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    Fs 4 gina Fs 4 gina Document Transcript

    • Episode 1 “THERMOMETER CHECK” Name of FS Student: JOHN RICK D. LUCERO Course: BEEd Year & Section: III year Resource Teacher Signature School: JUAN AMPARO ELEMENTARY SCHOOL Your Target At the end of this activity, you should be able to describe through your reflection of how the school promotes partnership and dialogue. Your Map For this process, go through following steps: 2. Observe the interaction between and among students, teachers, and other school curriculum. the school’s relation to goals in mission, and visions, study its school and 1. Visit a personnel. 3. Write down your observation and discuss with your classmates and FS teacher 4. Generate insights experien from your on your Reflect observation and ces. discussion 5.
    • Your Tools For this episode please use the Activity Forms provided for you below. My Observation Report on Interaction (Your) Name JOHN RICK D. LUCERO Year / Course: BEEd 3RD YEAR School Observed: JUAN AMPARO ELEMENTARY SCHOOL Grade Level: GRADE IV Section: A Subject Observed: ENGLISH Subject Observed: ENGLISH Observations: Student-to-Student Interaction Patterns: Interaction between the students more time consume than their interaction to their teacher inside the classroom. Those students interact to their seatmates that are not with the subject. More on boys are so talkative, their interact to their classmate whether they have the teacher or none. But when the class starting they can participate to the class. They are aggressive in answering the question of their teacher. Everyone has their own topics but not related into the lesson.
    • Student-to-Teacher Interaction Patterns: Their interact to their teacher very kind and obedient. They are all rising their hands, they are all want to answer the question and if the subject is English they cannot speak any Filipino language. They are good in answering in English language; all are participating and answering the question of their teachers. Student-to-Non-Teaching Personal Interaction Patterns: interaction between students and non teaching personnel good. Because they are obedient in other person inside and outside the school. They show courteousity by means of interaction. They respect the non teaching personnel as a teacher, and they it also called sir and ma’am despite that they are only non teaching personnel. Their janitor also called sir started before, until now. They have an excellent interaction between non teaching personnel from the student. Teacher-to-Teacher Interaction Patterns: They are all respectfully by means of interaction. Their interact tot their other teacher with the respect to each other. They have a good interaction also inside the classroom. When the teacher has a class their other teacher called him and talk outside the classroom, they don’t want to disturb the class and follow their ethics. They don’t want to have some disturbance to their class for being focus.
    • Teacher-to-Student Interaction Patterns: Teacher interacts to their students also in English language and full of patient. Teacher called all of the students before the class will end. Teacher called it one by one to answer the question. Teacher motivates his students and easily gets their interest. She speak respectful to their students and she always smile until she feel angry because of the talkative students. They have the good interaction between the students and the teachers. Enriching Activities Create a scenario where any of the above interactions occur in the school. Make a script of their dialogue, bearing in mind that this partnership is built on developing a climate of respect, harmony and My Script cooperation. Students Interaction Teacher to In a meeting T: okay let me know first who is not around S: ma’ am Ms. Azul was absent T; why? S; ma’ am because she has as headache T; okay, who else? Nothing? Only Ms. Azul is absent? S; yes! Ma’ am T; let proceed to our meeting. Our agenda is all about the forming of drum and lyre corp. who can play a drum 1st? S; ma’ am I’ m slightly know how to play a drum T; who else? S; ma’ am me too, I also know how play a drum T; how about at the back? Who knows how to play a drum? S; ma’ am I want to play a drum but I can’ t know how to play it T; we will teach you how to play it. In girls who know how to play a xylophone? S; ma’ am I already know it ma’ am. S” ; ma’ am me too have some song that I’ ve already played in xylophone. T; no one else? We have 3 boys and 3 girls that already know how to play our instruments. But where do we get our instruments? S; ma’ am I suggest that maybe we need to solicited it by the election candidates. T; good idea Mr. right, any other suggestions? S; I suggest that we buy our own musical instruments. T; do you agree to that? We must have a voting to what are in the majority. Any reactions, suggestions? At the back?
