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.
The document summarizes a student teacher's observation of their resource teacher developing an English lesson on sentence expansion using subordination. It describes how the resource teacher began the lesson with a motivating selection about a happy family. The teacher then had students analyze sentences from the selection and state the two ideas in each. To end, the teacher asked students to generalize about expanding sentences using subordination rather than stating it directly. The student teacher observed assessment and checking for understanding throughout the lesson.
The document summarizes the scoring, grading, and communicating of results process for a field study student. It includes details on how the student will be rated based on tasks like observation, analysis, reflection, and portfolio submission. It also provides examples of how the student computed grades based on performance and exams. Finally, it discusses how the resource teacher communicated learner assessment results and grades to parents during homeroom meetings and after 15 days of exams.
The document observes a Grade 8 classroom and notes the various characteristics and behaviors of the 52 students, ranging from ages 14-16, including some who are quiet and focused, some who chat with friends while working, and a few who roam. It describes the classroom set-up and rules, and notes that the students can work independently and manage their behavior well by finishing assignments on their own or with peer assistance. The teacher uses positive reinforcement like praise to encourage good behavior and discipline when needed.
This document outlines the performance evaluation criteria for a field study completed by a Bachelor of Secondary Education student on effective questioning and reacting techniques. It includes the student's self-assessment rubric, examples of their observation and analysis of the cooperating teacher's use of questioning behaviors and reacting techniques, reflections on how to encourage interaction, and examples of higher-order thinking questions and favorable remarks to promote interaction. The overall goal is to evaluate the student's mastery of questioning and reacting skills to encourage teacher-student engagement.
The document outlines a field study experience for a student where they are tasked with preparing instructional materials (handouts) on a topic. It provides a template for the student to plan their handout, which they use to create a handout on circles and their lines that includes definitions, parts of a circle, and lines in a circle. The student then analyzes features of effective handouts and reflects on difficulties preparing their handout and tips for teachers on creating handouts.
The document summarizes a field study conducted by 5 students to observe the learning resource center and bulletin boards at Sagay National High School. The students found that the learning resource center was well-stocked and organized, containing various printed, audio/visual, and ICT resources. The resources were properly classified and borrowing guidelines were clearly posted. The bulletin boards were also well-made and located in visible areas to effectively communicate announcements and information to students and faculty. The one board display that most interested the students promoted peace and justice.
The student observed a grade 9 mathematics class where the teacher taught about triangle midline theorems and proportionality theorems. The teacher used traditional teaching materials like the chalkboard, math textbook, and paper-pen exercises. Some students seemed engaged while others found it boring. Overall, the class showed eagerness and understanding, though the teacher experienced difficulties ensuring the chalkboard writing was visible to all students. The student believes the materials were effectively used given student understanding, but would supplement with fact sheets, activity sheets, and clearer illustrations to make the lesson more interactive.
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.
The document summarizes a student teacher's observation of their resource teacher developing an English lesson on sentence expansion using subordination. It describes how the resource teacher began the lesson with a motivating selection about a happy family. The teacher then had students analyze sentences from the selection and state the two ideas in each. To end, the teacher asked students to generalize about expanding sentences using subordination rather than stating it directly. The student teacher observed assessment and checking for understanding throughout the lesson.
The document summarizes the scoring, grading, and communicating of results process for a field study student. It includes details on how the student will be rated based on tasks like observation, analysis, reflection, and portfolio submission. It also provides examples of how the student computed grades based on performance and exams. Finally, it discusses how the resource teacher communicated learner assessment results and grades to parents during homeroom meetings and after 15 days of exams.
The document observes a Grade 8 classroom and notes the various characteristics and behaviors of the 52 students, ranging from ages 14-16, including some who are quiet and focused, some who chat with friends while working, and a few who roam. It describes the classroom set-up and rules, and notes that the students can work independently and manage their behavior well by finishing assignments on their own or with peer assistance. The teacher uses positive reinforcement like praise to encourage good behavior and discipline when needed.
This document outlines the performance evaluation criteria for a field study completed by a Bachelor of Secondary Education student on effective questioning and reacting techniques. It includes the student's self-assessment rubric, examples of their observation and analysis of the cooperating teacher's use of questioning behaviors and reacting techniques, reflections on how to encourage interaction, and examples of higher-order thinking questions and favorable remarks to promote interaction. The overall goal is to evaluate the student's mastery of questioning and reacting skills to encourage teacher-student engagement.
