Module Principles Strategies in Teaching Math

PRINCIPLES AND STRATEGIES
IN TEACHING MATHEMATICS
A MODULAR APPROACH
Sally A. Baltazar, LPT, MAEd

Catherine B. Pulumbarit, LPT, MAED
Cornelia S. Soyosa, LPT, MAEd
Ricarido T. Talde Jr., LPT, Ph.D.
Rexella M. Umoquit, LPT, MST
1
COURSE SYLLABUS
PRINCIPLES AND STRATEGIES IN TEACHING MATHEMATICS
First Semester, AY 2020-2021
COLLEGE: Education
DEPARTMENT: Bachelor of Secondary Education (BSEd)
COURSE CODE: Mat 316
COURSE TITLE: Principles and Strategies in Teaching Mathematics
CREDIT UNITS: 3 units
PRE-REQUISITE:
FACULTY: Sally A. Baltazar, LPT, MAEd
Catherine B. Pulumbarit, LPT, MAEd
CONSULTATION HOURS:
COURSE DESCRIPTION:
This course deals with the philosophical foundations of mathematics as well as
the principles and strategies in teaching mathematics. It includes lesson
planning and microteaching.
University Vision
Bulacan State University is a progressive knowledge-generating
institution, globally-recognized for excellent instruction, pioneering research,
and responsive community engagements.
University Mission
Bulacan State University exists to produce highly competent, ethical and
service-oriented professionals that contribute to the sustainable socio-
economic growth and development of the nation
Core Values: SOAR BulSU!
Service to God and Community

Order and Peace
Assurance of Quality and Accountability
Respect and Responsibility
2
The BulSU Ideal Graduates Attributes (BIG A) reflect the graduate’s capacity
as:
a. highly and globally competent;
b. ethical and service-oriented citizen;
c. analytical and critical thinker; and
d. reflective life-long learner.
Program Educational Objectives (PEO)
Program Educational Objectives (PEO) University Mission
AIG-a AIG-b AIG-c AIG-d
1. To provide high-quality academic

/ /
instruction for personal development.
2. To provide career and professional

readiness to the advancing information / /
technology.
3. To equip the learner with relevant

knowledge and skills for a life of / /
service to humanity.
4. To cultivate the spirit of inquiry so that

prospective secondary teachers may
become effective agents of change / /
both in the school and in the
community.
5. To become familiar with the different

principles, philosophical outlooks,
theories, methods, and techniques / /
that will equip the learner in his area of
specialization.
Program Outcomes (PO)

On completion of the course, the student is expected to be able to do the
following:
Program Educational Objectives

PROGRAM OUTCOMES
PEO1 PEO2 PEO3 PEO4 PEO5
(from CMO No.75, s.2017 )
a. Exhibit competence in mathematical / / /

concepts and procedures
b. Exhibit proficiency in relating
mathematics to other curricular / /
areas
c. Manifest meaningful and
comprehensive pedagogical content / /
knowledge (PCK) of mathematics
3
d. Demonstrate competence in
designing, constructing, and utilizing / /
different forms of assessment in
mathematics
e. Demonstrate proficiency in problem-
solving by solving and creating / /
routine and non-routine problems
with different levels of complexity
f. Use effectively appropriate
approaches, methods, and / /
techniques in teaching mathematics
including technological tools.
g. Appreciate mathematics as an
opportunity for creative work, / / /
moments of discovery, and gaining
insights of the world.
Course Outcomes and Relationship to Program Outcomes
Course Outcomes Program Outcomes
After completing this course the student must be able

a b c d e f g
to:
LO1. Distinguish the characteristics of students in

I I
different grade levels
LO2. Identify the 21st century learners I I
LO3. Identify the steps in planning and executing E E E

lessons
LO4. Follows the guidelines in writing behavioral E E E
objectives
LO5. Identify the different motivation techniques in I I

mathematics
LO6. Demonstrate the techniques in the art of D D D D

questioning
LO7. Select the strategies/methods of teaching E E E

mathematics
LO8. Prepare and submit portfolio regarding insights D D D D

of learning in teaching Mathematics
LO9. Design a lesson plan in mathematics D D
LO10. Observe the Code of Ethics for Professional D

Teachers
LO11. Differentiate the personal and professional E E

qualities of a mathematics teacher
LO12. Observe the proper classroom management E E

and discipline
4
LO13. Identify the characteristics of an effective I I
mathematics teacher
LO14. Apply the duties and responsibilities of a D D D D

mathematics teacher
LO15. Apply the principles underlying mathematics D D D D

teaching
LO16. Appreciate teaching Mathematics using E E

different methods/strategies
LO17. Shows concrete outcomes of instruction that D

relate to the country’s social, cultural and economic
development
LO18. Determine and apply the different roles of a D

teacher in real-life situations
LO19. Illustrate a mathematics teacher that is I I

modern and time-tested
LO20. Analyze the need for independent learners in E

the virtual teaching-learning process
LO21. Apply the appropriate teaching strategies that D D

will match the learning styles of learners
LO22. Enumerate the basic elements comprising a I

lesson plan
LO23. State the elements of instructional planning for I

effective teaching
LO24. Determine the different types of motive I I
LO25. Cite the implication of Maslow theory related E E

to teaching and learning process
LO26. Develop good questions in handling E

mathematics classes
LO27. Observe appropriate techniques in handling D D D

student responses
LO28. Define and give importance to classroom I I

management and discipline
LO29. Create a classroom routine, guidelines and E E

class rules
LO30. Determine the causes of disciplinary problems E E

and identify their respective solutions
LO31. Differentiate between the inductive and D D D

deductive method of teaching and apply them in
teaching Mathematics
LO32. Construct mathematical activities that can D D D

apply varied instructional methods/strategies in
teaching Mathematics
5
LO33. Discuss the vision and mission of the University I I
as well as the Goals and Objectives of the College of
Education
Note: (I) Introductory Course to an Outcome (E) Enabling Course to an Outcome (D)
Demonstrative Course to an Outcome
LEARNING EPISODES:
Learning
TOPIC Week Learning Activities
Outcomes
LO33 Discussion of VMGO and

1. VMGO Week 1 online rules, policies, and
2. Orientation on the course guidelines
requirement
3. Overview of the course Course orientation
Discussion of the different

LO10 The Teacher lessons
LO11 1. Varied Roles of a Teacher Week 2 Interview of previous Math
LO13 2. Professional Attributes of teachers
LO14 a Teacher
LO18 3. Code of Ethics for Internalize the code of ethics
Professional Teachers Team teaching
LO19 4. Principles of Effective
Teaching and Learning
LO1 The Learner

1. General Characteristics of Week 3 Sharing of insights, and
LO2 A Learner experiences
2. Characteristics of
LO20 Independent Learners Interview of former Math
3. Factors Affecting teachers
LO21 Cognitive Development of
Brainstorming
Children
4. Learning Styles and Stimulate active participation
Preferences among students
LO3
Planning and Executing Week 4 Lecture and discussion
LO9 Lessons:
Preparation and presentation
LO22 Lesson Planning of sample lesson plans
1. What is a lesson plan? Brainstorming
LO23 2. Major Types/Formats of
Lesson Plan Critiquing of presented
3. Importance of Lesson lesson plans
Planning
6
4. Basic Steps in Lesson Sharing of experiences
Planning online
LO4
Behavioral Objectives Week 5 Brainstorming
1. Guidelines in Writing Formulation of behavioral

Behavioral Objectives objectives
2. Basic Concepts in Writing
Behavioral Objectives Analyzing objectives based
on its domain
LO5
Motivation Technique Week 6 Brainstorming of varied
LO24 motivation that is coherence
1. Types of Motivation with the attainment of
LO25 2. Motives Useful in
objectives
Motivation
3. Types of Incentives
4. Importance of Motivation
to Learning
LO6 The Art of Questioning Week 7 Interactive discussion
1. Characteristics of a Good Sharing of insights and

LO26
Question experiences in asking
2. Techniques in Asking questions and handling
LO27
Question students’ responses
3. Techniques in Handling
Student Responses
Classroom Management and Team teaching
LO12 Discipline
Week 8 Creation of classroom rules,
LO28 1. Meaning and Importance and policies
2. Activities to be Routinized
LO29 3. Modern Concepts of Presentation of routined
Discipline activities inside the
LO30 4. Causes of Disciplinary classroom or in online
Problems classes
LO7
Selection of Strategies/Methods Week 9 Interactive discussion
LO16 of Teaching up to
Video presentation
LO21 General Methods of Teaching Week
12 Team teaching regarding
1. Inductive Method methods and strategies in
LO31 2. Deductive Method teaching
Time Tested Instructional
LO32 Cooperative learning in
Procedure
analyzing varied
1. Mastery Learning methods/strategies in
2. Integration Method teaching Mathematics
3. Discussion Method
4. Inquiry Method
5. Discovery Method
7
6. Cooperative Learning
7. Reflective Teaching
8. Metacognitive
9. Interactive Approach
LO14 Application of Principles and Apply the appropriate
LO15 Methods of Teaching and teaching methods /strategies
LO16 Learning Week through micro-teaching
LO17
1. Writing a Demonstration 13-17 Critiquing of sample lesson
Lesson Plan plans
2. Demonstration
Observation Guide Post-conference
3. Demonstration Teaching
4. Rubric for Observation
LO8
LO17 Submission of requirements Week Completion of course
18 requirements
FINAL COURSE OUTPUT:

Demonstration Teaching- Demonstrate a lesson applying the appropriate
principles and strategies learned in the course
RUBRIC FOR ASSESSMENT:
Teaching Demonstration Rubric

Criteria Greatly Exceeds Meets Below Does Not Meet
Exceeds Expectations Expectations Expectations Expectations
Expectations (Good) (Satisfactory) (Fair) (Poor)
(Excellent) 4 points 3 points 2 points 1 point
5 points
Knowledge of Demonstrates Demonstrates Demonstrates Demonstrates Demonstrates a
Subject Matter masterful above average adequate/ below average very poor
knowledge of the knowledge of average knowledge of knowledge of
subject matter. the subject knowledge of the the subject the subject
matter. subject matter. matter. matter.
Communication Demonstrates Demonstrates Demonstrates an Demonstrates a Demonstrates a
Skills/Clarity superior ability to an above adequate/average below average very poor ability
communicate average ability ability to ability to to communicate
with the to communicate communicate with communicate with the
class/audience, with the the with the class/audience,
and the class/audience, class/audience, class/audience, and the
presenter/teache and the and the and the presenter/teach
r is clearly and presenter/teach presenter/teacher presenter/teach er is not easily
easily er is clearly and is understood. er is not easily understood.
understood. easily understood.
understood.
Poise/ Demonstrates Demonstrates Demonstrates an Demonstrates a Demonstrates a
Confidence an extremely an above average display of below average very poor
poised and average display poise and display of poise display of poise
confident of poise and confidence and confidence and confidence
demeanor while confidence demeanor while demeanor while demeanor while
presenting the demeanor while presenting the presenting the presenting the
lesson. presenting the lesson. lesson. lesson.
lesson.
8
Method of Demonstrates a Demonstrates Demonstrates an Demonstrates a Demonstrates a
Presentation superior ability to an above adequate/average below average very poor ability
use creative and average ability ability to use ability to use to use creative
effective to use creative creative and creative and and effective
teaching and effective effective teaching effective teaching
methods during teaching methods during teaching methods during
the lesson. methods during the lesson. methods during the lesson.
the lesson. the lesson.
Voice Speaks using a Speaks using Speaks using an Speaks using a Speaks using a
superior volume an above adequate/average below average poor volume
level and clarity. average volume volume level and volume level level and is very
Also speaks level and with with adequate and is difficult to difficult to
without the clarity. Also clarity. Also understand. understand.
repetition of speaks without speaks without Speaks using Speaks using
words or using repetition using many many many
phrases. of words or repetitious words repetitions of repetitious
phrases. or phrases. words or words or
phrases. phrases.
Visual Contact Demonstrates a Demonstrates Demonstrates an Demonstrates a Demonstrates a
superior ability to an above adequate/average below above very poor ability
maintain eye average ability ability to maintain average ability to maintain eye
contact with the to maintain eye eye contact with to maintain eye contact with the
class/ audience contact with the the class/ contact with the class/ audience
throughout the class/ audience audience class/ audience throughout the
lesson. throughout the throughout the throughout the lesson.
lesson. lesson. lesson.
Evidence of Demonstrates a Demonstrates Demonstrates an Demonstrates a Demonstrates a
Preparation superior ability to an above adequate/ below average very poor ability
organize and average ability average ability to ability to to organize and
execute the to organize and organize and organize and execute the
lesson. execute the execute the execute the lesson.
Orderly The logical The logical The logical The logical The logical
Sequence progression of progression of progression of the progression of progression of
the lesson topics the lesson lesson topics is the lesson the lesson is
is demonstrated topics is demonstrated with topics is demonstrated
with superior demonstrated average/adequate demonstrated with poor
mastery. The with above competency. The with below competency.
lesson easily average lesson adequately average The lesson
flows well from mastery. The flows from topic to competency. does not
topic to topic. lesson easily topic. The lesson adequately flow
flows well from does not from topic to
topic to topic. adequately flow topic.
from topic to
topic.
Professional The teacher The teacher The teacher The teacher The teacher
Appearance demonstrates demonstrates demonstrates demonstrates demonstrates
and Conduct superior above average average below average poor,
professionalism professionalism professionalism in professionalism unprofessional
in terms of in terms of terms of his/her in terms of attire and
his/her attire and his/her attire attire and conduct his/her attire conduct
conduct and conduct throughout the and conduct throughout the
throughout the throughout the lesson. throughout the lesson.
Use of Audio- The teacher has The teacher has The teacher has The teacher has The teacher has
Visuals/ a superior ability an above an a below a very poor
Demonstrations to effectively use average ability adequate/average average ability ability to
audiovisual aids to effectively ability to to effectively effectively use
to enhance use audiovisual effectively use use audiovisual audiovisual aids
9
learning during a aids to enhance audiovisual aids aids to enhance to enhance
lesson. &/OR learning during to enhance learning during learning during
The teacher a lesson. &/OR learning during a a lesson. &/OR a lesson. &/OR
demonstrates a The teacher lesson. &/OR The teacher The teacher
superior ability to demonstrates The teacher demonstrates a demonstrates a
organize and an above demonstrates an below average very poor ability
conduct in class average ability above average ability to to organize and
activities/demon to organize and ability to organize organize and conduct in class
strations. conduct in class and conduct in conduct in class activities and
activities and class activities activities and demonstrations.
demonstrations. and demonstrations.
demonstrations.
OTHER REQUIREMENTS AND ASSESSMENTS:
GRADING SYSTEM:
Term Examinations 30%
Quizzes/Activities 20%
Project 30%
Participation/Recitation 10%
Attendance/ Promptness 10%
TOTAL 100%
Final Grade = Midterm Grade + Tentative Final Grade Period
2
Range Grade
97-100 1.00
94 – 96 1.25
91 – 93 1.50
88 – 90 1.75
85 – 87 2.00
82 – 84 2.25
79 – 81 2.50
76 – 78 2.75
75 3.00
74 and below 5.00
10
References:
Acero, Victorina O., et. al. (2015) Principles of Teaching I.

Rex Book Store, Inc. Manila.
Bilbao, Purita P., et. al. (2015). The Teaching Profession, 3rd ed.
Lorimar Publishing, Inc. Quezon City.
Corpuz, Brenda; G. Salandanan (2015) Principles of Teaching 2 (With TLE)
Corpuz, Brenda B., and Lucas, Maria Rita D.(2013). Facilitating Learning,
3rd ed. Lorimar Publishing Inc.
Corpuz, Brenda B., and Salandanan, Gloria G.(2007). Principles of Teaching.
Lorimar Publishing Inc.
Corpuz, Brenda B., Salandanan, Gloria G. and Rigor Dalisay V.(2006)
Principles of Teaching 2. Lorimar Publishing Inc.
Gregorio, Herman C. (1976) Principles and Methods of Teaching revised
edition: Garotech Publishing
Rivera, Filomena V., and Sambrano, Guillerma E. (1992 ) Toward Effective
Teaching revised ed. National Book Store
Serrano, Erlinda D., and Paez, Ana Ruby M. Principles of Teaching I (2015).
Adriana Publishing Co., Inc., Quezon City
Tejero, E.G., et al. (2012) Multi-disciplinary Teaching Strategies
National Bookstore Publishing House, Mandaluyong City
Zulueta, Francisco M and Sevilla, Zenaida V.(2012) Principles of Teaching
and Teaching Strategies. National Book Store
ONLINE RESOURCES:
https://www.slideshare.net/roxannetiffanydotillos/principles-of-teaching-2
https://www.slideshare.net/rtiangson1/principles-of-teaching-2developing-a-lesson
https://www.slideshare.net/justindoliente/principles-of-teaching-33070911
https://www.slideshare.net/jhunarar/deductive-and-inductive-method-of-teching
https://www.slideshare.net/dwaynedumopoy/chapter-6-instructional-planning-and-
development-by-dwein-d
https://www.nyu.edu
https://www.prodigygame.com/main-en/blog/masterylearning
https://www.slideshare.net/knowellton/module-6.3-mathematics
https://www.slideshare.net/hullpgce/jerome-bruner-discovery-learning
https://www.slideshare.net/royalchildacademylapulapu/32-teaching-strategies-in-math
http://www1.udel.edu/eli/educ647/reflective-teaching.pdf
https://www.slideshare.net/AnnieKavitha1/reflective-teaching-as-innovative-approach-ppt
https://pt.slideshare.net/neghavati/reflection-in-brief/
https://www.ldatschool.ca/metacognitive-strategies-or-thinking-about-my-thinking
https://iris.peabody.vanderbilt.edu/module/math/cresource/text=Metacognition strategies
https://classroom.synonym.com/types-lesson-plans-8145257.html
https://www.aeseducation.com/blog/what-is-a-lesson-plan
https://www.linkedin.com/pulse/importance-lesson-planning-before-delivery-ms-jemi-
sudhakar
11
http://crlt.umich.edu/gsis/p2_5
https://www.slideshare.net/search/slideshow?searchfrom=header&q=writing+behavioral+o
bjectives&ud=any&ft=all&lang=**&sort=https://my.enmu.edu/c/document_library/get_file
?uuid=d44a60c4-a9a0-4bec-b385-
baa66a8de7d1&groupId=4153058https://www.education.gov.gy/web/index.php/teachers/t
ips-for-teaching/item/1623-types-of-discipline-in-the-classroom
https://education.gov.gy/web/index.php/teachers/tips-for-teaching/item/1431-classroom-
management-and-discipline
https://classroommanagementexpert.com/blog/what-is-the-importance-of-classroom-
management/
https://www.weareteachers.com/classroom-procedures-save-sanity/
https://learn.teachingchannel.com/blog/2017/03/03/tch-diy-math-routines-3rd
https://www.education.gov.gy/web/index.php/teachers/tips-for-teaching/item/1623-types-
of-discipline-in-the-classroom
https://education.gov.gy/web/index.php/teachers/tips-for-teaching/item/1534-what-are-
the-causes-of-classroom-discipline-problems
https://study.com/blog/dealing-with-difficult-students-classroom-management-tips.html
Berry, Robert III Q. Thinking about Instructional Routines in Mathematics Teaching and
Learning, 2018
Bautista, Imelda S. Techniques and Strategies in Teaching Mathematics, 2018
Class Policies:
1. All students must attend classes promptly and regularly as per advised in the
guidelines of online classes based on the chosen option. Only students enrolled
in the course are allowed to attend the sessions. A student shall be marked
tardy 15 minutes after the set time and absent after 20 minutes of the
scheduled time unless the instructor has prior notice of his/her absence or
tardiness. (see F. Attendance, BulSU Student Handbook)
2. Students must be in their proper clothes for the day. Furthermore, male
students must sport a haircut that does not exceed the collar line and does not
cover the ears. Wearing earrings for the male is prohibited and for female
student’s excessive pieces of jewelry’ and make-up as well. (see
Responsibility, BulSU Student Handbook)
3. During written examinations, class presentations, and term examinations the

students must be in their proper clothes or the instructor may refuse to give the
student the written or practical activities (if given online). Students must refrain
from doing unnecessary noise.
4. During class discussions (online), the student must refrain from making too
much noise and from uttering unpleasant words. They are encouraged to
observe courtesy and cooperation, listen attentively, and participate actively in
all class activities.
5. Students are prohibited to eat and/or drink during online classes and always
observe the proper netiquette.
12
Prepared by:
Sally A. Baltazar, LPT, MAEd
Catherine B. Pulumbarit, LPT, MAEd
Declaration
I have read and understood the above syllabus in full and in participating in this course I
agree to the above rules. I have a clear understanding of the policies and my responsibilities,
and I have discussed everything unclear to me with the instructor.
I will adhere to the academic integrity and policy and I will treat my fellow students and my
teacher with due respect.
I understand that this syllabus can be modified or overruled by announcements of the
instructor in class or on any social media site at any time
______________________________________ ____________________ _______________
Student’s Printed name Signature Date
______________________________________ ____________________ _______________

Parent’s Printed name Signature Date
Student’s Copy
-------------------------------------------------------Cut here---------------------------------------------------
Declaration
I have read and understood the above syllabus in full and in participating in this course I
agree to the above rules. I have a clear understanding of the policies and my responsibilities,
and I have discussed everything unclear to me with the instructor.
I will adhere to the academic integrity and policy and I will treat my fellow students and my
teacher with due respect.
I understand that this syllabus can be modified or overruled by announcements of the

instructor in class or on any social media site at any time
______________________________________ ____________________ _______________
Student’s Printed name Signature Date
______________________________________ ____________________ _______________

Parent’s Printed name Signature Date
Instructor's Copy
13
TABLE OF CONTENTS
Syllabus
Unit 1 The Teacher .................................. 1
1.1 Varied Roles of a Teacher
1.2 Professional Attributes of a Teacher
1.3 Code of Ethics for Professional Teachers
1.4 Principles of Effective Teaching and Learning
Unit 2 The Learner .................................. 39
2.1 General Characteristics of a Learner
2.2 Characteristics of Independent Learners
2.3 Factors Affecting the Cognitive Development of Children
2.4 Learning Styles and Preferences
Unit 3 Lesson Planning ............................ 65

3.1 What is a lesson plan?
3.2 Major Types/Formats of Lesson Plan
3.3 Importance of Lesson Planning
3.4 Basic Steps in Lesson Planning
Unit 4 Behavioral Objectives ............................ 95

4.1 Guidelines in Writing Behavioral Objectives
4.2 Basic Concepts in Writing Behavioral Objectives
Unit 5 Motivation Technique ............................ 114

5.1 Types of Motivation
5.2 Motives Useful in Motivation
5.3 Types of Incentive
5.4 Importance of Motivation for Learning
Unit 6 The Art of Questioning ............................ 143
6.1 Characteristics of Good Questions
6.2 Techniques in Asking Questions
6.3 Techniques in Handling Student Responses
Unit 7 Classroom Management and Discipline ................ 166

7.1 Meaning and Importance
7.2 Activities to be Routinized
7.3 Modern Concepts of Discipline
7.4 Causes of Disciplinary Problems
Unit 8 Strategies/Methods in Teaching Mathematics . . . . . . . . . . . 192

8.1 Inductive and Deductive Method
8.2 Mastery Learning
8.3 Integration Method
8.4 Discussion Method
8.5 Inquiry Method
8.6 Discovery Method
8.7 Cooperative Method
8.8 Reflective Teaching
8.9 Metacognitive
8.10 Interactive Approach
References
Online Resources
14
UNIT 1 THE TEACHER
Introduction
Behind the success of a learner is an effective teacher. The teacher is
one of the key factors in the holistic development of a learner. Considering as
the second parent of a child (in school), a teacher also nurture the mind of a
child, help him manifest an affirmative affection among others, and assert good
physical attributes. Just as how a parent wanted his child to become when an
adult, a teacher had his part as well in the formation of the mind, the values,
and the positive outlook in life of the child. It aims to develop a personality that
can be considered as a prolific member of the society, a good performer, an
achiever himself and with high regard to human values.
It is indispensable to know and understand that it is not an easy task to
inculcate knowledge among learners, imbibed good values, and prepare them
for future challenges in life. We focus more on the idea that we need to produce
learners with a good heart and equip with all the knowledge necessary to
survive and face the challenges of life, we fail to recognize that these qualities
should start from the teacher and should be shown not just in his words but also
in his deeds. As a future teacher, you have to prove your worth as one, you
have to live with it and possessed the qualities to become the teacher of the
21st -century learners. What are those qualities?... will be discussed in this unit.
Unit I, includes varied roles of a teacher, the qualities necessary for a
professional and global teacher, the code of ethics of professional teachers,
and the principles of effective teaching and learning. Since it focuses on the
teacher, it provides relevant information that will help future teachers realized
how teachers supposed to act and behave in a manner that everybody will be
benefitted not just the learner and himself but the institution he involved and
even the society as a whole.
PRETEST:
From the box below choose the appropriate word that is being described
in each item. Write your answer on the blank provided before each number.
Roles of a teacher Professional qualities of a teacher
instructor facilitator communication skills

parent surrogate commitment
public relations specialist personality characteristics
model leader professional relationship skills
motivator physical characteristics
counselor manager responsibility characteristics
1
Roles of a teacher:
____________________ 1. The teacher sees to it that he was able to handle
the classroom and the class itself well.
____________________ 2. The teacher provides a shoulder to cry on and
make students feel comfortable in the process.
____________________ 3. The teacher attracts and maintain students
interests for the whole class period.
____________________ 4. The teacher responsibly assume his authority and
direct students to learning.
____________________ 5. The teacher acts as a good example among
learners.
____________________ 6. The teacher expresses good communication and
social skills in promoting school programs and activities in the community.
____________________ 7. The teacher treats his students as his own
children, considering second family at school.
____________________ 8. The teacher performs monitoring and supervision
of students’ activities.
____________________ 9. It is the main function of the teacher, to deliver his
lesson.
Professional qualities of a teacher:

____________________ 10. This includes teacher’s appearance, grooming
and health.
____________________ 11. It means expressing good moral values in
performing his duty as teacher.
____________________ 12. The teacher displays an attitude showing
readiness to fulfill his function and duties reasonably.
____________________ 13. The ability of the teacher to express herself well
verbally and in writing.
____________________ 14. It means that the teacher expresses good
rapport among the other stakeholders of the institution.
____________________ 15. The teacher shows passion in his profession.
2
LESSON 1.1 VARIED ROLES OF A TEACHER
Objectives:
1. Determine the different roles of a teacher.
2. Illustrate the relationship between the different roles of a teacher.
3. As a future mathematics teacher, apply the roles of a teacher in real-life
situations.
Incite
Activity 1.1: Let’s get ready!
Based on the given checklist below, let us find out if you are ready to
face the challenges of being a teacher. Simply check the space that
corresponds to your answer.
Are you ready to …
YES NO
1. manage the class and deliver daily
lesson with mastery _____ _____
2. attract attention and monitor closely

students’ activities _____ _____
3. look after the welfare of students and

treat them as your children _____ _____
4. prepare communication and be able to

communicate among stakeholders _____ _____
5. act as role model among students _____ _____
Your answer in this activity will give you an idea of whether you are ready
or not regarding the duties and responsibilities of a teacher.
VARIED ROLES OF A TEACHER

