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Notes-1 - ...

Bachelor of Elementary Education (Pangasinan State University)

Studocu is not sponsored or endorsed by any college or university

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EGE 8 - Teaching Mathematics in the as the cause of changes in observable behaviors of

students (Mc Inerney & Mc Inerney, 2010)
Intermediate Grade
Goals and Objectives of Mathematics in the K-12 • Learning offers from classical conditioning which
BEC for the Intermediate Grades 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
Upper Elementary Mathematics (4-6)/ antecedents (Mc Inerney & Mc Inerney, 2010)
Intermediate Grades
Students at the upper elementary grades of 4 to 6
• The students are taught in teacher-centered lessons
enter their adolescent years – years that are marked by a
or with direct instruction.
lot of psychological and physical changes in their bodies.
Cognitively, they are ready for a more experimental
• There is a large possibility that the students will learn
approach to learning. They are more adept with
manipulations and are ready to do more than explore. the procedural content and not the concept content.

Mathematics at these grade levels is of a different • Students are also extremely motivated in this form
nature. The following characteristics mark the kind of of teaching.
mathematics learned:

• Exploration and experimentation

• Well-defined algorithms and procedures Constructivism
• Transition from informal to formal language • Students actively engaged in the lessons by asking
• Problem-solving questions based on prior knowledge to construct
new knowledge and understanding. The knowledge
they develop will have a contextual element that will
Learning Theories in Teaching Mathematics allow it to be more meaningful to students.

• Being a 21st Century mathematics teacher is not • Siemon, Beswick, Brady, Clark, Faragher, & Warren,
easy, he or she must be able to teach using different (2011) define the constructivist approach as
strategies and be able to guide students in their 'envisaging learners actively interacting with their
learning. environment: physical, social, and psychological,
third floor the focus is on the individual and active
• Learning mathematics enriches lives and creates agent in the construction of mathematical meaning
opportunities for all individuals. It develops the on the basis of the prior knowledge and experience
numeracy capabilities that all individuals need in they have. Inquiry or problem solving allows student
their personal, work and civic life, and provides the to view content in a more realistic way as the
fundamentals on which mathematical specialties and analysis and create resolutions to the problems (Mc
professional applications of mathematics are built. It Inerney & Mc Inerney, 2010)
is important that individuals know and understand
more than just the basic procedural skills of • Direct instruction is useful for teaching the order of
mathematics but also the concepts behind it. operations, new procedures and revising those
procedures which have been taught previously.

Approaches in Teaching Mathematics • Inquiry is used for problem solving based questions
where students are using prior knowledge to work
Behavioral their way to a resolution.
• The behavioral approach or behaviorism refers to a
• However, there are some issues associated with
theory of learning that is focused on external events
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 ➢ Learning builds on the learner's prior
more learner-focused and can cater to these issues. knowledge and the approach is a constructive
As noted previously, the constructivist approach is a process.
learner-centered approach that allows students to ➢ Learner involves in the processes to ensure
engage and expand on their own knowledge. self-regulated and self-directed process.
Consequently, this means that students are learning ➢ Learning is grounded in the context of the
at their own pace and to their own learning interests, learners and fundamentally soci; a, process.
even if this means not answering to content interaction and communication are open and
descriptions. It also means that students might basic elements of learning process.
develop their own conceptual understanding of ➢ Learning is more than the acquisition of
concepts and ideas. students in turn become focused knowledge. It is collaborative, involves
on their own interests instead of what the task is interaction and enculturation with community
asking. This then means that student outcomes of practitioners. Collaboration with experts is
might not be met or will not be achieved at a high basic.
academic level. As this approach is primarily learner- ➢ The learning processes do not only require
centered, there are ample opportunities for students cognitive but also motivational and emotional
to work in pairs, groups or in a whole-class domains.
discussion that can lead to ‘lack of student
involvement and boredom’ (marsh, 2010, p.137). The following are some recommendations on how to
Also, it is very easy for unconfident students to be apply constructivism in teaching mathematics:
dominated by confident students during group work
• Pose problems that are relevant to the learners;
or activities. As viewed in this paper, the implications
• Use big concepts than segmented or disjoint topics.
for these approaches are both positive and negative.
It invites the learners to participate irrespective of
learning styles and dispositions;
• Create situations that will reveal the learner's point
DepEd (2016) specifically noted constructivist theory of view. The teacher must create opportunities for
as the backbone of the curriculum. according to DepEd, this to occur and must be willing to listen to the
knowledge is constructed when the learner is able to draw learner's reasoning and thinking processes; and
ideas from his/her own experiences and connect them to • Use authentic assessments, which include
new ideas. interaction between the teacher and learner and
learner and peer.

