The teaching profession
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Effective teaching involves providing opportunities for all students to learn, creating a supportive learning environment, and having clear instructional goals. An effective teacher has strong subject matter knowledge, uses appropriate teaching methods, and builds relationships with students. Research shows the most important influences on student learning are psychological, instructional, and home environment factors. Specifically, effective teachers create a supportive classroom climate, actively involve students in lessons, and provide immediate feedback.
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Learning act# 9 enriching learning
The document summarizes a classroom observation of a Grade 7 garments class where students participated in group discussions and reporting about the parts of a sewing machine. The teacher demonstrated the parts of the sewing machine and their functions. Students were actively engaged in the learning activities and their knowledge was enhanced through participation and demonstration of the real sewing machine. The observation experience reinforced that students learn best through active participation, demonstration of real objects, and when teachers provide positive reinforcement.
Fs4 5
This document discusses the basic articulation of an English curriculum. It describes the vertical articulation from grade to grade, with content becoming more advanced each year. It also describes the horizontal articulation within a grade, with topics, experiences, and themes integrated across subject areas. Finally, it emphasizes the importance of continuity from basic to more complex concepts to allow students to build on foundational knowledge.
Field Study4 Episode 4
Field Study 4:
Exploring the Curriculum
Episode 4: What’s the BAS2IC of the Curriculum?
Fs4 7
The document outlines various implementers of the curriculum including learners, faculty members, community members, other stakeholders, administrators, and parents. It describes the roles of each group in giving life to and supporting the curriculum. Technology is also mentioned as helping to deliver the curriculum through providing related information and maximizing learning.
FS 2 (Episodes 1,2,and 3)
This document describes an observation conducted by students in their Field Study 2 course at Sta. Maria High School in Pampanga, Philippines. The observation focused on principles of learning, using lesson objectives, and organizing content for meaningful learning. Various teaching behaviors and learning behaviors of students are documented as examples of applying different educational principles.
Field Study 1 Episodes 1-6
This document summarizes an observation of a school and classroom environment conducted by a field study student. The school campus was located in an urban community and served a socioeconomically diverse population. While the buildings and facilities were in usable condition, some maintenance could improve the environment. The classroom observed had basic facilities but was overcrowded with 52 students in a space designed for 40-45. The student concluded that the school and classroom environments can impact learning and that creating a supportive, engaging environment is important for child and adolescent development.
Field study 2 (sy2011 2012)
This document outlines the requirements and format for a portfolio on a field study completed at several high schools by a student teacher. The portfolio includes an introduction, table of contents, resume, statement of purpose, organized entries with reflections on teaching experiences, overall reflections, faculty comments, a rubric, and appendices. The entries document the student teacher's experiences, lessons, and evaluations over the course of the field study placement. Completion of the portfolio and field study account for 40% of the student's grade, with additional components including observation, attendance, and seminar participation.
Determining and Formulating Goals And Objectives
This document discusses determining and formulating goals and objectives for lessons. It outlines 7 guiding principles for developing objectives, including beginning with the end in mind, sharing objectives with students, and aiming for the development of critical thinking. It also describes Benjamin Bloom's taxonomy of objectives, which categorizes objectives into the cognitive, affective, and psychomotor domains. The cognitive domain includes objectives related to knowledge, comprehension, and application. The affective domain addresses receiving, responding, and valuing. The psychomotor domain covers reflex movements, physical abilities, and skilled movements.
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Learning act# 9 enriching learning
The document summarizes a classroom observation of a Grade 7 garments class where students participated in group discussions and reporting about the parts of a sewing machine. The teacher demonstrated the parts of the sewing machine and their functions. Students were actively engaged in the learning activities and their knowledge was enhanced through participation and demonstration of the real sewing machine. The observation experience reinforced that students learn best through active participation, demonstration of real objects, and when teachers provide positive reinforcement.
Fs4 5
This document discusses the basic articulation of an English curriculum. It describes the vertical articulation from grade to grade, with content becoming more advanced each year. It also describes the horizontal articulation within a grade, with topics, experiences, and themes integrated across subject areas. Finally, it emphasizes the importance of continuity from basic to more complex concepts to allow students to build on foundational knowledge.
Field Study4 Episode 4
Field Study 4:
Exploring the Curriculum
Episode 4: What’s the BAS2IC of the Curriculum?
Fs4 7
The document outlines various implementers of the curriculum including learners, faculty members, community members, other stakeholders, administrators, and parents. It describes the roles of each group in giving life to and supporting the curriculum. Technology is also mentioned as helping to deliver the curriculum through providing related information and maximizing learning.
FS 2 (Episodes 1,2,and 3)
This document describes an observation conducted by students in their Field Study 2 course at Sta. Maria High School in Pampanga, Philippines. The observation focused on principles of learning, using lesson objectives, and organizing content for meaningful learning. Various teaching behaviors and learning behaviors of students are documented as examples of applying different educational principles.
Field Study 1 Episodes 1-6
This document summarizes an observation of a school and classroom environment conducted by a field study student. The school campus was located in an urban community and served a socioeconomically diverse population. While the buildings and facilities were in usable condition, some maintenance could improve the environment. The classroom observed had basic facilities but was overcrowded with 52 students in a space designed for 40-45. The student concluded that the school and classroom environments can impact learning and that creating a supportive, engaging environment is important for child and adolescent development.
