Course Requirement (Final)

Father Saturnino Urios University
GRADUATE STUDIES AND RESEARCH

Butuan City, Philippines
PÓLYA’S PROBLEM SOLVING PROCESS

BY
George Pólya
PARTIAL FULFILLMENT IN THE COURSE
MAEM 501
(THEORIES OF TEACHING AND LEARNING)
BY:
KENNETH EDWARD B. PACEÑO
MSTM
TO:
ALICIA B. GALVEZO, MSMATH
Course Instructor
Polya’s 4-Step Problem Solving Process:
Step 1: Understand the problem.
In order to show an understanding of the problem, you need to read the problem
carefully. Sounds simple enough, but some people jump the gun and try to start solving
the problem before they have read the whole problem. Once the problem is read, you
need to list all the components and data that are involved. This is also where you will be
assigning your variable.
Questions you can ask the students:
Do you understand all the words used in stating the problem?
• What are you asked to find or show?
• Can you restate the problem in your own words?
• Can you think of a picture or diagram that might help you understand the
problem?
• Is there enough information to enable you to find a solution?
Step 2: Devise a plan (translate).
When you devise a plan (translate), you come up with a way to solve the problem.
Setting up an equation, drawing a diagram, and making a chart are all ways that you can
go about solving your problem.
Some possible strategies to use:
• Guess and check • Look for a pattern
• Make an orderly list • Draw a picture
• Eliminate possibilities • Solve a simpler problem
• Use symmetry • Use a model
• Consider special cases • Work backwards
• Use direct reasoning • Use a formula
• Solve an equation • Be ingenious

Step 3: Carry out the plan (solve).
This is where you solve the equation you came up with in your 'devise a plan' step.
This step is usually easier than devising the plan. In general, all you need is care and
patience, given that you have the necessary skills. Persist with the plan that you have
chosen. If it continues not to work discard it and choose another. Don’t be misled, this is
how mathematics is done, even by professionals.
Step 4: Look back (check and interpret).
In problem solving, it is necessary to look back (check and interpret). Check to see if you
used the information correctly and that the answer makes sense. If your answer does
check out, make sure that you write your final answer with the correct labelling and units.
Take the time to reflect and look back at what you have done, what worked, and what
didn’t. Doing this will enable you to predict what strategy to use to solve future problems.
Example:
Example 1: Twice the difference of a number and 1 is 4 more than that number. Find the number.
Step 1: Understand the problem.
Make sure that you read the question carefully several times.
Since we are looking for a number, we will let
x = a number

Step 2: Devise a plan (translate).

Step 3: Carry out the plan (solve).
*Remove ( ) by using dist. prop.

*Get all the x terms on one side
*Inv. of sub. 2 is add 2

Step 4: Look back (check and interpret).

If you take twice the difference of 6 and 1, that is the same as 4 more than 6, so this does
check.
2(6-1) = 6 + 4
2(5) = 10
10 = 10

FINAL ANSWER: The number is 6.
A Semi Detailed Lesson Plan in Teaching

Mathematics 10
MAEM 501
BY:
MSTM
TO:
Course Instructor

Mathematics 10
I. Objectives:
Within a 60-minute period, using pictures I can:
A. 1. solve permutation and combination of n objects taken R at the time;
2. compute probabilities of compound events.
B. describe the properties of permutations of n objects; and
C. use Polya’s Problem solving method in solving permutation of n objects.
II. Subject Matter:
A. Topic: Permutations
B. Materials: Worksheet, Cards, Scientific Calculators
C. References: Howard County Public School System n.d., Permutations and
Combinations, accessed August 22, 2019, < https://www.hcpss.org>
III. Procedure
A. Motivation
There are five flavors of ice cream: Ube (U), Avocado (A), Strawberry (S), Chocolate (C), and
Mint (M). You may only choose two different scoops.
1. How many different ice cream pairs can you have?

 Understanding: 5 possible flavors, choose only 2
 Devise a plan: List all possible pairs and count
 Carry out the plan: (UA, US, UC, UM, AS, AC, AM, SC, SM, CM) -> 10 options
 Look back: is the order of flavors relevant? No, so the answer is reasonable
2. Your friend is a picky eater and wants the toppings put on in a particular order. How many
options does your friend have?
 Understanding: 5 possible flavors, choose only 2, order matters
 Devise a plan: List all possible pairs and count
 Carry out the plan: (UA, AU, US, SU, UC, CU, UM, MU, AS, SA, AC, CA, AM, MA, SC,
CS, SM, MS, CM, MC) -> 20 options
 Look back: is the order of flavors relevant? Yes, so the answer is reasonable
B. Presentation
What were your strategies to figure out the possibilities?
Would you want to use the same strategies if we had 100 choices and you could
choose 20 flavors? Explain why or why not.
C. Lesson Proper/Discussion
Explain the difference between combinations and permutations with reference to the
motivation activity.
Combinations – Order doesn’t matter; ube and avocado is the same as avocado
and ube
Permutations – Order Matters, ube and avocado is a different option than
avocado and ube
Examples:
A house has 3 doors, how many ways are there to enter a door and leave through a different
one?
The last 7 digits of a phone number (non-repeating).
How many ways can you shuffle a deck of cards?
• Distribute the “Discovering Permutations” worksheet. Allow students to work in

groups to discover the formula for permutations. When finished discussing the
n!
n Pr 
activity, go over notation for permutations: (n  r )!
• While reviewing the answers on the worksheets discuss/show how to use the
calculator to find permutations
D. Generalization
Abstract and quantitative reasoning is necessary in making sense of
probabilities. Understanding combinations and permutations can help us make
decisions/weigh our options when faced with problems that involve compound
events.
IV. Evaluation
Every person at a party of 28 people says hello to everyone else exactly once. How
many handshakes were made at the party?
 Understanding: 28 people, find the number of pairs made without repetition
 Devise a plan: solve by combination
 Carry out the plan: 28C2 = 378
 Look back: the question is answered, you can use this method for similar problems
V. Assignment
Think of three situations involving permutation and create a question for each. Include
answers.
Discovering Permutations Worksheet - Answers
Let’s revisit the ice cream! Remember there were five flavors: Ube (U), Avocado (A),
Strawberry (S), Chocolate (C), and Mint (M).
1. If you want a scoop of each flavor in a particular order, how many options do you have?
5! = 120
2. Try to complete the table below. Hints are given, if you need them.
# of Flavors (all placed in a specific # of Possible
order) Arrangements
5
4
3
2
1
Hints:
For 3 flavors: How many combinations of three flavors are there? (List them if you need
to). Think about how many variations are there for one choice of three flavors? Use this
information to fill in the third row of the table.
10 combinations of three toppings. One option would have 6 variations (ex. ABC would
have variations ABC, ACB, BAC, BCA, CAB, CBA). Thus, the permutations for 3
toppings would be 10*6 = 60
# of Flavors (all placed in a specific # of Possible
order) Arrangements
5 120
4 120
3 60
2 20
1 5
3. What patterns do you notice in the table?

All of them are factors of 120 and the corresponding factors are factorials.
With n = 5 (total flavors to choose from) and r = 1, 2, 3, 4, 5 (number of flavors chosen):
When r = 1: 5 = 120/24 = 120/4! = 5!/4! = 5!(5-1)!
When r = 2: 20 = 120/6 = 120/3! = 5!/3! = 5!(5-2)!
When r = 3: 60 = 120/2 = 120/2! = 5!/2! = 5!(5-3)!
When r = 4: 120 = 120/1 = 120/1! = 5!/1! = 5!(5-4)!
When r = 5: 120 = 120/1 = 120/0! = 5!/0! = 5!(5-5)!
4. If we have n toppings and what r of them on our sundae, what formula could we use?
n!
(n  r )!
Synthesis Paper on
Constructivism
and
Pólya’s Problem Solving Process
Partial Fulfillment in the Course
MAEM 501
BY:
MSTM
TO:
Course Instructor
MATH IS MORE THAN CALCULATIONS

A teacher’s job cannot be boiled down to a simple transfer of information. It
involves instilling in the students, not only the capacity to study but also the thirst
for knowledge so they may look at the world with curiosity. It can be easy to lose
sight of this and teachers may lean too much on the notion that after they have
presented the facts or the procedure, they have successfully transferred the
knowledge from speaker to listener.
In Glasersfeld’s book “Radical Constructivism in Mathematics Education”,
he mentions the shift in focus from mental operations to the performance of tasks
due to the prevalence of behaviorist theories. He espouses an important
distinction between teaching – which aims to generate understanding, and
training – which aims at competent performance. Techniques like methodical
management of stimuli and reinforcement can lead to flawless execution but the
‘competence’ they produce ignores the how and why one uses certain operations
and how and why one obtains answers through them.
Problem solving is a practical skill. A student starts by imitating what other
people do and eventually learn to do problems through practice but they need not
just an accurate grasp of a problem but also the determination to obtain a
solution. Training is not enough, they have to be given enough of a challenge to
motivate their desire for intellectual satisfaction and enough freedom for
independent thinking.
In Polya’s book “How to Solve It”, he states that it is important to challenge
a student’s intellectual curiosity for them to acquire a taste for the tension in
mental work and the triumph of discovery. The difficulty lies in finding the right
balance between helping too much and helping too little and to find that balance,
the teacher has to put themselves in the student’s place and try to understand
what’s on their mind and what questions they would ask.
According to Schoenfeld in his paper, “Learning to Think Mathematically:
Problem Solving, Metacognition, and Sense Making in Mathematics”, the very
definitions of problems and problem-solving can lead to confusingly different
interpretations. The approach and regard of mathematics and problem-solving
has undergone many changes and even now, there is still room for improvement.
In many mainstream texts, ‘problem-solving’ is treated as simply the
application of algorithms to practice exercises. Many of these exercises are
meant to be solved in a few minutes and consequently, many students develop
the behavior of giving up after only a few minutes of unsuccessful attempts
(Schoenfeld, 1992). This behavior is against what Polya was trying to impart in
his four-step process for problem solving. Students should be taught how to be
flexible and tackle new and unfamiliar problems when the relevant solution
methods are unknown or only partly mastered.
Aside from algorithms, formulas and even critical thinking skills, it is also
important to consider the beliefs of the students. When they put too much stock
in innate ability (or inability) over effort, they are less likely to persevere through
challenging but otherwise doable problems. When students seemingly lack
interest in Mathematics, teachers must re-evaluate their methods to see if they
were the ones who killed the appeal by filling the time with too many drills in
routine operations or by failing to consider that the students’ experiential reality is
not the same as their own.
It is only when we provoke in the students a genuine enthusiasm to
understand and look further into a topic that we can say we have successfully
served our purpose as teachers.
COGNITIVE DEVELOPMENT THEORY

