FS 2 Module 1
August 23, 2022 | Author: Anonymous | Category: N/A
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MODULE 1 Instructional Materials Preparation Lesson 1: Selecting Non-Digital or Conventional Resources and Instructional Materials Lesson 2: Utilizing Applications (Apps) for Teaching and Learning Lesson 3: Searching Instructional Materials Lesson 4: Preparing Instructional Materials
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MODULE 1 FS 2 – PARTICIPATION AND TEACHING ASSISTANTSHIP
INTRODUCTION
This module introduces a school-based course which allows preservice teachers to participate and assist in limited actual teaching-learning activities related to searching, selecting, utilizing and preparing instructional materials based on the Most Essential Learning Competencies or MELC. A portfolio which will contain sample instructional materials of at least one subject content will be required required..
OBJECTIVES
At the end of this learning module, you should be able to: 1. show skills in the selection, development and use of a variety of teaching and learning resources, to address learning goals. (PPST 4.5.1) 2. show skills in the positive use of non-digital/ conventional resources and materials for student engagement in teaching and learning. 3. demonstrate positive attitude towards the use of resources and instructional materials. 4. use professional reflection and learning to improve practice. (PPST 7.4.1) 5. select applications that are most appropriate to the different aspects of the teaching-learning process to address learning goals. (PPST 4.5.1) 6. show skills in the positive use of the applications for student engagement in teaching and learning. (PPST 1.3.1) 7. demonstrate positive attitude towards the use of technology tools. (ICT CST 7.1.2).
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8. use professional reflection and learning to improve practice. (PPST 7.4.1). 9. examine Instructional Materials from the School’s Resources or through Technology or Digital Resources. 10. identify identify the Purpose of Instructional Materials 11. considering Materials
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12. a apply pply Guidelines in Selecting Instructional Materials 13. present present appropriate Instructional Materials “Better This Time”. Time”. 14. d define efine Instructional Materials for Various Purposes in the Classroom 15. gather gather Instructional Resources from Various Resources 16. plan plan for Utilization of Materials for Actual Use 17. prepare prepare Instructional Materials for Actual Teaching and Learning
DIRECTIONS
The module contains four lessons. Read every lesson and carefully understand then respond to the evaluation tasks given to find out how much you have learned. Submit your output to your instructor. You can contact your instructor and discuss during the synchronous meeting if you experience any difficulties. God bless and enjoy reading… reading…
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Lesson 1
SELECTING NON-DIGITAL OR CONVENTIONAL RESOURCES AND INSTRUCTIONAL MATERIALS
We choose the most appropriate appropriate or suitable resources or instructional materials based on our lesson objectives or learning outcomes. Even when technology-based educational materials abound, the teacher still needs to be competent in selecting and developing resources and materials that are not ICT-based. Teachers should know how to be resourceful in tapping nondigital or conventional resources and materials available in the area and situation. Any book on educational technology or instructional materials would usually devote some pages to Edgar Dale’s Cone of Experience. It is classic model articulating the different types of audiovisual materials and how these audiovisual materials and how these types relate to each other. Seventy-five years ago, in 1946, Dale already identified ten classifications of instructional materials, which remain to be relevant today, namely: (1) Direct, Purposeful Experiences; (2) Contrived Experiences; (3) Dramatic Participation; (4) Demonstrations; (5) Field Trips; (6) Exhibits; (7) Motion Pictures; (8) Radio / Recordings / Still Pictures; (9) Visual Symbols and (10) Verbal Symbols. According to Dale, “The cone device is a visual metaphor of learning experiences, in which the various types of audiovisual materials are arranged in the order of increasing abstractness as one proceeds from direct experiences.” As such, the Cone of Experience can be seen more as a continuum, not just hierarchy. It is a way to see instructional materials in a continuum from increasing concreteness in one direction to increasing abstractness in the other. Jerome Bruner explained the three ways by which we can represent knowledge. These representations are: 1 Enactive – which involves movement and physical manipulation, 2. Iconic – which involves pictures and images; and 3. Symbolic, which involves symbols like letters and numbers. Both the teachers and students make representations of knowledge. The teachers, when they teach or impact knowledge, and by learners when they show or demonstrate what they have learned. Ideally, the more direct and real the experience given to students to learn something, the better is the opportunity for learning. However, it is not always possible to do so. For instance, during the pandemic, all classes switched to flexible learning utilizing online modalities, TV, Radio, and printed modules. Situation and context challenge teachers to choose the best instructional materials considering the limitations. ________________________________ ____________________ ________________________ _______________________ _____________________ ____________________ __________ Module 1
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As you work on this episode, remember that you take the role of an FS student now participation and assisting in the work of selecting nondigital or conventional resources and instructional materials. You are not simply a detached observer, but you are now a participant as well. You are more involved in the tasks, becoming more and more teachers! teac hers! Be mindful that you are also developing yourself as a teacherresearcher. Always use your capacity to notice what is going well? Or what can be missing; what can be improved? What can be a new way of doing things? Then focus on finding out the answers to these questions. That as a teacher, you can always find ways to do things better and more effectively. Also, aim to develop the confidence try and initiate to continuously improve your skills. Revisit the infographics on the Dale Cone of experiences showing types of audiovisual instructional materials and the selection criteria and steps in using instructional materials. (Today, some of these materials can be described as multi-sensory, not just audio-visual.) They will prepare you to perform well in this episode. Go FS student, go!
