Flexibility
- Acquisition of more facts and information
3. Principles of Socialization
- Offers socio-cultural phenomenon a process that
encompasses the ways of thinking, interacting, and
problem solving.
- The classroom is also viewed as a conventionalized
setting in which rule-bound interaction takes place
between the learner and the teacher.
- Such interaction is influenced by the physical set-up,
the beliefs and values of the learners standards of
classroom management that eventually leads to
understanding of role expectations within the group
from lesson formats.
- Teaching becomes a way of modifying and redefining
patterns of behavior.
- Leus asserts that effectiveness of instruction depends
upon the social setting in which it is done.
a. LEVEL-1 social pattern characterized by submission
- Rudimentary level of socialization
- No group function
- Teacher-controlled
- Interaction limited to teacher-learner
- Absence of group undertaking
- There are no learner-initiated activities where
they can show reactions related to classroom
events.
b. LEVEL-2 social pattern characterized by
contribution
- Sympathetic and positive discipline
- Freedom
- Lack authority
- Setting is more liberal
- Learners enjoy certain amount of freedom to
engage themselves in activities
- Learners participate actively with teacher adapting
positive attitude toward discipline
c. LEVEL-3 social pattern characterized by
cooperation
- Goes beyond friendliness and sympathy
- Teacher is an organizer
- Positive team spirit
- Divides class into groups for more active learner
involvement
- Seatwork is set aside to give way to group
discussion
- Instruction becomes effective
4. Principle of Individualization
- Instruction may progress in terms of the learners own
purposes, aptitudes, abilities and experimental
procedures
a. INDIVIDUALIZATION THROUGH DIFFERENT
PERFORMANCE IN UNIFORM TASKS.
- Task is the same to all but offers varied ways of
doing the tasks according to the learners aptitude,
interests and capabilities
b. INDIVIDUALIZATION THROUGH HOMOGENEOS
GROUPING
- Means similar age, abilities, interests, physical
characteristics or intellectual ability
- Learners vary in age, ability, and sex, and
classrooms tend to lean toward homogeneity
- Homogeneous grouping provides effective
instruction
c. INDIVIDUALIZATION THROUGH CONTRACT PLAN
 - Asserts that the individual must be the focus in the
planning, and delivery of services and support.
- Learners capabilities, needs, and interests used as
basis for planning, delivery of services and support
to the individual
- Applied to effective instruction, a learner enjoys
the right to have his unique capabilities, interests,
and needs recognized as basis for the contact plan.
- Plan of study --> set of activities with time limit-->
teacher evaluate progress --> accomplished task
- Learner works alone --> teacher as facilitator for
independent learning
d. INDIVIDUALIZATION THROUGH INDIVIDUAL
INSTRUCTION
- This calls for a person centered planning for
learning tasks normally adapted to the level of
capability of the learner.
- Individual instruction is done through self-learning
kits to be accomplished by the learners but
supplemented by a schedule one-on-one
encounter with the teacher-facilitator to check
the progress of work activity
- Remedial instruction given to low performing
learners outside class hours
- The essence of individual instructions is to make
sure that it becomes effective instruction because
instruction meets the objectives set for a
particular lesson based on the individual abilities
and aptitudes.
e. INDIVIDUALIZATION THROUGH LARGE UNITS WITH
OPTIONAL-RELATED ACTIVITY
- This is the kind of instruction where large topics or
big blocks are divided into smaller units which can
be completed within a specified time frame
- The members of the group are given options to
engage in individual activities for as long as these
are related to the learning tasks at hand
f. INDIVIDUALIZATION THROUGH INDIVIDUAL
UNDERTAINGS, STEMMING FROM CONTRIBUTING
TO THE JOINT UNDERTAKING OF THE GROUP
LEARNERS
- Instruction is done to ensure cooperative learning
while the group works on a specific learning
activity
- The tasks is divided among the members so that
each member has a particular activity to work on
- In the end the group output becomes a product.
5. Principle of Sequence
- Successful instruction depend on the effective ordering
of a series of learning tasks
- Sequence is a movement from meaningless to
emergence of meaning.
a. SCALE-1
- Will provide a learning sequence where
comprehension or understanding of whatever is
introduced is reinforced
- This reinforcement will also provide development
and acquisition of skills necessary for building up
understanding and translating concept into actual
practice
- Learning sequence provides for a gradual increase
for difficulty to complexity
b. SCALE-2
- This is done by knotting learning of a particular
lesson by supplementing discussion, studies,
analysis of lesson, reviews related to the lesson at
hand
- Pretest or diagnostic test intended for evaluation
how well the learners absorbed previous lessons
c. SCALE-3
- Sequence organized in terms of readiness.
- Teacher is able to order or set the particular
learning-task according to the readiness of the
learner.
d. SCALE-4
- This calls for planning on specific learning tasks
that will depend on the ability of the learners to
give meaning to specific situations, deduce
impressions from whatever is read, think
possibilities as an end result of doing the activity.
6. Principles of Evaluation
- Is a component of effective instruction, this determine
whether objectives of instruction have been carried
out and learning or understanding has taken place.
- At the classroom, the contributions of learners,
teachers profiles, and even the physical resources are
factors that can contribute to effectiveness of
instruction
a. DIAGNOSTIC
- This determines the strength and weaknesses
- Done at the beginning of unit or course to determine
different levels slow, average and fast
 - In the process teacher is able to determine the
inadequacies or difficulty and remedial measures LEVEL 1 page assignment
can be done
LEVEL 2 topic together with chapter references.
b. FORMATIVE
- Intended to improve the delivery of instruction in LEVEL 3 by broad concepts
the classroom
- This is the phase of quality control designed to LEVEL 4 Let them do whatever they have learned
examine whatever deficiencies there are in the
process of instruction.
- This is done at pilot stage or any point in the various
stages of the instruction 3. Principles of Socialization
- This will not only to determine how much learning
has been achieved through instruction but how to LEVEL-1 characterized by submission
get rid of unintended outcomes.
LEVEL-2 characterized by contribution
c. SUMMATIVE
- This phase of evaluation is the summing up of all LEVEL-3 characterized by cooperation
pertinent data related to the performance of the
individual learners.
- The focus of this is the effectiveness of instruction
- At the end of the year, the final ratings of the
students will quantify how much learning is
achieved.

1. Principle of CONTEXT 4. Principle of Individualization

LEVEL- 1 textbook only Individualization
LEVEL- 2 textbook together with a 1. THROUGH DIFFERENT PERFORMANCE IN
collateral/supplemental materials UNIFORM TASKS.
LEVEL- 3 non-academic and current materials
2. THROUGH HOMOGENEOS GROUPING
LEVEL- 4 multi-sensory aids

LEVEL- 5 demonstration and presentation by 3. THROUGH CONTRACT PLAN

the experts

LEVEL- 6 Field experiences: 4. THROUGH INDIVIDUAL INSTRUCTION

2. Principle of FOCUS 5. THROUGH LARGE UNITS WITH OPTIONAL-

RELATED ACTIVITY
 6. THROUGH INDIVIDUAL UNDERTAKINGS,
STEMMING FROM CONTRIBUTING TO THE JOINT
UNDERTAKING OF THE GROUP LEARNERS

5. Principle of Sequence

SCALE-1 learning sequence

SCALE-2 knotting learning

SCALE-3 terms of readiness.

SCALE-4 planning on specific learning tasks

6. Principles of Evaluation

1. DIAGNOSTIC

2. FORMATIVE

3. SUMMATIVE