The teacher plays varied roles in the classroom: he is the manager,
counselor, motivator, leader, model, public relations specialist, parent-
surrogate, facilitator, and instructor (Acero, Javier, & Castro 2000).
1. As a Manager. As a manager, the teacher is responsible for the
effective management of his class from start to finish. He carries
systematic activities throughout the day to develop the learners’
3
cognitive, psychomotor, and affective aspects of the teaching-
learning process. The learners’ eagerness and interest to participate
in all the learning activities prepared and facilitated by the teacher
are a manifestation of orderly classroom management by the
teacher-manager.
2. As a Counselor. Every teacher is a guidance teacher. He acts as

a counselor to the learners especially when they are beset by
problems. In general, teachers comfort and make the learners feel
they have a ready shoulder to cry on. As a counselor, the teacher
religiously observes all the activities of the learners under his care,
carefully noting important information regarding their mood, health,
and progress in their studies to help him assess their overall
performance.
3. As a Motivator. Encouraging and motivating learners to study well

and behave properly in and outside the classroom are an enormous
task. Despite the constraints, however, the teacher should use
effective ways to awaken the drives and motives of the learners, as
he knows fully well the role played by motivation in the learning
process. Motivation sets the mood for learning. It arouses the
interest of the learners and gets them more involved in in-class
activities. A dynamic teacher is always good at motivating learners
to make them listen, participate, and understand instructions.
4. As a Leader. A leader directs, coaches, supports, and delegates

depending on the needs of the situation. A leader is always looked
upon as somebody dependable and responsible. A teacher always
assumes the position of a leader, and he has to be credible in this
regard. He should, therefore, manifest the highest leadership
potentials demanded of his role as teacher and leader. The teacher
should set an example to emphasize his role of being a leader. He
should also be aware that to be a good leader, he must first be a
good follower.
5. As a Model. A teacher is an exemplar. He serves as a model for

his learners. Learners idolize their teachers; they believe the things
that they say, especially if they show kindness and are approachable
and sympathetic to their needs. As a model, the teacher should look
his best all the time, master his lessons, show his interest in the
learner’s welfare, show his good behavior, and inculcate good work
and attitudes especially during trying moments inside the classroom.
Be fair in dealing with students and exhibit good judgment when the
situation calls for it.
4
6. As a Public Relations Specialist. The credibility of the school is
attributed most of the time to the ways the teachers deal with people
outside the school, like the schools’ benefactors, parents of the
learner, church leaders, government employees, and others. The
teacher, in his role as a public relations specialist, will be able to
solicit important donations in cash or in-kind for the development of
both the school and the learners. More than this, a teacher who has
good public relations will always make a name for his school.
7. As a Parent-surrogate. In school, the teacher is the parent of the

learners. Parents have a feeling of security knowing that their
children are in good hands. Adding to the main function of
developing the learners intellectually, the teacher is also expected to
train the learners socially and emotionally and to look after their
physical and mental well-being. In school, the teacher takes over the
role of the parents, attending to the needs of the learners, and
offering them the comforts away from home. In the process, he
guarantees that the individual rights of the learners to education and
safety are respected.
8. As a Facilitator. The teacher is the facilitator of learning. The

learners must be given the chance to discuss under the close
supervision and monitoring of the teacher. As a facilitator, the
teacher prepares guidelines that will serve as the focus of discussion
and activities. He oversees the activities inside the classroom. He
allows learners to discuss spontaneously with his very minimal
affirmation and confirmation. In the event, however, that some
clarifications are needed, he can clarify vague points and correct the
wrong notions of the learners.
9. As an Instructor. The main function of the teacher is instruction. All

the other roles aforementioned are corollary to teaching. To
effectively carry out this aspect of teaching, the pre-service education
of teachers must be more than adequate to prepare them for a job
involving varied responsibilities.
5
Wrap-up
Exercise 1.1.1
Given the nine (9) varied roles of a teacher, arrange them in the rank of
your priority and rank 1 is considered the most important.
1. ____________________________________
2. ____________________________________
3. ____________________________________
4. ____________________________________
5. ____________________________________
6. ____________________________________
7. ____________________________________
8. ____________________________________
9. ____________________________________
Based on the rank you presented, explain why did you consider the rank
1 as the most important and the rank 9, the least important.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
6
Apply
Exercise 1.1.2
Illustrate the relationship between the different roles of a teacher through
the use of concept maps. ( Concept maps are tools for organizing and
presenting knowledge. They are visual representations that show the
relationship of concepts. They can be used as a diagnostic pre-assessment or
a formative assessment during learning activities.)
7
Reflect
Exercise 1.1.3
As a future mathematics teacher, briefly discuss, how are you going to
apply the first top three roles of a teacher (based on your rank in Exercise 1.1.1)
in a real-life situation. Cite specific examples as to how you are going to
perform those three roles.
Example:
As a counselor: during this pandemic, the teacher can lend a helping
hand among his students. He can be a good listener, a shoulder to cry on or
even, if possible, morally and financially support the student in need.
8
LESSON 1.2 PROFESSIONAL ATTRIBUTES OF A TEACHER
Objectives:
1. Identify and differentiate the personal and professional qualities of a
teacher.
2. Determine the qualities of a global teacher.
3. Illustrate a mathematics teacher that is modern and time-tested.
Incite
Activity 1.2: Which is which?
How do you want your teacher to be or maybe yourself to be when you
are already in the field of teaching? Encircle one characteristic in each item.
1. strict or lenient
2. well-groomed or fashionable
3. creative or direct to the point
4. believes in homework or do not give homework
5. theory-based or skills-based
6. master the subject or master the skills
7. consider the solution or favor just the final answer
8. serious or easy go lucky
9. traditional or modern
10. with license or experienced teacher
This Lesson 1.2, will justify how you choose the characteristics of a
teacher in the last activity. This will further give us a thorough understanding
of what is supposed to be the professional and personal qualities of a teacher.
PROFESSIONAL ATTRIBUTES OF A TEACHER

( Acero et al., 2015)
The following list describes the affective characteristics and behaviors
expected of a professional educator.
Criterion 1. Physical Characteristics
Health and wellness. The candidate has the physical and mental
characteristics, sufficient motor coordination and energy, adequate visual and
auditory acuity, and good health needed to effectively and independently
implement the instructional and managerial duties associated with teaching the
levels and field for which he is being prepared.
9
Appearance. The candidate takes pride in his appearance; is
well-groomed and presents himself in a professional manner appropriate to the
age of students being taught.
Criterion 2. Personality Characteristics
Cooperation. The candidate has a good moral attitude; works
cooperatively with peers, site teachers, and faculty; contributes constructively
to the realization of group objectives; is vocal about his opinion, avoids
sarcasm; makes constructive suggestions, accepts suggestions, and
constructive criticism; and modifies behavior appropriately.
Tactfulness. The candidate is modest in the use of words and
actions upon others, tempers his words in consideration of the feelings of other
people, and avoids situations that offend institutional and community mores.
Flexibility and patience. The candidate displays a willingness and
ability to adapt to changes in events, conditions, activities, innovations, and
tasks, and overall patience for circumstances and human interactions.
Organization. The candidate monitors and controls time,
materials, and product expectations; is good at classroom and time
management.
Enthusiasm. The candidate displays energy and enthusiasm and
responds appropriately to humor.
Creativity. The candidate synthesizes theory and practice into
new personalized adaptations and applications.
Initiative and risk-taking. The candidate displays independence
and motivation and is not resistant to undertake new activities and assignments.
Criterion 3. Responsibility Characteristics
Responsibility. The candidate undertakes and completes
assigned tasks, assumes his role/functions, attend to his position, meets
university and program requirements and deadlines, anticipates
problems and plans ahead, and adapts to professional standards and
policies; has good moral ethics.
Attendance and punctuality. The candidate is always present and
punctual for class and appointments; arranges ahead of time with all
necessary individuals for unavoidable delays or absences, and does not
solicit except for any but very special and legitimate circumstances.
Maturity. The candidate displays poise in task completion and
personal interactions, acknowledges his responsibility and culpability,
and does not pass on the blame to others or rationalizes his own
inadequate or missing performance; has integrity and is honest in
professional dealings.
10
Criterion 4. Communication Skill
Oral communication. The candidate reflects the appropriate
voice and speech delivery; clarity, fluency, and grammatical correctness; uses
standard English and understandable accent; appropriate formality to any
situation; and verbal flexibility allowing rephrasing or translating of ideas or
questions until the instruction is clear to students.
Written communication. The written output of the candidate
reflects appropriate and accurate spelling, grammar, punctuation, syntax,
format, and English usage; and demonstrates organization and compositions
that effectively communicate ideas, directions, explanations, lesson plans,
messages, and other teaching-related written output.
Criterion 5. Professional Relationship Skills
Demeanor. The candidate demonstrates positive attitudes in
interactions with other professionals; collaborates with peers; respects
authority; complies with rules and reports problems with school and university
operations concerning specific evidence and reasonable courtesy.
Rapport. The candidate relates easily and appropriately to
children, youth, and others respond to him, providing leadership or direction
while involving others and listening to and incorporating their desires and
concerns.
Awareness of individual differences. The candidate recognizes
and empathizes with human differences in ethnicity, gender, physical ability,
and intellectual ability, and demonstrates sensitivity to social expectations in
varied environments.
Criterion 6. Commitment to the Teaching Profession
Professionalism. The candidate demonstrates a passion for
teaching; recognizes, seeks, and applies the best theory, research, and
practice in professional activities; is proud to assert his intention of becoming a
teacher; and demonstrates a commitment to education as a career.
Withitness. The candidate exhibits simultaneous awareness of
all aspects of the learning environment.
Reflectivity. The candidate reflects and evaluates professional
experiences with constructive criticism.
Qualities of a Good Teacher

(Department of Education, Training and Employment 2014)
Teaching is a career that provides challenges, excitement, personal
reward, and a chance to encourage and support others to achieve goals. Good
teachers know that by listening to and working with colleagues, parents, other
11
professionals, and community members, they can inspire students and improve
their learning. Some personal qualities and skills make a good teacher. These
include:
a. being good at explaining things;
b. being a person who enjoys working with a wide range of people;
c. being enthusiastic;
d. having strong knowledge in a particular subject area;
e. being good at time management;
f. the ability to work in a team and uses his initiative;
g. keeping cool under pressure;
h. having patience and a good sense of humor;
i. being fair-minded;
j. coping well with change; and
k. enjoying a challenge.
Global Teacher (Corpuz and Salandanan, 2015)

A global Filipino teacher should have the following qualities and
characteristics in addition to knowledge, skills, and values:
1. understands how this world is interconnected;
2. recognizes that the world has a rich variety of ways of life;
3. has a vision of the future and sees what the future would be for
himself and the students;
4. must be creative and innovative;
5. must understand, respect and be tolerant of the diversity of cultures;
6. must believe and take action for education that will sustain the future;
7. must be able to facilitate digitally-mediated learning;
8. must have a depth of knowledge; and
9. must possess good communication skills (for Filipino teachers to be
multilingual); and lastly but more importantly,
10. must possess the competencies of a professional teacher as
embodied in the National Competency-Based Standards for
Teachers (NCBTS).
12
Wrap-up
Exercise 1.2.1
Lesson 1.2 discussed the professional, personal, and global qualities of
a teacher. Using the Venn diagram, sum up those characteristics showing the
similarities and differences of the professional, personal, and global qualities of
a teacher. An example is done for you.
(Professional)
appearance
(Global) (Personal)
digitally mediated learning good sense of humor
Briefly explain the result of the Venn diagram:

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
13
Apply
Exercise 1.2.2
Create your model teacher in Mathematics, based on the result of
the summary in Lesson 1.2.1. You may also give additional characteristics that
you think will be needed to come up with the 21 st-century teacher. Sketch and
design your 21st-century Mathematics teacher.
Why do you think the model you sketch is the 21 st-century mathematics
teacher needed now a day?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
14
Reflect
Exercise 1.2.3 My Insights
1. Recalling the qualities of your favorite Mathematics teacher in
Grades 1 to 12, reflect on how you can adopt these qualities that you
liked the most when you become a teacher.
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
2. On the other hand, give your insights on how you can avoid the least
qualities you have had observed and experienced with your previous
teacher.
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
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LESSON 1.3 CODE OF ETHICS FOR PROFESSIONAL TEACHERS
Objectives:
1. Recall the code of ethics of professional teachers.
2. Observe the code of ethics of professional teachers.
Incite
Activity 1.3: Think-Think-Think
Write inside the box, as many words that you think are associated with the code
of ethics of professional teachers.
Choose one word from the box then explain why is it the most important
word associated with the code of ethics of professional teachers.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
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17
18
19
20
21
22
23
24
25
Wrap-up
Exercise 1.3.1
The class will be divided into 10 groups for the 10 Articles of the Code
of Ethics of Professional Teachers starting from Article II ( The Teacher and the
State) up to Article XI (The Teacher as a Person).
Indicate the Article No. and its title, then use symbols to present the
characteristics of the professional teacher expressed in the article assigned to
the group.
Explain briefly your symbol:

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
26
Apply
Exercise 1.3.2 My Insights
Based on your experience, cite two teacher behaviors that are not in
keeping with the provision of the Article assigned to you. Discussed further how
is the Article being violated.
1. ______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
2. ______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
27
Reflect
Exercise 1.3.3
Briefly answer the following situations.
1. One time, Teacher Anna felt that one group of her students were
abusing her leniency, they seemed to be disrespectful in making
unnecessary comments which made her upset. She sent the group
out and ordered to bring their parents to school. For two meetings
the students were denied attending her class for not bringing their
parents. Is Teacher Anna violating the code?
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
2. Teacher Carlo agreed with his students to convert the project in
T.L.E. into a monetary donation for their deceased classmate. This
is out of extreme sympathy for the bereaved family. The total cost of
the project amounted to 10,000 pesos for a passing grade. The
amount had reached the bereaved family. Was the contract made
by the teacher and students questionable?
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
3. What does the code say about teachers' financial obligations? Say,
that the teacher is not attending to a long-standing loan and does not
anymore care to check his arrears.
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
4. Teacher Joana decided to ask donations from local officials using the
name of the school, instead of asking contributions from the students.
According to her, it is better to ask the politicians rather than from the
students. Is the justification of Teacher Joana moral?
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
28
LESSON 1.4 PRINCIPLES OF EFFECTIVE TEACHING AND LEARNING
Objectives:
1. Determine the principles of effective teaching and learning.
2. Apply the principles of effective teaching and learning in a real-life
situation.
Incite
Activity 1.4: Recall and Share
Cite a scenario, just as how your favorite teacher motivates the class, to
attract their attention and make them focus more on the lesson.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
This activity gave us an idea of how effective the teacher was

before, Lesson 1.4 will give us more ideas to become more effective in the
teaching-learning process in every season.
TWELVE PRINCIPLES OF EFFECTIVE TEACHING AND LEARNING

(Serrano and Paez,2015)
There are many principles established for the teaching profession which
are timely and timeless. The 12 principles of effective teaching and learning,
based on the intensive research conducted by Tiberius and Tipping (1990) shall
be considered.
Principle 1. Teachers’ knowledge of the subject matter is essential to the
implementation of important teaching tasks.
A teacher’s good foundation about the subject matter is essential to
enable him to conduct a substantial discussion. This will allow him to deliver
the lesson with ease and confidence and will permit greater possibility for
students to be challenged and inspired by the manner in how he delivers the
information with mastery. Having a wide range of information enables the
29
teacher to transfer meaningful and relevant information to the learners. It takes
a good teacher to make every topic functional. Let the students perform out of
the content.
Principle 2. Active involvement of the learner enhances learning.

To enhance learning, students should be actively involved in the learning
process. This is called engagement. Engagement requires the learner’s
attention and commitment. Missing any one of the two will result in
disengagement. Learners should be seen as active participants in the
teaching-learning process. Other than the teacher being the sole source of
information, he should carry out activities that will enhance the learner’s
cognitive, affective, manipulative, and thinking skills. Teachers should plan and
implement engaging activities for the students to intrinsically love learning.
Principle 3. Interaction between teachers and students is the most important

factor in student motivation and involvement.
The dynamic atmosphere of allowing the learners to share their talents,
interests, experiences, and beliefs to support the cognitive aspect of the lesson
is an effective means to promote lively interaction in the classroom. The vibrant
attitude of the teacher towards the learners is an essential factor to encourage
them to join and actively participate in the learning process.
Principle 4. Students benefit from taking responsibility for their learning.

As one philosopher said: “You cannot force someone to learn.” Learning
can only be activated by the learner himself. This applies to both young and
adult learners. Even if you are a good lecturer, there will be times when your
students would not even recall the things you’ve said. It fleets like a robber. A
teacher should be open-minded to the fact that circumstances like this can
happen, thus, he should allow learners to figure out the solutions/answers for
themselves through proper motivation. The learners must make what they
learn as part of themselves. (Chickering et al. 1987)
Principle 5. There are many roads to learning.

Based on Gardner’s theory of multiple intelligences, ”Learners learn in
different ways, at different rates, for different reasons.” The various researches
on learning styles can also support this statement. There are diverse ways for
a student to learn something. This may be influenced by some factors like their
developmental differences, interests, learning aptitude, learning style, and
other reasons influencing their attitude towards learning.
30
Principle 6. Expect more and you will achieve more.
High expectations from the teacher beget high outcomes from the
students. This means that everyone can be inspired to aim for good academic
performance and even the right conduct for as long as the teacher is supportive
of this goal. It is a given fact that learners differ in terms of their ability: slow,
average, and fast learners. Teachers often get annoyed about how slow
learners perform in their classes. However, in the case of slow learners, if the
teacher wants the students to achieve something, it is the teacher’s role to
provide activities that will help, guide, and encourage the students to perform
at their best. Sometimes a teacher gets frustrated about the students’
outcomes but the question is, did he provide the necessary input for that
outcome? By principle, the teacher should first give the essential foundation
and skills through various activities that will be useful and relevant for the
desired learning outcomes.
Principle 7. Learning is enhanced in an atmosphere of cooperation.

Learning is collaborative and social, not competitive and isolated
(Chickering et al, 1987). Cooperative learning produces greater student
achievement than traditional learning methodologies (Slavin,1984).
Cooperative learning groups set the stage for students to learn social skills.
These skills help build stronger cooperation among group members.
Leadership, decision-making, trust-building, and communication are different
skills that are developed in cooperative learning (Dahley,1994).
Principle 8. The material must be meaningful.

Meaningful materials refer to their capacity to relay relevant and
substantial information. Teachers must use materials maximally for instruction
so that it will serve its purpose.
Principle 9. Both teaching and learning are enhanced by descriptive feedback.

Descriptive feedback refers to the specific information in the form of
marginal comments or conversations that help the learner understand what he
needs to do to improve (Brown et al.2014). This is a sincere move on the part
of the teacher and it is proven effective in the sense that the learner is made
aware of his strengths and weaknesses in detail, thus, enabling him to reflect
further on the progress he needs to exert to make his performance better next
time.
31
Principle 10. Critical feedback is only useful if the learner has alternatives to
pursue.
Hearing critical feedback is discouraging and a few of us understand the
benefit of knowing our odds. Therefore, as a ground-rule, every critical
feedback should offer a solution to allow the person to redeem himself from that
impression. In life, mistakes are inevitable. However, as Gandhi and King said”
Relocate yourself into the student’s circumstances, and help the student
overcome his negative actions”.
Principle 11. Time plus energy equals learning.

This is an interesting equation for learning. Time + Energy = Learning.
The metaphor behind the ladder of learning can best explain this equation
wherein it tells us that it takes time and effort (referring to energy) to learn
something before moving on to the next step. Some learners may succeed in
climbing the ladder swiftly while it takes time for others to do so. A patient
teacher would see this principle as a challenge to help and see all the learners
move up and achieve the learning goal. The teacher should serve as a dynamic
catalyst to push up the learners in the best way he can.
Principle 12. Experience usually improves teaching.

The full cup theory explains that “you cannot give what you do not
have.” You need to “walk the talk.” The rich blend of theoretical and
practical/actual experiences of the subject you are teaching can deepen your
discussion. Therefore, it is a must for teachers to continually enrich their
professional growth as not to short-change the information they impart to their
students. Speak not from the book, speak from wisdom and experience.
32
Wrap-up
Exercise 1.4.1
Interview your former Mathematics teacher about some of his practices
related to the teaching-learning principles in Lesson 1.4.
Principle Teacher’s Teaching Practices
1. Teachers’ knowledge of the

subject matter is essential to
the implementation of
important teaching tasks.
2. Active involvement of the

learner enhances learning.
3. Interaction between teachers
and students is the most
important factor in student
motivation and involvement.
4. Students benefit from taking
responsibility for their learning.
5. There are many roads to
learning.
6. Expect more and you will

achieve more.
7. Learning is enhanced in an
atmosphere of cooperation.
8. The material must be

meaningful.
9. Both teaching and learning are

enhanced by descriptive
feedback.
10. Critical feedback is only useful

if the learner has alternatives
to pursue.
11. Time plus energy equals

learning.
12. Experience usually improves

teaching.
33
Apply
Exercise 1.4.2
As a future Mathematics teacher, share how are you going to apply these
twelve (12) principles of effective teaching and learning in a real-life situation.
Principle As a future Mathematics teacher,
I will…
1. Teachers’ knowledge of the
subject matter is essential to
the implementation of
important teaching tasks.
2. Active involvement of the
learner enhances learning.
3. Interaction between teachers
and students is the most
important factor in student
motivation and involvement.
4. Students benefit from taking
responsibility for their learning.
5. There are many roads to
learning.
6. Expect more and you will

achieve more.
7. Learning is enhanced in an
atmosphere of cooperation.
8. The material must be

meaningful.
9. Both teaching and learning are

enhanced by descriptive
feedback.
10. Critical feedback is only useful

if the learner has alternatives
to pursue.
11. Time plus energy equals

learning.
12. Experience usually improves

teaching.
34
Reflect
Exercise 1.4.3
My Teacher, My Hero
October 5 was declared by UNESCO as the World Teachers’ Day. In
the Philippines, September 5 to October 5 every year has been declared as
National Teachers’ Month by Presidential Proclamation No. 242 signed on
August 24, 2011.
This activity aims to give tribute and show gratitude to all teachers. With
the theme: “My teacher, my hero”, prepare a short prayer expressing your
appreciation to your teacher, your hero.
35
POSTTEST:
Identification: Determine the term/s being referred to in each item. Write your
answer on the space provided.
Roles of a teacher:
____________________ 1. The teacher expresses good communication and
social skills in promoting school programs and activities in the community.
____________________ 2. The teacher treats his students as his own
children, considering second family at school.
____________________ 3. The teacher sees to it that he was able to handle
the classroom and the class itself well.
____________________ 4. The teacher acts as a good example among
learners.
____________________ 5. The teacher performs monitoring and supervision
of students’ activities.
____________________ 6. It is the main function of the teacher, to deliver his
lesson.
____________________ 7. The teacher provides a shoulder to cry on and
make students feel comfortable in the process.
____________________ 8. The teacher attracts and maintain students
interests for the whole class period.
____________________ 9. The teacher responsibly assume his authority and
direct students to learning.
Professional qualities of a teacher:

____________________ 10. The ability of the teacher to express herself well
verbally and in writing.
____________________ 11. It means that the teacher expresses good
rapport among the other stakeholders of the institution.
____________________ 12. The teacher shows passion in his profession
____________________ 13. This includes teacher’s appearance, grooming

and health.
____________________ 14. It means expressing good moral values in
performing his duty as teacher.
____________________ 15. The teacher displays an attitude showing
readiness to fulfill his function and duties reasonably.
36
Multiple Choice: Choose the best answer. Encircle the letter of your answer.
1. Teaching is to be done
A. haphazard C. intentionally
B. incidentally D. meaninglessly
2. Teaching is like speaking and writing for it serves as the _____ agent
of instruction.
A. transmitting C. initial
B. receiving D. final
3. Teaching tends to become more traditional as it gives more emphasis

on the function of
A. the teacher C. both of them
B. the learner D. none of them
4. In modern teaching, the teacher’s role is to _____ the student’s

responsibility to learn for himself.
A. decrease C. maintain
B. increase D. prevent
5. Which activity directs the learners’ activities towards effective learning?

A. modeling C. explaining
B. teaching D. analyzing
6. “Teachers are persons in authority” implies that

A. Decisions studied and made by the teachers are deemed right.
B. No person can insult and assault a teacher.
C. Teachers have immunity from arrest and conviction.
D. Teachers cannot be judged and charged.
7. Why is teaching a profession?

A. Can attract both the old and the young students
B. Unites people of diversified status
C. Upholds service over and above personal gains
D. Has its unique structural set-up
8. What kind of feedback enhances both teaching and learning?

A. descriptive C. selective
B. critical D. discriminatory
9. How must a teacher encourage the learners to get maximum benefits

from the different learning activities?
A. Let them do as they please
B. Guide them to be responsible for their learning
37
C. Provide them all the materials and modules for learning
D. Tolerate their criticisms without accountability on their part
10. What is essential in the implementation of teaching tasks?

A. Parents’ rating of the teacher despite its subjectivity
B. Teacher’s domineering and strong personality
C. Students’ involvement in the school's council
D. Teachers’ knowledge of the subject matter
11. How do you describe the roads to learning which could unlock the key
to the potential of the students?
A. limited C. unexplored
B. one way D. varied
12. As a conscientious teacher, how will you enhance learning to bring out
the best in your students?
A. Monopolize the discussion to control the time of engagement
B. Refrain from calling their attention when they failed to meet your
standard
C. Stick to the traditional way of giving a lecture
D. Create an atmosphere of cooperation
13. To be successful in achieving maximum students’ engagement, what

must a teacher do?
A. Allow them to answer in chorus
B. Provide unlimited time for each group to share in the recitation
C. Encourage interaction between the teacher and the learners
D. Supply all the materials and notes for the group assigned in the
activity
14. What deepens the discussion in every lesson that a teacher tackles?
A. The monotony of the discussion by the teacher
B. The rich blending of the theory and practice
C. The limited opportunity of the learners to explore outside the
classroom
D. The preferential option of the teacher to stick to the information from
the books
15. What can short-change the learners on the information provided to

them?
A. The lack of drive from the teacher to grow professionally
B. The meddling of the parents in the affairs of the school
C. The community’s lack of support to the school’s projects
D. The students’ critical attitude towards their teacher
38
UNIT 2 THE LEARNER
Introduction
The end product of teaching is learning. Teaching will be useless if it
does not come up with fruitful learning. The outcome of effective teaching is a
productive learner, a well-developed learner. A learner that is equipped with
what is accentuated as the 21st-century skills and responsible enough to stand
on his own amidst these difficulties in life.
The learner is the center of the teaching-learning process. The
effectiveness of the teacher depends on the strategies and techniques
employed to adapt to the needs of the learners. The teacher needs to recognize
the uniqueness of each learner that makes it more challenging on his part. To
facilitate teaching, a teacher should imbibe an in-depth understanding of the
learner's attributes and even on their learning styles.
In this unit, the learner is the focus of discussion. It emphasizes the
following: general characteristics of learners in different grade levels, the 21st-
century learners, characteristics of independent learners, factors affecting the
cognitive development of children, and the different learning styles and
preferences of students. This will give future teachers a thorough discussion
regarding the know-how of learners. How they will adapt in the fast-changing
society and even in the virtual teaching-learning process.
PRETEST:
I. Given the situation below, determine to which factor of the
cognitive development of children does each belong by filling up
the box as Biological factor or an Environmental factor
increasing maturity level

genetic condition
better income capacity
socialization among other children
well-developed senses
chance to interact with others
with high intelligence quotient
good learning opportunities
Biological Factor Environmental Factor

1. 1.
2. 2.
3. 3.
4. 4.
39
II. The Seven Learning Style. Match the description (Column A) of
the learning styles with its name (Column B). Write the letter of
your answer on the space provided.
Column A Column B
_____ 1. Learn best with peers A. Aural

_____ 2. Mastery is associated with pictures B. Logical
_____ 3. Preferred to study with music C. Physical
_____ 4. Concentrate more when alone D. Social
_____ 5. A good conversant E. Solitary
_____ 6. Manipulate numbers better F. Verbal
_____ 7. Focus more on the body movement G. Visual
LESSON 2.1 GENERAL CHARACTERISTICS OF A LEARNER
Objectives:
1. Distinguish the characteristics of students in different grade levels.
2. Identify the 21st-century learners.
Incite
Activity 2.1 Complete Me!
Complete each letter of the word LEARNER with the appropriate
characteristics of a learner. An example is given.
L - lively L -
E - enthusiast E -
A - appreciative A -
R - reasonable R -
N - natural N -
E - entertaining E -
R - resourceful R -
Discuss briefly why did you include these characteristics of a learner.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
40
GENERAL CHARACTERISTICS OF A LEARNER
(Rivera and Sambrano, 1992)
Elementary Level
1. slow physical growth and development
2. general muscular coordination but not at its prime
3. intense physical activity or a strong urge for action
4. girls maturing rapidly than boys
5. sense organs well developed
6. perceptual power keen and relatively accurate
7. a wider span of interests but of short duration
8. ambitions starting in the intermediate grades
9. strong tendencies for collection and construction
10. good power of memory
11. seeks prestige through boasting and rivalry
12. strong tendency to imitate
13. hero worship
14. manifests gang spirit
15. an intense desire for competition
Secondary Level
1. rapid but uneven physical growth and development
2. increase in physical strength and skill
3. physical balance in the latter part of adolescence
4. muscular improvement and endurance
5. finger dexterity greater in girls
6. intense but properly controlled varied emotions
7. growth in mental power due to the growth of the nervous system
8. verbal or language ability higher in girls
9. keen to gain insight and to generalize
10. self-awareness evident in social gatherings
11. strong desire for social approval and cooperation
12. strong gang spirit and evident loyalty to the group
13. keen idealism
14. more democratic in dealing with other groups
15. evidence of leadership among outstanding students
Tertiary Level
1. physically and mentally matured
2. motor coordination stabilized
3. muscular endurance
4. technical skills manifested
5. permanent mental habits
6. permanent interests
41
7. abstract reasoning
8. mental stability
9. creative thinking and analytic reflection
10. moral code established
11. economically independent
12. a desire for membership in a fraternal organization
13. willing to follow good leadership
The 21st Century Learner

To cope up with the changing environment, the learner must possess
21st-century skills. According to Corpuz and Salandanan (2015), the 21 st-
century skills can be categorized into four (4), namely: 1) communication skills,
2) learning and innovation skills, 3) information, media, and technology skills,
and 4) life and career skills. A teacher must also possess them to survive in
this 21st century and be able to contribute to the development of 21st-century
learners.
Under each of these four (4), clusters of 21st-century skills are specific
skills. Effective communication skills include 1) teaming, 2) collaboration, 3)
interpersonal skills, 4) local, national, and global orientedness, and 5)
interactive communication.
The learning and innovation skills are the 3 Cs namely: 1) creativity, 2)
curiosity, 3) critical thinking problem-solving skills, and 4) risk-taking.
Information, media, and technology skills are 1) visual and information
literacies, 2) media literacy, 3) basic, scientific, economic, and technological
literacies, and 4) multicultural literacy.
Life and career skills embrace 1) flexibility and adaptability, 2)
leadership and responsibility, 3) social and cross-cultural skills, 4) initiative and
self-direction, 5) productivity and accountability, and 6) ethical, moral and
spiritual values.
42
Wrap-up
Exercise 2.1.1
Given the following illustration, reflect on your attitude and behavior.
NEGATIVE
POSITIVE
1. What characteristics did you think to make you an effective and/or

ineffective learner? Discuss it.
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
2. Can you be considered as a 21st-century learner? Why or why not?
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
43
Apply
Exercise 2.1.2
Interview three (3) of your classmates. Let them rate you, as regards
your attitude and behavior in class. Encircle the appropriate number, then
answer the feedback question below.
Classmate Poor Needs Good Very Excellent

Improvement Good
A 1 2 3 4 5
B 1 2 3 4 5
C 1 2 3 4 5
Mean: _______ Description: ___________________
Feedback question:
What characteristics did you think your classmate possessed that made
him or make him not, a 21st-century learner? Why do you say so?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
44
Reflect
Exercise 2.1.3
Using symbols, create your ideal 21 st-century learner then explain its
importance especially during this time of new normal.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
45
LESSON 2.2 CHARACTERISTICS OF INDEPENDENT LEARNERS
Objectives:
1. Differentiate independent learners from others.
2. Analyze the need for independent learners in the virtual teaching-
learning process.
Incite
Activity 2.2 Who am I?
Think of one word that best describes you as a student. Explain how is
it related to you, as a learner.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
SEVEN CHARACTERISTICS OF INDEPENDENT LEARNERS

(Acero et al 2015)
1. Curiosity. Independent learners are curious about the world. They
seek out ways to explore. They adopt learning from varied learning
styles and veer away from traditional instruction. They are proactive.
On their own, they look for additional lesson supplements.
2. Self-motivation. Intrinsic motivation far surpasses any prize or reward

system. Setting internal goals to achieve motivates independent
learners. They are driven by their achievement.
3. Self-examination. Independent learners go into self-evaluation. They

can see their strengths and weaknesses and measure their progress.
They keep track of their achievements and failures.
4. Accountability. This means responsibility: knowing what you have to

do and doing it without anyone telling you to. The sooner a student
46
becomes responsible for the consequences of his decisions and actions,
the less dependent he will be to outside sources for discipline or
motivation.
5. Critical thinking. Independent learners think critically about a situation.

