COLEGIO DE SAN ANTONIO DE PADUA

Supervised by the Lasallian Schools Supervision Office

Ramon M. Durano Foundation Compound,
Guinsay, Danao City, Cebu
Tel. No. (032) 344-4709

COLLEGE OF TEACHER EDUCATION

TEACHING MATH IN THE INTERMEDIATE

GRADES

PROGRAM MODULE
(SEMI-FINAL)

Name:______________________________________
Year & Section:_____________________________
Program: __________________________________

Compiled by:

Nailyn P. Prusia, LPT

Instructor
 UNIT lll
INSTRUCTIONAL STRATEGIES FOR
MATHEMATICS IN THE ELEMENTARY GRADES

The problem-solving strategy involves students being challenged to collaboratively solve real-world math
problems that they have not yet previously encountered. It is student-centered and promotes critical and creative
thinking skills, problem-solving abilities, and communication skills. The integral part of this strategy is the time
given to the students to struggle with the problem, and its beauty is in the varied solutions that the students would
produce.

There are three main elements of problem-solving that you should take note of (1) the word problem, (2) the time
given for the students to struggle with the problem, and (3) the mathematical discourse that happens during the
struggle and during the processing of the students-generated solutions.

1. The Word Problem

In many Filipino classrooms, word problems are given at the end of the lesson and the students are expected to
answer them by applying the concept or skills that have just been taught to them. In most cases, the teacher first
demonstrates how to solve a problem, and then the students independently answer a similarly structured problem.
In this practice, the students are not doing problem-solving- they already know how to solve a problem. They
know that the just-taught lesson is the key to solving the problem and the key pattern of their solutions to what
the teacher has demonstrated. In using the problem-solving, the problem serves as the starting point of the learning
experience. Therefore, it is given at the beginning of the lesson. The challenge for you, the teacher, is to choose
or create a problem that can be solved using the target concept of the lesson at hand but can also be answered
using previously learned knowledge and skills.
How you present the problem also matters especially for the elementary grades. It is not always helpful to
introduce the problem by posting it on the board; doing this may intimidate some students, and reading and
comprehension skills may engage the learners. Encourage the students to imagine the scenario and allow them to
clarify information if they find some details confusing. Showing drawings or real objects might help.

2. The Time given to Struggle with the Problem

The goal is for the students to collaborate and share their ideas with each other to come up with a solution.
Encourage the students to use previously learned knowledge and skills to solve the problem and communicate
their ideas with their classmates through words, equations, and/or illustrations. It is natural for the students to find
this phase burdensome especially when it is their first time engaging in such an activity; critical thinking and
communication ideas are not easy tasks after all. So, it is the task of the teacher to encourage the students to think
outside the box. Tell the students that there is more than one way to solve a problem, so they do not need to worry
about their solution being wrong as long as every step they take is meaningful to solving the problem.

3. The Mathematical Discourse

This is the most exciting element of the problem-solving strategy. While the students are working in small groups
to solve the problem, you get to move around and enjoy the mathematical talk that the students are engaging in.
Of course, you may intervene in the students’ discussion when corrections and clarifications are needed but be
careful not to give hints. It may be tempting to do especially when the students are struggling but don’t. As you
encourage your students to think, believe that they actually can. Allow yourself to be amazed at how the students
would defend their thinking, correct each other’s ideas, and figure things out on their own.
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Remember that all the student-generated solutions, as long as correct, can be directed to the concept or skill that
is the objective of the lesson. The challenge is how you would process those various solutions, and make sense
use of the knowledge/skill that is the objective of the lesson. In this phase comes the importance of the teacher’s
fluency in the subject matter.
Example:

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The inductive learning strategy, sometimes called discovery learning, is based on the principle of induction.
Induction means to derive a concept by showing that if it is true to some cases, then it is true for all. This is in
contrast to deduction where a concept is established by logically proving that it is true based on generally known
facts. The inductive method in teaching is commonly described as “specific to general”, “concrete to abstract”,
or “examples formula”. Whereas the vice versa is used to describe the deductive method.
In an inductive learning lesson, the teachers design and facilitate activities that guide the learners in discovering
a rule. Activities may involve comparing and contrasting, grouping and labeling, or finding patterns. In
mathematics classes, the learners engage in inductive learning when they observe examples, and then later on,
generalize a rule or formula based on the examples. There are four processes that the students go through when
given an inductive learning activity: (1) observe, (2) hypothesize, (3) collect evidence, and (4) generalize.
1. Observe
Children love looking for patterns. When given many activities, it is natural for them to look for similarities and
assume rules. So, the key is to give them examples to observe. These examples must be well thought out so that
the students would eventually arrives at a complete rule. For instance, if you want your students to discover the
rule in multiplying decimal numbers, it is better to use the examples in set B than those in set A so that students’
observation would focus on the “placement” of the decimal point.

