Math17 – Principles and Strategies of Teaching Mathematics PDF

Math17 – Principles and Strategies of teaching Mathematics Course Description: The course deals with the application of the principles, the strategies in teaching, philosophical foundations of teaching Mathematics. these are then applied in Lesson Planning and Microte...

Math17 – Principles and Strategies of teaching Mathematics Course Description: The course deals with the application of the principles, the strategies in teaching, philosophical foundations of teaching Mathematics. these are then applied in Lesson Planning and Microteaching. Units / Credit Equivalent: 3 units Course Outcomes: Upon completion of the course, the students should be able to: 1. apply the principles and strategies in teaching Mathematics to current trend of education; 2. plan what strategies, approaches and activities to be used applicable to students and the topic; and 3. demonstrate principles and strategies of teaching mathematics conform with the standard and competencies of k-12. Learning Outcomes: a. state the relationship among institutional outcomes, program outcomes, course outcomes, and learning outcomes; b. explain the goals of the teaching of Math c. describe the nature of the learner, his/her powers/faculties, multiple intelligence, learning styles; d. discuss the professional teacher, his/her personal and professional attributes; e. illustrate your ideal learning environment; f. show the importance of laws of learning in teaching-learning process; g. write SMART lesson objectives in the three domains using ABCD method; h. employ strategies for the teaching of conceptual understanding, thinking skills in the different levels and values; i. compare direct and indirect instruction with deductive and inductive methods of teaching; j. show how constructivist is teaching is done by the use of interactive, collaborative, and inquiry-based activities; k. describe how problem-based learning and project-based learning are used as teaching method; l. present the nine categories of research-based, effective instructional strategies by means of a graphic organizer; and m. apply effective classroom management principles.  TABLE OF CONTENTS Module 1: Overview of The Teaching Profession Module Overview Lesson 1: Outcomes-Based Education Lesson 2: Goals in Mathematics Education Module Assessment Module Summary Module 2: The Elements of Teaching Module Overview Lesson 1: The Leaner Lesson 2: The Teacher Lesson 3: The Learning Environment Module Assessment Module Summary Module 3: Principles of Learning Module Overview Lesson 1: Principles of Learning Module Assessment Module Summary Module 4: Management of Instruction Module Overview Lesson 1: Objective-related Principles of Teaching Lesson 2: Selection and Organization of Content Lesson 3: Selection and Use of Teaching Strategies Module Assessment Module Summary Module 5: Approaches and Methods Module Overview Lesson 1: Different Approaches and Methods Lesson 2: Constructivist Teaching: Interactive, Collaborative, Integrative, and Inquiry-based Lesson 3: Problem-Based Learning and Project-Based Learning Lesson 4: Research-Based Teaching and Learning in the 21st Century Module Assessment Module Summary Module 6: Classroom Management Module Overview Lesson 1: Guiding Principles in Classroom Management Lesson 2: Management of Time Lesson 3: Discipline Lesson 4: Managing the Physical Environment Lesson 5: Establishing Classroom Routine Module Assessment Module Summary Module 1: Overview of The Teaching Profession Module Overview: Hello! Welcome to Module 1. In this module, you will be able to discover the latest initiatives, principles, and practices in education. As future educators, this will become your training ground in embracing the teaching profession in Mathematics. Module Objectives/Outcomes:  state the relationship among institutional outcomes, program outcomes, course outcomes, and learning outcomes;  draw the implications of the OBE principles in teaching -learning process; and  determine whether or not given practices are in accordance with OBE principles.  explain the goals of the teaching of Math Lesson/s in the Module: Lesson 1: Outcomes-Based Education Lesson 2: Goals in Mathematics Education 1|P age  MODULE 1: Overview of the Teaching Profession in Mathematics Lesson 1: Outcomes-Based Education OBJECTIVES At the end of the lesson, you are expected to:  state the relationship among institutional outcomes, program outcomes, course outcomes, and learning outcomes;  draw the implications of the OBE principles in teaching -learning process; and  determine whether or not given practices are in accordance with OBE principles. Time frame: Activity: Guess the Word! In this activity, you will match the word with its meaning or what is it referring to. Select your answers from the words inside the circle. Outcomes Clarity of Focus Designing Down High Expectations Expanded Opportunities 1. It is a clear learning results that learners have to demonstrate, what learners can actually do with what they know and have learned according to Butler, 2004. 