    • Your Analysis Why is a classroom a miniature of a greater society? The teacher or professor plays the role of the leader/monarch, while the students are the citizens. The citizens are supposed to follow the rules and laws of the society (class) that the leaders (teachers) set. In every classroom, there are different kinds of people: Those who work hard, those who play hard, those who do both, those who do neither. In society, you also get these kinds of people. There will also probably be little cliques, in this case, representative of small groups in society. Then there are the high class, those who fly past everything without hitches, the middle class who get by, and the lower
    • class who are really struggling to keep up with the coursework. The teacher may offer remedial sessions, which can be compared to any welfare packages that the government decides to hand out. What are found in the classrooms that are similar to what can be observed in society? Almost any human interaction that can be found in society will be seen, to some extent, in a classroom. There will almost always be a more assertive student, much like the bullying boss who we all can't stand. There will also almost always be those who think that they know more than anyone else (whether they do or not), much like the coworkers that you will find in any business. Peace Concept on Focus: COOPERATION You are able to find pleasure in working with another person because you consider this person as partner not a competitor. Through partnership, the task is done
    • Discuss with your FS classmates your through on Cooperation and Partnership in Curriculum Design. Then write down your thoughts as well as those of your classmates. Please use the space below. Episode 2 For this episode, please use the activity form provided for you below. My Observation Report
    • Name: JOHN RICK D. LUCERO Year & Course:__Third Year -BEED School Observed: Juan A. Amparo Elementary School, Sta. Elena, Cam. Norte Grade level: Grade IV Section: A Subject observed:JUAN A. AMPARO ELEMENTARY SCHOOL (Described how the teacher communicates the lesson and how the learners are responding to the teacher. Take note of the manner the teachers accept or rejects the responses of the learners. You may presents your observations though directs quotes from the teachers and learners in dialogue) Your analysis:
    • How important are dialogue and substantive conversation in the classroom in terms of students learning? Theoretically, they're very important because they enable the teacher to see if the students are capable of analyzing and synthesizing material. The reality of the situation (that I've learned over 25 years of secondary classroom experience) is that it can become a vehicle for students to avoid more class work. High school students love to discuss. We discuss literature and museum, but I have to know when it's time to stop the conversation and move on. Many students just want to be heard, so kids will start repeating what someone else has said just so they can get class participation recognition. They realize that if they don't keep the conversation going, we might actually (can you imagine this!) get back to doing some work! One of the downsides is that some kids will use this time to take a mental vacation. While everyone else is contributing to the dialogue, someone will shut down. You could try all you want to draw the student into the conversation, but if he's unwilling it becomes a distraction and ruins the flow of the dialogue. Yes, dialogue is important, but the teacher has to control the amount of time dedicated to it so that it doesn't turn into an escape. What learning benefits could teachers and students draw from intentional classroom dialogue? They can find out how other people live and how education is handled in that country. They can learn about other cultures and how the culture itself is related to educational methodologies. Teachers can learn new techniques and may also benefit by getting an idea about students in their own classes that come from that culture. New ideas always come about through dialogue with other people, other cultures, and other nations.
