Fs 1 & 2

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Closer view on the Field of Study 1 & 2

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Fs 1 & 2

  1. 1. Field Study 1&2 Experiential Learning Courses Prepared By: Xyrille Yves A. Zaide BSED - IV
  2. 2. General Objective #1 Identify the stage of the physical, motor, linguistic, cognitive, social and emotional development of the students as manifested in the actual classroom setting.
  3. 3. General Objective #2 Observe and reflect on the different approaches employed by the teacher in dealing with learners in the different stages of development.
  4. 4. General Objective #3 Analyze how the teaching and learning process should be conducted considering the different phases of child development
  5. 5. The School as a Learning Environment Episode 1
  6. 6. “Building Friendship” Peace Concept in Focus
  7. 7. The purpose of observation is to provide opportunity for you to relate theory to actual practice To help you do this, remember to:
  8. 8. Know and understand what you exactly need to observe Study the observation guides, listen to your FS teacher and do not hesitate to ask questions to make sure all is clear to you. Always have pen and paper ready to jot down details Carefully separate facts from interpretations Accomplish the checklists/forms A.S.A.P. so that the details are still fresh in your mind
  9. 9. The core business of schools is to provide students with a rich learning environment that is open, respectful, caring and safe. LEARNING ENVIRONMENT
  10. 10. This ideal learning environment optimises wellbeing. It reflects a positive school ethos that makes the school an exciting, stimulating and welcoming place. http://deta.qld.gov.au/initiatives/learningandwellbeing/learning-environment.html
  11. 11. Episode 1 – Specific Tasks  Visit a school, look into its facilities and areas that support learning  Describe the learning environment Prepare an observation log
  12. 12. Episode 1 – Learning Evidence An illustration of a school that is supportive of learning or a “childfriendly school” through any of the following:  Descriptive Paragraph Photo essay
  13. 13. Episode 1 - Domain Learning environment Curriculum
  14. 14. Episode 1 - Competencies Determines an environment that provides social, psychological and physical environment supportive of learning.
  15. 15. “I entered the classroom with the conviction that it was crucial for me and every other student to be an active participant, not a passive consumer… Learning is a place where paradise can be created.” - Bell Hooks
  16. 16. “To learn and not to think over what you have learned is perfectly useless. To think without having learned is dangerous.” - Gore Vidal
  17. 17. Learner’s Characteristics and Needs Episode 2
  18. 18. YOU AND I ARE DIFFERENT
  19. 19. “Valuing Diversity” Peace Concept in Focus
  20. 20. A person's individual profile or learner characteristics will determine the way they respond to both formal and informal learning environments. LEARNERS – Characteristics and needs –
  21. 21. Although learner characteristics can provide some general information, be careful not to stereotype your learners. Every learner is an individual and "general" learner characteristics should only be used as a guide. http://toolboxes.flexiblelearning.net.au/demosites/series12/12_09/toolbox12_09/resource s/training/book/qg/understandlearn/characteristics.htm
  22. 22. Episode 2 – Specific Tasks  Observe 3 groups of learners from different levels  describe each group of learners based on your observations Validate your observation by interviewing the learners Compare them in terms of their interests and needs
  23. 23. Episode 2 – Learning Evidence Narrative description of Diversity among children
  24. 24. Episode 2 - Domain  Diversity of Learners
  25. 25. Episode 2 - Competencies Differentiate Learners of varied characteristics and needs.
  26. 26. “ To be a teacher in the right sense is to be a learner. Instruction begins when you, the teacher, learn from the learner. Put yourself in his place so that you may understand what he understands and in the way he understands it.” - Soren Kierkegaard
  27. 27. Erikson’s Epigenetic Principle This principle says that we develop through a predetermined unfolding of our personalities. Our progress through each stage of life is in part determined by our success, or lack of success in all the previous stages.
  28. 28. “It is little like the unfolding of a rose bud petal opens up at a certain time, in a certain order, which nature, through its genetics, has determined. If we interfere in the natural order of development by pulling a petal forward prematurely or out of order, we ruin the development of the entire flower.” - Dr. C. George Boeree
  29. 29. 2 teach, is + 2 touch lives 4 ever
  30. 30. Classroom Management and Learning Episode 3
  31. 31. “Inclusivity” Peace Concept in Focus
  32. 32. The process of ensuring that classroom lessons run smoothly despite disruptive behavior by students CLASSROOM MANAGEMENT
  33. 33. Constructivist teachers feel that effective classroom management skills impact the way in which students learn. “Classroom management refers to all the things that teachers do to organize students, space, time, and materials to maximize effective teaching and student learning” - Wong & Wong, 1998 http://www.aug.edu/~mwarner/promise/Management/article_intro.htm
  34. 34. Episode 3 – Specific Tasks Using a checklist, find out the evident classroom components Describe how the classroom is structured / designed to allow everyone to participate in learning activities
  35. 35. Relate the data in your checklist to the learners’ behavior Reflect on how classroom management affects learning
  36. 36. Episode 3 – Learning Evidence  Checklist on classroom management components  Photo documentation of classroom setting  Reflection paper on activities that allow inclusivity rather than exclusivity among learners
  37. 37. Episode 3 - Domain Learning environment Diversity of Learners
  38. 38. Episode 3 - Competencies Teacher manages time, space and resources to provide an environment appropriate to the learners and conducive for learning.
