FS 2 Soft copy

My Tool [Grab your reader’s attention with a great quote from the document or use this space to emphasize a key point. To place this text box anywhere on the page, just drag it.]

As I observe a class, I will

use the Observation sheet for a more focused observation

Teaching Behavior of the Teacher/ Learning Behavior Principles of Learning of the Learner as Proof of the Application of the Principle of Learning 1) Learning is an experience

which occurs inside the learner and is activated by the learner. 2) Learning is the discovery of the personal meaning and relevance of ideas.

3) Learning is a consequence of experience.

4) Learning is a cooperative and collaborative process.

Teacher lets the learners do the learning activity. e.g. A student writes the letter instead of writing it by herself. Instead of giving direct answers to her class, the teacher showed a powerpoint presentation with pictures and let the students give their own ideas. The teacher tells the students not to play inside the classroom because of the slippery floor, but they still played inside and one student slipped. The student was injured because of his action and in the process learns that playing while the floor is slippery is bad. Learners will learn more if they are given chances to work together and share ideas. The teacher gives the students a group activity.

5) Learning is an evolutionary process.

Learning requires time and effort. It does not happen in an instant. It undergoes a series of events before a student can fully learn something.

6) Learning is sometimes a painful process.

Learning means to invest time to study and make all the necessary requirements. With all the stressors in their surroundings.

7) One of the richest resources for the learning is the learner himself.

Learning is not controlled by the teacher rather on the learner’s wants, interests and motives to learn.

8) The process of learning is emotional as well as intellectual.

As a teacher, let us appeal to our student’s intellect as well as to their emotions.

9) The process of problem solving and learning is highly unique and individual.

Each student has their special way in learning solving a problem.

own and

My Analysis What is the impact of the resource Teacher’s observance of these principles on the teaching-learning process and on the learners? Learning is the acquisition of knowledge or skills through experience, study, or by being taught. It would be best for learning if the teacher observe the students to knowledge and personal perspective towards a certain lesson. And there the teacher can conclude if the student really has learned What is the impact of the resource Teacher’s observance of these principles on the teaching-learning process and on the learners? It was the learning principle by Jean Piaget that was applied Which learning principle was applied least or not at Base on my observation in the class the least learning principle used was the learning principle by Lev Vygotsky.

Learning is the acquisition of knowledge or skills through experience, study, or by being taught. It would be best for learning if the teacher observe the students to knowledge and personal perspective towards a certain lesson. And there the teacher can conclude if the student really has learned something from the lessons taught. Which learning principle was applied most? It was the learning principle by Jean Piaget that was applied most.

Which learning principle was applied least or not at all applied? Base on my observation in the class the least learning principle used was the learning principle by Lev Vygotsky. Do you agree with these principles of learning? Or have you WhichThose learning saidprinciple learningwas principles were studied and used for many discovered that they are not always correct? applied most? years. But they are not always correct at some points. Do you agree with these principles of learning? Or have you discovered that the are not always correct? Those said learning principles were studied and used for many My reflections on my observation of my Resource Teacher’s observance of these principles. Did my Resource Teachers adhere years. But they are not always correct at some points.

My Reflections My reflections on my observation of my Resource Teacher’s observance of these principles. Based on myour observation, learning is the Did my Resource discovery of the personal meaning and relevance of Teachers adhere to these ideas was the principle applied most. This is because principles? before a teacher conducts another lesson he/she first makes a recall about their past lessons. And then, after that he/she didn’t directly give or explain what seems to be their topic on a particular day. Instead he/she lessonpoem we have learned from our observation on the might give either activity orThe a short which involves application of the in a given topic. In that classroom way, the learners found outprinciples that the of learning is that for a teacher to be effective, one first thing to do is to get the learners attention in order to have a better interaction between the learner and the teacher. Other than that, make the students feel that learning is a must most especially on the have learned my part of the learners. Always Lessons motivateI them to learn from and pursue observations on the classroom application of their studies and never easily give-up until they reach

Based on our observation, learning is the discovery of the personal meaning and relevance of ideas was the principle applied most. This is because before a teacher conducts another lesson he/she first makes a recall about their past lessons. And then, after that he/she didn’t directly give or explain what seems to be their topic on a particular day. Instead he/she might give either activity or a short poem which involves in a given topic. In that way, the learners found out that the learning is the discovery of personal meaning and relevance of ideas.

Lessons I have learned from my observations on the classroom application of the principles of learning. The lesson we have learned from our observation on the classroom application of the principles of learning is that for a teacher to be effective, one first thing to do is to get the learners attention in order to have a better interaction between the learner and the teacher. Other than that, make the students feel that learning is a must most especially on the part of the learners. Always motivate them to learn and

pursue their studies and never easily give-up until they reach whatever their goals in life.

