fs 2 experiencing the teaching-learning process
TRANSCRIPT
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Legal Foundations
CHED Memorandum no. 30 (CMO 30) was promulgated on September 13, 200 !or t"e purpose o!
rat#onal#$#ng t"e undergraduate tea%"er edu%at#on #n t"e %ountr& to 'eep pa%e w#t" t"e demands o! global
%ompet#eness. t #s #n a%%ordan%e w#t" t"e pert#nent pro#s#ons o! Republic Act No. 7722 , t"e H#g"er
Edu%at#on *%t o! 100. CMO 30 embod#es t"e pol#%#es and standards !or t"e undergraduate tea%"er
edu%at#on %urr#%ulum.
*rt#%le +. Se%.13 o! CMO 30 states t"at, !#eld stud& %ourses are #ntended to pro#de students w#t"
pra%t#%al learn#ng e-per#en%es #n w"#%" t"e& obsere, er#!&, re!le%t on, #n a%tual s%"ool sett#ngs. "e
e-per#en%es w#ll be g#en w#t" !#eld obserat#on and graduall& #ntens#!& unt#l students underta'e pra%t#%e
tea%"#ng./
Theoretical Foundation
"#s wor'boo' ad"eres to t"e +&gots'#an pr#n%#ple o! so%#al %onstru%t#on o! 'nowledge, mean#ng!ullearn#ng and %onstru%t#on o! 'nowledge w#ll o%%ur #! learners wor' "andson #n releant sett#ngs and w#t" t"e
proper gu#dan%e. Complementar& to +&gots'&s t"eor& #s *lbert anduras So%#al earn#ng "eor&. andura
*sserted t"at learn#ng ta'es pla%e not onl& t"roug" #m#tat#on but also obserat#on. 4e%entl&, t"e S#tuated
earn#ng "eor& re#terated +&gots'&s and anduras #ews. t emp"as#$e t"e 'nowledge needs to be
presented #n an aut"ent#% %onte-, sett#ngs and appl#%at#ons t"at would normall& #nole t"at 'nowledge5 and
t"at, learn#ng re6u#res so%#al #ntera%t#on and %ollaborat#on. "e !#eld stud& e-per#en%e #s geared towards
e-a%tl& t"#s, to g#e preser#%e tea%"ers t"e opportun#t& to learn t"roug" mean#ng!ul and s&stemat#%
e-posure #n a%tual sett#ngs.
*not"er #mportant t"eoret#%al bas#s o! t"#s !#eld stud& e-per#en%e #s reflective education. 7o"nDewe& stressed t"e #tal role t"at re!le%t#on pla&ed #n t"e growt" and deelopment o! tea%"ers. 4e!le%t#on
allows t"e learner e-plore "#s8"er e-per#en%es #n order to arr#e at new understand#ngs or #ns#g"ts. t ma&
be done #nd##duall& or t"roug" s"ar#ng and d#s%uss#on w#t" ot"ers.
4amasam& (2002), #n "#s re#ew o! l#terature on re!le%t#e pra%t#%e "#g"l#g"ted t"e !ollow#ng9 :olb
(1;ust
"a#ng an e-per#en%e does not ne%essar#l& mean t"at learn#ng "as o%%urred. "e #mportant !a%tor w"#%"
%an turn raw e-per#en%e #nto learn#ng #s t"e pro%ess o! re!le%t#on./ rown and M%.Cartne& (1;;;) po#nt out
t"at re!le%t#on on bot" t"e %ontent and t"e pro%ess o! learn#ng "elp learners ?moe towards and sta& w#t"#na deep approa%" to learn#ng. "roug"out t"e wor'boo', re!le%t#on #s an #ntegral %omponent and #s used to
%on%lude ea%" learn#ng ep#sode.
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Approach to Field Study
"e approa%" ta'en #n t"#s wor'boo' #s o! %ourse der#ed !rom #ts t"eoret#%al underp#nn#ngs.
@e use t"e a%ron&m O*4 to represent t"e general %&%l#%al pattern o! t"e tas's t"at pre ser#%e tea%"ers
are e-pe%ted to do #n t"e d#!!erent learn#ng ep#sodes. *!ter t"e Aoal8arget and t"e map are g#en per
ep#sode, t"e& w#ll bas#%all&, Obsere #n a%tual sett#ng or Or%"estrate a plan, or Organ#$e an output. "e& w#ll
t"en Anal&$e8S&nt"es#$e t"e e-per#en%e, and Re!le%t on t"e e-per#en%e.
Observation #n a%tual sett#ng #s meant !or t"e BS students to tra#n t"e#r senses to reall& !o%uson #mportant deta#ls o! t"e learn#ng s#tuat#on and per%e#e t"em w#t" %lar#t& and ob>e%t##t&. t enta#ls t"at
students learn to d#!!erent#ate ma'#ng an obserat#on and #nterpret#ng t"e obserat#on.
Analysisinoles t"e use o! %r#t#%al t"#n'#ng to brea'down t"e %omponents o! w"at was obsered,or%"estrated or organ#$ed. Burt"er on #t w#ll also #nole t" ab#l#t& to s&nt"es#$e,,, to organ#$e #nto a %o"erent
pattern t"e sal#ent po#nts o! w"at one "as anal&$ed and learned.
Refection#noles t"e past, t"e present and t"e !uture o! t"e !#eld stud& student. n l#g"t o! ea%"!#eld e-per#en%e ep#sode, t"e B#eld Stud& students re!le%t on releant past e-per#en%es t"at m#g"t "ae
a!!e%ted t"e#r bel#e!s, alues and att#tudes about learn#ng. "e students also re!le%t on "ow ea%" ep#sode #s
a!!e%t#ng t"e#r present t"#n'#ng and !#nall&, "ow t"e#r learn#ng w#ll #mpa%t on t"e#r !uture as tea%"ers. "#s
allows !or #ntegrat#on o! t"e !uture tea%"er as !#rst and !oremost a person w#t" bel#e!s, alues and att#tudes.
"e !ru#ts o! re!le%t#on t"en a!!e%t subse6uent obserat#on and anal&s#s, t"us ma'#ng t"e model
%&%l#%al.
