Lesson 14 Vygotsky's Social Learning Theory

Values Integration Collaborative learning branches out from the Zone of proximal
development theory of Vygotsky.
Objective
Vygotsky defined the zone of proximal development as follows:
To plan a lesson in which values education can be incorporated into
existing mathematics curricula "The zone of proximal development is the distance between the
actual developmental level as determined by independent problem-
Introduction solving and the level of potential development as determined
You do not just teach math. You teach students-with young and through problem-solving under adult guidance or in collaboration
impressionable brains. Primary teachers play an important role in with more capable peers."
developing young learners' hearts and minds. What students learn in -A child seeks to understand the actions or instructions provided by
primary years can mold the persons they will become any skillful peer and internalizes the information, using it to guide or
Integrating Math into Other Subject Areas regulate their own performance.

Integrating mathematics into the curriculum can be quite challenging Designing Group Activities
am rigorous. However, math is connected to a lot of disciplines and Collaborative activities encourage active participation from learners.
should not be isolate from other subjects. Our complex brain looks Instead of passively accepting information from the teachers,
for patterns and interconnections as way of making sense of things learners discover new insights by cooperatively working with other
Tapping into the Affective Domain learners.

Dr. Benjamin Bloom classified three domains of educational learning: • Identify the instructional objectives.
cognitive, affective, and psychomotor.The affective domain includes When deciding whether or not to use group work for a specific task
the manner in which we deal with things emotional such as feelings, reflect on the following questions: What does the activity aim to
values, appreciation, motivations, and attitude achieve? Hov will that objective be furthered by asking students to
Values Integration and Retention of Information work in groups? Is the activity complex enough that it requires group
work? Will the project require true collaboration?
Associating values or standards of behavior with mathematical
concepts can serve as a source of motivation for students. Values • Determine the group size.
integration will help students get life lessons through math. If How many students will be assigned to each group? The size you
students find a learning material engaging and meaningful, then they choos will depend on the total number of students in your
will ask for more (since curiosity will start to kick in). Curiosity is the classroom, the size o the venue where the activity will be held, the
force behind lifelong learning! variety of students needed in group, and the task assigned
Example :Math Topic -Zero as a placeholder Decide how you will divide the class.
Values Integration Point- Zero is considered as a number that does Will you group them based on proximity? Will you group them
not worth anything on its own. But in reality, zero makes a lot of according to their own preference? The fastest way to group
difference. For example, the number 5,034. Without the number students is to divide the class based on proximity. You might also
zero, how you express the substantial difference between 5,034 and want to randomly assign students to groups by counting off and
534? Sometimes, we develop a feeling of worthlessness but grouping them according to number
remember that we are irreplaceable and valuable to other people.
We make a difference in their lives Give a teambuilding task before assigning the actual task.

Give a preliminary task that will help each student establish a good
rapport with his/her group. These primer activities should be
Lesson 15 designed in such a way that positive relationships will be built and
Collaboration mutual respect between and among members will be established.

Objective • Delegate a specific task to each member of the group.

Design collaborative activities that will encourage involvement, How do you get students to participate in the task? Come up with a
interdependence, and a fair division of labor among students task wherein different roles are assigned to group members so that
they are all involved in the process. Each member should feel
Introduction responsible for the success of their groupmates and realize that their
individual success depends on the group's success.
When transitioning from preschool to primary grades, children
develop a really strong bond with one friend. Some child Have a contract signed by your participants.
psychologists point out that it easier for some kids to relate to just
one co-learner rather than socializing with a big group at the same
time
CURRICULUM CONTENT PERFORMANCE LEARNING In the discussion-based strategy, the teacher's role is to engage the
STANDARDS STANDARD STANDARDS COMPETENCIES learners in a question-oriented dialogue. The teacher spends a
TYPE DIAGNOSTIC SUMMATIVE FORMATIVE significant amount of time to ask scaffolding questions to help
APPROACH ASSESSMEN ASSESSMENT ASSESSMENT students understand an idea deeply. The interaction in this method
T FOR FOR LEARNING FOR LEARNING leans on both the teachers' and students' equal participation. This
LEARNING type of strategy is different from that of a lecture. In a lecture, the
WHEN BEFORE THE DURING THE AFTER THE teacher is the chief source of information.
LESSON LESSON LESSON
COMPONENT WRITTEN PERFORMANCE QUARTERLY Art of Questioning
S WORK TASK ASSESSMENT
Establish how group members should interact with one another. Not all questions are created equal. Some questions can be
Make them sign an agreement that explicitly states their answered by a simple yes or no. Some questions would require
expectations of one another. students to think more meaningfully

Share your reason/s for doing collaborative activities. Avoid 'one-word-response' questions

