Learning Area BSEM 36

Learning Delivery Modality Face-to-face

Cavite State Univesity - CCAT

School Grade Level Third Year
Campus
Banta, John Erick
LESSON Celzo, John Edison
PLAN Teacher Levita, Clarence Daniel Learning Area BSEM 36
Morante, Nathaniel Charles
Vidal, John Rhey
Teaching Date October 18 2023 Quarter 1
Teaching Time 11:00 AM - 1:00 PM No. of Days 1

I. OBJECTIVES At the end of the lesson, the learners are expected to:

1. Acknowledge the principles of teaching and learning,

2. Apply the principles of teaching and learning into various real-life

scenarios,

3. Identify the principles of teaching and learning used by their

instructors and,

4. Reflect on how the principles of teaching and learning helps for

effective teaching and efficient learning.

II. CONTENT The Principles of Teaching and Learning

III. LEARNING RESOURCES
A. References

a. Teacher’s Guide Pages

b. Learner’s Material Pages
c. Textbook Pages
d. Additional Materials from Principles, Standards, and Expectations - National Council of Teachers of
Learning Resources Mathematics. (n.d.).
https://www.nctm.org/Standards-and-Positions/Principles-and-Standards/Pri
nciples,-Standards,-and-Expectations/

Mondal, P. (2013, December 4). Principles of teaching: starting, guiding and

ending. Your Article Library.
https://www.yourarticlelibrary.com/teaching/principles-of-teaching-starting-gu
iding-and-ending/6038

9 Principles of learning (Assignment). (n.d.). Scribd.

https://www.scribd.com/document/380841158/9-Principles-of-Learning-Assig
nment

Laws of Learning - Edward L. Thorndike (1974-194). (n.d.).

https://currentnursing.com/theory/laws_of_learning.htm

Western Governors University. (2022, May 24). Andragogy vs. Pedagogy:

Key Differences in Learning. Western Governors University.
https://www.wgu.edu/blog/andragogy-pedagogy-key-differences-learning220
5.html
 Experiential Learning | Center for Teaching & Learning. (2001, October 13).
© 2023 Boston University.
https://www.bu.edu/ctl/guides/experiential-learning

Tprestianni. (2022, October 25). Learning theories: Theories of Learning in

education. National University.
https://www.google.com/amp/s/www.nu.edu/blog/theories-of-learning/amp/
B. List of Learning Resources for
Development and Engagement
Activities
IV.PROCEDURES
A. Introduction
Daily Activities

1. Opening Prayer - The class will start with a opening prayer and led
by assigned students.
2. Greetings - Prior to start checking of attendance, the teacher will
greet the students and vice versa.
3. Checking of attendance - The teacher will check the attendance,
start by calling each student's name one by one.
4. Review of the Past lesson/Drill - The teacher will review the recent
lesson by assessing the students knowledge in giving an activities.

The teacher will show his screen to perform the activity. To ask the students,
the teacher will use a deck of index cards including the names of students
for the recitation is more properly structured.

Learning Task 1: Define Me!

Instruction: You need to explain the words by your own understanding.

1. Essentialism
2. Idealism
3. Realism
4. Perennialism
5. Pragmatism
6. Existentialism
7. Progrevism
8. Reconstructionism
9. Behaviorism

B. Development What is it?

The teacher will share his screen and start the discussion of the topic

Principles of Teaching and Learning

The six Principles address overarching themes:

● Equity. Excellence in mathematics education requires equity—high
expectations and strong support for all students.
 ● Curriculum. A curriculum is more than a collection of activities: it
must be coherent, focused on important mathematics, and well
articulated across the grades
● Teaching. Effective mathematics teaching requires understanding
what students know and need to learn and then challenging and
supporting them to learn it well.
● Learning. Students must learn mathematics with understanding,
actively building new knowledge from experience and prior
knowledge.
● Assessment. Assessment should support the learning of important
mathematics and furnish useful information to both teachers and
students.
● Technology. Technology is essential in teaching and learning
mathematics; it influences the mathematics that is taught and
enhances students' learning.
Principles of Teaching: Starting, Guiding and Ending

Principles of Teaching
Principles of teaching are fundamental guidelines and techniques that
educators follow to facilitate effective learning and instruction. These
principles are based on educational theories and best practices, and they
guide teachers in creating a conducive learning environment. Some key
principles of teaching include:

Clear Learning Objectives: Define clear, specific learning outcomes so

that students know what they are expected to learn.

