COURSE SYLLABUS
AY: 2007-2008, 2nd Semester
Course Title: METHODS OF TEACHING
Course Code: SA_Mj7
Pre-Requisite: none
Credit: 3
Total Hours: 54 hours
Course Description:
This course is intended primarily for beginning teachers who need to have a strong foundation and thorough grasp of the teaching-learning theories and principles. It is also intended for teachers who are already in the service and who want to improve their competency and to update themselves on current trends, techniques, and approaches in the teaching profession.
Course Objectives:
At the end of the semester, the students should be able to:
1. to know and understand the various tasks and responsibilities of a teacher
2. to gain insight into the professional and personal qualities of an effective teacher
3. to realize the importance of undergoing preservice and in-service education for professional development
4. to understand and realize the need for a teacher to be governed by specific rules in his personal and professional conduct
5. to explain what is expected of a teacher as facilitator of learning
6. to discuss the meaning of learning, its characteristics , and distinct phase involved
7. to discuss the principles and conditions that facilitate learning
8. to define method and discuss its importance
9. to describe the place of method in the teaching-learning process
10. to explain the factors that determine the choice of method
11. to give the characteristics of a good method
12. to give advantage of having a lesson plan
13. to differentiate the different kinds of lesson plan
14. to tell the parts of a lesson plan]
15. to make a lesson plan based on any subject matter
16. to explain the five elements in an instructional objective
17. to state and discuss the three-scheme category in classifying learning outcomes
18. to discuss the taxonomy of educational objective for the three domains
19. to tell the kinds of development lesson and give examples
20. to differentiate the drill from the review
21. to show the forms that application lessons may take
22. to give the conditions necessary to effective appreciation
23. to enumerate time-tested methods
24. to differentiate the inductive from the deductive procedure
25. to explain the difference between problem and project
26. to show the interrelation of the following:
a. laboratory and experimental method and demonstration
b. induction and type study
c. expository and telling method and the lecture
d. the Morrisonian technique(unit method) and the mastery formula
27. to enumerate and describe the different the different improved instructional practices that focus on the as the center of learning
28. to explain the different aspects of the discovery and process approach as a teaching-learning process
29. to explain the need for a greater range of pupil participation in learning experiences
30. to compare the integrative activity technique with mastery technique of Morrison
31. to explain team teaching and its major characteristics
32. to explain how mastery learning as a strategy optimizing learning
33. to explain the values and uses of instructional materials in classroom teaching
34. to relate the use of various instructional materials to the teaching of a particular subject area
35. to prepare and demonstrate the use of various instructional materials in the teaching of a particular subject area
36. to gather instructional materials from various sources as a start of a personal resource file in the teaching of a particular subject area
37. to explain the importance of the recitation in teaching-learning situations
38. to discuss the procedure and principles of conducting recitations
39. to conduct socialized recitations
40. to avoid the pitfalls in conducting recitations
41. to explain the role that assignment plays in the teaching-learning process
42. to state the functions of assignment
43. to state the requisites of a good assignment
44. to state the types of assignment s and when to give them
45. to discuss the principles of giving assignments
46. to evaluate assignments given
47. to explain why questioning is an art
48. to state the uses of questions
49. to state the characteristics of good questions
50. to discuss the technique of giving question and how to handle answer of students
51. to explain the meaning and importance of classroom management
52. to take care of routine factors in the classroom
53. to direct and control the learning process by providing the proper learning situation
