FS 2 episode 1-3
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FS 2 episode 1-3

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FS 2 episode 1-3 FS 2 episode 1-3 Document Transcript

  • Experiencing the Teaching –Learning Process LOOKING THROUGH THE MEANINGFUL LEARNING EXPERIENCES Name of FS Student: MARIAN B. TIEMPO Course: BEED II Resource Teacher: Cooperating School: Andres Soriano College At the end of this activity, you will able to identify the principles in teaching-learning activities, manuals and other instructional materials used by the teacher in selected subjects. Learning how to apply the teaching principles in a classroom setting is something you aspire for. Initially, you would need to observe and describe how it is manifested in the real classroom. To hit the target, work your ways through the steps: Step 4: reflect on your experience. Step 3: list down the instructional materials used by the teacher to facilitate learning. Step 2: observe the cognitive, metacognitive, and motivational processes in the classroom. Step 1: observe at least three classes and describe the principles of teaching and learning used by the teacher. Episode 1 Your Target Your Map Field Study
  • As you visit a school and observe classes, use the activity forms to document your observation and write your insights or reflections. OBSERVATION SHEET Name of the School Observed: Andres Soriano College School Address: Mangagoy, Bislig City Grade/Year level: Grade IV Subject Area: Mathematics 1. What principles in teaching-learning were commonly applied? Principles in teaching-learning that is commonly applied is “Practice make perfect”. Based on my observation, the teacher gave various exercises inorder to master the lesson presented to them. And also the principle” learning depends upon the child’s ability”, one time, I observed the teacher adjust to ability of her pupils. She started again from explaining from the beginning for those other can cope up. 2. What instructional materials were used in teaching? The teacher used chart, sticked with a play money and coin. On the next day, she uses a concrete sample of money and it was distributed to the pupils for their games. 3. Which of the principles in teaching facilitate the cognitive, metacognitive and positive motivational processes of learning? The principles in teaching facilitate the cognitive, metacognitive and positive motivational processes of learning is “relating new lessons to what is already known: this is connecting the prior knowledge to the new lesson and new knowledge is form on the bases on what has been understood and believed. Tools
  • Read an article on your answer. Paste a copy of such article here: 7 Storytime Strategies for Learning Literacy Most parents know that reading to your child for fifteen minutes every day is one of the most important activities you can do with your pre-schooler to help her succeed in school. But what you may not know are some of the secrets teachers use during storytime to teach important early literacy skills to their kids  Left to Right This may sound simple, but running your fingers under the words as you read has many valuable lessons for young readers. The left to right and top to bottom orientation in the English language is not natural to young children.  Working With Words If your child is inquisitive, she may naturally ask the meaning of words she doesn't recognize. Reading is a wonderful opportunity to expand your child’s vocabulary as most picture books contain some words that your child may not know  Point Out Punctuation Although it's not necessary for her to know what an explanation point, question mark or period is before she starts to read, being familiar with these common punctuation marks will help her feel more comfortable in the world of print.  Letter Hunt For a fun alternative to just reading a book, give your child a specific letter to hunt for on each page. Give her a magnifying glass and tell her she's a letter detective! Begin with the letters in her name to pique her interest in the activity  Sight Word Search If your child's a little older, you can begin to help her recognize some simple sight words found in most books. The ten most common used words in the English language (ranked by frequency) are: the, of, and, a, to, in, is, you, that, it. Give your little one a head start at reading by helping her recognize these words in print. Write one word on several mini self stick notes and have her stick one on each page where she finds the word  Make a Prediction Before you read a new book together, look at the cover and ask your child what she thinks the story will be about. What gives her that idea? Read the title and ask her if she still thinks her prediction is correct or if she wants to change it  Check for Comprehension After you have read a story for the first time, ask a few questions to see how much she remembers and understood. If you ask a question she can't answer, help her find the answer in the book, and then reread the page the answer is found on. Good reading comprehension skills will serve her well as she begins to read.