A B
0.6 X 2=1.2 6 x 2=12
1.8 X 0.3=0.54 0.6 x 2=1.2
0.21 X 1.4=0.294 0.6 x 0.2=0.12

2. Hypothesize
The students form rules in their minds as they observe. In this stage, encourage the students to share their thoughts.
Assure them that there are no wrong hypotheses. Acknowledge the variety of the student’s ideas but also
streamline them to, later on, test only the unique hypotheses. In our example, the hypothesis, “place the decimal
point according to the number of decimal places of the factors” may be considered the same as, “from the whole
number product, move the decimal point to the left according to the number of decimal places of the factors”.
3. Collect evidence
Here, the students test their hypothesis by applying their hypothesis to other examples. If there is more than one
hypothesis generated by the class, intentionally give a counterexample for them to test.
4. Generalize
Finally, the students would now formalize their hypothesis to a rule. Support the students so that they can use
mathematical terms in stating their rules. For example, instead of saying “number of digits to the right of the
decimal point”, lead the students to say, “the number of decimal places”. Doing this would develop the student's
mathematical vocabulary and therefore their overall mathematical communication skills.

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 Example:

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Concept attainment is another instructional strategy anchored to the constructivist learning theory. In this strategy,
the concept is not directly taught to the students. Instead, the students understand and learn concepts by identifying
common attributes through comparison and contrast of examples and non-examples. Since concept attainment is
used in understanding meanings, it is often applied in English vocabulary lessons. However, it is also useful in
learning mathematical terminologies.
There are five simple steps in the concept attainment strategy: (1) presentation of examples and non-examples,
(2) listing of common attributes, (3) adding student-given examples, (4) defining the mathematical term, and (5)
checking of understanding.
1. Presentation of examples and non-examples
Alternately give examples and non-examples. The students should be able to guess some common attributes based
on the examples alone. Non-examples are given to confirm their guesses.
2. Listing of common attributes
List down the common attributes given by the students. This may be done as a whole class or by pairs or triads
first. Some listed attributes may be later crossed out as the listing of examples and non-examples goes on.
3. Adding student-given examples
Ask the students to provide their own examples based on the listed attributes. Then confirm whether their
suggestion is indeed an example. Based on the student's answers, some of the attributes may be revised to make
them clearer for the students.
4. Defining the mathematical term
Help the students come up with a word or phrase for the concept. The exact term may not come from them,
especially when it is too technical (e.g., polyhedron), but the etymology of the word may be derived from them
(e.g., many polygonal faces).
5. Checking of understanding
To verify that the students have understood the concept, give them a list and ask them whether each item on it is
an example of a non-example.

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Example:
Study the lesson plan below that applies the concept attainment strategy. The goal of the lesson is for the
students to define a prism. Instead of listing examples on the board, real object examples and non-examples
will be provided.

Topic: Prism

Grade level: 4
Target learning competency: By the end of the lesson, the learners will be able to define a prism, give
examples and non-examples of prisms, and identify whether a given is a prism or not.

Prerequisite knowledge and skills:

Definitions of:
1. Parallel
2. Polygon
3. Circle

Identifying common attributes based on examples and non-examples:

Tell the students that they will be detectives for today. Their goal is to disco the common characteristics of the
figures which will be shown to them. Give the following examples by batch.

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Mathematical investigation is an open-ended mathematical task that involves not only problem solving, but
equally importantly, problem posing as well. In this strategy, the word "investigation" does not refer to the process
that may occur when solving a close-ended problem but an activity in itself that promotes independent
mathematical thinking. To illustrate, consider the two mathematical tasks below.

Task A – Problem-solving
There are 50 children at a playground and each child high-fives with each of the other children. Find
the total number of high-fives.

Task B – Mathematical Investigation

There are 50 children at a playground and each child high-fives with each of the other children. Investigate.