THE DALE CONE OF EXPERIENCE AND EXAMPLES OF RESOURCES AND MATERIALS
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Selecting Resources and Instructional Materials: Some points to consider The resource or instruction material: mat erial: has accurate and meaningful content aligns to the learning objectives/ outcomes of the lesson elicits student interest and engagement is inclusive and free from cultural bias is developmentally appropr a ppropriate iate fosters critical thinking/ aesthetic appreciation allows collaboration among learners flexible for group or self-study time and cost-efficient •
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The Proper Use of Instructional Materials (IM) 1. Prepare yourself • • • •
Be clear on your lesson’s learning outcomes Have a plan on how you will use the IM Formulate the questions you will ask Determine how you will assess learning
2. Prepare Prepare your students • • • •
Capture the students’ interest and attention Communicate the intended learning outcomes Provide scaffolding questions to guide them Communicate how their learning will be assessed
3.Present the material • •
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Ensure that you have the steps well-planned out Ensure that everyone has good visual and/ or auditory access to the IM. Be ready to answer the students’ questions questions
4.Follow-up •
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Encourage students to interact in sharing their experience with the IM, their feedback and insights Assess the attainment of the learning outcomes
References: Instructional Instructional Media (Smith and Nagel) Educational Technology (Corpuz and Lucido) ________________________________ ____________________ ________________________ _______________________ _____________________ ____________________ __________ Module 1
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LEARNING ACTIVITY
1. Consult your FS Resource Teacher about this episode. Let your teacher know that the task for this episode is for you to assist the teacher by providing suggestions on resources and materials that the teacher can use in delivering a lesson on a specific topic.
2. Request your FS Resource Teacher for a topic/ lesson on a specific topic he/ she will be teaching soon. You will also need the learning objectives/ outcomes for this lesson. Some teachers may instruct you to write a complete lesson plan. 3. Refer to these guide points. Consider which ones are applicable. The non-digital or conventional resource or instructional material: a. Has accurate and meaningful content b. Aligns to the learning objectives/ outcomes of the lesson c. Elicits student interest and engagement d. Is inclusive and free from cultural bias e. f. g. h. i.
Is developmentally appropr a ppropriate iate Fosters critical thinking/ aesthetic appreciation Allows collaboration among learners Flexible for group or self-study Time and cost-efficient
4. Fill out the table below. Subject: Topic: Learning Objective/ Outcomes Resources/ What is the use or Instructional Materials purpose of resource/ you plan to utilize in the lesson
material? Describe how you will use the resources / materials to attain the learning objectives/ outcomes
Grade Level:
Explain why you selected the resource/ material based on the guide points mentioned above. How are these criteria met?
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5. As the situation would permit, try out the resources/ materials with the students. Be sure to follow the steps on using instructional materials found in the Infographic section of the Episode.