"#s approa%" answers #n part to t"e %"allenge o! deelop#ng a!!e%t#e me%"an#sms !or t"eE-per#ent#al earn#ng Component o! reSer#%e ea%"er Edu%at#on/. t moes awa& !rom t"e old #ew t"at,
ea%"er deelopment #s s#mpl& #n!ormat#onal5 t"at #t onl& #noles pro#d#ng new and updated te%"n#%al
'nowledge !or tea%"ers/. t ad"eres to t"e new CS parad#gm t"at, tea%"er deelopment #s
trans!ormat#onal, e-per#ent#al, and %onte-tual5 #t #noles engag#ng tea%"ers to %r#t#%all& re!le%t on old and
new te%"n#%al 'nowledge as t"ese !a%#l#tate student learn#ng #n a%tual %onte-t./
"roug" t"e s#- !#eld stud& %ourses, t"e students w#ll "ae repeated e-posure and pra%t#%e #n
re!le%t#e tea%"#ng. "e end goal #s !or t"em to #mb#be re!le%t#e tea%"#ng t"at #t be%omes se%ond nature to
t"em.
Field study 2 SUB!"T #atri$
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SUB!"T
T%TL!
&O#A%
'
"O#(!T!'"%!S U'%
T
B#eld Stud&2
E-per#en%#ng
t"e ea%"#ng
earn#ng
ro%ess
Curr#%ulum dent#!#es ar#ed met"ods and strateg#es, #nstru%t#onal
mater#als and assessment tools used #n t"e learn#ng
en#ronment
Demonstrates master& o! t"e sub>e%t matter
Commun#%ates %lear learn#ng goals !or t"e lessons
t"at are appropr#ate !or learners
1
earn#ng
En#ronment
D#st#ngu#s"es general learn#ng pro%esses as well as
un#6ue pro%esses o! #nd##dual learners
dent#!#es tea%"ers a%t#on t"at demonstrate alue !or
learn#ng
Creates "ealt"& ps&%"olog#%al %l#mate !or learners
D#ers#t& o!
earners
Determ#nes, understands and a%%epts t"e learners
d#erse ba%'ground and e-per#en%e
lann#ng,
*ssess#ng and
4eport#ng
Deelops and ut#l#$es %reat#e and appropr#ate
#nstru%t#onal plann#ng
Ma'es good use o! allotted #nstru%t#onal t#me
So%#al 4egard
!or learn#ng
Sele%ts tea%"#ng met"ods, learn#ng *%t##t#es and
#nstru%t#onal mater#als or resour%es appropr#ate to learners
and al#gned to ob>e%t#es o! t"e lesson.
Demonstrates t"at learn#ng #s d#!!erent '#nds o! d#!!erent
resour%es.
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SU))!ST!& )U%&!L%'!S FOR F%!L& STU&*STU&!'TS
"ese set o! gu#del#nes are suggested to "elp preser#%e students #n t"e su%%ess!ul %ondu%t o!
t"e#r !#eld stud#es. Ea%" E s"all address some #nst#tut#onal pe%ul#ar#t#es t"at are not %oered #n t"#s
gu#del#ne.
1 B#eld Stud& students are re6u#red to a%%ompl#s" su%%ess!ull& a%t##t#es #n at least 1= "ours !or eer&
semester #n eer& !#eld stud& %ourse to earn a 1 un#t %red#t.
2 B#eld Stud& a%t##t#es s"ould be under t"e super#s#on o! t"e B#eld Stud& Ba%ult& o! t"e E #n
%ollaborat#on w#t" t"e B#eld Stud& Cooperat#ng S%"ools.
3 B#eld Stud& student s"all se%ure appropr#ate B#eld Stud& perm#ts and undergo or#entat#on8 br#e!#ng
be!ore "e8s"e deplo&ed #n %ooperat#ng s%"ools.
Ea%" B#eld Stud& student s"all se%ure a B#eld Stud& oteboo' !or ea%" %ourse.
F B#eld Stud& Student s"all wear o!!#%#al s%"ool un#!orm dur#ng t"e !#eld stud& #n %ooperat#ng s%"ools
G B#eld Stud& student s"all demonstrate personal 6ual#t#es t"at re!le%t a good #mage o! a tea%"er. "e
6ual#t#es #n%ludes as %ourtes&, respe%t, "onest&, d#l#gen%e, openm#ndedness, %r#t#%al t"#n'#ng and
ot"ers w"#le do#ng !#eld stud&.
= B#eld Stud& student s"all demonstrate proper be"a#or #n t"e presen%e o! t"e learners , tea%"ers,
s%"ool personnel, adm#n#strat#on and parents.
< B#eld Stud& students s"all re6uest t"e s#gnature o! t"e resour%e tea%"er or person or t"e !#eld stud&
!a%ult& #mmed#atel& a!ter t"e a%t##t& "as been done.
; B#eld Stud& student #s re6u#red to prepare a port!ol#o !or eer& !#eld stud& %ourse. "e BS tea%"er #s
en%ouraged to prepare "#s8"er own rubr#% !or aut"ent#% assessment o! t"e port!ol#os. "#s rubr#%
%an be d#s%ussed w#t" t"e students as part o! t"e or#entat#on so t"e& would 'now w"at %r#ter#a w#ll
be used and "ow t"e#r port!ol#o w#ll be assessed.
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Cred#t9 1 un#t
Durat#on9 1="ours
Course Description
"#s %ourse #s des#gned to pro#de students w#t" opportun#t#es to e-am#ne t"e appl#%at#on o!
tea%"#ng t"eor#es #n t"e learn#ng en#ronment. Students are e-pe%ted to er#!& %ogn#t#e, meta%ogn#t#e,
#nd##dual d#!!eren%es and mot#at#onal !a%tors t"at #n!luen%e t"e a%6u#s#t#on o! 'nowledge. "e students are
g#en t"e %"an%e to deelop and tr& out learn#ng tas's, #nstru%t#onal mater#als and asse3ssment tools.
B#eld Stud& 2 %an be an%"ored on t"e !ollow#ng ro!ess#onal Edu%at#on sub>e%ts9
1 r#n%#ples o! ea%"#ng 12 r#n%#ples o! ea%"#ng 2
General Objectives
1 Enr#%" 'nowledge on tea%"#ng met"ods and strateg#es appropr#ate #nstru%t#onal and assessment
tools used b& t"e tea%"ers52 4e!le%t on t"e appl#%at#on o! d#!!erent t"eor#es o! learn#ng and 'nowledge a%6u#s#t#on t"at promote
t"e %ogn#t#e and meta%ogn#t#e pro%esses, pos#t#e mot#at#onal pro%esses, and use o! er#!#ed
resour%es o! learn#ng #n t"e a%tual learn#ng en#ronment.
3 Deelop alternat#eways of teaching a lesson.
O!"S S#$!%%!
