FS 2 Soft copy

8/15/2019 FS 2 Soft copy

1/48

My ToolAs Iobservea class,I will

use the Observation sheet for a more focused observation

Principles of Learning

Teaching Behavior of theTeacher/ Learning Behaviorof the Learner as Proof ofthe Application of thePrinciple of Learning

1) Learning is an experiencewhich occurs inside the

learner and is activated by the learner.

Teacher lets the learners do thelearning activity. e.g. A studentwrites the letter instead of writing it by herself.

2) Learning is the discovery of the personal meaning and

relevance of ideas.

Instead of giving direct answersto her class the teacher showeda powerpoint presentation withpictures and let the studentsgive their own ideas.

3) Learning is a consequenceof experience.

The teacher tells the studentsnot to play inside the classroombecause of the slippery !oor butthey still played inside and onestudent slipped. The student wasin"ured because of his action andin the process learns that playingwhile the !oor is slippery is bad.

) Learning is a cooperative

and collaborative process.

Learners will learn more if they

are given chances to wor# together and share ideas. Theteacher gives the students agroup activity.

[Grab your reader’s attention with a great quote from the document or

use this space to emphasize a key point !o place this te"t bo"


2/48

!) Learning is an evolutionary process.

Learning re$uires time ande%ort. It does not happen in aninstant. It undergoes a series of events before a student can fullylearn something.

") Learning is sometimes a painful process.

Learning means to invest time tostudy and ma#e all the necessaryre$uirements. &ith all thestressors in their surroundings.

#) $ne of the richest resources for the learning

is the learner himself.

Learning is not controlled by theteacher rather on the learner’swants interests and motives tolearn.

%) &he process of learning isemotional as well as

intellectual.

As a teacher let us appeal to ourstudent’s intellect as well as totheir emotions.

') &he process of problemsolving and learning is

highly unique and

individual.

'ach student has their ownspecial way in learning andsolving a problem.

My Analysis

&hat is the impact of the resource Teacher(s observance of theseprinciples on the teaching)learning process and on the learners%

&hat is the impact of the resource !eacher’s observance of theseprinciples on the teaching'learning process and on the learners%

&hich learnin rinci le was a lied least or not at*ase on my observation in the class the least learning principle

+earning is the acquisition of knowledge or skills throughe"perience, study, or by being taught It would be best for

learning if the teacher observe the students to knowledge andpersonal perspective towards a certain lesson And there the


3/48

+earning is the acquisition of knowledge or skills throughe"perience, study, or by being taught It would be best for learning if theteacher observe the students to knowledge and personal perspectivetowards a certain lesson And there the teacher can conclude if the studentreally has learned something from the lessons taught

&hich learning principle was applied most%It was the learning principle by *ean Piaget that was applied

most

&hich learning principle was applied least or not at all applied%Base on my observation in the class the least learning principle

used was the learning principle by Lev +ygotsky

-oyou agree with these principles of learning% .r have you discovered that theare not always correct% Those said learning principles were studied and used for

many

years. But they are not always correct at some points

My Reflections

,y re!ections on my observation of my -esource Teacher(sobservance ofthese principles.id my -esourceTeachers adhereto these

principles

&hich learning principle was !hose said learning principles were studied and used for many

-o you agree with these principles of learning% .r have you

discovered that they are not always correct%

/y re0ections on my observation of my 1esource !eacher’sobservance of these principles -id my 1esource !eachers adhere

*ased on myour observation learning is the

iscovery of the personal meaning and relevance of

deas was the principle applied most. This is because

efore a teacher conducts another lesson he/she 0rstma#es a recall about their past lessons. And then after

hat he/she didn(t directly give or e1plain what seems

o be their topic on a particular day. Instead he/she

might give either activity or a short poem which involves

+essons I have learned from myobservations on the classroom applicatio

!he lesson we have learned from our observation on the

classroom application of the principles of learning is that for a

teacher to be e2ective, one 3rst thing to do is to get the

learners attention in order to have a better interaction between

the learner and the teacher .ther than that, make the

students feel that learning is a must most especially on the

part of the learners Always motivate them to learn and pursue


4/48

Based on our observation learning is the discovery of the personal

meaning and relevance of ideas was the principle applied most. This

is because before a teacher conducts another lesson he/she 0rst

ma#es a recall about their past lessons. And then after that he/she

didn(t directly give or e1plain what seems to be their topic on a

particular day. Instead he/she might give either activity or a short

poem which involves in a given topic. In that way the learners

found out that the learning is the discovery of personal meaning

and relevance of ideas.

Lessons I have learned from my observations on the

classroom application of the principles of learning.

The lesson we have learned from ourobservation on the classroom application of the

principles of learning is that for a teacher to be

effective, one first thing to do is to get the

learners attention in order to have a better

interaction between the learner and the teacher.

