Theaching basic skill
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The document discusses teaching basic skills, specifically questioning skills. It defines questioning skills and their purposes, which include focusing student attention, engaging critical thinking, and assessing learning. It also covers the usage of questioning skills, such as pausing and prompting, as well as avoiding habits like repeating questions. Finally, it describes the components of questioning, including disclosure, time for thinking, and types of questions classified by cognitive difficulty levels.
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Here are the key points I would reflect on for this lesson plan:
- The objectives are clear, measurable, and aligned with the lesson content. Identifying adverb types, associating them with pictures, and constructing sentences are appropriate learning targets.
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The document provides information on field study courses for teacher education students. It includes the following key points:
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2. There are 6 field study courses that support different professional subject areas like human growth and development, principles of teaching, and assessment.
3. Sample syllabi and activities are provided for the field study courses to give students opportunities to experience teaching methods, develop instructional materials, and reflect on learning theories.
4. Guidelines help students successfully complete at least 17 hours of activities for each field study course to earn credit while demonstrating proper conduct
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Here is a sample scope and sequence chart that could be included in a teaching guide:
Scope and Sequence Chart
Grade 7 Social Studies
Quarter 1 Quarter 2 Quarter 3 Quarter 4
Unit 1: Unit 3: Unit 5: Unit 7:
Geography of Early Humans Ancient Rome Rise of Islam
the Philippines
Unit 2: Unit 4: Unit 6: Unit 8:
Ancient River Valley Medieval Europe Southeast Asian
Civilizations Civilizations Kingdoms
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Unit 1: Location and physical features of the Philippines
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1) The document outlines meetings between a student guide and two first-year nursing students to plan and prepare a seminar on body mechanics and posture.
2) Over multiple meetings, the student guide provided guidance on seminar structure and format, topic selection, objective writing, content planning, and preparation of audiovisual aids.
3) They finalized arrangements for the seminar including the lesson plan, presentations, and organization of the event. The last meeting focused on practicing their presentation skills and improving confidence before the scheduled seminar.
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The document summarizes a 3-day school-based seminar on developing strategic intervention modules to be held at Tinago National High School in Leyte, Philippines. The seminar aims to (1) train teachers to develop materials addressing students' least learned skills; (2) improve teacher competency, efficiency and student performance; and (3) assist at-risk students through individualized learning plans. All Tinago teachers must participate in sessions on strategic module characteristics, development, and uses. Presentations, workshops and feedback will be used to help teachers create intervention modules to help struggling students.
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The document discusses the Outcomes-Based Education (OBE) format for lesson planning. OBE is defined as an educational approach focused on demonstrating student learning based on specified outcomes. An OBE lesson plan has 4 steps: 1) defining learning outcomes and assessments, 2) teacher presentation, 3) student activity, and 4) continuous assessment. The document provides a template for an OBE-based lesson plan consisting of sections for context, content, outcomes, presentation/activity/assessment, resources, and teacher reflection. It emphasizes focusing lessons on essential competencies and allowing for smooth transitions between grades and subjects.
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Theaching basic skill
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- 2. Guru-guru setiap Mata Pelajaran harus menyiapkan Perangkat Pembelajaran seperti Program Tahunan, Program Semester, Rencana Pelaksanaan Pembelajaran (RPP), Silabus, pemetaan dan perangkat lainnya. Guru seharusnya menentukan beban belajar yang efektif pada setiap mata pelajaran sesuai dengan ketentuan yang telah ditetapkan oleh PERMEN no 22 thun 2006 . A. Definition of Questioni ng Skills C. The Usage of Questioning Skill E. Types of Question B. Purpose of Questioning Skills D.The Usage of Questioning Skill
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- 4. B. Purpose of Questioning Skills 1. Giving stepping stone (apperception) before entering the new topic 2. Appropriate what student have known about subject that taught 3. Focusing student’s attention to the subject that are showing 4. Rising interest and curiosity of student in a subject that taught 5. Recognize the difficulties that faced by student in accepting the subject 6. Exploring student active teaching way 7. Giving stimulus to student so they can think critically and creatively 8. Push student to give opinion 9. Invite student to solve the problem 10. Giving chance for student to assimilate the information 11. To review what have been explained by teacher 12. Checking and measuring learning outcome of student in doing exercise
- 5. Guru-guru setiap Mata Pelajaran harus menyiapkan Perangkat Pembelajaran seperti Program Tahunan, Program Semester, Rencana Pelaksanaan Pembelajaran (RPP), Silabus, pemetaan dan perangkat lainnya. Guru seharusnya menentukan beban belajar yang efektif pada setiap mata pelajaran sesuai dengan ketentuan yang telah ditetapkan oleh PERMEN no 22 thun 2006 . C. The Usage of Questioning Skill 1. Warmth and Enthusiasm 2. Habits that Should be Avoid a. Repeating they own question b. Repeating student’s answer c. Answering the questing by own d. Question are answered in unison answer e. Multiple Question f. Multiple Question 3. Give Time to Think 4. Prepare Main Question that Will Submitted 5. Assessing Question that have been Submitted
- 6. Guru-guru setiap Mata Pelajaran harus menyiapkan Perangkat Pembelajaran seperti Program Tahunan, Program Semester, Rencana Pelaksanaan Pembelajaran (RPP), Silabus, pemetaan dan perangkat lainnya. Guru seharusnya menentukan beban belajar yang efektif pada setiap mata pelajaran sesuai dengan ketentuan yang telah ditetapkan oleh PERMEN no 22 thun 2006 . D. Component of Asking 1. Basic Questioning Skill Basic questioning skill have components as the following below : a. Disclosure questions clearly and concisely b. Giving reference c. Centralization d. Displacement turn e. Spread f. Giving time thinking g. Giving demands 2. Advanced Questioning Skill Component of advanced questioning skill, consist of : a. The changing of cognitive sue in answering the question b. Setting the order of questions c. The usage of tracking question d. Increasing interaction
- 7. Guru-guru setiap Mata Pelajaran harus menyiapkan Perangkat Pembelajaran seperti Program Tahunan, Program Semester, Rencana Pelaksanaan Pembelajaran (RPP), Silabus, pemetaan dan perangkat lainnya. Guru seharusnya menentukan beban belajar yang efektif pada setiap mata pelajaran sesuai dengan ketentuan yang telah ditetapkan oleh PERMEN no 22 thun 2006 . E. Types of Question According to difficulties level, there are six level of it that can be classify into two group, that are : a. Lower cognitive level question : 1. Knowledge 2. Comprehension 3. Application b. Cognitive question on higher level : 1. Analysis 2. Synthesis 3. Evaluation
- 8. Terimakasih