CREATIVE TEACHING
PEDE I. CASING, MAED
WHAT IS CREATIVE TEACHING? WHAT DO
The idea behind creative teaching is to enhance the PUPILS NEED IN
learning process… ORDER TO
Creative teaching is when you learning process, and as such it LEARN
appeal to the creative side of pupil’s should enhance your job too. It CREATIVELY?
brains. Creative teaching can take should be a satisfying and In order to
many forms. Pupils may be in or enjoyable experience for you as
engage with
out of their seats, they may be well as your pupils. It’s not selfish
creative learning
talking or working in silence, they to want to enjoy your job.
and improve their
may be working with you, in teams Creative teaching is a mindset
learning
or by themselves. Creative teaching to enter into: consciously entering
performance, pupils
does not into what I
IT’S ABOUT HOW YOU PRESENT need:
necessarily call a
YOURSELF AS SOMEONE WHO • Knowledge of
mean that you creative
CARES AND ENJOYS TEACHING how to learn and a
need to put in state. It’s
YOUR SUBJECT; HOW YOU
hours of about how sense of self-
MOTIVATE YOUR PUPILS TO
preparation you present responsibility
PARTICIPATE AND UNDERSTAND;
for every single yourself as • Clear structure in
HOW YOU GO ABOUT MAKING
activity you do, LEARNING MORE FUN OR someone their learning
making up ENGAGING. who cares • Reasons to be
cards, activity and enjoys interested in your
packs and the like. This would in teaching your subject; how you subject
fact be a bad plan, as the pressure motivate your pupils to participate • A positive
would remove any possibility of and understand; how you go about rapport with their
having a life outside of the making learning more fun or teachers
classroom. While pupils might find engaging. It’s about spotting • Appropriate
it hard to believe that such a life opportunities to liven things up.
stimuli to keep the
exists, we teachers know that it It’s about encouraging pupils to
Reticular Activating
does exist and that it is very take responsibility for their work in
System (RAS) alert.
precious to us! a way that doesn’t feel like a burden
The idea behind creative (to you or to the pupil).
teaching is to enhance the
October 13, 2019 [Edition 1, Volume 1]
PEDE I. CASING, MAED
DESIGNING AN EFFECTIVE LESSON PLAN
WHAT ARE THE COMPONENTS OF A LESSON PLAN?
Although theories abound These basic elements are some specific skills that may be
about the best way to teach, it is designed to be both universal essential to the day’s lesson.
universally accepted that a well- and flexible and lend themselves •A Motivational Activity
designed lesson plan is the main to a variety of instructional The motivational activity
ingredient of a successful lesson. approaches. addresses the question, “why do
COMPONENTS OF A •Prior Skills Inventory (Pre- we have to learn this”? One
LESSON PLAN Assessment) motivational technique is to
There are nine major Most lessons have a set of highlight the utility of learning a
components that might be prerequisite skills that will be topic. Teachers are encouraged
included in the design of an used in the lesson. to use current events, present a
effective lesson plan: •The Objectives of the Lesson problem involving recreational or
1. Prior Skills Inventory (Pre- The objectives of the make connections to students’
Assessment). lesson should be clear to you and interests to motivate a lesson.
2. The Objectives of the Lesson. to all members of the class. It •The Body of the Lesson
3. A Start-up Activity. can either be written on the (discovery, developmental,
4. A Motivational Activity. board before students enter the application of new concepts,
5. The Body of the Lesson room or be elicited from pivotal questions, etc.)
(discovery, developmental, members of the class during the Now that you have students
application of new concepts, development of the lesson. motivated to learn, you have to
pivotal questions, etc.) •A Start-up Activity lead the class through a series of
6. The Planning of Differentiated Most lessons in relation discoveries and the development
Instructional Paths for the to real-life begin with a start-up of the lesson.
