MATH 164 :

Principles and
Strategies in Teaching
Mathematics

Instructor
ILOCOS SUR POLYTECHNIC STATE COLLEGE

Santa Maria Campus

MODULE 6 – Chapters VI - VIII

Direct Instructions

WHAT IS THE MODULE ALL ABOUT?

This module provides strategies and specific examples of techniques and

activities designed to involve students in large and small lecture-based learning.

YOU WILL STUDY THE FOLLOWING TOPICS IN THIS MODULE

 Direct Instruction as a Strategy

 Interactive Lecture vs Punctuated Lecture
 Asking Appropriate Questions

INTENDED LEARNING OUTCOMES (ILO)

After studying and working with this module, you should be able to:

 Discuss the effective ways of using direct instructions as a strategy

 Differentiate punctuated lecture from interactive lecture
 Formulate appropriate questions to be asked during lecture and/or discussion

I. Direct Instruction as a Strategy

Direct Instruction refers to instructional approaches that are structured, sequenced, and led by
teachers, and/or the presentation of academic content to students by teachers, such as in a
lecture or demonstration. In other words, teachers are “directing” the instructional process or
instruction is being “directed” at students.

The direct instruction strategy is highly teacher-directed and is among the most commonly
used. This strategy includes methods such as lecture, didactic questioning, explicit teaching,
practice and drill, and demonstrations.

The direct instruction strategy is effective for providing information or developing step-by-step
skills. This strategy also works well for introducing other teaching methods, or actively
involving students in knowledge construction.

Direct instruction is usually deductive. That is, the rule or generalization is presented and then
illustrated with examples. While this strategy may be considered among the easier to plan and

Course Code: MATH 164 1

Descriptive Title: Principles and Strategies in
Teaching Mathetics
ILOCOS SUR POLYTECHNIC STATE COLLEGE

Santa Maria Campus

MODULE 6 – Chapters VI - VIII

to use, it is clear that effective direct instruction is often more complex than it would first
appear.

Here are some examples of Direct Instruction methods:

1. Structured Overview
2. Lecture
3. Explicit Teaching
4. Drill & Practice
5. Compare & Contrast
6. Didactic Questions
7. Demonstrations
8. Guided & Shared - reading, listening, viewing, thinking

In addition, the basic techniques of direct instruction not only extend beyond lecturing,
presenting, or demonstrating, but many are considered to be foundational to effective teaching.
For example:
1. Establishing learning objectives for lessons, activities, and projects, and then making
sure that students have understood the goals.
2. Purposefully organizing and sequencing a series of lessons, projects, and assignments
that move students toward stronger understanding and the achievement of specific
academic goals.
3. Reviewing instructions for an activity or modeling a process—such as a scientific
experiment—so that students know what they are expected to do.
4. Providing students with clear explanations, descriptions, and illustrations of the
knowledge and skills being taught.
5. Asking questions to make sure that students have understood what has been taught.

In order to deliver a lesson effectively using a direct instruction method, the following steps
are recommended:

1. Introduction / review
First, you set the stage for learning. This is the opening of the lesson, and it’s
intended to engage students, get their attention, and activate their prior knowledge.
Build upon a previous lesson, or get an understanding of their background
knowledge of the subject you are about to teach them. To show your students what
exactly they have to learn and what is expected from them, you can give them lesson
objectives.

2. Present the new material

Use clear and guided instructions, so students can begin absorbing the new
material. The lesson content should be carefully organized step-by-step, with the steps
building on each other.
In the direct instruction method, you can present new material through a lecture or
through a demonstration

3. Guided practice

Course Code: MATH 164 2

Descriptive Title: Principles and Strategies in
Teaching Mathetics
ILOCOS SUR POLYTECHNIC STATE COLLEGE

Santa Maria Campus

MODULE 6 – Chapters VI - VIII

Here, the teacher and students practice the concept together. The student attempts
the skill with the assistance of the teacher and other students.
The guided practice is conducted by the teacher. The purpose of this step is to guide
initial practice, correct mistakes, reteach (if necessary) and provide sufficient practice
so that students can work independently.

4. Feedback and correctives

If students don’t understand the lesson material, the teacher has to correct them
and give feedback. This is also very important in the guided practice, as students have
to understand everything in that phase.

5. Independent practice
After guided practice and receiving the right feedback, students are ready to apply
the new learning material on their own. Independent practice gives the students the
repetitions they need to integrate the new information or skills with previous knowledge
or skills. Independent practice also helps students to become automatic in their use of
the skills.

6. Evaluation/ review
Check whether your students know everything before moving on to a new concept
that builds upon what they’ve just learned. Collect student data you can review and
decide whether or not the lesson needs to be retaught

II. Interactive Lecture vs Punctuated Lecture

Interactive Lecture

An interactive lecture is an easy way for instructors to intellectually engage and involve
students as active participants in a lecture-based class of any size. Interactive lectures are
classes in which the instructor breaks the lecture at least once per class to have students
participate in an activity that lets them work directly with the material. Consider the following
steps:

1. The instructor might begin the interactive segment with an engagement trigger that
captures and maintains student attention.
2. Then the instructor incorporates an activity that allows students to apply what they
have learned or give them a context for upcoming lecture material.
3. As the instructor feels more comfortable using interactive techniques he or she might
begin to call upon a blend of various interactive techniques all in one class period.

Course Code: MATH 164 3

Descriptive Title: Principles and Strategies in
Teaching Mathetics
ILOCOS SUR POLYTECHNIC STATE COLLEGE

Santa Maria Campus

MODULE 6 – Chapters VI - VIII

Importance of Interactive Lecture

Lecturing is a time-honored teaching technique that is an efficient method to present large
amounts of content in classes of any size and it is efficient for sharing information with large
numbers of students, but may result in students who listen passively.

