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Osmosis
This document is a presentation on osmosis created by students for their professor. It includes:
1) Objectives to illustrate the process of osmosis through pictures and a rubric.
2) Pictures showing examples of osmosis in potatoes and plant cells.
3) Procedures to create a book illustrating osmosis, including defining isotonic, hypertonic, and hypotonic processes with pictures and explanations.
4) A rubric scoring creativity, concept, content, neatness, and uniqueness.
Fs 2 episode 1
This document provides instructions and materials for a student to complete Episode 1 of their field study, which involves observing three classes to identify how teachers apply principles of learning. The student is given a framework to guide their observation, analysis and reflection on seeing principles of learning in action. They will be evaluated based on criteria such as thoroughness of documentation, depth of analysis, and quality of reflection.
Field Study 2
The document thanks friends and God for their help and support in completing the portfolio. It is dedicated to the author's classmates, friends, and family for contributing ideas and inspiration. Biographical information is provided about the author including their name, age, birthplace, education background, hobbies, and ambition to become a successful teacher.
FS2 Episode 3
The document summarizes a student's observation of an English lesson at Holy Cross College. It describes the teacher's objectives, which were to prepare students for finals and ensure mastery of parts of speech. It notes the learning activities like discussion, recitation, and drills, as well as assessment tools like quizzes. The student observed active student participation. They analyzed how the activities helped achieve objectives and allowed different learning styles. If they were the teacher, the student would use a variety of techniques to engage students and address weaknesses. Overall, the experience highlighted qualities of effective teachers and importance of reflection.
FS 2 (Episodes 1,2,and 3)
This document describes an observation conducted by students in their Field Study 2 course at Sta. Maria High School in Pampanga, Philippines. The observation focused on principles of learning, using lesson objectives, and organizing content for meaningful learning. Various teaching behaviors and learning behaviors of students are documented as examples of applying different educational principles.
Fs2.episode1 sarah jane cabilino
The document summarizes the observation of a student teacher, Sarah Jane B. Cabilino, during her field study experience teaching principles of learning. It provides an evaluation of her performance in four areas: observation/documentation, analysis, reflection, and portfolio. Overall, the student teacher demonstrated exemplary application of the principles of learning in her teaching and received favorable ratings across all evaluation criteria. The cooperating teacher observed that Sarah Jane engaged students in experiential learning activities and encouraged cooperative learning to help students discover personal meaning.
Principles of Teaching
The document discusses key aspects of an effective learning environment for students. It emphasizes that the learning environment should include a well-arranged classroom with comfortable furniture, adequate space, and displays for student work. The classroom should also be clean, well-lit, ventilated, and free from distractions. Positive interactions between the teacher and students are important to create a conducive atmosphere for learning. An ideal learning environment encourages active learning, discovery of personal meaning, differences in students, tolerance of mistakes, and cooperative self-evaluation.
Principles of Teaching 1
The document outlines seven guiding principles for selecting effective teaching strategies: (1) Learning is active and involves hands-on activities, (2) Using multiple senses enhances learning, (3) A positive classroom environment without threats improves learning, (4) Emotion increases retention, (5) Meaningful connections to students' lives aids learning, (6) Teaching should go beyond recall to higher-order thinking, (7) An integrated approach addressing multiple intelligences and learning styles is most effective. The document advocates using brain-based strategies like visual aids, songs, projects and hands-on activities to create meaningful and engaging lessons. There is no single best method; teachers should consider objectives, content, students and policies to choose
Recommended
Osmosis
This document is a presentation on osmosis created by students for their professor. It includes:
1) Objectives to illustrate the process of osmosis through pictures and a rubric.
2) Pictures showing examples of osmosis in potatoes and plant cells.
3) Procedures to create a book illustrating osmosis, including defining isotonic, hypertonic, and hypotonic processes with pictures and explanations.
4) A rubric scoring creativity, concept, content, neatness, and uniqueness.
Fs 2 episode 1
This document provides instructions and materials for a student to complete Episode 1 of their field study, which involves observing three classes to identify how teachers apply principles of learning. The student is given a framework to guide their observation, analysis and reflection on seeing principles of learning in action. They will be evaluated based on criteria such as thoroughness of documentation, depth of analysis, and quality of reflection.
