COLLEGE of EDUCATION

PRINCIPLES AND STRATEGIES IN

TEACHING MATHEMATICS
PRINCIPLES AND STRATEGIES IN
TEACHING MATHEMATICS

A MODULAR APPROACH
Sally A. Baltazar, LPT, MAEd
Catherine B.
Pulumbarit, LPT, MAED
Cornelia S.
Soyosa, LPT, MAEd
Ricarido T. Talde
Jr., LPT, Ph.D.
Rexella M.
Umoquit, LPT, MST
 Learning
TOPIC Week Learning Activities
Outcomes
       
LO33 LEARNING EPISODES: Discussion of VMGO and online rules,
1. VMGO Week 1
policies, and guidelines
2. Orientation on the course requirement
 
3. Overview of the course Course orientation 
 
      Discussion of the different lessons
LO10 The Teacher Interview of previous Math teachers
Week 2
LO11 1. Varied Roles of a Teacher  
LO13 2. Professional Attributes of a Teacher   Internalize the code of ethics
LO14 3. Code of Ethics for Professional Teachers   Team teaching
LO18 4. Principles of Effective Teaching and Learning  

 LO1   The Learner  Week 3  Sharing of insights, and experiences

  1. General Characteristics of A Learner
  Interview of former Math teachers
LO2 2. Characteristics of Independent Learners
  3. Factors Affecting Cognitive Development of   Brainstorming
LO20 Children Stimulate active participation among
  4. Learning Styles and Preferences  students 
     
Planning and Executing Lessons: Week 4 Lecture and discussion
Lesson Planning   Preparation and presentation of sample lesson plans
1. What is a lesson plan?   Brainstorming
2. Major Types/Formats of Lesson Plan
Critiquing of presented lesson plans
3. Importance of Lesson Planning
4. Basic Steps in Lesson Planning Sharing of experiences online

Behavioral Objectives    Brainstorming

1. Guidelines in Writing Behavioral Objectives Week 5 Formulation of behavioral objectives
2. Basic Concepts in Writing Behavioral Objectives   Analyzing objectives based on its domain 
 MotivationTechnique  Week 6  Brainstorming of varied motivation that is coherence
with the attainment of objectives
1. Types of Motivation
2. Motives Useful in Motivation  
3. Types of Incentives
4. Importance of Motivation to Learning
 
       
 
The Art of Questioning Week 7 Interactive discussion
LO6
 
1. Characteristics of a Good Question   Sharing of insights and
LO26 2. Techniques in Asking Question experiences in asking questions
3. Techniques in Handling Student and handling students’ responses
  Responses
LO27

  Classroom Management and Discipline   Team teaching

LO12
1. Meaning and Importance Week 8 Creation of classroom rules and
 
2. Activities to be Routinized policies
LO28  
3. Modern Concepts of Discipline Presentation of routined activities
 
4. Causes of Disciplinary Problems inside the classroom or in online
LO29
  classes
LO30

Midterm Examination
 
Midterm Examination

mWeek M9

Week 9 Week 9  
   Selection of Strategies/Methods of Teaching    
LO7 General Methods of Teaching Week 10 up Interactive discussion
  to
LO16 1. Inductive Method Video presentation
2. Deductive Method Week 12
  Time Tested Instructional Procedure
Team teaching regarding methods and
LO21   strategies in teaching
  3. Mastery Learning
4. Integration Method Cooperative learning in analyzing varied
LO31 methods/strategies in teaching Mathematics
5. Discussion Method
  6. Inquiry Method
LO32 7. Discovery Method
8. Cooperative Learning
9. Reflective Teaching
10. Metacognitive
11. Interactive Approach

LO14 Application of Principles and Methods of Teaching and   Apply the appropriate teaching methods
LO15 Learning /strategies through micro-teaching
Week
LO16 1. Writing a Demonstration Lesson Plan Critiquing of sample lesson plans
2. Demonstration Observation Guide 13-17
LO17 3. Demonstration Teaching
Post-conference
4. Rubric for Observation

 LO8  Final Examination    

LO17 Submission of requirements Week 18 Completion of course requirements
FINAL COURSE OUTPUT:
Demonstration Teaching- Demonstrate a lesson applying the
appropriate principles and strategies learned in the course
 
