Fs 2 Experiencing the Teaching-learning Process

8/9/2019 Fs 2 Experiencing the Teaching-learning Process

1/29

Legal Foundations

CHED Memorandum no. 30 (CMO 30) was promulgated on September 13, 200 !or t"e purpose o!

rat#onal#$#ng t"e undergraduate tea%"er edu%at#on #n t"e %ountr& to 'eep pa%e w#t" t"e demands o! global

%ompet#eness. t #s #n a%%ordan%e w#t" t"e pert#nent pro#s#ons o! Republic Act No. 7722 , t"e H#g"er

Edu%at#on *%t o! 100. CMO 30 embod#es t"e pol#%#es and standards !or t"e undergraduate tea%"er

edu%at#on %urr#%ulum.

*rt#%le +. Se%.13 o! CMO 30 states t"at, !#eld stud& %ourses are #ntended to pro#de students w#t"

pra%t#%al learn#ng e-per#en%es #n w"#%" t"e& obsere, er#!&, re!le%t on, #n a%tual s%"ool sett#ngs. "e

e-per#en%es w#ll be g#en w#t" !#eld obserat#on and graduall& #ntens#!& unt#l students underta'e pra%t#%e

tea%"#ng./

Theoretical Foundation

"#s wor'boo' ad"eres to t"e +&gots'#an pr#n%#ple o! so%#al %onstru%t#on o! 'nowledge, mean#ng!ullearn#ng and %onstru%t#on o! 'nowledge w#ll o%%ur #! learners wor' "andson #n releant sett#ngs and w#t" t"e

proper gu#dan%e. Complementar& to +&gots'&s t"eor& #s *lbert anduras So%#al earn#ng "eor&. andura

*sserted t"at learn#ng ta'es pla%e not onl& t"roug" #m#tat#on but also obserat#on. 4e%entl&, t"e S#tuated

earn#ng "eor& re#terated +&gots'&s and anduras #ews. t emp"as#$e t"e 'nowledge needs to be

presented #n an aut"ent#% %onte-, sett#ngs and appl#%at#ons t"at would normall& #nole t"at 'nowledge5 and

t"at, learn#ng re6u#res so%#al #ntera%t#on and %ollaborat#on. "e !#eld stud& e-per#en%e #s geared towards

e-a%tl& t"#s, to g#e preser#%e tea%"ers t"e opportun#t& to learn t"roug" mean#ng!ul and s&stemat#%

e-posure #n a%tual sett#ngs.

*not"er #mportant t"eoret#%al bas#s o! t"#s !#eld stud& e-per#en%e #s reflective education. 7o"nDewe& stressed t"e #tal role t"at re!le%t#on pla&ed #n t"e growt" and deelopment o! tea%"ers. 4e!le%t#on

allows t"e learner e-plore "#s8"er e-per#en%es #n order to arr#e at new understand#ngs or #ns#g"ts. t ma&

be done #nd##duall& or t"roug" s"ar#ng and d#s%uss#on w#t" ot"ers.

4amasam& (2002), #n "#s re#ew o! l#terature on re!le%t#e pra%t#%e "#g"l#g"ted t"e !ollow#ng9 :olb

(1;ust

"a#ng an e-per#en%e does not ne%essar#l& mean t"at learn#ng "as o%%urred. "e #mportant !a%tor w"#%"

%an turn raw e-per#en%e #nto learn#ng #s t"e pro%ess o! re!le%t#on./ rown and M%.Cartne& (1;;;) po#nt out

t"at re!le%t#on on bot" t"e %ontent and t"e pro%ess o! learn#ng "elp learners ?moe towards and sta& w#t"#na deep approa%" to learn#ng. "roug"out t"e wor'boo', re!le%t#on #s an #ntegral %omponent and #s used to

%on%lude ea%" learn#ng ep#sode.


2/29

Approach to Field Study

"e approa%" ta'en #n t"#s wor'boo' #s o! %ourse der#ed !rom #ts t"eoret#%al underp#nn#ngs.

@e use t"e a%ron&m O*4 to represent t"e general %&%l#%al pattern o! t"e tas's t"at pre ser#%e tea%"ers

are e-pe%ted to do #n t"e d#!!erent learn#ng ep#sodes. *!ter t"e Aoal8arget and t"e map are g#en per

ep#sode, t"e& w#ll bas#%all&, Obsere #n a%tual sett#ng or Or%"estrate a plan, or Organ#$e an output. "e& w#ll

t"en Anal&$e8S&nt"es#$e t"e e-per#en%e, and Re!le%t on t"e e-per#en%e.