Field Study 2
The document thanks friends and God for their help and support in completing the portfolio. It is dedicated to the author's classmates, friends, and family for contributing ideas and inspiration. Biographical information is provided about the author including their name, age, birthplace, education background, hobbies, and ambition to become a successful teacher.
FS2 Episode 3
The document summarizes a student's observation of an English lesson at Holy Cross College. It describes the teacher's objectives, which were to prepare students for finals and ensure mastery of parts of speech. It notes the learning activities like discussion, recitation, and drills, as well as assessment tools like quizzes. The student observed active student participation. They analyzed how the activities helped achieve objectives and allowed different learning styles. If they were the teacher, the student would use a variety of techniques to engage students and address weaknesses. Overall, the experience highlighted qualities of effective teachers and importance of reflection.
FS 2 (Episodes 1,2,and 3)
This document describes an observation conducted by students in their Field Study 2 course at Sta. Maria High School in Pampanga, Philippines. The observation focused on principles of learning, using lesson objectives, and organizing content for meaningful learning. Various teaching behaviors and learning behaviors of students are documented as examples of applying different educational principles.
Fs2.episode1 sarah jane cabilino
The document summarizes the observation of a student teacher, Sarah Jane B. Cabilino, during her field study experience teaching principles of learning. It provides an evaluation of her performance in four areas: observation/documentation, analysis, reflection, and portfolio. Overall, the student teacher demonstrated exemplary application of the principles of learning in her teaching and received favorable ratings across all evaluation criteria. The cooperating teacher observed that Sarah Jane engaged students in experiential learning activities and encouraged cooperative learning to help students discover personal meaning.
Principles of Teaching
The document discusses key aspects of an effective learning environment for students. It emphasizes that the learning environment should include a well-arranged classroom with comfortable furniture, adequate space, and displays for student work. The classroom should also be clean, well-lit, ventilated, and free from distractions. Positive interactions between the teacher and students are important to create a conducive atmosphere for learning. An ideal learning environment encourages active learning, discovery of personal meaning, differences in students, tolerance of mistakes, and cooperative self-evaluation.
Principles of Teaching 1
The document outlines seven guiding principles for selecting effective teaching strategies: (1) Learning is active and involves hands-on activities, (2) Using multiple senses enhances learning, (3) A positive classroom environment without threats improves learning, (4) Emotion increases retention, (5) Meaningful connections to students' lives aids learning, (6) Teaching should go beyond recall to higher-order thinking, (7) An integrated approach addressing multiple intelligences and learning styles is most effective. The document advocates using brain-based strategies like visual aids, songs, projects and hands-on activities to create meaningful and engaging lessons. There is no single best method; teachers should consider objectives, content, students and policies to choose
Syllabus educ200 methods of research
This document outlines the course syllabus for Methods of Research. The course aims to introduce students to basic research concepts, principles, and methods. It will cover topics such as defining a research problem, reviewing related literature, different types of research designs and methods, sampling, data collection and analysis, and writing a thesis proposal. Students will apply what they learn by developing a research proposal on a topic of their choice. Assessment will include exams, individual outputs such as an oral presentation and written thesis proposal, and class participation. Upon completing the course, students should understand how to conduct research and be able to utilize the research process to construct their own thesis proposal.
ED197 episodes 1 12 (manual)
The document outlines the goals, tasks, and activities for a student teacher's first two episodes of practice teaching. In the first episode, the student teacher visits their cooperating school to tour facilities, discuss expectations with administrators, and familiarize themselves with the school. In the second episode, the student teacher meets their cooperating teacher and students, observes classroom interactions, and realizes they need to learn more about the developmental stage of the learners. The student teacher also identifies expectations they have for their cooperating teacher and reflects on overcoming fears about their suitability for the teaching profession.
