SESSION PLAN FOR PSYCHOCOGNITIVE INTERVENTION PLAN

Objectives Type of Application Duration Persons Involved

Intervention
Increase the Psychoeducation • Discuss the interrelationship between our thoughts, emotions, and Session 1 School administration,
students’ and Seminar / behavior and its impact on our academic outcomes facilitator, teachers,
teachers’ Workshop • Discuss the nature and management of anxiety, particularly students
awareness and mathematics learning anxiety
understanding of
psycho-cognitive
factors that affect
learning
Set realistic Expectation- • Determine students’ expectations about the subject Session 2 Facilitator, teachers,
expectations and setting • Link student expectations and learning outcomes; address students
identify expectations misconceptions if present
that lead to anxiety • Inform students about the scope and level of difficulty of the topics
• Clarify how fast or how well are they expected to learn the different
competencies
Reduce thought and Expressive • Students write down their thoughts and feelings about the following Session 3- Facilitator, students
emotion Writing competencies: 4
suppression to - Addition and subtraction of polynomials
increase self- - Multiplication and division of polynomials
awareness and self- - Evaluating algebraic expressions for given values of the variables
regulation - Differentiating algebraic expressions and equations
- Problem solving involving algebraic expressions
• Facilitate the sharing of inputs written in the journals
• Identify common thoughts and feelings among the group
• Set-up a structure of hierarchy from least anxiety-provoking activities
(e.g. adding polynomials) to most anxiety-provoking activities (e.g.
problem-solving)
Establish group Cognitive • Identify common negative thoughts related to the following Session 5 Facilitator, students
norms and develop Behavioral competencies:
a supportive Group - Addition and subtraction of polynomials
Processing - Multiplication and division of polynomials
classroom - Evaluating algebraic expressions for given values of the variables
environment - Differentiating algebraic expressions and equations
- Problem solving involving algebraic expressions
• Emphasize how negative thoughts affect their response to
competency-related activities
• Facilitate cognitive restructuring and help students formulate more
rational beliefs about the given competencies
• Learn from each other’s strengths and weaknesses
Teach students how Mindfulness • Demonstrate and discuss the effects of deep breathing exercise Session 6 Facilitator, students
to shift to the growth Exercises • Demonstrate self-talk strategies involving positive affirmation that can
mindset and live “in be applied to relieve anxiety (i.e. before, during, and after taking a
the now” test)
Develop empathy Role-playing • Assign students to act out different roles that represent their Session 8 Facilitator, teachers,
and interpersonal exercises experiences in the classroom (i.e. a student feeling anxious before a students
skills to promote a test and her classmates’ response)
supportive learning • Discuss what was observed and point out target areas for
environment improvement
Restructure Cognitive • Expose students to anxiety-provoking mathematical tasks involving Session 9 Facilitator, teachers,
students’ Reappraisal moderately difficult tasks (ie. Multiplication of polynomials) students
perceptions • While doing the tasks, tell them that their anxious feelings are
regarding anxiety beneficial for their performance
and mathematics • Gather students’ opinions regarding the role of anxiety in executing
mathematical tasks and their perception of mathematics
Gradually increase Systematic • Based on the identified structure of hierarchy from expressive writing, Session 10 Facilitator, teachers,
student’s ability to Desensitization instruct students to imagine increasingly difficult math situations students
regulate anxious related to the following competencies:
thoughts and - Addition and subtraction of polynomials
feelings when - Multiplication and division of polynomials
approaching - Evaluating algebraic expressions for given values of the variables
mathematical tasks - Differentiating algebraic expressions and equations
- Problem solving involving algebraic expressions
• Apply previously learned mindfulness exercises while in the process
of imagining anxiety-provoking tasks
• Let students do actual tasks and repeat previous steps
 • Discuss what are the outcomes and how it can be applied to similar
situations in the future
Contextualize Problem-based • Discuss modern-day applications of mathematics Teachers
mathematical Learning (PBL) • Provide daily numerical problems that students encounter and allow
concepts into Approach them to determine mathematical operations that need to be applied
modern-day
applications
Encourage Cooperative • Divide the class into small heterogenous working groups to solve Teachers
teamwork and Learning mathematical problems together
support network • Discuss individual and group weaknesses and how to combat them
• Provide individual and group reinforcements for successful
performance