The document summarizes the observations of an expert teacher with 37 years of experience and a novice teacher in their first year of teaching. The observer noticed key differences between the two. The expert teacher had strong classroom management skills, engaged students actively in the lesson, and taught confidently. In contrast, the novice teacher struggled with classroom discipline and keeping students focused, though had a good rapport with students. Through comparing the teachers, the observer learned about effective teaching styles and hopes to integrate strategies from the expert teacher, such as gaining student respect, into their own practice.
This document discusses different types of lesson plans based on various criteria. It describes the Herbartian, Bloom's, Gloverian, and RCEM approaches to lesson planning. The Herbartian approach involves 6 steps: preparation, presentation, association/comparison, generalization, application, and systematization/recapitulation. Bloom's approach considers education as a tripolar process involving formulating objectives, creating learning experiences, and evaluating behavior change. The document also discusses detailed, semi-detailed, and brief lesson plans based on the level of content included. Lesson plans can be categorized by time duration as short daily plans or weekly/longer plans.
This document outlines the various roles of a teacher. It identifies 13 key roles: diagnostician, planner, manager, facilitator, monitor, assessor, counselor, role model, guide, developer, catalyst for change, mentor, and communicator. Additional roles discussed include provider of information, surrogate parent, resource provider, organizer, learner, school leader, and social skills/behavior counselor. The document emphasizes that teachers wear many hats and must be able to fulfill different functions to effectively educate students.
This document provides an overview of several theories of teaching and learning mathematics, including Piaget's stages of cognitive development, Bruner's stages of representation, Dienes's theory of mathematics learning, behaviorism, information processing theory, constructivism, Vygotsky's zone of proximal development, Van Hiele's levels of geometric thinking, theories of visualization and representation, Skemp's instrumental and relational understanding, and Gagne's learning hierarchy. The document was presented by Dr. Chew Cheng Meng from the Universiti Sains Malaysia on theories of teaching and learning mathematics.
Rating scales allow teachers to assess students' behaviors, skills, and strategies by indicating their degree or frequency. There are several types of rating scales including numerical, descriptive, graphical, and comparative. A commonly used rating scale is the Likert scale, which can have 5, 7, or 9 points and asks people to indicate their level of agreement. Rating scales standardize qualitative and quantitative judgments about performance but can also be subjective and biased depending on the rater. They are useful for periodically evaluating students on traits but may overlook some behaviors.
According to N.L. Gage, teaching skills are specific instructional activities and procedures that teachers use in the classroom, such as writing objectives, using stimulus variation, set induction, probing questions, illustrations with examples, lectures, explanations, blackboard use, reinforcement, divergent questions, teaching aids, silence and non-verbal cues, assignments, and closure. These skills relate to the different stages of teaching and the continuous flow of a teacher's performance.
Number sense refers to an intuitive understanding of numbers and their relationships. It develops through exploring numbers in various contexts and relating them in flexible ways. The document discusses key components of number sense development in early grades, including prenumber concepts like patterning and sorting, counting principles like one-to-one correspondence and cardinality, rational counting strategies, and understanding relationships among numbers through benchmarks and part-whole relationships. Effective instruction focuses on developing these foundations of number sense through clear models, guided practice, and review.
Constructivism is a learning theory based on the idea that students actively construct their own understanding through experiences and reflecting on those experiences. Key contributors to constructivism include Jerome Bruner, Jean Piaget, Lev Vygotsky, and John Dewey. In a constructivist classroom, the teacher facilitates learning by engaging students in hands-on activities, group work, and inquiry-based lessons that allow students to build on prior knowledge and develop new understandings.
This document discusses the different purposes of student assessment: formative assessment provides feedback to help students improve, summative assessment evaluates student achievement and determines if they have met learning objectives to progress to the next level, assessment protects academic standards and institutional reputation, and analyzing assessment results provides feedback to teachers to evaluate and improve their instruction. Assessment serves to both evaluate students and inform teaching.
This document discusses different types of lesson plans based on various criteria. It describes the Herbartian, Bloom's, Gloverian, and RCEM approaches to lesson planning. The Herbartian approach involves 6 steps: preparation, presentation, association/comparison, generalization, application, and systematization/recapitulation. Bloom's approach considers education as a tripolar process involving formulating objectives, creating learning experiences, and evaluating behavior change. The document also discusses detailed, semi-detailed, and brief lesson plans based on the level of content included. Lesson plans can be categorized by time duration as short daily plans or weekly/longer plans.
This document outlines the various roles of a teacher. It identifies 13 key roles: diagnostician, planner, manager, facilitator, monitor, assessor, counselor, role model, guide, developer, catalyst for change, mentor, and communicator. Additional roles discussed include provider of information, surrogate parent, resource provider, organizer, learner, school leader, and social skills/behavior counselor. The document emphasizes that teachers wear many hats and must be able to fulfill different functions to effectively educate students.
This document provides an overview of several theories of teaching and learning mathematics, including Piaget's stages of cognitive development, Bruner's stages of representation, Dienes's theory of mathematics learning, behaviorism, information processing theory, constructivism, Vygotsky's zone of proximal development, Van Hiele's levels of geometric thinking, theories of visualization and representation, Skemp's instrumental and relational understanding, and Gagne's learning hierarchy. The document was presented by Dr. Chew Cheng Meng from the Universiti Sains Malaysia on theories of teaching and learning mathematics.