Module 5 a job induction & orientation
The document discusses job induction and orientation programs. It defines induction and orientation, noting that induction introduces employees to new surroundings and policies while orientation provides basic background information. The document outlines the objectives and needs addressed by induction and orientation programs, such as reducing anxiety and improving efficiency. It also describes different approaches to orientation, including individual vs collective and serial vs disjunctive styles. The planning process for induction programs includes definition, development, orientation, operation, and evaluation phases. Sample induction programs from the Department of Education are presented, including schedules of activities. Common problems with orientation programs and solutions for making induction more effective are also discussed.
Module2 human resource information system
By automating Human Resource practices, HRIS saves time and money, effectively reallocates work processes and thus provides competitive advantage and add strategic value to the organization
Module 1 human resource management
To successfully manage human resources, individuals need personal credibility, business knowledge, understanding of the business strategy, technology knowledge, and the ability to deliver HR services.
Human resource management practices should be evidence- based, that is, based on data showing the relationship between the practice and business outcomes related to key company stakeholders (customers, shareholders, employees, community). In addition to contributing to a company’s business strategy, human resource practices are important for helping companies deal with sustainability, globalization, and technology challenges. Global challenges include entering international markets, immigration, and offshoring. Technology challenges include using new technologies to support flexible and virtual work arrangements, high-performance work systems, and developing effective e-HRM practices and human resource information systems.
Tarpaulin making contest
The Video Film Promotion-Tarpaulin Making contest is a partial requirement for Educational Technology 2 (EdTech2) for Bachelor of Secondary of Education, College of Education, Mindanao State University. The purpose of this activity is to help students develop their creativity, inquiry, research & writing ability, critical thinking, visual and media literacy. This year’s theme would be, “ Educational Technology: A Call for Sustainable Education in a Global Knowledge Society”.
Documentary film
The document outlines the mechanics for a documentary film competition hosted by the College of Education at Mindanao State University. The competition aims to develop students' creativity, research, and media literacy skills. Students will work in teams to conceptualize, produce, and submit a 15-20 minute documentary on topics related to education, the environment, culture, or politics. The document provides guidelines for each stage of production and criteria for evaluating the documentaries. It also describes awards for the top three documentaries, photos, and informational tarpaulins created by participating students.
Fs 2 episode 1
This document provides instructions and materials for a student to complete Episode 1 of their field study, which involves observing three classes to identify how teachers apply principles of learning in their teaching. The student is given guidance on the tasks required, including observing classes, analyzing their observations, reflecting on their experiences, and compiling a portfolio to document their work. They will be evaluated based on criteria such as the quality of their analysis, reflection, documentation, and timely submission.
Fs 2 episode 7
The document is an evaluation form for a student's field study on effective questioning and reacting techniques. It includes sections for the student to observe resource teachers, analyze their questioning styles, reflect on their own techniques, and create a portfolio. The student is evaluated on tasks such as observation, analysis, reflection, portfolio quality, and timely submission. Scores are then converted to letter grades.
Fs 2 episode 6
1) The document outlines the requirements for an FS student to complete Episode 6 on lesson development, including observing resource teachers and analyzing their lesson planning and teaching.
2) The student must observe at least two resource teachers, fill out an observation sheet, analyze their observations, reflect on how lessons should begin and end, and reconstruct a resource teacher's lesson plan for their portfolio.
3) They will be rated on tasks such as the quality of their observation, analysis, reflection, and portfolio, with exemplary, superior, satisfactory, and unsatisfactory as possible grades.
Fs 2 episode 6
1) The document outlines the requirements for an FS student to complete Episode 6 on lesson development, including observing resource teachers and analyzing their lesson planning and teaching.
2) The student must observe at least two resource teachers, fill out an observation sheet, analyze their observations, reflect on how lessons should begin and end, and reconstruct a resource teacher's lesson plan for their portfolio.
3) They will be rated on tasks such as the quality of their observation, analysis, reflection, and portfolio, with exemplary, superior, satisfactory, and unsatisfactory as possible grades.
Fs 2 episode 5
This document outlines the process and requirements for a student to evaluate teaching approaches and methods used by resource teachers during field study observations. The student is evaluated on their ability to: 1) observe resource teachers and document the approaches used, 2) analyze their observations by answering questions about different approaches, and 3) reflect on which approaches they would consider using and why. The student must complete these tasks, submit all documentation on time, and achieve a satisfactory rating in order to pass the course.