Other than that, mae the students feel that

learning is a must most especially on the part of

the learners. Always motivate them to learn and


5/48

pursue their studies and never easily give!up until

they reach whatever their goals in life.


6/48

My "ortfolio

Principles of Learning in ,y Own &ords


7/48


8/48

4)I5.-4 67 +455.8 .*(49!I45 A5 /: G;I-I8G 5!A1

My Tool

• Learning should be e1periential as much

as possible.• 3 Learners psychological and emotional

stability should be measured in ac$uiring

learning.• ? Individual di%erences and multiple

intelligences should be considered in

integrating the method and materials

needed in the lesson.• @ Learning is sociali4ing and sharing ideas

with others.• Learning is re!ecting understanding and

applying the essence of ideas and meanings

in their lives.

As I observe a class, I will use the .bservation 5heet

for a more focused observation


9/48

As I observe a class I will use the Observation 5heet for a morefocused observation.

6uiding Principles in

etermining and 7ormulatingLearning Ob"ectives

Teaching Behavior/s which

Prove/s Observance of the6uiding Principle


10/48

After

observing your -esource Teacher teaches write down what youthin# was/were her lesson ob"ective.

Aftercarefully

observing my resource teacher I came up with these ob#ectives7

• !he students will know what is paraphrasing

• !he students will construct their own sentences by paraphrasing

• Appreciate the importance of paraphrasing

Ask permission from your -esource Teacher for you to copy her lessonob"ective for the day(s lesson. 2opy it here then compare it withyour answer in :8. Are they the same i%erent

• At the end of the lesson, students are e"pected to7

• -e3ne paraphrasing

• 1estate the ideas covered by the te"t

• Analyse the meaning of the original and paraphrased te"ts

After observing your 1esource !eacher teaches, write downwhat you think wasDwere her lesson ob#ective

After carefully observing my resource teacher I came upwith these ob#ectives7

• !he students will know what is paraphrasing

• !he students will construct their own sentences by

ara hrasin

k permission from your 1esource !eacher for you to

py her lesson ob#ective for the day’s lesson 9opy itre then compare it with your answer in E6 Are they

• At the end of the lesson, students are e"pected to7

• -e3ne paraphrasing

• 1estate the ideas covered by the te"t

• Analyze the meaning of the original and paraphrased


11/48

My AnalysisIf answer in :9above isdi%erent what isyour conclusionregarding writtenlesson ob"ective

and actual lesson development Are lesson ob"ectives in the lessonplan always followed o they really serve as guiding star

,y answer in number 9 compared to the lesson ob"ectives of

the teacher has a resemblance. The lesson ob"ectives really

serve as guiding stars to the development of learning of the

learners. 5ometimes lesson ob"ectives are not followed but

students can still learn if the teacher teaches topics related tohis/her lesson ob"ectives.

&hy did you 0ndit easy/di;cult towrite down the-esourceTeacher(s lessonob"ectives for the

day id shemention it at thebeginning ofhis/her lesson

I 0nd the lesson ob"ective easy to guess because of the

strategy she is using. 5he let the students to choose one line

If answer in E= above is di2erent, what is your

conclusion regarding written lesson ob#ective and

actual lesson development% Are lesson ob#ectives in

the lesson plan always followed% -o they really

y answer in number = compared to the lesson ob#ectives of

he teacher has a resemblance !he lesson ob#ectives really

erve as guiding stars to the development of learning of the

arners 5ometimes lesson ob#ectives are not followed but

udents can still learn if the teacher teaches to ics related to

&hy did you 3nd it easyDdiFcult to write down the 1esource !eacher’s lesson ob#ectives for the day% -id she mention it at

3nd the lesson ob#ective easy to guess because of the

rategy she is using 5he let the students to choose one line

om the song and interpret it using their own understanding,

o I immediately guessed that they’re lesson is all about

araphrasing 4ven though the teacher didn’t mention the


12/48

from the song and interpret it using their own understanding

so I immediately guessed that they(re lesson is all about

paraphrasing. 'ven though the teacher didn(t mention the

lesson ob"ectives at the beginning of their class the way she

discussed the topic ma#e me #now what her lesson ob"ectives

are.

-id you3nd

the

lesson ob#ective 5,A-T%&hy% &hy not%

:es, her learning ob#ectives were classi3ed as 5/A1! in such way thatit can be consumed in speci3c'time'allotment Aside from that it canalso be measured and attained in a way that the student will know themeaning of paraphrasing and to give samples of it

&as the lesson ob"ective in the cognitive or psychomotor ora%ective domain Or was it in the two or three domains 5upportyour answer.