My Portfolio Principles of Learning in My Own Words



1. Learning is an on-going process which



requires time and diligence. 2. Considered learners as active and rational



human beings. 3. Learning should be started, experienced



and practiced by the students. 4. Learning should be experiential as much



as possible. 5 Learners

psychological

and

emotional

stability should be measured in acquiring 

learning. 6. Individual intelligences integrating

differences should

the

be

method

and

multiple

considered and

in

materials



needed in the lesson. 7. Learning is socializing and sharing ideas



with others. 8. Learning is reflecting, understanding and applying the essence of ideas and meanings in their lives.

EPISODE 2: LESSON OBJECTIVES AS MY GUIDING STAR

My Tool As I observe a class, I will use the Observation Sheet for a more focused observation.

As I observe a class, I will use the Observation Sheet for a more focused observation. Guiding Principles in Determining and Formulating Learning Objectives 1) Begin with the end of mind.

Teaching Behavior/s which Prove/s Observance of the Guiding Principle The Resource Teacher began her lesson by stating her objectives.

The Resource teacher begins 2) Share lesson objective with with a statement and students clarification of the lesson objective. The teacher also encourages the students to make lesson objectives on their own.

3) Lesson Objectives must be in the 2 or 3 domains- cognitive, skill and affective or cognitive and affective or skill and affective.

The resource teacher did not only show or state the definition of a certain topic but also encourages the students to share their ideas.

The teacher’s objectives is 4) Work on significant and relevant to the student’s life. relevant lesson objectives. She gives examples that students can relate with.

5) Lesson objectives must lead The resource teacher did not just to the development of critical gave them written task but also and creative thinking. asked orally. Through this, students can develop critical thinking skills.

After observing your Resource Teacher teaches, write down what you think was/were her lesson objective.

After

observing your Resource Teacher teaches, write down what you think was/were her lesson objective.

 

After carefully observing my resource teacher I came up with these objectives: The students will know what is paraphrasing The students will construct their own sentences by paraphrasing

Ask permission from your Resource Teacher for you to copy her lesson objective for the day’s lesson. Copy it here then compare it with your answer in #2. Are they the same? Different?    

At the end of the lesson, students are expected to: Define paraphrasing Restate the ideas covered by the text Analyze the meaning of the original and paraphrased   

After carefully

observing my resource teacher I came up with these objectives: The students will know what is paraphrasing The students will construct their own sentences by paraphrasing Appreciate the importance of paraphrasing

Ask permission from your Resource Teacher for you to copy her lesson objective for the day’s lesson. Copy it here then compare it with your answer in #2. Are they the same? Different?  At the end of the lesson, students are expected to:  Define paraphrasing  Restate the ideas covered by the text  Analyse the meaning of the original and paraphrased texts

My Analysis If answer in #3 If answer in #3 above is different, what is your above is conclusion regarding written lesson objective and different, what is your conclusion actual lesson development? Are lesson objectives in regarding written the lesson plan always followed? Do they really lesson objective serve as guiding star? and actual lesson development? Are lesson objectives in the lesson plan always followed? Do they really serve as guiding star? My answer in number 3 compared to the lesson objectives of the teacher has a resemblance. The lesson objectives really serve as guiding stars to the development of learning of the learners. Sometimes lesson objectives are not followed but students can still learn if the teacher teaches topics related to his/her lesson objectives.

My answer in number 3 compared to the lesson objectives of the teacher has a resemblance. The lesson objectives really serve as guiding stars to the development of learning of the learners. Sometimes lesson objectives are not followed but students can still learn if the teacher teaches topics related to Why did you find it easy/difficult to write down the Resource Teacher’s lesson objectives for the day? Did she mention it at the beginning of his/her lesson?

I find the lesson objective easy to guess because of the strategy she is using. She let the students to choose one line from the song and interpret it using their own understanding, so I immediately guessed that they’re lesson is all about paraphrasing. Even though the teacher didn’t mention the lesson objectives at the beginning of their class, the way she

Why did you find it easy/difficult to write down the Resource Teacher’s lesson objectives for the day? Did she mention it at the beginning of his/her lesson?

I find the lesson objective easy to guess because of the strategy she is using. She let the students to choose one line

from the song and interpret it using their own understanding, so I immediately guessed that they’re lesson is all about paraphrasing. Even though the teacher didn’t mention the lesson objectives at the beginning of their class, the way she discussed the topic make me know what her lesson objectives are.

Did you find the lesson objective SMART? Why? Did the

Yes, her learning objectives were classified as SMART in such way that it can be consumed in specific-time-allotment. Aside from that it can also be measured and attained in a way that the student will know the meaning of paraphrasing and to give

lesson objective SMART? Why? Why not?

you find

Was the lesson objective in the cognitive or psychomotor or affective domain? Or was it in the two or three The lesson is in the COGNITVE as well as AFFECTIVE domain because it’s not only encouraging the students to think, to analyze or to restate the idea being presented but also students are encouraged to relate some of the lines in the song

Yes, her learning objectives were classified as SMART in such way that it can be consumed in specific-time-allotment. Aside from that it can also be measured and attained in a way that the student will know the meaning of paraphrasing and to give samples of it. Was the lesson objective in the cognitive or psychomotor or affective domain? Or was it in the two or three domains? Support your answer. The lesson is in the COGNITVE as well as AFFECTIVE domain because its not only encouraging the students to think, to analyze or to restate the idea being presented but also students are encouraged to relate some of the lines in the song to their lives.

