Principles Of Teaching 1

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  1. Principles of teaching 1. Rodriguez reporter bse-mape 2f. Turbolencia ph.d. Professor unit 3 chapter 4 different approaches and methods blended learning and reflective teaching unit 3 chapter 4 different approaches and methods.
  2. Fulfilling the promise of the 'seven principles' through cooperative learning: An action agenda for the University classroom. Journal on Excellence in College Teaching. Revak, Marie (2000). If Technology is the Hammer, Where's the Nail? Cooperation and Collaboration in College Teaching 10 (1), 21-23.
Clay, R. A. (2015, September). 20 key principles for teaching and learning. Monitor on Psychology, 46(8).

If you're a teacher or preparing to be one and want to be sure you're using evidence-based practices with your students, you could do a literature search and pore through hundreds of studies for relevant information. But now you don't have to: A new report from APA does that work for you. Top 20 Principles from Psychology for PreK–12 Teaching and Learning lays out the most useful psychological concepts for elementary and secondary school educators (see 'The top 20 teaching and learning principles') and offers tips for putting them to use in the classroom.

'The whole idea is to take research from psychological science and translate it for use by practitioners,' says Joan Lucariello, PhD, the immediate past chair of an APA-supported group called the Coalition for Psychology in Schools and Education, which developed the report.

Teaching Principles Teaching is a complex, multifaceted activity, often requiring us as instructors to juggle multiple tasks and goals simultaneously and flexibly. The following small but powerful set of principles can make teaching both more effective and more efficient, by helping us create the conditions that support student learning.

The report includes sections on how students think and learn; what motives them; how social context, relationships and emotional well-being affect learning; how to manage a classroom and how to assess students' progress. For each of the principles, the report summarizes the scientific evidence, explains how educators can apply that science and offers a list of references for those who want to learn more.

The report is aimed at both teaching candidates and those already teaching. Coaches, counselors, principals, other school leaders and parents will also find it useful, says Lucariello.

'Generally, when teachers are prepared in schools of education, they might have just one or two psychology courses, if that,' she says.


In addition, she says, the timing of those courses makes them less helpful than they could be, since they're typically offered at the beginning of training, well before students get into a classroom. 'Teacher candidates are not getting the key information from psychological science when it might be very useful, that is, while they're in the field doing their student teaching,' says Lucariello.

Putting the principles into practice

To develop the principles, the coalition — a diverse group of psychologists with expertise in applying psychological science to early childhood, elementary, secondary and special education (see sidebar) — used a consensus panel approach.

'We started off with a thought experiment by asking coalition members, if they could share only two psychological principles with teachers, what would they be?' says Rena Subotnik, PhD, who directs APA's Center for Psychology in Schools and Education. 'The members come from different traditions and specialties, so by limiting their choices, we wanted to free them from having to represent their own tradition or specialty.'

The result was a list of what Subotnik calls the 'drop-dead psychology principles teachers need to know to be effective.'

Educators are already putting the principles to use.

Among them is the Fairfax County, Virginia, school system, which uses the principles in professional development for teachers and principals, says Carol V. Horn, EdD, who coordinates the system's advanced academics program.

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Fairfax County's curriculum already draws on best practices in teaching and learning, but the principles are helping to reinforce the idea, says Horn. In a series of workshops, Horn asks teachers and principals to break into groups, with each group reviewing one of the principles, summarizing the key points and explaining how they use that principle in their work.

'Even though we all know what the research-based practice is, the principles help teachers, principals and other stakeholders understand the why,' says Horn. 'And because it was created by experts and quotes the research on which the principles are based, it has great credibility in the field.'

Teacher preparation programs are also using the principles. At George Mason University, for example, faculty in the master's-level program in educational psychology are using the document to ensure that courses are aligned with the program's standards and sequenced properly.

'Now that the Top 20 Principles have come out, we see that we're already teaching them within our classes, but now we're able to identify exactly what principles are taught in each class,' says Erin Peters-Burton, PhD, an associate professor of education at George Mason. In the past, the annual review of courses had been more free-form, with faculty checking the courses against the program's own standards, says Peters-Burton. 'With 20 of them, it gets into a level of detail we haven't had before.'

Faculty are also using the principles to assess students. The program uses the principles to outline what students should know, measuring their progress at the beginning and end of classes. 'The principles are a good foundation for building a baseline and looking for improvement,' says Peters-Burton.

