1.
 Unfreezing- ready to consider changes and behavior.
 Problem diagnosis- forces supporting changes, and
working against the changed needs are identified
and presented.
 Goal setting- desired change are stated specifically.
 New behavior- individual learn and practice
knowledge and skills newly acquired which is
desirable.
 Refreezing- newly learned found to be beneficial
and assimilated to individuals ongoing framework of
knowledge and skills, attitude and behavior.

2.
Classroom application
Attending to the characteristics of the skills and matching these to
ones abilities facilities the learning of such skills
Observing and imitating a model make learning easy
Guide the individual verbally and physically in the initial stages of
learning
Provide more practice
Provide feedbacks about ach performance
Encourage learner to evaluate own performance

3.
Authoritarian
Confrontive
Direct
Dominator
Formal
Informative
Judgmental
Prescriptive

4.
democratic
Supportive
Indirect
Interactive
Informal
Inquiry
Non-judgemental
Reflective

5.
 Learning is developmental-
› As individual develop and grows he acquires
various skills and knowledge essential to his
success in his adjustment during different stages
of development.
 Learning is interactive- only when learning
interact to the stimuli.
 Learning is basic- is fundamentally a kind of
relationship between S-R. and can be
associate with constant practice and if so
make a habit.

6.
1. Learning is an ongoing process. We have to give varied
activities to our students for hands on minds on learning—
Learning by doing
2. The more senses that are involved in learning, the more and the
better the learning. Use or maximize the use of different
learning style of the students. Visual, auditory and bodily
kinesthetic. Used multi-sensory instructional materials.
3. A non –threatening atmosphere enhances learning.
1. Physical include classroom structure, ventilation, ands
cleanliness.
2. Psychological attitude of the student and the teacher himself.
3. Respect.
4. Emotion has the power to increase retention and learning.
5. Learning is meaningful when it is connected to student prior
knowledge.

7.
6. Good teaching goes beyond
recall of information.
7. Good teaching considers learners
varied learning styles. Multiple
intelligences by Howard Gardner

8.
Method – devices or materials used. Teaching
aids or tool to facilitate instruction make
teaching clearer and more meaningful,
interesting. (telling method to tell a story)
Devices – pictures, flash cards, and
objects.(pictures to present a story)
Technique – art or skills in performance. (high
pitch, action gestures, changing facial
expression and varying timbre)

9.
Methods of teaching
Two types of teaching approach
•Deductive
•Lecture
•Expository
•demonstration
Direct (DLED)
• Inductive
• Discovery
• Reflective
• Problem-solving
• Project
• Laboratory
• Inquiry
• Meta cognition
Experiential/
Indirect
(RID2PLIM)

10.
Strategy of presenting materials to
be learned step by step.
Programmed instructional materials
are usually self- instructional or in
the form of modules. Uses in math
and English.

11.
• a discovery method. One may arrive at a fact,
principle, truth, or generalization. This is a study of
specific cases and ends up with a generalization. It is
a process of reasoning from the particular to general
Inductive
•Preparation
•Recall
•Motivation
•Presentation
•Cases are presented
•Comparison and Abstraction
•Common element deduce
•Generalization
•Fact from no. 3 is stated as generalization
•Application
•Test child understanding
Steps
I2PCGA

12.
• lesson start with generalization, process of
reasoning from given facts to particular. It begins
with law, then cases are studied to verify
generalization
Deductive
• Presentation
• Generalization, rule, definition, or
principles is presented
• Verification
• Trying out generalization
• Application
• exercises
Steps
PVA

13.
• Significant practice, practical unit of activity of
problematic nature, planned and carried to
completion involving the use of physical material.Project
• Purposing
• Goal of project are
determined
• Planning
• Student and teacher
activity
• Executing
• Carrying out the
activity as planned by
the class
• Evaluating
• Finished products are
displayed and judge
by both student and
teacher
Steps
2P2E
Types of project method
Construction project- to do
something
Enjoyment project- activity
accompanied by
enjoyment
Problem project- master
some intellectual difficulty
Learning project-
acquisition of a skill or
some knowledge

14.
•apperceptionHerbatian
(herbart)
• Preparation
• Presentation
• Comparison and abstraction
• Generalization
• Fixing skills
Steps
PPCGF

15.
•A week lesson plan used for
sibika and hekasi social studies
Morrisonian
(morison)
•Exploration
•Presentation
•Assimilation
•Organization
•Evaluation
Steps
EPAOE

16.
•Teaching procedure dealing with first hand experiences
regarding materials or facts obtained from investigation or
experimentation. It is experimentation, observation, or
application by experimental method.
Laboratory
• Introductory step
• a. Orientation- determination of work to be done.
Nature and purpose of work are carefully explained.
Teacher gives necessary direction through guide
sheet and laboratory manual
• b. motivation- teacher sets the mind of the student
for discussion
• Work period – supervised work period
• Culminating Activities- it can be reporting, explaining,
presenting illustrative materials or exhibition of work.
Steps
IWC

17.
• Teacher does the
experiment before the class.
Demonstration
•Preparation
•Motivation
•Statement of the problem
•Hypothesis
•Demonstration
•Conclusion
Steps
PSHDC

18.
• Explaining or interpreting. It is used when
there is much need for explaining. Good
for difficult subject and topics.
Expository
• Approach/ orientation- mind setting by
recalling past experiences related to new
lesson.
• Presentation- devices maybe use such as
analogies, stories models charts diagram.
• Application- show whether the student
understood the explanation or not.
Steps
A/oPA

19.
•Teaching procedure for clarifying a major idea cast in the form of
question and answer
•a. Use for college
•b. Seminar
•c. Symposium
Lecture
•Introduction to the lecture- idea of what the
lecture is all about. Attention devices maybe use
•Presentation of the body of the lecture-
important point should be presented. Less
important come later
•Conclusion, closure, completion, culmination-
summary and reorganization has been said at
the end of the lecture
Steps
IPC

20.
•Used when thought are put to perceive
something that the learner has not known
before and gets directly involved in learning
Discovery
•Similar to
inductive method
Steps

21.
• An ongoing process that enables the learners to
continuously learn from their own experiences
through thoughtful analysis of their own actions,
decisions, and beliefs.
Reflective
• Used when students are confronted
with puzzling situation and the students
are led to investigate the problemInquiry
•Statement of the problem
•Investigation
•conclusion
Steps
(StInCon)

22.
• Used when student are trained to
become sensitive in the learning
procedures.
Meta-
Cognition
• Planning
• Deciding
• Monitoring
• Evaluating
• Terminating
Steps
PDMET

23.
•Is used when a problem is felt in a situation that
needs to removed by careful deliberation and
study of analyzing the problem.
Problem
Solving
•Raising the problem
•Formulating hypothesis
•Planning situation
•Gathering data
•Organizing, summarizing and interpreting data.
•Testing and judging hypothesis
•Formulating generalization
•Evaluation
Steps
RFPGOTFE

24.
a. 1. low –level questioning – emphasizes
memory and recall of informaton
b. 2. high –level questioning- deal with
complex and abstraction
a. 1 convergent- one best answer
b. 2. divergent- open- ended HOTS