LEARNING ACTIVITY 1
I. Listed are the strategies for fluency. Give brief description of each strategy.
Strategies For Fluency
1. Record students reading aloud on their own.
2. Ask kids to use a ruler or finger to follow along.
3. Have them read the same thing several times.
4. Pre-teach vocabulary.
5. Drill sight words.
6. Make use of a variety of books and materials.
7. Try different font and text sizes.
8. Create a stress free environment.
9. Guide students to help them establish a steady
pace.
10. Introduce a typing course.
II. Answer the following questions:
1. What are fluency activities?
 Fluency activities are the task given to the students in order to practice the reading and speaking
skills. However, reading fluency usually involves comprehension, speed, accuracy, and prosody
(reading with expression).
2. What are the instructional strategies for fluency?
 The instructional strategies for fluency are:
Description
This strategy is helpful to the students usually in
struggling in reading. It gives retention to the readers
mind by a practice of reading it aloud. By making a
recording of it the teacher will be analyzed the
recorded readings in order to provide targeted help.
This strategy helps the readers stay focused on the
sentence in front of them. This is also a good strategy
for readers with ADHD because it involves
kinaesthetic element.
This strategy serves as a practice in conquering the
repeated words. By reading it many times in a
particular text, it enhances their fluency of words.
It involves the reading with isolation or in phrases. It’s
just like a game of crossword puzzle which is an
effective teaching tool. Each word freshens in the
memory.
This strategy can help students to focus efforts on
decoding and understand text more fully. The best way
to learn this strategy is through lots of repetition, in the
form of flashcard exercises.
This strategy tries to catch the attention of the readers
particularly the students. If the students don’t have
time to read learning textbook, chapter books, comics
and poem is essential.
This strategy is for those readers who are near sighted.
It could help if the font size and style is appropriate to
their sight.
This strategy focuses on the environment of the child.
So that when the environment is good, he/she will
have the urge/willingness to read.
This strategy gives the comfort of the readers to read
calmly. This helps the student to go with the flow of
process of calmness readings.
This strategy enhance the all the possibilities of
learning through reading while practicing a typing
lesson that can lead to good spelling and sight reading.
 1. Record students reading aloud on their own
2. Ask kids to use rulers or finger to follow along
3. Have them read the same thing several times
4. Pre-teach vocabulary
5. Drill sight words
6. Make use of variety of books and materials
7. Try different font and text sizes
8. Create a stress free environment
9. Guide students to help them establish a steady pace
10. Introduce a typing course

3. How can I help my students with reading fluency?

 I can help them through representing some words with a correct spelling, pronunciation, and
meaning. Flashcards may help to exercise their fluency through reading words written in the
flashcards.

4. What are the four components of fluency?

 Comprehension
 Speed
 Accuracy
 Prosody

5. How can I improve speaking fluency?

 The first step to improve speaking fluency is the basic which is reading basic words. You will start
at the basic; it’s just like a “Simple to Complex” process of practice. However, all the things that
you have learned through reading are you may apply it into speaking. Having a good and fluency
speaking is come from a mastered practice of reading.

6. What is an example of fluency?

 Fluency of speaking
 Fluency of reading

III. Search using this Link (https://www.giftedguru.com/21_ideas_for_teaching_vocabulary/) The

21 Ideas for Teaching Vocabulary By Lisa Van Gemert. 
21 Ideas for Teaching Vocabulary

BY LISA VAN GEMERT 

IDEA #1: Semantic Maps

In this activity, the teacher chooses a word and displays it for the class on a whiteboard, etc.

Students read the word and then think of words that come to mind when they see that word (this is
awesome because it activates prior learning).

A list is created of all of the words that come to mind, and then those words are categorized.

This can be done as a whole class or in small groups.

Students then create a “map” using a graphic organizer and discuss it. Additional or substitute categories
can be suggested.

As students read through the text, they can add related words to the map.

IDEA #2: Eye Spy

Give students a list of words to search for in a text or have them find unfamiliar words.

