Fs 1 episode 4 individual differences and learners interactionNoel Parohinog
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 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!
This post is based on my field study that I did conduct last three months for the year 2014. You may seem not to approve some of this idea, but please correct me if I am wrong. Most of the things contain here were based on my own opinion. I am very welcome to some ideas that you may share on this subject matter. Thank you and hope it will be a help for those people in search for the same studies.
Fs 1 episode 4 individual differences and learners interactionNoel Parohinog
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 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!
This post is based on my field study that I did conduct last three months for the year 2014. You may seem not to approve some of this idea, but please correct me if I am wrong. Most of the things contain here were based on my own opinion. I am very welcome to some ideas that you may share on this subject matter. Thank you and hope it will be a help for those people in search for the same studies.
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This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Field Study 1, Episode 2 "The Learners' Characteristics and Needs"
1. My Tools
Use the activity form provided for you to document your observations.
An Observation Guide for the Learners’ Characteristics
Read the following statements carefully. Then write your observation report on
the provided space. Your teacher may also recommend another observation check-list
if a more detailed observation is preferred.
Physical
1. Observe their gross motor skills. How they carry themselves. How they move, walk,
run, go up the stairs, etc.
2. Are gross movements clumsy or deliberate/smooth?
3. How about their fine motor skills? Writing, drawing, etc.
Social
1. Describe how they interact with teachers and other adults.
2. Note how they also interact with peers. What do they talk about? What are their
concerns?
Emotional
1. Describe the emotional disposition or temperament of the learners. (happy, sad,
easily cries, mood-shifts)
2. How do they express their wants/needs? Can they wait?
3. How do they handle frustrations?
4. Describe their level of confidence as shown in their behavior. Are they self-
conscious?
Cognitive
1. Describe their ability to use words to communicate their ideas. Note their
language proficiency.
2. Describe how they figure out things. Do they comprehend easily? Look for
evidence of their thinking skills.
3. Were there opportunities for problem solving? Describe how did they show
problem solving abilities.
2. Learners’ Development Matrix
Record the data you gathered about the learners’ characteristics and needs in
this matrix. This will allow you to compare the characteristics and needs of learners at
different levels. The items under each domain are by no means exhaustive. These are
just sample indicators. You may add other aspects which you may have observed.
Development Domain Preschooler
Indicate age range
of children observed
Elementary
Indicate age range of
children observed
High School
Indicate age range of
children observed
Physical
Gross-motor skills
Fine-motor skills
Self-help skills
Others
- The child loves
to move around
- He is still
learning how to
write.
- He needs to be
guided.
- He loves to play
a lot.
- He loves to draw
different shapes.
- He can
sometimes help
himself.
- She already
knows how to
dance.
- She knows how
to write poems,
letters essays,
stories, etc.
- She’s doing all
things by himelf.
Social
Interaction with Teachers
Interaction With
Classmates/friends
Interests
Others
- He is still
adapting to the
new
environment.
- He interact with
his classmates
and play with
them
- He is confident in
the class and
she’s doing
good.
- He is friendly and
approachable.
He loves to
mingle with
others.
- She is
competitive in
the class. She
loves to talk with
his teacher.
- She has many
friends because
she is friendly.
Emotional Moods and
temperament, expression of
feelings
Emotional independence
Others
- His mood is
changing. He
easily cries if he’s
sad or upset.
- He shows what he
feels by saying it
to his mom. He still
can’t control his
emotions.
- He is moody. If he’s
sad, he’s quiet but
if he’s happy, he’s
active.
- He needs discipline
because he can’t
control his
emotions.
- She get’s easily
annoyed if
someone teases
her.
- She already knows
how to manage
her
emotions/feelings.
Cognitive
Communication Skills
Thinking skills
Problem-solving
Others
- He is trying to
communicate
well with his
peers.
- He can’t
comprehend
easily and have
a hard time
doing problem-
solving.
- He can
communicate
already but not
so good.
- He thinks fast
sometimes and
sometimes he’s
not.
- She is friendly to
everyone and
really
communicates
well.
- She thinks very
well and loves
problem-solving.
3. My Analysis
Write the most salient developmental characteristics of the learners you observed.
Based on these characteristics, think of implications for the teacher.
Example:
Level Salient Characteristics
Observed
Implications to the Teaching-
Learning Process
Preschool
Age range of Learners
Observed
Preschoolers like to
move around a lot
Therefore, the teacher
should remember to
use music and
movement activities
not just in PE but in all
subject areas.
Therefore, teachers
should not expect
preschoolers to stay
seated for a long
period of time
.
Level Salient Characteristics
Observed
Implications to the Teaching-
Learning Process
Preschool
Age range of Learners
Observed
Preschoolers always
want to play
Therefore, the teacher
should not only focus on
teaching academically
but also he/she must
give time for playing.
Therefore, teachers
should train preschoolers
to have confidence in
the class.
Elementary
Age range of Learners
Observed
Kids love to have some
time playing sports such
as basketball.
Therefore, teachers must
help in promoting the
value of playing sports to
the students.
High School
Age range of Learners
Observed
High school students like
to talk and mingle with
others.
Therefore, teachers
should remember to
have some activities that
will help the students in
socializing with others.
4. My Reflections
1. While you were observing the learners, did you recall your own experiences
when you were their age? What similarities or differences do you have with the
learners you observed?
While I’m observing the learners, I remembered those days when I was at their
age. There’s a lot of similarities and differences I remembered. The similarities are
playing with my classmates, sometimes not listening to the teacher, running inside
the classroom, etc. The difference is when I was a child, when I got warned by the
teacher, I immediately behave unlike the kids nowadays who are so stubborn and
not listening to what their teachers says.
2. Think of a teacher you cannot forget for positive or negative reasons. How did
she/he help or not help you with your needs (physical, emotional, social, and
cognitive)? How did it affect you?
The teacher that I cannot forget is my teacher in EP when I was still in my first year
high school. I cannot forget her because of the grade she gave to me in second
grading. I don’t know why she gave me that grade. I’m really disappointed that
time. It’s the first failing grade I get since elementary. It really affects me emotionally
and socially, socially because after the releasing of grades, I didn’t anymore join
any barkadas’ and be always alone instead.
3. Share your other insights here.
Children are still developing and constructing knowledge so in terms of teaching,
we should discuss topics that are relevant or appropriate to their cognitive level.
Learners must not force to perform tasks that are beyond their current cognitive
capabilities. This learning will be applied to my teaching profession someday in
facilitating learning of the children soon I will become a teacher.
5. My Portfolio
Which is your favorite theory of development? How can this guide you as a future
teacher?
Clip some readings about this theory and paste them here.
Erik Erikson’s Theory : Psychosocial Development
I choose Erikson’s theory because it is indeed true that personality is
determined by experiences during childhood and adulthood. Development has
a series or stages where it is determined by crisis. As a person grows up, she/she
will acquire and construct knowledge and different characteristics that fit on
his/her age depending on the stage he/she belongs.