Module 1

MATH 17:
Principles and Strategies in Teaching Mathematics

Prepared by: JAYSON KITTS C. POQUITA
Math17 – Principles and Strategies of teaching
Mathematics
Course Description: The course deals with the application of the principles,
the strategies in teaching, philosophical foundations of teaching Mathematics.
these are then applied in Lesson Planning and Microteaching.
Units / Credit Equivalent: 3 units

Course Outcomes:
Upon completion of the course, the students should be able to:
1. apply the principles and strategies in teaching Mathematics to current trend of
education;
2. plan what strategies, approaches and activities to be used applicable to
students and the topic; and
3. demonstrate principles and strategies of teaching mathematics conform with
the standard and competencies of k-12.
Learning Outcomes:
a. state the relationship among institutional outcomes, program outcomes, course
outcomes, and learning outcomes;
b. explain the goals of the teaching of Math
c. describe the nature of the learner, his/her powers/faculties, multiple intelligence,
learning styles;
d. discuss the professional teacher, his/her personal and professional attributes;
e. illustrate your ideal learning environment;
f. show the importance of laws of learning in teaching-learning process;
g. write SMART lesson objectives in the three domains using ABCD method;
h. employ strategies for the teaching of conceptual understanding, thinking skills
in the different levels and values;
i. compare direct and indirect instruction with deductive and inductive methods
of teaching;
j. show how constructivist is teaching is done by the use of interactive,
collaborative, and inquiry-based activities;
k. describe how problem-based learning and project-based learning are used as
teaching method;
l. present the nine categories of research-based, effective instructional strategies
by means of a graphic organizer; and
m. apply effective classroom management principles.
TABLE OF CONTENTS
Module 1: Overview of The Teaching Profession
Module Overview
Lesson 1: Outcomes-Based Education
Lesson 2: Goals in Mathematics Education
Module Assessment
Module Summary
Module 2: The Elements of Teaching
Module Overview
Lesson 1: The Leaner
Lesson 2: The Teacher
Lesson 3: The Learning Environment
Module Assessment
Module Summary
Module 3: Principles of Learning
Module Overview
Lesson 1: Principles of Learning
Module Assessment
Module Summary
Module 4: Management of Instruction
Module Overview
Lesson 1: Objective-related Principles of Teaching
Lesson 2: Selection and Organization of Content
Lesson 3: Selection and Use of Teaching Strategies
Module Assessment
Module Summary
Module 5: Approaches and Methods
Module Overview
Lesson 1: Different Approaches and Methods
Lesson 2: Constructivist Teaching: Interactive,
Collaborative, Integrative, and Inquiry-based
Lesson 3: Problem-Based Learning and
Project-Based Learning
Lesson 4: Research-Based Teaching and Learning in
the 21st Century
Module Assessment
Module Summary
Module 6: Classroom Management

Module Overview
Lesson 1: Guiding Principles in Classroom Management
Lesson 2: Management of Time
Lesson 3: Discipline
Lesson 4: Managing the Physical Environment
Lesson 5: Establishing Classroom Routine
Module Assessment
Module Summary
Module 1: Overview of The Teaching Profession
Module Overview: Hello! Welcome to Module 1. In this module, you will be able
to discover the latest initiatives, principles, and practices in education. As future
educators, this will become your training ground in embracing the teaching
profession in Mathematics.
Module Objectives/Outcomes:
• state the relationship among institutional outcomes, program outcomes, course
• draw the implications of the OBE principles in teaching -learning process; and
• determine whether or not given practices are in accordance with OBE
principles.
• explain the goals of the teaching of Math
Lesson/s in the Module:
1|P age
MODULE 1: Overview of the
Teaching Profession in
Mathematics
OBJECTIVES
At the end of the lesson, you are expected to:

• state the relationship among institutional outcomes, program outcomes, course
• draw the implications of the OBE principles in teaching -learning process; and
• determine whether or not given practices are in accordance with OBE
principles.
Time frame:
Activity: Guess
the Word!
In this activity, you will match the word with its meaning or what is it referring to.
Select your answers from the words inside the circle.
Outcomes Clarity of Focus Designing Down

High Expectations Expanded Opportunities
1. It is a clear learning results that learners have to demonstrate, what learners can
actually do with what they know and have learned according to Butler, 2004.
1|P age
_____________________
2. Teachers must begin with the end clearly in mind.
_____________________
3. This principle is based on the idea that not all learners can learn the same thingin
the same way and in the same time.
_____________________
4. It means that teachers should establish high, challenging standards of
performance in order to encourage students to engage deeply in what they are
learning.
_____________________
5. It means the curriculum design must start with a clear definition of the intended
outcomes that students are to achieve by the end of the program.
_____________________
Analysis
From the given activity, you have learned the meaning of the word “Outcome”.
Now, what do you think is the meaning of Outcomes-Based Education (OBE)?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Abstraction
OBE stands for outcomes-based education. As the name

applies, it is an education that is anchored and focused on outcomes.
A clearly focusing, organizing everything in the educational system
around the essential for all the students to do successfully at the end
of their learning experiences (W. Spady, 1994). It is a student-
centered approach to education that focuses on the intended learning
outcomes resulting from instruction (Nicholson, 2011). It is an
approach in planning, delivering and assessing instruction (see figure
1).
2|P age
Identifying
desired
outcomes
Deciding on
Determining strategies and
assessment measures methodologies
for the achievement to achieve to
of outcomes those outcomes
Figure 1. OBE as an approach
CHED Memo 46. S. 2012 mandates outcomes-based

education (OBE) standards for higher education institutions. The
K-12 Curriculum of the Department of Education, introduced
content standards, performance standards and competencies in the
K to 12 Curriculum Guide. The Technical Education Skills
Development Authority used competency standards in its Training
Regulations before the CHED talked about OBE and before DepEd
introduced its K to 12 standards and competencies.
4 Learning Principles of
OBE
Designing Clarity of
Own Focus
This means that teachers must be Once the intended

clearly focused on what on what outcomes are clear,
they want students to know, teachers now design
understand and be able to do. instruction. As Figure 1
shows, the instructional
design includes designing
assessment tasks.
High
Expectations
Expanded
It means that teachers should Outcomes
establish high, challenging

standards of performance in Teachers must strive to
order to encourage students to provide opportunities for all
engage students to engage students.
deeply in what they are
learning.
3|P age
OUTCOMES are the end targets of OBE. The outcomes is
what you can actually do with what you have learned about principles
of teaching. Your demonstration teaching or microteaching where you
apply the principles of teaching that you learned will be outcome.
Spady (1994) made use of two terms, namely, exit outcomes

and enabling outcomes. Exit outcomes are the “big” outcomes while
the enabling outcomes are the “small” outcomes. The attainment of
the small outcomes leads to the attainment of “big” outcomes which
we used to call terminal outcomes.
Enabling Outcome - to
explain the principles
of teaching science Exit Outcome - to apply
the principles of teaching
science with the use of an
appropriate method in a
Enabling Outcome - to demonstration teaching
choose an appropriate
teaching method
Figure 2. Enabling Outcomes Leading to the Exit Outcome
Outcomes in Different Levels
Institutional Intended Learning Outcomes (IILOs)

- simply referred to as institutional outcomes
- it reflects the vision and mission statements, the philosophy and core values of
the institution.
- are outcomes that supposed to take flesh in every graduate, thus is referred to as
graduate attributes
Program Intended Learning Outcomes (PILOs)

- as program outcomes (like outcomes in Bachelor of Secondary Education)
Course Intended Learning Outcomes (CILOs)

- are the course outcomes (like the Modern Geometry, commonly referred to as
subject)
Learning Outcomes
- more specific, it is your instructional targets in the classroom
4|P age
We have these different levels of outcomes that begins with
institutional outcomes down to the learning outcomes. For OBE to
succeed it must penetrate the whole system.
The institutional outcomes cascade to the program outcomes,

the program outcomes are reflected in the course outcomes and the
course outcomes are in turn reflected in the learning outcomes. The
realization of learning outcomes leads to the attainment of the other
outcomes.
Institution Vision-Mission Statement

Goals and Philosophy
Institutional Outcomes
Attributes of Ideal Outcomes
Program Outcomes
Course Outcomes
Learning Outcomes
Figure 3. Institutional Outcomes as Bases for Program, Course and

Learning Outcomes
Traditional/Transitional and
Transformational OBE (Spady, 1994)
TRADITIONAL/TRANSITIONAL OBE
- It emphasizes student mastery of traditional subject-related academic
outcomes (usually with a strong focus on specific content) and some cross-
discipline outcomes (such as the ability to solve problems or to work
cooperatively).
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TRANSFORMATIONAL OBE
- It emphasizes long-term, cross-curricular outcomes that are related directly

to students’ future life roles (such as being a productive worker or a
responsible citizen or parent).
This means that OBE moves from subject-specific outcomes and cross-
discipline outcomes long-term, cross curricular outcomes.
Application
Answer the following questions. Minimum of 2 and maximum of 5 paragraphs.

1. As a future educator what is the significance of OBE?
2. In your school context, state the relationship among institutional outcomes,
program outcomes, course outcomes and learning outcomes.
3. What are the implications of the OBE principles to the teaching-learning
process?
4. The following are practices of OBE. Put a ✔when the given is in accordance
with OBE lesson and ✖, if not.
_______1. In a study group, the teachers got the content of Grade 3 then
formulated the content to be taught.
_______2. Another teacher study group formulated first the outcomes then
determined and the content to be taught.
_______3. A group of teachers was asked to prepare a curriculum guide. They
outlined the scope and sequence of the course.
_______4. Teachers base their assessment task on content.
_______5. Teachers base their assessment on learning outcomes.
CONGARTULATIONS!
You have finished
Lesson 1.
**********************************************************************************************
6|P age
OBJECTIVES

• describe the nature of Math;
• explain the goals of the teaching of Math; and
• give examples on how values inherent in Math can be integrated in the reaching
of Math.
Time frame:
Activity:
Study the two pictures below. What do they suggest about how students perceive
Math as a subject?
Sources: (https://occupymath.wordpress.com/2017/03/23/an-open-letter-to-non-math-people/ -
right) (https://www.nytimes.com/2012/07/29/opinion/sunday/is-algebra-necessary.html - left)
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Analysis
1. For you what is Mathematics?
7|P age
2. How Mathematics subject should be delivered to reduce, if not eliminate, the fear
or the negative attitude towards Math?
3. What do you think is/are the goal/s of teaching Mathematics?
Abstraction
The Nature of Mathematics
• Mathematics is the science of patterns and relationship.

- Mathematics reveals patterns that helps us understand the world around us.
• Mathematics is a way of thinking.
- It relies on logic and creativity and it is pursued for a variety of practical
purposes and for intrinsic interest.
• Math is an art.
• Mathematics is a language.
• Mathematics is a discipline.
The Goals, Standards and Scope of the teaching of Math

Browse K to 12 Curriculum Guide for Mathematics on the internet.
Goals
Based on the K to 12 Curriculum Guide for Math, the two main goals of Math
teaching are critical thinking and problem solving.
When is your thinking called critical thinking?
Holistic Critical Thinking Scoring Rubric
4
Consistently does all or almost all of the following:
• Accurately interprets evidence, statements, graphics, questions, etc.
• Identifies the salient arguments (reasons and claims) pro and con.
• Thoughtfully analyzes and evaluates major alternative points of view.
• Draws warranted, judicious, non-fallacious conclusions.
8|P age
• Justifies key results and procedures, explains assumptions and reasons.
• Fair-mindedly follows where evidence and reasons lead.
3
Does most or many of the following:
• Accurately interprets evidence, statements, graphics, questions, etc.
• Identifies relevant arguments (reasons and claims) pro and con.
• Offers analyses and evaluations of obvious alternative points of view.
• Draws warranted, non-fallacious conclusions.
• Justifies some results or procedures, explains reasons.
• Fair-mindedly follows where evidence and reasons lead.
2
Does most or many of the following:
• Misinterprets evidence, statements, graphics, questions, etc.
• Fails to identify strong, relevant counter-arguments.
• Ignores or superficially evaluates obvious alternative points of view.
• Draws unwarranted or fallacious conclusions.
• Justifies few results or procedures, seldom explains reasons.
• Regardless of the evidence or reasons, maintains or defends views
based on self-interest or preconceptions.
1
Consistently does all or almost all of the following:
• Offers biased interpretations of evidence, statements, graphics,
questions, information, or the points of view of others.
• Fails to identify or hastily dismisses strong, relevant counter-
arguments.
• Ignores or superficially evaluates obvious alternative points of view.
• Argues using fallacious or irrelevant reasons, and unwarranted claims.
• Does not justify results or procedures, nor explain reasons.
• Regardless of the evidence or reasons, maintains or defends views
based on self-interest or preconceptions.
• Exhibits close-mindedness or hostility to reason
(c) 1994, Peter A. Facione, Noreen C. Facione, The California Academic Press. 217 La Cruz Ave., Millbrae, CA 94030.
Retrieved on 08/23/2020
https://www.mnsu.edu/grants/ipesl/HolisticRubricIPESL07.pdf
Learning Area Standard
These two big goals of teaching Math are expressed in the learning
area/program standards: The learner demonstrates understanding and
appreciation of key concepts and principles of mathematics as applied –
using appropriate technology – in problem solving, critical thinking,
communicating, reasoning, making connections, representations and
decisions in real life.
This learning area standard is made more specific in the key stage standards.
9|P age
Key Stage Standards:
K–3 4–6 7 – 10
At the end of Grade 3, the At the end of Grade 6, the At the end of grade 10, the
learner demonstrates learner demonstrates learner demonstrates
understanding and understanding and understanding and
appreciation of key appreciation of key appreciation of key
concepts and skills concepts and skills concepts and skills
involving numbers and involving numbers and involving numbers and
number sense (whole number sense (whole number sense (sets and real
numbers up to 10,000 and numbers, number theory, numbers); measurement
the four fundamental fractions, decimals, ratio (conversion of units);
operations including and proportion, percent, patterns and algebra (linear
money, ordinal numbers up and equations and inequalities
to 100th, basic concepts of integers);measurement in one and two variables,
fractions); measurement (time, speed, perimeter, linear functions, systems of
(time, length, mass, circumference and area of linear equations, and
capacity, area of square and plane figures, volume and inequalities in two
rectangle); geometry (2- surface area of variables, exponents and
dimensional and 3- solid/space figures, radicals, quadratic
dimensional objects, lines, temperature and meter equations, inequalities,
symmetry, and tessellation); reading); geometry functions, polynomials, and
patterns and algebra (parallel and polynomial equations and
(continuous and repeating perpendicular lines, functions); geometry
patterns and number angles, triangles, (polygons, axiomatic
sentences); statistics and quadrilaterals, polygons, structure of geometry,
probability (data collection circles, and solid figures); triangle congruence,
and representation in tables, patterns and algebra inequality and similarity,
pictographs and bar graphs (continuous and repeating and basic
and outcomes)as applied patterns, number trigonometry);statistics and
using appropriate sentences, sequences, and probability (measures of
technology - in critical simple equations); central tendency, variability
thinking, problem solving, statistics and probability and position; combinatorics
reasoning, communicating, (bar graphs, line graphs and probability) as applied -
making connections, and pie graphs, simple using appropriate
representations, and experiment, and technology - in critical
decisions in real life. experimental probability) thinking, problem solving,
as applied -using communicating, reasoning,
appropriate technology - making connections,
in critical thinking, representations, and
problem solving, decisions in real life.
reasoning,
communicating, making
connections,
representations, and
decisions in real life.
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GRADE LEVEL STANDARDS:
The learner demonstrates understanding and appreciation of key concepts and skills involving
numbers and number sense (whole numbers up to 20, basic concepts on addition and
subtraction); geometry (basic attributes of objects), patterns and algebra (basic concept of
sequence and number pairs); measurement (time, location, non-standard measures of length,
K
mass and capacity); and statistics and probability (data collection and tables) as applied - using
appropriate technology - in critical thinking, problem solving, reasoning, communicating,
making connections, representations and decisions in real life.
numbers and number sense (whole numbers up to 100, ordinal numbers up to 10th, money up to
PhP100, addition and subtraction of whole numbers, and fractions ½ and 1/4);geometry (2- and
3dimensional objects); patterns and algebra (continuous and repeating patterns and number
GRADE 1
sentences); measurement (time, non-standard measures of length, mass, and capacity);and
statistics and probability (tables, pictographs, and outcomes) as applied - using appropriate
technology - in critical thinking, problem solving, reasoning, communicating, making
connections, representations, and decisions in real life.
numbers and number sense (whole numbers up to 1 000, ordinal numbers up to 20 th, money up
to PhP100, the four fundamental operations of whole numbers, and unit fractions); geometry
(basic shapes, symmetry, and tessellations); patterns and algebra (continuous and repeating
GRADE 2
patterns and number sentences);measurement (time, length, mass, and capacity); and statistics
and probability (tables, pictographs, and outcomes) as applied - using appropriate technology -
in critical thinking, problem solving, reasoning, communicating, making connections,
representations, and decisions in real life.
numbers and number sense (whole numbers up to 10 000; ordinal numbers up to 100 th; money
up to PhP1 000;the four fundamental operations of whole numbers; proper and improper
fractions; and similar, dissimilar, and equivalent fractions); geometry (lines, symmetry, and
GRADE 3 tessellations); patterns and algebra (continuous and repeating patterns and number sentences);
measurement (conversion of time, length, mass and capacity, area of square and rectangle); and
statistics and probability (tables, bar graphs, and outcomes) as applied - using appropriate
technology - in critical thinking, problem solving, reasoning, communicating, making
connections, representations, and decisions in real life.
numbers and number sense (whole numbers up to 100 000, multiplication and division of
whole numbers, order of operations, factors and multiples, addition and subtraction of
fractions, and basic concepts of decimals including money); geometry (lines, angles, triangles,
GRADE 4 and quadrilaterals); patterns and algebra (continuous and repeating patterns and number
sentences); measurement (time, perimeter, area, and volume); and statistics and probability
(tables, bar graphs, and simple experiments) as applied - using appropriate technology - in
critical thinking, problem solving, reasoning, communicating, making connections,
representations, and decisions in real life.
GRADE 5 The learner demonstrates understanding and appreciation of key concepts and skills involving
numbers and number sense (whole numbers up to
10 000 000, order of operations, factors and multiples, fractions and decimals including money,
ratio and proportion, percent); geometry (polygons, circles, solid figures); patterns and algebra
(sequence and number sentences); measurement (time, circumference, area, volume, and
temperature); and statistics and probability (tables, line graphs and experimental probability) as
applied - using appropriate technology - in critical thinking, problem solving, reasoning,
communicating, making connections, representations, and decisions in real life.
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numbers and number sense (divisibility, order of operations, fractions and decimals including
money, ratio and proportion, percent, integers); geometry (plane and solid figures); patterns and
algebra
GRADE 6 (sequence, expression, and equation); measurement (rate, speed, area, surface area, volume, and
meter reading); and statistics and probability (tables, pie graphs, and experimental and
theoretical probability) as applied - using appropriate technology - in critical thinking, problem
solving, reasoning, communicating, making connections, representations, and decisions in real
life.
The learner demonstrates understanding of key concepts and principles of numbers and number
sense (sets and real number system); measurement (conversion of units of
measurement);patterns and algebra (algebraic expressions and properties of real numbers as
applied in linear equations and inequalities in one variable); geometry (sides and angles of
GRADE 7
polygons); and statistics and probability (data collection and presentation, and measures of
central tendency and variability) as applied - using appropriate technology - in critical thinking,
problem solving, reasoning, communicating, making connections, representations, and decisions
in real life.
The learner demonstrates understanding of key concepts and principles of patterns and algebra
(factors of polynomials, rational algebraic expressions, linear equations and inequalities in two
variables, systems of linear equations and inequalities in two variables); geometry (axiomatic
GRADE 8 structure of geometry, triangle congruence, inequalities in a triangle, and parallel and
perpendicular lines); and statistics and probability (probability of simple events) as applied -
using appropriate technology - in critical thinking, problem solving, reasoning, communicating,
making connections, representations, and decisions in real life.
(quadratic equations and inequalities, quadratic functions, rational algebraic equations,
variations, and radicals) and geometry (parallelograms and triangle similarities and basic
GRADE 9
concepts of trigonometry) as applied - using appropriate technology - in critical thinking,
in real life.
(sequences, series, polynomials, polynomial equations, and polynomial functions); geometry
GRADE (circles and coordinate geometry); and statistics and probability (combinatorics and probability,
10 and measures of position) as applied - using appropriate technology - in critical thinking,
in real life.
Five content areas in the curriculum (as adopted from the framework
prepared by DepEd):
• Numbers and Number Sense
• Measurement
• Geometry
• Patterns and Algebra
• Probability and Statistics
Specific skills and process to be developed are:

• Knowing and understanding
• Estimating, computing and solving
• Visualizing and modelling
• Representing and communicating
• Conjecturing, reasoning, proving and decision-making
• Applying and connecting
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Values and attitudes to be honed:
• Accuracy
• Creativity
• Objectivity
• Perseverance
• Productivity
Application
Answer the following questions:

1. Describe the nature of Math.
2. Give examples on how values inherent in Math can be integrated in the teaching of
Math.
CONGARTULATIONS!
You have finished
Lesson 1.
*********************************************************************
Let’s Assess!
After learning about the overview of Outcomes-Based Education and the Goals of Mathematics
Education, here are some questions that you have to answer to know if you already absorbed
everything that we discussed. Write your answer on a sheet of paper.
1. What are the positive points and negative points of OBE?

2. List at list three things you learned from this module.
3. As a future educator, how can you apply what you learned about OBE in your
classroom?
4. Give an example that you integrate values on a specific topic.
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SUMMARY
Outcomes-Based Education is focused on outcomes. Outcomes come in various

levels – institutional, program, course and learning or instructional outcomes.
Outcomes are results that a student must be able to demonstrate after completing a
program (program outcome), or a course (course outcome) or after an instructional or
teaching-learning process (learning outcome).
In OBE, all students are expected to attain the intended learning outcomes.
Some attain them faster than others. The most important is that everybody attains the
learning outcomes because the teacher gives everyone the necessary scaffolding and
opportunity to realize the learning outcomes.
Mathematics is a many-splendored thing. It is a science of patterns and
relationships, a way of logical and creative thinking, an art, a language, a
multidisciplinary discipline.
According to the Math conceptual framework contained in the K to 12
Curriculum Guide of DepEd, the twin goals of Math teaching are critical thinking and
problem solving.
GOOD JOB! You have finished Module 1.

See you on the next module!
Brenda B. Corpuz Ph.D.,Gloria G. Salandanan Ph.D. (2015). PRINCIPLES OF TEACHING 2. pp.1-

10, 191-197.Quezon City, Metro Manila: LORIMAR PUBLISHING,INC
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Module 2: The Elements of Teaching
Hello! Welcome to Module 2. In this module, you will be able to unlock

your knowledge on the different key players in the teaching-learning
process and their respective roles.
• describe the nature of the learner, his/her powers/faculties, multiple intelligence,
learning styles;
• discuss the professional teacher, his/her personal and professional attributes;
and
• illustrate your ideal learning environment.
Lesson 1: The Leaner
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MODULE 2: The Elements of
Teaching
Lesson 1: The Learner
OBJECTIVES
• describe the nature of the learner, his/her powers/faculties, multiple
intelligence, learning styles; and
• discuss the implications of the nature of the learner to the teaching-learning
process.
Time frame:
Activity:WHAT AM
I?
In this activity, you will rearrange the scrambled letters to decode the
correct word/words. Write your answers on the space provided.
1. NAGMITIAION - __________________________
2. TECTILENL - __________________________
3. EFVI NESSES - __________________________
4. TICINSNTS - __________________________
5. ROMEMY - __________________________
Analysis
What do you think is the significance of a learner in the teaching-learning process?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
16 | P a g e
Abstraction
The learner is an embodied spirit, a union of a sentient body and a rational

soul. His/her body experiences sensation and feels pleasure and pain. His/her soul
is the principle of spiritual acts, the source of intellectual abstraction, self-
reflection, and free rational volition. Body and soul exist in mutual dependence.
As a teacher then, let’s take care and feed his/her body as well as his/her spirit. As
quoted, “Every child is a potential genius.”
The Fundamental Equipment of the Learner

Cognitive Faculties Appetitive Faculties
• Five Senses • Feelings and Emotions
- For effective and efficient - The on/off switch in
learning, it is important for learning.
his senses to function - Positive feelings and
normally. “there is nothing in emotions make the teaching-
mind which was not first in learning process exciting
some manner in the senses" and a joyful, fruitful affair.
• Instincts - Negative feelings and
- From Latin word “instinctus” emotions make the same
means impulse. This is process as burden.
manifested in his/her • Will
immediate tendency to flee in - Serves as guiding force and
danger, defend or to fight the main integrating force in
when attacked or to his/her character. It makes
rationalize to defend the learner free to choose or
himself/herself when his/her not to choose to do the good
ego is hurt. Teacher must help as presented by his/her
the learner’s instinct under intellect.
control.
• Imagination
- The ability of mind to build
mental scenes, objects or
events that do not exist, are
not present or not have
happened in the past.
• Memory
- Helps in retaining and
recalling experiences. (Ex.
Memorizing formulas)
• Intellect
- Cognitive processes such as
forming ideas or concepts,
reasoning out and making
judgment.
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Five Distinguishing Elements
of a Learner
The students’ native ability dictates the prospects

of success in any purposeful activities. It
determines their capacity to understand and ABILITY
assimilate information for their own use and
application.
It refers to students’ innate talent or gift. It

indicates a natural capacity to learn certain APPTITUDE
skills.
Learners vary in activities that are undertaken

due to a strong appeal or attraction. INTEREST
Students who come from different

FAMILY & CULTURAL
socioeconomic background manifest a wide BACKGROUND
range of behavior due to differences in
upbringing practices.
It refers to an individual perspective and ATTITUDES

disposition.
HOWARD GARDNER’s 9 MULTIPLE INTELLIGENCES
Source: http://www.angelfire.com/tcutrone/Theory2.html
18 | P a g e
Learning Style is the way a person processes, internalizes, and studies new
and challenging material. Dunn and Dunn present different learning styles
according to five group of stimuli.
Application
In a sheet of paper, answer the following questions:

1. Albert Einstein said, “Everybody is a genius. But if you judge a fish by its
ability to climb a tree, it will live its whole life believing that it is stupid.” Can
a child still be called as “genius” if he/she fails to do a specific task? Why or
why not?
2. By means of a concept map, show the faculties or powers of the learner.
CONGARTULATIONS!
You have finished
Lesson 1.
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OBJECTIVES
At the end of this lesson, you are expected to:

• describe the professional teacher, his/her personal and professional attributes;
and
• reflect on these attributes to your personal growth.
Time frame:
Activity:Take Me to
the Future
In this activity, list at least 6 attributes of a teacher you want to become in the future.
YOU
Analysis
Based on the previous activity, how will you attain the attributes you have listed when
you finally professed becoming a teacher?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
20 | P a g e
Abstraction
“Teachers open the door. You enter by yourself.” – Chinese

Proverb
The Professional Teacher is the “licensed professional

who possess dignity and reputation with high moral values as well
as technical and professional competence… he/she adheres to,
observes and practices a set of ethical and moral principles,
standards and values.” (Code of Ethics of Professional Teachers,
1997).
The professional teacher is the one who went through four
to five-year period of rigorous academic preparation in teaching
and one who is given a license to teach by the Board of
Professional Teachers of the Professional Regulation Commission
after fulfilling requirements prescribed by law such as the
Licensure Examination for Teachers (LET).
Professional Attributes
Control of the knowledge base of teaching and learning and use of this
knowledge to guide the science and art of his/her teaching
Repertoire of best teaching practice and can use these to instruct children
in classrooms and to work with adults in the school setting
Dispositions and skills to approach all aspects of his/her work in a reflective,

collegial, and problem-solving manner
View of learning to teach as a lifelong process and dispositions and skills

for working towards improving his/her own teaching as well as improving
schools
21 | P a g e
Outstanding Personal
Qualities
Passion in teaching is a compelling force

that emerges from one’s inborn love for
Passion children. Their passion for teaching makes
them feel they will “will live as a teacher
and die a teacher”.
Humor Humor stands for anything funny, which

elicits a smile, laughter or amusing
reaction. It is an essential quality of a
teacher that serves a number of purposes.
Teachers are model of values. Values connote

standards, code of ethics and strong beliefs.
Open-mindedness -is basic when promoting

respect and trust between teachers and students.
Fairness and Impartiality - eliminates
Values and
discrimination. Teachers must be unbiased and Attitude
object in judging their students work and
performance.
Professionalism - is highly treasured in the
teaching profession. Teachers are adjudged
professional if they are knowledgeable, skilled
and value-laden.
It refers to a teacher’s uncomplaining

nature, self-control and persistence.
Teachers calmly endure their students’
Patience limitations and difficulties.
Enthusiasm It refers to a teacher’s uncomplaining

nature, self-control and persistence.
Commitment Teachers calmly endure their students’
limitations and difficulties.
It is a “solemn promise” to perform the duties and responsibilities

mandated by the laws and code of ethics of the profession. It is an
unwavering pledge to perform all teaching and learning activities with
consistency of selflessness to the best interest of students under their care.
22 | P a g e
Application
In this activity, you are to reflect based on the different attributes you have read using
the guide question below:
1. Reflect on the personal attributes of a professional teacher. Which of these do
you have? don’t have? Any personal plan of action for your growth?
CONGARTULATIONS!
You have finished
Lesson 2.
23 | P a g e
OBJECTIVES
At the end of this lesson, you are expected to:
• describe a facilitative learning environment; and
• illustrate your ideal learning environment.
Time frame:
Activity: Tell Me
Your Wish
As a student, you have, for sure, something in your mind when we talk about
the learning environment. Share to us your ideal classroom by describing it using the
chart below:
My Ideal
Classroom
Analysis
How important is it to have a conducive learning environment? What makes a

learning environment conducive for learning?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
24 | P a g e
Abstraction
“To heredity, the child owes his possibilities. However, to

environment, he owes the realization of these possibilities.”
The Learning Environment consists of the physical
environment as well as the psychological atmosphere or the socio-
emotional climate which is mainly a product of the interaction and
relationship between the teacher and students and among the students.
PSYCHOLOGICAL CLIMATE
PHYSICAL ENVIRONMENT
Physical environment includes:
includes the physical 1. Safety
condition of a classroom, the 2. Relationship (respect,
arrangement of furniture, school engagement,
seating arrangement, the social support
classroom temperature and 3. Teaching and
lighting. learning
Pine and Home (1990) described a facilitative learning environment for learning. It is
one:
which encourages people to be active;

which one promotes and facilitates the individual’s discovery of the personal meaning
of idea;
which emphasizes the uniquely personal and subjective nature of learning;
which difference is good and desirable;
which consistently recognizes people’s right to make mistakes;
which tolerates ambiguity;
which evaluation is a cooperative process with emphasis on self-evaluation;
which encourages openness of self rather than concealment of self;
which people are encouraged to trust in themselves as well as in external sources;
which people feel they are respected;
which people feel they are accepted;
which permits confrontation; and
25 | P a g e
necessary in the full development of the cognitive and appetitive faculties of the
learner.
Application
Using your answers on the previous activity, show us your ideal classroom
through a drawing. Do this in a bond paper.
CONGARTULATIONS!
You have finished
Lesson 3.
*********************************************************************
Let’s Assess!
Put the word/s that best describe the learner, teacher, or learning environment inside the Venn
diagram
learner
learning
environment
teacher
- learning - multiple intelligences

- imagination - professional
- feelings and emotions - tolerates ambiguity
- learning style - intellect
26 | P a g e
SUMMARY
The learner is an embodied spirit. S/he is equipped with faculties or powers –

cognitive and affective. The exercise of these cognitive and appetitive powers with
which every learner is fundamentally equipped varies from learner to learner on account
of his/her ability, aptitude, interest, home background, and attitude.
The competent and committed teacher facilitates learning who is also a licensed
teacher with dignity and reputation. Her/his competence enables her/him to manage the
learning environment to create an atmosphere conducive for learning.
The learning environment is a product of the physical, psychological as well as
social atmosphere created by the interaction between teacher and the learners and
among the learners themselves. A conducive learning environment is necessary in the
full development of the cognitive and appetitive faculties of the learner.