 UNIT 1 THE TEACHER
Behind the success of a learner is an effective teacher. The teacher is
one of the critical factors in the holistic development of a learner.
Considered as the second parent, a teacher also nurture the mind of a
child, helps him manifest affirmative affection, and asserts good
physical attributes. Like a parent, teachers have a role in developing
the mind, values, and positive outlook of the child. He should also
guide her students to become productive members of society, with
high regard for human dignity.
A teacher is a person who
enables the learners to obtain
information, skills, or values.
 Roles of a teacher Professional qualities of a teacher

   
instructor facilitator communication skills
parent surrogate commitment
public relations specialist personality characteristics
model leader professional relationship skills
motivator physical characteristics
counselor manager responsibility characteristics
 

Roles of a teacher:
____________________ 1. The teacher sees to it that he can manage the classroom and the class as well.
____________________ 2. The teacher gives a shoulder to cry on and makes students feel comfortable.
____________________ 3. The teacher attracts and sustains students’ interests for the entire period.
____________________ 4. The teacher responsibly assumes his authority and directs students to learning.
____________________ 5. The teacher acts as a good example to the learners.
____________________ 6. The teacher expresses good communication and social skills in promoting school programs and activities
in the community.
____________________ 7. The teacher treats his students as his own children.
____________________ 8. The teacher monitors and supervises students’ activities.
____________________ 9. It is the main function of the teacher.
Professional qualities of a teacher:
____________________ 10. This includes teacher’s appearance, grooming and health.
____________________ 11. It means showing good moral values in performing his duty as teacher.
____________________ 12. The teacher displays an attitude showing readiness to fulfill his function and duties reasonably.
____________________ 13. The ability of the teacher to express herself well verbally and in writing.
____________________ 14. It means that the teacher expresses good rapport among the other stakeholders of the institution.
____________________ 15. The teacher shows passion in his profession.
LESSON 1.1
VARIED ROLES OF A TEACHER
Based on the given checklist below, let us find out if you are ready to face the challenges of being a teacher. Simply
check the space that corresponds to your answer.
Are you ready to …
YES NO
1.manage the class and deliver daily
lesson with mastery _____ _____
 
2.attract attention and monitor closely
students’ activities _____ _____
 
3.look after the welfare of students and
treat them as your children _____ _____
 
4.prepare communication and be able to
communicate among stakeholders _____ _____
 
5. act as role model among students _____ _____
 
Your answer in this activity will give you an idea of whether you are ready or not regarding the duties and
responsibilities.
The teacher plays varied roles in the classroom: he is the
manager,
counselor,
motivator,
leader,
model,
public relations specialist,
parent-surrogate,
facilitator, and
instructor (Acero, Javier, & Castro 2000).
Exercise 1.1.1
Given the nine (9) varied roles of a teacher, arrange them in the rank of your priority and rank 1 is considered
the most important.

1. ____________________________________

2. ____________________________________

3. ____________________________________

4. ____________________________________

5. ____________________________________

6. ____________________________________

7. ____________________________________

8. ____________________________________
 Based on the rank you presented, explain why you consider the rank 1 as the most
important and the rank 9, the least important.

_________________________________________________________________________

___________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
______________________________________________________________ 
Exercise 1.1.3
As a future mathematics teacher, briefly discuss how you are going to
apply the first top three roles of a teacher (based on your rank in Exercise
1.1.1) in a real-life situation. Cite specific examples as to how you are going
to perform those three roles.
Example:
As a counselor: during this pandemic, the teacher can lend a helping hand
among his students. He can be a good listener, a shoulder to cry on or even,
if possible, morally and financially support the student in need
LESSON 1.2 PROFESSIONAL ATTRIBUTES OF A TEACHER
: Which is which?
How do you want your teacher to be, or maybe yourself to be when you are already in the field of teaching?
Encircle one characteristic in each item.

1. strict or lenient
2. well-groomed or fashionable
3. creative or direct to the point
4. believes in homework or do not give homework
5. theory-based or skills-based
6. master the subject or master the skills
7. consider the solution or favor just the final answer
8. serious or easy go lucky
9. traditional or modern
10. with license or experienced teacher
PROFESSIONAL ATTRIBUTES OF A TEACHER
( Acero et al., 2015)
The following list describes the affective characteristics and behaviors expected of a professional
educator.
Criterion 1. Physical Characteristics
Health and wellness. The candidate has the physical and mental characteristics, sufficient motor
coordination and energy, adequate visual and auditory acuity, and good health needed to effectively and
independently implement the instructional and managerial duties associated with teaching the levels and field
for which he is being prepared.
Appearance. The candidate takes pride in his appearance, is well-groomed, and presents himself
in a professional manner appropriate to the age of students being taught.
Criterion 2. Personality Characteristics
Cooperation. The candidate has an excellent moral attitude; works cooperatively with peers, site teachers, and
faculty; contributes constructively to the realization of group objectives; is vocal about his opinion, avoids sarcasm,
makes constructive suggestions, accepts suggestions and constructive criticism; and modifies behavior
appropriately.
Tactfulness. The candidate is modest in the use of words and actions upon others, tempers his words in
consideration of the feelings of other people, and avoids situations that offend institutional and community mores.
Flexibility and patience. The candidate displays a willingness and ability to adapt to changes in events,
conditions, activities, innovations, and tasks, and overall tolerance for circumstances and human interactions.
Organization. The candidate monitors and controls time, materials, and product expectations; is good at
classroom and time management.
Enthusiasm. The candidate displays energy and enthusiasm and responds appropriately to humor.
Creativity. The candidate synthesizes theory and practice into new personalized adaptations and applications.
Initiative and risk-taking. The candidate displays independence and motivation and is not resistant to undertake
new activities and assignments.
 