BY
JEAN PIAGET
MAEM 501
BY:
LIEZL MAE A. GALAN
MATSE
TO:
Course Instructor
A Semi Detailed Lesson Plan in English VI
MAEM 501
BY:
LIEZL MAE A. GALAN
MATSE
TO:
Course Instructor
Semi-Detailed lesson Plan in English VI

(Concept mapping and Open-Ended questions strategy)
With the integration of Cognitive Development theory of Jean Piaget and Behaviorism of B.F
Skinner
Prepared by: LIezl Mae A. Galan T-I
April Grace N. Perejoles
I. Objectives:
1. Note significant details of informational texts (ENGRC-IId-5.5);
2. Relate ones life to that of an eagle;
3. Fill-in a diagram to organize ideas/details.
II Subject Matter: Philippine Eagle (Noting Details)

Reference: English for you and me (Reading textbook) ,Elodie A. Cada,
page 103 and 129
https://en.wikipedia.org/wiki/Philippine_eagle
Materials: Pictures, chart, Multimedia, question strips, slit board and chal Strategy:
(Concept Mapping and Open-Ended Questions)
III Procedures:
A. Setting of Standards
What should you do while the teacher is discussing in front?
How should a good pupil behave during group activity?
If you have questions or want to answer, what should you do?
B. Review:
Cabbage Relay: The teacher will ask the pupils to pass the cabbage and every time
the music stops, the one who is holding the cabbage will open it and read and answer
the question. Once answered the relay continues until all leaf are answered (ENGSS-
IIc-1.4.2)
For each question, choose the best resource to use. If you need help, read "types of
resources" on the Board
1. An almanac contains facts such as weather, population, currency, and
geographical data.
2. An atlas contains maps and most atlases also have mileage indicators.
3. The Internet contains current information on many topics, including current
weather.
4. An encyclopedia provides a good overall look at a topic.
5. A live interview provides a first-hand account of a person's experiences.
6. A newspaper contains current events, newsworthy topics, or

entertainment information.
1. Zoe is doing a report on Philippines and needs to know what the
country's average temperature is in the Summer. Where should
she look first?
2. Brian needs to know the distance between Luzon and
Mindanao. What resource should he use first?
3. Michael wants the latest medical news about bird flu. Which of
the following would provide him with the latest research
information?
4. Ben is doing research on Philippine eagle and wants to read a
good general background article on the animal. Where should
he look?
5. Sue wants to know what the life of a teacher might be like.
Where should she turn?
C. Drill:
Class this morning we will have a game entitled “Guess
what.” I have here two balloons for each group. Inside these
balloons are riddles that you are going to answer.
Mechanics of the Game
1. Form two groups, then appoint a leader.
2. Each member will be assigned to different tasks.
3. Each group will be given two balloons
4. Two members will pop-up the balloons, another two will open
and read riddles. The leader will start eating the polvoron. When
he finished, he will open his mouth to signal the members to
answer the first riddle correctly.
5. He will eat again the polvoron, signal again, then answer the
second riddle.
6. The first one to finish the game is the winner. They will eat
more polvoron.
Riddle no. 1 --- a place which offers various mesmerizing places

to visit, an archipelago and it has 3 big islands Luzon, Visayas
and Mindanao. (Philippines)
Riddle no. 2 --- I’m known to be the king of birds and king of sky
what am I?( Eagle)
D. New Lesson
1. Motivation
Class have you seen the biggest bird in the world?
(the teacher will show a flying Eagle)
How do you call this bird in Filipino?
This morning watch closely a video about “Haring
ibon” by Joey Ayala.
2. Presentation
What is the most powerful and largest breed of Eagle in the
world? What about its length?
You will know more about the Philippine Eagle as we read the
selection.
Unlocking of Difficulties
Directions: Put the defined word with picture before its definition.
Dipterocarp Accipitridae Poaching
Dipterocarp -- a tall forest tree from which are obtained resins and
timber for the export trade,occurring mainly in
Southeast Asia.
Accipitridae -- a large family (order Falconiformes) of carnivorous

birds having comparatively rounded wings, long legs,
and an unnotched bill and including the typical hawks
and goshawks, the kites, and usually the eagles —
compare falconidae
Poaching -- has been defined as the illegal hunting or capturing of

wild animals,usually associated with land use rights.
3. Discussion
One effective way to remember important detail on a specific text is
Noting Details.
Class with your slate boards I want you to write down important
details in every text I will show you. From time to time, I will ask
questions. Let us see how far can you answer me using your notes.
Philippine Eagle
Pithecophaga jefferyi, also known as the Great

Philippine Eagle, Haribon, or Monkey-eating Eagle, is a
bird of prey belonging to the family Accipitridae. It is
considered the world’s largest eagle, but not the heaviest. It is
the only member of the genus Pithecophaga and is believed to be most closely
related to the snake eagles genetically.
What are the other names of the Philippine Eagle?
The Philippine eagle has a dark-brown back and white

underbelly. Long, brown feathers adorn its nape like a crest. The
bill and tallons are large.
What do Philippine Eagle look like?
This eagle is endemic to the Philippines and can be found on

four major islands: eastern Luzon, Samar, Leyte, and
Mindanao, with most of the population living in Mindanao. It
lives in dipterocarp and mid-montane forest, particularly in
steep areas.
Where can we find most the Philippine Eagle?
The Philippine Eagle eats flying lemurs, Asian palm

civets, reptiles, birds, and, occasionally, monkeys. Pairs are
known to hunt cooperatively, with one eagle distracting a
group of monkeys while the other swoops in unnoticed for
the kill. A pair requires a large territory of up to 130
square kilometres (50 sq mi).
What do Philippine Eagle eats and how do they find/catch their food?
How many square kilometre does a pair of eagles can own as their territory?
These eagles are long-lived with a lifespan of some 60

years. Philippine Eagles mate for life and breeding occurs
between September and February, depending on rainfall,
prey accessibility, and on which island the birds are
found. Nests resemble huge platforms made of sticks.
One egg is laid and incubation lasts from 58 to 68 days.
The parents will care for their young for nearly 20
months.This Eagle is critically endangered with only 180 to 500 birds surviving in
the wild. Deforestation, pollution, and poaching are major threats.
How long will they (Philippine Eagle) survive?
How many days will the parents care for their offspring?
The Life of an Eagle and Humans Are Very

Similiar. We have the spirit of the Eagle in our
DNA also, and this is the real connection Eagle
teaches us to courageously face our fear of the
unknown, so we are then able to fly as high as
our heart's joy can take us. Your strengths need
to be utilised wisely and remember, to soar like
Eagle you must view things with caution, being
confident and trusting your abilities. Eagle is also
linked with courage. To give up our limited
perspectives, to release ourselves from
comfortable, familiar thought patterns, even when
they don't appear to be working, and fly into a
larger world requires that we are brave enough to enter unknown realms.
What does eagle teaches us? Why?
6. Generalization
1. How do you note details? / What is noting details?
2. How can life be like that of an Eagle?
3. What instances in life when you can relate to an Eagle?
7. Application
Direction: On the given cartolina, each group will draw a big Eagle, and
on its wings write down the details that you have written on
your slate boards during discussion which talks about the
Philippine Eagle. The more notes you will write the more
chances of getting the highest score(20pts.)
Additional points: for the most beautiful eagle made (5pts)
Philippine
Eagle
IV Evaluation
Direction: Answer each questions by underlining the best answer found
on the following informational text.
1. How far can an eagle fly in one day?
Eagles monitored with tracking devices have been known to fly 50-125 miles in a day
during migration depending on the weather conditions and wind currents.
2. How fast can eagles fly?
Eagles can achieve 30 mph using powerful wing-beats and even faster when diving after
prey (stoop). Bald eagles can dive at up to 100 mph; golden eagles at up to 150 mph.
3. Why do eagles migrate?
Some eagles migrate. Eagle migration is generally connected to food sources. If an

eagle’s breeding territory has ample food sources through the winter, the eagle is less
likely to migrate. However, if an eagle’s breeding territory is in northern states where
lakes and streams freeze or prey animals hibernate, the eagle will migrate south to find
open water and food.
4. What are the leading causes of eagle mortality?
Eaglets in the nest may die from falls, starvation or siblicide. About 50% of eaglets will
not reach one year of age. Once fledged, many eagles die from impact injuries,
starvation, disease, shooting, poisoning and electrocution. Lead poisoning is a common
cause of injury and is most often fatal. The Raptor Center of the University of Minnesota
has found that about 25-28% of eagles admitted for rehabilitation in the last forty years
have lead in their system.
5. What makes the eagle unique?
As the old saying goes, “Birds of like feathers flock together.” Eagles do not mix with
other birds but only enjoy flying at their high altitude. It is this characteristic that makes
eagles unique birds. An eagle will never surrender to the size or strength of its prey.
V. Assignment
Direction: Write a reflection about the things that you have learned today.
Synthesis Paper on
Cognitive Development theory of Jean Piaget
Behaviorist Theory of Ivan Pavlov
MAEM 501
BY:
LIEZL MAE A. GALAN
MATSE
TO:
Course Instructor
Learning can never be from just one way or two or three strategy, it will
always depend on what the pupils need, considering the different styles and
capabilities to learn in a classroom of diverse learners. We as teachers should be
versatile and well equipped in knowing what specific teaching strategy and tools
that will help our pupils learn from where they are & according to how they learn
things.
The Seminar Workshop of the different theories conducted last August