They examine all possibilities and often come up with multiple solutions.
They do not just memorize. They probe and analyze the nature of things
or situations. They ask “why” and formulate answers based on real-
world observation and intelligent deduction.
6. Comprehension (with little or no instruction). Independent learners

can read, visualize, or kinesthetically instruct themselves. Regardless
of the topic or subject studied, an independent learner will find ways to
understand the material through the application (generally, trial-and-
error).
7. Persistence. Independent learners are serious learners who do not give

up easily. They strive to understand a concept as much as possible by
working on their own before asking for help. They also apply self-
discipline when faced with difficulty in finding an easy answer to a
problem. They teach themselves and only ask questions after failing to
find a solution on their own.
According to Acero, et.al.( 2015) to understand the learner, the teacher must
know that:
a. The learner is a unique individual with traits peculiar to himself;

b. The learner is influenced and, therefore, becomes a product of the
cultural environment where he assumes membership; and
c. The learner is affected by the social and psychological forces of the
environment.
47
Wrap-up
Exercise 2.2.1
1. List five (5) characteristics of learners for each category.
Independent Passive Active
1. _________________ _______________ ________________
2. _________________ _______________ ________________
3. _________________ _______________ ________________
4. _________________ _______________ ________________
5. _________________ _______________ ________________
2. Compare the characteristics listed above in the new normal set-up.
Advantages:
______________________________________________________
______________________________________________________
______________________________________________________
Disadvantages:
______________________________________________________
______________________________________________________
______________________________________________________
3. Conclude the result of the comparison.
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
48
Apply
Exercise 2.2.2
Interview your former mathematics teacher in DepEd about this new
normal set-up in teaching by answering the following questions.
1. What characteristics of learners do you think are necessary to adapt

to this new normal? And why?
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
2. What did you do to make your students independent learners?
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
3. How important it is for the learners to become independent in learning

specifically during this time of new normal?
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
49
Reflect
Exercise 2.2.3
As a future Mathematics teacher, in bullet style, outline a plan regarding
the readiness of students to become independent in this new normal set-up of
learning.
50
LESSON 2.3 FACTORS AFFECTING COGNITIVE DEVELOPMENT
OF CHILDREN
Objectives:
1. State the factors affecting the cognitive development of children.
2. Relate how these factors affect the cognitive development of
learners.
Incite
Activity 2.3 Think and Tell
Which do you prefer, a poor intelligent learner or an average learner with
more learning opportunities? Why?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
FACTORS AFFECTING COGNITIVE DEVELOPMENT

OF CHILDREN (Acero et al 2015)
Biological Factors
1. Senses
Sense organs receive stimuli from the environment. Their proper
development helps in receiving correct stimuli for the formation of
correct concepts. When sense organs are defective, they collect
defective stimuli, and as a result, wrong concepts are formed;
hence, the cognitive development will not be perfect.
2. Intelligence
Intelligence is the ability to learn about, learn from, understand,
and effectively interrelate with one’s environment. This general
ability consists of several specific abilities that include adaptability
to a new environment or flexibility to changes in the existing
environment, capacity for knowledge and the ability to acquire it,
capacity for reason or logic and abstract thought, ability to
understand relationships, ability to evaluate and decide, and
capacity for original or unique and productive thought.
51
3. Heredity
This is the process of transmitting characteristics from one

generation to the next, such as transmitting blue eyes or skin color
to one’s descendants. Cognitive development is also influenced
by the hereditary traits one gets from his parents. Their
development is similar to their parents’ cognitive development.
4. Maturation
This is the process of learning to cope and respond in an

emotionally appropriate way. It may not necessarily be realized
along with aging or physical growth, but it is a part of growth and
development. Maturation is continuous; it does not stop when
physical growth ends; it continues through adulthood.
Environmental Factors
1. Learning opportunities
The more opportunities the learner gets, the better is the cognition
because he will be able to add to his mental capacities by letting
through these opportunities.
2. Economic status
Learners from better economic status get more opportunities and
better training.
3. Play
Play activities are an opportunity to interact with the environment,
receive stimuli, and respond to them. Through this, as he learns
new processes, he acquires knowledge, forms new
communication, and draws irregular sketch with crayons.
4. Various types of stimuli

As a child grows, he gets various stimuli from the environment
through his senses and perceives their meanings. He gets
assistance from parents and other people around him and can get
the right meanings of stimuli. Instructions and motivation also
help in the cognitive development of the learner.
5. Family and society

Family is important from providing the child hereditary traits. The
family also provides good opportunities to learn through
observation and imitation of other people and members of the
family. The child’s association with other children also influences
his cognitive development.
52
Wrap-up
Exercise 2.3.1
Illustrate the relationship between the different factors affecting the
cognitive development of children through the use of the concept maps. (
Concept maps are tools for organizing and presenting knowledge. They are
visual representations that show the relationship of concepts. They can be
used as a diagnostic pre-assessment or a formative assessment during
learning activities.)
53
Apply
Exercise 2.3.2
Reflect and illustrate, using symbols, the factors that affect your cognitive
development. Then briefly explain its meaning.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
54
Reflect
Exercise 2.3.3
Apply the concepts of cognitive development, discuss the following
briefly.
What does it mean, when the teacher says…
1. “ Like father, like son ”
________________________________________________________
________________________________________________________
________________________________________________________
2. “ You are acting like a child ”
________________________________________________________
________________________________________________________
________________________________________________________
3. ” You are lucky to have a supportive family “
________________________________________________________
________________________________________________________
________________________________________________________
4. “ All works and no play makes Johnny a dull boy “
________________________________________________________
________________________________________________________
________________________________________________________
55
LESSON 2.4 LEARNING STYLES AND PREFERENCES
Objectives:
1. Enumerate the different learning styles of students.
2. Apply appropriate teaching strategies that will match the learning
styles of learners.
Incite
Activity 2.4 This is me, how about you?
Share your personal experience regarding your style in studying.
Example: I used to have my review at night alone when there is
no disruption at home.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
LEARNING STYLES AND PREFERENCES

(Acero et al 2015)
A. The Seven Learning Styles
1. Visual (Spatial) – prefers using pictures, images, graphs, charts,

logic puzzles, and spatial understanding
2. Aural (Auditory-Musical) – prefers using sound and music
3. Verbal (Linguistic) – prefers using words, both in speech and writing
4. Physical (Kinesthetic) – prefers using body, hands, and sense of

touch
5. Logical (Mathematical) – prefers using logic, reasoning, and

systems
6. Social (Interpersonal) – prefers to learn in groups or with other

people
7. Solitary (Intrapersonal) – prefers to work alone and use self-study
56
B. The Dunn and Dunn Learning Style Model
The Dunns’ Learning Style model is complex and encompasses
five strands of 21 elements affecting each individual’s learning.
1. Environmental – the environmental strand refers to these elements:

lighting, sound, temperature, and seating arrangement. People
prefer a place to study that facilitates more learning. Depending upon
which learning situation is more compatible and conducive to
learning, some people study in a cool and quiet room, while others
cannot focus unless they have music playing.
2. Emotional – this strand includes the following elements: motivation,

persistence, responsibility, and structure. Some people work best
when motivated and encouraged, or when allowed to do multi-tasking
(persistence element), while some feel motivated when assigned to
lead and assume responsibility.
3. Sociological - the sociological strand represents elements that

make individuals learn while in association with other people. Such
association may be: (a) alone or with peers, (b) an authoritative adult
or with a collegial colleague, and (c) learning in a variety of ways or
routine patterns. Some people need to work alone when tackling a
new and difficult subject, while others learn best when working with
colleagues (learning alone or with peers). Some assume to learn
most and better when there are opportunities for interactions or
exchanges while engaged in an activity.
4. Physiological – the elements in this strands are: perceptual

(auditory, visual, tactile, and kinesthetic), time-of-day energy levels,
intake (eating or not while studying), and mobility (sitting still or
moving around). Some people prefer to study at night, accomplishing
more in a quiet environment; still, others find it easier to complete
tasks in the morning as part of the daily routine (time-of-day element).
5. Psychological - the elements in this strand correspond to the

following types of psychological processing: hemispheric, impulsive
or reflective, and global versus analytic. The hemispheric element
refers to the left and right brain processing modes. The impulsive
versus reflective style describes how some people do something or
resort to doing something before thinking, and others scrutinize the
situation before moving an inch; they are more careful with their
decisions. The elements that determine global and analytic
processing styles are sound, light, and seating arrangement
(environmental); and persistence (emotional), sociological
preference, and intake (physiological).
57
Wrap-up
Exercise 2.4.1
Determine your learning style/s. Share your experience how did you
come up with that learning style/s. Show real-life proof of your conclusion
regarding your personal learning style/s
Learning style/s:
Real-life experience explanation:
58
Apply
Exercise 2.4.2
Interview a Mathematics teacher about the different teaching strategies

or techniques that may be employed in each type of learning style.
Learning Style Teaching Strategies/Techniques
Visual (Spatial)
Aural (Auditory-Musical)
Verbal (Linguistic)
Physical (Kinesthetic)
Logical (Mathematical)
Social (Interpersonal)
Solitary (Intrapersonal)
Explain the importance of aligning the teaching strategies or techniques

employed in the learning preference of students.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
59
Reflect
Exercise 2.4.3
Combining the different aspects that promote learning: (learners’
characteristics, factors affecting the cognitive development of children, and
learning styles). Create a recipe for a 21st-century learner in the new normal.
__________________________________
(Name of the Recipe)
Ingredients:
Procedure:
60
POSTTEST
I. Given the situation below, determine to which factor of the cognitive

development of children does each belong by filling up the box as
Biological factor or an Environmental factor
increasing maturity level

genetic condition
better income capacity
socialization among other children
well-developed senses
chance to interact with others
with high intelligence quotient
good learning opportunities
Biological Factor Environmental Factor

1. 1.
2. 2.
3. 3.
4. 4.
II. The Seven Learning Style. Match the description (Column A) of

the learning styles with its name (Column B). Write the letter of
your answer on the space provided.
Column A Column B
_____ 1. Learn best with peers III. Aural
_____ 2. Mastery is associated with pictures IV. Logical
_____ 3. Preferred to study with music V. Physical
_____ 4. Concentrate more when alone VI. Social
_____ 5. A good conversant VII. Solitary
_____ 6. Manipulate numbers better VIII. Verbal
_____ 7. Focus more on the body movement IX. Visual
61
III. Multiple Choice: Choose the best answer. Encircle the letter of
your answer.
1. In this age of globalization, why is it necessary to direct our young

learners?
A. To train them to be conscious of their development
B. To inculcate in them how to survive and overpower others
C. To make them favorable to influential people who will support their
ambition
D. To enable them to function conscientiously and successfully as
future leaders of the nation
2. To be familiar with the learners’ background knowledge, a teacher

needs to obtain information from the learners. The said information is
the following, EXCEPT
A. The learners’ learning style
B. The learners’ multiple intelligences
C. The learners’ family tree
D. The learners’ needs
3. What is the reality that every teacher should confront in his/her daily
encounter with his students?
A. The learners’ differences
B. The learners’ favorite subject
C. The learners’ dreams and aspirations
D. The learners’ checklist of their home responsibilities
4. Teachers observe the striking differences among his learners when an

issue was raised before them. Some remain passive while some
engage actively in resolving the issue. In this situation, what must the
teacher do?
A. Scold those who do not participate
B. Refrain from presenting challenging problems
C. Do not involve the passive students in the succeeding activities
D. Keep one’s tolerance intact but challenge more the passive
students to participate
5. How should a teacher establish goals for the maximum participation of

the learners?
A. Make the goals favorable to the needs of the parents
B. Check the goals against the standard of the community
C. Consider how the stakeholders will benefit from the goals
D. Establish goals that define appropriate expectations for all learners
62
6. Each learner responds differently to the various learning experiences
provided to them by the teacher. How should learning experiences be
designed by the teacher?
A. Refer to the learning experiences provided by the books
B. Confine the learners within the four walls of the classroom
C. Select and design learning experiences that suit the needs of the
learners
D. Consult the benefactors of the school of their choice of the learners’
experiences
7. What is the best way to meet the difficulties of the learners?

A. Periodic review of the parents’ involvement in the school’s program
B. Team teaching with colleagues who are experts in their discipline
C. Pace the different lessons according to the needs of the learners
D. Seek for transfer to other classes whose students are smarter
8. By initiating other learning experiences for the learners, the teacher

can
A. Be assured of a regular teaching load
B. Count on colleagues to assist in tutoring the students
C. Win the favor of the superiors to facilitate the promotion
D. Help other students to adjust to the new approaches
9. Despite the diversity of the learners, the teacher must

A. Focus on his own needs
B. Tolerate the misbehaving students in the class
C. Find ways to evade the differences of the learners
D. Demonstrate concern for the holistic development of the learners
10. What is the major obstacle in the teacher’s acceptance of the learners’
diversity?
A. The failure of the teacher to disclose the learner’s problem
B. The teacher’s friendly and accommodating attitude
C. The teacher’s collaboration with the parents
D. The teacher’s awareness of the learners’ differences
11. Every learning environment should be conducive for the

A. The learners’ family success and honor
B. The learners’ quality and meaningful learning
C. The school’s increase in enrolment
D. The faculty and administration’s promotion
12. Common sense among teachers must be

A. selective C. purposeful
B. practical D. threatening
63
13. The teacher is assured that he has established a consistent standard
of the learners’ behavior when the
A. Learners are inhibited to voice out their opinions
B. The students’ performance is questionable
C. The learning atmosphere is threatening
D. Learners are relaxed and willing to cooperate
14. To thrive in an atmosphere of challenge yet conducive to learning, the

learners must be
A. Grouped according to their socio-economic status
B. Instructed not to be too aggressive to finish their tasks
C. Encouraged to go beyond their limits
D. When the teacher failed at his lesson objectives
15. By mobilizing the resources of the community, the learners are

benefited through the following, EXCEPT one:
A. Improved collaboration
B. Media coverage is defined
C. Learners’ behavioral problems can be monitored
D. The social relationship is realized
64
UNIT 3 PLANNING AND EXECUTING LESSONS:
LESSON PLANNING
Introduction
This module is developed specifically to help you cope with the changing
times. This intends to help you learn and understand planning and executing
lessons (lesson planning) at your own pace or with minimal supervision from
your instructor/professor. In this module, you will learn the definition of the
lesson plan, major types of lesson plans, the importance of lesson planning,
and basic steps in lesson planning. This comes with activities that will help you
learn while having fun. Provided in this module are tests that will assess your
readiness to take up the lessons and activities that will help you firm up your
learnings. Just be patient in studying and make sure that you will give your best
to learn the content of this module. Enjoy learning!
PRETEST
Encircle the letter of the correct answer.
1. Devices can make a lecture more understandable and meaningful. What is the
most important thing a teacher should consider in the selection and utilization
of instructional materials
A. Objectives of the lesson
B. Availability of instructional materials
C. The attractiveness of instructional materials
D. Degree of interest of students
2. Which of these is the BEST reason to have an objective in a lesson plan?

A. Objective ensure that the lesson satisfies overall course
standards
B. Objectives provide topic ideas
C. Objectives help excite students
D. None of the above
3. Writing lesson plans is an integral part of the instructional process.

A. True
B. False
4. Performance and content standards and learning competencies are

distinct concepts that should be treated independently.
A. True
B. False
65
5. Knowing how 21st-century learners think can aid in creating good
lessons and activities.
A. True
B. False
6. When we say, “beginning with the end in mind” in instructional planning,

it means that the planning of instruction:
A. Starts from the formulation of objectives
B. Ends with the assessment
C. Starts with the assessment and ends with learning objectives
D. Starts with assessment and ends with the application of strategies
7. If you are to test the success of a particular course or lesson, what

should be your main criterion?
A. Attainment of objectives
B. Nature of the assignment
C. The uniqueness of evaluation procedure
D. Effectiveness of teaching strategies
8. If a teacher is concerned with the development of students’ higher-order
thinking skills, his lesson objectives must go beyond
A. Analysis
B. Recall
C. Comprehension
D. application
9. In doing instructional plans, the parts need to have _____ from the
beginning up to the end
A. Clarity
B. Symmetry
C. Coherence
D. Consciousness
10. Learning activities should be planned because
A. This is required of a teacher
B. The ability of the teacher to plan is tested
C. The accomplishment of objectives is dependent on the plan
D. This is expected by students
66
LESSON 3.1 WHAT IS A LESSON PLAN?
Objectives
1. Define a lesson plan; and
2. Enumerate the basic elements comprising a lesson plan.
Incite
Activity 3.1 My Lesson Plan
Write as many words as you can in the box that are associated
with lesson planning. Formulate your definition of a lesson plan from the
words in the box.
Lesson Plan is
________________________________________________________
________________________________________________________
________________________________________________________
Definition of Lesson Plan

A Lesson Plan is a written down approach to the teaching of a
particular topic/subject matter. This written down approach is logical and
sequential and directs the teacher in his/her teaching activities.
Planning Lessons is fundamental in ensuring the delivery of quality

teaching and learning in schools and also considered as the Hallmark of
Effective Teaching.
67
What is inside a lesson plan?
The following elements mostly comprise a lesson plan:
• content of instruction
• selecting teaching materials
• designing learning activities and grouping methods
• deciding on the pacing and allocation of instructional time
When does the instructional planning process start?

• Teachers can plan students’ learning for a year, a semester, a
unit, or a lesson and secure the coverage of the curriculum.
• Daily Lesson Preparation is part of the teacher’s core function as
a facilitator of learning inside the classroom.
What should be taught?

We should teach the students with our long term and short term goals.
Long term goals are referred to as standards while the short term goals
are referred to as learning competencies. These long term and short
term goals are classified as follows:
• Content Standards are the essential knowledge that students

need to learn
• Performance Standards are the abilities and skills learners need

to demonstrate concerning the knowledge they have learned
• Learning Competencies are knowledge, skills, and attitudes

learners need to demonstrate in every lesson
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Wrap-up
Exercise 3.1.1
Enumerate the basic elements of a lesson plan. Why did you think
these elements are important?
69
Apply
Exercise 3.1.2
Consult DepEd Order No. 42 s. 2016 entitled DLL / DLP Preparation in the K
to 12 Program. Attach sample DLL/DLP used by a mathematics teacher.
70
Reflect
Exercise 3.1.3
Based on the result of Exercise 3.1.2, make a diagram of the lesson planning
process based on the Department of Education.
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LESSON 3.2 – MAJOR TYPES / FORMATS OF LESSON PLAN
Objectives :
1. Enumerate the two commonly used types of a lesson plan;
2. Identify the common parts of a lesson plan; and
3. Compare and contrast the six-lesson plan formats in terms of use
and content.
Incite
Activity 3.2
“There’s no such thing as the best lesson plan”. Do you agree or
disagree? Why?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
Types of Lesson Plans

There are several types of lesson plans, but these two are the most
commonly used types:
a. Detailed Lesson Plan
This provides mastery of what to teach and gives the teacher the
confidence when teaching. In this plan, both teacher’s and
students’ activities are presented.
b. Semi-detailed Lesson Plan

A semi-detailed lesson plan is less intricate than the detailed
lesson plan. It is having a general game plan of what you wanted
to cover for that subject on that particular day.
Common Parts of a Lesson Plan
Though lesson plans may differ and vary from each other, the parts
presented here are common to all lesson plans and might just be
presented in some other terms but the same:
a. Objectives
The first thing a teacher does is create an objective, a statement
of purpose for the whole lesson. An objective statement itself
should answer what students will be able to know and do by the
end of the lesson.
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b. Subject Matter
Subject matter or specific topic includes sources of information
(e.g. textbooks, online references, and/or library references). The
subject matter includes the following:
1. Topic – Particular Lesson
2. Reference/s – usually from the book / online/offline
resource
3. Materials – refer to objects or tools that serve as
instructional aids for a particular subject.
c. Procedure
The procedure is the whole body of your lesson plan, how you’ll
share information with students, and the methods you’ll use to
help them assume a measure of mastery of that material.
In a detailed lesson plan, the expected routines, lesson proper,

activities are presented. Questions and answers are written.
A semi-detailed lesson plan only contains procedures/steps to be

used in the lesson.
d. Evaluation
It can take the form of a formative test consisting of 10-item
multiple-choice questions after the day’s lesson to determine the
mastery level of learning or any other activity or task that would
gauge student’s mastery level of the topic.
e. Assignment
It includes questions, exercises, and/or a set of practice specified
by the teacher. A teacher must give focused/specific questions for
students to answer.
Six Lesson Plan Formats

(Johnson, 2018)
There are a variety of types of lessons and learning experiences. One lesson
plan format cannot possibly fit all types of lessons. Different types of lessons
call for different lesson plan formats. Describes below are formats for six
distinctly different types of lessons.
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1. Basic Lesson Plan Format
This encapsulates the basic elements of teaching: say a little bit, do a
little bit. The important part here is to provide an organized body of
knowledge (input) in a way that enables learners to see the structure and
sequence.
BASIC LESSON PLAN
I. Objectives:
1. What you want students to learn or know about.

II. Input:
1. Specific information you want students to know.

2. Sometimes Input and Activity sections are combined (a little input, an
activities, more input, another activity, etc.).
III. Activity:
1. Activities are used to get students to manipulate information from Input
2. Or used to apply or extend information from the Input.
IV. Assessment
2. Concept Lesson Plan Format

A concept is a mental abstraction of a category. The salient elements for
teaching here include describing the defining attributes and showing
positive and negative examples. In the end, students should be able to
distinguish between an example and nonexample .
CONCEPT LESSON PLAN
I. Objectives:
1. What you want students to learn or know about.

II. Input / Instruction:
1. Definition
2. Defining attributes
3. Positive examples
4. Negative examples
5. Guided practice – informal assessment
III. Activity:
1. What students will do to reinforce, extend, practice, or apply their concept learning
2. Use the concept in some fashion.

IV. Assessment
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3. Writing Lesson Plan Format
The writing lesson plan is based on the 5-step writing process: (a) pre-writing,
(b) drafting, (c) revising, (d) editing, and (e) sharing. It encompasses the first
two steps (pre-writing and drafting), and the last (sharing). It is assumed that
students put their drafts in a folder and then select the drafts they wish to take
to the revising and editing stages.
WRITING LESSON PLAN
I. Objectives:
1. The students will write.

2. The students will write about [insert topic or prompt here.
II. Pre-writing Activity:
1. A strategy to generate ideas.

III. During Writing:
1. Students write (5 to 20 minutes)

2. Create draft or sloppy copy
IV. Post-Writing/Sharing:
1. Share in small groups of three.

2. Students put their drafts in their folders.
4. Skills Lesson Plan Format

Teaching a skill is different from teaching a concept or body of knowledge. The
skills lesson plan format is based on the elements of effective skills instruction.
The most important part of this lesson is guided practice where scaffolding
takes place.
SKILLS LESSON PLAN
I. Objective:
1. What you want students to learn or be able to do.

II. Input:
1. Exactly what students need to know in order to perform the skill.

2. Includes the following:
a. Identification of procedural components -- Introduce the skill and the specific steps.
b. Direct instruction and modeling -- Tell how/why the skill is used. Model the use of the
skill.
III. Guided practice (scaffolded instruction):
1. Take students through each step of the skill several times.

2. Provide a scaffold in order for them to be successful.
IV. Activity/Independent Practice:
1. Provide independent practice of a skill students have just learned.

2. The goal is practice (not measurement or evaluation).
3. Students should be able to complete this with 95-100% success ratio.
V. Assessment
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5. SRE Reading Lesson Plan Format
The reading lesson plan is designed to create a scaffolded reading
experience (SRE). The purpose is to get students to read either narrative
or expository text. The prereading is where a scaffold is used to enable
all students to be able to read the text. The post-reading activity gets
students to interact with the content found in the story or text.
SRE READING LESSON PLAN
I. Purpose statement:
1. Narrative text -- Students will read and enjoy [insert story or chapter title here] .
2. Expository text -- Students will read and understand [book or chapter title here]
II. Pre-Reading Activity:
1. 1-4 minutes in duration.

2. Gets students ready to read.
III. During-Reading:
1. Describe exactly how students will read so that a substitute teacher can understand.
(No round-robin reading, popcorn reading)
IV. Post-Reading Activity:
1. Design an activity to get students to manipulate or become engaged with an idea from
the story.
2. Narrative texts should have aesthetic response activities
V. Assessment
6. Discovery Lesson Plan Format
Discovery learning is not merely enabling students to fish around to find

something to learn. Discovery learning, when correctly implemented, is
planned and direct to teach specific concepts, lessons, or information.
DISCOVERY LESSON PLAN
I. Objective:
1. What you want students to learn.
II. Discovery Activity:
1. You identify elements you want students to discover.