Criterion 3. Responsibility Characteristics
Responsibility. The candidate undertakes and completes assigned tasks, assumes his
role/functions, attend to his position, meets university and program requirements and deadlines,
anticipates problems and plans ahead, and adapts to professional standards and policies; has good
moral ethics.
Attendance and punctuality. The candidate is always present and punctual for class and
appointments; arranges ahead of time with all necessary individuals for unavoidable delays or
absences, and does not solicit except for exceptional and legitimate circumstances.
Maturity. The candidate displays poise in task completion and personal interactions,
acknowledges his responsibility and guilt, and does not pass on the blame to others or rationalizes
his own inadequate or missing performance; he has integrity and is honest in professional dealings.
Criterion 4. Communication Skill
Oral communication. The candidate reflects the appropriate voice and speech delivery; clarity,
fluency, and grammatical correctness; uses standard English and understandable accent; appropriate
formality to any situation; and verbal flexibility allowing rephrasing or translating of ideas or questions until
the instruction is clear to students.
Written communication. The written output of the candidate reflects appropriate and accurate
spelling, grammar, punctuation, syntax, format, and English usage. It demonstrates organization and
compositions that effectively communicate ideas, directions, explanations, lesson plans, messages, and
other teaching-related written output.
Criterion 5. Professional Relationship Skills
Demeanor. The candidate demonstrates positive attitudes in interactions with other professionals,
collaborates with peers, respects authority, complies with rules, and reports problems with school and
university operations concerning specific evidence and reasonable courtesy.
Rapport. The candidate relates quickly and appropriately to children, youth, and others respond to
him, providing leadership or direction while involving others and listening to and incorporating their desires and
concerns.
Awareness of individual differences. The candidate recognizes and empathizes with human
differences in ethnicity, gender, physical ability, and intellectual ability, and demonstrates sensitivity to social
expectations in varied environments.

