GROUP IV

MOTIVATIONAL ACTIVITY

The day before yesterday I was 25 and the next year I will be 28. (This is true only one day in a year.) When was I born?

ANSWERI was born on December 31st and spoke about it on January 1st.

In the following "equation" 101 - 102 = 1 move one numeral, in order to rectify it.

ANSWERMove the numeral 2 half a line up to achieve

101 – 10^2 = 1

101 – 100 = 1

Unusual ParagraphHow quickly can you find out what is

unusual about this paragraph? It looks so ordinary that you would think that nothing was wrong with it at all and, in fact, nothing is. But it is unusual. Why? If you study it and think about it you may find out, but I am not going to assist you in any way. You must do it without coaching. No doubt, if you work at it for long, it will dawn on you. Who knows? Go to work and try your skill.

ANSWERThe paragraph does not contain a single instance of the letter "e", the most common letter in the English language.

A man ate an egg each day.He did not have any chickens at home.He never bought, borrowed or stole chicken eggs. 

 Question: How is this possible ?

ANSWERThey were ostrich, goose, fish, quail ..etc...eggs

A man states that he is able to predict the score of any football game even before the game begins.Question : How is this possible ?

ANSWER0 to 0 at the start of all games

A doctor in Paris has a brother in Toronto who is a lawyer.The lawyer does not have a brother who is a doctor in Paris.

Question: How is this possible?

ANSWERThe doctor is a woman.

DIFFERENT APPROACHES AND METHODS

Direct/Expositive Instruction Approach

Prepared By:

Jonel Pagalilauan

BSE Math

DIRECT INSTRUCTION It is a way of teaching

which is aimed at helping students acquire some basic skills and “ procedural knowledge”. It is teacher-directed and teacher dominated.

The steps to employ the Direct Instruction:

1. Provide rationale

2. Demonstrate the skill

3. Provide guided practice

4. Check for understanding and provide feedback

5. Provide extended practice and transfer

Instructional Characteristics1. The strategy is teacher-directed.

2. The emphasis is on teaching of skill.

3. It is taught in a step-by-step fashion.

4. Lesson objectives include easily observed behaviors that can be measured accurately.

5. It is a form of learning through imitation (behavioral modeling).

Guidelines for Its’ Effective Use

1.) The students must be given ample time for practice.

2.) They must be included in the planning stage since this technique is highly task-oriented and aimed at mastery of every step. The lesson objectives are student-based.

3.) Describe the testing situation and specify the level of performance expected.

4.) Divide complex skills and understanding into subskills or into its’ component steps.

5.) Design own strategy in teaching each skill.

6.) Before the demonstration, carefully rehearse all steps. The steps should be observed and followed.

7.) Assign practice for short periods of time, then continue learning by imitating others.

8.) Provide feedback and encouragement through praises.

9.) Be able to construct good performance-based tests.

The Procedure

1.) Explain the rationale and objectives of the lesson.

2.) Provide motivation and draw commitments from them.

3.) Conduct the demonstration.

4.) Assign practice for short periods of time. Continue practice to the point of overlearning for complete mastery.

5.) Provide feedback.

6.) Focus on performance evaluation rather than on pencil-and-paper test. The student should be able to exhibit the skill mastered.

DEDUCTIVE METHOD

It is teacher-dominated. It begins with the abstract rule, generalization, principle and ends with specific examples, and concrete details.

Advantages of Deductive Method

1.) Coverage of a wider scope of subject matter

2.) No bother on the part of the teacher to lead learners to the formulation of the generalization or rule.

Disadvantages of Deductive Method

1.) It is not supportive of the principle that learning is an active process.

2.) Lesson appears uninteresting at first.

Inductive Method

It is less teacher-directed than the deductive method. It begins with the specific details, concrete data and examples and ends with an abstract generalization rule, or principle.

Advantages of the Inductive Method

1.) The learners are more engaged in the teaching-learning process.

2.) Learning becomes more interesting at the outset because we begin with the experiences of our students.

3.) It helps the development of our higher-order-thinking-skills (HOTS).

Disadvantages of the Inductive Method

1.) It requires more time and so less subject matter will be covered.

2.) It demands expert facilitating skills on the part of the teacher.

DEMONSTRATION METHOD

It is teacher-dominated. The teacher shows how to operate, manipulate an equipment while the class observes.

Guidelines for Its’ Effective Use

BEFORE

1.) The demonstrator/s must be well selected.

2.) When planning the activities make sure that the materials are easily available.

3.) Get ready with the equipment and tools to be used.

4.) The demonstrator must try several times before the activity for a smooth sequencing of the steps as well as accuracy of the result.

5.) The observers must prepared and motivated to ensure concentration throughout the activity.

6.) The demonstrators must be ready with on-the-spot revisions.

