Fs 2 episode 7
Upcoming SlideShare
Loading in...5
×
 

Fs 2 episode 7

on

  • 20,767 views

 

Statistics

Views

Total Views
20,767
Slideshare-icon Views on SlideShare
20,767
Embed Views
0

Actions

Likes
4
Downloads
228
Comments
3

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Microsoft Word

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel

13 of 3 Post a comment

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

    Fs 2 episode 7 Fs 2 episode 7 Document Transcript

    • Episode 6: EFFECTIVE QUESTIONING AND REACTING TECHNIQUES Name of FS Student______________________________________________________________ Course_______________________________________ Year & Section _____________________ Resource Teacher 1______________________ Signature ______________Date______________ Resource Teacher 2______________________ Signature ______________Date______________ Resource Teacher 3______________________Signature______________ Date______________ Cooperating School_______________________________________________________________ My Target In this Episode, I expect myself to be able to determine my Resource Teacher’s questioning and reacting techniques and identify those that promote interaction. My Performance (How I will be Rated)Field Study 2, Episode 7- Effective Questioning and Reacting TechniquesFocused on: Questioning and Reacting Techniques Exemplary Superior Satisfactory Unsatisfactory Tasks 4 3 2 1Observation/ All tasks were All or nearly all Nearly all tasks were Fewer than half of tasksDocumentation: done with tasks were done done with acceptable were done; or most outstanding with high quality quality objectives met but with quality; work poor quality exceeds expectations 4 3 2 1My Analysis Analysis questions Analysis questions Analysis questions Analysis questions were were answered were answered were not answered not answered. completely; in completely completely depth answers; Grammar and spelling thoroughly Clear connection Vaguely related to unsatisfactory grounded on with theories the theories theories -Exemplary Grammar and Grammar and spelling grammar and spelling are acceptable spelling. superior. 4 3 2 1
    • Exemplary Superior Satisfactory Unsatisfactory Tasks 4 3 2 1My reflection Reflection Reflection Reflection statements Reflection statements statements are statements are are shallow; are unclear and shallow profound and clear but not supported by and are not supported clear, supported clearly supported experiences from the by experiences from the by experiences by experiences episode. episode. from the episode. from the episode. 4 3 2 1My portfolio Portfolio is Portfolio is Portfolio is Portfolio has many complete, clear, complete, clear, incomplete; lacking components; is well-organized well-organized supporting unorganized and and all supporting and most documentation is unclear. documentation supporting organized but is are located in documentation lacking. sections clearly are available designated. and/or logical and clearly marked locations. 4 3 2 1Submission Before deadline. On the deadline. A day after the Two days or more after deadline. the deadline. 4 3 2 1Subtotals Rating based on Overall Score transmutation: ______________________________ _________________ Signature of FS Teacher above printed name Date Transmutation of Scores to Grades/ Ratings Score Grade Rating Score Grade Rating 20 1.0 99 12-13 2.50 81 18-19 1.25 96 11 2.75 78 17 1.5 93 10 3.00 75 16 1.75 90 8-9 3.5 72 and 15 2.00 87 7- below 5.00 below 14 2.25 84
    • My Map I will observe three Resource Teachers’ questioning and reacting techniques based on mypast lesson on “Effective Questioning and Reacting Techniques”. To realize my Target, I will dothe following steps: Step 1: Review " Effective Questioning and eacting Techniques" on pp. 161 - 171 in Principles of Teaching 1, 2007 by Corpuz, B. and G. Salandalan. Step2 : Observe my Resource Teacher as she teaches with the use of an Observation Sheet. Step 4: Analyze my answers with the aid of questions. Step 5: Reflect on my observations.
    • My Tools Score the Resource Teacher every time he/she demonstrates any of the followingquestioning behaviors. Sample is shown in item #1. Questioning Behavior Tally of Use Frequency1. Varying types of questions e.g. IIII 52. Asking non – directive questions3. Calling non – volunteers4. Rephrasing5.Sequencing logically6.Requiring abstract thinking7. Asking open – ended questions8. Allowing sufficient wait time9.Involving as many as possible OBSERVATION SHEETName of the Resource Teachers Observed:________________,__________________,________________School Address:_________________________________________________Date:___________________Grade/ Year Level: _________________________________ Subject Area: _________________________Write samples of questions asked under each type. Type of Question Sample Questions Asked1. Convergent Question
    • Type of Question Sample Questions Asked2. Divergent Question3. Low – level Question4. High level Question OBSERVATION SHEETName of the Resource Teachers Observed:________________,__________________,________________School Address:_________________________________________________Date:___________________Grade/ Year Level: _________________________________ Subject Area: _________________________Reacting TechniquesScore the Resource Teacher every time he/she makes use of any of the techniques. Reacting Behavior Tally of Use Frequency1. Providing acceptance feedback2. Providing corrective feedback3. Giving appropriate praise4. Repeating the answer5. Explaining the answer6. Rephrasing the question7. Asking follow – up questions8. Redirecting questions to other pupil
    • 9. Soliciting student question10. Encouraging through non – verbalbehavior11. Criticizing responding student forhis/her answer12. Scolding for misbehavior or notlistening13. Overusing expressions such as“Okay”, “Right”, etc. My Analysis 1. Which questioning and reacting techniques encouraged teacher – student interaction? Which ones did not? ________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ 2. What did Neil Postman mean when he said: “Children go to school as question marks and leave schools as periods”? Does this have something to do with teacher’s questioning and reacting techniques? ____________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________
    • My Reflections What do I resolve to do and NOT to 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 kindof questions that I ask. Here are learning objectives. Formulate at least two examples of questions that promotedivergent thinking and HOTS.Elementary (For BEEd Student) 1. At the end of the lesson, the pupil is able to identify the functions of the organs of the digestive system.Secondary (For BSEd Student) 1. After having been presented the pros and cons of teaching reproductive health in schools, the student must be able to take a stand on the controversial issue and give reasons for such stand.Write your two divergent questions here!1. Elementary _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________2. Secondary __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
    • I promote class interaction by my favorable remarks. Here are 5 examples of expressions I mustuse (products of my research) to inspire my students to be involved in class interaction. 1. e.g. “You are on the right track!” 2. 3. 4. 5.