2. An activity is designed that enables them to discover some or all of these elements.
3. After an exploratory activity, students are asked to identify or describe salient elements.
III. Input:
1. Students are provided specific information related to lesson purpose

2. Input is used to fill in the blanks or extend initial discoveries.
IV. Activity:
1. An activity is designed to manipulate, reinforce, or extend learning
V. Assessment
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Wrap-up
Exercise 3.2.1
Write the basic parts of a lesson plan following the order of lesson
development.
77
Apply
Exercise 3.2.2
Request for a copy of detailed and semi-detailed lesson plans in your
former Mathematics teacher. Paste the copy in the box then compare.
78
Reflect
Exercise 3.2.3
Using a Venn diagram, compare and contrast detailed from semi-
detailed lesson plans in terms of content, usage, and purpose.
79
LESSON 3.3 – IMPORTANCE OF LESSON PLANNING
Objectives :
1. State the elements of instructional planning for effective teaching;
2. Identify the three-step process in instructional planning; and
3. Enumerate and define the three processes involved in the
instructional process.
Incite
Activity 3.3
Discuss how is this message of Mary Kay Ash related to lesson
planning. “Give yourself something to work toward – constantly.”
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
Elements of Instructional Planning for Effective Teaching

(Stronge, 2007)
These are the elements that would help you out to successfully plan your
lessons and to make the most out of it. As the old saying goes, if you fail
to plan, you plan to fail, so let these elements be your guide in ensuring
that your planning is properly done and will result in effective teaching:
• Identify clear lessons and learning objectives while carefully

linking activities to them.
• Create quality assignments, which is positively associated with
quality instruction and quality of student work.
• Plan lessons that have clear goals are logically structured, and
progress through the content step-by-step.
• Plan the instructional strategies to be used in the classroom and
the timing of these strategies.
• Use advance organizers, graphic organizers, and the outlines to
plan for effective instructional delivery.
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• Consider student attention spans and learning styles when
designing lessons.
• Systematically develop objectives, questions, and activities that
reflect higher-level and lower-level cognitive skills as appropriate
for the content and the student.
Three-step Process in Instructional Planning
(Wiggins and McTighe,1998)
Aside from the elements of Instructional planning for effective teaching
by Stronge, the three-step process in instructional planning by Wiggins
and McTighe will surely be of help to us teachers as we try to collect,
select, and reflect on the learning tasks, activities, and interventions that
we are going to give our learners:
• We need to ask what it is that we want students to know and be

able to do as a result of the learning.
• We must examine how we will know that our students are learning
and that they can perform tasks as a result of the learning.
• We must identify which instructional practices will assure us that
students learn and that they can use the information provided.
The Instructional Process
Airaisian (1994)
Planning
Assessment of Delivery of
Learning instruction
81
The figure above explicitly shows the interconnected processes between
lesson planning, assessment of learning, and delivery of instruction
which are key processes in the teaching and learning process. Thus, the
planning process being at the peak, it clearly shows that the success of
the other two processes lies in the planning process. Therefore the
following are points make lesson planning an integral and important part
of the process:
• Increases a teacher’s chances of carrying a lesson/teaching a

course successfully.
• Allows teachers to be more confident before starting a lesson.
• Inculcates reflective practice as it allows teachers to think about
their teaching.
• Gives opportunities for teachers to reflect on different strategies
that work inside the classroom including research-based
strategies.
• Ensures that teachers truly facilitate learning and respond to
learners’ needs inside the classroom.
• Helps teachers master learning area content and helps them
teach what students need to learn.
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Wrap-up
Exercise 3.3.1
List down the three-step process in instructional planning through a concept
map.
83
Apply
Exercise 3.3.2
Choose one competency from the curriculum guide of Mathematics and

outline out of the model of Wiggins and McTighe.
84
Reflect
Exercise 3.3.3
Explain the model outline of Exercise 3.3.2.
85
LESSON 3.4 – BASIC STEPS IN LESSON PLANNING
Objectives :
1. Recall the concepts involved in developing a lesson and basic
parts of a lesson plan; and
2. Design a lesson plan.
Incite
Activity 3.4
Using symbols, illustrate a teacher without a lesson plan. What
consequences may happen in the class?
________________________________________________________
________________________________________________________
________________________________________________________
Steps in Lesson Development

What do you do when you develop a lesson? Let us review what you
learned in the previous lessons that we have had.
First, with the subject matter in mind, you formulate your lesson
objectives. In formulating the objectives, you ask “What knowledge,
skills, and values do you like your students to learn or acquire?”. These
objectives are laid down for you in the Curriculum Guides or Syllabi. This
does not mean, however, that you may exclude other objectives that you
consider significant.
86
Next to think of is how you will go about the lesson. You ask “how will I
develop my lesson?”, “What strategies will I use?”. Your strategies will
necessarily include the instructional materials that are appropriate to
your lesson and the developmental level of your students. How will you
determine if your students are learning or not while your teaching is in
progress and when you reach the end of the lesson? To apply and to fix
what was learned to the point of mastery, an assignment is given.
These steps correspond to the basic parts of a lesson plan, namely:

1. Objective/s
2. Subject Matter
3. Procedure
4. Evaluation
5. Assignment
Moreover, answering/reflecting upon these questions will be of help in

the development of the lesson:
• Sequencing—Do the activities move logically so learners are

progressively building on what they already know? Do the
activities flow well? Are transitions between activities smooth?
• Pacing – Are activities the right length and varied so that learners
remain engaged and enthused?
• Gauging difficulty – Do the learners have enough skill and
knowledge to do the planned activities? Are the instructions
clear?
• Accounting for individual differences – Do the activities allow
for learners of varying proficiency levels to receive the extra
attention they might need, whether below or above the norm? Are
all students actively involved?
• Monitoring learner versus teacher talk – What is the balance
between learner talk and teacher talk? Does the lesson allow a
time for learners to interact, producing, and initiating language?
87
• Timing – Was the amount of time allotted for each part of the
lesson sufficient? If the planned lesson finishes early, is there a
backup activity ready? If the lesson wasn’t completed as planned,
how can the next class be adjusted to finish the material?”
I. BEFORE THE CLASS: Preparing your lesson plan

Identify the learning objectives
Before you plan your lesson, you will first need to identify the learning
objectives for the lesson. A learning objective describes what the
learner will know or be able to do after the learning experience rather
than what the learner will be exposed to during the instruction (i.e.
topics). Typically, it is written in a language that is easily understood
by students and related to the program learning outcomes.
Plan the specific learning activities

When planning learning activities you should consider the types of
activities students will need to engage in, to develop the skills and
knowledge required to demonstrate effective learning in the course.
Learning activities should be directly related to the learning
objectives of the course, and provide experiences that will enable
students to engage in, practice, and gain feedback on specific
progress towards those objectives.
As you plan your learning activities, estimate how much time you will
spend on each. Build-in time for extended explanation or discussion,
but also be prepared to move on quickly to different applications or
problems, and to identify strategies that check for understanding.
88
Plan to assess student understanding
Assessments (e.g., tests, papers, problem sets, performances)
provide opportunities for students to demonstrate and practice the
knowledge and skills articulated in the learning objectives, and for
instructors to offer targeted feedback that can guide further learning.
Create a realistic timeline

A list of ten learning objectives is not realistic, so narrow down your
list to the two or three key concepts, ideas, or skills you want students
to learn in the lesson. Your list of prioritized learning objectives will
help you make decisions on the spot and adjust your lesson plan as
needed.
Plan for a lesson closure

Lesson closure provides an opportunity to solidify student learning.
Lesson closure is useful for both instructors and students.
II. DURING THE CLASS: Presenting your lesson plan
Letting your students know what they will be learning and doing in
class will help keep them more engaged and on track. Providing a
meaningful organization of the class time can help students not only
remember better but also follow your presentation and understand
the rationale behind the planned learning activities. You can share
your lesson plan by writing a brief agenda on the whiteboard or telling
students explicitly what they will be learning and doing in class.
III. AFTER THE CLASS: Reflecting on your lesson plan
Take a few minutes after each class to reflect on what worked well
and why, and what you could have done differently. Identifying the
successful and less successful organization of class time and
activities would make it easier to adjust to the contingencies of the
classroom. If needed, revise the lesson plan.
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Wrap-up
Exercise 3.4.1
Choose a topic with its competency from the CG of your specialization,
Mathematics, and design a semi-detailed lesson plan.
90
Apply
Exercise 3.4.2
Using the same topic and competency from Exercise 3.4.1 design a detailed
lesson plan.
91
Reflect
Exercise 3.4.3
Compare the output of Exercises 3.4.1 and 3.4.2 by citing their advantages
and disadvantages.
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POSTTEST:
1. Which part of the lesson does the learner give a synthesis of the things
learned?
A. Motivation
B. Application
C. Evaluation
D. Generalization
2. Educational objectives are arranged from simple to complex. Why is

this?
A. Each level is built upon and assumes the acquisition of skills from
the previous level.
B. Objectives are broad and value-laden statements that lead to the
philosophy of education.
C. Be idealistic and ambitious, to begin with, a grandiose scheme for
using taxonomy at all levels.
D. These are guidelines to be taught and learned where teachers and
students evaluate learning.
3. Which of the following is NOT true?

A. The lesson plan should be in a constant state of revision.
B. A good daily lesson plan ensures a better discussion.
C. Students should never see a teacher using a lesson plan.
D. All teachers regardless of their experience should have a daily
lesson plan.
4. Teacher E asks student A to identify and analyze events, ideas or

objects to state their similarities and differences. In which part of the
lesson does say activity take place?
A. Preparation
B. Generalization
C. Application
D. Comparison and Abstraction
5. Which part of the lesson does the learner give a synthesis of the things
learned?
A. Motivation
B. Application
C. Evaluation
D. Generalization
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6. This provides mastery of what to teach and gives the teacher the
confidence when teaching.
A. Semi-Detailed Lesson Plan
B. Detailed Lesson Plan
C. Basic Lesson Plan
D. Skill Lesson Plan
7. It is having a general game plan of what you wanted to cover for that
subject on that particular day.
A. Semi-Detailed Lesson Plan
B. Detailed Lesson Plan
C. Basic Lesson Plan
D. Skill Lesson Plan
8. It includes questions, exercises, and/or a set of practice specified by

the teacher.
A. Assignment
B. Objective
C. Evaluation
D. Procedure
9. The whole body of your lesson plan, how you’ll share information
with students, and the methods you’ll use to help them assume a
measure of mastery of that material.
A. Assignment
B. Objective
C. Evaluation
D. Procedure
10. A statement of purpose for the whole lesson.

A. Assignment
B. Objective
C. Evaluation
D. Procedure
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UNIT 4 BEHAVIORAL OBJECTIVES
Introduction
This module is developed specifically to help you cope with the changing
times. This intends to help you learn and understand behavioral objectives at
your own pace or with minimal supervision from your instructor/professor. In
this module, you will learn the guidelines and basic concepts in writing
behavioral objectives. This comes with activities that will help you learn while
having fun. Provided in this module are tests that will assess your readiness to
take up the lessons and activities that will help you firm up your learnings. Just
be patient in studying and make sure that you will give your best to learn the
content of this module. Enjoy learning!
PRETEST:
1. In Bloom's taxonomy of educational objectives, the domains are stated

from the lowest to the highest level. Which of the following objectives
belongs to the lowest level?
A. To identify the characters of the story.
B. To differentiate active from passive voice.
C. To give the available resources that could be recycled to useful

things.
D. To explain the procedure in changing improper fraction to mixed

number
2. Learners must be developed not only in the cognitive, psychomotor but

also in the affective aspect. Why is the development of the latter also
important?
A. It helps them develop a sound value system.
B. Their actions are dominated by their feelings.
C. It helps them develop an adequate knowledge of good actions.
D. Awareness of the consequences of their action is sharpened.
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3. Educational objectives are arranged from simple to complex. Why is
this?
A. Each level is built upon and assumes the acquisition of skills from
the previous level.
B. Objectives are broad and value-laden statements that lead to the
philosophy of education.
C. Be idealistic and ambitious, to begin with, a grandiose scheme for
using taxonomy at all levels.
D. These are guidelines to be taught and learned where teachers and
students evaluate learning.
4. Are used to check progress at the end of a unit, course, school year, or
designated level of instruction.
A. Terminal Learning Objectives
B. Short-term Learning Objectives
C. Learning Competencies
D. Learning Standards
5. Are derived from terminal instructional objectives and designed to guide

shorten-range instruction
A. Terminal Learning Objectives
B. Short-term Learning Objectives
C. Learning Competencies
D. Learning Standards
6. Arrange the following taxonomies hierarchically: Comprehension,
Evaluation, Knowledge, Synthesis, Analysis, Application
A. 316542
B. 345612
C. 354612
D. 365142
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7. It is the teacher’s concern to develop the students into happy individuals
with healthy views about themselves and others. This concern focuses on the
development of attitudes and values. In which domain is this concern possibly
achieved?
A. cognitive
B. affective
C. evaluative
D. psychomotor
8. Which objective is at the lowest level in Bloom’s taxonomy of the
cognitive domain?
A. To conclude a set of data
B. To identify places mentioned in the story
C. To differentiate low from the high level of degrees
D. To explain the procedure in changing improper fraction to mixed
number
9. Which among the objectives below is at the highest level in the taxonomy
of the psychomotor domain?
A. To exhibit excellence in playing the piano in the key of C
B. To interpret the chords of the key of C in the piano
C. To play the piano in the key of C chords
D. To play the piano in the key of C
10. The most important factor to be considered in choosing a teaching
method is _____.
A. subject matter
B. objectives
C. Learners
D. Teacher
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LESSON 4.1 GUIDELINES IN WRITING BEHAVIORAL OBJECTIVES
Objectives
1. Define behavioral objective;

2. Identify and describe the three domains of learning; and
3. Enumerate the points in writing behavioral objectives and guiding
principles in determining and formulating instructional objectives.
Incite
Activity 4.1 My Goal
Give your notion regarding this inspirational quote by Napoleon Hill.
“ A goal is a dream with a deadline.”
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
____________________
What is a Behavioral Objective?
A behavioral objective is a learning outcome stated in measurable terms,

which gives direction to the learner’s experience and becomes the basis for
student evaluation.
Objectives may vary in several respects. They may be general or specific,

concrete or abstract, cognitive, affective, or psychomotor.
Cognitive objectives emphasize intellectual outcomes, such as knowledge,

understanding, and thinking skills.
 Refers to intellectual learning and problem solving

 Cognitive levels of learning include: knowledge, comprehension,
application, analysis, synthesis, and evaluation
Affective objectives emphasize feeling and emotion, such as interests,

values, attitudes, appreciation, and methods of adjustment.
 Refers to the emotions and value system of a person

 Affective levels of learning include: receiving, responding, valuing,
organizing, and characterizing by a value
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Psychomotor objectives emphasize motor skills, such as physical
assessment skills.
 Refers to physical movement characteristics and motor skill capabilities

that involve behaviors requiring certain levels of physical dexterity and
coordination
 These skills are developed through repetitive practice and measured in
terms of speed, precision, distance, procedures, or execution
techniques. Psychomotor levels include: perception, set, guided
response, mechanism, complex overt response, adaptation, and
origination.
Points in writing behavioral objectives:
1. Begin each behavioral objective with a verb. The critical aspect of any
behavioral objective is the verb selected to indicate expected behavior
from learning activities.
2. State each objective in terms of learner performance. A behavioral
objective is one that is considered to be observable and measurable.
Behavior is generally construed to be an act of an individual that can
be seen, felt, or heard by another person.
3. State each objective so that it includes only one general learning
outcome.
Guiding Principles in Determining and Formulating Learning Objectives:

1. Begin with the end in mind.
2. Share lesson objectives with students.
3. Lesson objectives must be in two or three domains.
4. Work on significant and relevant lesson objectives.
5. The 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 part.
6. Aim at the development of critical and creative thinking.
7. For accountability of learning, lesson objectives must be SMART:
Specific
Measurable
Attainable
Realistic
Time-Bound / Terminal
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Wrap-up
Exercise 4.1.1
Choose a topic from the Curriculum Guide. Formulate 5 SMART Objectives.
(consider the cognitive, affective and psychomotor domain)
100
Apply
Exercise 4.1.2
Evaluate your objectives in Exercise 4.1.1 with the help of the following
questions:
a. Are the terms behavioral?

b. Are they SMART?
c. Are they relevant and significant and therefore, worth pursuing?
d. Are the three domains of objectives represented?
101
Reflect
Exercise 4.1.3
Share your experience in the formulation and evaluation of objectives.
Make a summary and conclusion.
102
LESSON 4.2 BASIC CONCEPTS IN WRITING BEHAVIORAL
OBJECTIVES
Objectives
1. Identify and define the two types of instructional objectives; and

2. Enumerate the different levels of the taxonomy of instructional
objectives and their respective uses.
Incite
Activity 4.2: Continue Dreaming
Explain this inspirational quote of John Dewey.
“Arriving at one goal is the starting point to another.”
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
____________________
Stating Specific Learning Outcomes
How to write objectives that will describe the desired behavior of the learner.
Mager has three suggestions:
1. First, identify the terminal behavior by name; you can specify the
kind of behavior that will accept as evidence that the learner has
achieved the objective.
2. Second, try to define the desired behavior further by describing the

important conditions under which the behavior will be expected to
occur.
3. Third, specify the criteria of acceptable performance by describing

how well the learner must perform to be considered acceptable.
Let us consider the two objectives that follow:

1. To be able to solve quadratic equations.
2. To develop a music appreciation.
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The first objective tells what the learner will be doing when he is demonstrating
that he has reached the goal: he will be solving quadratic equations. The
second objective, on the other hand, does not meet the criterion.
Types of Instructional Objectives

1. Terminal Instructional Objectives are used to check progress at the
end of a unit, course, school year, or designated level of instruction.
Example: By the end of the year, 90 percent of all students will write
the 100 multiplication with 100 percent accuracy in five minutes.
2. Short-term Instructional Objectives Are derived from terminal

instructional objectives and designed to guide shorten-range
instruction.
Example: At the end of the lesson, the students will be able to state at
least three reasons why warm-up exercises should precede intensively
physical activity
Using the Taxonomy of Instructional Objectives:

There are three classifications or levels of domains namely: Cognitive,
Affective, and Psychomotor as presented in the previous lesson. In this part,
we will discuss the different levels of each of the domains.
1. Levels of Cognitive Domain

A. Knowledge – The activity of the learner in to recall, specifies,
methods, and other items.
Example:
The students will be able to:
1. Memorize the multiplication table
2. Recite the poem, “The Tree”
3. Name the cities and municipalities comprising the Metro Manila
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B. Comprehension – in the second level, the learner can make use of
certain ideas or material without necessarily knowing or seeing its
fullest implications.
Example:
The learner will be able to:
1. Summarize a short story
2. Identify the part of a simple sentence.
C. Analysis – Analysis is more than comprehension.
Example:
1. Distinguish truthful advertisement from doubtful one.
2. Determine the past solution to a given problem.
3. Recognize the correct and factual information from the
newspaper.
D. Synthesis – This is putting together the different elements to create

a new one.
Example:
1. Prepare a balanced diet for a nursing mother.
2. Compose a poem showing the love of the country.
E. Evaluation – This is the highest level of objectives in the cognitive
domain.
Example:
The student will be able to:
1. Evaluate the progress of a community after several visits to place
after conducting interviews with different families.
2. Write an evaluation report on the dialogue between the
management-labor forces.
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2. Levels of Affective Domain
A. Receiving Phenomena - Awareness, willingness to hear, selected
attention.
Examples: Listen to others with respect. Listen for and remember

the name of newly introduced people.
Key Words: asks, chooses, describes, follows, gives, holds,

identifies, locates, names, points to, selects, sits, erects, replies,
uses.
B. Responding to Phenomena - Active participation on the part of the
learners. Attends and reacts to a particular phenomenon. Learning
outcomes may emphasize compliance in responding, willingness to
respond, or satisfaction in responding (motivation).
Examples: Participates in class discussions. Gives a presentation.

Questions new ideas, concepts, models, etc. to fully understand
them. Know the safety rules and practices them.
Key Words: answers, assists, aids, complies, conforms, discusses,

greets, helps, labels, performs, practices, presents, reads, recites,
reports, selects, tells, writes.
C. Valuing - The worth or value a person attaches to a particular

object, phenomenon, or behavior. This ranges from simple
acceptance to a more complex state of commitment. Valuing is
based on the internalization of a set of specified values, while clues
to these values are expressed in the learner's overt behavior and
are often identifiable.
D. Organization - Organizes values into priorities by contrasting

different values, resolving conflicts between them, and creating a
unique value system. The emphasis is on comparing, relating, and
synthesizing values.
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E. Internalizing values (characterization) - Has a value system that
controls their behavior. The behavior is pervasive, consistent,
predictable, and most importantly, characteristic of the learner.
Instructional objectives are concerned with the student's general
patterns of adjustment (personal, social, emotional).
3. Levels of Psychomotor Domain

A. Perception - The ability to use sensory cues to guide motor activity.
This ranges from sensory stimulation, through cue selection, to
translation.
Examples: Detects non-verbal communication cues. Estimate

where a ball will land after it is thrown and then moving to the
correct location to catch the ball. Adjusts the heat of the stove to
correct temperature by smell and taste of food. Adjusts the height of
the forks on a forklift by comparing where the forks are concerning
the pallet.
Key Words: chooses, describes, detects, differentiates,

distinguishes, identifies, isolates, relates, selects.
B. Set - Readiness to act. It includes mental, physical, and emotional

sets. These three sets are dispositions that predetermine a person's
response to different situations (sometimes called mindsets).
Examples: Knows and acts upon a sequence of steps in a

manufacturing process. Recognize one's abilities and limitations.
Shows desire to learn a new process (motivation).
NOTE: This subdivision of Psychomotor is closely related to the

“Responding to phenomena” subdivision of the Affective domain.
Key Words: begins, displays, explains, moves, proceeds, reacts,

shows, states, volunteers.
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C. Guided Response - The early stages in learning a complex skill
that includes imitation and trial and error. Adequacy of performance
is achieved by practicing.
Examples: Performs a mathematical equation as demonstrated.

Follows instructions to build a model. Responds hand-signals of an
instructor while learning to operate a forklift.
Key Words: copies, traces, follows, react, reproduce, responds
D. Mechanism - This is the intermediate stage in learning a complex

skill. Learned responses have become habitual and the movements
can be performed with some confidence and proficiency.
Examples: Use a personal computer. Repair a leaking faucet. Drive

a car.
Key Words: assembles, calibrates, constructs, dismantles, displays,

fastens, fixes, grinds, heats, manipulates, measures, mends, mixes,
organizes, sketches.
E. Complex Overt Response - The skillful performance of motor acts

that involve complex movement patterns. Proficiency is indicated by
a quick, accurate, and highly coordinated performance, requiring a
minimum of energy. This category includes performing without
hesitation and automatic performance. For example, players are
often utter sounds of satisfaction or expletives as soon as they hit a
tennis ball or throw a football because they can tell by the feel of the
act what the result will produce.
Examples: Maneuvers a car into a tight parallel parking spot.

Operates a computer quickly and accurately. Displays competence
while playing the piano.
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Key Words: assembles, builds, calibrates, constructs, dismantles,
displays, fastens, fixes, grinds, heats, manipulates, measures,
mends, mixes, organizes, sketches
F. Adaptation - Skills are well developed and the individual can

modify movement patterns to fit special requirements.
Examples: Responds effectively to unexpected experiences.

Modifies instruction to meet the needs of the learners. Perform a
task with a machine that it was not originally intended to do (the
machine is not damaged and there is no danger in performing the
new task).
Key Words: adapts, alters, changes, rearranges, reorganizes,

revises, varies.
G. Origination - Creating new movement patterns to fit a particular

situation or specific problem. Learning outcomes emphasize
creativity based on highly developed skills.
Examples: Constructs a new theory. Develops new and

comprehensive training programming. Creates a new gymnastic
routine.
Key Words: arranges, builds, combines, composes, constructs,

creates, designs, initiates, makes, originates.
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Wrap-up
Exercise 4.2.1
Reflect on and answer the following questions:
1. Will it make a difference in your teaching (as a future mathematics
teacher) if your lesson objective is only on the cognitive or
psychomotor domain?
2. How significant that you consider the three domains in the formulation
of objectives?
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Apply
Exercise 4.2.2
Answer the following questions
1. What pedagogical benefits can you derive from formulating SMART
Objectives?
2. How are you going to apply for these pedagogical benefits when
you are in the field of teaching?
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Reflect
Exercise 4.2.3
Explain your answer to the following briefly.
1. Why is it important that students make the teacher’s lesson
objective their own?
2. Is it necessary that students should be informed of the objectives?
Why?
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POSTTEST:
Identify the term/s being referred to in each item.
_________1. It is an intent communicated by a statement of what the learner
is to be like when he has completed the learning experience.
_________2. A result or effect.

_________3. The instructional objective should be stated in terms of what we,
as teachers, are going to do. Yes or No?
_________4. What is SMART?

_________5. Are derived from terminal instructional objectives and designed
to guide shorter range instruction.
_________6. Give the 3 domains.
_________7. Are used to check progress at the end of a unit course, school
year, or designated level of instruction.
_________8. Which is composed of intellectual abilities.

_________9. Embraces muscular or motor abilities
_________10. Give at least 2 levels of Cognitive Domain.
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UNIT 5 MOTIVATION TECHNIQUE
Introduction
Motivation specifies the condition that predisposes individuals to learn.
Its importance lies in directing activities toward the achievement of a goal,
controlling and directing human behavior, including spiritual and moral values
in the mind of the young, and giving satisfaction and happiness to the individual.
Student motivation has to do with a student's desire to participate in the
learning process. Although a student may be equally motivated to perform a
task, the success of motivation may differ. And, of course, not all students are
motivated by the values, needs, desires, or wants. Some of the students are
motivated by the approval of others, some by overcoming challenges.
It is the motivation that makes students explore, choose to remain
interested, participate in the activity, and build self-confidence. But motivation
that comes from within really makes the difference.
Motivation Techniques
When faced with problems regarding learners’ motivation, one of the
best things that teachers can do is to plan his/her activities and go deeply in the
implementation of his/her lessons. GO DEEPLY is the acronym where G-
means glow; O- observe; D- demonstrate; E-engage; P- provide; L-listen and
Y-yield.
Glow
Do not lose the glow in your day to day teaching and interaction with
your students. Making yourself aglow with interest and joy helps students to be
drawn to you. A teacher who most of the time exhibits a frowning face is not a
pleasant sight to behold. Too many students feel disappointed and demoralized
when teachers cast a dagger look on them when their performance falls short
of the teacher’s expectation.
Observe
Take extra effort to be very vigilant of whether the students perform
positively or negatively. If the students are performing well, recognize their
efforts so they will be more inspired to work. But when mistakes are committed,
reprimand them in a way that the students are not embarrassed nor the dignity
trampled. It is a matter of communicating to them through constant observations
of how they are performing in the different activities assigned to them. The
knowledge that they are being observed will help the teacher prevent many
conflicts and problems. It is in this context that the teachers must make their
presence felt by circulating the classroom to check on his/her students.
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Demonstrate
There are simple ways of dealing with those who are seemingly tense
and nervous frequently due to unpreparedness in the lesson, tardiness, and
habitual absences. Caution matters most in motivating this type of learner. In
this way, teachers do not project an image of “unapproachability” due to his/her
high standard of compelling the students to perform excellently, thereby
creating an environment of compulsion and fear. It will be a beautiful scenario
if students are given the freedom to be themselves. Decision making should be
the sole task of the teacher. Involving the students in matters of decision-
making is a welcome signal that they are trusted. In this way, their belief in
themselves will be enhanced.
Engage
Students should be involved in academic learning activities which they
could respond to meaningfully and successfully. The construction of meaning
to the activities performed inside and outside the class is a motivating factor for
the students to be involved actively in different tasks provided by the teacher.
A challenge to teachers involving the students in the class contests and
competitions. Such activities may not be an academic burden on students.
Resourcefulness is the name of the game here. Both the students and the
teachers could tap resources outside the classroom through fundraising in
partnership with the parents and community.
Embrace
Every student should be embraced as your own despite their
weaknesses and laminations. A negative remark on a student’s poor
performance in class is a “sin” against motivation. A hurting comment
demoralizes a student. It will leave an imprint on him/her so much that
participation in class activities will no longer be desired. The essence of
“embrace” in the context of motivation is captured in the following words of
Cruickshank and companions (2009).
“It helps when students feel positively toward you. Communicate that you care and will
help. Extend to the students the support necessary to succeed. Encourage learners by
being patient yet determined for their success.”
Praise
Sweet music to a student’s ear is praise. It should be given
spontaneously and genuinely as an expression of the teachers’ confirmation
and appreciation of a task well done by the students. They should never be
wanting in praising their students’ positive change of behavior.
Even the most problematic student could be changed for the better by a
simple pat at the back. Sincerity must govern in giving praise. Young as the
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students are, they could sense whether the praises given to them are
appropriate or not. Hence, sarcasm should not accompany the comments
addressed to them. Negative words spoken by the teachers are like sharp
swords cutting through the heart of students. Once the students are hurt, sort
of unpleasant relationship between them and the teacher could happen.
Listen
With an attentive gesture. This should be coupled with a desire to find
out what a student is trying to drive at every time he/she is called to recite or
share in the class. Effective listening is synonymous with taking the students’
responses without interruption displaying impatience or rushing the learner just
because the teacher is not pleased with the students’ feedback.
PRETEST
1. What is the motivation of a child who reads for pleasure?
A. Intrinsic and extrinsic C. Intrinsic
B. Extrinsic D. Undetermined
2. A teacher rewards a child for doing things correctly. This technique is

called:
A. Conditioning C. Chaining
B. Fading D. Reinforcement
3. Based on Jung’s psychological theory, a child who is shy and prefers to

be alone falls under what classification?
A. Extrovert C. Paranoid
B. Ambivert D. Introvert
4. Which among the words below DOES NOT prevent the emergence of
truth which the learners and teachers are in search of?
A. Mindset C. Open mind
B. Mask D. Defense
5. In her practice teaching, Miss Cruz’s class would like to emphasize the
meaningful application of an effective approach to motivation. What
must she do?
A. Discuss the rationale for studying the topic
B. Structure the classroom for a conducive climate for students
C. Explore the possibility of providing quick and transparent feedback
on assignments
D. Start the lesson with thought-provoking questions and inspiring
events
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6. Mr. Vegas presented a new lesson wherein his students were
challenged to work on a novel project which the students find so
difficult. But the students showed interest while embarking on it. What
principle is depicted in this situation?
A. Varied opportunities must be given by the teacher for relevant and
appropriate practice
B. Learning is facilitated through the use of meaningful learning
resources than nonsense learning tools
C. The presentation of the lesson must be integrated with various
methods
D. When tasks are challenging for the students, some amount of
efforts emanate from them without coercion from the teacher
7. Miss Alfaro is a young and idealistic teacher who wants to enhance

further the learning of Grade 1 pupils. What must she do?
A. Organize activities that are too easy and simple that will not be too
boring for the pupils
B. Present varied enlarged, realistic and challenging visual aids
C. See to it that the activities which will be provided are hands-on and
novel
D. Rewards must be given at all times despite students’ misbehavior
8. After all the discussions in motivation, Mr. Romulo was surprised to find
that his students are still confused when they disclose their wrong
notions on motivation. Of the following motivation ideas given by his
students, which of the following is false?
A. Intrinsic motivation is enhanced by one’s goals and aspirations
B. The training and expectations of the students affect their motivation
to work
C. The planning and organization of learning resources influence one’s
drive to study
D. External motivation is a lifetime experience because of its long-
lasting impact
9. Mrs. Lopez has a problem with how to motivate her students to engage
in more meaningful and complex problem-solving. What must she do?
A. See to it that students’ cognitive abilities are appropriately matched
with the problems
B. Refrain from using stimulating objects and visuals to maximize the
students’ focus to the task
C. Engage with more practical and simple problems
D. Tolerate and consider inappropriate response and feedbacks to
some questions
10. To guarantee a maximum of students’ engagement, teacher Fe

divided the class into four small groups to make them share their ideas
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on “Respecting the Sanctity of Marriage” in this modern age. What
discussion technique is shown?
A. Buzzing C. Debate
B. Circular response D. Panel
11. The class is divided into two opposing groups on a topic discussing the
effects of reviving and strengthening one of the Filipino enduring values
of “Modesty and respect for Women”. One group opposes, where the
other one supports. What discussion technique is illustrative?
A. Forum C. Interview
B. Buzzing D. Debate
12. Which technique would advocate for a conducive classroom

atmosphere, respect for other viewpoints, and concern for the efforts of
the students to make intelligent guesses?
A. Open-forum C. Questioning
B. Cooperative learning D. Peer tutoring
13. How can teachers develop problem-solving skills in the students?