1|P age  _____________________ 2. Teachers must begin with the end clearly in mind. _____________________ 3. This principle is based on the idea that not all learners can learn the same thingin the same way and in the same time. _____________________ 4. It means that teachers should establish high, challenging standards of performance in order to encourage students to engage deeply in what they are learning. _____________________ 5. It means the curriculum design must start with a clear definition of the intended outcomes that students are to achieve by the end of the program. _____________________ Analysis From the given activity, you have learned the meaning of the word “Outcome”. Now, what do you think is the meaning of Outcomes-Based Education (OBE)? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Abstraction OBE stands for outcomes-based education. As the name applies, it is an education that is anchored and focused on outcomes. A clearly focusing, organizing everything in the educational system around the essential for all the students to do successfully at the end of their learning experiences (W. Spady, 1994). It is a student- centered approach to education that focuses on the intended learning outcomes resulting from instruction (Nicholson, 2011). It is an approach in planning, delivering and assessing instruction (see figure 1). 2|P age  Identifying desired outcomes Deciding on Determining strategies and assessment measures methodologies for the achievement to achieve to of outcomes those outcomes Figure 1. OBE as an approach CHED Memo 46. S. 2012 mandates outcomes-based education (OBE) standards for higher education institutions. The K-12 Curriculum of the Department of Education, introduced content standards, performance standards and competencies in the K to 12 Curriculum Guide. The Technical Education Skills Development Authority used competency standards in its Training Regulations before the CHED talked about OBE and before DepEd introduced its K to 12 standards and competencies. 4 Learning Principles of OBE Designing Clarity of Focus Own This means that teachers must be Once the intended clearly focused on what on what outcomes are clear, they want students to know, teachers now design understand and be able to do. instruction. As Figure 1 shows, the instructional design includes designing assessment tasks. High Expectations Expanded It means that teachers should Outcomes establish high, challenging standards of performance in Teachers must strive to order to encourage students to provide opportunities for all engage students to engage students. deeply in what they are learning. 3|P age  OUTCOMES are the end targets of OBE. The outcomes is what you can actually do with what you have learned about principles of teaching. Your demonstration teaching or microteaching where you apply the principles of teaching that you learned will be outcome. Spady (1994) made use of two terms, namely, exit outcomes and enabling outcomes. Exit outcomes are the “big” outcomes while the enabling outcomes are the “small” outcomes. The attainment of the small outcomes leads to the attainment of “big” outcomes which we used to call terminal outcomes. Enabling Outcome - to explain the principles of teaching science Exit Outcome - to apply the principles of teaching science with the use of an appropriate method in a Enabling Outcome - to demonstration teaching choose an appropriate teaching method Figure 2. Enabling Outcomes Leading to the Exit Outcome Outcomes in Different Levels Institutional Intended Learning Outcomes (IILOs) - simply referred to as institutional outcomes - it reflects the vision and mission statements, the philosophy and core values of the institution. - are outcomes that supposed to take flesh in every graduate, thus is referred to as graduate attributes Program Intended Learning Outcomes (PILOs) - as program outcomes (like outcomes in Bachelor of Secondary Education) Course Intended Learning Outcomes (CILOs) - are the course outcomes (like the Modern Geometry, commonly referred to as subject) Learning Outcomes - more specific, it is your instructional targets in the classroom 4|P age  We have these different levels of outcomes that begins with institutional outcomes down to the learning outcomes. For OBE to succeed it must penetrate the whole system. The institutional outcomes cascade to the program outcomes, the program outcomes are reflected in the course outcomes and the course outcomes are in turn reflected in the learning outcomes. The realization of learning outcomes leads to the attainment of the other outcomes. Institution Vision-Mission Statement Goals and Philosophy Institutional Outcomes Attributes of Ideal Outcomes Program Outcomes Course Outcomes Learning Outcomes Figure 3. Institutional Outcomes as Bases for Program, Course and Learning Outcomes Traditional/Transitional and Transformational OBE (Spady, 1994) TRADITIONAL/TRANSITIONAL OBE - It emphasizes student mastery of traditional subject-related academic outcomes (usually with a strong focus on specific content) and some cross- discipline outcomes (such as the ability to solve problems or to work cooperatively). 