1. Making lectures interactive by including techniques such as think-pair-

share, demonstrations, and role playing, can foster active engagement and enhance
the value of the lecture segments.
2. Using techniques that allow all of the students to participate, instead of having
individual students answer questions when called on, will promote student retention
and learning of the material presented during lecture, give students practice in
developing critical-thinking skills, and enable instructors to assess how well the
class is learning that day.
3. Breaking up the lecture with these techniques not only provides format change to
engage students, these activities allow students to immediately apply content
and provides feedback to the instructor on student.
Guidelines in Using Interactive Lecture

Giving an interactive lecture involves creating and delivering an effective segmented lecture
with engagement triggers and well-selected interactive lecture techniques.

1. The instructor must begin by giving attention to pre-instructional planning and

various classroom management and logistical issues that allow for modification
from the traditional lecture format. Learning goals must be established
for interactive lecture techniques, the instructor must determine what types of tasks
will be involved and what sort of engagement trigger might be appropriate for the
activity.

2. Next, an interactive lecture technique must be selected and adapted for the specific
course and content and attention must be given to how student feedback will be
collected. In the most interactive of lectures, the instructor's traditional contributions
would be short and the interactive activities could be both planned and spontaneous.

3. An effective interactive lecture is likely to call upon a blend of various interactive

techniques all in one class period. Additional advice is useful for instructors
teaching large enrollment courses.

Punctuated Lecture

A punctuated lecture is a metacognitive strategy that helps students become aware of the
behaviors they exhibit during a lecture. These behaviors (fidgeting, daydreaming, distraction)
are unconsciously expressed and may impact student learning in the classroom. In becoming

Course Code: MATH 164 4

Descriptive Title: Principles and Strategies in
Teaching Mathetics
ILOCOS SUR POLYTECHNIC STATE COLLEGE

Santa Maria Campus

MODULE 6 – Chapters VI - VIII

self-aware during class, students can begin to take control of their behaviors and be more
accountable for their learning.

Importance of Punctuated Lectures

Punctuated lectures give on-the-spot feedback to both students and teachers. On introspection,
students can consider whether they are processing information properly, and identify factors
that support their understanding. They can also benefit from the strategy in the following ways:

1. Improved listening skills.

2. Increased attentiveness during lectures.
3. Awareness of classroom behaviors.
4. Increased responsibility for learning.

Teachers can identify factors that distract students from the lecture and can make changes
accordingly.

Steps in Using a Punctuated Lectures

The following steps are to be considered when conducting a punctuated lecture:

1. Introducing the strategy: Introduce the strategy, the lecture’s purpose, the process, and any
benefits to the students.

2. Lecture: Conduct punctuated lectures when new material is being introduced. Decide on the
points at which the lecture can be punctuated (10 or 20 minute segments.) Also plan the
amount of time to allot (1-2 minutes each) for the Reflection and Writing phases of the
strategy.

3. Reflection: Students might require some assistance to recall their behaviors during the first
few trials of the strategy. Teachers can help by asking questions like:
 “Were you fully involved in following the lecture until now? If not, what were some
of the actions or behaviors that you were engaged in?”
 “What behaviors or thoughts could have hindered you from effectively taking notes
during the lecture?”
 “What do you think was preventing you from following the lecture?”

Students can use these prompts to reflect on their behaviors, actions and thoughts during
the lecture.

4. Writing: Instruct students to maintain a folder in which they can write down their reflections.
On another page, ask them to write down how they will use this information to correct or
improve their learning processes. They can be encouraged to create “learning plans” which
identify distracting behaviors, and discuss plans for improving or modifying these
behaviors.

Course Code: MATH 164 5

Descriptive Title: Principles and Strategies in
Teaching Mathetics
ILOCOS SUR POLYTECHNIC STATE COLLEGE

Santa Maria Campus

MODULE 6 – Chapters VI - VIII

5. Feedback: Encourage students to write a feedback about how the strategy has impacted
them. After engaging in more punctuated lectures, teachers can analyze the notes to check
for changes or improvements as observed or recorded by students.

6. Roadblocks: Engaging in this strategy can be frustrating initially for students, as they may
find it difficult to recall the behaviors or understand the connection to their learning
processes. Similarly, students need to be honest in their reflections. Remind them that the
process is only a self-improvement tool, and that students will not be judged or reprimanded
for their reflections.

Through this process, punctuated lectures help to create more responsible students with
enhanced listening and self-monitoring skills.

III. Asking Appropriate Questions

Asking questions to students is a very important part when using direct instruction strategies.
When preparing to teach, compose specific questions that you will ask your students (or that
you anticipate they will ask you). Doing so will help you increase student participation and
encourage active learning. Below are strategies in creating appropriate question for your lesson.

Strategies for Asking Appropriate Questions

1. When planning questions, keep in mind your course goals. For example, do you want
students to master core concepts? To develop their critical thinking skills? The
questions you ask should help them practice these skills, as well as communicate the
facts, ideas, and ways of thinking that are important to their learning in your course.
2. Aim for direct, specific questions. During class discussions, rather than beginning with
a single question that is multilayered and complex, use a sequence of questions to build
depth and complexity. If your course goals include preparing students to answer multi-
layered questions, use questions during class time to walk students through the process.
3. Ask questions throughout your class and ask only one question at a time. When
you ask more than one question, students often do not respond because they are unsure
which question you want them to answer. In course planning, include notes about when
you will pause to ask and answer questions. Asking questions throughout the class will
not only make it more interactive, but will also help you measure and improve student
learning. Do not wait until the last two minutes of class to ask for questions. Students
are unlikely to ask questions when they know that only a few minutes remain.
4. Ask open-ended questions. Open-ended questions work best for engaging students in
discussion, as they offer the opportunity for debate. Avoid asking leading questions,
those that prompt or suggest the answer, and yes/no questions. If a yes/no question is
warranted, be ready with a follow up question to encourage students to critically
evaluate the material and engage in discussion.
5. Use Bloom’s Taxonomy to be sure you are addressing various types of cognitive
processes in your questions. Bloom’s Taxonomy provides a useful way to think about
kinds of cognitive processes that students use to engage with knowledge. Bloom’s

