Republic of the Philippines

DR. EMILIO B. ESPINOSA, SR. MEMORIAL STATE COLLEGE OF AGRICULTURE AND TECHNOLOGY
(Masbate State College)
www.debesmscat.edu.ph
Mandaon, Masbate
TEACHER EDUCATION INSTITUTE
VISION
MISSION

TEI GOALS

BSED
OBJECTIVES

Name
Email Address
Course Code

The Dr. Emilio B. Espinosa Sr. Memorial State College of Agriculture and Technology as a source of quality graduates responsive to the
demands of globalization.
The Dr. Emilio B. Espinosa Sr. Memorial State College of Agriculture and Technology shall provide professional and technical education,
advanced and specialized trainings in the fields of agriculture, teacher education, industrial technology, arts and sciences, engineering, nondegree technical courses, and other related disciplines to produce competitive human resource for sustainable development.
1. Provide quality instruction to produce competent and effective teachers who will man the educational system in the Province of Masbate;
2. Undertake activities that will provide students opportunities to develop leadership skills and moral values;
3. Conduct research in line with education, arts, sciences, and technology;
4. Engage in extension services in the service area in the form of technology transfer, information dissemination, trainings, seminarworkshops, demonstration activities on different thrusts in education.
1. To provide quality basic instruction in Biology, Mathematics, and English; give professional development trainings and opportunities for
the teaching staff to attain desired results;
2. To continuously strengthen and enhance existing curriculum to make it relevant to the demands of the society and workplace;
3. To undertake and sustain activities that will give students opportunities to be trained in leadership, scientific research, extension, cultural,
and moral aspects, making them global human resources;
4. To strive for the promotion of a strong collaboration among organizational components, faculty, administration, and community to deliver
quality and orderly service to the clientele.
INSTRUCTORS INFORMATION
SHERWIN E. BALBUENA
Contact Number +63 909 522 6069
balbuenasherwine@gmail.com
Consultation Hours
COURSE INFORMATION
MATH 115
Course Title Remedial Instruction in
Type Lecture
Credit 3
Mathematics
Units
1

Course
This course develops the prospective teachers ability to organize, design, implement, and evaluate remedial program in mathematics.
Description
Course Prerequisites/(Co-requisites) Fourth Year Standing
Course Schedule
The course aims to develop the preservice teachers pedagogical competence in providing optimum learning opportunities for their students
in the future, especially those with learning difficulties in mathematics.
At the end of the unit, the preservice teachers are expected to:
1. Exhibit knowledge and understanding of the psychological underpinnings of students learning disabilities in mathematics.
Course
2. Apply research-based teaching and learning approaches and strategies which are appropriate to the identified students diagnosed
Outcomes
with mathematical disabilities.
3. Evaluate the effectiveness of teaching approaches employed.
The preservice teachers are expected to show the ability to:
1. Organize and design a research-based remedial program/lesson for students with mathematics disabilities;
2. Formulate a remedial program implementation, monitoring, and evaluation procedure; and
3. Prepare an instructional material suitable for students with learning disabilities in mathematics.
Outcomes-based
Teaching and Learning
Week
Topic
Intended Learning Outcomes (ILO)
Assessment (OBA)
Activities (TLA)
Classroom presentations
1-2
1. How the Brain Learns
After the completion of this unit,
Interactive lecturing
Assignments
2. The Control Functions of the Brain students can:
Discussions
Project
3. Learning and Retention
Cooperative learning
Construct a model of the human
4. How Different Are the Brains of
structures
brain with labels indicating the
Todays Students?
functions of each part
Create a flowchart showing the
steps in the learning process and
how information is stored in and
retrieved from memory
Draw a cartoon strip showing
the different types of students
and how teachers should
address these differences

3-4

5-6

7-8

5. When Brains Differ

6. Research Examines Learning
Disabilities
7. Helping Students Become
Strategic Learners
8. Gifted Children With Learning
Disabilities