Fs 2 episode 4
This document outlines the tasks and requirements for Field Study 2, Episode 4 regarding the application of guiding principles in selecting and using teaching strategies. The student is evaluated on their observation of resource teachers, analysis of observations based on principles of teaching, reflection on observations, and submission of a portfolio before the deadline. The portfolio must include documentation of observations, analysis, and reflection for the student to receive a rating and grade.
Fs 2 episode 3
This document contains templates and tools for a student to observe, analyze, and reflect on lessons focusing on cognitive, skill-based, and affective content. The student will observe three different types of lessons - one each of cognitive, skill, and affective. They will complete an observation sheet for each lesson and answer analysis questions. They will also reflect on organizing content for meaningful learning and whether subjects can truly be dull. Their portfolio will include a sample lesson plan integrating a value into a cognitive or skill-based lesson.
Fs 2 episode 2
The document outlines a field study evaluation for a student. It includes objectives to observe how resource teachers apply principles in developing lesson objectives and realize the importance of clearly defined objectives. The student is evaluated on tasks like observation, analysis, reflection, and portfolio completion. Areas of performance include exemplary, superior, satisfactory and unsatisfactory ratings that are later converted to letter grades. The student outlines steps to hit targets which include reviewing principles, observing classes, discussing with partners, and reflecting. Tools include an observation sheet to focus on principles and objectives.
Topic 1 ed105 b introduction
The document discusses educational technology initiatives in several Asia Pacific countries, including providing computers and internet access in schools and public libraries, training teachers to incorporate technology into lessons, and developing curriculum and resources to support technology-enhanced learning. It outlines government strategies and programs around educational technology in countries such as Australia, Malaysia, Singapore, Hong Kong, the Philippines, and New Zealand.
Exercise (t able and mail merge)
The document provides instructions for completing exercises in Word 2007 involving tables, mail merge letters, and directories. It includes steps to format tables, insert and sort data, create mail merge letters pulling from an Excel list, and generate a directory from an Excel database. The assignment at the end asks students to compare Excel versions and define Excel terms.
Sample format for appendices & bibliography
This document provides a bibliography of sources used for research on conceptual problems in biology textbooks. It includes books, journals, unpublished materials, and online sources published between 1992 and 2011. The bibliography contains publications from the Philippines and international sources related to biology education, textbook evaluation, and conceptual issues.
Title page final format
This undergraduate thesis examines the cooperative learning approach and problem solving skills of students in Fatima High School. The study utilized a descriptive correlational research design involving 123 junior students who answered questionnaires about the extent of cooperative learning used by their teachers and their own problem solving abilities. Results showed that cooperative learning approaches were sometimes used by teachers. Students were generally rated highly in problem solving skills. A significant relationship was found between cooperative learning and enhanced problem solving skills. The study concludes that cooperative learning can help improve student problem solving.
Standards based assessment under the k to12
This document outlines a standards-based assessment and rating system for secondary education. It discusses the philosophy of using assessment primarily as a quality assurance tool and for student self-reflection. The features include holistic and standards-based diagnostic, formative, and summative assessments. Various assessment tools and levels of proficiency are defined. A rubric is provided to assess student performance across knowledge, skills, understanding, and products/performances on a scale from beginning to advanced. The goal is to provide feedback to support student progress in attaining learning standards.
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Syllabus educ200 methods of research
This document outlines the course syllabus for Methods of Research. The course aims to introduce students to basic research concepts, principles, and methods. It will cover topics such as defining a research problem, reviewing related literature, different types of research designs and methods, sampling, data collection and analysis, and writing a thesis proposal. Students will apply what they learn by developing a research proposal on a topic of their choice. Assessment will include exams, individual outputs such as an oral presentation and written thesis proposal, and class participation. Upon completing the course, students should understand how to conduct research and be able to utilize the research process to construct their own thesis proposal.
