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Notes-1 - ...

Bachelor of Elementary Education (Pangasinan State University)

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EGE 8 - Teaching Mathematics in the
Intermediate Grade
Goals and Objectives of Mathematics in the K-12
BEC for the Intermediate Grades
Upper Elementary Mathematics (4-6)/
Intermediate Grades
Students at the upper elementary grades of 4 to 6
enter their adolescent years – years that are marked by a
lot of psychological and physical changes in their bodies.
Cognitively, they are ready for a more experimental
approach to learning. They are more adept with
manipulations and are ready to do more than explore.
Mathematics at these grade levels is of a different
nature. The following characteristics mark the kind of
mathematics learned:
• Exploration and experimentation
• Well-defined algorithms and procedures
• Transition from informal to formal language
• Problem-solving
Learning Theories in Teaching Mathematics
• Being a 21st Century mathematics teacher is not
easy, he or she must be able to teach using different
strategies and be able to guide students in their
learning.
• Learning mathematics enriches lives and creates
opportunities for all individuals. It develops the
numeracy capabilities that all individuals need in
their personal, work and civic life, and provides the
fundamentals on which mathematical specialties and
professional applications of mathematics are built. It
is important that individuals know and understand
more than just the basic procedural skills of
mathematics but also the concepts behind it.
Approaches in Teaching Mathematics
Behavioral
• The behavioral approach or behaviorism refers to a
theory of learning that is focused on external events
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as the cause of changes in observable behaviors of
students (Mc Inerney & Mc Inerney, 2010)
• Learning offers from classical conditioning which
means that any stimulus provided will lead to a
particular response and operant conditioning is
learning in which I voluntary behavior is
strengthened or weekend by consequences or
antecedents (Mc Inerney & Mc Inerney, 2010)
• The students are taught in teacher-centered lessons
or with direct instruction.
• There is a large possibility that the students will learn
the procedural content and not the concept content.
• Students are also extremely motivated in this form
of teaching.
Constructivism
• Students actively engaged in the lessons by asking
questions based on prior knowledge to construct
new knowledge and understanding. The knowledge
they develop will have a contextual element that will
allow it to be more meaningful to students.
• Siemon, Beswick, Brady, Clark, Faragher, & Warren,
(2011) define the constructivist approach as
'envisaging learners actively interacting with their
environment: physical, social, and psychological,
third floor the focus is on the individual and active
agent in the construction of mathematical meaning
on the basis of the prior knowledge and experience
they have. Inquiry or problem solving allows student
to view content in a more realistic way as the
analysis and create resolutions to the problems (Mc
Inerney & Mc Inerney, 2010)
• Direct instruction is useful for teaching the order of
operations, new procedures and revising those
procedures which have been taught previously.
• Inquiry is used for problem solving based questions
where students are using prior knowledge to work
their way to a resolution.
• However, there are some issues associated with
these approaches when used in the classroom. The
behaviorists approach for one, although effective for
teacher-centered lessons, there are issues in regards
for student learning. In the behaviorists approach,
direct instruction plays a vital role in teaching. It is
imperative that there is good communication within
the classroom. If the teacher does not effectively
communicate with the students, then there will be a
lacking in student understanding and they in turn
become disengaged and bored (Killen, 2003).
Another key issue with the behaviorists approach is
that it is very difficult to cater to the various learning
demands of students during direct instruction as
each student learns in a different way to their peers.
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• The constructivists approach on the other hand is
more learner-focused and can cater to these issues.
As noted previously, the constructivist approach is a
learner-centered approach that allows students to
engage and expand on their own knowledge.
Consequently, this means that students are learning
at their own pace and to their own learning interests,
even if this means not answering to content
descriptions. It also means that students might
develop their own conceptual understanding of
concepts and ideas. students in turn become focused
on their own interests instead of what the task is
asking. This then means that student outcomes
might not be met or will not be achieved at a high
academic level. As this approach is primarily learner-
centered, there are ample opportunities for students
to work in pairs, groups or in a whole-class
discussion that can lead to ‘lack of student
involvement and boredom’ (marsh, 2010, p.137).
Also, it is very easy for unconfident students to be
dominated by confident students during group work
or activities. As viewed in this paper, the implications
for these approaches are both positive and negative.
DepEd (2016) specifically noted constructivist theory
as the backbone of the curriculum. according to DepEd,
knowledge is constructed when the learner is able to draw
ideas from his/her own experiences and connect them to
new ideas.
Who conceptualized constructivism?
• Constructivism was conceptualized by educational
theorist Jean Piaget.
• Piaget believed that young children learn by
constructing knowledge from experiences rather
than from adults telling them about the world.
According to Piaget and others who practice
constructivism education, method that is the most
likely to educate the students is the one in which
they experience their world. Constructivism is
appropriately applied in teaching mathematics since
math is a cumulative and vertically structured
discipline. One learns new math by building on the
math that has been previously learned.
• Constructivist learning is described as follows:
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➢ Learning builds on the learner's prior
knowledge and the approach is a constructive
process.
➢ Learner involves in the processes to ensure
self-regulated and self-directed process.
➢ Learning is grounded in the context of the
learners and fundamentally soci; a, process.
interaction and communication are open and
basic elements of learning process.
➢ Learning is more than the acquisition of
knowledge. It is collaborative, involves
interaction and enculturation with community
of practitioners. Collaboration with experts is
basic.
➢ The learning processes do not only require
cognitive but also motivational and emotional
domains.
The following are some recommendations on how to
apply constructivism in teaching mathematics:
• Pose problems that are relevant to the learners;
• Use big concepts than segmented or disjoint topics.
It invites the learners to participate irrespective of
learning styles and dispositions;
• Create situations that will reveal the learner's point
of view. The teacher must create opportunities for
this to occur and must be willing to listen to the
learner's reasoning and thinking processes; and
• Use authentic assessments, which include
interaction between the teacher and learner and
learner and peer.
Behaviorism
• Learning through observable interactions of the
learner with the environment.
• Use of stimulus-response situations.
• Students are rewarded for successful answers.
• Instruction focuses on conditioning the learner’s
behavior.
BF skinner’s operant conditioning
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Positive Reinforcement • The emphasis is on developing a mathematics skill

