Principles of teaching 2 (Record no. 5860)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 08500nam a22002657a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20231108165746.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 161103b xxu||||| |||| 00| 0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9789715849722 |
| 040 ## - CATALOGING SOURCE | |
| Transcribing agency | QCPL |
| Description conventions | rda |
| 082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 371.102 |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Agno, Lydia N. |
| 245 ## - TITLE STATEMENT | |
| Title | Principles of teaching 2 |
| Remainder of title | : a modular approach |
| 264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE | |
| Place of production, publication, distribution, manufacture | Quezon City : |
| Name of producer, publisher, distributor, manufacturer | C & E Publishing, |
| Date of production, publication, distribution, manufacture, or copyright notice | [2010] |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | xiii, 323 pages |
| 336 ## - Content Type | |
| Source | rdacontent |
| Content type term | text |
| 337 ## - MEDIA TYPE | |
| Source | rdamedia |
| Media type term | unmediated |
| 338 ## - Carrier Type | |
| Source | rdacarrier |
| Carrier type term | volume |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE | |
| Bibliography, etc | Includes bibliographical references and index. |
| 505 ## - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Professional development of teachers: Professional development -- Professional behaviors of teachers -- Peer coaching: A professional development model -- Domains of knowledge of professional teachers -- Professional teachers are clear teachers -- Characteristics of competent teachers -- Insights of good teachers -- Principles/Guidelines -- Guidelines in developing teachers' competencies -- Professional standards for teachers -- The reflective and caring teachers: Reflective and caring teachers -- Reflective teachers -- Teachers as reflective practitioners -- Creating a caring classroom -- Reflective action -- Reflectice action builds on withitness -- Developing reflective abilities -- Reflection and constructivist approach to teaching -- Development of reflection -- Star teachers -- Benefits of reflection on teaching -- Principles/Guidelines -- Principles of caring teachers -- Guidelines in creating a supporting, caring environment -- Guidelines in ensuring success in classroom management -- guidelines in ensuring equity in the classroom -- Guidelines in preventing problems in the five areas of teachers' concerns -- Guidelines for developing withitness -- Theories of learning: Learning theories as guidelines to instruction -- Operant conditioning -- Special learning theory -- ognitive development theory -- Constructivism -- Socio-cultural theory -- Schema theory -- Attribution theory -- Multiple intelligences -- Moral development theory -- Principles/Guidelines -- Basic principles of conditioning behavior -- Behaviorists' core beliefs: Guidelines for implementation -- Principles of social learning -- Cognitivist guiding principles to gain and hold learning -- Basic constructivist principles -- Principles of learning -- Guidelines in constructing moral dilemmas -- Guidelines in valuing processes -- Teaching for thinking: What s thinking? -- What are thinking skills? -- Levels of thinking -- Four types of knowledge -- Categories of thinking: Critical thinking -- Creative thinking -- Metacognition -- Higher order thinking -- Developing higher level thinking skills -- Teaching skills activities -- Principles/Guidelines -- Guidelines for good thinking -- Guidelines in teaching critical thinking -- Principles for developing creativity -- Guidelines for nurturing creativity -- Guidelines in developing metacognitive strategies -- Inductive instructional approaches: Inductive instructional models -- Concept development model -- Concept attainment model -- Inquiry model -- Problem-solving model -- Tips to teach inductively -- Principles/Guidelines -- Guidelines in teaching inductively -- Guidelines in helping students become better problem solvers -- Guidelines in using the inquiry model -- Deductive instructional approaches: Deductive instructional models -- Deductive reasoning model -- Advance organizer model -- Presentation teaching model -- Backward design model -- Lecture -- Teacher-talk -- Lecture-discussion model -- Inductive and deductive approaches -- Principles in presenting information -- Guidelines in presenting information -- Guidelines in planning for instruction -- Guidelines in preparing advance organizers -- General guidelines for teacher talk -- Guidelines in direct teaching -- Problem-based learning instructional approaches: Problem-based learning (PBL) model -- Problem solving model -- Problem-centered approach -- Case-based problem solving -- Project-based problem solving -- Inquiry learning model -- Suchman inquiry model -- Principles/Guidelines: Guidelines in problem solving -- Guidelines in tailoring problem-based lessons -- Guidelines in developing problem-solving attitude -- Guidelines in using case-based problem solving -- Guidelines for guiding students in project-centered learning -- Cooperative learning instructional approaches: Cooperative learning : Purposes of cooperative learning -- Attributes of cooperative learning -- Outcomes of cooperative learning -- What cooperative learning is not -- Six major phases in cooperative learning -- Cooperative learning models: Formal cooperative learning models -- Group investigation -- Jigsaw II -- Think-pair share -- Role playing -- Elements of cooperative learning -- Features of cooperative learning -- Qualities of good leaders of cooperative learning -- Principles/Guidelines: Guidelines for using cooperative learning teams -- Guidelines in conducting cooperative learning lessons -- Guidelines in implementing STAD -- Guidelines in encouraging project-centered learning -- Guidelines in teaching an evaluating the collaborative process -- Valuing process and moral development models : Teaching values: Nature of values -- Significance of valuing -- Values development model: Values analysis model -- Rational analysis model -- Inferential value reasoning model -- Issues, values, and consequences analysis -- Values clarification model -- Teaching moral education: Moral discussion model -- Moral reasoning model -- Moral education -- The morally mature person -- Principles/Guidelines: Guidelines in teaching values -- Guidelines for the approaches to values education -- Guidelines for clarification of values -- Guiding principles in Kohlberg's stages of development -- Guidelines for presenting and discussing moral dilemmas -- Guidelines for using moral dilemmas -- Alternative teaching strategies: Brainstorming -- Demonstration -- Class discussion -- Class debate -- Presentation -- Role playing -- Simulation -- Sociodrama -- K-W-L strategy -- Tri-question approach -- Principles/Guidelines: Guidelines in brainstorming sessions -- Guidelines in conducting classroom demonstration -- Principles that apply to teachers' demonstration of new academic skills -- Guidelines for profitable discussion -- Guidelines on conducting presentation -- Guidelines for supervised practice (role playing) -- Guidelines for conducting simulation -- Guidelines in planning simulation -- Authentic assessment: Assessment and evaluation as applied to instruction: Assessment and evaluation -- Purposes of assessment -- Significance of assessment -- Assessment as instructional process -- Authentic assessment -- Instruments for authentic assessment -- Performance assessment -- Portfolio assessment -- Significance of portfolio assessment -- Portfolio as authentic assessment tools -- Scoring rubrics versus checklists -- Principles/Guidelines: Principles guiding the assessment program -- Principles of assessment -- Guidelines for the development of good authentic assessment -- Guidelines in designing and scoring performances and authentic assessments -- Guidelines for using portfolios for assessments -- Curriculum integration and thematic teaching: Integrated curriculum -- Theories supporting curriculum integration -- Levels of curriculum integration -- Thematic teaching -- Thematic units -- Principles/Guidelines: Principles in providing instruction across the curriculum -- Guiding principles in integrating big ideas and strategies -- Guidelines in developing a unit of instruction -- Guidelines in implementing unit plans -- Guidelines in developing multidisciplinary units of instruction -- Guidelines in developing integrated interdisciplinary thematic Units -- Benefits of unit planning -- Integrated multidisciplinary and integrated interdisciplinary thematic units: Guidelines in preparing thematic units -- An integrated multidisciplinary thematic unit -- Analysis of the integrated multidisciplinary thematic unit -- An integrated interdisciplinary thematic unit -- Analysis of integrated interdisciplinary thematic unit -- Reading A: Philippines, the homeland of the Filipinos -- The Philippine archipelago -- Reading B: The fight for freedom --The founding of Katipunan -- The teachings of the Katipunan -- The songs of the Katipuneros. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Teaching |
| 655 ## - INDEX TERM--GENRE/FORM | |
| Source of term | lcgft |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Filipiniana |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Dewey Decimal Classification |
| Koha item type | Book |
| Lost status | Library use only | Collection code | Permanent Location | Current Location | Shelving location | Date acquired | Source of acquisition | Cost, normal purchase price | Inventory number | Full call number | Barcode | Copy number | Koha item type |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Room use only | Filipiniana | Cubao Branch | Cubao Branch | Filipiniana Section | 12/12/2013 | Purchased | 396.00 | 14-632(3) | F 371.102 Ag274p 2010 | 32851QC | c. 3 | Book | |
| Temporarily Closed | Filipiniana | Escopa 3 Branch | Escopa 3 Branch | Filipiniana Section | 12/12/2013 | Purchased | 396.00 | 14-632(9) | F 371.102 Ag274p 2010 | 32857QC | c. 9 | Book | |
| Room use only | Filipiniana | Greater Project 4 Branch | Greater Project 4 Branch | Filipiniana Section | 12/12/2013 | Purchased | 396.00 | 14-632(6) | F 371.102 Ag274p 2010 | 32854QC | c. 6 | Book | |
| Room use only | Filipiniana | Lagro Branch | Lagro Branch | Filipiniana Section | 12/12/2013 | Purchased | 396.00 | 14-632(5) | F 371.102 Ag274p 2010 | 32853QC | c. 5 | Book | |
| Room use only | Filipiniana | Main Library | Main Library | Filipiniana Section | 12/12/2013 | Purchased | 396.00 | 14-632(1) | F 371.102 Ag274p 2010 | 32849QC | c. 1 | Book | |
| Room use only | Filipiniana | North Fairview Branch | North Fairview Branch | Filipiniana Section | 12/12/2013 | Purchased | 396.00 | 14-632(2) | F 371.102 Ag274p 2010 | 32850QC | c. 2 | Book | |
| Room use only | Filipiniana | Project 7 Branch | Project 7 Branch | Filipiniana Section | 12/12/2013 | Purchased | 396.00 | 14-632(8) | F 371.102 Ag274p 2010 | 32856QC | c. 8 | Book | |
| Room use only | Filipiniana | Project 8 Branch | Project 8 Branch | Filipiniana Section | 12/12/2013 | Purchased | 396.00 | 14-632(4) | F 371.102 Ag274p 2010 | 32852QC | c. 4 | Book | |
| Room use only | Filipiniana | San Isidro Galas Branch | San Isidro Galas Branch | Filipiniana Section | 12/12/2013 | Purchased | 396.00 | 14-632(7) | F 371.102 Ag274p 2010 | 32855QC | c. 7 | Book |