Mga Salitang Kaugnay sa Larangang Akademikosheisirenebkm
This document contains Filipino and English terms related to academic fields. It provides terms for fields like humanities, literature, music, visual arts, architecture, communication, social sciences, history, government, science, and more. For each subject, it lists key terms in both Filipino and English. It also contains examples of loan words from other languages that have been adapted to Filipino, as well as examples of shortened or combined Filipino words for some English terms.
Isa sa mga paksang tatalakayin sa Fil 002 Pagbasa at Pagsulat tungo sa Pananaliksik. Inihanda ang presentasyong ito bilang kagamitang pampagtuturo sa nasabing asignatura.
Mga Salitang Kaugnay sa Larangang Akademikosheisirenebkm
This document contains Filipino and English terms related to academic fields. It provides terms for fields like humanities, literature, music, visual arts, architecture, communication, social sciences, history, government, science, and more. For each subject, it lists key terms in both Filipino and English. It also contains examples of loan words from other languages that have been adapted to Filipino, as well as examples of shortened or combined Filipino words for some English terms.
Isa sa mga paksang tatalakayin sa Fil 002 Pagbasa at Pagsulat tungo sa Pananaliksik. Inihanda ang presentasyong ito bilang kagamitang pampagtuturo sa nasabing asignatura.
Makrong Kasanayan: Pagsasalita
Kasanayang Di Pormal
a. Pakikipagusap
b. Pagpapakilala sa sarili sa ibang tao
c. Pakikipag-usap sa telepono
d. Pagbibigay ng reaksyon at panuto
e. Pagbibigay Komento
Kasanayang Pormal
a. Masining na pagkukuwento
b. Pakikipagpanayam
c. Pangkatang Talakayan
d. Balagtasan
e. pagtatalumpati
1. Dapat tandaan habang Nagtatalumpati
2. Uri ng Talumpati
3. Bahagi ng Talumpati
Pangangailan sa Mabisang Pagsasalita
a. Kaalaman
b. Kasanayan
c. Tiwala sa sarili
Kasangkapan sa Pagsasalita
a. Tinig
b. Bigkas
c. Tindig
d. Kumpas
e. Kilos
Katangian ng Mahusay na Tagapagsalita At Takot sa Pagsasalita sa Harap ng Madla
Makrong Kasanayan: Pagsasalita
Kasanayang Di Pormal
a. Pakikipagusap
b. Pagpapakilala sa sarili sa ibang tao
c. Pakikipag-usap sa telepono
d. Pagbibigay ng reaksyon at panuto
e. Pagbibigay Komento
Kasanayang Pormal
a. Masining na pagkukuwento
b. Pakikipagpanayam
c. Pangkatang Talakayan
d. Balagtasan
e. pagtatalumpati
1. Dapat tandaan habang Nagtatalumpati
2. Uri ng Talumpati
3. Bahagi ng Talumpati
Pangangailan sa Mabisang Pagsasalita
a. Kaalaman
b. Kasanayan
c. Tiwala sa sarili
Kasangkapan sa Pagsasalita
a. Tinig
b. Bigkas
c. Tindig
d. Kumpas
e. Kilos
Katangian ng Mahusay na Tagapagsalita At Takot sa Pagsasalita sa Harap ng Madla
PILING LARANGAN
Akademikong Pagsulat
Isang masinop at sistematikong pagsulat ukol sa isang karanasang panliipuunan. May katangian itong pormal, obhetibo, may paninindigan, may pananagutan, at may kalinawan.
Ang Pagsusulat
Malaking tulong ang pagsusulat lalong lalo na sa mga taong nakasusulat, nakababasa at maging sa pagdokumento ng mga mahahalagang pangyayari.
Ayon kay Mabelin (2012), ang pagsusulat ay isang pagpapahayag ng kaalamang kailanman ay hindi maglalaho sa isipan ng mga bumasa at babasa sapagkat ito ay maaaring pasalin-salin sa bawat panahon.
Maaaring mawawala ang alaala ng sumulat ngunit ang kaalamang kanyang ibinahagi ay mananatiling kaalaman.