&AS'S
($ARN%N)
$*%+$N!$
+OA%N !O#$&$N!%$S-#$ROR
AN!$ %N+%!A&ORS
Mean#ng!ul
earn#ng
E-per#en%es
ea%e %on%ept #n
!o%us
Ep#sode 1
oo'#ng
t"roug"
a. obsere
atleast 3
%lassess
b. l#st down
t"e d#!!erent
b.1 met"ods
or strateg#es
b.2
#st o!
Met"ods
and
strateg#es
4e!le%t#on
Curr#%ulum
earn#ng
En#ronment
dent#!#es ar#ed met"ods and
strateg#es, #nstru%t#onal
mater#als and assessmenr tools
used #n t"e learn#ng en#ronment
D#st#ngu#s"es general learn#ng
pro%esses as well as un#6uepro%esses o! #nd##dual learners
dent#!#es tea%"ers a%t#ons t"at
demonstrate alue !or learn#ng
mater#als
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!ritical riends/ #nstru%t#onal
mater#als
b.3
assessment
tools used b&
t"e tea%"er
a.Obsere a
%lass
b.dent#!& t"e9
b.1 met"ods
and strateg#es
b.2nstru%t#onal
mater#als
b.3
assessment
tools ued b&
t"e tea%"er
4e!le%t on
"ow t"e #temson t"e l#st
!a%#l#tate
%ogn#t#e,meta
%ogn#t#e,and
pos#t#e
mot#at#onal
pro%esses as
well as t"e
use o! ar#ed
resour%es !or
learn#ng.
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E
N
*t t"e end o! t"#s a%t##t&, &ou w#ll be able to #dent#!& t"en pr#n%#ples o! ea%"#ngearn#ng
a%t##t#es manuals and ot"er #nstru%t#onal mater#als used b& t"e tea%"er #n sele%ted sub>e%ts.
earn#ng "ow to appl& t"e tea%"#ng pr#n%#ples #n t"e %lassroom sett#ng #s somet"#ng &ou asp#re !or.
n#t#all&, &ou would need to obsere and des%r#be "ow #t #s man#!ested #n t"e real %lassroom.
o "#t &our&AR)$&, wor' &our wa& t"roug" t"ese steps9
1 Obsere at least 3 %lasses and des%r#be t"e pr#n%#ples o! tea%"#ng and learn#ng used b& t"e
tea%"er.
2 Obsere t"e %ogn#t#e, meta%ogn#t#e and mot#at#onal pro%esses #n t"e %lassroom.
Episode 1-
OO:A H4OAH HE ME*AB E*4A EIE4ECE.
Name of FS student
Year/Course Date
esource !eac"er Si#nature
Cooperatin# Sc"ool
*our Target
*our +ay
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3 #st down t"e #nstru%t#onal mater#als used b& t"e tea%"er to !a%#l#tate learn#ng.
4e!le%t on &our e-per#en%e.
$s %ou visit a sc"ool and observe classes& use t"e activit% forms to document
%our oservation and ri#"t %our insi#"ts or re'ections(
/ 0hat #rinciples in teachinglearning were co11only applied
(earning #rinciple &eachers Activity Students Activity
1. aw o! 4ead#ness
Mot#ate t"e students b&
as'#ng t"em t"e pre#ous
a%6u#red #n!ormat#on regard#ng
t"e top#%.
"e students were a%t#el& part#%#pated
dur#ng t"e d#s%uss#on and problem
solut#on g#en b& t"e tea%"er.
2. aw o! E-er%#se
ro#d#ng t"e students w#t" F
e-er%#ses be!ore g##ng t"em
an ass#gnment.
Sol#ng t"e g#en problem #n t"e#r
respe%ted s#ts w"#le ot"ers were
answer#ng #t on t"e board.
3. aw o! elong#ngness
o&s and g#rls were separated
#n two rows to possess t"e
6ual#t& o! belong#ngness.
Studenttostudent #ntera%t#on and
d#s%uss#on w#t" #n t"e#r pa#red or
groups.
. aw o! E!!e%t "e tea%"er toget"er w#t" t"e
pup#ls was a%'nowledg#ng t"e
students w"o were a%t#el&
Mot#ate and st#mulate w"en
a%'nowledge b& bot" tea%"er and
4our 0ay
OBS!R,AT%O' S-!!T
Na1e of School Observed5
School Address5
+ate of *isit5 )rade-4ear (evel
Sub ect Area5
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part#%#pate #n t"e %lass. @"en
one pup#ls got t"e %orre%t
answer on t"e 6uest#ons g#en
b& t"e tea%"er t"e tea%"er told
t"em to %lap t"e#r "ands on t"e
sa#d %"#ld.
%lassmates.
F. aw o!
*sso%#at#on8*sso%#at#on
pro%ess
"e tea%"er %onne%ts t"e
pre#ous lesson to t"e new
one.
*tta#n#ng and part#%#pat#ng #n %lass
d#s%uss#on.
G. *%t#e or D&nam#% pro%ess
ett#ng t"e students to wr#te t"e
%orre%t answer on t"e board
r#g"t a!ter t"e t"e g#ene-er%#se #n a part#%ular sub>e%t
matter.
Sel!a%t##t& o! students b& answer#ng
t"e g#en 6uest#on on t"e board.
=. ntegrat#on
"e top#%re!le%t#on o! ES
#ntegrates w#t" applng t"e
%orre%t used o! pangu'ol #n
B#l#p#no.
s#ng t"e appl#%at#on o! t"e students
'nowledge #n l#sten#ng stor& about ES
Edu'as&on Sa agpapa'atao.
e%t matter t"roug" t"e a#d o!
draw#ng presentat#on done b& t"e
tea%"er.
;. Conte-t
D#s%ussed t"e top#% on t"e
%onte-t #n w"#%" t"e students
%an eas#l& %ompre"end t"e
e6u#tat#on o! t"e re!le%t#on #n
general.
Conte-tual top#% w#ll eas#l& adopted
and %ompre"end b& t"e students.
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10. ea%"#ng a l#ttle but #t #swell
11."e tea%"er tea%" t"e %"#ld
not t"e sub>e%t
12. "e tea%"er tea%"es t"e
%"#ld a%%ord#ng to "#s own
pa%e.
13. "e tea%"er starts w"ere
t"e %"#ld #sJ
1. ersonal#t& o! t"e tea%"er
"e tea%"er do om#tted some
un#mportant deta#ls on t"e
lesson.
"e tea%"er made used o!
appl#%able e-amples on "ow
t"e& %an appl& t"e 'nowledge
and e-per#en%es t"e&e
learned.
