2018

TEACHER INDUCTION
PROGRAM

MODULE 5
DEPARTMENT OF EDUCATION

BEST | CARDNO
Contents
Module 5: Learning Process................................................................................................................... 1
I. Session 1: Learner-Centered Learning........................................................................................... 2
Desired learning outcomes........................................................................................................ 2
Objectives................................................................................................................................... 2
Pre-Test...................................................................................................................................... 3
Key Concepts.............................................................................................................................. 4
Activities and Assessment.......................................................................................................... 8
Reflections.................................................................................................................................. 9
Post-Test.................................................................................................................................. 10
SESSION 2: LEARNING ENVIRONMENT................................................................................................. 11
Desired Learning Outcomes..................................................................................................... 11
Objectives................................................................................................................................. 11
Pre-Test.................................................................................................................................... 12
Glossary of Terms..................................................................................................................... 13
Key Concepts............................................................................................................................ 14
Activities and Assessment........................................................................................................ 17
Reflection................................................................................................................................. 18
Post-Test.................................................................................................................................. 20

REFERENCES

ANSWER KEYS

i|Pa ge TeacherInductionProgram(Version1.0)
Module 5: Learning Process
The primary purpose of the module is to assist the newly-hired teacher in
understanding the nature of the learners across key learning stages (K to 3, 4 to 6, 7 to
10 and 11 to 12). This module will also help teachers to better understand the why’s
and the how’s of offering learning programs that are responsive to the needs of the
learners.

This module contains the topics on the 21st Century Learners where the newly-hired
teacher will identify the nature of learners in various key learning stages in the
Philippine education setting and will be working on a detailed lesson plan (DLP) with
parts that are aligned with DepED Order #42, s. 2016 with a specific 21st century skills
that he would like his learners to develop. The teacher will also identify learning
programs implemented or offered in his school or district that are responsive to the
needs of the learners in different key learning stages.

In the later part of the module the teacher will do a self-reflection on how he could
become an effective teacher capable in the delivery of quality basic education among the
Filipino learners.

This module is self-paced where it can be worked individually or in pair by teachers

during the school-based In-Service Training (INSET). However, the DLP developed by the
teacher can be used in a demonstration teaching activity during the district or division
INSET to be checked by peers and subject specialists in terms of the appropriateness of
the content and delivery style of the teacher.
 I. SESSION 1: LEARNER-CENTERED LEARNING
Desired learning outcomes
(2.4.1) BTI (2.4.2) PTI

a. Demonstrate understanding of b. Maintain supportive learning

supportive learning environment environment that nurtures and
that nurtures and inspires inspires learners to participate,
learner’s participation. cooperate and collaborate in
continued learning

Objectives
a. Demonstrate knowledge and understanding of the principles on learner-centered
learning;
b. Design a classroom activity by adopting learner-centered learning approaches
and strategies;
c. Apply learner-centered activity effectively through lesson planning.
 Pre-Test
Below are phrases/statements about teaching approaches. Group them
whether they characterize/describe a Learner-centered or not by writing their
corresponding numbers under the appropriate column. F if Learner-centered
and B if otherwise.
1. Learning is based on repetition. (B)
2. Consideration for HOTS tasks. (F)
3. Learning is interactive. (F)

4. Skills are treated in isolation. (B)

5. Students learn how to learn. (F)
6. Collaboration is not evident. (B)
7. Teacher’s role is interactive, rooted in negotiation. (F)
8. Background knowledge taken in consideration as well as new
knowledge. (F)
9. Interdisciplinary exploration is considered. (F)

10.Teacher’s role is directive, rooted in authority. (B)

Below are a range of teaching methods. Tag them to the given teaching strategy to which
you think how they will be employed in your classroom.
compare and contrast, demonstrations, guides for reading,
listening and viewing, lecture, role play, simulations,
case study, cloze procedure, inquiry, problem solving,
reflective discussion, small group discussion, games,
experiments, brainstorming, debates, cooperative
learning, interviewing, field observations, assigned
questions, computer assisted instruction, essays, reports,
research projects

DIRECT INDIRECT INTERACTIVE

INSTRUCTION INSTRUCTION
INSTRUCTION

Compare and contrast, Cloze procedure, case Small group

demonstrations, study, inquiry, reflective discussion,
listening and viewing, discussion, problem brainstorming,
lecture, guides for solving debates, cooperative
reading learning, interviewing
EXPERIENTIAL INSTRUCTION INDEPENDENT

INSTRUCTION

Role, play, simulations, games, Assigned questions, computer

experiments, field observations assisted instruction, essays,
reports, research projects
 Key Concepts
1. Why is it important to understand the principle of learner-centered learning?
Learner-centered learning is an instructional approach in which the learners
influence the content, activities, materials, and pace of learning. This learning model
places the learner in the center of the learning process. The teacher provides learners
with opportunities to learn independently and from one another and coaches them in
the skills they need to do so effectively. (Collins & O'Brien, 2003)

In a learner-centered learning environment, McCombs and Whistler (1997) state

that learners are treated as co-creators in the learning process, as individuals with
ideas and issues that deserve attention and consideration. Learner-centered learning
environments recognize that the prior knowledge of learners powerfully influences
future learning and thus attempt to build on prior knowledge.

2. Five Learner-Centered Learning Principles by Weimer (2002):

a. Student-centered learning shifts the balance of classroom power from
teacher to student thus fostering active learning and engagement among
peers.
b. Student-centered learning enables critical thinking and is a means to develop
knowledge rather than a collection of facts by building upon and challenging
prior learning.
c. Student-centered learning situates the teacher as facilitator and contributor rather
than authoritarian and director of knowledge.
d. Student-centered learning returns the responsibility for learning to the students,
so students are able to discover their strengths and weaknesses and take part in
directing their own knowledge gain.
e. Student-centered learning employs effective assessment to promote learning and
inform future practice.

3. How will teacher apply the learner-centered approaches and strategies in the classroom?
Republic Act No. 10533, SEC. 5.e. states that, the curriculum shall use
pedagogical approaches that are constructivist, inquiry-based, reflective,
collaborative and integrative.

a. What is Constructivism?1
• Learning is an active process
• Learning involves language
• Learning is a social activity
• Learning is contextual
• One needs knowledge to learn
• Motivation is a key component in learning
• Learning is not instantaneous
 Construction of knowledge
 learner’s prior knowledge
 have access to resources
 actively learn
 create, manipulate, and debate knowledge


1
Source: NEAP
 Process, not product
 learning environment tasks the learner with creating or constructing
representations of individual meaning
 Learners systematically gather and evaluate information
• Multiple Perspectives
 Collaboration allows learners to share and reconcile multiple dissonant
perspectives or strategies and find synergistic solutions
 Peers provide multiple interpretations and models that enable the learner to
systematically revisit, rearrange and re-purpose material from different
conceptual perspectives.
 Cognitive apprenticeship
 Process-based evaluation
 TRADITIONAL CONSTRUCTIVIST

Curriculum begins with the part Curriculum emphasizes big concepts

of the whole emphasizing basic beginning with the whole and
skills expanding to include the parts

Strict adherence to fixed Pursuits of students’ question and

curriculum is highly valued interest is valued (Inquiry-based)

Learning is based on repetition Learning is interactive

Teacher’s role is directive, rooted Teacher’s role is interactive, rooted in

in authority negotiation

Assessment- Testing (Correct Assessment- observation, peer

Answer) evaluation, and testing

The teacher is superior and is Teachers serve as guides to the

referred as authority or master students to challenge them to think
harder by considering new ideas

4. What Is Inquiry-Based Approach?

The main activity in a constructivist classroom is solving problems. Students use
inquiry methods to ask questions, investigate a topic, and use a variety of resources to
find solutions and answers. As students explore the topic, they draw conclusions, and, as
exploration continues, they revisit those conclusions. Exploration of questions leads to
more questions.