7.) Arrange the observers around the demonstration area or at a distance where they will be able to observe fully what is going on.

8.) Depending on the kind of demostration to be undertaken, pointers or questions may be given to focus their attention and avoid inelevant observations.

DURING

1.) The place must be quiet.

2.) Extreme care must be taken.

3.) No interruptions in the activity.

4.) They are allowed taking down notes or record some data.

AFTER

1.) Allow some questions which bothetrd them during the demonstration.

2.) An examination of the observed data and all information recorded follows.

3.) Have an analysis of trends, patterns or uniform occurences.

4.) The conclusion or summary must be cooperatively undertaken by the whole class.

5.) Assess learning.

ADVANTAGES

1.) It follows a systematic procedures,hence students will be able to learn fro a well-tried procedure.

2.) The used of expensive equipment and machines will be maximized.

3.) Possible wastage of time, effort and resources.

4.) It will not result to trial-and-error learning.

5.) The findings are reliable and accurate since the procedure has been tried before.

6.) The value of confidence is developed among demonstrators.

7.) Curiosity and keen observing ability are instilled among the observers.

GUIDED/EXPLORATORY APPROACH

Reported by: Sheela Orduña(BSEd-English)

INQUIRY APPROACH

GUIDED/ EXPLORATORY APPROACH

OUTCOMES OF INQUIRY TEACHING Teachers are likely to doubt whether they

are gaining a clear understanding of the content being introduced

Its dependence on first-hand experience with objects and phenomena occurring in the environment is in agreement with the most often cited theory of Piaget on intellectual development

It develops initiative and divergent thinking

A deep sense of responsibility is developed

Facts and concepts that children discover by themselves become stored as part of their permanent learning

Experiencing success in discovery lessons builds up the children’s feeling of confidence

Participation in inquiry activities strengthens one’s intellectual capabilities

PROBLEM SOLVING METHOD

GUIDED/ EXPLORATORY APPROACH

PROBLEM SOLVING METHOD Employs scientific method in

searching information Used most often in science and

mathematics classes

ADVANTAGES

PROBLEM SOLVING METHOD

ADVANTAGES OF PROBLEM SOLVING METHOD It is most effective in developing skill in

employing the science processes The scientific method can likewise be used

effectively in other non-science subjects The student’s active involvement resulting

in meaningful experiences serves as a strong motivation to follow the scientific procedure in future undertakings

problem—solving develops higher level thinking skills

A keen sense of responsibility, originality and resourcefulness are developed, which are much-needed ingredients for independent study

The students become appreciative and grateful for the achievement of scientists

Critical thinking, open-mindedness and wise judgment are among scientific attitudes and values inculcated through competence in the scientific method

The students learn to accept the opinions and evidence shared by others

PROJECT METHOD

GUIDED/ EXPLORATORY APPROACH

PROJECT METHOD

“hands-on” method It requires students to present in

concrete form a learned concept or principle

Sometimes referred to as “self-directed study”

ADVANTAGES

PROJECT METHOD

ADVANTAGES OF PROJECT METHOD It emphasizes “learning by doing” Constructive projects develops the

students’ manipulative skills The planned design tests the student’s

originality, they become resourceful and innovative

It can be employed among students who are weak in oral communication

The completed project adds to one’s feeling of accomplishment and satisfaction

It instills the values of initiative, industry and creativity

Working on a project in groups develop the spirit of cooperation and sharing of ideas

In addition to a learning concept, students become productive and enterprising.

METACOGNITIVE APPROACH

METACOGNITIVE APPROACH Makes students think about their

thinking It has something to do with

monitoring their own cognitive processes

EXAMPLES

METACOGNITIVE APPROACH

EXAMPLES

Making students conscious of their thought processes while thinking Subvocalizing helps make problem-

solvers effective Having students describe what is

going on in their minds Having students identify what is

known in a situation or problem

CONSTRUCTIVIST APPROACH

CONSTRUCTIVIST APPROACH Learning is an active process that

results from self-constructed meanings Meaningful connection is established

between prior knowledge and the present learning activity

Every individual constructs and reconstructs meanings depending on past experiences

REFLECTIVE TEACHING

Prepared By: Ma. Nora Candari

REFLECTIVE TEACHING

It is anchored on the ability of the teacher to guide students to reflect on their own experiences in order to arrive at new understandings and meanings

It involves a thoughtful analysis of a teacher’s actions, decisions and results of teaching

According to Dewey;“reflective teaching is a behavior which involves active, persistent and careful consideration of any beliefs or practice”

Learning that results from reflective teaching is best described as one borne of experiences that have been deeply thought of, analyzed and evaluated.

