Mathematics Developing Teacher Competencies 3.

Social Competency – relates to communication

Teacher – is a designated for the office, position, and
profession for someone who devotes himself in this
field of education through patterned educational
interaction, formal and systematic.
Competency – it is the quality or state of having a
sufficient knowledge, judgement, skill, or strength in a
particular area.
Teacher Competencies – are the skills and knowledge
that enable a teacher to be successful. To maximize
student learning, teachers must have expertise in a
wide-ranging array of competencies in an especially
complex environment where hundreds of critical
decisions are required each day. (Jackson, 1990)
4 Competencies of Teacher
1. Professional Competency – is a teacher’s ability to
manage the teaching and learning process. These skills
are technical and directly relate to a teacher’s
performance.
• Mastery of the Subject
- Lesson Plan
- Bloom’s Taxonomy
skills, general behavior, and interaction with students,
fellows teachers, education staff, parent, or the boarder
community.
4. Personal Competency – is the ability to reflect a
strong, stable, mature, wise, and dignified personality.
Teachers should serve as role models for students and
exhibit noble moral qualities.
Experiential and Situated Learning
EXPERIENTIAL LEARNING - The theory was proposed by
psychologist David Kolb who was influenced by the work
of other theorists including John Dewey, Kurt Lewin, and
Jean Piaget.
this type of learning can be defined as "the process
whereby knowledge is created through the
transformation of experience. Knowledge results from
the combinations of grasping and transforming the
experience
DAVID KOLB - In 1984, David A. Kolb, published a
ground breaking book entitled Experiential Learning:
experience as the source of learning and development
THE KOLB LEARNING CYCLE:

Kolb's learning theory (1974)sets out four distinct

learning styles, which are based on afour-stage learning
cycle.

LEARNING STYLES

2. Pedagogical Competency– is understanding

students, designing and implementing teaching and
learning, evaluating learning outcomes, and developing
students to realize their potential.