Field study 2 (sy2011 2012)
This document outlines the requirements and format for a portfolio on a field study completed at several high schools by a student teacher. The portfolio includes an introduction, table of contents, resume, statement of purpose, organized entries with reflections on teaching experiences, overall reflections, faculty comments, a rubric, and appendices. The entries document the student teacher's experiences, lessons, and evaluations over the course of the field study placement. Completion of the portfolio and field study account for 40% of the student's grade, with additional components including observation, attendance, and seminar participation.
Determining and Formulating Goals And Objectives
This document discusses determining and formulating goals and objectives for lessons. It outlines 7 guiding principles for developing objectives, including beginning with the end in mind, sharing objectives with students, and aiming for the development of critical thinking. It also describes Benjamin Bloom's taxonomy of objectives, which categorizes objectives into the cognitive, affective, and psychomotor domains. The cognitive domain includes objectives related to knowledge, comprehension, and application. The affective domain addresses receiving, responding, and valuing. The psychomotor domain covers reflex movements, physical abilities, and skilled movements.
Field study 2
The document outlines steps and observation sheets for students to observe teaching and learning processes in classrooms. It instructs students to observe 3 classes and note the principles of teaching and learning used by teachers, including cognitive, metacognitive and motivational processes. Students are asked to record the instructional materials used by teachers and reflect on their experiences. Another section has students journal about teaching activities, record significant events, and confer with teachers. A final section has students identify lesson objectives, activities, materials and assessments with a teacher and reflect on the teacher's reasons for their approaches.
Field Study 2 Episode 2 Lesson Objectives As My Guiding Star
The student observed an English class taught by their resource teacher, Mrs. Rowena Magdayao. After observing the lesson, the student deduced that the teacher's objectives were for the students to define paraphrasing, restate ideas from a text, and analyze the original and paraphrased texts. When the student asked the teacher for the actual objectives, they matched what the student had deduced. The lesson objectives covered both the cognitive domain of understanding paraphrasing as well as the affective domain of relating the topic to personal experiences. The student learned that clearly defining objectives that span multiple domains can guide an effective lesson.
Field Study 4 Episode 4
This document outlines a student's field study learning episode on exploring the traditional and progressive curriculum. The student's objectives are to analyze the teacher's role in curriculum, explain different viewpoints on curriculum, and complete a Venn diagram comparing traditional and progressive models. The student conducts interviews and research to understand differences in teacher/student roles, instructional methods, materials, and assessment. Most interviewees view traditional curriculum as teacher-centered while progressive is student-centered. The student finds both models have value when combined.
Field Study 2 (FS 2) - Episode 2 [2018]
This document describes a field study experience observing three classes and analyzing their lesson objectives. The key points are:
1) Lesson objectives were observed to see if they guided the lessons and were shared with students. Objectives in the observed classes set clear learning goals, guided lesson development, and involved students in meeting the goals.
2) Lesson objectives were also analyzed using criteria of being specific, measurable, attainable, results-oriented and time-bound (SMART). The objectives in the observed classes met these criteria.
3) Beginning lessons with clear objectives and sharing them with students helps provide structure and expectations for learning. This allows students to understand what is expected and helps teachers effectively guide students in meeting
Fs4 6
The document discusses a student's field study visit to JH Cerilles State College on August 18, 2014. It includes sections on the student's analysis of utilizing parents as partners in education, the importance of understanding the six features of curriculum as a future teacher, and reflections on learning about the six features and their roles in the learning process.
Field Study 4 Episode 6
The document is a report from a student named Jundel L. Deliman on their field study experience. It includes sections for observation, analysis, reflection, and portfolio. In the analysis section, the student explains that understanding the six features of a curriculum is important for being an effective teacher as each feature contributes to a holistic learning experience. The reflection section notes that the six features represent the different parts that make up the curriculum, similar to the various components that make up a house. It also recognizes that community involvement is an important feature as the community supports the school. The portfolio includes two posters about learner-centered and community-partner approaches to curriculum.
Fs2 4
The document describes observations from a field study visit where the student observed two teachers' lessons. For the English lesson, the teacher used various active learning strategies like having students read a selection and dramatize situations to apply what they learned. For the math lesson, the teacher used deductive instruction as well as having students formulate their own examples, and connected lessons to real-life situations. In reflection, the student notes there is no single best teaching method and that teachers should use diverse strategies to cater to different student needs, learning styles, and intelligences.
Learning act# 8 looking through experience
This document summarizes a student's observation of a Grade 7 garments exploratory class. The teacher used active learning and collaborative approaches. Students worked in groups and engaged in higher-order thinking. The teacher looked for opportunities for student-led instruction and accepted student questions and suggestions. This facilitated cognition by providing knowledge, metacognition by encouraging creative and critical thinking, and positive motivation by encouraging participation. Visual aids and a sewing machine were used. Learning was assessed through a written exam. The student reflected that teachers play a vital role in using different approaches based on topic needs, materials, and learner characteristics.