Reflection is inseparable from experience

Experience is not yet best learning, reflection is…

INSTRUCTIONAL CHARACTERISTICS

INSTRUCTIONAL CHARACTERISTICS

3 KEY CHARACTERISTICS ACCORDING TO SCHULMAN (1990):

An ethic of caring

A constructivist approach

Tactful problem solving

Ethic of Caring

Refers to the teacher’s expression of thoughtfulnessGuided by three effective ways:

Confirmation- a teacher takes time to help student discover their individual inclinations and capitalize them.Dialogue- to talk honestly and openly about one’s innermost concernsCooperative practice- facilitates learning through counseling and guiding rather than just imparting knowledge.

STRATEGIES

REFLECTIVE TEACHING

STRATEGIES

Self-analysiskeeping a record of success or failure, problems and issues confronted, and significance of learning events that occurred to help analyze and clarify important aspects that can help in making decisions towards effective teaching

Self-analysis in students is when s/he reflects on why s/he failed or succeeded at some task

STRATEGIES

Writing JournalsReveals feelings about the day’s activitiesFor a student, s/he enters in his journal/diary his own self-analysisA journal entry includes:

A description of the teaching/learning eventOutcomes of the eventValue or worthiness of the outcomesCauses of success or failures

STRATEGIES

Keeping a PortfolioA very personal document which includes frank, honest and on-the-spot account of experiences

Includes first hand observations and personal knowledge

STRATEGIES

Observation of student’s responsesSome questions to be answered:

Did I motivate them enough to continue on?

Are the students learning from the activity? Why or why not?

Am I relating the lesson to their knowledge and interests? How can I do better?

How good was my classroom management skill?

STRATEGIES

Questions at the End of Every Lesson:Did anything significant occur? If so, describe why it happened.

Was the strategy I used the most effective one? What other strategies might have been effective?

Did I exhibit flexibility in modifying my lesson according to their responses?

What have I learned about my own teaching? Have I become a better teacher?

COOPERATIVE LEARNING APPROACH

COOPERATIVE LEARNING APPROACH

Makes use of a classroom organization where students work in groups or teams helping each other learn but keeping each individual member accountable for his/her learningLearning environment is characterized by strong motivation and smooth interpersonal interactions.

CHARACTERISTIC FEATURES

COOPERATIVE LEARNING APPROACH

CHARACTERISTIC FEATURES

It has two important components:A cooperative incentive structure- one or two individuals are interdependent on rewards

A cooperative task structure- two or more individuals are allowed, encouraged or required to work together to complete a task.

PEER TUTORING/ TEACHING

PEER TUTORING/ TEACHING

It is learning with the help of a classmate tutor who belongs more or less to the same age group

“the best way to learn something is to teach it”

Makes students teach each other in a “Pair, Think, Share!” manner

DIFFERENT TUTORING ARRANGEMENTS

PEER TUTORING/ TEACHING

DIFFERENT TUTORING ARRANGEMENTS

INSTRUCTIONAL TUTORING- older students help younger ones in a one-to-one or one-to-a group basisSAME AGE TUTORING- works well with children who can act as interactive pairsMONITORIAL TUTORING- monitors are assigned to lead a groupSTRUCTURAL TUTORING- highly structured tutoring is administered by trained tutorsSEMI-STRUCTURED TUTORING- the tutor guides his/her tutee through a carefully-planned learning guide but is free to modify it according to the tutee’s own interests and skills

PARTNER LEARNING

PARTNER LEARNING

Learning up with a classmate as partner for learning

Can be employed when students rehearse what they have learned and explore their understanding of content with a partner

VARIOUS FORMS of VARIOUS FORMS of MEDIAMEDIA

Prepared by:Prepared by:Jade A. Adorna Jade A. Adorna

&& Ranilyn TiozonRanilyn Tiozon

AUDIO RecordingsAUDIO Recordings

Audio recordings include Audio recordings include tapes, records and compact tapes, records and compact disc. Tapes maybe in form of disc. Tapes maybe in form of teacher-recorded, student-teacher-recorded, student-recorded or ready made recorded or ready made tapes that are commercially tapes that are commercially produced.produced.

Advantages:Advantages:

Improve listening skillsImprove listening skills Easy to operateEasy to operate Safe way of storing informationSafe way of storing information Can be used for big or small groupsCan be used for big or small groups Best used to improve speech skillsBest used to improve speech skills Lessen distraction when used with Lessen distraction when used with

headphonesheadphones

Disadvantages:Disadvantages:

Extended use may bore Extended use may bore studentsstudents

Costly compared to actual Costly compared to actual oral presentationoral presentation

OVERHEAD ProjectorOVERHEAD Projector By using an overhead By using an overhead

projector, a transparency can projector, a transparency can show pictures diagrams and show pictures diagrams and sketches at a time when they sketches at a time when they are needed in discussion are needed in discussion

Advantages:Advantages:

Transparencies can easily Transparencies can easily prepared by the teacher or prepared by the teacher or the students.the students.

