The 8 Ms of Teaching

Milieu: The Learning Environment The Learning Environment Milieu is the environment of learning. Since learning is to be learned as specified in the instructional objective. The teacher should make sure that the minimum standard or level of proficiency is attained by the class before moving onto the next lesson or unit.

Matter: The Subject Content

Matter refers to the content of learning or what is to be learned as specified in the instructional objective. The teacher should aim the mastery of every lesson.

METHOD: Teaching Learning Strategies

TYPOLOGY OF TEACHING STRATEGIES ACCORDING TO LEARNING OBJECTIVES

OBJECTIVESUGGESTED STRATEGYInitiating a lesson building concepts, clarifying/ strengthening students ideasTeacher talk, recitation, question and answerShowing students how to do things, skill buildingDemonstration (show and do) practice, drillApplying ideasProblem solving projectEffecting/changing attitudes appreciations, idealsRole-playing, socio-drama, simulation, gamesInquiring-discoveringLaboratory experiment, observation, recordingHypothesizing, generalizingScientific method

Giving security, developing sense of belongingGroup study, group workGetting ideas, eliciting students participation and involvementBrainstorming, buzz session, socialized recitationMotivating inducing self activityIndependent study, research programmed learning

Guiding or directing students workControlled, guided class discussionAdjusting, directing or assuaging feelings and emotionsCase study methodDeveloping critical or creative thinking (controversial issues)Debate, panel discussion, forum symposium

Fostering community involvement, direct exposure to realityEducational or exposure trips, realias, talk by/interview of resource, persons, community survey, community projectsSynthesizing, integrating, evaluating, measuring learning outcomesAchievement testing, oral testing

DETERMINERSCRITERIA A BLearnersAppropriate? Effective?Learning ObjectivesAdequate? Efficient?TeacherAdopt? Economical?

Materials: The Resources of Learning

RealityReal WorldReproduction

Direct experienceRepresentationAbstraction

Media: Communication in Teaching and LearningMedia pertains to the communication system in the teaching-learning situation. Such communication serves a dual purpose: to promote common understanding in instruction and to set and maintain a healthy psychological climate in the classroom conducive to learning.

A teacher should make an effort to use language efficiently and effectively.A teacher should keep in mind the principle of parsimony in the use of language.

Motivation: Arousing and Sustaining Interest in LearningMotivation is a cardinal principle in learning. A learner will learn only those things he wants to learn.

Mastery: The Be-all and End-all of LearningMastery means the internalization of learning and resulting in automatic or habitual change in behavior through meaningful repetition and application.

Stage 1: Unconscious Stage 3: Conscious

Incompetence (UI) Incompetence ( CI)

Stage 4: Unconscious Stage 4: Conscious

Competence (UC) Competence ( CC)

The circle of Learning has four stagesStage 1: Stage of Unconscious IncompetenceOn this stage, the individual does not know at all.Stage 2: Stage of Unconscious IncompetenceThe teachable moment.Stage 3:Stage of Conscious CompetenceThe learner gets instruction from a teacher who explains what is to be learned (content)and shows him how (coaching).Stage 4: Stage of Unconscious Competence The learner reached the level of complete mastery.

How is Mastery achieved in the teaching-learning situation?

The formula used for the mastery principle in learning is as follows: M= f (TD,SA/TS)

The Rule in teaching and Learning

TEACHER DIRECTION(1/4 of instructional time)STUDENTS SELF-ACTIVITY( of instructional time) Time-on-taskExplanation which includes: Motivation presentationExample ,through demonstration concrete examples Exercises, including oral work board work seatwork drill homework

Measurement: Getting Evidence of LearningMeasurement is the final element in the teaching learning sequence. It involves the systematic collection of the evidence of learning. Learning should result in an overt change in behavior in terms of new knowledge or skill, attitude or value. It should be measurable and visible.

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