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Principles Underlying Assignment of Lessons
Transcript of Principles Underlying Assignment of Lessons
DEVICES USED IN
THE AMOUNT OF ASSIGNMENT
GIVING ASSIGNMENTS IN VARIOUS GRADES
PRINCIPLES OF TEACHING I
SANTOS, NOREENESSE JOSZEL F.
3 COMM 02
REFERS TO A SPECIFIC
PIECE OF WORK TO BE DONE
BY THE PUPILS UNDER CERTAIN CONDITIONS AND IN CERTAIN WAYS
Assignment is the chief means of directing the pupil's learning activities outside the classroom or during the study period.
It is also the determining factor in directing the development of effective study habits.
It is the pupil's "sailing direction." It should a spur to interest, a challenge to effort, and a guide to thought.
LENGTH OF ASSIGNMENT
THE USE OF PRE-TEST
THE USE OF AUDIO-VISUAL AIDS AND OBJECTS
THE USE OF GUIDE QUESTIONS OR PROBLEMS
Exercises which give practice reading, numbers, drawing, coloring, and the like.
Do not differ except in matter of emphasis and amount of materials.
ASSIGNMENT OF LESSONS
An assignment given in advance to cover the work for one day should be assumed to require a much shorter time than an assignment given to prepare the class for a unit of work to cover several days or the entire work.
The amount of material to be assigned must vary wi age and maturity of the pupils and the nature and newness of subject-matter to be learned.
Too long assignments may result in bad study habits.
It has often happened that the direction and help offered by the teacher have tended to make the pupil dependent, utterly unable to do the piece of work for himself. The teacher must gradually lessen definite assignments and expect dull preparation on the part of the pupil.
PRINCIPLES TO BE OBSERVED IN GIVING ASSIGNMENT
The assignment determines the learning to be experienced by the pupils and the teaching to be done by the teacher. Time, effort, initiative and imagination are involved in the process.
The assignment is largely a matter not of information but of motivation, helping students find a direction for their energy.
The teacher should gauge the difficulty of work so success is possible for each pupil or student.
The teacher has to see to it that the pupils have the ability to perform the task assigned to them.
The kind and method of assignment must be based upon the nature of the subject-matter to be studied or of the activity to be performed.
The assignment should be adapted to the method of teaching to be employed by the teacher.
THE AIM OF THE SUBJECT-MATTER
The assignment should be based upon the aims desired and the results expected.
INSTRUCTIONAL MATERIALS AVAILABLE
The availability of materials must also be taken into consideration in giving the assignment.
the teacher should determine the type of assignment which is most effective in a certain grade, subject, or activity.
TEXTBOOK ASSIGNMENT AND CHAPTER ASSIGNMENT ARE VALAUABLE IF THE DESIRED AIMS ARE IN THE HABIT-SKILL LEVEL, DEMANDING INTENSIVE TREATMENT OF SPECIFIC MATERIALS
TOPICAL, PROBLEM, AND PROJECT ASSIGNMENT ARE SUITABLE WHERE LEARNING IS ON THE THINKING-INTERPRETATING LEVEL.
CONTRACT, UNIT, COOPERATIVE, DRILL, AND SYLLABUS ASSIGNMENTS ARE APPROPRIATE IN PROVIDING FOR INDIVIDUAL DIFFERENCES IN ABILITY, AGE OR GRADE, AND INTEREST.
To point out clearly and concisely to the pupils just what is to be done or wha tthey are supposed to do
To show how the work is to be done
To make the pupils see why they should do the work
TO CONNECT THE NEW LESSON WITH ONE JUST COMPLETED SO THAT THE PUPIL MAY GAIN A WHOLE VIEW OF THE SUBJECT
TO CREATE THE PROPER ATTITUDE TOWARD THE PERFORMANCE OF THE WORK ASSIGNED
FUNCTIONS OF THE ASSIGNMENT
TO ANTICIPATE SPECIAL DIFFICULTIES IN THE ADVANCE LESSON, AND TO SUGGEST WAYS TO OVERCOME THEM
TO PROVIDE ADEQUATE PROVISIONS FOR INDIVIDUAL DIFFERENCES
THINGS TO BE ASSUMED IN GIVING ASSIGNMENT
THAT THE PUPILS HAVE THE ABILITY TO DO THE WORK INDEPENDENTLY, TO GRASP ITS THOUGHT, AND MEANING, AND TO COMPREHEND ITS IDEAS AND INTERPRET THEM.
