Students observe objects in motion and complete a KWL chart on forces and motion based on their prior knowledge. Through teacher demonstrations and guided discussion, students begin to recognize that a force is a push or pull, and that an unbalanced force is necessary for any changes in an object's motion. The document provides an overview of the lesson, which includes student engagement activities, explorations of motion and forces, and explanations of key concepts like push, pull, and the need for a force to cause changes in motion. Formative assessments are used to evaluate student understanding.
Problems and Issues in the Philippine Educational SystemJames Paglinawan
The document discusses several key problems with the Philippine educational system:
1) Declining quality of education as seen in poor test scores and a high percentage of students and teachers failing certification exams.
2) Large disparities in educational achievement based on socioeconomic status, with disadvantaged students having high dropout rates.
3) Underfunding of education relative to other ASEAN countries and low spending per student that has declined in real terms.
4) A mismatch between the skills taught and actual job requirements that leads to educated unemployment.
This document outlines various laws and policies that relate to school administration and supervision in the Philippines. It discusses laws around school curriculum, students, finance/support, and other topics. Some key points include:
- Laws that mandate the teaching of subjects like Spanish, Rizal's works, and religious instruction.
- Policies on compulsory education, tuition fees, and entrance exams.
- Acts governing the funding and support of schools as well as scholarships.
- Orders and circulars addressing issues like curriculum, personnel, and citizenship training.
- Decrees aiming to align education with national development goals.
This document summarizes several laws related to students and education in the Philippines. It discusses laws that established compulsory elementary education, regulated tuition increases and medical inspections in private schools, provided state scholarships for gifted students, and prohibited certain collections from public school students. It also describes the presidential decree that implemented a national college entrance exam to regulate admissions to degree programs.
REPUBLIC ACT NO. 7784 _Prepared by Ryan J. Bermundoryan bermundo
This document summarizes Republic Act 7784, which aims to strengthen teacher education in the Philippines by establishing Centers of Excellence and creating a Teacher Education Council. The key points are:
- It establishes criteria for Centers of Excellence for teacher education and outlines their objectives and functions.
- It creates a Teacher Education Council to oversee the Centers of Excellence, chaired by the Secretary of Education and comprising representatives from education bodies and Centers of Excellence.
- It defines terms related to teacher education and appropriates funds to support the implementation of Centers of Excellence and the Council's work.
Current Issues in Curriculum Development in the PhilippinesNica Vanissa Bitang
Current Issues in Curriculum Development in the Philippines
K to 12: Its Implications across the Curriculum
Focused on Private High School -- Miriam College High School
A lot of issues were raised about the implementation of K-12 in the Philippine education system. Many are worrying that it might not be effective. Others think that it won’t make any improvement. But in the case of Miriam College High school, they are looking positively for its results. Upon hearing both facts and opinions from a number of resources, the researchers think that its implementation can result in large benefits to the society of the Philippines and its citizens. There will be problems because of the changes in the curriculum but the researchers believe that Filipinos will cope up soon. They’ll learn, in no time, to make the best out of the skills they’ll acquire through the changes. Better education system will bring better and more responsible citizens. Better citizens will lead to a better country.
The document discusses key aspects of the legal foundation of education in the Philippines including:
1) Laws governing admission to public and private schools, colleges and universities which state that education from elementary to high school should be free and compulsory.
2) Requirements for admission to elementary and secondary levels.
3) The K-12 education system which aims to provide students with 12 years of basic education to better prepare them for employment or higher education.
4) Outcome-based education which focuses on measuring what students know and can do rather than inputs like time spent in class.
The Organizational Structure in the Philippine Education SystemMichael Caesar Tubal
The Philippine education system is organized into two main levels - the Central Office which oversees administration at the national level, and Field Offices which oversee regional and local administration. The Central Office contains various bureaus, centers, and services that handle areas like curriculum, assessment, and staff development. It is headed by the Secretary and assisted by Undersecretaries. Field Offices include 16 Regional Offices, 157 Schools Divisions, and over 48,000 schools at the elementary and secondary levels. The Commission on Higher Education (CHED) regulates higher education and aims to improve quality and relevance, broaden access, and strengthen the sector for national development goals.
Problems and Issues in the Philippine Educational SystemJames Paglinawan
The document discusses several key problems with the Philippine educational system:
1) Declining quality of education as seen in poor test scores and a high percentage of students and teachers failing certification exams.
2) Large disparities in educational achievement based on socioeconomic status, with disadvantaged students having high dropout rates.
3) Underfunding of education relative to other ASEAN countries and low spending per student that has declined in real terms.
4) A mismatch between the skills taught and actual job requirements that leads to educated unemployment.
This document outlines various laws and policies that relate to school administration and supervision in the Philippines. It discusses laws around school curriculum, students, finance/support, and other topics. Some key points include:
- Laws that mandate the teaching of subjects like Spanish, Rizal's works, and religious instruction.
- Policies on compulsory education, tuition fees, and entrance exams.