  • Scribble as brief reflection of your feelings and insights from your observation experience. My insights from my observation, as teachers we should be able to get the attention of our pupils, there are various ways in getting their attention like for example; you enhance your instructional materials not just purely writing on the board, you can present a picture, or you conduct an active activity, so the pupil will not feel the boredom and to stop them roaming around. It is also important that you have a clear and audible voice so the pupils will listen attentively. Other ways to motivate student is by asking question that is already familiar to them, with that they can participate and be able to tied-up to the new lesson. Peace Concept on Focus: CRITICAL FRIENDS The observations made on the principles of teaching and learning are shared with a fellow FS student to share insights and draw common conclusion as to applicability and effectiveness according to given context and type of learners. This sharing is meant to critique the observations in a friendly mode.
  • EXPERIENCING THE TEACHING- LEARNING PROCESS LEARNERS’ CHARACTERISTICS AND NEEDS Name of FS Student: MARIAN B. TIEMPO Course: BEED II Resource Teacher: Cooperating School: Andres Soriano College At the end of this activity, the students will be able to identify and describe the teacher’s activity and the behavior of the learners in these activities. After the principles of teaching and learning in the classroom setting, you will now start to journey through the methods, strategies, and approaches of teaching and learning by first observing actual classroom teaching. To hit your target, work your way through these steps: Step 4: Reflect on your experience. Step 3: Confer with the teacher regarding observable and significant events. Step 2: Record and highlight observable and significant events in such teaching-learning activities and events. Step 1: Make a journal about the tasks performed by the teachers as they teach their lesson noting patterns and variety. Episode 2 Your Target Your Map Field Study
  • As you visit a school and observe the teaching-learning practices, use the activity forms to document your observation and write your insights or reflections. MY JOURNAL Name of the School Observed: Andres Soriano College School Address: Mangagoy, Bislig City Grade/ Year level: Grade IV Description of Teaching Strategies: The teaching strategies used by the teacher by the time that I observed were the cooperative learning. The pupil has given the chance their knowledge and ideas and the other may learn something from one’s experience. It also helps the teacher to determine on where to start her lesson based on the prior knowledge of the child. Description of learning activities: The learning activities I observed were group activities. Since they are only few, they were divided into 2 groups and they will act as if they were buying something using the play money produced by the teacher. Description of learner’s participation (proportion of learners who participated and quality of participation) So far, the teacher managed her students to participate in learning activities. Maybe she already have the prior knowledge about the value of money that is why the pupils are not having a hard time in doing such activities. At the same time, the teacher seems very strict for those student who will not participate. MARIAN B. TIEMPO Signature over printed name of FS student Your Tools
  • Scribble a brief reflection of your feelings and insights from your observation experience. I learned that to become an effective teacher, it is not enough that you master only your lesson; you have to be equipped with strategies and techniques on how you will present your lesson to make it rich, meaningful and permanent. Motivation is very essential in learning activities. You have to make sure that almost 100% of the pupils will participate and attentive in any discussion and whatever activities you will have. As teacher you will also have to show to your pupils that you are also interested in your subject matter. Because once you are dull they will get bored. There’s one big thing that I would like to comment about the teacher’s behavior. I know that it is part of the teacher to correct student but not to the extent to use the words “ Mura kag abnormal” “ bulok man diay ka”; you’re intention is not to motivate pupil rather you’re insulting them. Peace Concept on Focus: Collaboration/Participation/Cooperation Students should be able to provide opportunities to the learners to participate and collaborate with others in classroom activities through strategies that allow more learner’s engagement and cooperation.
