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 article discusses how multimedia projectors are becoming increasingly important classroom tools. It notes that projectors were originally designed for business use and did not meet the specific needs of classrooms. However, manufacturers are now developing projectors specifically for educational settings. The article highlights the key features educators look for in projectors, such as high picture quality, resolution, long lamp life, portability, brightness, connectivity options, and quiet operation. It concludes that multimedia projectors allow teachers to engage students through interactive lessons and are predicted to be in every classroom within five years.
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.
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 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 describes Marian B. Tiempo's observations of teaching and learning processes during field study experiences. It outlines 4 steps to the observation process: 1) observe classes and identify teaching principles; 2) observe teaching strategies and learner behaviors; 3) identify lesson objectives, activities, materials, and assessment; and 4) reflect on experiences. Marian documents observations of classes focusing on grammar and identifies principles like "practice makes perfect" and strategies like group work. Insights include the importance of teacher engagement and motivation to avoid boredom. Overall, the document outlines Marian's process of observing classroom instruction and reflecting on effective teaching.
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.
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 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]
The article discusses how multimedia projectors are becoming increasingly important classroom tools. It notes that projectors were originally designed for business use and did not meet the specific needs of classrooms. However, manufacturers are now developing projectors specifically for educational settings. The article highlights the key features educators look for in projectors, such as high picture quality, resolution, long lamp life, portability, brightness, connectivity options, and quiet operation. It concludes that multimedia projectors allow teachers to engage students through interactive lessons and are predicted to be in every classroom within five years.
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.
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 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 describes Marian B. Tiempo's observations of teaching and learning processes during field study experiences. It outlines 4 steps to the observation process: 1) observe classes and identify teaching principles; 2) observe teaching strategies and learner behaviors; 3) identify lesson objectives, activities, materials, and assessment; and 4) reflect on experiences. Marian documents observations of classes focusing on grammar and identifies principles like "practice makes perfect" and strategies like group work. Insights include the importance of teacher engagement and motivation to avoid boredom. Overall, the document outlines Marian's process of observing classroom instruction and reflecting on effective teaching.
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.
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 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]
The document provides guidance for observing a classroom and learners' characteristics. The observer notes that most pupils are unable to manage their behavior yet and need assistance working independently. Their attention spans are short. The observer also provides a sample classroom observation report, noting the classroom set up and daily routines. Effective behavior management strategies included being strict during discussions to motivate participation.
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.
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.
This document provides information about Learning Episode 4 which focuses on using the TPACK framework to choose appropriate teaching resources for a particular unit. It discusses the intended learning outcomes of applying technological, pedagogical, and content knowledge. The document then explains the TPACK framework and its three main components: technological knowledge, pedagogical knowledge, and content knowledge. It also provides details about the student's plan to complete tasks for the episode, including choosing a topic, finding relevant resources, and developing additional teaching aids. The student reflects on applying their various knowledge areas and how to further enhance their TPACK skills in the future.
Fs 2 Experiencing Teaching Learning Process BY luisitogluisito1997
This document describes a field study course aimed at connecting teaching theories to classroom practice. Students observe how resource teachers apply principles of teaching and learning to make lessons interactive, meaningful, and engaging. The course objectives are to understand teaching principles through experience, reflect on applying principles for lasting learning, and determine how teachers implement lesson objectives in the teaching process. The sample observation sheet shows a student identifying how their resource teacher applies learning principles like collaborative learning and addressing individual needs. The student reflects on learning the importance of clear objectives and enhancing their own teaching skills through observation.
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 Niño Canque's portfolio consisting of 5 episodes:
1. Principles of learning in the author's own words.
2. A researched quotation on the significance of goals and objectives.
3. A sample lesson plan integrating values on the parts of a tree.
4. A reflection on teaching creatively.
5. A graphic organizer comparing the characteristics of constructivist and metacognitive approaches.
Fs 1 episode 5 individual differences and learners interactionNoel Parohinog
This is the Episode 5 of FS 1. In this episode, you will gain competence in determining understanding and accepting the learners' diverse background to their performance in the classroom.
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 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.
The document discusses designing product-oriented performance assessments. It recommends visiting a class to identify product-oriented activities, choosing one activity to study, and designing an assessment plan for that activity. The plan should include learning objectives, tasks, rubrics, and notes on conditions for successful implementation. Reflecting on personal strategies can help make efforts successful. Overall, the document provides guidance on developing a product-oriented performance assessment through observation, planning, and reflection.
