Republic of the Philippines

DR. EMILIO B. ESPINOSA, SR. MEMORIAL STATE COLLEGE OF AGRICULTURE AND TECHNOLOGY
(Masbate State College)
www.debesmscat.edu.ph
Mandaon, Masbate

TEACHER EDUCATION INSTITUTE

The Dr. Emilio B. Espinosa Sr. Memorial State College of Agriculture and Technology as a source of quality graduates responsive to the
VISION
demands of globalization.
The Dr. Emilio B. Espinosa Sr. Memorial State College of Agriculture and Technology shall provide professional and technical education,
MISSION advanced and specialized trainings in the fields of agriculture, teacher education, industrial technology, arts and sciences, engineering, non-
degree technical courses, and other related disciplines to produce competitive human resource for sustainable development.
1. Provide quality instruction to produce competent and effective teachers who will man the educational system in the Province of Masbate;
2. Undertake activities that will provide students opportunities to develop leadership skills and moral values;
TEI GOALS 3. Conduct research in line with education, arts, sciences, and technology;
4. Engage in extension services in the service area in the form of technology transfer, information dissemination, trainings, seminar-
workshops, demonstration activities on different thrusts in education.
1. To provide quality basic instruction in Biology, Mathematics, and English; give professional development trainings and opportunities for
the teaching staff to attain desired results;
2. To continuously strengthen and enhance existing curriculum to make it relevant to the demands of the society and workplace;
BSED
3. To undertake and sustain activities that will give students opportunities to be trained in leadership, scientific research, extension, cultural,
OBJECTIVES
and moral aspects, making them global human resources;
4. To strive for the promotion of a strong collaboration among organizational components, faculty, administration, and community to deliver
quality and orderly service to the clientele.
INSTRUCTOR’S INFORMATION
Name SHERWIN E. BALBUENA Contact Number +63 909 522 6069
Email Address balbuenasherwine@gmail.com Consultation Hours
COURSE INFORMATION
Course Code MATH 115 Course Title Remedial Instruction in Type Lecture Credit 3
Mathematics Units

1
 Course
This course develops the prospective teacher’s ability to organize, design, implement, and evaluate remedial program in mathematics.
Description
Course Prerequisites/(Co-requisites) Fourth Year Standing Course Schedule
The course aims to develop the preservice teacher’s pedagogical competence in providing optimum learning opportunities for their students
in the future, especially those with learning difficulties in mathematics.

At the end of the unit, the preservice teachers are expected to:
1. Exhibit knowledge and understanding of the psychological underpinnings of student’s learning disabilities in mathematics.
Course 2. Apply research-based teaching and learning approaches and strategies which are appropriate to the identified students diagnosed
Outcomes with mathematical disabilities.
3. Evaluate the effectiveness of teaching approaches employed.
The preservice teachers are expected to show the ability to:
1. Organize and design a research-based remedial program/lesson for students with mathematics disabilities;
2. Formulate a remedial program implementation, monitoring, and evaluation procedure; and
3. Prepare an instructional material suitable for students with learning disabilities in mathematics.
Outcomes-based Teaching and Learning
Week Topic Intended Learning Outcomes (ILO)
Assessment (OBA) Activities (TLA)
1-2 1. How the Brain Learns After the completion of this unit, Classroom presentations Interactive lecturing
2. The Control Functions of the Brain students can: Assignments Discussions
3. Learning and Retention  Construct a model of the human Project Cooperative learning
4. How Different Are the Brains of brain with labels indicating the structures
Today’s Students? functions of each part
 Create a flowchart showing the
steps in the learning process and
how information is stored in and
retrieved from memory
 Draw a cartoon strip showing
the different types of students
and how teachers should
address these differences

