CHAPTER 2:
PRINCIPLES OF EFFECTIVE
TEACHING AND LEARNING
TWELVE PRINCIPLES OF EFFECTIVE
TEACHING AND LEARNING
INTENDED LEARNING OUTCOME (ILO):
At the end of this chapter, you should be able to apply, meaningfully and effectively
the different teaching and learning principles for local and global competence.
TWELVE PRINCIPLES OF EFFECTIVE
TEACHING AND LEARNING
Principle 1. Teachers' knowledge of the subject matter is essential to the implementation
of important teaching tasks
Principle 2. Active involvement of the learner enhances learnin
Principle 3. Interaction between teachers and students is the most important factor in
student motivation and involvement
Principle 4. Students benefit from taking responsibility for their learning
Principle 5. There are many roads to learning
Principle 6. Expect more and you will achieve more
TWELVE PRINCIPLES OF EFFECTIVE
TEACHING AND LEARNING
Principle 7. Learning is enhanced in an atmosphere of cooperation
Principle 8. The material must be meaningful
Principle 9. Both teaching and learning are enhanced by descriptive feedback
Principle 10. Critical feedback is only useful if the learner has alternatives to
pursue
Principle 11. Time plus energy equals learning
Principle 12. Experience usually improves teaching
READ AND ANALYZE EACH GIVEN SCENARIO.
IDENTIFY WHAT “PRINCIPLE OF TEACHING”
ACCORDING TO TIBERIUS AND TIPPING (1990)
CAN BE APPLIED.
CONTEXT:
A HIGH SCHOOL BIOLOGY CLASSROOM. THE TOPIC FOR THE DAY IS PHOTOSYNTHESIS. THE CLASS INCLUDES A MIX OF STUDENTS WITH VARYING
LEVELS OF INTEREST AND UNDERSTANDING OF THE SUBJECT. THE TEACHER, MS. CARTER, IS KNOWN FOR HER INTERACTIVE TEACHING STYLE.
SCENARIO:
MS. CARTER WALKS INTO THE CLASSROOM HOLDING A LARGE POTTED PLANT AND A GLASS JAR. THE STUDENTS GLANCE UP, CURIOUS BUT NOT
ENTIRELY ENGAGED YET. SHE BEGINS WITH AN OPEN-ENDED QUESTION:
"HOW DO YOU THINK THIS PLANT EATS?"
A FEW HANDS GO UP HESITANTLY, AND SHE SMILES WARMLY.
"GREAT! LET'S HEAR FROM TAYLOR."
TAYLOR, A USUALLY QUIET STUDENT, REPLIES NERVOUSLY,
"I THINK IT GETS FOOD FROM THE SOIL?"
MS. CARTER NODS.
"INTERESTING IDEA, TAYLOR. SOIL DOES PROVIDE NUTRIENTS, BUT HOW DO YOU THINK IT GETS ENERGY TO GROW? WHAT POWERS THIS WHOLE
PROCESS?"
THIS SPARKS A RIPPLE OF INTEREST. ANOTHER STUDENT, JAMIE, RAISES THEIR HAND CONFIDENTLY. "THE SUN?"
"EXACTLY!" MS. CARTER EXCLAIMS, HER ENTHUSIASM IS CONTAGIOUS.
"THE SUN IS THE ENERGY SOURCE FOR PHOTOSYNTHESIS. BUT HOW DOES THAT WORK? LET'S FIND OUT TOGETHER."
SHE THEN SETS UP A SMALL GROUP ACTIVITY. STUDENTS ARE DIVIDED INTO TEAMS TO SIMULATE THE PROCESS OF PHOTOSYNTHESIS. ONE GROUP
REPRESENTS SUNLIGHT, ANOTHER WATER, AND ANOTHER CARBON DIOXIDE. THEY MUST INTERACT WITH EACH OTHER TO "PRODUCE" GLUCOSE AND
OXYGEN, REPRESENTED BY PUZZLE PIECES THEY ASSEMBLE.
"BUILDING A BRIDGE OF ENGAGEMENT’’
REFLECTION:
MS. CARTER’S DELIBERATE INTERACTION WITH HER STUDENTS—THROUGH QUESTIONING,
VALIDATING THEIR RESPONSES, AND FOSTERING COLLABORATIVE ACTIVITIES—CREATES A DYNAMIC
AND ENGAGING LEARNING ENVIRONMENT. BY INVOLVING THEM DIRECTLY AND MAKING THEM FEEL
VALUED, SHE MOTIVATES EVEN THE MOST RELUCTANT LEARNERS TO PARTICIPATE, ILLUSTRATING
THE POWER OF TEACHER-STUDENT INTERACTION IN DRIVING MOTIVATION AND INVOLVEMENT.
PRINCIPLE 3. INTERACTION BETWEEN TEACHERS AND STUDENTS IS THE
MOST IMPORTANT FACTOR IN STUDENT MOTIVATION AND INVOLVEMENT
Teachers must know how to connect with their students to encourage interactions. Student level,
interests, values, beliefs, and behavior play an important role in promoting interactions. Teachers must
know how to use these factors to their advantage.
THE DYNAMIC ATMOSPHERE OF ALLOWING THE LEARNERS TO SHARE THEIR TALENTS, INTERESTS,
EXPERIENCES, AND BELIEFS TO SUPPORT THE COGNITIVE ASPECT OF THE LESSON ARE EFFECTIVE
MEANS TO PROMOTE LIVELY INTERACTION IN THE CLASSROOM.
"MEANINGFUL INTERACTION BETWEEN TEACHERS AND STUDENTS IGNITES CURIOSITY, FOSTERS MOTIVATION,
AND BUILDS THE FOUNDATION FOR ACTIVE LEARNING AND LASTING ENGAGEMENT."
CONTEXT:
A MIDDLE SCHOOL ENGLISH CLASSROOM. THE STUDENTS ARE TASKED WITH WRITING AN ANALYTICAL ESSAY ABOUT THE THEMES IN TO KILL A MOCKINGBIRD.
MANY STUDENTS FEEL THE ASSIGNMENT IS BEYOND THEIR ABILITIES, AS IT’S THEIR FIRST TIME WRITING AN ESSAY OF THIS DEPTH.