5|P age  TRANSFORMATIONAL OBE - It emphasizes long-term, cross-curricular outcomes that are related directly to students’ future life roles (such as being a productive worker or a responsible citizen or parent). This means that OBE moves from subject-specific outcomes and cross- discipline outcomes long-term, cross curricular outcomes. Application Answer the following questions. Minimum of 2 and maximum of 5 paragraphs. 1. As a future educator what is the significance of OBE? 2. In your school context, state the relationship among institutional outcomes, program outcomes, course outcomes and learning outcomes. 3. What are the implications of the OBE principles to the teaching-learning process? 4. The following are practices of OBE. Put a ✔when the given is in accordance with OBE lesson and ✖, if not. _______1. In a study group, the teachers got the content of Grade 3 then formulated the content to be taught. _______2. Another teacher study group formulated first the outcomes then determined and the content to be taught. _______3. A group of teachers was asked to prepare a curriculum guide. They outlined the scope and sequence of the course. _______4. Teachers base their assessment task on content. _______5. Teachers base their assessment on learning outcomes. CONGARTULATIONS! You have finished Lesson 1. ********************************************************************************************** 6|P age  Lesson 2: Goals in Mathematics Education OBJECTIVES At the end of the lesson, you are expected to:  describe the nature of Math;  explain the goals of the teaching of Math; and  give examples on how values inherent in Math can be integrated in the reaching of Math. Time frame: Activity: Study the two pictures below. What do they suggest about how students perceive Math as a subject? Sources: (https://occupymath.wordpress.com/2017/03/23/an-open-letter-to-non-math-people/ - right) (https://www.nytimes.com/2012/07/29/opinion/sunday/is-algebra-necessary.html - left) _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ Analysis 1. For you what is Mathematics? 7|P age 2. How Mathematics subject should be delivered to reduce, if not eliminate, the fear or the negative attitude towards Math? 3. What do you think is/are the goal/s of teaching Mathematics? Abstraction The Nature of Mathematics  Mathematics is the science of patterns and relationship. - Mathematics reveals patterns that helps us understand the world around us.  Mathematics is a way of thinking. - It relies on logic and creativity and it is pursued for a variety of practical purposes and for intrinsic interest.  Math is an art.  Mathematics is a language.  Mathematics is a discipline. The Goals, Standards and Scope of the teaching of Math Browse K to 12 Curriculum Guide for Mathematics on the internet. Goals Based on the K to 12 Curriculum Guide for Math, the two main goals of Math teaching are critical thinking and problem solving. When is your thinking called critical thinking? Holistic Critical Thinking Scoring Rubric 4 Consistently does all or almost all of the following:  Accurately interprets evidence, statements, graphics, questions, etc.  Identifies the salient arguments (reasons and claims) pro and con.  Thoughtfully analyzes and evaluates major alternative points of view.  Draws warranted, judicious, non-fallacious conclusions. 8|P age   Justifies key results and procedures, explains assumptions and reasons.  Fair-mindedly follows where evidence and reasons lead. 3 Does most or many of the following:  Accurately interprets evidence, statements, graphics, questions, etc.  Identifies relevant arguments (reasons and claims) pro and con.  Offers analyses and evaluations of obvious alternative points of view.  Draws warranted, non-fallacious conclusions.  Justifies some results or procedures, explains reasons.  Fair-mindedly follows where evidence and reasons lead. 2 Does most or many of the following:  Misinterprets evidence, statements, graphics, questions, etc.  Fails to identify strong, relevant counter-arguments.  Ignores or superficially evaluates obvious alternative points of view.  Draws unwarranted or fallacious conclusions.  Justifies few results or procedures, seldom explains reasons.  Regardless of the evidence or reasons, maintains or defends views based on self-interest or preconceptions. 1 Consistently does all or almost all of the following:  Offers biased interpretations of evidence, statements, graphics, questions, information, or the points of view of others.  Fails to identify or hastily dismisses strong, relevant counter- arguments.  Ignores or superficially evaluates obvious alternative points of view.  Argues using fallacious or irrelevant reasons, and unwarranted claims.  Does not justify results or procedures, nor explain reasons.  