!he lesson is in the 9.G8I!4 as well as A49!I4 domain becauseits not only encouraging the students to think, to analyze or to restate

the idea being presented but also students are encouraged to relate

some of the lines in the song to their lives

:es, her learning ob#ectives were classi3ed as 5/A1! in suchway that it can be consumed in speci3c'time'allotment Asidefrom that it can also be measured and attained in a way that

!he lesson is in the 9.G8I!4 as well as A49!I4 dom

because it’s not only encouraging the students to think

analyze or to restate the idea being presented but

&as the lesson ob#ective in the cognitive or psychomor a2ective domain% .r was it in the two or t


13/48

My ReflectionsAny lesson learned or insights gained from your observationfocused on ob"ectives &rite them down here. Are lessonob"ectives truly the guiding star in the development of alesson Or are lesson ob"ectives sometimes forgotten as thelesson develops

I learned that lesson ob#ectives must be in the 6 or = domains'

knowledgeH the cognitive, a2ective and psychomotor !he

lesson ob#ectives must be connected to the student’s life

e"periences I also learned that we can also share the lesson

ob#ectives with the students !hose ob#ectives must be attained

at the end of the lesson in order to proceed to another topic

+esson ob#ectives are guide for us to determine if the lesson

was delivered without missing any important details

My "ortfolio

I learned that lesson ob#ectives must be in the 6 or =

domains'knowledgeH the cognitive, a2ective and psychomotor

!he lesson ob#ectives must be connected to the student’s life

e"periences I also learned that we can also share the lesson

ob#ectives with the students !hose ob#ectives must be

attained at the end of the lesson in order to proceed to another

to ic +esson ob ectives are uide for us to determine if the


14/48

,y research $uotations that state the signi0cance of goals andob"ectives ehru

($ur goals can only be reached through a vehicle of plan- in

which we must fervently believe- and upon which we must

vigorously act. &here is no other route to success. , 5tephen

A. Brennan

(oals are not only absolutely necessary to motivate us. &hey

are essential to really /eep us alive. ( ? -obert @. 5chuller

(0an- with no ob*ective- will soon possess nothing. aving an

ob*ective- even low- is better than having none.+ ? 2arlisle

(our goals are the road maps that guide you and show you

what is possible for your life.+ ) Les Brown


15/48

7or the 2ognitive Lesson&hat is the lesson about

9lass I7Ad#ectives9lass II7 )oemJ&hen I was

one and twentyJ

&hat are the e1amples of facts mentioned in the lesson

lass 4 There were picture presented and the students

are as#ed to describe this picture.lass 44 The students were as#ed on how they handle the

advices of their guardian or other elder people

id the lesson end with facts Or did these facts lead tomisunderstanding of concepts Prove your answer.

Class I In

the 7irst

lesson

thestudents

have

learned the use of ad"ective.Class II The students understand the importance of

listening to their parents( advice.

9lass I7 Ad#ectives J

Class I7 !here were picture presented and the

students are asked to describe this picture

lass 44 The students were as#ed on how theyhandle the advices of their guardian or other

Class I7 In the irst lesson the students

have learned the use of ad#ective

Class II7 !he students understand theim ortance of listenin to their


16/48

&rite down instances of treating the topic in depth


17/48

7or the 5#ill Lesson

&hat was the s#ill lesson about &hich s#ills was/were target,anipulative s#ill or thin#ing s#ill

The lesson more focused on the thin#ing s#ills of the

student where in they can thin# !uent they can constructideas relevant to the certain topic and they can response

easily because of their own insights and own e1periences

by reminiscing their past.'1. Love places

&rite evidence of the teacher(s encouragement of divergentthin#ing by the students.

!he lesson more focused on the thinking skills of the student

where in they can thin# !uent they can construct ideas

relevant to the certain topic and they can response

easily because of their own insights and own


18/48

5o when we say divergent thin#ing it includes !uent

thin#ing !e1ible thin#ing original thin#ing and

collaborative thin#ing.

The teacher encouragement of divergent thin#ing by thestudents is that they can thin# !uent related to that

particular lesson. The 'nglish lesson that we(ve observed

was all about the poem C&hen I was one and twentyD

where in the teacher relate her students to e1plain it

because it(s all about love we all #now that students

nowadays are teenagers who are very aware when the

topic all about is LO+'. 5o the teacher let them to relate

their e1periences to this poem. They construct ideas

through their e1periences.

&hich are proofs that the -esource Teacher promotedconvergent thin#ing

5o, when we say divergent thinking, it includes 0uent thinking,

0e"ible thinking, original thinking and collaborative thinking

The teacher encouragement of divergent thin#ing by the

students is that they can thin# !uent related to that

particular lesson. The 'nglish lesson that we(ve

observed was all about the poem C&hen I was one and

twentyD where in the teacher relate her students to

e1plain it because it(s all about love we all #now that

students nowadays are teenagers who are very aware


19/48

&hen we say convergent thin#ing it is narrowing down

from many possible thoughts to end up on a single best

thought or an answer to a problem.