(drill and practice) and less on concept and
• Presenting the subject with something that it likes. strategies.
Negative Reinforcement • A weakness is that learners are often unable to
transfer the skills to alternative contexts.
• Reward – in the sense of removing or avoiding some
aversive (painful) stimulus.
Examples of Behavioral Theories Classroom
Activities
Punishment
1. Math Drills
• Imposing an aversive or painful stimulus. 2. Games
3. Tutorials
Primary Reinforcement 4. Semantic Web/Graphic Organizers
• These are stimuli which are naturally reinforcing 5. Integrated Learning System
because they directly satisfy a need.

Constructivism
Albert Bandura’s Social Learning Theory • Emphasizes the building are construction that offers
Vicarious Learning in people's minds when they learn.
• Prior learning is a key component: build on what the
• Occurs when a person is motivated to learn by learner knows.
watching someone else work and be rewarded.

Self-Reinforcers
Learning Theories
• Decide outcomes a person can give themselves.
a) Hilgard:
Self-Efficacy • Learners capacity varies with age
• Motivation to learning makes the fixing of the
• Refers to a person's beliefs about their ability to learning material easier
perform a behavior successful. • Intensive motivation (anxiety, tension) distract
the attention from the task
• Success and reward - more beneficial outcomes
Four Stages of Social Learning than failure and punishment
• Intrinsic motivation is better than extrinsic
1. Attention motivation
2. Motivation • Success experiences lead to an ability to
3. Production tolerate failures
4. Retention • Setting on goals - realistic formulation of aims
• Personal history - influence on reaction towards
educator
Behavioral Approaches on Teaching • Active participation rather than passive
acceptance
1. Breaking down the skills and information • Meaningful assignments and responsibilities are
2. Checking students work regularly and providing easier to learn than meaningless contents
feedback. • Exercise leads to automatic response
3. Teaching "out of context" • Learning is supported by knowledge of success
4. Direct or "teacher-centered" instruction and failure
• Transfer is supported by discovery and
experience
Behaviorism between 1920 s to 1950 • Spaced out reviewing helps to fix contents

• Ivan Pavlov (1849-1936)

• John B. Watson (1878-1958)
Cognitive Constructivism - Piaget (1896-1980)
• Concerned with observable behavior.
• Observable (i.e., external) behavior can be • Three fundamental processes, which contributed to
objectively and scientifically measured. the child's cognitive development namely
• Behavior is the result of stimulus-response. assimilation, accommodation, and equilibrium
• Later learning depends on earlier concepts being • A simulation involve the incorporation of events into
grasped. pre existing cognitive structures
• Sometimes learners need to dropbox a level 2 • Accommodation is the adjustment involved in the
reinforced what they have learned before. formation of new mental structures needed to
• Behaviorism emphasizes the effect of punishments accommodate new information
and rewards in learning. • Accommodation is the judgment involved in the
• Positive rewards for correct answers and disapproval formation of human tell structures needed to
for wrong answers result in learners practicing until accommodate new information
they can perform the steps automatically.

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• Accommodation is the adjustment involved in the
formation of new mental structures needed to
accommodate new informations
• When a child experiences a new event disequilibrium
set in until he was able to assimilate and
accommodate the new information and thus attain
equilibrium
4 Phases of Development
1) Sensor-motoric Phase (0-24 months)
• Use of reflexes
• First habits and primary circular reactions
• Coordination of vision and understanding
• Coordination of secondary schemes and
application to new situations
• Differentiation of action schemes and solving of
some problems by deduction
problem solving and the level of potential
development as determined through problem solving
under adult guidance or in collaboration with more
capable peers
• This zone is seen as the gap between the actual
development level and the potential level a learner
can reach
• The way this phone can be crossed is true with jason
by a more competent peer
• "more knowledgeable other", (MKO). The MKO in
community of practice might be a teacher who
represents a keystone species (master teacher). The
role of keystone species as mediator is that of
providing collaborative dialogue and scaffolding to
assist other in their development
• Motivation according to this theory is seen as both
extrinsic and intrinsic and teachers learned through
teamwork and gain knowledge as they develop by
way of social interactions with peers.

