My Tool
As I observe a class, I will use the Observation sheet for a more focused observation
Principles of Learning
Teaching Behavior of the
Teacher/ Learning Behavior
of the Learner as Proof of
the Application of the
Principle of Learning
1) Learning is an experiencewhich occurs inside the learner and is activated by the learner.
Teacher lets the learners do the learning activity. e.g. A student writes the letter instead of writing it by herself.
2) Learning is the discovery of the personal meaning and relevance of ideas.
Instead of giving direct answers to her class, the teacher showed a powerpoint presentation with pictures and let the students give their own ideas.
3) Learning is a consequence of experience.
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.
4) Learning is a cooperative
and collaborative process. Learners will learn more if theyare given chances to work together and share ideas. The teacher gives the students a group activity.
[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
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 tostudy 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 own special way in learning and solving a problem.
My Analysis
What is the impact of the resource Teacher’s observance of these principles on the teaching-learning process and on the learners?
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
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 discovered that the are not always correct?
Those said learning principles were studied and used for many
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. Did my Resource Teachers adhere to these principles? Which learning principle was
applied most?Those said learning principles were studied and used for manyyears. But they are not always correct at some points. Do you agree with these principles of learning? Or have you
discovered that they are not always correct?
My reflections on my observation of my Resource Teacher’s
observance of these principles. Did my Resource Teachers adhere
Based on myour 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
Lessons I have learned from my
observations on the classroom application of 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
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 learn
ing.
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
EPISODE 2: LESSON OBJECTIVES AS MY GUIDING STAR
My Tool
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 differences and multiple intelligences should be considered in integrating the method and 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.
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
Teaching Behavior/s which Prove/s Observance of the
Guiding Principle
1) Begin with the end of mind. The Resource Teacher began her lesson by stating her objectives.
2) Share lesson objective with students
The Resource teacher begins with a statement and 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.
4) Work on significant and relevant lesson objectives.
The teacher’s objectives is relevant to the student’s life. She gives examples that students can relate with.
5) Lesson objectives must lead to the development of critical and creative thinking.
The resource teacher did not just gave them written task but also 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 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 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
My Analysis
If answer in #3 above is different, what is your conclusion regarding written lesson objective 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.
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 If answer in #3 above is different, what is your
conclusion regarding written lesson objective 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
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
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? Why not?
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.
Did you find the lesson objective SMART? Why?
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
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 Was the lesson objective in the cognitive or psychomotor or affective domain? Or was it in the two or three
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 lesson was delivered without missing any important details.
My Portfolio
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
My research quotations that state the significance of goals and objectives (don’t forget to state your answer)
EPISODE 3: ORGANIZING CONTENT FOR MEANINGFUL LEARNING
My Tools
“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
For the Cognitive Lesson
What is the lesson about?
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 elder people.
Did the lesson end with facts? Or did these facts lead to misunderstanding of concepts? Prove your answer.
Class I: In the First lesson the students have learned the use of adjective.
Class II: The students understand the importance of listening to their parents’ advice.
Class I: Adjectives
Class II: Poem ”When I was one
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: In the First lesson the students have learned the use of adjective. Class II: The students understand the importance of listening to their
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 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 parents have greater experience that’s why there were only few questions raised.
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 students were curious about the uses and significance of adjectives that’s why they raise a lot of questions.
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.
Ex. Love… places…
Write evidence of the teacher’s encouragement of divergent thinking by the students.
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.
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?
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
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?
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.”
Yes! Just by letting the students to reminisce their past so that they can construct a lesson by their experiences.
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.
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,
Yes! Just by letting the students to reminisce their past so that they can construct a lesson by their experiences.
A. Value/Affective Lesson
What was the value lesson
about? Was
the value taught alone or was it integrated with cognitive or skill lesson?
What was the value lesson
The values lesson was all about “Following and Obeying Instructions and Advices of Elders.”
The values lesson was all about “Following and Obeying Instructions and Advices of Elders.”
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 developed?
My Analysis
For the Cognitive Lesson
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 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
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,
How did my Resource Teacher teach the cognitive content meaningfully and interestingly?
For the Skill Lesson
How was the skill taught meaningfully and interestingly?
For the Affective Lesson
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
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
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.
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.
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!
Is it 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
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
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 Teaching Behavior of the Resource Teacher that Applies the Principles 1) Learning is an active process. 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.
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
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 theclassroom 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 whatemotions 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'tthat 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
Reflections
What is the best method of teaching? Is there such a thing? 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,
No, because students have different learning styles which are described in different models. Some students learn thru visual stimulation and 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.
No, because students have different learning styles which are described in different models. Some students learn thru visual stimulation and 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 Description of Teaching Behaviorthat Proves Use of the Teaching Approach/Method (What did my Resource Teacher do as she used
this approach/method?)
1) Deductive Method A deductive approach to
instruction is a more teacher-centered 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.
2) Inductive Method 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.
3) Demonstration Method 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.
4) Problem Solving 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 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.
6) Problem Solving Method 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
7) Project Method 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.
8) Constructivist Approach 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.
9) Metacognitive Approach As I observe the teacher she did
not encounter this kind of approach to her students.
10) Integrative Approach 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? Why?
E.g. Direct method and deductive method
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.
Which approaches/methods are more interactive? Less interactive?
For me the most interactive method is the Demonstration method. Because it lets students to learn personally and when they did miss something from the demonstration then they can just the teacher and let her demonstrate the said
When should the direct method be used?