This document outlines a course for field study students to observe a child's development in an actual learning environment. The course is 17 hours and will help students recognize appropriate approaches to facilitating learning based on a child's development and social environment. Students will identify stages of physical, cognitive, social, and emotional development as manifested in the classroom. They will also observe different teaching approaches used with learners in various developmental stages and analyze how instruction should consider child development. The course focuses on tasks like observing school facilities, learners' characteristics, classroom management, diversity among learners, and the link between home and school.
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.
The document outlines principles of learning that were observed being applied in a Grade 9 mathematics classroom. It summarizes the teacher's adherence to 9 principles of learning through her teaching behaviors and the learning behaviors of her students. These include allowing students to actively participate in learning, discovering personal meaning, using hands-on activities, collaborative work, gradual instruction from simple to complex concepts, and addressing varied learning styles. The observer agreed that the teacher generally applied the principles well, though some were less evident. Overall, observing the classroom application of learning principles provided lessons about creating an organized, orderly lesson to achieve goals and maximize student learning.
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.
Field Study 2 Episode 2 Lesson Objectives As My Guiding StarRuschelle Cossid
The student observed an English class taught by their resource teacher, Mrs. Rowena Magdayao. After observing the lesson, the student deduced that the teacher's objectives were for the students to define paraphrasing, restate ideas from a text, and analyze the original and paraphrased texts. When the student asked the teacher for the actual objectives, they matched what the student had deduced. The lesson objectives covered both the cognitive domain of understanding paraphrasing as well as the affective domain of relating the topic to personal experiences. The student learned that clearly defining objectives that span multiple domains can guide an effective lesson.
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 provides information about a learning episode involving studying factors that influence learner development. It will focus on early experiences and learner characteristics as described by family and others. The goals are to describe home environment factors affecting learning and identify strategies for teachers to work with families. Performance will be evaluated on observation quality, analysis depth, reflection clarity, portfolio organization and timeliness. The episode also discusses Urie Bronfenbrenner's ecological model of environmental layers influencing learners. The teacher's role is to work with families and communities to nurture learners, not replace what is missing at home.
Field Study 1, Episode 5 "Individual Differences And Learner’s Interaction"Ruschelle Cossid
The document summarizes a student's observation of individual differences among students in a classroom. The student observed that some students performed well and participated actively, mostly girls seated at the front, while others seemed left behind and were quiet, mostly seated at the back. The teacher confirmed differences in students' backgrounds. The student reflected on their own experience with high and low achievers in school and how their teacher grouped students and called on the intelligent students, sometimes tutoring the low achievers. The student concluded they will need to meet the needs of all students by using appropriate techniques and encouraging sharing of ideas to recognize individual differences.
The document describes a student's observation of a resource teacher's lesson. Some key points:
- The teacher used both teacher-centered and student-centered approaches, including lectures, activities, group work, and involving students in the learning process.
- The lesson emphasized both mastery of content and real-world application of the material.
- The student analyzed whether the teaching was constructivist, inquiry-based, reflective, inclusive, collaborative, and integrative.
- In their reflection, the student concluded that student-centered approaches align best with K-12 guidelines and help students take responsibility for their own learning.
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.
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 provides guidance for observing a classroom and learners' characteristics. The observer notes that most pupils are unable to manage their behavior yet and need assistance working independently. Their attention spans are short. The observer also provides a sample classroom observation report, noting the classroom set up and daily routines. Effective behavior management strategies included being strict during discussions to motivate participation.
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.
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.
This document provides information about Learning Episode 4 which focuses on using the TPACK framework to choose appropriate teaching resources for a particular unit. It discusses the intended learning outcomes of applying technological, pedagogical, and content knowledge. The document then explains the TPACK framework and its three main components: technological knowledge, pedagogical knowledge, and content knowledge. It also provides details about the student's plan to complete tasks for the episode, including choosing a topic, finding relevant resources, and developing additional teaching aids. The student reflects on applying their various knowledge areas and how to further enhance their TPACK skills in the future.
Fs 2 Experiencing Teaching Learning Process BY luisitogluisito1997
This document describes a field study course aimed at connecting teaching theories to classroom practice. Students observe how resource teachers apply principles of teaching and learning to make lessons interactive, meaningful, and engaging. The course objectives are to understand teaching principles through experience, reflect on applying principles for lasting learning, and determine how teachers implement lesson objectives in the teaching process. The sample observation sheet shows a student identifying how their resource teacher applies learning principles like collaborative learning and addressing individual needs. The student reflects on learning the importance of clear objectives and enhancing their own teaching skills through observation.