References
Brenda B. Corpuz Ph.D., Gloria G. Salandanan Ph.D. (2015). Principles of Teaching 1. pp. 1-
30.Quezon City, Metro Manila: LORIMAR PUBLISHING INC.
27 | P a g e
Module 3: Principles of Learning
Hello! Welcome to Module 3. In this module, you will be able to learn

the principles or how learning takes place. It will help you how to teach
effectively.
• discuss the principles of learning;

• draw the implications of these principles to the teaching-learning process; and
• show the importance of laws of learning in teaching-learning process.
28 | P a g e
MODULE 3: Principles of
Learning
OBJECTIVES

• discuss the principles of learning;
• draw the implications of these principles to the teaching-learning process; and
• show the importance of laws of learning in teaching-learning process.
Time frame:
Activity:
Fill Me up!
As much as you can, fill in the circle with words that is related to the word “learning”.
Learning
29 | P a g e
Analysis
Is memorizing without understanding considered learning? Is forgetting what you
memorized after the test considered learning?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Abstraction
Learning is the acquisition of a knowledge-based used with fluency to

make sense of the world, solve problems and make decision.
Knowledge that is just acquired without being utilized is what
American philosopher North Whitehead referred to as “inert ideas”.
These are “ideas that are merely received into the mind without being
utilized, or tested, or thrown into fresh combinations.”
Principles of Learnings
These principles are how learning takes place, it will guide us

on how to teach. (Horne and Pine, 1990)
1. Learning is an experience which occurs inside the learner and

is activated by the learners.
The process of learning is primarily controlled by the learner and not

by the teacher (group leader). It flourishes in a situation in which
teaching is seen as a facilitating process that assists people to explore
and discover the personal meaning of events for them.
No one directly teaches anyone anything of significance…
Very little learning takes place without personal involvement and

meaning on that part of the learner.
2. Learning is the discovery of the personal meaning and relevance

of ideas.
Students more readily internalize and implement concepts and ideas
which are relevant to their needs and problems.
30 | P a g e
3. Learning (behavioral change) is a consequence of experience.
“Experience is the best teacher”. Experiential learning makes use of
direct as well as vicarious experiences. We have not to experience
everything, we can learn from other people’s experience too.
4. Learning is a cooperative and collaborative process.

Cooperation fosters learning.
“Two heads are better than one.” Problems which are identified and
delineated through cooperative interaction appear to challenge and
stretch people to produce creative solutions and to become more
creative individuals. (cooperative and collaborative approach)
5. Learning is an evolutionary process.

Change takes time, let us not expect results overnight. Things that are
worthwhile in life takes time.
6. Learning is sometimes a painful process.

It may be good to make our students realize that learning is a difficult
task. It is accompanied by sacrifice, inconvenience and discomfort.
7. One of the richest resources for learning is the learner

himself.
Each individual has an accumulation of experiences, ideas, feelings
and attitudes which comprise a rich vein of material for problem
solving and learning.
8. The process of learning is emotional as well as intellectual.
Learning is affected by the total state of the individual. Teachers

should appeal to students’ intellect as well as their emotions.
9. The process of problem solving and learning is highly unique

and
Eachindividual.
person has his own unique styles of learning and solving
problems. It pays to allow students to learn in accordance with their
unique learning styles and multiple intelligences.
31 | P a g e
Laws of Learning
Thorndike’s laws of learning (1932):
Law of Effect
• Learning is strengthened when accompanied by a pleasant or
satisfying feeling.
• Learning is weakened when associated with an unpleasant feeling.
Law of Exercise
• Things most often repeated are best remembered.
• Students do not learn complex tasks in a single session.
Law of Readiness
• Individuals learn best when they are physically, mentally and
emotionally ready to learn, and they do not learn well if they see
no reason for learning.
Additional Laws:
Law of Primacy
• Things learned first create a strong impression.
• What is taught must be right the first time.
Law of Recency
• Things most recently learned are best remembered.
Law of Intensity
• The more intense the material taught, the more it is likely learned.
Law of Freedom
• The freely learned are best learned.
• The greater the freedom enjoyed by the students in the class the
greater the intellectual and moral advancement enjoyed by them.
32 | P a g e
Application
1. Illustrate each principle with a pictograph

2. Present Thorndike’s law of learning by way of a graphic organizer.
CONGARTULATIONS!
You have finished
Lesson 1.
***************************************************************************
Let’s
Assess!
Answer the following questions:

1. In each principle give an example that you experience as a learner. Minimum of
1 and maximum of 2 paragraphs.
2. What is the relevance for you learning the laws of learning? Does it help you
grow as a learner?
SUMMARY
We teach effectively when we consider how learning takes place as stated in the
following principles of learning.
• Only the learners can learn for himself. It is wise to make him/her do the
learning activity himself/herself.
• Learning is discovering the meaning and relevance of ideas. Let’s relate what
we teach to the life experiences and needs of the learners.
33 | P a g e
• Learning (behavioral change) comes as result of experience. Let us make
learners go through the experience of learning, if feasible. If not, learning from
other people’s experiences as recorded in history will suffice.
• Cooperative and collaborative learning are enabling. Let us use more
collaborative and cooperative approaches in the classroom.
• Learning does not take place overnight. Like the process of evolution, it is
gradual. Let us be patient. Learning takes time.
• Learning poses inconvenience, discomfort, giving up our old ways of thinking
and doing things because something new is far better.
• Very much forgotten is the fact that the learner is one of the richest resources of
learning. Consult him/her.
• Learning is not only a cerebral process. It is not only thinking but also feeling.
It involves the heart. In fact, learning takes place best when our heart are
stricken.
• No two individuals learn in the same way of learning. Let us not impose our
way of learning on others. Let us give considerations to multiple intelligence
and varied learning styles.
• Thorndike’s laws/principles of learning are still relevant. The primary laws
include 1) the law of exercise, 2) the law of effect and 3) the law of readiness.
Other laws are the: 1) law of primacy, 2) law of recency, 3) law of intensity and
4) law of freedom.

References
Brenda B. Corpuz Ph.D., Gloria G. Salandanan Ph.D. (2015). Principles of Teaching 1. pp. 32-
38. Quezon City, Metro Manila: LORIMAR PUBLISHING INC.
34 | P a g e
Module 4: Management of Instruction
Hello! Welcome to Module 4. In this module, you will be able to formulate

lesson plan and apply some approaches, methods and strategies in
teaching Mathematics subject.
• write SMART lesson objectives in the three domains using ABCD method;
• employ strategies for the teaching of conceptual understanding, thinking skills
in the different levels and values; and
• state the implications of these principles to the teaching- learning process.
Lesson 1: Objective-related Principles of Teaching
35 | P a g e
MODULE 4: Management of
Instruction
Lesson 1: Objective-related Principles of

Teaching
OBJECTIVES
• explain the objective related principles and their implications to teaching;
• distinguish among the three domains of learning objectives; and
• write SMART lesson objectives in the three domains using ABCD method.
Time frame:
Activity: Its
Inspection time!
“At the end of the lesson, the Mathematics student will be able to interpret the pie
graph accurately.” This statement is an example of a learning objective.
Analysis
Using the statement above answer the following questions.
1. Who is the learner?
_______________________________________________________________
2. What will the students learn after the lesson? Is it measurable or how will you
know that the student learned your lesson?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
3. Based on the statement, where will you associate the word “interpret”? Is it
cognitive, affective or psychomotor?
36 | P a g e
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Abstraction
Guiding Principles in Determining and Formulating Learning Objectives

1. “Begin with the end in mind”. (Covey - author of “Seven Habits of Effective
People”)
- This means that we must begin with a clear and specific lesson objective
that will give us a sense of direction. We know already what to teach, how
to teach, what materials to use.
2. Share lesson objective with students.
- Make known to our students our instructional objective and encourage them
to make the lesson objective their own.
3. Lesson objectives must be in the two or three domains - knowledge
(cognitive) skill, (psychomotor) and values (affective).
- According to this principle the most important is that our lesson is wholistic
and complete because it dwells on knowledge and values or on skills and
values or on knowledge, values and skills.
4. Work on significant and relevant lesson objectives.
- With our lesson objective becoming our students’ lesson objective, too, the
level of their self-motivation all the more increases when our lesson
objective is relevant to their daily life, hence, significant.
5. Lesson objective must be aligned with the aims of education as embodied
in the Philippine Constitution and other laws and on the vision-mission
statements of the educational institution of which you are a part.
- This means that the aims and goals of education as provided for in our laws
filter down to our lesson objectives. In addition, our lesson objectives should
be based on our school’s vision and mission statement.
6. Aim at the development of critical and creative thinking.
- If we want our learners to be critical and creative thinkers, we should include
our scope of questions high-level, divergent, open-ended questions not just
convergent questions. Our teaching strategies and techniques must be such
that they deserve as the catalyst in the development of higher-order-thinking
skills (HOTS) and creative thinking skills.
7. For accountability of learning, lesson objectives must be SMART, i.e.,
Specific, Measurable, Attainable, Result-Oriented Relevant, Time-bound
and Terminal.
- When our lesson objective is SMART it is quite easy to find out at the end
of our lesson if we attained our objective or not. It will also be easier to
formulate a test that is valid to measure the attainment of our lesson
objective. Moreover, our lesson becomes more focused for we have a
concrete picture of the behavior that our students should be able to
demonstrate if we realized our lesson objective.
-
Taxonomy of Objectives
Classified into three domains namely: (1) cognitive, (2) affective, and (3)
psychomotor or behavioral.
37 | P a g e
Cognitive Domain:
Bloom’s Taxonomy (Benjamin Bloom, 1956)
- Bloom lead his group in coming up with the list of instructional objectives
in the cognitive domain. Arranged from lowest to the highest level.
Knowledge or • Observation and recall information

recall • Knowledge of dates, events, places
• Knowledge of major ideas
• Mastery of the subject matter
e.g. to identify the correct quadratic formula.
Question Cues: list, define, tell, describe, identify, show,
label, collect, examine, tabulate, quote, name, who,
when, where, etc.
Comprehension • Understanding information
• Grasp meaning
• Translate knowledge into new context
• Interpret facts, compare, contrast
e.g. to interpret a statistics table showing the
population density of the world.
Question Cues: summarize, describe, interpret, contrast,
predict, associate, distinguish, estimate, differentiate,
discuss, extend;
Application • Use information
• Use methods, concepts, theories in new situations
• Solve problems using required skills or knowledge
e.g. to predict the future population growth using
population growth rate formula.
Question Cues: apply, demonstrate, calculate, illustrate,
show, solve, examine, modify, change, experiment,
discover
Analysis • Objectives relates breaking a whole into parts
• Seeing pattern
• Recognition of hidden meaning
e.g. to deduce facts from a hypothesis.
Question Cues: appraise, compare, contrast, criticize,
differentiate, discriminate, distinguish, examine
Synthesis • Putting parts together in a new form
e.g. to integrate math knowledge to real world
situation.
Question Cues: combine, integrate, modify, rearrange,
substitute, plan, create, design, invent, compose, formulate,
generalize
Evaluation • Judging in terms of internal evidence or logical
consistency and external evidence or consistency
with facts developed elsewhere
e.g. to recognize fallacies in an argument.
Question Cues: appraise, argue, defend, judge, support,
value, evaluate
38 | P a g e
Complex
Abstract
Higher
Order
Thinking
skills
(HOTS)
Lower
Concrete
Simple
Order
Thinking
skills
(LOTS)
Bloom’s Taxonomy (1956) Anderson’s Taxonomy (2001)
Figure1. Bloom’s and Anderson’s taxonomy comparison

(https://dreamlikechild.weebly.com/blooms-vs-andersonkrathwohl-taxonomy-revised.html)
Anderson’s taxonomy
Loren Anderson, Bloom’s former student, together with a team of cognitive
-
psychologists, revisited Bloom’s taxonomy that led to Anderson’s
taxonomy in 2001.
Definition verbs
Remembering: Can the student recall Define, duplicate, list, memorize,
or remember the information? recall, repeat, reproduce, state
Understanding: Can the student Classify, describe, discuss, explain,
explain ideas or concepts? identify, locate, recognize, report,
select, translate, paraphrase
Applying: Can the student use the Choose, demonstrate, dramatize,
information in a new way? employ, illustrate, interpret, operate,
schedule, sketch, solve, use, write
Analyzing: Can the student distinguish Appraise, compare, contrast, criticize,
between different parts? differentiate, discriminate, distinguish,
examine, experiment, question, test
Evaluating: Can the student justify a Appraise, argue, defend, judge, select,
stand or decision? support, value, evaluate
Creating: Can the student create new Assemble, construct, create, design,
product or point of view? develop, formulate, write
39 | P a g e
Affective Domain:
Krathwohl’s taxonomy
- David Krathwohl’s affective learning is demonstrated by behaviors indicating
attitudes of awareness, interest, attention, and values of concern, and responsibility,
ability to listen and respond in interactions with others, ability to demonstrate those
attitudinal characteristics or values which are appropriate to the test situation of the
field of study. The taxonomy of objectives is ordered according to level of
internalization. Internalization of a value begins with awareness of the value. This
value awareness leads to a point where the value becomes internalized and it
becomes a part and parcel of a person’s character, consequently guiding or
controlling his/her behavior.
Krathwohl’s
Taxonomy
Level What it is Sample objectives

Receiving refers to the learner’s listens attentively, shows
sensitivity the existence of sensitivity to social problems.
certain ideas, material, or
phenomena and the
willingness to particular
phenomena of stimuli such as
classroom activities,
textbook, music, etc.
Responding is not only being aware of the to contribute to group discussions
stimulus but reacting and by asking questions to listen
responding to the stimulus. attentively during group
discussion.
Valuing is concerned with the worth assumes responsibility for the
or value a student attaches to effective functioning of the group
a particular object,
phenomenon, or behavior.
Organization is to relate the value to those to organize a meeting concerning
already held and bring it into a neighborhood’s housing
a harmonious and internally integration plan
consistent value system or
philosophy.
40 | P a g e
Characterization At this level, the person has Displays self-reliance in working
held a value system that has independently, cooperates in
held a value system that has group activities, maintains good
controlled his behavior for a health habits
sufficiently long time that
characteristic “life style” has
been developed.
Source: Krathwohl, D.R., Bloom, B.S., and Masia, B.B.(1994). Taxonomy of
educational objectives: Handbook II: Affective domain. New York: David Mckay Co.
Psychomotor domain:
Anita Harlow’s taxonomy (1972)
- It is organized according to the degree of coordination including involuntary
responses as well as learned capabilities. Simple reflexes begin at the lowest
level of the taxonomy, while complex neuromuscular coordinations make
up the highest level.
Level Description Examples

Reflex movement actions elicited without Flexion, extension,
learning in response to stretch, postural
some stimuli adjustments
Basic fundamental inherent movement Pushing, pulling,
movement patterns which are formed manipulating, running
by combining of reflex
Perceptual Abilities refers to interpretation of Coordinated movements
various stimuli that enable such as jumping rope,
one to make adjustments punting, or catching.
to the environment.
Visual, auditory,
kinesthetic, or tactile
discrimination. Suggest
cognitive as well as
psychomotor behavior
Physical Activities require endurance, All activities which
strength, vigor, and agility require a) strenuous effort
41 | P a g e
which produces a sound, for long periods of time; b)
efficiently functioning muscular exertion; c) a
body quick, wide range of
motion at the hip joints;
and d) quick, precise
movements.
Skilled Movements the result of acquisition of All skilled activities
a degree of efficiency obvious in sports,
when performing a recreation, and dance
complex task
Non-discursive is communication through Body postures, gestures,
communication bodily movements ranging and facial expressions
from posture to gestures, efficiently executed in
creative movements facial skilled dance and
expressions, act a part in a choreographics.
play through sophisticated
choreographics.
Moore (1998) psychomotor domain
(Source: https://www.slideshare.net/NebOlengaYasyagamus/anita-harlows-taxonomy-of-the-psychomotor-
domain )
Imitation Model skills

Manipulation Performs skills independently
Precision Exhibits skills effortlessly and automatically (perform a
skill with unconscious effort)
42 | P a g e
How to write lesson objectives
Formulating lesson objectives is crucial to good teaching. Unfortunately,
formulating SMART lesson objectives is one common problem among beginning
teachers. Just bear in mind that objectives are measurable outcome statements.
Writing objectives using A.B.C.D. Method (Heinich, et al., 1996)
1. A(udience): who is the target audience?
2. B(ehavior): describe the task or behavior using action verbs (e.g. Blooms
taxonomy) – be sure it is measurable
3. C(ondition): under what conditions (what tools, aids or reference materials can
the learner use? Are there things that they won’t be able to use?)
4. D(egree): to what degree of mastery – how well it must be done (speed,
accuracy, quality, etc.)?
5.
Example:
At the end of the lesson, the second year Mathematics students will be able to the
solve standard deviation of a given data using scientific calculator
within 2 minutes.
Application
Direction: Formulate two SMART lesson objectives in a Mathematics subject using

ABCD method:
a. Using Bloom’s taxonomy (LOTS)
b. Using Anderson’s taxonomy (HOTS)
c. Using Krathwohl’s taxonomy
d. Using Harlow’s taxonomy
Criteria: Relevance to the topic or subject - 20 pts.

