Principles of teaching 2 : a modular approach - Agno, Lydia N. (Quezon City : C & E Publishing, 2010)
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.
Includes bibliographical references and index.
Keywords: Teaching