Sample Learning Programs
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Paul A sample of learning programs delivered both in-class and by virtual webnet and teleconference tools.
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Field study 2
Here are the key steps in my map to achieve my target:
1. Observe my Resource Teacher teach a lesson. Pay close attention to how she introduces the lesson.
2. Take note of the lesson objective/s stated by my Resource Teacher.
3. Analyze how the lesson objective/s were formulated based on the guiding principles.
4. Reflect on the importance of clearly stated lesson objectives in guiding the teaching-learning process.
5. Document my observations, analysis and reflections in my portfolio to demonstrate my learnings.
By following these steps systematically, I will be able to deduce the lesson objective/s, see how the principles were applied in formulating them and realize the significance
Field Study 2 Episode 1 Principles of Learning
The document discusses the principles of learning that were observed being applied in classroom teaching. It provides 9 examples of how the cooperating teacher demonstrated different principles of learning in their classroom instruction and activities. The student observer analyzed how the teacher's application of the principles impacted learning and engaged students. The key principles observed being applied were that learning is cooperative/collaborative and that it is an evolutionary process. The observer agreed that the principles guided effective teaching and learning.
Table of Specifications (TOS) and Test Construction Review
The presentation provided an overview of test construction and highlighted the importance of creating a table of specifications to ensure tests adequately sample the intended learning outcomes. It also discussed guidelines for writing different types of test items like multiple choice and situational judgment questions, emphasizing the need for clarity, relevance, and avoiding flaws that could introduce errors. Effective test development requires understanding cognitive taxonomies and applying principles of validity, reliability, and usability.
Field Study 3 Episode 1
The document provides information about Learning Episode 1, which has students examine a school's Learning Resource Center. It outlines the intended learning outcomes, which are to describe the center's goals, identify and classify resources that support teaching and learning, and explain the center's services. The document then provides details about what students will be evaluated on and lists learning essentials that describe the purpose and functions of a learning resource center. It provides a map of the steps students will take in the learning episode and tools to document their observations of the center's resources and facilities.
Field Study 2 (FS 2) - Episode 2 [2018]
This document describes a field study experience observing three classes and analyzing their lesson objectives. The key points are:
1) Lesson objectives were observed to see if they guided the lessons and were shared with students. Objectives in the observed classes set clear learning goals, guided lesson development, and involved students in meeting the goals.
2) Lesson objectives were also analyzed using criteria of being specific, measurable, attainable, results-oriented and time-bound (SMART). The objectives in the observed classes met these criteria.
3) Beginning lessons with clear objectives and sharing them with students helps provide structure and expectations for learning. This allows students to understand what is expected and helps teachers effectively guide students in meeting
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This document summarizes an observation of a school and classroom environment conducted by a field study student. The school campus was located in an urban community and served a socioeconomically diverse population. While the buildings and facilities were in usable condition, some maintenance could improve the environment. The classroom observed had basic facilities but was overcrowded with 52 students in a space designed for 40-45. The student concluded that the school and classroom environments can impact learning and that creating a supportive, engaging environment is important for child and adolescent development.
FS 1 Episodes 1-6 plus attachments
This field study document outlines tasks for students to observe characteristics of learners from different age groups and educational levels. Students are asked to visit a school campus and classroom to evaluate the learning environment. They will then observe and compare preschool, elementary, and high school students to understand how their physical, cognitive, social, and emotional needs change with development. The goal is for students to learn how to differentiate learners and facilitate learning appropriate to their characteristics and needs.
Episode 1
The document discusses an observation sheet used by a resource teacher to observe principles of learning in the classroom. It lists 4 principles: 1) clear expectations and outcomes are set, 2) learning is active, 3) learning allows discovery of personal meaning, and 4) learning is cooperative. The teacher mostly applied principle 4 through group activities. Principle 3 was least applied by not allowing student ideas. Non-application affected learning by not engaging or motivating students. The observer agrees with the principles and believes adopting cooperative learning and improving on treating students as empty vessels will benefit learning.
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Here are the key steps in my map to achieve my target:
1. Observe my Resource Teacher teach a lesson. Pay close attention to how she introduces the lesson.
2. Take note of the lesson objective/s stated by my Resource Teacher.
3. Analyze how the lesson objective/s were formulated based on the guiding principles.
4. Reflect on the importance of clearly stated lesson objectives in guiding the teaching-learning process.
5. Document my observations, analysis and reflections in my portfolio to demonstrate my learnings.
By following these steps systematically, I will be able to deduce the lesson objective/s, see how the principles were applied in formulating them and realize the significance
Field Study 2 Episode 1 Principles of Learning
The document discusses the principles of learning that were observed being applied in classroom teaching. It provides 9 examples of how the cooperating teacher demonstrated different principles of learning in their classroom instruction and activities. The student observer analyzed how the teacher's application of the principles impacted learning and engaged students. The key principles observed being applied were that learning is cooperative/collaborative and that it is an evolutionary process. The observer agreed that the principles guided effective teaching and learning.