The document outlines a field study experience for a student where they are tasked with preparing instructional materials (handouts) on a topic. It provides a template for the student to plan their handout, which they use to create a handout on circles and their lines that includes definitions, parts of a circle, and lines in a circle. The student then analyzes features of effective handouts and reflects on difficulties preparing their handout and tips for teachers on creating handouts.
The document summarizes a field study conducted by 5 students to observe the learning resource center and bulletin boards at Sagay National High School. The students found that the learning resource center was well-stocked and organized, containing various printed, audio/visual, and ICT resources. The resources were properly classified and borrowing guidelines were clearly posted. The bulletin boards were also well-made and located in visible areas to effectively communicate announcements and information to students and faculty. The one board display that most interested the students promoted peace and justice.
The student observed a grade 9 mathematics class where the teacher taught about triangle midline theorems and proportionality theorems. The teacher used traditional teaching materials like the chalkboard, math textbook, and paper-pen exercises. Some students seemed engaged while others found it boring. Overall, the class showed eagerness and understanding, though the teacher experienced difficulties ensuring the chalkboard writing was visible to all students. The student believes the materials were effectively used given student understanding, but would supplement with fact sheets, activity sheets, and clearer illustrations to make the lesson more interactive.
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.
The document outlines a teacher's learning activities plan which includes learning outcomes, objectives, and assessments aligned to different cognitive levels based on Bloom's taxonomy. It also includes observations of portfolio examples and reflections on the use and elements of portfolios for assessing student learning. The plan aims to help students develop understanding and skills in areas like gratitude, computer parts, and cognitive processing levels.
They can communicate their ideas with guidance and have developing thinking and problem-solving skills. Elementary students can communicate more independently and are interested in games and discussions. High school students can independently research, problem-solve, and express their ideas and feelings, though some still need emotional support. The document analyzes the physical, social, emotional, and cognitive development of preschool, elementary, and high school students.
This document discusses a Field Study course for teacher trainees that focuses on learning assessment strategies. The 18-hour course involves students observing classroom teaching and how teachers assess student learning in different domains using various taxonomies. Students observe two classes and record their observations on assessment forms. By the end of the course, students should be able to evaluate assessment practices, distinguish assessment methods, use various assessment tools to measure different types of learning, formulate valid assessment tasks, compute grades, describe proficiency levels, and meaningfully report student performance.
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.
1) The teacher used a variety of teaching aids, including chalk and board, pictures, video clips, nursery music, and cut paper puzzles to teach a lesson on the water cycle.
2) She chose to use both traditional and electronic materials to actively engage students and sustain their interest in the topic.
3) While most materials were used effectively, some difficulties arose in operating technology and providing complete word puzzles, but the teacher overcame these challenges to deliver a high quality lesson.
The document discusses portfolios and their use in assessing student learning. It summarizes the student's observations from examining portfolios of other students. Most portfolios observed were documentation portfolios, which collect student work over time. Not all portfolios contained all necessary elements. The student reflects that while portfolio assessment requires more effort, it is important for providing tangible evidence of student learning and progress when done properly. Portfolios can improve learning outcomes if the assessment process accurately evaluates students' work and growth over time.
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.
This document contains a student teacher's portfolio submission for a field study course. It includes an observation guide for surveying available learning materials at a cooperating school. The student analyzed benefits of surveying materials in advance such as saving time and money. They reflected on enjoying making visual aids most and difficulties planning exciting activities for students. Tips provided for teachers include considering topic, student interests, and school rules when preparing materials. A graphic organizer shows learning resources for a direct variation topic that are available, may be purchased, or will be made.
This document summarizes a student's field study exploring the roles of teachers as curricularists. The student conducted interviews with teachers at different education levels to learn about their roles as planners, writers, knowers, innovators, evaluators, and implementors of curriculum. The student also researched literature on the role of early childhood teachers as guides who foster children's intellectual and social development. The field study portfolio included evidence of interviews, reflections on the student's own role as a future curricularist, and a rubric evaluating the student's work.
This document contains a student's evaluation form for their field study performance in organizing content for meaningful learning. It includes categories for observation/documentation, analysis, reflection, portfolio, and submission. The student will receive a score and rating in each category, which will be totaled for an overall score. The overall score will then be converted to a grade based on a provided transmutation scale. The document also includes the student's tools - an observation sheet where they documented their observation of a resource teacher, an analysis of how the teacher taught the content meaningfully, a reflection on teaching subjects interestingly, and their lesson plan portfolio integrating a value into a cognitive or skill lesson.