2
3-4 5. When Brains Differ
6. Research Examines Learning
Disabilities
7. Helping Students Become
Strategic Learners
8. Gifted Children With Learning
Disabilities
5-6 9. Strategies to Consider
10. Guidelines for Working With
Special Needs Students
11. Strategies for Involvement and
Retention
12. Teaching Students to Use Learning
Strategies
13. Building Self-Esteem
14. Working With Special Needs
Students in Groups
15. Assisting Gifted Students With
Learning Disabilities
7-8 16. Mathematical Disabilities
17. General Guidelines for Teaching
Mathematics to Students With
Special Needs
18. Diagnostic Tools for Assessing
Learning Difficulties in
Mathematics
19. Teaching Strategies in
Mathematics for Different
Learning Styles
After the completion of this unit, Classroom presentations Interactive lecturing
students can: Assignments Discussions
 Cut out or draw pictures Essay Cooperative learning
showing some factors that affect structures
brain development
 Write an essay introducing
effective learning strategies for
students with learning
disabilities
After the completion of this unit, Classroom presentations Interactive lecturing
students can: Assignments Discussions
 Demonstrate strategies for Project Cooperative learning
working with special needs structures
students individually or in
groups, involvement and
retention, building self-esteem,
and gifted students with LD
 Act in a video film depicting a
classroom with special needs
students and a teacher using
suggested strategies
After the completion of this unit, Classroom presentations Interactive lecturing
students can: Assignments Discussions
 Define mathematical disabilities Quizzes Cooperative learning
 List the causes of mathematical Midterm examination structures
disabilities
 Describe the types of
mathematical disorders
 Differentiate between students
with quantitative and qualitative
learning styles
3
 20. Mathematics for ESL Students
With Learning Disabilities
9-11 21. Planning Remedial Mathematics
Programs/Lessons for Students
With Learning Difficulties
22. Instructional Designs (Gagne’s,
Hunter’s, etc.)
23. Parts of a Lesson Plan
12-14 24. Implementing Remedial Programs
in Mathematics
25. Using Manipulatives (AlgeBlocks,
Zero-pairs, etc.)
26. Using Mnemonics
27. Using Multi-modal Strategy
28. Using Frayer Model
29. Using Mother Tongue as Medium
of Instruction in Mathematics
15-16 30. Evaluating Remedial Programs in
Mathematics
31. Preparing Tests
32. Validity and Reliability of Tests
33. Evaluating Effectiveness of
Remedial Programs Using
Statistics
Total Hrs: 54 Hrs
 Apply appropriate strategies for
different types of mathematical
disorders
After the completion of this unit, Classroom presentations Interactive lecturing
students can: Assignments Discussions
 Prepare lesson plans using Project Cooperative learning
Gagne’s and other instructional structures
designs
 Prepare traditional lesson plan
format being used in public
secondary schools
After the completion of this unit, Classroom presentations Interactive lecturing
students can: Assignments Discussions
 Prepare activity sheets, Project Cooperative learning
modules, and/or instructional structures
materials adopting
manipulatives, mnemonics,
multi-modal thinkboards, Frayer
model, and mother tongue-
based instruction
After the completion of this unit, Classroom presentations Interactive lecturing
students can: Assignments Discussions
 Formulate guidelines in Quizzes Cooperative learning
preparing valid and reliable tests Final examination structures
 Evaluate the effectiveness of a Research writing
remedial program using
statistical analysis (e.g., t-test,
MPS, etc.)
4
 COURSE REQUIREMENTS AND CLASS POLICY
Each student is required to:
1) attend at least 80% of the class hours (i.e., at least 12 sessions)
Course
2) submit individual/group assignments/projects
Requirements
3) give a presentation of topics assigned to him/her; and
4) pass the major exams.
Lateness. A student will be marked “late” if he/she enters the class 5 minutes after the indicated time. Any student who comes to class 15
minutes after the scheduled time or always late for two consecutive meetings shall be marked “absent”.
Missed work or exam. Any student who missed to give class presentation, submit a work assignment, or to take a test should consult the
concerned instructor for immediate compliance.
Class Policy
Cheating and plagiarism. Any student who committed any form of academic dishonesty shall be given disciplinary action provided in the
DEBESMSCAT Student’s Handbook.
Use of technology. Cell phones should be turned off while the session is in progress. Using laptops, notebook PCs, smart phones, and tablets
shall be prohibited unless the instructor is aware of the purpose and permits student’s request.
GRADING SYSTEM TEXTBOOKS & SUPPLEMENTARY READINGS
Attendance/Participation 10% Sousa, D. A. (2001). How the special needs brain learns. California: Corwin Press, Inc.
Quizzes/Assignments/Projects 35%
Midterm/Final Exam 40% Ministry of Education. (2011). Supporting students with learning disabilities. Province of British Columbia:
Class presentation 15% Ministry of Education.
Total 100%

Prepared by: Checked by: Approved:

SHERWIN E. BALBUENA ROCEL A. TURCO RODOLFO B. BURAC, JR.

Instructor I BSED Program Chair TEI Director