.
Criterion 6. Commitment to the Teaching Profession
Professionalism. The candidate demonstrates a passion for teaching; recognizes, seeks, and
applies the best theory, research, and practice in professional activities; is proud to assert his intention of
becoming a teacher; and demonstrates a commitment to education as a career.
Witness. The candidate exhibits simultaneous awareness of all aspects of the learning
environment.
Reflectivity. The candidate reflects and evaluates professional experiences with constructive
criticism
Qualities of a Good Teacher
(Department of Education, Training and Employment 2014)
Teaching is a career that provides challenges, excitement, personal reward, and a chance to encourage and
support others to achieve goals. Good teachers know that by listening to and working with colleagues, parents,
other professionals, and community members, they can inspire students and improve their learning. Some
personal qualities and skills make a good teacher. These include:
a. being good at explaining things;
b. being a person who enjoys working with a wide range of people;
c. being enthusiastic;
d. having strong knowledge in a particular subject area;
e. being good at time management;
f. the ability to work in a team and uses his initiative;
g. keeping calm under pressure;
h. having patience and a good sense of humor;
i. being fair-minded;
j. coping well with change; and
k. enjoying a challenge.
Global Teacher (Corpuz and Salandanan, 2015)
A global Filipino teacher should have the following qualities and characteristics in addition to knowledge,
skills, and values:
1. understands how this world is interconnected;
2. recognizes that the world has a wide variety of ways of life;
3. has a vision of the future and sees what the end would be for himself and the students;
4. must be creative and innovative;
5. must understand, respect, and be tolerant of the diversity of cultures;
6. must believe and take action for education that will sustain the future;
7. must be able to facilitate digitally-mediated learning;
8. must have a depth of knowledge; and
9. must possess good communication skills (for Filipino teachers to be multilingual); and lastly but more
importantly,
10. must possess the competencies of a professional teacher as embodied in the National Competency-
Based Standards for Teachers (NCBTS).
LESSON 1.3 CODE OF ETHICS FOR
PROFESSIONAL TEACHERS
ARTICLE I SCOPE AND LIMITATIONS
ARTICLE II THE TEACHER AND THE STATE
ARTICLE III THE TEACHER AND THE COMMUNITY
ARTICLE IV A TEACHER AND THE PROFESSION
ARTICLE V THE TEACHERS AND THE PROFESSION
ARTICLE VI THE TEACHER AND HIGHER AUTHORITIES IN THE PROFESSIONS
ARTICLE VII SCHOOL OFFICIALS TEACHERS AND OTHER PERSONNEL
ARTICLE VIII THE TEACHERS AND LEARNERS
ARTICLE IX THE TEACHERS AND PARENTS
ARTICLE X THE TEACHER AND BUSINESS
ARTICLE XI THE TEACHER AS A PERSON
ARTICLE XII DISCIPLINARY ACTIONS
ARTICLE XIII EFFECTIVITY
Exercise 1.3.1
The class will be divided into ten groups for the 10 Articles of the Code of Ethics of Professional
Teachers starting from Article II ( The Teacher and the State) up to Article XI (The Teacher as a Person).
Indicate the Article No. and its title, then use symbols to present the characteristics of the professional
teacher expressed in the article assigned to the group.
 Briefly answer the following situations.
1. One time, Teacher Anna felt that one group of her students were abusing her leniency; they seemed to be
disrespectful in making unnecessary comments, which made her upset. She sent the group out and ordered
to bring their parents to school. For two meetings, the students were denied attending her class for not
getting their parents. Is Teacher Anna violating the code?
____________________________________________________________________________________
____________________________________________________________________________________
________________________________________________
2. Teacher Carlo agreed with his students to convert the project in T.L.E. into a monetary donation for their
deceased classmates. This is out of extreme sympathy for the bereaved family. The total cost of the project
amounted to 10,000 pesos for a passing grade. The amount had reached the bereaved family. Was the contract
made by the teacher and students questionable?
____________________________________________________________________________________
____________________________________________________________________________________
________________________________________________
3. What does the code say about teachers' financial obligations? Say that the teacher is not
attending to a long-standing loan and does not anymore care to check his arrears.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
4.Teacher Joana decided to ask donations from local officials using the name of the school,
instead of asking contributions from the students. According to her, it is better to ask the
politicians rather than from the students. Is the justification of Teacher Joana moral?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
LESSON 1.4 PRINCIPLES OF EFFECTIVE
TEACHING AND LEARNING
Recall and Share

Cite a scenario, just as how your favorite teacher motivates the class, to
attract their attention and make them focus more on the lesson.

This activity gave us an idea of how effective the teacher was before;
Lesson 1.4 will provide us with more ideas to become more effective in the
teaching-learning process in every season.
 
 TWELVE PRINCIPLES OF EFFECTIVE TEACHING AND
LEARNING(Serrano and Paez,2015)
Principle 1. Teachers’ knowledge of the subject matter is
essential to the implementation of important teaching tasks.
Principle 2. Active involvement of the learner enhances learning
Principle 3. Interaction between teachers and students is the most
important factor in student motivation and involvement.
Principle 4. Students benefit from taking responsibility for their
learning
Principle 5. There are many roads to learning.
Principle 6. Expect more, and you will achieve more.
Principle 7. Learning is enhanced in an atmosphere of cooperation.
Principle 8. The material must be meaningful.
Principle 9. Both teaching and learning are enhanced by descriptive
feedback.
Principle 10. Critical feedback is only useful if the learner has
alternatives to pursue.
Principle 11. Time plus energy equals learning.
Principle 12. Experience usually improves teaching.
As a future Mathematics teacher, share how you are going to apply these twelve (12)principles of effective
teaching and learning in a real-life situation.(choose three)