5. What Is Reflective Approach?

Students control their own learning process, and they lead the way by reflecting on
their experiences. This process makes them experts of their own learning. The teacher
helps create situations where the students feel safe questioning and reflecting on their
own processes, either privately or in group discussions. The teacher should also create
activities that lead the student to reflect on his or her prior knowledge and experiences.
Talking about what was learned and how it was learned is really important.

6. What Is Collaborative Approach?

The constructivist classroom relies heavily on collaboration among students. There
are many reasons why collaboration contributes to learning. The main reason it is used so
much in constructivism is that students learn about learning not only from themselves,
but also from their peers. When students review and reflect on their learning processes
together, they can pick up strategies and methods from one another.
 7. What Is Integrative Approach?2
Integrative learning is linked to the classical tradition of educating the "whole"
person: encouraging "breadth of outlook, a capacity to see connections and hence an
ability to make fundamental decisions and judgments" (Rothblatt 1993:28).

Integrative learning requires the teaching of intentional learning (taking a

deliberative and reflexive stance towards knowledge acquisition): taking into account
different dimensions of a problem, seeing it from different perspectives, and making
conceptual links among the dimensions and perspectives.

Integrative learning leads students to synthesize learning from a wide array of

sources, learn from experience, and make significant and productive connections
between theory and practice. This approach to teaching and learning is necessary in
today's world where technology and globalization transform knowledge practices in all
disciplines and professions: disciplines are now less bounded, with new areas of scientific
knowledge emerging on the borders of old ones, and with a significant exchange of
concepts, methods, and subject matter between the humanities, the social sciences, and
the arts.

Integrative learning requires the teaching of intentional learning (taking a

deliberative and reflexive stance towards knowledge acquisition): taking into account
different dimensions of a problem, seeing it from different perspectives, and making
conceptual links among the dimensions and perspectives

8. What Are the Instructional Strategies and Methods?3

In planning lessons, teachers can choose from a variety of instructional models
and their corresponding strategies and methods. An instructional model is a teacher’s
philosophical orientation to teaching. It is related to theories of learning including
behaviorism, cognitivism, constructivism, social interactionism, and others. An
instructional strategy is a teaching approach influenced by the abovementioned
educational philosophies, while an instructional method is the specific activity that
teachers and learners will do in the classroom.

An instructional strategy is what a teacher uses inside the classroom to achieve the
objectives of a lesson. A teacher can use a strategy or a combination of strategies to do
this. Below are examples of different instructional strategies briefly explained: 4

a. Direct Instruction is systematic, structured and sequential teaching. Its basic

steps include presenting the material, explaining, and reinforcing it. According
to Borich (2001), direct instruction methods are used to teach facts, rules,
and action sequences. Direct instruction methods include compare and
contrast, demonstrations, didactic questions, drill and practice, guides for
reading, listening and viewing, lecture, etc.
b. Indirect Instruction is a teaching strategy in which the learner is an active and
not passive participant. Indirect instruction methods are used for concept
learning, inquiry learning and problem-centered learning (Borich 2011).
Indirect instruction methods include case study, cloze procedure, concept
formation, inquiry, problem solving, reflective discussion, etc.
c. Interactive Instruction is teaching that addresses learners’ need to be active in
their learning and interact with others including their teachers and peers.
2
Source: NEAP
3
Based on D.O. 42, s. 2016
4
Saskatchewan Education 1991
 Interactive methods of teaching include brainstorming, debates, cooperative
learning, interviewing, small group discussion, whole class discussion, etc.
d. Experiential Instruction is teaching students by directly involving them in a
learning experience. This strategy emphasizes the process and not the product
of learning. Experiential learning methods include games, experiments, field
trips, model building, field observations, role play, simulations, etc.
e. Independent Study is teaching in which the teacher’s external control is
reduced and students interact more with the content (Petrina in press).
Independent study methods aim to develop learners’ initiative, self-reliance,
and self-improvement and include assigned questions, correspondence
lessons, computer assisted instruction, essays, homework, learning
contracts, reports, research projects, etc.

Activities and Assessment

Cite an actual classroom situation where the different principles are applied.

PRINCIPLE ACTUAL CLASSROOM SITUATION

Learner-Centered Peer-to-peer discussions. The time in the

Approach:
a. Student-centered learning
shifts the balance of
classroom power from
teacher to student thus
fostering active learning
and engagement among
peers.
classroom should be used to build personal
relationships among students or with the
teacher. Learning how to share ideas,
listen, give feedback, and build a better
answer together. This can be done by
assigning group of students a topic to
discuss upon after which they will present
in class.

b. Student-centered learning Creation of activities that will challenge

enables critical thinking
and is a means to develop
knowledge rather than a
collection of facts by
building upon and
challenging prior learning.
student’s problem-solving skill like
providing comprehension or open-ended or
situational questions. Or, by allowing
students to engage in drills or games.
Encourage creative thinking and develop
higher level thinking skills such as the use
of “brain teasers”. This is the kind of
activity that would work well with small
groups and could lead to interesting
discussions. These types of activities can
also provide examples of “thinking outside
the box” and demonstrate that problems
can be solved in more than one way. The
challenge is not to present activities that
are frustratingly challenging.

Reference:
Downes, S. (2018). Critical Thinking in the
Classroom. In R. Kimmons & R. E. West
(Eds.), Rapid Academic Writing. EdTech

c. Student-centered learning
situates the teacher as
facilitator and contributor
rather than authoritarian
and director of knowledge.
d. Student-centered learning
returns the responsibility
for learning to the
students, so students are
able to discover their
strengths and weaknesses
and take part in directing
their own knowledge gain.
e. Student-centered learning
employs effective
assessment to promote
learning and inform future
practice.
Books.)
Facilitative learning requires that students
do the work. Depending on the
requirements of the task, the teacher will
use the motivation of the investigation to
have a number of classroom activities
ready and available. 
Lessons and activities need to progress
from structured to less structured; from
more directed and closed activities to
more open ones; from modelled to less
modelled; from supported activities to less
supported.
The teacher role therefore moves from
being a supervisor to being more of a
facilitator, scaffolding the learning for the
students. Activities and tasks may
progress from being provided as small
chunks and tasks to being given as larger
tasks and projects.
Reference:
Tout, D., & Motteram, G. (2006).
Foundation numeracy in context.
Australian Council for Educational
Research (ACER). Camberwell: Victoria.
Class presentation or reporting an integral
part of student-centered approach.
Students are given the chance to be free
from teacher’s authority on what or how to
deliver and present certain topics in class.
This activity gives them leeway and
authority on what to include in their
learning.
Peer feedback can play an important role
in a balanced system of student-centered
assessment. It is individualized, and it
actively engages students in the
assessment process as peers familiarize
themselves with the assessment criteria,
examine a particular piece of work, and
identify its unique strengths, weaknesses,
and need for improvement - all of which
they then discuss with the creator of the
work. The focus is on growth through
feedback, followed by opportunities to
 revise, improve, and promote mastery.
Peer feedback is informative and useful for
all in a peer feedback group as they take
turns giving and receiving feedback on
works in progress. Like self-assessment,
however, peer assessment information has
limited value for parents, administrators,
and policymakers

Inquiry-based Approach
Reflective Approach
Collaborative Approach
Reference:
“Technology-aided Formative Assessment
of Learning: New Developments and
Applications.” In H.L. Andrade & G.J.
Cizek, eds. Handbook of Formative
Assessment. New York, NY: Routledge.
Schneider, M.C. & Randel, B. 2010
Students investigate and present their conclusions based
on the unsolved problems.
Students watch a movie based on the topic and they will
write their own reflection about it.
Teacher group her students and do a collaborative effort
in order to create a scene about the said topic.