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Lesson 2
UTILIZING APPLICATIONS (APPS) (APPS) FOR TEACHING AND LEARNING
An app, (a shorter way of saying application) is a kind of software which can be installed in various gadgets-a desktop, laptop, smartphone, and tablet. There are thousands of apps, each with specific functions. A wide range of functions among others includes, ordering food, getting a ride, getting a date, doing bank transaction and even praying and meditating. Now, there are those that are directly useful for teaching and learning which can be referred to as educational apps. Whether the class is face-to-face, blended, or fully online, a vast number of apps can truly enhance the teaching-learning process. The judicious use of apps can make the teaching- learning process more effective, efficient, and equally important, more fun and satisfying for both the teacher and the students. The teacher can use apps in the different stages of planning, preparation, implementation and assessment. Teachers use apps to prepare high-impact presentations that help them deliver content. Teachers also use apps to motivate students to participate, resulting in greater and more enjoyable engagement. Apps are also used to assess, document ad report performance and achievement. Your task in this episode is to demonstrate your skills in choosing and using appropriate applications, enhancing both the delivery of content and the learning and mastery of the students. You will accomplish this as you participate and assist in your resource teacher’s class. Whether the class is purely online or blended, carefully observe how the teacher utilizes apps for e-learning. An excellent guide for choosing applications to enhance teaching and learning is the Pedagogy Wheel Model created under the leadership of Dr. Allan Carrington. There were earlier precursors, but this model appears to be the most comprehensive so far. The model aligns the applications to four essential levers. The apps’ selection considers what attributes the students will develop, student motivation, tapping higher-order thinking skills as articulated in Bloom’s taxonomy and at what level the app will be used in the SAMR Model. You will recall this from your previous previous technology class and surely learn even more from this episode. Apple gave a set of five criteria in selecting apps for teaching. The set of criteria includes developmental appropriateness, motivation, instructional design, motivation and accessibility. It is also most likely that you have experienced learning using many of these apps as a student. The most popular ones are Canva, Kahoot, ________________________________ ____________________ ________________________ _______________________ _____________________ ____________________ __________ Module 1
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Mentimeter, Jamboard, Slido, Google slides, google docs, Flipgrid, etc. And then, some apps are for specific levels and learning areas. For example, there are hundreds of apps, etc. At the same time, there are apps for math, reading, science for primary, intermediate and secondary or even collegiate levels. As you work on this episode, remember that you take the role of FS students now participating and assisting in the work of selecting and using apps for more effective teaching and learning. You are inching closer to shifting the role from being a student teacher. Additionally, you take the role of a future researcher. Always use your capacity to notice what is going well? Or what can be missing; what can be improved? What can be a new way of doing things? Then focus on finding out the answers to these questions. This is developed in you the disposition as a teacher-researcher. That as a teacher, you can always find ways to do things better and more effectively. Also, aim to develop the confidence to try and initiate to continuously improve your skills. Revisit the Pedagogy wheel infographics that follow. The links and QR codes are provided. Once you have downloaded, enjoy exploring what powers these apps have by clicking their icons directly from the Pedagogy wheel. An infographic on Choosing Apps for teachers is also included. Exciting!
The Padagogy Wheel Model “With Allan Carington’s P adagogy adagogy Wheel Model, teachers have an athand reference that ties apps to specific learning outcomes directly
connected to modern pedagogies and theories. They can easily sit with the wheel during lesson planning to find tools that will best aid their century skills or content are. This connection of theory, practice, and application make the Padagogy Wheel an invaluable resource that should be on the wall of the classroom.” Matt Harris, Ed.D. #EdTech Leader, Teacher, Mentor, Curator
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You can use the links or scan the QR codes to access either the Padagogy wheel for Android or Apple apps. Once you can open the PDF, you will see that all the apps are already hot-linked. You can easily explore by clicking on the icons, For Android they connected to the Google Play site: For Apple iOS they connect to the web preview pages and will open your iTunes.
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LEARNING ACTIVITY
Before you participate and assist in tasks related to apps, first enumerate the apps you already know and have probably tried. Explore the Pedagogy Wheel and learn at least five more. Fill out the table below. Apps that I already know/have How can I utilize this in teachingrecently explored learning?
Your guide to participate and assist: 1. Interview your FS resource teacher on her experience in using the apps for teaching and learning. 2. Ask the teacher how you can participate or assist in work involving the use of applications in one or more of these tasks: preparing materials, doing a motivational activity delivering a lesson, engaging the learners to respond giving an assignment, making learners practice a skill, making the learners collaborate and managing the class-checking of attendance. •
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Level/ Grade of the Class: _____________ _ _____________________________ ____________________________ ___________ Lesson/ Topic: __________________ __________________________________ _______________________________ _________________ __
Apps you plan to utilize in the lesson
What is the use or purpose of using the app. Describe how you or the teacher will use each?