1. Teachers’ knowledge of the subject matter is essential to the implementation of important teaching tasks.

1. Active involvement of the learner enhances learning.

1. Interaction between teachers and students is the most important factor in student motivation and involvement.

1. Students benefit from taking responsibility for their learning.

1. There are many roads to learning.
 
1. Expect more, and you will achieve more.
 
1. Learning is enhanced in an atmosphere of cooperation.
 
1. The material must be meaningful.
 
1. Both teaching and learning are enhanced by descriptive feedback.
 
1. Critical feedback is only useful if the learner has alternatives to pursue.
 
1. Time plus energy equals learning.
 
1. Experience usually improves teaching.
 
POSTTEST:
Identification: Determine the term/s being referred to in each item. Write your answer on the space provided.
Roles of a teacher:
____________________ 1. The teacher expresses good communication and social skills in promoting school
programs and activities in the community.
____________________ 2. The teacher treats his students as his own children.
____________________ 3. The teacher sees to it that he can handle the classroom and the class well.
____________________ 4. The teacher acts as a good example among learners.
____________________ 5. The teacher performs monitoring and supervision of students’ activities.
____________________ 6. It is the main function of the teacher.
____________________ 7. The teacher provides a shoulder to cry on and makes students feel comfortable in
the process.
____________________ 8. The teacher attracts and maintains students interests for the entire class period.
____________________ 9. The teacher responsibly assumes his authority and direct students to learning.
Professional qualities of a teacher:
____________________ 10. The ability of the teacher to express herself well verbally and in writing.
____________________ 11. It means that the teacher expresses good rapport among the other
stakeholders of the institution.
____________________ 12. The teacher shows passion in his profession
 
____________________ 13. This includes teacher’s appearance, grooming and health.
____________________ 14. It means expressing good moral values in performing his duty as teacher.
____________________ 15. The teacher displays an attitude, showing readiness to fulfill his function and
duties reasonably.
Multiple Choice: Choose the best answer. Encircle the letter of your answer.
1.Teaching is to be done
A. haphazard C. intentionally
B. incidentally D. meaninglessly 
2.Teaching is like speaking and writing, for it serves as the _____ agent of instruction.
C. transmitting C. initial
D. receiving D. final 
3.Teaching tends to become more traditional as it gives more emphasis on the function of
E. the teacher C. both of them
F. the learner D. none of them 
4.In modern teaching, the teacher’s role is to _____ the student’s responsibility to learn for
himself.
G. decrease C. maintain
H. increase D. prevent 
5.Which activity directs the learners’ activities towards effective learning?
I. modeling C. explaining
J. teaching D. analyzing 
6.“Teachers are persons in authority” implies that
A. Decisions studied and made by the teachers are deemed right.
B. No person can insult and assault a teacher.
C. Teachers have immunity from arrest and conviction.
D. Teachers cannot be judged and charged.
 
7. Why is teaching a profession?
E. Can attract both the old and the young students
F. Unites people of diversified status
G. Upholds service over and above personal gains
H. Has its unique structural set-up
 
8..What kind of feedback enhances both teaching and learning?
I. descriptive C. selective
J. critical D. discriminatory
 
9.How must a teacher encourage the learners to get maximum benefits from the different learning activities?
K. Let them do as they please
L. Guide them to be responsible for their learning
M. Provide them all the materials and modules for learning
N. Tolerate their criticisms without accountability on their part
 
10. What is essential in the implementation of teaching tasks?
O. Parents’ rating of the teacher despite its subjectivity
P. Teacher’s domineering and strong personality
Q. Students’ involvement in the school's council
R. Teachers’ knowledge of the subject matter
11. How do you describe the roads to learning which could unlock the key to the potential of the students?
A. limited C. unexplored
B. one way D. varied
 
12. As a conscientious teacher, how will you enhance learning to bring out the best in your students?
C. Monopolize the discussion to control the time of engagement
D. Refrain from calling their attention when they failed to meet your standard
E. Stick to the traditional way of giving a lecture
F. Create an atmosphere of cooperation
 
13. To be successful in achieving maximum students’ engagement, what must a teacher do?
G. Allow them to answer in chorus
H. Provide unlimited time for each group to share in the recitation
I. Encourage interaction between the teacher and the learners
J. Supply all the materials and notes for the group assigned in the activity
 
14. What deepens the discussion in every lesson that a teacher tackles?
K. The monotony of the discussion by the teacher
L. The rich blending of the theory and practice
M. The limited opportunity of the learners to explore outside the classroom
N. The preferential option of the teacher to stick to the information from the books
 