Measurability of the objective - 30 pts.
Appropriateness to the ABCD method - 50 pts.
CONGARTULATIONS!
You have finished
Lesson 1.
43 | P a g e
OBJECTIVES

• discuss the guiding principles in the selection and organization of content;
• describe the structure of subject matter; and
• employ strategies for the teaching of conceptual understanding, thinking skills
in the different levels and values.
Time frame:
Activity:
Dissect Me!
Direction: Find a 4A’s lesson plan in Mathematics. Dissect the lesson plan to identify
the cognitive, skill(psychomotor) and affective components. Which part of the lesson
plan is cognitive, skill, and affective? And why?
Analysis
Using the given activity. Let’s ponder.
1. Do you believe that we can integrate psychomotor and affective component when only
using cognitive component?
2. Does the activity he/she use in the lesson can develop creativity of a student?
Abstraction
Guiding Principles in the Selection and Organization of Content

1. Observe the following qualities:
a. Validity – This means teaching the content in order to realize the goals and
objectives of the course as laid down in the basic education curriculum.
b. Significance – what we teach should respond to the needs and interests of the
learners, hence meaningful and significant.
c. Balance – the use of three-level approach ensures a balance of cognitive,
psychomotor, and affective lesson content. A balanced content is something that is
not too easy to bore the above average student, neitherr not too difficult to turn off
the average.
d. Self-suffeciency – learning content is not “mile-wide-inch-deep”. The essentials
are sufficiently covered and are treated in depth.
44 | P a g e
e. Interest – teacher considers the interest of the leaners, their developmental stages
and cultural nad ethnic background.
f. Utility – will this content be of use to the learners? It is not meant only to be
memorized for test and grade puposes.
g. Feasibility – the content is feasible in the sense that the essential content can be
covered in the amount of time available for instruction.
2. Not only facts but beyond facts: Conceptual understasnding

Few ways to develop conceptual understanding (Ormrod, 2000)
a. Providing opportunities for experimentation – after teaching your students show to
cook a recipe following the procedures laid down in a cookbook, allow them to
experiment with mix of ingredients.
b. Presenting the ideas of others – while it is benificial for you to encourage your
students to discover principles for themselves, it will not jeopardize your students
if you present the ideas of others who worked hard over the years to explain
phenomena.
c. Emphasizing conceptual understanding – when we teach facts only, the tendency is
we are able to cover more for your students to commit to memory and for you to
cover in a test but our teaching ends up skin-deep or superficial, thus meaningless.
If we want to emphasize conceptual understanding we should integrate and correlate
facts, concepts and values in a meaningful manner.
3. Subject matter content is an integration of cognitive, skill, and affective

elements.
a.) The structure of Subject Matter Content
Our subject matter content includes cognitive, skill, and affective components.
The cognitive component is concerned with facts, concepts, principles, hypotheses,
theories and laws. The skill component refers to thinking skills as well as manipulative
skills while the affective component is the realm of values and attitudes.
(1) Cognitive (Ormrod, 2000)

(a) Fact – is an idea or action that can be verified. Example: names and dates
of important activities. It is the basic unit of subject matter content. From
facts, we go higher to concepts principles, hypotheses, theories and laws.
(b) Concepts – is a catergorization of events, places, people and ideas.
Example: the concept furniture includes chairs, tables, beds and desks.
(c) Principle – is the relation between and among facts and concepts. These are
arrive when similar studies yield similar results time after time. Example:
the number of children in the family is related to the average scores on
nationally standradized achievement test for those children.
(d) Hypotheses – are educated guesses about relationships (principles).
Example: for lower division undergraduate students, study habits is a better
predictor of success in a college course than is a measure of intelligence or
reading comprehension
(e) Theories – refer to a set of facts concepts and principles that describe
possible underlying unobservable mechanisms that regulate human
learning, development, and behavior. They explain why these principles are
true. Example: Piaget’s theory on cognitive development, Kohlberg’s
theory on moral development.
(f) Laws – are firmly estblished, thorougly tested principle or theory.
45 | P a g e
(2) Skills
(a) Manipulative skills – there are courses that are dominantly skill-oriented
like Computer, Home Economics and Technology, Physical Education and
the like. The learning of these manipulative skills begin with naive
manipulation and ends up in expert and precise manipulation.
(b) Thinking Skills – these refer to the skills beyond recall and comprehension.
They are skills concerned with the application of what was learned, (in
problem-solving or in real life) evaluation and critical and creative thinking
and synthesis.
Divergent thinking – includes fluent thinking, flexible thinking, original

thinking and elaborative thinking.
• Fluent thinking – is characterized by the generation of lots of

ideas. E.g. Pinoy Henyo in Eat Bulaga. Thought flow is rapid.
• Flexible thinking – is characterized by a variety of thoughts in the
kinds of ideas generated .
• Original thinking – is thinking that differs from what’s gone
before. Thought production is away from the obvious and is
different from the norm.
• Eloborative thinking – uses prior knowledge to expand and add
upon things and ideas.
Convergent thinking – it is narrowing down from many possible thoughts

to end up on a single best thought or an answer to a problem.
Problem Solving – is made easier when the problem is well-defined. “The

proper definition of a problem is already half the solution.”
Some techniques (Ormrod, 2000):
- Break large problems into well-defined ones
- Distinguish information needed
- Identify techniques to find needed information
Problems can be solved by using an algorithm or a heuristic

strategy.
Algorithm – means following specific, step-by-step instructions.
Heuristics – when there is no algorithm for solving a problem, we
use heuristics, general problem-solving strategy, for a solution.
Metaphoric thinking – this type of thinking uses analogic thinking, a figure

of speech where a word is used in a manner different from its ordinary
designation to suggest or imply a parallelism or similarity. Example:
teaching is lighting a candle. The learner’s mind is a “blank state”. This may
also be called analogic thinking.
Critical thinking – it involves information or arguments in terms of their

accuracy and worth. (Beyer, 1985) It takes a variety of forms – verbal
reasoning, argument analysis, hypothesis testing and decision making.
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• Verbal reasoning – an example is evaluating the persuasive
techniques found in oral or written language.
• Argument reasoning – you are engage in this critical thinking
process when you discriminate between reasons that do and do not
support a particular conclusion. Example: The ground is wet, so it
must have rained last night. When you analyzed the given argument
and determine whether or not the reason, “it must have rained last
night” logically support or not logically support the argument.
• Hypothesis testing – It is evlauating the value of data and research
results in terms of the methods used to obtain them and their
potential relevance to particular conclusions.
• Decision making – we are engage in critical thinking when we
weigh the pros and cons of each proposed alternative approach.
Creative thinking – this type of thinking involves “producing something

that is both original and worthwhile.(Sternberg, 2003)” It is seeing new
relationships and the use of imagination and inventiveness.
What creative thinking behaviors should be developed?
• Awareness – the ability to notice the attributes of things in the
environment so as to build a knowledge base that is the beginning
of all other forms of creative thinking.
• Curiosity – the ability and inclination to wonder about things and
mentally explore the new, novel, unique ideas.
• Imagination – the ability to speculate about things that are not
necessarily based on reality.
• Fluency – the ability to produce a large quantity of ideas.
• Flexibility – the ability to look the things from several different
perspectives or view points.
• Originality – the ability to new, novel, unique on ideas.
• Elaboration – the ability to add on to an idea; to give details; build
groups of related ideas or expand on ideas.
• Perseverance – the ability to keep trying to find an answer; to see
a task through completion.
(3) Attitudes and Values

In the three-level approach to teaching, values are at the apex of the triangle. It
is because it is in the teaching of values that the teaching of facts, skills and
concepts become connected to the life of the students, thus acquiring meaning.
Shall we teach values?

Some believes that values can be taught, because like any subject matter , they
too have a cognitive dimension, in addition to the affective and behavioral
dimension. While others believe that it cant be taught.
Values have a cognitive dimension. When we teach the value of honesty we

ask the following questions: what is meant by honsety? Why do I have to be
honest? The affective dimension – You have to feel something towards
honesty. The behavioral dimension – You practice honesty and so lead an
honset life.
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How can we teach values?
➢ By deutero learning – Your student learns by being exposed to the
situation, by acquainting himself with a setting, by following models,
pursuing inspirations and copying behavior.YOUR CRITICAL ROLE
AS MODELS IN AND OUTSIDE THE CLASSROOM CANNOT
BE OVEREMPHASIZED.
➢ By positively reinforcing good behavior.
➢ By teaching the cognitive component of values in the classroom.
Application
A. Answer the following questions.

1. Why are fluent, flexible, original, and elaborative thinking classified as
divergent thinking?
2. Divergent and convergent thinking are poles apart are they related? Explain
your answer
B. Create an activity that can develop each of the creative thinking behaviors. State
the procedures
CONGARTULATIONS!
You have finished
Lesson 2.
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OBJECTIVES
• discuss the guiding principles in the selection and use of teaching strategies;
• state the implications of these principles to the teaching- learning process;
Time frame:
Activity:
Short Essay
Elaborate the statement, “Learning is an active process”.
Analysis
What principles should guide us in the selection and use of teaching strategies? What
are the implications of these principles to the teaching-learning process?
Abstraction
Guiding Principles in the Selection and Use of Teaching Strategies

1. Learning is an active process. Nobody can learn for us in the same way that
nobody can eat for us, nor live for us, nor die for us. As a learner, I must,
therefore, be actively engaged in the learning process. If it is my brother who
solves my assignment in algebra then it is my brother not me who will master
the skill of solving problems in algebra. We have to give varied activities to our
students for “hands-on-minds-on”.
This quote serves as an apt summary of the first principle:
What I hear I forget.
What I see, I remember.
What I do, I understand.
2. The more senses that are involved in learning, the more and the better the
learning. “Humans are intensely visual animals. The eyes contain nearly 70 percent
of the body’s receptors and send millions of signals along the optic nerves to the
visual processing centers of the brain… We take in more information visually than
through any of the other senses” (Wolfe, 2001). This implies the use of a teaching
methodology that makes use of more visual aids than mere audio aids.
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The contribution of the senses to learning
(Source: Philip T. Torres, Learning Excellence, Training System Association, Inc., 1994 p.9.)
3. Emotion has the power to increase retention and learning. We tend to remember
and learn more those that strike our hearts. Without the emotional dimension, our
subject matter will remain cold and lifeless. “Our own experience validates that we
remember for a longer time events that elicit emotion in us.” (Wolfe, 2001)
4. Learning is meaningful when it is connected to students’ everyday life. Abstract

concepts are made understandable when we give sufficient examples relating to the
students’ experiences.
5. Good teaching goes beyond recall of information. Ideally, our teaching should
reach the levels of application, analysis, evaluation and synthesis to hone our
students’ thinking skills (higher order thinking skills).
6. An integrated teaching approach is far more effective than teaching isolated

bits of information. Corpuz and Salandanan (2003) claim that an instructional
approach is integrated when it considers the multiple intelligences (MI) and varied
learning styles (LS) of students.
An integrated approach incorporates successful, research-based and

brain-based instructional strategies.
Some research findings about the brain (Wolfe, 2001):
1. Without rehearsal or constant attention, information remains in working
memory for only about 15 to 20 seconds.
2. Learning is a process of building neutral networks. This network is formed
through concrete experience, representational or symbolic learning, and abstract
learning.
3. Our brains have difficulty comprehending very large numbers because we have
nothing in our experience to “hook” them to.
4. The eyes contain nearly 70 percent of the body’s sensory receptors and send
millions of signals every second along the optic nerves to the visual processing
of the brain.
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5. There is little doubt that when information is embedded in music or rhyme, its
recall is easier than when it is in prose.
Brain-Based Strategies
1. Involving students in real-life or authentic problem solving – When teaching we
must include the relevance and the practical application of what we are teaching.
2. Using projects to increase meaning and motivation.
3. Simulations and role plays as meaning makers – At times authentic problem
solving and projects are not feasible, so simulations which are not real events,
are our resort.
4. Classroom strategies using visual processing – “A picture is worth ten thousand
words.” Visual aids are powerful aids in retention as well as understanding.
Below are examples of graphic organizers that will help students to organize
their thinking.
GRAPHIC ORGANIZERS FOR CLASSIFICATION
Figure 1 Figure 2
Categories
Figure 3 Figure 4
For Analogy Hierachical topic organizer
people plants
as
oxygen carbondioxide
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Figure 5 Figure 6
Web
FACT
FACT FACT
TOPIC
TOPIC CONCEPT
THEME
FACT FACT
Figure 7 Figure 8
Episode Pattern Organizer Concept Pattern Organizer
5. Songs, jingles and raps – Content can be more easily learned when they give it
tune or make it into rhyme personally. “ABC” song is an example of a
piggyback song, a song in which new words or concepts are set to a familiar
melody.
6. Mnemonic strategies – assists students recalling important information.
Example: stalatiCtes – found on the Ceiling, while stalaGmites – are found on
the Ground.
7. Writing strategies – make students write their own word problems and make
them ask their classmates to solve them.
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8. Active review – instead of the teacher conducting the review, students are given
their turn. Review days are planned and organized to give enough time for
students to prepare for holding a review.
9. Hands-on-activities – concrete experience is one of the best ways to make long-
lasting neural conections. Aristotle said: “What we have to learn to do, we learn
by doing.”
10. There is no such thing as best teaching method. The best method is the one that
works, the one that yield results.
5 factors to consider when choosing teahing method to be use:
1. Instructional objective
2. Nature of the subject matter
3. The learners
4. The teacher
5. School policies
Application
Answer the following as required.