Course Code: MATH 164 6

Descriptive Title: Principles and Strategies in
Teaching Mathetics
ILOCOS SUR POLYTECHNIC STATE COLLEGE

Santa Maria Campus

MODULE 6 – Chapters VI - VIII

Taxonomy can be used in all stages of course planning. Ideally, you should combine
questions that require “foundational thinking” to assess students’ knowledge and
comprehension with questions that require “complex processing” to assess students’
abilities to apply, analyze, synthesize, and evaluate.
6. Refine and reflect on questions after class. After teaching a class session, teaching a
help session, collecting an assignment, or administering an exam, take brief notes on
which questions were the most effective at achieving the goals you had set and which
questions led to answers that you did not expect. Keep these notes with your lecture
notes or lesson plans and use them to refine your questions for the next time you will
teach or meet with students.

Intended Learning Activity

1. How will you use a direct instruction method in order to effectively deliver a math
lesson? (Select one math topic and make a simple lesson outline using a direct
instruction method. Discuss briefly the flow of the lesson.)

2. Which strategy is more effective in most math lessons? Is it an interactive lecture or a

punctuated lecture? (Discuss why the selected strategy is more effective than the other
and discuss also why the other strategy is less effective than the other. You may give a
specific example to support your answer.)

3. Enumerate at least 10 possible questions that you will ask from your lesson in item 1.

Course Code: MATH 164 7

Descriptive Title: Principles and Strategies in
Teaching Mathetics
ILOCOS SUR POLYTECHNIC STATE COLLEGE

Santa Maria Campus

MODULE 6 – Chapters VI - VIII

Chapter VII
Flipping the Classroom

WHAT IS THE MODULE ALL ABOUT?

This module will introduce you to the concept of a flipped a classroom and get you
thinking about how this pedagogical approach might fit into teaching and classroom context.

YOU WILL STUDY THE FOLLOWING TOPICS IN THIS MODULE

 Blended Learning Instruction

 Blended Learning Models
 Writing to Learn Strategies

INTENDED LEARNING OUTCOMES (ILO)

After studying and working with this module, you should be able to:

 Discuss what is blended classroom learning

 Discuss how blended classroom instruction can be effective in teaching and
learning Mathematics
 Discuss how Writing to Learn Techniques facilitate learning in Mathematics
teaching
 Construct Writing to Learn worksheet

I. Blended Classroom Instruction

Blended learning can be defined as the mixing of face-to-face teaching and online learning.
Students have some choice over where they study (at school, at home or somewhere in
between) and when they study (during school hours, in the evening or on weekends). But it is
still the teacher who decides the extent of the choice, as well as which elements of the student’s
education are completed online and which elements are completed in the class.

Benefits of Blended Learning

1. More effective use of classroom time. Blended learning enables teachers to make better use
of the limited time they have with their students. By moving some traditional classroom
activities into the online world, you end up spending less time talking in front of the class
and more time working with individual students.

Course Code: MATH 164 8

Descriptive Title: Principles and Strategies in
Teaching Mathetics
ILOCOS SUR POLYTECHNIC STATE COLLEGE

Santa Maria Campus

MODULE 6 – Chapters VI - VIII

2. Easier differentiation. With more time to work with individual students in class, teachers
find they can better differentiate their teaching to suit individual needs, answering student
questions and giving individual feedback. Many online resources also differentiate
automatically: math exercises can be set to get progressively harder the more answers a
student gets right, for example.

3. More active students. Blended models such as the flipped classroom use online videos and
resources to prepare students before they come to class. This way, the students have already
learned the theory and can use the classroom time to put that theory into practice. In this
model, the classroom teacher takes the role of guide and mentor.

4. More creativity for students. There are thousands of online resources that enable students to
create videos, animations, podcasts and new media. This gives your students new ways to
engage with the work and express what they have learned. Stronger students can also do
extra work online to show their knowledge and understanding of a subject without taking
up your valuable class time.

5. Better prepared students. When the online work is done to prepare students in advance (in
the flipped classroom model, for example), students arrive in class better prepared. This
often means they are more engaged in the topic from the start.

6. Teaching 21st century skills. Today’s students need to learn how to work, study and
collaborate online. They also need to develop the critical-thinking and creative skills
demanded by modern employers. Blended learning helps you teach these skills by
encouraging your students to work, share and collaborate online.

7. Less paperwork. Many teachers’ desks and briefcases are full of student papers that need to
be marked and returned. The grades and feedback also need to be logged in the students
gradebook or report card. Online learning platforms digitize many assignments, so your
marking can be done online (from school or at home).

8. All your teaching resources in one place. Online resources can be accessed from any
internet-connected computer. This means you only have to upload a video, website link,
newspaper article or other resource once. You and your students - as well as other teachers
- will then be able to access it from their computers at home or internet-enabled computers
in the PC lab

Course Code: MATH 164 9

Descriptive Title: Principles and Strategies in
Teaching Mathetics
ILOCOS SUR POLYTECHNIC STATE COLLEGE

Santa Maria Campus

MODULE 6 – Chapters VI - VIII

9. Lower costs. Although setting up the IT required to teach blended learning may require some
initial investment, many schools and colleges report reduced long-term costs due to reduced
expenditure on textbooks, paper and photocopying.

10. Better informed parents. As most students do online work at home, this increases the
opportunities for their parents to take part and help out. As a result, students get increased
support from parents, and the parents feel a closer connection to their children’s school
work.

The Blended Learning Models

1. The Flex Model

Content and instruction delivered primarily by the internet with the teacher providing
assistance as needed.