  • Experiencing the Teaching- Learning Process LEARNERS’ CHARACTERISTICS AND NEEDS Name of FS Student: MARIAN B. TIEMPO Course: BEED II Resource Teacher: At the end of this activity, the students will be able to identify the lesson objectives, learning activities, instructional materials and assessment tools used by the teacher and draw insights from the teacher as to the reasons of their use in such learning activities. Now work your way towards a closer look at the methods, strategies and approaches of teaching and learning, as well as the instructional materials and assessment tools used. To hit your target, work your way through these steps: Step 3: reflect on the reasons given by the teacher reviewed. Step2: interview the teacher on the reason behind the use of observed learning activities and instructional materials. Step 1: observe a class and identify the lesson objectives, the learning activities, instructional materials and assessment tools used by the teacher. For the visit, document your observations and responses to the interviews you conduct by using the activity forms provided for you. Episode 3 Your Target Your Way Your Tools Field Study
  • An observation Guide for Assisting Teacher 1. What are the objectives of the lesson?  To be able to know the usage of “Might and Should” in the sentence.  To be able to construct a piece of information or an announcement in the class.  Express their ideas freely. 2. How do the learners participate in the learning activities? The class was divided into two groups and they are going to make a list of information or announcements. Every member of the group enjoyed and actively participated the activity. Each pupil gave each contribution to the group and they share it to the class. 3. What instructional materials are employed? The instructional materials used by the teacher were chart, visual aids, textbooks and chalkboard. 4. How does the teacher assess the learning in the lesson? Is she assessing the process or the product? The teacher assessed the learning in the lesson both the process and the product. First, arousing the interest of the learners. Second, the teacher present the lesson with varied discussion then the teacher gives group activity and lastly, the teacher gives a formative test to evaluate the learners and find out if they have mastered the lesson. 5. What reasons does the teacher give in having such learning activities? The teacher wanted to let the pupils develop their thinking skills and have self confidence in their own aptitudes and skills and intrinsic motivation as well. MARIAN B. TIEMPO Signature over Printed Name of FS student
  • Teacher’s Activity Describe the Learning behaviors of the learners Theories of learning applied by the teacher Your own suggested activity, materials or assessment that are more applicable Reasons for your suggested activity, materials or assessment 1.Reading a selection, discussion and oral recitation Pupils are reading the selection and able to respond during the discussion by giving the correct answer to the teacher. Behaviorism, this theory assumes that learning is a process of building conditional reflexes through the substitution of one stimulus to another Giving attention to those pupils who are not participating in reading the selection and oral recitation. Focus to the pupil who have poor reading skills and must know the needs and interests. 2.Presenting of pictures to the class demonstration showing the printing press that were used before and up to present. Everybody was amazed by the invention of printing press that was used before. Connectionist’s theory, learning the product of the connection between the stimulus and response. Each pupil should be given a chance to see a real printer or printing press that is used nowadays. It will be more enjoyable and unforgettable for the pupils if they were also able to experience to see a real printing press or a printer. 3.Giving group activities Pupils actively participated and each one shared their ideas. Progressivism, learning as an active and dynamic process in which the learner is definitely involved. Learning is a process that is active, purposeful and creative. MARIAN B. TIEMPO Observer
  • Observe a class and identify the lesson objectives, learning activities, instructional materials and assessment tools employed by the teacher. Accomplish the matrix below. Subject Matter Lesson Objectives Learning activities & instructional materials Assessment tools 1. Might - Define Might - Using Might in the sentence - eliciting ideas or examples from the pupils of might to use in a sentence. - visual aid -textbook -giving an activity test. -giving an assignment 2. Should - Define should - Using should in a sentence -Eliciting examples from the pupils of should to use in a sentence. -visual aid -textbook - giving an activity test. -giving an assignment. 3. Real 3.1 fantasy - Differentiate the characteristics of real and fantasy. - Determine if the sentence is real or fantasy. -giving an example of sentences to the class and the pupils to determine if it is real or fantasy. -visual aid -chalkboard -textbook -giving an activity test. MARIAN B. TIEMPO observer
  • After going through the process of observation, thinking and reflection of your experience, you surely have drawn some insights and new understanding of teaching and learning processes. Please express your thoughts, feelings, insights or new understanding through creative visual representation here. Then, share your reflection with your FS teacher and classmates.