Ayon kay Mabelin (2012). Ang layunin sa pagsasagawa ng pagsulat ay maaaring mahati sa dalawang bahagi
Una, ito ay maaaring personal o ekspresibo kung saan ang layunin ng pagsulat ay nakabatay sa :
1.pansariling pananaw
2.Karanasan
3.Naiisip
4.nadarama ng manunulat.
Ang ganitong paraan ng pagsulat ay maaaring magdulot sa bumabasa ng kasiyahan, kalungkutan, pagkatakot, o pagkainis depende sa layunin ng taong sumusulat.
Ang karaniwang halimbawa nito ay ginagawa ng mga manunulat ng; 1.Sanaysay
2.Maikling Kuwento
3.Tula
4.Dula
5.Awit,
Pangalawa, ito naman ay panlipunan o pansosyal kung saan ang layunin ng pagsulat ay ang makipag-ugnayan sa ibang tao o sa lipunan na ginagalawan.
Ang ibang halimbawa nito ay ang pagsulat ng
1.liham 5.balita
2.Korespondensiya 6.pananaliksik,
3.sulating panteknikal 7.tesis
4.disertasyon,
Pangalawa, ito naman ay panlipunan o pansosyal kung saan ang layunin ng pagsulat ay ang makipag-ugnayan sa ibang tao o sa lipunan na ginagalawan.
Ang ibang halimbawa nito ay ang pagsulat ng
1.liham 5.balita
2.Korespondensiya 6.pananaliksik,
3.sulating panteknikal 7.tesis
4.disertasyon,
Mahahasa ang kakayahang mag-organisa ng mga kaisipan at maisulat ito sa pamamagitan ng obhektibong paraan.
Malilinang ang kasanayan sa pagsusuri ng mga datos na kakailanganin sa isinisagawang imbestigasyon o pananaliksik.
3. Mahuhubog ang kaisipan sa pamamagitan ng mapanuring pagbasa sa pamamagitan ng pagiging obhektibo sa paglatag ng mga kaisipang isusulat batay sa mga nakalap na impormasyon.
4. Mahihikayat at mapauunlad ang kakayahan ng mag-aaral at makikilatis ang mahahalagang datos na kakailanganin sa pagsulat.
3. Mahuhubog ang kaisipan sa pamamagitan ng mapanuring pagbasa sa pamamagitan ng pagiging obhektibo sa paglatag ng mga kaisipang isusulat batay sa mga nakalap na impormasyon.
4. Mahihikayat at mapauunlad ang kakayahan ng mag-aaral at makikilatis ang mahahalagang datos na kakailanganin sa pagsulat.
Masasabing ang pagsulat ay isang talento dahil hindi lahat ng tao ay may kakayahang lumikha ng isang makabuluhang akda o komposisyon.
Kaya naman upang makabuo tayo ng isang magandang sulatin ay kailangang mapukaw ang ating interes. Kailangan nating mabatid ang mga dapat tandaan sa pagsusulat partikular ng akad
The document is a research paper on thematic teaching by Arnel C. Bentayao presented for a course on teaching multi-grade classes. It discusses thematic teaching as a mode of instruction where concepts are organized around a central theme. Various experts define thematic teaching as integrating disciplines like reading, math, and science around a broad subject. Thematic teaching provides meaningful connections between concepts and makes lessons more relevant to learners. While not perfect for all concepts, it can be beneficial when implemented properly to develop holistic and cohesive understanding for students.
This research paper discusses assessment strategies that can increase student motivation. It analyzes views from five educators on how to make assessment a motivating experience rather than a threatening one. Their strategies include clarifying learning objectives, allowing student goal-setting, rewarding performance, and addressing struggling learners. The author also provides their own analysis, stating that assessment should be an authentic learning tool that considers student needs and interests. Formative assessments can increase motivation by helping students focus on mastery rather than scores. Overall, the key is for assessment strategies to be sensitive, constructive, and avoid harsh judgments that could damage student self-confidence.
1) The document discusses sources of stress for college students, including greater academic demands, financial responsibilities, being away from home, and forming new relationships.