25, 2019, was an eye opener to the educators, of how we ought to be as
teachers. We can never box-in our pupils in the way we want them to learn things
rather as guides and learning facilitators of need to develop in themselves as
capable individual theory being presented, shows the progress of how an
individual learn as they grow which is explained in the Cognitive Development
Theory by Jean Piaget. He said that cognitive development explains how a child
constructs a mental model of the world. Piaget disagreed with the idea that
intelligence was a fixed trait, and regarded cognitive development as a process
which occurs due to biological maturation and interaction with the environment.
Together with my partner Miss April Perejoles, we decided to present a
demonstration teaching showing theory of Cognitive Development and the
Behaviourist Theory of Ivan Pavlov, a theory which is also very essential in
understanding how to manage unpleasant behaviours. Pavlov therefore
demonstrated how stimulus-response bonds (which some consider as the basic
building blocks of learning) are formed. Classical conditioning is a reflexive or
automatic type of learning in which a stimulus acquires the capacity to evoke a
response that was originally evoked by another stimulus. Several types of
learning exist. The most basic form is associative learning, i.e., making a new
association between events in the environment [1]. There are two forms of
associative learning: classical conditioning (made famous by Ivan Pavlov’s
experiments with dogs) and operant conditioning.
In the beginning of our demonstration teaching we set the behaviour of

the pupils first with reward and punishment system. We applied different games
to make learning fun. We build up their creativity by doing artworks, consistent to
what they have learned from the lesson. House rules were also observed to help
pupils perform activities in order and with time duration. In the review part we
made sure that pupils will not only recall the past lesson but also gives a hint of
the new lesson. From time to time we monitor the pupils behaviours to minimize
disruption and delay will the momentum of learning is smoothly going. We use
the Open-Ended Question Strategy to arouse HOTS and encourage creativity
considering their unique perceptions and opinions. Concept mapping strategy
was also used to help pupils organize their ideas for easy synthesis and
construction of new idea. Thru concept mapping it is easier to connect , improve
and correct past information to new one depending on the relativity of the
available facts and ideas. The entire duration of the lesson was successful which
is evident in the results of their assessments. Actually we intentionally did not tell
first hand the lesson was about but when we asked them “How do we remember
some important details in the text that we read?” They immediately answered
“by noting details” What a joy it was for us teachers seeing the pupils success in
learning. Other demo teachers also presented their Learning Theories and
different strategies. We learned, that there are a lot of strategies, that fits to this
or that subject area and other strategies that we can use to make learning
meaningful and successful.
It is advisable to discover and find out the exact ingredient that we can
apply to teaching to meet the needs of diverse learners. And we teacher should
always remember that there is always a way of discovering new techniques on
how we deal with behaviours and how pupils learn things. No matter what
generation they will be. Let us not be lazy neither grew weary of the young ones
today who are challenging to handle and to teach. There’s always a way as long
as we are open to learn new ways of teaching. Let us always ask God’s wisdom
so we can impart the right knowledge and become great guides to them.
EXPERIENTIAL LEARNING MODEL

MAEM 501
BY:
DAISY MAE J. GONZAGA
MAT-GS
TO:
Course Instructor
A Semi Detailed Lesson Plan in Science VII
MAEM 501
BY:
MAT-GS
TO:
Course Instructor
A Semi-Detailed Lesson Plan in Science 7
I. Objective
The learners shall be able to:
1. Distinguish Pure Substances from mixtures.
2. Classify materials according to elements, compounds and mixtures
3. Appreciate the importance of substances to plants and animals.
II. Subject Matter
A. I. Topic: Pure Substances and Mixtures
II. Content Standard: The learners demonstrate an understanding of the properties

of
substances that distinguish them from mixtures.
III. Learning Competency: Distinguish mixtures from substances based on a set of
properties.
Competency Code: S7MT-Ie-f-4
B. Materials: sample of different substances and mixtures
* assorted candies *tea * soy sauce and oil * juice

* rocks and
* a beaker with water sand * table salt *water
C. Process Skills: Observing, Describing, Differentiating, Classifying, Creating
III. Procedure
A. ENGAGE
1. Learners will observe and identify the things found in the school, seen on their
classmates
and things seen at the canteen.
2. Learners will write down the same things what is seen / found on the table.
Materials:
* pair of gold earrings * soy sauce and oil * baking soda *bronze
* water * a beaker with water * juice *candies
* table salt
B. EXPLORE
After identifying those materials, learners will classify those things as Pure Substance or
Mixtures.
Materials: gold (earrings as sample) , table salt , rocks and sand, cereal with milk, soy
sauce and oil,
candies, tea, water and sand and juice
To classify:
C. EXPLAIN
Discussion / Analysis
1. How many are pure substances in the samples?
2. Which of those are elements? What are the importance of those elements?
3. Which of those are compounds? What are its uses?
4. How many are mixtures in the sample?

5. Name at least 3 examples of mixture.
Comparison between Pure Substances and Mixtures
Pure Substances Mixtures

* Matter that is made up of only one type of * Matter that is made up of more
atom. than one type of atom.
* Made into compounds or elements
 Element is made of same type of
atoms.
 Compound is made of different * Made into homogeneous or
elements. heterogeneous mixtures
*Will not undergo a chemical reaction. Can be separated into separate
D. ELABORATE
1. Construct your own examples of mixtures using the available materials found on the table
(by group)
Materials: salt, sugar, baking soda, water, sand, oil, rocks
2. Present your output in the class and cite also its importance.
E. EVALUATE
Choose the letter of the correct answer.
1. It is a simple matter that has definite chemical and physical properties.

a. pure substances c. matter
b. mixtures d. material
2. Different kinds of atoms chemically combined to form a substance
a. mixture c. element
b. compound d. substance
3. This is made up of one kind of atom/ the simplest form of pure substance.
a. element c. mixture
b. compound d. matter
4. This contains a variety of elements and compounds that are NOT chemically
combined.
a. water b. mixture
c. elements d. compounds
5. Air is a mixture of various gases.
a. Yes b. No
F. ENRICHMENT
Construct your own mixtures using the materials found in your kitchen. Identify the pure
substances (elements/ compounds) it is made of.
Prepared by:
MATGS
Synthesis Paper on
Constructivism and Experiential Learning
MAEM 501
BY:
MAT-GS
TO:
Course Instructor
In today’s society, the concept of lifelong learning is universally embraced.
In education, it illustrates and gives emphasis on the teacher’s role in educating
someone else. Teachers need to learn and develop the different techniques on
how to deliver lessons to impart knowledge to our varied types of learners into a
more meaningful learning.
In the formation of transformational learning, George M. Slavich and Philip
G. Zimbardo (2012) describe the multidimensional importance of experience in
learning. According to Kolb, this type of learning can be defined as “the process
whereby knowledge is created through the transformation of experience”.
Experiential lessons provide students with an opportunity to experience concepts
first- hand and, as such, a richer, more meaningful understanding of course
concepts and of how they operate in the real world. They enhance the affective
quality of the course content. This occurs when students are engaged in solving
problems that are part of the activities and when they are analyzing, sharing,
discussing, and reflecting on their own personal reactions. Experiential lessons
have the ability to shape student’s beliefs about learning and about the self. They
can lead to personal to significant personal insights, including a greater
awareness of one’s personally held perspectives – as well as an improved
awareness of other people’s experience – with the possibility to enhance these
attributes through critical reflection.
There’s a huge role of teachers in managing a learning process that is
basically - learner - directed learning. They stood and equipped ready with
alternative theories and concepts that will be best fitted and suited to the varying
characteristics of the learners. Thus testing them and involving them in working
through practical ,real - world experience is much more substantial than merely
measuring them by giving points in a paper – pen test and in a dull routine of
using textbooks feeding information without letting them in to experience and
involving them through different applications and strategies and methods used in
experiential learning.
In learning those theories, we were able to apply the context in a
meaningful way of experiential learning and different learning theories through
Seminar Workshop we’ve conducted. Different learning techniques were shown
and portrayed. It was an arduous task in the beginning, but in the end, it was
fulfilling and memorable, enjoyable transfer of the application of all the learning
made and received in our academic study. We demonstrated and define
ourselves as an experiential educator. We selected and documented examples
of how Constructivism and Experiential Learning and, other Learning theories
related are used in our seminar-workshop applying in our fields of specialization.
It gives us an experience as it is the central role in the theories of human learning
and development.
As per observation, Experiential Learning theory is not only applicable in
the formal classroom setting; in the four-walled corners of our classrooms but in
all areas of life. The process of learning through experience is felt and observed
anywhere, it is ubiquitous, present in human activity everywhere all the time.
In conclusion, educators play a vital role in understanding their own
teaching approach from the perspective of teaching around the learning cycle
that will match in such a manner that will address the different learning styles
needs of the learners. Most of us embraced and adopted these roles to some
extent in our educational and teaching activities. Indeed being an educator is not
easy. There’s a need to balance and determine and make a wise choice of what
works best in a specific situation for maximum effective learning to happen.
All of these things were observed and applied in our Seminar workshop
that our class had conducted. Different teaching strategies being demonstrated
and concepts of theories were seen in the teaching- learning situation. That the
doer alone learns from the scenario being shown and portrayed by the host/
speaker. That through involving follows learning. Learning in our own way
through by reflecting the experiences we’ve made. Thus, learning requires actual
work. If you don’t work for it, it tells you nothing.
MONTESSORI APPROACH
BY
MARIA MONTESSORI
MAEM 501
BY:
KRYSTAL CLAME A. TAGAYLO
MATSE
TO:
Course Instructor
`

Montessori Approach in SPED
Autism Spectrum Disorder
MAEM 501
BY:
MATSE
TO:
Course Instructor
A Semi-Detailed Lesson Plan in Teaching

Montessori Approach in SPED
Autism Spectrum Disorder
I. Subject Matter: Unbuttoning and Buttoning (Practical Life – Care of Self)
II. Objective: Using the dressing frame, within 1hour I can unbutton and button
by myself.
III. Materials:
 One large button frame
IV. Presentation
Invite the child to come by telling them you have something to show them.
1. Let the child bring the button dressing frame and have them place it on a
specific spot on the table you will be working at.
2. Let the child sit down first, and then you sit down.
3. Tell the child that you will be showing him how unbutton and button.
V. Demonstration:
Unbuttoning
Place the frame so the buttonhole is on the right and start with the top button
to work your way down.
1. Pinch the right side of the button with your right thumb and index finger.
2. Pinch the material directly to the left side of the button with your left thumb
and index finger.
3. Pull the material to the left to create a hole.
4. Tilt the button down to the left.

5. Begin to slide the button to the button hole.
6. Un-pinch your left fingers.
7. Pinch the left side of the button that is through the buttonhole with your left
thumb and index fingers.
8. Un-pinch your right fingers and pinch the material.
9. Rotate the material to the right to allow the button to completely go through
the buttonhole.
10. Pause to allow the child to see that the button is now “free”.