Engagement: Create an engaging and interactive learning environment to

keep students motivated and interested.

Active Learning: Encourage students to participate actively in the learning

process through discussions, group activities, and problem-solving.

Assessment: Use various assessment methods to evaluate students'

understanding and progress.

Feedback: Provide timely and constructive feedback to help students

improve.

Adaptability: Adjust your teaching methods to meet the diverse needs and
learning styles of your students.

Organization: Present information in a logical and organized manner to

facilitate comprehension.

Real-Life Applications: Relate lessons to real-life situations to make the

content more relevant and relatable.

Respect and Inclusivity: Create a respectful and inclusive classroom

where all students feel valued and supported.
In Teaching Principles may be classified into three major groups
namely;

1. Starting
These involve the nature of the child, his psychological and physiological
endowments which make education possible.Our native equipment has
been called by various names. The most common terms used are reflexes,
instincts, capacities, impulses, temperaments, and the like.These hereditary
endowments are the preliminary concern in all educational Endeavour. In
the language of A vent- “the child’s original nature is absolutely antecedent
and initial to all educational activities and results”.The primary concern of
the teacher is not the subject but the child, not knowledge of specialty, but
knowledge of the laws and principles of child growth and development.The
process of child growth and development, like all other natural pro­cesses,
involves laws and principles.

2. Guiding

The method is the means of stimulating, directing, guiding, and encouraging

individual or class activities.The method of teaching involves the application
of many laws and principles.True principles of teaching, then, must explain
teaching processes.They must show how subject matters are organized and
taught, how teaching results are achieved and evaluated. Improved
methods of teaching are dependent upon increased knowledge of principles
to be applied

3. Ending

These refer to the educational aims, goals, objectives, outcomes, or results

of the whole educational scheme to which teaching and learning are
directed. These edu­cational aims or objectives may be used as definite,
intelligible principles of guidance by those who seek to educate effectively.
By the aims of education we mean the ends toward which the educational
process is moving. The primary requisite of effective learning is a goal or
ending point.

Principles of Learning
The principles of learning refer to the fundamental concepts and guidelines
that underlie the process of acquiring knowledge, skills, and understanding.
These principles help educators and learners understand how learning
occurs and how it can be facilitated effectively. They are based on
educational research and theory and serve as a foundation for designing
instructional strategies.
1. Learning is an experience which occurs inside the learner and is
activated by the learner. This principle suggests of the strategy that should
be engaged to the learners, like the type of activities which can be related to
our very own experience for them to understand the very idea of the matter
which we try to comprehend. We have what we call potential knowledge
which we acquire through experiences and witnesses, that requires actual
learning in order for us to foster its nature and able to prove its real
existence.

2. Learning is the discovery of the personal meaning and relevance of

ideas. As what Principle 1 implies, personal experiences with the matter
give a holistic meaning to the questions being required in a circumstance. In
order to support the learner’s need of understanding to the matter, it is
important that he experience in actual the learning which he long to
discover.

3. Learning (behavioral change) is the consequence of experience.

Experience has been a major factor into one's learning. People learn
about reality because of his/ her experiences and witnesses into various
occurrences. Mentors should have enough experiences in order for him to
express concepts of different matters. It is also important for them to relate
different understanding into one’s own actual experiences as a result of a
conducive and effective learning process.