My Reflections Any lesson learned or insights gained from your observation focused on objectives? Write them down here. Are lesson objectives truly the guiding star in the development of a lesson? Or are lesson objectives sometimes forgotten as the lesson develops? I learned that lesson objectives must be in the 2 or 3 domains-knowledge; the cognitive, affective and psychomotor. The lesson objectives must be connected to the student’s life experiences. I also learned that we can also share the lesson objectives with the students. Those objectives must be attained at the end of the lesson in order to proceed to another topic. Lesson objectives are guide for us to determine if the I learned that lesson objectives must be in the 2 or 3 domainsknowledge; the cognitive, affective and psychomotor. The lesson objectives must be connected to the student’s life experiences. I also learned that we can also share the lesson objectives with the students. Those objectives must be attained at the end of the lesson in order to proceed to another topic. Lesson objectives are guide for us to determine if the lesson was delivered without missing any important details.

My Portfolio

My research quotations that state the significance of goals and objectives (don’t forget to state your answer)

“Failures comes only when we forget our ideals and objectives and principles.” – Jawaharial Nehru

“Our goals can only be reached through a vehicle of plan, in which we must fervently believe, and upon which we must vigorously act. There is no other route to success. – Stephen A. Brennan

“Goals are not only absolutely necessary to motivate us. They are essential to really keep us alive. “ – Robert H. Schuller

“Man, with no objective, will soon possess nothing. Having an objective, even low, is better than having none.” – Carlisle

“Your goals are the road maps that guide you and show you what is possible for your life.” - Les Brown

EPISODE 3: ORGANIZING CONTENT FOR MEANINGFUL LEARNING

My Tools

For the Cognitive Lesson What is the lesson about? Class I: Adjectives Class II: Poem ”When I was one

Class I: Adjectives Class II: Poem ”When I was

one and twenty”

What are the examples of facts mentioned in the lesson? Class I: There were picture presented and the students are asked to describe this picture. Class II: The students were asked on how they handle the advices of their guardian or other Class I: There were picture presented and the students are asked to describe this picture. Class II: The students were asked on how they handle the advices of their guardian or other elder people.

Did the lesson end with facts? Or did these facts lead to misunderstanding of concepts? Prove your answer. Class I: In Class I: In the First lesson the students the First have learned the use of adjective. lesson Class II: The students understand the the importance of listening to their students have learned the use of adjective. Class II: The students understand the importance of listening to their parents’ advice.

Write down instances of treating the topic in depth (giving examples, examining cause -effect relationships, relating ideas or concepts to one another.) Class I: The teacher presented pictures where in, in describing these pictures they gained their examples of adjectives. Class II: The students were asked about the Class I: The teacher presented pictures where in, in describing these pictures they gained their examples of adjectives. Class II: The students were asked about the advices they were given by their parents and on how they act upon this advices.

Cite instance/instances when students were encouraged to ask questions, to talk about and reflect on what they learned. Class I: The students were curious about the uses and significance of adjectives that’s why they raise a lot of questions. Class II: The students were aware of the fact that Class I: The students were curious about the uses and significance of adjectives that’s why they raise a lot of questions. Class II: The students were aware of the fact that parents have greater experience that’s why there were only few questions raised.

For the Skill Lesson

What was the skill lesson about? Which skills was/were target? Manipulative skill or thinking skill? The lesson more focused on the thinking skills of the student where in they can think fluent, they can construct ideas relevant to the certain topic and they can response easily because of their own insights and own experiences by reminiscing their past. The lesson more focused on the thinking skills of the student where in they can think fluent, they can construct ideas relevant to the certain topic and they can response easily because of their own insights and own experiences by reminiscing their past. Ex. Love… places…

Write evidence of the teacher’s encouragement of divergent thinking by the students.

So, when we say divergent thinking, it includes fluent thinking, flexible thinking, original thinking and collaborative thinking. The teacher encouragement of divergent thinking by the students is that they can think fluent related to that particular lesson. The English lesson that we’ve observed was all about the poem “When I was one and twenty” where in the teacher relate her students to explain it because it’s all about love, we all know that students nowadays are teenagers who are very aware when the topic all about is LOVE. So, the teacher let So, when we say divergent thinking, it includes fluent thinking, flexible thinking, original thinking and collaborative thinking. The teacher encouragement of divergent thinking by the students is that they can think fluent related to that particular lesson. The English lesson that we’ve observed was all about the poem “When I was one and twenty” where in the teacher relate her students to explain it because it’s all about love, we all know that students nowadays are teenagers who are very aware when the topic all about is LOVE. So, the teacher let them to relate their experiences to this poem. They construct ideas through their experiences.

Which are proofs that the Resource Teacher promoted convergent thinking?