Select one of the learner-centered learning approaches and strategies. Design a

classroom activity using the approach/strategy. Indicate also the
competency/skill to be developed, objective, method of assessment and procedure
of the activity.

Approach/Strategy: Inquiry-based Approach

Name of Activity: Budget or Bust

Competency/Skill Objective: Learners are inspired to be curious about budgeting

and connect math concepts to responsibly allocating personal funds
to communicate the importance of tracking expenses responsibly
by creating scenarios in which they can perform actual budget calculations.

Method of Assessment: Inquiry-based Assessment

Procedure of Activity: Debit cards involve only the online movement of money; no
actual cash changes hands. This can encourage overspending. To avoid this, students
should learn the math involved in setting a budget. The class will be given a list of
everyday expenses (rent, utilities, phone, food, entertainment, savings, etc.) as well as
an average young adult income. Students should set up a budget using the
information given to see if their theoretical income can cover their expenses. If not,
they will need to adjust their monthly budget until they can live within their means.
This teaches them how to apply basic math as well as percentages, fractions, and
ratios, to their daily lives.

After your insightful reading on the various Learner-centered approaches and

strategies, write a Daily Lesson Plan (DLP) that has learner-centered activity
appropriate to Key Stage based on the DLP standards specified in D.O. 42, s.
2016.

NOTE: Please see attached Daily Lesson Plan (DLP) on page 33 of module 5.
 Reflections
As a teacher how can these principles help you make your learning environment a nurturing
and inspiring for learner’s participation?
Student-centered principle should be a trend and an approach of priority among teachers
and educational institutions. This helps the teacher get the students involved in the
teaching-learning process actively as they have the control in the learning procedure hence
giving every student the opportunity to realize their own role in the process by discovering
personal methods to attain concepts based on the instructions.

Mastery of knowledge and skills is encouraged and expected in this approach, which has
been shown to lead to a deeper understanding of concepts. This all leads to more engaged,
responsible learners.  Furthermore, in a student-centered learning environment, students
are encouraged to be more self-directed, to take control of their own learning, and to
understand how they learn best. Learning is more self-directed, allowing students to learn in
a way that ultimately works best for them and encouraging them to go at their own pace.

As Dr. Sarah Pazur, director of school leadership at FlexTech High Schools, stated, “Student-
centered learning mirrors what happens in life and the workplace; you have to set goals, take
action, manage your time, reflect and revise, and have a belief in yourself that you can
improve. Students need to learn how to leverage resources and make connections between
prior learning and the problem at hand.”

Reflect on your role as a Teacher in promoting Learner-centered Learning.

What have I done?

I have always been enthusiastically engaged in student-centered approach to teaching,

specifically on the application of the inquiry-based strategy. The art of questioning is a
big help in actualizing the need for student’s freedom and control in learning. I often
begin my class with a challenging question and end it with the same approach, giving
and leaving them a chance to reflect in a non-pressing manner. As Mathematics
always deals with real-life problems through numbers and equations, the subject itself
should be learner-centered with the teacher being the guide only. I have actually
applied several student-centered strategies and turned out to be effective in an in-
depth appreciation of the subject.

What am I doing?

I promote learner-centered learning by being modest in class, and aside from this
behavioral aspect, I also inject a friendly environment to produce non-pressuring class
atmosphere. In a modular and online settings, it is somewhat difficult to physically
monitor the individual progress of students, however, distant learning is anchored on
students’ independent learning and/or students’ self-regulated learning, that’s why the
set-up itself promotes student-centered learning with lesser teacher intervention.

What will I do next?

As teaching suddenly became distant from the traditional face-to-face set-up, it had
minimized the teacher’s role in learning interventions. As distant learning is anchored
on independent learning, this does not mean that teacher’s intervention are not
needed anymore. Suddenly transitioning to a fully student-centered approach is not
expected hence conditioning and orientation were not well-founded, meaning students
are not well used to it and teachers are given less time to prepare and craft materials
which best suit the approach. I will be innovative in integrating technology in the
teaching-learning process. I will also try to learn how to use the different platforms
and apps that is suited for a particular topic, and will address the needs of my
learners.

When everything goes back to normal, it would be a good notion to set the class in a
learner-centered approach. As a Mathematics teacher, I will give more focus on the
problem-solving methods to teach students on how to apply mathematical concepts in
dealing with real-life challenges.

After going through all the sessions, gather your thoughts and reflect once more.
Answer the questions below:

What was new?

Learner-centered is a much more needed and effective approach in teaching to achieve

manifested learning outcomes among students. There are several strategies that can be
a good platform to practice learner centered. One teacher can actually choose from the
varieties of activities or strategies. Modern set up with the aid of educational technology
can further enhance the approach.

What was exciting?

What’s exciting was learning the process of student-centered approach and its
advantages inside the classroom or virtual setting. Having learned several strategies
and activities under this approach has strengthened my philosophy in providing quality
and friendly educative process.

What was worrisome?

What worries me is the fact that students are used to be dependent on the teacher and
less emphasis is given on independent learning. This would be a difficult adjustment
once classroom education setting will be shifted in to fully learner-centered. The
modular set-up, having roots on independent learning, is a manifestation that students
need teachers intervention from time to time to have a full grasped of the lessons they
are tasked to digest.
 Post-Test

You are about to finish this session on Learner-Centered Learning. But before you
proceed to the next session in this module, your knowledge acquisition in this session
will be challenged by answering TRUE if the statement below is correct and FALSE if
the statement is wrong based on the principles of learner-centered learning.

TRUE 1. Learners are responsible for each other.

FALSE 2. Learners are passive receptors of information.
TRUE 3. Teachers is seen as a facilitator and guide.
FALSE 4. Learners are keep on their own seats.
FALSE 5. Learners are rarely expected to ask questions or to challenge the
theories of the teachers.
TRUE 6. The use of lecture methods, note-takings and memorizing
information for later recognition or reproduction.
TRUE 7. Learners actively participate in the learning process.
TRUE 8. Learners shape their own learning paths.
TRUE 9. Learners are encouraged to be more inquisitive.
FALSE 10. Curricular design is based on low levels of students’ participation.

A. Directions: List down at least three more teaching methods in each strategy which
you may similarly employ in your classroom.