SCENARIO:
MRS. ELLIS, THE TEACHER, NOTICES HESITATION AS SHE INTRODUCES THE ASSIGNMENT. SOME STUDENTS MURMUR, “THIS IS TOO HARD,” AND OTHERS SLOUCH
IN THEIR SEATS.
SHE ADDRESSES THE CLASS CONFIDENTLY:
"I KNOW THIS SEEMS CHALLENGING, BUT I ALSO KNOW YOU’RE CAPABLE OF DOING IT. I BELIEVE IN YOUR ABILITY TO ANALYZE COMPLEX IDEAS AND EXPRESS
THEM CLEARLY. WE’RE GOING TO TACKLE THIS STEP BY STEP, AND I PROMISE, BY THE END, YOU’LL BE PROUD OF WHAT YOU’VE ACCOMPLISHED.’’
STEP 1: CLEAR GOALS AND SUPPORT
MRS. ELLIS OUTLINES THE ESSAY REQUIREMENTS:
SHE THEN PROVIDES A SCAFFOLD: AN OUTLINE TEMPLATE WITH PROMPTS FOR EACH SECTION OF THE ESSAY.
MRS. ELLIS WALKS AROUND, OFFERING ENCOURAGEMENT AND FEEDBACK. WHEN A STUDENT STRUGGLES, SHE ASKS GUIDING QUESTIONS LIKE, "WHAT
MESSAGE DO YOU THINK HARPER LEE WANTED READERS TO UNDERSTAND? WHY DO YOU THINK THAT.’’
STEP 2: RAISING THE BAR
AS STUDENTS BEGIN THEIR DRAFTS, MRS. ELLIS CHALLENGES THEM TO DEEPEN THEIR ANALYSIS.
SHE PROVIDES EXAMPLES OF STRONG ANALYSIS AND ENCOURAGES PEER REVIEW, ASKING STUDENTS TO GIVE CONSTRUCTIVE FEEDBACK TO EACH OTHER.
STEP 3: CELEBRATING PROGRESS
WHEN THE FINAL ESSAYS ARE SUBMITTED, MRS. ELLIS RETURNS THEM WITH DETAILED COMMENTS, HIGHLIGHTING THE GROWTH EACH STUDENT HAS SHOWN.
SHE SELECTS A FEW EXEMPLARY ESSAYS (WITH PERMISSION) TO SHARE WITH THE CLASS, SHOWCASING DIFFERENT APPROACHES TO THE ASSIGNMENT.
"THE POWER OF HIGH EXPECTATIONS"
REFLECTION:
BY EXPECTING MORE FROM HER STUDENTS AND PROVIDING THE NECESSARY SUPPORT, MRS. ELLIS
HELPS THEM RISE TO THE CHALLENGE. THE STUDENTS NOT ONLY DEVELOP THEIR ANALYTICAL AND
WRITING SKILLS BUT ALSO GAIN CONFIDENCE IN THEIR ABILITY TO TACKLE DIFFICULT TASKS. THIS
SCENARIO DEMONSTRATES THE PRINCIPLE THAT EXPECTING MORE LEADS TO GREATER
ACHIEVEMENT.
PRINCIPLE 6. EXPECT MORE AND YOU WILL ACHIEVE MORE
This is a way to encourage the students to do more. It is just like saying to raise students’ expectation
of learning, to do more, to expect more, in order to achieve more. This kind of mindset will encourage
the student to strive harder so it’s our role as teachers to provide such encouragement to our
students.
HIGH EXPECTATIONS FROM THE TEACHER BEGETS HIGH OUTCOMES FROM THE STUDENTS. THIS MEANS
THAT EVERYONE CAN BE INSPIRED TO AIM FOR GOOD ACADEMIC PERFORMANCE AND EVEN THE RIGHT
CONDUCT AS LONG AS THE TEACHER IS SUPPORTIVE OF THIS GOAL.
“HIGH EXPECTATIONS INSPIRE GREATNESS—WHEN WE BELIEVE IN POTENTIAL, WE EMPOWER ACHIEVEMENT."
CONTEXT:
A HIGH SCHOOL CREATIVE WRITING CLASS. THE STUDENTS ARE WORKING ON SHORT STORIES, FOCUSING ON CREATING COMPELLING CHARACTERS AND VIVID
SETTINGS.
SCENARIO:
MR. CASTILLO, THE TEACHER, HAS ASKED STUDENTS TO SUBMIT DRAFTS OF THEIR STORIES FOR PEER AND TEACHER FEEDBACK. WHILE REVIEWING MARCUS’S
DRAFT, HE NOTICES THAT THE MAIN CHARACTER FEELS UNDERDEVELOPED AND THE SETTING LACKS DESCRIPTION, MAKING IT HARD TO ENGAGE WITH THE
STORY.
INSTEAD OF SIMPLY POINTING OUT THE ISSUES, MR. CASTILLO SITS WITH MARCUS DURING FEEDBACK TIME.
"MARCUS, YOUR STORY HAS AN INTERESTING PREMISE. I CAN SEE YOU’VE PUT A LOT OF THOUGHT INTO THE PLOT TWISTS, BUT I THINK YOUR CHARACTER
NEEDS A BIT MORE DEPTH. RIGHT NOW, I DON’T KNOW MUCH ABOUT WHAT DRIVES THEM. WHY DOES YOUR MAIN CHARACTER WANT TO CLIMB THE MOUNTAIN?
WHAT’S AT STAKE FOR THEM IF THEY FAIL?’’
MARCUS LOOKS UNSURE AND REPLIES, "I GUESS I DIDN’T THINK ABOUT THAT PART TOO MUCH."
OFFERING ALTERNATIVES:
MR. CASTILLO CONTINUES, "THAT’S OKAY—THIS IS WHERE WE CAN MAKE YOUR STORY STRONGER. LET’S TRY ONE OF THESE APPROACHES TO DEVELOP YOUR
CHARACTER FURTHER:
BACKSTORY: THINK ABOUT YOUR CHARACTER’S PAST. DID THEY HAVE A DEFINING EXPERIENCE THAT MAKES THIS MOUNTAIN IMPORTANT TO THEM?