You can award points to the words based on different criteria (longest new word, word with most
consonants, etc.).

Invest in a set of inexpensive dollar store magnifying glasses to make this more game-like.

This is a great pre-reading activity.

IDEA #3: Making Choices

Students show their understanding of vocabulary by saying the word when it applies, or remaining silent
when it doesn’t.

For example: “Say radiant if any of these things would make someone look radiant.”
-Winning a million dollars.
-Earning a gold medal.
-Walking to the post office.
-Cleaning your room.
-Having a picture you painted hung in the school library. 

IDEA #4: Sorting Hat

Use a Harry Potter theme to have students sort words into categories. They can pull them out of a hat.

If you give them the categories, it’s called a “closed sort.” If they come up with their own categories, it’s
called “open sort.”
IDEA #5: Word Pairs

Give students words in pairs and have them evaluate if the words are the same, opposite, go together, or
are unrelated.

This strategy is terrific for building critical thinking skills along with the vocabulary.

IDEA #6: Linear Array

In this strategy, students use a graphic organizer that is a rectangle, three ovals, and then another
rectangle, all in a line.

The word in question goes in the rectangle on the far left.

The rectangle on the far right is filled in with a word that is the opposite.

The center three ovals are filled in with words that go from the far left to the far right, gradually become
less similar until they reach the opposite.

For example: microscopic, tiny, small, bigger, large.

IDEA #7: Games

Many “real” games work well for vocab play and practice. Games such
as Balderdash, Taboo, Scrabble, Blurt, Bananagrams, word bingo, and others are fun.

There are online games as well, such as Scholastic’s Synonym Toast.

IDEA #8: Scavenger Hunt

Have a word scavenger hunt in books, magazines, articles on the net, or in the school or home.

Don’t just go for numbers; go for unusual words, academic vocabulary, weird spellings, homophones, etc.

IDEA #9: Word Wheel

Copy and paste this image onto a sheet of cardstock and make a vocab spinner
game. EisforExplore shares the whole idea here.
IDEA #10: Vocabulary Photo Album

Using a simple, inexpensive photo album, students create a visual glossary of key words.

IDEA #11: Tally

Use tally marks to track words you’re trying to practice.

Mark whenever the teacher says the word in context, and mark twice when a student does.

Alternatively, you can have the tally marks are even, but play the teacher versus the class.

IDEA #12: Vocabulary Relay

Print out words on one set of cards (copy this set a few times) and definitions, context, or sentences in
which they could be used (fill-in-the-blank) on another set (just one set).

Jumble up the words in a pile in the middle of the floor, and jumble up the definitions, context, and
sentences to keep with you. Break students into teams of five-ish.

Call out the definition/context/sentence and give students some think time (8 – 10 seconds) to talk about
what word it might be.

After the discussion time, call out “Word!” One member from each team runs to the center and tries to
find the word in the pile.
I like having multiple sets of the words so more than one team can get it.

Check to make sure they’re correct, and then discuss it briefly before the next round.

Note: I got this idea from another teacher’s site, but I cannot for the life of me remember where. I have
searched Google for it, and can’t find it. A small prize to the person who can figure out the originator of
the idea!

IDEA #13: Vocabulary Category Relay 

This is a different relay activity than the one above, even though the names are so similar.

In this version, teams of students race to fill in words responsive to a category that start with the letters of
the alphabet in order.

This can be done individually, in groups, or even as a whole class. It’s also a good one for both digital

and in-person instruction.

I got the idea for using comic strips from This Reading Mama.

In some ways, it’s really a modified Frayer model. 

I loved it so much that I started making them like crazy. It turns out that they let me get a clear glimpse
into how well the students had mastered the word.

IDEA #14: Paper Plate Vocab

I love this inexpensive matching game from Finding Joy in Fifth Grade, and I think students could create
it themselves.
 

IDEA #15: Heads Up Vocabulary Game

Students hold a word on a card in front of their foreheads. The students don’t know what words they
have.

Students ask each other a series of questions to determine the meaning of their word. Or, students can
give students clues to the person with the word to help that person guess the word.