Observation #n a%tual sett#ng #s meant !or t"e BS students to tra#n t"e#r senses to reall& !o%uson #mportant deta#ls o! t"e learn#ng s#tuat#on and per%e#e t"em w#t" %lar#t& and ob>e%t##t&. t enta#ls t"at

students learn to d#!!erent#ate ma'#ng an obserat#on and #nterpret#ng t"e obserat#on.

Analysisinoles t"e use o! %r#t#%al t"#n'#ng to brea'down t"e %omponents o! w"at was obsered,or%"estrated or organ#$ed. Burt"er on #t w#ll also #nole t" ab#l#t& to s&nt"es#$e,,, to organ#$e #nto a %o"erent

pattern t"e sal#ent po#nts o! w"at one "as anal&$ed and learned.

Refection#noles t"e past, t"e present and t"e !uture o! t"e !#eld stud& student. n l#g"t o! ea%"!#eld e-per#en%e ep#sode, t"e B#eld Stud& students re!le%t on releant past e-per#en%es t"at m#g"t "ae

a!!e%ted t"e#r bel#e!s, alues and att#tudes about learn#ng. "e students also re!le%t on "ow ea%" ep#sode #s

a!!e%t#ng t"e#r present t"#n'#ng and !#nall&, "ow t"e#r learn#ng w#ll #mpa%t on t"e#r !uture as tea%"ers. "#s

allows !or #ntegrat#on o! t"e !uture tea%"er as !#rst and !oremost a person w#t" bel#e!s, alues and att#tudes.

"e !ru#ts o! re!le%t#on t"en a!!e%t subse6uent obserat#on and anal&s#s, t"us ma'#ng t"e model

%&%l#%al.

"#s approa%" answers #n part to t"e %"allenge o! deelop#ng a!!e%t#e me%"an#sms !or t"eE-per#ent#al earn#ng Component o! reSer#%e ea%"er Edu%at#on/. t moes awa& !rom t"e old #ew t"at,

ea%"er deelopment #s s#mpl& #n!ormat#onal5 t"at #t onl& #noles pro#d#ng new and updated te%"n#%al

'nowledge !or tea%"ers/. t ad"eres to t"e new CS parad#gm t"at, tea%"er deelopment #s

trans!ormat#onal, e-per#ent#al, and %onte-tual5 #t #noles engag#ng tea%"ers to %r#t#%all& re!le%t on old and

new te%"n#%al 'nowledge as t"ese !a%#l#tate student learn#ng #n a%tual %onte-t./

"roug" t"e s#- !#eld stud& %ourses, t"e students w#ll "ae repeated e-posure and pra%t#%e #n

re!le%t#e tea%"#ng. "e end goal #s !or t"em to #mb#be re!le%t#e tea%"#ng t"at #t be%omes se%ond nature to

t"em.

Field study 2 SUB!"T #atri$


3/29

SUB!"T

T%TL!

&O#A%

'

"O#(!T!'"%!S U'%

T

B#eld Stud&2

E-per#en%#ng

t"e ea%"#ng

earn#ng

ro%ess

Curr#%ulum dent#!#es ar#ed met"ods and strateg#es, #nstru%t#onal

mater#als and assessment tools used #n t"e learn#ng

en#ronment

Demonstrates master& o! t"e sub>e%t matter

Commun#%ates %lear learn#ng goals !or t"e lessons

t"at are appropr#ate !or learners

1

earn#ng

En#ronment

D#st#ngu#s"es general learn#ng pro%esses as well as

un#6ue pro%esses o! #nd##dual learners

dent#!#es tea%"ers a%t#on t"at demonstrate alue !or

learn#ng

Creates "ealt"& ps&%"olog#%al %l#mate !or learners

D#ers#t& o!

earners

Determ#nes, understands and a%%epts t"e learners

d#erse ba%'ground and e-per#en%e

lann#ng,

*ssess#ng and

4eport#ng

Deelops and ut#l#$es %reat#e and appropr#ate

#nstru%t#onal plann#ng

Ma'es good use o! allotted #nstru%t#onal t#me

So%#al 4egard

!or learn#ng

Sele%ts tea%"#ng met"ods, learn#ng *%t##t#es and

#nstru%t#onal mater#als or resour%es appropr#ate to learners

and al#gned to ob>e%t#es o! t"e lesson.

Demonstrates t"at learn#ng #s d#!!erent '#nds o! d#!!erent

resour%es.