The other 'nglish lesson we(ve observed was promotingad"ectives. The teacher motivation was she presented a

picture of di%erent tourist spots or di%erent beautiful

places in the Philippines. The teacher let the students to

recogni4e these pictures. 5o students were willing to

answer and answer 5ay for instance, K!he +uneta )arkJ A

student answered KIt placed in /anilaJ !he other student

answered K&here (ose 1izal -iedJ by answering possible

thoughtsH the teacher can modify a thing or describe particular

things using ad#ectives

If there was problem solving in lesson were the pupils taught tosolve problem using algorithm or heuristic strategy

&hen we say convergent thin#ing it is narrowing down

from many possible thoughts to end up on a single best

thought or an answer to a problem.

The other 'nglish lesson we(ve observed was promoting

ad"ectives. The teacher motivation was she presented a

picture of di%erent tourist spots or di%erent beautiful

places in the Philippines. The teacher let the students to

recogni4e these pictures. 5o students were willing to

answer and answer. 5ay for instance CThe Luneta Par#.D


20/48

:esL (ust by letting the students to reminisce their past so that

they can construct a lesson by their e"periences

&hat are proofs that the students were encourage to docritical thin#ing

&hen we say critical thin#ing it involves

evaluating information or arguments in terms of their accuracy

and worth. 5tudents use their critical thin#ing ability through

their activities not only in the common interaction in the class

but also analy4ing their observation. Isn(t they had an

observation outside 5o discover approach ta#es place by the

teacher without guiding themE the teacher let the students to

0nd ad"ectives or modi0er through observing outside and

describing the surroundings. After that their observation

leads them to group competition where in the group who

construct more sentences will won the activity.


the can construct a lesson b their e" eriences

&hen we say critical thinking, it involves evaluating information

or arguments in terms of their accuracy and worth 5tudents

use their critical thinking ability through their activities not only

in the common interaction in the class but also analyzing their

observation Isn’t they had an observation outside% 5o, discover

approach takes place by the teacher without guiding themH the

teacher let the students to 3nd ad#ectives or modi3er through

observing outside and describing the surroundings After that,



21/48

A. +alue/A%ective Lesson&hat was the value lesson

about%&as

the value taught alone or was it integrated with cognitive or skilllesson%

&hat was the value lessonThe values lesson was all about C7ollowing and Obeying

Instructions and Advices of 'lders.D

!he values lesson was all about Kollowing and .beying

J

The value was taught integrated with a cognitive and

s#ill lesson.

&as the value tau ht alone or was it inte rated with co nitive

Mow was the value lesson


22/48

@ow was the value lesson developed

My Analysis7or the 2ognitive Lesson

@owdidmy

-esource Teacher teach the cognitive content meaningfullyand interestingly

The teacher delivered the lesson which is ad"ectivesin way where students will relate their e1periences in

giving e1amples. 7or e1ample in giving their e1ample they

were as#ed to describe the beautiful places they have

already visited.

!he value lesson developed in this way7 3rst, the teacher tested

the reading skills of the students by reading the said poem

considering correct pronunciation of words and correct accents

and stresses 8e"t, they analyzed the facts and concepts within

the literary work from the cognitive follow'up questions And

lastly, there are also questions that tested their a2ective

domains, includin ivin their insi hts about the oem and the

The value lesson developed in this way 0rst the

teacher tested the reading s#ills of the students by

reading the said poem considering correct pronunciation of

words and correct accents and stresses. >e1t they

analy4ed the facts and concepts within the literary wor#

from the cognitive follow)up $uestions. And lastly there

@ow did my -esource Teacher teach thecognitive content meaningfully and


23/48

7or the 5#ill Lesson

@ow was the s#ill taught meaningfully and interestingly

7or the A%ective Lesson

The teacher delivered the lesson which is ad"ectives in

way where students will relate their e1periences in

@ow was the s#ill taught meaningfully

In the lesson the thinking skill is what the teacher gave focus it

is taught by giving e"amples by describing pictures &hile inthe manipulative skill the students were ask to list all of the

In the lesson the thin#ing s#ill is what the teacher

gave focus it is taught by giving e1amples by describing

pictures. &hile in the manipulative s#ill the students were

as# to list all of the things that they have observed in their

school in the blac#board.

The value lesson is taught or delivered without giving

emphasis on it for e1ample in the second class big where

they have discussed about the poem the value lesson is

not given attention or is not a big deal the poem C&hen I

was One and TwentyD is the one that has been mostly

given attention. That is why the value lesson is delivered


24/48

Isit

possible to teach a value lesson without any cognitive basis atall '1plain your answer.