The reason for doing collaboration has to be clearly articulated to Refrain from asking questions which only require a yes or no answer.
your students. Students must understand the benefits of In general, questions that would require one-word answers do not
collaborative learning Explicitly connect these activities to larger provide much information to check your learners' thought
class themes and learning outcome whenever possible. processes.. Questions are posed to help students articulate
themselves, clarify concepts, challenge known assumptions, examine
• Give your instructions clearly. reasons, and make significant connections to mathematical
concepts.
Giving instructions is not something that you take for granted. Giving
clear set of instructions contributes to the good performance of • Foster a climate conducive to learning and questioning
students an activity. Failing to do so can lead to a huge waste of time
Make sure that your learners feel comfortable to express his/her
• Go around and keep your ears open. ideas and/or ask questions at any time. Some students are reluctant
to speak up because they are afraid of what the teacher or
As students accomplish their group task, go around and answer
classmates might think if they give an incorrect response. Listen
question about the task. Make sure to keep your ears open. Listen to
attentively to what your learners have to say
their collaborativ dialogue. Pay attention to the interesting points
that will surface from the discussion. Talk about these interesting My Question, My Answer is a no-no!
points during the subsequent closing processing of activity.
Do not answer your own questions. If you are not able to elicit
Provide closure to the group activities. responses from your students, try rephrasing your question. Do not
rush learners to give responses instantly. Give students some time to
Conclude the activity by having a session wherein students give a
ponder and hypothesize deeply about ideas
repor You can ask each group to give an oral report or submit a
written report. Th reporting should revolve around their insights Frame questions that are accessible to all learners

Remind your students that the question is for all members of the
class Try not to label the degree of difficulty of a question. Avoid
LESSON 16
saying: "I expect my fast learners/challenged ones to answer this
Objective question." Give questions from time to time. The answers to open-
ended from person to person. This type of questioning encourages
Formulate purposeful questions that encourage students to students t communicate their thoughts since there are multiple
participate in classroom discussions answers to open-ended questions.

Introduction • Learners should be active questioners, too!

In a mathematics class, effective questioning is essential. Students Demand your students to ask questions. Learners should practice
will get bored if his/her teacher merely states facts. An effective direction questions not only to you but also to their co-learners. You
teacher does not just tell the definitions and theorems but rather should give other students the time to develop an answer to the
asks meaningful questions that lead the learners to the correct ideas question that their co-learner have posed.. This prompts students for
further participation.
. The goal of this strategy is to keep the learners' voices at the
forefront of every classroom session. The challenge for you now is to Experience
think of questions that you could ask that would get your students
engaged. The table provides examples of classroom scenarios along with
possible questioning techniques.
Think
Situation
Discussion vs. Lecture
1. You want to help a student who got stuck on a problem
Questioning Technique Formative Assessment can be viewed in two lenses. It is an
"assessment for learning" on the lens of the teacher while an
What part/s of the problem is/are difficult to understand? "assessment as learning" on the lens of the learner. Formative
• What are the given pieces of information? assessment can be given at any time, before, during, and after the
lesson; it also not confined within the classroom because any
• Can you identify some strategies to help you understand the interaction with learner is opportunity to assess the learner's
problem? abilities. It is characteristically informal and intended to help
students identify his or her strengths and weaknesses in order to
• Would drawing a diagram help? learn from the assessment.
LESSON 17 Formative Assessment as-"assessment for learning"-provides
Assessing Learning teachers the evidence about what the learners know and can do.
Teachers observe and guide the learners in their task through
Objectives interaction and dialogue-in the ZPD framework, thus, gaining insights
and evidence about the learners' strengths, weaknesses, progress,
• Demonstrate understanding and appreciation of assessments and needs. The results of these will help the teachers to design
instructional activities and to make decisions so that it is suited to
Differentiate formative and summative assessments
the learners' situations and needs
Think
Formative Assessment as-"assessment as learning"- provides the
Assessment is defined as a process that is used to keep track of learners of the immediate information on how they perform on the
learners' progress in relation to learning standards including that of learning process. The assessment provides information on which
the development of 21st century skills which is part of the new K to areas learners do well or which areas do they need help. This can be
12 education framework. through feedback from anyone around them especially from teacher
or any individual who is considered more knowledgeable
Assessment is aimed at helping learners perform well in relation to
these learning standards. There is a recommended type, component, . The detailed steps after orientation of the learning goals are to
period, and approach of assessment for each learning standard lifted determine the current status of learners or evidence of prior
in the policy guidelines of the Department of Education. understanding, next is providing clear, specific and on-time feedback,
next is instructional corrections/ adjustments based on the needs of
learners, next is move the learners close to the goals/learning
standards, next is evaluate the learners' progress, lastly, again to
Principles of Assessment
provide feedback of the learners' status
1. Assessment should be consistent with the curriculum standards.

The teacher should make sure that the assessment measures the
attainment of the learning objectives set at the beginning of the
lesson or unit.

2. Formative assessment needs to scaffold the students in the

The results of formative assessment are not graded but it is

3. Assessment results must be used by teachers to help students

The teacher must seek ways to use assessment to help the students
want to learn and feel able to learn.

4. Assessment is not used to threaten or intimidate learners.

The main purpose of assessment is to improve learning, not increase

There are two fundamental types of assessments-the formative and