Explain why you selected the app, based on the five criteria of developmental appropriateness, motivation, instructional design, engagement and accessibility.
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Lesson 3
SEARCHING FOR INSTRUCTIONAL MATERIALS
Educational resources are very important tools used by every teacher to improve the teaching -learning process. Effective use of instructional materials can assure a teacher for an active and productive learning and assessment. Your task as a student teacher is vital in assisting your Cooperating Teacher (CT) to search appropriate instructional materials. This activity will build your competency in choosing instructional materials that meet the needs of the individual learners.
Identifying the Purposes of the Instructional Materials The importance of producing instructional materials is to facilitate the teaching-learning process. The essence is not to use the instructional materials as objects of decoration but instructional materials must be utilized for an effective, meaningful, and interactive teaching – learning engagements. As you assist you CT in searching for needed instructional materials, consider the following purposes why teachers use instructional materials in teaching.
Purposes of the Utilization of the Instructional Materials • •
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The instructional materials capture the learners’ interest interest The instructional learning objectives.materials contribute in the realization of the The instructional materials motivate the learners to be engaged in the teaching-learning process. The instructional materials contribute in making difficult concepts easy to understand. The instructional materials concretize abstract ideas or make concepts realistic to the learners. The instructional materials afford degree of retention of concepts or ideas. The instructional materials make learning more real and meaningful. The instructional materials stimulate self-activity on the part of the learners.
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The instructional materials address different learning styles and needs of the learners.
Examining Instructional Materials from the School Resources or Through Technology and Digital Resources One of your the things that your Cooperating Teachermaterials. (CT) needs assistance you is skill in searching for instructional Your CT willfrom give you a list of instructional materials he/she needs in a particular lesson or lessons. You may also be requested to search for information or do PowerPoint presentation for instructional materials generated from the internet base from the MELCs or Most Essential Learning Competencies.
LEARNING ACTIVITY
Request a copy of your CT’s learning plans for his/her subject and look at the learning objectives as your guide in searching for his/ her needed instructional materials. Make a checklist of the sources where you can get the appropriate instructional materials for your assigned subject/s. Subject
School Resources
Araling Panlipunan
Example: Library
List of Materials and Short Description Book on the Different Wonders of the World with description/s
Technology or Digital Resources On-line
Website and Short Description of the Instructional Materials http://www.onthego tours.com tours.com The Official Seven New Wonders of the World Man-made Wonders Nature’s Wonders •
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As you search for your Cooperating Teacher’s needed instructional materials, fill out the table below to serve as your guide in searching and preparing instructional resources. Year Level
Learning Objectives
Subject Matter
Purpose for the Instructional Materials
Possible Instructional Resources
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Lesson 4
PREPARING INSTRUCTIONAL MATERIALS
Students of the 21st century are considered to be highly visual and manipulative learners. They learn best if they have different learning experiences of the teaching-learning process. They find the learning experiences meaningful if they are supplemented with instructional materials for their reading, listening, viewing and creating activities. Your Cooperating Teacher needs your assistance in preparing instructional materials.
Defining Instructional Materials for Various Purposes in the Classroom Confer with your Cooperating Teacher the materials he/she wants you to prepare. Identify the types of print materials and audio-visual media needed for various purposes in the classroom.
Instructional Materials 1. Print (Books, Magazines, Newspapers,, Posters, Charts) Newspapers
Purpose for Use
2. Chalkboards/ Board work 3. Models, Globes, Mapes, Realia 4. Audi-Media (analog cassettes, digital CDs)
tape
5. Videotapes, Films, Videodiscs 6. Television 7. Technology-Driven (websites, YouTube videos)
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LEARNING ACTIVITY
Gathering Instructional Materials from Various Resources Start gathering from various resources the needed instructional materials by your Cooperating Teacher. Have a checklist of the inventory of resources that you will use in assisting your CT.