Lesson Plan Example
This lesson plan introduces kindergarten and first grade students to Martin Luther King Jr. and his work through reading the book "Martin's Big Words". The goal is for students to use math manipulatives to represent abstract concepts from the text such as love, justice, and peace. Students will work in groups to create their representations, then present their work to the class and discuss the thinking behind their interpretations. The teacher will evaluate students based on their participation in discussions and ability to explain their creative representations of MLK's important ideas.
Completing the learning experience: Instructional materials
An introduction to Instructional Materials. Presented at the Jose Rizal University Graduate school last trimester.
Subject: Production and Testing of Materials
Field study 1
The document describes a classroom visit and observations of the classroom facilities, learner characteristics, and teaching-learning management. It notes the classroom has wall displays for announcements and calendars, a teacher's table, learner desks, and learning materials/visuals. It also discusses observing the physical, socioemotional, and cognitive characteristics of learners as well as their differences. The teaching-learning management involves higher education.
FS 4: Episode 5
The document is a lesson plan for an English class taught by a student teacher. The lesson plan covers pre-listening, listening, and post-listening activities. It also includes rubrics used to evaluate student performance. The intended, implemented, and achieved curriculums are well-aligned, with objectives matched to activities and assessments. Students were engaged in group work and presentations to practice interpreting texts and quotations. The lesson provided an effective example of ensuring curriculum alignment across objectives, instruction, and evaluation.
Pegagogy Practice
The document outlines key principles of pedagogy including:
- Active inquiry, hands-on learning, and helping students construct their own meaning.
- Considering adolescent development, social support, identity formation, and self-concept.
- Making curriculum connections, ensuring depth of understanding.
- Differentiating instruction for content, process, product, and learning environment.
- Focusing on effective learning through attention, memory, and teaching skills.
FS 2 Episode 1
Experiencing the Teaching-
Learning Process
Episode 1: Looking Through the Meaningful
Learning Experiences
Fs2 zebb
This document contains details from a field study student observing classes to identify applications of learning principles and lesson objectives. The student provides their target, which is to deduce lesson objectives after observing teachers and see how guiding principles in formulating objectives are applied. Their performance is rated on tasks like observation, analysis, reflection, portfolio, and submission deadlines. The student outlines their plan to observe two classes, reflect on guide questions, and analyze how teachers develop and apply lesson objectives.
Field Study 4 Exploring the Curriculum
The document discusses the components that make up a school curriculum. It includes a school's vision, mission, and goals, which are important in designing the curriculum. The curriculum components guide how the school will be run and help achieve its aims. Methods and strategies employed by the school community to realize these goals include orienting students to the vision and mission and adopting teaching approaches that engage and develop lifelong learners. The curriculum also considers the needs of diverse learners through its components and approaches.
Field Study 4 Episode 1
The document outlines the tasks and requirements for a student's field study on examining the concepts, nature, and purposes of the curriculum. It includes interviewing an administrator to discuss their views on traditional and progressive curriculum using a graphic organizer. The student is also asked to analyze how different educational philosophies relate to curriculums in local schools and reflect on why curriculum needs to be revised over time.
Experiencing Teaching-Learning Process
The document discusses different teaching strategies, methods, and materials used at different grade levels from preschool to high school. It also provides reflections on observations made of different classrooms and lessons, with suggestions for improving student engagement and enrichment of learning. Various assessment tools and theories of learning and teaching applied at each level are described.
Types of curriculum
The document discusses different types of curriculum, including subject/teacher centered, learner centered, activity based, integrated, core, spiral, societal, overt, hidden, phantom, and enacted curriculums. It provides details on teacher centered vs learner centered curriculum, highlighting differences in focus, student interaction, and evaluation. Hidden curriculum is defined as lessons taught unintentionally through behaviors and attitudes picked up in school. The enacted curriculum refers to the daily instructional experiences of students based on teachers' content and lesson choices.
Sequencing objectives
The document discusses learning objectives and how to write them. It defines learning objectives as statements that describe what learners should be able to do after completing training. The document outlines several approaches to writing objectives, including Mager's behavioral approach which specifies that objectives should include the audience, behavior, conditions, and degree of mastery. It also discusses Gronlund's general to specific approach and Eisner's expressive objectives approach. The key purposes of learning objectives are to outline learner needs, provide clear expectations, identify necessary content, and help create assessments.
Fs 5 episode 3
The document contains information about Camarines Norte State College, including its vision to become a premier higher education institution in the Bicol Region and its mission to provide higher education across various fields. It also includes a field study form that evaluates a student's performance in focusing on content validity of tests and quizzes. The form assesses tasks such as observation, analysis, reflection, portfolio, and submission deadline.
Table of specification
This document outlines a test specification for a mathematics exam covering algebraic expressions. It allocates 80 minutes total and includes 30 multiple choice items testing concepts such as constants, variables, algebraic expressions, operations on monomials, polynomials, and word problems involving polynomials. The specification breaks down the time allotted, number of test items, and cognitive skill level measured for each content area.