Table of Specifications (TOS) and Test Construction Review
The presentation provided an overview of test construction and highlighted the importance of creating a table of specifications to ensure tests adequately sample the intended learning outcomes. It also discussed guidelines for writing different types of test items like multiple choice and situational judgment questions, emphasizing the need for clarity, relevance, and avoiding flaws that could introduce errors. Effective test development requires understanding cognitive taxonomies and applying principles of validity, reliability, and usability.
Field Study 3 Episode 1
The document provides information about Learning Episode 1, which has students examine a school's Learning Resource Center. It outlines the intended learning outcomes, which are to describe the center's goals, identify and classify resources that support teaching and learning, and explain the center's services. The document then provides details about what students will be evaluated on and lists learning essentials that describe the purpose and functions of a learning resource center. It provides a map of the steps students will take in the learning episode and tools to document their observations of the center's resources and facilities.
Field Study 2 (FS 2) - Episode 2 [2018]
This document describes a field study experience observing three classes and analyzing their lesson objectives. The key points are:
1) Lesson objectives were observed to see if they guided the lessons and were shared with students. Objectives in the observed classes set clear learning goals, guided lesson development, and involved students in meeting the goals.
2) Lesson objectives were also analyzed using criteria of being specific, measurable, attainable, results-oriented and time-bound (SMART). The objectives in the observed classes met these criteria.
3) Beginning lessons with clear objectives and sharing them with students helps provide structure and expectations for learning. This allows students to understand what is expected and helps teachers effectively guide students in meeting
Field Study 1 Episodes 1-6
This document summarizes an observation of a school and classroom environment conducted by a field study student. The school campus was located in an urban community and served a socioeconomically diverse population. While the buildings and facilities were in usable condition, some maintenance could improve the environment. The classroom observed had basic facilities but was overcrowded with 52 students in a space designed for 40-45. The student concluded that the school and classroom environments can impact learning and that creating a supportive, engaging environment is important for child and adolescent development.
FS 1 Episodes 1-6 plus attachments
This field study document outlines tasks for students to observe characteristics of learners from different age groups and educational levels. Students are asked to visit a school campus and classroom to evaluate the learning environment. They will then observe and compare preschool, elementary, and high school students to understand how their physical, cognitive, social, and emotional needs change with development. The goal is for students to learn how to differentiate learners and facilitate learning appropriate to their characteristics and needs.
Episode 1
The document discusses an observation sheet used by a resource teacher to observe principles of learning in the classroom. It lists 4 principles: 1) clear expectations and outcomes are set, 2) learning is active, 3) learning allows discovery of personal meaning, and 4) learning is cooperative. The teacher mostly applied principle 4 through group activities. Principle 3 was least applied by not allowing student ideas. Non-application affected learning by not engaging or motivating students. The observer agrees with the principles and believes adopting cooperative learning and improving on treating students as empty vessels will benefit learning.
Fs 1 full episodes
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Assessment and TOS Making
This document discusses assessment and test construction. It explains that assessment determines if educational goals are being met and helps teachers evaluate what is being taught and learned. It also discusses summative assessment, the grading system, and common student observations about tests. Key principles of test construction are outlined, including validity, reliability, discrimination, and comprehensiveness. The document emphasizes the importance of the Table of Specification in guiding test construction and providing a test map that describes topic coverage and cognitive levels.
Field study 1 episode 5
The document outlines a learning episode for observing how differences in abilities affect classroom interaction and learning strategies used by teachers. The goals are to identify student needs of different ability levels and effective strategies to address diversity. Performance will be rated on observation quality, analysis depth, reflection clarity, and portfolio organization. Relevant concepts include varying development rates, challenging students at their level, and differentiated instruction matching content and tasks to student characteristics.
FS 1 Episode 11 - Felizarte.docx
The document discusses ways for a teacher to showcase their learning artifacts from a lesson on fitness and wellness. It includes pictures of videos the teacher showed students on the topic. It also discusses educational technology tools and websites that provide instructional materials like worksheets and rubrics. One tool mentioned enables self-directed learning and developing online research skills. The document also discusses projectors and how they can be useful for instruction by allowing teachers to display lessons or images on a large screen for students to easily see and learn from.
Field Study 1, Episode 6 "Home – School Link"
The document provides instructions for observing a learner's development and the home environment. It includes tasks like selecting a learner, interviewing the teacher and parents, and conducting a home visit. The learner's profile outlines their physical, social, emotional, cognitive, and family background. It finds that the learner is well-adjusted due to family support and the home-school connection. It recommends the learner relax more to reduce stress. Effective home-school collaboration helps monitor students and apply learning at home, creating a connection that benefits development.