Set-up. Students work at computers at school (either for the entire class or in break-out
rooms) while receiving individualized attention from the teacher.

Teacher role. The teacher provides group instruction and individual support as needed.

Course Code: MATH 164 10

Descriptive Title: Principles and Strategies in
Teaching Mathetics
ILOCOS SUR POLYTECHNIC STATE COLLEGE

Santa Maria Campus

MODULE 6 – Chapters VI - VIII

Student experience. Students work on the materials at their own pace online with face-to-
face teacher support.

The blend. Online delivery of curriculum in the physical classroom.

2. The Rotation Model

Students rotate between learning stations, both in and outside the classroom.

Set-up. The classroom is divided into stations and the students spend their day rotating
between them.

Teacher role. The teacher sets the rotation schedule. They then sit at one station where they
give direct instruction.

Student experience. Each station has a different approach to the same learning objective,
and the students work individually, in groups or with the teacher, depending on the
station.

Course Code: MATH 164 11

Descriptive Title: Principles and Strategies in
Teaching Mathetics
ILOCOS SUR POLYTECHNIC STATE COLLEGE

Santa Maria Campus

MODULE 6 – Chapters VI - VIII

The blend. One of the stations is online (for example, where students complete surveys,
write, listen to a story or answer questions).

3. The Self-Blend Model

Students take online classes to supplement traditional courses.

Set-up. Online coursework done at home or at school.

Teacher role. Physical classroom teacher doubles as online teacher.

Student experience. Students work at their own pace while having the option of faceto-face
instruction.

The blend. Same teacher for both online and physical courses allows students to get help on
online courses at school.

Course Code: MATH 164 12

Descriptive Title: Principles and Strategies in
Teaching Mathetics
ILOCOS SUR POLYTECHNIC STATE COLLEGE

Santa Maria Campus

MODULE 6 – Chapters VI - VIII

4. The Enriched-Virtual Model
Primarily distance learning combined with seldom school visits.

Set-up. Students complete courses online, with seldom visits to brick-and-mortar school.

Teacher role. The teacher provides remote assistance to students through email exchanges
and online discussion boards.

Student experience. Students work at their own pace and learn to take responsibility for their
own learning.

The blend. The online and physical elements merge on the rare occasions students attend
school for instruction.

II. Writing to Learn Strategies

A. Descriptive Writing
The primary purpose of descriptive writing is to describe a person, place or thing in such a
way that a picture is formed in the reader's mind. Capturing an event through descriptive
writing involves paying close attention to the details by using all of your five senses.

Course Code: MATH 164 13

Descriptive Title: Principles and Strategies in
Teaching Mathetics
ILOCOS SUR POLYTECHNIC STATE COLLEGE

Santa Maria Campus

MODULE 6 – Chapters VI - VIII

Teaching students to write more descriptively will improve their writing by making it more
interesting and engaging to read.

Importance of Descriptive Writing

 It will help your students' writing be more interesting and full of details
 It encourages students to use new vocabulary words
 It can help students clarify their understanding of new subject matter material

Teaching Descriptive Writing

There's no one way to teach descriptive writing. Teachers can:
 Develop descriptive writing skill through modeling and the sharing of quality
literature full of descriptive writing.
 Call students' attention to interesting, descriptive word choices in classroom
writing.

Characteristics of descriptive writing

 Good descriptive writing includes many vivid sensory details that paint a picture
and appeals to all of the reader's senses of sight, hearing, touch, smell and taste
when appropriate. Descriptive writing may also paint pictures of the feelings the
person, place or thing invokes in the writer.
 Good descriptive writing often makes use of figurative language such as analogies,
similes and metaphors to help paint the picture in the reader's mind.
 Good descriptive writing uses precise language. General adjectives, nouns, and
passive verbs do not have a place in good descriptive writing. Use specific
adjectives and nouns and strong action verbs to give life to the picture you are
painting in the reader's mind.
 Good descriptive writing is organized. Some ways to organize descriptive writing
include: chronological (time), spatial (location), and order of importance. When
describing a person, you might begin with a physical description, followed by how
that person thinks, feels and acts.

B. Expository Writing

Expository writing is used to provide a reader with explanations, the steps in a process, or
reasons to back a thesis. It is defined by its logical sequencing, thesis, and transitions. It is
written with the assumption that the reader does not have any prior knowledge about the
topic that is being discussed. Expository writing can be used as a tool to show the reader
why something is or how it works. Because of this, it is important for it to be extremely clear
so that the reader will have an understanding of the topic when they are finished. Expository
writing is important for your child to learn so that they can explain a process or form an
argument.

Course Code: MATH 164 14

Descriptive Title: Principles and Strategies in
Teaching Mathetics
ILOCOS SUR POLYTECHNIC STATE COLLEGE

Santa Maria Campus

MODULE 6 – Chapters VI - VIII

The Building Blocks of Expository Writing

To create an expository piece, there are some primary components that serve as the building
blocks of the essay. Since an expository piece is meant to explain something, it needs to use
concise, easy-to-read language. This type of writing will not contain overly descriptive
language or advanced vocabulary. The sentences should be simple and to the point and
shorter sentences are better for the reader.

The style should be the same throughout the entire piece and it is always important to
consider the audience when writing it, making sure that it is explained in a way that the
reader can easily understand. An expository essay will contain three primary sections. The
first is the introduction which will state the thesis, idea, or process that is to be explained.
The next section is the body which will include each of the steps or the reasons behind the
stated thesis. Good body content will contain fact-based details. The piece should always be
written in the second-person using "you" and "your" as you are explaining something.

Creating an Expository Writing Piece

There are a few components that a piece needs to contain for it to be considered an
expository writing piece. A well-written piece will:
 Have a Consistent Structure. It will follow the traditional essay structure with an
introduction, a body, and a conclusion.
 Present a Clear Thesis. The thesis is the basis for the piece, and it will be the
process you will be explaining or the position of the argument.
 Have Clearly Presented Steps or Reasons. The body of the paragraph will need
to consist of clear steps or reasons, that are easy to follow, understand, and follow
a logical order.
 Include a Concluding Paragraph. The conclusion of your essay should touch on
how you proved your argument or wrap up the process you explained. It should also
restate your thesis.