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 Niño Canque's portfolio consisting of 5 episodes:
1. Principles of learning in the author's own words.
2. A researched quotation on the significance of goals and objectives.
3. A sample lesson plan integrating values on the parts of a tree.
4. A reflection on teaching creatively.
5. A graphic organizer comparing the characteristics of constructivist and metacognitive approaches.
Fs 1 episode 5 individual differences and learners interactionNoel Parohinog
This is the Episode 5 of FS 1. In this episode, you will gain competence in determining understanding and accepting the learners' diverse background to their performance in the classroom.
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 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.
The document discusses designing product-oriented performance assessments. It recommends visiting a class to identify product-oriented activities, choosing one activity to study, and designing an assessment plan for that activity. The plan should include learning objectives, tasks, rubrics, and notes on conditions for successful implementation. Reflecting on personal strategies can help make efforts successful. Overall, the document provides guidance on developing a product-oriented performance assessment through observation, planning, and reflection.
This document outlines a course for field study students to observe a child's development in an actual learning environment. The course is 17 hours and will help students recognize appropriate approaches to facilitating learning based on a child's development and social environment. Students will identify stages of physical, cognitive, social, and emotional development as manifested in the classroom. They will also observe different teaching approaches used with learners in various developmental stages and analyze how instruction should consider child development. The course focuses on tasks like observing school facilities, learners' characteristics, classroom management, diversity among learners, and the link between home and school.
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.
The document outlines principles of learning that were observed being applied in a Grade 9 mathematics classroom. It summarizes the teacher's adherence to 9 principles of learning through her teaching behaviors and the learning behaviors of her students. These include allowing students to actively participate in learning, discovering personal meaning, using hands-on activities, collaborative work, gradual instruction from simple to complex concepts, and addressing varied learning styles. The observer agreed that the teacher generally applied the principles well, though some were less evident. Overall, observing the classroom application of learning principles provided lessons about creating an organized, orderly lesson to achieve goals and maximize student learning.
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.
Field Study 2 Episode 2 Lesson Objectives As My Guiding StarRuschelle Cossid
The student observed an English class taught by their resource teacher, Mrs. Rowena Magdayao. After observing the lesson, the student deduced that the teacher's objectives were for the students to define paraphrasing, restate ideas from a text, and analyze the original and paraphrased texts. When the student asked the teacher for the actual objectives, they matched what the student had deduced. The lesson objectives covered both the cognitive domain of understanding paraphrasing as well as the affective domain of relating the topic to personal experiences. The student learned that clearly defining objectives that span multiple domains can guide an effective lesson.
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 provides information about a learning episode involving studying factors that influence learner development. It will focus on early experiences and learner characteristics as described by family and others. The goals are to describe home environment factors affecting learning and identify strategies for teachers to work with families. Performance will be evaluated on observation quality, analysis depth, reflection clarity, portfolio organization and timeliness. The episode also discusses Urie Bronfenbrenner's ecological model of environmental layers influencing learners. The teacher's role is to work with families and communities to nurture learners, not replace what is missing at home.
Field Study 1, Episode 5 "Individual Differences And Learner’s Interaction"Ruschelle Cossid
The document summarizes a student's observation of individual differences among students in a classroom. The student observed that some students performed well and participated actively, mostly girls seated at the front, while others seemed left behind and were quiet, mostly seated at the back. The teacher confirmed differences in students' backgrounds. The student reflected on their own experience with high and low achievers in school and how their teacher grouped students and called on the intelligent students, sometimes tutoring the low achievers. The student concluded they will need to meet the needs of all students by using appropriate techniques and encouraging sharing of ideas to recognize individual differences.
The document describes a student's observation of a resource teacher's lesson. Some key points:
- The teacher used both teacher-centered and student-centered approaches, including lectures, activities, group work, and involving students in the learning process.
- The lesson emphasized both mastery of content and real-world application of the material.
- The student analyzed whether the teaching was constructivist, inquiry-based, reflective, inclusive, collaborative, and integrative.
- In their reflection, the student concluded that student-centered approaches align best with K-12 guidelines and help students take responsibility for their own learning.
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.