Field Study 1, Episode 3 "Classroom Management And Learning"
1. The document describes a classroom observation conducted by a student teacher in Digos City National High School. The observation focused on classroom organization, management strategies, and their effects on student behavior and learning.
2. Key aspects of classroom management that were observed included classroom organization, rules and procedures, daily routines, and seating arrangements. Behavior management strategies like positive reinforcement and warnings were also noted.
3. Based on the observation, the classroom had some organization issues that affected student behavior and learning. Routines were sometimes not followed. The student teacher reflected on designing an effective classroom in the future with consideration of theories and principles of classroom management.
Fs 1 episode 2
The document provides guidance for observing learners' characteristics across different developmental domains, including physical, social, emotional, and cognitive. It includes sample indicators and questions to consider for each domain for preschool, elementary, and high school levels. The purpose is to record observations of learners' development in different areas to understand their needs at various stages. Educators are encouraged to add their own observations to the matrix as well.
Practice Teaching Portfolio 2019
PRACTICE TEACHING PORTFOLIO
A
Portfolio
Presented to the Faculty of College of Education
Virgen Milagrosa University Foundation
Martin P. Posadas Ave., San Carlos City, Pangasinan
In partial fulfillment of the requirements in
Field Study 7-- Practice Teaching in the Secondary Level
TIMOTHY BACANI BRAVO
May 2019
TABLE OF CONTENTS
I. Preliminaries
Title Page……………………………………………………………. 1
Table of Contents…………………………………………………… 2
Approval Sheet………………………………………………………
Clearance…………………………………………………………….
Certification…………………………………………………………..
Preface……………………………………………………………….5
Introduction…………………………………………………………..6
Acknowledgement…………………………………………………..7
Biographical sketch…………………………………………………9
Teacher’s Prayer……………………………………………………11
II. Cooperating School
Premises……………………………………………………………12
Logo…………………………………………………………………20
Introduction of School…………………………………………….21
History of Cooperating School…………………………………..22
School Plan of Cooperating School…………………………….26
Enrolment Data of Cooperating…………………………………27
Teaching Force of Cooperating…………………………………29
Objectives of Cooperating School………………………………30
K to 12 Curriculum of MAPEH 7 ……………………………..31
Special Services of Cooperating School…………………….87
Reflection on the Cooperating School……………………….88
III. Description of Experiences
Compilation of Experiences…………………………………...91
Lesson Plans in Subject Taught………………………………111
Instructional Materials………………………………………….127
Reflection on the Instructional Materials…………………….128
Evaluative Tools Used………………………………………...128
Reflection on Evaluative Tools……………………………….129
Observation and Evaluation Forms………………………….130
Reflection on Observation and Evaluation Forms………….135
Sample Learners Work and Feedback………………………136
IV. Appendices
DTR……………………………………………………………..139
Practice Teaching Forms Accomplished……………………142
Teachers Program…………………………………………….148
Department of Education Form 1……………………………149
Department of Education Form 2……………………………150
Department of Education Form 3……………………………151
Department of Education Form 5……………………………152
Department of Education Form 10………………………….154
Class Record…………………………………………………..156
Pictorials……………………………………………………….157
Other Evidences………………………………………………160
PREFACE
This off-campus narrative report is purposely prepared for the student teacher.
This work contains the student-teacher’ activities and experience in the different areas of work in the school where he was assigned. It provides further opportunity for the student-teacher to become aware and understand the total setting of the teacher education program.
To undergo practice teaching is not an easy task for the student teacher to meet the required standards within the given training period. A student teacher should commit mistakes in culminating his mission. He should perform multifarious rules inside the classroom.
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A requirement for CURRICULUM DEVELOPMENT class
PREPARED BY:
BAHIAN, JOAN M.
POCOT, RODELYN A.
ABUCEJO, BRIDGET
BSED IV
Field Study 1, Episode 2 "The Learners' Characteristics and Needs"
This document provides tools and guidance for observing learners' characteristics across different developmental domains and age levels. It includes observation checklists for physical, social, emotional, and cognitive domains. The observer is asked to record their findings in a development matrix to allow comparisons across levels. Their analysis should identify salient characteristics of observed learners and implications for teaching methods. The observer is also prompted to reflect on how their own experiences compare to the learners, recall influential teachers, and share other insights. The portfolio section encourages applying Erik Erikson's psychosocial development theory to guiding one's teaching.
Field Study 1, Episode 5 "Individual Differences And Learner’s Interaction"
The document summarizes a student's observation of individual differences among students in a classroom. The student observed that some students performed well and participated actively, mostly girls seated at the front, while others seemed left behind and were quiet, mostly seated at the back. The teacher confirmed differences in students' backgrounds. The student reflected on their own experience with high and low achievers in school and how their teacher grouped students and called on the intelligent students, sometimes tutoring the low achievers. The student concluded they will need to meet the needs of all students by using appropriate techniques and encouraging sharing of ideas to recognize individual differences.
