Teaching Strategy for the Student

1. General Teaching strategies
Problem Solving Doing math /Doing Task
Reasoning and Proof Making Sense
Communication Discussing or Writing about one’s thinking
Connection To other mathematical ideas, to other
discipline
Representation Modeling, writing

2. Teaching Guide
Introduction Highlights key concept and identify the essentials questions
Motivation Engage in a game or movement activity
Instruction delivery  Give demonstration/lecturer/Simulation/Hands on activity
 Show step by step to sample problems
 Give application theory
 Connect to real life problem if applicable
Practice Provide easy-medium hard question
Enrichment Provide additional examples and application
Evaluation Supply a diverse question bank for written work and exercise
s

3. Aligned Classroom Instruction Delivery
Plan (ACID Plan)
Performance Standards Describe the abilities and skills that learners are expected
to demonstrate in relation the content standards and
integration of 21st century skills.
Highest Enabling
Strategy to use in
developing the highest
thinking skills to assess
Appropriating the teaching strategy with the thinking skills
targeted to develop among students as needed in delivering
the performance task ( Culminating performance task )
Highest thinking skills to
assess
•Appropriating assessment techniques with the highest
thinking skill to evaluate
• Culminating performance= Performance task

4. KUD Classification Thinking Skills
( RBT)
Enabling general strategy
to develop thinking skills
Can you generate new
products, ideas, or ways
of viewing things?
Doing math, doing task
Can you justify a decision
or course of action ?
making sense
Can you explain ideas or
concept ?
Can you recall
information?
Modelling , writing
Creating
DOING
UNDERSTANDING
Evaluating
KNOWING
Reasoning and Proof
Understanding Representation
REMEMBERING
PROBLEM SOLVING

5. KUD classification Thinking skills Enabling general strategy
to develop thinking skills
Can you break information
into parts to explore
understanding and
relationship?
Can you use the information
in another familiar situation
?
Discussing or writing about
ones thinking
Mathematical ideas, to
other discipline
UNDERSTANDING
ANALYZING
APPLYING
COMMUNICATION
CONNECTION

6. CREATE
EVALUATE
ANALYZE
APPLY
UNDERSTAND
REMEMBER
REVISED BLOOM’S TAXONOMY