15. What can short-change the learners on the information provided to them?
O. The lack of drive from the teacher to grow professionally
P. The meddling of the parents in the affairs of the school
Q. The community’s lack of support to the school’s projects
R. The students’ critical attitude towards their teacher
UNIT 2 THE LEARNER
Introduction
The end product of teaching is learning. Education will be useless if it does
not come up with fruitful learning. The outcome of effective teaching is a
productive learner, a well-developed learner. A learner that is equipped with what
is accentuated as the 21st-century skills and responsible enough to stand on his
own amidst these difficulties in life.
The learner is the center of the teaching-learning process. The effectiveness of a
teacher depends on the strategies and techniques he employs to adapt to the
needs of the learners. The teacher needs to recognize the uniqueness of each
learner that makes it more challenging on his part. To facilitate teaching, a
teacher should imbibe an in-depth understanding of the learner's attributes and
learning styles.
In this unit, the learner is the focus of discussion. It emphasizes the
following: general characteristics of learners in different grade levels,
the 21st-century learners, characteristics of independent learners,
factors affecting the cognitive development of children, and the
different learning styles and preferences of students. It will give
future teachers a thorough discussion regarding how they will adapt
to the fast-changing society and even in the virtual teaching-learning
process.
PRETEST:
I. Identify the given circumstances below if they are due to biological factor or
environmental factor. Write your answer on the chart.
increasing maturity level well-developed senses
genetic condition chance to interact with others
better income capacity with high intelligence quotient
socialization among other children good learning opportunities

Biological Factor Environmental Factor

1. 1.
   
2. 2.
   
3. 3.
   
4. 4.
 
II. The Seven Learning Style. Match the description (Column A) of
the learning styles with its name (Column B). Write the letter of your answer on the space
provided.

Column A Column B
   
_____ 1. Learn best with peers A. Aural
_____ 2. Mastery is associated with pictures B. Logical
_____ 3. Preferred to study with music C. Physical
_____ 4. Concentrate more when alone D. Social
_____ 5. A good conversant E. Solitary
_____ 6. Manipulate numbers better F. Verbal
_____ 7. Focus more on the body movement G. Visual
   
Activity 2.1 Complete Me!
Complete each letter of the word LEARNER with the appropriate characteristics of a learner. An
example is given.
L - lively L -
E - enthusiast E -
A - appreciative A -
R - reasonable R -
N - natural N -
E - entertaining E -
R - resourceful R -
Discuss the reasons for your choices briefly.
 GENERAL CHARACTERISTICS OF A LEARNER
(Rivera and Sambrano, 1992)

Elementary Level
1. slow physical growth and development
2. general muscular coordination but not at its prime
3. intense physical activity or a strong urge for action
4. girls maturing rapidly than boys
5. sense organs well developed
6. perceptual power keen and relatively accurate
7. a wider span of interests but of short duration
8. ambitions starting in the intermediate grades
9. strong tendencies for collection and construction
10. good power of memory
11. seeks prestige through boasting and rivalry
12. strong tendency to imitate
13. hero worship
14. manifests gang spirit
15. an intense desire for competition
 Secondary Level
1. rapid but uneven physical growth and development
2. increase in physical strength and skill
3. physical balance in the latter part of adolescence
4. muscular improvement and endurance
5. finger dexterity greater in girls
6. intense but properly controlled varied emotions
7. growth in mental power due to the growth of the nervous system
8. verbal or language ability higher in girls
9. keen to gain insight and to generalize
10. self-awareness evident in social gatherings
11. strong desire for social approval and cooperation
12. strong gang spirit and evident loyalty to the group
13. keen idealism
14. more democratic in dealing with other groups
15. evidence of leadership among outstanding students
 Tertiary Level
1. physically and mentally matured
2. motor coordination stabilized
3. muscular endurance
4. technical skills manifested
5. permanent mental habits
6. permanent interests
7. abstract reasoning
8. mental stability
9. creative thinking and analytic reflection
10.moral code established
11.economically independent
12.a desire for membership in a fraternal organization
13.willing to follow right leadership
The 21st Century Learner

To cope up with the changing environment, the learner must possess 21st-century skills.
According to Corpuz and Salandanan (2015), the 21st-century skills can be categorized into four (4),
namely:

1) communication skills,

2) learning and innovation skills,

3) information, media, and technology skills; and
4) life and career skills.
A teacher must also possess them to survive in this 21st century and contribute to the
development of 21st-century learners.
Under each of these four (4), clusters of 21st-century skills are
specific skills. Effective communication skills include

1) teaming,

2) 2) collaboration,

3) 3) interpersonal skills,

4) 4) local, national, and global orientedness, and

5) 5) interactive communication.
The learning and innovation skills are the 3 Cs,
namely:
1) creativity,
2) curiosity,
3) critical thinking problem-solving skills, and
4) risk-taking.
Information, media, and technology skills are

1) visual and information literacies,

2) media literacy,

3) basic, scientific, economic, and technological

literacies; and

4) 4) multicultural literacy.
Life and career skills embrace

1) flexibility and adaptability,

2) leadership and responsibility,

3) social and cross-cultural skills,

4) initiative and self-direction,

5) productivity and accountability; and

6) ethical, moral and spiritual values.

