1. Reporter: Alcy Mae N. Romanillos

2. Principle 1: Clear communication with
students
Practices:
 Intended outcomes, including generic graduate
attributes, and expectations are communicated
effectively and discussed with students
 Effective and sympathetic guidance and advice is
provided to students
 Communication between students and teaching
faculty is encouraged
 Opportunities for one-to-one discussion
(student/lecturer) is provided
 Alternative communication arrangements for
students studying either internally, externally by
distance education or online is provided.


3. Principle 2: Stimulating learning
environment
Practices:
 Innovative methods of design and delivery of
content and course material is undertaken
 Curiosity in the subject area is encouraged
 Independent learning by students is
encouraged
 Critical thinking skills in students are
developed
 Variety of teaching strategies and learning
activities are provided.

4. Principle 3: In-depth knowledge of the
subject area
Practices:
 Recent developments in the field of study
are incorporated
 Scholarship/research within the subject area
is undertaken
 Opportunities for students to relate their
learning experience to the
workplace/community is provided where
appropriate
 Content and teaching strategies are reviewed
regularly.

5. Principle 4: Provision of effective assessment
and feedback
Practices:
 Assessment is linked to unit outcomes
 Expectations in relation to workload are
realistic
 Explicit criteria for assessment are discussed
with students
 Appropriate and varied assessment activities
are provided
 Consistent, constructive and helpful
feedback on assessment is given
 Continuous assessment, both summative and
formative, is carried out over the teaching
semester.

6. Principle 5: Evaluates, monitors and
improves teaching practices
Practices:
 Regular feedback from students is sought
 Feedback from peers to enhance teaching is
encouraged
 Reflection on teaching practice occurs
regularly
 Professional development activities in
relation to teaching and subject area(s) are
undertaken.
 Links to useful references and resources are
also available.

8. Two problems:
 To
provide the students mathematical
experiences suitable to the state of
development of their existing concepts and
to fit the teacher’s method of presentation
to the pupil’s concrete or formal level of
thinking.
 To develop the student’s ability to analyze
new material himself so that he can
synthesize his own concepts in ways most
meaningful for him independently of the
teacher.

9. To execute lesson in mathematics successfully
the teacher needs to:
 Manage his classroom efficiently and with
minimum disruptions;
 Elicit active participation from his students,
 Recognize and solve student’s learning
difficulties ( inability to read at grade level,
physical handicaps, emotional problems, low
skill levels, etc.);
 Communicate mathematical concepts
precisely in the proper inductive sequence,
and at a level consistent with the children’s
abilities.

10.  Adapt
the pace and direction of instruction
to the group he is teaching;
 Provide an atmosphere where mistakes are
accepted as part of learning and where
students feel free to ask questions when they
do not understand a concept;
 Motivate students to want to learn
mathematics;
 Develop in students positive attitudes toward
mathematics;
 Select and use methods appropriate for given
behavioral objectives and concepts.

11. Goals for student learning
in
Mathematics
are
classified into three:
Knowledge and Skill goals
Understanding goals
Problem solving goals

12. The major characteristics of knowledge and skill
goals is that they require automatic responses
from the student.
To achieve the automatic characteristic of
knowledge and skill learning, a student must
employ some form of repetition or practice in
learning process.
Skills need to be perfected and maintained
through systematic drill; and concepts and
relationships must be reviewed and applied at
frequently recurring intervals.
Review emphasizes thought and meaning rather
than habit formation.

13. TEACHING UNDERSTANDING  Is to be applied,
derived, or used to deduce a consequence.
Different strategies in teaching understanding
are:
1. Authority Teaching  simply states the
concept to be learned. (ex. Telling, Analogy,
demonstration)
2. Interaction and discussion  Most teachers
create this interaction by asking questions.
3. Discovery  it involves these key elements:
motivation, a primitive process, an
environment for discovery, conjectures,
verification, and application.

14. 4. Laboratory
5. High limited teacher-controlled
presentations (ex. Small group
instruction, Peer teaching, Remedial
teaching)
STRATEGIES FOR PROBLEM SOLVING
1. Obtain an answer by trial and error
2. Use an aid, model or sketch
3. Search for a pattern
4. Elimination strategies

15. THE END!!!
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