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Math

I apologize, upon reviewing the document I do not see enough context to summarize it in 3 sentences or less. The document appears to be discussing instructional planning models but does not provide enough specific details about its overall purpose or content to summarize concisely.

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Eissej Dawn Echon
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189 views

Math

I apologize, upon reviewing the document I do not see enough context to summarize it in 3 sentences or less. The document appears to be discussing instructional planning models but does not provide enough specific details about its overall purpose or content to summarize concisely.

Uploaded by

Eissej Dawn Echon
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Wesleyan University – Philippines

Maria Aurora, Aurora


Second Semester 2021-2022

TEACHING MATH IN THE INTERMEDIATE GRADES


BEED MATH 2

Unit 2 INSTRUCTIONAL PLANNING


Lesson 3 Instructional Planning Models
Name: EISSEJ DAWN T. ECHON
1. Do you think the ADIDAS or the 5 E’s model is applicable to planning
any lesson in Mathematics? Explain your thought.

- YES, because ADIDAS and 5 E’s model are the two of many
instructional planning models in mathematics, it is applicable to planning
any lesson in mathematics because they are both designed to
supplement the day to day planning, teaching, and evaluation activities
of teachers.

CHALLENGE 2. What if, in the school where you will be employed, a different
instructional planning model is used. Do you think you will have a hard
time adjusting? Explain.

-YES, because if I used a different instructional planning model, I would


have a hard time ensuring that I was adequately prepared to meet the
educational goals of all of my students. It will be difficult for me to give
insight into the objective that I am trying to achieve with the lesson if I
use a different instructional planning model.

HARNESS Refer to a Mathematics Lesson Plan in Primary Grades and do the following:
1. Extract parts of the lesson plan that exhibits the components of:

A. ADIDAS

Activity. The session begins with an activity that is connected to the


topic of the session. This is meant to introduce the topic to the
participants using interactive exercises. Trainers design this beforehand
to illustrate some of the issues that they want the participants to start
thinking about.

Discussion. In this part of your session, everyone talks about what they
thought of the activity they just completed. The trainer should prepare
questions to guide the activity along and get participants thinking.

Input. In a traditional classroom, the Input is where the teacher lectures.


However, in a constructivist classroom, this is the part where the
students would share the concepts that they learned based on the
activity and the discussion. Nevertheless, no matter which learning
theory is applied in the lesson, this is the part where the concepts are
clearly established.
Deepening. In technical training, this is usually the hands-on segment of
a session, where participants have the opportunity to setup and begin
using a particular tool or application, or practice a skill or habit.

Activity Activity. In mathematics, this is the part where the students


verify what they have just learned by solving mathematical problems.
Depending on the need, the students may be engaged in guided
practice and/or individual practice. Sometimes, the teacher facilitates
games in this part of the lesson.
Synthesis. The last part of the ADIDAS model is the Synthesis. Here the
students are given the opportunity to express what they have learned by
verbally giving a summary of what transpired in class and what they
have learned. The students may also be given a short assessment to
give the teacher feedback on what they have learned.

B. 5 E’s

Engage. The teacher uses short activities to promote curiosity. The


activity must connect prior knowledge to new learning experiences in
order to expose any misconceptions and prepare students for new
learning

Explore. A lab investigation or hands-on activities are usually introduced


in this phase as students attempt to investigate a problem. Conflicting
ideas, questions, and confusion are common and help students identify
what they need to know before new terms or concepts are introduced in
the Explain phase.

Explain. With the teacher’s guidance, students explain the concepts


they explored in the previous phase and demonstrate their
understanding of the new terms that were introduced. Depending on the
topic and the grade level, teacher-led instruction might be necessary to
address any confusion and questions that came up in the Explore
phase. Questions can make learning more meaningful, interactive, and
participatory.
Elaborate. Students apply their knowledge to new experiences and
extend their conceptual understanding as they solve a problem in a new
context before evaluation in the last phase of the 5E model. Elaboration
activities can take place during classroom time, or they can be a
homework assignment.

Evaluate. Students evaluate their learning and demonstrate their


understanding and mastery of key concepts. Evaluation doesn’t have to
be limited to a quiz or test.

2. Are there components of the ADIDAS/ 5 E’s model that were not
reflected in the lesson plan? If you are to fill in these missing parts, what
would you write?

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