1. From the Library ________________________________ _______________ ________________________________ ____________________________ _____________ ________________________________ _______________ ________________________________ ____________________________ _____________
2. From the Media Center ________________________________ _______________ ________________________________ ____________________________ _____________ ________________________________ _______________ ________________________________________ ____________________________ _____
3. From the Laboratories a. Science ________________________________ _______________ __________________________________ _________________________ ________ ________________________________ _______________ __________________________________ _________________________ ________ b. Speech ________________________________ _______________ __________________________________ _________________________ ________ ________________________________ _______________ __________________________________ _________________________ ________
4. From the Information Technology Center ________________________________ _______________ ________________________________ ____________________________ _____________ ________________________________ _______________ ________________________________________ ____________________________ _____
5. From the Audio-Visual Center ________________________________ _______________ ________________________________ ____________________________ _____________ ________________________________ _______________ ________________________________ ____________________________ _____________
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6. From Other Sources ________________________________ _______________ ________________________________ ____________________________ _____________ ________________________________ _______________ ________________________________ ____________________________ _____________
Planning for Instructional Materials for Actual Use Submit to your Cooperating Teacher your instructional materials that you will prepare.
tentative
layout
of
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Preparing Instructional Materials for Actual Teaching and Learning Get from your CT all the suggestions and the forms of assistance he/she needs from you during the actual use of instructional materials.
Checklist for Using Instructional Materials 1. Reserve necessary materials and equipment from the AV room 2. Practice operating the equipment 3. Preview PowerPoint presentation 4. _______________ ________________________________ ________________________________ ______________________ _______ 5. _______________ ________________________________ ________________________________ ______________________ _______ 6. _______________ ________________________________ ________________________________ ______________________ _______ 7. _______________ ________________________________ ________________________________ ______________________ _______ 8. _______________ ________________________________ ________________________________ ______________________ _______ 9. _______________ ________________________________ ________________________________ ______________________ _______
10. _______________ ________________________________ ________________________________ ______________________ _______
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Attach sample instructional materials and write your experience of success in preparing various instructional materials.
My Success Story in Preparing Instructional Instructional Materials
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MODULE SUMMARY
There are four lessons presented in this module. Lesson 1 focuses on selecting non-digital or conventional resources and instructional materials Lesson 2 presents utilizing applications (Apps) for teaching and learning. Lesson 3 shows the guidelines for searching instructional materials. Finally, Lesson 4 guides you in preparing instructional materials. Congratulations on completing this module. You are now ready to make your own instructional materials.
SUMMATIVE TEST
Directions: Read the questions then choose the letter of the correct answer. 1. The Dale Cone of Experience can help a teacher be mindful of the choice of resources or instructional materials in terms of _________. A. Level of thinking B. Extent of being flexible or fixed C. Extent of being concrete or abstract D. Extent of adaptation and modification 2. Miss Violo told the story of the Giving Tree in her toddler class. She used the book itself to show the illustration to the two-year-old and showed all thirty pages of the book. Miss Violo struggled just to finish the book because the toddlers were not focusing. Some lay on the floor stretching; others ran around the room. Which criterion did she fail to consider in choosing a material? A. Collaboration among learners B. Inclusive and free of cultural bias C. Student interest and engagement D. Developmental appropriateness