The document summarizes a student's field study assignment to observe a school environment and evaluate how conducive it is to learning. The student is asked to:
1) Visit a school and document facilities using a checklist
2) Observe a classroom and record findings in a matrix
3) Analyze how the school/classroom impacts learning and relate it to child development knowledge
4) Reflect on the observation and note insights into creating an ideal learning environment.
Ms. Maricel A. Dela Cruz
Topic: Parts of Speech
Teaching Aids Used:
- Pictures of different objects
- Flashcards with words written on them
- Whiteboard and marker
- Notebook and pen
Teaching Procedure:
1. The teacher introduced the topic - Parts of Speech. She explained that there are different word classes in the English language.
2. She showed pictures of different objects like a book, flower, car, etc. and asked the students to identify each object. The students responded well.
3. Then the teacher showed flashcards with words written on them like "read", "beautiful", "drive". She asked
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.
The document outlines a learning episode that focuses on reporting student performance. It discusses interviewing resource teachers about how they provide feedback to students and report grades to parents. It also involves observing a homeroom meeting where teachers communicate assessment results and grades to parents. The learning activities are analyzed and reflected upon. Key lessons are that reporting grades promotes ongoing feedback, ensures alignment of curriculum and assessment, and gives credible feedback to parents and students when the grading system and standards are clear and understood.
This document describes a field study exploring different types of curricula. It identifies 7 types of curricula: recommended, written, taught, supported, assessed, learned, and hidden. The study involves visiting schools to interview teachers and complete a matrix identifying the curricula used. It reflects on the importance of understanding different curricula and assessing their effectiveness. The portfolio includes documentation of activities, reflections, and is evaluated based on completion of objectives.
This document outlines a student's field study learning episode on exploring the traditional and progressive curriculum. The student's objectives are to analyze the teacher's role in curriculum, explain different viewpoints on curriculum, and complete a Venn diagram comparing traditional and progressive models. The student conducts interviews and research to understand differences in teacher/student roles, instructional methods, materials, and assessment. Most interviewees view traditional curriculum as teacher-centered while progressive is student-centered. The student finds both models have value when combined.
The document outlines the requirements and evaluation criteria for a field study experience at the Saint Francis of Assisi College Learning Resource Center. It includes a description of the center's available learning resources, which are categorized into print, audio, non-electronic visual, and ICT resources. The student then analyzes the center by noting that the resources are properly arranged and accessible. Strengths include the ventilation and accommodations, while a weakness is the single computer unit. Suggestions are made to increase computer availability for student use.
The document outlines the guiding principles of assessment that a teacher should follow, including specifying clear learning outcomes, using varied assessment tools, providing specific feedback, emphasizing real-world application and higher-order thinking, and allowing opportunities for self-assessment. It describes the intended outcomes, performance criteria, and learning activities for observing classes and analyzing a teacher's use of these assessment principles.
Field Study - Learning Assessment Strategies.gluisito1997
The document describes Luisito Gomez's observations of assessment methods used in three Filipino classes at Our Lady of the Sacred Heart College. It lists various assessment tools observed such as oral questioning, quizzes, and storytelling. For each class, it describes how the assessment methods were used to evaluate students' understanding of lessons. It also includes Luisito's reflections on ensuring assessment tools properly measure learning objectives and the importance of assessing students in a way that considers their individual learning styles.
The document is a portfolio from a student named Ian Jim A. Bayson for a field study visit on March 4, 2014. It includes a handout plan for teaching simple verb tenses to 8th grade students, with examples of simple past, present, and future tense verbs. It also contains Ian's analysis and reflections on creating effective handouts and tips for other teachers.
The document outlines a teacher's learning activities plan which includes learning outcomes, objectives, and assessments aligned to different cognitive levels based on Bloom's taxonomy. It also includes observations of portfolio examples and reflections on the use and elements of portfolios for assessing student learning. The plan aims to help students develop understanding and skills in areas like gratitude, computer parts, and cognitive processing levels.
They can communicate their ideas with guidance and have developing thinking and problem-solving skills. Elementary students can communicate more independently and are interested in games and discussions. High school students can independently research, problem-solve, and express their ideas and feelings, though some still need emotional support. The document analyzes the physical, social, emotional, and cognitive development of preschool, elementary, and high school students.
This document discusses a Field Study course for teacher trainees that focuses on learning assessment strategies. The 18-hour course involves students observing classroom teaching and how teachers assess student learning in different domains using various taxonomies. Students observe two classes and record their observations on assessment forms. By the end of the course, students should be able to evaluate assessment practices, distinguish assessment methods, use various assessment tools to measure different types of learning, formulate valid assessment tasks, compute grades, describe proficiency levels, and meaningfully report student performance.