4/29

SU))!ST!& )U%&!L%'!S FOR F%!L& STU&*STU&!'TS

"ese set o! gu#del#nes are suggested to "elp preser#%e students #n t"e su%%ess!ul %ondu%t o!

t"e#r !#eld stud#es. Ea%" E s"all address some #nst#tut#onal pe%ul#ar#t#es t"at are not %oered #n t"#s

gu#del#ne.

1 B#eld Stud& students are re6u#red to a%%ompl#s" su%%ess!ull& a%t##t#es #n at least 1= "ours !or eer&

semester #n eer& !#eld stud& %ourse to earn a 1 un#t %red#t.

2 B#eld Stud& a%t##t#es s"ould be under t"e super#s#on o! t"e B#eld Stud& Ba%ult& o! t"e E #n

%ollaborat#on w#t" t"e B#eld Stud& Cooperat#ng S%"ools.

3 B#eld Stud& student s"all se%ure appropr#ate B#eld Stud& perm#ts and undergo or#entat#on8 br#e!#ng

be!ore "e8s"e deplo&ed #n %ooperat#ng s%"ools.

Ea%" B#eld Stud& student s"all se%ure a B#eld Stud& oteboo' !or ea%" %ourse.

F B#eld Stud& Student s"all wear o!!#%#al s%"ool un#!orm dur#ng t"e !#eld stud& #n %ooperat#ng s%"ools

G B#eld Stud& student s"all demonstrate personal 6ual#t#es t"at re!le%t a good #mage o! a tea%"er. "e

6ual#t#es #n%ludes as %ourtes&, respe%t, "onest&, d#l#gen%e, openm#ndedness, %r#t#%al t"#n'#ng and

ot"ers w"#le do#ng !#eld stud&.

= B#eld Stud& student s"all demonstrate proper be"a#or #n t"e presen%e o! t"e learners , tea%"ers,

s%"ool personnel, adm#n#strat#on and parents.

< B#eld Stud& students s"all re6uest t"e s#gnature o! t"e resour%e tea%"er or person or t"e !#eld stud&

!a%ult& #mmed#atel& a!ter t"e a%t##t& "as been done.

; B#eld Stud& student #s re6u#red to prepare a port!ol#o !or eer& !#eld stud& %ourse. "e BS tea%"er #s

en%ouraged to prepare "#s8"er own rubr#% !or aut"ent#% assessment o! t"e port!ol#os. "#s rubr#%

%an be d#s%ussed w#t" t"e students as part o! t"e or#entat#on so t"e& would 'now w"at %r#ter#a w#ll

be used and "ow t"e#r port!ol#o w#ll be assessed.


5/29

Cred#t9 1 un#t

Durat#on9 1="ours

Course Description

"#s %ourse #s des#gned to pro#de students w#t" opportun#t#es to e-am#ne t"e appl#%at#on o!

tea%"#ng t"eor#es #n t"e learn#ng en#ronment. Students are e-pe%ted to er#!& %ogn#t#e, meta%ogn#t#e,

#nd##dual d#!!eren%es and mot#at#onal !a%tors t"at #n!luen%e t"e a%6u#s#t#on o! 'nowledge. "e students are

g#en t"e %"an%e to deelop and tr& out learn#ng tas's, #nstru%t#onal mater#als and asse3ssment tools.

B#eld Stud& 2 %an be an%"ored on t"e !ollow#ng ro!ess#onal Edu%at#on sub>e%ts9

1 r#n%#ples o! ea%"#ng 12 r#n%#ples o! ea%"#ng 2

General Objectives

1 Enr#%" 'nowledge on tea%"#ng met"ods and strateg#es appropr#ate #nstru%t#onal and assessment

tools used b& t"e tea%"ers52 4e!le%t on t"e appl#%at#on o! d#!!erent t"eor#es o! learn#ng and 'nowledge a%6u#s#t#on t"at promote

t"e %ogn#t#e and meta%ogn#t#e pro%esses, pos#t#e mot#at#onal pro%esses, and use o! er#!#ed

resour%es o! learn#ng #n t"e a%tual learn#ng en#ronment.

3 Deelop alternat#eways of teaching a lesson.

O!"S S#$!%%!

&AS'S

($ARN%N)

$*%+$N!$

+OA%N !O#$&$N!%$S-#$ROR

AN!$ %N+%!A&ORS

Mean#ng!ul

earn#ng

E-per#en%es

ea%e %on%ept #n

!o%us

Ep#sode 1

oo'#ng

t"roug"

a. obsere

atleast 3

%lassess

b. l#st down

t"e d#!!erent

b.1 met"ods

or strateg#es

b.2

#st o!

