Lesson 4

The Teaching Cycle

Objective
Demonstrate an understanding and appreciation of instructional planning cycle.
Introduction
The work of a teacher does not start and end in teaching per se. The teaching process is not a linear
activity that starts with planning and ends with testing. Instead, it is a cycle of repeating stages until the
students acquire understanding of the targeted concepts and skills. You may think of the teaching cycle as
a spring- you go through the same process over an do over again, but each time a more informed
objective and a better understanding of what it means to learn and teach mathematics.

Think
There are many models of the teaching cycle that various educators have developed through out the years.
However, all models boils down to six common stages:
(1) identify objectives, (2) plan instructions, (3) implement plan, (4) check for understanding, (5) reflect
on teaching, and (6) assess learning and reflect on results. The cycle that involves these stages is
illustrated below.
Study the figure. What do you observe? Do you now get the idea of the teaching process as s cycle? The
following describes each stage of the learning cycle.

1. Identify objectives
What knowledge and/or skills do the student need to learn? You must be guided by the content standards,
performance standards, and the learning competencies that are found in the curriculum guide.
2. Plan instruction
What strategies must be implemented for the student to achieve the objectives targeted in the previous
stage? In planning instruction, it is important that you have mastered the content of the lesson that you
are about to teach. It is also beneficial to be familiar with your students- what they know, how they learn,
etc. You will learn more about instructional planning in the next chapter.
3. Implement plan
This is the stage where you conduct the learning activities that you have prepared during the planning
stage. A word of advise; even though you have carefully and delicately planned for the lesson, you must
be flexible with the possible changes that you need to accommodate. How will you know whether change
is needed ? Read on to the next stage.

4. Check for understanding

Teaching is about helping students learn. During the implementation of the lesson plan, you must every
now and then check whether the students have understood what you covered so far. Facial reactions and
verbal cues help in assessing whether or not the students can move on to another concept or skill. If not,
you might need to give a more elaborate explanation, more examples, or whatever you think is needed
based on the students’ reactions. This stage also makes use of formative assessments that you will learn
more about in Chapter 17.
5. Reflect on teaching
You must evaluate every teaching period that you finished. Were the objectives achieved? Were
implemented strategies effective? How can instruction be improved? Your answers to the last two
questions will give you insight on how to improve instruction the nest time you teach the same lesson.
However, if your answer in the first question is no, i.e., the objectives were not met, then you need to plan
again. What do you need to do differently in order to achieve the objectives?
6. This stage gives you a concrete measure of what the students have learned. In math, this is usually
through a paper- and- pen examination. However, some authentic assessments may also be implemented
as you will learn in the later chapters of this book. Take note that this stage does not end in assessing
learning. You need to reflect on the results. What can you learn about student learning and teaching
practiced based on the results?
After assessment and reflection, you will once again identify the next learning goals and so the cycle
continues.

Experience
The following is a narrative of how a teacher might experience the teaching cycle.
1. identify objectives
Teacher Gina identified “ multiplication of the whole numbers up to two digits” as the goal of ther next
lesson.
2. Plan instruction
Teacher Gina thought it is best to apply a constructivist approach to help her student learn techniques in
multiplying whole numbers. She planned a lesson that incorporates the problem- solving strategy.

3. implement plan
The class went on smoothly. The activities that teacher gina prepared were successfully done by
student.
4. check for understanding
To make sure that her students understood the lesson, teacher gina gave a three-item exercise as an exit
pass.

5. reflect on teaching
Based on the exit pass, teacher gina found out that many of the students have difficulty multiplying
numbers that involve the digit 8. So , she decided tp do a find-your-error activity the next day for the
students to realize their mistakes. She also planned to give a short drill on skip counting by 8

6. assess learning and reflect on result

Teacher gina ,later on, gave a multiplication quiz. Ninety percent of the students passed. She planned
to give remedial exercises to those who failed. This teaching cycle taught teacher gina that the students
can discover concepts on their own. however ,they must still be guided by a teacher because
misconceptions may arise.
 Worksheet No. 4. The teaching cycle
Name: _____________________________________________ Date submitted: __________

ASSESS
Answer the following questions to verbalize your acquired concepts about the teaching cycle.
1. In what stage/s of the teaching cycle are the students involved? Explain.
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2. Which stage/s of the teaching cycle requires the teacher to reflect about teaching and learning? Explain.
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CHALLENGE
The next question will challenge your reasoning skill.
What do you think is the most important stage of the learning cycle? Why do you think so?
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HARNESS
Note: This activity will be part of the learning portfolio.

1. Interview two mathematics teachers. Ask them about the stages of the teaching cycle that they follow.
Then, create a diagram illustrating their common answer.
2. How is the diagram you created in #1 similar or different from the cycle that was presented in this
lesson?

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Analytic rubric for your answer/s in the part of ASSESS and CHALLENGE
Criteria 3 2 1 0
Introduction Introduction Introduction Introduction makes Introduction makes
specifically refers to specifically refers some reference to little reference to
work/s, addresses the to work/s, the work/s, attempt the work/s, poorly
topic directly, and addresses the topic, to addresses the addresses the topic,
has a clear statement. and has a clear topic, and has a and has an unclear
statement. clear statement. statement.
Body Body contains clear Body have Body have Body do not
topic sentence, have sentences , have supporting ideas, sufficiently
supporting ideas, and supporting ideas, attempt to address supporting ideas
are exceptionally and are fairly the topic and are and are not
well-organized organized fairly organized organized
Examples Examples are Examples are Examples and Examples and
specific, sufficient, specific, sufficient, explanations are explanations are
and significant; they and reasonably fair and /or unclear and
are clearly explained well-explained; insufficient; they insufficient; they
and connected they support the provide some provide little
directed to the ideas. ideas support to the ideas support to the
thesis
Conclusion Conclusion clearly Conclusion sums Conclusion does Conclusion sums
restates the ideas, up the thesis and not fully sum up or up the ideas poorly
reinforces the major reinforces it well reinforces it well with little
points and makes a reinforcement
broader statement
about the topic
Conventions Spelling, Grammar, Spelling, Grammar, Spelling, Grammar, Spelling, Grammar,
and Punctuation are and Punctuation are and Punctuation are and Punctuation are
accurate and nearly mostly accurate fair with some poor with frequent
perfect with few errors obvious errors errors
Word Choice Language is precise Language is well- Language is fair, Language is poor,
and well-chosen; chosen; sentences some sentence little sentence
 sentences are rich and are varied variety variety
varied

This rubric was from the compilation submitted to Rechelyn S. Magbanua.

Analytic rubric for HARNESS part

Criteria Exemplary Superior Satisfactory Needs improvement
4 3 2 1
Learning All task were done All or nearly all Nearly all tasks Fewer than half tasks
Activities with outstanding task were done were done with were done, or most
quality; works with high quality acceptable quality objectives were meet but
exceeds needs improvement
expectations
Analysis of All questions were Analysis questions Analysis questions Analysis questions were
learning activities answered were answered were not answered not answered. Grammar
completely; in completely, clear completely, and spelling are
depth answers; connection with vaguely related to unsatisfactory
thoroughly theories. Grammar the theories.
grounded on the and spelling are Grammar and
theories, exemplary superior spelling are
grammar and acceptable
spelling
Learning Portfolio Portfolio is Portfolio is Portfolio is Portfolio is incomplete;
complete, clear, complete, clear, incomplete; supporting
well-organized and well-organized and supporting documentations
all supporting most supporting documentations are unavailable.
documentations are documentations are organized but are
located in sections available and lacking
clearly designated logical and clearly
marked locations.

This rubric was from the module in the Field Study subject.