Biological material: aphid colonies, plants, and fungal and virus isolates

■ A daily plan

' Sets forth the proposed program or instructional activities foreach

day-■ Is the Instructor’s road map of what students need to leam and how it will be done effective during the class time

Dr. Ma. Cohoon

8

. Sigui and Prof?Celia M. Uanan

P rin cip le s an d S tra te g ie s o f'T e a c lu n j1,

Components

1 Hunter Gagne Slavin , Good&Brophy

1. Review 1. State learning

5. Modeling 5. Provide learn­

ing guidance

P rin cip le s and Stra teg ies o f T eaching V. CLASSROOM MANAGEMENT

• • *

Classroom management is an integral part of teaching and techniques of managing students must be delivered skillfully by the teacher; The teacher's personality, philosophy and teaching style will directly affect his or her managerial and disciplinary approach.

Following are approaches grounded m research and are applicable in the classroom.

They are distinct from each other yet share common features. All are based on a mixture of psychology, classroom experience and common sense. All blend elements of preven­

tion with techniques for intervention (Omstein, 1990).

A. Approaches to Classroom Management 1) Assertive Approach

» Based on Lee and Martens Canter's model of discipline in which teachers insist on responsible behavior by their students

• Expects teachers to specify rules of behavior and consequences for disobeying them and to communicate these rules and con­

sequences dearly

» Assumes that classroom management liberate students because it allows them to develop their best traits, skills and abilities, and provides them with psychological security in the classroom and an effective learning environment

2) Business-AcademicApproach

• Developed by Evertson and Emmer, emphasizes the organization and management of students as they engage In academic work

• Involves a high degree of'time on task* and'academic engaged time* for students. The idea is that when students are working on their tasks there is little opportunity for discipline problems to arise.

3) Behavioral Modification Approach

■» Rooted in the classic work of James Watson and the more recent work of B.F. Skinner

» It involves a variety of techniques’ and method ranging from simple 6 2 P N U L E T Review er

P ro fe ssio n a l E d ucatio n fewards to slaborate reinforcement training.

•• Assumes that behavior Is shaped by the environment and pay little attention to the causes of problems

4) Group Managerial Approach m Based on Jacob Kounin's research

- » Emphasizes the importance of responding immediately to group ' students behavior that might be inappropriate or undesirable In

order to prevent problems rather than having to deal with them ' after they emerge

«* If the misbehavior is not noticed, is ignored, or is allowed tc continue for too long, It may create a ‘ ripple effect*

5) Group Guidance Approach

» Based on the works of Fritz Redl

m Focuses on manipulating the surface behavior of the students on a group basis

■» Discipline and olassroom control are produced through group atmosphere and enhanced group support

6) Acceptance Approach

m Rooted in humanistic psychology

» Mahtains that every person has a prime need of acceptance

• Also based on the democratic model of teaching in which the teacher provides leadership by establishing roles and conse­

quences but at the same time allows students to participate in decisions and to make choices

7) Success Approach

•» Rooted In humanistic psychology and democratic model of leaching

» . Deals with general psychological and social conditions. Teacher should not excuse bad behavior on the part of the student They need to change whatever negative classroom condition exists and improve conditions that will lead to student success.

Or. Ma. Corazon R. S igua and Prof. Celia M. Ilanan

P ro fe ssio n a l E d u catio n B. Management Routine

Routine is simply a set of procedure tor handling both daily occurrences and minor interruptions of instructions

1) ADVANTAGES

a) Students will have more opportunity to learn and achieve more.

b) Teachers can devote more time for quality instruction.

2) EXAMPLE

a) Checking of attendance b) Distribution of Materials c) Submission of test papers

d) Coming in and going out of the classroom e) Payment of fees

C. Management of Time

The quantity and quality of academic instructional and engaged time affect student performance. Time in school can be divided into 4 categories relating to academic work (Omstein 1990).

1) Mandated time - the number of days and hours in the school calen­

dar specified by the state and school laws.