1. By means of graphic organizer, give the characteristics of an integrated approach.
2. In your previous classes, what are the graphic organizers your teachers use? Is there
any appropriate graphic organizer that the teachers could use? Explain your answer.
3. Illustrate with symbols or with drawings each of the seven teaching strategy-related
principles.Write it on a sheet of paper.
CONGARTULATIONS!
You have finished
Lesson 3.
*********************************************************************
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Let’s
Assess!
Your task is to craft a 4As Lesson Plan in Mathemitics following the guidelines
presented in this module. Your lesson plan will be rated based on the rubric below:
RUBRICS FOR LESSON PLANNING

Point Total Does Not Needs Meets Exceeds Points
Meet Improvement Expectations Expectation Earne
Expectations d
Objectives Objectives are not Objectives are either Objectives are Objectives are
SMART oriented; SMART oriented or somewhat obviously
Application of not; Minimal SMART oriented; SMART
subject matter application of stated application oriented; clearly
knowledge and subject matter of subject matter stated
skills not evident; knowledge and knowledge and application of
Domains and skills; Domains and skills; some subject matter
levels are not levels are addressed domains are knowledge and
addressed; do not limitedly; slightly included, but not skills; includes
use the ABCD use the ABCD all three or not three domains
method. method. across all levels; across all
use the ABCD reasoning level
(14-8) method. (LOTS and
HOTS);
(14-0) (17-15) appropriately
use the ABCD
method.
(20-19 points)
Anticipatory Does not tap Limited attempt to Some attempt to Lesson is
Set interest & prior tap interest & prior open lesson by creatively
knowledge, and knowledge, and tapping interest & opened by
describe describe procedures. prior knowledge, tapping interest
procedures. and describe & prior
(1) procedures. knowledge, and
(0) procedures are
(3-2) described.
(5-4 points)
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Procedures Details are not Limited details Detailed some Detailed all
provided to teach provided to teach content required content and
content; Teaching content; Teaching for instruction; resources
strategy not clear strategy not clear or Some teaching required for
or MI theory not MI theory not strategies instruction;
evident; Methods evident; Limited included with use Includes a
of student inquiry methods of student of MI theory; variety of
not evident; lower inquiry used; lower Some methods of teaching
level questioning; level questioning; student inquiry strategies using
limited use of some use of listed; some open Multiple;
technology technology ended questions Intelligences
included; theory; Used
appropriate use of multiple
technology methods or
(14-12) inquiry for
(11-0) student learning
incorporating
Bloom’s
taxonomy;
(17-15) effective use of
technology
(20-18 points)
Special Strategies not Some strategies not Strategies Specific
Accommodati specific enough specific enough to designed to allow strategies
ons to support student support student success for most designed to
learning based on learning based on students based on promote success
TimeCircumstanc Time- Time for all students
es, Tasks, Circumstances, Circumstances, based on Time
Communication, Tasks, Tasks, Circumstances,
Response Modes; Communication, Communication, Tasks,
No evidence of Response Modes; Response Modes; Communication,
Differentiated Limited evidence of Some Response
Instruction Differentiated Differentiated Modes;
(11-0) Instruction Instruction Differentiated
(14-12) evident Instruction
(17-15) clearly evident
(20-18 points)
Closure Summary not Limited use of Some summary Summary
evident or does summary to provided to provided to
not reinforce reinforce learning reinforce learning reinforce
learning (0) (1) (3-2) learning and link
to future
learning
(5-4 points)
Assessment Not connected to Connected to Appropriate; Appropriate and
objectives or not objectives to a connected to connected to all
appropriate; Does limited degree; some objectives; objectives;
not include plans Plans for either Plans for both Specific
for either formative or formative and description of
formative or summative summative both formative
summative assessment; States assessment; and summative
assessment; Does one way to States at least two assessments;
not include any represent learning; different ways to Details at least
ways to represent e.g. concept map, represent two different
learning quiz, reflective learning; e.g. ways to
(11-0) response concept map, represent
(14-12) quiz, reflective learning; e.g.
response concept map,
(17-15) quiz, reflective
response
(20-18 points)
TOTAL POINTS
(Source:http://www.stmary.edu/d/NCATE/Elementary%20Ed%20Program%20Review/Section_IV_As
sessment_2_Rubric.pdf)
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Summary
Goals and Objectives:
The following principles must guide us in the information of lesson objectives;
• Begin with the end in mind. Let us begin our lesson with a clearly defined objective.
• Share lesson objective with students. If our students make the lesson objectives their
own, they may end up more motivated to attain their personal targets.
• Lesson objectives must be in the three domains of learning- cognitive, psychomotor
and affective. We should aim to integrate knowledge, skills and values.
• Work on significant and relevant lesson objectives. Lesson objectives become
significant when the lessons are connected to the life of our students.
• Lesson objectives must be aligned with the aims of education as embodied in the
Philippines Constitution and other laws and vision-mission statements of the
schools where we teach.
• Aim at the development of critical and creative thinking.
• For reasons of accountability, lesson objectives must be SMART – Specific,
Measurable, Attainable, Result-Oriented, and Timebound.
A taxonomy of objectives in the cognitive, psychomotor, and affective domains arrange
from the highest to lowest level are given by Benjamin Bloom (revised by Anderson),
David Krathwohl and Anita Harlow, respectively.
Selection and Organization of Content

While we are not totally free from selecting the content of what we teach
because it is already laid down for us by our leaders, we have a choice in what we
emphasize, how to organize and present. In our organization, we must consider the
following elements: 1) validity, 2) significance, 3) balance, 4) self-sufficiency, 5)
interest, 6) utility, and 7) feasibility
Like our lesson objectives, our subject matter content is an integration of
cognitive, skill and affective elements. The cognitive content dwells mainly on 1) facts,
2) concepts, 3) principles, 4) hypotheses, 5) theories, and 6) laws. Facts are at the base
of the cognitive triangle. The skills content are the various levels of thinking skills and
the manipulative skills – 1) divergent thinking, 2) convergent thinking, 3) problem
solving, 4) metaphoric thinking, 5) critical thinking-verbal reasoning, argument
analysis, hypotheses testing and decision making, and 6) creative thinking.
The effective content is devoted to the development of values and attitudes.
These values and attitudes are at the apex of subject matter content triangle. There is a
skill component in the cognitive and in the same way that there is also a cognitive
component in the skill lesson. The value lesson has cognitive basis and a skill
component, the behavioral expression of the value. The cognitive and skill content can
serve as a vehicle for the teaching of values.
Selection of and use of Teaching Strategies
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Here are some principles:
• Learning is an active process. Nobody can learn for himself/herself except the
person himself/herself.
• The more senses that are involved, the better the learning.
• Learning is meaningful when it is connected to students’ daily life.
• Emotion has the power to increase retention and learning.
• An integrated teaching approach is far more effective than teaching isolated bits of
information. An integrated approach incorporates research-based and brain-based
instructional strategies and includes the acquisition of knowledge, skills, as well as
values.
• There is no such thing as best method. the best method is that which yields result.

References
Brenda B. Corpuz Ph.D., Gloria G. Salandanan Ph.D. (2015). Principles of Teaching 1. Quezon
City, Metro Manila: LORIMAR PUBLISHING INC.
University Libraries (2020). Research Guides. Retrieved from

https://lib.guides.umd.edu/c.php?g=598357&p=4144007. Retrieved on August 15,
2020.
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Module 5: Approaches and Methods
Hello! Welcome to Module 5. In this module, you will discover the

different approaches and methods in teaching Mathematics. Way to go,
futureObjectives/Outcomes:
Module teacher!
• describe the teaching approaches of the K to 12 Curriculum;

• compare direct and indirect instruction with deductive and inductive methods
of teaching;
• show how constructivist is teaching is done by the use of interactive,
collaborative, and inquiry-based activities;
• describe how problem-based learning and project-based learning are used as
teaching method; and
• present the nine categories of research-based, effective instructional strategies
by means of a graphic organizer.
Lesson 2: Constructivist Teaching: Interactive, Collaborative, Integrative, and
Inquiry-based
Lesson 3: Problem-Based Learning and Project-Based Learning
Lesson 4: Research-Based Teaching and Learning in the 21st Century
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MODULE 5: Approaches and
Methods
OBJECTIVES

• distinguish among approach, method and technique;
• classify the approaches and methods according to their similarities;
• compare direct and indirect instruction with deductive and inductive methods
of teaching; and
• describe the teaching approaches of the K to 12 Curriculum.
Time frame:
Activity:
Picture me out
Analyze the given quotes and answer the following questions.
1. What is the meaning of the quote “A thousand teachers, a thousand methods?

2. Do you believe that there is no best teaching method? and why? If not, then what is
the best method?
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Analysis
In your previous Mathematics teachers what method did he/she use that you feel
effective when teaching Mathematics subject? what method your previous mathematics
teacher did you learn best?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Abstraction
Approach, Methods, Strategy and Techniques

Approach - It is a set of principles, beliefs or ideas about the nature of
learning which is translated into the classroom
Strategy - It is a long-term plan of action designed to achieve a particular
goal
Method - It is a systematic way of doing something. It implies an
orderly logical arrangement of steps. It is more procedural
Techniques - It is a well-defined procedure used to accomplish a specific
activity or task. It is a teacher particular style or trick used to
accomplish an immediate objective.
Approach Strategy Method Technique
Teaching Approaches of the Subjects in the K to 12 Curriculum

Section 5 of the Enhance Basic Education Act of 2013 or K-12 curriculum, stated that
the curriculum should be:
1. Learner- • choice of teaching method and technique has the learner

centered as the primary consideration – their: nature, innate
abilities, learning skills and styles, developmental stage,
multiples intelligences, needs, concerns, interest,
feelings, family background
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2. Inclusive • this means no student is excluded from the circle of
learners.
• Everyone is “in”.
• Teaching is for all students regardless of their diversity.
• No favoritism
• no outcast
• no promdi (the word promdi is from the English words
“from the” used in Filipino to refer someone from
province who has just come to an urban place like
Manila; some offensive or derogatory)
• “If you are inclusive in approach, you are truly learner-
centered”.
3. Developme • tasks required of students are within their developmental

ntally stages. You will not expect formal operations thinking
appropriat • from simple to complex, respective of the grade level
e • observing developmental appropriateness is another way
of expressing learner-centeredness
4. Responsive • Connect the lesson to the student’s daily experience.

and • Making your teaching meaningful
Relevant • No to meaningless “mile-wide-inch-deep teaching”
• No teaching-to-the-test
5. Research- • Integrate research findings in your lesson
Based • Make your lesson more interesting, updated, more
convincing and persuasive.
(if your approach is not research-based, you may end up
teaching a subject using the same method and the same
examples again and again)
6. Culture- • Respect for cultural diversity
Sensitive • View all learners as unique individuals, have varied
cultural experiences, beliefs, values, and language
• Don’t judge one culture as a superior than the other
• Be less judgmental, more understanding and empathetic
with your student
7. Contextuali • Put your lesson in a context. (context may be local,
zed and national and global)
Global • Contextualized teaching means exerting effort to extend
learning beyond the classroom into relevant contexts in
the real world
• Indigenize and localize the lessons. (for indigenous
people, the context of your teaching is indigenous
culture. This means that you use your students
indigenous thought patterns, practices, materials and
local celebrations to concretize lessons)
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8. Constructiv • Student’s learn by building upon their prior knowledge
ist (schema)
• It is the students who construct knowledge and meaning
for themselves with teacher’s scaffolding not teachers
constructing knowledge and meaning for the students.
9. Inquiry- • The core of this learning process is to elicit student-

Based and generated questions.
Reflective • Students must begin in formulating questions.
• Risk answers
• Probing for relationships
• Making their own discoveries
• Reflecting on their findings
• Acting as researchers and writers
• Reflective teaching as a teaching approach is making
students reflect on what they learned and on how they
learned and how to improve on their learning process
10. Collaborati • Working together to learn together
ve • Group task
- Solving a problem
- Completing a task
- Creating a product
11. Integrative • Subjects are brought together so that students can grasp a
more authentic understanding of a subject matter under
study
12. Spiral • The same concepts from one grade level to the next in
Progression increasing complexity
• The basics of Math are revisited in every Grade level but
are taught in increasing depth and breadth.
• This means that the four subjects that are taught in high
school such as Mathematics, Algebra, Geometry and
Statistics and Probability are taught beginning with
Kindergarten up to Grade 10 considering the
developmental stage of students.
13. MTB- • Mother Tongue-based Multilingual Education
MLE- • The mother tongue as a medium of instruction from K-3
Based and to be taught as a subject in grade 1 to 3.
• It eliminates the problem on language barrier in the early
barriers.
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Examples of teaching approaches. Some are paired for purposes of contrast.
Examples of Teaching Approaches
Teacher-centered Learner-centered
- The teacher is perceived to be - Believe that the learner is also an important
the only reliable source of resource because he/she too knows
information in contrast to the something and is therefore capable of
learner-centered approach. sharing something.
- is also teacher-dominated.
Subject matter-centered Learner-centered
- Subject-matter gains primacy - the teacher makes adjustments in his/her
over that of the learner. lesson plans to accommodate learners'
- By all means teacher finishes interests and concerns.
teaching subject matter as
scheduled even if learners have
not learned it.
- is also teacher-dominated.
Teacher-dominated Interactive
- only the teacher's voice is - more student talk and less teacher talk
heard - Students are given the opportunity to interact
- teacher is the sole dispenser of with teacher and with other students.
information
"Banking" approach Constructivist
- teacher deposits knowledge - students are expected to construct
into the "empty" minds of knowledge and meaning out of what they
students for students to are taught by connecting them to prior
commit to memory. experience.
Disciplinal Integrated
- limits the teacher to discussing - the teacher connects what he/she teaches to
his/her lessons within the the other lessons of the same subject
boundary of his/ her subject. (intradisciplinary) or connects his/her
lessons with other subjects thus making
his/her approach interdisciplinary and
multidisciplinary.
Individualistic Collaborative
- want individual students - welcome group work, team work,
working by themselves partnerships, group discussion.
Direct Indirect, guided
- Teacher directly tells or shows - Teacher guides the learner to discover things
or demonstrates what is to be for himself/herself.
taught. - Teacher facilitates the learning process by
allowing the learner to be engaged in the
learning process with his/her guidance.
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Other teaching approaches cited in education literature are:
1. Research-based approach - As the name implies teaching and learning are
anchored on research findings.
2. Whole child approach - The learning process itself takes into account not only the
academic needs of the learners, but also their emotional, creative, psychological,
spiritual and developmental needs.
3. Metacognitive approach - The teaching process brings the learner to the process
of thinking about thinking. The learner reflects on what he learned and on his/her
ways of learning
Direct/Expository Approach/Procedural Approach

1. Direct-Deductive/ Lecture Method
Direct method – it is a teacher-dominated method. You lecture immediately on

what you want the students to learn without necessarily involving them in the
process.
- It depends heavily on memorizations of rules, or procedures
for solving problems
Deductive method - begin your lesson with generalization, a rule, a definition

and end with examples and illustrations or with what is concrete.
Examples:
1. You state the rule on deriving the area of a rectangle then apply it with
example.
2. You state the definition and rules of derivatives in calculus and then apply
it with example.
DEDUCTIVE AND DIRECT INSTRUCTION

Begins with: abstract, rule, definition, generalization, unknown
Ends with: experience, examples, details, known
Abstract, rule definition, Experience, examples,

generalization, unknown details, know
2. Demonstration method
- The teacher or an assigned student or group shows how a process is done while
the students becomes observers. This approach is employed in presenting
lessons that used sophisticated equipment and technical know-how.
Example: You want to teach students how to add fraction, how to solve
differential calculus. To teach them the skill or process, you show them how by
demonstrating it. This is the “telling” and “showing”. You are a lecturer and
demonstrator
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Indirect/Guided / Exploratory/ Inductive
1. Indirect-Inductive
Indirect method - it is a learner dominated method. You give the student

an active role in the learning process.
Example: You ask students to share their comments on a new article, share their
thoughts about a lesson related picture like building designs, their standing on
controversial issues. After listening to their thoughts, you continue facilitating
the teaching-learning process by asking more thought-provoking questions and
by leading them to the drawing of generalization, abstraction or conclusion.
Inductive method - opposite to the deductive method. You begin your

lesson with the examples, with what is known, with the concrete and with details.
You end with the students giving the generalization, abstraction or conclusion.
Examples:
1. For the lesson on deriving the area of a rectangle, you proceed this way:
present at least five rectangles of different lengths and widths with computed
areas; then you ask the class how areas were derived; finally ask them to
state in a sentence how the area of a rectangle is derived
2. For the lesson on rules of derivatives in calculus, first you will show them
examples of varied rules in deriving a function (just show it). Then you ask
the class how did it end up with that answer. Of course, you won’t expect
them to understand it instantly by just showing examples, you can help them
not by stating directly why but by guiding them with questions. Finally, you
can ask them to state in a sentence how the rules of derivatives work.
To enable the students to derive the rule, state the formula or give the
definition, be sure you gave enough examples, illustrations and details for
them to be able to see a pattern and come up with a generalization or rule or
definition.
INDUCTIVE AND INDIRECT INSTRUCTION

Begins with: concrete, experience, examples, details, known
Ends with: rule, definition, generalization and conclusion.
Concrete, examples Abstract, rule, definition,

details, known generalization, unknown
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In deductive and direct method, the teacher tells directly the rule and the
generalization and follows it up with concrete examples and illustrations.
We can say that the inductive-indirect method is more superior to the deductive as we
list its advantages below.
Advantages of Inductive-Indirect methods
• The learners are more engaged in teaching-learning process.
• Learning becomes more interesting at the outset because teachers begin with the
experiences of the students. Teacher begin with what they know.
• It helps the development of the learners’ higher order thinking skills. To see
patterns and analyze at the same time in order to arrive at generalizations
requires analytical thinking.
Disadvantages of Inductive-Indirect methods
• When learners not yet capable of drawing generalizations or abstractions, you
may employ all facilitating skills you have learned but students can’t draw and
state the generalization or abstraction you ask for, so you will end up giving the
generalization yourself after spending so much time asking them questions to
help them draw the generalizations.
• It requires more time and so less subject matter will be covered. The teacher
needs much time to lead the students to the formulation of generalizations.
• It is not advisable when subject matter is quite difficult, very new or no reading
material is readily available. In short, you, the teacher, are the only one
knowledgeable about the subject. So, no matter how good your questions are
there’s nothing you can get out them, since the students practically know
nothing about the subject matter. You can’t squeeze blood out of turnips.
Manipulative skills like dancing tango, focusing the microscope, playing the
guitar, cooking a recipe are better taught with the direct method. Cognitive content like
the law of the conservation of matter and energy, the laws of the land are better taught
with the direct method.
2. Inquiry Method
- When children learn by interacting with their environment, they are said to be
inquiring. Students ask about something, do something to obtain information
and process the information.
3. Problem Solving Method

- A teaching strategy that employs the scientific method in searching for
information.
4. Project Method
- The learners solve a practical problem over a period of several days or weeks.
Project work focuses on applying, not imparting, specific knowledge or skills,
and on improving student involvement and motivation in order to foster
independent thinking, self-confidence, and social responsibility.
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There is no such thing as better or best method. The best method is the method that
work, the method that is effective, the method that will enable you to realize your
intended outcome.
Factors of effectiveness of a method:
1. Teacher’s readiness
2. Learner’s readiness
3. Nature of the subject matter
4. Time allotment for a subject
Application
A. Identify the approach described. Because the approaches described

overlap, you may have more than one answer, provided you can defend your
answer.
Learner-centered contextualized and global

Inclusive constructivist
Developmentally appropriate inquiry-based and reflective
Responsive and relevant collaborative
Research-based integrative
Culture sensitive MTB-MLE based
Spiral Progression
1. As learning progresses, more and more details are introduced.