Field Study 1 (Episode 6) - Home School Link
The document summarizes an observation and interview conducted for a learner named Renz D. Ocampo. The observation examines Renz's physical, social, emotional, and cognitive development based on observations of Renz and interviews with his teacher and parents. Key findings include that Renz is physically healthy and developing typically. He is social and friendly. His parents provide a nurturing home environment and use authoritative parenting styles with rules and discipline. Renz is doing well academically and his parents support his education. The home and school environments positively contribute to Renz's development.
Constructing Test Questions and the Table of Specifications (TOS)
This presentation helps you understand the nature of the TOS and Objective -type tests. This will also help you remember some guidelines in making the said test questions. Namaste
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FIELD STUDY 1 PRESENTATION (2021) EP. 7 & 8
LEARNING EPISODE 7 & 8
✔EP. 7 - PHYSICAL AND PERSONAL ASPECTS OF CLASSROOM MANAGEMENT
✔EP. 8 - CLOSE ENCOUNTER WITH THE SCHOOL CURRICULUM
Note from the Creators:
DO NOT COPY ALL THE INFORMATION GIVEN FROM THIS PRESENTATION! Kindly use this presentation as your reference or basis only!
Field study 1 episode 2
This document outlines an episode for observing learners of different ages and grade levels. It includes the student's intended learning outcomes, which are to differentiate the characteristics and needs of learners from different developmental levels. It provides tools for documenting observations, including guides for observing physical, social, emotional, and cognitive development. The student's map outlines steps to observe three groups of learners, document observations, validate observations through interviews, and compare learners' interests and needs. The student records observations of high school learners and analyzes their characteristics and implications for teachers. Reflections discuss similarities and differences to observed learners and impacts of past teachers.
Fs 1 episode 4 individual differences and learners interaction
This is the Episode 4 of FS 1. In this episode, you will gain competence in determining teaching approaches and techniques considering the individual differences of the learners.
Field study 1 episode 3
The document discusses a learning episode focused on classroom management. It includes an overview of intended learning outcomes, which are to plan how to manage time, space, and resources to provide an appropriate learning environment. Performance criteria include the quality of observation, analysis, reflection in documentation. Learning essentials discuss establishing clear rules and procedures, involving students in rule design, and reinforcing positive behavior. The student's map outlines steps to observe a class, document components, analyze structure and behavior, and reflect on management's impact. Tools include observation guides. The analysis examines how organization affects behavior and which strategies motivate students. Reflection imagines rules for high schoolers. Theory is integrated by identifying effective behavior management strategies.
Field Study 2 Episode 4
The document provides guidelines for students to follow in selecting and using teaching strategies during their field study, including focusing on applying principles like ensuring learning is active, involving multiple senses, creating a non-threatening environment, incorporating emotion, going beyond recall, relating lessons to real life, and using an integrated approach. The student's performance will be rated in areas like observation, analysis, reflection, portfolio, and submission. Scores will be transmuted into a final grade or rating.
Field Study 2 Episode 2 Lesson Objectives As My Guiding Star
The student observed an English class taught by their resource teacher, Mrs. Rowena Magdayao. After observing the lesson, the student deduced that the teacher's objectives were for the students to define paraphrasing, restate ideas from a text, and analyze the original and paraphrased texts. When the student asked the teacher for the actual objectives, they matched what the student had deduced. The lesson objectives covered both the cognitive domain of understanding paraphrasing as well as the affective domain of relating the topic to personal experiences. The student learned that clearly defining objectives that span multiple domains can guide an effective lesson.
Design and develop learning programs
This document provides instructions for participants to design learning programs that meet client needs. To demonstrate competence, participants must design a range of learning programs that establish the learning context, identify learner and client needs, and are structured and sequenced to maximize learning. The programs must be logical, engaging, identify delivery methods that enhance flexibility, and identify required resources. Participants must use the provided templates and examples to design programs that map to competency standards and address all content and specifications. The designed learning programs should provide enough detailed information that any trainer could develop an appropriate delivery plan from the information provided.
Taedes401 a – design and develop learning programs
The document provides guidance on designing learning programs for vocational education qualifications. It discusses key considerations like mapping the program to national training package standards, analyzing units of competency, identifying learning resources and assessment methods, and structuring the program. The learning program should outline content, delivery approach, assessment requirements, and be tailored to learner needs and characteristics. An effective program is reviewed and evaluated for continuous improvement.
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The document describes a field study activity where a student observed a school environment to determine if it supports learning. The student visited Andres Soriano Colleges of Bislig and used checklists to observe the school facilities and a classroom. In their analysis, the student concluded that the school has a positive impact on learning by providing a friendly atmosphere with varied learning materials. The student also reflected that schools conducive to learning have complete facilities, clean surroundings, and classrooms that are well-ventilated with proper lighting and facilities.
