LOGIE CLETH M.

PASAT

1. RESEARCH-BASED LEARNING STRATEGIES

 Research based- learning strategies include active learning, spaced repetition, retrieval

practice, elaboration, interleaving, and metacognition. These techniques have been shown

to enhance comprehension, retention, and long term memory recall during the learning

process. Implementing these strategies can help improve overall academic performance and

promote deeper understanding of the subject matter.

 These are instructional approaches and methods that have been scientifically studied and

proven effective through empirical research. These strategies are grounded in educational

and cognitive psychology research aiming to enhance the learning process, improve

knowledge retention and promote better understanding.

 By using research- based learning strategies, educators and learners can optimize the

learning experience and achieve more effective outcomes. These strategies are continually

refined and updated based on new research findings to ensure that they remain evidence-

based and relevant in the ever-evolving field education. Some common research-based

learning strategies include active learning, spaced repetition, retrieval practice, elaboration,

interleaving and metacognition.

2. USING STANDARDS TO CREATE MATH CURRICULUM

 It involves designing an educational plan that aligns with specific learning standards set by

educational authorities. These standards typically outline the knowledge and skills of

students should acquire at different grade levels or within a particular course.

The process of creating a math curriculum using standards typically involves the following

steps:

 REVIEWING STANDARDS – educators and curriculum developers first study the educational

standards provided by the relevant education board or governing body. These standards serve as a

guideline for what students should know and be able to do at each grade level.

 IDENTIFYING LEARNING OBJECTIVES – based on the standards, learning objectives are defined

for each grade level or coarse. These objectives outline the specific content and skills that students

should master.
 SEQUENCING AND PROGRESSION – the curriculum is structured in a logical sequence, ensuring

the topics progress in complexity as students advance through the grade levels. The curriculum

may also include prerequisites, ensuring that students have the necessary foundational knowledge

before moving on to more advance topics.

 SELECTING RESOURCE AND MATERIALS – educational choose appropriate textbooks,

supplementary materials, and resources that align with the curriculum and support the learning

objectives.

 DEVELOPING ASSESSMENTS – assessments are designed to evaluate the students’

understanding and mastery of the curriculum’s learning objectives. These assessments can take

various forms, such as quizzes, test, projects, or performance – based evaluations.

 ENCORPORATING STRUCTIONAL STRATEGIES – educators select appropriate instructional

methods and strategies to deliver the curriculum effectively. This may involve incorporating hands-

on activities, group work, technology integration, and other teaching techniques.

 PERIODIC REVIEW AND REVISIONS – the curriculum is periodically reviewed and revised based

on feedback from educators, students and assessments results. This ensures that the curriculum

remains current, effective and aligned with latest standards.

 Using standards to create a math curriculum helps ensure consistency and quality in

education. It provides a clear framework for educators, allowing them to focus on specific

learning objectives and track students’ progress toward meeting those objectives.

Additionally, standards curricula help facilitate a smoother transition for students who may

move between schools and districts, as they will be exposed to similar content and learning

expectations.

3. USING CONCEPT MAPS BASED ON VALUE, SEQUENCE AND ALIGNMENT – involves creating

visual representations of knowledge that highlight the relationships between concepts, their

hierarchical structure, and their relevance to a particular topic or subject area. Concept maps

are graphic organizers that help learners organize and understand information in a more meaningful

way.

 Here’s how each aspect is incorporated in concept maps.

 VALUE – it refers to the importance or significance of each concept in relation to the

overall topic or subject being studied. Concepts that are more central or fundamental to
 the topic are usually placed at the top or center of the map, while less crucial concepts

are placed further away from the center.

 SEQUENCE – show the sequence or order in which concepts are related or need to be

learned. They can represent a step-by-step progression, indicating how concepts build

upon one another to form a coherent understanding of the topic.

 ALIGNMENT – refers to the logical connections and relationships between different

concepts. Concepts are connected by linking lines or arrows to show how they relate to

one another. This alignment helps learners see how ideas are interconnected and how

they fit into the larger context of the subject matter.

4. SCAFFOLDING IN TEACHING: TIPS AND STRATEGIES – refers to a supportive instructional

approach where teachers temporary assistance and guidance to the students as they learn new

concepts or skills. The goal of scaffolding is to help students develop their understanding and

abilities gradually, eventually enabling them to work independently.

 Here are some tips and strategies for effective scaffolding.

 ASSESS PRIOR KNOWLEDGE – understand what students already know about the

topic to tailor your scaffolding accordingly. This helps you build upon their existing

knowledge and bridge any gaps.

 BREAKDOWN COMPLEX TASKS – divide complex tasks or concept into smaller,

manageable steps. Present the information incrementally, allowing students to grasp

one aspect before moving to the next.

 MODELLING – demonstrate the process or task to the students, showing them how to

approach the activity. Think aloud while solving problems to make your thought process

transparent.

