Principles Of Teaching 2 Syllabus Philippines

[Lisbeth Balsiger]

Constructivismis the theory that says learners construct knowledge rather than just passively take in information. As people experience the world and reflect upon those experiences, they build their own representations and incorporate new information into their pre-existing knowledge (schemas).

This last point is worth repeating. A traditional approach to teaching focuses on delivering information to students, yet constructivism argues that you cannot directly impart this information. Only an experience can facilitate students to construct their own knowledge. Therefore, the goal of teaching is to design these experiences.

There are many consequences for teaching and the classroom if you adhere to constructivist principles. The following chart from the Teaching and Learning Resources wiki compares traditional and constructivist classrooms across several components

There are several main components to include if you plan on adhering to constructivist principles in your classroom or when designing your lessons. The following are from Baviskar, Hartle & Whitney (2009):

While physical spaces, courses, technology, and student services are often designed for the average student, the practice of universal design in education (UDE) considers people diverse characteristics in the design of all formal and informal educational products and environments. UDE goes beyond accessible design for people with disabilities to make all aspects of the educational experience more inclusive for students, staff, instructors, administrators, and visitors with a great variety of characteristics, including those related to gender, race and ethnicity, age, stature, disability, and learning preference.

Though universal design has its roots in the design field of architecture and commercial products and information technology (IT) , UDE applications are relatively new. UDE provides a philosophical framework for the design of all products and environments at all educational levels. These include

Architects, product designers, engineers, and environmental design researchers at the CUD established seven principles for the universal design of any product or environment (The Center for Universal Design, 1997). These principles of UD are listed below, along with examples of application to physical spaces in formal and informal educational settings.

Applications of these principles to the procurement, development and use of all types of IT have demonstrated that it is possible to create products that are simultaneously accessible to people with a wide range of abilities, disabilities, and other characteristics. Many IT companies do not take the full spectrum of user diversity into account when they develop products, unintentionally erecting barriers for people with disabilities and others.

UDE combines UD, UDL and WCAG principles and applies them to all education products and environments, including technology, teaching as learning, services, and physical spaces. UDE ensures access for all and minimizes the need for accommodations.

Unfortunately, IT developer instructors and service providers do not routinely apply comprehensive sets of UDE principles in their design. The following two sections of this document explain how UDE principles can be applied to instruction and services.

UD can be applied to student services to make them accessible to, usable by, and inclusive of all students. These services include computer labs, libraries, admissions offices, registration, advising, career services, tutoring and learning centers, and student organizations. When UD is applied, everyone feels welcome, is able to get to the facility and maneuver within it, access materials and electronic resources, and participate in events and other activities. Efforts should be made to apply UD, UDL and WCAG principles in all of the following areas.

This publication was developed under a grant from the U.S. Department of Education, #P333A020044 and the National Science Foundation AccessCyberlearning 2.0: NSF #1824540. The contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the federal government.

This document discusses philosophies and principles of teaching. It outlines several philosophies of education including perennialism, essentialism, progressivism, social reconstructivism, and existentialism. It also discusses different teaching approaches such as teacher-centered, learner-centered, and constructivist approaches. The document provides examples of direct instruction techniques like lecture and demonstration methods. It provides guidelines for effectively using direct instruction and outlines advantages of the demonstration method.Read less

NATIONAL COUNCIL FOR THE SOCIAL STUDIES (NCSS) first published national curriculum standards in 1994. Since then, the social studies standards have been widely and successfully used as a framework for teachers, schools, districts, states, and other nations as a tool for curriculum alignment and development. However, much has changed in the world and in education since these curriculum standards were published. This revision aims to provide a framework for teaching, learning, and assessment in social studies that includes a sharper articulation of curriculum objectives, and reflects greater consistency across the different sections of the document. It incorporates current research and suggestions for improvement from many experienced practitioners. These revised standards reflect a desire to continue and build upon the expectations established in the original standards for effective social studies in the grades from pre-K through 12.

The approach originally taken in these curriculum standards has been well received in the United States and internationally; therefore, while the document has been revised and updated, it retains the same organization around major themes basic to social studies learning. As in the original document, the framework moves beyond any single approach to teaching and learning and promotes much more than the transmission of knowledge alone. These updated standards retain the central emphasis of the original document on supporting students to become active participants in the learning process.

What Is Social Studies and Why Is It Important?

National Council for the Social Studies, the largest professional association for social studies educators in the world, defines social studies as:

What is the Purpose of the National Curriculum Standards?

The NCSS curriculum standards provide a framework for professional deliberation and planning about what should occur in a social studies program in grades pre-K through 12. The framework provides ten themes that represent a way of organizing knowledge about the human experience in the world. The learning expectations, at early, middle, and high school levels, describe purposes, knowledge, and intellectual processes that students should exhibit in student products (both within and beyond classrooms) as the result of the social studies curriculum. These curriculum standards represent a holistic lens through which to view disciplinary content standards and state standards, as well as other curriculum planning documents. They provide the framework needed to educate students for the challenges of citizenship in a democracy.

The thematic strands draw from all the social science disciplines and other related disciplines and fields of study to provide a framework for social studies curriculum design and development. The themes provide a basis from which social studies educators can more fully develop their programs by consulting the details of national content standards developed for history, geography, civics, economics, psychology, and other fields,2 as well as content standards developed by their states. Thus, the NCSS social studies curriculum standards serve as the organizing basis for any social studies program in grades pre-K through 12. Content standards for the disciplines, as well as other standards, such as those for instructional technology,3 provide additional detail for curriculum design and development.

Snapshots of Practice provide educators with images of how the standards might look when enacted in classrooms.** Typically a Snapshot illustrates a particular Theme and one or more Learning Expectations; however, the Snapshot may also touch on other related Themes and Learning Expectations. For example, a lesson focused on the Theme of TIME, CONTINUITY, AND CHANGE in a world history class dealing with early river valley civilizations would certainly engage the theme of PEOPLE, PLACES, AND ENVIRONMENTS as well as that of TIME, CONTINUITY, AND CHANGE. These Snapshots also suggest ways in which Learning Expectations shape practice, emphasize skills and strategies, and provide examples of both ongoing and culminating assessment.

Who Can Use the Social Studies Standards?

The social studies curriculum standards offer educators, parents, and policymakers the essential conceptual framework for curriculum design and development to prepare informed and active citizens. The standards represent the framework for professional deliberation and planning of the social studies curriculum for grades from pre-K through 12. They address overall curriculum development; while specific discipline-based content standards serve as guides for specific content that fits within this framework. Classroom teachers, teacher educators, and state, district, and school administrators can use this document as a starting point for the systematic design and development of an effective social studies curriculum for grades from pre-K through 12.

State governments and departments of education can use the standards to:

Review and evaluate current state curriculum guidelines or frameworks;

Guide standards-based education by clarifying long-range goals and expectations; and

Develop a state curriculum framework that focuses both on short-range content goals and long-range social studies goals.

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