12. Gently place the material down on top of the button and remove your
right fingers.
13. Repeat for the other four buttons.
14. Open the right flap fully and then the left.
15. Close the flaps starting with the left flap and then the right.
Once done, offer the child the opportunity to unbutton and button the buttons
with assistance.
Buttoning
Start with the top button

1. Pinch the left side of the button with your left thumb and index finger.
2. Pinch the material to the direct left of the buttonhole with your right thumb
and index finger.
3. Slide the button half way through the buttonhole.
4. Un-pinch the material with your right fingers
5. Pinch the right side of the button that is coming through the hole.
7. Pinch the material left of the buttonhole.
8. Pull the material to the left and pull the button to the right until it is fully
though the hole.
9. Remove your left fingers and then your right.

10. Repeat for the other four buttons
Once done, offer the child the opportunity to unbutton and button the buttons
with assistance.
V. Evaluation:
Let the child demonstrate the unbuttoning and buttoning using the button
dressing frame provided.
Synthesis Paper on Montessori Approach

and
Social Development Theory
MAEM 501
BY:
MATSE
TO:
Course Instructor
Montessori and Social Development Theory in SpEd
Handling kids with Special Needs is a tough job, it takes skills, knowledge,
patience and a good teaching approach to give the child the education s/he
needs. During the seminar workshop that was presented by our class there were
two (2) teaching approach for teaching children with specials needs – Social
Development Theory by Lev Vygotsky and the Montessori Approach way of
teaching.
The Social Development Theory (SDT) mainly asserts that social
interaction has a vital role in the cognitive development process. The presenter
used the approach in teaching children with hearing impairment where the MKO
(More Knowledgeable Other) is the teacher herself who has a higher level of
ability or understanding than the learner in terms of the task or subject. On
traditional terms the role of the teacher is to transmit the transfer the information
to her students on the other hand, the Social Development Theory has been able
to change this tradition because it explains that the student (learner) must have
an active role in learning for this process to occur faster and more efficiently.
During the presentation the teacher lets the students interact in the teaching and
learning process, the same way with the Montessori Approach of Teaching. But
compared to the Montessori Approach, the Social Development can be used in a
large group of students unlike in Montessori it is more on the individual teaching.
As for the Montessori Approach of teaching it is where education should no
longer consist only of imparting knowledge, it must release human potentialities:
knowledge, of character, of discipline, of social harmony, and above all of
freedom. It is preparing the child in its environment and is done in a positive
manner. The program of this approach is well arranged and based on the
principle of learning through freedom, though the Montessori Curriculum is much
broader than many other programs.
Both approaches are good for teaching kids in a SpEd Class for both
methods are Child Centered rather than the traditional Teacher Centered
approach which is a must in teaching children with Special Needs.
Classical Conditioning
MAEM 501
BY:
CHERELYN M.POCULAN
MATSE
TO:
Course Instructor
A Semi Detailed Lesson Plan in Science
MAEM 501
BY:
CHERELYN M.POCULAN
MATSE
TO:
Course Instructor
SEMI-DETAILED LESSON PLAN IN SCIENCE

THE EYES
I. Objectives
A. Content Standard: Demonstrate understanding of parts and
functions of the sense organs of the human
body.
B. Performance Standard: Practices healthful habits in taking care of the
sense organs
C. Learning Competencies: Describe the parts and functions of the sense
organs of the human body
D. Competency Code : (S3LT-IIa-b-10
II. Subject Matter
A. Content : The eyes
B. References: TG,Textbook
C. Materials: Powerpoint presentation, laptop, pictures,
projector
D. Value Focus: Healt Awareness
III. Procedure
A. Preparatory Activities
1. Review Show a video clip of a girl and a boy

playing,writing and dancing
Ask:
1. What have you seen in the video?

2. What are the senses they used in order to
perform their task?
2. Motivation Let the pupils look at the things around
them.
Tell them to close their eyes for a few

seconds
Ask the following questions:
1. How do you feel when your eyes are

closed?
2. What would you miss seeing when your
eyes are closed?
3. What activities would be more difficult to do
if you no eyes?
B. Developmental Activities
1. Activity Let the pupil read the illustration with the
taught about the parts and functions of the
eyes.
Parts and Functions of the Eyes
Our eyes help us to see.It has different parts that work

together so we can see things around us.The cornea is
like of light to a clear glass that covers the front of the
eye.The iris is the colored part of the eye.It allows the
right amount of light to enter the eye.At the center of the
iris is the pupil.The pupil is the circular hole where light
enters.next to the pupil.Next to the pupil is the lens.The
lens focuses the image we see on the retina located at
the back part of the eye.The retina is like a “screen”
where the image of the object is focused.The optic nerve
Group Activity: Group the class into 3 groups.

Each group will be given an illustration board
of an eye.. Each group will choose a reporter
to share their insights in class about the
activity.
2. Analysis Question:
1. How can you be effective in the school and

community if you don’t have eyes?
2. How can we keep our body healthy all the
time?
3. Abstraction and Comparison Fore sighting: Have students accomplish
the following matrix:
The world…
With eyes Without
eyes(Blind)
4. Application Let the pupils read and study about the

parts and functions of eyes in our
body.While describing each part and
discussing the functions,let the pupils label
the parts using meta cards.
Note:When available pupils may also watch

the video clip on the parts of the eyes and
its function.
5. Generalization Questions:
1. What are the functions of each part?

2. Why are eyes important in our daily
lives?
3. What activities do you love to do using
youe eyes?
4. What are healthful habits in taking care
of your eyes?How do you practice
them?
Explain:Pupils remember that without our

eyes,the world would be a lot
different.Although our eyes are small,they
have different parts that work together to allow
each of us to see.
IV. Evaluation
Devide the class into groups.Have them

use the Eye Choice Board to choose the
task that is appropraite to their ability and
interest.
V. Assignment
Research and study the ears and its functions.
Parent assistance is needed

Synthesis Paper on
Classical Conditioning
MAEM 501
BY:
CHERELYN M.POCULAN
MATSE
TO:
Course Instructor
The purpose of this paper is to examine and discuss classical conditioning. Much
of the material has been covered in class discussion questions based on classical
conditioning, allowing for a greater insight from the group of students providing
the research of what classical conditioning is.Teacher’s encounter varies of
behavior displayed by the learner’s.Commonly the public schools may encounter
this kinds of behavior and we can classify the behavior that being observable.
Classical conditioning is defined as, “A process of behavior
modification by which a subject comes to respond in a desired manner to a
previously neutral stimulus that has been repeatedly presented along with an
unconditioned stimulus that elicits the desired response.” Extinction basically
means a decrease in the CR. Extinction does not remove the CS but only buries
the response. Spontaneous recovery can happen when the CS is presented to
the individual and the CR reappears. Generalization is the “conditioning to a
trained CS generalizes to similar stimuli” (Terry; 2009). Generalization can occur
with anything: sound, shape, color, tone, or size. Generalization just means that
an individual associates similar things to the CS. According to Terry (2009) a
crocodile got used to eating marshmallows from the residents in a golf course
community so the crocodile associated golf balls with marshmallows and started
eating those. Discrimination needs to take place. An individual needs to be able to
discriminate between different stimuli because not all stimuli are paired with
unconditioned stimuli. “Discrimination opposes the tendency to generalize and is
a procedure that can be used to explicitly differentiate among CSs” (Terry; 2009).
The Role of Awareness in Classical Conditioning.There are several types of
awareness which may or may not play a role in classical conditioning.
Classical conditioning (also referred to as “Pavlovian conditioning”), is a theory
from the psychology school of behaviorism which states environmental and
physical interactions cause the process of learning. First argued by Ivan Pavlov,
the theory of classical conditioning is one of the most widely accepted (and
laboratory tested) aspects of behavioral learning theory involving associations of
stimuli and response as the means of a process of learning; these stimuli and
responses can be either conditioned (intentionally learned) or unconditioned
(naturally occurring).
Pavlov argued that any combination of conditioned and/or unconditioned stimuli

and responses can form learning in subjects as conditioning or reflexive action
(Olson & Hergenhahn, 2009). Unconditioned stimuli is naturally occuring
stimulation; this form of stimuli is automatic and generated unintentionally.
Conditioned stimuli is one previsouly associated as unconditioned stimuli (or
naturally occuring) which has been intentionally trained to a subject in order to
associated the new stimuli with the old stimuli. An example of unconditioned
stimuli would be wind blowing in a person’s eye; this stimuli is naturally occuring.
The most important thing to remember is that classical conditioning

involves automatic or reflexive responses, and not voluntary behavior (that's
operant conditioning, and that is a different post). What does this mean? For one
thing, that means that the only responses that can be elicited out of a classical
conditioning paradigm are ones that rely on responses that are naturally made by
the animal (or human) that is being trained. Also, it means that the response you
hope to elicit must occur below the level of conscious awareness - for example,
salivation, nausea, increased or decreased heartrate, pupil dilation or
constriction, or even a reflexive motor response (such as recoiling from a painful
stimulus). In other words, these sorts of responses are involuntary.
The basic classical conditioning procedure goes like this: a neutralstimulus is

paired with an unconditional stimulus (UCS). The neutral stimulus can be
anything, as long as it does not provoke any sort of response in the organism. On
the other hand, the unconditional stimulus is something that reliably results in a
natural response. For example, if you shine a light into a human eye, the pupil
will automatically constrict (you can actually see this happen if you watch your
eyes in a mirror as you turn on and off a light). Pavlov called this the
"unconditional response." (UCR)
As soon as the neutral stimulus is presented with the UCS, it becomes

a conditional stimulus (CS). If the CS and UCS always occur together, then the
two stimuli would become associated over time. The response that was initially
produced in response to the UCS would also be produced in response to the CS,
even if it was presented alone. Pavlov called this the "conditional response."
(CR)To make this a bit more concrete, we'll use Pavlov's dogs as an example.
Before learning took place, the dogs would reliably salivate (UCR) when given
meat powder (UCS), but they gave no response to the ringing of a bell (neutral).
Then Pavlov would always ring a bell just before he would present the dogs with
some meat powder. Pretty soon, the dogs began to associate the sound of the
bell with the impending presence of meat powder. As a result, they would begin
to salivate (CR) as soon as they heard the bell (CS), even if it
was not immediately followed by the meat powder (UCS). In other words, they
learned that the bell was a reliable predictor of meat powder. In this way, Pavlov
was able to elicit an involuntary, automatic, reflexive response to a previously
neutral stimulus.
Behaviorism is a school of psychology that views all behaviors as learned.