 PROVIDE CLEAR INSTRUCTIONS – clearly explains the goals, expectations, and

directions for the task at hand. Use simple language and avoid overwhelming students

with too much information at once.

 USE VISUAL AIDS – incorporate visual aids, such as charts, diagrams or illustrations,

to enhance understanding and facilitate retention of information.

students feel comfortable asking questions. Address their inquiries to clarify

misunderstanding promptly.

 OFFER PROMPTS AND CUES – use prompts or cues to guide students’ thinking and

problem solving processes. These prompts can prompts critical thinking and help

students arrive at solutions independently.

 PROVIDE FEEDBACK – offer constructive feedback that highlights both strengths and

areas for improvement. Specific feedback helps student understand how to enhance

their performance.

 PEER COLLABORATION – encourage students to work together in pairs or small

groups. This fosters cooperative learning and allows them to support and learn from one

another.

 GRADUALLY REDUCE SUPPORT – as students gain confidence and proficiency,

gradually, decrease the level of scaffolding. Allows them to take on more responsibility

and work independently.

 DIFFERENTIATE INSTRUCTION – recognize the students have diverse learning needs

and abilities. Adjust your scaffolding approach to cater to individual differences.

 MONITOR PROGRESS – keep track of students’ progress to access the effectiveness

of your scaffolding strategies. Adjust your approach as needed to ensure optimal

learning outcomes.

 Remember that scaffolding is a not about providing all the answers but guiding students

to discover solutions themselves.

5. CONNECTING MATHEMATICAL CONCEPTS AND PROCEDURES – involves understanding the

relationships between different mathematical ideas and how they can be applied to solve problems.

It goes beyond simply memorizing formula and procedure. It emphasizes comprehending the

underlying principle and connections among various mathematical topics. When students can

establish these connections, they develop a more profound and flexible understanding of

mathematics.

 Key aspect of connecting mathematical concepts and procedures

concepts in mathematics such as understanding what numbers represent, how

operations work and the meaning of variables, functions and equations.

 REAL-WORLD APPLICATION - connecting math concepts to real world situations help

students see the relevance and practically of what they are learning. This contextual

understanding enhances engagement and motivation.

 PROBLEM- SOLVING – encourage students to apply their conceptual knowledge to

solve a wide range of problems.

6. OTHER RELATED TOPICS AS AN OUTPUT OF TRAINING, WEBINAR, SEMINAR,

WORKSHOPS AND PLENARY SESSIONS – several related topics can be explored to deepen

participants’ understanding and knowledge. These topics may include:

 BEST PRACTICE IN INSTRUCTIONAL DESIGN – develop into effective instructional

design strategies, such as creating engaging content, incorporating multimedia, and catering

to diverse learning styles.

 EFFECTIVE CLASSROOM MANGEMENT – explore techniques for maintaining a positive

and productive learning environment, managing student behavior, and promoting active

engagement.

 ASSESSMENT STARTEGIES FOR LEARNING OUTCOMES – discuss various

assessment methods, including formative and summative assessments, and how to align

assessments with learning objectives.

 DIFFERENTIATION IN THE CLASSROOM – address the importance of differentiating

instruction to meet the needs of individual learners, including gifted students and those with

learning challenges.

 USING TECHNOLOGY IN EDUCATION – examine the integration of educational

technology to enhance teaching and learning, such as using digital tools, online platforms,

and educational apps.

 CULTURALLY RESPONSIVE TEACHING – explore approaches to create an inclusive

classroom that celebrates diversity and respects students’ cultural background.

engage students through hands- on projects and inquiry-based activities that encourage

curiosity and exploration.

 SOCIAL AND EMOTIONAL LEARNING – discuss the importance of SEL and strategies for

promoting emotional intelligence, self-awareness and interpersonal skills of students.

 INCORPORATING ARTS AND CREATIVITY IN EDUCATION – highlight the benefits of

integrating arts, music and creative expression into various subjects to enhance learning

outcomes.

 TEACHER WELLBEING AND SELF-CARE – address the significance of educator self-care

and well-being, including stress management and maintaining a healthy work-life balance.

 PARENT-TEACHER COLLABORATION – explore effective communication and

collaboration strategies between teachers and parents to support students’ holistic

development.

 INNOVATIVE TEACHING STRATEGIES – showcase innovate and out – of –the box

teaching approaches more enjoyable.

 GLOBAL EDUCATION AND GLOBAL CITEZENSHIP – examine the importance of

preparing students to be global citizens, fostering empathy, cultural awareness and a sense

of social responsibility.

 These topics are just starting point, and the content can be adapted to the specific needs

and interest of the participants. The goal is to provide valuable insights and practical

strategies that educators can implement to improve their teaching practices and enhance

students’ learning experience.