2) Pre-conceptual Phase (2-7 years)

• Appearance of symbolic function and the Howard Gardner (1943)
beginning of internalized actions accompanied
by imaging What is a learning style?
• Learns to use language and to represent
• Learning styles- sensory pathways through which
objects by images and words
learners before to receive information.
• Thinking is still egocentric: has difficulty taking
• It is a biologically and developmental impose set of
the viewpoint of others
characteristics that explain why the same lesson
• Classify subjects by a single feature: e.g.
readings, interactions, classroom settings, and
groups together all the red blocks regardless of
teachers affect individuals differently.
shape are all the square blocks regardless of
color

3) Concrete Operational Phase (7-11 years) Perceptual Modalities

• Imaging organizations based on either static
• Learning styles are the visual, auditory, kinesthetic,
configuration or on assimilation
and tactile
• Imaging regulations are stressed
• Can think logically about objects and events
a. visual learners prefer staying what they are
• Achieves conservation of number (age 6), mass
learning. As teachers we must bring a wide variety
(age 7), and weight (age 9)
of visuals and color to our classrooms: posters,
• Classify subjects according to several features
charts, models, pictures, slides, etc.
and can order them in series along a single
dimensions such as size.
b. auditory learners before spoken messages and
learn by listening and verbalizing. Some individuals
4) Formal Operational Phase (11 years and up)
may even lead to share their own voices as
• Can zinc logically about abstract propositions
deconstruct mental dialogues. In these cases we
and test hypotheses systematically
should provide opportunities for oral presentations,
• Becomes concerned with the hypothetical, the
debates, discussions, radios, videos, films,
future, and ideological problems
question-and-answer sessions, and so on.
• Hypothetical deductive logic and combined
calculations (11-14 years)
• Structuring and grouping of 4 transformations
c. kinesthetic learners want to sense the position and
(14 years...)
movement of what they are working on. We can
accommodate these learners best in field trips,
simulation games, role-playing sessions, and other
Social Constructivism - Vygotsky (1896-1934) activities encouraging movements.

• Emphasizes the importance of social interactions in

d. Tactile learners want to touch and feel learning
the learning process
materials. By including laboratory activities, field
• Vygotsky and activity theory
trips, and other form of practical work, allow this
• Emphasizes the collaborative nature of learning
group to handle and manipulate equipment,
• Learner must be actively involved in the learning
materials, and objects we accommodate these
process
learners best.
• Zone of proximal development (ZPD) which is
defined as a distance between the actual
development level as determined by independent

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In conclusion, there are benefits to using both direct

instruction and an inquiry lesson in a mathematics
classroom. In these lessons there are some issues
associated with the learners, learning styles and learning
outcomes. Looking at the deconstruction of the behavioral
and constructivists approaches, it is beneficial to have
aspects of both to maximize the learner engagement and
achievement. To accomplish this, there were several
strategies that teachers can use in their own pedagogies
outlined in this paper to achieve high levels of
engagement and achievement.

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EGE 10- Unit III frequently are used to conduct educational activities
but may also be helpful to a committee at the
Approaches, Methods, and Techniques in Teaching program planning stage.
EPP • The mother of "asking help/assistance".
• If the teacher is not an expert in a given content,
you will need resource persons to ensure a good
Approach training where participants gained well-presented
knowledge. Resource persons do not just add
• Set of assumptions that define beliefs and theories expertise but also make the learning more
about the nature of the learner and the process of interesting and attractive for the students, as they
learning. can integrate their own experiences.
o Ex. Behavioral, Psychological, Sociological,
Constructivist, etc.
Field Trip/ Home Visit/ Community Work

Method • Shared social experience that provides opportunity

for students to encounter and explore novel things
• Procedural in nature in an authentic setting.
• Overall for systematic presentation of a lesson base • Exposed to dance to a new experience and can
of a selected approach (Brown, 1994) increase interests and engagement in science
o Ex. Scientific, Chronological, Deductive, regardless of prior interest in a topic.
Inductive, Qualitative, Quantitative, Descriptive, • Experiences that can be recalled and useful long
Experimental, etc. after a visit.

Techniques Hands-on Learning

• Specific strategy we use in the classroom/specific
practical classroom task and activities.
o Ex. Lead, Practice, Engage, Write, Communicate,
Observe, Listen
• Reflects at teaching philosophy that promotes
learning by doing.
• The strategy allows children to practice guided
tactile learning in which they absorb knowledge not
only by listening but by experiencing.

Demonstration Method
Project Method
• Includes the merits of lecture method and laboratory
method. • Where learners acquire knowledge through planning
• The teacher performs the experiment in the class and execution of practical projects
and explains orally, what he does. • The matter of making something "original".
• The matter of "showing".