C. Cause and Effect Analysis

Cause and Effect Analysis enable problem solvers to broaden their minds, and to look at
the bigger picture with regards to the problem. Aside from reflecting the causes standing in
the way of the desired outcome, cause-and-effect diagrams can also be used to map out the
necessary factors for achieving this desired outcome.

Cause and Effect Analysis Tools

1. Fishbone diagram

In the ’60s of the last century, professor Kaoru Ishikawa, a pioneer in the field of quality
management, developed his cause and effect analysis. This analysis is also known as the

Course Code: MATH 164 15

Descriptive Title: Principles and Strategies in
Teaching Mathetics
ILOCOS SUR POLYTECHNIC STATE COLLEGE

Santa Maria Campus

MODULE 6 – Chapters VI - VIII

Ishikawa diagram, Ishikawa, or Fishbone diagram. It is called that because of the
resemblance of the finished diagram to a fish bone. The diagram was initially used for
quality improvement, but soon proved a highly effective problem analysis tool as well,
used to analyse the causes of impediments within corporate processes, as well as
potential way to improve these processes.

The Cause and Effect Analysis entails two important steps which enable the problem
solver to both look back and ahead in time. In looking back, the analysis is geared
towards identifying the areas where mistakes were made, or money was lost. This is
how the diagram helps understand what happened before. By establishing the causes of
the problem, the problem solver is able to work towards swiftly solving, or entirely
avoiding, future instances of it.

Fishbone Diagram Steps

The fishbone diagram can be drawn up using the steps below.

Step 1: Identify the problem. Write down the exact problem situation: Identify who
is – or was – involved, what the problem is, where, and when it occurs. Next, briefly
summarise the problem on the left side of a large sheet of paper and draw a long
horizontal line across the length of the sheet. This setup resembles the head and spine
of a fish and ensures that there will be space both on top and on the bottom to develop
ideas.

Step 2: Elaborate on the key factors of the problem. Establish which factors likely
make up a part of the problem. These might be systems, but also equipment, materials,
external parties, or people involved in the problem. Brainstorm about all the potential
factors that might influence the situation, drawing a line across the spine of the Fishbone
diagram for each one. Label every subsequent line.

Step 3: Identify potential causes. Evaluate each factor from step two for potential
causes of the problem that might correlate with these aforementioned factors.
Note down these potential causes as shorter lines coming off of the ‘vertebrae’ of the
fish bone. For far-reaching or complex causes, it is possible to subdivide into sub-causes
that each have their own causal line.

Step 4: Analyze the diagram. The final step entails an analysis of the entire diagram,
containing all the potential causes of the problem. Dependent upon the complexity and
the importance or impact of the problem, the most likely causes may warrant closer
inspection. This can be done via further research or surveys. Which potential causes
actually contribute to the problem can be tested like this.

2. Five Whys method

The Five Whys method or 5 Whys Analysis also aids in establishing the cause and
effect of a problem situation. Whereas the Fishbone diagram can offer solutions to a
problem with known causes, the Five Whys method shines in situations where the true
cause of a problem is still unclear.

Course Code: MATH 164 16

Descriptive Title: Principles and Strategies in
Teaching Mathetics
ILOCOS SUR POLYTECHNIC STATE COLLEGE

Santa Maria Campus

MODULE 6 – Chapters VI - VIII

The use of the Five Why’s method is a simple way to solve an established problem
without need for a large-scale, highly detailed investigation. The method is also referred
to as the Why Tree, and it enables the problem solver to peel back multiple layers of a
problem via the repeated asking of the question ‘why?’

Five Whys Steps

Step 1: Note down the specific problem. By describing the problem, it can be
precisely and comprehensively formulated. In case a specific team is designated to
solve the problem, the description will ensure that they are all on the same page,
concentrating on the same problem.

Step 2: Ask why. Note down why the problem is occurring right below the description
of the issue. Should the answer to this question fail to give a clear enough cause, move
on to step 3.

Step 3: Continue asking why. Ask why with regards to the answer of step 2 and write
the new answer below it.

Step 4: Repeat step 3 until the cause has been identified. Should there still be a lack
of clarity as to the problem’s cause, the question of why needs to continue being asked.
The cause might be identified after 2 times, or it might take 8 times.

Tips and Focus areas

 Utilize the Fishbone diagram to keep the team’s focus on causes instead of
symptoms.
 Utilize the Five Whys method if the true cause isn’t known yet.
 Keep enough room open between the different categories of the Fishbone
diagram for potential adjustments.
 Consider a brainstorming session to think about the problem and its causes,
making the participants put down their thoughts on post-its.
 Combine the Five Why’s method with the Fishbone diagram to still be able to
discern the cause in spite of disappointing initial results.
 Be careful about premature assumptions with regards to causality. Question
whether or not connections can be proven or not.

Example of a Fishbone Diagram

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Descriptive Title: Principles and Strategies in
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ILOCOS SUR POLYTECHNIC STATE COLLEGE

Santa Maria Campus

MODULE 6 – Chapters VI - VIII

D. Persuasive Writing

Persuasive writing is a form of nonfiction writing that encourages careful word choice, the
development of logical arguments, and a cohesive summary. Young children can be guided
through a series of simple steps in an effort to develop their persuasive writing skills.

Importance of Persuasive Writing

It's important to give students the opportunity to write using a variety of formats. Persuasive
writing helps students formulate specific reasons for their opinions, and provides an
opportunity to research facts related to their opinions. As students develop an understanding
of how writing can influence or change another's thoughts or actions, they can begin to
understand the persuasive nature of the marketing they are exposed to through television,
the Internet, and other media.