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.
1) The teacher used a variety of teaching aids, including chalk and board, pictures, video clips, nursery music, and cut paper puzzles to teach a lesson on the water cycle.
2) She chose to use both traditional and electronic materials to actively engage students and sustain their interest in the topic.
3) While most materials were used effectively, some difficulties arose in operating technology and providing complete word puzzles, but the teacher overcame these challenges to deliver a high quality lesson.
The document discusses portfolios and their use in assessing student learning. It summarizes the student's observations from examining portfolios of other students. Most portfolios observed were documentation portfolios, which collect student work over time. Not all portfolios contained all necessary elements. The student reflects that while portfolio assessment requires more effort, it is important for providing tangible evidence of student learning and progress when done properly. Portfolios can improve learning outcomes if the assessment process accurately evaluates students' work and growth over time.
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.
This document contains a student teacher's portfolio submission for a field study course. It includes an observation guide for surveying available learning materials at a cooperating school. The student analyzed benefits of surveying materials in advance such as saving time and money. They reflected on enjoying making visual aids most and difficulties planning exciting activities for students. Tips provided for teachers include considering topic, student interests, and school rules when preparing materials. A graphic organizer shows learning resources for a direct variation topic that are available, may be purchased, or will be made.
This document summarizes a student's field study exploring the roles of teachers as curricularists. The student conducted interviews with teachers at different education levels to learn about their roles as planners, writers, knowers, innovators, evaluators, and implementors of curriculum. The student also researched literature on the role of early childhood teachers as guides who foster children's intellectual and social development. The field study portfolio included evidence of interviews, reflections on the student's own role as a future curricularist, and a rubric evaluating the student's work.
This document contains a student's evaluation form for their field study performance in organizing content for meaningful learning. It includes categories for observation/documentation, analysis, reflection, portfolio, and submission. The student will receive a score and rating in each category, which will be totaled for an overall score. The overall score will then be converted to a grade based on a provided transmutation scale. The document also includes the student's tools - an observation sheet where they documented their observation of a resource teacher, an analysis of how the teacher taught the content meaningfully, a reflection on teaching subjects interestingly, and their lesson plan portfolio integrating a value into a cognitive or skill lesson.
The document summarizes a student's field study assignment to observe a school environment and evaluate how conducive it is to learning. The student is asked to:
1) Visit a school and document facilities using a checklist
2) Observe a classroom and record findings in a matrix
3) Analyze how the school/classroom impacts learning and relate it to child development knowledge
4) Reflect on the observation and note insights into creating an ideal learning environment.
Ms. Maricel A. Dela Cruz
Topic: Parts of Speech
Teaching Aids Used:
- Pictures of different objects
- Flashcards with words written on them
- Whiteboard and marker
- Notebook and pen
Teaching Procedure:
1. The teacher introduced the topic - Parts of Speech. She explained that there are different word classes in the English language.
2. She showed pictures of different objects like a book, flower, car, etc. and asked the students to identify each object. The students responded well.
3. Then the teacher showed flashcards with words written on them like "read", "beautiful", "drive". She asked
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.
The document outlines a learning episode that focuses on reporting student performance. It discusses interviewing resource teachers about how they provide feedback to students and report grades to parents. It also involves observing a homeroom meeting where teachers communicate assessment results and grades to parents. The learning activities are analyzed and reflected upon. Key lessons are that reporting grades promotes ongoing feedback, ensures alignment of curriculum and assessment, and gives credible feedback to parents and students when the grading system and standards are clear and understood.
This document describes a field study exploring different types of curricula. It identifies 7 types of curricula: recommended, written, taught, supported, assessed, learned, and hidden. The study involves visiting schools to interview teachers and complete a matrix identifying the curricula used. It reflects on the importance of understanding different curricula and assessing their effectiveness. The portfolio includes documentation of activities, reflections, and is evaluated based on completion of objectives.
This document outlines a student's field study learning episode on exploring the traditional and progressive curriculum. The student's objectives are to analyze the teacher's role in curriculum, explain different viewpoints on curriculum, and complete a Venn diagram comparing traditional and progressive models. The student conducts interviews and research to understand differences in teacher/student roles, instructional methods, materials, and assessment. Most interviewees view traditional curriculum as teacher-centered while progressive is student-centered. The student finds both models have value when combined.