When we say convergent thinking, it is narrowing down from many possible thoughts to end up on a single best thought or an answer to a problem. The other English lesson we’ve observed was promoting adjectives. The teacher motivation was she presented a picture of different tourist spots or different beautiful places in the Philippines. The teacher let the students to recognize these pictures. So, students were willing to answer and answer. Say for instance, “The Luneta Park.” When we say convergent thinking, it is narrowing down from many possible thoughts to end up on a single best thought or an answer to a problem. The other English lesson we’ve observed was promoting adjectives. The teacher motivation was she presented a picture of different tourist spots or different beautiful places in the Philippines. The teacher let the students to recognize these pictures. So, students were willing to answer and answer. Say for instance, “The Luneta Park.” A student answered “It placed in Manila.” The other student answered “Where Jose Rizal Died” by answering possible thoughts; the teacher can modify a thing or describe particular things using adjectives.

If there was problem solving in lesson, were the pupils taught to solve problem using algorithm or heuristic strategy?

Yes! Just by letting the students to reminisce their past so that they can construct a lesson by their experiences. Yes! Just by letting the students to reminisce their past so that they can construct a lesson by their experiences.

Yes! Just by letting the students to reminisce their past so that they can construct a lesson by their experiences. When we say critical thinking, it involves evaluating information or arguments in terms of their accuracy and worth. Students use their critical thinking ability through their activities not only in the common interaction in the class but also analyzing their observation. Isn’t they had an observation outside? So, discover approach takes place by the teacher without guiding them; the teacher let the students to find adjectives or modifier through observing outside and describing the surroundings. After that, What are proofs that the students were encourage to do critical thinking? When we say critical thinking, it involves evaluating information or arguments in terms of their accuracy and worth. Students use their critical thinking ability through their activities not only in the common interaction in the class but also analyzing their observation. Isn’t they had an observation outside? So, discover approach takes place by the teacher without guiding them; the teacher let the students to find adjectives or modifier through observing outside and describing the surroundings. After that, their observation leads them to group competition where in the group who construct more sentences will won the activity.

A. Value/Affective Lesson

What was the value lesson

What was the value lesson

The values lesson was all about “Following and Obeying Instructions and Advices of Elders.” about? Was The values lesson was all about “Following and Obeying Instructions and Advices of Elders.” the value taught alone or was it integrated with cognitive or skill lesson?

The value was taught integrated with a cognitive and skill lesson.

Was the value taught alone or was it integrated with cognitive

The value was taught integrated with a cognitive How was the value lesson

The value lesson developed in this way: first, the teacher tested the reading skills of the students by reading the said poem considering correct pronunciation of words and correct accents and stresses. Next, they analyzed the facts and concepts within the literary work from the cognitive follow-up questions. And lastly, there are also questions that tested their affective domains, including giving their insights about the poem and the How was the value lesson developed?

The value lesson developed in this way: first, the teacher tested the reading skills of the students by reading the said poem considering correct pronunciation of words and correct accents and stresses. Next, they analyzed the facts and concepts within the literary work from the cognitive follow-up questions. And lastly, there are also questions that tested their affective domains,

My Analysis For the Cognitive Lesson

How did my Resource Teacher teach the cognitive content meaningfully and interestingly?

How did my

Resource Teacher teach the cognitive content meaningfully and interestingly?

The teacher delivered the lesson which is adjectives in way where students will relate their experiences in giving examples. For example in giving their example they were asked to describe the beautiful places they have already visited.

The teacher delivered the lesson which is adjectives in way where students will relate their experiences in giving examples. For example in giving their example

For the Skill Lesson

How was the skill taught meaningfully In the lesson the thinking skill is what the teacher gave focus it is taught by giving examples by describing pictures. While in the manipulative skill the students were ask to list all of the things that they have observed in their school in the How was the skill taught meaningfully and interestingly?

In the lesson the thinking skill is what the teacher gave focus it is taught by giving examples by describing pictures. While in the manipulative skill the students were ask to list all of the things that they have observed in their school in the blackboard.

For the Affective Lesson

The value lesson is taught or delivered without giving emphasis on it for example in the second class big where they have discussed about the poem the value lesson is not given attention or is not a big deal the poem “When I was One and Twenty” is the one that has been mostly given attention. That is why the value lesson is delivered within the skill and cognitive lessons.

Is it possible to teach a value lesson without any cognitive basis at all? Explain your answer. possible to teach a value lesson without any cognitive basis at all? Explain your answer.

The value lesson is taught or delivered without giving emphasis on it for example in the second class big where they have discussed about the poem the value lesson is not given attention or is not a big deal the poem “When I was One and Twenty” is the one that has been mostly given attention. That is

My Reflection

Someone once said: “There are dull teachers, dull textbooks, dull films but no dull subjects”. Do you agree? Write down your reflections here!

