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Field Study 2 Episode 4


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Field Study 2 Episode 4 Guiding Principles in the Selection and Use of Teaching Strategies

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Field Study 2 Episode 4

  1. 1. GUIDING PRINCIPLES IN THE SELECTION AND USE OF TEACHING STRATEGIES Name of FS Student _Deliman, Jundel L.__________________________________________ Course _Bachelor of Secondary Education________________________ Year & Section _II__ Resource Teacher _Mary Juliet Doño __________ Signature ___________ Date _01-18-16__ Cooperating School _JH Cerilles State College______________________________________ My Performance (How I Will Be Rated) Field Study 2 Episode 4 - Guiding Principles in The Selection and Use of Teaching Strategies Focused on: The application of some guiding principles in the selection and use of teaching strategies Tasks Exemplary 4 Superior 3 Satisfactory 2 Unsatisfactory 1 Observation/Documentation 4 3 2 1 My Analysis 4 3 2 1 My Reflection 4 3 2 1 My Portfolio 4 3 2 1 Submission 4 3 2 1 Sub Totals { Over-all Score Rating: (Based on transmutation) _______________________ Signature of FS Teacher above Printed Name _______________________ Date Transmutation of score to grade/rating Score Grade Score Grade 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
  2. 2. My Tools OBSERVATION SHEET Name of the Resource Teachers Observed: Mary Juliet Doño School Address: Caridad, Dumingag, Zamboanga del Sur Date: January 18, 2016 Grade/Year Level: Grade 9 Subject Area: Mathematics Guiding Principles in the selection and Use of Strategies Teaching Behavior of the Resource Teacher that Applies the Principle 1. Learning is an active process. Learning does not take place without actually engaging in the actual learning process. This principle was greatly shown in the class that I observed. As the class starts, the teacher shows a picture of some shapes. She then let the students describe it. Prior to that, she opened the discussion with the topic “Parallelogram”. During the discussion, she called students to read the properties of parallelogram and let them illustrate it base on their own understanding. She even gave them examples which proves the properties. It is also evident that in the end of the discussion, the teacher called students to enumerate the properties they had discussed to ensure retention of learning. 2. The more senses that are involved, the more and the better the learning. My subject, Principles of Teaching 1, taught me that sight contributes 75% of learning, hearing (13%), touch (6%), taste (3%) and smell (3%). Based on my observation, two senses are used during the discussion. First is sight. The teacher used visual aids where theorems, illustrations and examples are written in order to make the discussion clear. Also, sense of hearing is used because as she discussed, students listened to catch the new information from the teacher. There are only two senses involved yet it is far better than involving only one senses. With these, better learning is achieved.
  3. 3. 3. A non-threatening atmosphere enhances learning. Learning atmosphere/context not only includes the physical but also the social well-being of the learners. Threats to it include noise, bullying, discrimination, etc. but the teacher had minimized or even eliminate those threats through giving rules before starting the class. These rules maintained the peace and order of the class, thus creating a non-threatening atmosphere. Furthermore, the teacher portrayed the necessary attitude towards her students which ensures better understanding and learning. 4. Emotion has the power to increase retention and learning. A good classroom emotion can lead to better understanding of students. It is not only shown when the mentor reprimanded the students for their mistakes. It is also being happy throughout the class. A smile that never fades from the teacher will surely motivate students to participate in the discussion. Also, giving praises like “very good” will surely touch the hearts of the students. 5. Good teaching goes beyond recall of information. This principle is best illustrated when the teacher called a student to answer a particular problem in connection with their topic. The boy answered based on his analysis on the theorem as he applied it to the problem. After that, the teacher asked the learners whether their classmate’s answer was correct, thus evaluating his work. All of this process involves application, analysis and evaluation which is beyond recall of information. 6. Learning is meaningful when it is connected to students’ everyday life. During the discussion, the teacher relates their topic to real life situations which are Math-related. She said that through their topic, it would be easier for the students to build objects in parallelogram shape because they examined every properties of a parallelogram. 7. An integrated teaching approach is far more effective than teaching isolated bits of information. Considering the multiple intelligence and varied learning styles of her students, the teacher employed an integrated teaching method. She did not only demonstrate but
  4. 4. also gave examples and activities to supplement learning. She did not only focus on logical-mathematical intelligent students but also to verbal linguistic, interpersonal and intra-personal intelligent students.
  5. 5. My Analysis Are these principles in accordance with brain-based teaching and learning? Yes, all these principles are in accordance with the brain-based teaching and learning. There are many brain-based teaching/strategies and one of them is to involve students in real-life/authentic problem solving. In fact, this pertains to the first principle which is “learning is an active process”. Another is through the use of simulations and role-plays as meaning-makers. This is connected to the principle that “learning should be connected to learners’ life” since role-plays are based from real- life situations. Not only that, the use of visual processing like graphic organizer is another brain-based teaching. Yet, it is also an application to the principle about using the senses in learning. as I’ve said, all the principles are in accordance with the brain- based teaching and learning.
  6. 6. My Reflections What is the best method of teaching? Is there such a thing? For me, there is no such “one best method of teaching”, but the best method is anything that would give us a favorable and productive result. This method would vary among us because we have different learning and teaching styles. Perhaps, the best for you would not for me and vice versa. But to be clear, I would boldly say that the best method is an integrated instructional approach. It is a method where the teacher aims to cater various needs of students. This method does not only focus on knowledge but also to skills and values. This also considers the multiple intelligences of learners as well as their varied learning styles. If only this method would be followed, best result would surely be produced.
  7. 7. My Portfolio Illustrate your reflection on the best method of teaching creatively on this page. The Best Method (Poetry) There is no such thing as best Since everyone differs from the rest We should consider various learning style We should rest, pause and think for a while That every child has his own ways To grasp the topic with ease We should vary our ways of teaching So that everyone receives fair learning. We aim for a better education It was imparted in our vision and mission To teach beyond cognition And to use the best method of instruction This method is anything that works The one that gives us productive results The best is an integrated one That would cater the needs of everyone.