The document outlines the requirements and evaluation criteria for a field study experience at the Saint Francis of Assisi College Learning Resource Center. It includes a description of the center's available learning resources, which are categorized into print, audio, non-electronic visual, and ICT resources. The student then analyzes the center by noting that the resources are properly arranged and accessible. Strengths include the ventilation and accommodations, while a weakness is the single computer unit. Suggestions are made to increase computer availability for student use.
The document outlines the guiding principles of assessment that a teacher should follow, including specifying clear learning outcomes, using varied assessment tools, providing specific feedback, emphasizing real-world application and higher-order thinking, and allowing opportunities for self-assessment. It describes the intended outcomes, performance criteria, and learning activities for observing classes and analyzing a teacher's use of these assessment principles.
Field Study - Learning Assessment Strategies.gluisito1997
The document describes Luisito Gomez's observations of assessment methods used in three Filipino classes at Our Lady of the Sacred Heart College. It lists various assessment tools observed such as oral questioning, quizzes, and storytelling. For each class, it describes how the assessment methods were used to evaluate students' understanding of lessons. It also includes Luisito's reflections on ensuring assessment tools properly measure learning objectives and the importance of assessing students in a way that considers their individual learning styles.
The document is a portfolio from a student named Ian Jim A. Bayson for a field study visit on March 4, 2014. It includes a handout plan for teaching simple verb tenses to 8th grade students, with examples of simple past, present, and future tense verbs. It also contains Ian's analysis and reflections on creating effective handouts and tips for other teachers.
This document outlines the requirements and evaluation criteria for a student named Ana Marielle L. Formalejo to complete her Field Study 2 Episode 6 on lesson development. She is observing lessons taught by her Resource Teacher, Mrs. Sherla Pereña, at Taguig National High School. The student is evaluated on her observation of lessons, analysis of lesson development techniques, reflection on lessons, and submission of a portfolio including a reconstructed lesson plan. Her performance will be rated on a scale and assigned a grade based on the rating. She is provided tools to focus her observation and analysis, including an observation sheet and analysis questions.
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.
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.
The document discusses the teaching approaches and methods observed being used by the resource teacher, Mary Juliet Doño. A variety of approaches were observed, including deductive, inductive, demonstration, problem-solving, discovery, and constructivist approaches. The student provided analysis of the approaches used and when each may be best applied. In the reflections, the student discussed factors to consider when choosing a teaching approach such as learning objectives, subject matter, learners, and teacher ability. In the portfolio, characteristics of constructivist and metacognitive approaches were shown along with research on advantages and uses of various teaching methods.
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
This document outlines a learning episode for creating an effective slide presentation. The goals are to apply principles of audiovisual presentations and be evaluated on observation, analysis, reflection skills. Guidelines are provided on using presentation software, following designs like the "Rule of Six," including graphics/video to engage learners, and ensuring information is correct, cited and organized properly. A sample presentation on semantics is included, with steps the student will take to achieve the learning outcomes through practice and reflection.
This field study document summarizes Sarah Jane Cabilino's work developing a slide presentation on telling time for grade 2 students. The presentation included slides explaining what a clock is, its parts and functions, how to tell time, and different types of clocks. It utilized graphics, music, animation, sound effects, and stylish fonts. Sarah received feedback and was rated on completing tasks, answering analysis questions, reflecting on her experience, and submitting a portfolio. Her overall performance was rated as exemplary.
This document contains information about a student named Jundel L. Deliman who is taking the Bachelor of Secondary Education program. It details his performance in Field Study 3 Episode 7, which focuses on evaluating electronic resources for instructional use. He is rated on various tasks including observation, analysis, reflection, portfolio, and submission. The document provides guidelines for him to observe a mathematics class on sequences and then analyze appropriate electronic resources to support teaching that topic. It includes his analysis matrix and reflections. His portfolio section displays instructional materials he found online related to formulating and solving equations and problems.
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.
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.
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.
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.
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.
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.
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.
The document discusses learning assessment strategies. It provides a framework for students to observe two classes and identify applications of principles of assessment. The principles discussed include assessment being an integral part of the teaching-learning process, assessment tools matching performance objectives, feedback being provided to learners on results, and considering learners' styles and intelligences with a variety of assessment methods. Students are to observe classes, interview teachers, identify evidence of principles, reflect on their experiences, and document their analysis in an observation sheet and portfolio.
The document discusses learning assessment strategies. It provides a framework for students to observe two different classes and identify applications of principles of assessment. The principles discussed include assessment being an integral part of the learning process, assessment tools matching performance objectives, providing feedback to learners, considering different learning styles and intelligences, and providing positive and constructive feedback. The document also includes forms for students to document their observations and reflections on seeing these principles applied in the classroom.