I agree with this statement because the subjects which we are taking are all interesting the only thing that is making it dull is the way they are delivered to us. The dullness of subjects are because of teachers who don’t know how to deliver their lessons in an interesting way. Dull films also are the reason why some subjects become uninteresting. So in sum I can say that there are no dull subjects in fact it is the way that these subjects are delivered that will show or become that reason

Is it

I agree with this statement because the subjects which we are taking are all interesting the only thing that is making it dull is the way they are delivered to us. The dullness of subjects are because of teachers who don’t know how to deliver their lessons in an interesting way. Dull films also are the reason why some subjects become uninteresting. So in sum I can say that there are no dull subjects in fact it is the way that these subjects are delivered that will show or become

How should you organize subject matter (be it cognitive skill or value lesson) so that your teaching will always be fresh and interesting?

EPISODE 4: GUIDING PRINCIPLES IN THE SELECTION AND USE OF TTEACHING STRATEGIES

My Tools Guiding Principles in the selection and Use of Strategies 1) Learning is an active process.

Teaching Behavior of the Resource Teacher that Applies the Principles

Learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge, social interactions, and motivation affect the construction.Learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge, social interactions, and motivation affect the construction.

2) The more senses that are involved, the more and the better the learning.

In a science class the teacher let the students examine a rock by touch, smelling, and seeing it. Which boost the learning experience of the child because the learning involves many senses.

3) A non-threatening atmosphere enhances learning.

The teacher designs the classroom to be conducive for learning. She did not display any threatening attitude towards the students.

4) Emotion has the power to increase retention and learning.

A teacher must be know what emotions she is getting inside his class and do something about it for the students to have the proper emotional stability to cope up with the lessons.

5) Good teaching goes beyond recall of information

The sign of a good teacher isn't that you can recall information, but that you can teach others to the same standard you were taught to. It's one thing to be able to write an essay on a topic, it's an entirely different one to teach someone else to write that same essay..

6) Learning is meaningful when it is connected to students’ everyday life

Abstract concepts are made understandable when the teacher gives sufficient examples relating to the students’ experiences..

7) An integrated teaching approach is far more effective than teaching isolated bits of information.

Truly that integrated teaching approach is far more effective, because of the demands and the challenges face by the students today they cannot only rely on one method.

My Analysis

Are these principles in accordance with brain-based teaching and learning?

Yes, because those said teaching methods are based on the latest scientific research about how the brain learns, including such factors as cognitive development. How students learn differently as they age, grow, and mature socially, emotionally, and cognitively.

My

Yes, because those said teaching methods are based on the latest scientific research about how the brain learns, including such factors as cognitive development. How students learn differently as they age, grow, and mature socially,

Reflections

What is the best method of teaching? Is there such a thing?

No, because students have different learning styles which are described in different models.No, Some students learn have thru visual stimulation others from because students different learning and styles which are written activities. So teachers must be able toSome switch from a new strategy to described in different models. students learnteaching thru visual anotherstimulation strategy toand cope up with the students learning pace. others from written activities. So teachers must be able to switch from a new teaching strategy to another strategy to cope up with the students learning pace.

EPISODE 5: ON TEACHING APPROACHES AND METHODS

My Tools Approach/Method

1) Deductive Method

2) Inductive Method

3) Demonstration Method

4) Problem Solving

Description of Teaching Behavior that Proves Use of the Teaching Approach/Method (What did my Resource Teacher do as she used this approach/method?) A deductive approach to instruction is a more teachercentered approach. This means that the teacher gives the students a new concept, explains it, and then has the students practice using the concept. For example, when teaching a new grammar concept, the teacher will introduce the concept, explain the rules related to its use, and finally the students will practice using the concept in a variety of different ways. Inductive method makes use of student “noticing”. Instead of explaining a given concept and following explanations with examples, the teacher presents students with many examples showing how the concept is used. In TLE class the teacher demonstrate on how to begin a cross stitch design and the types of stitches. Allowing students to see it personally. In a math class the teacher explains how the formula would work and gave another math problem for the students to solve.

5) Discovery Method

6) Problem Solving Method

7) Project Method

8) Constructivist Approach

9) Metacognitive Approach

10)

Integrative Approach

Students are permitted to find solutions to problems on their own or at their own pace, often jointly in group activities, either independent of or under the guidance of a teacher. Problem-solving is, and should be, a very real part of the curriculum. It presupposes that students can take on some of the responsibility for their own learning and can take personal action to solve problems, resolve conflicts, discuss alternatives, and focus on thinking as a vital element of the curriculum. It provides students with opportunities to use their newly acquired knowledge in meaningful, real-life activities and assists them in working at higher levels of thinking The teacher let the students to choose their own project which is related to the subject. Then the student choose what project they would do and why did they choose that certain project. The teacher let the student to formulate their own questions about a certain topic. She allows them to use multiple interpretations and expressions of learning and let them work as a group. As I observe the teacher she did not encounter this kind of approach to her students. As I observe the teacher she did not encounter this kind of approach to her students.

My Analysis Which approaches/methods will be grouped together? Why? E.g. Direct method and deductive method

Which approaches/methods will be grouped together?