Who conceptualized constructivism?

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.

• Constructivism was conceptualized by educational

theorist Jean Piaget.
• Piaget believed that young children learn by BF skinner’s operant conditioning
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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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 problem solving and the level of potential
formation of new mental structures needed to development as determined through problem solving
accommodate new informations under adult guidance or in collaboration with more
• When a child experiences a new event disequilibrium capable peers
set in until he was able to assimilate and • This zone is seen as the gap between the actual
accommodate the new information and thus attain development level and the potential level a learner
equilibrium can reach
• The way this phone can be crossed is true with jason
by a more competent peer
4 Phases of Development • "more knowledgeable other", (MKO). The MKO in
community of practice might be a teacher who
1) Sensor-motoric Phase (0-24 months) represents a keystone species (master teacher). The
• Use of reflexes role of keystone species as mediator is that of
• First habits and primary circular reactions providing collaborative dialogue and scaffolding to
• Coordination of vision and understanding assist other in their development
• Coordination of secondary schemes and • Motivation according to this theory is seen as both
application to new situations extrinsic and intrinsic and teachers learned through
• Differentiation of action schemes and solving of teamwork and gain knowledge as they develop by
some problems by deduction 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 • Reflects at teaching philosophy that promotes
practical classroom task and activities. learning by doing.
o Ex. Lead, Practice, Engage, Write, Communicate, • The strategy allows children to practice guided
Observe, Listen 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 Systems compatibility of MOODLE

Flexible Learning Environment While Moodle presents certain common features

in almost all similar e-learning tools, it also provides
Online Communities of Learning and Online certain plug-in options. As an e-learning platform, Moodle
Resources with Different Collaborative Projects features:

o Blogs
o Chats
Flexible Learning Environment o database activities
o glossaries
• Flexible learning requires a balance of power
o support systems enabling the functioning in
between institutions and students and seeks to find
multiple languages.
ways in which choice can be provided that is
o content management
economically viable and appropriately manageable
o regular examination and assessment
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. Google Classroom
• Learning space becomes virtual or mediated. • Google Classroom is a suite of online tools that
• Library has also become virtual. 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
Online Distance Learning eliminate paper in classes and to make digital
learning possible.
• It is an educational process where students receive • It was initially planned for use with laptops in
instruction through online classes, video recordings, schools, such as Chromebooks, in order to allow the
video conferencing, or any other audio/visual teacher and students to more efficiently share
technology medium. information and assignments.
Why should we use Distance Learning?

• Students living in rural areas or those unable to Google Classroom Assignment

attend traditional classes utilize distance learning.
• Students from all over the world can enroll in online • Google Classroom has a lot of options but, more
courses offered at specific colleges. importantly, it can allow teachers to do more to help
• Companies utilize distance learning programs to educate students remotely or in hybrid settings. A
train employees, especially those working in distance teacher is able to set assignments and then upload
regions. documents that explain what is required for
completion, and also provide extra information and
a place for students to actually work.
Different Platforms in Online Distance Learning • Since students receive an email notification when an
assignment is waiting, it's very easy to maintain a
• These are free programs designed for educational schedule without the teacher having to repeatedly
purposes. contact the students.
• patterned after the instructional activities of a • Since these assignments can be designated ahead
teacher in a physical classroom. of time, and set to go out when the teacher wants,
it makes for advanced lesson planning and more
flexible time management.
Moodle
• Moodle is a free software, a learning management Edmodo
system providing a platform for e-learning, and it
helps the various educators considerably in • Edmodo is an educational network that aims at
conceptualizing the various courses, course providing teachers with tools to help them connect
structures and curriculum thus facilitating interaction and communicate with their students and parents.
with online students. Via the Edmodo app or website, teachers can share
• Moodle was devised by Martin Dougiamas and since content, texts, videos, homework and assignments
its inception, its primary agenda has been to with their students online. Online tools to help
contribute suitably to the system of e-learning and teachers administrate their classes have recently
facilitate online education and attainment of online grown in popularity – they are known as Learning
degrees. Management Systems (LMSs).
• Moodle actually stands for Modular Object-Oriented
Dynamic Learning Environment and statistics reveal How to Use Edmodo?
that about 14 million consumers are engaged in
1. Before creating classes on Edmodo, teachers need
about 1.4 million courses propagated by this learning
to create an account, which can be connected to
management system.