In Task A, there is a specific problem to solve. Some of the students might attempt to solve it by drawing diagrams
for smaller numbers of children and then investigating the pattern that may arise. This investigation is a process
that may occur in problem-solving. On the other hand, the problem in Task B is not specified. The students may
or may not choose to find the total number of high-fives. Some students may want to investigate a more general
case where they would want to know how many high-fives there would be given a certain number of children.
Some may want to find out how many high-fives there would be if instead of once, the children would high-five
each other twice or thrice. Some children may even decide to work on a problem that the teacher has not thought
of. This is an investigation as an activity itself.

There are three main phases of a mathematical investigation lesson: the (1) problem-posing, (2) conjecturing, and
(3) justifying conjectures. In the problem-solving phase, the students explore the given situation and come up
with a mathematical problem that they would want to engage in. The conjecturing phase involves collecting and
organizing data, looking for patterns, inferencing, and generalizing. In the final phase, the students are to justify
and explain their inferences and generalizations.

Always remember that although mathematical rules or theorems may arise as results of the mathematical
investigation, they are not the objectives of an investigative lesson-the objective is the investigation itself; the
exercise of creative thinking and problem-solving that the students underwent as they investigated. Mathematical
investigation is not after the teaching and learning of some competency in the curriculum; it is about developing
the mathematical habits of the mind.

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Design thinking is a progressive teaching strategy that allows the students to look for real-world problems and
finding creative solutions. Students do this by focusing on the needs of others, collaborating for possible solutions,
and prototyping and testing their creations. This can be summarized in five stages: Empathize, Define, Ideate,
Prototype, and Test. These stages are adapted from the Institute of Design at Stanford University

1. Empathize

The goal of design thinking is for the students to respond to a particular need (a real-world problem) so it is fitting
that the first stage is empathy. In this stage, the teacher needs to be explicit in guiding the students to put
themselves in the shoes of others through activities like immersed observation and interviews. According to the
developmental stages, it is not natural for children in the intermediate grades to be empathetic toward others. It is
a common observation by teachers that the students at these levels often do not realize that their actions affect
others. So, applying design thinking in the classroom gives the children the opportunity to cultivate empathy, at
the same time, their skills for problem-solving and empathy are being developed.

2. Define

The next stage is for the students to define the specific problem or issue that they want to address. First, the
students will identify an audience of future users of the product they will develop. Their audience can be students,
teachers, family members, or just anyone in their community. Then the students will use the information they
gathered from the Empathize stage and focus on one aspect of the problem. It is important that the students be
able to identify a true problem because it is impossible to successfully complete the design-thinking process
without a meaningful problem to solve.
3. Ideate

The third stage of design thinking is the generation of ideas to solve the identified problem. This involves
brainstorming and research. The students are to be encouraged to think out of the box and produce radical ideas.
What sets this stage apart from the usual brainstorming is that all ideas must be written or illustrated. Ideas are
usually written or drawn on sticky notes and the students, later on, organize them into a mind map.

It is at this stage that the students will be able to apply their mathematical knowledge and skills. Aside from being
able to operate their problem-solving skills, they will also be able to apply specific content knowledge like
measurement, proportion, geometry, and statistics.

4. Prototype and Test

Finally, the students go through a repetitive cycle of prototyping and testing. A prototype is anything that a user
can interact with in order to, later on, provide feedback about it. It can be made of easily accessible materials like
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paper, cardboard, sticky tape, recycled plastics, and so on. Once a prototype is created, they test it or allow a user
to test it, and then make improvements, or possibly overhaul the design, depending on their observations and the
feedback of the user. In these stages, it is important to emphasize that it is totally fine to fail at the first attempt of
prototyping. The trial-and-error aspect of the design-thinking process is glorified because it is believed the
students learn many things through their failures. Even though a physical product is the expected output of design
thinking, it should be emphasized that going through the process is what is more important because it is where
the learning takes place.
Example:

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Children find games both motivating and enjoyable, so it is not a surprise that teachers harness games to cater to
learning. There are many ways in which games are used in the classroom. Games are sometimes used as a lesson
starter to get the students engaged. In some lessons, games are used to explore mathematical concepts and
processes or cater to mathematical investigation. But most of the time, games are used to practice mathematical
skills.