After the completion of this unit,

students can:
Cut out or draw pictures
showing some factors that affect
brain development
Write an essay introducing
effective learning strategies for
students with learning
disabilities
9. Strategies to Consider
After the completion of this unit,
10. Guidelines for Working With
students can:
Special Needs Students
Demonstrate strategies for
11. Strategies for Involvement and
working with special needs
Retention
students individually or in
12. Teaching Students to Use Learning
groups, involvement and
Strategies
retention, building self-esteem,
13. Building Self-Esteem
and gifted students with LD
14. Working With Special Needs
Act in a video film depicting a
Students in Groups
classroom with special needs
15. Assisting Gifted Students With
students and a teacher using
Learning Disabilities
suggested strategies
16. Mathematical Disabilities
After the completion of this unit,
17. General Guidelines for Teaching
students can:
Mathematics to Students With
Define mathematical disabilities
Special Needs
List the causes of mathematical
18. Diagnostic Tools for Assessing
disabilities
Learning Difficulties in
Describe the types of
Mathematics
mathematical disorders
19. Teaching Strategies in
Differentiate between students
Mathematics for Different
with quantitative and qualitative
Learning Styles
learning styles
3

Classroom presentations
Assignments
Essay

Interactive lecturing
Discussions
Cooperative learning
structures

Classroom presentations
Assignments
Project

Interactive lecturing
Discussions
Cooperative learning
structures

Classroom presentations
Assignments
Quizzes

Interactive lecturing
Discussions
Cooperative learning
structures

Midterm examination

20. Mathematics for ESL Students

With Learning Disabilities
9-11

12-14

15-16

Total Hrs:

21. Planning Remedial Mathematics

Programs/Lessons for Students
With Learning Difficulties
22. Instructional Designs (Gagnes,
Hunters, etc.)
23. Parts of a Lesson Plan

24. Implementing Remedial Programs

in Mathematics
25. Using Manipulatives (AlgeBlocks,
Zero-pairs, etc.)
26. Using Mnemonics
27. Using Multi-modal Strategy
28. Using Frayer Model
29. Using Mother Tongue as Medium
of Instruction in Mathematics
30. Evaluating Remedial Programs in
Mathematics
31. Preparing Tests
32. Validity and Reliability of Tests
33. Evaluating Effectiveness of
Remedial Programs Using
Statistics

Apply appropriate strategies for

different types of mathematical
disorders
After the completion of this unit,
students can:
Prepare lesson plans using
Gagnes and other instructional
designs
Prepare traditional lesson plan
format being used in public
secondary schools
After the completion of this unit,
students can:
Prepare activity sheets,
modules, and/or instructional
materials adopting
manipulatives, mnemonics,
multi-modal thinkboards, Frayer
model, and mother tonguebased instruction
After the completion of this unit,
students can:
Formulate guidelines in
preparing valid and reliable tests
Evaluate the effectiveness of a
remedial program using
statistical analysis (e.g., t-test,
MPS, etc.)

54 Hrs

Classroom presentations
Assignments

Project

Interactive lecturing
Discussions
Cooperative learning
structures

Classroom presentations
Assignments
Project

Interactive lecturing
Discussions
Cooperative learning
structures

Classroom presentations
Assignments
Quizzes

Interactive lecturing
Discussions
Cooperative learning
structures
Research writing

Final examination

COURSE REQUIREMENTS AND CLASS POLICY

Each student is required to:
1) attend at least 80% of the class hours (i.e., at least 12 sessions)
Course
2) submit individual/group assignments/projects
Requirements
3) give a presentation of topics assigned to him/her; and
4) pass the major exams.
Lateness. A student will be marked late if he/she enters the class 5 minutes after the indicated time. Any student who comes to class 15
minutes after the scheduled time or always late for two consecutive meetings shall be marked absent.
Missed work or exam. Any student who missed to give class presentation, submit a work assignment, or to take a test should consult the
concerned instructor for immediate compliance.
Class Policy
Cheating and plagiarism. Any student who committed any form of academic dishonesty shall be given disciplinary action provided in the
DEBESMSCAT Students Handbook.
Use of technology. Cell phones should be turned off while the session is in progress. Using laptops, notebook PCs, smart phones, and tablets
shall be prohibited unless the instructor is aware of the purpose and permits students request.
GRADING SYSTEM
TEXTBOOKS & SUPPLEMENTARY READINGS
Attendance/Participation
10%
Sousa, D. A. (2001). How the special needs brain learns. California: Corwin Press, Inc.
Quizzes/Assignments/Projects
35%
Midterm/Final Exam
40%
Ministry of Education. (2011). Supporting students with learning disabilities. Province of British Columbia:
Class presentation
15%
Ministry of Education.
Total
100%
Prepared by:

Checked by:
SHERWIN E. BALBUENA
Instructor I

Approved:
ROCEL A. TURCO
BSED Program Chair

RODOLFO B. BURAC, JR.

TEI Director