This is a review activity, and it’s not for initial instruction.

IDEA #16: Word Sneak

Word Sneak is a game invented by Jimmy Fallon that he plays with guests on the Tonight Show.

In the game, Jimmy and the guest each get a stack of cards with words on them that they have to work
into the conversation naturally (without sounding forced or stilted).

It’s hysterical to watch and fun to play.

It’s also a great way to learn different ways to approach a word.

IDEA #17: Frayer Model

The Frayer Model is an oldie-but-goodie vocab activity model in which student work in multiple ways in
a specifically laid out graphic organizer to engage with words.
It includes downloads and printables and digital versions, as well as exactly how (and why) to use this
strategy.

IDEA #18: Tweet

Have students create a “tweet” that a word would send out or with the word in the tweet in context.

You can use a tool like PrankmeNot or Siminator to make it look real.

This strategy is so fun and so useful!

IDEA #19: Brain Power Words

This is a strong academic vocabulary activity that takes a little bit of time, but would really help get the
words past the superficial level of understanding.

Ask small groups of students to preview sections of a text and identify difficult words.

For long chapters, assign different sections to different groups.

Students place a Post-it next to the words in the text they identify as potentially difficult.

After identifying the words, the group goes back and uses context clues to hypothesize what the words
might mean.

Clues of substitution: A known word would make sense in the context and is probably a good definition.

Clues of definition: The word is defined in the text (many textbooks do this).

Clues of opposition: Words “not, unlike” etc. are excellent clues to what a word is not and thus help
define the words.

After the Brain Power Words list is identified and definitions sought, the students check their work with
the teacher.

IDEA #20: The Concept Cube

A concept cube is a pattern that is printed on paper or cardstock, cut out, folded, and taped into a three-
dimensional cube.

Students write, type, or draw on the pattern prior to assembling the cube, and then they “play” with the
cube to explore concepts.

Depending upon the way you choose to use it, they can be similar to a three-dimensional Frayer model.

You can print out a blank cube and have students print the responses below, or complete it online and
then print it out.

Before folding, students write clearly in each square following the directions below.

Each student is given one challenging vocabulary word from a recent reading and asked to:
  Write the assigned vocabulary word in one square.
 Write a synonym (word or phrase) in another square.
 Write an antonym (word or phrase) in another square.
 Write a category or categories it could belong to.
 Write the essential characteristics of the concept of this word.
 Give one example.

Cut, fold, and tape the cube.

Roll the cube and read what comes up on the “top”; the student must tell the relationship of that word
or phrase to the original word. After students know their own cube without any errors, they exchange with
a peer.

IDEA #21: Phone a Friend

Search TeacherspayTeachers or Teachers Notebook for vocabulary activities you can use or adapt.

The beauty of this is that you can search by grade level and subject, so you can focus on what you’re
studying. A caveat to this is that if you create something grade level or content specific, you can share it
with other teachers, too

IV. Answer the following questions:

1. How do you show vocabulary in a classroom?

 I can show vocabulary in classroom by using any varieties of activities. Which urge them to have
interest vocabulary.

2. What are some fun ways to teach vocabulary?

 IDEA #5: Word Pairs

 IDEA #7: Games
 IDEA #15: Heads Up Vocabulary Game
 IDEA #13: Vocabulary Category Relay 
 IDEA #19: Brain Power Words

3. How do I make an activity sheet?

 Navigate to Project Tab

 Click “Schedule Manager”
 Then, activity sheets
 The activity log opens
 Click “New”
 Select an Activity Sheet template
 4. What are some classroom activities?

 Charades
 Puzzles
 Hot potato
 Crossword Puzzles

V. Write a summary using K-W-L that captures the main idea and the key details of the General
Strategies for Reading Comprehension.