- Acts governing the funding and support of schools as well as scholarships.
- Orders and circulars addressing issues like curriculum, personnel, and citizenship training.
- Decrees aiming to align education with national development goals.
This document summarizes several laws related to students and education in the Philippines. It discusses laws that established compulsory elementary education, regulated tuition increases and medical inspections in private schools, provided state scholarships for gifted students, and prohibited certain collections from public school students. It also describes the presidential decree that implemented a national college entrance exam to regulate admissions to degree programs.
REPUBLIC ACT NO. 7784 _Prepared by Ryan J. Bermundoryan bermundo
This document summarizes Republic Act 7784, which aims to strengthen teacher education in the Philippines by establishing Centers of Excellence and creating a Teacher Education Council. The key points are:
- It establishes criteria for Centers of Excellence for teacher education and outlines their objectives and functions.
- It creates a Teacher Education Council to oversee the Centers of Excellence, chaired by the Secretary of Education and comprising representatives from education bodies and Centers of Excellence.
- It defines terms related to teacher education and appropriates funds to support the implementation of Centers of Excellence and the Council's work.
Current Issues in Curriculum Development in the PhilippinesNica Vanissa Bitang
Current Issues in Curriculum Development in the Philippines
K to 12: Its Implications across the Curriculum
Focused on Private High School -- Miriam College High School
A lot of issues were raised about the implementation of K-12 in the Philippine education system. Many are worrying that it might not be effective. Others think that it won’t make any improvement. But in the case of Miriam College High school, they are looking positively for its results. Upon hearing both facts and opinions from a number of resources, the researchers think that its implementation can result in large benefits to the society of the Philippines and its citizens. There will be problems because of the changes in the curriculum but the researchers believe that Filipinos will cope up soon. They’ll learn, in no time, to make the best out of the skills they’ll acquire through the changes. Better education system will bring better and more responsible citizens. Better citizens will lead to a better country.
The document discusses key aspects of the legal foundation of education in the Philippines including:
1) Laws governing admission to public and private schools, colleges and universities which state that education from elementary to high school should be free and compulsory.
2) Requirements for admission to elementary and secondary levels.
3) The K-12 education system which aims to provide students with 12 years of basic education to better prepare them for employment or higher education.
4) Outcome-based education which focuses on measuring what students know and can do rather than inputs like time spent in class.
The Organizational Structure in the Philippine Education SystemMichael Caesar Tubal
The Philippine education system is organized into two main levels - the Central Office which oversees administration at the national level, and Field Offices which oversee regional and local administration. The Central Office contains various bureaus, centers, and services that handle areas like curriculum, assessment, and staff development. It is headed by the Secretary and assisted by Undersecretaries. Field Offices include 16 Regional Offices, 157 Schools Divisions, and over 48,000 schools at the elementary and secondary levels. The Commission on Higher Education (CHED) regulates higher education and aims to improve quality and relevance, broaden access, and strengthen the sector for national development goals.
Objective
To equip participants with an insight of School-Based Management (SBM) to support schools in their journey to improve School Performance and Student Achievement.
Methodology
explore 21st Century era Learning and to improve and align school resources to provide for it.
Methodology
to explore 21st Century era Learning and to improve and align school resources to provide for it.
to model School-Based Management(SBM) strategies to improve School Performance and,
to apply SBM techniques to improve Student Achievements
School Based Management Contents
Overview of Resource Management-School Based (SBM)
21st Century Teaching & Learning
SBM Assessment Instrument-Six Dimension of SBM
Strategies to improve School Performance & Student Achievement
Workshop Activity
1. The document establishes the governance framework for basic education in the Philippines by defining the roles and responsibilities of the national, regional, and divisional levels of the Department of Education.
2. At the national level, the Secretary of Education is responsible for formulating policies, plans, and standards and monitoring national learning outcomes.
3. Regional offices are responsible for developing regional plans and standards in line with national frameworks as well as research, projects, and resource management.
4. Divisions oversee schools and learning centers, personnel, and implementation of education plans, standards, and resource allocation at the local level.
The document discusses school-based management (SBM) as an education reform initiative in the Philippines. It provides background on SBM, outlines its goals of empowering school leadership, increasing stakeholder participation, and improving learning outcomes. It also discusses tools used to assess SBM implementation, including a revised assessment tool aligned with principles of a child-centered education system. Scoring levels evaluate SBM practices from beginning to advanced levels, with the highest level qualifying schools for accreditation. The overall aim is to decentralize decision-making and improve quality and access to basic education through community involvement.
The document summarizes Philippine laws related to school administration and supervision from the early American colonial period to the 1970s. It describes laws that established the Philippine Commission to govern the country, established the Department of Public Instruction to oversee schools, and numerous acts that addressed issues like private school regulation, curriculum requirements, teacher hiring and salaries, finance, and students. The laws aimed to develop and standardize the education system under American and later Philippine rule.