MARCUS NODS, JOTTING DOWN NOTES.
"NOW FOR THE SETTING," MR. CASTILLO CONTINUES. "YOU MENTIONED THE MOUNTAIN, BUT I COULDN’T QUITE PICTURE IT. LET’S ADD SOME DETAIL. YOU COULD:
MAKE THE SETTING REFLECT THE MOOD: IF YOUR CHARACTER IS SCARED, MAYBE THE MOUNTAIN FEELS DARK AND FOREBODING. IF THEY’RE EXCITED, IT
COULD SEEM BRIGHT AND INVITING."
MARCUS REVISES:
INSPIRED BY THE ALTERNATIVES, MARCUS DIVES BACK INTO HIS DRAFT. HE DECIDES TO GIVE HIS CHARACTER A BACKSTORY: THE CLIMB IS AN ATTEMPT TO
HONOR HIS LATE FATHER, WHO LOVED MOUNTAINEERING. HE ALSO ADDS SENSORY DETAILS TO THE SETTING, DESCRIBING HOW THE COLD WIND BITES AT THE
CHARACTER’S FACE AND THE SNOW CRUNCHES UNDERFOOT.
"GUIDED GROWTH WITH ALTERNATIVES"
REFLECTION:
BY OFFERING SPECIFIC, ACTIONABLE ALTERNATIVES ALONGSIDE CRITICAL FEEDBACK, MR. CASTILLO
ENSURES THAT MARCUS CAN REVISE HIS STORY MEANINGFULLY. THIS APPROACH HELPS MARCUS
NOT ONLY IMPROVE HIS DRAFT BUT ALSO LEARN HOW TO APPROACH FUTURE CREATIVE
CHALLENGES WITH CONFIDENCE AND FLEXIBILITY.
PRINCIPLE 10. CRITICAL FEEDBACK IS ONLY USEFUL IF THE LEARNER HAS
ALTERNATIVES TO PURSUE
Feedback should be constructive rather than critical. Feedbacks are given to improve and therefore
should be seen as an aid rather than a criticism.
HEARING CRITICAL FEEDBACK IS DISCOURAGING AND A FEW OF US UNDERSTAND THE BENEFIT OF
KNOWING OUR ODDS. THEREFORE, AS A GROUND RULE, EVERY CRITICAL FEEDBACK SHOULD OFFER A
SOLUTION TO ALLOW THE PERSON TO REDEEM HIMSELF FROM THAT IMPRESSION.
“CRITICAL FEEDBACK HOLDS VALUE ONLY WHEN PAIRED WITH ACTIONABLE ALTERNATIVES, EMPOWERING
LEARNERS TO TRANSFORM INSIGHTS INTO MEANINGFUL GROWTH."
CONTEXT:
A MIDDLE SCHOOL HISTORY CLASSROOM. THE TOPIC FOR THE WEEK IS THE INDUSTRIAL REVOLUTION. THE TEACHER, MR. RIVERA, HAS PLANNED A PROJECT-
BASED LEARNING ACTIVITY THAT REQUIRES STUDENTS TO TAKE CHARGE OF THEIR LEARNING PROCESS.
SCENARIO:
MR. RIVERA BEGINS THE LESSON BY ADDRESSING THE CLASS:
"TODAY, YOU’RE HISTORIANS. YOU’LL INVESTIGATE HOW THE INDUSTRIAL REVOLUTION CHANGED PEOPLE’S LIVES. BY THE END OF THE WEEK, EACH GROUP WILL
PRESENT THEIR FINDINGS IN THE FORMAT OF THEIR CHOICE—A SKIT, A POSTER, A SHORT VIDEO, OR EVEN A PODCAST. IT’S UP TO YOU TO DECIDE HOW YOU’LL
LEARN, RESEARCH, AND SHARE YOUR INSIGHTS.“
THE STUDENTS BREAK INTO GROUPS. IN ONE GROUP, MIA SUGGESTS CREATING A PODCAST, WHILE HER TEAMMATE JORDAN PREFERS A POSTER. THEY AGREE
TO COMBINE EFFORTS BY USING THE POSTER AS A VISUAL AID FOR THEIR PODCAST RECORDING.
MR. RIVERA CIRCULATES THE ROOM, ASKING GUIDING QUESTIONS LIKE:
"WHAT RESOURCES WILL YOU USE TO FIND INFORMATION? HOW WILL YOU ENSURE EVERYONE CONTRIBUTES EQUALLY? WHAT CHALLENGES DO YOU
ANTICIPATE?“
ON PRESENTATION DAY, THE STUDENTS PROUDLY SHARE THEIR PROJECTS. MIA AND JORDAN’S GROUP PRESENTS THEIR PODCAST ALONGSIDE A VIBRANT
POSTER. ANOTHER GROUP PERFORMS A SKIT DRAMATIZING THE LIFE OF A FACTORY WORKER.
"OWNERSHIP OF LEARNING IN ACTION"
REFLECTION:
BY GIVING STUDENTS THE FREEDOM TO CHOOSE THEIR PROJECT FORMAT AND DIVIDING
RESPONSIBILITIES WITHIN THEIR GROUPS, MR. RIVERA EMPOWERS THEM TO TAKE OWNERSHIP OF
THEIR LEARNING. THEY DEVELOP CRITICAL THINKING, COLLABORATION, AND SELF-MANAGEMENT
SKILLS WHILE DEEPENING THEIR UNDERSTANDING OF THE INDUSTRIAL REVOLUTION.
THIS APPROACH ILLUSTRATES THE BENEFITS OF ALLOWING STUDENTS TO TAKE RESPONSIBILITY
FOR THEIR LEARNING.
PRINCIPLE 4. STUDENTS BENEFIT FROM TAKING RESPONSIBILITY FOR THEIR
LEARNING
Not all can be taught nor can be learned in school. Training the students to appreciate learning beyond
what they are taught will benefit them greatly. The “aha” factor will always bring excitement to
students to learn more and to seek more knowledge than what they recently know. The teacher’s role
in this principle is to excite the students to learn more and to discover something out of their might.