Direct Instruction
1. Storytelling - New material can be presented in several ways. A lecture can be given
through storytelling. 
2. Modeling - Teachers model the process of working through a computation problem, set
up, solve a word problem, use a strategy, or demonstrate a concept. During modeling,
the teachers should be clear and direct in their presentation. They should also be
precise and mindful in using general and mathematical vocabulary as well as in
selecting numbers or examples for use during instruction. During modeling, they
should involve students in reading the problems and should ask questions to keep
students engaged in the lesson.
3. Mind Map - Ask your students to create a mind map about a topic you just taught
them. Check if the students remembered everything, or if there are things they don’t
mention. If more students show the same gaps in their knowledge, you know what to
reteach. You can use a rubric to evaluate a mind map.

Indirect Instruction
1. Problem solving - allows students to develop understanding and explain the processes
used to arrive at solutions, rather than remembering and applying a set of procedures.
2. Mathematical investigation – the students explore on a mathematical situation. It
distinguishes itself from problem solving because it is open-ended.
3. Design thinking – It focuses on rapid prototype solutions and learning from mistakes.
It immerses students in real-world problem solving. The journey begins with empathy
work - an opportunity for understanding the needs and motivations of a group of the
end users. Using this data as a guide, they work collaboratively to define a problem.
Problems take the form of a question such as, “How might we create a learning device
or tool based on a given mathematical concept?”
4. Reading for meaning – it is a research-based strategy that helps all readers build the
skills that proficient readers use to make sense of challenging texts. Regular use of the
strategy gives students the opportunity to practice and master the three phases of
 critical reading that lead to reading success, including: Previewing and
predicting before reading, actively searching for relevant information during reading,
and reflecting on learning after reading.

Interactive Instruction
1. Exit slips - These are best used at the end of the class session. You’ll ask the students
to write for one minute on a specific question. It might be generalized to “what was the
most important thing you learned today”. Then, you can decide if you are going to
open up a conversation about it in your next class. You can ask them if they still
remember what they wrote down.
2. Forced debate - Let students debate in pairs. Students must defend the opposite side
of their personal opinion. It encourages them to step away from their own beliefs and
teaches them to look through a different colored glass once in a while.
3. Bingo - Bingo is a fun game that can be used for all sorts of exercises: language
exercises, introductory games, math exercises, etc.

Experiential Instruction
1. Playing or Making Music - Music is a great example of experiential learning. Did you
know that playing an instrument uses more of your brain than any other activity? You
are seeing the notes on the page, playing those notes with your hands and feet, and
you are experiential learning in real time. As soon as you hear a note that is out of
tune, your brain makes meaning of the experience and you adjust your breath, the
instrument, or whatever is causing the note to sound sour. 
2. Retention of Learning Pyramid - Another form of experiential learning is teaching
others. Talk about a hands-on experience with material. Teaching others a skill or
information is arguably one of the best ways to learn and retain the material. 
3. Gamification - is an educational approach to motivate students to learn by using video
game design and game elements in learning environments. The goal is to maximize
enjoyment and engagement through capturing the interest of learners and inspiring
them to continue learning. For example, the students can play scrabble by spelling
out answers through a gamified learning experience with the use of technology.

Independent Instruction
1. Double-Entry Journal - enables students to record their responses to text as they read.
Students write down phrases or sentences from their assigned reading and then write
their own reaction to that passage. The purpose of this strategy is to give students the
opportunity to express their thoughts and become actively involved with the material
they read.
2. Research - the students carry out research independently and with an open outcome.
This helps to internalize and practice research conducts and methods, skills such as
formulating a precise question and processing and monitoring a research process.
Students attain abilities in dealing with uncertainty, independence, teamwork and
organizational skills.
3. Project-based Learning - the students gain knowledge and skills by working for an
extended period of time to investigate and respond to an authentic, engaging, and
complex question, problem, or challenge.
 SESSION 2: LEARNING ENVIRONMENT
Desired Learning Outcomes
Beginning Teacher Indicators (BTIs) Proficient Teacher Indicators
(PTIs)

2.1.1 Demonstrate knowledge of 2.1.2 Establish safe and secure learning

policies, guidelines and environments to enhance learning
procedures that provide safe through the consistent
and secure learning implementation of policies,
environments. guidelines and procedures.
2.2.2 Maintain learning environments
2.2.1 Demonstrate understanding of
that promote fairness, respect and
learning environments that
care to encourage learning.
promote fairness, respect and
care to encourage learning. 2.3.2 Manage classroom structure to
engage learners, individually or in
2.3.1 Demonstrate knowledge of
groups, in meaningful exploration,
managing classroom structure
discovery and hands-on activities
that engages learners
within the available physical
individually or in groups, in
learning environments.
meaningful exploration,
discovery and hands-on 2.4.2 Maintain supportive learning
activities within the available environments that nurture and
physical learning inspire learners to participate,
environments. cooperate and collaborate in
continued learning.
2.4.1 Demonstrate understanding of
supportive learning 2.5.2 Apply a range of successful
environments that nurture and strategies that maintain learning
inspire learner participation. environments that motivate
learners to work productively by
2.5.1 Demonstrate knowledge of
assuming responsibility for their
learning environments that
own learning.
motivate learners to work
productively by assuming 2.6.2 Manage learner behavior
responsibility for their own constructively by applying positive
learning. and non-violent discipline to
ensure learning-focused
2.6.1 Demonstrate knowledge of environment.
positive and non-violent
discipline in the management of
learner behavior.

Objectives
a. Understand the role of the teacher to provide and manage a learning
environment that is learning-focused.
b. Create learning environment that is learning-focused to promote learner
responsibility and achievement.
 Pre-Test

My Map, My Imagination!

Have you used mind mapping in your daily activities?

Mind mapping is a quick and powerful technique for organizing your thoughts. Some
people may try to tell you the ‘rules’ of making a mind map. Don’t listen to them. This is
your map. Your imagination is the limit. Be creative and make your own mind map
about Learning Environment in the blank space provided below.

 Timely feedback
 Learning achievement
 Students’ assessment

 Students’ diversity
Respect for
 Multiculturalism  Good ventilatio
individual
 Differentiated teaching
Continuous 
Conducive Lightings
rights & Feedback 
for Learning Quiet
culture

Student Access to
motivation digital tool

LEARNING ENVIRONMENT

 Intrinsic Motivations  Mobile phone

 Extrinsic Motivations  Laptop/computer
 Inspiring and encouraging  Internet connection

Socio –
Self -
emotional
direction
engagement

 Goal setting and planning  Friendly atmosphere

 Self-directed learning  Collaborative
 Allow students to choose Physical  Engaging
setting

 Neat and Clean

 Organize
 Wide space
 Glossary of Terms

Term Definition
Domain Broad conceptual sphere of teaching and learning
practices defined by specific strands in the set of
professional standards for teachers.
Learning Environment Teachers and learners are active and committed
participants in creating and maintaining a learning
environment that best promotes learning and meets the
learning needs of diverse learners. Teachers and
learners regularly check the quality of this
environment. The environment is focused on learning
and learners can describe their contribution to the
learning process.