Rating scales allow teachers to assess students' behaviors, skills, and strategies by indicating their degree or frequency. There are several types of rating scales including numerical, descriptive, graphical, and comparative. A commonly used rating scale is the Likert scale, which can have 5, 7, or 9 points and asks people to indicate their level of agreement. Rating scales standardize qualitative and quantitative judgments about performance but can also be subjective and biased depending on the rater. They are useful for periodically evaluating students on traits but may overlook some behaviors.
According to N.L. Gage, teaching skills are specific instructional activities and procedures that teachers use in the classroom, such as writing objectives, using stimulus variation, set induction, probing questions, illustrations with examples, lectures, explanations, blackboard use, reinforcement, divergent questions, teaching aids, silence and non-verbal cues, assignments, and closure. These skills relate to the different stages of teaching and the continuous flow of a teacher's performance.
Number sense refers to an intuitive understanding of numbers and their relationships. It develops through exploring numbers in various contexts and relating them in flexible ways. The document discusses key components of number sense development in early grades, including prenumber concepts like patterning and sorting, counting principles like one-to-one correspondence and cardinality, rational counting strategies, and understanding relationships among numbers through benchmarks and part-whole relationships. Effective instruction focuses on developing these foundations of number sense through clear models, guided practice, and review.
Constructivism is a learning theory based on the idea that students actively construct their own understanding through experiences and reflecting on those experiences. Key contributors to constructivism include Jerome Bruner, Jean Piaget, Lev Vygotsky, and John Dewey. In a constructivist classroom, the teacher facilitates learning by engaging students in hands-on activities, group work, and inquiry-based lessons that allow students to build on prior knowledge and develop new understandings.
This document discusses the different purposes of student assessment: formative assessment provides feedback to help students improve, summative assessment evaluates student achievement and determines if they have met learning objectives to progress to the next level, assessment protects academic standards and institutional reputation, and analyzing assessment results provides feedback to teachers to evaluate and improve their instruction. Assessment serves to both evaluate students and inform teaching.
Classroom management involves systematically designing a classroom environment that promotes effective teaching and learning. There are six elements of effective classroom management: multidimensionality, simultaneity, immediacy, unpredictability, publicness, and history. Effective classroom management also includes establishing clear rules and procedures, organizing the physical space, implementing behavioral strategies, using instructional techniques, and having organizational structures. Key aspects of classroom management include building relationships, maintaining momentum, engaging students, establishing clear expectations, and using praise and rewards to reinforce positive behaviors.
1. Jerome Bruner was an influential American psychologist who developed the theory of cognitive constructivism, which posits that learning is an active process where learners construct new ideas based on their current and background knowledge.
2. Bruner proposed that cognitive development occurs in three stages - enactive (learning by doing), iconic (using mental images and models), and symbolic (using symbols and language) - and that instruction should help students transition between these stages.
3. Key aspects of Bruner's theory included the spiral curriculum, discovery learning, scaffolding, and using concept formation to help students categorize information. His work emphasized how instruction could be tailored to students' developmental levels and prior experiences.
This document outlines a lesson plan created by Anamika Ramawat. It begins with an introduction that defines a lesson plan as a teacher's blueprint for an individual lesson. It then discusses the importance of having clear objectives, outcomes, teaching methods, and ways to check for student understanding. The document further defines a lesson plan as a plan of action that incorporates the teacher's philosophy, knowledge of students and subject matter, and ability to utilize effective teaching methods. It notes that lesson plans help teachers decide what, why, when and how to teach, and that they are needed to ensure definite objectives and outcomes, effective teaching, and review of up-to-date subject knowledge.
Constructivism is a learning theory that says people actively construct their own understanding and knowledge through experiences and reflecting on those experiences. The 5E model is a teaching approach used in constructivist classrooms that engages students, allows them to explore concepts, explains the concepts, elaborates on the concepts, and evaluates student understanding. An example science lesson uses the 5E model to teach students about immiscible solutions by having them create and clean up a simulated oil spill using various objects to separate oil from water and reflecting on the process.
Vygotsky\'s Theory of Cognitive DevelopmentDumitru Stoica
Lev Vygotsky believed that cognitive development is primarily shaped by social and cultural factors. He rejected the idea of fixed developmental stages and instead focused on the mechanisms that drive development. Vygotsky argued that higher mental functions originate through social interactions and language use before becoming internalized. A key concept is the Zone of Proximal Development, which represents the gap between what a child can do independently and what they can do with guidance. Within the ZPD, instruction can promote cognitive growth.
This document provides an overview of rubrics, including their definition, purpose, advantages, and types. A rubric is defined as a set of criteria and performance levels used to evaluate student work. The main purposes of rubrics are to communicate expectations to students and assess completed work. Advantages include being objective, providing feedback, and clarifying expectations. There are two main types of rubrics: holistic rubrics that provide one overall score, and analytic rubrics that score each criterion separately. The document provides examples of both types of rubrics and discusses how to create and use rubrics effectively.
Concept and nature of measurment and evaluation (1)dheerajvyas5
Measurement, evaluation, and assessment are related concepts aimed at judging student performance and progress. Measurement refers to obtaining quantitative data about a student's abilities or skills, such as a test score. Evaluation involves making qualitative judgments about a student's performance based on criteria. The purpose of evaluation and assessment includes student placement, certification, improving teaching, and providing feedback. Key principles of effective evaluation are that it should be planned, guided by learning outcomes, use multiple strategies, and help students by providing feedback.