"e tea%"er do !o%used "erattent#on to t"ose pup#ls s#tt#ng
on t"e rt" row,
"e tea%"er made used o! "er
surround#ngs outs#de and
#ns#de t"e %lassroom.
Here are some o! t"e personal
%"ara%ter#st#%s o! t"e tea%"er9
*pproa%"able
More on e-planat#on
ea%"#ng strateg#es are good
C"eer!ul #n tea%"#ng
"e pup#ls better understands t"e
lesson and ga#n more 'nowledge
appl#%able to t"e#r surround#ngs #ns#de
t"e %lassroom and een at "ome.
"e pup#ls do part#%#pate #n t"e
d#s%uss#on and relate t"e#r sel! on t"e
top#%.
"e pup#ls on t"e sa#d rows do
part#%#pate on t"e d#s%uss#on be%auset"e& are t"e ma#n !o%us o! t"e tea%"er.
"e& do l#sten >ust l#'e t"e !#rst two
rows.
"e pup#ls do understand well t"e
lesson prepared b& t"e tea%"er.
Students pea%e!ul m#nd and read#ness
to lean be%ause o! t"e personal#t& o!
t"e tea%"er.
2 0hat %nstructional 1aterials were used in teaching
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n t"e %lass "ae been obser#ng Mrs. 4enet . ad#osa. S"e do not used #nstru%t#onal mater#als to t"e!ullest. Onl& te-tboo' and "ersel! as an #nstru%t#onal *#d but would sa& t"at "er tea%"#ng met"od #se!!e%t#e be%ause o! "er loud o#%e and e-amples us#ng t"e pup#ls #tsel! and ot"er mater#als #n t"esound#ngs. S"e #s so resour%e!ul #n tea%"#ng t"e#r pup#ls. S"e made t"e w"ole %lassroom as goode-amples and s"e relates #t to t"e top#%. "ere!ore, %on%lude t"at %nstructional 1aterials do
en"an%e t"e e!!e%t#eness o! tea%"#ng strateg& but t"e surround#ngs #n t"e %lassroom and een at"ome #s t"e most #mportant elements t"at promote learn#ng. Howeer, t #s t"e tea%"er w"o made usedo! #t #n a part#%ular lesson. also real#$ed t"at t"e retent#on o! learn#ng #s more power!ul #! t"e moresenses used on t"e tea%"#nglearn#ng s#tuat#on.
3 0hich of the principles in teaching facilitate the cognitive, 1etacognitive, and positive
1otivational processes of learning
Teacher. #rs/ Renet T/ Tadiosa
FA"TORS "O)'%T%,!
AB%L%T*
#!TA"O)'%T%,
! AB%L%T*
#OT%,AT%O'A
L (RO"!SS
01#ethods
Strategies
a/ )nductive/
Deductive
Students are
able to de*ne
+"at is as,ed b%t"e teac"er and
t"e% are able to
#ive eamples(
!o be critical on +"at
t"e% +ill de*ne and
also in #ivin#eamples( !"e% are
able to t"in, criticall%(
!"e teac"er #ave
jo,es related to t"e
topic/lesson and sostudents +ere able
to construct an idea
re#ardin# t"e lesson(
b/.roblem
Solvin#
Students +ere
able to t"in, of
ans+er t"at t"e%
+ill use in
ans+erin# t"e
#iven uestion(
Students are able to
solve t"e problem in a
fast and in an
accurate manner(
0% #ivin# eamples
related to t"e
problem in relation
to our dail% lives(
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c/0oard
Eercises
Students are
able to
eecute/s"o+
proper
procedures insolvin# t"e
problems in t"e
board(
Students +ere able to
s"o+ to t"eir
classmates +"at t"e%
learned or +"at t"e%
+rite on t"e board(
!"e teac"er #ave
additional points to
t"e students +"ove
#ot t"e correct
ans+er and s"e#ave praises and
encoura#ement to
t"e students(
21 %nstructional
#aterials
a C"al, and
board
b C"art
Students learned
best +"en t"e%
see t"e
topic/lesson
+ritten on t"e
board(
!"e students are
able to
understand +ell
t"e lesson
because ofvisual aids li,e
c"art( !"e
students are
able to t"in,
solutions to t"e
problems before
presentin# it to
t"e class(
Students +ill able to
anal%2e +ell as t"e%
read t"e topic on t"e
board(
!"e students are able
to anal%2e +ell +"at
t"e teac"er presents
on t"e class(
!"e teac"er as,ed
volunteer students
to solve on t"e
board so t"at "e +ill
test t"e abilit% of t"e
student(
!"e teac"er s"o+ed
colored pictures
related to t"eir
lesson so t"at t"e
students +ould bemotivated to listen
to "er discussion
31 Assess4ent
tools
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a/ Givin# of
assi#nments and
ui22es after t"e
discussion(
!o test if t"e
students ,no+
"o+ to ans+er t"e
#iven uestion
Students are able
to ans+er properl%
t"e #iven uestion
or t"eir
assi#nments(
!"e teac"er #ave
additional points to
t"e students +"o
+ill perfect t"eir
ui22es and t"eirassi#nments(
51 ,aried
Resources o6
Learning
a( !etboo, and
noteboo,
1( !"e teac"er
uses tetboo, in
discussin# and
students are ableto read t"eir
lesson in t"eir
tetboo,
3(For enou#"
references just to
stud% +ell t"e
lesson(
!"e teac"er uses
also +or,boo,s for
t"e students to
appl% +"at t"e%"ad learned in t"e
discussion(
-!"e teac"er
encoura#es t"e
students to
participate +ell int"e class or in a
discussion and
ans+er correctl% t"e
#iven uestions(
-!"e teac"er #ives
additional points to
students +"o "ave
clean and orderl%
output and s"e
dont accept it if it is
dirt%(
4a%be to inculcate
t"e value of
cleanliness from
da% to da%(
&itle5
4ead an art#%le on &our answer. aste a %op& o! su%" art#%le "ere.
http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ790160&ERICExtSearch_SearchType_0=no&accno=EJ790160http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ790160&ERICExtSearch_SearchType_0=no&accno=EJ790160 -
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&he (earning #yra1id5 +oes %t #oint &eachers in the Right +irection
Authors5 alle&, 7ames .5M#ller, 4obert H.