The Youth for Environment in School Organization (YES-O) Action Plan outlines the programs and projects of the San Roque Elementary School YES-O for the 2022-2023 school year. The plan includes electing YES-O officers, holding meetings to set goals and assign roles, conducting environmental advocacy activities like symposiums and poster-making, monthly clean-up drives of the school and neighborhood, establishing gardens and conducting tree planting, setting up material recovery facilities to promote proper waste segregation and recycling, and contests to encourage best practices in waste management. The YES-O aims to develop student leadership and participation in activities that safeguard the environment through these various initiatives over the school year.
The document outlines the policy guidelines for daily lesson preparation under the K to 12 Basic Education Program in the Philippines. It discusses the importance of instructional planning and the elements of an effective lesson plan, including objectives, content, learning resources, procedures, remarks, and reflection. Teachers are required to fill out a Daily Lesson Log on a weekly basis that includes these elements. The log is meant to guide teachers' instruction and assessment while allowing flexibility. It also requires teachers to reflect on the effectiveness of their lessons and address student needs.
This document summarizes key Philippine laws related to education. It outlines the aims of the Philippine educational system and defines the different levels of formal education, including elementary, secondary, and tertiary education. It also describes specialized educational services like work education, special education, and non-formal education. Finally, it provides an overview of R.A. 4670, also known as the Magna Carta for Public School Teachers, which aims to improve the conditions of public school teachers.
Lesson plan - Newton's first law of motionHarleen Singh
The document outlines a two-lesson plan on Newton's First Law of Motion for a 9th grade physics class. The lessons aim to help students understand and apply the concept of inertia through hands-on activities and designing their own demonstration. In the first lesson, students will perform three activities - flick a coin on a card into a tumbler, flick a coin to displace a stack of coins, and observe a toy rolling down a ramp - to observe inertia. They will then analyze the observations and discuss Newton's First Law. As homework, students will design their own demonstration activity. In the second lesson, each group will demonstrate and test their activity design while being evaluated on a rubric.
This document outlines an action plan for improving information and communication technology (ICT) at MIDTIMBANG CENTRAL ELEMENTARY SCHOOL in Talayan, Maguindanao del Sur for the 2023-2024 school year. The plan has five objectives: 1) Developing ICT skills among pupils in grades 4-6, 2) Upgrading ICT competency of teachers and staff, 3) Improving ICT integration in curriculum and lesson materials, 4) Monitoring and evaluating ICT programs and skills, and 5) Generating resources to further develop ICT. Strategies include organizing hands-on activities for pupils, providing ICT training for teachers, developing video lessons, conducting skills
CURRENT ISSUES ON PHILIPPINE EDUCATIONIyah Orlanda
The document discusses several issues facing the Philippine education system. It summarizes that a COA audit found many delays and setbacks in DepEd infrastructure projects. It also reported that 99% of schools had not received technology packages under the computerization program. The DepEd plans to review the K-12 curriculum to strengthen basic skills and values education in early grades. Secretary Briones said education needs to focus on developing critical thinking and life skills to prepare students for a changing world and future workforce.
The document outlines policies and guidelines for implementing a Science, Technology, and Engineering (STE) program at the secondary level. It discusses the vision, academic program structure, screening process, promotion/retention criteria, assessment, and management of the STE program. Key aspects include offering core subjects plus additional research courses, screening students based on academic achievements and aptitude, and promoting students who attain proficiency in STE subjects and approaching proficiency in others.
1. The document discusses work, energy, and their relationship. It defines work as being done when a force causes an object to move in the direction of the force, displacing it.
2. Potential energy is defined as the energy an object gains when lifted against the force of gravity. It depends on the object's mass and height and is calculated as PE=mgh.
3. Kinetic energy is the energy of a moving object and depends on its mass and velocity, calculated as KE=1/2mv^2. The document provides examples of calculating work, potential energy, and kinetic energy.
The document outlines a detailed lesson plan for a health class that focuses on educating students about the types of quackery, including having students identify and provide examples of medical, nutrition, and device quackery. The lesson plan involves warm-up activities, a presentation to introduce the topic of quackery, breaking students into groups to discuss and provide examples of different types of quackery, and a concluding individual writing assessment.
The document discusses the Department of Education's K-12 Basic Education Program. It notes that the current 10-year basic education program in the Philippines leads to underachievement and lacks competitiveness compared to other countries' 12-year programs. The K-12 program aims to enhance the quality of basic education through a decongested curriculum, better preparing students for work, entrepreneurship or higher education. It will involve adding 2 years to the current elementary and secondary levels, bringing the total basic education to 12 years.
The document provides information about formulating a School Improvement Plan (SIP) for 2016-2019. It discusses the legal basis for having an SIP, what an SIP entails, and the SIP planning process. The SIP is a 3-year roadmap that identifies interventions to be undertaken with community stakeholders. It is formulated based on school data and aims to improve learner outcomes. The planning process involves assessing the school's situation, identifying priority areas for improvement, determining objectives and root causes, and planning interventions over a 3-year timeframe. Key areas of focus for the SIP are access, quality, and governance of education. The workshop will guide participants through exercises to analyze school data and processes, select improvement areas, and develop the SIP.