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3. For a theme on careers, Mr. Menggay let his students watch interview clips of successful people in business who were all males. The clips seemed to send a message that only men succeed in the business field. Mr. Menggay did have any follow-up discussion on the clips. Which criterion in selecting resources/ materials should the teacher have considered? A. engagement B. Student Inclusiveinterest and freeand of cultural bias C. Developmental appropriateness D. Time and cost-efficient 4. Which of the following gives the learners the most concrete experience? A. Watching a Theater Play on the Death March B. Listening to the teacher discuss about the first chapter of Noli Me Tangere C. Viewing a photo exhibit of the EDSA revolution D. Independently reading the Biography of Andres Bonifacio 5. Teachers should consider all these criteria for choosing a resource or material, EXCEPT: A. Aligns to the learning objectives/ outcomes of the lesson B. Is the most expensive therefore the most durable C. Is inclusive and free from cultural bias D. Is developmentally appropriate 6. An application (app) can be described by all of the following correct answer. A. A software B. Have a wide range of function C. Some can be used offline D. All need to be used online 7. Teacher Ruth is excited to try this preschool math app with her kindergarten students. She is happy because it has a feature where she vans review how each child performed and give her information about which skills she needs to reinforce more and which skills the children have already mastered. Teacher Ruth has considered which criteria for selecting apps? A. Accessibility B. Motivation C. Instructional Design D. Developmental appropr a ppropriateness iateness
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8. Ms. Peralta found two apps that were appropriate for high school students taking Physics. They both have assessment and feedback and were quite enjoyable to play. She can use both on a free but limited arrangement but need to choose one that the school will purchase for premium use. She eventually selected the one that linked Physics with everyday life like Physics and the Internet or Physics in amusement park rides. She based her decision on which criteria for selecting apps? A. B. Engagement Accessibility C. Developmental appropriateness D. Motivation 9. From among several apps that focused on grammar, Ms. Tayag chose the one which helped learners gain mastery through games where players earn tokens when they succeed. Which criteria did Ms. Tayag Ta yag consider? A. Accessibility B. Motivation C. Instructional Design D. Developmental Appropriateness 10. The The Pedagogy Wheel can help teachers choose apps by all, EXCEPT, A. It helps teachers identify apps for different grade level of the learners B. It helps teachers identify apps according to the levels of Bloom’s taxonomy C. It helps teachers see the type of technology integrated in the SAMR model D. It helps teachers explore apps useful for both apple and android users
REFERENCES
Books: Bilbao, P. (2010). Field study 6: on becoming a teacher. Quezon City: Lorimar Publishing. Borabo, M. & Borabo, H.(2010). Field study 4: Exploring the curriculum. Quezon City: Lor Lorimar imar Pub Publishing. lishing. Broderick, C. (1956). Research in the use and purpose of instructional materials. Educational Leadership Leadership.. www.ascd.org.pdf-ed-lead. www.ascd.org.pdf-ed-lead. CMO 30, s. 2004. Revised Policies and Standards for Teacher Education Curriculum. ________________________________ ____________________ ________________________ _______________________ _____________________ ____________________ __________ Module 1
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CMO 52, s. 2007. Addendum to CMO 30, 2004 Corpuz, B. (2010). Field study 2: Experiencing the teaching - learning process. Quezon City: Lorimar Publishing. Corpuz, B. (2015). Field study 5: Learning assessment strategies. Quezon City: Lorimar Publishing. Deci, E. and Ryan, RM (2000). The “what” and “why” of goal pursuits: Human needs and self-determination of behavior. Psychological Inquiry, 11 (4). 227-268. 227 -268. Experiential Learning Courses handbook. (2007). A Project of the Teacher Education Council (TEC), Department of Education (DepEd), Commission on Higher Education. Lucas, M. et.al (2021). Field Study 2: Participation on Teaching Assistantship: Lorimar Publishing Lucas, M. R. (2010). Field study 3: Technology in the learning environment. Quezon City: Lorimar Publishing. Lucas, M. R., Borabo, M., Bilbao, P. & Corpuz, B. (2019). Field study 1: Observations of teaching and learning in actual school environment. Quezon City: Lorimar Publishing. Mussman, Karin. Instructional Routines. Professional learning. https.// professional learning. Westside66.org/instructionalroutines/ Nuñez, D. (2015). Action research. For teachers’ social workers and practitioners. Quezon City: Adriana Publishing. Ogaga G.A. Igori Wallace and Egbobo Benson A. Effects of instructional materials on the teaching and learning of social studies in secondary schools in Oju local government area of benue state. International Journal of Current Research vol. 8 July 2016. Steinaker, N. W. & M. Robert B. (1979). The experiential taxonomy. A new approach to teaching and learning. Academic Press: New York, USA. Victoria Haughton. Implementing routines in the classroom. https:// www.tes.com-blog-imple. www.tes.com-blog-imple.
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Online Resources: Alber, R. (2017). Rules and routines in the classroom. Retrieved online at
https://www.edutopia.org/blog/rule ia.org/blog/rules-routines-school-year-star s-routines-school-year-startthttps://www.edutop classroom management management Guidelines in the deployment of pre-service teachers on experiential learning. Retrieved online at https://www.deped.gov.ph/2007/0 1/24/do-3-s-2007-guidelines-inelines-inhttps://www.deped.gov.ph/2007/01/24/do-3-s-2007-guid thedeployment-of-pre-service-teache thedeployment-of-p re-service-teachers-on-exper rs-on-experiential-learningiential-learning field-study-andp field-study-andpractice-teaching/ ractice-teaching/ The instructional cycle. (n.d.). http://www.paul.m http://www.paul.moggach.yorkso oggach.yorksoaring.com/Glider aring.com/GliderInstructorGSX/the InstructorGSX/the instructional_cycle.html instructional_cycle.html
Lesson
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