2) Allocated time - the portion of time in school allocated to different subjects and other activities in academic and non-academic areas 3) Academic Instructional time - the time the-teacher actually spends

in class giving instruction through various means In particular sub­

jects and skills

4) Academic-engaged time - the time the students spend in performing academic work

Or. Ma. Corazon B. Sigua and Prof. C flia M. Il.in.-in

P r in c ip le s a n d S tra te g ic s o f T e a c h in g

PART II - ANALYZING TEST ITEMS

D irections: Read and analyze each item and select the correct option that answers each question. Analyze the items using the first 5 items as your sample. Write only the letter of your choice in your answer sheet.

.

1

. To ensure that the lesson will go on smoothly, Teacher A listed down the steps she will undertake together with those of her students'. This practice relates to

A. Teaching style C. Teaching strategy

B. Teaching method D. Teaching technique

I

Hie correct option is B because teaching method consists of steps which are logi- | cally arranged aimed at achieving the specific aims of instruction. I

2. The class of Grade 6 - Einstein is scheduled to perform an experiment on that day.

However, the chemicals are insufficient. What method may then be used?

A. Project C. Lecture

B. Laboratory D. Demonstration

The correct option Is D because the insufficiency of chemicals to use dictates that the teacher performs the experiment while the rest of the class observes.

3. Teacher C gives the class specific topicas assignment which they have to research and pass the following day. However, the students could not find any information about it. What method should Teacher C use to teach the assignment?

A. Project method C Lecture method B. Discovery approach _D. Demonstration method

The correct option is C because lecture method is effective when the lecturer or teacher has the information or materials which students do not have.

4.. Pictures, models and the Hke arouse students' interest on the day's topic. In what part of the lesson should the given materials be presented?

A. Initiating activities C. Evaluation activities B. Culminating activities D. -Developmental activities .

PNU LET Reviewer M f K t

The correct option is A because instructional materials like picture Is used to motivate the students. This takes place at the start of the lesson, i.e., during the Initiating activities.

P r i n c i p l e ^ l n d S t r s ^

• 5. In Bloom's taxonomy of educational objectives, the.domains are stated from lowest to highest level. Which of ttie following objectives belongs to the lowest level?' A. To identify the characters in the story.

B. To differentiate active from passive voice.

C. To give the available resources that could be recycled to useful things.

D. To explain the procedure in changing improper fraction to mixed number.

The correct option is A because identifying the characters in the story requires simple recall of information from the text read; a characteristic of information in the knowledge level which is the lowest level in Bloom's taxonomy.

6. The class of IV - KaHkasan is tasked to analyze the present population of the dif­

ferent cities and municipalities of the National Capital Region for the last five years.

How can they best present their analysis?

A. By means of a table C. By means of a graph B. By looking for a pattern D. By guessing and checking

7. There are several reasons why problem-solving is taught in Math. Which is the LEAST Important?

A. It is the main goal for the study of Math.

B. It provides the content in which concepts and skills are learned and applied.

C. It provides an opportunity to develop critical and analytical thinking.

0. It provides pupils an opportunity to relate Math with the real world.

8. Teacher D teaches in a remote high school where newspapers are deRvered irreg­

ularly. Knowing the importance of keeping the students aware of current affairs, what is probably the best way to keep the students updated?

A. Gather back Issues of newspapers and let pupils compile them.

B. Urge the pupils to listento stories circulating In the community.

C. Encourage the pupils to listen to daily broadcast from a transistor radio.

D. The teacher should try-all available means to get the newspaper delivered to the school. '

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■ P ro fessio n al Education 9.. Devices can make a lecture more understandable and meaningful. What is the

most important thing a teacher should consider In the selection and utilization of

• instructional materials?

A. Objectives of the lesson

B. Availability of instructional materials . . C. Attractiveness of instructional materials

D. Degree of interest on the partof the students

10. Teacher E asks student A to identify and analyze events, ideas or objects in order to state their similarities and differences. In which part of the lesson does said activity take place?

A. Preparation C. Application

B. Generalization D. Comparison & abstraction 11. Which part of the lesson is involved in the giving of situation or activities based on

the concepts teamed?