Classical conditioning is a form of behaviorism in which a specific stimulus
produces a predictable response. The most common example is when dogs
smell food that causes them to salivate. When a bell is rung at every meal,
the dogs will begin to salivate in response to the bell, even when food is
not present. Classical conditioning can play different roles in the classroom
setting but does not always work as a positive learning experience or with
all students.
Teachers looking to use behavioral techniques to reinforce learning are
more likely to use operand conditioning techniques. Operant conditioning
often involves punishments and rewards with consistently-expected results
from the teacher to the classroom students. This form of behavioral
technique could be done quite simply by a teacher offering a reward (for
example, praise) for a job well done or punishment (extra homework) for
failure to do well. In classical conditioning, the rewards are more related to
interpersonal rewards. By contrast, classical conditioning may not be used
as directly in the classroom. However, it often can work alongside operant
conditioning to reinforce learning. For instance, if the overall tone of a
teacher’s classroom is one of praise and enjoyment in learning, the student
will associate this pleasure with the specific class and will be more likely to
attend. In classical conditioning, the entire class or individuals can be
rewarded or punished for their specific behaviors.
Students who have learned to associate threatening or fearful situations

with classroom experiences can have a more difficult time. For instance,
students often pair mathematical exams with test anxiety and pressure.
This conditioned response may be based on early experiences in grade
school, where a child was, for instance, given a high-pressure, timed exam.
Even when she is older, the student may have autonomic responses, such
as sweating and increased heart rate, when simply thinking about taking an
exam or when faced with difficult math problems. In the classroom,
teachers can be cognizant of the effects of classical conditioning on test
anxiety and create a learning and test environment that reinforces a feel of
calm and focus. When a student takes tests in a low pressure, positive
environment over time, the classically conditioned response will become
“extinguished,” or disappear. Additionally, to use classical conditioning to
the best effects of the technique, teachers have to integrate the process
into the classroom learning model which can take time away from the
overall learning experience. The technique may only work with positive
effects for some students; the other students may view it is as negative
aspect of the classroom.
How Can Behavior Affect Academics for Students?
The classroom should be a safe place that is conducive to learning for all
students. However, academic achievement isn't always an absolute
measure of a student's intelligence. Instead, a variety of factors, such as
teacher involvement, parental investment, school quality and student
engagement, can affect academic life. Student behavior also plays a major
role in academic achievement as it can affect his or her ability to learn as
well as impact the learning environment for other students. There are many
behavioral factors that can affect the learning environment for all
classroom students.
Students who behave disruptively by bullying other students, talking during

lectures or by requiring the teacher to interrupt lessons to discipline them
can have a negative effect on an entire classroom. Disruptive students can
lower the test scores and academic achievement of an entire classroom.
Teachers who have disruptive students in their classrooms may have to
spend additional time on behavioral management, reducing the time they
spend teaching.
Impulse control can be one of the most significant factors in predicting

academic success. Students with poor impulse control have more difficulty
motivating themselves to study, do homework and listen in class. This can
decrease their ability to excel academically, even when they perform well
on IQ and achievement tests. Wang and Aamodt emphasize that rule-
setting can play a critical role in helping children develop impulse control.
Another impulse control technique deals with frustration tolerance which is
when children get frustrated with a learning obstacle and lack impulse
control in dealing with that frustration point. When teachers have to deal
with a student that is in the midst of a frustration outburst, the rest of the
class is not receiving the teacher's attention. Helping students develop
coping strategies to deal their frustrations and subsequent anger or other
emotional responses is a big part of developing better impulse control in
the classroom and at home.
Learning disorders and mental health problems, such as Attention

Deficit/Hyperactivity Disorder, commonly known as ADHD; dyslexia; autism
and Oppositional Defiant Disorder, or ODD can dramatically affect student
behavior. Students with ODD, for example, struggle to accept authority and
may frequently defy teachers and parents. Students who need mental
health interventions, occupational therapy or psychoactive drugs may
behave poorly in class even when teachers have excellent classroom
control. These mental health interventions can affect the affected student's
ability to learn because they are not able to actively participate in the
classroom. Students with some disorders may be unable to achieve good
grades in typical classrooms. Further, their disruptive classroom behaviors
can also affect students that do not suffer from mental health disorders
because teachers are pulled away from classroom and teaching activities.
References:
https://scientificamerican.com/thoughtful-animal/what-is-classical-
conditioning-and-why-does-it-matter/
https://classroom.synonym.com/uses-classical-conditioning-classroom-
7603215.html
Information Processing Theory
MAEM 501
BY:
MILDRED A. YMPAS
MSTM
TO:
Course Instructor
Information Processing Theory
In 1956, American psychologist George A. Miller developed the information processing

theory and believed that the mind receives the stimulus, processes it, stores it, locates it, and
then responds to it. He also stated that the human mind can only hold 5-9 chunks of
information at a time.
The information processing theory is an approach to the cognitive development of a
human being, which deals with the study and the analysis of the sequence of events that occur
in a person's mind while receiving some new piece of information. The information processing
theory, as we know it today, was not created but developed by George Miller.
He compared the information processing in humans to that of a computer model. He

also said that learning is simply a change in the knowledge that has been stored by the
memory. In short, it is the analysis of the way a human being learns something new. There is a
fixed pattern of events that take place in such a situation, and by knowing this pattern we can
enable children and adults with special abilities to learn new things faster.
This theory claims that the human mind is very similar to that of computers, as far as
information processing and analysis is concerned. It also states that any new piece of
information that enters the brain is first analyzed and then put through the test of several
benchmarks before being stored in some vestibules of the memory. Since these actions occur
at a very fast speed, we are unable to notice them in action. The sensory perceptors of a
human being function in the same way as the hardware of a computer does, and the mindset
and the rules and strategies adopted by the person while learning, are equivalent to the
software used by computers. The information processing system of a person can thus be
enhanced if these perceptors and rules are altered. The following diagram will give you a basic
idea about the functioning of the information processing model.
Three Step Memory Process:
1. Encoding – integrating information into the memory system.
2. Storage- preserving material in memory.
3. Retrieval- accessing memory from storage.
Sensory Memory- is the initial processing that transforms these incoming stimuli into
information so we can make sense of them.
Short Term Memory- the stuff we encode from the sensory goes to STM. The events are
encodes visually, acoustically, or semantically. It holds about 7 (plus or minus 2) items
for about 20 seconds.
Long Term Memory- includes various types of information: declarative ( semantic and
episodic), procedural ( how to do something), and imagery ( mental images).
Main Types of Long Term Memory
1. Declarative memory (“knowing what”) is memory of facts and events, and refers to
those memories that can be consciouslyrecalled (or "declared"). It is sometimes
called explicit memory, since it consists of information that is explicitly stored and
retrieved, although it is more properly a subset of explicit memory. Declarative memory
can be further sub-divided into episodic memory and semantic memory.
2. Procedural memory (“knowing how”) is the unconscious memory of skills and how
to do things, particularly the use of objects or movements of the body, such as tying a
shoelace, playing a guitar or riding a bike. These memories are typically acquired
through repetition and practice, and are composed of automatic sensorimotor
behaviours that are so deeply embedded that we are no longer aware of them. Once
learned, these "body memories" allow us to carry out ordinary motor actions more or
less automatically. Procedural memory is sometimes referred to as implicit memory,
because previous experiences aid in the performance of a task without explicit and
conscious awareness of these previous experiences, although it is more properly a
subset of implicit memory.
Declarative/Explicit Memory
1. Episodic memory represents our memory of experiences and specific events in
time in a serial form, from which we can reconstruct the actual events that took place at
any given point in our lives. It is the memory of autobiographical events(times, places,
associated emotions and other contextual knowledge) that can be explicitly stated.
Individuals tend to see themselves as actors in these events, and the emotional
charge and the entire context surrounding an event is usually part of the memory, not
just the bare facts of the event itself.
2. Semantic memory, on the other hand, is a more structured record
of facts, meanings, concepts and knowledge about the external world that we have
acquired. It refers to general factual knowledge, shared with others and independent of
personal experience and of the spatial/temporal context in which it was acquired.
Semantic memories may once have had a personal context, but now stand alone as
simple knowledge. It therefore includes such things as types of food, capital cities,
social customs, functions of objects, vocabulary, understanding of mathematics, etc.
Much of semantic memory is abstract and relational and is associated with the meaning
of verbal symbols.
Procedural/Implicit Memory
1. Classical Conditioning- some out –of- awareness memories may cause you to feel
anxious as you take a test or make your heart rate increase when you hear a dentist
drill.
2. Evet/Need ( Procedural Memory)- ‘Knows-hows”
- Knowledge from traditional learning just in time
3.Priming – to retrieve a specific memory from the web of association, you must
first activate one of the strands that leads to it.

Mathematics 7
MAEM 501
BY:
MILDRED A. YMPAS
MSTM
TO:
Course Instructor
FATHER SATURNINO URIOS UNIVERSITY

Butuan City, Agusan del Norte
Graduate School Department
SEMI- DETAILED LESSON PLAN IN MATHEMATICS 7
Date: August 25, 2019

Time Frame: 1 hour
Grade: Grade 7
I. OBJECTIVES
During the course of discussion,
1. I can differentiate between constant and variables in a given
algebraic expression.
2. I can interrogate constant and variables in a given algebraic
expression.
3. I can solve algebraic expression for a given values of the variables.
II. Subject Matter:

TOPIC : Constants , Variables and Algebraic Exprressions
REFERENCES:
1. Teacher’s Guide pages: Pp. 141-146
2. Learner Materials pages:
3. Textbook pages:
4. Other Learning Resources: https://byjus.com/maths/variables-and-
constants-in-algebraic-expressions/
III. PROCEDURES
TEACHER’S ACTIVITY
Opening Prayer
Checking of Attendance
Collecting of Assignments ( If any)
Review ( Ask some students to give synthesis of the previous
discussion.)
A. PRIMING/MOTIVATION
Divide the students into groups of four.
Distribute Clue Cards–Set 1 to each group.
Explain that each member of the group should receive
one of the clue cards. Each person will be responsible for
their clue as the group members work together, using the
clues to determine the values of the three eyes. (green =
1, blue = 4, pink = 2)
Repeat this activity using Clue Cards–Set 2 (Set 2: blue =
7, green = 4, pink = 6)
Facilitate a class discussion to allow the students to share
strategies they used.
Clue Cards – Set 1
+ =3
+ =
+ =6
Clue Cards – Set 2
+ + = 21
+ + =15
+ + = 17
+ + = 16
B. Activity
Activity 1
1. + + = 13
+ + = 1= =
2. + + =1
+ + = 10
= =
Activity 2
1. B+B+B=6
G + B + G = 10
P + G + G = 14
P + G + B = 12
VALUES: B = ;G= ;P=
2. B + B + G = 11
G+G+B=7
G+G+P=6
P + G + B = 10
VALUES: B = ;G= ;P=
A. ANALYSIS
Based from the given activity, let the student differentiate the
constant and the variable.
Let the students explain the how to solve the given equation in
the algebraic expression.
C. ABSTRACTION
Algebra comes from the Arabic word, al-jabr ( which means restoration),
which is turn was part of the title of a mathematical book written around the 820
AD by Arab mathematician, Muhammad ibn Musa al- Khwarizmi.While this
book is widely considered to have laid the foundation of modern Algebra,
history shows that ancient Babylonian, Greek, Chinese and Indian
mathematicians were discussing and using algebra a long time before this
book was published.
The Language of Algebra
The following are important terms to remember.
a. Constant – a constant is a number on its own. For example, 1 or 127;
b. Variable – a variable is a symbol, usually letters, which represent a value
or a number. For example, a o x. In truth, you have been dealing with
variables since pre-school in the form of squares( ) , blank lines
( ____) or other symbols used to represent the unknowns in some
mathematical sentences or phrases;
c. Term – a term is a constant or a variable or constants and variables
multiplied together. For example, 4, xy, or 8xy. The terms number part is
called the numerical coefficient while the variable or variables is/are
called literal coefficient/s. For the term 8yz, the numerical coefficient is 8
and the literal coefficients are yz.
d. Expression- an Algebraic expression is a group of terms separated by
the plus or minus sign. For example, x-2 or
4x+ ½ y-45
Since the letter x is now used as a variable in Algebra, it would not only
be funny but confusing as well to still use x as a multiplication symbol.
Imagine writing the product of 4 and a value x as 4xx! Thus, Algebra
simplifies multiplication of constants and variables by just writing them
down beside each other or by separating them using only parentheses
or the symbol “•”. For example, the product of 4 and the value of x (often
read as four x) may be expressed as 4x, 4(x), or 4•x.
Problem 1: Which of the following equations is true? 12+5=17
a. 8+9=12+5
b. 6+11=3(4+1)+2
Discussion: All of the equations are true. In each of the equations, both sides
of the equal sign give the same number though expressed in different forms.
On Letters and Variables
Problem 2: Let x be any real number. Find the value of the expression 3x ( the
product of 3 and x, remember?) if
a. X= 5 b. x= ½ c. x = -0.25
Discussion: The expression 3x means multiply 3 by any real number x.
Therefore,
a. If x= 5, then 3x= 3(5) = 15
b. If x= ½, then 3x= 3(1/2) = 3/2
c. If x = -0.25, then 3x= 3(-0.25) = -0.75
D. APPLICATION
Choose the letter of the correct answer.
1. Which of the following is considered a constant?
a. f b. 3 c. 500 d. 42x
2. Which of the following is a term?
a. 23m + 5 b. (2) (6X) c. x- y + 2 d. ½ x – y
3. Which of the following is equal to the product of 27 and 2 ?
a. 29 b. 49+6 c. 60 – 6 d. 11 ( 5 )
4. Which of the following makes the sentence 69 – 3 = ____ + 2 true?
a. 33 b. 64 c. 66 d. 68
5. Let y = 2x + 9. What is y when x = 5 ?

a. 118 b. 34 c. 28 d. 19
IV. Assessment
Each group should have a representative to throw the dice to have a
value of the given variable that should be substituted to satisfy each
expression.
1. What is the value of the expression 8x + 3?
2. Evaluate the expression 8 + 3a.

3. What is the value of the expression 3y + 4 ?
3. If the expression p + q + q has a value of 5, which of the following

could be the values of p and q?
A. p = 1 and q = 5
B. p = 1 and q = 2
C. p = 2 and q = 1
D. p = 3 and q = 2
V. Assignment:
Answer this problem below. ( Real World Problem)
Jack went to Burger Barn on Monday and purchased 2 burgers

and 1 soda for $8. On Tuesday, he returned and bought 1 burger
and 2 sodas for $7. How much was each burger and each soda?
(burger price = $3, soda price = $2)
Synthesis Paper on
Integration of Information Processing Theory and
PBL
MAEM 501
BY:
MILDRED A. YMPAS
MSTM
TO:
Course Instructor
PBL works as basis of Information Processing ability in terms of ICT
The student brain brings information in, manipulates it, and stores it ready
for future use. This theory addresses how as children grows, their brains likewise
mature, leading to advances in their ability to process and respond to the
information they received through their senses. And it is the continuous pattern of
development.
As a teacher, we already know the nature and ability of our students. We believe
that, they are the way they are due to how they were raised, in what type of
environment they were raised in and their early childhood experiences. Social
influences are one of the factors that affect individual abilities. This is how
humans as actively inputting, retrieving, processing, and storing information.
Learners in the 21st Century are called the Knowledge-Based Society.The
lifespan of information is shortened, it very difficult for us Teacher to use such
information that they learned from school. We have to find another teaching
method by reflecting on existing school-based teaching method in order to meet
the demands of the time. One of these teaching methods is Problem- Based
Learning (PBL). Especially in mathematics PBL is very applicable in our field of
teaching. PBL uses authentic problems drawn from the learner’s life experiences.
In such a way, PBL helps to increase the learning ability of a students in
terms of critical thinking, develop interrelationship of learning materials and also
it allows them to develop their interpersonal and teamwork in the process of
problem solving.
Learners are motivated toward the achievement of learning by the removal
of humdrum memorization and are inspired to learn in a spontaneous manner
(AspyD. N., C. B, and Quinby, 1993). The more they engage themselves to the
problem, the more acquisition of learning happen.
As experienced, traditional teaching method is not effective. The class is
not interactive during discussion because they cannot relate themselves as
millennial learners.
Recently, PBL has developed in the form of ICT, web-based study
(Richards, 2001; Zumbach, Hillers, Reimann, 2004). PBL emphasizes
cooperative learning, solve authentic problems and ill- structured problems in a
web-based environment ( Koshmann, Kelson, Feltovich, Barrow, 1996). By the
use of technology PBL is more alluring in a way that we can easily search and
share information on a particular problem or situation.
The 21th century learners are very fun of internet. They develop a various
ways of communication skills and learning atmosphere. It uses e-mail, group
chats as their conference room in order for them to communicate and discuss
such problems. Learner-learner and learner-teacher interaction becomes more
active and it extends the classroom discussion to this chat room to solve
particular problems.
And above all, it is very significant to develop our learners on how to
acquire knowledge and information through individual ability rather than by
memorizing such information. The students should have more than a quantity of
knowledge “How much do you know?” instead, a quality of learning “Can you
make a new knowledge of how do you know”.
To improve such learning, the teacher must explore in the environment that we
are facing in, the environment of technology that makes to have a conducive and
interactive learning. The integration of information processing theory and PBL
approach are being combined with the use of ICT is the key of the teacher to
achieve learning objectives.
References
Miller, G.A. (1956). The magical number seven, plus or minus two: Some limits
on our capacity for processing information. Psychological Review, 63, 81-97.
[Available at http://www.musanim.com/miller1956]
Information Processing Theory. (2017, February 04). Retrieved from
https://www.learning-theories.com/information-processing-theory.html
Turkish online Journal of Distance Education- TOJDE April 2014 ISSN 1302-
6488 Volume:15 Number:2 Article 3
OPERANT CONDITIONING
BY
B.F. SKINNER
MAEM 501
BY:
APRIL GRACE N. PEREJOLES
MAEM
TO:
Course Instructor
What can you say about the picture?
Mathematics 7
MAEM 501
BY:
MAEM
TO:
Course Instructor
I. Learning Objectives: At the end of the lesson I can:
a. classify the materials according to its state of matter;

b. show cooperation and openness in group activity;
c. construct graphic organizer to show the state of matter.
II. Subject Matter:
Topic : States of Matter

References: Science for Active Learning 3, pp. 23-26
Cyber Science 3 pp. 19- 23
Value: Teamwork and open-mindedness
Process Skills: Observing, inferring, classifying
Materials: Visual aids, Chart, laptop, speaker, pictures,
Variables needed for group activity: stone, paper, book, balloon, water,
lotion,
Strategy: 4 A’s
III. Procedure:
A. Preparatory Activities
A. Prayer
B. Checking of Attendance
C. Setting of Standard
1. Review
Before we will have a new lesson this afternoon
We will have a game first. This game is entitled
Can you name the picture?
I have here picture, what you are going to do is to
Name what the picture is all about base on what
We discuss yesterday. Are you ready?
Pictures of the following:
1. 2. 3. 4. 5.
1. Observing
-Good Job! Emil.
2. Measuring
3. Classifying
-That’s correct! Great Jul!-
4. Predicting
5. Communicating
- Well done!-
2. Motivation
This time we will have a have another game.
Are you familiar with 4 pictures, 1 word?
Okay, that’s great
This game is entitled 1 word 4 pictures but before
that, I will group the class into four groups.
Remember your group mates!
I will give reward for those group who can give
the correct answer.
Show pictures and scrambled words.

1. I L KM - milk –
2. O X B -box-
3. R I A - air-
4. O K O B -book-
5. S O M E K - smoke-
6. A T E R W -water –
Very Good! Group 3. Let’s give a fire works

Clap to the group.
B. Developmental Activities
1. Presentation
This morning we will discover something about
materials.
There are materials that we can hold it for a
long period of time, for a little while and, we
really can hold it.
2. Activity
In the same group, each group has the same materials
and a chart all you have to do is to group the following
materials according to their characteristics.
Write your answer on the chart provided.
Materials needed: stone, book, balloon, water, alcohol.
Materials that:
you can hold for a long you can hold for a while you cannot hold
period of time
3. Analysis
Let’s now discuss your answers!
What materials did you write on the first column?
Why?
(REINFORCEMENT)
Describe the characteristics of these

Materials.
Do they have shape?
Is the shape fixed?
These materials are called SOLID.