Those approaches which are more Teacher-Centered like the Deductive approach, Demonstration method, problem solving method and the metacognitive approach. All of which the main idea comes from the teacher and mostly this approaches / methods invite more participation among learners. Why? E.g. Direct method and deductive method

Which approaches/methods are more interactive? Less interactive?

For me the most interactive method is the Demonstration method. Because lets Whenit should the direct method students to learn personally and when they did miss something be from the used? demonstration then they can just the teacher and let her demonstrate the said

The direct method of teaching, which is sometimes called the should the indirect method natural method, and is often but not exclusively used inWhen teaching foreign languages, refrains from using the learners' native

Direct and indirect instruction is often used together, even within the same lesson, and you should not adopt one model to the exclusion of the other. Each contains a set of strategies that can compose an efficient and effective

Which approaches/methods are more interactive? Less interactive? When should the direct method be used? For me the most interactive method is the Demonstration method. Because it lets The direct to method teaching, which is sometimes called thesomething natural method, students learnofpersonally and when they did miss fromand theis often but not exclusively used in teaching languages, refrains using the learners' native language demonstration then they foreign can just the teacher andfrom let her demonstrate the said and uses only the target language. activity again.

When should the indirect method be used?

Direct and indirect instruction is often used together, even within the same lesson, and you should not adopt one model to the exclusion of the other. Each contains a set of strategies that can compose an efficient and effective method for the teaching of facts, rules, and sequences and to solve problems, inquire, and learn concepts.

My Reflections If I decided on my teaching approach/method, I will consider___________________ (Continue the sentence. Begin writing NOW!)

If I decided on my teaching approach/method, I will consider all factors surrounding the learner. Typically I might describe: a. sorts of teaching and learning activities that you have planned (lecture, tutorial, self-directed learning, case study, workshop, workplace learning); b. Ways in which you try to engage students with the subject matter (provide students with basic facts, relate new knowledge to what students already know, build in interaction, be passionate, be enthusiastic); and c. The ways in which you support your students (encourage questions, set formative assessments, provide constructive feedback).A description of my approach to teaching includes: a. The mode or manner of teaching (lecture, tutorial, bedside teaching, laboratory work); b. Some understanding of how people learn (learning theory); and c. Some understanding of how to facilitate learning (qualities of the teacher such as passion, principles for good teaching practice such as providing timely and constructive feedback, putting educational theory into practice).There is no "best teaching approach". However, there

If I decided on my teaching approach/method, I will consider all factors surrounding the learner. Typically I might describe: a. sorts of teaching and learning activities that you have planned (lecture, tutorial, self-directed learning, case study, workshop, workplace learning); b. Ways in which you try to engage students with the subject matter (provide students with basic facts, relate new knowledge to what students already know, build in interaction, be passionate, be enthusiastic); and c. The ways in which you support your students (encourage questions, set formative assessments, provide constructive feedback).A description of my approach to teaching includes: a. The mode or manner of teaching (lecture, tutorial, bedside teaching, laboratory work); b. Some understanding of how people learn (learning theory); and c. Some understanding of how to facilitate learning (qualities of the teacher such as passion, principles for good teaching practice such as providing timely and constructive feedback, putting educational theory into practice).There is no "best teaching approach". However, there are some recognized teaching methods together with a range of learning theories and some principles for good practice. Being a reflective teacher and striving for excellence in teaching means considering each aspect of my teaching approach to ensure that you are doing your best to facilitate student learning.

My Portfolio By means of graphic organizer show the characteristics of a constructivist and a metacognitive approach.

By means of graphic organizer show the characteristics of a

constructivist and a metacognitive approach.

Learners construct their own knowledge beginning with what they already know

All learning begins in doubt about the validity of an idea

CONSTRUCTIVIST APPROACH

Learning is achieved best through a socially interactive process

Learning is best achieved when the undertaking is consistent with the stages of human development

Learning proceeds in spiraling fashion including laddering, scaffolding, weaving, and dialogism

Self Mmanagement

Self Qquestioning

Self Ffocusing

METACOGNITIVE APPROACH

Rectifying RectifyingGoal Setting

Goal Setting

Do serious research and complete this Table on Methods. The first Do serious research and complete this Table on Methods. The first is done for you.

Method 1) Deductive Method

2) Inductive Method

3) Demonstration Method

Advantage/s Direct teaching so I can accomplish more within a given period of time.

When to Use Time is limited; subject matter is very difficult; learners don’t know much about the lesson; teacher is not yet skilled in facilitating skills. meaningful, Generaative Guided memorable and situation, Using lesson – students discovery, concordance data. discover themselves It helps in involving This method is mainly in various sense to applied technical or training make learning institutes. In teacher permanent education programs It helps in achieving it is used to develop psychomotor skills in the student objectives teacher. At school

4) Problem Solving Method

5) Discovery Method

6) Project Method

Any simple or level, a teacher complex sill becomes applies it in teaching science, biology, easy to understand nature study, arts and crafts. Greater output: To implement a Simply because of problem-solving teachers the number of people approach, need to improve their involved, each with interpersonal skills differing experience, and group dynamics; knowledge, points of they need to be able view and values, a to adapt instructional larger number and strategies, resources, activities to variety of ideas for and promote students’ solving a problem development of basic can be produced. skills, thinking skills, and personal qualities In a regular classroom, a teacher who is trying to enforce new innovative methods of teaching might give students different problems, and try and get them to work together to come up with a solution to this problem.