School-based management (SBM) is a strategy that transfers decision-making authority from central offices to individual schools, giving principals, teachers, students, and parents greater control over budgets, personnel, and curriculum. This is intended to create more effective learning environments through stakeholder involvement. Implementing SBM requires strong support from school staff, a gradual process, and training as roles adjust. While it increases autonomy, SBM also requires participatory decision-making that can be slower and leave less time for other responsibilities.
This document is Republic Act No. 8190, which gives hiring priority to residents of the local barangay, municipality, or city for teaching positions in public schools located there, provided they meet qualifications. It outlines administrative sanctions for violations, requires the Department of Education to issue implementing rules within 90 days, and took effect in 1996.
The document provides examples and steps for performing operations with fractions, including:
1) Converting between improper fractions and mixed numbers, such as changing 12/7 to 1 5/7.
2) Adding similar fractions by adding the numerators and keeping the same denominator, and dissimilar fractions by finding a common denominator.
3) Subtracting fractions using the same steps as addition, subtracting the numerators for similar fractions.
Worked examples are provided for changing forms and adding and subtracting fractions to demonstrate the procedures.
Objective
To equip participants with an insight of School-Based Management (SBM) to support schools in their journey to improve School Performance and Student Achievement.
Methodology
explore 21st Century era Learning and to improve and align school resources to provide for it.
Methodology
to explore 21st Century era Learning and to improve and align school resources to provide for it.
to model School-Based Management(SBM) strategies to improve School Performance and,
to apply SBM techniques to improve Student Achievements
School Based Management Contents
Overview of Resource Management-School Based (SBM)
21st Century Teaching & Learning
SBM Assessment Instrument-Six Dimension of SBM
Strategies to improve School Performance & Student Achievement
Workshop Activity
1. The document establishes the governance framework for basic education in the Philippines by defining the roles and responsibilities of the national, regional, and divisional levels of the Department of Education.
2. At the national level, the Secretary of Education is responsible for formulating policies, plans, and standards and monitoring national learning outcomes.
3. Regional offices are responsible for developing regional plans and standards in line with national frameworks as well as research, projects, and resource management.
4. Divisions oversee schools and learning centers, personnel, and implementation of education plans, standards, and resource allocation at the local level.
The document discusses school-based management (SBM) as an education reform initiative in the Philippines. It provides background on SBM, outlines its goals of empowering school leadership, increasing stakeholder participation, and improving learning outcomes. It also discusses tools used to assess SBM implementation, including a revised assessment tool aligned with principles of a child-centered education system. Scoring levels evaluate SBM practices from beginning to advanced levels, with the highest level qualifying schools for accreditation. The overall aim is to decentralize decision-making and improve quality and access to basic education through community involvement.
The document summarizes Philippine laws related to school administration and supervision from the early American colonial period to the 1970s. It describes laws that established the Philippine Commission to govern the country, established the Department of Public Instruction to oversee schools, and numerous acts that addressed issues like private school regulation, curriculum requirements, teacher hiring and salaries, finance, and students. The laws aimed to develop and standardize the education system under American and later Philippine rule.
The Youth for Environment in School Organization (YES-O) Action Plan outlines the programs and projects of the San Roque Elementary School YES-O for the 2022-2023 school year. The plan includes electing YES-O officers, holding meetings to set goals and assign roles, conducting environmental advocacy activities like symposiums and poster-making, monthly clean-up drives of the school and neighborhood, establishing gardens and conducting tree planting, setting up material recovery facilities to promote proper waste segregation and recycling, and contests to encourage best practices in waste management. The YES-O aims to develop student leadership and participation in activities that safeguard the environment through these various initiatives over the school year.
The document outlines the policy guidelines for daily lesson preparation under the K to 12 Basic Education Program in the Philippines. It discusses the importance of instructional planning and the elements of an effective lesson plan, including objectives, content, learning resources, procedures, remarks, and reflection. Teachers are required to fill out a Daily Lesson Log on a weekly basis that includes these elements. The log is meant to guide teachers' instruction and assessment while allowing flexibility. It also requires teachers to reflect on the effectiveness of their lessons and address student needs.
This document summarizes key Philippine laws related to education. It outlines the aims of the Philippine educational system and defines the different levels of formal education, including elementary, secondary, and tertiary education. It also describes specialized educational services like work education, special education, and non-formal education. Finally, it provides an overview of R.A. 4670, also known as the Magna Carta for Public School Teachers, which aims to improve the conditions of public school teachers.
Lesson plan - Newton's first law of motionHarleen Singh
The document outlines a two-lesson plan on Newton's First Law of Motion for a 9th grade physics class. The lessons aim to help students understand and apply the concept of inertia through hands-on activities and designing their own demonstration. In the first lesson, students will perform three activities - flick a coin on a card into a tumbler, flick a coin to displace a stack of coins, and observe a toy rolling down a ramp - to observe inertia. They will then analyze the observations and discuss Newton's First Law. As homework, students will design their own demonstration activity. In the second lesson, each group will demonstrate and test their activity design while being evaluated on a rubric.