This document appears to be a field study report submitted by a student named Jushabeth G. Garcera for her Bachelor of Secondary Education program. The report documents her observations at St. Louise de Marillac College of Sorsogon related to exploring concepts of the curriculum. Over three episodes, she examines the concepts, nature, and purposes of the curriculum; identifies the components and approaches of the curriculum; and discusses new approaches to teaching and learning. She includes tools used during her observations, analyses of her findings, reflections, and documentation for her portfolio. The report provides insights into how the school translates its curriculum into practice in the classroom.
We need to consider both traditional and progressive points of view of curriculum because both have valuable insights to offer. The traditional perspective emphasizes established knowledge and methods, while the progressive perspective focuses on adapting to current needs and incorporating new ideas. Considering multiple perspectives helps develop a more well-rounded understanding of curriculum design and allows educators to make informed decisions about balancing continuity and change.
2. How can the insights from both perspectives help in designing an
effective curriculum?
The document discusses learning assessment strategies and provides a form for students to document the assessment methods they observe being used in classes. [1] It instructs students to observe at least two classes and make a list of the assessment methods used by teachers, classifying them as conventional or authentic/alternative. [2] Students are then asked to describe how each assessment method was used, confer with their teacher about their assessment list, and reflect on their experience. [3]
This document describes Sarah Jane Cabilino's field study experience creating teaching materials for a lesson on telling time. It provides instructions for her tasks, criteria for evaluation, and sections for her to analyze and reflect on her work. She surveyed available materials, created visual aids and a PowerPoint presentation, and organized her work into a portfolio. She encountered some difficulties deciding on design elements but overcame them through group cooperation. Her tips for teachers include considering topics, learners, availability, and developing resourcefulness when preparing materials.
This document discusses the characteristics and needs of learners from preschool, elementary, and high school levels. For preschoolers, it notes that they enjoy playing and need motivation to engage in learning. For elementary students, it describes that they are beginning to learn foundational academic skills but still enjoy play. For high schoolers, it highlights that they are in a transition period between childhood and adolescence and need support. The reflection then shares the author's personal experiences as a student in preschool, elementary, and high school, and how those shaped their desire to become a teacher in order to have a positive impact on students.
This document summarizes Sarah Jane B. Cabilino's performance as a student teacher during her field study experience at Tanauan North Central School. It evaluates her based on criteria such as applying guiding principles to develop lesson objectives, analyzing her teaching performance, reflecting on her experience, and submitting required documents. The resource teacher observed that Sarah Jane was able to describe the three processes of the water cycle, state and explain these processes, and engage students in group activities, meeting the objectives of the lesson. Sarah Jane concluded that while the written objectives and actual lesson may sometimes differ, objectives generally guide lesson planning and development.
The document summarizes Sarah Jane B. Cabilino's observation of Tanauan North Central School in Batangas, Philippines during her field study experience. She documented the school facilities, observed a grade 1 classroom taught by Mrs. Josefa S. Tenorio, and analyzed how the school environment impacts learning. Sarah concluded that the organized classrooms and facilities provided an effective learning environment for students and that a print-rich, well-ventilated classroom is conducive to learning. She reflected that she would like to teach in such a supportive school environment.
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.
The document provides rubrics to assess student work on an Educreations mini garden lesson project. It includes categories and levels of performance to evaluate use of time, note taking, quality of sources, permissions, mechanics, workload, storyboards, final presentations, and self/peer assessment. Performance is ranked on a scale of 1 to 4, with 4 being advanced and 1 being beginning level. Criteria address tasks such as dividing work equally, using sources, spelling/grammar, and delivering clear and engaging presentations.
This document provides instructions for an assignment to complete Stage 3 of the Understanding by Design model. Students are asked to plan learning experiences and activities to help learners achieve the instructional unit's goals. They must submit a Word document with their name, course information, and the completed Stage 3 template detailing activities for 3 weeks. The template should include details like in the UbD textbook example. Students are advised to label activities to show how they meet the scoring rubric and receive full credit. The rubric attached scores elements like aligning activities with standards and ensuring opportunities for students to rethink, reflect and revise their work.
The document provides guidance for students to observe teaching practices and apply principles of learning. It instructs students to observe three classes and document how teachers apply principles such as learning being an active process, involving multiple senses, and occurring in a non-threatening environment. Students are asked to analyze their observations and reflect on how the resource teachers adhered to the principles of learning. The goal is for students to understand how principles of learning can be implemented in classroom teaching.