This document discusses measurement in the psychomotor domain. It defines key terms like psychomotor, domain, and describes the 7 levels in the psychomotor domain according to Francis M. Quinn. These levels progress from basic skills like perception to more advanced skills like adaptation and origination. Common tools for assessing the psychomotor domain are also outlined, including checklists, rating scales, and observation techniques. Checklists provide a simple yes/no evaluation but don't indicate quality, while observation allows immediate feedback but requires more time.
Item analysis is a statistical technique used to evaluate test items and select or reject them based on their difficulty and ability to discriminate between more and less capable examinees. It provides information about each item's difficulty value and discrimination index. The difficulty value indicates the percentage of examinees who answered the item correctly, and can be used to identify items that are too easy or too hard. The discrimination index reflects an item's ability to differentiate high-scoring from low-scoring examinees, with positive values indicating items that high performers tend to get right and low performers tend to get wrong. Item analysis allows modifying or removing items that have low discrimination or difficulty levels outside the desired range.
This document presents an overview of Benjamin Bloom's Taxonomy of Educational Objectives. It discusses the three domains of the taxonomy: cognitive, affective, and psychomotor. For each domain, it describes the classification and subdivision of educational objectives. The cognitive domain contains 6 categories related to thinking and reasoning skills. The affective domain has 5 categories associated with attitudes, values, and interests. The psychomotor domain is divided into 5 levels related to manual and physical skills. Overall, Bloom's Taxonomy provides a framework for defining different types of learning objectives and sequencing learning activities from lower to higher order thinking.
The document discusses the meaning, definitions, concepts, types and dynamics of curriculum. It defines curriculum as the totality of student experiences provided by the school, including courses of study and extracurricular activities. It discusses different types of curriculum like the explicit/written curriculum, hidden curriculum and null curriculum. It explains that curriculum needs to be dynamic and change according to societal needs, new innovations in education, and changes in educational policy. Factors like socio-political factors, economic factors, educational technology and globalization affect changing concepts of curriculum.
Summative assessment( advantages vs. disadvantages)Love Joy Amargo
Summative assessment refers to evaluating student learning at the end of a period of instruction, such as at the end of a project, course, or semester. It is used to determine if learning goals were achieved. Examples include final exams, research papers, and standardized tests. The purpose is to assess learning outcomes compared to benchmarks. Advantages are that it evaluates program effectiveness and student achievement and progress. Disadvantages are that it may not accurately reflect learning and does not provide feedback to improve instruction.
This is a presentation about Transfer of Learning. The presentation covers the ff:
- Types of Transfer
- Five Stages of Transfer
- Conditions and Principles of Transfer
The document discusses several models of curriculum, including:
- The Tyler Model, which focuses on educational purposes, experiences, organization, and evaluation.
- The Taba Model, which is a grass-roots approach involving 7 steps like diagnosis of needs and selection of learning experiences.
- The Saylor and Alexander Model, which involves 4 steps of specifying goals and objectives, designing the curriculum, implementation, and evaluation.
- Models for students with special needs, including developmental, functional, and ecological approaches.
- The subject/teacher centered design which is based on teaching predefined subjects and has the objective of transferring cultural heritage. However, it ignores student interests.
This document provides an overview of microteaching, including its origins at Stanford University in the 1960s. Microteaching involves teaching a short lesson (5-20 minutes) to a small group of students (5-10) and receiving feedback to improve specific teaching skills. It occurs in cycles of plan, teach, receive feedback, re-plan, re-teach, and receive additional feedback. Some core teaching skills practiced include questioning techniques, explaining concepts, using examples, maintaining student engagement, classroom management, and blackboard usage. Microteaching aims to break down the complex act of teaching into individual skills that can each be practiced and mastered.
The humanistic learning theory focuses on the uniqueness of each individual and their desire to grow positively. It emphasizes spontaneity, feelings, emotions, and individual choice. Motivation comes from personal needs and a desire for growth. Learning is facilitated by curiosity, positive self-concept, and freedom. Key proponents were Abraham Maslow and his hierarchy of needs (physiological, safety, love, esteem, self-actualization), and Carl Rogers's view of unconditional positive self-regard and the teacher as a facilitator. The goal is to foster curiosity, enthusiasm, initiative, and responsibility.
The student observed several classrooms to understand students' behaviors and the learning environment. Some key findings included: (1) students in higher-level classes were more engaged and participated actively, while some in lower-level classes were distracted or disengaged; (2) class behavior depended on the subject teacher's approach - stricter teachers commanded more attention; (3) establishing rapport and making lessons interesting is important to boost student participation and learning. The observation helped the student understand how to improve teaching strategies and better meet students' needs.
The document provides reflections from a student teacher on their teaching experience over 3 weeks.
1. In the first week, the student teacher was introduced to the school and given two classes to teach. They observed their cooperating teacher's lessons and discussed lesson planning.
2. In the third week, the student teacher drew images to help remember students' names and noticed improvements in student participation. They also identified an action research topic.
3. Feedback from the cooperating teacher suggested writing answers on the board to engage more students and assigning homework related to reading clocks. The student teacher saw improvements through practicing feedback and felt more confident in classroom management by the end of the semester.