However, not all games that involve mathematical processes are considered to have instructional
value. For example, the game of Monopoly involves computations and strategies to maximize scores but it
is considered to have little instructional value. According to Koay Phong Lee (1996) in his article “The Use
of Mathematical Games in Teaching Primary Mathematics,” a game that has instructional value has the
following characteristics:

1. the game has two or more opposing teams;

2. the game has a goal and the players have to make a finite number of moves to reach the goal
stated. Each move is the result of decision-making;
3. there is a set of rules that govern decision-making;
4. the rules are based on mathematical ideas; and
5. the game ends when the goal is reached.

Example:

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Manipulatives are concrete objects like blocks, tiles, and geometric figures that the students can interact with
(touch and move) in order to develop a conceptual understanding of mathematics concepts. The use of
manipulatives is not at all manipulatives have helped people learn mathematics since ancient times. For example,
the early Chinese had the abacus and the Incas used knotted strings called quipo to aid in counting. In modern
times, educators Friedrich Froebel and Maria Montessori were the ones who advanced the use of manipulatives
in classroom instruction. At present in the Philippines, the DepEd mathematics curriculum calls for manipulatives
to be used in teaching a variety of competencies.

Aside from helping the students acquire a deeper understanding of mathematics, the use of manipulatives also
gives you, the teacher, the chance to genuinely assess your students' mathematical thinking. You can move
around, observe, and take note of students' discussions and ways of manipulating them. Moving around will let
you give immediate feedback and taking notes of observations will help you improve your future lesson.

One drawback of using manipulatives is that it may cause confusion, especially to struggling students, if they are
not presented with proper guidance and instruction from the teacher. Moreover, careless use of manipulatives
might result in the students believing that there are two different worlds of mathematics manipulative and
symbolic. It is therefore important that the teacher carefully plan how to integrate manipulatives in classroom
discussion in such a way that there is a smooth transition. from concrete to abstract.

The following are some guidelines for using manipulatives in the classroom.

1. Orient the students on how to use the manipulative. Give some time for the students to play with the
manipulative. Allow them to explore the object and what they can do with it.
2. Give clear and specific instructions. State the goal of the activity and how the manipulative can help them
achieve the goal.
3. While the students are at work, pay attention to their mathematical talk. Use their ideas to enhance the
discussion that follows after the activity.
4. If some of the students are struggling, ask them "why" and "how" questions to scaffold their way through the
activity.

Many manipulatives are commercially available; the common ones are Base 10 Blocks (for learning value, place
value, decimals, etc.), geoboards (for learning properties of plane figures), play money, and paper clocks.
However, you may also create manipulatives using readily available materials like popsicle sticks, buttons,
boards, fasteners, etc. Making your own manipulatives is much cheaper and it gives you the benefit of customizing
them according to your needs.

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 Example:
Materials:
1. Geoboards
2. Rubber bands
Instructions:
1. Make an image with an equilateral triangle, an isosceles triangle, and a
scalene triangle.
2. Make an image with an acute triangle, a right triangle, and an obtuse
triangle.
3. Is it possible to have the following triangles? If it is possible, come up
with an example using the geoboard and a rubber band. Otherwise, discuss
why you think it is impossible to create such a triangle.
a. Equilateral acute
b. Equilateral right
c. Equilateral obtuse
d. Isosceles acute
e. Isosceles right
f. Isosceles obtuse
g. Scalene acute
h. Scalene right
i. Scalene obtuse

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Integrating Math into Other Subject Areas

Integrating mathematics into the curriculum can be quite challenging and rigorous. However, math is connected
to many disciplines and should not be isolated from other subjects. Our complex brain looks for patterns and
interconnections as its way of making sense of things. Our learners develop an appreciation for mathematics and
a deeper understanding of concepts when they make connections with prior experiences or with different areas of
learning.

Topping into the Affective Domain

Doctor Benjamin Bloom classified three domains of educational learning: cognitive, affective, and psychomotor.
In the formal classroom set-up, the bulk of the teacher's lesson planning focuses on the cognitive and psychomotor
aspects of the teaching. learning process. The third domain, which is the affective domain, is often overlooked.
The affective domain includes the manner in which we deal with things emotionally, such as feelings, values,
appreciation, motivations, and attitude (Kratwohl, 1964). This particular domain, when tapped during the learning
process, can really make the students reflect on the connection between mathematical concepts and values or
standards of behavior that will help them deal with the pressures and difficulties in life. As future teachers, you
want to form not only competent students but also students with moral courage, clear values, and excellent
character.