This document outlines an action plan for improving information and communication technology (ICT) at MIDTIMBANG CENTRAL ELEMENTARY SCHOOL in Talayan, Maguindanao del Sur for the 2023-2024 school year. The plan has five objectives: 1) Developing ICT skills among pupils in grades 4-6, 2) Upgrading ICT competency of teachers and staff, 3) Improving ICT integration in curriculum and lesson materials, 4) Monitoring and evaluating ICT programs and skills, and 5) Generating resources to further develop ICT. Strategies include organizing hands-on activities for pupils, providing ICT training for teachers, developing video lessons, conducting skills
CURRENT ISSUES ON PHILIPPINE EDUCATIONIyah Orlanda
The document discusses several issues facing the Philippine education system. It summarizes that a COA audit found many delays and setbacks in DepEd infrastructure projects. It also reported that 99% of schools had not received technology packages under the computerization program. The DepEd plans to review the K-12 curriculum to strengthen basic skills and values education in early grades. Secretary Briones said education needs to focus on developing critical thinking and life skills to prepare students for a changing world and future workforce.
The document outlines policies and guidelines for implementing a Science, Technology, and Engineering (STE) program at the secondary level. It discusses the vision, academic program structure, screening process, promotion/retention criteria, assessment, and management of the STE program. Key aspects include offering core subjects plus additional research courses, screening students based on academic achievements and aptitude, and promoting students who attain proficiency in STE subjects and approaching proficiency in others.
1. The document discusses work, energy, and their relationship. It defines work as being done when a force causes an object to move in the direction of the force, displacing it.
2. Potential energy is defined as the energy an object gains when lifted against the force of gravity. It depends on the object's mass and height and is calculated as PE=mgh.
3. Kinetic energy is the energy of a moving object and depends on its mass and velocity, calculated as KE=1/2mv^2. The document provides examples of calculating work, potential energy, and kinetic energy.
The document outlines a detailed lesson plan for a health class that focuses on educating students about the types of quackery, including having students identify and provide examples of medical, nutrition, and device quackery. The lesson plan involves warm-up activities, a presentation to introduce the topic of quackery, breaking students into groups to discuss and provide examples of different types of quackery, and a concluding individual writing assessment.
The document discusses the Department of Education's K-12 Basic Education Program. It notes that the current 10-year basic education program in the Philippines leads to underachievement and lacks competitiveness compared to other countries' 12-year programs. The K-12 program aims to enhance the quality of basic education through a decongested curriculum, better preparing students for work, entrepreneurship or higher education. It will involve adding 2 years to the current elementary and secondary levels, bringing the total basic education to 12 years.
The document provides information about formulating a School Improvement Plan (SIP) for 2016-2019. It discusses the legal basis for having an SIP, what an SIP entails, and the SIP planning process. The SIP is a 3-year roadmap that identifies interventions to be undertaken with community stakeholders. It is formulated based on school data and aims to improve learner outcomes. The planning process involves assessing the school's situation, identifying priority areas for improvement, determining objectives and root causes, and planning interventions over a 3-year timeframe. Key areas of focus for the SIP are access, quality, and governance of education. The workshop will guide participants through exercises to analyze school data and processes, select improvement areas, and develop the SIP.
School-based management (SBM) is a strategy that transfers decision-making authority from central offices to individual schools, giving principals, teachers, students, and parents greater control over budgets, personnel, and curriculum. This is intended to create more effective learning environments through stakeholder involvement. Implementing SBM requires strong support from school staff, a gradual process, and training as roles adjust. While it increases autonomy, SBM also requires participatory decision-making that can be slower and leave less time for other responsibilities.
This document is Republic Act No. 8190, which gives hiring priority to residents of the local barangay, municipality, or city for teaching positions in public schools located there, provided they meet qualifications. It outlines administrative sanctions for violations, requires the Department of Education to issue implementing rules within 90 days, and took effect in 1996.
The document provides examples and steps for performing operations with fractions, including:
1) Converting between improper fractions and mixed numbers, such as changing 12/7 to 1 5/7.
2) Adding similar fractions by adding the numerators and keeping the same denominator, and dissimilar fractions by finding a common denominator.
3) Subtracting fractions using the same steps as addition, subtracting the numerators for similar fractions.
Worked examples are provided for changing forms and adding and subtracting fractions to demonstrate the procedures.
Inquiry based instruction fall cue13 102513adinasullivan
This document discusses inquiry-based learning and its key principles. It describes inquiry-based learning as having roots in constructivist theories from the 1960s. Some of its main characteristics are using student questions to drive learning, strategic thinking, students creating knowledge, learning having a real purpose and audience, and self-assessment. The document provides examples of inquiry-based lessons and resources for teachers to learn more.