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Field study 2
The document outlines steps and observation sheets for students to observe teaching and learning processes in classrooms. It instructs students to observe 3 classes and note the principles of teaching and learning used by teachers, including cognitive, metacognitive and motivational processes. Students are asked to record the instructional materials used by teachers and reflect on their experiences. Another section has students journal about teaching activities, record significant events, and confer with teachers. A final section has students identify lesson objectives, activities, materials and assessments with a teacher and reflect on the teacher's reasons for their approaches.
Field Study 2 Episode 2 Lesson Objectives As My Guiding Star
The student observed an English class taught by their resource teacher, Mrs. Rowena Magdayao. After observing the lesson, the student deduced that the teacher's objectives were for the students to define paraphrasing, restate ideas from a text, and analyze the original and paraphrased texts. When the student asked the teacher for the actual objectives, they matched what the student had deduced. The lesson objectives covered both the cognitive domain of understanding paraphrasing as well as the affective domain of relating the topic to personal experiences. The student learned that clearly defining objectives that span multiple domains can guide an effective lesson.
Field Study 4 Episode 4
This document outlines a student's field study learning episode on exploring the traditional and progressive curriculum. The student's objectives are to analyze the teacher's role in curriculum, explain different viewpoints on curriculum, and complete a Venn diagram comparing traditional and progressive models. The student conducts interviews and research to understand differences in teacher/student roles, instructional methods, materials, and assessment. Most interviewees view traditional curriculum as teacher-centered while progressive is student-centered. The student finds both models have value when combined.
Field Study 2 (FS 2) - Episode 2 [2018]
This document describes a field study experience observing three classes and analyzing their lesson objectives. The key points are:
1) Lesson objectives were observed to see if they guided the lessons and were shared with students. Objectives in the observed classes set clear learning goals, guided lesson development, and involved students in meeting the goals.
2) Lesson objectives were also analyzed using criteria of being specific, measurable, attainable, results-oriented and time-bound (SMART). The objectives in the observed classes met these criteria.
3) Beginning lessons with clear objectives and sharing them with students helps provide structure and expectations for learning. This allows students to understand what is expected and helps teachers effectively guide students in meeting
Fs4 6
The document discusses a student's field study visit to JH Cerilles State College on August 18, 2014. It includes sections on the student's analysis of utilizing parents as partners in education, the importance of understanding the six features of curriculum as a future teacher, and reflections on learning about the six features and their roles in the learning process.
Field Study 4 Episode 6
The document is a report from a student named Jundel L. Deliman on their field study experience. It includes sections for observation, analysis, reflection, and portfolio. In the analysis section, the student explains that understanding the six features of a curriculum is important for being an effective teacher as each feature contributes to a holistic learning experience. The reflection section notes that the six features represent the different parts that make up the curriculum, similar to the various components that make up a house. It also recognizes that community involvement is an important feature as the community supports the school. The portfolio includes two posters about learner-centered and community-partner approaches to curriculum.
Fs2 4
The document describes observations from a field study visit where the student observed two teachers' lessons. For the English lesson, the teacher used various active learning strategies like having students read a selection and dramatize situations to apply what they learned. For the math lesson, the teacher used deductive instruction as well as having students formulate their own examples, and connected lessons to real-life situations. In reflection, the student notes there is no single best teaching method and that teachers should use diverse strategies to cater to different student needs, learning styles, and intelligences.
Learning act# 8 looking through experience
This document summarizes a student's observation of a Grade 7 garments exploratory class. The teacher used active learning and collaborative approaches. Students worked in groups and engaged in higher-order thinking. The teacher looked for opportunities for student-led instruction and accepted student questions and suggestions. This facilitated cognition by providing knowledge, metacognition by encouraging creative and critical thinking, and positive motivation by encouraging participation. Visual aids and a sewing machine were used. Learning was assessed through a written exam. The student reflected that teachers play a vital role in using different approaches based on topic needs, materials, and learner characteristics.
Lesson Plan Example
This lesson plan introduces kindergarten and first grade students to Martin Luther King Jr. and his work through reading the book "Martin's Big Words". The goal is for students to use math manipulatives to represent abstract concepts from the text such as love, justice, and peace. Students will work in groups to create their representations, then present their work to the class and discuss the thinking behind their interpretations. The teacher will evaluate students based on their participation in discussions and ability to explain their creative representations of MLK's important ideas.
Completing the learning experience: Instructional materials
An introduction to Instructional Materials. Presented at the Jose Rizal University Graduate school last trimester.
Subject: Production and Testing of Materials
Field study 1
The document describes a classroom visit and observations of the classroom facilities, learner characteristics, and teaching-learning management. It notes the classroom has wall displays for announcements and calendars, a teacher's table, learner desks, and learning materials/visuals. It also discusses observing the physical, socioemotional, and cognitive characteristics of learners as well as their differences. The teaching-learning management involves higher education.
FS 4: Episode 5
The document is a lesson plan for an English class taught by a student teacher. The lesson plan covers pre-listening, listening, and post-listening activities. It also includes rubrics used to evaluate student performance. The intended, implemented, and achieved curriculums are well-aligned, with objectives matched to activities and assessments. Students were engaged in group work and presentations to practice interpreting texts and quotations. The lesson provided an effective example of ensuring curriculum alignment across objectives, instruction, and evaluation.