ED197 episodes 1 12 (manual)
The document outlines the goals, tasks, and activities for a student teacher's first two episodes of practice teaching. In the first episode, the student teacher visits their cooperating school to tour facilities, discuss expectations with administrators, and familiarize themselves with the school. In the second episode, the student teacher meets their cooperating teacher and students, observes classroom interactions, and realizes they need to learn more about the developmental stage of the learners. The student teacher also identifies expectations they have for their cooperating teacher and reflects on overcoming fears about their suitability for the teaching profession.
Module 5 a job induction & orientation
The document discusses job induction and orientation programs. It defines induction and orientation, noting that induction introduces employees to new surroundings and policies while orientation provides basic background information. The document outlines the objectives and needs addressed by induction and orientation programs, such as reducing anxiety and improving efficiency. It also describes different approaches to orientation, including individual vs collective and serial vs disjunctive styles. The planning process for induction programs includes definition, development, orientation, operation, and evaluation phases. Sample induction programs from the Department of Education are presented, including schedules of activities. Common problems with orientation programs and solutions for making induction more effective are also discussed.
Module2 human resource information system
By automating Human Resource practices, HRIS saves time and money, effectively reallocates work processes and thus provides competitive advantage and add strategic value to the organization
Module 1 human resource management
To successfully manage human resources, individuals need personal credibility, business knowledge, understanding of the business strategy, technology knowledge, and the ability to deliver HR services.
Human resource management practices should be evidence- based, that is, based on data showing the relationship between the practice and business outcomes related to key company stakeholders (customers, shareholders, employees, community). In addition to contributing to a company’s business strategy, human resource practices are important for helping companies deal with sustainability, globalization, and technology challenges. Global challenges include entering international markets, immigration, and offshoring. Technology challenges include using new technologies to support flexible and virtual work arrangements, high-performance work systems, and developing effective e-HRM practices and human resource information systems.
Tarpaulin making contest
The Video Film Promotion-Tarpaulin Making contest is a partial requirement for Educational Technology 2 (EdTech2) for Bachelor of Secondary of Education, College of Education, Mindanao State University. The purpose of this activity is to help students develop their creativity, inquiry, research & writing ability, critical thinking, visual and media literacy. This year’s theme would be, “ Educational Technology: A Call for Sustainable Education in a Global Knowledge Society”.
Documentary film
The document outlines the mechanics for a documentary film competition hosted by the College of Education at Mindanao State University. The competition aims to develop students' creativity, research, and media literacy skills. Students will work in teams to conceptualize, produce, and submit a 15-20 minute documentary on topics related to education, the environment, culture, or politics. The document provides guidelines for each stage of production and criteria for evaluating the documentaries. It also describes awards for the top three documentaries, photos, and informational tarpaulins created by participating students.
Fs 2 episode 1
This document provides instructions and materials for a student to complete Episode 1 of their field study, which involves observing three classes to identify how teachers apply principles of learning in their teaching. The student is given guidance on the tasks required, including observing classes, analyzing their observations, reflecting on their experiences, and compiling a portfolio to document their work. They will be evaluated based on criteria such as the quality of their analysis, reflection, documentation, and timely submission.
Fs 2 episode 7
The document is an evaluation form for a student's field study on effective questioning and reacting techniques. It includes sections for the student to observe resource teachers, analyze their questioning styles, reflect on their own techniques, and create a portfolio. The student is evaluated on tasks such as observation, analysis, reflection, portfolio quality, and timely submission. Scores are then converted to letter grades.
Fs 2 episode 6
1) The document outlines the requirements for an FS student to complete Episode 6 on lesson development, including observing resource teachers and analyzing their lesson planning and teaching.
2) The student must observe at least two resource teachers, fill out an observation sheet, analyze their observations, reflect on how lessons should begin and end, and reconstruct a resource teacher's lesson plan for their portfolio.
3) They will be rated on tasks such as the quality of their observation, analysis, reflection, and portfolio, with exemplary, superior, satisfactory, and unsatisfactory as possible grades.
Fs 2 episode 6
1) The document outlines the requirements for an FS student to complete Episode 6 on lesson development, including observing resource teachers and analyzing their lesson planning and teaching.
