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Hex fs 2 episode 5


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This will help you, fellow education students to answer your FS, just make sure to improvise, and thank me later :)

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Hex fs 2 episode 5

  1. 1. OBSERVATION SHEET Name of the Resource Teachers observed: Mrs. Candelaria Torrevillas Mrs. Liezel Caermare Mrs. Ma. Cristina Galgo School Address: GCCNHS Gingoog City, Misamis Oriental Date: Aug. 3, 2016 Grade/Year Level: Grade 9 and 7 Subject Area: English, Science and Math Approach/ Method Description of Teaching Behavior that Proves Use of Teaching Approach/Method (What did my Resource Teacher do as she used this approach/method?) 1. Deductive Method 1. A deductive approach to instruction is amore teacher centered approach. This means that the teacher gives the students a new concept, explains it, and then lets the student practice the concept. E.g. - The resource teacher had explained the subject matter which is about matter, elements and compounds also the underlying principles and ways or steps to determine and distinguish an element and compound and after that the teacher then gave them an activity in which they will use their knowledge they had acquired during the discussion to classify the given material as a compound or an element. 2. Inductive Method 2. Inductive method makes use of student “noticing”. Instead of explaining a given concept, the teacher presents the students with many examples showing how the concept is used.
  2. 2. E.g. - The resource teacher let the students read the poem “When I was One and Twenty”, after that the teacher grouped the students to create a drama presentation as to how did they understand and perceive the poem. 3. Demonstration Method 3. Demonstration method lets the teacher show the correct way of doing things to his/her students. E.g. - The resource teacher showed to the students how matter changes its phase. The teacher used water as an example, she put an ice to a small metal container and then she put it at the top of the alcohol lamp so that it will melt, boil, and evaporate. 4. Problem Solving 4. Problem-solving is a purposeful activity which removes difficulty or perplexity in learning through a process of reasoning or reflexive thinking. E.g. – The resource teacher in math showed how the certain formula would work, after doing that she then gave another problem that can be solved using the formula she had introduced. 5. Discovery Method 5. Students are permitted to find solutions to problems at their own pace. E.g. – The resource teacher grouped the students and she had given each group a task which is to find out what are the significant difference between an element and a compound, at the end of the activity some group shared outrageous ideas and some did a good
  3. 3. job noticing the difference between an element and compound which is element is composed of atoms of the same kind while compound s are composed of two or more elements. 6. Problem Solving Method 6. Problem-solving method is a purposeful activity which removes difficulty or perplexity in learning through a process of reasoning or reflexive thinking. E.g. – The resource teacher in English used simulation strategy in which students are grouped and then they were given a situation to act upon. The topic of the lesson was about cause and effect some groups were given the cause and they had predicted the effect while others were given the effect and they would find out the cause. This activity is a Real type of Problem Solving Method because it is based in real life situations. 7. Project Method 7. Project Method is a medium of instruction in which students need to apply the skills and knowledge they had learned in the course of their studies to the problems they have to solve in the course of their project. E.g. – There were no resource teacher that used this method but, as what I had experienced in my high school years, projects were usually given when each grading period almost ends. 8. Constructivist Approach 8. Constructivist Approach is based on the belief that learning occurs as learners
  4. 4. are actively involved in a process of meaning and knowledge construction as opposed to passively receiving information. Learners are the makers of meaning and knowledge. E.g. – After the students presented their drama presentation which they were trying to interpret the poem “When I was One and Twenty” The teacher then asked a question to the students, which resulted to a conversation between the student and the teacher, where in the curiosity and confusions of the students were addressed. 9. Metacognitive Approach 9. Metacognitive approach refers to methods used to help students understand the way they learn; in other words, it means processes designed for students to 'think' about their 'thinking' E.g.- As what I had observed this approach is used whenever there are group presentations, because students first plan as to what they are going to present, monitor their if it is still significant to the task given, then they can direct their own learning with regards to the tasks given, reflect towards the learning that they had acquired. 10. Integrative Approach 10. The Integrative approach or the “new learning” is concerned with the development of well- rounded personality of learners; psychologically, sociologically, and intellectually. E.g. - During the lesson proper the teacher discussed about matter, elements and compounds then during