- Student characteristics
- Fair

SITUATED LEARNING THEORY
• was first proposed by Jean Lave and
Etienne Wenger as a model of
learning in a community of practice
Explanation:
People learn new skills or knowledge when they are in
a real situation. It is not only can be used in education,
but also can be used in real life.
• A model of learning in a community
of practice
• Learning begins with people having
problems and trying to solve
problems.
• Learners learn by socialization,
visualization, imitation.
• A process
• People learn by what they see,
hear, and do
• People learn by their experience
and environment.
• Learn something by doing
something.
CLAIMS SITUATED LEARNING THEORY
Claim 1: Action Is Grounded in the Concrete Situation in
Which It Occurs
Claim 2: Knowledge Does Not Transfer Between Tasks
Claim 3: Training By Abstraction Is of Little Use
Claim 4: Instruction Needs to be Done in
Complex, Social Environments
Reflective Learning
Reflective Learning - is a way of allowing students to
develop critical thinking and improve analyzing skills by
experience. These skills are integral to character
education and helping young people become
responsible, caring, and contributing citizens.
Reflective learning is a way of allowing students to
develop critical thinking and improve analyzing skills by
experience. These skills are integral to character
education and helping young people become
responsible, caring, and contributing citizens.
GOAL OF REFLECTIVE LEARNING
• Clarification and the creation of meaning in
terms of self, which then lead to a changed
conceptual perspective.,
Steps of Gibbs Model
1. DESCRIPTION
2. EVALUATION
3. ANALYSIS
4. CONCLUSION
5. Action plan
GIBBS (1998) - Gibbs' Reflective Cycle was developed by
Graham Gibbs in 1988 to give structure to learning from
experiences.
What are the aims of using a model for reflection?
- Using a reflective model will assist you to
challenge your assumptions.
- Will assist you to explore new ideas or explore
new ways of doing things or thinking about things.
- Help you to identify any strengths or
weaknesses you may have and ultimately promote your
own selfimprovement.
- Importantly using a reflective model will also
assist you to link your practice and theory, by combining
observing or doing with apply knowledge or thinking
DESCRIPTION - the learner recalls events, drawing on
powers of observation to remember with accuracy and
impartiality.
EVALUATION - the learner weighs up positive and
negative aspects of the experience.
ANALYSIS- the learner marks personal interactions
against published literature and research.
CONCLUSION - the learner summarizes responses to the
events, what has been learned and what reactions or
responses would be best in future.
Action plan - A method to formalize the outcome of the
learners reflection.
WHY IS REFLECTIVE LEARNING IMPORTANT?
Reflective learning is important because it can make
students aware of weaknesses or errors and help them
to avoid them to improve in the future. It can also help
to develop metacognitive skills and aid in students
taking responsibility for their learning. Teacher can also
benefit from reflective learning and these practices can
improve educator-student relationships.
Cooperative learning
Cooperative Learning - is defined as " small groups of
learners working together as a team to solve a problem,
complete a task, or accomplish a common goal"(Artz &
Newman 1990).
Cooperative learning is a successful teaching strategy in
which small teams, each with students of different
levels of ability, use a variety of learning activities to
improve their understanding of a subject, each member
of a team is responsible not only for learning what is
taught but also for helping teammates learn, thus
creating an atmosphere of achievement students work
through the assignment until all group members
successfully understand and complete it.
Benefits of Cooperative Learning
1.It promotes self-esteem and makes Ss feel better
about themselves, school and others.
2. It promotes higher achievement, develops social
skills including listening, taking turns, conflict
resolution skills, leadership skills and team work skills
3. It teaches Ss to cooperate with others and do their
best.
4. It welcomes Ss to benefit from their classmates'
knowledge and thoughts.
5. It protects less capable Ss from impossible
challenges.
6. It facilitates problem solving skills and creativity.
7. It leads to more relaxed atmosphere, greater
motivation and increased student talk.
8.It makes student appreciate differences & diversity. It
removes damaging competition between and among
students and creates competition among groups.
9.It builds empathy i.e. understanding and
appreciating the point of view and feeling of others,
being considerate of others.
10. It leads to equal and increased participation.
11. It creates the feeling that " Alone we are struck; in
interaction we grow " 12. It prepares students for
the interdependent team-based workplace of the
21st Century. (Dr. Spencer Kagan)
Components Of a Successful Cooperative Learning
1.Positive interdependence (We instead of Me) a sense
of working together for a common goal. Each member is
affected by the actions of other group members. You
cannot succeed unless they do. Their work benefits you
and your work benefits them.
2.Individual accountability whereby every team
member feels in charge of their own and their
teammates' learning and makes an active contribution
to the group. Everyone's effort counts.
3.Face-to-face interaction where learners explain,
argue, elaborate and link current material with that they
have learned previously.
4.Collaborative skills: Sufficient \ interpersonal social
skills, involving an explicit teaching of appropriate
leadership, communication, trust and conflict resolution
skills so that the team can function effectively.
5. Group processing: team reflection, whereby the
teams periodically assess what they have learned, how
well they are working together and how they might do
better as a learning team.
When is Group is NOT COOPERATIVE LEARNING?
• The needs of a relatively low-preforming
student are ignored.
• Some gifted students carry along the others.
• A group's product earns a grade awarded to
all students without regard to individual
growth or participation.
• The reward structure penalizes groups
whose members include low achievers by
failing to recognize improvement as an
important contributor to team success.
• A group activity does not involve members
in promotion of each other's achievement.
• There is no instruction on how to work
together effectively and how to evaluate
effectiveness.
TEACHER’S ROLE
1- Before the lesson: Make sure the learning objectives
are clear. Decide on group size and membership.
Determine the materials necessary for the group.
2- developing students' social skills:
 • Set rules for cooperating and ensure
that they are implemented such as:
• Work quietly together on team
assignment
• Ask for explanation not answers.
• Listen carefully to teammate '
questions.
• Ask teammates for help if you need it.
• Help each other stay on task.
• Ask the teacher for help only if you
have asked everyone on your team and
discovered they cannot help.
Cooperative Learning Strategies
1. Jigsaw - (often used with narrative materials)
Each team member is responsible for learning specific
part of a topic. After meeting members of other groups,
who are the "expert" in the same part, the experts
return to their own groups and present their findings
and teach them to other group members. Team
members then are quizzed on all topic
2. Think-Pair-Share - Students spend a few
minutes thinking individually about a solution to a
problem posed by the teacher, then discuss their ideas
with a peer before sharing their ideas with the whole
group.
3. Numbered Heads Together - A team of four is
established. Each member is given a number of 1,2,3,4.
Questions are asked and groups work together. Teacher
calls out a number (two) and each two is asked to give
the answer.
4. Round Robin Brainstorming - Groups appoint
one member as the recorder. A question is posed with
many answers and students are given time to think
about answers. After the "think time" , members of the
team share responses with one another round robin
style. The recorder writes down the answers of the
group members. The person next to the recorder starts
and each person in the group in order gives an answer
until time is called.
5. Group Investigating - Are structured to
emphasize higher-order thinking skills such as analysis
and evaluation. Students work to produce a group
project, which they may have a hand in selecting.
6. Circle the Sage - The teacher may ask who in
the class was able to solve a difficult question. Those
students (the sages) stand and spread out in the
classroom. The teacher then has the rest of the
classmates each surround a sage, with no two members
of the same team going to the same sage. The sage
explains what they know while classmates listen, ask
questions, and take notes. All students then return to
their teams. Each in turn explains what they learned.
Discovery and Inquiry based Learning
Discovery Method
• It is also referred to as problem solving method
or experimental method.
• This method was proposed by “Jerome Bruner”
in the year 1960.
• The word discovery derived from the Latin word
discooperire which means “to disclose” or “to
expose”.
• It is a teaching strategy in which students are
given a problem/situation, for which they find
an answer by making an hypothesis.
• It is the student-centered learning (learning by
doing).
Characteristics
• It should have minimal teacher guidance, fewer
teacher explanations, solving problems with
multiple solutions and memorization
• Teacher guidance helps in building upon
students reasoning ability and connecting their
experiences.
• Students are encouraged to ask questions.
• It helps to collaborate with teacher and peers.
ADVANTAGES
• Active engagement throughout the class.
• Promotes motivation.
• Development of creativity.
• Development of problem-solving skills.
• Promotes the students to explore collaborate
with teachers and peers.
DISADVANTAGES
• Teachers are not trained properly to guide
students learning through discovery.
• Text books do not provide sufficient scope for
discovery learning.
• It is time consuming.
• Creations of misconception.
• Below average students feel difficulty of this
method.
Inquiry Method
• Enquiry/inquiry method developed in the year
1960
• This method was advocated by Neil Postman
and Charles Weingartner.
• Enquiry method is defined as “seeking for truth,
information or knowledge” i.e seeking
information by questioning.
 • It is the student-centered method of education
focused on asking questions.
• Teacher is a facilitator, provide guidance and
supports students through learning process.
Inquiry learning involves developing questions, making
observation, doing research to find out what
information is already recorded, developing methods
for experiments, developing instruments for data
collection, analyzing, and interpreting data, outlining
possible explanations and creating predictions for future
study.
Phases of Inquiry Method A. INTERACTION
❖ Student to teacher- teacher is a facilitator,
provides guidance and supports students by
giving instructions.
❖ Student to peer- the interaction or discussion
with friends, it helps in collaboration with each
other.
❖ Student to material- the material is obtained
through research, reading books, newspapers
etc.
❖ Student to media- interaction of students with
digital media, Social media etc.
Interaction helps students to develop curiosity, open
minded, unburdened, playful.
B. CLARIFICATION
❖ This happens by analyzing data, identifying and
clarifying misconception.
❖ After reading, watching and interacting with
other variety of media, this stage of inquiry
process is centered around students clarifying
both their own thinking, and the nature of
things around them.
This helps students to be more focused, reflective,
independent and cautious.
C. QUESTIONING
❖ The questioning phase is a critical phase of the
inquiry-based process.
❖ Asking meaningful and appropriate questions.
❖ By asking questions students generate new
question and ideas and improve their
investigation skills.
❖ Asking questions is an important part of science
because it develops 8 skills of science process.
1. Observation
2. Experiment
3. Collaboration
4. Measure
5. Classification
6. Comparison
7. Record
8. Analyze
Steps in inquiry method
• Defined the topic or introduce the topic
• Guide students plan where and how to gather
data and information.
• Students present findings through graphs,
charts, power point presentation, models and
drawing.
ADVANTAGES
• Children are active and work under the
guidance of the teacher • They are
trained to learn on their own
• They learn to formulate hypothesis.
• They develop interaction with teacher and peer
• They exhibit observation and curiosity in
learning
• They try out some of their own ideas
DISADVANTAGES
• This method is slow and time consuming.
• All students are not capable to learn by this
method.
• Most of the teacher are not trained to teach by
this method.
Conclusion
• The children are being encouraged to be the
discoverers of the nature of things.
• Children encouraged to participate actively in
the class.
• This is student centered learning methods.
• Teacher as a facilitator provides guidance to the
students.
Constructivism
DepEd (2016), specifically noted constructivist theory as
the backbone of the curriculum.
Jean Piaget
• is the proponent of cognitive learning theory, an
educational theorist that conceptualized
constructivism.
• Piaget believed that young children learn by
constructing knowledge by experiencing rather
than adults telling them about the world.
Jerome Bruner
• An American psychologist, Bruner's
constructivist theory emphasizes the
importance of actively constructing knowledge
through discovery and problem-solving. He
introduced the concept of scaffolding, where
teachers provide support to help learners build
understanding.
Lev Vygotsky