OHP is easy to operateOHP is easy to operate OHP presentation can be OHP presentation can be

used with large or small used with large or small groups.groups.

BULLETINBULLETIN Boards Boards

A bulletin board is usually A bulletin board is usually stationary on a wall or it stationary on a wall or it can be movable. The can be movable. The surface is made of cork or surface is made of cork or soft wall boards for easy soft wall boards for easy attachment display items.attachment display items.

Advantages:Advantages:

It can present a preview of the It can present a preview of the lesson to be presented as a lesson to be presented as a way of motivating the studentsway of motivating the students..

The attractive display can add The attractive display can add life and color to a drab room life and color to a drab room atmosphere.atmosphere.

A display can allow a number of A display can allow a number of students to browse over its students to browse over its contents at the same time.contents at the same time.

CHALKBOARDCHALKBOARD This includes not only This includes not only

those with flat and wide those with flat and wide surfaces but also the surfaces but also the portable types which can portable types which can be moved or even serve be moved or even serve as dividers.as dividers.

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Advantages:Advantages:

It is easily availableIt is easily available It is inexpensive and easy to It is inexpensive and easy to

installinstall The attention of the class The attention of the class

can easily be held and can easily be held and focused, it being located focused, it being located usually in front of the room.usually in front of the room.

CHARTSCHARTS Charts may be in the form of Charts may be in the form of

maps, graphs, photographs maps, graphs, photographs and cut-outs. They may be and cut-outs. They may be prepared graphic devices or prepared graphic devices or posters.posters.

Advantages:Advantages:

o Charts ban be used over and Charts ban be used over and over again.over again.

They can be moved easily from They can be moved easily from one place to another.one place to another.

Colored charts are more Colored charts are more attractiveattractive

Charts can be made by Charts can be made by students.students.

MOCK-UPSMOCK-UPS

A mock-up is a replica or A mock-up is a replica or an object that maybe an object that maybe larger or smaller in scale. larger or smaller in scale. If is intended to show the If is intended to show the essential parts which are essential parts which are made detachable.made detachable.

Advantages:Advantages:

It can be constructed by the teacher It can be constructed by the teacher since she knows which part should be since she knows which part should be emphasized. In a mock-up structure emphasized. In a mock-up structure of a flower the detachable parts could of a flower the detachable parts could be the pistil and the stamen.be the pistil and the stamen.

It is a way of focusing observations It is a way of focusing observations on the desired part to be studied as on the desired part to be studied as well as the functional relationships of well as the functional relationships of the parts.the parts.

Assesment of LearningPrepared By: Jacqueline Talaugon

and Jenalyn Segun

“If the proof of the pudding is in the eating, then the proof of learning is results obtained from assessing.”

Guiding Principles in the Assessment of Learning

1.) Assesment of learning is an integral part of the teaching-learning process.

2.) Assessment tool should match with performance objective.

3.) The results of assessment must be fed back to the learners.

4.) In assessing learning, teachers must consider learners, learning styles and multiple intelligences and so must some up with a variety of assessing learning.

5.) To contribute to the building of the culture of success in the school, it is pedagogically sound that in our assessment techniques we give some positive feedback along with not so good ones.

6.) Emphasize on self-assessment.

7.) If we believe that our task as teachers is to teach all pupils/students, and that it is possible that all students, even those from limited backgrounds, will have access to opportunities and therefore can achieve, then the bell curve mentally must be abandoned.

8.) Assessment of learning should never be used as punishment or as a disciplinary measure.

9.) Results of learning assessment must be communicated regularly and clearly to parents.

10.) Emphasize on real world applications that favors realistic performances over out-of-context drill items.

Assessment in Different Phases of Instruction

Prior to Instruction - You may give

pre-teaching assessment to determine

where your students are in relation to

your lesson.

During Instruction

There are many ways by which learning can be

assessed in the process of teach:

* by posing oral question or by observing

them as they perform classroom activities or

exercises

* giving quiz

After InstructionAfter Instruction

After you spent an hour or less

teaching you would like to find out

proof of learning. You will do

formative evaluation.

• Appropriate Assesment Tools

1. The teacher-made test or the paper-pencil test

-it is the most common tool used to assess learning.

2. Autnentic tools and assesment – this method examines the students’ ability to apply knowledge in performing a task that is exactly what is existing in real life.

*Performance Test - is for assessing

of skills learned.

* Portfolio Assessment - it is a method of collecting and

evaluating a variety of student work.

EX.

TYPES OF PORTFOLIO

1.) Best Work - this type encourages self-assessment and illustrate what he is capable doing.

2.) Scrapbook type-- It includes tests, check-list, observations and rating scales chosen by both student and teacher.

3.) Evaluation Portfolio - this

collection of work that could

indicate student learning,. such

as examination, booklets,

written report.