K-W-L Chart Title: General Strategies for Reading Comprehension

K W L

What I Know What I Want to Know What I Learned

Reading comprehension is a  When was the  I learned that

practice done by the students reading reading
in order to enhance their comprehension comprehension is
abilities in reading. Its intended to be intended to done at
ultimate goal is to extract done? the week before the
the meaning of what we  What is the best periodical test of
have read. Aside from purpose of the elementary
reading it can also help the General Strategies students.
student to improve their for reading  Reading
speaking skills by speaking comprehension? comprehension has
words fluently.  How do these a purpose that
VI. Answer the following questions using concept mapping. What is vocabulary instruction?the
enhances How
general strategies
do you Strategies
General give directions activities? How do you teach vocabulary activities?
serve as
help the students? student’s reading
the steps into a productive
skills.
practice of reading fluently.
 It helps the students
What is vocabulary instruction?
to master their
VOCABULARY INSTRUCTION fluency in reading

It involves far more than looking up words in a dictionary and using

the words in the sentence. Vocabulary is acquired incidentally
through indirect exposure to words and intentionally through
explicit instruction in specific words and word-learning strategies.
 HOW DO YOU GIVE HOW DO YOU TEACH
DIRECTIONS VOCABULARY
ACTIVITIES? ACTIVITIES?

1. Creating a 1. Creating a
Word Map Word Map

2. Music for
Memorizatio
n

3. Root
Analysis

4. Personalized
Lists

5. Use Context
Clues

VII. Answer the following questions:

1. How can student led learning affect student engagement?

 Student Led learning encourages greater anatomy and helps ease students transitions from the
classroom to life after school. It steps away from the outdated one-sized-fits-all models and
 embraces the personalized learning ethos by helping students discover their own potential;
encouraging learning through trial and error and reducing the negative connotations. Imbude with
mistakes’; developing independent critical thinking and problem solving skills; and increasing
engagement in the classroom

2. What is student lead learning?

 Cooperative learning is defined as students working together to “attain group goals that cannot be
obtained by working alone or competitively” (Johnson, Johnson, & Holubec, 1986). Cooperative
learning involves students working together to accomplish shared goals, and it is this sense of
interdependence that motivate group members to help and support each other. When students
work cooperatively they learn to listen to what others have to say, give and receive help, reconcile
differences, and resolve problems democratically.

3. What are examples of cooperative learning?

Here are the some examples of cooperative learning:

 Jigsaw – students are placed into “Home Groups” and “Expert Groups” and are assigned a
different topic within the same general topic. Students work on researching their topics with
others who have the same topic (their expert group) and then return back to their home group to
teach them about their topic. Together, all pieces come together to form a complete product.
 Think-Pair-Share -also called Turn and Talk. Teachers possess a question to the group, and each
student has a minute or two to think about the question. Then, they turn and discuss with
someone sitting next to them, and then share with the whole class.
 To round Robin- students are sitting with groups (3-4 students), and their teacher asks them a
question or gives them a problem to solve. The question or problems are deliberating chosen, in
that there are multiple ways to solve the problem and multiple points to discussion. Students in
their groups take turn answer and sharing the ideas with each other, working together to come up
with an answer that they all agree on.

4. How do you teach cooperative learning?

 I can teach cooperative learning through group activities. From these activities, they were able to
learn and enjoy as well. It is better to teach a certain topic knowing that they are helping each
other within the given tasks or activities.

VIII. Answer the following questions:

1. What is an inquiry based classroom?

 It refers to a broad range of empirically validated teaching methods which emphasize (a) deeply
engaging students and (b) giving students with opportunities to authentically learn by
collaborating with their peers.” Inquiry-based learning focus on student’s decision on what they
 want to learn about a particular subject and have them time to ask questions about things they
aren’t familiar with.

2. How can inquiry based learning are used in the classroom?

 Inquiry based learning is evident in classroom by developing the social interaction of the students.
However, inquiry based learning is giving them the chance to learn with classmates or peers.

3. What is an example of inquiry based learning?

 Using methods such as guided research, document analysis and question-and-answer session,
you can run inquiry activities in the form of: case study, group projects, research projects,
fieldwork, and unique exercises tailored to your students

4. How do you write an inquiry based lesson?

Below are the following steps:
 Orientation- the introduction to the lesson
 Hypothesis- look back at the information gathered at the orientation and investigate further
 Planning out an investigation- it involves group work, collaborations, and assignments of works
 Analysis and interpretation- finding on data on the solutions
 Conclusion- presenting the findings.