Regardless of the evidence or reasons, maintains or defends views based on self-interest or preconceptions.  Exhibits close-mindedness or hostility to reason (c) 1994, Peter A. Facione, Noreen C. Facione, The California Academic Press. 217 La Cruz Ave., Millbrae, CA 94030. Retrieved on 08/23/2020 https://www.mnsu.edu/grants/ipesl/HolisticRubricIPESL07.pdf Learning Area Standard These two big goals of teaching Math are expressed in the learning area/program standards: The learner demonstrates understanding and appreciation of key concepts and principles of mathematics as applied – using appropriate technology – in problem solving, critical thinking, communicating, reasoning, making connections, representations and decisions in real life. This learning area standard is made more specific in the key stage standards. 9|P age  Key Stage Standards: K–3 4–6 7 – 10 At the end of Grade 3, the At the end of Grade 6, the At the end of grade 10, the learner demonstrates learner demonstrates learner demonstrates understanding and understanding and understanding and appreciation of key appreciation of key appreciation of key concepts and skills concepts and skills concepts and skills involving numbers and involving numbers and involving numbers and number sense (whole number sense (whole number sense (sets and real numbers up to 10,000 and numbers, number theory, numbers); measurement the four fundamental fractions, decimals, ratio (conversion of units); operations including and proportion, percent, patterns and algebra (linear money, ordinal numbers up and equations and inequalities to 100th, basic concepts of integers);measurement in one and two variables, fractions); measurement (time, speed, perimeter, linear functions, systems of (time, length, mass, circumference and area of linear equations, and capacity, area of square and plane figures, volume and inequalities in two rectangle); geometry (2- surface area of variables, exponents and dimensional and 3- solid/space figures, radicals, quadratic dimensional objects, lines, temperature and meter equations, inequalities, symmetry, and tessellation); reading); geometry functions, polynomials, and patterns and algebra (parallel and polynomial equations and (continuous and repeating perpendicular lines, functions); geometry patterns and number angles, triangles, (polygons, axiomatic sentences); statistics and quadrilaterals, polygons, structure of geometry, probability (data collection circles, and solid figures); triangle congruence, and representation in tables, patterns and algebra inequality and similarity, pictographs and bar graphs (continuous and repeating and basic and outcomes)as applied patterns, number trigonometry);statistics and using appropriate sentences, sequences, and probability (measures of technology - in critical simple equations); central tendency, variability thinking, problem solving, statistics and probability and position; combinatorics reasoning, communicating, (bar graphs, line graphs and probability) as applied - making connections, and pie graphs, simple using appropriate representations, and experiment, and technology - in critical decisions in real life. experimental probability) thinking, problem solving, as applied -using communicating, reasoning, appropriate technology - making connections, in critical thinking, representations, and problem solving, decisions in real life. reasoning, communicating, making connections, representations, and decisions in real life. 10 | P a g e  GRADE LEVEL STANDARDS: The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense (whole numbers up to 20, basic concepts on addition and subtraction); geometry (basic attributes of objects), patterns and algebra (basic concept of sequence and number pairs); measurement (time, location, non-standard measures of length, K mass and capacity); and statistics and probability (data collection and tables) as applied - using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making connections, representations and decisions in real life. The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense (whole numbers up to 100, ordinal numbers up to 10th, money up to PhP100, addition and subtraction of whole numbers, and fractions ½ and 1/4);geometry (2- and 3dimensional objects); patterns and algebra (continuous and repeating patterns and number GRADE 1 sentences); measurement (time, non-standard measures of length, mass, and capacity);and statistics and probability (tables, pictographs, and outcomes) as applied - using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making connections, representations, and decisions in real life. The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense (whole numbers up to 1 000, ordinal numbers up to 20 th, money up to PhP100, the four fundamental operations of whole numbers, and unit fractions); geometry (basic shapes, symmetry, and tessellations); patterns and algebra (continuous and repeating GRADE 2 patterns and number sentences);measurement (time, length, mass, and capacity); and