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their existing accounts from other service providers • Synchronous classrooms use web and
(outlook, Google, Facebook). videoconferencing technologies — like Google
2. Enter your name, surname, create a password. Meet, Google Hangouts, or Zoom — to create
3. enter the class code, which should be provided by learning spaces. Teachers may choose synchronous
the teacher. delivery over asynchronous formats because the
format allows a more conversational approach,
• With your account, you can create groups and especially if the material requires instant feedback
invite students and parents to join. In the groups, and discussion.
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 Asynchronous
stored in a section called My Library.
• While most asynchronous classes still have
submission deadlines, students can connect with
Schoology materials, peers, and instructors on their own
schedules, often over an extended period of time.
• Schoology is like a teacher's website or an extension Teachers may prescribe an order of operations for
of their classroom online. Announcements, special the materials, but learners can often choose how
dates, pictures, newsletters, discussions, lessons, much or how little time they spend in each area.
videos, etc. could all be on a teacher's Schoology • Asynchronous classrooms often feature
page. Students are enrolled in Schoology by the prerecorded lectures that students watch
school through our PowerSchool, student independently. Teachers post video or audio files
information system. Students log into Clever to and lecture notes online for learners, and then post
access Schoology. quizzes on the material to ensure students followed
• Schoology's improved integration with Google and up with watching or listening to it.
Microsoft opens new doors for creating a more
engaging curriculum that fits with tools
teachers already use. Google slides or docs are a Blended Learning
snap to attach or embed into a class page. Schoology
even creates a unique copy for each individual as 1. Face-to-Face Driver – Instruction is provided in a
they open the assignment link. computer laboratory or assigned tasks are uploaded
online
2. Rotation – Traditional face-to-face learning and
Mooc online learning
3. Flex – Sessions can be arranged into synchronous
• A massive open online course (MOOC) is a model for and asynchronous.
delivering learning content online to any person who 4. Online Lab- uses an online platform in delivering the
wants to take a course, with no limit on attendance. 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-
Synchronous and Asynchronous Learning and-mortar classroom classes.
6. Online Driver – utilize a platform and a teacher that
• Synchronous classes run in real time, with students delivers all curricula.
and instructors attending together from different
locations. Asynchronous classes run on a more
relaxed schedule, with students accessing class Online Communities of Learning/Social
materials during different hours and from different
Networking
locations.
• Online learning allows people to study in new and What is Networking?
exciting ways, but the best type of online learning
comes down to personal preference. Synchronous • A network is defined as that group of individuals
virtual classrooms operate much like traditional who communicates and connects on a regular
classrooms, with set study schedules and live basis.
discussions. Asynchronous classrooms look a little • If an individual has a personal network of people,
different, as students digest the instruction and one can tap on the potential contacts for social,
communicate with each other on their own time. educational or professional purposes.

Social Networking Platforms

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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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 • Cf used like these are effective because they give
and how that learning will be measured. students a non-threatening way to shoulder through
• Sometimes our objectives are dictated by others level of comprehension (no student wants to risk
(e.g., a ministry, the school administration, or a being the only person to say "No" when the teacher
language coordinator); however, we should always asked if everyone understands) while allowing the
try to develop objectives for both content and teacher to quickly scan the classroom to gauge
language. comprehension.
• The objectives you write should be clear, • Using CFU's is an effective way to gather data on
measurable, and attainable. student progress and comprehension.
o Example: students will be able to write a
paragraph about your favorite place
o The students will be able to write a paragraph So, what should the teacher do with this data?
with five complete sentences, using five
adjectives in describing their favorite place. • Once again, an enhanced understanding of student
progress and needs you can quickly adjust three
• By including content and language learning areas: teacher talk, student tasks, and materials used
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 Adjustments On Teacher Talk
students by providing them with a better
understanding of what they should be able to Adjust wait time.
produce and how that can be achieved.
• Teachers can lengthen do you wait time in order to
allow students time to process information
understand the question are prompts and so on
Learning objectives are for many stakeholders, teachers,
students, academic departments, administrators, and Repeat and Rephrase
even parents.
• Teacher can both repeat and or rephrase the
The most effective learning objectives and activities lead information they are giving. Doing this has the added
to engage in students in the use and practice of authentic benefit of offering a second listening and more time
language. to process information.