2) Several studies have found a relationship between stress and poor academic performance in college students. Common sources of stress identified include homesickness, lower than expected grades, financial issues, and work responsibilities interfering with study time.
3) The objective of the study is to investigate stress sources and coping strategies of college students at Davao Oriental State College of Science and Technology by surveying 20 students about 14 potential stressors and their stress levels and coping mechanisms.
developmental social individual factors of learner centered principleJocel Vallejo
This research paper examines developmental, social, and individual factors that influence learner-centered psychological principles. It discusses several theories of learner development, including those proposed by Piaget, Vygotsky, Erikson, and Kohlberg. These theories explore how cognitive, social, and emotional development affect learning. The paper also analyzes how individual differences like cultural background and learning styles require teachers to understand diversity and plan lessons accordingly. Overall, the research emphasizes that understanding learner development helps teachers facilitate effective learning through appropriate strategies and activities.
Here are the key points about the Creative Problem Solving (CPS) process:
- CPS has 6 stages: Mess Finding, Fact Finding, Problem Finding, Idea Finding, Solution Finding, Acceptance Finding
- Mess Finding involves identifying a general challenge or area of opportunity.
- Fact Finding is gathering information about the nature of the problem.
- Problem Finding is defining the specific problem statement.
- Idea Finding uses techniques like brainstorming to generate novel solution ideas.
- Solution Finding evaluates and improves the ideas to find an optimal solution.
- Acceptance Finding plans how to implement the solution and gain approval/acceptance.
The CPS process provides a structured yet flexible framework to
Dale Mae S. Juarez observed several schools in Davao City to evaluate their facilities, learning environments, classroom management, educational philosophies, and more. Most of the schools visited - including UIC-High School, Davao City Special School, Ateneo de Davao High School, and Ateneo de Davao College - had well-maintained facilities, conducive learning environments, excellent classroom management policies, and values aligned with their missions. The University of Immaculate Conception also prioritized building students' moral and spiritual knowledge. Overall, Juarez found the educational tour to provide awesome insights into these Davao schools.
This document discusses five major educational philosophies: perennialism, essentialism, progressivism, existentialism, and pragmatism. Perennialism focuses on teaching reasoning and wisdom through subjects and doctrine with a highly disciplined approach. Essentialism emphasizes teaching intellectual and moral standards through a core curriculum of essential knowledge and skills. Progressivism believes education should focus on the whole child through active learning rooted in the learner's experiences. Existentialism rejects set truths and focuses on helping students understand themselves and accept responsibility for their own development. Pragmatism sees education as a means to solve problems and believes learning happens through active experimentation.
This document discusses applying technology to support higher-level learning outcomes. It outlines several conceptual models of learning - meaningful learning, discovery learning, generative learning, and constructivism. These models emphasize students taking an active role in building their own understanding. The document then discusses using IT-based projects to engage students in higher-order thinking, including resource-based projects, simple creations, guided hypermedia projects, and web-based projects. It focuses on students acquiring information through inquiry and discovery rather than receiving it from teachers.
2. “Bago gawin o sabihin,
makapitong iisipin”
-mula sa mga Lumang
Kasabihan
3. Nakikilala ang mga teknik na magagamit bago
sumulat.
Natitiyak ang klase o target na mambabasang
paglalaanan ng sinusulat.
Nasasanay ang sarili sa mga planong
isinasagawa bago sumulat.
4.
5. 1. Ang malayang pagsulat
2. Brainstorming
3. Klastering o Mapping
4. Paggamit sa sariling instink
6. Dalawang Uri:
a. binibigyan ka ng pagkakataon na
pansamantalang kalimutan ang mga alalahanin
upang maipukos sa isipan ang gawain.
b. makakatulong sa iyo sa paghahanap ng
mga ideya para sa iisang partikular na tapik o
paksa
7. Malayang pagtatala ng mga ideya tungkol sa
isang paksa.
Klastering o Mapping
Pagsulat ng pinakatampok na ideya sa gitna ng
papel at magsasanga sa mga kaugnay na salita
nito.