5. What are the 5 guiding questions of inquiry?

 In what ways can issues introduced and defined?
 What knowledge will be helpful for the whole class to share? What research should students
pursue individually?
 What will the students produce? How they will produce it?
 What will happen with the projects?
 In what different ways can we support students who struggle?

6. How does inquiry look in the classroom?

 In a true inquiry lesson, there is a back and forth flow of knowledge between teacher and
students. It begins when the teacher possess an idea or concept and then asks targeted
questions. This leads to students sharing their ideas and asking additional questions. Next, the
teacher responds with additional-taught provoking questions that encourage student to
investigate on their own and analyze their findings. And finally, students build on their knowledge
a different new explanations and understandings based on evidence they collect through their
investigations

7. What are the 3 types of inquiry?

There are 4 types of inquiry:

 Confirmation Inquiry – you give students a question, its answer and method of reaching this
answer. Their goal is to build investigation and critical thinking skills learning how the specific
method works.
 Structured Inquiry – you give students an open question and an investigation method. They must
use the method to craft an evidence backed conclusion
 Guided Inquiry – you give students an open question. Typically in groups, they design
investigation methods to reach a conclusion
 Open Inquiry- you give students time and support. They pose original questions that they
investigate through their own methods and eventually present their result to discuss and expand.
8. What is the role of the teacher in inquiry based learning? What are examples of inquiry?

 The role of teacher in inquiry based learning is critical, but the role is different from that for which
most teachers have been prepared. The teacher becomes the leader of the learning, or facilitator
of the learning process. There are five examples of inquiry: (a) inquiry planning (b) information
retrieving (c) project processing (d) creativity skills (e) projects sharing.

9. How do you promote inquiry in the classroom?

Below are the six strategies that teacher may apply to promote inquiry in the classroom
 Let students explore and learn through play
 Turn a lesson into a project (or project-based learning opportunity)
 Stop being the expert
 Have a (good)plan for questions
 Create a ‘wonder wall’
 Highlight the evolution of the student.
10. What are the steps of inquiry method?
Here are the steps of inquiry method

 Step 1: Pose your question

 Step 2: Conduct Research
 Step 3 : Interpret the information
 Step 4: Share information
 Step 5: Assess learning

IX. Answer the following:

1. What are examples of higher order thinking skills?

Here are some examples of higher order thinking skills

 Concept connection
 Visualization
 Getting the big picture
 Problem Solving
 Questioning
 Idea generation
 Analytical thinking
 Practical thinking/ application
 Synthesizing or Creative Thinking

2. What are HOTS questions?

 Higher Order Thinking Skills is a new concept of education reform based on the Taxonomies
Blooms. The concept concentrate on student understanding in learning process based on their
own methods. Through the HOTS questions are able to train students to think creatively, critic
and innovative.

3. What techniques are used to develop HOTS among the students?

  Through engaging with classmates and collaborating on projects together, students will develop
higher-order thinking skills by asking each other a question, considering the input of others, and
taking the information learned from their pictures to create a product or solve a problem

4. How do I make a HOTS question?

There are six ways to make a HOTS questions

 Remembering- it includes recognizing and recalling (describes what happen when _____.)
 Understanding- interprets a exemplifying and classifying, summarizing, inferring, comparing,
explaining (how would you clarify the meaning of _____?)
 Applying- it includes executing and implementing (how would you develop ____?)
 Analysing – refers to differencing, organizing attributing (discuss the pros and cons.)
 Evaluating- includes checking and critiquing (what changes would you make to re _____?)
 Creating- generating, planning and producing (determine the value of _____.)

5. What is creative learning?

 The term creative learning covers lifelong learning and applies to a range of settings- anywhere
were learning takes place- In and out of formal. Creative learning is the process of acquiring
knowledge and abilities using creative process. In other words, creating theories, tests, stories,
solutions, analysis and designs as opposed to simply trying to memorize information.

