METHODS REVIEWER AKSM Smith: “Teaching is an organized system of

specific activities
What is Teaching? Flander: “Teaching is an interaction
Process.
●​ Teaching is the concerted sharing of Functions of teaching
knowledge and experience, which is usually ▪ To provide Learning Environment
organized within a discipline and, more ▪ To understand the need of the learner
generally, the provision of stimulus to the ▪ To facilitate the learner and learning
psychological and intellectual growth of a ▪ To provide Guidance
person by another person or artifact. ▪ To provide Training

●​ process of engaging students in activities Social process (It involves student, teacher and
that will enable them to acquire the societal environment.)
knowledge, skills, as well as worthwhile Goal Oriented Process (Behavior modification and
values and attitudes.​ harmonious development is the ultimate goal of
teaching.)
●​ both science and art; SCIENCE as it is
based on psychological research that III. Nature and Characteristics of Teaching
identifies “cause and effect relationship”
between teaching and learning; ART, as it Systematic and Organized: Teaching follows
shows how those relationships are three phases: Pre-active (planning), Interactive
implemented in successful and artistic (execution),
teaching. and Post-active (evaluation/feedback).
• Social and Interactive: It is a dynamic social
Differentiation from Parenting: Unlike parenting, activity dominated by communication—both verbal
teaching requires academic preparation, is (words/writing) and non-verbal (gestures/body
systematic, involves planned reflection on what and language)
how to teach, and includes formal assessment of • Specialized Task: It requires specific skills,
student learning. including probing questions, illustration with
examples, reinforcement, and stimulus variation
II. The Four-Polar Process Amenable to Scientific observation and
Initially viewed as a bipolar process (teacher and analysis can be observed , through teacher’s
learner), teaching is now considered a Four-Polar behavior, pupil teacher interaction and the changes
Process involving: brought in the behavior of the pupils.
1. The Teacher: A key factor who designs plans,
prepares the environment, and selects strategies CHARACTERISTICS OF TEACHING :
2. The Learner: Described as an "embodied
spirit" and the most important element of 1.​ Dynamic, Social & Humane: Influenced by
teaching. human & social factors
3. The Curriculum (Content): The choice of 2.​ An Art & Science: Exercise of being
subject matter and instructional materials used to systematic & including talent & creativity
achieve objectives. 3.​ Diverse in Application: There are various
4. The Learning Environment: The setting where forms of teaching such as conditioning,
learning is facilitated and needs are met training, instruction, and Indoctrination
4.​ Professional Activity: Involves teacher
DEFINITION OF TEACHING ACCORDING TO: and student and result in the development
Morrison: “Teaching is a disciplined social of the student
Process. process in which a teacher influences the 5.​ Result oriented: Outcome is modification
behavior of the less experienced pupils. of behavior
IV. Principles of Learning
Learning is a relatively permanent change in 2. Learning to Know:
behavior or knowledge resulting from experience or ◦ Focus: Cultivates concentration, memory, and
practice Key principles include: thinking skills.
• Learning is an experience activated by the ◦ Goal: Mastery of learning tools to provide a
learner. baseline for autonomous learning and navigate a
• It is both emotional and intellectual. globalized society
• It is a cooperative, collaborative, and ◦ "Learn-to-Learn" Skills: Includes comprehensive
evolutionary process. reading, listening, observing, data gathering,
• Learning can sometimes be a painful process note-taking, and accessing/processing information.
◦ Teacher’s Role: Acts as a facilitator, catalyst,
V. THE LAWS OF LEARNING monitor, and evaluator. They help students develop
Based on the sources, these laws govern how critical thinking and a taste for lifelong learning
effectively a student learns: 3. Learning to Live Together:
●​ Law of Readiness: Individuals learn best ◦ Focus: A dynamic, lifelong process of
when they are physically, mentally, and internalizing shared values to build a culture of
emotionally prepared. peace.
●​ Law of Exercise: Things most often ◦ Goal: Developing an understanding of other
repeated are best remembered (Law of people, appreciation of interdependence, and the
Use); learning is weakened when practice is capacity for active citizenship.
discontinued (Law of Disuse). ◦ Teacher’s Role: Provides a safe, accepting
●​ Law of Effect: Learning is strengthened environment and fosters empathy and respect
when accompanied by a pleasant feeling among students
and weakened when associated with an [Link] to Be:
unpleasant one. ◦ Focus: The holistic development of the whole
●​ Law of Primacy: Things learned first create person (body, mind, and spirit) to fulfill their highest
a strong impression; it is difficult to "unlearn" potential.
the first experience. ◦ Goal: Fostering independent thinking,
●​ Law of Recency: The most recently creativity, innovation, and personal discovery.
learned things are best remembered. ◦ Example: A teacher participating in workshops
●​ Law of Intensity: A vivid, dramatic, or real to enhance their own skills is an example of
experience teaches more than a routine or "Learning to Be"
boring one.
●​ Law of Freedom: Things freely learned are II. 21st Century Education and Teaching
best learned; greater student freedom Standards
fosters intellectual advancement Modern education must change to keep pace with
the new economy by leveraging technology and
THE FOUR PILLARS OF EDUCATION better pedagogies.