My

Reflection5omeone once said CThere are dull teachers dull te1tboo#s dull0lms but no dull sub"ectsD. o you agree &rite down yourre!ections hereF

Is it possible to teach a value lesson without any

cognitive basis at all '1plain your answer.

!he value lesson is taught or delivered without giving emphasis

on it for e"ample in the second class big where they have

discussed about the poem the value lesson is not given

attention or is not a big deal the poem K&hen I was .ne and

!went J is the one that has been mostl iven attention !hat is

I agree with this statement because the sub#ects which we are

taking are all interesting the only thing that is making it dull is

the way they are delivered to us !he dullness of sub#ects are

because of teachers who don’t know how to deliver their

lessons in an interesting way -ull 3lms also are the reason why

some sub#ects become uninteresting 5o in sum I can say that

there are no dull sub#ects in fact it is the way that these

sub ects are delivered that will show or become that reason


25/48

Mow should you organize sub#ect matter Nbe it cognitive skill or value lessonBso that your teaching will always be fresh and interesting%

4)I5.-4 >7 G;I-I8G )1I89I)+45 I8 !M4 54+49!I.8 A8- ;54 . !!4A9MI8G5!1A!4GI45

My Tools

uiding Principles in the selectionand 5se of 6trategies

Teaching Behavior of the -esourceTeacher that Applies the Principles

1) Learning is an active process. +earning is an active process in whichlearners construct new ideas orconcepts based upon theircurrentDpast knowledge, socialinteractions, and motivation a2ectthe construction+earning is an activeprocess in which learners construct newideas or concepts based upon theircurrentDpast knowledge, social interactions,and motivation a2ect the construction

I agree with this statement because the sub#ects which we are

taking are all interesting the only thing that is making it dull is the way

they are delivered to us !he dullness of sub#ects are because of

teachers who don’t know how to deliver their lessons in an interesting

way -ull 3lms also are the reason why some sub#ects becomeuninteresting 5o in sum I can say that there are no dull sub#ects in fact


26/48

2) The more senses that areinvolved, the more and the better

the learning.

In a science class the teacher letthe students e1amine a roc# bytouch smelling and seeing it.&hich boost the learninge1perience of the child because

the learning involves manysenses.

3) A non-threatening atmosphereenhances learning.

The teacher designs theclassroom to be conducive forlearning. 5he did not display anythreatening attitude towards thestudents.

) Emotion has the power toincrease retention and learning.

A teacher must be #now whatemotions she is getting insidehis class and do something aboutit for the students to have theproper emotional stability tocope up with the lessons.

!) Good teaching goes beyond recallof information

The sign of a good teacher isnGtthat you can recall informationbut that you can teach others tothe same standard you weretaught to.

ItGs one thing to be able to write

an essay on a topic itGs anentirely di%erent one to teachsomeone else to write that sameessay


27/48

") Learning is meaningfl when it isconnected to stdents! everyday

life

Abstract concepts are madeunderstandable when theteacher gives su;cient e1amplesrelating to the students(e1periences

#) An integrated teaching approachis far more e"ective than teaching

isolated bits of information.

Truly that integrated teachingapproach is far more e%ectivebecause of the demands and thechallenges face by the studentstoday they cannot only rely onone method

My AnalysisAre these principles in accordance with brain)based teaching and

learning

:es, because those said teaching methods are based on the latest scienti3c research

about how the brain learns, including such factors as cognitive development Mow

students learn di2erently as they age, grow, and mature socially, emotionally, and

cognitively


28/48

My

Reflections&hat is the best method of teaching Is there such a thing

:es, because those said teaching methods are based on the

latest scienti3c research about how the brain learns, including

such factors as cognitive development Mow students learn

di2erentl as the a e row and mature sociall

8o, because students have di2erent learning styles which are

described in di2erent models 5ome students learn thru visual

stimulation and others from written activities 5o teachers must be

able to switch from a new teaching strategy to another strategy to

8o, because students have di2erent learning styles which are described in di2erent

models 5ome students learn thru visual stimulation and others from written

activities 5o teachers must be able to switch from a new teaching strategy to

another strategy to cope up with the students learning pace


29/48

4)I5.-4 C7 .8 !4A9MI8G A))1.A9M45 A8- /4!M.-5

My Tools

7pproach80ethod escription of Teaching Behaviorthat Proves Hse of the TeachingApproach/,ethod


30/48

!) 9iscovery 0ethod 5tudents are permitted to 0ndsolutions to problems on theirown or at their own pace often "ointly in group activities eitherindependent of or under the

guidance of a teacher.") Problem 6olving 0ethod Problem)solving is and should

be a very real part of thecurriculum. It presupposes thatstudents can ta#e on some of theresponsibility for their ownlearning and can ta#e personalaction to solve problems resolvecon!icts discuss alternativesand focus on thin#ing as a vitalelement of the curriculum. It

provides students withopportunities to use their newlyac$uired #nowledge inmeaningful real)life activitiesand assists them in wor#ing athigher levels of thin#ing

#) Pro*ect 0ethod The teacher let the students to

choose their own pro"ect which is

related to the sub"ect. Then the

student choose what pro"ect they

would do and why did theychoose that certain pro"ect.