A. Developing and mastering cognitive skills
B. Restricting the learners to voice out their views
C. Encouraging students to make intelligent guesses
D. Inhibiting the students to respond to questions
14. Which statement DOES NOT refer to motivation?

A. Tells about psychological factors on behavior
B. Discusses the rationale on choosing the topic
C. Encourages simple and prompt feedbacks
D. Arouses the need to learn
15. Which idea DOES NOT refer to the “Go Deeply” techniques of
motivation?
A. Refrain from supporting students who are poor in verbal skills
B. Embrace every student as your own despite their weak abilities
C. Give praises to students spontaneously and genuinely
D. Accept objectively students responses
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LESSON 5.1 TYPES OF MOTIVATION
Objectives:
1. Identify the different motivation techniques in Mathematics.
2. Differentiate intrinsic from extrinsic motivation concerning learning
3. Demonstrate the technique in the art of questioning
Incite
Activity 5.1 Let’s have a break…
Prepare an energizer, ice breaker, or problem-solving game that can be
used as motivation or presentation of highly motivating techniques.
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
TYPES OF MOTIVATION
All of us are motivated in one way or another. We differ in levels, hence
high or low manifestation are easily observed. This is true mostly with students
who are naturally curious and eager to gain information associated with
teaching, motivation is the key that could spell the student’s interest or
indifference in any learning activity. One of the greatest challenges that
teachers face is how to motivate students.
Motivation stands for “impulse”, rational or driving force. It is simply one

reason or purpose for undertaking an activity. It could originate from the inner
self or external forces.
It is observed as high or strong if the students appear stimulated and

highly interested; low if described to be unconcerned and passive.
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Kinds of Motivation: How they differ from one to another
1. Intrinsic Motivation – is a self-driven type of motivation that lasts for a

long time. The learners themselves are driven by their own goals, dream,
and ambitions. This is the kind of motivation that must be developed
among learners. In this type of Motivation, the learners work not for the
medal or anything tangible but for the personal satisfaction of
accomplishing his work and attaining his goals.
2. Extrinsic Motivation- is the type that originates primarily from individuals
outside the self. It is not permanent. It is an external stimulus to actions.
This type of motivation is based on an incentive. The motivation comes
from the outside of an individual or the external environment.
Level of Motivation:
An observant teacher never fails to notice whether the whole class is showing
interest in the lesson or merely behaving quietly. It is crucial to know whether a
response is internally or externally motivated, it is equally urgent that teacher
should be sensitive enough to notice whether the students are behaving
positively or negatively. Being aware of the level of motivation, the atmosphere
could either be continued or revised.
1. High or positive motivation

2. Low or negative motivation
120
Wrap-up
Exercise 5.1.1
Reflect on your learning experiences. Can you recall some examples of

extrinsic and intrinsic motivation in your life as a student?
121
Apply
Exercise 5.1.2
Identify the advantages and disadvantages of extrinsic and intrinsic
motivation. Compare the result.
122
Reflect
Exercise 5.1.3
In what instances is extrinsic and intrinsic motivation necessary? Give an
example?
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LESSON 5.2 MOTIVES USEFUL IN MOTIVATION
When a teacher asks about motivation, they want to know what causes
a student to act in a particular way. We will think of motivation as consisting of
three interrelated components: personal goals, personal agony, beliefs, and
emotions. There are theories of motivation related to learning. One well-known
theory that has demonstrated the motivation of students in school is the
hierarchy of needs and motives develop by Maslow. His theory helps
understand the variety of people’s motives, their emergence, and their
interrelationship. Thus motives are an important aspect of motivation.
Objectives:
1. Determine the different types of motive
2. Cite the implication of Maslow theory related to teaching and
learning process
Incite
Activity 5.2
Here are some quotations. Read and explain each of them. Did you
agree or disagree?
“Success is that ABC –ability, breaks and courage” – Charles Luckman

“Sweat plus sacrifice equal success” – Charles O. Finley
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Maslow’s Hierarchy of Needs:
1. Physiological Needs- the lower-level need. Physiological needs such

as hunger and sleep are dominant and are basic to motivation. Unless
they are satisfied everything also recedes. Deprivation of physical needs
may alter one’s behavior.
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2. Safety Needs- the second lower level. The desire for safety is basic to
every human being. These are needs for security, protection, stability,
freedom from fear, and anxiety.
3. Love and Belongingness Needs- the third level belong to the higher-
order needs. These needs refer to the human need for family and
friends. Motivated people wish to avoid the feeling of loneliness and
isolation. When we are accepted by others, we feel a sense of
belongingness.
4. Esteem Needs- the fourth level include those for esteem and status,
including one’s feeling of self-worth and competence. The idea of
esteem confers, around seeking recognition from others and oneself as
a worthwhile person. This need is satisfied when one experiences the
feeling of worth, usefulness, and confidence.
5. Need for Self-actualization- the fifth level, which means becoming all
that one is capable of becoming, using one’s skills to the fullest, and
stretching talents to the maximum. The need for self-actualization is a
motivating force that influences our actions. It is the tendency toward the
optimum realization of one’s potentialities.
Some of the motives useful in Motivation:
1. Interest- the term means the attention that a piece of subject matter
draws from the learner. It is a motivating force that incites us to attend to
a person, a thing, or activity. It is not an end in itself but rather a most
important means to that ultimate and of growth and development.
2. Personal development- another appeal that may be made strong with
many pupils is an appeal of the value of subject-matter as a means of
bringing about definite personal development. The desire to be educated
is worthy of being stimulated and employed as a means of motivating
school work. The motive of personal growth stimulates students to the
great effort that they may grow.
3. Instinctive Urges- many psychologists believe that every instinctive
urge results in a state of readiness and drivers to action. It cannot be
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denied that some instinct or innate tendencies can be utilized as motives
or drivers for school work. Instinctive urges that are useful in promoting
learning are competitions, desire for social approval, manipulation, and
collection.
4. Emotions- motives of a type predominantly emotional in character are
formed in the studies which use praise and reproof and also to be
selective in its application. It has been observed that both praise and
reproof may be effectively employed as a motivating influence but praise
is better from the standpoint of both immediate and remote return.
5. Knowledge of Result and Success- students, in general, want a
knowledge result. They can observe not only their progress but also
those of their classmates. Hence, they will be motivated to heat and
improve their record as well as those of their classmate.
The desire for success is derived from ego and social needs. The
child craves not only to feel a sense of achievement himself but also to
want his accomplishment to be admired by others. Thus a child who sees
himself as a top-ranking scholar may set as his goal the attainment of
the highest grade in the class.
126
Wrap-up
Exercise 5.2.1
Give the implication of motives in teaching and learning.
127
Apply
Exercise 5.2.2
Illustrate a graphical presentation of Maslow’s hierarchy of needs
128
Reflect
Exercise 5.2.3
Explain: “The learning depends upon the strength of the motives – the
stronger the motives, the stronger the effort put forth by the learner”.
129
LESSON 5.3 TYPES OF INCENTIVE
If the learner is doing the task to get the reward it will understand on
some level, that the task is inherently undesirable. Forget the use of rewards…
Make school meaningful relevant and fun, thus you won’t have to bribe students
(Eric Jensen)
Incentives are used in education to describe both the incentive device
and the attitude produced by it. Incentives are artificial devices introduced into
methods of teaching to stimulate.
Objective:
1. Develop students’ understanding of the different types of incentives.
Incite
Activity 5.3
Cite/recall what rewards or incentives that you received in your life
as a student. Discuss briefly.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Types of Incentive which may be of use to facilitate learning in the classroom

1. School marks
2. Exhibiting good works
3. Games or play
4. Examination
5. Honor roll
6. Emulation
7. Material rewards
8. Punishment
9. Vocational goals
In using incentives to arouse motives, purpose, driver, or urges, the highest workable incentive is to be employed. The
teacher must have a discriminating knowledge of the effect of incentives and must employ those that call for the best
always and have left a challenge to the students. Incentives must be used as a means to stimulate interest. The incentive is
often the mode of the end rather than the means.
130
The following points must be taken into consideration by the teacher in the
use of incentive in teaching:
1. The teacher must bear in mind that the incentives toward which
students strive are quite different from those which the teacher would
think desirable.
2. The teacher should not consider themselves as the medication of all
reward and punishment in the classroom.
3. The ultimate goal of teaching and learning should not center
exclusively on how many facts have been learned by around the
kinds of incentives students learn.
4. The strength of social approval as an incentive should be in
proportion to the need for attention and social recognition of the
group and the teacher.
5. Any incentive must be considered in terms of its total effect to the
learner and upon other kinds of learning
6. The use of individual competition must be minimized.
131
Wrap-up
Exercise 5.3.1
Fear and coercion are good incentives in learning, especially in the lower
grades. Do you agree or disagree? Why?
132
Apply
Exercise 5.3.2
Discuss if this is true to you or not. “Play is an incentive to learning and
a great factor in the physical and mental development of the learners”.
133
Reflect
Exercise 5.3.3
As a future educator, how can you use incentives in the teaching-
learning process?
134
LESSON 5.4 IMPORTANCE OF MOTIVATION FOR LEARNING
Motivation is essential in any teaching and learning situation. Knowledge

of motivation is therefore fundamental to the teacher to make schoolwork
interesting to the learner.
Objective:
1. Apply the importance of motivation in learning.
Incite
Activity 5.4 Interested or Not
How do you stay motivated? What are the things that motivate you?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
IMPORTANCE OF MOTIVATION FOR LEARNING

The purpose and importance of motivation in learning should be clearly
understood by the teacher. The fundamental aim of motivation is to stimulate
and to facilitate learning activity. Learning is an active process that needs to be
motivated and guided toward and a desirable end. It is important to attempt to
get the learner into a state of readiness for it to increase the alertness, vigor,
and wholeheartedness of learning. In trying to achieve some end, the more
acute the readiness, the more satisfying the reaction. Since all learners do not
react similarly, the motivation of learning must be varied for different individuals.
The motivation for learning activities help the students to concentrate on
what he is doing, and thereby to gain satisfaction. Continuous motivation is
needed to help learners concentrate on the lesson to be learned.
The importance of motivation is seen in the experiments in human
learning. From an experiment with a couple of high school students. Turney 1
concluded that the two major factors in school achievement are intelligence and
motivation; and that the latter is more important. Book 2 likewise asserts that
motivation is the control factor in every learning process. According to Mc
Murry3 who once said “I believe that motivation is the most important principle
in education. Thorndike4 makes the same point in explaining that “thought and
135
action occur largely in the service of wants, interest, and attitudes and are
stimulated and guided by them.”
The importance of motivation is well expressed by Dr. Jose Rizal 5 when
he said “man works for an object. Remove the object and you reduce him into
inaction.
1
A. H. Turney, “Intelligence Motivation and Achievement,” Journal of Educational Psychology,
22:426-434 (September 1931)
2
W. F. Book, Economy and Technique of Learning (New York: D.C. Heath and Co, 1932) p.
311.
3
M. McMurry, Elementary School Standards; from F.G. Frasier and W.D. Armentrout,
Introducatoon to Education (New York: Scott, Foresman and o, 1924) p.108.
4
E.I. Thorndike, The Psychology of Wants, Interest, and Attitudes (New York: D. Appleton
Centry Co. 1935) p. 4
5
J. Rizal, The Indolence of the Filipinos; quoted from Quirino and Hilario, Thinking for
Ourselves (Manila: Oriental Commercial Co. 1924) p.109
The most active man in the world will fold his arms on the instant he
understands that it is madness to bestir himself, that his work will be the cause
of the trouble, that for him it will be the cause of vexation at home.
Motivation is essential in any teaching and learning situations.

Knowledge of motivation is therefore fundamental to the teachers to make
schoolwork interesting to the learner.
1. Motivation is basic to learning and therefore it should be made an
integral part of the teaching and learning process. Learning is facilitated
through proper motivation.
2. The motivation for learning is one of the essentials of any set of

education experience. Learning is more efficient when it is energized and
directed by a strong motivational pattern.
3. Continuous motivation is essential in developing concentration of

attraction.
4. Motivation is important, not only as an energizer and director of learning

but as a habit –the system in itself.
5. Motivation is facilitated by the desire to learn starts from the learner

himself rather than through the teacher’s stimulation.
136
Wrap-up
Exercise 5.4.1
Using symbols, illustrate how important does motivation to achieve the
lesson’s objectives. Then explain your illustration.
137
Apply
Exercise 5.4.2
Give and discuss one important role of motivation in the teaching-
learning process.
138
Reflect
Exercise 5.4.3
As a future mathematics teacher, cite a topic and its objectives then
provide an interesting motivation appropriate to achieve its objectives.
139
POSTTEST:
1. What is the motivation of a child who reads for pleasure?
A. Intrinsic and extrinsic C. Intrinsic
B. Extrinsic D. Undetermined
2. A teacher rewards a child for doing things correctly. This technique is

called:
A. Conditioning C. Chaining
B. Fading D. Reinforcement
3. Based on Jung’s psychological theory, a child who is shy and prefers to

be alone falls under what classification?
A. Extrovert C. Paranoid
B. Ambivert D. Introvert
4. Which among the words below DOES NOT prevent the emergence of
truth which the learners and teachers are in search of?
A. Mindset C. Open mind
B.Mask D. Defense
5. In her practice teaching, Miss Cruz’s class would like to emphasize the
meaningful application of an effective approach to motivation. What
must she do?
A. Discuss the rationale for studying the topic
B.Structure the classroom for a conducive climate for students
C.Explore the possibility of providing quick and transparent feedback
on assignments
D. Start the lesson with thought-provoking questions and inspiring
events
6. Mr. Vegas presented a new lesson wherein his students were

challenged to work on a novel project which the students find so
difficult. But the students showed interest while embarking on it. What
principle is depicted in this situation?
A. Varied opportunities must be given by the teacher for relevant and
appropriate practice
B. Learning is facilitated through the use of meaningful learning
resources than nonsense learning tools
140
C. The presentation of the lesson must be integrated with various
methods
D. When tasks are challenging for the students, some amount of efforts
emanate from them without coercion from the teacher
7. Miss Alfaro is a young and idealistic teacher who wants to enhance

further the learning of Grade 1 pupils. What must she do?
A. Organize activities that are too easy and simple that will not be too
boring for the pupils
B. Present varied enlarged, realistic and challenging visual aids
C. See to it that the activities which will be provided are hands-on and
novel
D. Rewards must be given at all times despite students’ misbehavior
8. After all the discussions in motivation, Mr. Romulo was surprised to find
that his students are still confused when they disclose their wrong
notions on motivation. Of the following motivation ideas given by his
students, which of the following is false?
A. Intrinsic motivation is enhanced by one’s goals and aspirations
B. The training and expectations of the students affect their motivation
to work
C. The planning and organization of learning resources influence one’s
drive to study
D. External motivation is a lifetime experience because of its long-
lasting impact
9. Mrs. Lopez has a problem with how to motivate her students to engage
in more meaningful and complex problem-solving. What must she do?
A. See to it that students’ cognitive abilities are appropriately matched
with the problems
B.Refrain from using stimulating objects and visuals to maximize the
students’ focus to the task
C.Engage with more practical and simple problems
D.Tolerate and consider inappropriate response and feedbacks to
some questions
10. To guarantee a maximum of students’ engagement, teacher Fe

divided the class into four small groups to make them share their ideas
on “Respecting the Sanctity of Marriage” in this modern age. What
discussion technique is shown?
A. Buzzing C. Debate
B.Circular response D. Panel
141
11. The class is divided into two opposing groups on a topic discussing the
effects of reviving and strengthening one of the Filipino enduring values
of “Modesty and respect for Women”. One group opposes, where the
other one supports. What discussion technique is illustrative?
A.Forum C. Interview
B.Buzzing D. Debate
12. Which technique would advocate for a conducive classroom

atmosphere, respect for other viewpoints, and concern for the efforts of
the students to make intelligent guesses?
A. Open-forum C. Questioning
B.Cooperative learning D. Peer tutoring
13. How can teachers develop problem-solving skills in the students?

A. Developing and mastering cognitive skills
B.Restricting the learners to voice out their views
C.Encouraging students to make intelligent guesses
D.Inhibiting the students to respond to questions
14. Which statement DOES NOT refer to motivation?

A.Tells about psychological factors on behavior
B.Discusses the rationale on choosing the topic
C.Encourages simple and prompt feedbacks
D.Arouses the need to learn
15. Which idea DOES NOT refer to the “Go Deeply” techniques of
motivation?
A. Refrain from supporting students who are poor in verbal skills
B.Embrace every student as your own despite their weak abilities
C. Give praises to students spontaneously and genuinely
D. Accept objectively students responses
142
UNIT 6 THE ART OF QUESTIONING
Introduction
The importance of questioning has been recognized by the great teacher

method for many generations. In the classroom, the question assumes a still
more important role. It is key to all educational activities.
The class interaction depends on the teacher questioning skills. What

skills should you acquire to generate interaction among students? The question
is how and what questions should be used to generate great responses.
The kind of question we ask determines the level of thinking we develop.

Low-level questions demand low-level responses, high-level questions call for
higher thinking ability, “why” and ‘how” question requires analysis of
observations. A daily lesson is seldom without even a single question. It is the
question, stated in any form that unlocks thinking. Hence, it is integral in the
teaching practice.
PRETEST
1. Which practice in questioning brings about more classroom
interaction?
A. Asking the question before calling on a student
B. Focusing on divergent questions
C. Focusing on convergent questions
D. Asking rhetorical questions
2. If students are not responding to your questions, what technique

should you use?
A. Ask a specific student to respond, state the question, and wait for a
response
B. Tell the class that it will have detention unless an answer is
forthcoming
C. Ask another question, an easier one
D. Wait for a response
143
3. What should you do if she wants to teach her students how to
synthesize?
A. Ask her students to formulate a generalization from the data shown
in graphs
B. Ask her students to answer questions beginning with “What if…”
C. Tell her students to state data presented in graphs
D. Directs his students to ask questions on the part of the lesson not
understood
4. The following are acceptable purposes of a question EXCEPT:

A. To call the attention of an inattentive student
B. To teach via student answers
C. To stimulate learners to ask questions
D. To arouse interest and curiosity
5. Teachers must avoid _____ questions to promote maximum interaction

A. Informational C. Leading
B. Rhetorical D. Divergent
6. In asking higher-order questions, a teacher must ask more _____

questions
A. Closed C. Concept
B. Fact D. Convergent
7. What is NOT a logical and sound purpose of questioning?

A. To probe deeper after an answer is given
B. To discipline a bully in class
C. To remind students of a procedure
D. To encourage self-reflection
8. After commenting on a paragraph, the teacher asked her students to

rate a given paragraph based on the elements of the paragraph. What
is the level of the student’s task?
A. Application C. Evaluation
B. Analysis D. Synthesis
9. Analyze this test item. “Group these in terms of shape”. This question
is an example of what type of question?
A. Creating C. classifying
B. Generalizing D. Predicting
10. What is a convergent question?

A. Did La Solidaridad accomplish its purpose? Why or why not?
B. Who was the first editor of the La Solidaridad?
C. Why did the La Solidaridad come about?
D. If you were editor of the La Solidaridad what would you do?
144
11. Which teacher's behavior does enhance the development of higher-
level thinking skills?
A. Encouraging credibility as a criterion
B. Asking convergent questions
C. Making students aware of their mental process
D. Teaching for meaning
12. Read this test item then answer the question below. What is the end
punctuation for an interrogative sentence?
A. Quotation mark C. Period
B. Comma D. Question mark
13. What statement would most likely promote student participation?

A. Feeling or emotions are not permitted in the discussion.
B. The group leader allows quiet members to remain quiet
C. The teacher models good listening habit
D. Repeat direction over and over until everyone listens
14. To brainstorm effectively, which must be removed?

A. Non-threatening atmosphere
B. Teacher’s judgmental attitude
C. Openness to idea
D. Making use of other’s ideas shared
15. Which is appropriate in the following question behaviors?

A. Repeating the student’s response
B. Allowing choral responses
C. Cutting a student who gives a ling response
D. Asking the question then calling students to answer
145
LESSON 6.1 CHARACTERISTICS OF GOOD QUESTIONS
The importance of questioning has been recognized by the great teacher

of the method for many generations. It would be impossible to consider
adequately methods of teaching without recognizing the question is the key to
all education activity above the habit-skill level. The teacher must have the
ability to frame questions skillfully. Self-confidence on the part of the teacher is
essential in questioning.
Objectives:
1. Enumerate the type of question according to purpose/answer

2. Discuss the characteristics of a good question
3. Identify some question skill that teacher should develop to generate
interaction
4. Identify and discuss what functions do questions perform in teaching
Incite
Activity 6.1
Prepare your question: Analyze the question you made. Will it be

easy to get the kind of response you like?
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
Types of questions according to purpose
1. For assessing cognition

This type of question is used to determine one’s knowledge of
understanding. They promote high-level thinking. Different questions
and open-ended questions call for analysis and evaluation.
146
2. For verification
It determines the success or accuracy of the results of an activity or

performance.
3. For creative thinking
It probes into one’s originality. The question may ask for student’s
ideas or a new way of doing things
4. For evaluating
It elicits responses that include judgments, value, and choice. It also
asks personal opinion about an event, a policy, or a person.
5. For productive thinking
It includes cognitive reasoning. It analyzes facts, recognizes pattern
or trends, and invoke memory and recall.
6. For motivating
Before discussing the lesson, some questions about the topic can
serve to arouse their interest and focus attention.
7. For instructing
The question asks for useful information. It direct, guides, and advice
on what and how to do an activity.
Types of the question according to the level of an answer:
1. Low level of question

They include memory question or those require simple recall
2. High level of question
These questions call for a respondent’s ability to analyze, evaluate,
and solve problems.
3. Convergent questions
They are questions that require a single predictable answer.
4. Divergent questions
They require the respondent to think “different directions” to think of
alternative action or to arrive at their own decision.
147
Characteristics of Good Question
 They must be carefully planned

 They must be brief and direct
 They must be adapted to the ability and experience of the students
 They must be free from the wording of the textbook
 They must be definite in requirements
 They should stimulate thinking and reasoning
 They must follow certain aims
 They must be related to one another
 They should be of varying difficulty
 They must allow logical order
Functions of Question:
1. To measure the pupil's achievements in knowledge, habits, abilities
skills, and attitude. A question can be used to measure a student's
understanding of the facts learned.
2. To stimulate interest in the work at hand.
The question that stimulates interest, must be adapted to the experience
and ability of the students and should create a situation likely to involve
a desire to know. Curiosity or interest is the best stimulus to learning that
can be utilized by the teacher.
3. To help the student to correlate experience to the new lesson
4. To challenge individual attention. Stimulating questions will arouse
interest which is the basis for attention.
5. To develop the power of evaluation
The teacher can, by the use of discriminating questions lead the students
to evaluate carefully the value of data in textbooks, both for the
correctness and relative significance.
6. To develop power or organization. The use of related questions will lead
the students to use the relation of one fact to another.
7. To stimulate thought
It is generally accepted that the heart of every question there is a
problem. The most simple memory questions will evoke thought. The
primary function of the question is the stimulation of thought.
8. To develop appreciation
A well-directed series of questions may create likes and dislikes. The
teachers need to realize that the proper question technique may be a
help in fostering such attitudes.
148
Wrap-up
Exercise 6.1.1
1. Enumerate and explain the characteristics of a good question

2. What type of questions are suitable for the development of the
thinking and reasoning powers of the students.
149
Apply
Exercise 6.1.2
1. Are all “what” questions to be avoided? Defend your answer.

2. What functions do questions perform in teaching?
150
Reflect
Exercise 6.1.3
Purpose your kind of question. Analyze the question you made. Will it be
easy to get the kind of response you like?
151
LESSON 6.2 TECHNIQUES IN ASKING QUESTION
Webster defines technique as the method of performance in any art;

technique skill, artistic execution. The technique is the teacher's way of
combining and emphasizing the element of the classroom situation. The
technique employed by the teacher in the classroom is of prime importance to
the education of the students. Effective question techniques generate class
interaction.
The technique in asking a question in any situation concerns the skillful

way and manner of questioning.
Objective:
1. Enumerate and explain the principles/technique in asking questions
Incite
Activity 6.2
It is said that “children come to school as question marks but

leave school as period.” What thus this mean.
The techniques in asking questions:
 Varying type of question. Ask convergent, divergent, and evaluation

questions. Convergent questions have only one acceptable correct
answer. Divergent questions are open and many have more than one
acceptable answer. The evaluation question requires judgment
concerning the subject of focus.
 Asking non-directed questions. Pose a question first, then call on a
student to answer.
 Calling on non-volunteers
 Preparing
 Sequencing logically
152
 Requiring abstract thinking. This means going beyond simple recall
questions.
 Asking open-ended question
 Allowing for sufficient time to wait
 Questions should not be asked hurriedly
 The question should not be asked in a natural modulated voice rather
than in imperatively formal classroom manner
 Questions that are quite difficult should be addressed to the bright
students unless the slow or average pupils show a sign of readiness to
answer.
 Inattentive or mischievous students should be made the target questions
 Never make the pupil conscious that he or she is through with one
question
How to improve the questioning techniques
The following are some points to consider too improve one’s questioning
technique
 Know your style of questioning

 Request a colleague to criticize your style
 Increase your repertoire of type of questions
 Consider the individual abilities and interest of the students
 Spend time reflecting on the type of questions you ask. Improve
on them
153
Wrap-up
Exercise 6.2.1
Effective questioning techniques generate class interaction. Do

you agree or disagree? Why?
154
Apply
Exercise 6.2.2
1. What are some questioning skills that teachers should

develop to generate interaction?
2. How can a teacher improve his/her questioning skills
155
Reflect
Exercise 6.2.3
Reflect on the kind of question you ask. Do you get the correct
response? Why?
156
LESSON 6.3 TECHNIQUES IN HANDLING STUDENT RESPONSES
Sometimes, we teachers take our reaction to our students’ responses for

granted. We forget how crucial this part of teaching is. By the way, we handle
our students’ responses, we either encourage or discourage them from actively
participating in class interaction. As regards the manner of dealing with the
answer given by the students there is no hard and fast rule to follow.
Objective:
1. Enumerate and discuss technique in dealing student response
Incite
Activity 6.3
A teacher can be a motivation or a de-motivation in dealing with

student response? Do you agree? Explain your answer.
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
The following technique can help in handling students’ responses.
1. Providing feedback on the correctness or incorrectness of a response.