statistics and probability (tables, pictographs, and outcomes) as applied - using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making connections, representations, and decisions in real life. The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense (whole numbers up to 10 000; ordinal numbers up to 100 th; money up to PhP1 000;the four fundamental operations of whole numbers; proper and improper fractions; and similar, dissimilar, and equivalent fractions); geometry (lines, symmetry, and GRADE 3 tessellations); patterns and algebra (continuous and repeating patterns and number sentences); measurement (conversion of time, length, mass and capacity, area of square and rectangle); and statistics and probability (tables, bar graphs, and outcomes) as applied - using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making connections, representations, and decisions in real life. The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense (whole numbers up to 100 000, multiplication and division of whole numbers, order of operations, factors and multiples, addition and subtraction of fractions, and basic concepts of decimals including money); geometry (lines, angles, triangles, GRADE 4 and quadrilaterals); patterns and algebra (continuous and repeating patterns and number sentences); measurement (time, perimeter, area, and volume); and statistics and probability (tables, bar graphs, and simple experiments) as applied - using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making connections, representations, and decisions in real life. GRADE 5 The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense (whole numbers up to 10 000 000, order of operations, factors and multiples, fractions and decimals including money, ratio and proportion, percent); geometry (polygons, circles, solid figures); patterns and algebra (sequence and number sentences); measurement (time, circumference, area, volume, and temperature); and statistics and probability (tables, line graphs and experimental probability) as applied - using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making connections, representations, and decisions in real life. 11 | P a g e  The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense (divisibility, order of operations, fractions and decimals including money, ratio and proportion, percent, integers); geometry (plane and solid figures); patterns and algebra GRADE 6 (sequence, expression, and equation); measurement (rate, speed, area, surface area, volume, and meter reading); and statistics and probability (tables, pie graphs, and experimental and theoretical probability) as applied - using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making connections, representations, and decisions in real life. The learner demonstrates understanding of key concepts and principles of numbers and number sense (sets and real number system); measurement (conversion of units of measurement);patterns and algebra (algebraic expressions and properties of real numbers as applied in linear equations and inequalities in one variable); geometry (sides and angles of GRADE 7 polygons); and statistics and probability (data collection and presentation, and measures of central tendency and variability) as applied - using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making connections, representations, and decisions in real life. The learner demonstrates understanding of key concepts and principles of patterns and algebra (factors of polynomials, rational algebraic expressions, linear equations and inequalities in two variables, systems of linear equations and inequalities in two variables); geometry (axiomatic GRADE 8 structure of geometry, triangle congruence, inequalities in a triangle, and parallel and perpendicular lines); and statistics and probability (probability of simple events) as applied - using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making connections, representations, and decisions in real life. The learner demonstrates understanding of key concepts and principles of patterns and algebra (quadratic equations and inequalities, quadratic functions, rational algebraic equations, variations, and radicals) and geometry (parallelograms and triangle similarities and basic GRADE 9 concepts of trigonometry) as applied - using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making connections, representations, and decisions in real life. The learner demonstrates understanding of key concepts and principles of patterns and algebra (sequences, series, polynomials, polynomial equations, and polynomial functions); geometry GRADE (circles and coordinate geometry); and statistics and probability (combinatorics and probability, 10 and measures of position) as applied - using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making connections, representations, and decisions in real life. Five content areas in the curriculum (as adopted from the framework prepared by DepEd):  Numbers and Number Sense  Measurement  Geometry  Patterns