(MST) The Teaching-Learning Process in Educational Practices First set of report/discussion DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow.

1. THE TEACHING-
LEARNING PROCESS
Yenna Monica D. P
MST EdTech (Edu221B T-L
Process)

2. Curriculum
 Total Learning Experience
Teaching and Learning are actions
necessary to accomplish a goal in
Education.

3. Teaching
 Creating a situation or selecting
life-like situation to enhance
learning
 Showing, telling, giving
instruction, making someone
understand in order to learn
 Imparting knowledge and skills
required to master a subject
matter (traditionalist)
Effective
teaching is
one that will
bring about
the intended
learning
outcome.
“YOU CANNOT GIVE WHAT YOU DO NOT HAVE”

4. Teaching
 Teaching is perceived as stimulating,
directing, guiding the learner and evaluating
the learning outcomes of teaching (based on
progressive and humanist education)
 A process that enables the learner to learn on
his own
Teacher
Person who teaches,
controls learning, dispenser
of knowledge, an ultimate
authority, a director of
learning
Teacher’s role: give the
learner the responsibility to
learn
“the decision maker in the
teaching process”

5. Teaching Process
PLAN EVALUATE
IMPLEMENT
Feedbacks and Reflection

6. Planning Phase
 The needs of the learner
 The achievable goals and objectives to
meet the needs
 Selection of content to be taught
 Motivation to carry out the goal
 Strategies most fit to carry out the goals
 Evaluation Process to measure learning
outcome

7. Considerations when Planning
 Learner
 Availability of Materials
 Time Requirements of Particular Activity
 Strategy need to achieve the objective
 Teacher

8. Implementation Phase
 Implementation – to put into action the
different activities in order to achieve the
objectives through the subject matter
 Use of different teaching styles and strategy
are included in the phase
“To accomplish the plan”
Interaction of the teacher and the
learner
IMPORTANT!

9. Evaluation Phase
OBJECTIVE LEARNING
OUTCOME
PLANS
IMPLEMENTATION
MATCH
SUCCESSFUL
LYACHIEVED
PLAN EVALUATE
IMPLEMENT
Feedbacks and Reflection
Continuous process of feedback and reflection is made in this three phases of
teaching
Reflection is the process
embedded in teaching where the
teacher inquires into his action
and provides deep and critical
Feedback is the reflection of the
feedback

10. Basic Assumptions (based on
the diagram):
 Teaching is goal-oriented with the change
of behavior as the ultimate end
 That teachers are the ones who actively
shape their own action
 That teaching is rational and a reflective
process
 That teachers by their actions can
influence learners to change their own
thinking or desired behavior, thus teaching
is a way of changing behavior, through the
intervention of the teacher

11. Good Teaching is…
 Well planned and activities are interrelated
 Provides learning experiences or situation that will
ensure understanding, application and critical thinking
based on the theory/ies of learning
 Where the learner is stimulated to think and reason
 Utilizes prior learning and its application to new
situation
 Governed by democratic principles
 Embeds a sound evaluation process

12. Learning
 Change in an individual’s
behavior caused by
experiences or self activity
 Implies that learning can
only happen through the
individual’s activity or his
own doing
 Can be intentional or
unintentional
“TO TEACH, IS TO MAKE SOMEONE LEARN”
Two Principal Types of Learning
Process:
- Behavioral Learning theories
- Cognitive Learning theories

13. Behavioral Learning Theory
 Emphasizes
observable behavior
such as new skills,
knowledge, or
attitudes which can
be demonstrate
 Observable and
measurable
 If the individual has
changed behavior, he
has learned

14. Cognitive Learning Theory
 Concerned with human
learning in which
unobservable mental
processes are used to
learn and remember
new information or
acquired skill
 Related to concept of
meaningful learning
through cognitive
models
- DISCOVERY Learning (Jerome Bruner)
- RECEPTION Learning (David Ausubel)
- EVENTS of Learning (Robert Gagne)

15. Discovery Learning
 States that individuals
learn from his own
discovery of the
environment
 Learners are inherently
curious, thus they can be
self motivated until they
find answers to the
problem
 Gave rise to the emerging
theory of constructivism
and self-learning
 Learning is flexible,
exploratory and
independent.

16. Reception Learning
 Though learners are
inherently curious,
they may not be able
to know what is
important or relevant
and they need
external motivation in
order to learn
Both emphasizes that prior learning is important in order to
learn new things as knowledge is continuously changing once it
is in the learner’s mind

17. Events of Learning
1. Motivation Phase
2. Apprehending
Phase
3. Acquisition Phase
4. Retention Phase
5. Recall Phase
6. Generalization
Phase
7. Feedback Phase
Internal Events

18. Learning based on the theory of
Learning…
 Does not take place in an
empty vessel
 A social process where
interaction with other learners
and teachers are needed
 Result of individual
experiences and self activity
 Both observable and
measurable
 Takes place when all the
senses are utilized
 Will be enhanced when the
learner is stimulated, directed,
guided and feedback is given
immediately
 Each learner has its own
learning style

19. Teaching and Learning
 One cannot succeed without
the support and success of
the other
 Teaching style of the teacher
should jibe with the learner’s
learning style
 Learner is the center of
teaching
 Knowledge of the learner and
his learning style should be
considered
 Learners become complex
individuals capable of
learning on their own, the
repertoire of teaching should
also increase
GO TOGETHER!
Teaching is the
cause
Learning is the

20. Learning in Teaching
Teaching for Learning
Ways of Teaching and Learning:
- different teaching methods and
strategies can be clustered accdg
to the number of students to
be/being taught
For larger group teaching – lecture,
expository, panel discussion,
seminar, forum, demonstration,
combination of lecture-demo
For smaller group – role playing,
buzz session, work shop, process
approach, discovery learning,
cooperative learning
For individualized teaching –
modular instruction, e-teaching,
programmed instruction

21. Ways of Teaching
• Traditional teaching
methods:
-inductive method,
-deductive method,
-type study method,
-project method,
-laboratory method,
-Q&A or Socratic
method
-lecture method
• Improved Teaching
methods:
-integrative technique,
-discovery approach,
-process approach,
-conceptual approach,
-mastery learning,
-programmed
instruction,
-e-learning,
-simulation,
-case-based teaching,
-conceptual teaching,
-cooperative teaching

22. Ways of Learning
• Trial and Error – related to stimulus
response theory of learning
• Conditioning – Classical
conditioning theory of Pavlov
• Insight – higher level of intelligence
is being utilized
• Observation and imitation through
modeling

23. Teaching and Learning
in the Curriculum…
! Crucial Issue:
How the student should learn how to learn
•Teaching and Learning give life to
the curriculum.
•Value placed in teaching will reap the
same value in learning
•A good curriculum can be judged by
the kind of teaching and the quality of
learning derived from it.

24. The Teaching-Learning
Process
END