Learning Focused Instructional and assessment strategies that

target meaningful learning
Physical/Virtual Space Any area conducive to learning which usually includes
a safe classroom with appropriate devices for teaching
and learning
Philippine Professional Public document that defines teacher quality through
Standards for Teachers well-defined domains, strands, and indicators that
(PPST) provide measures of professional learning, competent
practice, and effective engagement
 Key Concepts
1. Learning Environment

The Philippine Professional Standards for Teachers (PPST) highlights the role of
teachers to provide learning environments that are safe, secure, fair and supportive in
order to promote learner responsibility and achievement. This Domain centers on
creating environment that is learning-focused and in which teachers efficiently manage
learner behavior in a physical and virtual space. It highlights the need for teachers to
utilize a range of resources and provide intellectually challenging and stimulating
activities to encourage constructive classroom interactions geared towards the
attainment of high standards for learning.5

‘Learning environment refers to the diverse physical locations, contexts, and

cultures in which students learn. Since students may learn in a wide variety of settings,
such as outside-of-school locations and outdoor environments, the term is often used
as a more accurate or preferred alternative to classroom, which has more limited and
traditional connotations—a room with rows of desks and a chalkboard, for example.

The term also encompasses the culture of a school or class—its presiding ethos
and characteristics, including how individuals interact with and treat one another—as
well as the ways in which teachers may organize an educational setting to facilitate
learning — e.g., by conducting classes in relevant natural ecosystems, grouping desks
in specific ways, decorating the walls with learning materials, or utilizing audio, visual,
and digital technologies. And because the qualities and characteristics of a learning
environment are determined by a wide variety of factors, school policies, governance
structures, and other features may also be considered elements of a “learning
environment.”

Educators may also argue that learning environments have both a direct and
indirect influence on student learning, including their engagement in what is being
taught, their motivation to learn, and their sense of well-being, belonging, and personal
safety. For example, learning environments filled with sunlight and stimulating
educational materials would likely be considered more conducive to learning than drab
spaces without windows or decoration, as would schools with fewer incidences of
misbehavior, disorder, bullying, and illegal activity. How adults interact with students
and how students interact with one another may also be considered aspects of a
learning environment, and phrases such as “positive learning environment” or “negative
learning environment” are commonly used in reference to the social and emotional
dimensions of a school or class.6

Learning Environment is the second domain of the Philippine Professional

Standards for Teachers (PPST). This Domain centres on creating environment that is
learning-focused and in which teachers efficiently manage learner behaviour in a
physical and virtual space. It consists of six strands, namely:
1. Learner safety and security
2. Fair learning environment
3. Management of classroom structure and activities

5 Adapted from the PPST

6 Adapted from the Glossary of Education Reform (2014, August 26) Retrieved from Http://edglossary.org/hidden-
curriculum
 4. Support for learner participation
5. Promotion of purposive learning
6. Management of learner behavior

To reiterate, teachers across career stages are expected to provide learning

environments that are safe, secure, fair and supportive in order to promote learner
responsibility and achievement. It highlights the need for teachers to utilize a range of
resources and provide intellectually challenging and stimulating activities to encourage
constructive classroom interactions geared towards the attainment of high standards
for learning.

2. The Environmental Psychology of Teaching and Learning

He emerged into the strangest-looking classroom he had ever seen. In fact, it didn't
look like a classroom at all, more like a cross between someone's attic and an old-
fashioned tea shop. At least twenty small, circular tables were crammed inside it,
all surrounded by chintz armchairs and fat little poufs.

Everything was lit with a dim, crimson light; the curtains at the windows were all
closed, and the many lamps were draped with red scarves. It was stiflingly warm,
and the fire that was burning under the crowded mantelpiece was giving off a
heavy, sickly sort of perfume as it heated a large copper kettle. The shelves running
around the circular walls were crammed with dusty-looking feathers, stubs of
candles, many packs of tattered playing cards, countless silvery crystal balls, and a
huge array of teacups.7

This enchanting description of a classroom at the fictitious Hogwarts School of

Witchcraft and Wizardry captures three fundamental ideas from the environmental
psychology of teaching and learning. First, all learning takes place in a physical
environment with quantifiable and perceptible physical characteristics. Whether
sitting in a large lecture hall, underneath a tree, or in front of a computer screen,
students are engulfed by environmental information. Specific targets within the
environment draw the students' attention, such as armchairs, scarves, and teacups,
and they continuously monitor the ambient properties such as the light of the lamps,
the smell of the kettle, and the warmth of the fire. In any learning environment
students are awash in environmental information, only a small fraction of which
constitutes the sights and sounds of instruction.

Second, students do not touch, see, or hear passively; they feel, look, and
listen actively. Students cannot attend to all the environmental information
bombarding them at any given time; their ability to gather and understand incoming
information is limited. Through automatic and controlled processes, students select
information for consideration. They try to understand what they are sensing by piecing
bits of information together from the bottom up and by applying existing thoughts and
preconceptions from the top down. A classroom with circular tables and comfortable
armchairs may look strange because it deviates from expectations formed through prior
experience. Students may direct their attention to particular targets in the learning
environment that they find more interesting, important, or unfamiliar than others. For
some, it might be the instructor's engaging chemistry demonstration. For others, it may
be the silvery crystal ball on the shelf. In any learning environment, students manage

7
The Psychology of Learning Environments, Ken A. Graetz. Taken from EDUCAUSE (September 7, 2017)
Retrieved from http://www.educause.edu/reserach-and-publication
their limited cognitive resources by actively selecting environmental information for
further consideration and by using existing knowledge structures to interpret this
information in ways that have worked previously.

Third, the physical characteristics of learning environments can affect

learners emotionally, with important cognitive and behavioral consequences.
Although emotional reactions to environmental stimuli have been shown to vary widely
across individuals and activities, most students would probably find learning difficult in
a classroom that is stiflingly warm. Conversely, environments that elicit positive
emotional responses may lead not only to enhanced learning but also to a powerful,
emotional attachment to that space. It may become a place where students love to
learn, a place they seek out when they wish to learn, and a place they remember fondly
when they reflect on their learning experiences. In higher education, we hope to provide
such places for our students to learn, even as we build yet another large lecture hall
and attempt to squeeze our students into crowded, noisy, and uncomfortable spaces.
Clearly, some learning environments are more comfortable and offer fewer distractions
than others. In any learning environment, physical characteristics that cause
discomfort can be expected to interfere with learning; environments that produce
positive emotional states can be expected to facilitate learning and the development of
place attachment.

The areas of psychology that relate most directly to classroom design and
learning environments are environmental, educational, human factors (engineering),
and social psychology. Previous research on the effects of such environmental variables
as light, temperature, and noise on learning has yielded some predictable results that
are addressed through traditional classroom design. Learning appears to be affected
adversely by inadequate light, extreme temperatures, and loud noises—variables
maintained within acceptable ranges in most college classrooms. Other results,
however, reflect the often complex, subtle, and surprising interplay between the learner
and the learning environment. Years of research on the impact of environmental
variables on human thoughts, feelings, and behaviors indicate that other variables
often moderate the effects of environmental variables. In a summary of the research on
educational environments, Weinstein 2 concluded that environmental variables can
impact learners indirectly and that the effects of different physical settings often depend
on the nature of the task and the learner. For example, distracting noises appear to
slow reaction time and degrade performance to a greater degree in older versus younger
adults3 and for introverts to a greater degree than extraverts.4

Research on the impact of information technology on learning environments is not

as voluminous. The presence and application of technology changes the learning
environment, both directly and indirectly…
 Activities and Assessment
Explore your understanding of the Learning Environment by answering the
following questions:
1. How is learning environment defined in both articles?