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 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?
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.
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.
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 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 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.
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 rubric outlines the requirements and evaluation criteria for a three-phase comprehensive exam consisting of a research portfolio. It evaluates students on developing a focused topic and thesis, employing effective search strategies and keywords, selecting appropriate resources, evaluating resources, and properly citing sources in MLA style. Students can earn points in each category and phase to demonstrate emerging, developing, accomplished, or exemplary performance. The rubric provides instructors with detailed guidelines to assess student work.
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 7
1. Episode 6:
EFFECTIVE QUESTIONING AND REACTING TECHNIQUES
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 expect myself to be able to determine my Resource Teacher’s
questioning and reacting techniques and identify those that promote interaction.
My Performance (How I will be Rated)
Field Study 2, Episode 7- Effective Questioning and Reacting Techniques
Focused on: Questioning and Reacting Techniques
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 three Resource Teachers’ questioning and reacting techniques based on my
past lesson on “Effective Questioning and Reacting Techniques”.
To realize my Target, I will dothe following steps:
Step 1: Review " Effective Questioning and
eacting Techniques" on pp. 161 - 171 in
Principles of Teaching 1, 2007 by Corpuz, B.
and G. Salandalan.
Step2 : Observe my Resource
Teacher as she teaches with the use of
an Observation Sheet.
Step 4: Analyze my answers with
the aid of questions.
Step 5: Reflect on my observations.
4. My Tools
Score the Resource Teacher every time he/she demonstrates any of the following
questioning behaviors. Sample is shown in item #1.
Questioning Behavior Tally of Use Frequency
1. Varying types of questions e.g. IIII 5
2. Asking non – directive questions
3. Calling non – volunteers
4. Rephrasing
5.Sequencing logically
6.Requiring abstract thinking
7. Asking open – ended questions
8. Allowing sufficient wait time
9.Involving as many as possible
OBSERVATION SHEET
Name of the Resource Teachers Observed:________________,__________________,________________
School Address:_________________________________________________Date:___________________
Grade/ Year Level: _________________________________ Subject Area: _________________________
Write samples of questions asked under each type.
Type of Question Sample Questions Asked
1. Convergent Question
5. Type of Question Sample Questions Asked
2. Divergent Question
3. Low – level Question
4. High level Question
OBSERVATION SHEET
Name of the Resource Teachers Observed:________________,__________________,________________
School Address:_________________________________________________Date:___________________
Grade/ Year Level: _________________________________ Subject Area: _________________________
Reacting Techniques
Score the Resource Teacher every time he/she makes use of any of the techniques.
Reacting Behavior Tally of Use Frequency
1. Providing acceptance feedback
2. Providing corrective feedback
3. Giving appropriate praise
4. Repeating the answer
5. Explaining the answer
6. Rephrasing the question
7. Asking follow – up questions
8. Redirecting questions to other pupil
6. 9. Soliciting student question
10. Encouraging through non – verbal
behavior
11. Criticizing responding student for
his/her answer
12. Scolding for misbehavior or not
listening
13. Overusing expressions such as
“Okay”, “Right”, etc.
My Analysis
1. Which questioning and reacting techniques encouraged teacher – student interaction?
Which ones did not? ________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
2. What did Neil Postman mean when he said: “Children go to school as question marks and
leave schools as periods”? Does this have something to do with teacher’s questioning
and reacting techniques? ____________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
7. My Reflections
What do I resolve to do and NOT to do in my questioning and reacting techniques so as to
encourage teacher – student interaction ____________________________________________
_______________________________________________________________________________
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8. My Portfolio
I promote higher – order – thinking skills (HOTS) and interaction for learning by the kind
of questions that I ask.
Here are learning objectives. Formulate at least two examples of questions that promote
divergent thinking and HOTS.
Elementary (For BEEd Student)
1. At the end of the lesson, the pupil is able to identify the functions of the organs of the
digestive system.
Secondary (For BSEd Student)
1. After having been presented the pros and cons of teaching reproductive health in
schools, the student must be able to take a stand on the controversial issue and give
reasons for such stand.
Write your two divergent questions here!
1. Elementary _________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
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______________________________________________________________________________________
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2. Secondary __________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
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9. I promote class interaction by my favorable remarks. Here are 5 examples of expressions I must
use (products of my research) to inspire my students to be involved in class interaction.
1. e.g. “You are on the right track!”
2.
3.
4.
5.