and Algebra  Probability and Statistics Specific skills and process to be developed are:  Knowing and understanding  Estimating, computing and solving  Visualizing and modelling  Representing and communicating  Conjecturing, reasoning, proving and decision-making  Applying and connecting 12 | P a g e  Values and attitudes to be honed:  Accuracy  Creativity  Objectivity  Perseverance  Productivity Application Answer the following questions: 1. Describe the nature of Math. 2. Give examples on how values inherent in Math can be integrated in the teaching of Math. CONGARTULATIONS! You have finished Lesson 1. ********************************************************************* Let’s Assess! After learning about the overview of Outcomes-Based Education and the Goals of Mathematics Education, here are some questions that you have to answer to know if you already absorbed everything that we discussed. Write your answer on a sheet of paper. 1. What are the positive points and negative points of OBE? 2. List at list three things you learned from this module. 3. As a future educator, how can you apply what you learned about OBE in your classroom? 4. Give an example that you integrate values on a specific topic. 13 | P a g e  SUMMARY Outcomes-Based Education is focused on outcomes. Outcomes come in various levels – institutional, program, course and learning or instructional outcomes. Outcomes are results that a student must be able to demonstrate after completing a program (program outcome), or a course (course outcome) or after an instructional or teaching-learning process (learning outcome). In OBE, all students are expected to attain the intended learning outcomes. Some attain them faster than others. The most important is that everybody attains the learning outcomes because the teacher gives everyone the necessary scaffolding and opportunity to realize the learning outcomes. Mathematics is a many-splendored thing. It is a science of patterns and relationships, a way of logical and creative thinking, an art, a language, a multidisciplinary discipline. According to the Math conceptual framework contained in the K to 12 Curriculum Guide of DepEd, the twin goals of Math teaching are critical thinking and problem solving. GOOD JOB! You have finished Module 1. See you on the next module! Brenda B. Corpuz Ph.D.,Gloria G. Salandanan Ph.D. (2015). PRINCIPLES OF TEACHING 2. pp.1- 10, 191-197.Quezon City, Metro Manila: LORIMAR PUBLISHING,INC 14 | P a g e Module 2: The Elements of Teaching Hello! Welcome to Module 2. In this module, you will be able to unlock your knowledge on the different key players in the teaching-learning process and their respective roles. Module Objectives/Outcomes:  describe the nature of the learner, his/her powers/faculties, multiple intelligence, learning styles;  discuss the professional teacher, his/her personal and professional attributes; and  illustrate your ideal learning environment. Lesson/s in the Module: Lesson 1: The Leaner Lesson 2: The Teacher Lesson 3: The Learning Environment 15 | P a g e  MODULE 2: The Elements of Teaching Lesson 1: The Learner OBJECTIVES At the end of the lesson, you are expected to:  describe the nature of the learner, his/her powers/faculties, multiple intelligence, learning styles; and  discuss the implications of the nature of the learner to the teaching-learning process. Time frame: Activity: WHAT AM I? In this activity, you will rearrange the scrambled letters to decode the correct word/words. Write your answers on the space provided. 1. NAGMITIAION - __________________________ 2. TECTILENL - __________________________ 3. EFVI NESSES - __________________________ 4. TICINSNTS - __________________________ 5. ROMEMY - __________________________ Analysis What do you think is the significance of a learner in the teaching-learning process? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 16 | P a g e Abstraction The learner is an embodied spirit, a union of a sentient body and a rational soul. His/her body experiences sensation and feels pleasure and pain. His/her soul is the principle of spiritual acts, the source of intellectual abstraction, self- reflection, and free rational volition. Body and soul exist in mutual dependence. As a teacher then, let’s take care and feed his/her body as well as his/her spirit. As quoted, “Every child is a potential genius.” The Fundamental Equipment of the Learner Cognitive Faculties Appetitive Faculties  Five Senses  Feelings and Emotions - For effective and efficient - The on/off switch in learning, it is important for learning. his senses to function - Positive feelings and normally. “there is nothing in emotions make the teaching- mind which was not first in learning process exciting some manner in the senses" and a joyful, fruitful affair.  