Teaching Persuasive Writing

1. Have students listen to or read examples of persuasive writing. Together, listen and
look for words, phrases and techniques that helped the writer persuade the listener.
2. Brainstorm something that is important to an individual child or the group. Is it extra
recess? Another chapter of the read aloud? The potential closing of a library? The more
authentic the issue, the more passionately your students will write.
3. Once the important privilege is chosen, have the child (or class) start to list reasons why
they should be allowed this privilege. "Just because," and "because I like it" should not
be considered valid reasons. Students can work together to generate at least three good
reasons to support an argument.
4. Have students do some research to gather facts or examples that support their reasons.
5. Have students summarize their position.

E. Narrative Writing

Narrative writing is writing that has a story, characters, conflict, and other essential parts
of a story. Narrative writing is often synonymous with a story.

Parts of Narrative Writing

1. Character. The characters are essential. It’s extremely difficult to tell a story without
them, as character development is one of the best parts in narrative writing. Think of
your characters as the driving force of the narrative.

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Descriptive Title: Principles and Strategies in
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ILOCOS SUR POLYTECHNIC STATE COLLEGE

Santa Maria Campus

MODULE 6 – Chapters VI - VIII

2. Conflict. This part of narrative writing is where the tension comes from. Conflict of any
form, whether it’s between characters, between elements in your setting, or even in your
plot, is essential for not only a good book, but for narrative writing.

3. Plot. This is the main point of your story. Where is it all going and what’s happening
while we get there? This can often include any conflict, but is usually a bigger “main”
portion of your story, and therefore the narrative.

4. Setting. The setting of a story is really what determines its genre as well as its learning
curve. The learning curve refers to how much readers need to learn about the world, aka,
how different it is from our own. The setting adds to this extensively because if your
book is in a new world, more world building is necessary, which means it will bleed
heavily into your narrative.

5. Theme. These are embedded into your story even if you’re not trying to. Narrative
writing tells a story and with any stories, lessons are learned and these become the
themes of your story. Whether you mean to or not, your own thoughts about the world
and important values bleed into your work within the narrative writing.

6. Narrative Writing Arc. This is the story structure the narrative takes. This includes
things like the inciting incident, key milestones like the first slap and second slap, the
climax, the resolution, and even nuances like the character arc.

Intended Learning Activity

Course Code: MATH 164 19

Descriptive Title: Principles and Strategies in
Teaching Mathetics
ILOCOS SUR POLYTECHNIC STATE COLLEGE

Santa Maria Campus

MODULE 6 – Chapters VI - VIII

Integrating ICT in Mathematics Teaching

WHAT IS THE MODULE ALL ABOUT?

This module is about the integration of ICT as a tool in the Mathematics classroom
with the overall aim of increasing the effectiveness of teaching and improving students’
learning.

YOU WILL STUDY THE FOLLOWING TOPICS IN THIS MODULE

 Asynchronous Communication System (Wikis and Blogs)

 Synchronous Communication System (Instant Messaging, twitter, FB and
Instagram)
 Other Digital Tool
 Application of the different Digital tools for Communication Skills Development
in Mathematics Learning

INTENDED LEARNING OUTCOMES (ILO)

After studying and working with this module, you should be able to:

 Identify the different types of Asynchronous Communication System

 Discuss how Asynchronous Communication System facilitate learning in
Mathematics teaching
 Identify the different types of Synchronous Communication System
 Discuss how Synchronous Communication System facilitate learning in
Mathematics teaching
 Utilize digital tools to construct communication text samples

I. Asynchronous Communication System (Wikis and Blogs)

Asynchronous Communication

Asynchronous communication is any type of communication where one person

provides information, and then there is a time lag before the recipients take in the
information and offer their responses.

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Descriptive Title: Principles and Strategies in
Teaching Mathetics
ILOCOS SUR POLYTECHNIC STATE COLLEGE

Santa Maria Campus

MODULE 6 – Chapters VI - VIII

Asynchronous tools enable participants to collaborate on work at different times and
different locations. These tools are useful for collaborating over time and providing
resources and information that are accessible at any time. Viewing the revision history
allows participants to see who has contributed, when they have contributed, and what
they have contributed. Plus, the comments allow participants to agree, rebut, or explain
changes needed in the work.

Asynchronous Communication Tools

1. Google Drive

Google Drive is a prime example of asynchronous

communication. It allows you to work on documents,
spreadsheets, presentations, and more – all in separate times and
places. It's the perfect tool to edit documents and leave comments
for other team members to address at another time.

2. Slack

Another popular asynchronous communication tool is the

messaging app, Slack. Slack takes conversations that were
traditionally done through email and moves them to a messaging
service. You can build out different channels for different teams
or topics and reply to messages on your own schedule.

3. Loom

Use Loom when a text description won't suffice. Seamless screen

recording makes it easier to explain your points and give direction
to others who aren't with you in person. It also integrates with
Slack for an even simpler sharing experience.

4. Tettra

Tettra is an internal knowledge base that has smart workflows

that allow you to answer repetitive questions. It's a place where
you can centralize your team's resources and effectively search
for and find the content you're looking for. Plus, it integrates with
other tools your team uses like Google Docs, Dropbox, and
GitHub, and more.

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Descriptive Title: Principles and Strategies in
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ILOCOS SUR POLYTECHNIC STATE COLLEGE

Santa Maria Campus

MODULE 6 – Chapters VI - VIII

5. Slab

Slab is a knowledge hub where you can find information about your
company, teams, and projects. You can search for answers across your
company's tools and integrations, and edit files in realtime with other
users. Knowledge can be uploaded to specific folders for other
teammates to access when they need it, making it an essential tool for
asynchronous communication.