54. to explain how to maintain desirable classroom discipline
Course Outline:
I. THE TEACHER AND HIS PROFESSION
1.1 Professional Qualities
1.2 Personal Qualities
1.3 The Teacher’s Job
1.4 Preparation for Teaching
1.5 The Ethics of the Teaching Profession
II. TEACHING AND LEARNING PRINCIPLES AND METHODOLOGY
2.1 The Learning Process
2.2 Methodology
III. PLANNING LESSONS
3.1 The Lesson Plan
3.2 Types of Lesson Plans
3.3 Writing Behavioral Objectives
IV. TYPES OF LESSONS
4.1 The Development Lesson
4.2 The Review Lesson
4.3 The Drill Lesson
4.4 The Application Lesson
4.5 The Supervised Study Lesson
4.6 The Appreciation Lesson
V. TIME-TESTED METHODS
5.1 The Inductive Method
5.2 The Deductive Method
5.3 The Type Study Method
5.4 The Problem Method
5.5 The Project Method
5.6 The Laboratory Method
5.7 The Demonstrative or Showing Method
5.8 The Expository Method
5.9 The Morrison Technique or Unit Method
5.10 The Lecture Method
VI. IMPROVED INSTRUCTIONAL PRACTICES AND DISCUSSION PROCEDURE
6.1 Integrative Technique
6.2 The Discovery Approach
6.3 The Process Approach
6.4 The Conceptual Approach
6.5 Mastering Learning
6.6 Programmed Instruction
6.7 Team Teaching
6.8 Simulation
6.9 The Module
6.10 Discussion Procedures
6.11 Special Techniques
VII. MULTISENSORY AIDS TO TEACHING
7.1 Educational Values of Audiovisual Aids
7.2 Basic Guidelines in the Use of Audiovisual Aids
7.3 Kinds of Instructional Aids and Their Uses
VIII. AIDS TO EFFECTIVE TEACHING: THE RECITATION, ASSIGNMENT, AND ART OF QUESTIONING
8.1 The Recitation
8.2 The Assignment
8.3 The Art of Questioning
IX. CLASSROOM MANAGEMENT
9.1 Meaning and Importance of Classroom Management
9.2 Aspect of Classroom Management
9.3 Discipline
Course Requirements:
a. Class Standing (60%): assignments, quizzes, problem sets, recitation/board works, seat works, attendance
b. Periodical Examinations (40%)
Textbook: Principles and Methods of Teaching
References:
Principles and Methods of Effective Teaching
Prepared by:
Mr. Edgardo R. Rilloraza
Instructor
Course Outline / Syllabus
Course Title: METHODS OF TEACHING
Course Code: SA_Mj7
Pre-Requisite: none
Credit: 3
Total Hours: 54 hours
Course Description:
This course is intended primarily for beginning teachers who need to have a strong foundation and thorough grasp of the teaching-learning theories and principles. It is also intended for teachers who are already in the service and who want to improve their competency and to update themselves on current trends, techniques, and approaches in the teaching profession.
Course Objectives:
At the end of the semester, the students should be able to:
1. to know and understand the various tasks and responsibilities of a teacher
2. to gain insight into the professional and personal qualities of an effective teacher
3. to realize the importance of undergoing preservice and in-service education for professional development
4. to understand and realize the need for a teacher to be governed by specific rules in his personal and professional conduct
5. to explain what is expected of a teacher as facilitator of learning
6. to discuss the meaning of learning, its characteristics , and distinct phase involved
7. to discuss the principles and conditions that facilitate learning
8. to define method and discuss its importance
9. to describe the place of method in the teaching-learning process
10. to explain the factors that determine the choice of method
11. to give the characteristics of a good method
12. to give advantage of having a lesson plan
13. to differentiate the different kinds of lesson plan
14. to tell the parts of a lesson plan]
15. to make a lesson plan based on any subject matter
16. to explain the five elements in an instructional objective
17. to state and discuss the three-scheme category in classifying learning outcomes
18. to discuss the taxonomy of educational objective for the three domains
19. to tell the kinds of development lesson and give examples
20. to differentiate the drill from the review
21. to show the forms that application lessons may take
22. to give the conditions necessary to effective appreciation
23. to enumerate time-tested methods
24. to differentiate the inductive from the deductive procedure
25. to explain the difference between problem and project
26. to show the interrelation of the following:
a. laboratory and experimental method and demonstration
b. induction and type study
c. expository and telling method and the lecture