2. All people are of equal value and consequently, all educational settings should make
high-quality, balanced provision to help all learners achieve their full potential.
3. Children learn best when they are explicitly taught social and emotional skills along
with their academic lesson.
4. Teaching begins with the child’s language.
5. Teacher asks students to research on community issues; introduces math concepts in a
practical, mechanical context, and creates opportunities for IP students to learn in
relation to their culture.
6. Teachers relate subject matter content to meaningful situations that are relevant to
students’ lives.
7. Classroom approach incorporates the students’ social and emotional growth into their
academic learning, stemming from the notion that learners learn best through social
interaction.
8. An elementary school teacher presents a class to measure the length of a bougainvillea
plant. Rather than starting the problem by introducing the ruler, the teacher allows
students to reflect and construct their own method of measurement
9. In 2019 according to Popular Mechanics, Professor Po-Shen Loh of Carnegie Mellon
University made and popularize the new way of approaching quadratic equations. Dr.
Loh points out that the math he’s using has been known for centuries, but his
descriptive approach is fresh, and may prove preferable for new generations of students
learning quadratic equations.
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10. A teacher ask to make a simple color graph on a large sheet of paper, enough to fit in a
bulletin board or for everyone to see. Cut out small squares from construction paper
that matches the colors named on the chart. Have each child paste a square of his or her
favorite color on the chart.
11. Second-third grade students will begin to understand how to name and count money.
They may even be adding decimals by the end of the year. Telling time and word
problems begin to enter into the equation.
B. classify the following approaches and methods into 2 or 3 categories. Classify them
according to their similarities.
EXPOSITORY
Example
INTERACTIVE APPROACH Teacher-centered Leaner-centered
WHOLE CHILD APPROACH -Deductive -Problem-solving
method -Inductive
PROBLEM-BASED APPROACH
-Subject-matter
INDUCTIVE MEHTOD centered …
… …
DEDUCTIVE METHOD
… …
EXPLORATORY …
GUIDED APPROACH
SUBJECT-MATTER CENTERED
LEANRER CENTERED
TEACHER CENTERED
COLLABORATIVE
INQUIRY
CONSTRUCTIVIST APPROACH
INTEGRATED APPROACH
DISCIPLINAL APPROACH
DEMONSTRATION METHOD
RESEARCH-BASED
INDIRECT METHOD
DIRECT INSTRUCTION
CONGARTULATIONS!
You have finished
Lesson 1.
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Lesson 2: Constructivist Teaching: Interactive,
Collaborative, Integrative, and Inquiry-based
OBJECTIVES

• show how constructivist is teaching is done by the use of interactive,
collaborative, and inquiry-based activities.
Time frame:
Activity:
Spider Web
Give word/s or phrase/s as much as possible that is connected to the word

constrctivist.
constructivist
Analysis
What do you think are the characteristics of a constructivist teacher?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Abstraction
Features of Constructivist Teaching
Constructivist teaching is based on the belief that learning occurs when learners
are actively involved in a process of meaning and knowledge construction as opposed
to passively receiving information.
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Characteristics of constructivist teaching culled from related conceptual literature:
1. Authentic activities and real-world environments
➢ Learnning situations, environments, skills, content and tasks are
relevant, realistic, authentic and represent the naturalcomplexities of the
‘real world’
➢ Assessment is authentic and interwoven with teaching.
2. Multiple Perspectives
➢ Learning environment “should support multiple perspectives or
interpretations of reality, knowledge construction, and context-rich,
experience-based activities” (Jonassen, 1995).
3. Wholistic, integrative
➢ Knowledge complexity is reflected in an emphasis on conceptual
interreletadeness and interdisciplinary learning.
4. Self-directed learners
➢ The student plays a central role in mediating and controlling learning.
➢ Goals and objectives are derived by the student or in negotiation with
the teacher or system.
➢ Exploration is a favored approach in order to encourage students to seek
knowledge independently and to manage the pursuit of their goals.
➢ Scaffolding is a facilitated to help students perform just beyond the
limits of their ability.
5. Meaningful Learning
➢ Knowledge construction and not reproduction is emphasized.
➢ The learners’ previous knowledge constructions, beliefs and attitudes
are considered in the knowledge construction process.
Constructivist teaching is interactive, collaborative, integrative and inquiry-based.

A. Interactive Teaching
The word interactive reminds us of people with whom the learners interacts in
order to learn. The learner interact with teacher, other learner, school head, non-
teaching staff and also to the learning material like module, a film, a video clip, a poem,
a map, etc.The interaction can be collaborative teaching and learning.
Why do we promote interactive teaching?

1. Learning is an active process. Only the student can do the learning himself. The
more intense the involvement, the better the learning.
2. Learning is also a social process. Vygotsky’s (1998) social learning theory states
that we learn from others.
3. Every student can serve as a resource person. Just ask the right quesetions.
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Teacher’s task in Interactive Teaching-Learning
1. Must ask specific, non-intimidating feedback questions and HOTS
questions. “Do you have any questions?” is quite general. Find out if they
understood the lesson by asking them questions like why is it that the product
of two negative integer is positive? “who did not understand?” is specific but
intimidating for those who would not want to be singled out for his/her
ignorance.
Ask HOTS questions, when using LOTS - what is the total interior angle of a
triangle?square? is simply restating memorizing the definition. “Why traingle
has a 180°?” is more thought provoking.
2. Must make the focus of interaction clear.
3. Must create the climate favorable for genuine interaction. Take time to listen
genuinely listen to students’ responses. Give sufficient wait time for
students to think of and organize their responses.
4. Must do less talk so students talk more.
Collaborative learning – may be termed peer-to-peer learning

An effective class interaction paves the way to collaboration. Interaction is the
beginning of collaboration.
Collaboration takes on many forms:
1) twinning or partnering or forming a dyad (collaboration of two)
2) triad
3) tetrad (the musical quartet)
4) small group (beyond four but less than ten)
Teacher’s Task in Collaborative learning
1. Begin with the conviction that every students can share something in the
attainment of goal. Collaborative learning operates on respect and trust.
2. Structure tasks in such a way that the group goal cannot be realized without
the members collaborating.
3. Make the goal clear. What they should deliver at the end of collaborative
process?
4. Ensure that guidelines on procedures are clear especially on how their
perforamance is assessed.
5. The task must not end with assessment, at the end of the activity they must
reflect together.
B. Integrative Teaching and Learning

Integrate cones from the Latin word “integer” which means to make whole.
Interdisciplinary teaching
- Integrative teaching and learning means putting together separate
disciplines to make whole. (means boundlessness of disciplines)
- When you teach application of integral calculus in mathematics at
the same time you are also teaching velocity, acceleration in Science.
Art is used to teach Math. Math is taught in art.
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Transdisciplinary teaching
- This means connecting lifeless subject to life itself.
- When the subject matter gets connected to real life, it becomes alive
and interesting.
Intradisciplinary teaching
- This means working within a single discipline.
- When you relate one topic to another topic that is also within the
same subject.
C. Inquiry-Based Teaching
This is teaching that is focused on inquiry or question. The inquiry approach, sometimes
termed “discovery”, “heuristic” and “problem solving” which is “modeled after the
investigative processes of scientist.”
Inquiry-Based learning covers a range of activities to learning and teaching

including:
• Field-work
• Case studies
• Investigations
• Individual and group projects
• Research project
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Application
Show that constructivist teaching approach is implemented when teachers make use of
interactive and collaborative teaching, integrative, and inquiry-based teaching by
giving an inside the classroom example.
Elements of Constructivist Approach Give an example. The first one is done

for you
1. Collaborative During a geometry discussion, teacher
Juan wants to pair up everyone to discuss
and analyze the given example on the
board.
2. wholistic, integrative
3. Authentic activities and real-world
environments.
4. intradisciplinary integration
5. interactive learning
CONGARTULATIONS!
You have finished
Lesson 2.
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Lesson 3: Problem-Based Learning and Project-
Based Learning
OBJECTIVES

• describe how problem-based learning and project-based learning are used as
teaching method; and
• formulate at least one sample project for problem-based and project-based
learning, respectively, based on the K-12 curriculum.
Time frame:
Activity:
Tell Me
In a constructivist perspective, a teacher is a facilitator of learning. How would you

describe a “facilitator of learning?” Cite at least 5.
Analysis
What is the difference between Problem-Based Learning and Project-Based Learning? Are
these still under a constructivist perspective?
Abstraction
Problem-Based Learning (PBL)
- Uses an inquiry model or problem-solving model.
- Students are given a problem, pose questions about the problem, plan on what
and how to gather the necessary information, and come up with their
conclusions (Schneiderman et al., 1998)
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What are the steps in Problem-Based Learning?
1. Read and analyze the problem scenario.
2. List what is known.
3. Develop a problem statement.
4. List what is needed.

5. List actions, solutions and hypothesis.
6. Gather information.
7. Analyze information.
8. Present findings and recommendation.
Reminders for PBL to work

1. The problem must be designed in such a way that different appropriate solutions or
answers may apply.
2. The problem must be a real-world scenario.
3. The problem must be relevant and developmentally appropriate to the student.
4. Guidelines must be set on how the team/group will work together, the expected dates
of completion, and group presentation before the class, the procedures in group
presentation.
5. Teachers give guidance but does not give answer to the problem.
6. Students must be given reasonable time to do the work.
7. Teacher makes clear how the perforamance must be assessed.
GRASPS (by Wiggins and Mc Tighe) - will help you formulate a problem
Project-Based Learning (PrBL/PjBL)
(Source: opi.mt.gov/PDF/Curriculum Guides/ Curriculum… Guides/GRASPS)
- The driving force is the end-product, but the key to success is the skill acquired
during the process of production.
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Students do project-based learning by:
1. defining the purpose of creating end-product;
2. identifying the audience;
3. doing research on topic;
4. implementing the design;
5. solving the problems that arise; and
6. coming up with the product.
It is said that where the problem-based learning ends, project-based leanring

begins. Therefore the steps in problem-based leraning are the first steps in project-based
learning. Added steps are:
Students:
1. conceptualize their project design.
2. critique one another’s design.
3. revise and finalize their project design.
4. present their product to address the problem or implement the project to solve the
problem for those concerned in a program oraganized for this purpose. They answer
questions from the audience.
5. reflect on how they completed the project, next steps they might take, and what they
gained in the process.
→ PrBL/PjBL
→ PBL
• Based on constructivist
approach to learning
• Origin is in • Origin is in
• Learner-focused
medicine and • Experiential science and
medical engineering.
• Geared toward “real world”
allied fields, task • Based on having
architecture, • Inquiry-based an end-product
business • Projects or problem have •
education, more than one answer
and teacher • Simulate professional
education. situations
• Based on • Teacher as coach or
solving facilitator
particular • Encourage to find multiple
problem sources of information
• Emphasis on authentic,
performance-based
assessment
• Relate to the information
processing approach
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Application
a. Essay:
Describe how problem-based learning and project-based learning are used as

teaching-learning method. Describe how PBL and PrBL are used as teaching-learning
methods.
b. Cite an example of PrBL task in a Mathematics subject that can be seen on the K-12
curriculum
CONGARTULATIONS!
You have finished
Lesson 3.
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Lesson 4: Research-Based Teaching and Learning
in the 21st Century
OBJECTIVES

• present the nine categories of research-based, effective instructional strategies
by means of a graphic organizer.
Time frame:
Activity: Tell
Me
In this activity, list down at least 5 things you can associate with “Research-
Based Teaching” and “Learning in the 21st Century.
Analysis
What is Research-Based Teaching? What does it have to do with 21st Century Learning?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Abstraction
Principles of teaching for the 21st century (Donovan,S. and Bransford,J. , 2005).
1. Teachers must address and build upon prior knowledge to promote student
learning.
2. In order to develop understanding and effectively retrieve and apply knowledge in
real-world contexts, students must have factual and conceptual knowledge.
3. Students learn more effectively when they are aware of how they learn and know
how to monitor and reflect on their own learning.
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The Nine Categories of Instructional Strategies
1. Setting Objectives and Provide students with a direction for learning
Providing feedback and information about how well they are
performing relative to a particular learning
objective.
2. Reinforcing Effort and Enhance students' understanding of the
Providing Recognition relationship between effort and achievement
by addressing students' attitudes and beliefs
about learning.
Provide students with abstract tokens of

recognition or praise for their accomplishments
related to the attainment of a goal.
3. Cooperative Learning Provides students with opportunities to
interact with one another in ways that enable
their learning.
4. Cues, Questions and Advance Enhance students' ability to retrieve, use and
Organizer organize what they already know about a
topic.
5. Non-linguistic Representations Enhance students' ability to represent and
elaborate on knowledge using mental images.
6. Summarizing and Note Taking Enhance students' ability to synthesize
information and organize it in a way that
captures the main ideas and supporting
details.
7. Assigning Homework and Extend the learning opportunities for students
Providing Practice to practice, review and apply knowledge.
8. Identifying Similarities and Enhance students' understanding of and ability
Differences to use knowledge by engaging them in mental
processes that involve identifying ways in
which items are alike and different.
9. Generating and Testing Enhance students' understanding of and ability
Hypotheses to use knowledge by engaging them in mental
processes that involve making and testing
hypotheses.
Setting objectives
• Set learning objectives that are specific but not restrictive.
• Communicate the learning objectives to students and parents.
• Connect the learning objectives to previous and future learning.
• Engage students in setting personal learning objectives. Make them own the
learning objectives. This makes them self-directed learners (Dean, et al, 2012)
Providing feedback
• Provide feedback to make students understand what was correct and what was
incorrect and to make clear what students need to do next.
• Feedback should be criterion-referenced. Feedback should make students see
their performance in relation to the expected outcome or the learning target
and not in relation to the classmates' performance.
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• Engage students in the feedback process (Dean, et al, 2012). This way, they
are made to reflect on their own performance and exchange feedback with
peers. This can help them become lifelong learners
Reinforcing Effort
• teach student that success is within their control because it comes as a result of
their effort not because of other people or of luck.
Providing Recognition
• Teachers should recognize effort in relation to learning outcomes not to other
students' performance.
• Provide praise that is specific and aligned with expected performance and
behaviors
Cooperative learning
• Teachers are strongly encouraged to use cooperative learning to lay the
foundation for students' success in a world that depends on collaboration and
cooperation.
Elements of Cooperative Learning
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Overview of selected structures in Cooperative learning
Structure Brief discription Academic & Social