Met"ods

and

strateg#es

4e!le%t#on

Curr#%ulum

earn#ng

En#ronment

dent#!#es ar#ed met"ods and

strateg#es, #nstru%t#onal

mater#als and assessmenr tools

used #n t"e learn#ng en#ronment

D#st#ngu#s"es general learn#ng

pro%esses as well as un#6uepro%esses o! #nd##dual learners

dent#!#es tea%"ers a%t#ons t"at

demonstrate alue !or learn#ng

mater#als


6/29

!ritical riends/ #nstru%t#onal

mater#als

b.3

assessment

tools used b&

t"e tea%"er

a.Obsere a

%lass

b.dent#!& t"e9

b.1 met"ods

and strateg#es

b.2nstru%t#onal

mater#als

b.3

assessment

tools ued b&

t"e tea%"er

4e!le%t on

"ow t"e #temson t"e l#st

!a%#l#tate

%ogn#t#e,meta

%ogn#t#e,and

pos#t#e

mot#at#onal

pro%esses as

well as t"e

use o! ar#ed

resour%es !or

learn#ng.


7/29

E

N

*t t"e end o! t"#s a%t##t&, &ou w#ll be able to #dent#!& t"en pr#n%#ples o! ea%"#ngearn#ng

a%t##t#es manuals and ot"er #nstru%t#onal mater#als used b& t"e tea%"er #n sele%ted sub>e%ts.

earn#ng "ow to appl& t"e tea%"#ng pr#n%#ples #n t"e %lassroom sett#ng #s somet"#ng &ou asp#re !or.

n#t#all&, &ou would need to obsere and des%r#be "ow #t #s man#!ested #n t"e real %lassroom.

o "#t &our&AR)$&, wor' &our wa& t"roug" t"ese steps9

1 Obsere at least 3 %lasses and des%r#be t"e pr#n%#ples o! tea%"#ng and learn#ng used b& t"e

tea%"er.

2 Obsere t"e %ogn#t#e, meta%ogn#t#e and mot#at#onal pro%esses #n t"e %lassroom.

Episode 1-

OO:A H4OAH HE ME*AB E*4A EIE4ECE.

Name of FS student

Year/Course Date

esource !eac"er Si#nature

Cooperatin# Sc"ool

*our Target

*our +ay


8/29

3 #st down t"e #nstru%t#onal mater#als used b& t"e tea%"er to !a%#l#tate learn#ng.

4e!le%t on &our e-per#en%e.

$s %ou visit a sc"ool and observe classes& use t"e activit% forms to document

%our oservation and ri#"t %our insi#"ts or re'ections(

/ 0hat #rinciples in teachinglearning were co11only applied

(earning #rinciple &eachers Activity Students Activity

1. aw o! 4ead#ness

Mot#ate t"e students b&

as'#ng t"em t"e pre#ous

a%6u#red #n!ormat#on regard#ng

t"e top#%.

"e students were a%t#el& part#%#pated

dur#ng t"e d#s%uss#on and problem

solut#on g#en b& t"e tea%"er.

2. aw o! E-er%#se

ro#d#ng t"e students w#t" F

e-er%#ses be!ore g##ng t"em

an ass#gnment.

Sol#ng t"e g#en problem #n t"e#r

respe%ted s#ts w"#le ot"ers were

answer#ng #t on t"e board.

3. aw o! elong#ngness

o&s and g#rls were separated

#n two rows to possess t"e

6ual#t& o! belong#ngness.

Studenttostudent #ntera%t#on and

d#s%uss#on w#t" #n t"e#r pa#red or

groups.

. aw o! E!!e%t "e tea%"er toget"er w#t" t"e

pup#ls was a%'nowledg#ng t"e

students w"o were a%t#el&

Mot#ate and st#mulate w"en

a%'nowledge b& bot" tea%"er and

4our 0ay

OBS!R,AT%O' S-!!T

Na1e of School Observed5

School Address5

+ate of *isit5 )rade-4ear (evel

Sub ect Area5


9/29

part#%#pate #n t"e %lass. @"en

one pup#ls got t"e %orre%t

answer on t"e 6uest#ons g#en

b& t"e tea%"er t"e tea%"er told

t"em to %lap t"e#r "ands on t"e

sa#d %"#ld.

%lassmates.

F. aw o!

*sso%#at#on8*sso%#at#on

pro%ess

"e tea%"er %onne%ts t"e

pre#ous lesson to t"e new

one.

*tta#n#ng and part#%#pat#ng #n %lass

d#s%uss#on.