6. Asana

Project management systems like Asana are just as useful for

asynchronous communication. With Asana, you build out projects
and deadlines that are assigned to teammates to work on. Teammates
can communicate at their own pace on project boards to get their
work done most effectively.

7. [Link]

[Link] is a virtual work hub that helps teams

communicate asynchronously and collaborate effectively. It
provides visibility into all areas of a project and it integrates with
other tools your team uses on a daily basis. Plus, it gives you the
ability to automate routine processes so teams can focus on more
challenging work.

8. Twist

Twist is a remote team communication app that combines

email and chat into one platform. It offers a calmer, more
organized, more efficient communication platform that allows
employees to disconnect to do deep work and tune in when
they have the time. Twist threads conversations so users choose
when to reconnect with their team members, allowing them to
partake in deep, focused uninterrupted work.

Advantages of Asynchronous Communication

 Available anytime.

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Descriptive Title: Principles and Strategies in
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ILOCOS SUR POLYTECHNIC STATE COLLEGE

Santa Maria Campus

MODULE 6 – Chapters VI - VIII

 Available anyplace.
 Can incorporate a variety of media (LMS, Google Wave, Elluminate).
 Documentation of collaboration process (cloud technology).
 Can be used for one to one communication and one to many communication.
 More time for reflection.
 Contribution to discussion can be more evenly distributed.
 More opportunity for students to share multiple perspectives.
 Avoidance of undesirable classroom behavior.

Disadvantages of Asynchronous Communication

 No immediate feedback.
 Difficult to keep track of collaboration (email overload).
 Technology can be costly.
 Information must be organized and searchable or it is lost.
 Written ideas may be misinterpreted.
 Often lacks a true 'social presence.'
 Learner may feel less engaged due to lag in response time to forum posts or
questions.
 Irregular or inconsistent contribution by individuals can affect the richness of
discussion and learning.

Best Practices of Asynchronous Communication

 Always Provide Enough Information. Think of all the possible questions your
colleagues might have and provide detailed information. That way you can avoid
having to answer a chain of follow-up questions.

 Set a Deadline. Let your teammates know when you need a response by, how urgent
the task is, and if they need to put other projects on the backburner to focus on this one.

 Provide Helpful Resources. Send links, articles, images, and other resources you
believe that may help your teammates do a great job.

 Control Notifications. Let your colleagues know when you’re not online, not working
or simply don’t want to be disturbed. Let people know when you’re sick, on vacation,
or just focusing on the task at hand.

Course Code: MATH 164 23

Descriptive Title: Principles and Strategies in
Teaching Mathetics
ILOCOS SUR POLYTECHNIC STATE COLLEGE

Santa Maria Campus

MODULE 6 – Chapters VI - VIII

II. Synchronous Communication System (Instant Messaging, twitter, FB and
Instagram)

Synchronous Communication

Synchronous communication can be a challenge to plan due to student schedules and

time zones; however, real time communication can decrease feelings of isolation and
increase a sense of community in the online classroom.

Synchronous tools enable participants to collaborate in real-time, whether in the same

location or in different places. The key point of synchronous tools is that the technology
lets the communicators work together at the same time.

Below are the most common synchronous tools utilized in online education. The
appropriate and effective uses of each tool will be discussed, along with its advantages
and disadvantages.

Synchronous Communication Tools

1. Chat. Chat is a form of synchronous text-based communication allowing students

and the instructor to meet in “real-time” for conversation, discussion forums,
question and answer sessions, or virtual office hours. Blackboard offers this feature
and allows the chat sessions to be recorded for later viewing by the instructor or a
student who was not able to attend the session.

2. Skype. Skype’s free version enables one to make voice calls, video calls, send instant
messages or chat, and send SMS (Short Message Service) text messages. Skype
basically turns the computer into a telephone using a voice over Internet protocol
(VoIP) technology allowing people to communicate from anywhere in the world. A
contact list is created when Skype users accept contact requests from other Skype
users.

3. Social Networking Sites. Over the past five years social networking sites (SNSs)
have become one of the most prominent genres of social software, popularized by
the MySpace and Facebook applications that now each boast hundreds of millions
of users. SNSs are individually customized personal online spaces. Users set up
profiles to represent themselves online. Profiles contain personal information such
as hometown, marital status, hobbies, interests, political and social affiliations,
photographs, and videos. This information is shared with preferred ‘friends’ that
have been granted access. Facebook was originally created for use by college
students to connect and create university communities.

4. Second Life. Second Life (SL) is a three dimensional virtual world built and operated
by Linden Lab. Islands make up the second life world where residents interact with
avatars.

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Descriptive Title: Principles and Strategies in
Teaching Mathetics
ILOCOS SUR POLYTECHNIC STATE COLLEGE

Santa Maria Campus

MODULE 6 – Chapters VI - VIII

Advantages of Synchronous Communication
 Real-time collaboration.
 Immediate response and feedback.
 Many low-cost and free solutions.
 Most useful for 1 to 1 communication.
 Video/web conferencing allow for body language and tone of voice.
 Increased motivation and engagement with course concepts.
 Increased social presence

Disadvantages of Synchronous Communication

 Interactions can be focused on task-related issues.
 Lack of reflection between collaborators.
 Instant messaging does not allow for tone of voice or body language.
 If technology fails the collaboration session not possible.
 Large time commitment for collaborators.
 Difficult for one to many communications.
 Lacks documentation.

III. Other Digital Tools

A wide variety of communication tools are used for external and internal communication.
These tools include mail, email, telephones, cell phones, smartphones, computers, video
and web conferencing tools, social networking, as well as online collaboration and
productivity platforms. There are also other digital tools for communication listed on the
table.

Type of
Name Categories Comments
Communication
Learning Management
Systems (LMS) that allow
an institution to provide a
Message Board learning environment to
Blackboard, Synchronous and students. High costs
Forum, Chat,
WebCT asynchronous associated with these
Email, Wiki
applications, suitable for
online learning.

