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EM101 (TEACHING MATHEMATICS IN THE PRIMARY GRADES

THE TEACHING CYCLE  Consult the curriculum & teaching guides published by
DepEd.
1. IDENTIFY OBJECTIVES  Visit websites which will give you information relevant
2. PLAN INSTRUCTIONS to subject area.
3. IMPLEMENT PLAN  Master the contents of your lesson.
4. CHECK FOR UNDERSTANDING
5. REFLECT ON TEACHING OBJECTIVES
6. ASSESS LEARNING & REFLECT ON THE RESULT  Before you begin planning, you need to know what
specific knowledge & skills you want your students to
IDENTIFY OBJECTIVES develop during the lesson or unit.
 What knowledge and/or skills do the students need to  Teachers often focus too much on knowledge,
learn? forgetting about developing skills which in the long
 You must be guided by the content standards, term are more important than knowing mere facts.
performance standards, and the learning  In planning your instruction, always consider both
competencies that are found in the curriculum guide. knowledge and skills.
PLAN INSTRUCTIONS
 What strategies must be implemented for the students STUDENTS
to achieve the objectives targeted in the previous  Get to know your students.
stage?  Another important consideration that needs serious
 It is important that you have mastered the content of attention in teaching, especially in mathematics, is the
the lesson that you are about to teach. It is also students’ mindset.
beneficial to be familiar with your students - what they  Students with fixed mindset believe that their math
know, how they learn, etc. skills cannot be improved.
IMPLEMENT PLAN  Students with growth mindset believe that they can be
 Conduct of the learning activities better at math.
 This is the stage where you conduct the learning  Consider how to encourage growth mindset in class.
activities that you have prepared during the planning
stage. You must be flexible with the possible changes LEARNING ENVIRONMENT
that you need to accommodate.  Aside from the physical environment where the
CHECK FOR UNDERSTANDING learning takes place, it is also important to consider
 Conduct of the learning activities the social & emotional learning environment of the
 This is the stage where you conduct the learning class.
activities that you have prepared during the planning  The students must feel safe to express their thinking,
stage. You must be flexible with the possible changes without fear of being embarrassed of mistakes or
that you need to accommodate. different views.
REFLECT ON TEACHING
 Were the implemented strategies effective? AVAILABILITY OF RESOURCES
 How can instructions be improved?  Take into consideration the instructional materials that
 You must evaluate every teaching period that you you will be needing before you write your lesson plan.
finished. If the objectives were not met, then you need  Is a blackboard available? If not, can you improvise?
to plan again. What do you need to do differently in  Are there specific manipulatives that you need? Where
order to achieve the objectives? can you get them?
ASSESS LEARNING AND REFLECT ON THE RESULT
 Gives a concrete measure of what the students have
learned.
 In math, students learning can be measured through INSTRUCTIONAL PLANNING MODELS
paper-and-pen examination and some authentic
assessments.  Systematic frameworks or approaches used by
 Reflect on the result. What can you learn about educators to design and organize their teaching and
student learning and teaching practice based on the learning activities.
result?  Help teachers create effective lesson plans and
curricula by considering various factors, such as
learning objectives, student needs, assessment
THINGS TO CONSIDER IN PLANNING methods, and instructional strategies.
INSTRUCTION IN MATHEMATICS IN THE  Offer a structured framework for educators to design
Deffective and engaging learning experiences tailored
PRIMARY GRADES to their students’ need and learning objectives.
 Choice of model often depends on the subject matter,
ELEMENTS IN LESSON PLANNING
grade level, and educational goals.
1. CONTENT
2. OBJECTIVES
3. STUDENTS
4. LEARNING ENVIRONMENT Commonly used instructional planning models in the
5. AVAILABILITY OF RESOURCES Philippines: ADIDAS and 5Es
CONTENT ADIDAS
 Research the subject matter that you will be teaching.
1.ACTIVITY
EM101 (TEACHING MATHEMATICS IN THE PRIMARY GRADES

The lesson begins with an activity that will later facilitate a 5. EVELUATE
meaningful discussion about the topic of the session. In other The last part of the Five Es model, Evaluate, lets the teacher
words, the activity introduces the topic to the students. This and the students evaluate their learning. Though giving short
activity must be motivating and engaging to catch the attention exercises are usually the mode of evaluation, the teacher can
of the students. be creative by implementing other evaluation activities.

2. DISCUSSION
The lesson proceeds with the processing of the activity. In this
part, the students, as facilitated by the teacher, talks about the
experiences during the activity. Here, the questioning skills of
the teacher is important because he/she must be able to direct
the discussion toward the targeted lesson.

3. INPUT
In traditional classroom, the INPUT is where the teacher
lectures. However, in a constructivist classroom, this is the part
where the students would share the concepts that they learned
based on the activity and the discussion. Nevertheless, no
matter whoch learning theory is applied in the lesson, this is
the part where the concepts are clearly established.

4. DEEPENING
Here, the teacher asks questions that will engage the students
to critical and creative thinking. Non-routine mathematical
problems or real-life word problems may be given. The
purpose is to give the students the opportunity to deepen their
understanding of the concepts that they have just learned.

5. ACTIVITY
In mathematics, this is the part where he students verify what
they have just learned by solving mathematical problems.
Depending on the need, the students may be engaged in
guided practice and/or individual practice. Sometimes, the
teacher facilitates games in this part of the lesson.

6. SYNTHESIS
The last part of the ADIDAS model is Synthesis. Here the
students are given the opportunity to express what they have
learned by verbally giving a summary of what transpired in
class and what they have learned. The students may also be
given a short assessment to give the teahcer feedback on what
they have learned.

FIVE Es

1.ENGAGE
This part activates the students’ prior knowledge and engages
them into new concepts by doing short activities. The aim of
this part is to arouse the students’ curiosity.

2. EXPLORE
In this part, the students are exposed to different experiences
that will facilitate the discovery of new concepts. Explore may
involve observation excercises, simulations, or manipulations
of instructional materials. The goal here is for the students to
discover something new.
3. EXPLAIN
Here the students explain what they have experienced in
Explore. The role of the teacher is to facilitate the discussion
that should lead to students seeing patterns that will help them
to describe the new concept in their own words.

4. ELABORATE
The Elaborate part of the lesson allows students to expand
their understanding of the concept by applying the concept that
they have learned in mathematical problems.

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