Learning environment refers to the diverse physical locations, contexts, and cultures in
which students learn. Learning environment or classroom design is also psychologically
influenced through environmental, educational, human factors (engineering), and social
psychology. Teachers are given the responsibility to provide a learning environment that is
safe, secure and supportive of the actualization of confident and comfortable learning.

2. What does this definition of learning environment tell about the way students
learn?

Students effectively learn in a comfortable and conducive environment, more than the
physical aspect but also the motivating atmosphere given by the teacher and the kind of
activities presented to stimulate learning. A conducive physical classroom environment is not
enough to enforce attainment of learning among learners if not paired with appropriate
strategies and activities.

3. What is the critical role of teachers in providing and managing learning

environment that promotes learner responsibility and achievement?

There is a need for teachers to utilize a range of resources and provide intellectually
challenging and stimulating activities to encourage constructive classroom interactions
geared towards the attainment of high standards for learning. Teachers has a vital
responsibility in creating the learning environment, being the sole crafter with the support of
learning materials or instructions.

4. Since learners must do the learning, how do you think will you create a total
environment for learning that optimizes the ability of the students to learn?

Learners are the major consideration in creating the learning environment. Diversity of
learners is not also inevitable. Hence, these must be put in the mind of the teacher upon
crafting a learning environment. Next are the available resources necessary for the realization
of the foreseen environment. Since everyone is engaged in technology, it is only befitting to
involved technology in the classroom to enforce learning such as flat screen TV, and the use
of multimedia. I should be able to determine the manageability of the environment I am
assuming to be prepared and conditioned to whatever outcome of the learning process.

Having learned more about learning environment, how will you handle the
following learning situations/contexts?
Situations Strategies you may use to provide and
manage the learning environment that are
learning-focused and learner-centred.

Multi-grade classes of Differentiated instruction is plausible in this kind of

60 in a far-flung area class and setting. Teachers will conduct the activities in
with no internet different ways according to the ability and skills of the
connectivity students. Connecting lessons to real life situation of the
students through explicit instructions involving direct
explanation and modeling from the teacher.
Large class of 80 A covered court may not seem conducive for a learning
grade 7 students in a environment as it is prone to noise and sight
covered court distractions. Grade 7 students are psychologically
easily distracted given their age level shifting from
children to teenager phase. Moreover, a class of 80 is
not ideal for a single class as one teacher cannot
handle and monitor their behavior all at once.
Collaborative learning at this number of student is
palpably relevant. For instance, buzz session will
enable each one of them to have opportunity to be
heard and share something which could contribute to
learning.
8 hearing impaired Differentiating instruction by using flexible grouping,
students mainstream providing activities that appeal to various learning-style
with regular grade 8 preferences, giving students choices, and creating
students of 60 alternative activities and assessments. As for
cooperative learning strategies, these five conditions
must be present: (a) The task must be authentic,
worthwhile, and appropriate for students working in
groups; (b) Small-group learning must be the goal; (c)
Cooperative behavior should be taught to and used by
students; (d) Group work should be structured so that
students depend on one another to complete a task
successfully; (e) Students should be held individually
accountable.
Insufficient number of Lack of instructional materials has been a serious
instructional problem overlooked by stakeholders especially in
materials and other remote schools. With this, teachers are expected to find
resources solutions to these kind of problems. If instructional
materials are limited, a teacher may use group
activities which is a great way to get around this
problem. However, when doing group activities, make
sure that each student in the group has a clear role so
that you don't end up with the smartest or most hard-
working student doing all the work and the rest of them
just following along.
 Reflection
To deepen your understanding of Learning Environment, you may now engage
yourself in a personal and professional reflection guided by the templates provided
below. Get ready to document your thoughts in a reflective learning journal.

The Reflective Learning Journal Template

Area 1 Explore the learning experience…
Awareness Evaluation Regulation
Content What have I learned? Do I understand what What can I do in
(What) I have learned? order to gain a better
understanding?
I have learned that Yes. It widened my
learning knowledge on how to I have to be
environment is not set up a more resourceful enough,
just about thecomfortable and reading studies or
physical classroom
effective learning articles related to
but also the different
environment. this concept.
conditions and
availability of
learning materials. What else do I need to Where can I find
learn? more information?

I have to learn Academic articles

specific or best and studies from
strategy to combat libraries or credible
any loopholes in a websites. From
learning conferences or
environment. trainings, webinars,
INSET, and
collaboration with
colleagues.
Process How did I learn/do How effective is this How can I make this
(How) it? strategy? strategy more
effective?
I learned by being This strategy is very
resourceful in effective because it By reading, and
validating what I solidifies my putting into
read. awareness of the practice what I
given concept. have learned.

What strategy have I Is the way I do it the

used in learning this best way?
topic?
Not as I would
By reading and think about it. The
internalizing. After concept of learning
having grasp of the environment for
concept, I then distance learning
search for more modality is
information somewhat different
available in the from my
different platforms perspective of it
 on the internet. I before the
also reflect on how pandemic.
I will put into Nevertheless,
practice teachers should be
everything that I flexible.
have learned in
this topic.
Reasons Why learn it? Why would I think What would be a
(why) so? more useful way to
Because as a teacher, understand learning?
it is important to As education
know on how to set- system requires to To understand
up appropriate, be more flexible, learning, one must
comfortable and fair and teachers are be able to
learning
expected to be determine its
environment.
versatile, this relevance, necessity
knowledge on and practicability.
learning
environment will
enhance my
strategy in
teaching
furthermore.
What is learning? How could this
Is this the only
learning experience be
purpose of learning?
Learning is the interpreted
ability to absorb differently?
theoretical There are several
knowledge, concepts purposes of learning.The learning
and skills and be able It is learning basic experience can be
to apply them to concepts to applying interpreted
practice. them in real life differently based on
situations. the need for it, or its
purpose.
Area 2 Think of the learning experience in relation to…
Awareness Evaluation Regulation
Professional How does this What does this All things considered,
development learning experience learning experience is this goal a suitable
contribute to my tell about my choice goal?
professional of professional goal
development? and path?

It increases my It suggests that I Definitely. This goal

understanding of the should always be is a suitable goal for
complex process of open for learning and a beginning teacher
providing effective not settle on what I like me.
learning already know.
environment Professional growth Are there any other
does not mean being options?
What is/are my confident enough on
short-term/long-term what I already have Yes, there are other
professional goal(s)? but about being eager options. You may
 to do have more. consider such as to
My short-term goal Am I making good enroll in graduate
is to learn progress? studies, learn from
something daily, experience, embrace
whereas my long- Definitely. I am new ideas from
term goal is to learning, little may it fellow teachers, and
become a be, but it is still a be innovative which
curriculum progress. is to venture on new
developer. strategies that will
Am I on the right improve the
track? students’ learning
and motivation.
Yes. This track is
boiling down to my
professional need
for a more solid and
research-based
learning.
What obstacles have I What is the source of How can I remove
encountered? the obstacles? those obstacles?

It is the lack of Physical The obstacle is

practice due to the setting/virtual brought by a
physical setting we setting pandemic. Hence, it
have right now in can be removed if
the distance pandemic is gone.
learning modality. Yet, it taught me to
be resourceful,
improve my
technological skills,
and be more
resilient.
Am I on the right What other paths can
track? I take to achieve my
goals?