AS ONE PHILOSOPHER SAID: “YOU CANNOT FORCE SOMEONE TO LEARN.” LEARNING CAN ONLY BE
ACTIVATED BY THE LEARNER HIMSELF. A TEACHER SHOULD BE OPEN-MINDED TO THE FACT THAT
CIRCUMSTANCES LIKE THIS CAN HAPPEN. THE LEARNERS MUST MAKE WHAT THEY LEARN AS PART OF
THEMSELVES.
“STUDENTS THRIVE WHEN THEY TAKE OWNERSHIP OF THEIR LEARNING, TRANSFORMING RESPONSIBILITY INTO
EMPOWERMENT AND GROWTH."
CONTEXT:
A HIGH SCHOOL GEOGRAPHY CLASS. THE TOPIC FOR THE WEEK IS CLIMATE CHANGE, AND THE TEACHER, MS. ALVAREZ, WANTS TO ENSURE THE MATERIAL
CONNECTS TO HER STUDENTS’ LIVES AND INTERESTS.
SCENARIO:
MS. ALVAREZ BEGINS THE LESSON WITH A QUESTION ON THE BOARD:
"HOW DOES CLIMATE CHANGE AFFECT YOUR DAILY LIFE?’’
SHE ASKS THE CLASS TO BRAINSTORM, AND STUDENTS HESITANTLY MENTION THINGS LIKE HOTTER SUMMERS, UNUSUAL WEATHER PATTERNS, AND RISING
GROCERY PRICES.
"EXACTLY!"
MS. ALVAREZ SAYS, "CLIMATE CHANGE ISN’T JUST SOMETHING HAPPENING FAR AWAY—IT’S AFFECTING US HERE AND NOW. TODAY, WE’RE GOING TO EXPLORE
HOW IT IMPACTS OUR COMMUNITY AND WHAT WE CAN DO ABOUT IT.
STEP 1: LOCALIZING THE CONTENT
MS. ALVAREZ SHOWS A MAP HIGHLIGHTING THE REGION’S VULNERABILITY TO DROUGHTS AND FLOODING. SHE SHARES NEWS CLIPS ABOUT RECENT WEATHER
EVENTS THAT DISRUPTED LOCAL AGRICULTURE, SPORTS EVENTS, AND EVEN TRANSPORTATION.
STEP 2: CONNECTING TO INTERESTS
NEXT, MS. ALVAREZ DIVIDES THE CLASS INTO SMALL GROUPS BASED ON THEIR INTERESTS.
"WHEN YOU CONNECT LEARNING TO WHAT YOU CARE ABOUT, IT BECOMES MORE MEANINGFUL," SHE EXPLAINS.
STEP 3: ACTION-ORIENTED LEARNING
THE GROUPS RESEARCH THEIR TOPICS AND PRESENT THEIR FINDINGS TO THE CLASS. ONE GROUP SHARES HOW LOCAL PARKS ARE ADAPTING TO HOTTER
SUMMERS BY PLANTING MORE SHADE TREES. ANOTHER GROUP DISCUSSES HOW ATHLETES CAN STAY SAFE DURING EXTREME HEAT.
"MAKING MATERIAL RELEVANT AND MEANINGFUL"
REFLECTION:
BY TYING THE MATERIAL TO THE STUDENTS’ PERSONAL EXPERIENCES, INTERESTS, AND LOCAL
CONTEXT, MS. ALVAREZ MAKES THE TOPIC OF CLIMATE CHANGE MEANINGFUL AND ENGAGING. THIS
APPROACH NOT ONLY DEEPENS THEIR UNDERSTANDING BUT ALSO INSPIRES THEM TO TAKE
OWNERSHIP OF THEIR LEARNING AND THEIR ROLE IN ADDRESSING REAL-WORLD ISSUES.
PRINCIPLE 8. THE MATERIAL MUST BE MEANINGFUL
The term “meaningful” sounds a bit subjective. What is meaningful to me could not be meaningful to
others. People are the ones who give meaning to something. So, I think to capture the student’s
interest, the material must be generally interesting instead. Everything interesting, will be meaningful
to someone.
MEANINGFUL MATERIAL REFERS TO ITS CAPACITY TO RELAY RELEVANT AND SUBSTANTIAL INFORMATION.
TEACHERS MUST USE MATERIALS MAXIMALLY FOR INSTRUCTION SO THAT THEY WILL SERVE THEIR
PURPOSE.
“LEARNING FLOURISHES WHEN THE MATERIAL RESONATES WITH MEANING, CONNECTING KNOWLEDGE TO
PURPOSE AND RELEVANCE IN THE LEARNER'S LIFE."
CONTEXT:
A HIGH SCHOOL MATH CLASSROOM. THE TOPIC IS THE PYTHAGOREAN THEOREM. THE TEACHER, MS. ZHANG, WANTS TO SHOW STUDENTS THAT THERE ARE
MULTIPLE WAYS TO APPROACH AND UNDERSTAND MATHEMATICAL CONCEPTS.
SCENARIO:
MS. ZHANG STARTS THE CLASS WITH A SIMPLE PROBLEM ON THE BOARD:
"A RIGHT TRIANGLE HAS LEGS OF 3 UNITS AND 4 UNITS. WHAT IS THE LENGTH OF THE HYPOTENUSE?’’
SHE ASKS THE STUDENTS TO THINK ABOUT HOW THEY MIGHT SOLVE IT.
"TODAY, WE’RE GOING TO EXPLORE THIS PROBLEM IN DIFFERENT WAYS. BY THE END OF CLASS, I WANT YOU TO CHOOSE THE METHOD THAT MAKES THE MOST
SENSE TO YOU."
APPROACH 1: VISUAL LEARNERS
MS. ZHANG HANDS OUT GRAPH PAPER AND COLORED PENCILS. SHE ASKS THE STUDENTS TO DRAW A RIGHT TRIANGLE WITH LEGS OF 3 AND 4 UNITS.
APPROACH 2: ALGEBRAIC LEARNERS
NEXT, MS. ZHANG WRITES THE FORMULA A2+B2=C2A^2 + B^2 = C^2A2+B2=C2 ON THE BOARD AND WORKS THROUGH THE PROBLEM STEP-BY-STEP.