An effective learning environment is not only positive but Ask Probing Questions
also focused.
• Teachers can ask questions to receive more
Creating clear, measurable, and attainable learning information (e.g., "what else...?", "Why do you
objectives is an essential practice in ensuring that think...?", "How do you know...? "Can you tell us more
students are making appropriate gains and their language about...?", "Do you agree...?", "Why...?").
learning. • 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
Principle 4: Adapt Lesson Delivery as Needed. the language through expressing their opinions-
another positive skill worth developing.
• In a sense, this principle is about gathering data. The
Adjust The Pace
gathered data can be used to monitor student
progress as well as to make adjustments to lesson • Teachers can speed up or slow down the pace of their
planning. The principle recommends that teachers speaking, based upon data gathered from CFU’s.
"continually assess as they teach-absorbing and
reflecting on learners’ responses to determine Smile
whether students are reaching the learning
• Don't forget the power of a smiling as discussed
objectives".
earlier. A smiling teacher can decrease anxiety for
• Monitoring student progress can take place in
students, encourage them to continue their efforts to
various ways, but a simple method is by using checks
spite possibly not understanding fully and promote a
for understanding (CFU's)
positive classroom culture.
• 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 Principal 5: Monitor and Assess Student Language
the teacher finds out that many students or even all Development
of them did not understand.
• 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
Simple CFU's principal recommends that teachers "continually
assess as they are teach-observing and reflecting a
• Thumbs up
learners’ responses to determine whether students
• Five finger technique
are reaching the learning objectives."
• The colors of the spotlight

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• This principle refers to formative assessment, which III. Significance of Literature in Teaching
is generally seen as an ongoing assessment to
Children
improve teaching and learning.
• Formative assessments are a quick and easy method Literature in Early Childhood – Why is it so
for finding out what your students understand- and important?
what they don't- as well as each student's level of
understanding. • Literature in early childhood is a critical part of a
• Using formative assessments, teachers can continue child’s education – and for more reasons than you
to monitor student progress, adjust their lessons, and might think.
provide timely and more effective feedback to assist • Access to a wide range of quality literature helps a
learners’ language development. small child to develop critical cognitive skills, an
appreciation for their own culture and the cultures
of others, the development of emotional
Principal 6: Engage and Collaborate Within intelligence and empathy, and the development of
their personality and social skills.
Community of Practice
• In essence, what your students read in their early
• The final principle involves professional development years helps to give them the tools necessary to
and working with others in mutually beneficial ways. become intelligent, thoughtful, successful people.
The principle suggests that teachers collaborate with
others in the profession to provide the best support
for the learners and continue their own professional Develop critical cognitive skills.
learning.
• Working with others could mean sharing your • Quality literature does not always tell the reader
knowledge about techniques, activities, lesson plans, everything they need to know, and this allows
and various successes with other teachers. young children to learn to evaluate and analyze the
• Working with others could also involve assistance in illustrations.
teaching, implementing the six principles with the • Wordless picture books are particularly effective
cooperation of school administration and even stimuli for oral and written language.
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

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 the same time develop in due course both his or her
them to express themselves. language proficiency and literary aptitude.

Learn about their own cultural heritage and the What then are the pedagogical implications for
cultures of others teaching literature?
• Children’s literature provides a way for young • The answer to this is to know what children’s
children to learn about the multiculturalism of their literature is.
own country and other people’s cultures. • Children’s literature, according to Otten (2023), is
• Learning to appreciate their own culture and the the product of the figment of imagination in the
cultures of others is a critical skill for young children writer’s mind borne out of how one interacts with
to develop, as this aids in the development of their children and how the writer makes a construct of
empathy skills. It’s also a necessary part of their childhood.
social and personal development.