In providing feedback:
1.1 Remember that the reaction “that’s wrong” can put off or embarrass a
learner. Be more tactful.
1.2 Give a hint or break down the question if necessary, to guide the learner
to the correct response.
1.3 Explain the correct answer when the learner cannot arrive it
1.4 Initially ask easy questions to enhance the students’ self-confidence and
to encourage active participation from everyone
157
2. Giving appropriate praise to a high-quality response. In giving
appropriate praises:
2.1 Match praise to the level of difficulty of the question answered or to the
quality of the response given.
2.2 Vary acceptance reactions
2.3 Remember that a slow/insecure learner needs more praise than a
fast/confident one.
3. Making follow-up questions
3.1 Remember that follow up questions should logically relate to the

preceding questions and or the students' response.
3.2 Follow up questions should be characteristically developmental and
directed towards a better/deeper understanding of the topic being
discussed.
3.3 Clearly-stated, short follow-up questions elicit better repose from the
students.
4. Redirecting questions
4.1 Certain questions deserve to be answered by more than one learner.

Take advantage of the opportunity to promote creative or divergent
thinking
4.2 Some students need a reformulation of the question for better
understanding. Be sensitive and accommodating to such needs.
5. Following up a student’s repose with related questions. In explaining the

question/answer:
5.1 Slowly repeating or replacing certain words in question may be way the
way to enable a student to give the correct answer.
5.2 On the other hand, other students may need to understand better and
accepted response to a question
6. Re-phrasing the seemingly unclear question
6.1 Rephrase unclear questions by using terms or idioms familiar to the

student
6.2 Avoid long and complicated sentence structure in asking questions
158
7. Showing non-verbal encouragement
7.1 Cultivate the habit of conveying positive meanings through body

language. Body language, particularly a teacher’s facial expression,
during recitation communicates a message of encouragement or
otherwise to students.
7.2 Eye to eye contact, a smiling face, and an encouraging hand gesture
remove the fear of embarrassment from the students
8. Encouraging learners to ask questions
8.1 Watch out for a student who seems to have problems with certain
responses. Encourage to bring them to bring out their questions
8.2 Create a communication climate that encourages pupils to provide
additional information or give comments that can add to understanding.
Types of how to encourage a student to ask questions.
1. The teacher’s questioning technique is the key to encouraging students

to ask correct, relevant, and high-level questions. His/her questions can
serve as a good example
2. Attend to their questions. Avoid discussing irrelevant questions. Assist

in clarifying or refocusing to solicit correct responses.
3. Praise the correctly formulated questions
4. Allot an appropriate time slot for open questioning. This will encourage
the slow thinker to participate freely.
159
Wrap-up
Exercise 6.3.1
Handling student’s response is crucial. By the way a teacher handle

student’s response, he/she either encourages or discourages them from
actively participating in class interaction. Share an experience wherein
you have been encouraged or discouraged to participate in class
discussion.
160
Apply
Exercise 6.3.2
1. How should you react if the answer given is a pure guess?

2. What are some effective reacting techniques?
161
Reflect
Exercise 6.3.3
Create a scenario on how you will encourage students to ask intelligent

questions?
162
POSTTEST
1. Which practice in questioning brings about more classroom
interaction?
A. Asking the question before calling on a student
B. Focusing on divergent questions
C. Focusing on convergent questions
D. Asking rhetorical questions
2. If students are not responding to your questions, what technique

should you use?
A. Ask a specific student to respond, state the question, and wait for a
response
B. Tell the class that it will have detention unless an answer is
forthcoming
C. Ask another question, an easier one
D. Wait for a response
3. What should you do if she wants to teach her students how to

synthesize?
A. Ask her students to formulate a generalization from the data shown
in graphs
B. Ask her students to answer questions beginning with “What if…”
C. Tell her students to state data presented in graphs
D. Directs his students to ask questions on the part of the lesson not
understood
4. The following are acceptable purposes of a question EXCEPT:

A. To call the attention of an inattentive student
B. To teach via student answers
C. To stimulate learners to ask questions
D. To arouse interest and curiosity
5. Teachers must avoid _____ questions to promote maximum interaction

A.Informational C. Leading
B.Rhetorical D. Divergent
163
6. In asking higher-order questions, a teacher must ask more _____
questions
A. Closed C. Concept
B. Fact D. Convergent
7. What is NOT a logical and sound purpose of questioning?

A. To probe deeper after an answer is given
B. To discipline a bully in class
C. To remind students of a procedure
D. To encourage self-reflection
8. After commenting on a paragraph, the teacher asked her students to

rate a given paragraph based on the elements of the paragraph. What
is the level of the student’s task?
A.Application C. Evaluation
B.Analysis D. Synthesis
9. Analyze this test item. “Group these in terms of shape”. This question
is an example of what type of question?
A. Creating C. classifying
B.Generalizing D. Predicting
10. What is a convergent question?

A. Did La Solidaridad accomplish its purpose? Why or why not?
B. Who was the first editor of the La Solidaridad?
C. Why did the La Solidaridad come about?
D. If you were editor of the La Solidaridad what would you do?
11. Which teacher's behavior does enhance the development of higher-

level thinking skills?
A.Encouraging credibility as a criterion
B.Asking convergent questions
C.Making students aware of their mental process
164
D.Teaching for meaning
12. Read this test item then answer the question below. What is the end
punctuation for an interrogative sentence?
A.Quotation mark C. Period
B.Comma D. Question mark
13. What statement would most likely promote student participation?

A. Feeling or emotions are not permitted in the discussion.
B. The group leader allows quiet members to remain quiet
C. The teacher models good listening habit
D.Repeat direction over and over until everyone listens
14. To brainstorm effectively, which must be removed?

A. Non-threatening atmosphere
B.Teacher’s judgmental attitude
C.Openness to idea
D.Making use of other’s ideas shared
15. Which is appropriate in the following question behaviors?

A. Repeating the student’s response
B.Allowing choral responses
C.Cutting a student who gives a ling response
D.Asking the question then calling students to answer
165
UNIT 7 CLASSROOM MANAGEMENT AND DISCIPLINE
Introduction
One of the biggest challenges for a teacher nowadays is how to

discipline and create good classroom management for the students. Classroom
discipline is very important to have effective teaching and learning outcomes.
Before teaching in a class, teachers should create and plan classroom
management strategies for achieving school discipline.
In terms of student outcomes, classroom management is one of the most
common factors affecting it. Classroom management is the way of a teacher to
organize and to manage the curriculum, time, space, and interaction with the
students. Classroom discipline is the specific management of students'
behavior.
Many types of misbehavior are found in our school classroom, especially
among the students. Many teachers always criticize their students because
they want to discipline them. Discipline is a big challenge for teachers to
maintain orderliness, cleanliness, and focus of students in doing their tasks.
Many teachers fail to discipline students for various reasons. As such discipline
is an essential factor in the classroom to have conducive and active learning.
PRETEST:
Multiple Choice: Encircle the letter of your best answer.
1. Current theories of classroom management see the teacher as
A. guide.
B. leader.
C. director.
D. dictator.
2. Rules and procedures should be _____ (and) _____.
A. firm; punitive
B. flexible; subjective
C. reasonable; necessary
D. set in stone
3. When getting students to share and assume responsibility in the
classroom, teachers should
A. involve them in the planning and implementation of classroom
initiatives.
B. seldom accept reasonably.
C. emphasizes teacher control.
D. have students develop the classroom management plan.
4. Which of the following statements about classroom management is
correct?
A. it is the same as behavior management.
B. You can get along fine without a classroom management plan
C. Your system and procedures should always be age-appropriate.
D. There is a ‘one size fits all’ template that everyone uses.
5. Why should teachers ensure there are physical pathways for students?
A. It allows the students to have a private space to work by
themselves.
B. It makes it easier for students to see the blackboard.
166
C. It makes it easier to attend to individual students’ needs.
D. It makes students less likely to become distracted.
6. Which of the following factors is likely to have a negative impact on
classroom experience?
A. Time spent on each task is planned by the teacher.
B. There is plenty of seat work to prevent students from being bored.
C. There are breaks between tasks.
D. Students' age determines the type of tasks they are assigned.
7. Creating rewards and consequences in the classroom:
A. Tends to produce robot-like students who only perform on
command.
B. Should only be used when the students' behavior requires
managing.
C. Gives well-behaved students more control in the classroom.
D. Focuses on recognizing positive behavior over negative behavior.
8. Which of the following statements about effective classroom

management is FALSE?
A. Classroom management entails planning ahead of the first day of
class.
B. Classroom management can be the difference between calm
productivity and total class disorder.
C. Classroom management involves the same strategies yet may
vary in the techniques used for each class.
D. Classroom management should include no less than 10
classroom rules
9. Which among the following classroom management practices is
considered sound?
A. Avoid establishing routines, make your students robot
B. Establish routines for all daily needs and tasks
C. Apply rules and policies on a case to case basis
D. Apply a reactive approach to discipline
10. Which among the statement below is a characteristic of effective
classroom management?
A. It quickly and unobtrusively redirects misbehavior once it occurs
B. It teaches dependence on others for self-control
C. It respects the cultural norms of a limited group of students
D. Strategies are simple enough to be used consistently
167
LESSON 7.1 MEANING AND IMPORTANCE
Objectives:
1. Define classroom management.

2. Define classroom discipline.
3. Gives importance to classroom management and discipline.
Incite
Activity 7.1 Observe Your Role in the Classroom Environment
Discover whether you have the knowledge about the different concepts
presented below or not by answering with a Y (Yes) or an N (No).
1. _____ I understand the differences between my students, I have to
consider it when writing my lesson plan.
2. _____ I almost meet my student's expectation after the lesson.
3. _____ A consequence is given when classroom rules are broken by the
students.
4. _____ My students know what to do after they finish an activity.
5. _____ I have a signal to catch my students’ attention.
6. _____ My discipline is fairly and objective according to the student.
7. _____ My students feel safe in my class.
8. _____ I don’t lose some of my time due to the misbehavior of the
students.
9. _____ I use various kinds of activities for different groups of students.
10. _____ I usually praise my student as a compliment for what they did well.
11. _____ My students helping each other to deal with problems.
12. _____ My students want to be in my class.
13. _____ I always properly address student problems.
14. _____ I teach my students how to solve their problems.
15. _____ I encourage my students to cooperate and work together.
How many Yes answers do you have? ___________

Out of the total 15 questions, what is your percentage of maintaining a
successful classroom environment? ___________
# of Yes answer
× 100% =
15
Definitions
Classroom management is the way of teachers in carefully preparing,
presenting, disciplining, and controlling activities and teacher-student
interaction in the class.
Discipline is about teaching the students appropriate behavior and

helping them to become stronger or more in control of his or her emotions.
168
Discipline is one of the problems that the new teacher is mostly
concerned about. What can teachers expect and how can they effectively
handle discipline problems? Classroom management with an effective
discipline plan is the key.
Importance of Effective Classroom Management to the Teachers:

1. It helps create a conducive learning environment
“The Responsive Classroom approach creates an ideal environment for

learning–every teacher should know about it.” By Daniel Goleman.
Classroom management can help you to create a favorable environment
that will make all your students more interactive and to establish collaborations
between the teacher and other students as well. This is possible if you have a
well-thought-out plan to manage the behavior of your students and your
classroom.
2. It helps avoid waste of time and energy

Proper classroom management is to guide all things that happen in the
classroom. It manages issues such as possible misbehaviors during the
classroom discussion and gives the teacher more time in discussing and
facilitating.
Planning your classroom management helps you in removing almost all
disruptions in your class.
3. It helps boost the morale of the teacher

Good classroom management helps the teacher boost their morale. It
makes you feel like a captain of a ship you can manipulate, facilitate, give
commands, and interact with your students like a master of your job. A captain
who does not only bring out the best in his/her students but also derives strong
satisfaction and motivation from what you do.
Importance of Effective Classroom Management to the Students:
1. It creates structure and achievable goals for students

Classroom management will help and encourage you to establish a
structure and SMART goals for the students in the entire lesson. With this,
students will always know whether their behaviors and actions are inappropriate
in the classroom. This is always aligned with your objectives.
2. It informs students about what is expected of them
Good classroom management helps your students understand what is
expected of them in a class. In managing behavior in the classroom, the teacher
and students will always have to lay down rules, routines, and standards to
govern behaviors.
With this, the students know exactly what to do during class.
3. It increases task time and reduces classroom disruptions

The teachers try to predict all possible disruptions and make plans to
address them suitably. When this is successful, it increases the time for the
students to spend one lesson activities rather than talking about the disruptive
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behavior of their classmates. With this, the students will learn, understand, and
pass relevant assessments to succeed in life.
Importance of Classroom Discipline to the Students:
1. Give more focus on learning.

Discipline helps the students to be more focused, to be strategic, and to
be goals oriented in life. The students become capable to do better in
managing time.
2. Gives sufficient time and energy.
The students have enough time and energy to engage, to interact, and
to collaborate with his/her teacher and classmates due to less or without
disruptive behavior during class.
3. Gives more friends.
Classroom discipline helps the students to control their negative
behavior, it gives them time to collaborate, to interact, and to respect
other students. The result of this is respect, trust, and a helping hand to
his/her classmate which can turn into a meaningful friendship.
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Wrap-up
Exercise 7.1.1 Give at least 5 most common problems that occur during the
lesson.
1.
________________________________________________________
________________________________________________________
________________________________________________________
2.
________________________________________________________
________________________________________________________
________________________________________________________
3.
________________________________________________________
________________________________________________________
________________________________________________________
4.
________________________________________________________
________________________________________________________
________________________________________________________
5. ________________________________________________________
________________________________________________________
________________________________________________________
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Apply
Exercise 7.1.2 Give suggestions or solutions that best suit the problem in
Exercise 7.1.1 to be able to resolve it. You can give one or more answers for
each problem.
1. ________________________________________________________
________________________________________________________
________________________________________________________
2.
________________________________________________________
________________________________________________________
________________________________________________________
3.
________________________________________________________
________________________________________________________
________________________________________________________
4.
________________________________________________________
________________________________________________________
________________________________________________________
5. ________________________________________________________
________________________________________________________
________________________________________________________
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Reflect
Exercise 7.1.3
My Smart Choices
Name:___________________________ Date: __________________
I did not make smart choices today. I broke one or more of the class
rules/procedures checked below. I will try not to do it tomorrow.
Off task Not Working Cooperatively

Out of My Seat Not Following Directions
Disrespecting Others Not Completing Work
Not Participating in Class
Playground Behavior
Discussion
Comments:
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Student Signature: ______________________________________________

Parent Signature: _______________________________________________
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LESSON 7.2 ACTIVITIES TO BE ROUTINIZED
Did you know that we do tasks every day? Like brushing your teeth,
eating meals, going to school, and others. These tasks that we do over and
over are called routines. Routines are everyday tasks, chores, or duties as must
be done regularly or at specified intervals, typical or daily activity.
Objectives:
At the end of the lesson, students should be able to:
1. Define and classify routines
2. Understand the types of routine in teaching Mathematics.
3. Create a classroom routine.
Incite
Activity 7.2
Name: _________________________ Date: _______________________
The Amazing Race
Number of the Day

236
Perform the indicated operations.
23 x 6 2x3x6
2+3x6 36 ÷ 6 – 2
6–2x3 6+2x3
63 x 2 62 x 3
6x3÷2 6÷3÷2
Classroom Routines
Routines allow students to quickly accomplish day-to-day tasks that are

required of both the teacher and students. Routines also help to create
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smoother transitions between activities and therefore enable fewer
opportunities for disruptions to occur (Burden, 2003; Docking, 2002).
What is the routine?
Routines are a sequence of actions regularly followed. It can give
structure to time and interactions and provide a flow that governs the activities
taking place (Berry, 2018)
The daily routine is the things we do regularly. One might likely do these
in the same order and in the same way each day. Here are some examples of
a daily routine, Brush their teeth, take a shower, Get dressed, eat breakfast,
and go to school or work.
Classroom Routines are the things we do every day when we are at
school. All classrooms have routines like when and how the students enter and
leave the room, how to submit classwork, when and how to access materials,
and when and how to be excused from the class (Ellis, 2018).
The goal of teaching mathematics and learning is to support student
success with mathematical proficiency. Then we must use instructional routines
to give more focus on student engagement in activities that promote reasoning
and sense-making.
How can we Establish Classroom Routines? To establish an effective
classroom routine, it should be done as early as the beginning of the school up
to the end of the school year. It helps to run your classroom smoothly and less
wasted time while students were doing tasks. Classroom routines can be
established for many activities, as well as entering the class in the morning, a
transition between activities, and preparing to leave in the classroom.
Here are some essential Instructional routines in teaching Math.

1. Initiation–Response–Evaluation (IRE)
Initiation – The teacher-initiated explanations, discussion, and
questions.
Response – Student responses or interact explaining their thinking,
working through mathematical ideas publicly, making conjectures, or
coming to a consensus about mathematical ideas as a community of
mathematical thinkers.
Evaluation – Teacher evaluation of correctness
2. I do—We do—You do
“I do” – The teacher demonstrates first before students attempt to solve
problems on their own.
“We do” – Students are guided by the teacher to model the procedures
demonstrated.
“You do” – The students practice the procedures on their own.
3. You do—We do—I do

“You do” – The teacher gives a task to see what student’s prior
knowledge. The task should have multiple entry points, have varied
solution paths, and focus on mathematical processes. The teacher
monitors the classroom for strategies and asks questions.
“We do” – After the task independently, students collaborate with peers
in pairs or small groups.
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“I do” – The teacher engages in instruction, putting together the
mathematical ideas of the students during “you do” and “we do.”
Routines for the Math Classroom

Here are math routines that teachers can incorporate into their daily
lessons.
1. Number Talks. Teachers can do as a warm-up at the beginning of class

to help students build computational ﬂuency, number sense, and
mathematical reasoning. It can be done for 5 to 15 min at any level.
Number Talks emphasize mental math because the goal is to get
students to perform operations and to know the level of knowledge in
mathematical procedures.
For example: What is 7 × 8?
2. The Number of the Day. Just like a word for the day. Each day, a new
number is given and gives examples that correspond to the number.
For example:
The number of the day is 12; we have 12 months in a year, dozen is 12,
analog clock with 12 numbers.
3. Number String. A set of related math problems designed to teach

strategies based on number relationships. It is a 10 to a 15-minute
routine that can be used during math instruction.
For example:
3, 6, 9, ____?
5 + 5 + 5 = _____?
4. Thinking Relationally. Involves a mindful application of place value and

the properties of number, operations, and equality in solving
mathematics problems (Jacobs et al. 2007).
For example:
X – 3 = 2, What is x?
5. Math Game and Puzzle. It attracts attention and sharpens the mind of
the students. Mathematics becomes more fun and not a boring subject
with games and puzzles.
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Wrap-up
Exercise 7.2.1
Number Talk:
Perform the indicated operation:
1. 7 x 9? 6. 84 ÷ 4?
2. 46 – 31? 7. 21 + 13 + 17?
3. 6 x 2 + 8 – 3? 8. 6 – 5 + 6 x 3?
4. (10 + 2) x 3? 9. 21 – 16 + 18?
5. 5 x 5 + 5 – 5 ÷ 5 10. 3 ÷ 3 + 3 – 3 x 3?
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Apply
Exercise 7.2.2
Name: ___________________________ Date: _________________
Number String.
A. Add the following.
A. 4 + 9 + 6 =
B. 2 + 3 + 7 =
C. 8 + 3 + 2 =
D. 5 + 6 + 5 =
E. 4 + 1 + 9 =
F. 2 + 8 + 3 =
G. 2 + 9 + 3 =
H. 2 + 6 + 4 =
I. 2 + 8 + 7 =
B. Math puzzle activity
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Reflect
Exercise 7.2.3
List down the daily activities you do while in class.
Monday Tuesday Wednesday Thursday Friday
Before
class
During
class
After class
Question 1. Did you find any differences each day?

______________________________________________________________
______________________________________________________________
______________________________________________________________
Question 2. What do you think about the routine? Is it fun?

______________________________________________________________
______________________________________________________________
______________________________________________________________
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LESSON 7.3 MODERN CONCEPTS OF DISCIPLINE
Objectives:
1. Understand the value of classroom discipline
2. Create guidelines and class rules
3. Execute a good quality classroom management
Incite
Activity 7.3
Name: ________________________ Date: __________________
Self-Reflection
To help me become a better learner, I need to think about what I do well

in class and what I can do better. (Put a check in the emoticon that describes
your behavior)
I listen when the teacher is

talking
I follow directions the first time
they are given
I am polite and respectful
towards all adults
I am polite and respectful
towards all students
I ask for help when I do not
understand the lesson
Types of Discipline in the Classroom

Discipline plays a significant role in having proper classroom
management. Teachers may use a variety of techniques to maintain control of
the students' behavior.
1. Preventative Discipline
The teacher will set the guidelines and rules as early as the start
of classes. Guidelines and regulations are clearly stated, so the students
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know what is expected of them in the course. The goal of preventative
discipline is to provide proactive interventions to potential disruptive
behaviors by the students. The key to preventative discipline is the
teacher’s outline about classroom guidelines and rules, like checking of
assignments, making group activities, raising their hands, going to the
comport room, seating arrangement, and answering on the board.
Preventative discipline creates a safe, nonconfrontational classroom
atmosphere in which students feel that they understand what is to come.
2. Supportive Discipline
Even the teacher made guidelines and rules for the class. It may
fail throughout the year. When the teacher gives a verbal warning or
suggestion for correcting misbehavior of the students and still disobeying
it, the teacher may now use the supportive discipline. Supportive
discipline is different from punishment. It provides a student with
suggestions and options for correcting behavior before a consequence
is necessary. For example, the teacher said that everyone would sit
down, but a few more students were standing. The teacher would say, “I
announced that it is time to sit down. Find your seat so we can get
started, or I will need to hold you after class." The student has given the
option to accept or avoid further punishment; the behavior has been
redirected through a teacher's supportive discipline strategy. Reminders,
redirection, and nonverbal communication are all examples of supportive
discipline.
3. Corrective Discipline
If the students failed to correct his/her behavior after several
attempts at supportive discipline, a teacher might use the corrective
discipline. Corrective discipline refers to the set of consequences given
to the students who made several violations. This discipline should be
base on the students’ age or grade level. Remember that corporal
punishment is not allowed by the law. Giving a consequence is an
essential component of corrective discipline strategies.
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Wrap-up
Exercise 7.3.1
Let’s do these:
Classroom Rules
Step 1. Make a list of 5 rules you think are important for our classroom.
1. ________________________________________________________
2. ________________________________________________________
3. ________________________________________________________
4. ________________________________________________________
5. ________________________________________________________
Step 2. Find a partner and discuss through any online modality, the rules that
each of you came up with. Then come up with new 4 new rules you both think
are most important.
1. ________________________________________________________
2. ________________________________________________________
3. ________________________________________________________
4. ________________________________________________________
Step 3. With your partner try to find another pair of students and discuss
through any online modality, discuss your rules, then come up with 3 rules that
everyone can agree on.
1. ________________________________________________________
2. ________________________________________________________
3. ________________________________________________________
Step 4. Be ready to share your rules with the entire class during one of our
sessions. Together we will come with rules that will work best for our classroom.
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Apply
Exercise 7.3.2
Name: _____________________ Date: ________________

Inside the box are do’s and don’t of classroom etiquette. Put the word to
the corresponding column.
Come to class prepared

Remove your
Bully others hat in class
Compliment
Text, game,
each other
facebook,
Listen tCompliment
etc., during
each other
class
Raise your Say “Please”,
Interfere Act bored or
hand to be “Thank Your”,
with other’s fall asleep
called upon ExcusRaise
learning in class
your hand to
be called
Do Don't
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Reflect
Exercise 7.3.3
Cut out a picture that illustrates classroom rules and place them inside
the box.
Write an example of a school rule below. Don’t worry about mistakes.

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
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LESSON 7.4 CAUSES OF DISCIPLINARY PROBLEMS
Objectives:
1. Determine the causes of disciplinary problems
2. Give solutions to the problems encountered in the class
Incite
Activity 7.4
Name: ___________________________ Date: ____________
Write Do’s if the statement shows positive behavior and Don’t if it is

negative behavior of the students.
_____1. Make your expectations clear on the first day of school.