• A Soviet psychologist, Vygotsky's socio-cultural

theory of constructivism highlights the role of
social interaction and cultural context in
cognitive development. He emphasized the
importance of social interactions, language, and
cultural tools in shaping learning.

Constructivism

• Constructivism is appropriately applied in teaching

mathematics since math is cumulative and vertically
structured discipline.

• Constructivism argues that a person’s brain is

constantly trying to balance new given information
with previously acquired knowledge and experiences.

CONSTRUCTIVIST LEARNING IS DESCRIBED AS

FOLLOWS:

• Learning builds on the leaner's prior knowledge and

the approach is a constructive process.

• Learners involves in the processes to ensure self-

regulated and self- directed process.

• Learning is grounded in the context of the learners

and fundamentally social process. Interaction and
communication are open and basic element of
learning process.

• Learning is more than the acquisition of knowledge. It

is collaborative, involve interaction and enculturation
with community of practitioners. Collaboration with
experts is basic.

• The learning process do not only require cognitive but

also motivational and emotional domains

The following are some recommendations on how to

apply constructivism in teaching mathematics:

• pose problems that is relevant to the learners;

• use big concepts than segmented or disjoint topics. It

invites the learners to participate irrespective of
learning styles and dispositions;

• create situations that will reveal the learner's point of

view. The teacher must create opportunities for this
to occur and must be willing to listen to the learner's
reasoning and thinking processes; and

• use authentic assessments, which includes interaction

between the teacher and learner and learner and
peer.