Cooperative Learning
• Involves students working together to meet their
learning goals in learning teams or groups.
• See the value in cooperation, teamwork, and
collaboration as a major part of the classrooms.
• The matter of "shared responsibility"

Instructional Module
• Self-contained and self-sufficient unit of instruction
for the learner to achieve our set of objectives.
• Usually contains documents, multimedia
experiences, discussion boards, and information for
the student and groups to use.
• The matter of "independent learning"

Utilization of Resource Persons and Community

Materials
• The use of experts who contribute information and
opinions to participants in a learning situation. They

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EGE 18- Module 3 and 4
Flexible Learning Environment
Online Communities of Learning and Online
Resources with Different Collaborative Projects
Flexible Learning Environment
• Flexible learning requires a balance of power
between institutions and students and seeks to find
ways in which choice can be provided that is
economically viable and appropriately manageable
for institutions and students alike.
• They can search the web and discover a breadth of
information related to the lessons.
• Every chance or corner becomes a learning space.
• Learning space becomes virtual or mediated.
• Library has also become virtual.
Online Distance Learning
• It is an educational process where students receive
instruction through online classes, video recordings,
video conferencing, or any other audio/visual
technology medium.
Why should we use Distance Learning?
• Students living in rural areas or those unable to
attend traditional classes utilize distance learning.
• Students from all over the world can enroll in online
courses offered at specific colleges.
• Companies utilize distance learning programs to
train employees, especially those working in distance
regions.
Different Platforms in Online Distance Learning
• These are free programs designed for educational
purposes.
• patterned after the instructional activities of a
teacher in a physical classroom.
Moodle
• Moodle is a free software, a learning management
system providing a platform for e-learning, and it
helps the various educators considerably in
conceptualizing the various courses, course
structures and curriculum thus facilitating interaction
with online students.
• Moodle was devised by Martin Dougiamas and since
its inception, its primary agenda has been to
contribute suitably to the system of e-learning and
facilitate online education and attainment of online
degrees.
• Moodle actually stands for Modular Object-Oriented
Dynamic Learning Environment and statistics reveal
that about 14 million consumers are engaged in
about 1.4 million courses propagated by this learning
management system.
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Systems compatibility of MOODLE
While Moodle presents certain common features
in almost all similar e-learning tools, it also provides
certain plug-in options. As an e-learning platform, Moodle
features:
o Blogs
o Chats
o database activities
o glossaries
o support systems enabling the functioning in
multiple languages.
o content management
o regular examination and assessment
Google Classroom
• Google Classroom is a suite of online tools that
allows teachers to set assignments, have work
submitted by students, to mark, and to return
graded papers. It was created as a way to get
eliminate paper in classes and to make digital
learning possible.
• It was initially planned for use with laptops in
schools, such as Chromebooks, in order to allow the
teacher and students to more efficiently share
information and assignments.
Google Classroom Assignment
• Google Classroom has a lot of options but, more
importantly, it can allow teachers to do more to help
educate students remotely or in hybrid settings. A
teacher is able to set assignments and then upload
documents that explain what is required for
completion, and also provide extra information and
a place for students to actually work.
• Since students receive an email notification when an
assignment is waiting, it's very easy to maintain a
schedule without the teacher having to repeatedly
contact the students.
• Since these assignments can be designated ahead
of time, and set to go out when the teacher wants,
it makes for advanced lesson planning and more
flexible time management.
Edmodo
• Edmodo is an educational network that aims at
providing teachers with tools to help them connect
and communicate with their students and parents.
Via the Edmodo app or website, teachers can share
content, texts, videos, homework and assignments