THAT THE PUPILS HAVE THE TIME, THE ABILITY, THE NECESSARY MEANS, AND A FAVORABLE OPPORTUNITY TO PREPARE THE LESSON ASSIGNED.
THAT THE PUPILS WILL BE ACCOUNTABLE FOR THE ASSGINMENT.
THAT THE TEACHER HAS MASTERED THE SUBJECT-MATTER SUFFICIENTLY WELL TO KNOW HOW TO PLAN THE WORK TO BE ASSIGNED AND HOW TO DIVIDE THE UNIT INTO LESSON UNITS.
THAT THE TEACHER, IN ALL HONESTY, HAS MADE PREPARATION FOR ASSIGNING THE LESSON.
REQUISITES OF A GOOD ASSIGNMENT
tHE ASSIGNMENT SHOULD BE PERFECTLY CLEAR AND DEFINITE.
tHE ASSIGNMENT SHOULD BE CONCISE BUT DETAILED ENOUGH TO ENABLE THE PUPILS TO UNDERSTAND THE TASK ASSIGNED.
tHE ASSIGNMENT SHOULD BE WELL UNDERSTOOD BY PUPILS.
tHE ASSIGNMENT SHOULD BE ADJUSTED TO THE TIME AVAILABLE TO THE PUPILS.
tHE ASSIGNMENT SHOULD BE WELL PLANNED AND WELL ORGANIZED.
tHE ASSIGNMENT SHOULD BE FLEXIBLE AND ADOPTED TO THE NEEDS OF THE INDIVIDUAL PUPILS.
tHE ASSIGNMENT SHOULD BE ADOPTED TO THE PUPIL'S ABILITY, EXPERIENCE, INTEREST, HOME CONDITIONS, AND AVAILABLE TIME FOR STUDY.
tHE ASSIGNMENT SHOULD BE CAREFULLY PLANNED AND SHOULD CALL MORE LESS FOR REORGANIZATION OF SUBJECT-MATTER.
tHE ASSIGNMENT SHOULD BE, IF POSSIBLE, OF SOME PRACTICAL, USE IN ITSELF, OR BE USEFUL IN THE PUPIL'S DAILY LIFE.
tHE ASSIGNMENT SHOULD STIMULATE THE THINKING AND REASONING POWER OF THE PUPILS.
tHE ASSIGNMENT SHOULD PREPARE THE PUPILS FOR THE EFFECTIVE EXECUTION OF THEIR WORK.
tHE ASSIGNMENTS, IF LONG, SHOULD BE WRITTEN ON THE BOARD FOR EXPLANATION.
tHE ASSIGNMENT MUST BE CHECKED UP BY THE TEACHER TO SEE THAT IT CAN BE EFFECTIVE.
WHEN TO GIVE THE ASSIGNMENT
THE ASSIGNMENT MAYBE GIVEN AT THE BEGINNING OF THE PERIOD.
IT MAY BE GIVEN AT THE END OF THE PERIOD.
IT MAY BE GIVEN IN THE COURSE OF THE DISCUSSION OR RECITATION.
1.) The purpose or aim of the assignment must be known to the pupils
2.) The assignment must be well motivated to create a desire or willingness on the part of the pupils to do the work.
3.) The method to be employed and the materials to be used by the pupils should be discussed.
4.) Every possible difficulty must be cleared or be unlocked.
5.) The teacher should employ visual aids or material devices to stimulate interest and make the assignment clear in the minds of the pupils.
6.) The method of checking up to be used in the assignment must be indicated by the teacher.
7.) The pupils must be given an opportunity to ask questions about the assigned lesson or the task to be performed.
PRINCIPLES TO BE OBSERVED IN GIVING ASSIGNMENT
8.) The content of the assignment must be well known he teacher so that he can evaluate it in terms of the needs of the class.
9.) The chief function of the assignment is to teach the pupils how to study.
10.) The psychological principles of apperception should be utilized in giving an assignment of a developmental nature.
11.) The teacher must make use of the blackboard in explaining the assignment.
12.) The reference materials selected by the teacher must be made available to all students.
13.) The assignment must be meaningful to the students.
14.) The teacher must never give the assignment as a form of punishment.