_____2. Build a rapport with the students and get to know them.
_____3. Confront students in front of the class.
_____4. Pay attention to your reaction, and stay calm.
_____5. Raise your voice or yell at your students.
_____6. Be empathetic to your students. Show them that you care.
_____7. Stay organized and manage your time in class.
_____8. Humiliate or embarrass your students.
_____9. Be afraid to ask for help from other teachers and administrators.
_____10. Take things personally or hold grudges.
4 Causes of Classroom Discipline Problems of the Students
Teaching is challenging. Either a newly hired or a decade of experience,

teachers in any place facing the same dilemma in the classroom. That is how
to have effective classroom management. It is HARD to handle a different
personality and behavior of the students and a challenge for the teacher to
address all difficulties.
There is a reason why these problems occur in our classroom.
Misbehavior causes a different purpose for every student. This lesson will
discuss the causes of disciplinary problems in the class. The best way to
respond to a discipline problem is to understand the root of the issue.
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1. Problems at Home
Family issues and problems are the primary reason for the
students to act out their stress in the class. If the students are abused,
or they feel neglected at home, it builds anger and can boil over which
may lead them to burst it in your classroom. A broken family leads to fear
and frustration for our students, who feel helpless about their family
situations.
2. Peers
Students who are bullied by others are also in discipline issues in
the classroom. Bullied not only at school but also at home, in many cases
students who are bullied become timid, cowardly, insecure, and weak.
But some students who are bullied are looking for who is more fragile to
take revenge.
3. Perception
Some teachers have favoritism among their students. Other
students feel that you don’t like them. The feeling of abandonment and
introversion arouses. Because of this lack of voice, shyness and neglect
affect the student's performance. They think you don’t care about them.
4. Disabilities
Children with learning disabilities can also sometimes be
disruptive in class. These disabilities can be classified anywhere from
attention deficit disorder (ADD) to autism and dyslexia. In most cases,
students with learning issues require a specialized education plan to
teach to their needs. Many students with learning disabilities are on
medication that helps them focus. Occasionally, students forget their
medicine and act out in class on those days.
In Dealing with Difficult Students – Here are Classroom

Management Tips.
1. Empathy is Your Friend

Every misbehavior of the students has a reason. Some difficulties
are financial, lack of sleep, health issues, etc. This where the teacher
becomes a counselor and a friend. The students respond better when
they know that their teachers care, concern, and like them as a person.
Talk to the disrupted students why they act the way they do in their lives
if you knew the reason. It's much easier to find a solution to the problem.
2. Communicate with Parents

When problems come with your students, talk to the parents to
make them aware of their child's behavior. The parents will help you to
pinpoint the causes of disruptive students and build a good relationship
between teachers, students, and parents.
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3. Discuss Matters in Private
If the students violate class rules or giving you trouble, NEVER
call them out in front of the class. This will create a fire and become more
disruptive or become very upset. The best way is to talk to him and
discuss the matter in private. These are the perfect time to spend time
talking with them about any deeper underlying issues that may be
causing the student to act out.
4. Teach and Use Accountability

Teach your students the concept of being accountable for their
actions. You can do this by putting classroom rules, expectations, and
consequences at the begging of the school year. If the students know
the rules and consequences, you may see fewer behavioral problems
throughout the year.
5. Stay Cool
Sometimes in the class, it is difficult for the teacher to hide his
emotions and get a little heated. It would be best if you kept calm.
Children can sense when the teacher around them are tense and
stressed, and they sometimes respond to disruptive behavior. The best
way to do this is to establish solid class rules and use an appropriate
response, calm voice level at all times.
Here are some ways to keep you calm.
 Count to ten slowly and take some deep breaths. This

gives you a chance to calm down before reacting. Step outside the
classroom for a second if you need to!
 Smile and move on with the lesson (unless the behavior is

super distracting to other students), then deal with the issue after class.
This will catch the offending student off guard and may calm tensions
enough to get them back on track.
 If the situation is awful, remove the student from the

classroom. This is always better than making a scene and further
disrupting the other students.
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Wrap-up
Exercise 7.4.1
Write at least five problems that you encounter in class.
Problems at the classroom
1. ________________________________________________________
________________________________________________________
________________________________________________________
2. ________________________________________________________
________________________________________________________
________________________________________________________
3. ________________________________________________________
________________________________________________________
________________________________________________________
4. ________________________________________________________
________________________________________________________
________________________________________________________
5. ________________________________________________________
________________________________________________________
________________________________________________________
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Apply
Exercise 7.4.2
From the problems in Exercise 7.4.1, write possible solutions.
Possible Solution
1.
___________________________________________________________
___________________________________________________________
___________________________________________________________
2.
___________________________________________________________
___________________________________________________________
___________________________________________________________
3.
___________________________________________________________
___________________________________________________________
___________________________________________________________
4.
___________________________________________________________
___________________________________________________________
___________________________________________________________
5.
___________________________________________________________
___________________________________________________________
___________________________________________________________
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Reflect
Exercise 7.4.3
Your Observation in the Class
A. Give 5 examples of how the teacher praises and encourages the
students.
B. Give 5 common disruptive behaviors in the class.
C. How does the teacher respond to disruptive behavior?
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POSTTEST
Name: __________________________ Date : ______________________

From: https://www.pinterest.com/pin/413486809532732414/
191
UNIT 8 STRATEGIES /METHODS IN TEACHING MATHEMATICS
Introduction
There is discernible dissatisfaction with the mathematics teaching of
today. It is necessary to recognize, even if only with uneasiness, that an
increasing number of students do not feel sufficiently motivated to work with
abstract mathematical topics.
It is essential to develop appropriate teaching methods in mathematics
which can facilitate pupils to acquire a wider range of skills, knowledge, and
experience to use mathematics effectively in tackling real problems of life.
These developments in teaching constrain the teacher to go beyond the
traditional approach and search for effective alternatives.
There is no single best method or strategy in teaching mathematics since
the choice of teaching strategy depends on some factors. As teachers, we are
expected to have a repertoire of teaching strategies and methods that cater to
the specific purposes and needs of our class. Different researches have shown
that teaching strategies that are interactive, integrated, experiential, varied, and
that tries to connect the lesson to the students’ daily lives are effective.
When considering the teaching and learning methods and materials to
be used, it is important to decide early on what the teacher will do, and what
the learners are expected to do. There are factors to consider when selecting
teaching methods such as objectives set, content, learners, and resources.
PRE TEST
Identify the method of teaching described. Choose whether it is deductive or
inductive. Write your answer on the space provided.
_______________1. You give the formula in finding the perimeter of a
rectangle then give two examples.
_______________2. For a lesson on the law of supply and demand, you start
by giving many instances that illustrate the law than with your questioning
skills the class will arrive at a general statement showing the relationship of
supply and demand which is the law of supply and demand in economics.
_______________3. You state the rule on deriving the area of a rectangle
then apply it with an example.
_______________4. For the lesson on the laws of exponent, present at least
two different examples on each law, then ask the class how the law is derived.
Finally, ask them to state in a sentence how the laws of exponent are derived.
Directions: Read each item carefully. Choose the letter of the best answer.
Write your answers on a separate sheet.
1. Which ability should you develop in your students foremost?
A. Using formulas appropriately
192
B. Thinking and analyzing problems
C. Applying rules and laws correctly
D. Computing quickly and accurately
2. Which of these statements about mathematics is true?

A. Learning mathematics means mastering a fixed set of basic skills
B. Males are better in mathematics than females.
C. Mathematics is about getting the right answers.
D. Mathematics is a mental discipline.
3. Which of the following strategies is essentially an inquiry approach?

A. Lecture
B. Discovery
C. Socratic
D. Deductive
4. Concept attainment sharpens the students’ skills in the following

EXCEPT one. Which is it?
A. Recalling definitions and rules
B. Defining and explaining concepts
C. Separating important from unimportant information
D. Searching for patterns and making a generalization
5. In developing the concept of the surface area of solid figures, Ms.

Ramos makes use of actual boxes, cans, balls, and pyramids for
students to explore and investigate. What principle of mathematics
teaching is she applying?
A. Communication is an integral part of mathematics learning.
B. Mathematics learning is a developmental process.
C. Multi-embodiment aids learning mathematics.
D. Metacognition affects mathematics learning.
6. Ms. Cruz wants to present his lesson on radicals in a meaningful way.

Which of the following techniques would be best for his purpose?
A. Define a radical clearly and provide specific examples.
B. Begin with a problem that shows the real-life application of radicals.
C. Start the lesson with a game on finding powers of numbers and
relate it to the concept of radicals.
D. Review powers of numbers using the drill method or with flashcards
and relate it to the concept of radicals.
7. Ms. Sison noticed that her students tend to forget the lesson after the
test, especially when the course is over. What could be the most likely
reason for this?
A. Students have short memory recall.
B. Students are required to remember the lesson only for the test.
C. The lessons lack relevance and application in the students’ lives.
D. The lessons are too difficult and complicated to be remembered
later.
193
8. Mrs. Nuzon is introducing the addition and multiplication rules of
equality. Which of the following techniques would help her students
acquire a deeper conceptual understanding of the rules of equality?
A. Present the rules clearly and in an orderly manner.
B. Use a balance scale to illustrate the rules of equality
C. Ask the students to state the rules in their own words.
D. Use the rules of equality to solve varied equations.
9. Which of these statements is characteristic of the behaviorist

perspective?
A. A learner learns best through repetition, drill, and practice.
B. Students learn best when left alone to discover concepts and
relationships from some given tasks.
C. Group work encourages students to learn from each other and
make connections.
D. Students learn best when the teacher uses situations and contexts
that they experience in real life.
10. What is the role of the learner in a constructivist classroom?

A. Actively makes meaning of their experiences and the environment
B. Passively receives stimuli from their teacher and environment
C. Constantly helps in the performance of classroom activities
D. Obediently follows assigned tasks
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LESSON 8.1 INDUCTIVE AND DEDUCTIVE METHOD
GENERAL METHODS OF TEACHING
Objectives:
1. Define/describe the inductive and deductive method of teaching

2. Differentiate between the inductive and deductive method of teaching
3. Discuss the strengths and weaknesses of the inductive and deductive
method
4. Develop an open and willing attitude towards change and innovation.
Incite
Activity 8.1 This is it!
What instructional strategies best enhance student achievement?
INDUCTIVE METHOD
Inductive Method starts with what is specific, concrete, and what is

known to the learners and ends with what is abstract, general, and unknown.
Teaching begins from the concrete experiences of the learners and from
there moves to the rule or principle.
The inductive method helps students discover important rules or truths
for themselves through careful observation of among specific examples that will
support the generalization, it makes meanings, explanation, and relationship of
ideas clean to students and enables them to carry investigations for themselves
independent of the teacher, through the master of the inductive procedure.
Example of the Inductive Method

Problem 1:Establishing a formula for solving simple interest problems.
Answer: The teacher will present many examples related to simple
interest before the students and will solve them using a unitary method with the
help of which the formula for calculating simple interest can be established.
Students will observe examples with the help of the teacher. After a thorough
195
observation of examples, children will be able to establish the formula of simple
interest.
Verify the derived formula by solving other problems based on simple
interest.
Problem 2: Find the measurement of the angles in a triangle. Find their

sum.
Answer: Students are asked to draw a triangle and then to measure

the three angles. Then they are asked to add the measure of the angles which
will be equal to 180°. Next, they will be asked to draw some more triangles
and repeat the procedure. They will find the sum equal to 180° in each case,
which can be taken as a generalization.
Problem 3: Find the sum of two odd numbers like 3 + 5 = 8, 5 + 7 =

12, 11 + 13 = 24.
Answer: The sum of two odd numbers is an even number.
Merits of Inductive Method

It is a scientific method.
Developed critical observation & logical power of children.
It is a psychological method. the students feel interested in
experiments,
experiences and discoveries.
Guide the student to do the work himself.
Helps to establish many laws, relations, formulae & new
principles of
mathematics.
Students discover the solution themselves. Hence it develops
and encourages initiative and creative thinking.
Suitable for lower classes.
Limitations of the Inductive Method

It needs a sharp mind, proper planning & enough.
Only an experienced & able teacher can use this method.
Ability, the capacity of problem-solving cannot be developed.
Results drawn by this method are not always true.
It does not fit all subject matter areas.
Very slow process.
Applicability of Inductive Method

Inductive method is most suitable where
Rules are to be formulated
Definitions are to be formulated
Formulae are to be derived
Generalizations or law are to be arrived at.
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DEDUCTIVE METHOD
The deductive method begins with what is abstract, general, and
unknown to the learners and proceeds to what is concrete, specific, and what
is known to the learner. It is a process of teaching that starts with a rule or
general statement that is applied to specific cases /examples.
The deductive procedure starts with a rule that is applied to specific
cases to test its validity, illustrate or further developing it, or solving the problem
to which it applies.
Example of the Deductive Method

Problem 1: If the length & breadth of a rectangle is 15m & 6 m. respectively,
then find out the area of the rectangle.
Answer: Students can solve the problem by using the formula given
𝑨▭ = length x width to find out the area of the rectangle.
Problem 2: Find 𝑎2 x 𝑎10 =?
Answer: General: Formula 𝑎𝑚 x 𝑎𝑛 = 𝑎𝑚+𝑛

Particular: 𝑎2 x 𝑎10 = 𝑎12
Merits of Deductive Method
Mathematics becomes very easy & comfortable.

The speed of gaining knowledge increases.
More knowledge in less time.
Laws, principles & formulas can easily be checked.
Do exercise quickly & easily.
Short as well as practical.
The deduction Method is short time-saving. It takes little time to
solve the problem by predetermined formulae.
This method is adequate and advantageous during the practice
and revision stage.
Limitations of the Deductive Method

Not in psychological principles.
Students work like a machine.
Knowledge gained in unstable.
Not scope of developing powers like logical, thinking &
investigation.
Not suitable for the lower classes.
The teaching-learning process becomes uninteresting & dull.
It does not fit all subject matter areas.
It requires more time and is mentally taxing for slow learners.
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Lack of available resources for the proper performance of
activities.
Applicability of Deductive Method
The deductive approach is suitable for giving practice to the student in

applying the formula or principles or generalization which has been already
arrived at. This method is very useful for fixation and retention of facts and
rules as at provides adequate drill and practice.
We can say that the inductive method is a predecessor of the deductive

method. Any loss of time due to the slowness of this method is made up of the
quick and time-saving process of deduction. The deduction is a process
particularly suitable for a final statement and induction is most suitable for the
exploration of new fields. Probability in induction is raised to certainty in the
deduction. The combination of the two is most appropriate and desirable.
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Wrap-up
Exercise 8.1.1
1. Why is the deductive method said to be teaching by proceeding from
the unknown to the known, while the inductive method is teaching from
the known to the unknown? What is meant by the words “ known ‘ and
“unknown”?
2. Which method would be best for a beginning teacher –deductive or
inductive and Why?
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Apply
Exercise 8.1.2
1. Identify at least two advantages and two disadvantages of the

deductive method.
2. Identify at least two advantages and two disadvantages of the
inductive method.
3. Cite a lesson objective that is best taught using the deductive
method. Justify your choice.
4. Cite a lesson objective that is best taught using the inductive
method. Justify your choice.
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Reflect
Exercise 8.1.3
1. Between the deductive and the inductive method, - which
method is more teacher-directed? – which one engages more
the learners in conceptual understanding? – which demands
more teacher’s skillful questioning?
2. Between the deductive and inductive method, - which tends to

depth retention of learning? – which learning method is more
predictable? – which works better for learning large numbers
of facts and concrete concepts faster?
3. Describe in one or two paragraphs how you would teach the
area of a rectangle using each of these methods:
A. Deductive Method
B. Inductive Method
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TIME TESTED INSTRUCTIONAL PROCEDURE
Introduction
Different approaches differ in the level of teacher and student
participation. We start describing these approaches from that approach with the
highest to the lowest level of teacher direction or from the lowest to the highest
level of student participation. Based on student and teacher involvement, these
methods are categorized as a direct/expository approach or guided/exploratory
approach.
In principles of learning Math, learning the “basics” is important. Learning
with the understanding also helps students become autonomous learners.
When challenged with appropriately chosen tasks, students can become
confident in their ability to tackle difficult problems, eager to figure things out on
their own, flexible in exploring mathematical ideas, and willing to persevere
when tasks are challenging.
There is no single best strategy or method in teaching mathematics since
the choice of teaching strategy depends on several factors. As teachers, we
are expected to have a repertoire of teaching strategies and methods that cater
to the specific purposes and needs of our class. Research has shown that
teaching strategies that are interactive, integrated, experiential, varied, and that
tries to connect the lesson to the students’ daily lives are effective.
This lesson will walk through of these time tested instructional
procedures such as mastery learning, integration method, discussion method,
inquiry method, discovery method, cooperative method, reflective teaching,
metacognitive and interactive approach. Emphasis will be placed on
instructional learner-centered strategies that promote a constructivist
classroom environment.
Objectives:
1. Discuss the intended instructional methods in teaching Mathematics
2. State the effectiveness of using different methods in teaching
Mathematics.
3. Construct simple mathematical activities that can apply these
methods.
4. Appreciate teaching Mathematics using different methods/strategies.
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LESSON 8.2 MASTERY LEARNING
Mastery of learning is a method of instruction where the focus is on the
role of feedback in learning. Furthermore, mastery learning refers to a category
of instructional methods which establishes a level of performance that all
students must master before moving on to the next unit (Slavin, 1987).
 Is an instructional strategy
 Based on the idea that the majority of students can master any
topic if it is broken down into small chunks and if they are given
enough time to learn at their own pace.
 Individualized instruction
 Assumes that almost all students can and will master a great deal
of what is taught if the instruction is approached systematically; if
the students are helped when and where they have learning
difficulties; if they are given sufficient time to achieve mastery.
Incite
Activity 8.2
Cite examples of different EdTech tools and blended learning models.
Share your answer.
________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
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THE PHILOSOPHY OF MASTERY LEARNING

In the 1960s, educational psychologist Benjamin Bloom theorized that
with a mastery learning model, students could master any kind of content if they
were given the right environment and classroom support. According to Bloom’s
Learning for Mastery, mastery learning depends on five key variables:
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This approach to learning moves beyond the idea of student aptitude —
the natural ability to do a given task or learn a specific subject — and insists
that every student is capable of achieving mastery under the right conditions.
Bloom and psychologist Fred Keller developed two unique, but similar,
programs in 1968 designed to achieve student mastery.
A. Bloom's Learning for Mastery
In a traditional classroom, the teacher delivers the unit to students over a few
days or weeks, sets a formative assessment to measure student
comprehension, and moves on once it’s complete. At the end of the year, a
summative exam measures overall achievement. Since this system is time-
bound and doesn’t account for students who have not achieved mastery in a
given topic, Bloom proposed three changes:
1. An additional assessment is given during the unit to serve as a final

assessment if students had achieved mastery, and a diagnostic test if they
had not.
2. Students who had not achieved mastery could be re-taught and given
intervention until they reach mastery.
3. A student who had already reached mastery could move on to more
advanced work and enrichment opportunities. Then, they would take the
assessment again.
B. Keller's Personalized System of Instruction
Similar to Bloom’s Learning for Mastery, Keller also proposed his

Personalized System of Instruction (PSI) in 1968, which centered around five
key principles:
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1. Students should work through the course at their own pace.
2. Unit tests must be completed with a high degree of accuracy (usually 9 out
of 10) before students can move on to the next topic.
3. Lectures are “vehicles of motivation,” not sources of critical information.
4. Teachers and students use written communication in textbooks and study
guides.
5. Proctors bridge the gap between students and instructors through
“repeated testing, immediate scoring, almost unavoidable tutoring, and a
marked enhancement of the personal-social aspect of the educational
process.”
Examples:
 1. Students in calculus would stay with the unit of learning until they
completely understand the topic. This requires that students move
through
topics at their own pace.
 2. A student should master the four fundamental operations addition,
subtraction, multiplication, and division before he/she learns fractions,
ratio, and proportion, etc.
Main Focus of Mastery Learning

Behavioral Objectives: The specific objectives for learning a study are made
clear to the learner so that he knows what is expected of him from the course
of study.
Small Learning Segments: The subject matter of a study unit is broken into
several blocks each followed by self-assessment questions that work as
learner’s evaluation checks.
Self-pacing: The learner learns the study unit at his speed. The time for learning
a study unit is different for different learners while the degree of mastery is the
same.
Individual Attention: When a student is unable to understand a portion of the

unit, he takes the individual helps from the instructor.
Criterion-referenced Testing: A minimum level of performance is specified

which indicated the mastery of the study unit and readiness for learning new
material.
Advantages of Mastery Learning

 Students have prerequisites skills to move to the next unit
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 Requires teachers to do task analysis, thereby becoming better
prepared to teach each unit
 Requires teachers to state objectives before designating activities
 Can break the cycle of failure ( especially important for minority and
disadvantaged students)
Disadvantages of Mastery Learning
 Not all students will progress at the same pace; this requires students
who have demonstrated mastery to wait for those who have not or to
individualize instruction
 Must have a variety of materials for remediation
 Must have several tests for each unit
 If only objective tests are used can lead to memorizing and learning
specifics rather than higher levels of learning.
Mastery learning is not a new method of instruction. It is based on the

concept that all students can learn when provided with conditions appropriate
to their situation. The student must reach a predetermined level of mastery on
one unit before they are allowed to progress to the next. In a mastery learning
setting, students are given specific feedback about their learning progress at
regular intervals throughout the instructional period. This feedback, helps
students identify what they have learned well and what they have not learned
well. Areas that were not learned well are allotted more time to achieve mastery.
Traditional instruction holds time constant and allows mastery to vary while
mastery learning or systematic instruction holds mastery constant and allows
time to vary (Robinson, 1992).
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Wrap-up
Exercise 8.2.1
Can new technology and teaching strategies such as Educational
Technology tools, blended learning models have made it even easier to
implement mastery learning in the classroom and build lifelong learners?
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Apply
Exercise 8.2.2
Choose any Math topic in Grade 8 level where mastery learning can be
applied then discuss briefly.
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Reflect
Exercise 8.2.3
Do you think that today, mastery of learning can impact all areas of a
student’s classroom experience – not just academics? Why or why not?
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LESSON 8.3 INTEGRATION METHOD
The integration method refers to the method of teaching wherein various
styles are incorporated into each other in a way that should boost the learning
experience that is to be imparted.
An integrative teaching strategy is a well-organized strategy anchored
on a real-life situation that includes learners’ interests and needs creating a
variety of meaningful activities and learning experiences. Allows students to
make natural connections between content areas without being limited by
artificial boundaries. In doing so, students construct their meaning and develop
skills they will need in the workplace. Integration Method involves one or all of
the following:
 Examining a topic different points of view

 Placing greater emphasis on projects
 Encouraging students to recognize the relationships among and
between concepts
 Using the thematic units as organizing principles
 Flexible schedules
 Flexible student groupings
Incite
Activity 8.3
Do you enjoy studying or you study only for the test? Share and explain
your answer.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Examples of integrating math into other subjects:

a. Compare the speed of several animals on a bar graph.
b. Create a geometric greeting card using shapes that are congruent,
similar and equivalent
c. Use a map scale to determines between two points on a map to learn
about the connection between the scale and actual distance.
d. Learn the importance of financial literacy.
e. Learn how to calculate sales tax, discounts, etc. on consumer goods.
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Three Kind of Integrative Teaching and Learning
A. Interdisciplinary teaching. Integrate comes to form the Latin word
“integer” which means to make whole. Integrative teaching and learning
mean putting together separate disciplines to make a whole. This affirms
the “boundarylessness” of disciplines taught. Art is used to teaching
Math, Math is taught in Art. Integrative teaching and learning are
interdisciplinary.
In the first place, there is only one curriculum, i.e., life. For purposes
of the study, life is separated into Math, Natural Sciences, Social
Science, Language, Art, Physical Education, and the like. To breathe life
into the subject matter must bring together the various disciplines. This
is integrative teaching.
B. Transdisciplinary teaching. Integrative teaching is also

transdisciplinary. This means connecting lifeless subject matter to life
itself. When the subject matter gets connected to real life, it becomes
alive and interesting. Remember “there are no dull textbooks, no dull
subject matter, only dull teachers.” How can teachers connect the
subject matter to life?
1. Depart from teaching content for test purposes only.
Learning is robbed of its joy and excitement when the only
reason why students have to master something is it will be
covered in the test.
2. Reach the application phase of lesson development. If you
apply the 4As (activity, analysis, abstraction, and application)
in the development of your lesson, your application comes
after your students have undergone an activity, analyzed the
activity and have come up with abstraction and
generalization based on their analysis.
C. Three-level teaching. Integrative teaching is also done when you

integrate knowledge, skills, and values. Corpuz and Salandanan
described a three-level teaching approach in the book, Principles of
Teaching 1, 3rd edition 2013.
Values
Concepts,
More complex skills
Facts, skills
In the 3-level teaching approach, you teach as planned, either

deductively or inductively, but cap your teaching with value level teaching.
Connect your cognitive or skill lesson with value teaching. It is only when you
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give your lesson an affective or value dimension that your lesson becomes
meaningful because that is when we connect cold subject matter with warm-
blooded people. The lifeless subject matter becomes alive.
In teaching geometric patterns in Math, students learn to appreciate the
different shapes around them. They can give examples such as the table,
chairs, windows with different shapes such as polygons, circles, etc, and give
the importance of each pattern in our daily lives.
The three-level teaching is teaching information for formation and
transformation. Whatever information a student learns must somehow form and
transform his/her way of thinking, acting, and living. It is making teaching whole
by integrating the cognitive, psychomotor, and affective dimensions of teaching
and learning.
1. To do integrative teaching, a teacher needs a broad background for

him/her to see readily the entry points for interdisciplinary integration.
A multi-specialist teacher will have an advantage over that one with
just one field of specialization.
2. To do integrative teaching by transdisciplinary and three-level
teaching mode, a teacher must be able to connect subject matter to
values and life as a whole. This calls for a grounding in the
humanities.
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Wrap-up
Exercise 8.3.1
1. Recall a sample of interdisciplinary teaching Math by your teachers.
How was it done?
2. Why can’t many lessons end with the application?
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Apply
Exercise 8.3.2
1. Observe a Math class and take note of instances of integrative
teaching and learning.
a. Interdisciplinary
b. Transdisciplinary
c. 3-level of teaching
2. Select a Math topic in Grade 9. Describe to the class how you will do
interdisciplinary, transdisciplinary, and three-level of teaching.
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Reflect
Exercise 8.3.3
Up to the present, many school heads, require a particular value to be

integrated per lesson. Is this integrative teaching? Explain.
LESSON 8.4 DISCUSSION METHOD
Incite
Activity 8.4
State one Math topic where you think the discussion method in teaching
is being applied. Share your answer.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
The discussion method of teaching is a group activity involving the

teacher and the student to define the problem and seek its solution. Discussion
method is also described as a constructive process involving listening, thinking,
as well as the speaking ability of the student.
Preparation and conduct of discussion method
1. Orientation
 Provide the discussion topic.
 Clearly describe the question.
 Explain how students have to prepare for the discussion
 Explain how the discussion will be conducted
 Encouraged the students to think
2. Engagement
 Develop an environment
 Present a clear question to focus the discussion
 Start by asking students to define the terms, if necessary
help the students
 Wait for each student to answer the question
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 Refocus discussion
 Keep a progressive record
 Close discussion by summarizing or evaluating
3. Debrief
 Allow time for students to make their notes
 Facilitate student reflection on what they learned.
Principles
 The objective should be clearly defined and understood by all
participants.
 The teachers should prepare carefully as a facilitator to guide.
 Question outline should be prepared carefully
 The members of the group should come prepared; have a basic
knowledge about the topic to be discussed.
 The leader needs to guide and coordinate the proceedings so that the
discussion should be kept to the point.
 Record the main points of discussion.
 Each one in the group should feel free to participate and a shy person
should be encouraged to contribute
 The discussion should be properly ended with a report.
Example:
Teachers divide the class into groups of students and assign tasks to
discuss a problem, or work together to find ways to solve a math
problem. After a certain period, the groups send their representatives to
present their ideas.
Advantages
Emphasis on learning instead of learning
Participation by everybody
Fostering democratic way of thinking
Training in self-expression
Made interest
Disadvantages
More time and effort
May not be ended with a solution
A teacher may not be able to guide and provide true leadership
The success of the discussion is based on good preparation
It may create emotional stress
Not effective in describing procedures
Few students may dominate in discussion
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FORMS
1. Role Play
An educational technique in which people spontaneously act out
problems of human relations and analyze the enactment with the
help of other role players and observers.
2. Participatory Learning Method
Engages students as active participants in the full life cycle of
homework, project, and examinations
3. Formal Group Discussion
Formal group discussions are held by a small group as well as
the large group.
4. Panel Discussion
It is the discussion in which 4 – 8 persons who are qualified to
talk about the topic, sit, and discussing a given problem.
5. Seminar
A seminar is a discussion based on information presented by
experts under the guidance of an eminent resource person for the
benefit of group members.
6. Symposium
It is a technique that serves as an excellent device for informing
an audience discussion. the procedure is like a straight lecture
form.
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Wrap-up
Exercise 8.4.1
In your view, what are the advantages and limitations of the discussion
method in teaching Math?
218
Apply
Exercise 8.4.2
Choose one Math topic in Grade 7, then apply one form of discussion
method whether role-play, participatory, formal, panel, or seminar form.
Report your answer to the class.
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Reflect
Exercise 8.4.3
1. How important in this method is the ability of a teacher to communicate
effectively?
2. Most of the teachers use this method in teaching, is it because of its
effectiveness?
3. Do you think this method is effective in teaching mathematics? Explain
your answer.
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LESSON 8.5 INQUIRY METHOD
Learners are confronted with a puzzling situation and are to enter into
investigative work to solve a problem.
It is a student-centered method of education focused on asking
questions. Students are encouraged to ask questions that are meaningful to
them, and which do not necessarily have easy answers; teachers are
encouraged to avoid giving answers when this is possible, and in any case to
avoid giving direct answers in favor of asking more questions.
An inquiry is a recursive, ever-revolving process driven by the learner’s
ideas, questions, and purposes, for learning begins with a personal connection.
The inquiry is experiential learning.
Incite
Activity 8.5
“The whole art of teaching is only the art of awakening the natural
curiosity of young minds to satisfy it afterward.” – Albert Einstein
Do you agree with Einstein? Explain your answer to the class.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Inquiry-based learning is an instructional method where relevant

problems are introduced at the beginning of the instruction cycle and used to
provide the context and motivation for the learning that follows. It is always
active and usually (but not necessarily) collaborative or cooperative using the
above definitions. IBL typically involves significant amounts of self-directed
learning on the part of the students.
Inquiry-based learning approaches when correctly implemented can

help develop higher-order, information literacy, and critical thinking skills. They
can also develop problem-solving abilities and develop skills for lifelong
learning.
Steps in the Inquiry Method

1. Define the topic or introduce the topic.
2. Guide students to plan where and how to gather data, information.
They may research the topic/question by viewing, reading
constructing, experimenting, and observation.
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3. Students present findings through graphs, charts, PowerPoint
presentations, models, and drawings.
Example: The line that joins the vertices of two isosceles triangles having a
the common base is perpendicular to the common base.
B D C
Teacher’s Question (T.Q.): What do we need to find out?