The document provides examples and steps for multiplying and dividing decimals by 10, 100, and other decimals. It explains that when multiplying decimals by 10 or 100, you move the decimal point to the right by the number of zeros. For dividing decimals or whole numbers by decimals, you change the divisor to a whole number by moving the decimal point left, and then move the dividend's decimal point the same number of places. It includes word problems applying these concepts and an assessment with additional problems to solve.
This document provides an instructional material on mathematics for grade 9 learners. It was collaboratively developed by educators from various schools and universities. The material covers modules on zero exponents, negative integral exponents, rational exponents, and radicals. It encourages teachers to provide feedback to improve the modules. The document also provides information on copyright and acknowledges those who developed and reviewed the material. It aims to help learners understand concepts involving exponents and radicals and apply them to solve real-life problems.
The document outlines a lesson plan to teach students about food webs. The objectives are to define a food web, construct a food web, and differentiate a food web from a food chain. Students will study an illustration of a food web, answer questions about it, and then construct their own food web using local organisms. The key points are that a food web shows overlapping food chains and interlinked energy transfers between organisms, ranging from producers like plants at the bottom to various consumer levels above.
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.
Principles of Teaching:Different Methods and Approachesjustindoliente
The document discusses different approaches and methods for teaching. It defines key concepts like teaching approach, strategy, method, and technique. It also provides examples of different teaching approaches that range from teacher-centered to learner-centered. Direct instruction/lecture and demonstration are two methods discussed in more detail. For direct instruction, steps include demonstrating skills or concepts and providing guided and independent practice. Formative assessment is used during the process. Demonstration involves a teacher or student showing a process while others observe, and guidelines are provided for effective demonstrations.
Detailed Lesson Plan (ENGLISH, MATH, SCIENCE, FILIPINO)Junnie Salud
Thanks everybody! The lesson plans presented were actually outdated and can still be improved. I was also a college student when I did these. There were minor errors but the important thing is, the structure and flow of activities (for an hour-long class) are included here. I appreciate all of your comments! Please like my fan page on facebook search for JUNNIE SALUD.
*The detailed LP for English is from Ms. Juliana Patricia Tenzasas. I just revised it a little.
For questions about education-related matters, you can directly email me at mr_junniesalud@yahoo.com
This lesson reviews pupils' responses to a diagnostic activity about forces acting in three situations: a falling apple, a ball on a string, and a book on a table. The teacher leads an interactive discussion to establish the scientific approach to identifying and representing forces as arrows of specific length and direction. This addresses common alternative conceptions, such as inanimate objects not exerting forces. The teacher emphasizes specifying the target object and representing all forces acting on it, including the upward push of a table.
Constructivism is a theory of learning that suggests humans construct knowledge and meaning from their experiences. Key theorists like Piaget and Dewey influenced the development of constructivism and progressive education. Constructivist teaching approaches encourage active learning through exploration, hands-on activities, social interaction and reflection on experiences. This allows students to build new understandings based on what they already know. Teachers act as guides to challenge students and create meaningful lessons.
Constructivism is a theory of learning that suggests humans construct knowledge and meaning from their experiences. Key theorists like Piaget and Dewey influenced the development of constructivism and progressive education. Constructivist teaching approaches encourage students to take an active role in building understanding from their prior knowledge and experiences through techniques like group work and reflection. Teachers act as guides to challenge students to expand their knowledge. The 5E model provides a framework for constructivist lesson planning, including engaging students, allowing exploration, explaining concepts, extending understanding, and evaluating learning.
Constructivism is a theory of learning that suggests humans construct knowledge and meaning from their experiences. Key theorists like Piaget and Dewey influenced the development of constructivism and progressive education. Constructivist teaching approaches encourage active learning through exploration, hands-on activities, and social interaction. Teachers act as guides for students to build on prior knowledge and challenge understandings. Lessons are designed for students to make connections and reflect on learning experiences.
Constructivism is a theory of learning that suggests humans construct knowledge and meaning from their experiences. Key theorists like Piaget and Dewey influenced the development of constructivism and progressive education. Constructivism posits that learning is an active process where learners build on prior knowledge through experiences. For teachers, this implies facilitating learning through meaningful lessons and encouraging collaboration. The 5Es model - engage, explore, explain, elaborate, evaluate - provides a framework for lesson planning based on constructivist principles.
Science by inquiry learning approach.pptxMohd Mahatab
The document discusses the 5E instructional model, which is based on constructivist learning theory. The 5E model structures learning into five phases: Engage, Explore, Explain, Elaborate, and Evaluate. Each phase has a purpose - Engage piques student interest, Explore allows hands-on exploration, Explain introduces formal explanations, Elaborate extends understanding, and Evaluate assesses comprehension. Two sample science lesson plans are provided that demonstrate how activities in each phase can be designed to teach concepts like simple circuits and natural resources using an inquiry-based approach.
This unit focuses on force, motion, and energy. It has six modules that discuss these concepts at both the macroscopic and particle levels. The first module focuses on how unbalanced forces cause changes in an object's motion. The second module explains how force can do work on an object and transfer energy. The unit aims to develop students' understanding that energy can cause changes in objects and that the amount of change depends on the amount of energy transferred. It also covers that the energy transferred can be affected by the materials involved.