Solids, have fixed shape and
volume.
What material/s did you place in the second

Column?
Why did you place this material in the second
Column?
Describe the characteristics of these materials.
If you’re going to pour the

water
into the cup.
What do you think will happen?
If you’re going transfer this
alcohol into another
container.
What do you think will happen?
Do they take the shape of the shape

of the container?
Does the water has definite shape?
Does the water has volume?
Does the water flow when you poured it?

They are called as LIQUIDS.
Materials, that have

definite
volume but no definite
shape
are called Liquid.
What material/s did you place in the third

Column?
Why did you place this material in the third
Column?
(REINFORCEMENT)
What’s inside the balloon?

Does the helium inside the balloon has shape?
Does balloon has volume just like the stone and water?
Gas has no definite

shape and no definite
volume but they take the
shape of the container.
State of Matter Characteristics Examples
Answer Key:
State of Matter Characteristics Examples
Solid -has fixed shape, fixed - table, stone, book, chair, ice
volume cube
Liquid - no definite shape but - lotion, alcohol, water,
has definite volume milk, juice
Gas - has no definite shape - air, helium, hydrogen,
and has no definite - smoke, steam
volume
C. Concluding Activities
4. Abstraction
Matter has different states.

What are these? (SOLID, LIQUID,
GAS)
Teacher presents the following objects to the whole class:

1. Pencil -solid-
What is solid?
Give an example -positive
reinforcement-
2. lotion - liquid-
What is liquid?
Give an example -positive
reinforcement-
3. tire -gas-
What is gas?
Give an example - positive
reinforcement-
What are the states of matter?
5.
Application:
In the same group. I will give you a blank paper with cut out words and pictures.
Using those words that I gave. What you will do is to make a graphic
organizer. Showing the relationship of the words.
I will give you (3 minutes to do the said activity.)
Follow the format that I gave you:
WORDS: solid, states of matter, liquid, gas

Pictures: paper, balloon, tire, chair, water, chair,
6. Value Development
During the group activity,

We work together
What do you do to finish your early? We talk and accept
the suggestions of
our group mates
REINFORCEMENT
Why is it important to listen and cooperate
in any act. Assigned to you.
So that the work will
be easier.
REINFORCEMENT
IV. Evaluation:
Directions: Cut the pictures. Paste them on the state of matter where they
belong.
Pictures of: soda, notebook, shoes, juice, smoke, chair ,

table
Solid Liquid Gas
V. Assignment:
List down materials that you can find at home. Classify them according to the group
they
belong.
Solid Liquid Gas

Synthesis Paper on
Cognitive Development
and
Operant Conditioning
MAEM 501
BY:
MAEM
TO:
Course Instructor
Learning is a life-long process. It is widely accepted that teachers should
facilitate active learning in their respective classrooms. According to Stinson and
Miller (1996) there has been a paradigm, shift expressed as moving from being
the “Sage on the stage” to as a the “Guide on the Side” and teachers should
have the following skills: active learning, mentoring, facilitation and exploratory
work.
These skills are acknowledge that make teachers effective and efficient in
their respective fields with the application of the different theories.
In the seminar workshop, entitle constructivist teaching approach that was
conducted last August 25, 2019. Our group presented teaching English 6 in a
creative manner with the application of the cognitive development theory of Jean
Piaget and behaviourism (operant conditioning) by B.F. Skinner.
The lesson took the learners on how to construct their own meaning from
novel information, as they interrelate with reality and with other leaners who bring
different perspectives. Students used their prior knowledge and experience to
formulate novel, related, and/or adaptive concepts in learning. Throughout the
framework the teachers’ role was a facilitator and providing guidance so that
learners utilize their own knowledge and bring what they have inside. It
emphasizes an active learning environment that may incorporate learner-
centered problem based learning, project-based learning, and inquiry-based
learning, in which students are actively engaged in critical thinking activities.
As a teacher, should use not just only one theory rather we should use two
or more theories. As what the saying states that “Two is better than one.” Upon
conducting the said seminar the teachers also focuses on the behaviour of the
students. How the teacher manage and handle students’ pleasant and
unpleasant behaviour. Teacher should be observant and conscious towards to
his students, he should give much attention to the students why the actions are
done and how these actions can be shaped. It was demonstrated, the teacher
give reinforcement to increase behavior and a punishment as to decrease an
unpleasant behaviour that will probably occur. Furthermore, uses the different
schedule of reinforcement.
The study of human behaviour by the Ivan Povlov and B.F. Skinner is very
useful in shaping the behvaior emitted by the students. Teachers can use these
every day, analyzing the function of behavior and teaching new behaviors.
Teacher plays a vital role in shaping successful people. They shape young
minds of the children, behavior and gives opportunity to become a productive
member of a society. Eventually, they learn how to meet challenges and
overcome obstacles.
SOCIAL DEVELOPMENT THEORY

BY
LEV VYGOTSKY
MAEM 501
BY:
JOANN A. DUMAPE
MATSE
TO:
Course Instructor

Communication Arts in Hearing Impairment Class
MAEM 501
BY:
JOANN A. DUMAPE
MATSE
TO:
Course Instructor
Communication Arts in Hearing Impairment Class
I. Objectives:
Within a 60-minute period, using pictures I can:
A. select the color name;
B. match appropriately the colors; and
C. sign/fingerspell the color of the objects.
II. Subject Matter:

Colors
III. Instructional Materials:

A. Reference:
Curriculum Guide for Kindergarten: Children with
Hearing Impairment. Communication Arts: p60
B. Materials:
pictures, realia
IV. Procedure
A. New Lesson
1. Motivation
Let the class sing a song entitled “The Color Song.”
2.
Presentation
Pictures are presented to the pupils and each picture has corresponding
name of the color. Select the color of the object. Then put the objects into
its container which has the same color.
FIRST PICTURE:
SECOND PICTURE:
THIRD PICTURE:
FOURTH PICTURE:
NEXT ACTIVITY:
3. Application
Let them finger spell the color of the color
combination.
RED AND BLUE.
+ =
YELLOW AND RED.
+ =
BLUE AND YELLOW.

+ =
4. Valuing
Let them express the importance for having a color in our surrounding
5. Evaluation
Let them cchoose the correct color name in the box.
------
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DER BEUL
OLWYLE EGRNE
6. Assignment GNRRAO OIVETL

At home you color this according to the
given color.
Synthesis Paper on
Social Development Theory and
Montessori
MAEM 501
BY:
JOAN A. DUMAPE
MATSE
TO:
Course Instructor
ABILITIES OUTWEIGH DISABILITIES
Vygotsky and Montessori have a lot in common they were trained as doctors and
both worked with children with special needs before they went onto develop their
own view of children’s development and learning Emkillorys, 2002). For, Lev
Vygotsky he developed the principle of Social Development Theory which
emphasizes the Zone of Proximal Development and Scaffolding that relates
to the difference between what a child can achieve independently and what a
child can achieve with guidance and encouragement from a skilled tutor/partner.
Also for, Maria Montessori view of Montessori Method that exhibit the so called
Prepared Environment were children learns to glean information from many
sources, instead of being handed by the teacher, it is the role of the teacher to
prepare and continue to adapt the environment and to link the child creativity.
The two theories believed that children only learnt from themselves and needed
the adult and other children to further develop their skills and acquire knowledge
were in the environment plays a vital role in the child’s development especially in
the cognitive and social aspects. Vygotsky proposed the ZPD, the gap between
what child can learn unassisted and what a child can learn when guided by an
educator which Montessori supported that concept and ensure the program and
environment will be ordered and children will have the opportunity to be involved
in a social interaction between the peers and build routine life such as meal
preparation, practical life, sensorial and cleaning method by a one-one instruction
with the help of a Montessori trained teacher. Also, it helps children opportunities
to work together and influence each other.
One the best implication for these theories is handling students with Autism.
According to U.S Department of Health and Human Services that Autism affects
one in forty five children age three through seventeen and also suggested certain
intervention for young children in inclusive setting. (Autism Spectrum Disorder
Speaks, 2016). The goal of these theories is to explore developmental impact of
inclusions classroom on children with ASD, in which inclusion setting is one of
Vygotsky’s idea in promoting socialization and Montessori Method is the
mainstreaming avenue on learning their skills. Relating and communicating is
one of the difficulties for a child with ASD. Children with Autism benefit from
watching others around them. Montessori activities on grace and courtesy allow
children the opportunity to learn and practice appropriate social interactions. In
which, they learn conversational skills, how to make eye contact, facial
expressions, imitating other actions and body language expression. Also, they
will observe other children before they themselves choose to participate. (Walker,
2002) children requires an environment that reflects and respects their interests
and ideas, provides creative and open-ended experiences, offers opportunities to
work alone or alongside each other and promotes a sense of authentic choice.
Always remember when students are disengaged from school and learning, we
teachers need to strategically reach inside them and rekindle the natural
motivation to learn and must know what approaches that work best in the
classroom and need to learn how to create right learning climate. “Learning is
more than the acquisition of the ability to think; it is the acquisition of
many specialized abilities for thinking about variety of things”.
(Lev Vygotsky, 1923)
COGNITIVE APPRENTICESHIP
BY
DR. ALLAN M. COLLINS, ET. AL.,
MAEM 501
BY:
ROSARIE ANNE P. RESULLAR
MSPE
TO:
Course Instructor

Physical Education to 1st Year College Students
MAEM 501
BY:
MSPE
TO:
Course Instructor
Lesson Plain in Physical Education 1st Year College
Preliminaries
Cognitive Apprenticeship
Date: August 19, 2019

Time: 06:00 – 08:00 AM
No. of Students: 50
Learning Outcome(s): Given the different Physical Fitness Assessment, the students shall
accomplish at least 75% of the following tasks:
A. to determine the level of fitness of students;
B. to identify strength and weaknesses for development and improvement;
C. to provide baseline data for selection of physical activities for enhancement of health and
skill performance; and
D. to motivate, guide and counsel students in performing different physical activity.
Content: Physical Fitness Assessments
Reference:
Cando, J., Banawa, E., Biong, C., Ompoc, H., Health and Fitness Management: PE Workbook,
Mutya Publishing House, Inc., 2018,
Procedure:
Pre-lection:
Overview: Start by asking the students if they can still remember the following skill and
health related components of physical fitness:
1. Cardiorespiratory Endurance
2. Muscular Strength
3. Muscular Endurance
4. Flexibility
5. Speed
6. Agility
7. Reaction Time
Establishing Purpose of the lesson:
Remind the students that they will be performing different physical fitness assessment.
Pre – assessment:
Refer on page 77, 11-31
Lesson Presentation: (Using MCSARE Method of Collins, Brown and Miller)
Modeling:
Have a lecture on how to perform the following physical fitness assessment:

1. 12-minute run test
2. The walking Test
3. Curl Up
4. Modified Sit and Reach
5. Shoulder Flexibility Test
Coaching and Scaffolding:
Provide the students the measured area and the materials to be used for the physical fitness
assessments like stop watch and meter stick and let them start performing the different
physical fitness assessments.
Articulation:
Ask one of the students to express what he/she thinks of the different assessments and justify
it while they are performing on the activity.
Reflection:
Let the students compare their results with their partners and then to their other classmates.
Exploration:
Given pictures of people who are physically fit, has a healthy and active body, the learners
shall show how much Physical Fitness Assessments is of great help as awareness to one’s
body health status.
Evaluation:
As a preparation for the next meeting, let the students look into other physical fitness
assessments specifying on what skill or health related component does it test.
Synthesis Paper on
Cognitive – apprenticeship learning
MAEM 501
BY:
MSPE
TO:
Course Instructor
“It is the supreme art of the teacher to awaken joy in creative expression and
knowledge.” - Albert Einstein
The major objective of a teacher is for him/her to teach his/her learners
knowledge that he/she may use anywhere. It is the teacher’s duty to inculcate
values and information that is of great help to a learner wherever she /he may be
in the future. Thus, it is the teacher’s responsibility to attract and awaken a
learner’s mind to anything. A teacher must be knowledgeable enough, must
possess different skills, and must be logical and imaginative enough to think of
anything with creativity just for him/her to teach his /her learners everything.
As a teacher being imaginative and creative, it requires for him/her to be

conscious to the different theories in learning and teaching on when and where to
use such theories most especially that the learners now a days are all different in
terms of their learning approach. And so, doing seminar workshops that shows
the different theories in learning and teaching greatly helps the entire teacher
regardless of the specified subject he/she is teaching just like what we did in our
class. Our class showcased different approaches to the learners in application to
different theories presented like meaningful learning, behaviorism and
constructivism. Approaches to Montessori learners and special education were
also presented on the seminar workshop.
The different approaches given the theories can be applied to any subject
depending on the teachers’ specialization. The creativity, imagination and critical
thinking of a teacher then occur on this time.
While there are multiple steps and guidelines one can follow when deciding what
approach to use with the subject there is, by no means a prescription. Meaning to
say, a teacher has many choices to select on what kind of approach he/she will
be going to use depending on the topic to be discussed. As a PE major in
undergraduate school I became used to using meaningful learning and
demonstrative approach which stifled me and my creativity as a teacher.
Although foreign at first, deciding and discovering new approaches in application
to the different learning and teaching theories became an avenue for imagination
to resurface and a place to play, invent and take risks.
The best teachers are never completely satisfied with their curriculum and
endlessly year after year continue to experiment. Since I am a teaching already
and I am now knowledgeable to the different approach in teaching through the
theories in learning and teaching I plan to try new ideas, incorporate surprise
elements and carry on the tireless “teaching experiment”. Students will be
involved in the process from the beginning by selecting topics of their interest
and by suggesting direct feedback on what works and what does not. Like the
process on the cognitive – apprenticeship learning, I would like to try it using on
my class. But not only had I that will be involved but also my learners. We will go
through the process of modeling, coaching, scaffolding, articulation, reflection
and exploration.
It is important to remember that if at first you don’t succeed you can always try
again. Often trying different approach in teaching given the subject already do
not produce the results you were looking for. This can be discouraging but at the
same time can be an important opportunity for reflection and learning. As
teachers we must remember that students benefit most from teachers who
continuously try different things. Because though theories do not convey the
absolute truth yet it is the most acceptable reason in light of existing knowledge.
Its application will aid to knowledge formation.
MEANINGFUL LEARNING
BY
DAVID PAUL AUSEBEL
MAEM 501
BY:
ANNIE LIZA D. ENCENZO
MSPE
TO:
Course Instructor
Father
Saturnino Urios University
A Semi Detailed Lesson Plan

In
Physical Education
MAEM 501
BY:
MSPE
TO:
Course Instructor
I. Objectives:
At the end of the lesson, students are expected to:
A. Understand the rules of Basketball
B. Demonstrate the common hand signals in Basketball ;
and
C.Strengthen student’s appreciation for physical activity.
II. Subject Matter:

Basketball Violations referee hand signals
III. Instructional Materials:

A. Reference:
https/::www.nfts.org/media/1015648/basketball- signal chart.
B. Materials:
LCD Projector, laptop, ball, and whistle
IV. Procedure
B. New Lesson
1. Motivation
Let the class watch a video of a referee during a basketball game.
2. Presentation
Pictures are presented to the students and each has corresponding name
of the hand signals. Let the students perform the hand signals repeatedly.
3.
Application
Group the class into three. Each group will select one member to pick the
flash cards with names of charges while the rest will fall in line from
shortest to tallest. The picker will blow the whistle and show the first card to
the first player in the line, the player will demonstrate the given violation or
call, if the player performs the given charge correctly the second player will
do the same. Each member of the group has 30 seconds to perform, the
group with the highest scores wins and receives 10points.
7. Valuing
Let them express the importance for having a referee in all sports.
8. Evaluation
Identify the following hand signals performed by the referee in the video
presentation.
9. Assignment
What are the basic skill in basketball?
Synthesis Paper on
Contiguity
And
Meaningful Learning
MAEM 501
BY:
MSPE
TO:
Course Instructor
Learning Model and Theories has long been the center of reform with new ideas
about learning and teaching. Educators are regularly introduced to new teaching
strategies, curricula and rigorous standards in an effort to provide effective
instruction to students.
Last August 25, 2019, we conducted a seminar-workshop regarding the different
Learning Theories. Our group demonstrated the Manobo dance called INAMU
using the Contiguity Theory of Edwin Guthrie and Meaningful Learning of David
Ausebel. Guthrie’s contiguity theory specifies that “a combination of stimuli which
has accompanied a movement will on its recurrence tend to be followed by that
movement”. All learning was a consequence of association between a particular
stimulus and response. Furthermore, Guthrie argued that stimuli and responses
affect specific sensory-motor patterns; what is learned are movements, not
behaviors. While Meaningful learning is about making connections between what
learners already know. In other words, we need to help the learners to activate
what they already know about what we are about to teach.
The demonstration of the dance was made easier because of these theories.
Contiguity theory was used to process the learning of the dance. From the basic
steps to the application of the dance. While meaningful learning was presented
when the participant used their prior knowledge about the movements of the
monkeys and their background about the Manobo’s. the repetition of the
movements also helped the participants to master the dance. Truly, our
experiences with the Seminar-Workshop was really amazing. Our instructor gave
us a chance to learn more learning theories in practice and express our expertise
in teaching.
I would like to try it using on my class. But not only had I that will be involved but
also my learners. We will go through the process of modeling, coaching,
scaffolding, articulation, reflection and exploration.
It is important to remember that if at first you don’t succeed you can always try
again. Often trying different approach in teaching given the subject already do
not produce the results you were looking for. This can be discouraging but at the
same time can be an important opportunity for reflection and learning. As
teachers we must remember that students benefit most from teachers who
continuously try different things. Because though theories do not convey the
absolute truth yet it is the most acceptable reason in light of existing knowledge.
Its application will aid to knowledge formation.
MODELING THEORY
BY
ALBERT BANDURA
MAEM 501
BY:
RUFA C. ATOP
MSPE
TO:
Course Instructor
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Father Saturnino Urios University

GRADUATE STUDIES AND RESEARCH

PÓLYA’S PROBLEM SOLVING PROCESS

PARTIAL FULFILLMENT IN THE COURSE

Step 1: Understand the problem.

Questions you can ask the students:

Do you understand all the words used in stating the problem?

• What are you asked to find or show?

• Can you restate the problem in your own words?

• Is there enough information to enable you to find a solution?

Step 2: Devise a plan (translate).

Some possible strategies to use:

• Guess and check • Look for a pattern

• Make an orderly list • Draw a picture

• Eliminate possibilities • Solve a simpler problem

• Use symmetry • Use a model

• Consider special cases • Work backwards

• Use direct reasoning • Use a formula

• Solve an equation • Be ingenious

Step 4: Look back (check and interpret).

Step 1: Understand the problem.

*Remove ( ) by using dist. prop.

A Semi Detailed Lesson Plan in Teaching

A Semi Detailed Lesson Plan in Teaching

1. How many different ice cream pairs can you have?

• Distribute the “Discovering Permutations” worksheet. Allow students to work in

Discovering Permutations Worksheet - Answers

3. What patterns do you notice in the table?

Partial Fulfillment in the Course

MATH IS MORE THAN CALCULATIONS

COGNITIVE DEVELOPMENT THEORY

PARTIAL FULFILLMENT IN THE COURSE

A Semi Detailed Lesson Plan in English VI

PARTIAL FULFILLMENT IN THE COURSE

Semi-Detailed lesson Plan in English VI

II Subject Matter: Philippine Eagle (Noting Details)

6. A newspaper contains current events, newsworthy topics, or

Riddle no. 1 --- a place which offers various mesmerizing places

Dipterocarp Accipitridae Poaching

Accipitridae -- a large family (order Falconiformes) of carnivorous

Poaching -- has been defined as the illegal hunting or capturing of

Pithecophaga jefferyi, also known as the Great

What are the other names of the Philippine Eagle?

The Philippine eagle has a dark-brown back and white

What do Philippine Eagle look like?

This eagle is endemic to the Philippines and can be found on

Where can we find most the Philippine Eagle?

The Philippine Eagle eats flying lemurs, Asian palm

These eagles are long-lived with a lifespan of some 60

How long will they (Philippine Eagle) survive?

The Life of an Eagle and Humans Are Very

What does eagle teaches us? Why?

1. How far can an eagle fly in one day?

2. How fast can eagles fly?

3. Why do eagles migrate?

Some eagles migrate. Eagle migration is generally connected to food sources. If an

Partial Fulfillment in the Course

The Seminar Workshop of the different theories conducted last August

In the beginning of our demonstration teaching we set the behaviour of

EXPERIENTIAL LEARNING MODEL

* assorted candies tea soy sauce and oil * juice