Student’s Answer (S.A.): We have to prove ADꞱ BC
T.Q: How can we prove that ADꞱ BC?
S.A: If we can prove either ∠ BDA = 90° or ∠ CDA = 90°
T.Q: If ∠ BDA = 90° or ∠ CDA = 90°, what is the relation between
the two angles?
S.A: They are equal, that is ∠BDA = ∠CDA
T.Q: How to prove that ∠BDA = ∠CDA?
S.A: If we can prove that triangles containing ∠BDA and ∠CDA are
congruent?
T.Q.: How to prove that ∆ ABD ≅ ∆ ACD?
S.A: By applying any of the four rules of congruence.
T.Q.: Which congruency rule is applicable here?
S.A: We cannot found any of the four rules apply here.
T.Q: What is falling short in order to apply a congruency rule?
S.A: If we can prove ∠BDA = ∠CDA, we shall get the proof.
T.Q: How can we prove the equality of two angles?
S.A: By providing the congruency of two angles containing them
other than the required triangles. That is by proving
∆ ABE ≅ ∆ ACE
T.Q: How to prove ∆ ABE ≅ ∆ ACE?
S.A: By SSS congruency rule.
Then the conclusion follows like this
∆ ABE ≅ ∆ ACE (SSS Rule)
∴ ∠BAE = ∠CAE
⇒∠BAD = ∠CAD
Now in triangles BAD and CAD , we have
AB = AC
AD = AD (common)
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∠BAD = ∠CAD
∴ ∆ BAD ≅ ∆ CAD (SAS Rule)
∴ ∠BDA = ∠CDA = 90°
∴ AD Ʇ BC (proved)
Note: The teacher need not tell the conclusion as stated above.
Because after getting the clue, the students can write the conclusion by
themselves.
Benefits for students
 Consistent problem-solving approach
 Reduces errors in algebra
 Reinforces unit conversion
 Simplifies computation
 Improves understanding of math applications
 Multiple ways to solve the same problem
Merits of the Inquiry Method
 The teacher can keep a vigil check on the activities of the students as it
is the teacher who evokes the responses in the students through the
puzzling event.
 Through this method, students get the opportunity to learn various kinds
of information on their own. They do not rely on the ready-made
information provided by the teacher in any way. Thus, this method helps
in making the students create in their way.
 As students do not accept hypotheses by them based on information
provided by the teacher, thus they learn to verify the hypothesis after
reading and experimentation processes.
Demerits of Inquiry Method
 It is not possible to use a method under the structured school curriculum
as it is slow and requires a lot of time.
 This method can only be used properly if the teacher who is making use
of it is creative. Not only this, if the teacher does not know how to arrange
practical experiments work, then also he cannot make use of this method
properly.
 As students of different mental capabilities attend the same class in the
school, thus all of them can't learn various information’s through this
method effectively.
 If all the students do not take participate in question asking function, then
the classroom will become dominated by a few students, as a result of
which other less able students will feel a sense of neglect.
In a knowledge economy, knowledge has shifted from being able to
remember and repeat information to being able to find and use it. The capital is
intellectual – knowledge. Therefore, students must be taught to nurture
inquiring attitudes necessary to continue the generation and examination of
knowledge throughout their lives. The skills and the ability to continue learning
should be the most important outcomes of teaching and learning.
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Wrap-up
Exercise 8.5.1
1. As a child, you are a natural explorer, when you went to school did
your curiosity or inquisitiveness progress or retrogress?? Are you one of
those children who went to school as “ question marks but went out
periods”? Share your answer.
224
Apply
Exercise 8.5.2
1. Observe a Math class and take note of instances of the inquiry-based
method of teaching and learning.
2. Research of discovery learning in any Math topic. Is it inquiry-based
learning?
225
Reflect
Exercise 8.5.3
Does inquiry-based teaching say “No more content teaching”? Reflect

and share your answer.
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LESSON 8.6 DISCOVERY METHOD
A method in which thoughts are synthesized to perceive something that
the individual has not known before.
The learner gets directly involved in learning.
Learning is a result of the learner's own internalized insights,
reflections, and experiences.
Incite
Activity 8.6
Create your idea for a Math lesson involving discovery learning.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Instructional Characteristics
The following are commonly observed characteristics of the discovery/inquiry
method:
1. Investigative processes such as inferring, hypothesizing, measuring,
predicting, classifying, analyzing, and experimenting, formulating
conclusions, and generalizations are employed.
2. The procedure in gathering information is not prescribed by the
teachers.
3. The children are highly motivated to search; hence active
participation is the best indicator if inquisitiveness.
4. The answers arrived at are genuine products of their efforts.
5. Focused questions before, during, and after are critical ingredients
that provide direction and sustain action.
Examples:
 1. Students will ask their parents at home the different tools they use to
measure the length of objects. The students will bring this material and
demonstrate to their classmates how the tools are used.
 2. Self-study on the procedure to convert °C to °F.
Advantages of Discovery Method
It enhances the development of intellectual capacities and problem-
solving.
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It helps the students to become more autonomous, self-directed and
responsible for their learning
Give more time to the student to assimilate and accurate information.
Active engagement
Promotes motivation
Disadvantages of Discovery Method
Difficulties in slow learners
It needs more time
Lack of teacher control
The teacher may fail to recognize misconceptions
Too much information (cognitive overload)
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Wrap-up
Exercise 8.6.1
From Activity 8.6,
 How will you link as a teacher to existing knowledge ideas?
 What are the new things you are going to introduce?
 What will be the stimulus for the questions that your students
might ask?
229
Apply
Exercise 8.6.2
Observe a Math class and take note of instances of discovery method
of teaching and learning.
230
Reflect
Exercise 8.6.3
The discovery method, if used incorrectly, can be a barrier to learning.
Teachers have to remember that just because something is “hands-on”
does not mean that it is “minds-on”. Explain and elaborate on your
answer.
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LESSON 8.7 COOPERATIVE METHOD
A type of group work in which two or more students interact with the
common goal of mastering specific academic materials, sample approaches.
Cooperative learning is an educational format that is useful in many
strategies in teaching mathematics. In this format, students work together in
small mixed ability groups to achieve a particular goal or to complete an
academic task. It fosters skills, positive peer relationships, and a high level of
self-esteem, thus reducing competition and increasing cooperation among
students.
This strategy serves the following purposes:
1. To increase achievement through group collaboration that enables
students to learn from each other;
2. To provide an alternative to the competitive structure of most
classrooms today that discourages poorer students; and,
3. To improve human relations in the classroom by promoting
interdependent activities that teach collaborative skills (Wilen, et
l,200)
Incite
Activity 8.7
Why is it good for students to work cooperatively?
Do you think cooperative learning will work with your students? Why or
Why not?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Cooperative Learning is appropriate to use when:

The task demands collaborative effort;
1. The open-ended problem-solving activity calls for clarification and a
range of strategies for the solution; and
2. The resources /sources are limited
Roles of the Teachers and Learners
The teacher takes on these roles:
232
1. Acts as a facilitator by forming groups whose members work together
on shared goals.
2. Plans the tasks, and explains them and the goals of each task to the
students
3. Monitor the groups, provides assistance, intervenes whenever
necessary and evaluates the groups and the students
Learners take on the following roles:
1. Give and receive assistance, feedback, reinforcement and support
each other
2. Take responsibility for each group member’s learning as well as for
one’s academic success
Five common formats for cooperative learning are the following (Wilen,
et at,2000)
1. Student Teams- Achievement Division(STAD) – teacher presents
content or skill. Students complete common tasks in groups and then
are tested individually. Individual student’s improvements in
performance are calculated to get a team score.
2. Think-Pair-Share – Students first try to work-out the task by
themselves. Then they form pairs and interacts and discuss their
thoughts with each other. Finally, they share their understanding with
the class.
3. Jigsaw – Students are assigned to teams. The academic material is
divided into several sections. The members of different teams who
have studied the same sections meet in “expert groups” to discuss
their sections. Then the students return to their teams and take turns
teaching their teammates about their section.
4. Team Assisted Instruction – Students are assigned materials at
their achievement level and are assisted by their group members in
learning the material. Group points are obtained through
improvement on individual tests.
5. Group Investigation – Students take responsibility for their learning
as each group decides what to investigate, what contribution each
will make, and how each communicate what they have learned
(Lewis and Doorlag, 1991).
Structure
The following are the steps in implementing cooperative learning (
Johnson, Johnson and Smith, 1991, in Wilen, et al 2000):
1. Planning
2. Preparing Students
3. Monitoring and Intervening
4. Evaluating and Processing
233
Examples:
1. Topic: Worded problems involving an area.

Format: Think-Pair-Share
Learning activity:
Think: The teacher will allow the students to individually solve the
worded problems first
Pair: After 10 minutes, the teacher will ask the students to find a
partner, and discuss their solutions to each other. They should come up
with a single solution for the given problem. While partners are
discussing their solutions, the teacher will roam around to see which
partnered students were able to make it correctly and which not.
Share: The teacher will randomly select a partner to share their
solutions to the class by explaining and solving the problems in front.
2. Topic: Special Products and Factoring

Learning Activity:
a. Students will form a team with 5 members, and they will discuss
the Special Products and Factoring as a preparation for the
problem to be posted by the teacher on the board which the group
will have to solve.
b. The teacher will then post a problem on the board and the
students will solve and form a consensus on the solution they will
make and present it during the group presentation.
c. The agreed solution of the entire group will then be written on the
paper, this will be the solution that they present to the class .
Research has shown the positive effects of grouping students for

collaborative work. Not only do they feel more relaxed, but they also
learn more! TEAMWORK!
234
Wrap-up
Exercise 8.7.1
Have you ever experienced having uncooperative members in group
work and so you ended up doing the work by yourself? What thoughts
kept you going so you completed the task without them cooperating?
235
Apply
Exercise 8.7.2
1. Cite a Math lesson or a learning situation that may require
cooperative
learning. Explain.
2. Identify 2 advantages and disadvantages of cooperative learning in
teaching Math.
3. Choose a Math topic that can be applied to one of the formats in
cooperative learning.
236
Reflect
Exercise 8.7.3
Recall an instance when you were asked to work in groups. What task
was assigned to your group?
Did you assign roles for the members of the group? Why do you think
this is important?
Does working in groups help the learners learn? Justify your answer?
How do you think learners should be assessed when working in
groups?
237
LESSON 8.8 REFLECTIVE TEACHING
 A reflective approach to teaching involves changes in the way we usually

perceive teaching and our role in the process of teaching.
 Teachers who explore their teaching through critical reflection develop
changes in attitudes and awareness which they believe can benefit their
professional growth as teachers, as well as improve the kind of support
they provide their students.
 Reflective teaching suggests that experience alone is insufficient for
professional growth, but that experience coupled with reflection can be
a powerful tool for teacher development.
Incite
Activity 8.8
State your belief about teaching.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
What is reflection?
Reflection is a strategy that helps teachers think critically upon their
experience, actions, and decisions during teaching practice.
Reflective teaching is a systematic reflection on teacher’s practices
within the classroom. It is a process of self-observation and self-evaluation.
Purpose of Reflective Teaching

Reflective teaching is a personal tool that teachers can use to observe
and evaluate the way they behave in their classrooms. It helps teachers in
their professional development. Self-awareness is a powerful ally for a
teacher, especially when so much of what and how they teach.
Reflective teaching is a cyclical process, because once you start to

implement changes, then the reflective and evaluative cycle begins again.
238
Reflection is cyclical. Change is only constant.
The Process of Reflective Teaching

I. Recollect (remember) or “map” a teaching event.
1. What do I do when I teach?
2. What do I believe about teaching?
We map a teaching event by observing and collecting evidence.
Tools of Reflective Teaching

• Peer observation
• Audio/Video recording
• Keeping a journal
• Student surveys
• Student notebooks and tests
II. Inform, question, and evaluate

a. What does my evidence show me?
b.. What inconsistencies are there between my beliefs about
good teaching and what I do in the classroom?
c. How might I teach differently?
Analyze the mapping, the collected evidence.
III. Act
a. Don’t just think about your teaching, do something to make it better.
b. But do not act before reflecting.
c. Let your action be informed by reflection.
Advantages of Reflective Teaching
 1. make teachers more aware of what they do,

 2. from the insight teachers get through reflection, they can improve
their teaching,
 3. getting insight and improving teachers’ practice may help
experienced teachers overcome burnout,
 4. affirm teachers’ current practice (or part of it), and
 5. help teachers make a connection between theory and practice.
 6. Help teachers to explore and test new ideas, methods, approaches,
and materials
239
Disadvantages of Reflective Teaching
 1. It is time-consuming. Teachers who have a heavy workload will not

find this activity is interesting since it takes more time than what teachers
usually spend.
 2. Teachers can discover uncomfortable information about their work
when they practice reflective teaching.
240
Wrap-up
Exercise 8.8.1
Does your belief reflect in your teaching?
241
Apply
Exercise 8.8.2
1. Give at least two reasons why reflective teaching is important
2. Reflect on your teaching. Do the process of reflective teaching.
Choose only one tool of reflective teaching ( Peer Observation,
Audio/Video Recording, Journal Writing, Student Surveys,
Recording Lessons).
242
Reflect
Exercise 8.8.3
Reflect on the following:
 What am I doing?
 Why am I doing it?
 How effective is it?
 How are the students responding?
 How can I do it better?
 In what aspects can I still improve my teaching?
 What’s stopping me from improving in these aspects?
 What opportunities are there to improve as a teacher?
 Do my actions as a teacher show that I take pride in my work?
243
LESSON 8.9 METACOGNITIVE
A teaching approach where learners are trained to become aware of and
exert control over their learning by using metacognitive processes.
It brings the learner to the process of thinking about thinking. The learner
reflects on what he learned and on his/her ways of learning.
Metacognition refers to the cognitive aspect of self-regulated learning.
Through metacognition students learn to plan, monitor, evaluate & regulate
their approach to learning and the way they are thinking about a given problem
or particular learning activity.
Incite
Activity 8.9
List at least 3 approaches on how to solve mathematical problems.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Metacognitive strategies in teaching mathematics are

strategies that enable students to become aware of how they think when solving
a mathematics problem.
Metacognitive strategies help students learn to:
 PLAN - Students decide how to approach the mathematical
problem, first determining what the problem is asking and then
selecting and implementing an appropriate strategy to solve it.
 MONITOR – As students solve a mathematical problem, they
check to see whether their problem-solving approach is working.
After completing the problem, they consider whether the answer
makes sense.
 MODIFY - if, as they work to solve a mathematical problem,
students determine that their problem-solving approach is not
working or that their answer is incorrect, they can adjust their
approach.
Examples of metacognition:
 A student learns about what things help him or her to remember formulas
and equations in Math.
 A student learns about his or her style of learning.
244
 A student learns about which strategies are most effective for solving
problems.
Types of Metacognitive Strategies

Metacognitive strategies that help students plan to monitor and modify
their mathematical problem-solving include self-instruction and self-monitoring.
Not only are these strategies relatively easy for students to implement, but they
also help to become better independent problem solvers.
Metacognitive Definition Examples

Strategy
Self-Instruction Talking to one’s self  “Did I understand
through a task or what I just read?
activity (also known as No. I didn’t. I need
self-talk) to reread the
problem.”
 “What is this
problem asking?
What information
do I have?”
 “What is the next
step?”
Self-monitoring Checking one’s  Checking to make

performance; often sure all steps are
involves a checklist completed
 Checking for
computational
errors
 Checking to make
sure the answer is
feasible
Teaching Metacognitive Strategies

Teachers should use explicit instruction to help students understand how to
use-instruction and self-monitoring during the problem-solving process. To do
this, teachers can:
 Provide students with a list of questions or prompts to ask themselves
while they are engaged in the problem-solving process.
Example questions: What information is relevant? Have I solved
a problem like this before?
245
Example prompts: Identify the relevant information. Use a visual
to solve the problem.
 Model working through a problem using “think aloud,” during which the
teacher verbalizes her thoughts as she demonstrates using self-
instruction and self-monitoring throughout the problem-solving process.
 Provide sufficient opportunities for students to practice these
metacognitive strategies with corrective feedback.
 Encourage students to use strategies independently once they have
achieved mastery.
Example of a self-monitoring checklist to guide a student through the

problem-solving process:
 Read the problem carefully.

 Identify and circle the important information.
 Draw a picture that helps you find the solution.
 Identify the operation(s) and write the equation.
 Solve the problem using the equation.
246
Wrap-up
Exercise 8.9.1
Explain how these approaches (from Activity 8.9) can help in solving
mathematical problems.
247
Apply
Exercise 8.9.2
Form a collaborative group of 5 members each. Select a math lesson
from the K to 12 Curriculum Guide where you can do metacognitive
strategies in teaching Math.
248
Reflect
Exercise 8.9.3
1. Metacognitive strategies have been shown to increase the
understanding and ability of students with mathematics learning
difficulties and disabilities to solve mathematics problems. Why or why
not?
249
LESSON 8.10 INTERACTIVE APPROACH
Incite
Activity 8.10
Observe a Math class and take note of instances of interactive teaching
approach in teaching and learning. Share your findings.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
The word interactive reminds us of people with whom learner interacts

to learn. In the classroom, first, we have the teachers; second, are the other
learners in the class. Beyond the classroom are the school head and the non-
teaching staff. The interaction can be collaborative teaching and learning.
This interaction can also be between the learner and learning material
like a module, a film, a video clip, a poem, a map, a model of the digestive
system. These learning materials are products of experts. Interacting with
instructional materials is also interacting with people. Today we speak of
interactive viewing.
Why do we promote interactive teaching?
1. Learning is an active process. Only the student can
do the learning for 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. No one has the monopoly of the truth. Then
it must be good to listen to other’s perspectives in
our search for answers, in our search for truth.
3. Every student can serve as a resource person.
Every student has so much to share. Just ask the
right questions. Many times, students have the
appropriate answers but it seems some teachers
don’t ask the questions of if they do, they as the
wrong questions.
Characteristics of Interactive Teaching Mathematics

The basic characteristics of interactive teaching can be stated as follows:
 Interactive teaching is done through interactive teaching situations.
250
 Interactive teaching focuses on creating an interactive environment
where activities take place, interactions between students and students,
between students and teachers, between students and teaching and
learning tools (documents, textbooks, computers, internet,..etc.) that
affect teaching and learning activities directly.
 Enhance the positive and active role of each student in interaction with
other students, teachers, and the environment.
 The evaluation of learning results is done through the interaction
between each student with students and with the teacher.
Examples:
1:After completing the “Two perpendicular planes”, to reinforce the

knowledge that the students have learned for the students, the teacher
can create an interactive environment by asking students to do some
multiple-choice math problems through the game “Fishing”. Each
selected fish presents a question about the basic knowledge of two
perpendicular planes. The player must answer the questions, if it is
correct then the fish is caught, otherwise, the fish will run away. The
game will stop when there are no fish to catch.
2: The teacher can organize a competition solving mathematics in the

form of a relay (it is the same relay-race) among groups in the class.
The winning team will be rewarded.
3. To create the challenges to inspire learning, teachers can assign

Math problems to students with difficulty level increased. Or it can
stimulate student’s self-respect and cooperation by reminding them, “ This
is a difficult problem, but if you work together in learning, you can solve
this problem.”
Interactive teaching is a teaching orientation, which is implemented via

a two-way interaction between the student, the teacher, and the environment.
In which, the student becomes a true subjectivity of cognitive process with
excitement, active participation and learning responsibility; the teacher acts as
251
an instructor and assistant; the environment affects the entire teaching process
with the influence and adaptation . to organize interactive teaching Mathematics
effectively, the teacher needs to understand stages of interactive teaching, the
process of implementing the lesson plan, how to inspire learning, how to use
techniques and forms of interactive teaching organization, simultaneously
combine with the exploitation of information technology application creating
interactive teaching situations, to develop the interaction between the student,
the teacher and the environment in the teaching process. Interactive teaching
contributes to the promotion of the student’s positiveness, activeness,
creativity. However, no method of teaching is multipower. The promotion of all
strengths of interactive teaching depends on the contents and objectives of
teaching, facilities, and equipment sufficient to meet the minimum requirements
of interactive teaching. Besides, interactive teaching should be combined with
other active methods so that the teaching will get effectiveness, enhance the
quality of teaching.
252
Wrap-up
Exercise 8.10.1
What are interactive electronic whiteboards? Why are they called interactive?
Can you also make the conventional chalkboard interactive? Why?
253
Apply
Exercise 8.10.2
1. Choose a Math lesson of Grade 7 level wherein an interactive
approach of learning is applied. Explain.
2. Identify 2 advantages and disadvantages of interactive learning in
teaching Math.
254
Reflect
Exercise 8.10.3
Go back to your classroom experience. Recall a time when you wanted
to ask a question or share something or answer a question but you did
not. Why? As a would-be teacher, what lesson can you draw from your
experience?
255
Different methods have been proposed by different thinkers in
education. The teacher should know all of them so that he/she can make a
rational choice for himself/herself in a given situation. An attempt has been
made to discuss the above methods in detail as they will be applicable for
relevant in mathematics.
POSTTEST
Direction: Choose the letter of the correct answer.
1. If you haven’t mastered content yet, it is best to go ________ method.
A. Inductive
B. Deductive
C. Inductive first then deductive
D. Deductive first then inductive
2. Math lessons are ____________ in the method if it starts from the known
to the unknown.
A. Inductive
B. Deductive
C. Inductive first then deductive
D. Deductive first then inductive.
3. Which does the teacher do in the inductive method?
A. coaches
B. facilitates
C. lectures
D. assesses
4. The role of a teacher in the deductive method is more of a ________.

A. Coach
B. Lecturer
C. Facilitator
D. Proctor
5. Deductive method helps students master ___________.

A. Problem-solving
B. Self-discipline
C. Basic skills
D. Conceptual information
6. Mr. Perez presented the laws of exponents and provided examples for
each law. What strategy is he using?
A. Inquiry
B. Discovery
C. Problem-based learning
D. Direct instruction
256
7. In a group activity, Ms. Santos observes that only 3 of the 5 students in
the group are working on the learning task. What is the best thing for her
to do?
A. Scold the students who are not participating
B. Assign specific roles to each member in the group
C. Move the students who are not participating in another group.
D. Remind everyone that only those who are working will be
graded.
8. Which strategy is anchored on the idea that the students learn from each
other when working together on an engaging task?
A. Inquiry
B. Discovery
C. Direct instruction
D. Cooperative learning
9. Why is the use of real-life problems seen as good starters?

A. They motivate the learners to listen.
B. They make the learners reflect on the lesson.
C. They make the lesson meaningful to the learners.
D. They are a good substitute for good motivational games.
10. Mr. Miguel wants to develop inquisitiveness, perseverance, and a

scientific attitude among his students. Which strategy will NOT serve his
purpose?
A. Mastery learning
B. Inquiry
C. Discovery
D. Interactive Approach
11. Which of the following is the best example of a teacher applying an
interactive approach to student learning?
A. A math teacher has students use hands-on materials and real-
world problems to acquire new concepts and practice skills.
B. A language arts teacher provides students with a concrete
reward each time they turn in a written assignment that is
free of errors.
C. A social studies teacher uses visual aids and a logical
progression of ideas when presenting lectures about new or
unfamiliar topics.
D. A science teacher models the correct procedures for
performing complex experiments before having students
perform the experiments.
12. Students are most likely to be intrinsically motivated to learn and

master subject matter when they:
A. know that they will be tested on their understanding of the
content soon.
257
B. believe that the work they are doing is interesting and relates
to their own lives.
C. perceive that their performance compares favorably with that
of peers engaged in the same tasks.
D. anticipate that they will receive positive reinforcement for
achieving instructional objectives.
13. A high school math teacher has a few students in her classes who
have learning disabilities that affect various aspects of their math
performance. The teacher has planned a new instructional unit on
probability and wants to make sure that all of the students with learning
disabilities will be able to participate fully in unit activities. The teacher
can best help ensure this outcome by:
A. preparing a selection of alternative activities that require less

advanced
math skills for students with learning disabilities.
B. asking the special education teacher to review the planned
activities and utilizing adaptations suggested for each student
who has learning disabilities.
C. having the students with learning disabilities work on unit
activities with a peer partner who has strong skills in math.
D. trying a few sample activities with the students who have
learning disabilities before beginning the unit and making
adjustments as needed.
14. In which of the following situations is a teacher most clearly using

reflection and self-assessment to improve professional practice?
A. A teacher asks another teacher to review his or her lesson

plans before instruction and provide feedback on planned
activities and materials.
B. A teacher engages in co-teaching with a more experienced
teacher when introducing particularly challenging content to
students.
C. A teacher reviews videotapes of his or her instruction with a
more experienced teacher to identify teaching strengths and
challenges.
D. A teacher creates a comprehensive description of the
activities used during each grading period to submit to the
department chairperson.
15. In addition to building a knowledge base, the content facilitates

students to learn to solve real problems.
A. Mastery learning
B. Reflective teaching
C. Integration method
D. Cooperative method
258
References:
Acero, Victorina O., et. al. (2015) Principles of Teaching I.

Rex Book Store, Inc. Manila.
Bilbao, Purita P., et. al. (2015). The Teaching Profession, 3rd ed.
Corpuz, Brenda; G. Salandanan (2015) Principles of Teaching 2 (With TLE)
Corpuz, Brenda B., and Lucas, Maria Rita D.(2013). Facilitating Learning,
3rd ed. Lorimar Publishing Inc.
Corpuz, Brenda B., and Salandanan, Gloria G.(2007). Principles of Teaching.
Lorimar Publishing Inc.
Corpuz, Brenda B., Salandanan, Gloria G. and Rigor Dalisay V.(2006)
Principles of Teaching 2. Lorimar Publishing Inc.
Gregorio, Herman C. (1976) Principles and Methods of Teaching revised
edition: Garotech Publishing
Rivera, Filomena V., and Sambrano, Guillerma E. (1992 ) Toward Effective
Teaching revised ed. National Book Store
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Tejero, E.G., et al. (2012) Multi-disciplinary Teaching Strategies
National Bookstore Publishing House, Mandaluyong City
Zulueta, Francisco M and Sevilla, Zenaida V.(2012) Principles of Teaching
and Teaching Strategies. National Book Store
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260

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Module Principles Strategies in Teaching Math

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PRINCIPLES AND STRATEGIES

Sally A. Baltazar, LPT, MAEd

Core Values: SOAR BulSU!

Service to God and Community

Program Educational Objectives (PEO)

Program Educational Objectives (PEO) University Mission

AIG-a AIG-b AIG-c AIG-d

1. To provide high-quality academic

2. To provide career and professional

3. To equip the learner with relevant

4. To cultivate the spirit of inquiry so that

5. To become familiar with the different

Program Outcomes (PO)

Program Educational Objectives

a. Exhibit competence in mathematical / / /

Course Outcomes and Relationship to Program Outcomes

Course Outcomes Program Outcomes

After completing this course the student must be able

LO1. Distinguish the characteristics of students in

LO2. Identify the 21st century learners I I

LO3. Identify the steps in planning and executing E E E

LO5. Identify the different motivation techniques in I I

LO6. Demonstrate the techniques in the art of D D D D

LO7. Select the strategies/methods of teaching E E E

LO8. Prepare and submit portfolio regarding insights D D D D

LO9. Design a lesson plan in mathematics D D

LO10. Observe the Code of Ethics for Professional D

LO11. Differentiate the personal and professional E E

LO12. Observe the proper classroom management E E

LO14. Apply the duties and responsibilities of a D D D D

LO15. Apply the principles underlying mathematics D D D D

LO16. Appreciate teaching Mathematics using E E

LO17. Shows concrete outcomes of instruction that D

LO18. Determine and apply the different roles of a D

LO19. Illustrate a mathematics teacher that is I I

LO20. Analyze the need for independent learners in E

LO21. Apply the appropriate teaching strategies that D D

LO22. Enumerate the basic elements comprising a I

LO23. State the elements of instructional planning for I

LO24. Determine the different types of motive I I

LO25. Cite the implication of Maslow theory related E E

LO26. Develop good questions in handling E

LO27. Observe appropriate techniques in handling D D D

LO28. Define and give importance to classroom I I

LO29. Create a classroom routine, guidelines and E E

LO30. Determine the causes of disciplinary problems E E

LO31. Differentiate between the inductive and D D D

LO32. Construct mathematical activities that can D D D

LO33 Discussion of VMGO and

Discussion of the different

LO1 The Learner

1. Guidelines in Writing Formulation of behavioral

LO6 The Art of Questioning Week 7 Interactive discussion

1. Characteristics of a Good Sharing of insights and

FINAL COURSE OUTPUT:

RUBRIC FOR ASSESSMENT:

Teaching Demonstration Rubric

OTHER REQUIREMENTS AND ASSESSMENTS:

Acero, Victorina O., et. al. (2015) Principles of Teaching I.

3. During written examinations, class presentations, and term examinations the

______________________________________ ____________________ _______________

I understand that this syllabus can be modified or overruled by announcements of the

______________________________________ ____________________ _______________

________________________ _

________________________ _

5. act as role model among students _ _