APPROACH 3: KINESTHETIC LEARNERS
FOR STUDENTS WHO LEARN BEST BY DOING, MS. ZHANG SETS UP AN ACTIVITY WITH STRING AND RULERS.
"EXPLORING DIVERSE PATHS TO UNDERSTANDING"
REFLECTION:
BY OFFERING MULTIPLE WAYS TO EXPLORE THE PYTHAGOREAN THEOREM, MS. ZHANG HONORS THE
DIVERSITY OF LEARNING STYLES IN HER CLASSROOM. THIS APPROACH HELPS STUDENTS SEE THAT
UNDERSTANDING A CONCEPT DOESN’T REQUIRE A SINGLE “RIGHT” METHOD, ENCOURAGING
CONFIDENCE AND CURIOSITY IN THEIR LEARNING JOURNEY.
PRINCIPLE 5. THERE ARE MANY ROADS TO LEARNING
There are lots of ways to learn. In this era of computer age, information can be accessed and is
available everywhere. As teachers, we need to let this fact be known to students and encourage them
to seek knowledge beyond the classroom setting. It might involve giving them activities or exercise
that they may utilize their skills in seeking other roads to learning.
BASED ON GARDNER’S THEORY OF MULTIPLE INTELLIGENCES, “LEARNERS LEARN IN DIFFERENT WAYS ,
AT DIFFERENT RATES, FOR A DIFFERENT REASON.”
“LEARNING IS NOT A ONE-WAY PATH; IT THRIVES ON DIVERSE APPROACHES, EMBRACING THE UNIQUE
JOURNEYS OF EVERY LEARNER."
CONTEXT:
MS. LEE IS TEACHING A MIDDLE SCHOOL MATH CLASS FOCUSING ON SOLVING ALGEBRAIC EQUATIONS. SHE’S AN EXPERIENCED TEACHER WHO VALUES
STUDENT ENGAGEMENT BUT IS EXPERIMENTING WITH DIFFERENT TEACHING STRATEGIES TO ENCOURAGE MORE INTERACTION IN HER LESSONS.
SCENARIO:
MS. LEE BEGINS THE CLASS BY EXPLAINING THE STEPS FOR SOLVING SIMPLE ALGEBRAIC EQUATIONS ON THE WHITEBOARD. SHE GOES OVER A FEW EXAMPLES
WHILE STUDENTS PASSIVELY WATCH AND TAKE NOTES.
AFTER PRESENTING THE PROCESS, SHE GIVES STUDENTS A WORKSHEET WITH A SERIES OF EQUATIONS TO SOLVE INDEPENDENTLY.
AS THE GROUPS WORK THROUGH THE EQUATIONS, MS. LEE CIRCULATES AND ASKS GUIDING QUESTIONS TO PROMPT DEEPER THINKING. STUDENTS BEGIN
DISCUSSING THE STRATEGIES THEY’RE USING, CHALLENGING EACH OTHER’S IDEAS, AND EXPLAINING THEIR REASONING OUT LOUD.
FOR INSTANCE, ONE STUDENT SUGGESTS A DIFFERENT APPROACH TO ISOLATING THE VARIABLE, WHILE ANOTHER EXPLAINS WHY THEIR METHOD OF
SIMPLIFYING BOTH SIDES FIRST HELPS.
“THE POWER OF ACTIVE LEARNING IN THE CLASSROOM”
REFLECTION:
ACTIVE INVOLVEMENT ENCOURAGES STUDENTS TO TAKE OWNERSHIP OF THEIR LEARNING, WHICH
LEADS TO GREATER ENGAGEMENT AND IMPROVED OUTCOMES. BY PROVIDING OPPORTUNITIES FOR
STUDENTS TO WORK TOGETHER, DISCUSS IDEAS, AND SOLVE PROBLEMS IN A COLLABORATIVE AND
HANDS-ON WAY, TEACHERS CAN HELP STUDENTS INTERNALIZE AND APPLY CONCEPTS MORE
EFFECTIVELY.
PRINCIPLE 2. ACTIVE INVOLVEMENT OF THE LEARNER ENHANCES LEARNING
Active involvement of the learner is a positive sign that they “want” that change. Interest in the topic is
a major factor that influences students’ choice of involvement. Therefore, the most important task of
the teacher is to entice the learners to get involved in the learning process. I believe that motivation
plays an important role in this principle. A teacher should learn how to motivate and condition each
learner to engage in the learning process.
LEARNERS SHOULD BE SEEN AS ACTIVE PARTICIPANTS IN THE TEACHING-LEARNING PROCESS. OTHER
THAN THE TEACHER BEING THE SOLE SOURCE OF INFORMATION, HE/SHE SHOULD CARRY OUT ACTIVITIES
THAT WILL ENHANCE THE LEARNER’S COGNITIVE, AFFECTIVE, MANIPULATIVE, AND THINKING SKILLS.
“ LEARNING BECOMES DEEPER AND MORE IMPACTFUL WHEN STUDENTS ACTIVELY ENGAGE, TRANSFORMING
"
PARTICIPATION INTO UNDERSTANDING."
CONTEXT:
A HIGH SCHOOL HISTORY CLASS. MR. THOMPSON, THE TEACHER, IS TEACHING A UNIT ON WORLD WAR II. THIS IS HIS FIFTH YEAR TEACHING THIS TOPIC, AND HE
HAS LEARNED THROUGH EXPERIENCE HOW TO MAKE THE MATERIAL MORE ENGAGING FOR HIS STUDENTS.
SCENARIO:
MR. THOMPSON STANDS AT THE FRONT OF THE CLASS AND BEGINS THE LESSON WITH A THOUGHT-PROVOKING QUESTION:
"HOW DO YOU THINK THE WORLD WOULD BE DIFFERENT IF THE OUTCOME OF WORLD WAR II HAD BEEN REVERSED?”
HE ASKS THE STUDENTS TO WRITE DOWN THEIR INITIAL THOUGHTS FOR A FEW MINUTES. AS THE CLASS REFLECTS, MR. THOMPSON MOVES AROUND THE
ROOM, ENGAGING WITH THE STUDENTS INDIVIDUALLY AND OFFERING GENTLE GUIDANCE.