Highly motivating as it allows individuals the opportunity to experiment and discover something for themselves Highly motivating as it allows the individuals the opportunity to experiment and discover something for themselves It helps in developing Use this type of social norms and method when giving social values among group projects. the learners

EPISODE 6: ON LESSON DEVELOPMENT

My Tools Describe how the teacher began his/her lesson. Why do you think did she/he do that?

Describe how the teacher began his/her lesson. Why do you think did she/he do that?

At first the teacher started the class with adid prayer. Then she askask the learners to What activity/es the Resource Teacher questions about the previous lessons that they had gone thru. After do after she/he introduced the lesson? Why do you think she/he it she states the objectives ofdid the day’s lesson. I think she did that such? because it was what she ist doing ever since she started teaching What activity/es did the Resource Teacher ask the learners to do after she/he introduced the lesson? Why do you think she/he did such?

The resource teacher gave a group report about the lessons they taught in class. She lets the students to have their time to report in front of the class. She did that because it was part of their

She ends her lessons by giving a quiz and after it, collecting them. How did she end his/her lesson? Why do you think She did that to observe on how did the studentss understand cope up How did she end his/her lesson? Why do you think she/he did that?

Did you notice an assessment of learning in the process of teaching? If yes, how was it done?

Yes, she questions the students about Did you notice an assessment of learning in the process of teaching? If yes, how was it done?

Checklist-Of the following, which did you observe? Please check if you Checklist-Of the following, which did you observe? Please check if you observed the item. Teaching Behavior 1) Connecting lesson to past lesson 2) Introducing the lesson for the

day 3) Sharing the lesson objective for

the day

Check here!

  

4) Motivating the students 5) Students doing learning

My How should a lesson begin

Analysis

How should a lesson begin and end?

activity 6) Teacher giving Lecture

 

A lesson should begin to summarizing the goals of what is going to be 7) Teacher checking forThe lesson should end by briefing going over everything and learned.

understanding

8) Teacher/ Students Summarizing



A lesson should begin to summarizing the goals of what is going to be learned. The lesson should end by briefing going over everything and asking if anyone has any questions.

Did you observe any part of the lesson development to have been out of place? Explain your answer. Did you observe any part of the lesson development to have been out of place? Explain your answer.

I did

I did found some part of the lesson development being out of place. It was the time when the teacher tells a joke to her found some part of the lesson development being out of place. It was the time when the teacher tells a joke to her students.

My Reflections “Tell them what you want to tell them; tell them what you told

them.” Relate this statement to lesson development. "Tell them what you're going to tell them, tell them, and then tell them what you told them." Inform the students of what the major concepts are, give them the details of the concepts, and then summarize what you've done to ensure that they understood the big picture. Teachers should always stick to their previous statement so that it will be convincing for the students to dissolve ideas. BuIit is important that teachers should master what she teaches to avoid confusion and misunderstanding and misinterpretation of details in the subject that he/she teaches.

My Portfolio

Re-construct your Resource Teacher’s Lesson Plan. Your lesson plan must have the parts of a lesson plan. A lesson plan outline may do, provided all parts of a lesson are covered. Banghay-Aralin sa Filipino IV Panunuring Pamanitikan I. Layunin A. Nakilala ang maikling kwentong sa Teoryang Humanismo. B. Naibabahagi and pagmamahal sa isang Ina. C. Nagbibigyang kahulugan ang mga mkabagong salita. II. Paksang Aralin A. Si Pinkaw B. KAgamitan C. Sanggunian: Pluma Wika at Panitikan III. Pamamaraan IV. Pagtataya Piliin ang kasingkahulugan ng mga salita sa bilog. V. Takdang-Aralin Magdala ng larawan ng inyong Ina at isulat sa likod nito ang limang magandang katangian nya na wala sa ibang Ina.