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.
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.
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 systemMaria Theresa
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
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.
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”.
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.
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.
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 & bibliographyMaria Theresa
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.
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 to12Maria Theresa
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.
The document provides information about science education in the Philippines, including performance on national and international assessments, reasons for poor performance, and recommendations for improving science curriculum and instruction from basic education to K-12. Specifically, it notes that performance on national science tests and international assessments like TIMSS has been low, with weaknesses in higher-order thinking skills. Recommendations include introducing science earlier, adopting a spiral curriculum, emphasizing inquiry-based learning, and improving classroom assessment.
Policy guidelines on the k to 12 implementationMaria Theresa
This document outlines guidelines for implementing the K to 12 Basic Education Curriculum for grades 1 to 10 in the Philippines for SY 2012-2013. It discusses key features like learning standards, outcomes, areas, and time allotment. Science from grades 7 to 10 is focused on basic concepts in biology, chemistry, physics, and earth science each quarter. Independent and cooperative learning is encouraged for 2 to 4 hours weekly. Schools may exhibit student work each quarter as a culminating activity to demonstrate learning.
A learning disability can cause difficulties with text comprehension, working memory, sensory processing, communication, and motor skills, and is defined as a discrepancy between a person's abilities and functioning that is not due to other factors like intelligence. Learning disabilities can be developmental or academic, affecting areas like reading, writing, spelling, mathematics, and include cognitive and social emotional problems. Symptoms and characteristics of learning disabilities include issues with reading, writing, spelling, mathematics, auditory processing, motor skills, attention, behavior, and social skills.
Dr. juliet lastimosa learning disabilityMaria Theresa
This files includes all the documents presented by Dr. Juliet Lastimosa during the Current Issues and Trends in Education (CITE) 3S 2nd Track Seminar conducted last August 8, 2012 held at Regional Educators Academy (REA) Building, Quirino Avenue, General Santos city
1. The document provides instructions for creating mailing labels using mail merge in Microsoft Word 2007. It describes connecting a label document to a data source, inserting merge fields, previewing and merging the labels to a new document.
2. The steps include creating a form template, adding content controls for text boxes and drop-down lists, and setting protection on parts of the form.
3. The mail merge process is outlined as setting up the main document, connecting it to a data source, refining the recipient list, adding merge fields, and previewing and completing the merge.
Topic 11 meeting challenges of the 21st century by pefiancoMaria Theresa
The document discusses issues and challenges for teacher education in the future world of learning. It notes that teacher education institutions (TEIs) are solely responsible for pre-service teacher training and education in the Philippines. Consequently, what is taught in these colleges and universities will be brought into classrooms. It also discusses the debate around content mastery versus pedagogy in teacher preparation, and how the changing roles of teachers will require reforms in policy, governance, and providing technological tools to support teachers.
Topic 10 the world is our campus by punoMaria Theresa
This document discusses the importance of institutional planning, foreign linkages, and partnerships for educational institutions. It contains 3 key points:
1) Institutional planning requires a situational analysis to identify needs, problems, and opportunities in order to develop relevant programs. Educational institutions must also evaluate their own strengths and weaknesses.
2) Developing foreign partnerships is difficult and takes time, effort, and initiative to nurture mutual trust and confidence. In the globalized world, international participation is important for relevance and academic excellence.
3) To attract foreign partners, educational institutions should identify unmet needs in other countries and develop programs to address them, or create demand for existing academic programs and professional expertise.
Topic 9 challenges of technology in education by caragueMaria Theresa
The document discusses the challenges of using technology in education. It notes that universities are increasingly investing in new technologies for teaching. Some benefits of technology include increased flexibility, using multimedia to develop skills, and using the internet to develop collaborative learning and global courses. However, effective technology integration requires strategies like developing a vision, allocating funding, improving infrastructure, providing faculty training, and conducting research and evaluation.
Topic 9 challenges of technology in education by carague
Fs 2 episode 6
1. Episode 6:
ON LESSON DEVELOPMENT
Name of FS Student______________________________________________________________
Course_______________________________________ Year & Section _____________________
Resource Teacher 1______________________ Signature ______________Date______________
Resource Teacher 2______________________ Signature ______________Date______________
Resource Teacher 3______________________Signature______________ Date______________
Cooperating School_______________________________________________________________
My Target
In this Episode, I must be able to trace how my Resource Teacher develops his/her
lesson.