A. Preparation C. Application

B. Generalization D. Comparison & abstraction 12. Teacher F wants the class to find out the effect of heat on matter. Which method

will help him accomplish his objective?

' A. Project method C. Problem method

Laboratory method 0. Expository method

13 jn Math, Teacher G presents various examples of plane figures to her class. Afterwards, she asks the students to give the defWtion of each. VVhat method did she use?

A. Inductive C. Deductive

B. Laboratory D. Expository

14. Teaching Tinikilng to l-Mallksi becomes possible through the use of

A. Inductive method C. Demonstration method

B. Expository method D. Laboratory rneflwd

15. What is the implication of using a method that focuses on the vdiy rather than the how?

A. There is best method.

B. A typical one wiH be good for any subject.

C. These methods should be standardized for different subjects..

D. Teaching methbds should favor inquiry and problem solving. ______

Dr. Ma. Corazon B. Sigua andlProf. Celia M. flanan

P ro fessio n al Education

16

. When using problem solving method, the teacher can A. set up the problem

B. test the conclusion

C. propose ways of obtaining the needed data D. help the learners define what is It to be solved

17. Which of the following characterizes a well-motivated lesson? ..

A. The class is quiet.

B. The children have something to do.

C. The teacher can leave the pupils to attend to some activities.

D. There are varied procedures and activities undertaken by the pupils.

1 Steamers must be developed not only In the cognitive, psychomotor but also in the affective aspect. Why is development of the latter also important? .

A. it helps them develop a sound value system.

J B. Their actions are dominated by their feelings.

C. It helps them develop an adequate knowledge of good actions.

0. Awareness of the consequences of their action is sharpened.

19. Which of the following attributes characterizes a learner who is yet to develop the concept?

A.‘ The Ieamer can identify the attributes of the concept.

B. The Ieamer can summarize the ideas shared about the concept.

C. The Ieamer can distinguish examples from non-examples.

D. The Ieamer gets a failing grade in the test given after the concept has been discussed.

20. The strategy of teaching which makes use of the old concept of “each-one-teach- one' of the sixty's Is similar to

A. peerleaming C. partner teaming

B. independent teaming D. cooperative learning

21. Which part of the lesson does the learnerglvea synthesis of the things learned?

A. Motivation E&luation

B. Application D. Generalization

Dr. Mb. Corazoti B. Si»;u.i aiiii Prof. CeJia JVf»JUnah

P rin c ip le s am i S i r a r e lic s o f T eaching 22. Educational objectives are arranged from simple to complex. Why is this?

A. Each level is built upon and assumes acquisition of skills from the previous level.

B. Objectives are broad and value-laden statements that lead to the philosophy of education.

C. Be idealistic and ambitious to begin with grandiose scheme for using taxon­

omy in all levels.

D. These are guidelines to be taught and learned where teachers and students evaluate learning.

23. Which of the following is NOT true?

A. Lesson plan should be in constant state of revision.

B.. A good daily lesson plan ensures a better discussion.

C. Students should never see a teacher using a lesson plan.

0. AH teachers regardless of their experience should have daily lesson plan.

■24. in Music, Teacher I wants to teach the class how to play the piano in the Key ol

C.

Which of the following should be his objective?

A. To play the piano in the key of C chords B. To improve playing the piano in the key of C

C. To interpret property the chords of Key of C in the piano 0. To exhibit excellent playing of piano in the key of C

25. When using instructional material, what should the teacher primarily consider?

A. The material must be new and skillfully made.

B. It must be suited to the lesson objective.

C. The material must stimulate and maintain students' interest.

D. It must be updated aid relevant to Filipino setting. .

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P rin cip le s an d S tra teg ies o f T each in g

PART III - ENHANCING TEST TAKING SKILLS

In document NATURALES ENTOMÓFAGOS A LA COLONIZACIÓN DE PLANTAS DE MELÓN POR HONGOS ENTOMOPATÓGENOS ENDÓFITOS AUTOR: Natalia González Mas (página 143-147)