+escriptors5
ea%"#ng Met"ods5E-per#ent#al earn#ng5 ea%"er 4ole5*bstra%t4eason#ng5Edu%at#onal "eor#es5 D#s%oer& earn#ng54etent#on (s&%"olog&)
Source5 Edu%at#on, 12< n1 pG=; Ball 200=
#eerReviewed5 Kes
#ublisher5
ro>e%t nnoat#on, n%. .O. o-
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Georgia Southern Universitydescribes the Learning Pyramid8 in TheSeven Principles of Good Practice:
The Learning Pyramid
The learning pyramid originates from the National Training Laboratories (NTL) for Applied Behavioral
Science, 3 N! Lee Street, S"ite 3, Ale#ander, $A %%3&', SA! The percentages represent the average
retention rate of information follo*ing teaching or activities by the method indicated! +n fact this diagram
*as originally developed and "sed by NTL in the early &-s at NTL.s Bethel, /aine, camp"s, b"t the
organi0ation no longer has or can find the original research that s"pports the n"mbers given! +n &1' a
similar pyramid *ith slightly different n"mbers had appeared in a boo2, A"dio$is"al /ethods in Teaching,
p"blished by the 4dgar 5ale 5ryden 6ress, Ne* 7or2! Bligh (&8)gives some evidence for the
effectiveness of different teaching methods! So"rce9 6roblemBased Learning9 4#ploiting :no*ledge of;o* 6eople Learn to 6romote 4ffective Learning by 4!
3http9>>***!bioscience!heacademy!ac!"2>?o"rnal>vol3>bee?31!htm
*alerie Strausswr#tes #n t"e =ashington 6ost art#%le, =hy the @learning pyramid. is *rong9
A lot of people believe that the learning pyramid that lists learning scenarios and average st"dent
retention rates is reliable! ;ere.s cognitive scientist 5aniel =illingham to e#plain *hy it isn.t! =illingham
isprofessor and director of grad"ate st"dies in psychology at the niversity of $irginia and a"thor of =hy
5on.t St"dents Li2e School ;is ne*ly p"blished boo2 is =hen an 7o" Tr"st The 4#perts ;o* to tellgood science from bad in ed"cation! This appeared on hisScience and 4d"cation blogC!
So many variables affect memory retrieval, that yo" can.t assign specific percentages of recall *itho"t
specifying many more of them9
o what material is recalled (ga0ing o"t the *indo* of a car is an a"diovis"al e#perience ?"st li2e
*atching an action movie, b"t yo"r memory for these t*o a"diovis"al e#periences *ill not be eD"ivalent)
o the age of the subjects
o the delay between study and test (obvio"sly, the percent recalled "s"ally drops *ith delay)
o what were subjects instructed to do as they read, demonstrated, ta"ght, etc! (yo" can boostmemory considerably for a reading tas2 by as2ing s"b?ects to s"mmari0e as they read)
o How was memory tested (percent recalled is almost al*ays m"ch higher for recognition tests
than recall)!
o hat subjects !now about the to"be"remembered material (if yo" already 2no* something
abo"t the s"b?ect, memory *ill be m"ch better!
http://www.bioscience.heacademy.ac.uk/journal/vol3/beej-3-5.htm#Bligh%23Blighhttp://www.bioscience.heacademy.ac.uk/journal/vol3/beej-3-5.htm#Bligh%23Blighhttp://www.bioscience.heacademy.ac.uk/journal/vol3/beej-3-5.htmhttp://www.danielwillingham.com/index.htmlhttp://www.danielwillingham.com/index.htmlhttp://www.danielwillingham.com/books.htmlhttp://www.danielwillingham.com/books.htmlhttp://www.danielwillingham.com/books.htmlhttp://www.danielwillingham.com/books.htmlhttp://www.danielwillingham.com/daniel-willingham-science-and-education-blog.htmlhttp://www.danielwillingham.com/daniel-willingham-science-and-education-blog.htmlhttp://www.bioscience.heacademy.ac.uk/journal/vol3/beej-3-5.htm#Bligh%23Blighhttp://www.bioscience.heacademy.ac.uk/journal/vol3/beej-3-5.htmhttp://www.danielwillingham.com/index.htmlhttp://www.danielwillingham.com/index.htmlhttp://www.danielwillingham.com/books.htmlhttp://www.danielwillingham.com/books.htmlhttp://www.danielwillingham.com/books.htmlhttp://www.danielwillingham.com/books.htmlhttp://www.danielwillingham.com/daniel-willingham-science-and-education-blog.html -
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This is ?"st an offthetopofmyhead list of factors that affect memory retrieval! They not only ma2e it clear
that the percentages s"ggested by the cone can.t be co"nted on, b"t that the ordering of the activities
co"ld shift, depending on the specifics! The cone of learning may not be reliable, b"t that doesn.t mean that
memory researchers have nothing to offer ed"cators! Eor e#ample, monographp"blished in
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S%r#bble a br#e! re!le%t#on o! &our !eel#ngs and #ns#g"ts !rom &our obserat#on e-per#en%eS%r#bble a br#e! re!le%t#on o! &our !eel#ngs and #ns#g"ts !rom &our obserat#on e-per#en%e.
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STRAT!)%!S A'& #!T-O&S US!& )OO&
%'STRU"T%O'AL #AT!R%AL
%'T!RA"T%O' B!T+!!' T!A"-!R A'& STU&!'TS
)OO& FUTUR!
+ece1ber 2, 29/3
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:599A.;599A.
onday
#y 0stObservation
*s obsered, would sa& t"at t"e tea%"er ad"eres t"e pr#n%#ple o! learn#ng and #t ma'es t"e presentat#on
o! t"e lesson be purpose!ul #n t"oug"ts as well as #n a%t#on. "e 'nowledge and s'#lls needed b& t"e
students to atta#n was almost been learned b& "ow s"e adopted t"e pr#n%#ples. "e tea%"#ng #tsel! was so
smoot" and t"e learners !ound er& m#n#mal "ards"#p #n a%6u#r#ng learn#ng. *n a%t#e %lassroom
en#ronment was be#ng %reated and t"e learners real#$ed #ts #mportan%e #n t"e#r l#es.
also obsered t"at #%ar#ous a%t##t#es were be#ng ut#l#$ed b& t"e tea%"er to "ae an e!!e%t#e tea%"#ng and
learn#ng pro%ess.
also obsered t"at learn#ng #s an e-per#en%e w"#%" o%%urs #ns#de t"e learner, and #s a%t#ated b& t"e
learner be%ause t"e pup#ls wr#te t"e %orre%t answer on t"e board rat"er t"an wr#t#ng b& t"e tea%"er. S"e
made sure t"at t"e students learn b& t"e#r own e-per#en%ed.