d. the Morrisonian technique(unit method) and the mastery formula
27. to enumerate and describe the different the different improved instructional practices that focus on the as the center of learning
28. to explain the different aspects of the discovery and process approach as a teaching-learning process
29. to explain the need for a greater range of pupil participation in learning experiences
30. to compare the integrative activity technique with mastery technique of Morrison
31. to explain team teaching and its major characteristics
32. to explain how mastery learning as a strategy optimizing learning
33. to explain the values and uses of instructional materials in classroom teaching
34. to relate the use of various instructional materials to the teaching of a particular subject area
35. to prepare and demonstrate the use of various instructional materials in the teaching of a particular subject area
36. to gather instructional materials from various sources as a start of a personal resource file in the teaching of a particular subject area
37. to explain the importance of the recitation in teaching-learning situations
38. to discuss the procedure and principles of conducting recitations
39. to conduct socialized recitations
40. to avoid the pitfalls in conducting recitations
41. to explain the role that assignment plays in the teaching-learning process
42. to state the functions of assignment
43. to state the requisites of a good assignment
44. to state the types of assignment s and when to give them
45. to discuss the principles of giving assignments
46. to evaluate assignments given
47. to explain why questioning is an art
48. to state the uses of questions
49. to state the characteristics of good questions
50. to discuss the technique of giving question and how to handle answer of students
51. to explain the meaning and importance of classroom management
52. to take care of routine factors in the classroom
53. to direct and control the learning process by providing the proper learning situation
54. to explain how to maintain desirable classroom discipline
Course Outline:
1. THE TEACHER AND HIS PROFESSION
1.1 Professional Qualities
1.2 Personal Qualities
1.3 The Teacher’s Job
1.4 Preparation for Teaching
1.5 The Ethics of the Teaching Profession
2. TEACHING AND LEARNING PRINCIPLES AND METHODOLOGY
2.1 The Learning Process
2.2 Methodology
3. PLANNING LESSONS
3.1 The Lesson Plan
3.2 Types of Lesson Plans
3.3 Writing Behavioral Objectives
4. TYPES OF LESSONS
4.1 The Development Lesson
4.2 The Review Lesson
4.3 The Drill Lesson
4.4 The Application Lesson
4.5 The Supervised Study Lesson
4.6 The Appreciation Lesson
5. TIME-TESTED METHODS
5.1 The Inductive Method
5.2 The Deductive Method
5.3 The Type Study Method
5.4 The Problem Method
5.5 The Project Method
5.6 The Laboratory Method
5.7 The Demonstrative or Showing Method
5.8 The Expository Method
5.9 The Morrison Technique or Unit Method
5.10 The Lecture Method
6. IMPROVED INSTRUCTIONAL PRACTICES AND DISCUSSION PROCEDURE
6.1 Integrative Technique
6.2 The Discovery Approach
6.3 The Process Approach
6.4 The Conceptual Approach
6.5 Mastering Learning
6.6 Programmed Instruction
6.7 Team Teaching
6.8 Simulation
6.9 The Module
6.10 Discussion Procedures
6.11 Special Techniques
7. MULTISENSORY AIDS TO TEACHING
7.1 Educational Values of Audiovisual Aids
7.2 Basic Guidelines in the Use of Audiovisual Aids
7.3 Kinds of Instructional Aids and Their Uses
8. AIDS TO EFFECTIVE TEACHING: THE RECITATION, ASSIGNMENT, AND ART OF QUESTIONING
8.1 The Recitation
8.2 The Assignment
8.3 The Art of Questioning
9. CLASSROOM MANAGEMENT
9.1 Meaning and Importance of Classroom Management
9.2 Aspect of Classroom Management
9.3 Discipline
Course Requirements:
a. Class Standing (60%): assignments, quizzes, problem sets, recitation/board works, seat works, attendance
b. Periodical Examinations (40%)
Textbook:
Principles and Methods of Teaching by _______
References:
Principles and Methods of Effective Teaching
Course Code: SA_Mj7
Pre-Requisite: none
Credit: 3
Total Hours: 54 hours
Course Description:
This course is intended primarily for beginning teachers who need to have a strong foundation and thorough grasp of the teaching-learning theories and principles. It is also intended for teachers who are already in the service and who want to improve their competency and to update themselves on current trends, techniques, and approaches in the teaching profession.
