Laguna University

Laguna Sports Complex

Brgy. Bubukal, Santa Cruz, Laguna

The Teacher and the School Curriculum (ED07)

Reporter: Ana Margarita R. Estrera

BSEd II – Mathematics

Professor: Dr. Mila E. Isles

I. OBJECTIVE:
a.
II. TOPICS: The 8 M’s of Teaching
MATERIALS: Laptop, power point presentation,
REFERENCES: Curriculum Development System by Jesus C. Palma
pages 84-105 e-book

III. DISCUSSION:

The 8 M’s of Teaching

1. Milieu: Learning Environment

 It is the environment of learning.
- Since learning is triggered off by stimuli in the environment; it assumes
primary importance in teaching and learning. The classroom is the usual
although not the exclusive environment of learning at school. Teachers
 need to make the learning environment as "stimulating" as possible. The
teacher should arrange the classroom setting as to ensure learning. Every
stimulus in the classroom should contribute to learning.

 Human stimuli
- Teacher himself contributes much to the building of a learning ecology in
the classroom. Peers and other significant adults who maybe in the
classroom setting while instruction are going on.

 Material stimuli
- Include not only the objects found in the classroom but also the common
routine activities that may contribute to or detract from learning.

Checking of receptors of the learning stimuli, the senses, especially those of

sight and hearing, to make sure that every student is properly equipped for
and disposed to receive the stimuli of learning. Provisions for proper lighting
and acoustics as well as corrective measures for students who may be
impaired somewhat in this regard.

2. Matter: The Subject Content

 Refers to the content of learning or what is to be learned as specified
in the instructional objective.
 Mastery of every lesson instead of its mere coverage by the class is a
very important "rule-of-thumb"
 The teacher should make sure that the minimum standard or level of
proficiency is attained by the class before moving onto the next lesson
or unit.
 Curriculum makers are advised to be realistic in projecting subject
matter and avoid giving the students "too much, too soon," and to
teach only "little matter, but well mastered."
 3. Method: Teaching-Learning Strategies
 Known as teaching-learning strategy
- This consists of purposeful, planned activities and tasks that are
undertaken by the teacher and the students in the classroom to bring
about the intended instructional objective.
 Methods are means to an end, never an end in itself.
- There is no good strategy per se, it is deemed good or effective only if it
brings about the desired learning outcome. Furthermore, an objective may
be achieved using different strategies just as a strategy may be utilized to
attain different objectives.
 The strategy must be appropriate to the level of maturity and
sophistication of the learners. It must also be adequate or sufficient for
the lesson objective and the teacher must be adept or skillful in the use
of the strategy.
 The learners must also show efficiency in handling the activity, going
through it without hassle. The strategy must also be effective to yield
expected result and must be economical in time, effort and expense.
 The teacher should choose the most suitable strategy
3 determiners in selecting the strategy of teaching and learning
 The learners
 Learning objective
 The teacher

Selection Grid for Instructional Strategy

Determiners Criteria
A E
Learners Appropriate? Effective?
Learning Objective Adequate? Efficient?
Adopt? Economical?
 4. Materials: The Resources of Learning
 The resources available to the teacher and learners which serve as
stimuli in the teaching-learning situation.
- This may be either a "human person" or a "physical object."
 The whole purpose of materials is to initiate the students to the "real
world" they live in. Instructional materials represent elements found in
that world are meant to help students understand and explain reality.
Portraying reality can be by direct experience, reproduction,
representation or abstraction.

Ways of Portraying Reality to Learners

Direct Experience – Using most if not all of the five senses. This include exposure to
reality or true to life objects and artifacts, resource person in the classroom or in the
field. Educational fieldtrip provides an experience of reality where learning should
takes place in were it not hazardous and time consuming.

Reproduction – accomplished by a faithful impression of the real thing. Limited to

seeing and hearing. Teachers used audio-visual materials such as films and video
cassette tapes.