+ece1ber ;, 29/3
:599A.;599A.
onday
#y 2ndObservation
"#s da& obsered t"at learn#ng #s t"e d#s%oer& o! t"e personal mean#ngs and relean%e o! #deas
be%ause t"e students real#$ed t"at t"e alues be#ng #ntegrated #n t"e lesson #s t"at, we s"ould stand
stra#g"t w"en we "ear our nat#onal ant"em upang H#n#rang/ and we s"ould "ae a @atawat o and#la
#n our "ouse eer& ndependen%e da&, be%ause #t s&mbol#$e our #ndependen%e. "e essent#al#t& o! t"e top#%
was be#ng per%e#ed b& t"e students b& e-pla#n#ng t"e alues be#ng #n%orporated #n t"e lesson.
also obsered toda& t"at one o! t"e r#%"est resour%es !or t"e learn#ng #s t"e learner "#msel! be%ause t"etea%"er as'ed t"e pup#ls about t"e#r #ns#g"t about t"e top#% and some"ow general#$ed t"e lesson b&
answer#ng t"e pro#ded 6uest#on. S"e let t"e d#s%uss#on %entered w#t" t"e learners #deas and e-per#en%es
rat"er t"an s"e taug"t onl&. "e students were g#en %"an%es to s"are t"e#r learn#ng t"roug" t"e proper
used o! art o! 6uest#on#ng.
O!"S S#$!%%!
&AS'S
($ARN%N)
$*%+$N!$
+OA%N !O#$&$N!%$S-#$ROR
AN!$ %N+%!A&ORS
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Enr#%"#ng earn#ng
ea%e %on%ept #n
!o%us
!ooperation-
#articipatory/
$pisode 2
HE +S
Obsere a
%lass, !o%us
on t"e lesson
proper.
a. Ma'e a
matr#-s"ow#ng t"e
tea%"ers
a%t##t&,
des%r#b#ng t"e
learn#ng
be"a#ors o!
t"e learners
*nd #dent#!&t"e
%orrespond#ng
t"eor#es o!
learn#ng
appl#ed b& t"e
tea%"er.
b. On ot"er
%olumn,
suggest an
a%t##t&t"at
would
promote
better
learn#ng.#nd#%a
Matr#- o!
tea%"ers
a%t##t&
(4e!er to
pages FF
F= !or
a%t##t#es #n
Ep#sode 2)
*%t##t&
s"eet o.2
Enr#%"#ngearn#ng
earn#ng
En#ronment
Establ#s"es and ma#nta#ns
%ons#stent standards o! learners
be"a#or.
Creates "ealt"& ps&%"olog#%al%l#mate !or learners.
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te &our reason
!or t"e %"o#%e.
E
N
*t t"e end o! t"#s a%t##t&, t"e students w#ll be able to #dent#!& and des%r#bes t"e tea%"ersa%t##t& and t"e be"a#or o! t"e learners #n t"ese a%t##t#es.
*!ter obser#ng t"e pr#n%#ples o! tea%"#ng and learn#ng #n t"e %lassroom sett#ng, &ou w#ll now start
to >ourne& t"roug" t"e met"ods, strateg#es, and approa%"es o! tea%"#ng and learn#ng b& !#rst obser#ng
a%tual %lassroom tea%"#ng.
o "#t &our&AR)$&, wor' &our wa& t"roug" t"ese steps9
1 Ma'e a >ournal about t"e tas's per!ormed b& t"e tea%"ers as t"e& tea%" t"e#r lesson not#ng
patterns and ar#et&.
2 4e%ord and "#g"l#g"t obserable and s#gn#!#%ant eents #n su%" tea%"#nglearn#ng a%t##t#es and
eents.
Episode 3
E*4E4S CH*4*CE4SCS *D EEDS
Name of FS student
Year/Course Date
esource !eac"er Si#nature
Cooperatin# Sc"ool
*our Target
*our +ay
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3 Con!er w#t" t"e tea%"er regard#ng obserable and s#gn#!#%ant eents.
4e!le%t on &our e-per#en%e.
*s &ou #s#t a s%"ool and obsere t"e tea%"#ng to learn#ng pra%t#%es, use t"e a%t##t& !orms to do%ument
&our obserat#on and wr#te &our #ns#g"ts or re!le%t#ons.
+escription of &eaching Strategies
Collaborat#e d#s%uss#on and #ntegrat#on were t"e strateg#es used w"en obsered Mrs. 4enet" ad#osa
dur#ng "er d#s%uss#on. "e sa#d strateg#es used are er& e!!e%t#e #n lett#ng t"e pup#ls ga#n more 'nowledge
and test t"em "ow mu%" t"e& "ae learned #n t"e lesson t"e& "ae ta'en up.
n t"e !#rst sub>e%t, s"e used #ntegrat#on #n tea%"#ng w"ere s"e related t"e top#%s #n %lass to real l#!e
s#tuat#ons. S"e also pra#ses t"e students w"oe got an e-emplar& wor'. ! t"e pup#ls do not 'now t"e
answer, s"e doesnt embarrass t"e sa#d pup#ls5 #nstead s"e mot#ates t"e sa#d pup#ls to l#sten %are!ull& on
t"e d#s%uss#on and do more read#ng about a part#%ular lesson so t"e& %an %ooperate ne-t t#me.
n t"e se%ond sub>e%t, s#n%e t"ere #s l#ttle m#sbe"a#or #n %lass, s"e neer !a#ls to %all out t"e attent#on o! t"e
part#%ular students. S"e was able to manage t"e leel o! no#se dur#ng t"e %lass most o! t"e t#me. Mrs.ad#osa "ad a long pat#en%e #n d#s%#pl#n#ng most o! t"e no#s& pup#ls. S#n%e "ae been obser#ng lower
se%t#on (Honest) t"e& p#%' up slower t"an t"e "#g"er %lasses, desp#te t"#s !a%t5 s"e was st#ll able to ma'e
t"e d#s%uss#on to be more #nterest#ng, #ntera%t#e and l#el&.
n t"e t"#rd sub>e%t, s"e used t"e %ollaborat#e strateg& so t"e students w#ll be able to learn "ow to wor'
w#t" ea%" ot"er or "ow to alue teamwor'. *!ter %"e%'#ng t"e draw#ng made b& t"e !#rst 3 groups, Mrs.
4our &ools
#* OUR'AL
Na1e of School Observed5
School Address5
+ate of *isit5 )rade-4ear (evel
Sub ect Area5
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ad#osa gae #mmed#ate !eedba%'s. *!ter %omment#ng about t"e t"#ngs t"at students need to #mproe on,
s"e en%ouraged t"em to do better ne-t t#me and ad#sed t"e ne-t t"ree groups to ma'e a better draw#ng so
t"at t"e& %an "ae a better grade.