Pegagogy Practice
The document outlines key principles of pedagogy including:
- Active inquiry, hands-on learning, and helping students construct their own meaning.
- Considering adolescent development, social support, identity formation, and self-concept.
- Making curriculum connections, ensuring depth of understanding.
- Differentiating instruction for content, process, product, and learning environment.
- Focusing on effective learning through attention, memory, and teaching skills.
FS 2 Episode 1
Experiencing the Teaching-
Learning Process
Episode 1: Looking Through the Meaningful
Learning Experiences
Fs2 zebb
This document contains details from a field study student observing classes to identify applications of learning principles and lesson objectives. The student provides their target, which is to deduce lesson objectives after observing teachers and see how guiding principles in formulating objectives are applied. Their performance is rated on tasks like observation, analysis, reflection, portfolio, and submission deadlines. The student outlines their plan to observe two classes, reflect on guide questions, and analyze how teachers develop and apply lesson objectives.
Field Study 4 Exploring the Curriculum
The document discusses the components that make up a school curriculum. It includes a school's vision, mission, and goals, which are important in designing the curriculum. The curriculum components guide how the school will be run and help achieve its aims. Methods and strategies employed by the school community to realize these goals include orienting students to the vision and mission and adopting teaching approaches that engage and develop lifelong learners. The curriculum also considers the needs of diverse learners through its components and approaches.
Field Study 4 Episode 1
The document outlines the tasks and requirements for a student's field study on examining the concepts, nature, and purposes of the curriculum. It includes interviewing an administrator to discuss their views on traditional and progressive curriculum using a graphic organizer. The student is also asked to analyze how different educational philosophies relate to curriculums in local schools and reflect on why curriculum needs to be revised over time.
Experiencing Teaching-Learning Process
The document discusses different teaching strategies, methods, and materials used at different grade levels from preschool to high school. It also provides reflections on observations made of different classrooms and lessons, with suggestions for improving student engagement and enrichment of learning. Various assessment tools and theories of learning and teaching applied at each level are described.
Types of curriculum
The document discusses different types of curriculum, including subject/teacher centered, learner centered, activity based, integrated, core, spiral, societal, overt, hidden, phantom, and enacted curriculums. It provides details on teacher centered vs learner centered curriculum, highlighting differences in focus, student interaction, and evaluation. Hidden curriculum is defined as lessons taught unintentionally through behaviors and attitudes picked up in school. The enacted curriculum refers to the daily instructional experiences of students based on teachers' content and lesson choices.
Sequencing objectives
The document discusses learning objectives and how to write them. It defines learning objectives as statements that describe what learners should be able to do after completing training. The document outlines several approaches to writing objectives, including Mager's behavioral approach which specifies that objectives should include the audience, behavior, conditions, and degree of mastery. It also discusses Gronlund's general to specific approach and Eisner's expressive objectives approach. The key purposes of learning objectives are to outline learner needs, provide clear expectations, identify necessary content, and help create assessments.
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Field Study 2 Episode 2 Lesson Objectives As My Guiding Star
Field Study 2 Episode 2 Lesson Objectives As My Guiding Star
Completing the learning experience: Instructional materials
Completing the learning experience: Instructional materials
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Fs 5 episode 3
The document contains information about Camarines Norte State College, including its vision to become a premier higher education institution in the Bicol Region and its mission to provide higher education across various fields. It also includes a field study form that evaluates a student's performance in focusing on content validity of tests and quizzes. The form assesses tasks such as observation, analysis, reflection, portfolio, and submission deadline.
Table of specification
This document outlines a test specification for a mathematics exam covering algebraic expressions. It allocates 80 minutes total and includes 30 multiple choice items testing concepts such as constants, variables, algebraic expressions, operations on monomials, polynomials, and word problems involving polynomials. The specification breaks down the time allotted, number of test items, and cognitive skill level measured for each content area.
Chapter i advent of a national hero
Dr. Jose Rizal was born on June 19, 1861 in Calamba, Laguna to Francisco Mercado Rizal and Teodora Alonso Realonda. He was their seventh child out of eleven siblings. Rizal came from a wealthy family that was part of the principalia, the town aristocracy. He had a happy childhood growing up in his family's large home, which had a garden and poultry yard. Rizal went on to become one of the Philippines' national heroes through his writings and advocacy which helped inspire the Philippine Revolution against Spanish colonial rule.
Test
This document contains a periodic examination for an elementary algebra class. It has 7 sections testing students on modified true/false, identification, multiple choice, translation, evaluation, operations, and problem solving questions related to algebraic expressions, terms, variables, and other concepts. The key provides the correct answers and solutions to check student work.
Architecture (MS Word)
According to Le Corbusier, architecture is more than just construction with materials like stone and wood - it is when a building touches the human heart and provides beauty and enjoyment. True architecture stimulates an aesthetic response even in works of engineering. The document then discusses various definitions of architecture and provides examples to illustrate architectural concepts and styles, including the Sydney Harbour Bridge and orders of columns.
Fs 2
1. The document summarizes a field study observation of a geometry class taught by Mr. Nestor Badillos.
2. It describes the learning behaviors of students during different classroom activities like quizzes, tests, evaluations and discussions.