Course Objectives:
At the end of the semester, the students should be able to:
1. to know and understand the various tasks and responsibilities of a teacher
2. to gain insight into the professional and personal qualities of an effective teacher
3. to realize the importance of undergoing preservice and in-service education for professional development
4. to understand and realize the need for a teacher to be governed by specific rules in his personal and professional conduct
5. to explain what is expected of a teacher as facilitator of learning
6. to discuss the meaning of learning, its characteristics , and distinct phase involved
7. to discuss the principles and conditions that facilitate learning
8. to define method and discuss its importance
9. to describe the place of method in the teaching-learning process
10. to explain the factors that determine the choice of method
11. to give the characteristics of a good method
12. to give advantage of having a lesson plan
13. to differentiate the different kinds of lesson plan
14. to tell the parts of a lesson plan]
15. to make a lesson plan based on any subject matter
16. to explain the five elements in an instructional objective
17. to state and discuss the three-scheme category in classifying learning outcomes
18. to discuss the taxonomy of educational objective for the three domains
19. to tell the kinds of development lesson and give examples
20. to differentiate the drill from the review
21. to show the forms that application lessons may take
22. to give the conditions necessary to effective appreciation
23. to enumerate time-tested methods
24. to differentiate the inductive from the deductive procedure
25. to explain the difference between problem and project
26. to show the interrelation of the following:
a. laboratory and experimental method and demonstration
b. induction and type study
c. expository and telling method and the lecture
d. the Morrisonian technique(unit method) and the mastery formula
27. to enumerate and describe the different the different improved instructional practices that focus on the as the center of learning
28. to explain the different aspects of the discovery and process approach as a teaching-learning process
29. to explain the need for a greater range of pupil participation in learning experiences
30. to compare the integrative activity technique with mastery technique of Morrison
31. to explain team teaching and its major characteristics
32. to explain how mastery learning as a strategy optimizing learning
33. to explain the values and uses of instructional materials in classroom teaching
34. to relate the use of various instructional materials to the teaching of a particular subject area
35. to prepare and demonstrate the use of various instructional materials in the teaching of a particular subject area
36. to gather instructional materials from various sources as a start of a personal resource file in the teaching of a particular subject area
37. to explain the importance of the recitation in teaching-learning situations
38. to discuss the procedure and principles of conducting recitations
39. to conduct socialized recitations
40. to avoid the pitfalls in conducting recitations
41. to explain the role that assignment plays in the teaching-learning process
42. to state the functions of assignment
43. to state the requisites of a good assignment
44. to state the types of assignment s and when to give them
45. to discuss the principles of giving assignments
46. to evaluate assignments given
47. to explain why questioning is an art
48. to state the uses of questions
49. to state the characteristics of good questions
50. to discuss the technique of giving question and how to handle answer of students
51. to explain the meaning and importance of classroom management
52. to take care of routine factors in the classroom
53. to direct and control the learning process by providing the proper learning situation
54. to explain how to maintain desirable classroom discipline
Course Outline:
1. THE TEACHER AND HIS PROFESSION
1.1 Professional Qualities
1.2 Personal Qualities
1.3 The Teacher’s Job
1.4 Preparation for Teaching
1.5 The Ethics of the Teaching Profession
2. TEACHING AND LEARNING PRINCIPLES AND METHODOLOGY
2.1 The Learning Process
2.2 Methodology
3. PLANNING LESSONS
3.1 The Lesson Plan
3.2 Types of Lesson Plans
3.3 Writing Behavioral Objectives
4. TYPES OF LESSONS
4.1 The Development Lesson
4.2 The Review Lesson
4.3 The Drill Lesson
4.4 The Application Lesson
4.5 The Supervised Study Lesson
4.6 The Appreciation Lesson
5. TIME-TESTED METHODS
5.1 The Inductive Method
5.2 The Deductive Method
5.3 The Type Study Method
5.4 The Problem Method
5.5 The Project Method
5.6 The Laboratory Method
5.7 The Demonstrative or Showing Method
5.8 The Expository Method
5.9 The Morrison Technique or Unit Method
5.10 The Lecture Method
6. IMPROVED INSTRUCTIONAL PRACTICES AND DISCUSSION PROCEDURE
6.1 Integrative Technique
6.2 The Discovery Approach
6.3 The Process Approach
6.4 The Conceptual Approach
6.5 Mastering Learning
6.6 Programmed Instruction
6.7 Team Teaching
6.8 Simulation
6.9 The Module
6.10 Discussion Procedures
6.11 Special Techniques
7. MULTISENSORY AIDS TO TEACHING
7.1 Educational Values of Audiovisual Aids
7.2 Basic Guidelines in the Use of Audiovisual Aids
7.3 Kinds of Instructional Aids and Their Uses
8. AIDS TO EFFECTIVE TEACHING: THE RECITATION, ASSIGNMENT, AND ART OF QUESTIONING
8.1 The Recitation
8.2 The Assignment
8.3 The Art of Questioning
9. CLASSROOM MANAGEMENT
9.1 Meaning and Importance of Classroom Management
9.2 Aspect of Classroom Management
9.3 Discipline
Course Requirements:
a. Class Standing (60%): assignments, quizzes, problem sets, recitation/board works, seat works, attendance
b. Periodical Examinations (40%)
Textbook:
Principles and Methods of Teaching by _______
References:
Principles and Methods of Effective Teaching
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