This unit discusses force, motion, and energy. It has six modules that describe energy transfer at both the macroscopic and particle levels. Module 1 focuses on how unbalanced forces cause changes in motion. Module 2 explains how force can do work and transfer energy. The unit aims to develop an understanding that energy affects objects by causing changes in their motion, particles, charges, temperature or other properties, and that the amount of change depends on the amount of energy transferred. Most topics are dealt with qualitatively to build basic understanding, with some quantitative tasks and computations.
This unit discusses force, motion, and energy. It has six modules that describe energy transfer at both the macroscopic and particle levels. Module 1 focuses on how unbalanced forces cause changes in motion. Module 2 explains how force can do work and transfer energy. The unit aims to develop students' understanding that energy is transmitted through various means and can cause changes in objects. Most topics are dealt with qualitatively to provide a basic understanding of concepts.
This unit discusses force, motion, and energy. It has six modules that describe energy transfer at both the macroscopic and particle levels. Module 1 focuses on how unbalanced forces cause changes in an object's motion. Module 2 explains how force can do work on an object and transfer energy. The unit aims to develop students' understanding of these concepts through qualitative and some quantitative activities.
ID214 Resources and Materials for Interior Design Assignment 1.docxsheronlewthwaite
ID214 Resources and Materials for Interior Design
Assignment 1 - Life Cycle Analysis
The tools required for this exercise are: This assignment instruction sheet, online access and access to a library collection (optional).
This is a research assignment. It requires you research the LIFE CYCLE of a randomly selected interior finish material. Based on your research findings, your challenge will be to answer the following broad question:
“From both an immediate and a long-term point of view, would you consider this material to be beneficial to the end user?”
Once your item has been selected, begin your online research. Use the following research objectives or questions to formulate your response to the research:
1. How and where is the material manufactured? What is the material made from? Where do the “ingredients” for this material come from?
2. Once it has been manufactured, how is the material distributed? Is it bundled in quantity or wrapped and shipped individually?
3. What additional materials, if any, are needed to apply or install this material so it can be used in the interior environment?
4. What happens to the material when it is no longer wanted or becomes unusable? How and where is it disposed of?
Once you’ve completed your research, prepare a Power Point presentation to share your research findings and your answers to the questions above. Your answers to the questions will not be considered right or wrong…they will simply be YOUR opinion… based upon what you have learned through research. The content of your Power Point may include any combination of graphics, text, hand or CAD generated drawings or photographs you feel are needed to best explain your research findings. Be sure to cite your sources and include a cover slide providing your name, the name and course number of the class, and a presentation title (the general category of your material…i.e; carpeting, stone, tile, etc.).
After presenting your general findings to the class, you will submit this assignment to Blackboard by the end of class on the following date:
Due: _____________________________________________________________
Learning to Move
Karen E. Adolph
New York University
ABSTRACT—Locomotion—moving the body from place to
place—is one of infants’ greatest achievements. In addition
to conquering gravity, infants must cope with variable and
novel constraints on balance and propulsion. At the same
time that they are learning to move, changes in infants’
bodies, skills, and environments change the biomechanical
constraints on movement. Recent work highlights both
flexibility and specificity in infants’ responses to novel and
variable situations, demonstrating that infants are learn-
ing to learn as they master locomotion. Within sitting,
crawling, cruising, and walking postures, experienced
infants adapt their locomotor responses to the current
biomechanical constraints on movement. However, what
infants have learned about cop ...
This science lesson plan is for a 2nd grade class and focuses on balance and stable positions. The lesson builds on a previous lesson where students learned about balance and counterweights. Students will experiment balancing tagboard shapes like triangles and arches using craft sticks and clothespins to discover multiple stable positions. Formative assessment will be done through observation and a worksheet where students identify stable and unstable positions of shapes. The lesson aims to help students understand and predict stable balance points.
1. The daily lesson plan outlines objectives and content for a science lesson on forces and motion for an 8th grade class.
2. The objectives are to investigate the relationship between force and motion and identify forces acting on objects at rest.
3. The content will cover balanced and unbalanced forces through examples, activities, and a formative assessment involving different force situations.
Robert Gagné was an educational psychologist known for his theory of instruction called the "Conditions of Learning". He studied how learning objectives relate to instructional design. Gagné identified 9 types or levels of learning - signal learning, stimulus-response learning, chaining, verbal association, discrimination learning, concept learning, rule learning, problem solving, and attitudes. Each type of learning requires different instructional events and conditions to be effectively taught.
This unit discusses force, motion, and energy over six modules. Module 1 focuses on how unbalanced forces cause changes to an object's motion. Module 2 explains how force can do work on an object and transfer energy. The unit aims to develop student understanding of these concepts qualitatively and through measurements. Key ideas are that energy transfers between objects in different forms, and that the amount and type of energy transfer depends on the materials involved and can cause changes in objects.