Functions
Roundrobin Teambuilding
Each student in turn shares Expressing ideas and opinions.
something with his/her creation of stories. Equal
teammates participation, getting acquainted
with teammates.
Classbuilding Seeing alternative hypotheses,

Corners Each student moves to a comer values, problem-solving,
of the room representing a approaches. Knowing and
teacher-determined alternative. respecting different points of
Students discuss within corners, view, meeting classmates
then listen to and paraphrase
ideas from other corners
Communication Building
Color-coded Students memorize facts using Memorizing facts. Helping,
Co-op-Cards a flash card game. The game is praising.
structured so that there is a
maximum probability of
success at each step, moving
from short-term to long-term
memory. Scoring is based on
improvement.
Multifunctional
Roundtable Each student in tum writes one Assessing prior knowledge,
answer as a paper and a pencil practicing skills, recalling
are passed around the group. information, creating cooperative
With Simultaneous Roundtable art. Team building, participation
more than one pencil and paper of all.
are used at once.
Jigsaw Each student on the team Acquisition and presentation of

becomes an "expert on one new material, review, informed
topic by working with members debate. Interdependence, status
from other teams assigned the equalization.
corresponding expert topic.
Upon returning to their teams,
each one in tum teaches the
group; and students are all
assessed on all aspects of the
topic.
Co-op Co-op Students work in groups to Learning and sharing complex

produce a particular group material, often with multiple
product to share with the whole sources; evaluation; application;
class; each student makes a analysis; synthesis. Conflict
particular contribution to the resolution; presentation skills.
group.
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Cues, questions and advance oraganizers.
1. Giving a preview of what is to be learned perhaps with the use of pictures
2. Explaining the learning outcomes of the lesson/unit
3. Providing list of guide quesetions that they should be able to answer at the end
of the lesson/unit.
Ask inferential questions and analytic questions.
Analytic questions sample

Anlyzing Errors Construction Support Analyzing Perspectives
• What are the • What is an • Why would
errors in reasoning argument that someone consider
in this would support this this to be good?
information? claim?
Use advance organizers

- Makes clear that the graphic organizers are meant to give the students what
they are expected to learn before the real teahcing takes place. (advance
organizer and graphic organizer are different)
Non-linguistic Representation
- Information is stored in two ways: as words(linguistic) or images (non-

linguistic)
Non-linguistic Representation includes:
1. Graphic organizers – six types of graphic organizers that are common to used
to organize information are: a) desriptive, b) time-sequence, c) process/cause-
effect, d) episode, e) concept patterns.
2. Physical models or manipulatives – are physical tools of teaching that engage
students visually and physically with objects such as coins, money, blocks,,
puzzles, maps, mock-ups and models.
3. Mental pictures – mental pictures or mental images are the reperesentations of
physical world in a person’s mind.
4. Create picutres, illustrations and pictographs – creating pictures,
illustrations or pictographs by hand or on a computer is an opportunity for
persoalized learning.
5. Enagaged in kinesthetic activity – Jensen(2001) claims that students move
around as part of learning activities, they create more neural networks in their
brain and the learning stays with them longer.
Summarizing and note taking
- The following processes can help students to do the summarizing: (1) use
summary frames and (2) engage students in reciprocal teaching.
Summary frames – is a series of questions or statements that need to be

completed.
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a) Augmentation frames
1. what is the basic claim or focus of the information?
2. what information is presented that leads to a claim?
3. what examples or explanations support the claim?
4. what restricts the claim?
b) Problem-solution fram
1. what is the problem?
2. what is the possible solution?
3. what is another possible solution?
4. what solution has the best chance of succeeding and why?
c) Conversation frame
1. how did the members of the conversation greet one another?
2. what question or topic was insinuated, revealed or referred to?
3. how did the conversation progress?
4. how did the conversation conclude?
Reciprocal teaching – refers to an instructional activity in which students become

the teacher in a small group reading sessions
Assigning Homework and providing practice

To ensure the homework works:
1. design homework that provides students with opportunities to practice
2. provide feedback on homework
3. align homework to lerning objective.
Identifying Similarities and Differences
1. Comparing – is showing similarities and differences

2. Classifying – is the process of organziing gorups and labeling them according
to their similarities.
3. Creating methapors – is the process of identifying a general or basic pattern in
a specific topic and then finding topic that appears to be quite different but has
the same general pattern.
4. Creating analagies – is the process of identifying relationships between pairs of
concepts or between relationships.
Generating and testing hypotheses
- When students generate and test hypotheses they actually apply principles
learned. It is not only applicable in science, when students make prediction
based on evidence or ask “If I do this, what might happen?”, they are also
engaged in the process of generating and testing hypotheses.
83 | P a g e
Application
By means of a graphic organizer, explain the nine categories of research based,

effective instructional strategies.
CONGARTULATIONS!
You have finished
Lesson 4.
*********************************************************************
Let’s Assess!
After learning about classroom management, your task is to conduct an actual micro-
teaching demonstration with 3-5 students. Your demo should not be less than 30
minutes and more than one hour. This will be done through a video to be submitted at
the end of the semester. Make sure to emphasize what you learned about classroom
management. Make sure to make it an inductive-indirect demo. This will be rated using
the rubrics provided.
94- 88- 82-
100-95 77-72
89 83 78
Excellent Unsatisfactory
VS S Fair
I. LESSON PLANNING
A. Objectives were stated in behavioral terms.
B. There was congruence between:
1. objective and subject matter
2. objective and teaching procedure
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3. objective and formative test
4. objective and assignment
II. TEACHING METHODS

A. Method/s used was/were suited to the
needs and capabilities of the students.
B. The teacher was creative enough to adapt
his/her method to the students’
capabilities.
C. Visual aids and other examples were
used to illustrate the lesson.
D. The teacher made effective use of the
formative test after teaching.
III. CLASSROOM MANAGEMENT
A. The teacher had a systematic way of
checking:
1. Attendance
2. Assignment/homework
3. Practice exercises
4. Group work/projects
5. Passing in and out of the room.
6. Correcting, distributing, and

collecting paper
B. Order and discipline were present in the
classroom.
C. Visual aids were within easy reach of the
teacher during hi/her teaching
IV. COMMUNICATION SKILLS
A. The teacher spoke clearly with a well-
modulated voice.
B. The teacher used correct grammar in
speaking
C. Correct responses were given by the
students through the teacher’s skillful
questioning.
D. He/She observed correct pronunciation.
E. The board work of the teacher was free

from errors in grammar in spelling.
F. The teacher’s handwriting on the board
and lesson plan was legible enough to be
read and understood.
V. TEACHER’S PERSONALITY
A. The teacher is neat and well-groomed.
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B. The teacher is free from mannerism or
physical defects that tend to disturb the
student’s attention.
C. The teacher’s personality is strong
enough to command respect and
attention.
(Source : Educ 11- Student Teaching)
SUMMARY
A Constructivist approach to teaching has the following features: authentic

activities and real-world tasks, multiple perspectives, wholistic and integrative,
self-directed learners, meaningful learning, collaborative and interactive learning.
these features are found in interactive and collaborative, integrative and inquiry-
based teaching-learning activities.
Problem-Based Learning (PBL) and Project-Based Learning or Collaborative

Project-Based Learning (PrBL/PjBL/C-PBL) are constructivist. They are highly
interactive, collaborative, inquiry-based and integrative.
PBL and PrBL have many things in common but PrBL is more than PBL.
PBL looks into the causes of a real-world problem and proposes solution to the
same. PrBL goes beyond what PBL does. It presents a project to address a
problem. It can be said that PrBL comes after and builds on PBL.
Both PBL and PrBL have the following features:
• Based on constructivist approach to learning
• Learner focused
• Experiential
• Geared toward “real world” tasks
• Inquiry-based
• Projects or problems have more than one approach or answer
• Simulated professional situations
• Teacher as coach or facilitator
• Students generally working in cooperative groups
• Students, encourage to find multiple sources of information
• Emphasis on authentic, performance-based assessment
• Relate to the information processing approach
PBL and PrBL are very much attuned to be constructivist and learner-centered K
to 12 Curriculum, including the balance of assessment practices than K to 12
Curriculum espouses – traditional and authentic assessment, with emphasis on the
latter.
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To help students learn for mastery, the teacher must ensure mastery by seeing to
it that he/she creates a positive learning atmosphere develops thorough
understanding the lesson not only memorize or recall it, and that by giving
opportunities to students to extend and apply their learning.
There are nine effective instructional strategies backed-up by research that
can be categorized into three: 1) creating the positive environment for learning, 2)
helping students develop understand and 3) helping students extend and apply
knowledge.
What are effective ways of creating positive environment? 1) setting
learning objectives and providing specific feedback in relation to the objectives,
2) reinforcing students’ individual effort which is the most reliable way to
achievement and providing genuine recognition and 3) employing cooperative
learning.
To help students develop understanding of lessons learned, the following
strategies were found to be effective: 1) focusing on what is important by giving
explicit cues, asking questions and advance graphic organizers; 2) using non-
linguistic representations such as graphic organizers, physical models or
manipulatives, pictures, mental pictures, illustrations, pictographs and kinesthetic
activities; 3) summarizing and note taking and 4) assigning meaningful homework
and providing correct practice.
Two ways were given to help students extend and apply their learning.
These are: 1) identifying similarities and differences and 2) generating and testing
hypotheses. To identify similarities and differences, the students can make use of
comparison, classification, metaphors and analogies.
GOOD JOB! You have finished Module

5. See you on the next module!
References
Source: Brenda B. Corpuz Ph.D.,Gloria G. Salandanan Ph.D. (2015). PRINCIPLES OF TEACHING
2. pp. 11-22. PRINCIPLES OF TEACHING 1. pp89-98.Quezon City, Metro Manila:
LORIMAR PUBLISHING,INC.

2. pp. 27-42.Quezon City, Metro Manila: LORIMAR PUBLISHING,INC.


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Module 6: Classroom Management
Hello! Welcome to Module 5. This module will surely give you an idea on
what a real classroom set-up is as you learn how the different principles
and components of an effective classroom management. Way to go,
future teacher!
• discuss the guiding principles of classroom management and their implications
in the classroom;
• state effective techniques to maximize instructional time;
• describe various modes of establishing classroom discipline;
• defend one’s proposed model for a conducive physical environment; and
• justify the establishment of classroom routine.
88 | P a g e
MODULE 6: Classroom
Management
OBJECTIVES
• discuss the guiding principles of classroom management and their implications
in the classroom.
Time frame:
Activity:
What if?
In this activity, pretend that you are a teacher and you caught your students at
the back cheating while you are conducting a test. How would you respond to that
situation? Explain your answer.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Analysis
When can you say that a teacher is a good classroom manager? Is it necessary
to know how to manage a classroom?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
89 | P a g e
Abstraction
”Classroom management is not teaching; it is a necessary condition to

teaching.”
A common problem, sometimes the most common, that beginning
teachers face is poor classroom management. As the quotation said,
classroom management is not teaching, yet it is a pre-requisite to teaching.
We cannot teach when our classes are inattentive, worse when they are
unruly. This is how critical classroom management is.
As classroom managers, we manage resources to facilitate learning.
These resources include the 3 Ms – Moment, Materials, and Man. In the
context of teaching and learning, these are time, teaching materials and other
physical features like desks and tables, and the learners themselves.
Principles in Classroom Management
Consistent proactive discipline is the crux of effective classroom management.

A proactive approach to discipline prevents unnecessary disciplinary problems from
cropping up.
Establish routines for all daily tasks and needs. Routinized collection of
assignments, passing of papers, and preparation for experiments saves a lot of time
and effort.
Orchestrate smooth transitions and continuity of momentum throughout the

day. These ensure us that every instructional moment is made use of wisely.
Strike a balance between variety and challenge in students’ activities. A variety

of student activities will ensure that students’ multiple intelligences and varied
learning styles are always considered.
As a classroom manager, be aware of all actions and activities in the classroom.

Teachers need to make students feel that they know what students are doing, or the
with-it-ness by Kounin.
Reinforce positive behavior. Be generous with genuine praise. It is our way of

appreciating and recognizing hard work and good behavior.
Work out a physical arrangement of chairs that facilitates an interactive

teaching-learning process. Come up with a physical arrangement that allows
maximum interaction.
90 | P a g e
Treat minor disturbance calmly. Do not make a mountain out of a mole (Ornstein,
1990). If a stern look or gesture can kill the inappropriate behavior, so be it.
Treat minor disturbance calmly. Do not make a mountain out of a mole (Ornstein,
1990). If a stern look or gesture can kill the inappropriate behavior, so be it.
Make good use of every instructional moment. Minimize discipline time to

maximize instructional time.
Application
In this activity, you have to research on the following concepts and elaborate your
answers. Write this on a sheet of paper.
1. Kounin’s concept of with-it-ness. What teacher behaviors manifest with-it-
ness?
2. Bullying in school. What is the extent of bullying in school? What damage does
it bring?
CONGARTULATIONS!
You have finished
Lesson 1.
91 | P a g e
OBJECTIVES
• state effective techniques to maximize instructional time.
Time frame:
Activity: Tell
Me More
In this activity, you have to list at least ten (10) things you observed on your
previous teachers. What do they usually do in class during pre-discussion and during
and after discussion?
Ex.
• Our teacher gives classroom games every after discussion.
• Our teacher tells personal experiences as her examples for a certain topic.
Analysis
Is time management in class important? To what extent do we allow time for other
things other than discussions? What effective techniques can help maximize
instructional time?
Abstraction
What can we do to minimize the time spent on discipline problems in

order to maximize the academic time for instruction and make students spend
time on their academic task? Here are some research-based effective
techniques to make wise all of time:
Orchestrate smooth classroom transitions.

Remain involved with the students during the entire class period allowing for no
idle time.
Use fillers, in case you finish the lesson ahead of time.
Use planning or pacing materials such as a copy of the scope and sequence of the subject
or a calendar for long-term, weekly, and daily planning.
92 | P a g e
Use a common place to keep material such as scissors, school supplies.
Follow a consistent schedule and maintain the procedures and routines established at the
beginning of the year.
Handle administrative tasks quickly and efficiently.
Prepare materials in advance.
Make clear and smooth transitions.
Limit disruptions and interruptions through appropriate behavioral management
technique (Stringe, 2002).
For quality output within an allotted period, here are some suggestions:
Schedule all activities with corresponding time allotment way ahead of time. Early
preparations could avoid haste and confusion.
Provide enough time for everything you expect to happen.
Avoid rushing since you know you have carefully allotted required time for every activity.
Quality may suffer.
Anticipate difficulties or failure of some operations in order to be able to pursue alternative
actions.
Be flexible with time assignments. If students are observed to be so interested and eager
to continue working, allow a little more time to complete and achieve the objectives with
satisfaction.
Set the example by showing that you are time-conscious. They will develop the same
precision regarding time utilization.
Application
Answer this activity on a sheet of paper.

1. Explain how instructional media can help you maximize instructional time.
2. The time a teacher spends on disciplining students inversely affects student
achievement outcomes. Explain.
CONGARTULATIONS! You
have finished Lesson 2.
93 | P a g e
OBJECTIVES
• trace some causes of disciplinary problem;
• state ways of preventing disciplinary problems;
• describe various modes of establishing classroom discipline; and
• judge the acceptability of given ways of dealing with discipline problem.
Time frame:
Activity:
Let’s Check
Write ✔ if the following disciplinary actions are appropriate and ✖ if not.