Features allow voice and

Whiteboarding, Synchronous and video communication, as
Elluminate
Chat, VoIP, Video asynchronous well as presentations. High
cost associated with this

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Descriptive Title: Principles and Strategies in
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ILOCOS SUR POLYTECHNIC STATE COLLEGE

Santa Maria Campus

MODULE 6 – Chapters VI - VIII

application. Suitable for
presentation of material
Cross-platform
functionality; useful for
Organizing & note-taking and sorting
categorizing Synchronous and information; notes can be
Evernote
information, file asynchronous shared in a multi-user
sharing environment for the
purpose of project building
and collaboration.
Web conferencing that
allow people to meet and
GoToMeeting, Whiteboarding, Synchronous and
host presentation. Minimal
Zoho, Chat, VoIP, Video asynchronous
cost, suitable for one-time
use or longer term projects.
Web 2.0 technology,
similar in style and function
Synchronous and as Facebook. Teachers and
Edmodo SNS, Chat
asynchronous students can upload
resources and connect with
like-minded individuals.
Web 2.0 technology that
Facebook, Synchronous and encourages social
SNS, Chat
Myspace, Nexopia asynchronous participation and is free to
users.
A suite of apps linked to a
single account that enable
several options for
Email, Video &
Synchronous and collaboration and
Google Apps Text Chat, File and
asynchronous discussion. Includes
Calendar Sharing
popular apps such as
Google Drive and
Hangouts.
Free open-source that
MediaWiki Wiki Asynchronous
allows for multiple authors.
Free open-source. Requires
Synchronous and an existing web server to
Moodle CMS, Forum, Chat
asynchronous run on, and access to a SQL
database.

Course Code: MATH 164 26

Descriptive Title: Principles and Strategies in
Teaching Mathetics
ILOCOS SUR POLYTECHNIC STATE COLLEGE

Santa Maria Campus

MODULE 6 – Chapters VI - VIII

Instant messaging with no
Messenger Chat Synchronous costs associated. An email
function is also available.
Users can organize and
make connections and
Collaborative comments on ideas in a
Popplet,Padlet Asynchronous
brainstorming collaborative concept webs
(Popplet) or virtual sticky
notes (Padlet).
Online collaboration
Chat, Video Chat,
RealtimeBoard, Synchronous, software created as a team
File Sharing,
[Link] Asynchronous collaboration and online
Whiteboard
brainstorming tool.
Cloud-based, interactive
software good for
File Sharing, Synchronous, collaboration, media
VoiceThread
Video, Audio, Chat Asynchronous creation and sharing. Can
be integrated into existing
LMS. Cost involved.

IV. Application of the different Digital tools for Communication Skills Development in
Mathematics Learning

Learning takes place through the interactions between student, teacher and content. Both
synchronous and asynchronous communication tools can be used to facilitate learning
collaboration between these groups.

Student-Teacher Interaction

Online learning has altered the role of educators from being the sole body of knowledge to
being a facilitator of the learning process. Within an online learning environment the
interaction between students and teachers is primarily asynchronous; one to many
technology. One teacher to many different students in different locations and working in
different time zones. Asynchronous instruction is often delivered through text, audio, and
video communications.

Student-Content Interaction

One of the goals of e-learning is to allow groups of people to interact with the content and
each other regardless of place or time. To facilitate e-learning, learning management
systems (LMS) have been developed to help organize and distribute coursework. More
importantly, LMS allow students to collaborate with the content and each other to enhance

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Descriptive Title: Principles and Strategies in
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ILOCOS SUR POLYTECHNIC STATE COLLEGE

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MODULE 6 – Chapters VI - VIII

their understanding and learning. Working in a collaborative environment is beneficial as
it helps students minimize the isolation that can be felt in traditional distance education.
Message board forums are a popular asynchronous tool that allows students to post
questions and responses to each other to develop content and ideas.

Student-Student Interaction

Developing student-student interactions is critical to e-learning. Collaborative learning

increases cognitive learning tasks, completion rates, and acquisition of social skills in e-
learning. Unlike the interactions between students and content and students and teacher,
student-student interactions provide a more realistic opportunity for synchronous
communication. Synchronous communication allows for immediate feedback and
meaningful interaction.

Intended Learning Activity

1. Make a list of other asynchronous and synchronous communication systems that are
being used as a tool for learning and describe each briefly.

2. How does the asynchronous and synchronous communication system can be use as
platforms for effective learning of mathematics?

3. Have you tried using an asynchronous or a synchronous communication system in

learning a math topic? If yes, what communication system did you use? Described
how you used the system and provide supporting documents (e.g. screenshots,
downloaded files, etc).

Course Code: MATH 164 28

Descriptive Title: Principles and Strategies in
Teaching Mathetics
ILOCOS SUR POLYTECHNIC STATE COLLEGE

Santa Maria Campus

MODULE 6 – Chapters VI - VIII

References

1. Rüütmann, T., & Kipper, H. (2021). Teaching Strategies for Direct and Indirect
Instruction in Teaching Engineering.
[Link]

2. Melissa, A. (2021). Association of American Educators.

[Link]
instruction

3. A Beginner's Guide to Flipped Classroom. (2021).

[Link]

4. Flipping the Class. (2021).

[Link]
class/[Link]

5. Finol, M. (2021). Asynchronous vs. Synchronous Learning: A Quick Overview |

Bryn Mawr College.
[Link]
quick-overview

6. Brown, D. (2021). Asynchronous Learning Platforms | EdApp Microlearning

Platform. [Link]

Course Code: MATH 164 29

Descriptive Title: Principles and Strategies in
Teaching Mathetics
ILOCOS SUR POLYTECHNIC STATE COLLEGE

Santa Maria Campus

MODULE 6 – Chapters VI - VIII

Course Code: MATH 164 30

Descriptive Title: Principles and Strategies in
Teaching Mathetics