with their students online. Online tools to help
teachers administrate their classes have recently
grown in popularity – they are known as Learning
Management Systems (LMSs).
How to Use Edmodo?
1. Before creating classes on Edmodo, teachers need
to create an account, which can be connected to
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their existing accounts from other service providers
(outlook, Google, Facebook).
2. Enter your name, surname, create a password.
3. enter the class code, which should be provided by
the teacher.
• With your account, you can create groups and
invite students and parents to join. In the groups,
you can share resources, photos and articles, which
will be seen by your students in a newsfeed format.
All media shared with the group is automatically
stored in a section called My Library.
Schoology
• Schoology is like a teacher's website or an extension
of their classroom online. Announcements, special
dates, pictures, newsletters, discussions, lessons,
videos, etc. could all be on a teacher's Schoology
page. Students are enrolled in Schoology by the
school through our PowerSchool, student
information system. Students log into Clever to
access Schoology.
• Schoology's improved integration with Google and
Microsoft opens new doors for creating a more
engaging curriculum that fits with tools
teachers already use. Google slides or docs are a
snap to attach or embed into a class page. Schoology
even creates a unique copy for each individual as
they open the assignment link.
Mooc
• A massive open online course (MOOC) is a model for
delivering learning content online to any person who
wants to take a course, with no limit on attendance.
Synchronous and Asynchronous Learning
• Synchronous classes run in real time, with students
and instructors attending together from different
locations. Asynchronous classes run on a more
relaxed schedule, with students accessing class
materials during different hours and from different
locations.
• Online learning allows people to study in new and
exciting ways, but the best type of online learning
comes down to personal preference. Synchronous
virtual classrooms operate much like traditional
classrooms, with set study schedules and live
discussions. Asynchronous classrooms look a little
different, as students digest the instruction and
communicate with each other on their own time.
Synchronous
• Synchronous learning allows students to engage
with class materials at the same time as their peers
as long as they can connect to the internet. This
delivery type provides learners with a structured and
immersive learning environment without the worry
and stress of travel.
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• Synchronous classrooms use web and
videoconferencing technologies — like Google
Meet, Google Hangouts, or Zoom — to create
learning spaces. Teachers may choose synchronous
delivery over asynchronous formats because the
format allows a more conversational approach,
especially if the material requires instant feedback
and discussion.
Asynchronous
• While most asynchronous classes still have
submission deadlines, students can connect with
materials, peers, and instructors on their own
schedules, often over an extended period of time.
Teachers may prescribe an order of operations for
the materials, but learners can often choose how
much or how little time they spend in each area.
• Asynchronous classrooms often feature
prerecorded lectures that students watch
independently. Teachers post video or audio files
and lecture notes online for learners, and then post
quizzes on the material to ensure students followed
up with watching or listening to it.
Blended Learning
1. Face-to-Face Driver – Instruction is provided in a
computer laboratory or assigned tasks are uploaded
online
2. Rotation – Traditional face-to-face learning and
online learning
3. Flex – Sessions can be arranged into synchronous
and asynchronous.
4. Online Lab- uses an online platform in delivering the
course but located in a physical classroom.
5. Self-Blend – students can choose the courses they
would like to have in addition to their typical brick-
and-mortar classroom classes.
6. Online Driver – utilize a platform and a teacher that
delivers all curricula.
Online Communities of Learning/Social
Networking
What is Networking?
• A network is defined as that group of individuals
who communicates and connects on a regular
basis.
• If an individual has a personal network of people,
one can tap on the potential contacts for social,
educational or professional purposes.
Social Networking Platforms
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Benefits of Using Social Networking Sites