My Performance (How I will be Rated)
Field Study 2, Episode 6- On Lesson Development
Focused on: How many Resource Teacher develops his/her Lesson
Exemplary Superior Satisfactory Unsatisfactory
Tasks
4 3 2 1
Observation/ All tasks were All or nearly all Nearly all tasks were Fewer than half of tasks
Documentation: done with tasks were done done with acceptable were done; or most
outstanding with high quality quality objectives met but with
quality; work poor quality
exceeds
expectations
4 3 2 1
My Analysis Analysis questions Analysis questions Analysis questions Analysis questions were
were answered were answered were not answered not answered.
completely; in completely completely
depth answers; Grammar and spelling
thoroughly Clear connection Vaguely related to unsatisfactory
grounded on with theories the theories
theories
-Exemplary Grammar and Grammar and spelling
grammar and spelling are acceptable
spelling. superior.
4 3 2 1
2. Exemplary Superior Satisfactory Unsatisfactory
Tasks
4 3 2 1
My reflection Reflection Reflection Reflection statements Reflection statements
statements are statements are are shallow; are unclear and shallow
profound and clear but not supported by and are not supported
clear, supported clearly supported experiences from the by experiences from the
by experiences by experiences episode. episode.
from the episode. from the episode.
4 3 2 1
My portfolio Portfolio is Portfolio is Portfolio is Portfolio has many
complete, clear, complete, clear, incomplete; lacking components; is
well-organized well-organized supporting unorganized and
and all supporting and most documentation is unclear.
documentation supporting organized but is
are located in documentation lacking.
sections clearly are available
designated. and/or logical and
clearly marked
locations.
4 3 2 1
Submission Before deadline. On the deadline. A day after the Two days or more after
deadline. the deadline.
4 3 2 1
Subtotals
Rating based on
Overall Score transmutation:
______________________________ _________________
Signature of FS Teacher above printed name Date
Transmutation of Scores to Grades/ Ratings
Score Grade Rating Score Grade Rating
20 1.0 99 12-13 2.50 81
18-19 1.25 96 11 2.75 78
17 1.5 93 10 3.00 75
16 1.75 90 8-9 3.5 72 and
15 2.00 87 7- below 5.00 below
14 2.25 84
3. My Map
I will observe at least two Resource Teachers, analyze and reflect on my observations.
To realize my Target, I will follow the following steps:
Step 1: Review "Appropriate Learning Activities in the different
Phases of the Lesson" in Principles of Teaching 1, 2007 by
Corpuz, B. and G. Salandalan, pp. 95 - 99and instruction in
Educational Technology 1, 2007 by Corpuz, B. P. I. Lucido pp. 36 -
43 and Principles of Teaching2, by Corpuz,B. et al pp. 51 - 90.
Step2 : Observe 2 Resource Teachers on how they go through their
reasons.
Step 3 Accomplish Observation Sheet.
Step 4: Analyze my observations.
Step 5: Reflect on my observations.
4. My Tool
As I observe a class, I will use the Observation Sheet for a more focused observation.
OBSERVATION SHEET
Name of the Resource Teachers Observed:________________,__________________,________________
School Address:_________________________________________________Date:___________________
Grade/ Year Level: _________________________________ Subject Area: _________________________
1. Describe how the teacher began his/her lesson. Why do you think he/she do that? _____
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2. What activity/activities did the Resource Teacher ask the learners to do after he/she
introduced the lesson? Why do you think he/she did such? ________________________
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3. How did he/she end his/her lesson? Why do you think he/she did that? ______________
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5. _________________________________________________________________________
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4. Did you notice an assessment of learning in the process of teaching? If yes, how was it
done? ___________________________________________________________________
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5. Did you observe if Resource Teacher checked learning at the end of his/her lesson? ____
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6. Checklist – Of the following which did you observe? Please check if you observed the
item.
Teaching Behavior Check Here
1.Connecting lesson to past lesson
2. Introducing the lesson for the day
3. Sharing the lesson for the day
4. Motivating the students
5. Students doing learning activity
6. 6. Teacher giving lecturette
7. Teacher checking for understanding
8. Teacher/students Summarizing
My Analysis
I will answer the following questions:
1. How should the lesson begin and end? _________________________________________
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2. Did you observe any part of the lesson development to have been out of place? Explain
your answer. _____________________________________________________________
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7. My Reflections
“Tell them what you want to tell them; tell them, tell them what you told them.” Relate this
statement to lesson development________________________________________________
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8. My Portfolio
1. Reconstruct your Resource Teacher’s lesson plan. Your lesson plan must have the parts of a
lesson plan. A lesson plan outline may do, provided all the parts of a lesson are covered.
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