INCORPORATING LESSONS FROM THE PAST
MR. THOMPSON REMEMBERS HIS FIRST YEAR TEACHING THIS UNIT WHEN STUDENTS STRUGGLED TO CONNECT WITH THE DRY, FACTUAL NATURE OF THE
CONTENT. HE HAD RELIED TOO HEAVILY ON LECTURES AND TEXTBOOK READINGS, AND STUDENT ENGAGEMENT WAS LOW. HE HAD LEARNED THAT STUDENTS
THRIVE WHEN THE MATERIAL FEELS RELEVANT TO THEM.
SO, THIS YEAR, HE DECIDED TO OPEN THE LESSON WITH A VIDEO CLIP OF AN ALTERNATE HISTORY SCENARIO, SHOWING A WORLD WHERE THE AXIS POWERS
WON THE WAR. HE FOLLOWS THIS WITH A DISCUSSION ON HOW THE WAR AFFECTED MODERN POLITICS, TECHNOLOGY, AND CULTURE, ENCOURAGING
STUDENTS TO CONSIDER THE LONG-TERM CONSEQUENCES OF MAJOR HISTORICAL EVENTS.
LATER THAT DAY, AS MR. THOMPSON PREPARES FOR THE NEXT CLASS, HE REFLECTS ON HOW FAR HE HAS COME SINCE HIS FIRST YEAR OF TEACHING. HE
ACKNOWLEDGES THE MISTAKES HE MADE AND THE LESSONS HE’S LEARNED, AND HE FEELS PROUD OF HOW HE’S IMPROVED HIS TEACHING. THROUGH TRIAL,
AND ERROR, AND FEEDBACK FROM STUDENTS, HE’S HONED HIS ABILITY TO MAKE HISTORY FEEL ALIVE AND RELEVANT.
"GROWTH THROUGH EXPERIENCE"
REFLECTION:
THIS SCENARIO DEMONSTRATES HOW MR. THOMPSON’S EXPERIENCE HAS SHAPED HIS TEACHING.
BY ADAPTING BASED ON STUDENT FEEDBACK, REFLECTING ON HIS PAST MISTAKES, AND
INCORPORATING NEW STRATEGIES, HE’S ABLE TO PROVIDE A MORE ENGAGING AND MEANINGFUL
LEARNING EXPERIENCE FOR HIS STUDENTS. THIS EVOLUTION SHOWS HOW EXPERIENCE IMPROVES
TEACHING, LEADING TO A MORE EFFECTIVE AND DYNAMIC CLASSROOM.
PRINCIPLE 12. EXPERIENCE USUALLY IMPROVES TEACHING
Experience is the best teacher as the popular saying tells. As I have done my first actual teaching
class, I have learned that I need to do it frequently to improve it. I know I have lots of things to improve
and I know that to do it, I have to put it into practice because practice makes things perfect.
THE FULL CUP THEORY EXPLAINS THAT “YOU CANNOT GIVE WHAT YOU DON’T HAVE.” YOU NEED TO
“WALK THE TALK”. THE RICH BLEND OF THEORETICAL AND PRACTICAL/ACTUAL EXPERIENCES OF THE
SUBJECT YOU ARE TEACHING CAN DEEPEN YOUR DISCUSSION.
“WITH EXPERIENCE, TEACHING EVOLVES, TURNING CHALLENGES INTO EXPERTISE AND PRACTICE INTO
EXCELLENCE."
CONTEXT:
A HIGH SCHOOL CHEMISTRY CLASSROOM. THE STUDENTS ARE TASKED WITH CONDUCTING A LAB EXPERIMENT TO INVESTIGATE THE RATE OF A CHEMICAL
REACTION UNDER DIFFERENT CONDITIONS. THE TEACHER, MR. PATEL, STRUCTURES THE ACTIVITY TO FOSTER COOPERATION AND EMPHASIZE TEAMWORK.
SCENARIO:
SCENARIO:
MR. PATEL BEGINS THE CLASS WITH A SIMPLE STATEMENT:
"TODAY’S EXPERIMENT ISN’T JUST ABOUT CHEMISTRY—IT’S ABOUT TEAMWORK.
TO SUCCEED, YOU’LL NEED TO COMMUNICATE, SHARE IDEAS, AND RELY ON EACH OTHER. REMEMBER, THE BEST DISCOVERIES HAPPEN WHEN PEOPLE WORK
TOGETHER.“
THE GROUP DISCUSSES AND AGREES TO CHECK THE INSTRUCTIONS TOGETHER, RESOLVING THE ISSUE COOPERATIVELY.
AT ANOTHER TABLE, A STUDENT STRUGGLES TO RECORD DATA QUICKLY ENOUGH.
THE LAB MANAGER NOTICES AND OFFERS TO HELP, SAYING, "I’LL CALL OUT THE NUMBERS SLOWER SO YOU CAN KEEP UP."
"COOPERATION TO LEARN"
REFLECTION:
BY STRUCTURING THE ACTIVITY AROUND COOPERATION AND ASSIGNING ROLES THAT REQUIRE
INTERDEPENDENCE, MR. PATEL CREATES AN ATMOSPHERE WHERE STUDENTS LEARN BOTH THE
CONTENT AND THE VALUE OF TEAMWORK. THE EXPERIENCE NOT ONLY ENHANCES THEIR
UNDERSTANDING OF THE EXPERIMENT BUT ALSO BUILDS ESSENTIAL SKILLS FOR FUTURE
COLLABORATIVE ENDEAVORS.
PRINCIPLE 7. LEARNING IS ENHANCED IN AN ATMOSPHERE OF COOPERATION
Cooperation promotes encouragement. It is also a good way to develop one’s self-esteem by making
the student feel that his ideas are being heard in a group, considered, and supported. Some students
have lots of things to share, though, some have low self-esteem. Group work and other activities that
require teamwork will help such students to get involved.
COOPERATIVE LEARNING GROUP SET THE STAGE FOR STUDENTS TO LEARN SOCIAL SKILLS. THESE
SKILLS HELP BUILD STRONGER COOPERATION AMONG GROUP MEMBERS. COLLABORATIVE IS SOCIAL
NOT COMPETITIVE AND ISOLATED.