Yes.
By also attending
conferences,
trainings, and
webinars, or by
having an
independent urge to
know more, not just
because it is
required, but because
it is needed by me.
 Personal What does this What does this What do I know
development learning experience learning experience about myself?
mean to me? tell me about my
potentials, and myself I know myself
It means as a person? holistically.
professional growth.
Learning these It tells me that I How am I living the
concepts enables have to learn more, most of myself?
me to be and what I already
professionally know are not Living it the way I
conscious of what enough to suffice want it to be by
should and must be my need for having the
considered and professional growth. eagerness for
prioritize. professional
growth, the desire
to teach the
students in my
utmost capacity,
and to be able to
touch lives and
transform my
students dreams
into reality.

APPLICATION

If you were to teach your class today, how will you plan your lesson considering the
design of your learning environment that is learning-focused? Draft your plan for
instruction below.

Below is my plan (steps/method) and considerations in planning and developing for a lesson,
having in mind the learning environment.

1. Establish a positive classroom environment

 Make the classroom a pleasant, friendly place
 Accept individual differences
 Learning activities should be cooperative and supportive
 Create a non-threatening learning environment
 Organize physical space; eliminate situations that my be dangerous or
disruptive
 Establish classroom rules and procedures and consistently reinforce them

2. Begin lessons by giving clear instructions

 Stating desired quality of work
 Having students paraphrase directions
 Ensuring that everyone is paying attention
 Ensuring that all distractions have been removed
 Describing expectations, activities and evaluation procedures
 Starting with a highly motivating activity
 Building lesson upon prior student knowledge
 Asking questions before calling on a student; wait at least five seconds for a
 response
 Being animated; show enthusiasm and interest
 Reinforce student efforts with praise
 Vary instructional methods with emphasis on learner-centered
 Providing work of appropriate difficulty
 Providing guided practice for students; monitor responses and deliver
immediate corrective feedback

3. Use appropriate pacing

 Awareness of teaching tempo
 Watching for cues that children are becoming confused, bored, and
restless;  sometimes lesson have to be shortened

4. Providing suitable seatwork

 Seatwork should be diagnostic and prescriptive
 Developing procedures for seeking assistance; have a “help” signal
 Developing procedures for what to do when finished
 Move around to monitor seatwork
 Vary methods of practice

5. Evaluating what has taken place in your lesson

 Summarizing the lesson and focus on positive gains made by students; use
surprise reinforcers as a direct result of their good behavior
 Determining if the lesson was successful; were goals accomplished?

Post-Test
My Map, My Learning!
After engaging on this session, how will your mind map on Learning Environment
change?

Make a new mind map on this topic on the space provided below.

Now, compare your previous and current mind maps using a Venn diagram.
 rr
Classrooms
must be
child-friendly
and non-
threatening

Good ventilation,
lighting, clean
Activities must and neat comfort
be student- Classrooms rooms and
centred and surroundings
physical
promotes setting must
independent be
learning
comfortable

Different
Physical, necessary
emotional, learning
psychological and materials must
social aspects of be provided
students must be Promotion Learner
monitored from of purposive safety and
time to time learning security

Availability
of
Conditions LEARNING instructional
of learners ENVIRONMENT materials

Management Support for

of learner learning
Management activities
behaviour
of classroom
structure
and activities
References

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 Republic of the Philippines
Department of Education
Region VI – Western Visayas
Division of Capiz
Banica, Roxas City

Daily Lesson Plan

School Capiz National High School Grade Level Grade 10

Teacher Romela A. Muyco Learning Area Mathematics
Learning Dates March 30, 2021 Quarter Third Quarter
and Time (2:00-3:00 P.M.)

I. OBJECTIVES At the end of the lesson, the students are

expected to:
1. illustrate permutation of objects;
2. find the number of permutation of n
objects taken at a time; and
3. Appreciate permutations as a vital part of
one’s life.
The learner demonstrates understanding of
A. Content Standards the key concepts of combinatorics and
probability.
The learner is able to use precise counting
B. Performance Standards
technique and probability in formulating
conclusions and making decisions.
C. Learning Competencies/ The learner illustrates permutation of
Objectives objects. (M10SP-IIIa-1)
II. CONTENT Patterns and Algebra
TIME ALLOTMENT 1 hour
III. LEARNING RESOURCES
A. References
1. Mathematics LAS Quarter 3 – MELC 1
Week 1
Teacher’s Guide pages 248-252
2. Learner’s Materials pages pages 283-285
(Mathematics Learner’s Module 10)
B. Other Learning Resources PowerPoint presentation, Google Meet
platform, Quizizz platform, Whiteboard.fi
IV. PROCEDURES
Teacher’s Activity Students’ Activity
Preliminary Activities:
A. Prayer
“Good afternoon ma’am!”
B. Greetings
“Good afternoon class!”
C. Checking of Attendance
Students’ attendance is tracked via Google
Meet Attendance.
Expected answers:
DRILL: 1. 720
Directions: Perform the indicated operations. 2. 120
1. (10)(9)(8) = 3. 30
(6)(5)( 4)(3)(2)(1) 4. 380
2. = 5. 50
(3)(2)(1)
3. (7•6) – (4•3) =
4. (20)(19) =
5. (5•4) + (6•5) =

A. Reviewing previous lesson or presenting

the new lesson

MOTIVATION:
Hannah invited his close friends Nessa,
Dindo and Lorna to attend an orientation 1. The students will list down all the possible
about COVID-19 vaccination. She prepared a seating arrangements of Hannah’s three
table with chairs placed in a row one meters friends in a row.
apart to be occupied by her three friends. Nessa, Dindo, Lorna
Nessa, Lorna, Dindo
Lorna, Dindo, Nessa
Lorna, Nessa, Dindo
Dindo, Nessa, Lorna
Dindo, Lorna, Nessa

2. They can be seated in 6 ways in a row.

1. List all the possible seating arrangements.

2. How many ways can they be seated in a
row?
B. Establishing a purpose for the lesson
Today, we are going to discuss about
“Permutation”. This afternoon you are expected
to (let the students read the specific learning
objectives).
The students will read the specific
learning objectives that will be flashed on
the screen.
At the end of the lesson, the students are
expected to:
1. illustrate permutation of objects;
2. find the number of permutation of n
objects taken at a time; and
3. Appreciate permutations as a vital part of
 one’s life.
C. Presenting examples/ Instances of the new
lesson

Aside from listing, are there other ways or The students will reflect on the question
methods of finding the answer in our previous asked by the teacher.
activity?
Expected answer from volunteer student/s.
Complete the tree diagram below with all
possible number of ways Hannah can assign 1st Chair 2nd Chair 3rd Chair Possible
her 3 friends to be seated in a row. Arrangements
Dindo Lorna NDL 6
First Chair Second Chair Third Chair Nessa Lorna Dindo NLD
______ ______ Dindo Nessa Lorna DNL w
Lorna Lorna Nessa DLN a
_____ ______ ______ Dindo Nessa LDN y
______ ______ Nessa Dindo LND s
_____ ______ ______
______ ______
_____ ______ ______

Very good! You have completed the tree diagram

which is another way or method of finding the
answer on the possible number of ways Hannah
can assign her 3 friends to be seated in a row.