    • Discuss with your FS classmates your thoughts on dialogue in curriculum Design. Then write down your thoughts as well as those of your classmates. EPISODE 3 For this episode, please use the activity form provided for you below. My observation Report Name: JOHN RICK D. LUCERO Date:________________________ School: JUAN A. AMPARO ELEMENTARY SCHOOL Subject:ENGLISH Observed:_____________ The Learning School Matter/s Library and/or Environment Covered Internet Resources
    • Your Analysis: What should teachers know about curriculum design? Knowing about curriculum design and different learning styles empowers you to develop and adapt lessons to meet the needs of the learners to better serve the community. In my teaching experience in the US and abroad (mostly in the Pacific/Asian area), I have encountered many teachers who follow prepared texts and lesson plans with an almost blind disregard for the students and the real world needs of the local community. As a result, many students graduate with high marks but very low ability to function in society. Going across cultures, it seems than some countries "modernize" their education system without regard to the culture embedded in the educational methods they adopt. This has led to some notable misfits and disjoints that make things even more difficult due to the cultural conflicts that result. Curriculum design, like computer programming, is something teachers should know about (be aware of) but not everyone HAS to do it. It should be done by those who are effective at doing it. But every teacher should know about it so they can
    • recognize problems and be able to converse about curriculum design. In this way, they can at least convey vital information to curriculum designers and contribute to improving the system rather than to be a passive "victim" of an ineffective educational system.v What do most principles and theories of curriculum development have in common? How is this commonality expressed or spelled out in the curriculum of the class you have observed? Curriculum as process We have seen that the curriculum as product model is heavily dependent on the setting of behavioural objectives. The curriculum, essentially, is a set of documents for implementation. Another way of looking at curriculum theory and practice is via process. In this sense curriculum is not a physical thing, but rather the interaction of teachers, students and knowledge. In other words, curriculum is what actually happens in the classroom and what people do to prepare and evaluate. What we have in this model is a number of elements in constant interaction. It is an active process and links with the practical form of reasoning set out by Aristotle. EPISODE 4 My Observation Report Name: JOHN RCIK D. LUCERO Date of observationFEB.16 2010 School: JUAN A. AMPARO ELEM.SCHL. Subject observed ENGLISH Calendar of activities: Activities Date Participants Mechanics
    • Action Race FEB. 16 GRADE IV Your analysis: How important is involvement of all stakeholders of the school in the school program and activities. I am not sure it is really important to involve ALL stakeholders in school's program, if you mean school curricula. If they are not specialized in some areas, they can do many errors. But it seems to involve stakeholders in school activities is very important. They are interested in schools life, and to be only "observers" - does make no since. What specific principle of curriculum development justifies the importance of cooperation and collaboration among all stakeholders of the school? Episode 5 My analysis report
    • (Analysis of the topic, Learning activities, and assessment used in relation to curriculum element.) Name:____________________________ Date Observation:_______________________ School:___________________________ Subject observed:________________________ The topic Learning activities Assessment of learning My interview Report: Name on teacher interviewed:_______________________________________________ Grade/level and Section of class handled______________________________________ School:__________________________________________________________________ Date of interviewed _____________________________ Interviewer:_______________
    • challenges Resource Needed Planning strategies Your analysis: How important is it for teachers and curriculum planners to anchor their curricular plans to specific theories and principles of curriculum development? Aside from the teachers, who else should be involved in the curriculum planning? Expound your answer. A curriculum outlines the big ideas, not the methods (that's in reference to another poster). The curriculum comes from the state department. It tells the teachers what is to be taught at any grade level and subject area. No one else should be involved. Teachers teach what their responsibility to teach is legally. Methods, on the other hand . . . how that curriculum is presented to the students . . . many people need input into that: district board personnel, principals, teachers, teachers'
    • assistants, parents, students, etc. Whatever is deemed to be best practice should be practiced for the good of the students. Episode 6 My observation report My Observation Report Name: JOHN RICK D. LUCERO Year & Course:__Third Year -BEED School Observed: Juan A. Amparo Elementary School, Sta. Elena, Cam. Norte Grade level: Grade IV Section: A Subject observed: JUAN A AMPARO ELEMENTARY SCHOOL Observation:_______________________________________________________ Teacher’s objective (write down the teachers learning objectives) Described the strategies: Described the strategies used by the teachers) Described the assessment tools used :( described the assessments methods/tools used)
    • Remarks (write your personal judgment on the alignment of the objectives, strategies and assessment) Your analysis: Why do the teachers need to align the objectives, strategies and alignment? How should teachers align their objectives, strategies and alignment? YOUR REFLECTIONS
    • What has been your most meaningful experiences in this episode? What makes it meaningful to you? How could such an experience help you become a better teacher? I learned to be a good and very patient teacher. I appreciated that noblest is a very noblest profession