"LEARNING FLOURISHES IN AN ATMOSPHERE WHERE COOPERATION IS VALUED.”
CONTEXT:
IN A HIGH SCHOOL SCIENCE CLASS, MR. CARTER IS TEACHING A UNIT ON HUMAN BIOLOGY, FOCUSING ON THE CIRCULATORY SYSTEM. HE IS AN EXPERIENCED
TEACHER WHO IS WELL-VERSED IN HIS SUBJECT MATTER. HOWEVER, ON THIS PARTICULAR DAY, A SUBSTITUTE TEACHER, MS. THOMPSON, IS FILLING IN FOR HIM,
AS MR. CARTER IS OUT SICK.
SCENARIO:
MS. THOMPSON, ALTHOUGH A COMPETENT EDUCATOR, HAS A LIMITED BACKGROUND IN BIOLOGY. WHEN SHE BEGINS THE LESSON ON THE CIRCULATORY
SYSTEM, SHE ENCOUNTERS DIFFICULTIES EXPLAINING CERTAIN CONCEPTS TO THE CLASS, SUCH AS THE ROLE OF THE HEART VALVES AND THE PATHWAY OF
BLOOD FLOW.
STUDENTS BEGIN TO ASK DETAILED QUESTIONS, LIKE, "HOW DOES THE HEART KNOW WHEN TO PUMP?" AND "WHY DO WE NEED BOTH ARTERIES AND VEINS?"
“UNDERSTANDING THE IMPORTANCE OF SUBJECT MATTER KNOWLEDGE IN TEACHING”
REFLECTION:
A SOLID GRASP OF THE SUBJECT MATTER IS NECESSARY FOR EFFECTIVE TEACHING. TEACHERS
SHOULD BE PREPARED NOT JUST TO PRESENT FACTS, BUT ALSO TO RESPOND TO STUDENT
QUESTIONS, CLARIFY MISUNDERSTANDINGS, AND CREATE A LEARNING ENVIRONMENT WHERE
STUDENTS FEEL CONFIDENT IN THE MATERIAL. WITHOUT THIS KNOWLEDGE, THE TEACHING
PROCESS CAN BECOME LESS EFFECTIVE, POTENTIALLY LEAVING STUDENTS WITH INCOMPLETE OR
INCORRECT UNDERSTANDING.
PRINCIPLE 1. TEACHERS' KNOWLEDGE OF THE SUBJECT MATTER IS
ESSENTIAL TO THE IMPLEMENTATION OF IMPORTANT TEACHING TASKS
Teachers are the bearers of knowledge. Therefore, as a rule of thumb, teachers must have sufficient
knowledge of the subject matter he is teaching for them to effectively facilitate learning. How one
could expect to give if he has nothing to give or how could someone expect to receive if the giver has
nothing worthy to share? This principle I think is very important because it is where the teacher can
gain their student’s trust and respect.
A TEACHER’S GOOD FOUNDATION ABOUT THE SUBJECT MATTER IS ESSENTIAL TO ENABLE HIM/HER TO
CONDUCT SUBSTANTIAL DISCUSSION. IT TAKES A GOOD TEACHER TO MAKE EVERY TOPIC FUNCTIONAL.
“A TEACHER’S DEEP UNDERSTANDING OF THE SUBJECT MATTER IS THE CORNERSTONE OF EFFECTIVE
INSTRUCTION.”
CONTEXT:
A MIDDLE SCHOOL ART CLASS. THE STUDENTS ARE WORKING ON A PROJECT WHERE THEY MUST CREATE A LANDSCAPE PAINTING USING PERSPECTIVE
TECHNIQUES. THE GOAL IS TO DEMONSTRATE DEPTH BY APPLYING CONCEPTS LIKE VANISHING POINTS AND HORIZON LINES.
SCENARIO:
MS. HART, THE ART TEACHER, MOVES AROUND THE CLASSROOM AS STUDENTS PAINT. SHE OBSERVES THEIR WORK, NOTING THEIR PROGRESS AND AREAS FOR
IMPROVEMENT.
SHE STOPS AT EMMA’S DESK, WHERE EMMA HAS PAINTED A BEAUTIFUL SCENE BUT STRUGGLES WITH MAKING THE ROAD IN HER PAINTING APPEAR REALISTIC.
"EMMA, I LOVE THE COLORS YOU’VE CHOSEN FOR THE SKY—IT SETS A CALMING MOOD,"
MS. HART BEGINS, OFFERING SPECIFIC PRAISE. "NOW LET’S LOOK AT YOUR ROAD. NOTICE HOW IT STAYS THE SAME WIDTH THE WHOLE WAY? IF WE WANT IT TO
LOOK LIKE IT’S RECEDING INTO THE DISTANCE, WE CAN MAKE IT NARROWER AS IT MOVES TOWARD THE VANISHING POINT.
MS. HART DEMONSTRATES THIS BY SKETCHING AN EXAMPLE NEXT TO EMMA’S PAINTING. EMMA NODS AND TRIES ADJUSTING HER ROAD, GRADUALLY
NARROWING ITS WIDTH.
LATER, MS. HART GATHERS THE CLASS FOR A BRIEF CRITIQUE SESSION. SHE DISPLAYS SEVERAL STUDENT WORKS (WITH PERMISSION) AND HIGHLIGHTS
DIFFERENT STRENGTHS AND OPPORTUNITIES FOR IMPROVEMENT:
"LOOK AT HOW JORDAN USED OVERLAPPING TREES TO CREATE DEPTH—THIS IS A GREAT TECHNIQUE WE CAN ALL LEARN FROM. NOW, IN MAYA’S PAINTING, SEE
HOW THE HORIZON LINE IS PLACED VERY LOW. THIS CREATES A DRAMATIC PERSPECTIVE. FOR ANYONE WORKING ON ADDING DEPTH, THINK ABOUT HOW THESE
STRATEGIES CAN APPLY TO YOUR PIECE.“
STUDENTS TAKE NOTES AND DISCUSS HOW THEY CAN INCORPORATE THESE IDEAS INTO THEIR WORK.