2) The student must observe at least two resource teachers, fill out an observation sheet, analyze their observations, reflect on how lessons should begin and end, and reconstruct a resource teacher's lesson plan for their portfolio.
3) They will be rated on tasks such as the quality of their observation, analysis, reflection, and portfolio, with exemplary, superior, satisfactory, and unsatisfactory as possible grades.
Fs 2 episode 5
This document outlines the process and requirements for a student to evaluate teaching approaches and methods used by resource teachers during field study observations. The student is evaluated on their ability to: 1) observe resource teachers and document the approaches used, 2) analyze their observations by answering questions about different approaches, and 3) reflect on which approaches they would consider using and why. The student must complete these tasks, submit all documentation on time, and achieve a satisfactory rating in order to pass the course.
Fs 2 episode 4
This document outlines the tasks and requirements for Field Study 2, Episode 4 regarding the application of guiding principles in selecting and using teaching strategies. The student is evaluated on their observation of resource teachers, analysis of observations based on principles of teaching, reflection on observations, and submission of a portfolio before the deadline. The portfolio must include documentation of observations, analysis, and reflection for the student to receive a rating and grade.
Fs 2 episode 3
This document contains templates and tools for a student to observe, analyze, and reflect on lessons focusing on cognitive, skill-based, and affective content. The student will observe three different types of lessons - one each of cognitive, skill, and affective. They will complete an observation sheet for each lesson and answer analysis questions. They will also reflect on organizing content for meaningful learning and whether subjects can truly be dull. Their portfolio will include a sample lesson plan integrating a value into a cognitive or skill-based lesson.
Fs 2 episode 2
The document outlines a field study evaluation for a student. It includes objectives to observe how resource teachers apply principles in developing lesson objectives and realize the importance of clearly defined objectives. The student is evaluated on tasks like observation, analysis, reflection, and portfolio completion. Areas of performance include exemplary, superior, satisfactory and unsatisfactory ratings that are later converted to letter grades. The student outlines steps to hit targets which include reviewing principles, observing classes, discussing with partners, and reflecting. Tools include an observation sheet to focus on principles and objectives.
Topic 1 ed105 b introduction
The document discusses educational technology initiatives in several Asia Pacific countries, including providing computers and internet access in schools and public libraries, training teachers to incorporate technology into lessons, and developing curriculum and resources to support technology-enhanced learning. It outlines government strategies and programs around educational technology in countries such as Australia, Malaysia, Singapore, Hong Kong, the Philippines, and New Zealand.
Exercise (t able and mail merge)
The document provides instructions for completing exercises in Word 2007 involving tables, mail merge letters, and directories. It includes steps to format tables, insert and sort data, create mail merge letters pulling from an Excel list, and generate a directory from an Excel database. The assignment at the end asks students to compare Excel versions and define Excel terms.
Sample format for appendices & bibliography
This document provides a bibliography of sources used for research on conceptual problems in biology textbooks. It includes books, journals, unpublished materials, and online sources published between 1992 and 2011. The bibliography contains publications from the Philippines and international sources related to biology education, textbook evaluation, and conceptual issues.
Title page final format
This undergraduate thesis examines the cooperative learning approach and problem solving skills of students in Fatima High School. The study utilized a descriptive correlational research design involving 123 junior students who answered questionnaires about the extent of cooperative learning used by their teachers and their own problem solving abilities. Results showed that cooperative learning approaches were sometimes used by teachers. Students were generally rated highly in problem solving skills. A significant relationship was found between cooperative learning and enhanced problem solving skills. The study concludes that cooperative learning can help improve student problem solving.
Standards based assessment under the k to12
This document outlines a standards-based assessment and rating system for secondary education. It discusses the philosophy of using assessment primarily as a quality assurance tool and for student self-reflection. The features include holistic and standards-based diagnostic, formative, and summative assessments. Various assessment tools and levels of proficiency are defined. A rubric is provided to assess student performance across knowledge, skills, understanding, and products/performances on a scale from beginning to advanced. The goal is to provide feedback to support student progress in attaining learning standards.