_____1. Call the attention of the students who caused trouble in class and scold them
during class.
_____2. Have a private conference with the student/s concerned.
_____3. Use corporal punishments.
_____4. Talk with the parents of the students if necessary.
_____5. Expel the student/s directly after causing trouble in class.
Analysis
What are some causes of disciplinary problems? How can disciplinary

problems be prevented? What are acceptable and unacceptable ways of dealing with
discipline problem?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
94 | P a g e
Abstraction
The subject of discipline is a matter of continuing and great

concern in schools. We read about bullying and physical violence
happening in schools. Much learning time is lost due to disciplinary
problems. Teachers may be partly blamed because of mistaken ideas
about discipline which have led them to be hesitant in controlling
behavior. Teachers, administrators and parents and other education
stakeholders see the need for the exercise of appropriate and effective
discipline in school.
Discipline is controlled behavior. It constitutes the next
important concern of teachers as part of good management. No matter
how well-managed a learning environment is, students will occasionally
misbehave. Teachers must be ready to deal with them with utmost care
and consideration.
Some Causes of Disciplinary Problems
Unfavorable learning conditions. Some of the most common causes of

classroom problems point prominently to unfavorable learning conditions such as
overcrowdedness, poor lighting facilities and inadequate ventilation, disorderly
positioned furniture and storage cabinets, inappropriate seating arrangement, and
near sources of noise.
Teacher’s poor management skills. The teacher’s lack of adequate

knowledge and skills in handling occurrences of misbehavior likewise
contributes to a trouble-prone setting. The teachers’ ability to meet discipline-
challenging situations can spell the difference between a good or distressed
classroom control. So much depend on their a) knowledge and skill in
employing a wide range of classroom strategies and procedures, and b) personal
and emotional attributes.
Students’ varied background. The students bring to the classroom a surprising

record of individual attitudes, interests and abilities. Said characteristics could
be traced from their differences in a) family background, b) physical and mental
capacities, and c) emotional traits among others.
The teachers’ way of dealing with the students may be wanting in developing a
congenial and harmonious relationship, one that is brought about by a pleasing
and gracious attitude. Some possess distinctive temperaments that can either
attract or distract students’ attention and can lead to truce or miscontrol of
behavior.
95 | P a g e
How to Prevent Discipline
Problems
Seasoned teachers have learned how to prevent discipline problems. They have
accepted a varied experiences that no matter how hard they try, somehow a case of
misbehaving my occur. The following are some proven effective measures:
Depending on the students’ abilities and interests, teachers can implement group-
oriented methodologies such as: 1) cooperative learning approach, 2) team learning, 3)
peer tutoring, 4) group project and collections. Such strategies promote strong
cooperation and shared group responsibility in all classroom undertakings, thus
eliminating sources of potential problems. Involving them in planning learning task
insure active involvement and participation rather than passive attention as in routine
activities.
Teachers who are sensitive to possible misdirection of efforts and interactions are
fast to switch form one technique to another as the need arises. There must be clear
understanding of the objectives of the lesson and the strategies to be used. Any misstep
in the procedure will then be avoided. But if the continuous flow of the activity is
hampered by an uncontrolled action, then the ability of the teacher to shift to an
alternate activity will be necessary.
Of prime importance are the teachers’ personal attributes such as 1) patience, 2)

compassion, 3) concern and caring attitude, and 4) respect and trust for others. A calm
and composed reaction in the midst of an untoward behavior can ensure an acceptable
solution for all. A compassionate teacher understands and feels sympathetic towards
students’ struggles and sufferings. A deep concern for their welfare and growth is easily
appreciated.
Of prime importance are the teachers’ personal attributes such as 1) patience, 2)

compassion, 3) concern and caring attitude, and 4) respect and trust for others. A calm
and composed reaction in the midst of an untoward behavior can ensure an acceptable
solution for all. A compassionate teacher understands and feels sympathetic towards
students’ struggles and sufferings. A deep concern for their welfare and growth is easily
appreciated.
The teachers’ teaching style will determine how the students will respond, at times
receptive, sometimes withdrawn. This points to the way they move around during the
class activity, how the procedures are clearly explained. Involving everyone from the
planning to the implementing of the lesson results in well-coordinated investigations
and discussions of findings, thus leaving no one in drawing correct conclusions. The
use of appropriate assessment tools and evaluation techniques will show a final
achievement of learning objectives.
96 | P a g e
VARIOUS MODES OF ESTABLISHING DISCIPLINE/CLASSROOM CONTROL
Authoritarian
Assertive Laissez faire No
Control control
The teacher has The students can do

total control of as they please. There
discipline. is no teacher control.
Discipline is In the assertive type
believed to be the of discipline,
exclusive discipline is both a
responsibility of the responsibility of the
teacher and the
teacher. He/she has
students. The
the right to insist
students participate
proper behavior.
in formulating rules
He/she announces for their own
the rules that behavior and they are
students are expected to observe
expected to follow. them.
COMMON PRACTICES ON DISCIPLINE

1. Discipline is the students’ responsibility.
2. Discipline is the teachers’ way of establishing a desirable student-oriented environment
for learning.
3. Discipline is coupled with effective teaching strategies and techniques.
4. Discipline is achieved through the effects of group dynamics on behavior.
5. Discipline is believed to be the exclusive responsibility of the teachers.
Application
Research on other models of discipline such as that of:

1. Kounin
2. Jones
3. Rogers
4. Ginott
97 | P a g e
OBJECTIVES
• defend one’s proposed model for a conducive physical environment.
Time frame:
Activity:
Bucket List
In this activity, you will list at least five (5) things that you can associate with a
conducive learning environment. Write your answer on the space provided.
1. _________________
2. _________________
3. _________________
4. _________________
5. _________________
98 | P a g e
Analysis
What constitute a conducive physical learning environment?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Abstraction
A well-designed utilization of classroom space is of utmost

necessity if the aim is to be able to manage all learning activities to a
successful completion. How should the environment be structured for
effective teaching and learning?
A conducive physical learning environment includes:
Conveniently arranged furniture. The physical features in the classroom must

be located in areas where the contents should be viewed well and be made available
for use. Well-arranged, they make the room look spacious and orderly.
Flexible seating arrangement. The seating arrangement deserves foremost
consideration since the students stay in each at the longest time during the day. The
choice of the right size of the chair would depend on the students’ size. Below are
some sample seating arrangements:
Traditional rows in columns are

ideal for establishing classroom
management. This arrangement
allows students to focus on you
when you are lecturing or
teaching routines and procedures.
It is great for direct instruction.
99 | P a g e
Position student desks so that they
face the center when you are
facilitating classroom
discussions. The outer area is
ideal for skits, role playing, and
student demonstrations. It
creates a friendlier atmosphere
and can be used in lieu of
traditional rows.
Situate chairs around tables so

that students do not have their
backs facing you. When it is time
for small group activities, they
can move their chairs to face each
other. This arrangement is deal for
cooperative learning activities.
Be aware that seating students in
groups invites dialogue, which is
great if that is your purpose.
This format is wonderful if you

have desks because you can
rearrange them from traditional
rows into groups and back again,
depending on your lesson plan.
Teach students how to quickly
rearrange the desks to facilitate
small group work.
100 | P a g e
Physical condition of the classroom. This includes the neatness of the classroom.
Teachers should avoid slippery floors, rickety chairs and old furniture. Potted plants
and flowers are also encouraged for a lively and fresh look. Of course, proper lighting
and ventilation must be provided. Lastly, the psychological atmosphere is also
important.
Application
In this activity, you will make a sketch of a conducive physical learning environment.
Put it on a bond paper.
CONGARTULATIONS!
You have finished
Lesson 2.
101 | P a g e
OBJECTIVES
• justify the establishment of classroom routine.
Time frame:
Activity:
Tell Me
In this activity, you have to narrate some observations as to how your previous
teachers start and end your class.
Analysis
What routines can be established for an efficient and effective teaching-learning

process?
102 | P a g e
Abstraction
“Routines are the groundwork for a well-orchestrated classroom.”
Routines have to be learned. We get used to doing them in order

for them to become routinized. It is, therefore, necessary that we identify
and explain specific rules and procedures on our classrooms. When? The
first days of school will be most timely. It is also good to rehearse
classroom procedures (especially for elementary pupils) until they
become routines. Reinforcing correct procedure and re-teaching an
incorrect one will be of great help.
Some routines on the following can be of great help:
• Beginning and ending the class day or period transitions

• Getting/distribution of materials and equipment
• Group work
• Seatwork and teacher-led activities
BEGINNING AND ENDING THE CLASS DAY OR PERIOD

Read this vignette to get an idea on how Mr. Castro efficiently begins and ends
his class.
M. castro’s routines for starting and ending class were designed to get the most
from the 47-minute period and to shift some of the management responsibilities to the
students. To achieve this, students were organized into groups with specific roles
assigned on a rotating basis. One student in each group took on the role of
“Organizer”. During the first minute of the class, the Organizer’s job was to check
with each group member to determine of anyone needed make-up assignments
explained and to ensure that everyone had the required materials for the class. Mr.
Castro, at the same time, scanned the room to mark attendance and tardies in his grade
book. Within a minute or two, the students and Mr. Castro were ready to begin working.
At the end of the class, the “Organizer” was given time to make sure that everyone had
recorded and understood the homework. If problems or confusion occurred that could
not be addressed within the group, the Organizer asked Mr. Castro for assistance. This
group approach in Mr. castro’s opinion, helped to ensure that student’s individual
needs were addressed immediately, which minimized the potential for classroom
disruptions. (Except for the change of name, this vignette was lifted from Robert J.
Manzano, (2003) Classroom Management That Works, Alexandria, Virginia, ASCD).
Management of most instructional interruptions is fully within the teacher’s
control. Transitions can either be anticipated or unanticipated.
103 | P a g e
TRANSITIONS
Anticipated Unanticipated
transition transition
➢ Beginning of an
instructional plan
➢ Between instructional
episodes
➢ After and
instructional episode
➢ Equipment set-up and
take-down
➢ Material
distribution/collection
➢ From teacher-to-
student-centered
activity
➢ Beginning/end of
class or school day
USE OF MATERIALS AND EQUIPMENT

Make clear your rules and procedures on the distribution and collection of
materials, storage of common materials, the teacher’s desk and storage areas, students’
desk and storage areas, the use of the pencil sharpener.
GROUP WORK
Research shows that group work like cooperative learning has a positive impact
on student achievement, interpersonal relationships and attitudes about learning
(Marzano, 2003).
Rules and procedures on group work address the following areas:
➢ Movement in and out of the group
➢ Expected behaviors of students in the group
➢ Expected behaviors of students not in the group
➢ Group communication with the teacher
SEATWORK AND TEACHER-LED ACTIVITIES
Rules and procedures in these areas pertain to:
➢ Student attention during presentations
➢ Student participation
➢ Talking among students
104 | P a g e
➢ Obtaining help
➢ Out-of-seat behavior
➢ Behavior when work has been completed
Application
Essay:
1. Is it wise to give all your rules and procedures on the first day of school? Why
or why not?
2. You might find the class in a situation when the interest and concentration is at
its peak. Time limit is due. Would you allow them to continue?
*********************************************************************
Let’s Asses!
After learning about classroom management, your task is to conduct an actual micro-
teaching demonstration with 3-5 students. Your demo should not be less than 30
minutes and more than one hour. This will be done through a video to be submitted at
the end of the semester. Make sure to emphasize what you learned about classroom
management. This will be rated using the rubrics provided.
94- 88- 82-
100-95 77-72
89 83 78
Excellent Unsatisfactory
VS S Fair
I. LESSON PLANNING
A. Objectives were stated in behavioral terms.
B. There was congruence between:
105 | P a g e
5. objective and subject matter
6. objective and teaching procedure
7. objective and formative test
8. objective and assignment
II. TEACHING METHODS

E. Method/s used was/were suited to the
needs and capabilities of the students.
F. The teacher was creative enough to adapt
his/her method to the students’
capabilities.
G. Visual aids and other examples were
used to illustrate the lesson.
H. The teacher made effective use of the
formative test after teaching.
III. CLASSROOM MANAGEMENT
D. The teacher had a systematic way of

checking:
1. Attendance
2. Assignment/homework
3. Practice exercises
4. Group work/projects
5. Passing in and out of the room.
6. Correcting, distributing, and

collecting paper
E. Order and discipline were present in the
classroom.
F. Visual aids were within easy reach of the
teacher during his/her teaching
IV. COMMUNICATION SKILLS
G. The teacher spoke clearly with a well-

modulated voice.
H. The teacher used correct grammar in
speaking
I. Correct responses were given by the
students through the teacher’s skillful
questioning.
J. He/She observed correct pronunciation.
K. The board work of the teacher was free

from errors in grammar in spelling.
L. The teacher’s handwriting on the board
and lesson plan was legible enough to be
read and understood.
V. TEACHER’S PERSONALITY
106 | P a g e
D. The teacher is neat and well-groomed.
E. The teacher is free from mannerism or

physical defects that tend to disturb the
student’s attention.
F. The teacher’s personality is strong
enough to command respect and
attention.
Source : Educ 11- Student Teaching
SUMMARY
Classroom management plays a critical role in the teaching-learning process.

Effective teaching and learning cannot take place in a poorly managed classroom. There
are several guiding principles that are research-based. These principles are centered on
consistent, proactive, balanced, vigilant, reasonable, and wholistic classroom
management.
The teaching-learning process takes place in a setting, the classroom. The
psychological climate that comes as a result of the interaction of the key players in the
classroom may matter more than the physical condition of the classroom. But the
physical environment also exerts influence on learning. A conducive physical
environment is one where instructional materials, desks and other furniture are arranged
in such a way that student movement and active participation in learning activities are
not obstructed. A conducive physical environment allows for flexible arrangement of
furniture. Most of all, it is a safe, clean, peaceful and noise-free environment.
“Routines are the groundwork for a well-orchestrated classroom.” The
establishment of routines helps maximize time for instruction. Routines can be
established to begin and end lessons, to make transitions smooth, to distribute and
collect instructional materials, to conduct group work, seatwork and other teacher-led
activities.
References
Source: Brenda B. Corpuz Ph.D., Gloria G. Salandanan Ph.D. (2015). Principles of Teaching 1.
pp 157-182.Quezon City, Metro Manila: LORIMAR PUBLISHING INC.
107 | P a g e

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MATH 17:

Principles and Strategies in Teaching Mathematics

Units / Credit Equivalent: 3 units

Module 6: Classroom Management

Lesson 1: Outcomes-Based Education

At the end of the lesson, you are expected to:

Outcomes Clarity of Focus Designing Down

OBE stands for outcomes-based education. As the name

Figure 1. OBE as an approach

CHED Memo 46. S. 2012 mandates outcomes-based

This means that teachers must be Once the intended

establish high, challenging

Spady (1994) made use of two terms, namely, exit outcomes

Figure 2. Enabling Outcomes Leading to the Exit Outcome

Outcomes in Different Levels

Institutional Intended Learning Outcomes (IILOs)

Program Intended Learning Outcomes (PILOs)

Course Intended Learning Outcomes (CILOs)

The institutional outcomes cascade to the program outcomes,

Institution Vision-Mission Statement

Figure 3. Institutional Outcomes as Bases for Program, Course and

- It emphasizes long-term, cross-curricular outcomes that are related directly

Answer the following questions. Minimum of 2 and maximum of 5 paragraphs.

At the end of the lesson, you are expected to:

1. For you what is Mathematics?

The Nature of Mathematics

• Mathematics is the science of patterns and relationship.

The Goals, Standards and Scope of the teaching of Math

When is your thinking called critical thinking?

Holistic Critical Thinking Scoring Rubric

Learning Area Standard

Specific skills and process to be developed are:

Answer the following questions:

1. What are the positive points and negative points of OBE?

Outcomes-Based Education is focused on outcomes. Outcomes come in various

GOOD JOB! You have finished Module 1.

Brenda B. Corpuz Ph.D.,Gloria G. Salandanan Ph.D. (2015). PRINCIPLES OF TEACHING 2. pp.1-

Hello! Welcome to Module 2. In this module, you will be able to unlock

Lesson 1: The Learner

What do you think is the significance of a learner in the teaching-learning process?

The learner is an embodied spirit, a union of a sentient body and a rational

The Fundamental Equipment of the Learner

The students’ native ability dictates the prospects

It refers to students’ innate talent or gift. It

Learners vary in activities that are undertaken

Students who come from different

It refers to an individual perspective and ATTITUDES

HOWARD GARDNER’s 9 MULTIPLE INTELLIGENCES

In a sheet of paper, answer the following questions:

At the end of this lesson, you are expected to:

“Teachers open the door. You enter by yourself.” – Chinese

The Professional Teacher is the “licensed professional

Dispositions and skills to approach all aspects of his/her work in a reflective,

View of learning to teach as a lifelong process and dispositions and skills

Passion in teaching is a compelling force

Humor Humor stands for anything funny, which

Teachers are model of values. Values connote

Open-mindedness -is basic when promoting

It refers to a teacher’s uncomplaining

Enthusiasm It refers to a teacher’s uncomplaining

It is a “solemn promise” to perform the duties and responsibilities

How important is it to have a conducive learning environment? What makes a

“To heredity, the child owes his possibilities. However, to