Representation of Reality – the result may not be too faithful to the original but it
conveys the idea anyway. It is limited to sense of sight such materials as
illustrations, dioramas, mock-ups, puppets and moppets, maps and graphs.
Abstraction – the least effective because the senses are no longer in use. Only
verbal symbols are used such as in a lecture or teacher talk.

5. Media: Communication in Teaching and Learning

 This pertains to the communication system in the teaching-learning
situation.
 This serves dual purpose: to promote common understanding in
instruction and to set and maintain a healthy psychological climate in
the classroom conducive to learning.
 Teacher supposed to serve as a model of a good language user,
regardless of the language used. Every lesson in any subject becomes
a lesson in communication.
 The teacher should keep in mind is the principle of parsimony in the
use of language. He should strive to keep his communication clear,
concise, and comprehensible at all times.
 Give opportunity to engage two way interactions not only with the
teacher but also among themselves so that the classroom becomes a
functional laboratory in effective communication.
 Important purpose of communication in the classroom is that of
building rapport with students. Calls for talk that contributes to the
enhancement of the security and self-concept of students. Such
approach gives the student a sense of well-being and self-respect and
this, goes a long way in minimizing deviant behavior in the classroom
situation.
 Aside from verbal communication, the teacher should also pay
attention to other form of communication, the non-verbal. This include
facial expression, gestures, body language, proxemics and even plain
silence. A teacher who is able to add non-verbal proficiency to verbal
competency will be by far more effective communicator in teaching and
learning.
6. Motivation: Arousing and Sustaining Interest in Learning
 Motivation is the cardinal principle in learning. A learner will learn only
those things he wants to learn.
- If a student is not interested in what he is learning, he will simply “go
through the motion” or worse, he will not engage himself in the learning
act at all.
 Motivation in learning then is the learner’s perception of a “personal
meaning” or a value in the learning act based on a “felt need”
 The teacher should usher in every lesson or unit with some form of
motivation. Motivational activities may take the form of stories and
anecdotes, pictorials and graphics, newspaper accounts, television
programs, games and songs, and the like dealing with familiar human
experiences.
 An effective teacher is one who is able “to enter the world of the
young”.

7. Mastery: The Be-all and End-all of Learning

 This means internalization of learning resulting in automatic or habitual
change behavior through meaningful repetition and application.
 Mastery comes through a "fixation" of what is to be learned, shifting it
from short-term to long-term memory, allowing for ease in use and
transfer to new situations in the future. Some call it executive control".

The Circle of Learning

 Stage 1: Stage 2:
Unconscious Conscious
Incompetence Incompetence
(UI) (CI)

Stage 4: Stage 3:
Unconscious Conscious
Competence Competence
(UC) (CC)

Stage 1: Stage of Unconscious Incompetence - The individual does not know at all.

Stage 2: Stage of Conscious Incompetence – He now has a “motive” for and

consequently an interest in learning. This referred to as the “teachable moment”.

Stage 3: Stage of Conscious Competence – The learners gets instruction from a

teacher who explains what is to be learned (content) and shows him how (coaching).

Stage 4: Stage of Unconscious Competence – He a reaches a point where he is so

proficient that it has become second nature to him and he is able to exhibit the new
behavior without conscious effort. He reached the level of complete mastery.
Learning has taken place.

 Mastery is the function of teacher direction and student self-activity with

teacher supervision.

8. Measurement: Getting Evidence of Learning

 This is the final element in the teaching-learning sequence, involving
the systematic collection of the evidence of learning. At the end of the
period of instruction, we want to know whether what was intended to
be learned was actually learned and how well.
 This is concerned with the "behavior" aspect of the objective.
  Measurement is one aspect of a process called “evaluation”.
 An important principle to observe in evaluation is the “matching
principle”.
- This means there should be a one-to-one correspondence between the
objective and the evaluation components of instruction..
 The evaluation should assess the “behavior” to be performed and the
“degree” of performance against the behavior and degree specified in
the objective.