  39. 39. "No matter how well a teacher knows the subject matter or how well he or she can teach, a teacher who cannot manage a class is finished.“ - Howard Seeman
  40. 40. Individual Differences and Learner’s Interaction Episode 4
  41. 41. Characteristics of Learners that Affect Performance:  Prior Experience  Confidence  Heredity  Ability / Skills  Personality
  42. 42. Prepare activities that will assist multiple intelligences
  43. 43. Teachers nurture students’ engagement through authentic activities and opportunities to work with classmates. LEARNERS – Characteristics and Activities –
  44. 44. Teachers offer choices because they understand that students are more motivated when they can make choices and or choose the activities where they could perform best. http://www.education.com/reference/article/characteristics-learners-classroom/
  45. 45. Episode 4 – Specific Tasks Take note of characteristics in class Learners’ Enumerate and describe the activities that took place in the class Analyze how the activities facilitated learning considering the learners’ characteristics.
  46. 46. Episode 4 – Learning Evidence  Collection of classroom activities written on card boards of rainbow colors  A reflection paper on the congruence or match of learning activities to the learners’ characteristics  Reflection on the interaction learners despite differences of
  47. 47. Episode 4 - Domain Learning environment Diversity of Learners
  48. 48. Episode 4 - Competencies  Recognizes multi-cultural backgrounds of learners when providing opportunities Determines Teaching approaches and techniques appropriate to the learners.
  49. 49. “It takes a world of difference to make a difference in the world.“ - From a children’s song (Quoted In Covey’s 8th habit DVD)
  50. 50. Individual Differences And Learner’s Interaction Episode 5
  51. 51. To learn is to acquire knowledge or skill. Learning also may involve a change in attitude or behavior. An individual's background strongly influences the way that person learns. To be effective, the learning situation also should be purposeful, based on experience, multifaceted, and involve an active process. http://www.dynamicflight.com/avcfibook/learning_process /
  52. 52. “Sameness in dIfferences” Peace Concept in Focus
  53. 53. The study processes used by a student during learning will be related to both the amount learned and the quality of his learning. LEARNING PROCESS – Individual Differences –
  54. 54. Motivation, abilities and intelligence are not the only determinants of learning outcomes. A number of other individual variables shape what and how well students will learn. http://cte-blog.uwaterloo.ca/?p=2348
  55. 55. These include: • prior knowledge and experience which refer to the quality and accuracy of relevant prior knowledge; • learning strategies and tactics which refer to cognitive and metacognitive strategies used by learners;
  56. 56. • learning or cognitive styles which refer to preferred ways for processing information and approaching a learning task; • learners’ conceptions of learning and themselves as learners; • personality (self-esteem, risk-taking, resilience, sensitivity to rejection, tolerance to ambiguity, anxiety, etc.).
  57. 57. Episode 5 – Specific Tasks Observe learners of different learning abilities but the same grade/year Take note of characteristics of the learners in the class focusing on gender and cultural diversity Write a narrative report
  58. 58. Episode 5 – Learning Evidence Learner’s profile Narrative report of diversity among children Description on how the teacher instil among children the values and knowledge on differences in gender, social and cultural backgrounds.
  59. 59. Episode 5 - Domain Diversity of Learners
  60. 60. Episode 5 - Competencies Determines, understands and accepts the learners’ diverse background Relates the learners’ background to their performance in the classroom Recognizes cultural backgrounds of learners
  61. 61. Diversity We should not treat learners as a "one-size-fits-all" mass without adequately distinguishing primary sources of differences in learning.
  62. 62. Home-School Link Episode 6
  63. 63. “Unity in Diversity” Peace Concept in Focus
  64. 64. discipline is about children learning self control. it helps them learn that there are consequences for their actions, and that they need to think carefully about the decisions they make. Home and School – link on discipline –
  65. 65. Episode 6 – Specific Tasks Select a learner from the class observed and conduct a home visit Describe the family in terms of: - Number of siblings - Number of siblings in school Interview the parents about - Rules implemented at home concerning their child’s schooling - The learner’s activities and behavior while at home
  66. 66. Episode 6 – Learning Evidence Reflection on the impact of home and family life to learning
  67. 67. Episode 6 – Domain Learning environment
  68. 68. Field Study 1 & 2 Experiential Learning Courses
  69. 69. General Objective #1 Arrive at an experiential knowledge and understanding of the principles of teaching and learning.