"DESCRIPTIVE FEEDBACK IN ACTION"
REFLECTION:
BY PROVIDING CLEAR, DESCRIPTIVE FEEDBACK THAT HIGHLIGHTS STRENGTHS AND OFFERS
ACTIONABLE STEPS FOR IMPROVEMENT, MS. HART ENHANCES BOTH TEACHING AND LEARNING. THE
STUDENTS NOT ONLY REFINE THEIR ARTWORK BUT ALSO GAIN A DEEPER UNDERSTANDING OF
PERSPECTIVE AND CONFIDENCE IN THEIR ABILITY TO IMPROVE THROUGH PRACTICE AND FEEDBACK.
PRINCIPLE 9. BOTH TEACHING AND LEARNING ARE ENHANCED BY
DESCRIPTIVE FEEDBACK
Feedback is a very important tool to assess one’s achievement or status. According to an article
written in a university site, learning is a two-way street everyone can benefit from some constructive
feedback and reflection – feedback from students, teaching observation from colleagues, and
reflection of one’s teaching style. Every feedback should be taken in a positive way to improve one’s
performance. That way, teaching can be improved as well as the learning experience teacher can
provide.
THE KWL STRATEGY CAN BE USED BEFORE, DURING, AND AFTER THE LESSON WHICH TRACKS WHAT A
STUDENT KNOWS (K), WANTS TO KNOW (W), AND HAS LEARNED (L). THIS IS A GOOD ASSESSMENT FOR
BOTH TEACHER AND STUDENT ON WHETHER SUCCESSFUL TEACHING AND LEARNING TAKE PLACE.
“DESCRIPTIVE FEEDBACK BRIDGES THE GAP BETWEEN TEACHING AND LEARNING .”
CONTEXT:
A HIGH SCHOOL ALGEBRA CLASSROOM. THE STUDENTS ARE LEARNING HOW TO SOLVE QUADRATIC EQUATIONS USING THE QUADRATIC FORMULA. MANY FIND
THE CONCEPT CHALLENGING AND ARE HESITANT TO PRACTICE
SCENARIO:
MR. REED, THE TEACHER, WRITES ON THE BOARD:
HE TURNS TO THE CLASS AND SAYS, "THIS EQUATION IS AS TRUE FOR LIFE AS IT IS FOR MATH. LEARNING ANYTHING NEW TAKES TIME AND EFFORT. TODAY,
WE’RE GOING TO BREAK IT DOWN STEP BY STEP, AND I’LL SHOW YOU HOW INVESTING YOUR ENERGY OVER TIME WILL LEAD TO SUCCESS.“
STEP 1: STRUCTURED PRACTICE OVER TIME
MR. REED BEGINS BY INTRODUCING THE QUADRATIC FORMULA. HE EXPLAINS EACH COMPONENT OF THE FORMULA AND WORKS THROUGH AN EXAMPLE
PROBLEM WITH THE CLASS.
STEP 2: FOCUSED ENERGY IN SMALL BURSTS
TO KEEP THE ENERGY UP, MR. REED DIVIDES THE CLASS INTO SMALL GROUPS AND GIVES EACH GROUP A DIFFERENT QUADRATIC EQUATION TO SOLVE.
AS GROUPS WORK, MR. REED MOVES AROUND, ANSWERING QUESTIONS AND ENCOURAGING STUDENTS TO KEEP TRYING EVEN IF THEY MAKE MISTAKES.
HE ALSO PROVIDES AN OPTIONAL "CHALLENGE OF THE DAY" FOR THOSE WHO WANT EXTRA PRACTICE, SAYING, "EVERY BIT OF ENERGY YOU PUT IN BUILDS
YOUR SKILL OVER TIME."
A WEEK LATER, MR. REED REVISITS THE TOPIC, GIVING STUDENTS A QUIZ. AFTERWARD, HE ASKS:
"HOW DID PRACTICING OVER TIME HELP YOU LEARN QUADRATIC EQUATIONS?"
ONE STUDENT RESPONDS, "AT FIRST, IT FELT IMPOSSIBLE, BUT AFTER DOING IT STEP BY STEP, I REALIZED I COULD FIGURE IT OUT."
MR. REED SMILES AND CONCLUDES, "REMEMBER, LEARNING IS LIKE CLIMBING A HILL. TIME AND ENERGY MAY FEEL HARD AT FIRST, BUT THE VIEW AT THE TOP IS
WORTH IT."
"THE EQUATION FOR MASTERY"
REFLECTION:
BY EMPHASIZING THE IMPORTANCE OF CONSISTENT PRACTICE AND FOCUSED ENERGY, MR. REED
HELPS STUDENTS UNDERSTAND THAT MASTERING COMPLEX TOPICS REQUIRES DEDICATION OVER
TIME. THE SCENARIO DEMONSTRATES THAT EFFORT, PAIRED WITH A STRUCTURED APPROACH,
LEADS TO MEANINGFUL AND LASTING LEARNING.
PRINCIPLE 11. TIME PLUS ENERGY EQUALS LEARNING
The time and energy provided to do something worthwhile will lead to learning new things. One good
use of time and energy is to engage in something that we will gain knowledge after doing it. As
teachers, we have to encourage our students to do the same. Most Asian countries, especially those
of East Asia give so much time and energy to devote to further studies. It would be great if we,
teachers, could commit ourselves to building such attitude to our students.
TIME + ENERGY = LEARNING. THE METAPHOR BEHIND THE LADDER OF LEARNING CAN BEST EXPLAIN
WHEREIN IN IT TELLS US THAT IT TAKES TIME AND EFFORT TO LEARN SOMETHING BEFORE MOVING ON TO
THE NEXT. SOME LEARNERS MAY SUCCEED IN CLIMBING UP THE LADDER SWIFTLY WHILE IT TAKES TIME
“LEARNING IS THE PRODUCT OF TIME AND ENERGY; WHEN BOTH ARE INVESTED WITH PURPOSE AND FOCUS,
GROWTH IS INEVITABLE.”
“DEVELOP A PASSION FOR LEARNING.
IF YOU DO, YOU WILL NEVER CEASE
TO GROW”
ANTHONY J. D’ANGELO