The direct method of teaching, which is sometimes called the natural method, and is often but not exclusively used in teaching foreign languages, refrains from using the learners' native
When should the indirect method
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?
When should the indirect method be used?
My Reflections
If I decided on my teaching approach/method, I will consider___________________ (Continue the sentence. Begin writing NOW!)
For me the most interactive method is the Demonstration method. Because it lets students to learn personally and when they did miss something from the
demonstration then they can just the teacher and let her demonstrate the said activity again.
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.
The direct method of teaching, which is sometimes called the natural method, and is often but not exclusively used in teaching foreign languages, refrains from using the learners' native language and uses only the target language.
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
Learning is achieved best through a socially interactive process All learning begins
in doubt about the
validity of an idea CONSTRUCTIVIST APPROACH
Learning proceeds in spiraling fashion including laddering, scaffolding, weaving, and dialogism Learning is best
achieved when the undertaking is consistent with the
stages of human development Self Mmanagement Self Qquestioning Self Ffocusing METACOGNITIVE APPROACH
Do serious research and complete this Table on Methods. The first is done for you.
Method Advantage/s When to Use
1) Deductive
Method Direct teaching so Ican accomplish more
within a given period of time.
Time is limited; subject matter is
very difficult;
learners don’t know much about the lesson; teacher is not
yet skilled in
facilitating skills. 2) Inductive
Method meaningful,memorable and
lesson – students discover themselves Generaative situation, Guided discovery, Using concordance data. 3) Demonstration
Method It helps in involvingvarious sense to
make learning permanent It helps in achieving psychomotor objectives This method is applied mainly in technical or training institutes. In teacher education programs it is used to develop skills in the student teacher. At school Goal SettingGoal Setting RectifyingRectifyingGoalSetting
Any simple or complex sill becomes easy to understand
level, a teacher applies it in teaching science, biology, nature study, arts and crafts.
4) Problem Solving
Method GreaterSimply because ofoutput:
the number of people involved, each with differing experience, knowledge, points of view and values, a larger number and variety of ideas for solving a problem can be produced.
To implement a problem-solving
approach, teachers need to improve their interpersonal skills and group dynamics; they need to be able to adapt instructional strategies, resources, and activities to promote students’ development of basic skills, thinking skills,
and personal
qualities
5) Discovery Method
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
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.
6) Project Method It helps in developing
social norms and social values among the learners
Use this type of method when giving group projects.
EPISODE 6: ON LESSON DEVELOPMENT
My Tools
Describe how the teacher began his/her lesson. Why do you think did she/he do that?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?
How did she end his/her lesson? Why do you think she/he did 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 a prayer. Then she ask questions about the previous lessons that they had gone thru. After it she states the objectives of the day’s lesson. I think she did that 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?
How did she end his/her lesson? Why do you think
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
Did you notice an assessment of learning in the process of teaching? If yes, how was it done?
She ends her lessons by giving a quiz and after it, collecting them. She did that to observe on how did the studentss understand cope up
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 observed the item.
My
Analysis
How should a lesson begin and end? 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.Yes, she questions the students about
Checklist-Of the following, which did you observe? Please check if you
How should a lesson begin
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 Teaching Behavior Check here!
1) Connecting lesson to past
lesson
2) Introducing the lesson for the
day
3) Sharing the lesson objective for
the day
4) Motivating the students 5) Students doing learning activity
6) Teacher giving Lecture
7) Teacher checking forunderstanding
Did you observe any part of the lesson development to have been out of place? Explain your answer.
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 students.
My Reflections
“Tell them what you want to tell them; tell them what you told them.” Relate this statement to lesson development.
My Portfolio
Did you observe any part of the lesson development to have been out of place? Explain your answer.
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
"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.
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
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 non-directed questions
II Rarely
3) Calling on
non-volunteers IIII Occasionally
4) Rephrasing IIIII-IIIII Frequently
5) Sequencing
6) Requiring
abstract thinking II Rarely
7) Asking
open-ended questions IIII Occasionally
8) Allowing sufficient wait time
II Rarely
9) Involving a s
many as possible IIII Occasionally
Write samples of questioned asked under each type.
Types of question Sample questions Asked
1) Convergent Question 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.
Reacting Behavior Tally of Use Frequency
1) Providing acceptance
feed-back IIIIIIII Rarely
2) Providing corrective
feed-back IIIIIIIIII Occasionally
3) Giving appropriate
praise IIIIIIIIII Occasionally
4) Repeating the
answer IIIIIIIIIIIII Frequently
5) Explaining the
answer IIIIIIIIIIIIIII Frequently
6) Rephrasing the
question II Very Rarely
7) Asking follow
up questions III Very Rarely
8) Redirecting questions to
other pupils IIII Rarely
9) Soliciting students
questions II Very Rarely
Score the Resource teacher every time he/she makes use of any of the techniques.
10) Encouragi ng through
non-verbal behavior Never
11) Criticizing responding student for his/her answer Never 12) Scolding for misbehavior
or not listening Never
13) Overusing expressions such as “Okay”, “Right”, etc.? 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
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.
Elementary
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.
Elementa ry
At the end of the lesson, the pupil is able to identify the functions of the organs of the reproductive system.
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! Secondary
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! Secondar
y
What will the community think of me if I support reproductive health information and services for youth?
1) You are on the right track! 2) Hello everyone!
3) You are communicating well! 4) Do you want a clue?