Values Integration and Retention of Information

Associating values or standards of behavior with mathematical concepts can serve as a source of motivation for
the students. Values integration will help the students get life lessons through math. If the students find a learning
material engaging and meaningful, then they will ask for more (since curiosity will start to kick in). Curiosity is
the force behind lifelong learning!

Example:

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 Example:

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Vygotsky's Social Learning Theory

Collaborative learning branches out from the zone of proximal development (ZPD) theory of Vygotsky.

Vygotsky defined the ZPD as follows:

"The zone of proximal development is the distance between the actual developmental level as determined by
independent problem solving and the level of potential development as determined through problem solving under
adult guidance or in collaboration with more capable peers."

In the ZPD, the learners are close to developing the new skill, but they need supervision and assistance. For
instance, if a student has already mastered basic addition of fractions, then basic subtraction may enter their ZPD,
that is, he/she has the capacity to gain mastery of subtraction of fractions with assistance. The assistance may not
be directly provided by the subject teacher. A child seeks to understand the actions or instructions provided by
any skillful peer and internalizes the information, using it to guide or regulate their own performance.

It is, therefore, necessary that learners should be given the opportunities to work with their peers in broadening
their learning experience, allowing small groups of students to work together to share knowledge, exchange ideas,
and solve problems together. As the learners collaborate with their classmates and teachers, they adopt some of
the learning heuristics and develop more skills in problem-solving.

Designing Group Activities

Collaborative activities encourage active participation from the learners. Instead of passively accepting
information from teachers, the learners discover new insights by cooperatively working with other learners. As
mentioned earlier, teachers should be keen in selecting appropriate learning activities for the students. Listed
below are some tips about preparing, monitoring, and processing collaborative tasks in your classroom that will
maximize your students' capacity to socialize and learn from and with each other.

 Identify the instructional objectives.

When deciding whether or not to use group work for a specific task, reflect on the following questions: What does
the activity aim to achieve? How will that objective be furthered by asking the students to work in groups? Is the
activity complex enough that it requires group work? Will the project require true collaboration? Is there any
reason why the assignment should not be collaborative? Are the objectives attainable within a given time frame?

 Determine the group size.

How many students will be assigned to each group? The size you choose will depend on the total number of
students in your classroom, the size of the venue where the activity will be held, the variety of students needed in
a group, and the task assigned. If you want to have diverse, productive, active, and cohesive groups, then try
dividing your class into groups with four to five members.

 Decide how you will divide the class.

Will you group them based on proximity? Will you group them according to their preferences? The fastest way
to group the students is to divide the class based on proximity. You might also want to randomly assign the
students to groups by counting off and grouping them according to number. Another idea is to let the students get
chocolate from a basket of different chocolates and group them according to the flavor they choose. You may
also strategically assign them to groups instead of randomly assigning them. Prepare a list with names vis-à- vis
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his/her prevailing attitude toward the subject. Divide the students accordingly based on this list. Make sure that
each group has a good mixture of personalities. Other possible factors that you should consider include gender,
race, ethnicity, and behavior.

 Give a teambuilding task before assigning the actual task.

Give a preliminary task that will help each student establish a good rapport with his/her group. These primer
activities should be designed in such a way that positive relationships will be built and mutual respect between
and among members will be established. You may prepare a simple activity like asking each member to answer
questions about his/her favorite foods, books, places, or hobbies. Students will be given the opportunity to find
connections-things they have in common with one another.

(Note: Feel free to remove this part if the class is already bonded and cohesive.)

 Delegate a specific task to each member of the group.

How do you get the students to participate in the task? Come up with a task wherein different roles are assigned
to group members so that they are all involved in the process. Each member should feel responsible for the success
of their groupmates and realize that their individual success depends on the group's success. If a student feels that
other people are relying on them, then he/she will be motivated to accomplish his/her part excellently.

 Have a contract signed by your participants.

Establish how group members should interact with one another. Make them sign an agreement that explicitly
states their expectations of one another. The contract should also include the behaviors that you want them to
avoid and the values that you want them to observe and uphold.

 Share your reason/s for doing collaborative activities.

The reason for doing collaboration has to be clearly articulated to your students. Students must understand the
benefits of collaborative learning. Explicitly connect these activities to larger class themes and learning outcomes
whenever possible.

 Give your instructions clearly.