Classroom management involves systematically designing a classroom environment that promotes effective teaching and learning. There are six elements of effective classroom management: multidimensionality, simultaneity, immediacy, unpredictability, publicness, and history. Effective classroom management also includes establishing clear rules and procedures, organizing the physical space, implementing behavioral strategies, using instructional techniques, and having organizational structures. Key aspects of classroom management include building relationships, maintaining momentum, engaging students, establishing clear expectations, and using praise and rewards to reinforce positive behaviors.
1. Jerome Bruner was an influential American psychologist who developed the theory of cognitive constructivism, which posits that learning is an active process where learners construct new ideas based on their current and background knowledge.
2. Bruner proposed that cognitive development occurs in three stages - enactive (learning by doing), iconic (using mental images and models), and symbolic (using symbols and language) - and that instruction should help students transition between these stages.
3. Key aspects of Bruner's theory included the spiral curriculum, discovery learning, scaffolding, and using concept formation to help students categorize information. His work emphasized how instruction could be tailored to students' developmental levels and prior experiences.
This document outlines a lesson plan created by Anamika Ramawat. It begins with an introduction that defines a lesson plan as a teacher's blueprint for an individual lesson. It then discusses the importance of having clear objectives, outcomes, teaching methods, and ways to check for student understanding. The document further defines a lesson plan as a plan of action that incorporates the teacher's philosophy, knowledge of students and subject matter, and ability to utilize effective teaching methods. It notes that lesson plans help teachers decide what, why, when and how to teach, and that they are needed to ensure definite objectives and outcomes, effective teaching, and review of up-to-date subject knowledge.
Constructivism is a learning theory that says people actively construct their own understanding and knowledge through experiences and reflecting on those experiences. The 5E model is a teaching approach used in constructivist classrooms that engages students, allows them to explore concepts, explains the concepts, elaborates on the concepts, and evaluates student understanding. An example science lesson uses the 5E model to teach students about immiscible solutions by having them create and clean up a simulated oil spill using various objects to separate oil from water and reflecting on the process.
Vygotsky\'s Theory of Cognitive DevelopmentDumitru Stoica
Lev Vygotsky believed that cognitive development is primarily shaped by social and cultural factors. He rejected the idea of fixed developmental stages and instead focused on the mechanisms that drive development. Vygotsky argued that higher mental functions originate through social interactions and language use before becoming internalized. A key concept is the Zone of Proximal Development, which represents the gap between what a child can do independently and what they can do with guidance. Within the ZPD, instruction can promote cognitive growth.
This document provides an overview of rubrics, including their definition, purpose, advantages, and types. A rubric is defined as a set of criteria and performance levels used to evaluate student work. The main purposes of rubrics are to communicate expectations to students and assess completed work. Advantages include being objective, providing feedback, and clarifying expectations. There are two main types of rubrics: holistic rubrics that provide one overall score, and analytic rubrics that score each criterion separately. The document provides examples of both types of rubrics and discusses how to create and use rubrics effectively.
Concept and nature of measurment and evaluation (1)dheerajvyas5
Measurement, evaluation, and assessment are related concepts aimed at judging student performance and progress. Measurement refers to obtaining quantitative data about a student's abilities or skills, such as a test score. Evaluation involves making qualitative judgments about a student's performance based on criteria. The purpose of evaluation and assessment includes student placement, certification, improving teaching, and providing feedback. Key principles of effective evaluation are that it should be planned, guided by learning outcomes, use multiple strategies, and help students by providing feedback.
This document discusses measurement in the psychomotor domain. It defines key terms like psychomotor, domain, and describes the 7 levels in the psychomotor domain according to Francis M. Quinn. These levels progress from basic skills like perception to more advanced skills like adaptation and origination. Common tools for assessing the psychomotor domain are also outlined, including checklists, rating scales, and observation techniques. Checklists provide a simple yes/no evaluation but don't indicate quality, while observation allows immediate feedback but requires more time.
Item analysis is a statistical technique used to evaluate test items and select or reject them based on their difficulty and ability to discriminate between more and less capable examinees. It provides information about each item's difficulty value and discrimination index. The difficulty value indicates the percentage of examinees who answered the item correctly, and can be used to identify items that are too easy or too hard. The discrimination index reflects an item's ability to differentiate high-scoring from low-scoring examinees, with positive values indicating items that high performers tend to get right and low performers tend to get wrong. Item analysis allows modifying or removing items that have low discrimination or difficulty levels outside the desired range.
This document presents an overview of Benjamin Bloom's Taxonomy of Educational Objectives. It discusses the three domains of the taxonomy: cognitive, affective, and psychomotor. For each domain, it describes the classification and subdivision of educational objectives. The cognitive domain contains 6 categories related to thinking and reasoning skills. The affective domain has 5 categories associated with attitudes, values, and interests. The psychomotor domain is divided into 5 levels related to manual and physical skills. Overall, Bloom's Taxonomy provides a framework for defining different types of learning objectives and sequencing learning activities from lower to higher order thinking.
The document discusses the meaning, definitions, concepts, types and dynamics of curriculum. It defines curriculum as the totality of student experiences provided by the school, including courses of study and extracurricular activities. It discusses different types of curriculum like the explicit/written curriculum, hidden curriculum and null curriculum. It explains that curriculum needs to be dynamic and change according to societal needs, new innovations in education, and changes in educational policy. Factors like socio-political factors, economic factors, educational technology and globalization affect changing concepts of curriculum.