1. Easy access to keeping in touch with friends or
keeping tabs on family.
2. They provide information.
3. Allows one to transmit information or update
contacts on what one thinks or how now feels.
4. Can support learning or augment educational
activities.

Dangers of Using Social Networking Sites

1. Making friends with strangers who may actually be
a predator or a cyberbully.
2. Trolls who actually instigate conflict,
misunderstanding or emotional response by
eliciting anger
3. Their ability to socialize is incapacitated.

Precautionary Measures of Using Social

Networking Sites
Dangers of Using Social Networking Sites
1. A social networking account has passwords and log-
in details.
2. Log out every time you use public computers.
3. Regularly check privacy settings of social
networking websites
4. Online posts are saved and may become a
permanent part of their online reputation.
5. Do not accept invites from contacts unless you
know them personally or you are sure of their
identity.
6. Seriously consider the effect of possible posts on
others before deciding to do so.
7. Using appropriate language is essential.
8. Better be safe than sorry.
9. When there is an indication of harassment or abuse,
it is better.
10. Do not bully.

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• Objectives specify what you want students to learn
and how that learning will be measured.
• Sometimes our objectives are dictated by others
(e.g., a ministry, the school administration, or a
language coordinator); however, we should always
try to develop objectives for both content and
language.
• The objectives you write should be clear,
measurable, and attainable.
o Example: students will be able to write a
paragraph about your favorite place
o The students will be able to write a paragraph
with five complete sentences, using five
adjectives in describing their favorite place.
• By including content and language learning
objectives, as well as making it is specific and adding
a means to measure students’ output, the teacher
has made the objective more meaningful for
students by providing them with a better
understanding of what they should be able to
produce and how that can be achieved.
Learning objectives are for many stakeholders, teachers,
students, academic departments, administrators, and
even parents.
The most effective learning objectives and activities lead
to engage in students in the use and practice of authentic
language.
An effective learning environment is not only positive but
also focused.
Creating clear, measurable, and attainable learning
objectives is an essential practice in ensuring that
students are making appropriate gains and their language
learning.
Principle 4: Adapt Lesson Delivery as Needed.
• In a sense, this principle is about gathering data. The
gathered data can be used to monitor student
progress as well as to make adjustments to lesson
planning. The principle recommends that teachers
"continually assess as they teach-absorbing and
reflecting on learners’ responses to determine
whether students are reaching the learning
objectives".
• Monitoring student progress can take place in
various ways, but a simple method is by using checks
for understanding (CFU's)
• CFU's provide students with opportunities to show
comprehension and are replacement for the highly
effective practice of asking students, "Do you
understand?" Naturally, the class says "Yes" yet later
the teacher finds out that many students or even all
of them did not understand.
Simple CFU's
• Thumbs up
• Five finger technique
• The colors of the spotlight
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• Cf used like these are effective because they give
students a non-threatening way to shoulder through
level of comprehension (no student wants to risk
being the only person to say "No" when the teacher
asked if everyone understands) while allowing the
teacher to quickly scan the classroom to gauge
comprehension.
• Using CFU's is an effective way to gather data on
student progress and comprehension.
So, what should the teacher do with this data?
• Once again, an enhanced understanding of student
progress and needs you can quickly adjust three
areas: teacher talk, student tasks, and materials used
Adjustments On Teacher Talk
Adjust wait time.
• Teachers can lengthen do you wait time in order to
allow students time to process information
understand the question are prompts and so on
Repeat and Rephrase
• Teacher can both repeat and or rephrase the
information they are giving. Doing this has the added
benefit of offering a second listening and more time
to process information.
Ask Probing Questions
• Teachers can ask questions to receive more
information (e.g., "what else...?", "Why do you
think...?", "How do you know...? "Can you tell us more
about...?", "Do you agree...?", "Why...?").
• These questions give students additional time and
offer a bit of reputation while also creating further
opportunities for students to a critically pink and use
the language through expressing their opinions-
another positive skill worth developing.
Adjust The Pace
• Teachers can speed up or slow down the pace of their
speaking, based upon data gathered from CFU’s.
Smile
• Don't forget the power of a smiling as discussed
earlier. A smiling teacher can decrease anxiety for
students, encourage them to continue their efforts to
spite possibly not understanding fully and promote a
positive classroom culture.
Principal 5: Monitor and Assess Student Language
Development
• This principle is about gathering data. The gathered
data can be used to monitor student progress as well
as to make adjustments to lesson planning. The
principal recommends that teachers "continually
assess as they are teach-observing and reflecting a
learners’ responses to determine whether students
are reaching the learning objectives."
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• This principle refers to formative assessment, which
is generally seen as an ongoing assessment to
improve teaching and learning.
• Formative assessments are a quick and easy method
for finding out what your students understand- and
what they don't- as well as each student's level of
understanding.
• Using formative assessments, teachers can continue
to monitor student progress, adjust their lessons, and
provide timely and more effective feedback to assist
learners’ language development.
Principal 6: Engage and Collaborate Within
Community of Practice
• The final principle involves professional development
and working with others in mutually beneficial ways.
The principle suggests that teachers collaborate with
others in the profession to provide the best support
for the learners and continue their own professional
learning.
• Working with others could mean sharing your
knowledge about techniques, activities, lesson plans,
and various successes with other teachers.
• Working with others could also involve assistance in
teaching, implementing the six principles with the
cooperation of school administration and even
sharing such principles with parents.
• Professional development in the EFL world is about
growing professionally and becoming a resource for
your students’ other teachers and your school
III. Significance of Literature in Teaching
Children
Literature in Early Childhood – Why is it so
important?
• Literature in early childhood is a critical part of a
child’s education – and for more reasons than you
might think.
• Access to a wide range of quality literature helps a
small child to develop critical cognitive skills, an
appreciation for their own culture and the cultures
of others, the development of emotional
intelligence and empathy, and the development of
their personality and social skills.
• In essence, what your students read in their early
years helps to give them the tools necessary to
become intelligent, thoughtful, successful people.
Develop critical cognitive skills.
• Quality literature does not always tell the reader
everything they need to know, and this allows
young children to learn to evaluate and analyze the
illustrations.
• Wordless picture books are particularly effective
stimuli for oral and written language.

Opportunities for Professional Development

• Participating in continuous learning and ongoing
professional development
• Workshops posted by binational centers, embassies,
educational non-government organizations, colleges
and universities, and school systems. Forums such
as English teaching 404 getting and sharing ideas for
teaching and professional self-development.
• Attending local and global conferences, such as
those arranged by TESOL or the international
association of teachers of English as a foreign
language (IATELF)

Conclusion
• The “six principles’’ are a solid foundation for any
program and though they need a bit of localized
refinement for the wide diversity of EFL context, they
are an excellent source of reflection and current
teaching practice.

• Young children can use pictures to develop their own

plots and dialogue. Conversations about these books
between parents and their children or educators and
children can develop, which offers a rich learning
experience. This also helps to strengthen their

