This document discusses sustainable livelihoods and monitoring. It defines sustainable livelihoods as a system that collects and shares information on resources and activities to help people and get feedback from them. It lists the objectives of monitoring sustainable livelihoods as assessing resources and activities, examining issues, evaluating progress, and sharing information. It also provides details on methodology, indicators, roles and types of monitoring.
This document discusses sustainable livelihoods and monitoring. It defines sustainable livelihoods as a system that collects and shares information on resources and activities to help people and get feedback from them. It lists the objectives of monitoring sustainable livelihoods as assessing resources and activities, examining issues, evaluating progress, and sharing information. It also provides details on methodology, indicators, roles and types of monitoring.
1. Assessment for learning is different from assessment of learning in that it is used to help students learn better rather than evaluate learning. It helps students and teachers see learning goals, a student's progress, and next steps.
2. Research shows that assessment for learning is one of the most powerful ways to improve learning, especially for students who find learning challenging. It helps students learn better now and achieve more throughout their education.
3. Classroom assessment techniques developed by teachers help make the learning process more methodical and systematic by providing feedback to improve teaching methods.
1. Assessment for learning is different from assessment of learning in that it is used to help students learn better rather than evaluate learning. It helps students and teachers see learning goals, a student's progress, and next steps.
2. Research shows that assessment for learning is one of the most powerful ways to improve learning, especially for students who find learning challenging. It helps students learn better now and achieve more throughout their education.
3. Classroom assessment techniques developed by teachers help make the learning process more methodical and systematic by providing feedback to improve teaching methods.
This document outlines the objectives and tasks for a 6-episode field study course. The objectives are to observe students' development, teaching approaches, and how instruction should consider development. Episode 1 focuses on the learning environment and having students observe a school. Episode 2 is on diversity among learners and having students interview peers. Episode 3 looks at classroom management and how it affects learning. Episode 4 examines individual differences and matching activities. Episode 5 analyzes the learning process in relation to diversity. Episode 6 considers home-school links. The document provides guidance and resources to help students complete tasks and evidence for each episode.
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.
This document discusses the three domains of learning: cognitive, affective, and psychomotor. It focuses on the affective domain, which involves educational objectives related to attitudes, values, beliefs and appreciation. Krathwohl's taxonomy of the affective domain outlines five levels - receiving, responding, valuing, organization, and characterization. Instructional objectives in the affective domain should be specific, measurable, and observable. Examples of appropriate verbs to use for each level of the affective domain are provided.
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 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 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.
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 describes a student's field study observation of a lesson on proving trigonometric identities. It includes the student's observation sheet where they documented the resource teacher's behaviors aligned with principles of developing lesson objectives. The student analyzed whether their stated objective matched the teacher's actual objective, and found them to be somewhat similar. The student reflected that while objectives guide lessons, they are not always strictly followed. The student's portfolio includes research quotes on the importance of goals and objectives.
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.
Field Study 2: FS2 Experiencing the Teaching- Learning ProcessJessa Arnado
This portfolio documents a field study experience where a group of students observed teaching practices at Sagay National High School. Over multiple visits, the students observed classroom lessons, noted teaching strategies and materials used, and described student participation. They reflected on teaching principles and how to consider learner characteristics. The portfolio includes journal entries, documentation of activities, and a reflection on gaining experience with the teaching-learning process.
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.