3. The field study student analyzes the learning theories applied by the teacher and provides additional activity suggestions to promote better learning.
English
The document provides a detailed lesson plan for an English class in Grade VI. The objectives are to identify nouns that are plural in form but singular in meaning, construct sentences using those nouns, and reflect on a text. The lesson plan outlines routines, pre-activities including motivation and a listening activity, a reading activity, generalization of nouns, practice exercises identifying and writing plural nouns, an evaluation activity identifying plural singular nouns in sentences, and an assignment to list examples.
Science
This lesson plan outlines a science lesson for 6th grade students about the body's control system and the brain. The objectives are for students to learn the parts and functions of the brain, how it controls the body, and the significance of the brain. The lesson includes spelling and memory games to engage students, and breaks students into groups to locate and identify the parts of the brain. Students will also write short essays about why people are declared dead when the brain stops functioning and the significance of the human brain.
English
This document provides a detailed lesson plan for a 6th grade English class on nouns that are plural in form but singular in meaning. The objectives are for students to identify and use such nouns in sentences. The lesson includes motivational activities about flowers, reading a dialogue about the waling-waling orchid in the Philippines, exercises identifying and using plural nouns, and an assignment for students to find more examples.
Science
The document provides a detailed lesson plan for a 6th grade science class on the body's control system and the brain. The lesson plan outlines objectives, materials, procedures including pre-activities like spelling practice and a memory game, as well as group activities where students locate brain parts and identify brain functions. Students are evaluated through an essay on what causes death when the brain stops functioning and are assigned to write a paragraph on the significance of the human brain.
Mathematics
The document provides a detailed lesson plan for a 6th grade mathematics class on multiplying mixed forms by fractions. The objectives are to multiply mixed forms by fractions, solve word problems involving these concepts, illustrate and describe mixed forms and fractions, determine the step-by-step process, and appreciate fractions. The lesson plan outlines procedures for review, drills, problem analysis, generalization of the concept, group application activities, and evaluation. Students are assigned illustration problems to complete the multiplication process for homework.
Journeying the teaching profession(st)
This document provides information on career planning and the career ladder of a teacher. It defines key terms related to careers, work, and vocations. It outlines the four steps of career planning: self-assessment, exploration, matching options, and taking action. It then describes the seven domains of the career ladder of a teacher from entry into teacher education through retirement. It provides details on the roles of cadet, rookie, mentor, artist, and retired teacher. The document concludes with tips for growing personally and professionally as a teacher.
Models of Integration
This document discusses models of curriculum integration. It defines integrated curriculum as connecting different subject areas through themes, topics or problems. Three main models are described: interdisciplinary, problem-based, and theme-based. The interdisciplinary model groups subjects into blocks of time allowing for flexibility. The problem-based model centers on solving technological problems that require multiple subject areas. The theme-based model organizes subjects around an overarching theme. Implications of integrated curriculum include shifting to a more constructivist approach, extensive teacher training, and systemic reforms.
fs 5 answers
The document summarizes the Technical Education and Skills Development Act of 1994 which established the Technical Education and Skills Development Authority (TESDA) in the Philippines. Key points:
- TESDA was created to implement the policy of providing high-quality technical education and skills development. It absorbed several existing agencies related to this area.
- TESDA is composed of a Board which sets policies and oversees the organization, and a Secretariat which manages daily operations. The Board includes government secretaries and private sector representatives.
- The law defines terms, sets goals for technical education, and establishes the structure and responsibilities of TESDA and its offices to develop skills standards, research best practices, and improve technical
Mathematics
The document provides a detailed lesson plan for a 6th grade mathematics class on multiplying mixed numbers by fractions. The objectives are for students to multiply mixed numbers by fractions, solve word problems involving these operations, illustrate and describe mixed numbers and fractions, determine the step-by-step process, and appreciate fractions. The lesson plan outlines preparatory activities like reviewing previous material and drilling fraction identification. Example problems are provided to demonstrate the process of changing mixed numbers to improper fractions before multiplying numerators and denominators. Students are evaluated through solving similar problems and illustrating the multiplication process.
Journeying the Teaching Profession (BISCAST)
This document discusses career planning for teachers. It begins by outlining what needs to be learned, including tracing the history of career planning and discussing the importance of the Teacher Education Development Program and National Competency-Based Teacher Standards in career planning. The document then provides the historical perspective of career planning, defines key terms, and describes the four steps and significance of career planning. It outlines the career ladder of a teacher based on the Department of Education's Teacher Education and Development Program. The document concludes with tips for growing professionally and personally throughout one's teaching career.
Science
This document provides a detailed lesson plan about teaching grade 6 students about the body's control system and the brain. The objectives are for students to learn about the brain's parts and functions, and how the brain controls the body. The lesson plan outlines pre-activities like spelling exercises on brain-related terms. An engagement activity is a memory game where students review flashcards of brain terms. Students are then divided into groups to locate brain parts or identify brain functions. The lesson concludes with an essay evaluation and a take-home assignment on the significance of the human brain.