4.Learning is cooperative and collaborative process. Cooperation

fosters learning. Principle 4 clearly suggests of an open relationship
between the mentor and the learner in terms of the learning process. This
gives an idea about the learner’s role inside the classroom in which learners
should be free in expressing ideas about his discoveries during his actual
exploration of the matter. It is important for the mentor to acknowledge new
discoveries in which the both elements should collaborate in order for them
to incorporate concepts known by the learner and knowledge possessed by
the mentor.

5. Learning is an evolutionary process. The very goal of the teacher is to

make sure each and every member of his class achieve the objectives in all
instances. Teacher faces a great challenge in terms of making them into
realization, but still strives hard in order to meet such goals. Inch by inch he
make sure that nobody left hanged from the group in which every learner
copes up all the requirements asked in the curriculum.

6. Learning is sometimes a painful process. Among all aspects of the

process of learning can be considered an easy task. This implies of a much
greater effort on the part of the mentor on how to motivate his learners to
engage into studies with determination, interest and dedication. It is
important for the mentor to make each of his learner realize the beauty and
worth of learning, the importance of learning in to one’s life, and the impact
and benefits it could give into a certain individual, not by means of the
material rewards or price he will be gaining, but instead the noble and
greater merit it can bring all simply because of the accumulated knowledge
and comprehensions education has pact.

7. One of the richest resources for learning is the learner himself.

Learners are considered richest resources for learning because they are the
most concerned element in the process of learning. They benefit from the
grace of knowledge which is endowed by a mentor for his learner. But how
can they be realized? They can be done through the effort of the mentor to
uplift the quality of education and bring his learners to the position of where
they are supposed to be or have agreed upon.

8. The process of learning is emotional as well as intellectual. Learners

are of various and unique emotional status. The learner’s emotional
status is important for the mentor’s awareness for him to identify and
understand the feelings each of his learner is currently experiencing, and
which among of his learners is in much need of an attention, this to give
solution to his faced dilemma why some of his / her students happens to
become unproductive and unable participate in the class. The teacher’s role
in order to keep his learners back on track is to give a thorough counseling
to the concerned learner until he / she understands and realizes the realities
of life in which despite of some concurrences it is still important for him to
consider the importance of education.

9. The process of problem solving and learning is highly unique and

individual. Teacher should be open with the different strategies
demonstrated by the learner as his method of learning. As principle 4
suggests, it is important that there should be a concrete knowledge acquired
which teacher and student happen to form during the cooperative and
collaborative effort in learning done inside the classroom. There should be
an open understanding and respect to the teacher in which he should
recognize the unique way of learning style students happen to demonstrate.
Teacher should avoid being too constant to the principles the matter is trying
to suggest in a particular instance, instead there should be a complimentary
acceptance in his part to recognize the effort and cognition his student
happen to show and possess, this is in order to strengthen and enhance the
both inward and outward appearance of knowledge in the learning process

Laws of Learning
Edward L. Thorndike (1974-1994)
Based on his experiments on animal learning. Thordike's laws are also
called S-R learning. Laws(principles) of learning are:
● Readiness
● Exercise
● Effect
● Primacy
● Intensity
● Recency
● Freedom

Three Primary Laws of Learning are:

● Law of Effect
● Law of Exercise
● Law of Readiness
Law of Effect
● Learning is strengthened when accompanied by a pleasant or
satisfying feeling.
● Learning is weakened when associated with an unpleasant feeling.
● learning takes places properly when it results in satisfaction and the
learner derives pleasure out of it.
● The class room experiences should be satisfactory and pleasant.
The teacher must enjoy his teaching work.
● Learning experiences and other activities must be meaningful and
understandable in terms of the personal life of the learners.
● School activities should be organized in increasing difficulty order so
that the students may progress without any failure.

Law of Exercise
● This principle states that the S-R connection is strengthened by use
and weakened with disuse.
● It has two prts: law of use and law of disuse.
● Things most often repeated are best remembered.
● Students do not learn complex tasks in a single session.
● The instructor must repeat important items of subject matter at
reasonable intervals.