The principles may be especially helpful to those outside psychology, says Jamilia Blake, PhD, an associate professor of school psychology at Texas A&M University. In fact, she has already noticed a colleague from the geography department promoting the principles on a faculty Listserv.

'The principles are very useful for those in higher education who don't have a background or training in psychology or education,' says Blake, adding that the report's suggestions for K–12 teaching and learning also apply to first-year college students in large, introductory classes.

To help spread the word, Blake plans to send the report to K–12 principals and supervisors at schools in her area. She also plans to share it with Texas A&M's Center for Teaching Excellence and urge staff there to incorporate the principles into its professional development activities.

Principles Of Teaching 1 Module

Teachers already in the classroom can use the principles not just for their own professional development but also to assess the quality of in-service trainings, says Rob McEntarffer, PhD, an assessment and evaluation specialist at Lincoln Southeast High School in Lincoln, Nebraska.

Unfortunately, says McEntarffer, in-service professional development for PreK–12 teachers too often consists of speakers presenting information of doubtful quality. At one high school, for example, a speaker brought in for professional development claimed that students remember only 10 percent of what they hear, 20 percent of what they read and 30 percent of what they see and urged teachers to base their teaching on this so-called learning pyramid.

'The speaker was making the claim as if this was a research-based fact about teaching and learning,' says McEntarffer. 'A teacher with the ‘Top 20 Principles' could quickly double-check this claim and figure out that it's an absolute myth with no basis in reality.'


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Dr. Richards is an internationally renowned specialist in second and foreign language teaching, an applied linguist and educator, the author of numerous professional books for English language teachers, and the author of many widely used textbooks for English language students.

Table of Contents

Principles Of Teaching 1 By Corpuz And Salandanan

  • 0.2 Brown’s 12 Principles of Language Learning and Teaching


  1. What are Language Teaching Principles?
  2. Where do Language Teaching Principle come from?
  1. What’s teaching grammar as a communicative resource?
  1. What’s a restricted corpus of words?
  2. How do we acquire new vocabulary?
  3. What should teachers do?
  1. What’s communicative language teaching?
  2. What should the goal of the class be?
  3. How do we help students develop communicative competence?
  1. What’s the aim of a learner centered lessons?
  1. What’s Task-Based teaching?
  2. What are the advantages and disadvantages of Task-Based Teaching?
  1. What are some interesting points that Jack C. Richards makes in regards to lesson plans?

Brown’s 12 Principles of Language Learning and Teaching

H. Douglas Brown (born 1941) is a professor emeritus of English as a Second Language at San Francisco State University. He was the president of International TESOL from 1980 to 1981, and in 2001 he received TESOL’s James E. Alatis Award for Distinguished Service.

12 Principles of Language Learning and Teaching

1. Native Language Effect: A learner’s native language creates both facilitating and interfering effects on learning.

2. Communicative Competence: Fluency and use are just as important as accuracy and usage. Instruction must aim at organizational, pragmatic and strategic competence as well as pronunciation, intonation and stress.

3. Anticipation of Rewards: Learners are driven to perform by the promise of positive reinforcement, tangible or intangible; long or short-term.

4. Language-Culture Connection: Learning a language also involves learning about cultural values and ways of thinking, feeling or acting.

5. Language Ego: Learning a new language involves developing a second identity with a new mode of thinking. This new identity can be fragile and defensive.

Principles Of Teaching 1

6. Meaningful Learning: Providing a realistic context to use language is thought to lead to better long term retention, as opposed to rote learning.

7. Interlanguage: Second language learners generally follow a systematic process, during which they need feedback (teacher, peer and self) to eliminate logic errors and achieve competence.

8. Automaticity: Subconscious processing of language for fluency can only be achieved without overanalyzing or too much attention to language forms.

9. Self-Confidence: Success in learning a language requires that the learners believe that they can learn it.


10. Strategic Investment: Success in learning is dependent on the time and effort learners spend in mastering the language learning process according to their ability.

11. Risk-Taking: Taking a gamble and experimenting with language slightly “beyond” what is certain or known promotes language development and growth.

12. Intrinsic Motivation: The most potent learning “rewards” to enhance performance are those that come from the needs, wants and desires within the learner.

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