Assessment and TOS Making
This document discusses assessment and test construction. It explains that assessment determines if educational goals are being met and helps teachers evaluate what is being taught and learned. It also discusses summative assessment, the grading system, and common student observations about tests. Key principles of test construction are outlined, including validity, reliability, discrimination, and comprehensiveness. The document emphasizes the importance of the Table of Specification in guiding test construction and providing a test map that describes topic coverage and cognitive levels.
Field study 1 episode 5
The document outlines a learning episode for observing how differences in abilities affect classroom interaction and learning strategies used by teachers. The goals are to identify student needs of different ability levels and effective strategies to address diversity. Performance will be rated on observation quality, analysis depth, reflection clarity, and portfolio organization. Relevant concepts include varying development rates, challenging students at their level, and differentiated instruction matching content and tasks to student characteristics.
FS 1 Episode 11 - Felizarte.docx
The document discusses ways for a teacher to showcase their learning artifacts from a lesson on fitness and wellness. It includes pictures of videos the teacher showed students on the topic. It also discusses educational technology tools and websites that provide instructional materials like worksheets and rubrics. One tool mentioned enables self-directed learning and developing online research skills. The document also discusses projectors and how they can be useful for instruction by allowing teachers to display lessons or images on a large screen for students to easily see and learn from.
Field Study 1, Episode 6 "Home – School Link"
The document provides instructions for observing a learner's development and the home environment. It includes tasks like selecting a learner, interviewing the teacher and parents, and conducting a home visit. The learner's profile outlines their physical, social, emotional, cognitive, and family background. It finds that the learner is well-adjusted due to family support and the home-school connection. It recommends the learner relax more to reduce stress. Effective home-school collaboration helps monitor students and apply learning at home, creating a connection that benefits development.
Field Study 1, Episode 3 "Classroom Management And Learning"
1. The document describes a classroom observation conducted by a student teacher in Digos City National High School. The observation focused on classroom organization, management strategies, and their effects on student behavior and learning.
2. Key aspects of classroom management that were observed included classroom organization, rules and procedures, daily routines, and seating arrangements. Behavior management strategies like positive reinforcement and warnings were also noted.
3. Based on the observation, the classroom had some organization issues that affected student behavior and learning. Routines were sometimes not followed. The student teacher reflected on designing an effective classroom in the future with consideration of theories and principles of classroom management.
Fs 1 episode 2
The document provides guidance for observing learners' characteristics across different developmental domains, including physical, social, emotional, and cognitive. It includes sample indicators and questions to consider for each domain for preschool, elementary, and high school levels. The purpose is to record observations of learners' development in different areas to understand their needs at various stages. Educators are encouraged to add their own observations to the matrix as well.
Practice Teaching Portfolio 2019
PRACTICE TEACHING PORTFOLIO
A
Portfolio
Presented to the Faculty of College of Education
Virgen Milagrosa University Foundation
Martin P. Posadas Ave., San Carlos City, Pangasinan
In partial fulfillment of the requirements in
Field Study 7-- Practice Teaching in the Secondary Level
TIMOTHY BACANI BRAVO
May 2019
TABLE OF CONTENTS
I. Preliminaries
Title Page……………………………………………………………. 1
Table of Contents…………………………………………………… 2
Approval Sheet………………………………………………………
Clearance…………………………………………………………….
Certification…………………………………………………………..
Preface……………………………………………………………….5
Introduction…………………………………………………………..6
Acknowledgement…………………………………………………..7
Biographical sketch…………………………………………………9
Teacher’s Prayer……………………………………………………11
II. Cooperating School
Premises……………………………………………………………12
Logo…………………………………………………………………20
Introduction of School…………………………………………….21
History of Cooperating School…………………………………..22
School Plan of Cooperating School…………………………….26
Enrolment Data of Cooperating…………………………………27
Teaching Force of Cooperating…………………………………29
Objectives of Cooperating School………………………………30
K to 12 Curriculum of MAPEH 7 ……………………………..31
Special Services of Cooperating School…………………….87
Reflection on the Cooperating School……………………….88
III. Description of Experiences
Compilation of Experiences…………………………………...91
Lesson Plans in Subject Taught………………………………111
Instructional Materials………………………………………….127
Reflection on the Instructional Materials…………………….128
Evaluative Tools Used………………………………………...128
Reflection on Evaluative Tools……………………………….129
Observation and Evaluation Forms………………………….130
Reflection on Observation and Evaluation Forms………….135
Sample Learners Work and Feedback………………………136
IV. Appendices
DTR……………………………………………………………..139
Practice Teaching Forms Accomplished……………………142
Teachers Program…………………………………………….148
Department of Education Form 1……………………………149
Department of Education Form 2……………………………150
Department of Education Form 3……………………………151
Department of Education Form 5……………………………152
Department of Education Form 10………………………….154
Class Record…………………………………………………..156
Pictorials……………………………………………………….157
Other Evidences………………………………………………160
PREFACE
This off-campus narrative report is purposely prepared for the student teacher.