  70. 70. General Objective #2 Reflect on the application of the principles of teaching and learning for meaningful and lasting learning.
  71. 71. 4 components of a MEANINGFUL LEARNING 1. ENVIRONMENT- emphasizes the teacher-student relationship. 2. EXPERIENCE
  72. 72. 3. MEANING- a teacher should make the meaning more personal, for the students to understand and relate. 4. MOTIVATION- the most important component and a major factor in developing and improving the eagerness, willingness and interest of a learner to learn. http://precioustine.blogspot.com/2010/08/article22components-of-meaningful.html
  73. 73. General Objective #3 Analyze how the teaching and learning process should be conducted considering the different phases of child development
  74. 74. General Objective #4 Acquire the skill in developing cognitive, skill and value lessons meaningfully and interestingly by an in-depth treatment of the subject matter by integrating thinking skills
  75. 75. General Objective #5 Apply the guiding principles in the selection of teaching strategies
  76. 76. General Objective #6 Identify the teaching approach employed
  77. 77. General Objective #7 Trace the logical development of a lesson.
  78. 78. General Objective #8 Identify effective questioning and reacting techniques.
  79. 79. Principles of Learning Episode 1
  80. 80. Guiding Principles In Determining And Formulating Learning Objectives 1. Begin with the end in mind. 2. Share lesson objective with students 3. Lesson objectives must be in 2 or 3 domains (C-A-P) 4. Work on significant and relevant lesson objectives
  81. 81. 5. Lesson objective must be aligned with the aims of education as embodied in our country’s constitution 6. Aim at the development of critical and creative thinking 7. For accountability of learning, lesson objective must be S.M.A.R.T. http://joeyshub.blogspot.com/2012/02/management-of-instruction-determining.html
  82. 82. Lesson Objectives as My Guiding Star Episode 2
  83. 83. Organizing Content for Meaningful Learning Episode 3
  84. 84. How to Organize Content Alphabetical Categorical Cause and Effect Inherent structure Order of importance Simple to complex Sequential Spiral Subordinate to higher level Whole to parts http://theelearningcoach.com/elearning_design/how-to-organize-content/
  85. 85. Guiding Principles in the Selection and use of Teaching Strategies Episode 4
  86. 86. Teaching Approaches and Methods Episode 5
  87. 87. There is no single approach to teaching that works best. What we do in the classroom depends on: • who we are • who our students are, • what we are teaching, • and many other factors. http://web.gcc.mass.edu/professional-development/approaches-to-teaching/
  88. 88. Look for ways to prompt students to think more deeply about course concepts and the learning process through Prompts that get Students to Analyze, Reflect, Relate, and Question.
  89. 89. Home-School Link Episode 6
  90. 90. Home–School Partnerships display many of the following features: • Relationships in successful home–school partnerships are collaborative and mutually respectful. • Successful partnerships are multi-dimensional, and responsive to community needs.
  91. 91. • Successful home–school partnerships are planned for; embedded within whole school development plans; well resourced and regularly reviewed. • Successful partnerships are goal oriented and focused on learning.
  92. 92. • Effective parental engagement happens largely at home. • There is timely two-way communication between school and parents in successful partnerships.
  93. 93. Effective Questioning and Reacting Techniques Episode 5
  94. 94. Why Ask Questions?
  95. 95. Teachers ask questions for a variety of purposes, including: • • • • • • • • To actively involve students in the lesson To increase motivation or interest To evaluate students’ preparation To check on completion of work To develop critical thinking skills To review previous lessons To nurture insights To assess achievement or mastery of goals and objectives • To stimulate independent learning http://beyondpenguins.ehe.osu.edu/issue/energy-and-the-polar-environment/questioningtechniques-research-based-strategies-for-teachers
  96. 96. Types of Questions Educators have traditionally classified questions according to Bloom’s Taxonomy, a hierarchy of increasingly complex intellectual skills.
  97. 97. FEEDBACK : Redirecting, Probing and Responding A teacher’s response to students’ answers is just as important as the question asked. A response may redirect students when an incorrect answer is given or students misinterpret the question. Teachers may probe for further explanation when a partial answer is given. Finally, teachers may validate a correct response.
  98. 98. “Children go to school as question marks and leave school as periods.” -Neil Postman. www.slideshare.net/rowenativoli/effective-questioning-2-3427422
  99. 99. In teaching, it takes the form of a problem at the start of an investigation or query about a current issue such as time or classroom management. It is a statement that demands an explanation, a purpose or an argument. It is the question, stated in any form that unlocks thinking. Hence, it is integral in the teaching practice. -Rowena M. Tivoli www.slideshare.net/rowenativoli/effective-questioning-2-3427422

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