%) onstructivist 7pproach The teacher let the student toformulate their own $uestionsabout a certain topic. 5he allowsthem to use multipleinterpretations and e1pressionsof learning and let them wor# asa group.

') 0etacognitive 7pproach As I observe the teacher she didnot encounter this #ind of

approach to her students.

1:) 4ntegrative 7pproach As I observe the teacher she didnot encounter this #ind ofapproach to her students.


31/48

My Analysis

&hich approachesDmethodswill be grouped together%

&hy%4g -irect method and deductive method

&hich approachesDmethods will begrouped together% &hy%4g -irect method and deductive

Those approaches which are more Teacher-Centered like the Deductive approach, Demonstration

method, problem solving method and the metacognitive approach. All of which the main idea comes

&hich approachesDmethods are moreinteractive% +ess interactive%

or me the most interactive method is the -emonstration method *ecause it lets

udents to learn personally and when they did miss something from the

&hen should the direct meth

he direct method of teaching which is sometimes called the

atural method and is often but not e1clusively used in teaching G

&hen should the indirect me

irect and indirect instruction is often used together, even within the samesson, and you should not adopt one model to the e"clusion of the otherach contains a set of strate ies that can com ose an eFcient and e2ective


32/48

&hich approachesDmethods are more interactive% +ess interactive%

&hen should the direct method be used%

&hen should the indirect method be used%

My ReflectionsIf I decided on my teaching approach/method I willconsider O&F=

or me the most interactive method is the -emonstration method *ecause it lets

students to learn personally and when they did miss something from the

demonstration then they can #ust the teacher and let her demonstrate the saidactivity again

Direct and indirect instruction is often used together, even within the same lesson, and you should not

adopt one model to the exclusion of the other. Each contains a set of strategies that can compose an

efficient and effective method for the teaching of facts, rules, and sequences and to solve problems,inquire, and learn concepts.

The direct method of teaching, which is sometimes called the natural method, and is often but not

exclusively used in teaching foreign languages, refrains from using the learners' native languageand uses only the target language.

If I decided on my teaching approachDmethod, I will consider allfactors surrounding the learner !ypically I might describe7 a sorts of teaching and learning activities that you have planned Nlecture, tutorial,self'directed learning, case study, workshop, workplace learningBH b&ays in which you try to engage students with the sub#ect matterNprovide students with basic facts, relate new knowledge to what

students already know, build in interaction, be passionate, beenthusiasticBH and c !he ways in which you support your studentsNencourage questions, set formative assessments, provide constructivefeedbackBA description of my approach to teaching includes7 a !hemode or manner of teaching


33/48

If I decided on my teaching approachDmethod, I will consider all factors surroundingthe learner !ypically I might describe7 a sorts of teaching and learning activitiesthat you have planned Nlecture, tutorial, self'directed learning, case study,workshop, workplace learningBH b &ays in which you try to engage students withthe sub#ect matter Nprovide students with basic facts, relate new knowledge to what

students already know, build in interaction, be passionate, be enthusiasticBH and c !he ways in which you support your students Nencourage questions, set formativeassessments, provide constructive feedbackBA description of my approach toteaching includes7 a !he mode or manner of teaching Nlecture, tutorial, bedsideteaching, laboratory workBH b 5ome understanding of how people learn NlearningtheoryBH and c 5ome understanding of how to facilitate learning Nqualities of theteacher such as passion, principles for good teaching practice such as providingtimely and constructive feedback, putting educational theory into practiceB!here isno Obest teaching approachO Mowever, there are some recognized teachingmethods together with a range of learning theories and some principles for goodpractice *eing a re0ective teacher and striving for e"cellence in teaching meansconsidering each aspect of my teaching approach to ensure that you are doing your

best to facilitate student learning


34/48

My "ortfolio*y means ofgraphic organizershow thecharacteristics of a

constructivist and a metacognitive approach

*y means of graphic organizer show thecharacteristics of a constructivist and a

Learners constructtheir own

#nowledgebeginning with

what they already#now

Learning isachieved best

through a sociallyinteractive process

All learning beginsin doubt about thevalidity of an idea 2O>5T-H2TI+I5T

APP-OA2@


35/48

Learning proceedsin spiraling

fashion includingladdering

sca%oldingweaving and

dialogism

Learning is bestachieved when the

underta#ing isconsistent with the

stages of humandevelopment

5elf

,management

5elf

K$uestioning5elf 7f ocusing

,'TA2O6>ITI+'APP-OA2@


36/48

-o serious research and complete this Table on ,ethods. !he 3rst is done for you

0ethod Advantage/s &hen to Hse1) 9eductive

0ethod irect teaching so I

can accomplish more

within a given periodof time.