  5. 5. the discussion she had connected the topic to real life situations , just like the condiments that they use in their households are examples of elements and compounds, the chair that they sit on is an example of matter. She also integrated socio political issues regarding the Scarborough shoal; the teacher said that China is claiming that area because it is rich in natural resources which include rare compounds and elements. The integration of that the teacher made prove that she used the integrative approach. MY ANALYSIS I will answer the following questions: 1. Which approaches/methods will be grouped together? Why? e.g. direct method and deductive method -The Demonstration and Deductive method, and Metacognitive and Integrative approach should be in one group while Inductive, Problem Solving, Project and Discovery method, and Constructivist approach is another group. I come-up with this group because the first group involves less interaction and it is Teacher centered which focuses on mental activities of the students. The second one is student centered and involves more hands on activities and somehow promotes discovery learning 2. Which approaches/methods are more interactive? Less interactive? - The Demonstration and Deductive method, and Metacognitive and Integrative approach are not really interactive in the sense that the learners are just waiting to be fed by information which is termed as “spoon feeding”. While the interactive methods are Inductive, Problem Solving, Project and Discovery method, and Constructivist approach. These are the interactive because it focuses on the students experiences and students engage in hands on experiences these methods and approaches are commonly used now since the DepEd’s implementation of UBD(Understanding By Design) and OBE(Outcome Based Education) activities.
  6. 6. 3. When should be the direct method be used? -Direct method is used when the topic to be discussed involves a lot of facts to deal with, such as steps, characteristics, principles in which the learners still don’t have any idea or insight about the certain topic. The expertise of the instructor is needed to supplement the needs of the learners, because certain doubts and clarifications will arise so, mastery of the subject matter is really needed since it depends on the perspective of the teacher on how he/she deliver his/her lesson effectively and efficiently. 4. When should be the indirect method be used? -Indirect method is used when you want your learner to discover and solve problems. This is an interactive method and usually employed to higher grade levels because it requires maturity and critical thinking. The teacher will be providing various experiences for the learners to generate information and learning. This can help adress the students’ needs and enable them gain new information. 5. Which approaches/methods promote “learning to live together”? -For me, the approaches/methods that promote learning to live together are Inductive, Problem Solving, Project and Discovery method, and Constructivist approach. In these methods, learners are usually engaged in group activities, students not only learn/gain information from each other but also learn how to cooperate and go with their co- learners. In this way the cognitive, affective and the psychomotor domain as well as the social aspects of the learner is improved. My Reflections If I decide on my teaching approach/method, I will consider, (Continue the sentence. Begin writing NOW!)
  7. 7. If I decide on my teaching approach/method, I will consider are the ff; First, the nature of the learners that I have, I will provide activities that will cater their individual differences as well as their multiple intelligences and learning styles, by considering this I will be able to transfer the lesson effectively and surely they will retain it. Second, is I will consider myself, my teaching style and personality is also a factor in choosing the method that will suite to me, because if I am not comfortable with my teaching method then the flow of the learning experience will not be very effective. Third, is the subject matter, there are certain methods that will not coincide with my subject matter, that is why I need to know very well my subject matter so that I can choose the most suitable methods. Fourth, is the school equipment, My chosen method would surely require me teaching devices, so I need to make sure that my chosen method and my devices are at hand or accessible. Fifth, is the Educational/Instructional Objectives, The methods that I will choose should help me in attaining my objectives because if it cannot help me in achieving it then the teaching process will be useless and all efforts will be futile. My Portfolio
  8. 8. 1. By means of a graphic organizer show the characteristics of a constructivist and a metacognitive approach. Constructivist Approach Involves active process of learning Learning is best achieved through a socially interactive process. Student centered Learners construct their own knowledge beginning on what they already know Learners Construct meaning from learning experiences Metacognitive Approach Promotes Self Management Enables the learner to be Self focused Enables the learner to rectify their wrong conceptions Directs the learner to have a clear Goal setting Encourages Self questioning
  9. 9. 2. Do serious research and complete this Table on Methods. The first is done for you. Method Advantage/s When to Use 1. Deductive - Direct teaching so I can 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 the facilitating learning skills. 2. Inductive Method - Learners are more engage in an active teaching learning process. - Higher-order- of thinking skill will be developed. - When the teacher has mastered the subject matter to be discussed. - When students are mature enough and have the intelligence level to develop the higher order thinking skills. 3. problem-solving method - It can develop the learners’ critical thinking. - When Problems to be solved are relevant to students’ life. 4. Project Method - Creates an opportunity to let students substantially create something out of the concept being discussed. -Promotes cooperation in group and sharing of ideas. - When the teacher wants students to apply what they learn. - The project has application or relevance to the learners’ real life.
  10. 10. 5.Cooperative Method - Values like cooperation and hard work will be developed. - Learners will have the chance to gain knowledge from one another. - Gives time for the learners to be with each other. - If learners are needed to be acquainted. 6.Demonstration - Demonstration is a well- planned activity - Topic will be discussed in depth by the demonstrator. -Teacher should be knowledgeableabout the topic. -Topic includes procedures that are needed to be demonstrated.