Instincts - Negative feelings and - From Latin word “instinctus” emotions make the same means impulse. This is process as burden. manifested in his/her  Will immediate tendency to flee in - Serves as guiding force and danger, defend or to fight the main integrating force in when attacked or to his/her character. It makes rationalize to defend the learner free to choose or himself/herself when his/her not to choose to do the good ego is hurt. Teacher must help as presented by his/her the learner’s instinct under intellect. control.  Imagination - The ability of mind to build mental scenes, objects or events that do not exist, are not present or not have happened in the past.  Memory - Helps in retaining and recalling experiences. (Ex. Memorizing formulas)  Intellect - Cognitive processes such as forming ideas or concepts, reasoning out and making judgment. 17 | P a g e  Five Distinguishing Elements of a Learner The students’ native ability dictates the prospects of success in any purposeful activities. It determines their capacity to understand and ABILITY assimilate information for their own use and application. It refers to students’ innate talent or gift. It indicates a natural capacity to learn certain APPTITUDE skills. Learners vary in activities that are undertaken due to a strong appeal or attraction. INTEREST Students who come from different FAMILY & CULTURAL socioeconomic background manifest a wide BACKGROUND range of behavior due to differences in upbringing practices. It refers to an individual perspective and ATTITUDES disposition. HOWARD GARDNER’s 9 MULTIPLE INTELLIGENCES Source: http://www.angelfire.com/tcutrone/Theory2.html 18 | P a g e  Learning Style is the way a person processes, internalizes, and studies new and challenging material. Dunn and Dunn present different learning styles according to five group of stimuli. Application In a sheet of paper, answer the following questions: 1. Albert Einstein said, “Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.” Can a child still be called as “genius” if he/she fails to do a specific task? Why or why not? 2. By means of a concept map, show the faculties or powers of the learner. CONGARTULATIONS! You have finished Lesson 1. 19 | P a g e  Lesson 2: The Teacher OBJECTIVES At the end of this lesson, you are expected to:  describe the professional teacher, his/her personal and professional attributes; and  reflect on these attributes to your personal growth. Time frame: Activity:Take Me to the Future In this activity, list at least 6 attributes of a teacher you want to become in the future. YOU Analysis Based on the previous activity, how will you attain the attributes you have listed when you finally professed becoming a teacher? How will you become an advocate of a Gender-Sensitive Classroom? _____________________________________________________________________ _____________________________________________________________________ 20 | P a g e _____________________________________________________________________ _____________________________________________________________________ Abstraction “Teachers open the door. You enter by yourself.” – Chinese Proverb The Professional Teacher is the “licensed professional who possess dignity and reputation with high moral values as well as technical and professional competence… he/she adheres to, observes and practices a set of ethical and moral principles, standards and values.” (Code of Ethics of Professional Teachers, 1997). The professional teacher is the one who went through four to five-year period of rigorous academic preparation in teaching and one who is given a license to teach by the Board of Professional Teachers of the Professional Regulation Commission after fulfilling requirements prescribed by law such as the Licensure Examination for Teachers (LET). Professional Attributes Control of the knowledge base of teaching and learning and use of this knowledge to guide the science and art of his/her teaching Repertoire of best teaching practice and can use these to instruct children in classrooms and to work with adults in the school setting Dispositions and skills to approach all aspects of his/her work in a reflective, collegial, and problem-solving manner View of learning to teach as a lifelong process and dispositions and skills for working towards improving his/her own teaching as well as improving schools 21 | P a g e Outstanding Personal Qualities Passion in teaching is a compelling force that emerges from one’s inborn love for Passion children. Their passion for teaching makes them feel they will “will live as a teacher and die a teacher”. Humor Humor stands for anything funny, which elicits a smile, laughter or amusing reaction. It is an essential quality of a teacher that serves a number of purposes. Teachers are model of values. Values connote standards, code of ethics and strong beliefs. Open-mindedness -is basic when promoting respect and trust between teachers and students. Fairness and Impartiality - eliminates Values and discrimination. Teachers must be unbiased and Attitude object in judging their students work and performance. Professionalism - is highly treasured in the teaching profession. Teachers are adjudged professional if they are knowledgeable, skilled