Time is limitedEsub"ect matter is

very di;cultElearners don(t #nowmuch about thelessonE teacher is notyet s#illed infacilitating s#ills.

2) 4nductive0ethod

meaningful

memorable and

lesson ? students

discover themselves

6eneraativesituation 6uideddiscovery Hsingconcordance data.

3) 9emonstration0ethod

It helps in involving

various sense to

ma#e learning

permanent

It helps in achieving

psychomotor

ob"ectives

This method isapplied mainly intechnical or traininginstitutes. In teachereducation programsit is used to develops#ills in the studentteacher. At school

6oal 5etting-ectifying6oal

5etting6oal 5etting

-ectifying

-o serious research and com lete this Table on ,ethods. !he 3rst


37/48

Any simple or

comple1 sill becomes

easy to understand

level a teacherapplies it in teachingscience biologynature study artsand crafts.

) Problem 6olving0ethod

6reater output5imply because of

the number of people

involved each with

di%ering e1perience

#nowledge points of

view and values a

larger number and

variety of ideas for

solving a problem

can be produced.

To implement aproblem)solvingapproach teachersneed to improve theirinterpersonal s#illsand group dynamicsEthey need to be ableto adapt instructionalstrategies resourcesand activities topromote students(

development of basics#ills thin#ing s#illsand personal$ualities

!) 9iscovery 0ethod

Mighly motivating as it

allows individuals the

opportunity to

e"periment and

discover something for

themselves

Mighly motivating as it

allows the individuals

the opportunity to

e"periment and

discover something for

themselves

In a regular classrooma teacher who is tryingto enforce newinnovative methods of teaching might givestudents di%erentproblems and try andget them to wor# together to come upwith a solution to thisproblem.

") Pro*ect 0ethod It helps in developing

social norms and

social values amongthe learners

Hse this type ofmethod when givinggroup pro"ects.


38/48

4)I5.-4 ?7 .8 +455.8 -44+.)/48!

My Tools

escribehow theteacherbegan

his/her lesson. &hy do you thin# did she/he do that

&hat activity/es did the -esource Teacher as# the learners todo after she/he introduced the lesson &hy do you thin#she/he did such

@ow did sheend his/herlesson &hydo you thin# she/he didthat

-escribe how the teacher began hisDher lesson &hy do

you think did sheDhe do that%

t 0rst the teacher started the class with a prayer. Then she as#

uestions about the previous lessons that they had gone thru. After

she states the ob"ectives of the day(s lesson. I thin# she did that

&hat activityDes did the 1esource !eacher ask the learners t

do after sheDhe introduced the lesson% &hy do you think sh

Mow did she end his her lesson% &h do ou think

The resource teacher gave a group report about the lessons they

taught in class. 5he lets the students to have their time to report in

-id you notice an assessment of learning in the process of teachiIf yes, how was it done%

5he ends her lessons by giving a $ui4 and after it collecting the

5he did that to observe on how did the studentss understand co e


39/48

id you notice an assessment of learning in the process of teachingIf yes how was it done

2hec#list)Of the following which did you observe Please chec# ifyou observed the item.

My

AnalysisMow

shoulda lessonbeginandend%

A lesson

should

begin to summarizing the goals of what is going to be learned. The lesson should end by

briefing going over everything and asking if anyone has any questions.

es she uestions the students about

9hecklist'.f the followin , which did ou observe% )lease check if ou

Mow should a lesson beg

A lesson should begin to summarizing the goals of what is going to b

learned. The lesson should end by briefing going over everything and

&eaching ;ehavior 2hec# hereF#$ Connecting lesson to past

lesson

%$ Introdcing the lesson for theday

&$ 'haring the lesson ob(ective for

the day

)$ *otivating the stdents

+$ 'tdents doing learningactivity

$ Teacher giving Lectre

$ Teacher checing for nderstanding

/$ Teacher0 'tdents 'mmari1ing


40/48

-id you observe any part of the lesson development to have been out of place%4"plain your answer

I did

found some part of the lesson development being out of place It was thetime when the teacher tells a #oke to her students

My ReflectionsKTell them what you want to tell themE tell them what you toldthem.D -elate this statement to lesson development.