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cognitive function and language skills and allows
them to express themselves.
Learn about their own cultural heritage and the
cultures of others
• Children’s literature provides a way for young
children to learn about the multiculturalism of their
own country and other people’s cultures.
• Learning to appreciate their own culture and the
cultures of others is a critical skill for young children
to develop, as this aids in the development of their
empathy skills. It’s also a necessary part of their
social and personal development.
Develop emotional intelligence
• Reading quality literature is also a fabulous way to
help young children develop emotional intelligence.
Stories have awesome power when it comes to
promoting emotional and moral development.
• Children’s literature is uniquely qualified to provide
numerous moments of crisis when characters make
decisions based on their own morals while
contemplating the reasons for those decisions. This
helps young children to think deeper,
Pedagogical Implications for Teaching Literature
Introduction
• In an environment where change is inevitable,
teachers need to prepare themselves for this
phenomenon.
• The key to this is pedagogy, so teachers need to
make corresponding changes in the emphasis and
pedagogy in their teaching to achieve the objectives
of both teachers and learners.
• The pedagogy adopted by teachers shapes their
actions, judgments, and other teaching strategies
while taking into consideration theories of learning.
• Long (1986) points out that the teaching of
literature can be a dull, uninteresting, and boring
thing to do unless there is a response or reaction
from the learners, be it positive or negative, adding
that even a negative response can stir life and
learning in the classroom where learners get the
feel of challenging the teacher’s often predictable
responses.
• Rosenblatt (1985) underscores that reading of a
particular literary work cannot but be the unique
experience of a particular reader with a unique
range of emotions over a particular text under a
unique reading situation. She labeled this as “a
transaction with the literary text.”
• Hence, in teaching literature, the students should
be encouraged to express what they think about
the text and discover for themselves how the text
relates to themselves.
• This, Rosenblatt believes, would nurture and
develop in the learners the “continuous love,
enjoyment, and appreciation of literary text while at
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the same time develop in due course both his or her
language proficiency and literary aptitude.
What then are the pedagogical implications for
teaching literature?
• The answer to this is to know what children’s
literature is.
• Children’s literature, according to Otten (2023), is
the product of the figment of imagination in the
writer’s mind borne out of how one interacts with
children and how the writer makes a construct of
childhood.
Main Genres of children’s literature:
• Picture books – appeal to the sense of sight to
provide a delightful visual experience to the reader
through pictures to tell a story.
• Story books – tell stories accompanied by pictures
and illustrations where there is more text than
pictures.
• Traditional literature – refers to literature or
books that are passed from one generation to
another like folklore, fables, legends, folktales, and
myths. There are referred to as alamat in the
Philippine context and are generally rich in the
culture of that place and time.
• Historical Fiction – pertains to the literary text
where some facts in the story can be traced to real
historical events involving some real historical
individuals, allowing children to take a trip back in
time. Some events of the story however are products
of the writers’ inventiveness, imagination, and
creativity.
• Modern fantasy – refers to tales born out of the
writers’ imagination where fantastic elements such
as talking animals and magical beings like witches
and strange creatures are woven in the story.
• Realistic fiction – refers to made-up stories but
which can be true in real life. Children play as the
main character thereby allowing children to feel or
go through an experience as if it were true.
• Nonfiction or information books – present young
readers with information to help them develop more
knowledge about the world around them. They can
dwell on any topic or information (science, travel,
life, skills, new outlook) about life that would interest
young minds.
• Biography – pertains to the true-life story about
another person like heroes or ordinary people whose
lives may serve as an inspiration for children to
emulate and follow.
• Children’s poetry – pertains to artistic literature
that seeks to bring out creativity in children by
enabling them to express their emotions and stir
their imagination through verses and the interplay of
rhyme, rhythm, and other literary expressions.
• Children’s drama – is a genre of literature where
the elements of the story are presented through
dialogues and action that makes use of costumes,
props, lighting, music, and sound.