This work contains the student-teacher’ activities and experience in the different areas of work in the school where he was assigned. It provides further opportunity for the student-teacher to become aware and understand the total setting of the teacher education program.
To undergo practice teaching is not an easy task for the student teacher to meet the required standards within the given training period. A student teacher should commit mistakes in culminating his mission. He should perform multifarious rules inside the classroom.
Field Study 2 (FS 2) - Episode 3 [2018]
FIELD STUDY 2: EXPERIENCING THE TEACHING – LEARNING PROCESS
EPISODE 3 : THE THREE DOMAINS OF KNOWLEDGE / LEARNING ACTIVITIES
Curriculum Evaluation Through Learning Assessment
A requirement for CURRICULUM DEVELOPMENT class
PREPARED BY:
BAHIAN, JOAN M.
POCOT, RODELYN A.
ABUCEJO, BRIDGET
BSED IV
Field Study 1, Episode 2 "The Learners' Characteristics and Needs"
This document provides tools and guidance for observing learners' characteristics across different developmental domains and age levels. It includes observation checklists for physical, social, emotional, and cognitive domains. The observer is asked to record their findings in a development matrix to allow comparisons across levels. Their analysis should identify salient characteristics of observed learners and implications for teaching methods. The observer is also prompted to reflect on how their own experiences compare to the learners, recall influential teachers, and share other insights. The portfolio section encourages applying Erik Erikson's psychosocial development theory to guiding one's teaching.
Field Study 1, Episode 5 "Individual Differences And Learner’s Interaction"
The document summarizes a student's observation of individual differences among students in a classroom. The student observed that some students performed well and participated actively, mostly girls seated at the front, while others seemed left behind and were quiet, mostly seated at the back. The teacher confirmed differences in students' backgrounds. The student reflected on their own experience with high and low achievers in school and how their teacher grouped students and called on the intelligent students, sometimes tutoring the low achievers. The student concluded they will need to meet the needs of all students by using appropriate techniques and encouraging sharing of ideas to recognize individual differences.
Field Study 1 (Episode 6) - Home School Link
The document summarizes an observation and interview conducted for a learner named Renz D. Ocampo. The observation examines Renz's physical, social, emotional, and cognitive development based on observations of Renz and interviews with his teacher and parents. Key findings include that Renz is physically healthy and developing typically. He is social and friendly. His parents provide a nurturing home environment and use authoritative parenting styles with rules and discipline. Renz is doing well academically and his parents support his education. The home and school environments positively contribute to Renz's development.
Constructing Test Questions and the Table of Specifications (TOS)
This presentation helps you understand the nature of the TOS and Objective -type tests. This will also help you remember some guidelines in making the said test questions. Namaste
FS1-EP07-EP08-2021.pdf
FIELD STUDY 1 PRESENTATION (2021) EP. 7 & 8
LEARNING EPISODE 7 & 8
✔EP. 7 - PHYSICAL AND PERSONAL ASPECTS OF CLASSROOM MANAGEMENT
✔EP. 8 - CLOSE ENCOUNTER WITH THE SCHOOL CURRICULUM
Note from the Creators:
DO NOT COPY ALL THE INFORMATION GIVEN FROM THIS PRESENTATION! Kindly use this presentation as your reference or basis only!
Field study 1 episode 2
This document outlines an episode for observing learners of different ages and grade levels. It includes the student's intended learning outcomes, which are to differentiate the characteristics and needs of learners from different developmental levels. It provides tools for documenting observations, including guides for observing physical, social, emotional, and cognitive development. The student's map outlines steps to observe three groups of learners, document observations, validate observations through interviews, and compare learners' interests and needs. The student records observations of high school learners and analyzes their characteristics and implications for teachers. Reflections discuss similarities and differences to observed learners and impacts of past teachers.
Fs 1 episode 4 individual differences and learners interaction
This is the Episode 4 of FS 1. In this episode, you will gain competence in determining teaching approaches and techniques considering the individual differences of the learners.
Field study 1 episode 3
The document discusses a learning episode focused on classroom management. It includes an overview of intended learning outcomes, which are to plan how to manage time, space, and resources to provide an appropriate learning environment. Performance criteria include the quality of observation, analysis, reflection in documentation. Learning essentials discuss establishing clear rules and procedures, involving students in rule design, and reinforcing positive behavior. The student's map outlines steps to observe a class, document components, analyze structure and behavior, and reflect on management's impact. Tools include observation guides. The analysis examines how organization affects behavior and which strategies motivate students. Reflection imagines rules for high schoolers. Theory is integrated by identifying effective behavior management strategies.