Giving instructions is not something that you take for granted. Giving a clear set of instructions contributes to the
good performance of your students in an activity. Failing to do so can lead to a huge waste of time. If the students
do not understand the given task, then this will result in many interruptions. As a facilitator of the activity, you
should tell exactly what your students have to perform and describe what the final output of their group task will
look like.

 Go around and keep your ears open.

As the students accomplish their group task, go around and answer questions about the task. Make sure to keep
your ears open. Listen to their collaborative dialogue. Pay attention to the interesting points that will surface from
the discussion. Talk about these interesting points during the subsequent closing/ processing of activity. Try not
to interfere too much with the group's way of proceeding; give your participants the time to think about their own
problems before getting involved. Consider leaving the venue for a few minutes. Your absence can increase
students' willingness to share uncertainties and disagreements. If you find a group that is experiencing some sort
of uncertainty or disagreement, refrain from giving the answers or resolving the disagreement. Allow your
participants to feel some stretch/to experience struggle-within reason-to accomplish the task.

 Provide closure to the group activities.

Conclude the activity by having a session wherein the students make a report. You can ask each group to give an
oral report or submit a written report. The reporting should revolve around their insights. You may also ask them
to reflect on how they performed in the group. This will also give you an idea of their perceptions about group
work. Relate the points raised to your current lesson and the objectives of the activity.

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 Example:

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Discussion vs Lecture

In a discussion-based strategy, the teacher's role is to engage the learners in a question-oriented dialogue. The
teacher spends a significant amount of time asking scaffolding questions to help the students understand an idea
deeply. The interaction in this method leans on both the teachers' and the students' equal participation. This type
of strategy is different from that of a lecture. In a lecture, the teacher is the chief source of information.

Art of Questioning

Not all questions are created equal. Some questions can be answered by a simple yes or no. Some questions would
require the students to think more meaningfully. Asking the right questions will help you understand what your
learners know, do not know, and need to know. Asking questions is an art. As with most arts, no specific formula
will work in all situations all the time. This lesson will enumerate general ideas for your careful consideration
when framing essential questions.

 Avoid "one-word-response" questions.

Refrain from asking questions that only require a yes or no answer. In general, questions that would require one-
word answers do not provide much information to check your learners' thought processes. This type of questioning
may not stretch the mental muscles of your learners. Questions are posed to help the students articulate
themselves, clarify concepts, challenge known assumptions, examine reasons, and make significant connections
to mathematical concepts.

 Foster a climate conducive to learning and questioning.

Make sure that your learners feel comfortable to express his/her ideas and/or ask questions at any time. Some
students are reluctant to speak up because they are afraid of what the teacher or classmates might think if they
give an incorrect response. Listen attentively to what your learners have to say. If your learners feel that you are
listening to their ideas, then a good working relationship with them will develop. Do not focus on hearing "correct
responses" but rather focus on listening to the message that the learners are trying to send across. Avoid directing
a challenging question to the students if your goal is just to discipline him/her for not behaving well in class.
Challenging questions are posed to stimulate critical thinking. Create a classroom environment where the learners
feel heard and recognized.

 My Question, My Answer is a no-no!

Do not answer your own questions. If you are not able to elicit responses from your students, try rephrasing your
question. Do not rush the learners to give responses instantly. Give them some time to ponder and hypothesize
deeply about ideas. You might also give some leading questions to help them level up their conceptual
understanding. If your student does not answer correctly, you should continue to listen and ask clarificatory
questions. Thinking should be respected and valued even if the response contains many misconceptions.

 Frame questions that are accessible to all learners.

Remind your students that the question is for all members of the class. Try not to label the degree of difficulty of
a question. Avoid saying: "I expect my fast learners/challenged ones to answer this question". Give open-ended
questions from time to time. The answers to open-ended questions vary from person to person. This type of
questioning encourages the students to communicate their thoughts since there are multiple answers to open-

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ended questions. Moreover, this allows all types of learners to contribute their ideas to the discussion. Get ready
to hear surprising answers from your learners!

 Learners should be active questioners, too!

Demand your students to ask questions. The learners should practice directing questions not only to you but also
to their co-learners. You should give the other students the time to develop an answer to the question that their
co-learners have posed. Keep in mind that in a discussion, you do not always provide a ready answer. You want
the voices of your students to be at the center of every classroom session! After hearing a response from one
student, follow up by channeling it to another learner for feedback. This prompts the students for further
participation.

Example:

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