My "ortfolio

-id you observe any part of the lesson development to have

been out of place% 4"plain your answer

I did found some part of the lesson development being out of

lace It was the time when the teacher tells a oke to her

O!ell them what youPre going to tell them, tell them, and then tell themwhat you told themO Inform the students of what the ma#or concepts are,give them the details of the concepts, and then summarize what youPvedone to ensure that they understood the big picture

!eachers should always stick to their previous statement so that it willbe convincing for the students to dissolve ideas *uIit is important thatteachers should master what she teaches to avoid confusion andmisunderstanding and misinterpretation of details in the sub"ect


41/48

-e)construct your -esource Teacher(s Lesson Plan. our lessonplan must have the parts of a lesson plan. A lesson planoutline may do provided all parts of a lesson are covered.

*anghay'Aralin sa ilipino I)anunuring )amanitikan

I +ayuninA 8akilala ang maikling kwentong sa !eoryang Mumanismo* 8aibabahagi and pagmamahal sa isang Ina9 8agbibigyang kahulugan ang mga mkabagong salita

II )aksang AralinA 5i )inkaw* QAgamitan9 5anggunian7 )luma &ika at )anitikan

III )amamaraanI )agtataya )iliin ang kasingkahulugan ng mga salita sa bilog

!akdang'Aralin /agdala ng larawan ng inyong Ina at isulat sa likod nito ang limang magandangkatangian nya na wala sa ibang Ina

*anghay'Aralin sa 7ilipino I+Panunuring Pamaniti#an

I. LayuninA >a#ilala ang mai#ling #wentong sa Teoryang

@umanismo.

* >aibabahagi and pagmamahal sa isang Ina.9 >agbibigyang #ahulugan ang mga

m#abagong salita.II. Pa#sang Aralin

A 5i Pin#aw* MAgamitan9 5anggunian Pluma &i#a at Paniti#an

III. PamamaraanI+. Pagtataya Piliin ang #asing#ahulugan ng mga salita sabilog.

+. Ta#dang)Aralin ,a dala n larawan n in on Ina at isulat sa


42/48

4)I5.-4 @7 449!I4 R;45!I.8I8G A8- 14A9!I8G !49M8IR;45

My Tools5core the -esource teacher every time she/he demonstrates any ofthe following $uestioning behaviors. 5imple is shown in item :N.

directed

questions

II -arely

3) alling on non>volunteers

IIII Occasionally

) ?ephrasing IIIII)IIIII 7re$uently

!) 6equencingLogically

>ever


43/48

") ?equiringabstract thin/ing

II -arely

#) 7s/ing open>

ended questions

IIII Occasionally

%) 7llowingsu@cient wait

time

II -arely

') 4nvolving a smany as possible

IIII Occasionally

&rite samples of $uestionedas#ed under each type.

&ypes of question 5ample $uestions As#ed#$ onvergent


44/48

)$ igh>Level bac/ IIIIIIII 1arely

%$ Providingcorrective feed>

bac/ IIIIIIIIII .ccasionally

&$ ivingappropriate

praiseIIIIIIIIII .ccasionally

)$ ?epeating the

answer IIIIIIIIIIIII requently

+$ Axplaining theanswer IIIIIIIIIIIIIII requently

$ ?ephrasing thequestion II ery 1arely

$ 7s/ing followup questions III ery 1arely

/$ ?edirectingquestions toother pupils

IIII 1arely

2$ 6olicitingstudents

questionsII ery 1arely

5core the 1esource teacher every time heDshe makes use of any of


45/48

#3$ Ancouragi ng through non>verbal behavior

8ever

##$ riticiBingresponding

student for his8her answer

8ever

#%$ 6coldingfor misbehavior or not listening

8ever

#&$ $verusingexpressions

such as ($/ay+-(?ight+- etc.C

8ever

My Analysis&hichquestioningand reactingtechniques

encouraged teacher'student interaction% &hich ones did not%

&hich questioning and reacting techniques encouraged

teacher'student interaction% &hich ones did not%

he best way to encourage student-teacher interaction is simply to ask questions. Students tend to


46/48

&hat did 8eil )ostman mean when he said7 K9hildren go to school asquestion marks and leave school as periodsJ% -oes this have something todo with a teacher’s questioning and reacting techniques%

2hildren go to school as $uestion mar#s and leave school as

periods.J eil Postman= and J6ood Learning starts with $uestions

not answers.J


47/48

My Reflections&hat do I resolve to do and >OT do in my $uestioning andreacting techni$ues so as to encourage teacher)student

interaction

My "ortfolioI promote higher)order)thin#ing s#ills


48/48

At the end of the lesson, the pupil is able to identify the functions of theorgans of the digestive system

&rite your two divergent $uestions hereF

5econdary

&hat will the community thin# of me if I support reproductivehealth information and services for youth

I promote class interaction by my favorite remar#s. @ere are0ve e1amples of e1pressions I must use

Date post:	05-Jul-2018
Category:	Documents
Upload:	aar-chill-don
View:	246 times
Download:	0 times

FS 2 Soft copy

Documents