+escription of (earning Activities
Cooperat#e learn#ng was present #n t"e %lassroom be%ause t"e students were able to wor' as a team
towards a %ommon goal. n t"e last sub>e%t, be!ore t"e& go "ome !or lun%", t"e tea%"er grouped t"em #nto G
groups. S"e #nstru%ted ea%" group to go #n !ront to see some o! t"e t"#ngs oer t"e table t"en t"e tea%"er
des%r#bed t"e lo%at#on o! ea%" t"#ng. S"e #nstru%ted ea%" group man& t#mes >ust !or t"em to remember t"e
lo%at#on o! t"ose t"#ngs. *%t##t& w#ll !ollow s"e sa#d. "e pup#ls dont "ae an& #dea on w"at to do ne-t.
"en a!ter aw"#le, Mrs. ad#osa sa&s t"at ea%" group s"ould draw w"at t"e& "ae seen oer t"e table. S"e
mot#ates ea%" group to !#n#s" t"e#r wor' !#rst, be!ore t"e& go "ome !or lun%".('ung s#no una ma'atapos nagrupo &un ang unang uuw#/ S"e sa#d.). n add#t#on, dur#ng t"e sa#d a%t##t&, "ae not#%ed t"at some o! t"em
were good #n arts, and guess t"#s a%t##t& w#ll s"ow%ase t"e#r talent #n terms o! draw#ng. Desp#te be#ng #n
t"e lower se%t#on, was st#ll #mpressed w#t" t"e#r %reat##t& and eer& member o! ea%" group en>o&ed t"e
a%t##t&.*s a result, ea%" group d#d #t well be%ause o! t"e#r eagerness to go "ome.
"ere was #ntera%t#e learn#ng and #t was also student%entered w"ere t"e tea%"er sered as !a%#l#tator. "e
students tal'#ng t#me was more t"an t"e tea%"ers, and t"e& were able to re%#te most o! t"e t"#ngs t"e&e
learned #n t"e past. Some %an een answer !ollow up 6uest#ons a!ter anot"er. Cogn#t#e and meta%ogn#t#e
pro%esses are present #n t"e %lass obsered.
+escription of (earners #articipation
"e !uture #mpl#%at#ons o! t"e lessons are emp"as#$ed dur#ng t"e d#s%uss#on and t"e students were er&
'nowledgeable #n t"e top#% t"e& are "andl#ng. :e& %on%epts are welle-pla#ned and t"e #ntera%t#on between
students and tea%"er was l#'e a p#ngpong mat%" w"ere t"e ball was passed man& t#mes on bot" s#des
dur#ng %lass.
"e %lass part#%#pated w#t" =F per%ent o! t"e %lass re%#t#ng #n %"orus. "e tea%"er was er& pat#ent w#t"
t"em and tr#ed to elaborate and e-pla#ned t"e lesson %learl&. *ll t"e g#rls were well be"aed w"#le some o!
t"e bo&s d#spla&ed a !ew m#sbe"a#ors t"at were 6u#%'l& %ontrolled b& t"e tea%"er. "#s resulted to a !ew
dela&s but t"e tea%"er was able to %oer t"e ent#re lesson s"e #ntended to ta'e up on t"at per#od. "e
students s"owed %ooperat#on to t"e tea%"er !or most o! t"e t#me.
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"e onl& wea'ness #n most o! t"em #s t"e 6ual#t& o! o#%e. Some o! t"em "ad a "ard t#me to produ%e a well
modulated o#%e due to s"&ness but t"e %lass went smoot"l& and no t#me was wasted be%ause t"e
students alread& 'now w"at #s e-pe%ted o! t"em #n %lass !or t"at da&.
,LA&%#!R &/ (%O'%LLA
Attested by. #rs/ R!''!T- TA&%OSA
Scribble a brief reflection of your feelings
and insights fro1 your
observation e?perience.
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"e s%r#bble t"at e made aboe %oers t"e t"ree essent#als t"at !#nd to be pert#nent to m& tea%"#ng someda&. !#t"at #t st#ll %oers t"e areas t"at w#s" to e-%el dur#ng m& tea%"#ng %areer someda&. t #s pr#mar#l& spl#t #nto t"ree ma#parts w"#%" rotate #n no part#%ular order w#t" an oerar%"#ng p"#losop"& o! goals t"at "elp to re#n!or%e t"e %on%ept t"edu%at#on #s !or eer&bod& and t"at t"ere are no l#m#ts to w"at %an be a%"#eed. t also #n%ludes t"at t"e %ommun#t&outs#de t"e %lassroom #s needed to be #n%luded w#t" edu%at#on.
/ #lan
%nstruction
+evelop Annual Student Achieve1ent )oals
dur#ng t"e plann#ng stages t"e tea%"er sets goals !or t"e students t"at !o%us around t"e Essent#al
earn#ngs. "ese goals allow t"e student to "ae %lear e-pe%tat#ons o! w"at #s e-pe%ted o! t"em.
!reate Standards@ased "nit #lans and Assess1ents
t #s #mportant !or t"e tea%"er to plan !or t"e ent#re &ear. n t"#s wa& t"e tea%"er %an see at a glan%e
t"at t"e& "ae %oered all t"e re6u#red Essent#al earn#ngs !or t"e grade. ong term plann#ng also
ass#sts w#t" t"e t#me tabl#ng to ensure ade6uate t#me #s spend !or t"e %ontent.
!reate Ob6ective+riven +aily (essons*s t"e tea%"er gets to 'now t"e#r students t"roug"out t"e &ear, t"e tea%"er %an t"ere!ore re
ealuate t"e tea%"#ng strateg#es used to %reate mean#ng!ul lessons t"at w#ll relate to t"e#r students.
(earning $nviron1ent
Adopt A !lassroo1 @ehavior anage1ent Syste1
e"a#or strateg#es are #tal w#t"#n t"e %lassroom w#t" t"em t"e %lass 6u#%'l& loses !o%us %an
be%ome a problem !or t"e tea%"er and t"e students t"emseles b& not enabl#ng learn#ng. *n
e!!e%t#e be"a#or s&stem ensures t"at t"e tea%"er and students are wor'#ng to t"e#r !ullest
potent#al. egot#at#ng t"#s #n t"e beg#nn#ng w#t" t"e students allows t"e student to 'now w"at t"ee-pe%tat#ons are so t"at #n%reased learn#ng t#me %an be obta#ned.