Summative assessment( advantages vs. disadvantages)Love Joy Amargo
Summative assessment refers to evaluating student learning at the end of a period of instruction, such as at the end of a project, course, or semester. It is used to determine if learning goals were achieved. Examples include final exams, research papers, and standardized tests. The purpose is to assess learning outcomes compared to benchmarks. Advantages are that it evaluates program effectiveness and student achievement and progress. Disadvantages are that it may not accurately reflect learning and does not provide feedback to improve instruction.
This is a presentation about Transfer of Learning. The presentation covers the ff:
- Types of Transfer
- Five Stages of Transfer
- Conditions and Principles of Transfer
The document discusses several models of curriculum, including:
- The Tyler Model, which focuses on educational purposes, experiences, organization, and evaluation.
- The Taba Model, which is a grass-roots approach involving 7 steps like diagnosis of needs and selection of learning experiences.
- The Saylor and Alexander Model, which involves 4 steps of specifying goals and objectives, designing the curriculum, implementation, and evaluation.
- Models for students with special needs, including developmental, functional, and ecological approaches.
- The subject/teacher centered design which is based on teaching predefined subjects and has the objective of transferring cultural heritage. However, it ignores student interests.
This document provides an overview of microteaching, including its origins at Stanford University in the 1960s. Microteaching involves teaching a short lesson (5-20 minutes) to a small group of students (5-10) and receiving feedback to improve specific teaching skills. It occurs in cycles of plan, teach, receive feedback, re-plan, re-teach, and receive additional feedback. Some core teaching skills practiced include questioning techniques, explaining concepts, using examples, maintaining student engagement, classroom management, and blackboard usage. Microteaching aims to break down the complex act of teaching into individual skills that can each be practiced and mastered.
The humanistic learning theory focuses on the uniqueness of each individual and their desire to grow positively. It emphasizes spontaneity, feelings, emotions, and individual choice. Motivation comes from personal needs and a desire for growth. Learning is facilitated by curiosity, positive self-concept, and freedom. Key proponents were Abraham Maslow and his hierarchy of needs (physiological, safety, love, esteem, self-actualization), and Carl Rogers's view of unconditional positive self-regard and the teacher as a facilitator. The goal is to foster curiosity, enthusiasm, initiative, and responsibility.
The student observed several classrooms to understand students' behaviors and the learning environment. Some key findings included: (1) students in higher-level classes were more engaged and participated actively, while some in lower-level classes were distracted or disengaged; (2) class behavior depended on the subject teacher's approach - stricter teachers commanded more attention; (3) establishing rapport and making lessons interesting is important to boost student participation and learning. The observation helped the student understand how to improve teaching strategies and better meet students' needs.
The document provides reflections from a student teacher on their teaching experience over 3 weeks.
1. In the first week, the student teacher was introduced to the school and given two classes to teach. They observed their cooperating teacher's lessons and discussed lesson planning.
2. In the third week, the student teacher drew images to help remember students' names and noticed improvements in student participation. They also identified an action research topic.
3. Feedback from the cooperating teacher suggested writing answers on the board to engage more students and assigning homework related to reading clocks. The student teacher saw improvements through practicing feedback and felt more confident in classroom management by the end of the semester.
The document describes a classroom observation of a Grade 5 science lesson taught by Ms. Stella. It notes that the teacher engaged students by asking stimulating questions, connecting lessons to students' prior knowledge and imagination, and motivating participation through feedback and rewards. Students responded positively overall, though some were distracted at times. The teacher demonstrated strong classroom management skills and passion for teaching to keep students engaged throughout the lesson.
This reflection summarizes the student teacher's 14th and final week of their teaching experience. They finished grading all student work and designed review tasks for finals. They felt proud of their accomplishments and the support given to students. When discussing their experience with their cooperative teacher, the teacher expressed pride in their work and said they made a big difference for students. The student teacher also observed a colleague's writing class, where the teacher started with a mind map activity about cities and villages.
- The resource teachers, Jennyvi Dela Cruz and Raymond Aboga, taught English classes at Mabini Colleges observing several principles of learning.
- They engaged students by relating lessons to their experiences, encouraging participation through group work, and ensuring students discovered personal meaning.
- Students actively participated in discussions, shared ideas, and helped each other learn, indicating the teachers successfully created a collaborative learning environment.
The document summarizes observations of a novice and expert teacher. For the novice teacher, Ms. Rona, the observer notes that she struggled with classroom management as students were distracted and inattentive. Ms. Rona's lesson involved reviewing diseases but lacked visual aids. The expert teacher, Ms. Arlene, was confident being observed and gave clear instructions. However, some students struggled with the English activity and copied answers without thinking. Overall, the observer analyzed teaching styles and effectiveness between the two teachers.
1) The student teacher is beginning their third week of teaching internship and has been assigned to teach grades 12 and 8 under two cooperating teachers, Mrs. Magbanua and Mrs. Ilajas.
2) The student teacher observes their cooperating teachers' lessons and teaches their own classes in various subjects including Inquiries, Immersion, and Investigation, Housekeeping NCII, and TLE.
3) The student teacher finds the experience challenging but appreciates the constructive feedback from their cooperating teachers, which will help them improve their teaching skills.
1) The student teacher is beginning their third week of teaching internship and has been assigned to teach grades 12 and 8 under two cooperating teachers, Mrs. Magbanua and Mrs. Ilajas.
