Professional Education 4: Methods and Strategies of Teaching
Prepared by: Cyril A. Cabello, LPT, MAED, PhD
I. Principal Elements of Teaching
A. The Learner
The learner is the center of the teaching-learning process. Understanding individual differences
is crucial to effective teaching. Learners come with different backgrounds, abilities, and learning
preferences.
1. Multiple Intelligences (Howard Gardner)
Gardner proposed that intelligence is multifaceted. The nine types include:
Verbal-Linguistic: sensitivity to spoken and written language.
Logical-Mathematical: capacity to analyze problems logically.
Bodily-Kinesthetic: using the body to solve problems or create products.
Visual-Spatial: ability to visualize with the mind's eye.
Musical: skill in performance, composition, and appreciation of musical patterns.
Interpersonal: understanding and interacting with others.
Intrapersonal: understanding oneself.
Naturalist: recognizing and categorizing nature.
Existential: pondering deep questions about existence.
2. Learning Styles (TVAK)
Tactile: learning through touch.
Visual: learning through seeing.
Auditory: learning through listening.
Kinesthetic: learning through movement and doing.
B. The Teacher
A professional teacher is not only knowledgeable but also skilled in pedagogy, reflective in
practice, adaptable, and ethical. They must continuously develop professionally to meet learners'
needs.
C. The Learning Environment
It includes both physical settings and the psychological atmosphere. A positive climate
encourages student engagement and learning.
Seating arrangements can influence interactions: horseshoe, circular, rectangular, or
traditional.
A facilitative environment encourages personal meaning, tolerance for mistakes, and
mutual respect.
II. Instructional Planning
Instructional planning involves creating, organizing, and designing future learning experiences.
Importance:
Guides instructional decisions.
Ensures purposeful learning.
Manages time effectively.
Supports student success through clear objectives and pacing.
Parts of a Lesson Plan:
1. Objectives – define what students should learn.
2. Subject Matter – content to be taught.
3. Learning Activities – includes drills, motivation, presentation, generalization, and
application.
4. Evaluation – measures student learning.
5. Assignment – provides extension, reinforcement, or remediation.
Assignments should be interesting, differentiated, and clearly explained.
III. Homework
Functions:
Prepares students for new material.
Checks understanding.
Reinforces skills.
Facilitates processing of information.
Principles:
1. Clearly define the purpose.
2. Differentiate by difficulty, scaffolding, and interest.
3. Minimize heavy parental involvement.
4. Provide feedback rather than just grades.
5. Communicate homework policies.
6. Offer support programs.
IV. Learning Objectives
Objectives guide the direction of instruction.
Domains:
Cognitive: knowledge-based skills (Kendall & Marzano's taxonomy).
Affective: attitudes, values, and feelings.
Psychomotor: physical skills and actions.
Guidelines:
Begin with the end in mind.
Share objectives with students.
Address multiple domains.
Ensure relevance and significance.
V. Content and Strategy Selection
Content Types:
Facts
Concepts
Generalizations
Principles
Themes
Principles of Strategy Selection:
1. Learning is active.
2. Multi-sensory learning improves retention.
3. A safe environment enhances learning.
4. Emotional engagement aids memory.
5. Teaching should promote meaningful understanding.
6. Strategies should encourage higher-order thinking.
Brain-Based Strategies:
Real-life problem-solving
Projects
Simulations and roleplays
Visual processing
Songs and mnemonics
Active review and hands-on activities
VI. Instructional Materials (IMs)
Principles:
Move from concrete to abstract.
Select materials appropriate to learners and content.
Types:
Traditional: chalkboards, charts, bulletin boards
Visual: maps, photographs, cut-outs
Audio: recordings, broadcasts
Digital: CDs, DVDs, internet-based tools
Real Objects: models, mock-ups, realia
VII. Learning Activities
Effective activities should:
Be authentic and relevant.
Match student interests.
Cover a range of objectives.
Promote deep and broad learning.
Principles:
P: Personal Meaning
A: Active Process
C: Clear Expectations
CO: Cooperative and Collaborative
VIII. Methods and Approaches
Definitions:
Approach: general philosophy.
Strategy: overall plan.
Method: procedural steps.
Technique: teacher's style.
Teaching Methods:
Direct: lecture, demonstration
Indirect: inquiry, project, problem-solving
Cooperative Learning: group tasks like Jigsaw
Reflective and Metacognitive: self-awareness and analysis
IX. Questioning Techniques
Purposes:
Stimulate thinking
Review material
Assess understanding
Change lesson pace
Types:
Low-Level: factual
High-Level: abstract and analytical
Convergent: single correct answer
Divergent: multiple answers
Based on Bloom’s Taxonomy:
Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation
Guidelines:
Use wait time
Prompt and redirect
Ask open-ended questions
X. Evaluation and Assessment
Types:
Pre-assessment: before learning
Formative: during learning
Summative: after learning
Methods:
Informal (observations)
Formal (tests)
Norm-referenced vs. Criterion-referenced
XI. Classroom Management
Purpose:
Minimize disruptions
Maximize learning time
Principles:
1. Build relationships
2. Establish rules
3. Manage oneself
4. Promote motivation
5. Maintain appropriate behavior
Behavior Approaches:
Assertive Discipline
Behavior Modification
Socio-emotional Climate
Humanistic/Acceptance
Group Management
Time Management:
Stay involved during class
Use fillers
Prepare in advance
Follow consistent schedules
“The best way to prepare for tomorrow is to do your BEST today.”