6. Why creative learning is important?

 The right mix of creativity along with curriculum ups students to be innovative and alaso
encourages them to learn new things. Students can grow up as good communicators in addition
to improving their emotional and social skills.

7. What is the difference between creativity and creative learning?

 A creative person sees everything with a new perspective and uses his/her creativity to show his
perspective to other people in an attractive way. Creative learning on the other hand is a
process of acquiring knowledge and abilities in a creative way.

8. What is the most creative form of learning?

 Education enhances creative ability, period. Creation itself is the highest form of learning, and
understanding that fact will change how we approach discovery and education in daily life. We
should not be too rushed, too focused on creation

X. Construct Detailed Lesson Plan in your own area of specialization/major

 Detailed Lesson Plan in Mathematics 7

I. Objectives

At the end of the lesson, the Grade 7 students will able to:

1. define what is an integer;

2. identify the rules of operations on integers;
3. relate integers involving operations on integers in real life application; and
4. solve problems using operations on integers.

II. Content

Topic: Algebra (Operations on Integers)

Reference: E-Math 1: Elementary Algebra pages 15-17

Author: Orlando Oronce

Materials: Picture collages, images, flash cards

Method: Inductive Method

III. Values and Skills

 Critical thinking
 Self-confidence
 Cooperation
 Determination

IV. Teaching - Learning Process

Teacher’s Activity Students’ Activity

 A. Routinary Activities

Good morning, class!

Good morning, Sir.

Okay, let us pray.

Our Father ... Amen.

Before you take your seats, please pick up

any pieces of paper or trashes. Then, (arrange chairs and pick up pieces of
please arrange your chairs properly. paper)

You may now take your seats.

Class, may I know who are absent for (take seats)

today?

No one, Sir.

Very good! It is nice to know that you really

love my subject, Mathematics. So, let’s
give everybody a round of applause.

(clap hands)

Now, we will have another interesting topic

for today. But, before that, let’s play a
game. Raise your hand if you want games.

B. Preparation (raise hands)

 1. Motivation

Let’s play 4-Pics-1-Word. Are you familiar

with that?

But, we will have this game a twist. Instead

of giving letters as hints, you will act the
word being guessed. I will divide the class
into groups. The left side is Group 1 and
the right side is Group 2. Then, both
groups will choose a representative to act
the given picture. The rest members of the
Yes, Sir.
group will guess the word. The pictures to
be guessed have numbers and the
representative will pick by lot. I will only
give two minutes each group. The more
words to guess, the more you win. So,
choose your representatives. (choosing of representatives)

Now, let’s begin with Group 1. (holds the

picture being chosen by the
representative)

(after two minutes) Time’s up. Good job,

Group 1. Next is Group 2.

Two minutes passed. Thanks, Group 1.

The winner is __________. A round of
applause to everyone for a wonderful
game.
Class, what are the words being guessed?

(starting guessing)

C. Presentation

So, what have you observed on those (starting guessing)

words in our game.

Yes, those are operations. But, it will have

something to do with our new topic for this
morning. (clapping hands)

Today, you will learn how to compute

numbers with signs, the positive and
negative in operations. And we will
encounter integers.

We will be having an activity. I will divide

the class into four groups. This will be row (read the words)
groups. Each group will be given flash
cards with number problems and
corresponding letters. Then, you will solve
it as a group. After you solve, the answers
of the flash cards must be arranged into
lowest to highest value so that you can get
the hidden word. But, how you will solve
the number problem? I will give you an
“Ace” card. This is a card containing the
rules on solving. The first group to finish
and accomplish the task will be the winner
The words are related to operations
and there will be a corresponding prize for
because of the add, divide, subtract and
it.
 multiply.

D. Comparison and Abstraction

Among the cards, what operations are

used?

Very good! These operations will help to

solve the numbers with signs.

(working together as groups)

These signs are?