and value-laden. It refers to a teacher’s uncomplaining nature, self-control and persistence. Teachers calmly endure their students’ Patience limitations and difficulties. Enthusiasm It refers to a teacher’s uncomplaining nature, self-control and persistence. Commitment Teachers calmly endure their students’ limitations and difficulties. It is a “solemn promise” to perform the duties and responsibilities mandated by the laws and code of ethics of the profession. It is an unwavering pledge to perform all teaching and learning activities with consistency of selflessness to the best interest of students under 22 | Pcare. their age  Application In this activity, you are to reflect based on the different attributes you have read using the guide question below: 1. Reflect on the personal attributes of a professional teacher. Which of these do you have? don’t have? Any personal plan of action for your growth? CONGARTULATIONS! You have finished Lesson 2. 23 | P a g e  Lesson 3: The Learning Environment OBJECTIVES At the end of this lesson, you are expected to:  describe a facilitative learning environment; and  illustrate your ideal learning environment. Time frame: Activity: Tell Me Your Wish As a student, you have, for sure, something in your mind when we talk about the learning environment. Share to us your ideal classroom by describing it using the chart below: My Ideal Classroom Analysis How important is it to have a conducive learning environment? What makes a learning environment conducive for learning? How important it is to consider a gender sensitive classroom? _____________________________________________________________________ _____________________________________________________________________ 24 | P a g e _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ Abstraction “To heredity, the child owes his possibilities. However, to environment, he owes the realization of these possibilities.” The Learning Environment consists of the physical environment as well as the psychological atmosphere or the socio- emotional climate which is mainly a product of the interaction and relationship between the teacher and students and among the students. PSYCHOLOGICAL CLIMATE PHYSICAL ENVIRONMENT Physical environment includes: includes the physical 1. Safety condition of a classroom, the 2. Relationship (respect, arrangement of furniture, school engagement, seating arrangement, the social support classroom temperature and 3. Teaching and lighting. learning Pine and Home (1990) described a facilitative learning environment for learning. It is one: which encourages people to be active; which one promotes and facilitates the individual’s discovery of the personal meaning of idea; which emphasizes the uniquely personal and subjective nature of learning; which difference is good and desirable; which consistently recognizes people’s right to make mistakes; which tolerates ambiguity; which evaluation is a cooperative process with emphasis on self-evaluation; which encourages openness of self rather than concealment of self; which people are encouraged to trust in themselves as well as in external sources; which people feel they are respected; which people feel they are accepted; 25 | P a g e  which permits confrontation; and necessary in the full development of the cognitive and appetitive faculties of the learner. Application Using your answers on the previous activity, show us your ideal classroom through a drawing. Do this in a bond paper. CONGARTULATIONS! You have finished Lesson 3. ********************************************************************* Let’s Assess! Put the word/s that best describe the learner, teacher, or learning environment inside the Venn diagram learner learning environment teacher - learning - multiple intelligences - imagination - professional - feelings and emotions - tolerates ambiguity - learning style - intellect 26 | P a g e  SUMMARY The learner is an embodied spirit. S/he is equipped with faculties or powers – cognitive and affective. The exercise of these cognitive and appetitive powers with which every learner is fundamentally equipped varies from learner to learner on account of his/her ability, aptitude, interest, home background, and attitude. The competent and committed teacher facilitates learning who is also a licensed teacher with dignity and reputation. Her/his competence enables her/him to manage the learning environment to create an atmosphere conducive for learning. The learning environment is a product of the physical, psychological as well as social atmosphere created by the interaction between teacher and the learners and among the learners themselves. A conducive learning environment is necessary in the full development of the cognitive and appetitive faculties of the learner. GOOD JOB! You have finished Module 2. See you on the next module! References Brenda B. Corpuz Ph.D., Gloria G. Salandanan Ph.D. (2015). Principles of Teaching 1. pp. 1- 30.Quezon City, Metro Manila: LORIMAR PUBLISHING INC. 27 | P a g e