2) The student teacher observes their cooperating teachers' lessons and teaches their own classes in various subjects including Inquiries, Immersion, and Investigation, Housekeeping NCII, and TLE.
3) The student teacher finds the experience challenging but appreciates the constructive feedback from their cooperating teachers, which will help them improve their teaching skills.
1) The author thanks various people who helped them complete an assignment, including their lecturer, classmates, and those involved.
2) The document then describes a classroom observation the author did of a Year 5 English class in a rural school. They observed how the teacher managed the classroom and applied different classroom management theories.
3) Specific examples are given of how the teacher set clear expectations and rules for behavior, provided positive and negative consequences, and was generally assertive in their approach to managing student behavior according to Lee and Marlene Canter's theories.
- The document provides details about the student's observation at Al Mansoor School including the school location and contact information, daily schedules, and journal entries summarizing activities in each class.
- In their reflections, the student notes the benefits of organizing students into groups and areas for independent learning. They observed that grouping students helps them learn from each other and assists the teacher. Independent learning areas are important for developing student thinking skills.
- On their last day, the student attended morning assembly and observed two classes where teachers gave listening tasks and spelling tests followed by individual and group practice activities. They also gathered school photos and asked the teacher questions about lesson planning.
The student observed various technology tools used in the classroom, including the school learning resource center, bulletin board displays, teaching aids, handouts, slide presentations, and educational websites. She found some tools like books and visual aids easy to use, while others such as making graphic organizers and slide presentations with many numbers were more difficult. Through exploring different technology resources, the student gained confidence in researching topics and understood how to better present information to students.
1) The document summarizes the student's observations of three teachers' lessons on elements of a story, figures of speech, and the Church.
2) Different teaching strategies were used, including collaborative learning, discussion, and integration of topics. Learning strategies observed included cooperative learning, role play, and lecture-discussion.
3) Learners' participation varied between classes, with most students actively involved, though a few exhibited misbehaviors in one class. The student reflected on encouraging participation and the importance of using varied teaching strategies.
1. The document summarizes a student's observation of an English class taught by Mrs. Dizon. The objectives of the lesson were to prepare students for finals and master parts of speech and figures of speech.
2. Learning activities included discussion, review, recitation, drills, and board work. Assessment tools were quizzes, recitation, and board work. Students participated actively in the lesson.
3. The teacher chose these activities because discussion helps students learn better and the various activities cover different skills like writing, speaking, and evaluation.
The document summarizes a student teacher's observation of an English lesson at Holy Cross College. It describes the objectives, subject matter, learning activities, and assessment tools used by the teacher. It discusses how actively engaged the students were in the lesson and the teacher's reasoning for the activities. If the student teacher was the instructor, they would utilize a variety of techniques and activities to accommodate different learning styles and assess comprehension. Overall, the experience reinforced the importance of preparation, positive attitudes, and focusing on the learning process in addition to content.
This document summarizes key points from chapters in a book about differentiation. It discusses differentiation strategies such as flexible grouping, learning centers, exit questions to group students, and allowing students to test out of chapters to do independent projects. It also covers creating a welcoming classroom environment that fosters respect and acceptance, and managing a differentiated classroom through clear expectations and procedures. The author reflects on taking inspiration from examples and starting with small differentiation strategies before implementing more complex approaches.
The document observes a Grade 8 classroom and notes the various characteristics and behaviors of the 52 students, ranging from ages 14-16, including some who are quiet and focused, some who chat with friends while working, and a few who roam. It describes the classroom set-up and rules, and notes that the students can work independently and manage their behavior well by finishing assignments on their own or with peer assistance. The teacher uses positive reinforcement like praise to encourage good behavior and discipline when needed.
The document discusses the principles of learning that were observed being applied in classroom teaching. It provides 9 examples of how the cooperating teacher demonstrated different principles of learning in their classroom instruction and activities. The student observer analyzed how the teacher's application of the principles impacted learning and engaged students. The key principles observed being applied were that learning is cooperative/collaborative and that it is an evolutionary process. The observer agreed that the principles guided effective teaching and learning.
The document summarizes the author's observations of two classes taught by teachers at a school. For the first class, the teacher Mrs. Selina Akhter, the summary notes her strong preparation, knowledge, clear voice, caring attitude, and ability to summarize lessons well. However, it notes she could improve by doing more formative assessment of students and ensuring better participation from all students. For the second class taught by Mr. Mir. Md. Sadequzzaman, the summary states he controlled the class well but was lacking in preparation, punctuality, language skills, and lesson summarization. Suggestions are made for both teachers to improve their teaching methods.
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Role Of A Teacher In The Classroom
Q.3: speak about the roles adopted by the teacher in classrooms. What other roles does the teacher play in the community?
The teacher has the most important part of the classroom. The success of the educational system depends on him. A good teacher can change our lives. He/she can make things easy for us. He also can guide us to the right way where we can achieve our dreams. The clever teacher should know what to do depending on the level and the grade of his students. He should be well prepared, smart and patient.
The role of the teacher is not only planning the lessons and teaching them, but also he considers as the student s third parent as they spend a lot of time with the students.
The role of the teacher these days is completely different from their roles in the past. They used to teach only and to be told what to teach. These days, the teachers help the students develop their own skills and encourage them to develop their information and challenge them to learn.