If a number has a negative sign, what does

it imply?

That’s right. If a number has no sign, that

is a positive number. What does it mean?

How did you get the answers on doing the

activity?

E. Generalization
These are called integers. It is a positive
and negative whole number or it’s exact
opposites.

So, these integers can be applied on

operations. There are rules on getting the
answers.
Addition, Subtraction, Multiplication,
Division.
First is in addition. What would be the
result if a positive integer is being added to
a positive integer.

If a negative integer is added with a

negative integer?
Positive and Negative sign

That’s right! The sign will stay as it is. What

would be the answer if a positive integer is It is below zero.
being added to a negative integer?

It is above zero.
In subtraction, this rule is the same with
addition. In multiplication and division, they
also have the same rules. If both positive is
being multiplied and divided, the answer
is?

There are rules in solving operations on

integers.

If the factors have different signs?

If the dividend and divisor have different

signs?
(posts some examples)

Then, this integers won’t be nothing if this

is not applicable to reality. Have you notice
about thermometers? There is a negative
integer because there are temperatures
which are below 0°. It is the decrease of
temperature. Then, when you deposit a
money in your bank account. Your savings
will rise. There will be positive money on a
bank. Integers really help in keeping the
world on working.
The answer is a positive integer.

F. Application

The answer is a negative integer.

In your seats, make at least 5 examples

which can be applicable in real life
situations. Then, exchange with your
seatmate. Let your seatmate answer it.

The answer will depend on the bigger

integer.

I will give you 10 minutes to do your task.

(after 10 minutes)

The answer is still positive.

Give back the paper then let the maker of
the examples check the answers of his/her
seatmate. Then, after checking, pass the
papers to me.

G. Evaluation The answer is a negative integer.

Direction: In a 1/2 sheet of paper, answer

the following:

1. -8 + 20 =
2. 90 - 105 =
3. 50/-5 =
4. 6*10 =
5. -7*-300 =
6. -100/10 =
7. -5 + -2 =
8. -2 - 4 =
9. 0*-2 =
10. 34*-12 =

H. Assignment

Direction: Fill in the blanks.

1. ___ * - 40 = 80
2. 6 - ___ = -28
3. 45 / -9 = ___
4. -9 * -367 = ___
5. -2 + ___ = -78
 Yes, Sir.

LEARNING ACTIVITY 2

Discover: https://www.valamis.com/hub/collaborative-learning

 The definition of collaborative learning

 Collaborative learning is the educational approach of using groups to enhance learning
through working together. Groups of two or more learners work together to solve
problems, complete tasks, or learn new concepts.
 Collaborative learning vs. cooperative learning. What is the difference

 Collaborative learning is a method of teaching and learning in which students’ team

together to explore a significant question or create a meaningful project. While, in
cooperative learning, students work together in a small group on a structured activity.
 The difference between cooperative learning and collaborative learning is that, in
cooperative learning, participants are responsible for a specific section of their own
learning and success, and also that of the group as a whole. They must use their
knowledge and resources to make sure that all team members understand the concepts
that they are learning.

 The benefits of collaborative learning

1. Develops self-management and leadership skills

  When individuals are tasked with working together to achieve a common goal,
they are being given the opportunity to develop high-level skills.

 While having to organize, assign, and teach, they are learning how to manage
both themselves and others while leading in a productive fashion.

2. Increases employee skills and knowledge

 When employees participate in collaborative learning, they are developing a wide

range of skills and knowledge. Not only will they strengthen their existing skills
by having to teach others, they in turn will learn new skills from other employees.

 This reduces the need for formal training while encouraging employees to
continually up-skill in known concepts and engage with new concepts.

3. Improves relationships across teams and departments

 When individuals have limited contact across teams, it is difficult to foster

connections and teamwork. Collaborative learning across teams forces
individuals to develop new connections and find ways to work together.

 This can be especially beneficial for organizations that depend on remote

workers, as fostering strong connections among distant workers can be difficult.

4. Improves knowledge acquisition and retention

 Studies have shown that utilizing collaborative learning may lead to increased
involvement and better retention of knowledge.