Main Genres of children’s literature:

Develop emotional intelligence
• Picture books – appeal to the sense of sight to
• Reading quality literature is also a fabulous way to provide a delightful visual experience to the reader
help young children develop emotional intelligence. through pictures to tell a story.
Stories have awesome power when it comes to • Story books – tell stories accompanied by pictures
promoting emotional and moral development. and illustrations where there is more text than
• Children’s literature is uniquely qualified to provide pictures.
numerous moments of crisis when characters make • Traditional literature – refers to literature or
decisions based on their own morals while books that are passed from one generation to
contemplating the reasons for those decisions. This another like folklore, fables, legends, folktales, and
helps young children to think deeper, myths. There are referred to as alamat in the
Philippine context and are generally rich in the
culture of that place and time.
Pedagogical Implications for Teaching Literature • Historical Fiction – pertains to the literary text
where some facts in the story can be traced to real
Introduction historical events involving some real historical
individuals, allowing children to take a trip back in
• In an environment where change is inevitable, time. Some events of the story however are products
teachers need to prepare themselves for this of the writers’ inventiveness, imagination, and
phenomenon. creativity.
• The key to this is pedagogy, so teachers need to • Modern fantasy – refers to tales born out of the
make corresponding changes in the emphasis and writers’ imagination where fantastic elements such
pedagogy in their teaching to achieve the objectives as talking animals and magical beings like witches
of both teachers and learners. and strange creatures are woven in the story.
• The pedagogy adopted by teachers shapes their • Realistic fiction – refers to made-up stories but
actions, judgments, and other teaching strategies which can be true in real life. Children play as the
while taking into consideration theories of learning. main character thereby allowing children to feel or
• Long (1986) points out that the teaching of go through an experience as if it were true.
literature can be a dull, uninteresting, and boring • Nonfiction or information books – present young
thing to do unless there is a response or reaction readers with information to help them develop more
from the learners, be it positive or negative, adding knowledge about the world around them. They can
that even a negative response can stir life and dwell on any topic or information (science, travel,
learning in the classroom where learners get the life, skills, new outlook) about life that would interest
feel of challenging the teacher’s often predictable young minds.
responses. • Biography – pertains to the true-life story about
• Rosenblatt (1985) underscores that reading of a another person like heroes or ordinary people whose
particular literary work cannot but be the unique lives may serve as an inspiration for children to
experience of a particular reader with a unique emulate and follow.
range of emotions over a particular text under a • Children’s poetry – pertains to artistic literature
unique reading situation. She labeled this as “a that seeks to bring out creativity in children by
transaction with the literary text.” enabling them to express their emotions and stir
• Hence, in teaching literature, the students should their imagination through verses and the interplay of
be encouraged to express what they think about rhyme, rhythm, and other literary expressions.
the text and discover for themselves how the text • Children’s drama – is a genre of literature where
relates to themselves. the elements of the story are presented through
• This, Rosenblatt believes, would nurture and dialogues and action that makes use of costumes,
develop in the learners the “continuous love, props, lighting, music, and sound.
enjoyment, and appreciation of literary text while at

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GROUP 5 GMRC graphy “record or data”). It is basically “the story