Banghay-Aralin sa Filipino IV Panunuring Pamanitikan I. Layunin A. Nakilala ang maikling kwentong sa Teoryang Humanismo. B. Naibabahagi and pagmamahal sa isang Ina. C. Nagbibigyang kahulugan ang mga mkabagong salita. II. Paksang Aralin A. Si Pinkaw B. KAgamitan C. Sanggunian: Pluma Wika at Panitikan III. Pamamaraan IV. Pagtataya Piliin ang kasingkahulugan ng mga salita sa bilog. V. Takdang-Aralin Magdala ng larawan ng inyong Ina at isulat sa

EPISODE 7: EFFECTIVE QUESTIONING AND REACTING TECHNIQUES

My Tools Score the Resource teacher every time she/he demonstrates any of the following questioning behaviors. Simple is shown in item #1. Questioning Behavior

Tally of Use

Frequency

1) Varying types of questions

I

Very Rarely

2) Asking nondirected questions

II

Rarely

IIII

Occasionally

IIIII-IIIII

Frequently

3) Calling on nonvolunteers 4) Rephrasing 5) Sequencing Logically

Never

6) Requiring abstract thinking

II

Rarely

7) Asking openended questions

IIII

Occasionally

II

Rarely

IIII

Occasionally

8) Allowing sufficient wait time 9) Involving a s many as possible

Write samples of questioned asked

Write samples of questioned

asked under each type.

Types of question 1) Convergent Question

Sample questions Asked Why was Richard sick after not washing his hands? How do viruses multiply?

2) Divergent Question

Write down as many different uses as you can think about the cell.

3) Low-Level Question

What is the purpose of a cell wall or a cell membrane?

4) High-Level Question

Which part of the cell you think is the most important? Why?

Reacting Techniques Score the Resource teacher every time he/she makes use of any of the techniques. Score the Resource teacher every time he/she makes use of any of the techniques.

Reacting Behavior 1) Providing acceptance feed-back 2) Providing corrective feedback 3) Giving appropriate praise 4) Repeating the answer

Tally of Use

Frequency

IIIIIIII

Rarely

IIIIIIIIII

Occasionally

IIIIIIIIII

Occasionally

IIIIIIIIIIIII

Frequently

5) Explaining the answer

IIIIIIIIIIIIIII

Frequently

6) Rephrasing the question

II

Very Rarely

7) Asking follow up questions

III

Very Rarely

IIII

Rarely

II

Very Rarely

8) Redirecting questions to other pupils 9) Soliciting students questions

10) Encouragi ng through nonverbal behavior 11) Criticizing responding student for his/her answer 12) Scolding for misbehavior or not listening 13) Overusing expressions such as “Okay”, “Right”, etc.?

Never Never

Never Never

My Analysis Which questioning and reacting techniques encouraged teacher-student interaction? Which ones did not?

Which questioning and reacting techniques

encouraged teacher-student interaction? Which ones did not?

The best way to encourage student-teacher interaction is simply to ask questions. Students tend to respond to questions and experiments and will likely to listen to it.

What did Neil Postman mean when he said: “Children go to school as question marks and leave school as periods”? Does this have something to do with a teacher’s questioning and reacting techniques?

Children go to school as question marks and leave school as periods." (Neil Postman) and "Good Learning starts with questions not answers." (Guy Claxton) these are two quotations which deal with effective questioning to children inside the [ classroom. Many teachers have been observed by education supervisors, district supervisors, principals, and department heads to have asked mostly "what" questions in the entire session or class. Perhaps they were all answered by the pupils; since, the questions were all simple recall. But the big question is, has the teacher helped develop the children's' thinking skills. According to Webster Dictionary, a question is any sentence which has an interrogative form. It can be answerable by yes or no or by other information. In the classroom settings, teacher questions are defined as instructional cues or stimuli that convey to students the content elements to be learned and directions for what they are to do and how they are to do it. The teacher must always put in mind that the knowledge and skills used in asking different types of questions in a classroom is one important but critical aspect of the teaching and learning process. Why are questions important? Questions play an important role not only for teachers but also for students, meaning both in the teaching and learning process, questions are significant factors because childrens' achievement and their level of What did Neil Postman mean when he said: “Children go to school as question marks and leave school as periods”? Does this have something to do with a teacher’s questioning and reacting techniques?

My Reflections What do I resolve to do and NOT do in my questioning and reacting techniques so as to encourage teacher-student It is a known fact that students usually don’t ask questions. Therefore, if they do, teachers should spend extra effort to answer them the best that they could in order to motivate students to ask more questions. Question technique should also be improved by teachers so that they can elicit responses from students. Teachers should also react properly. They should not insult students so that they will develop confidence in answering teachers’ questions. interaction?

My Portfolio I promote higher-order-thinking skills (HOTS) and interaction for learning by the kind of questions that I ask. Here are learning objectives. Formulate at least two examples of questions that promote divergent thinking and HOTS. Elementa ry At the end of the lesson, the pupil is able to identify the functions of the organs of the reproductive system. Elementary

At the end of the lesson, the pupil is able to identify the functions of the organs of the digestive system. Write your two divergent questions here! Secondar y

Secondary

What will the community think of me if I support reproductive health information and services for youth? What will the community think of me if I support reproductive health information and services for youth?

I promote class interaction by my favorite remarks. Here are five examples of expressions I must use (Product of my research) to inspire my students to be involved in class interaction.

1) You are on the right track! 2) Hello everyone! 3) You are communicating well! 4) Do you want a clue? 5) Very nice!

1) You are on the right track! 2) Hello everyone! 3) You are communicating well! 4) Do you want a clue? 5) Very nice!