LESSON 2.2 CHARACTERISTICS OF INDEPENDENT LEARNERS

Objectives:
1. Differentiate independent learners from others.
2. Analyze the need for independent learners in the virtual teaching-learning process.

 
Activity 2.2 Who am I?
Think of one word that best describes you as a student. Explain how it is related to you as a
learner.
Exercise 2.1.3
Using symbols, create your ideal 21st-century learner then explain its
importance, especially during this time of new normal.
 SEVEN CHARACTERISTICS OF INDEPENDENT LEARNERS
(Acero et al. 2015)
1. Curiosity. Independent learners are curious about the world. They seek out ways to explore.
They adopt learning from varied learning styles and veer away from traditional instruction. They
are proactive. On their own, they look for additional lesson supplements.
 
2. Self-motivation. Intrinsic motivation far surpasses any prize or reward system. Setting internal
goals to achieve motivates independent learners. They are driven by their achievement.
 
3. Self-examination. Independent learners go into self-evaluation. They can see their strengths and
weaknesses and measure their progress. They keep track of their achievements and failures.
4. Accountability. This means responsibility: knowing what you have to do and doing it without anyone telling you to. The
sooner a student becomes responsible for the consequences of his decisions and actions, the less dependent he will be to
outside sources for discipline or motivation.
5. Critical thinking. Independent learners think critically about a situation. They examine all possibilities and often come
up with multiple solutions. They do not just memorize. They probe and analyze the nature of things or situations. They ask
“why” and formulate answers based on real-world observation and intelligent deduction.
6. Comprehension (with little or no instruction). Independent learners can read, visualize, or kinesthetically instruct
themselves. Regardless of the topic or subject studied, an independent learner will find ways to understand the material
through the application (generally, trial-and-error)
7. Persistence. Independent learners are serious learners who do not give up easily. They strive to understand a concept
as much as possible by working independently before asking for help. They also apply self-discipline when faced with
difficulty in finding an easy answer to a problem. They teach themselves and only ask questions after failing to find a
solution on their own.
 
According to Acero et al. ( 2015), to understand the learner, the teacher must
know that:

a. The learner is a unique individual with traits peculiar to himself;

b. The learner is influenced and, therefore, becomes a product of the cultural
environment where he assumes membership; and
c. The learner is affected by the social and psychological forces of the
environment.
Exercise 2.2.2
Interview your former mathematics teacher in DepEd about this new normal set-up in teaching by answering the following
questions.
 
1. What characteristics of learners do you think are necessary to adapt to this new normal? And why?
______________________________________________________________________________________________
 
2. What did you do to make your students independent learners?
________________________________________________________________________________________
 
3. How important is it for the learners to become independent in learning, specifically during this new normal?
 
______________________________________________________________________________________________________
______________________________________________________________________________________________________
LESSON 2.3 FACTORS AFFECTING COGNITIVE DEVELOPMENT
OF CHILDREN
Objectives:
1. State the factors affecting the cognitive development of children.
2. Relate how these factors affect the cognitive development of learners.
 
FACTORS AFFECTING COGNITIVE DEVELOPMENT
OF CHILDREN (Acero et al. 2015)
 
Biological Factors

1. Senses
Sense organs receive stimuli from the environment. Their proper development helps in receiving correct
stimuli for the formation of the right concepts. When sense organs are defective, they collect defective
stimuli, and as a result, wrong ideas are formed; hence, the cognitive development will not be perfect.
 
2. Intelligence
Intelligence is the ability to learn about, learn from, understand, and effectively interrelate with one’s
environment. It consists of several specific skills, including adaptability to a new environment or flexibility
to changes in the existing environment, capacity for knowledge and the ability to acquire it, capacity for
reason or logic and abstract thought, ability to understand relationships, ability to evaluate and decide,
and capacity for original or unique and productive thinking.
3. Heredity
It is the process of transmitting characteristics from one generation to the next,
such as transmitting blue eyes or skin color to one’s descendants. Cognitive
development is also influenced by the hereditary traits one gets from his
parents. Their development is similar to their parents’ cognitive development.
4. Maturation
 
It is the process of learning to cope and respond in an emotionally appropriate
way. It may not necessarily be realized along with aging or physical growth,
but it is a part of growth and development. Maturation is continuous; it does
not stop when physical growth ends; it continues through adulthood.
 
Environmental Factors
1. Learning opportunities
The more opportunities the learner gets, the better is the cognition
because he will add to his mental capacities by letting through these
opportunities.
2. Economic status
Learners from better economic status get more opportunities and better
training. 
3. Play
Play activities are an opportunity to interact with the environment,
receive stimuli, and respond to them. As he learns new processes, he
acquires knowledge, forms new communication, and draws irregular
sketch with crayons.
4. Various types of stimuli
As a child grows, he gets various stimuli from the environment
through his senses and perceives their meanings. He gets
assistance from parents and other people around him and can get the
right intentions of stimuli. Instructions and motivation also help in the
cognitive development of the learner.
 