Organie !lassroo1 Space and aterials
"a#ng an organ#$ed spa%e to learn #n allows !or a more !lu#d tea%"#ng e-per#en%e. s#ng seat#ng
arrangements and mater#als t"at are eas#l& a%%ess#ble w#ll enable bot" t"e tea%"er and students to
moe !reel& around w#t"out !uss w#ll result #n !ewer d#sturban%es allow#ng #n%reased %on%entrat#on
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t#me. l#'e "a#ng t#metables d#spla&ed as t"e students and %an eas#l& see w"at #s %om#ng up
ne-t and #t g#es t"e students %lear e-pe%tat#ons o! w"at to e-pe%t.
2 &each
ocus Students on (esson Ob6ectives
#t #s #mportant !or students to "ae a %lear and up!ront ob>e%t#e about t"e %ontent t"at t"e& are
learn#ng. "#s #s be%ause t"en t"e& %an mon#tor t"e#r progress and t"e& %an also ma#nta#n a %lear
understand#ng o! w"at #s e-pe%ted o! t"em.
+eliver !ontent !learly
t #s er& #mportant !or a tea%"er to del#er !a%tuall& %orre%t %ontent as t"e student re!ers t"#s
'nowledge as a pr#mar& sour%e. *s pre#ousl& stated "a#ng %lear #nstru%t#ons and ob>e%t#es
allows !or students to "ae a deeper understand#ng. Clear pre%#se #nstru%t#on #s re6u#red at all
t#mes t"us to m#n#m#$e %on!us#on and spe%ulat#on !or t"e students.
$ngage All Students (earning
t #s #mportant !or t"e tea%"er to a%t#el& emplo& strateg#es to "elp 'eep t"e#r students engaged #n
t"e lessons be#ng taug"t. *n ade6uate be"a#or management s&stem w#ll "elp w#t" t"#s. "e
tea%"er must ut#l#$e strateg#es to "elp %apture t"e students !o%us and attent#on t"roug"out
&arget ultiple (earning Styles
s#n%e all students "ae d#!!er#ng learn#ng st&les #t #s #mportant !or t"e tea%"er to ut#l#$e mult#ple
learn#ng st&les. t #s "#g"l& poss#ble !or some students to !ull& m#ss out on t"e %on%ept be#ng taug"tunt#l anot"er learn#ng st&le #s engaged.
!hecB or and Respond &o Student "nderstanding
o ensure an e!!e%t#e lesson t"e tea%"er must %"e%' !or student understand#ngs. ! #t be%omes
'nown t"at t"e students are not understand#ng t"en t"e tea%"er must ta'e a%t#on to re!o%us t"e
6uest#on b& brea'#ng #t up #nto smaller manageable parts. t#l#$#ng d#!!erent 6uest#on#ng st&les w#ll
also "elp t"e tea%"er %"e%' !or understand#ng. *lso b& as'#ng t"e student !or a l#ttle more
%lar#!#%at#on to an answer to determ#ne understand#ng.
a?i1ie %nstructional &i1e
t"e tea%"er must tr& to emplo& e!!#%#ent use o! tea%"#ng t#me #n order to ma-#m#$e tea%"#ng t#me.
"ere %an be man& d#stra%t#ons t"at %an "appen t"roug"out t"e da& and t"e tea%"er must be
w#ll#ng to be !le-#ble as well as be m#nd!ul o! t"#s lost t#me. "#s lost t#me means t"at t"e tea%"er
ma& "ae to restru%ture t"e e-#st#ng lessons to ma'e sure t"at t"#s lost t#me %an be made up.
%nvest Students in &heir (earning
t "as been !ound t"at b& be#ng pos#t#e and en%ourag#ng, t"e students w#ll t"en "ae a sense t"at
t"e& are w#ll#ng to "ae a go at t"e new %"allenges t"at t"e& w#ll !a%e.
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%nteract positively and Respectfully 0ith Students
E!!e%t#e tea%"ers w"o #ntera%t w#t" respe%t!ul manner w#ll re%e#e respe%t #n return. ! t"e
%lassroom "as pos#t#e #ntera%t#ons t"en t"e students w#ll !eel t"at t"e %lassroom #s a sa!e and
en>o&able pla%e !or learn#ng. "#s att#tude %an be e-tended be&ond t"e %lassroom #nto t"e
pla&ground as well.
Reinforce #ositive @ehavior, Redirect OfftasB @ehavior and +e
escalate !hallenging @ehavior& l#m#t#ng negat#e be"a#or t"e tea%"er #s able to t"en ma-#m#$e tea%"#ng t#me and pro#de a sa!e
and produ%t#e learn#ng en#ronment. "e tea%"er must re%ogn#$e t"e s#gns o! negat#e be"a#our
be!ore #t es%alate to a po#nt w"ere #t %an be%ome un%ontrollable. "#s ma& ta'e a w"#le unt#l t"e
tea%"er deelops a deeper understand#ng o! t"e students.
3 %ncrease $ffectiveness
Assess Student #rogress
well des#gned assessment strateg#es w#ll allows tea%"ers to deelop a deeper ealuat#on o! a
students understand#ng. "e tea%"er must also ut#l#$e a w#de arra& o! met"ods t"at w#ll re%ord
mult#ple assessment results. ! #t %an be determ#ned t"at a student "as not !ull& understood t"e
%on%epts be#ng taug"t t"en t"e tea%"er must reealuate and retea%" us#ng anot"er strateg&.
&racB Student #rogress +ata
t #s #mportant to "ae a %ons#stent updated oer#ew o! t"e assessment results o! a student #n
order !or t"e tea%"er to be made aware o! t"e leel o! understand#ng ea%" student "as #n
proport#on to t"e Essent#al earn#ngs and %urr#%ulum.
%1prove #ractice and Reteach %n Response &o +ata*n e!!e%t#e tea%"er %an loo' at t"e ent#re %lass data and a!ter anal&s#s and re!le%t#on o! t"#s data
t"e tea%"er %an t"en mod#!& t"e tea%"#ng strateg#es used. "#s #s #mportant as #t w#ll soon be%ome
apparent t"at #! not %"e%'ed o!ten enoug" t"en t#me w#ll run out !or opportun#t#es to retea%" t"e
%on%epts to t"e students.
(eace "oncepts in Focus
Students should be able to provideopportunities to the learners to participate
and collaborate 7ith others in classroo4
activities through strategies that allo7 4ore
learners engage4ent and cooperation/
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