Lesson 5: Things to Consider in Planning Instruction in Mathematics in the Intermediate Grades

Aside from classroom observations, many things can be learned from convers; with other teachers in the field. The following activity will require you to inte math teachers and summarize what you learn from them in a diagram. This ac will be part of the learning portfolio that you will compile at the end of this mod

1. Interview two mathematics teachers. Ask them about the stages of the tea cycle that they follow. Then, create a diagram illustrating their common ansv

2. How is the diagram you created in #1 similar or different from the cycle that presented in this lesson?

S u m m a r y

Teaching involves a repetitive cycle of defining objectives, planning implementing instruction, assessing learning, and reflecting on teaching and lea - Each part of the cycle provides a better understanding of what it means to teac' learn mathematics and so should result in better instruction in the next re p e tr :i the cycle.

O b je c t iv e

Demonstrate understanding and appreciation of the things to consider in planning -struction for mathematics in the intermediate grades

Introduction

In education, planning refers to the designing and preparation of learning activities -'or the students. In lesson planning, teachers thoughtfully contemplate about the esson objectives, the activities that will meet these objectives, the sequence of those activities, the materials needed, how long each activity might take, how the class would be managed during those activities, and the evaluation method to assess how ^ar the objectives were met. This lesson enumerates the things to consider in planning nstruction for mathematics in the intermediate grades.

T h in k

There are five important elements in lesson planning that you need to consider— the content, objectives, students, learning environment, and availability of resources.

1. Content

Research the subject matter that you will be teaching. You should consult the curriculum and teaching guides published by DepEd. Aside from books, you can also visit websites that will give you information relevant to your subject area. You should master the contents of your lesson before you teach it. Remember, you cannot give what you do not have. Moreover, you would not want to teach wrong content to the students. It is easier to learn than to unlearn; it is difficult to take back wrong contents that have already been taught. You have a big responsibility as a teacher—master your content!

Before you begin planning, you need to know what specific kni skills you want your students to develop during the lesson or unit. Te focus too much on knowledge and forget about developing skills, whic term are more important than knowing mere facts. So, in planning you always consider both knowledge and skills.

3. Students

Get to know your students—where they came from, what their i what they already know, their learning style, attention span, specia These will all help you determine your students' needs. Remember th to prepare your lessons with all your students in mind and that yoi should be to meet their needs and offer them enabling environme their preferred way. Knowing your students will also help you build r them, which is important if you want your students to be freely sharing with you and their classmates.

Another important consideration that needs serious attention i especially mathematics, is the students' mind-set. You may havf considered—lesson mastery, focused objectives, and comprehensive un< of students—but still find that the lesson is not coming through the sti may be because the students have closed their doors toward math. \ children have come to believe that math is difficult and they can ne\- at it. This is called a fixed mind-set. Students with a fixed mind-set t their math skills cannot be improved, which results in underperform subject. Reasons for a fixed mind-set include influence from adults ' math, previous unpleasant experience in math class, and others. Yoi teacher is to develop students with a growth mind-set. Students wit mind-set believe that they can be better at math. They know that tl are not wasted and that they can learn even in their failures. Many st proven that students who have a growth mind-set perform better in : those who have a fixed mind-set. So, in planning your lesson, you mu how to encourage a growth mind-set in class.

4. Learning environment

Aside from the physical environment where the learning takes | also important to consider the social and emotional learning environrr class. You need to make sure that you promote a positive environment

students are motivated and are supportive of each other's growth. The students must feel safe to express their thinking without fear of being embarrassed because of mistakes or different views. Most importantly, you must create an atmosphere where the students are open to learning through the activities you prepared and interactions with their classmates.

5. Availability of resources

Take into consideration the instructional materials that you will be needing before you write your lesson plan. Is a blackboard available? If not, can you improvise? Are there specific manipulatives that you need? Where can you get them? Can you make them instead? Do you need technology resources? Have you checked whether your devices are compatible with what is available in school? These are some of the questions that you can reflect on.

ixperience

The next activity will delve into the experiences of math teachers and will give you isights on effective lesson planning.

Interview three experienced intermediate grades (Grades 4, 5, or 6) mathematics teachers. Ask them the following question: If you were to give a

piece of advice about lesson planning to your rookie teacher self, what would it

be? What are common about their responses? Write them down below.

Answer the following questions to verbalize your understanding of the things to consider when planning instruction in mathematics.

1. In addition to what has been discussed, explain why the content, objectives, students, learning environment, and availability of resources are the essential considerations in planning a lesson.

2. Sketch an infographic about the difference between growth mind-set and fixed mind-set.

C ha lle ng e

The following questions will challenge your reasoning and critical-thinking skills. It will also initiate a reflection on the kind of mathematical mind-set you had as a student.

1. Why is it important to be in consultation with the curriculum guide when planning instruction?

2. Why do you think having a fixed mind-set is a setback in learning? Can you think of specific examples when you were a student and tended to have a fixed mind pattern?

Harness

You will come face-to-face with an actual lesson plan in the following activity. This aims to give you an initial exposure to the components of a lesson (which will be :iscussed in the next chapter) while focusing on how the content, objectives, students, earning environment, and availability of resources were given attention to in the plan. ~his activity will be part of the learning portfolio that you will compile at the end of :nis module.

J

Borrow a lesson plan from an intermediate grade mathematics teacher. Give specific examples from his/her lesson plan wherein you saw the conscious consideration for the content, objectives, students, learning environment, and availability of resources.