There are some different roles for the teacher inside the classroom:
The teacher as a controller:
In this stage, the teacher controls everything in the class. He controls the materials, language, presentation and also the activity. He becomes the leader of the class. The students should listen to the teacher and follow his instructions.
In this stage, we can find that the teacher speaks more than the student. When teachers are acting as controllers, the students will not have a chance to participate or to
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This document appears to be a portfolio submitted by a student teacher documenting their field study experiences. It contains 5 episodes documenting different aspects of teaching: 1) the teacher as a person, 2) the teacher in the classroom, 3) the teacher and community, 4) the global teacher, and 5) the teacher as a professional. Each episode includes observations, analyses, reflections and other documentation of the student teacher's experiences. The portfolio was prepared to share the student teacher's experiences with their cooperating teacher and dean in order to provide insights that may guide future teachers.
Mrs. Arriola introduced the student teacher to the VII - Diamond Class on their first day of practicum. The first lesson was on using context clues, which included a discussion. The student teacher set up a projector with help and checked instructional materials before demonstrating. Mrs. Arriola observed the student teacher's final demo, which included board work, and they had a discussion with the class afterwards.
Mrs. Arriola introduced the student teacher to the VII - Diamond Class on their first day of practicum. The first lesson was on using context clues, which included a discussion. The student teacher set up a projector with help and checked instructional materials before demonstrating. Mrs. Arriola observed the student teacher's final demo, which included board work, and they discussed it afterwards with the class.
This document outlines the Understanding by Design (UbD) process for developing a lesson on study habits. The lesson will focus on developing good study habits and applying the SQ3R method of reading to learn. Students will understand key study habits, be able to develop their own habits and use SQ3R. They will complete a task budgeting their study time and practice applying SQ3R. The lesson will introduce study habits, discuss students' current habits, teach the SQ3R method and have students practice it. The goal is for students to develop effective study skills for high school.
This document outlines the Understanding by Design (UbD) process for a lesson plan about character analysis in a short story called "Magindanao Pearl". The lesson has 3 stages: 1) Desired Results which identifies the enduring understandings, essential questions, knowledge and skills students will develop; 2) Assessment Evidence which includes a performance task to identify character traits and rubrics; 3) Learning Plan which provides an introduction and activities for students to read the story, analyze characters, and discuss how to interpret character traits. The overall goal is for students to understand character analysis in a pre-Spanish era story.
The document outlines the Understanding by Design (UbD) process for a lesson plan about character analysis in a short story titled "Magindanao Pearl". The plan has 3 stages: 1) Desired Results which identifies the enduring understandings, essential questions, knowledge and skills students will develop; 2) Assessment Evidence which includes a performance task to identify character traits and rubrics; and 3) Learning Plan which provides an introduction and activities for students to read the story, identify characters, and analyze their traits through questions and discussion.
This document outlines the Understanding by Design (UbD) process for developing a lesson on study skills. The lesson will focus on developing good study habits and using the SQ3R technique. Students will understand the importance of study habits and how to apply SQ3R. They will assess their own study habits and time management. The lesson will introduce study skills, have students discuss their current habits, learn about SQ3R, and do an exercise applying the technique. The goal is for students to develop better study habits and skills.
1. 1
EXPERT AND NOVICE TEACHER OBSERVATION
I. MY LEARNING INTENT
The purpose of this observation is to see an expert teacher and a novice teacher
in action. By observing both expert and novice teachers, I will know what they can do or cannot
do.
I want to understand how an expert teacher seems effortlessly works. As for the
novice teacher, I want to now how he/she works as a beginning teacher. I want to know how
they differ in their approaches to teach. I’d like to see how they speak, move and explain to their
students. I want to know how they implement their lesson plan, how they manage the classroom
and how they facilitate student learning. I want to have a comparison between the two on how
they work.
By observing both an expert and a novice teacher, I am expecting that I will learn
a lot from them. I can examine various aspects of the class such as the teaching and
management strategies, the use of time, the participation and interest of the students and much
more.
In doing this observation, I will be expose to different approach and style to
teaching. This will help me to be a netter teacher for my practice teaching.
II. MY OBSERVATION
A. Expert Teacher
I decided to observe for an expert teacher is one whom I believe that she is a
master of her craft. She is in her teaching career for 37 years now. She is nearly to retire next
year. Her name is Mrs. Zenaida Romulo. She is one of the class advisers in fourth year. She
teaches Araling Palipunan II for second year and Economics for fourth year students. I also
Lovely O. Uy TMA #2-EDUC280
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heard from her that it is the only subjects she teaches since then. That also gives justice as she
is an expert teacher.
A day before my observation, she gave me a copy of her lesson plan to be use
during my observation. She let me read and study it so that I will be not lost during her
discussion. The lesson is good for two days. I am thankful that she is considerate in giving me a
copy of her lesson plan. I observed her class in second year.
On the day of my observation, I know there is so much going on the class. Her
lesson is about “Ang Mga Rehiyon sa Asya”. The medium of her instruction is Tagalog. First,
she greets her class then checks the attendance by calling out of names of the students.
Afterwards, she asks the students to get their book and notebook. Then she proceeds to the
discussion and checking of their assignment for the day.
After that, she pastes semantic map of Asia on the board. Then she explains the
lesson. She gives emphasis on the regions that made up Asia. Then she enumerates the
countries belonged to each region and gives importance to the location of each country.