Another way is by using the Fundamental

Counting Principle (FCP). You will know this
method by answering the following questions.

How many choices does Hannah have to

assign a friend to be seated on the first chair?
When Hannah chose one of her friends to be
seated on the first chair, how many choices
does she have to assign a friend to occupy the
second chair? If the second chair is already
occupied, how many choices does she have to
assign a friend to be seated on the third chair?
_____ • _____ • _____ = _____ ways
You got it right!
Hannah has three options to choose a friend
to be seated on the first chair ma’am. When
one of her friends is already seated on the
first chair, she has two options left to choose
a friend to be seated on the second chair.
When she had chosen a friend to be seated
on the second chair, she has one option to
assign a friend to be seated on the third
chair.
3 • 2 • 1 = 6 2ways

Which of the three ways or methods is the

easiest to use? Among the different ways or methods on
finding the number of ways Hannah’s friends
The Fundamental Counting Principle (FCP) can be seated in a row, I found the
states that if activity A can be done in n1 ways, Fundamental Counting Principle (FCP) as the
activity B can be done in n2 ways, activity C in easiest method to use ma’am.
n3 ways, and so on, then activities A, B, and C
can be done simultaneously in n1• n2• n3…
ways.

The process of arranging Hannah’s friends to

be seated in a row is called permutations of
objects. Permutation is an arrangement of
objects in a particular order. Permutations can
be determined by listing, tree diagramming,
and by using the Fundamental Counting
Principle.

The permutation of n objects taken all at a

time is: nPn = n!

n! = n(n-1)(n-2)(n-3) •…•3•2•1.

The expression on the left side is read as “n

factorial”. Hence,
nPn = n(n-1)(n-2)(n-3) •…•3•2•1

The permutation of n objects taken r at a time

is:
n!
nPr = where 0<r<n
( n−r ) !

Illustrative Example:
1. 5P5 = 5•4•3•2•1 = 120
2. 8P8 = 8•7•6•5•4•3•2•1 = 40,320
9! 9 ! 9 •8 •7 •6 • 5!
3. 9P4 = = = =¿ 3,024
( 9−4 ) ! 5! 5!
12 ! 12!
4. 12P6 = = =
( 12−6 ) ! 6!
12•11 •10 •9 • 8• 7 •6 !
=¿ 665,280
6!

D. Discussing new concepts and practicing Volunteer students will solve the given
new skills # 1 problems via Whiteboard.fi

Compute the permutations of the following

mentally. Expected Answers:
1. P (4,2) 1. 12
2. P (5,2) 2. 20
3. P (6,1) 3. 6
4. P (3,3) 4. 6
5. P (7,3) 5. 210
E. Discussing new concepts and practicing
new skills # 2
Think-Pair-Share Activity:
Answer the following problems, then pair-up
with your classmate. Share how you had able
to solve each problem in your Facebook
messenger.
1. Suppose that you secure your bike using a
combination lock. Later, you forgot the 4-digit
code. You can only remember that the code
contains the digits 1, 3, 4, and 7. How many
possible codes are there?
2. Ten runners join a race. In how many
possible ways can they be arranged as first,
second, and third placers?
3. In how many ways can 8 people line up at
the drugstore’s customer window to buy a
facemask?
F. Developing mastery (leads to Formative
Assessment 3)
Which of the two situations illustrate
permutation? Give reasons to support your
position.
1. Determining the top three winners in MTAP
Challenge.
2. Choosing five groupmates for your
Mathematics project.
Volunteer pairs will solve in Google
Jamboard. One will solve on the board, and
the other will explain the answer in the
class.
Expected Answers:
1. P(4, 4) = 4!
= 4 • 3 • 2 • 1 = 24 ways
10 ! 10! 10• 9 •8 •7 !
2. 10P3 = = = =¿
( 10−3 ) ! 7! 7!
720 ways
3. 8P8 = 8!
= 8•7•6•5•4•3•2•1 = 40,320 ways
The students will give reasons to support
their position.
Possible answers:
1. Situation number one is permutation
ma’am, because in selecting the top three
winners in MTAP challenge the order of
arrangement matters or it is important. If
the first placer was chosen, he or she could
not be chosen anymore as second placer, or
third placer, and the same thing for the
second and third placers.
2. Situation number two is not a
permutation ma’am, because in choosing
your groupmates, the sequence of calling or
listing their names does not matter, as long
as their names are there in the list. For
example I will choose Pedro, Juan, Paul,
Lucas, and Maria – as long as they are in my
list, the order of choosing who among them
 I will prefer to write or mention first,
second, third, and so on, does not matter.
G. Finding practical application of concepts
and skills in daily living A volunteer student will answer on his or her
own whiteboard via Whiteboard.fi.
In a grade 10 class of 12 students, 5 students
are to represent the class in the “At-Home 12 ! 12!
P =
12 8 = = 19,958,400 ways
Learning Space” competition. In how many ( 12−8 ) ! 4!
ways can the 5 students be chosen?
H. Abstraction (making generalization about the
topic)
Permutation is an arrangement of objects in a
particular order. Permutations can be determined
by listing, tree diagramming, and by using the
Fundamental Counting Principle.
The Fundamental Counting Principle (FCP)
states that if activity A can be done in n1 ways,
activity B can be done in n2 ways, activity C in n3
ways, and so on, then activities A, B, and C can be
done simultaneously in n1• n2• n3…ways.

The permutation of n objects taken all at a

time is: nPn = n!
The permutation of n objects taken r at a time
n!
is: nPr = where 0<r<n
( n−r ) !
I. Evaluating learning

Quizizz Time!
The students will answer the quiz in
Directions: Solve the following problems Quizizz platform.
applying the concept you have learned in
permutation. Answers:
1. In how many ways can 12 contestants 1. 11,880
enter the stage if they are to walk by groups 2. 5,040
of 4? 3. 40
2. In how many ways can 7 different books be 4. 5,100,480
5. 2,730
arranged in a shelf?
3. Trixia has to walk 5 blocks west and 8
blocks south. How many routes can she take?
4. From a club of 24 members, a President,
Vice President, Secretary, Treasurer and
Auditor are to be elected. In how many ways
can the offices be filled?
5. There are fifteen horses in a competition.
The top three winning horses will receive a
 cash prize. How many possible winning orders
are there in the competition?
J. Additional activities for application or
remediation (Optional).
Nine students are contesting election for
the President of the CNHS Student Supreme
Government. In how many ways can their
names be listed on the online ballot?
I. V. REMARKS
II. VI. REFLECTION
A. No. of learners who earned 80% in evaluation Gates = 36
B. No. of learners who require additional activities 0
for remediation who scored below 80%
C. Did the remedial lessons work? N/A
No. of learners who have caught up with the
lesson
D. No. of learners who continue to require N/A
remediation
E. Which of my teaching strategies worked well? The inquiry-based learning, and think-pair-
Why did these work? share activity worked well in the teaching-
learning process because the students
preferred learner-centered strategies where
they have the leeway to express or share
their insights, point of views and
perspectives relative to the topic being
discuss. They also wanted to collaborate
with their pairs even in online or virtual
learning environment.
F. What difficulties did I encounter which my N/A
principal or superior can help me solve?
G. What innovation or localized materials did I N/A
use/discover which I wish to share with other
teachers?

Prepared by:

ROMELA A. MUYCO
Teacher I