Field Study 2 Episode 4
The document provides guidelines for students to follow in selecting and using teaching strategies during their field study, including focusing on applying principles like ensuring learning is active, involving multiple senses, creating a non-threatening environment, incorporating emotion, going beyond recall, relating lessons to real life, and using an integrated approach. The student's performance will be rated in areas like observation, analysis, reflection, portfolio, and submission. Scores will be transmuted into a final grade or rating.
Field Study 2 Episode 2 Lesson Objectives As My Guiding Star
The student observed an English class taught by their resource teacher, Mrs. Rowena Magdayao. After observing the lesson, the student deduced that the teacher's objectives were for the students to define paraphrasing, restate ideas from a text, and analyze the original and paraphrased texts. When the student asked the teacher for the actual objectives, they matched what the student had deduced. The lesson objectives covered both the cognitive domain of understanding paraphrasing as well as the affective domain of relating the topic to personal experiences. The student learned that clearly defining objectives that span multiple domains can guide an effective lesson.
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Field Study 1, Episode 3 "Classroom Management And Learning"
Field Study 1, Episode 3 "Classroom Management And Learning"
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Field Study 1, Episode 5 "Individual Differences And Learner’s Interaction"
Field Study 1, Episode 5 "Individual Differences And Learner’s Interaction"
Constructing Test Questions and the Table of Specifications (TOS)
Constructing Test Questions and the Table of Specifications (TOS)
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RECRUITMENT AND SELECTION
Understand and Differentiate between strategic recruitment and selection.
Identify the dual goals of recruiting.
Comprehend recruitment process from organizational as well as individual perspective.
Identify what strategic decisions are involved in recruiting.
Explain the major recruitment methods and analyze their advantages and disadvantages.
Identify the basic selection criteria.
Design and administer an effective selection process.
Evaluate the three methods e.g., information gathering, tests and interviewing used in employee selection.
Appreciate varied contemporary interviewing techniques used by interviewers.
Design interview form and evaluation matrix.
BUS137 Chapter 7
This document provides an overview of key concepts in strategic human resource management, including recruitment and selection, training and development, performance appraisal, compensation and rewards systems, unions and labor laws. It discusses internal and external recruitment sources and selection methods such as interviews and tests. It also outlines training types, performance appraisal methods, factors in designing reward systems, and how unions and laws influence HR.
Hrm10e Chap08
The document discusses various aspects of staffing and selecting employees, including:
1) The typical selection process involves limiting applicants, screening, testing, interviewing, checking backgrounds, and making job offers.
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Strategic Thinking, TCF and Action Plans
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Instructions for StudentsPlease read the following instruction.docx
Instructions for Students
Please read the following instructions carefully
· This assessment is to be completed according to the instructions given by your assessor.
· Students are allowed to take this assessment home.
· Feedback on each task will be provided to enable you to determine how your work could be improved. You will be provided with feedback on your work within 2 weeks of the assessment due date.
· Should you not answer the questions correctly, you will be given feedback on the results and your gaps in knowledge. You will be given another opportunity to demonstrate your knowledge and skills to be deemed competent for this unit of competency.
· If you are not sure about any aspect of this assessment, please ask for clarification from your assessor.
· Please refer to the College re-assessment and re-sit policy for more information.
INSTRUCTION TO THE CANDIDATE:
To be assessed as competent for this assessment, you must answer all research questions correctly. If your assessor finds that you have not completed one or more questions successfully, your assessor will discuss reassessment options with you. You may need to redo all or part of the assessment.
You must write your responses within the space provided:
1. Why is it important for recruitment specialists to analyse the organisation’s strategic and operational plans when designing recruitment and selection policies.
2. Identify at least six potential recruitment methods for attracting potential employees.
3. What are the advantages of having a recruitment and selection policy and set of procedures? Describe the key policies and procedures relating to recruitment and selection that organisations should address.
4. Briefly explain:
a) the purpose of EEO
b) the reasons for increasing diversity in the workplace.
5. List at least six areas of discrimination that have to be carefully monitored to ensure that discrimination does not occur in your job advertisement and interviewing and selection process. Name the relevant legislation that applies to each area
Potential areas of discrimination
Relevant legislation
6: Name 3 (three) different types of primary stakeholders, both internal or external, who are able to provide support during the formulation of the job description, the selection panel and interview question design strategy?
ISSUES
PRIMARY STAKEHOLDERS
Formulation of job description
Selection panel
Interview question design strategy
7: Explain why it is important to consult these primary stakeholders during the formulation of a job description, during the creation of the selection panel and in providing feedback during the interview question design process?
ISSUES
IMPORTANCE OF PRIMARY STAKEHOLDER CONSULTATION
Formulation of job description
1.
2.
3.
Creation of the selection panel
1.
2.
3.
Feedback on design of interview questions
1.
2.
3.
8: Why do we prefer to secure our preferred candidates through an employment agr.
