Rubric for Demo Teaching.docx
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This document contains a rubric for evaluating student teachers' actual teaching performance during their demo teaching. The rubric assesses performance across 6 components: planning and organizing, mastery of content and delivery of instruction, online classroom management skills, instructional materials, communication skills, and teacher's personality. Each component has 3-4 specific indicators that are rated on a scale of 1 to 4, with 4 being excellent and 1 being poor. The evaluator uses this rubric to provide feedback on the student teacher's strengths and areas for improvement.
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4. Reflect on the importance of clearly stated lesson objectives in guiding the teaching-learning process.
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The document discusses the teaching of English in the K to 12 curriculum in the Philippines. It outlines the philosophy, guiding principles, needs of learners, outcomes, and framework of the English language curriculum. The framework includes learning processes like spiral progression and integration of skills. It also covers developing understanding of cultures, language, and language processes and strategies through macro-skills. Assessment is holistic and aims to provide feedback to support student development.
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Here are the key steps in my map to achieve my target:
1. Observe my Resource Teacher teach a lesson. Pay close attention to how she introduces the lesson.
2. Take note of the lesson objective/s stated by my Resource Teacher.
3. Analyze how the lesson objective/s were formulated based on the guiding principles.
4. Reflect on the importance of clearly stated lesson objectives in guiding the teaching-learning process.
5. Document my observations, analysis and reflections in my portfolio to demonstrate my learnings.
By following these steps systematically, I will be able to deduce the lesson objective/s, see how the principles were applied in formulating them and realize the significance
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1. The lesson plan aims to teach students phonemic symbols and proper pronunciation over 60 minutes.
2. Students will identify phonemic symbols in words, write words using symbols like /ā/, /Ʊ/, /ǝ/, and understand pronunciation's importance.
3. Activities include identifying phonemic symbols in words from flashcards, discussing why correct pronunciation matters, and students writing words with given symbols.
Curriculum
This document discusses curriculum and its various components. It defines curriculum as subjects, learning experiences, intended outcomes, and planned experiences. It also describes different types of curriculum, including ideal curriculum, written curriculum prescribed by governing bodies, implemented curriculum actually taught by teachers, achieved curriculum learned by students, and tested curriculum assessed on exams. The document outlines foundations of curriculum including objectives, student characteristics, learning processes, teaching methods, and evaluation procedures. It also discusses conceptions that guide curriculum design like academic, cognitive, humanistic, social reconstructionist, technological, and eclectic conceptions. Key elements of curriculum are identified as intent, content, learning experiences, and evaluation.
Flexible learning
The document provides guidance for faculty on developing flexible learning resources and units. It recommends:
1) Planning units that build on foundational courses and involve collaborative, student-centered learning with online engagement.
2) Seeking support from colleagues, departments, and university services to aid development.
3) Creating reusable resources that emphasize learning engagement over content delivery and allow shifting pedagogical approaches from teacher-directed to student-directed.
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