5. Family and society
Family is important from providing the child hereditary traits. The
family also offers good opportunities to learn through observation and
imitation of other people and members of the family. The child’s
association with other children also influences his cognitive
development.
Reflect
Exercise 2.3.3
Apply the concepts of cognitive development, discuss the following briefly.
What does it mean, when the teacher says…

1. “Like father, like son.”

_______________________________________________________________________________

2.“You are acting like a child.”

___________________________________________________________________________

3.  ” You are lucky to have a supportive family. “

_______________________________________________________________________________ 

4. “ All works, and no play makes Johnny a dull boy. “

_______________________________________________________________________________
 

LESSON 2.4 LEARNING STYLES AND PREFERENCES

 

Objectives:
1. Enumerate the different learning styles of students.
2. Apply appropriate teaching strategies that will match the learning
styles of learners.
 

LEARNING STYLES AND PREFERENCES

(Acero et al. 2015)
A. The Seven Learning Styles
 
1. Visual (Spatial) – prefers using pictures, images, graphs, charts, logic puzzles, and spatial
understanding
 
2. Aural (Auditory-Musical)– prefers using sound and music
 
3. Verbal (Linguistic) – prefers using words, both in speech and writing
 
4. Physical (Kinesthetic) – prefers using body, hands, and sense of touch
 
5. Logical (Mathematical) – prefers using logic, reasoning, and systems

6. Social (Interpersonal) – prefers to learn in groups or with other people

 
7. Solitary (Intrapersonal) – prefers to work alone and use self-study
 
 
B. The Dunn and Dunn Learning Style Model
The Dunns’ Learning Style model is complex and encompasses five strands of 21 elements
affecting each individual’s learning.
 
1. Environmental – the environmental strand refers to these elements: lighting, sound, temperature, and
seating arrangement. People prefer a place to study that facilitates more learning. Depending upon
which learning situation is more compatible and conducive to learning, some people learn in a calm
and quiet room. In contrast, others cannot focus unless they have music playing.
 
2. Emotional–this strand includes the following elements: motivation, persistence, responsibility, and
structure. Some people work best when motivated and encouraged, or when allowed to do multi-tasking
(persistence element), while some feel motivated when assigned to lead and assume responsibility.
 
3. Sociological - the sociological strand represents elements that make individuals learn while in
association with other people. Such association may be: (a) alone or with peers, (b) an authoritative adult
or with a collegial colleague, and (c) learning in a variety of ways or regular patterns. Some people need
to work alone when tackling a new and challenging subject, while others learn best when working with
colleagues (learning independently or with peers). Some assume to learn most and better when there are
opportunities for interactions or exchanges while engaged in an activity.
 
 

4. Physiological–the elements in this strands are: perceptual (auditory, visual, tactile, and
kinesthetic), time-of-day energy levels, intake (eating or not while studying), and mobility
(sitting still or moving around). Some people prefer to study at night, accomplishing more in a
quiet environment; yet, others find it easier to complete tasks in the morning as part of the
daily routine (time-of-day element).
 
5. Psychological - the elements in this strand correspond to the following types of
psychological processing: hemispheric, impulsive or reflective, and global versus analytic.
The hemispheric element refers to the left and right brain processing modes. The impulsive
versus reflective style describes how some people do something or resort to doing something
before thinking. Others scrutinize the situation before moving an inch; they are more careful
with their decisions. The elements that determine global and analytic processing styles are
sound, light, and seating arrangement (environmental), and persistence (emotional),
sociological preference, and intake (physiological).
 
 
Interview a mathematics teacher about the different teaching strategies or techniques that may be
employed in each type of learning style.
Learning Style Teaching Strategies/Techniques
 
Visual (Spatial)  

Aural (Auditory-Musical)  
 
Verbal (Linguistic)  

Physical (Kinesthetic)  

Logical (Mathematical)  

Social (Interpersonal)  

Solitary (Intrapersonal)  
 
Reflect
Exercise 2.4.3
It combines the different aspects that promote learning:(learners’ characteristics, factors affecting
the cognitive development of children, and learning styles). Create a recipe for a 21st-century learner in
the new normal.

__________________________________
(Name of the Recipe)

Ingredients:
 
 
Procedure:

 
Thank you, keep safe
and
God bless us all!