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The following crime types have similarities and differences:
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· Counterfeiting
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Awkward Performance Review: https://www.youtube.com/watch?v=gdp4sPviV74
I.Types of Job Performance Measures
Note: Can be used singly or in combination
A. Production data
B. HR personnel data
1. Absenteeism
2. Turnover
3. Grievances
4. Accidents
5. Promotions
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2. Simple behavioral scale
3. Behaviorally Anchored Rating Scale (BARS)
Behavioral Expectation Scale (BES)
1. BARS reflect actual work behavior
2. BES reflect expected work behavior
3. Steps for BARS and BES
Gather data from groups of 6-12 job incumbents/supervisors using Critical Incidents Technique
Critical incidents given to other groups of job incumbents/supervisors to form dimensions
Critical incidents and dimensions given to other groups to sort the incidents into the dimensions
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A set of critical incidents for each dimension is selected that represents various levels of performance on the dimension
4. Computer Adaptive Rating Scale
II.The problem of bias – rater error
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2. Leniency
3. Severity
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Due Week 6 and worth 400 points
Imagine that you are the HR Director at your current organization or an organization with which you are familiar. As the HR Director, you must use different employment law requirements to create methods and policies that support the promotion of a diverse workforce. Select one (1) job opportunity that you have held or with which you are familiar within the same organization for this scenario.
(
Note
: You may create and / or make all necessary assumptions needed for the completion of these assignments. In your original work, you may use aspects of existing processes from either your current or a former place of employment. However, you must remove any and all identifying information that would enable someone to discern the organization[s] that you have used.)
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Formulate a policy for making both the hiring and promotional decisions related to the job opportunity. Specify the major challenges and potential adverse impact of using subjective criteria for assessing soft skills. Next, suggest one (1) plan to mitigate the adverse impact. Justify your suggestion.
Recommend two (2) types of reasonable accommodations for both disabled applicants and applicants needing special religious considerations. Argue two (2) legal reasons for not being able to sufficiently provide such reasonable accommodation for each group.
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CHCLEG003Manage legal and ethical complianceAssessment
CHCLEG003Manage legal and ethical compliance
Assessment Student Name: .............................................................
Table of Contents
CHCLEG003 Manage legal and ethical compliance 3
How to work through this assessment 3
Assessment information and scope 4
Assessment tasks 4
Resubmissions 4
Authenticity Requirements 5
Part A – Questions 6
Student Declaration 31
Record of assessment 32
CHCLEG003 Manage legal and ethical compliance
This unit describes the skills and knowledge required to research information about compliance and ethical practice responsibilities, and then develop and monitor policies and procedures to meet those responsibilities. The unit applies to people working in roles with managerial responsibility for legal and ethical compliance in a small to medium sized organisations. There may or may not be a team of workers involved.
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· use of suitable facilities, equipment and resources, including
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· modelling of industry operating conditions, including:
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· integration of problem-solving activitiesHow to work through this assessment
This assessment is designed to assess your performance of competency for the unit CHCLEG003 Manage legal and ethical compliance. Your assessor or workplace supervisor will help you fully understand assessment requirements for this unit. The features of this assessment are detailed in the following table.
Feature of the assessment resource
Explanation
Assessment information and scope
This section provides details of the unit of competency covered, setting out information about the aims of the unit, what areas are covered, how the assessment tasks must be completed and how the assessment is conducted.
Assessment tasks
This section outlines the assessment tasks in detail, including the relevant documentation you need to complete and submit along with your assessment tasks.
Record of assessment
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Before you commence your Assessment tasks, you should review the information provided by your training organisation about assessment. You should not commence your Assessment tasks until you have read and understood this information. Your training organisation must also provide information about assessment while on practical placement, including specific timelines.Assessment information and scope
Who is the assessment designed for?
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This document outlines learning outcomes and content for a human resource management course. It covers topics such as the HR process, legal regulations, employment planning, recruitment and selection, training, performance evaluation, compensation and benefits, diversity, sexual harassment, labor relations, workplace violence, and downsizing. Key aspects of each topic are defined, such as the components of a job analysis, traditional recruiting sources, selection devices and biases, and types of employee benefits. Laws impacting HR practices and major federal employment laws are also summarized.
Discusses the resources needed to ensure billing and coding compliance update...
Ensuring billing and coding compliance in healthcare organizations
requires a range of resources to effectively manage and maintain adherence to regulatory requirements. Here are some key resources needed for billing and coding compliance:
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How to Start Up a Company: A Step-by-Step Guide Starting a company is an exciting adventure that combines creativity, strategy, and hard work. It can seem overwhelming at first, but with the right guidance, anyone can transform a great idea into a successful business. Let's dive into how to start up a company, from the initial spark of an idea to securing funding and launching your startup.
Introduction
Have you ever dreamed of turning your innovative idea into a thriving business? Starting a company involves numerous steps and decisions, but don't worry—we're here to help. Whether you're exploring how to start a startup company or wondering how to start up a small business, this guide will walk you through the process, step by step.
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