GROUP 5 GMRC
General Strategies for Teaching GMRC/Values
Education
Introduction
• Value Education is an education strategy or
methodology to provide training that maintains the
values of an individual by telling stories about the
achievers. Value education plays a significant role
in individual' s life and it provides a way to live with
socially constructed notions. On this note, this
module will give aid and ideas on general
strategies applicable in teaching GMRC/values.
Strategies
1. Silent Sitting
o Silent sitting is an opportunity for children to sit
quietly and let their minds be peaceful. It
promotes the ability to tune out distractions and
tune in.
Examples of silent sitting exercises
➢ Listening to different sounds
➢ Guided visualization exercise
➢ Alternately tensing and relaxing muscles
2. Parables, Proverbs, Quotations, And Poems
o It is strategy refers to give people a lesson or
have something to keep on living. And also,
parables, proverbs, quotations and poems have
the same goal.
3. Visual Experiences
o Visual Experiences are sight visits that
incorporate memorable encounters and
educational learning, thereby providing a robust
experience that will live on in the individual long
after they have lost their eyesight.
BENEFITS OF VISUAL EXPERIENCE/S
TEACHING VALUES EDUCATION:
➢ Enables to easily explain concepts or ideas.
➢ Stores information to a long-term memory.
➢ Improves Cognitive capabilities and stimulates
one’s imagination.
➢ Attract students’ attention.
➢ Increases audience’s participation.
4. Role Plays
o Role Play is a pedagogy that been used in a wide
variety of contexts and content areas (Rao &
Stupans, 2012)
o Role-Playing Methods in the Classroom is about a
technique that has proved highly useful to many
teachers for dealing with a variety of classroom
problems and reaching certain learning objectives,
(Lippitt and Fox, 1966).
5. Biographies
o Biography came from the Greek word Biographia
which means “description of life” (bio “life” and
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graphy “record or data”). It is basically “the story
of a real person’s life written by someone other
than that person” (“Biography”, n.d.). Biography is
very important in education for it presents “not
only the good characteristic but also on
weaknesses and human errors” Victoria, 2019).
Thus, the students will know that no matter how
overwhelming the problem, is they will be able to
surpass it. In addition, they may learn who to
emulate and also embrace or adopt the virtue
possessed by that person in their lives.
Categories of biography
➢ Informative Biography -This, the first
category, is the objective and is sometimes called
“accumulated” of biography. The author of such
a work, avoiding all forms of interpretation except
selection for selection, even in the most
comprehensive accumulation is inevitable.
➢ Critical biography -Thus second category,
scholarly and critically, unlike the first, thus offer
a genuine presentation of a life. These works are
very carefully researched; sources of
“justifications” (is the French call them).
➢ Standard Biography -Thus third, and central,
category of biography, balanced between the
objective and the subjective, represents the
mainstream of biographical literature, the
practice of biography as an art.
➢ Interpretative Biography -This fourth
category of life writing is subjective and has no
standard identity.
➢ Fictional Biography -The books in tis fifth
category belong to biographical literature only by
courtesy. Materials are freely invented; scenes
and conversations are imagined.
6. Moral Dilemmas
o Ethical dilemmas, also called ethical paradoxes or
moral dilemmas are situations in which an agent
stands under two conflicting moral requirements,
none of which overrides the other. A closely
IN related definition characterizes ethical dilemmas as
situations in which every available choice is wrong.
Types
o In LDRS 111 you were introduced to four different
ethical dilemma paradigms: truth vs loyalty,
short-term vs long-term, individual vs
community, and justice vs mercy.
Rules
o The rules are simple. One player gets a card with
a "moral dilemma" on it. The player makes
decisions while the rest of the players secretly on
what they (society) have to say about the moral
dilemma. If the player is able to make a moral
decision that agrees with what society has to say,
that player gets a point.
Causes
o It includes pressure from others, the desire to
prove yourself, conflicting values, greed, bad role
models, and a lack of consequences.
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7. Essays, Articles, Classics and Newspaper

o Essays is an organized piece of writing that focuses
on a single topic. Writing essays is one of the
activities given by the educators to their students
to enhance their critical thinking skills,
comprehension, and of course to widen their
vocabulary. Articles as a publication as a
newspaper or magazine may also benefit the
learners to be informed and be entertained on
one's behavior and to educate his/herself.
12. Discussion
o To start planning a discussion (or any instruction,
for that matter) decide what you want your
students to get out of the discussion. That is why
there are several strategies to discuss moral
values to the students. Preparing for Discussions
to start planning a discussion (or any instruction,
for that matter) decide what you want your
students to get out of the discussion.

8. Anecdote 13. Values Clarification

o Anecdote is a short story usually about a very
specific subject matter that’s told in order to
illuminate a greater point regarding a situational,
narrative, or thematic principle. We tell each other
these stories all the time in everyday life, usually
humorous in nature. In storytelling, they can aid
in the characterization of the teller and/or their
subject.
9. Group singing
o Is a type of singing in a form of group of people or
individuals singing together.
Example:
➢ Music is a great way to introduce new words; it
can also contribute to children’s progress and
earning in many different areas. It supports self-
expression, cooperative play, creativity,
emotional well-being and development of social,
cognitive, communication and motor skills.
10. Group Activities
o The importance of Group activities is to build a
strong bond among the students; it can teach
them the essence of the word "teamwork" and
"respect". In order to create an excellent product,
they will just don't have to work with each other
but also, respect each other's idea, perspective,
and goals. Having Group activities in every lesson
is the sense of solidarity in the class.
o Values clarification is a psychotherapy technique
that can often help an individual increased
awareness of any values that may have a bearing
on lifestyle decisions and actions. This technique
can provide an opportunity for a person to reflect
on personal moral dilemmas and allow for values
to be analyzed and clarified.
Values can be influenced by:
➢ FAMILY- In childhood, most people develop an
internal reference for what is good or bad,
important, or desirable and useful.
➢ INDIVIDUAL EXPERIENCES- Values are
often transformed or adjusted based on life
experiences, education, personal challenges,
and successes.
➢ RELIGION AND/OR CULTURE- These
values tend to reflect a person ' s sense of right
and wrong.
➢ COMMUNITY- Values may be shared by many
people who live together in a community.
➢ POLITICAL LEADERS- Overarching political
values may have an influence on people
regardless of religion, culture, upbringing, or
life experience.

Examples:

➢ Role Plays
➢ Think-Pair-Share
➢ Group problem solving

11. Questioning
o Effective questioning involves QUESTIONING
using questions in the classroom to open
conversations, inspire deeper intellectual
thought, and promote student-to-student
interaction.

Two main types of questions:

➢ Closed questions are those that prompt a

simple response, such as yes, no, or a short
answer.
➢ Open questions, on the other hand, are
those that require a deeper level of thinking
and often prompt a lengthier response. They
ask students to think and reflect, provide
opinions and feelings, and take control of the
conversation.

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