of a real person’s life written by someone other
General Strategies for Teaching GMRC/Values than that person” (“Biography”, n.d.). Biography is
Education very important in education for it presents “not
only the good characteristic but also on
Introduction weaknesses and human errors” Victoria, 2019).
Thus, the students will know that no matter how
• Value Education is an education strategy or
overwhelming the problem, is they will be able to
methodology to provide training that maintains the
surpass it. In addition, they may learn who to
values of an individual by telling stories about the
emulate and also embrace or adopt the virtue
achievers. Value education plays a significant role
possessed by that person in their lives.
in individual' s life and it provides a way to live with
socially constructed notions. On this note, this Categories of biography
module will give aid and ideas on general
strategies applicable in teaching GMRC/values. ➢ Informative Biography -This, the first
category, is the objective and is sometimes called
“accumulated” of biography. The author of such
Strategies a work, avoiding all forms of interpretation except
selection for selection, even in the most
1. Silent Sitting comprehensive accumulation is inevitable.
o Silent sitting is an opportunity for children to sit ➢ Critical biography -Thus second category,
quietly and let their minds be peaceful. It scholarly and critically, unlike the first, thus offer
promotes the ability to tune out distractions and a genuine presentation of a life. These works are
tune in. very carefully researched; sources of
“justifications” (is the French call them).
Examples of silent sitting exercises ➢ Standard Biography -Thus third, and central,
category of biography, balanced between the
➢ Listening to different sounds
objective and the subjective, represents the
➢ Guided visualization exercise
mainstream of biographical literature, the
➢ Alternately tensing and relaxing muscles
practice of biography as an art.
➢ Interpretative Biography -This fourth
2. Parables, Proverbs, Quotations, And Poems
category of life writing is subjective and has no
o It is strategy refers to give people a lesson or
standard identity.
have something to keep on living. And also,
➢ Fictional Biography -The books in tis fifth
parables, proverbs, quotations and poems have
category belong to biographical literature only by
the same goal.
courtesy. Materials are freely invented; scenes
and conversations are imagined.
3. Visual Experiences
o Visual Experiences are sight visits that 6. Moral Dilemmas
incorporate memorable encounters and
o Ethical dilemmas, also called ethical paradoxes or
educational learning, thereby providing a robust
moral dilemmas are situations in which an agent
experience that will live on in the individual long
stands under two conflicting moral requirements,
after they have lost their eyesight.
none of which overrides the other. A closely
BENEFITS OF VISUAL EXPERIENCE/S IN related definition characterizes ethical dilemmas as
TEACHING VALUES EDUCATION: situations in which every available choice is wrong.

➢ Enables to easily explain concepts or ideas. Types

➢ Stores information to a long-term memory. o In LDRS 111 you were introduced to four different
➢ Improves Cognitive capabilities and stimulates ethical dilemma paradigms: truth vs loyalty,
one’s imagination. short-term vs long-term, individual vs
➢ Attract students’ attention. community, and justice vs mercy.
➢ Increases audience’s participation.
Rules
4. Role Plays
o The rules are simple. One player gets a card with
o Role Play is a pedagogy that been used in a wide
a "moral dilemma" on it. The player makes
variety of contexts and content areas (Rao &
decisions while the rest of the players secretly on
Stupans, 2012)
what they (society) have to say about the moral
o Role-Playing Methods in the Classroom is about a
dilemma. If the player is able to make a moral
technique that has proved highly useful to many
decision that agrees with what society has to say,
teachers for dealing with a variety of classroom
that player gets a point.
problems and reaching certain learning objectives,
(Lippitt and Fox, 1966). Causes
o It includes pressure from others, the desire to
5. Biographies prove yourself, conflicting values, greed, bad role
o Biography came from the Greek word Biographia models, and a lack of consequences.
which means “description of life” (bio “life” and

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7. Essays, Articles, Classics and Newspaper

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

8. Anecdote 13. Values Clarification

o Anecdote is a short story usually about a very o Values clarification is a psychotherapy technique
specific subject matter that’s told in order to that can often help an individual increased
illuminate a greater point regarding a situational, awareness of any values that may have a bearing
narrative, or thematic principle. We tell each other on lifestyle decisions and actions. This technique
these stories all the time in everyday life, usually can provide an opportunity for a person to reflect
humorous in nature. In storytelling, they can aid on personal moral dilemmas and allow for values
in the characterization of the teller and/or their to be analyzed and clarified.
subject.
Values can be influenced by:
9. Group singing ➢ FAMILY- In childhood, most people develop an
o Is a type of singing in a form of group of people or internal reference for what is good or bad,
individuals singing together. important, or desirable and useful.
➢ INDIVIDUAL EXPERIENCES- Values are
Example:
often transformed or adjusted based on life
➢ Music is a great way to introduce new words; it experiences, education, personal challenges,
can also contribute to children’s progress and and successes.
earning in many different areas. It supports self- ➢ RELIGION AND/OR CULTURE- These
expression, cooperative play, creativity, values tend to reflect a person ' s sense of right
emotional well-being and development of social, and wrong.
cognitive, communication and motor skills. ➢ COMMUNITY- Values may be shared by many
people who live together in a community.
10. Group Activities ➢ POLITICAL LEADERS- Overarching political
o The importance of Group activities is to build a values may have an influence on people
strong bond among the students; it can teach regardless of religion, culture, upbringing, or
them the essence of the word "teamwork" and life experience.
"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.

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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