1.​ Learning to Do: The Five Standards for 21st Century Teachers:
◦ Focus: Helping students acquire skills to work • Standard 1: Leadership: Teachers lead in the
effectively and put knowledge into practice classroom, advocate for students, and demonstrate
innovatively. high ethical standards.
◦ Goal: Developing competence, life skills, and • Standard 2: Respectful Environment: Teachers
personal qualities like initiative and productivity. treat students as individuals, adapt to special
◦ Context: Heavily anchored in TVET (Technical needs, and collaborate with families to create an
and Vocational Education and Training) to prepare inclusive setting.
students for the world of work
• Standard 3: Content Knowledge: Teachers I. What is Outcome-Based Education (OBE)?
understand their specialty, how it interconnects with • Definition: OBE is a curriculum design that
other disciplines, and how to make it relevant to
ensures a logical and systematic alignment
students.
• Standard 4: Facilitating Learning: Teachers use between different levels of outcomes. It connects
diverse instructional methods and technology to the essential elements of curriculum: intent,
develop student critical thinking and teamwork.
content, learning experiences, and evaluation.
• Standard 5: Reflection: Teachers analyze
student learning and link their own professional • The Educational Outcome: Defined as a
growth to their professional goals culminating demonstration of learning.
21st Century Student Outcomes and Skills
Outcomes are clear learning results that students
Students need specific skills and expertise to
succeed in work and life in the 21st century. demonstrate at the end of a learning experience,
reflecting their competence in using content, ideas,
1. Learning and Innovation Skills (The 4 Cs): and tools.
◦ Critical Thinking & Problem Solving: Sound
reasoning and synthesizing information.
◦ Creativity & Innovation: Originality and • Core Characteristics: Outcomes must be
responsiveness to new perspectives. mission-driven, evidence-based, and
◦ Communication & Collaboration: Articulating learning-focused. They should follow the SMART
ideas clearly and working effectively in diverse
criteria: Specific, Measurable, Attainable, Realistic,
teams.
2. Information, Media, and Technology Skills: and Time-bound.
Information Literacy: Accessing and evaluating
information critically and ethically. II. Essential Principles of OBE (Spady, 1994)
◦Media Literacy: Understanding how media
1. Clarity of Focus: Everything teachers do must
messages are constructed and how they influence
beliefs. be clearly focused on what they want students to
◦ ICT Literacy: Using digital tools and networks know, understand, and be able to do.
appropriately. 2. Designing Back: Curriculum design begins with
3. Life and Career Skills:
a clear definition of the intended end results. All
◦ Includes flexibility, adaptability, initiative,
self-direction, social/cross-cultural skills, instructional decisions are then made to achieve
productivity, accountability, and leadership. those ends.
4. Core 21st Century Skills Every Student 3. High Expectations: Teachers establish
Needs:
challenging performance standards to encourage
◦ Problem Solving: The ability to solve complex,
real-world problems in real time. deep engagement, believing that successful
◦ Analytic Thinking: Proficiency in comparing, learning promotes more success.
evaluating, and applying knowledge without 4. Expanded Opportunities: Recognition that
constant supervision.
students learn in different ways and at different
◦ Ethics, Action, and Accountability: Being a
"global digital citizen" who is empathetic, tolerant, times; they can achieve high standards if given
and cares for the world appropriate, diverse opportunities.
III. Approaches to OBE • Constructivist Approach: Uses methods that
• Traditional/Transitional: Emphasizes mastery of help students attain outcomes and develop
subject-related academic outcomes and 21st-century skills (communication, collaboration,
cross-discipline skills like problem-solving. critical thinking, and creativity).
• Transformational: Emphasizes long-term • Criterion-Referenced Assessment: Assessment
cross-curricular outcomes related directly to a tools must truly measure student performance
student's future life roles, such as being a against specific criteria, often using rubrics to
productive worker or responsible citizen. ensure clarity
IV. The Three Phases of Designing OBE
1. Phase 1: Institutional Outcomes: Developed
through a needs analysis of the institution’s vision,
mission, and the demands of society. It defines
the "ideal graduate" and the institution's identity.
2. Phase 2: Program Outcomes: Colleges identify
the specific attributes, knowledge, and skills an
ideal graduate of a particular degree program
should possess. These must directly reflect
institutional outcomes.
3. Phase 3: Course Learning Outcomes:
Developing outcomes for specific courses that
reflect the program outcomes.
V. Steps in Developing Course Learning
Outcomes
1. Developing Course Competencies: Focuses
on the learner and should include "habits of mind"
necessary to accomplish tasks.
2. Developing a Curriculum Map: A tool to plot
program outcomes against specific courses to
ensure each course contributes to the expected
learning results.
3. Developing the Syllabus: Requires perfect
alignment between four elements: objectives,
content, learning experiences, and assessment
tools.
VI. Instruction and Assessment in OBE
• Learner-Centered: The focus shifts from teaching
to learning; teachers act as facilitators.