1. The document discusses bilateral transfer of learning through an experiment using a mirror drawing task. Participants traced a star shape with their dominant and non-dominant hands while looking in a mirror.
2. Results showed that it took more time and errors for initial trials with both hands as coordination between the hand and brain developed. Through practice, time and errors decreased across trials as understanding and skill improved.
3. A subsequent test found that physical practice facilitated greater bilateral transfer between hands compared to imagery training alone. Significant transfer occurred from non-dominant to dominant hand but not vice versa. This suggests imagery may support bilateral transfer but physical practice is most effective.
Floating and sinking3 4 SCIENCE SCOPEby Yue Yin, Miki ShainaBoling829
Floating and sinking
3 4 SCIENCE SCOPE
by Yue Yin, Miki K. Tomita,
and Richard J. Shavelson
W
hen students enter the classroom, they
often hold prior knowledge or concep-
tions about the natural world. These
conceptions will influence how they
come to understand what they are taught in school.
Some of their existing knowledge provides good foun-
dations for formal schooling, such as sense of number
and language. Other prior conceptions, however,
are incompatible with currently accepted scientific
knowledge; these conceptions are commonly referred
to as misconceptions (NRC 2001). Usually students
derive misconceptions through limited obser vation
and experience. Consequently, learning is not only the
acquisition of new knowledge; it is also the interaction
between new knowledge and prior knowledge. For ex-
ample, ever yday life experience leads young children
to believe the Ear th is flat. Learning that the “Ear th
is round,” some children then believe that the Ear th
is like a pancake—round but still flat (Vosniadou and
Brewer 1992). To fully establish scientifically justifi-
able conceptions of the natural world, sometimes stu-
dents have to experience conceptual change (Carey
1984) and transform misconceptions to complete and
accurate conceptions (NRC 2001).
To facilitate students’ conceptual change toward a
scientific understanding of the natural world, teachers
have to (a) identify students’ current conceptions about
the topic; (b) guide students to realize the limitations
of those misconceptions; and (c) guide students to
recognize the universality of the scientific conception.
Misconceptions broadly exist in a variety of subject
areas, such as physics, biology, geography, and other
sciences. Among them, bringing students to an under-
standing of why things sink and float has proved to be
one of the most challenging topics for student concep-
tual change.
Conceptions about why things
sink and float
Why things sink and float (WTSF) is addressed in
many middle school physical science curricula. Al-
though sinking and floating is a common phenomenon
in ever yday life, it is a sophisticated science topic. To
fully understand the fundamental reasons for WTSF
requires complicated knowledge that includes an
analysis of forces (buoyancy and gravity) and water
pressure. That knowledge, however, is either not
introduced or not suf ficiently addressed in middle
school curricula. Rather, some curriculum developers
take a shor tcut and use relative density as a simpli-
fied explanation for WTSF (e.g., Pottenger and Young
1992). Even so, relative density itself is challenging
Floating and sinking Floating and sinking
A p r i l / M a y 2 0 0 8 3 5
for many students because density is a concept involv-
ing the ratio of mass to volume (e.g., Smith, Snir, and
Grosslight 1992) and relative density involves compar-
ing two ratio variables.
Despite its complexity in science, sinking and float-
ing is ...
This lesson plan outlines a 45-minute physics lesson for 8th grade students on the concept of force. The teacher will begin by posing a puzzle question to inspire learning. Students will then work in groups on activities and discussions applying the concept of force to examples like rolling a ball and pushing a door. They will also complete a worksheet and watch a video with more examples. The teacher will explain that force changes the state of rest or motion of an object, with the unit being Newton. By the end of the lesson, students should be able to define force, explain examples of it, and realize its importance. They will also be assigned extended activities involving classifying forces as push or pull in diagrams.
This lesson plan is for a multigrade science class covering motion for grades 5 and 6. Over three days, students will learn about motion, speed, velocity, and friction. On day one, they will define and describe motion, discuss forces that cause motion, and experiment with applying forces to make objects move. Day two focuses on measuring speed using tools and calculating speed. Students will also explore how friction affects movement. Day three covers velocity and different types of friction, with students comparing object movement on various surfaces and identifying kinds of friction. Hands-on activities, group work, and independent learning are incorporated throughout.
Bridging Research into Classroom PracticeDave Doucette
1) The document discusses the current state of science literacy in North America and recommendations from a report by the National Academies to improve it. It emphasizes the importance of hands-on, student-centered learning over traditional teacher-centered approaches.
2) It then describes an example physics laboratory activity using toy cars and bowling pins that integrates learning concepts and processes. Students work through guided questions to link previous knowledge and predict outcomes as they observe and analyze the motion.
3) The goal is for students to discuss their observations and reflections in groups to develop a deeper understanding of concepts like distance, displacement, velocity and forces through an engaging sequence of activities rather than just teacher explanations.
Similar to Grade 5 Science Instructional Guide Exemplar Lesson (20)
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