Affective learning competency
This document discusses attitudes and motivation. It defines attitude as a mental predisposition to act that is expressed through evaluating an entity with favor or disfavor. Attitudes have four components: cognitions, affect, behavioral intentions, and evaluation. Motivation is explained as what initiates, directs, and sustains human behavior. Several theories of motivation are described, including Maslow's hierarchy of needs and Herzberg's two-factor theory. The document also discusses the role of motivation in education and defines intrinsic and extrinsic motivation. Self-efficacy is defined as a belief in one's own capabilities.
Table of specification in math test
This document is a table of specification for a math exam that will assess students on various algebraic concepts. It outlines the major content areas, time allotted for each section, number of test items, and how items will assess different cognitive levels including remembering, understanding, applying, analyzing, and evaluating. The exam will have 50 multiple choice items testing topics such as algebraic expressions, polynomials, linear equations, and problem solving over a total time of 60 minutes.
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Effective teaching
Effective teaching practices have a greater impact on student learning than changes to school structure. The most successful schools have clear instructional goals that guide both pedagogy and structure. Highly effective teachers design engaging lessons, provide appropriate instruction and feedback to students, and establish supportive classroom environments where students feel comfortable participating.
Creating supportive learning environment.
The document discusses creating a supportive learning environment in the classroom. It emphasizes the importance of managing the physical environment, creating a positive classroom climate through building relationships, motivating students, and recognizing diversity and multiple intelligences. On the first day of school, teachers should get acquainted with students, establish expectations, and stimulate interest in the subject. An organized, clean classroom can help students feel safe and motivated to learn.
Presentation classroom management
The document discusses creating a supportive learning environment in the classroom. It emphasizes the importance of managing the physical environment, creating a positive classroom climate through building relationships, motivating students, and recognizing diversity and multiple intelligences. On the first day of school, teachers should get acquainted with students, establish expectations, and stimulate interest in the subject. An organized, clean classroom can help students feel safe and motivated to learn.
Creating supportive learning environment ppt
The document discusses creating a supportive learning environment in the classroom. It emphasizes the importance of managing the physical space, establishing clear expectations and building relationships on the first day of school. It also stresses creating a positive classroom climate through motivation, diversity and recognizing students' multiple intelligences. Building self-esteem and developing consistent discipline policies are also identified as important for a supportive environment.
Creating supportive learning environment.
The document discusses creating a supportive learning environment in the classroom. It emphasizes the importance of managing the physical environment, creating a positive classroom climate through building relationships, motivating students, and valuing diversity. This includes recognizing different cultures, learning styles through multiple intelligences, and engaging students in organizing the classroom. The first day of school is important for setting expectations and stimulating interest in learning.
Creating supportive learning environment.
The document discusses creating a supportive learning environment in the classroom. It emphasizes the importance of managing the physical environment, creating a positive classroom climate through building relationships, motivating students, and valuing diversity. This includes recognizing different cultures, learning styles through multiple intelligences, and engaging students in organizing the classroom. The first day of school is important for setting expectations and stimulating interest in learning.
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EDUCARNIVAL 2016 at IIT DELHI - Presentation by Tiina Malste
This document discusses key components of a quality school from the Finnish perspective. It identifies four main components: 1) Professional teachers who have autonomy in the classroom and strong relationships with students; 2) A dynamic curriculum and learning environments that are student-centered and focus on active, purposeful learning; 3) Strong leadership skills at the school level, including strategic planning and communication; and 4) School outreach that involves collaboration with families, the community, and employers to support student learning and development. Each component is then discussed in more detail with examples and research findings about how these elements contribute to student outcomes.
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This document provides information on differentiated instruction including:
1. Definitions of differentiated instruction emphasizing matching instruction to student needs and allowing different paths to learning content.
2. Strategies for differentiated instruction such as flexible grouping, learning centers, choice boards, graphic organizers, and tiered assignments.
3. Potential obstacles to differentiated instruction and ways to address them such as perceived lack of time, difficulty assessing varied work, and student readiness.
Group 3 presentation on Effective Teaching
This document discusses effective teaching. It begins by defining effective teaching and listing some of its key features. It then discusses early research on effective teaching which focused on teacher attributes. More recent research examines classroom processes and interactions between teachers and students. Key elements of effective teaching practice include having high expectations, acknowledging individual differences, using a range of pedagogies, encouraging student responsibility, having content mastery, providing a safe environment, monitoring progress and feedback, and building positive relationships. The document also discusses effective classroom management strategies and the role of technology in education.
Twelve principles of effective teaching and learning
The document outlines twelve principles of effective teaching and learning that are supported by empirical research. The principles were derived from studies conducted by prominent educators on teaching practices in higher education. Some of the key principles include that teachers' knowledge of their subject matter is essential, active involvement of learners enhances learning, interaction between teachers and students motivates students, and providing feedback to students and teachers improves the learning process.
Differentiated Instruction powerpoint
The document discusses differentiated instruction, which is an approach to teaching that recognizes students' varying backgrounds, readiness, and learning needs. It involves modifying aspects of the content, process, products, and learning environment based on individual student differences. This allows teachers to challenge students at their appropriate level. The document provides examples of how differentiated instruction can be implemented in the classroom through flexible grouping, varied learning activities and materials, and ongoing assessment to inform instruction.