 The process of collaborative learning allows participants to achieve higher levels

of thought and the information is retained much longer than when learned in a
non-collaborative setting.

5. Improves employee retention and promotes workplace engagement

 Employees that are given the opportunity to learn new skills tend to be more
satisfied in their work, and are less likely to seek out other opportunities.

 Satisfied employees are more productive and will engage in their work, leading to
increased efficiency and output.

 Examples of collaborative learning activities

There are many ways to foster collaborative learning within an organisation:

1. Evaluating training systems

  Within teams or departments, pair newer employees with more senior ones.
 Have them work together to evaluate the training systems currently in place, assess
flaws in the system, and develop recommendations on how to effectively update the
training to better serve the organisation and its employees.

2. Solving problems across teams

 Bring together various teams and present them with a problem to solve.
 This might be how to develop a new feature for a product, what changes should be
actioned on an existing software, or instituting a new training program.
 Outline what results you would like to see in broad terms, then let the teams work.
 At the end, the teams will present what they have developed, justify their choices, and
outline their plans to accomplish the task.

3. Developing new products

 When it comes to developing new products, collaborative learning can be a massive

asset.
 Teams can work together to identify relevant niches, brainstorm solutions, and create
product concepts.
 After presenting their products, a question and answer session can help develop the
idea further, as they defend their ideas, respond to criticism, and sharpen their pitch.

4. Explaining concepts to other departments

 Have departmental teams create a presentation that teaches their work to the other
departments.
 They should present the work that they do, the problems that they solve, and present
some ongoing concepts that they are working on.
 Other departments will participate in a question and answer session, giving the benefit
of their experience to help solve ongoing issues while also learning more about how the
organisation works as a whole.

5. Build a collaborative learning community

 A collaborative learning community is an environment that fosters working together to

solve problems, prioritizes open communication and gives individuals many
opportunities to both learn from and teach others. An organization that chooses to
provide these opportunities on a regular basis will create a collaborative learning
community, in which individuals will actively participate in collaborative learning.
 Good examples of collaborative learning activities will have clear instructions, a set goal,
mid-sized groups of three to five individuals and flexible rules, so that groups can
experiment within themselves and work with open communication.

 Collaborative learning theories

  Vygotsky’s theory of social development

 Zone of Proximal Development. Here, learners rely on one another to accomplish

tasks that they otherwise wouldn’t be able to complete individually

 Piaget’s theory of cognitive development

 Cognitive Development. To Piaget, the processes of assimilation and

accommodation require an active learner, as the child must seek to discover the
problem-solving skills they need. In this process, the child must interact with
physical and social environments to learn.

 Piaget versus Vygotsky: What is the difference?

 While both Piaget and Vygotsky agreed that cognitive development comes in
stages and has roots in both nature and nurture, they differed on some key points.

1. Piaget believed that a child drives their own cognitive development, as children have an
innate tendency to adapt to new experiences, whereas Vygotsky believed that social
interaction is what drives the cognitive development of children.
2. Piaget thought that children learn best when allowed to use self-discovery and active
learning, and Vygotsky thought that instruction and guidance were key to a child’s
learning.
3. Vygotsky also posited that different cultures and periods of time have an impact on
cognitive development, while Piaget thought that it was the same universally.
4. Piaget also thought that, while the stages of development are more or less set, children
will only proceed to learning when they are ready, and Vygotsky believed that
development could be accelerated by using the zone of proximal development and
more knowledgeable others.

 An essential difference is that Piaget thought that the result of cognitive development
was language; Vygotsky thought that language was the key to cognitive development.

 There is evidence that a child being exposed to guide learning within Vygotsky’s
Zone of Proximal Development shows greater understanding than a child learning
alone within Piaget’s discovery learning framework, according to a study conducted
in 1990 by Freund.

 Kegan’s Cognitive Developmental Theory

 An adult with a high stage of development is in control of their behavior, is self-

aware, and is able to more effectively manage their relationships and the social
factors affecting them.