Law of Readiness
● This principle states that motivation is needed to develop an
association or display changed behavior.
● Individuals learn best when they are physically, mentally, and
emotionally ready to learn, and they do not learn well if they see no
reason for learning.

Additional Laws (Principles )

Law of Primacy
● Things learned first create a strong impression.
● What is taught must be right the first time.
● "Unteaching" wrong first impression is harder than teaching them
right the first time.
● What the student learns must be procedurally correct and applied
the very first time.

Law of Recency
● Things most recently learned are best remembered.
● Frequent review and summarization help fix in the mind the material
covered.
● This principle often determines the sequence of lectures within a
course of instruction.

Law of Intensity
● The more intense the material taught, the more likely it will be
retained.
● A student will learn more from the real thing than from a substitute.
● In the classroom, demonstrations, skits, and role playing increase
the learning experience of students.

Law of Freedom
● things freely learned are best learned
● the greater the freedom enjoyed by the students in the class, the
greater the intellectual and moral advancement enjoyed by them
Teaching and Learning Theories

Behaviorism

Founded by John B. Watson (but widely associated with Ivan Pavlov and
B.F. Skinner), Behaviorism is the idea that like Bandura’s Social Learning
Theory, children learn by observing their environment and the behavior of
others; whether adults and authority figures or friends and peers their own
age. In Behaviorism, the learner’s mind is a “blank slate” ready to absorb
knowledge. Repetition and reinforcement play a key role in communicating
with students.

For instance, the teacher will use either negative or positive reinforcement,
which respectively means subtracting (“negative”) or adding (“positive”)
something, in order to reinforce the desired behavior (or discourage an
undesired behavior). An example of positive reinforcement might be
rewarding or praising a behavior like volunteering during group discussions.

Cognitivism

Introduced during the middle of the 20th century, Cognitivism shifts away
from Behaviorism to place a heavier emphasis on the internal thoughts of
the observer, as opposed to merely observing others’ behavior and
responding to stimuli. In contrast to Behaviorism, Cognitivism holds that
learning chiefly takes place while the student is working to break down and
organize new information in their mind.

Journaling is frequently suggested as a helpful classroom exercise that uses

the principles of Cognitivism.

Constructivism

According to Constructivist Learning Theory, or CLT, students learn new

information by building upon — or in other words, constructing — knowledge
they’ve already gained. This represents a more active approach to learning,
as opposed to an approach like Behaviorism, where students arguably take
a more passive role in learning

Experiential Learning

Experiential learning is an engaged learning process whereby students

“learn by doing” and by reflecting on the experience. Experiential learning
activities can include, but are not limited to, hands-on laboratory
experiments, internships, practicums, field exercises, study abroad,
undergraduate research and studio performances.

Pedagogy and Andragogy

Pedagogy, or “leading the young,” refers mainly to developing habits of

thinking and acting. Within pedagogy, a teacher's main role is to provide
opportunities for students to learn through experiences.
 Adults are self-driven and can rely on past experience to solve complex
problems, which means that a central focus of “leading the elders” must be
the question of how to best support them in retaining new ideas, learning
new ways of problem solving, and strengthening independent thinking.

C. Engagement ● The learners will demonstrate their gained knowledge through

exercise and real-life activities that will strengthen their learned
concepts about Data Gathering Methods as discussed in the
development phase.

Learning Task 2: Lights, Camera, Action

The class will be divided into four groups, each group will be given
10 minutes to prepare a short role playing about their key takeaways on the
principles of teaching and learning.

Criteria:
50%-Relevance to the topic
30%-Delivery
20%-Creativity
Total: 100%
D. Assimilation Assessment

V.REFLECTION I understand that ___________________________.

I realized that _______________________________.

Prepared by:

Banta, John Erick

Celzo, John Edison
Levita, Clarence Daniel
Morante, Nathaniel Charles
Vidal, John Rhey

BSE 301 Mathematics