Gifted, Average, and Weaker exercise. The purpose of the Application(s) of newly acquired
Students. lesson-starting activity is to concepts. Allow time each lesson
7. The Generalizations and engage students in something for students to apply what they
Conclusions (to be modified, if that will contribute to the lesson. have just learned.
necessary, based on the progress This activity can include review Planning pivotal questions.
of the lesson). of past work and previously Students are likely to remain
8. The Homework Assignment. learned concepts, foreshadow actively engaged if challenged
9. If time permits . . . (a brief topics to be learned, or motivate with questions that effectively
interesting activity, if there is students in some novel way. lead them through the discovery
time left after you have The second use for the and development of the lesson.
completed your lesson). start-up activity can be to review
PEDE I. CASING, MAED
•The Planning of summaries serves as an informal
Differentiated Instructional assessment of both student SOME DOS AND DON’TS
Paths for the Gifted, Average, comprehension and the OF QUESTIONING:
and Weaker Students effectiveness of your instruction. 1. Don’t answer your own
Because many classes have •The Homework Assignment question.
students with varying skill levels, Have your planned homework 2. Don’t ask yes/no questions.
design lessons to engage learners assignment, but always be 3. Don’t ask a question to
of all abilities. This means you prepared to modify it, based on embarrass a student.
must come to class prepared to the students’ performance in the 4. Do wait after asking a question
present advanced students with lesson. before you call on student.
some challenging problems and •If time permits . . . (a brief 5. Don’t call on student before
somewhat weaker students with a interesting activity, if there is you ask the question.
series of simpler exercises that time left after you have 6. Don’t label the difficulty of
gradually lead to the point at completed your lesson) your questions.
which the average student is Because teaching and learning 7. Don’t encourage chorus
functioning. Weaving these plans are individual aspects, it is answers.
into the instructional design is important to recognize that, for a 8. Do ask open-ended questions.
tricky but can be done by finding variety of reasons, some lessons 9. Don’t ask questions with
a time when most of the class is may finish early. You may find multiple parts.
working on a similar (parallel that a lesson has gone more 10. Don’t ask elliptical questions.
problem of an easier nature. smoothly than the same lesson 11. Don’t ask personal questions.
•The Generalizations and did in previous classes. 12. Use questions that compare
Conclusions (to be modified, Thoughtful planning can include and contrast items.
if necessary, based on the an extra application problem or
progress of the lesson). the presentation of a tantalizing
Every lesson should end with tidbit to whet students’ appetites
summary and conclusion to in other areas of mathematics. References:
clarify the concepts and skills Some teachers routinely assign a Starbuck, D. (2012). Creative
presented. Either summarize the “problem of the week” that can Teaching: Learning with Style,
lesson or ask student volunteers be reviewed if time permits. London: Continuum
to do it. Encourage students to These do not have to relate to International Publishing
communicate about the theme of the lesson and thus Posamentier, A., Jaye, D., &
mathematics. When the students can be saved for an appropriate Krulik, S. (2007). Exemplary
articulate what they understand, time. These problems typically Practices for Secondary Math
either verbally or in written form, reward students who think Teachers, USA: Association for
the main points of the lesson are creatively and fashion elegant Supervision and Curriculum
reinforced. Listening to student solutions. Development
PEDE I. CASING, MAED
PEDE I. CASING is currently taking Doctor of Philosophy in Mathematical Sciences
major in Mathematics Education and a DOST Scholar recipient at University of Science
and Technology of Southern Philippines, Cagayan de Oro City. He is a graduate of Master
of Arts in Education major in Mathematics (2014) at Saint Columban College–Pagadian
City; and Bachelor of Secondary Education (BSEd) major in Mathematics (2008, Magna
Cum Laude) at Mindanao State University – Buug Campus.
He is an active member of United Pentecostal Church (UPC), Incorporated and
International Association of Scholarly Publishers, Editors and Reviewers (IASPER),
Incorporated.
In addition, he is a Regional Demonstration Teacher and a Process Observer during the
Regional Mass Training of Teachers. He is also a presenter in various research papers:
DepED Region IX Presenter held at RELC, Cabatangan, Zamboanga City (2018);
Division of Zamboanga Sibugay Research Presenter (2018); Buug District Research
Presenter (2017); National Research Writing Presenter held at Jose Rizal Memorial State
University, JRMSU, Audio Visual Room, Dapitan City (2017); Research Festival Presenter
held at Saint Columban College Graduate Studies – Pagadian City (2014). He has also
published research in Instabright e-Gazette international e-magazine.
He is a Senior High School Teacher of Diplahan National High School, Diplahan,
Zamboanga Sibugay; former teacher at Buug National High School, Malangas National
High School, Catituan National High School, in Zamboanga Sibugay Division and teacher
at Pax High School, Margosatubig, Zamboanga del Sur. He is also a visiting lecturer and
a Statistician at Western Mindanao State University – Malangas Campus.
PEDE I. CASING, MAED
[email protected]0955-237-9905
Pastor Romeo H. Pailden
United Pentecostal Church - Margosatubig