The students actively participate in the discussion. There are students who ask
questions and the teacher answers it clearly. She makes a point that the students will perfectly
understand her. She is not only giving a chance to those who raise their hand but also to those
who not participating. She acknowledges all answers and gives compliments to those who
answer correctly.
The students group themselves orderly during their grouping. They show
teamwork and all group members are cooperating. During the activity, the teacher did not just
seated, instead she go to each group and look at how well each group work.
After the activity, the teacher asks to submit their work and they will discuss it the
next day because it is already time. Her class ends with what she wanted to happen that day.
I notice that the expert teacher gets along well with the students, gives the lesson
according to the lesson plan and gives interesting activity that keep the students relatively
engaged.
Lovely O. Uy TMA #2-EDUC280
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She seems to teach effortless. She is confident in what she speaks. I feel that
she really knows well what she teaches. I can see it also in the students that they feel the same.
I see how she was respected by her students. That time, I asked myself if I will receive respect
from students the same they respect Mrs. Romulo.
I also notice that she checks for understanding of the students. After she
discusses or gives emphasis to a certain point, she asks “Did you get it class?’’ or “Is it clear,
class?” or “Anymore questions?” Then after that she will give a short exercise or an activity that
will measures the students’ learning to the lesson.
The teacher also shows good classroom management. She knows what she
wants to do and tells what she wants to the students. She also imposes a good discipline with
the students. The students in her class shows cooperation and discipline.
For me, the expert teacher I observed is competent and great.
B. Novice Teacher
The novice teacher I observed is Mr. Anthony Luchavez. He starts teaching last
year. He handles English class for third and fourth year students. He has a happy disposition
and soft spoken.
I observed the novice teacher in his class in fourth year. I think it is more
challenging to teach graduating students. I assumed his being challenged knowing that fourth
year students have more expectations to teachers, more serious with their studies and some
already have attitudes.
He greets his students after he enters the room. He did not check the attendance
by calling out names like the expert teacher do instead he just looks around finding who is
absent.
His lesson for the day is bout expressing thoughts and ideas with coherence. He
starts his lesson by writing the word coherence on the board. Then he asks the students to
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discuss what they think is the meaning of the word. After that, he guides the students to the
realization of ideas should be able to flow smoothly from sentence to sentence. For a clearer
idea, he asks the students to read silently the section on a book about coherence. After reading,
he asks if the students have questions regarding the lesson. Nobody asks him and then he asks
the students to answer the exercise on the book for evaluation. After a few minutes, he asks his
students to exchange heir notebooks for checking.
During the discussion, some students are noisy, some are chatting with their
seatmate. The teacher stops them once but after a few minutes, they started to create noise
again and the teacher ignores them and continues discussing. Sometimes, the teacher speaks
in Taglish which I think he should avoid that.
Only few students participate in the discussion. I think that students are not
interested with the lesson and the motivation of the teacher is not enough to get the attention of
the students.
My other observation is when the students are working with their exercise; some
of them are asking questions to the teacher which is not topic related and they exchanging
jokes. The students seem comfortable with the teacher. I found that they have a good rapport.
When it comes to his classroom management, he is not strict with the rules. It
seems that it is okay for him if the students are not that behave. But in fairness to him, his
discussion of the lesson is clear and he knows what he teaches.
III. ANALYSIS
A. Expert Teacher
The teaching style of the expert teacher is authoritative teaching style. The
authoritative teacher is one who has an orderly classroom, a strong discipline plan and is caring
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and supportive. The expert teacher was respected by her students and the students know that
they can go to her with problems of any kind.
Based on my observation, the teacher is concerned with the correct ways to do
things and providing the students what they need to learn. The teacher imposed a good
discipline to her students. She gained respect from them and the students know that they can
rely on her.
I can also see her as a facilitator style. This teaching style emphasizes student-
centered learning and works best for students who are comfortable with independent learning.
She gave them a group activity which is necessary for their active learning and student-to-
student collaboration.
As to teaching principle, she has the cognitive orientation to learning. Her
instruction is well-organized and has a clear structure. As I observed from her discussion, the
teacher presents the subject matter giving emphasis the key ideas and she uses the semantic
map which helps the students easy to remember the regions and countries and their location on
the map.
I noticed that her approach and style is effective to her students based on their
behavior during the class.
B. Novice Teacher
As for the teaching style, the novice teacher has a permissive style. The
permissive teacher is one who really just wants to be friends with her students. As I observed, I
found out that the novice teacher does not have a firm discipline plan unlike the expert teacher.
Seems that he is okay with the students even they participate or not in the discussion and if they
are not behave accordingly.
It is good that he established a good relationship with his students but I can see
that he has difficulty in managing his class which I think is common to beginning teachers. He
should also think new ideas and strategies that will rouse the interest of his students.
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IV. MY REFLECTION
Based on my all observations, I am exposed to the real-life teaching situations which
helped me a lot to prepare for my practice teaching. I will integrate to my teaching what I have
learned from my observations.
There is a lot of difference in the teaching approach and style of the expert and the
novice teachers I had observed. For me, the expert teacher is great. She gained respect from
her students which I wanted to be. I know that it is not easy to achieve but I will do my best to
that style. However, I will also integrate easy and fun learning so that my students will be more
interested to learn.
Teachers should continue to learn new techniques, strategies, ideas and resources and
have time to review their teaching styles for improvement and development of teaching
practices.
Lovely O. Uy TMA #2-EDUC280