Online assignment need of research
1. The document discusses the importance of research in the teaching and learning process. It notes that effective teaching involves applying new research and theory in the classroom.
2. It outlines some key principles of effective teaching and learning, including the teacher's knowledge of the subject matter, active learner involvement, interaction between teachers and students, and providing a variety of learning activities.
3. The conclusion emphasizes that high quality teaching relies on teacher education and professional development to incorporate research findings and advance teaching skills over time. Research can help improve the quality of teaching.
Online assignment need of research
1. The document discusses the importance of research in the teaching and learning process. It notes that effective teaching involves applying new research and theory in the classroom.
2. It outlines some key principles of effective teaching and learning, including the teacher's knowledge of the subject matter, active learner involvement, interaction between teachers and students, and providing a variety of learning activities.
3. The conclusion emphasizes that high quality teaching is the most important school-level factor influencing student achievement, and that ongoing professional development is important for helping teachers advance their skills.
1570128231DI_A_Way_of_Rethinking_Education
This document discusses differentiated instruction, a teaching strategy that aims to meet the individual needs of students. It conducted research in Lebanon to determine if differentiated instruction improved student achievement and satisfaction. The research found that differentiated instruction based on learning styles, interests, and choice was most effective in boosting achievement and engagement. For education to be truly effective, it recommends that teachers understand each student's unique abilities and tailor instruction accordingly rather than using a one-size-fits-all approach.
Selecting learning environment
This document discusses different types of learning environments, including learner-centered, knowledge-centered, assessment-centered, and community-centered environments. A learner-centered environment focuses on students' prior knowledge and makes lessons relevant to their lives. A knowledge-centered environment focuses on teaching core concepts and organizing lessons to maximize understanding. Assessment-centered environments use formative and summative assessments to improve teaching and measure learning. Community-centered environments foster collaboration and lifelong learning by creating a classroom community.
Differentiated Instruction and Assessment Presentation- A Crash Course
Differentiated Instruction & Assessment- What it is, How to Implement it, Misconceptions, Resources, and Ties to Best Practices
Philosophy on Scientific Teaching
The document discusses the author's philosophy on effective science teaching. The author believes science should be taught using active learning methods like experiments, group work, and problem-solving rather than passive lecturing. This develops students' intellectual abilities and understanding of concepts rather than just memorization. The teacher's role is to engage students and respect diversity, while assessments should provide feedback to improve learning.
Actual matanda and micajo
This document discusses what makes an effective teacher. It begins by outlining the objectives of becoming an effective teacher and identifying their qualities. It then examines several definitions of an effective teacher, noting they must concern student learning outcomes and set up a good learning environment. Research identifies five important attributes for effective teaching: personality and will; intelligence; sympathy and tact; open-mindedness; and a sense of humor. To be effective, a teacher must teach to different learning styles, make connections between topics, teach in cycles with review, and focus on good teaching techniques rather than exhausting themselves.
Effective Teaching
This documents present an overview of effective teaching such as
What is effective teaching?, What are its characteristics?, What are the steps to become an effective teacher?
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The teaching profession
- 1. Camarines Norte State College College of Education Abaño Campus Daet, Camarines Norte Subject: TCC 4: The Teaching Profession Teacher: Mrs. Marcela Bartolome- Pajarillo, DEM Subject Matter: Effective Teaching Discussant: Pelaosa, Larino Jr. Salazar (BSEd/Math3A) I. How do we define Effective Teaching? Providing maximum opportunities for all students to learn (Westwood, 1998). Providing the necessary learning environment and learning experiences that enable all students to learn through making meaning from experience. Connotes with utmost commitment. Likewise in an “interpersonal enterprise”. II. The Threefold Goals of an Effective Teaching Gain knowledge Develop skills Imbibe values and attitudes. III. Characteristics of an Effective Teacher Must possess solid background knowledge of a particular subject matter area. Equipped with competence in deciding and implementing appropriate teaching methodologies. Capped with a compassionate and winsome nature. A “building relationships”. “To improve student learning, you do not change the structure. You change the instructional practices of teachers. The schools that seem to do best are those that have a clear idea of what kind of instructional practice they wish to produce, and then design a structure to go with it.” — Richard Elmore, Harvard University (1)
- 2. IV. What are the critical influences on student learning? • psychological, instructional and home environment variable more impact (Wang, Haerteland Walberg(1993) V. What do effective teachers do? Create a supportive climate in which students feel comfortable asking questions and contributing to lessons, without embarrassment or fear of ridicule. Design lessons that students are actively involved in and provide frequent opportunity to provide instruction on targeted concepts and knowledge. Provide immediate, specific and constructive feedback to students. Systematically present new knowledge, concepts by linking new information, focusing on background knowledge and reviewing previously mastered skills and knowledge. Ensure that learning is significant and relevant to the needs of students. VI. Additional Topic on how to be an Effective Teacher Having high expectations. Acknowledging individual differences. Using a range of pedagogies. Encouraging student responsibility. Having mastery of their teaching content. Providing a safe environment. Monitoring progress and providing feedback. Building positive relationships. “It’s not rocket science — the better the teacher teaches, the better the student learns.” — Harry K. Wong, Author, the First Days of School; How to Be an Effective Teacher (2)