G. *%t#e or D&nam#% pro%ess

ett#ng t"e students to wr#te t"e

%orre%t answer on t"e board

r#g"t a!ter t"e t"e g#ene-er%#se #n a part#%ular sub>e%t

matter.

Sel!a%t##t& o! students b& answer#ng

t"e g#en 6uest#on on t"e board.

=. ntegrat#on

"e top#%re!le%t#on o! ES

#ntegrates w#t" applng t"e

%orre%t used o! pangu'ol #n

B#l#p#no.

s#ng t"e appl#%at#on o! t"e students

'nowledge #n l#sten#ng stor& about ES

Edu'as&on Sa agpapa'atao.

e%t matter t"roug" t"e a#d o!

draw#ng presentat#on done b& t"e

tea%"er.

;. Conte-t

D#s%ussed t"e top#% on t"e

%onte-t #n w"#%" t"e students

%an eas#l& %ompre"end t"e

e6u#tat#on o! t"e re!le%t#on #n

general.

Conte-tual top#% w#ll eas#l& adopted

and %ompre"end b& t"e students.


10/29

10. ea%"#ng a l#ttle but #t #swell

11."e tea%"er tea%" t"e %"#ld

not t"e sub>e%t

12. "e tea%"er tea%"es t"e

%"#ld a%%ord#ng to "#s own

pa%e.

13. "e tea%"er starts w"ere

t"e %"#ld #sJ

1. ersonal#t& o! t"e tea%"er

"e tea%"er do om#tted some

un#mportant deta#ls on t"e

lesson.

"e tea%"er made used o!

appl#%able e-amples on "ow

t"e& %an appl& t"e 'nowledge

and e-per#en%es t"e&e

learned.

"e tea%"er do !o%used "erattent#on to t"ose pup#ls s#tt#ng

on t"e rt" row,

"e tea%"er made used o! "er

surround#ngs outs#de and

#ns#de t"e %lassroom.

Here are some o! t"e personal

%"ara%ter#st#%s o! t"e tea%"er9

*pproa%"able

More on e-planat#on

ea%"#ng strateg#es are good

C"eer!ul #n tea%"#ng

"e pup#ls better understands t"e

lesson and ga#n more 'nowledge

appl#%able to t"e#r surround#ngs #ns#de

t"e %lassroom and een at "ome.

"e pup#ls do part#%#pate #n t"e

d#s%uss#on and relate t"e#r sel! on t"e

top#%.

"e pup#ls on t"e sa#d rows do

part#%#pate on t"e d#s%uss#on be%auset"e& are t"e ma#n !o%us o! t"e tea%"er.

"e& do l#sten >ust l#'e t"e !#rst two

rows.

"e pup#ls do understand well t"e

lesson prepared b& t"e tea%"er.

Students pea%e!ul m#nd and read#ness

to lean be%ause o! t"e personal#t& o!

t"e tea%"er.

2 0hat %nstructional 1aterials were used in teaching


11/29

n t"e %lass "ae been obser#ng Mrs. 4enet . ad#osa. S"e do not used #nstru%t#onal mater#als to t"e!ullest. Onl& te-tboo' and "ersel! as an #nstru%t#onal *#d but would sa& t"at "er tea%"#ng met"od #se!!e%t#e be%ause o! "er loud o#%e and e-amples us#ng t"e pup#ls #tsel! and ot"er mater#als #n t"esound#ngs. S"e #s so resour%e!ul #n tea%"#ng t"e#r pup#ls. S"e made t"e w"ole %lassroom as goode-amples and s"e relates #t to t"e top#%. "ere!ore, %on%lude t"at %nstructional 1aterials do

en"an%e t"e e!!e%t#eness o! tea%"#ng strateg& but t"e surround#ngs #n t"e %lassroom and een at"ome #s t"e most #mportant elements t"at promote learn#ng. Howeer, t #s t"e tea%"er w"o made usedo! #t #n a part#%ular lesson. also real#$ed t"at t"e retent#on o! learn#ng #s more power!ul #! t"e moresenses used on t"e tea%"#nglearn#ng s#tuat#on.

3 0hich of the principles in teaching facilitate the cognitive, 1etacognitive, and positive

1otivational processes of learning

Teacher. #rs/ Renet T/ Tadiosa

FA"TORS "O)'%T%,!

AB%L%T*

#!TA"O)'%T%,

! AB%L%T*

#OT%,AT%O'A

L (RO"!SS

01#ethods

Strategies

a/ )nductive/

Deductive

Students are

able to de*ne

+"at is as,ed b%t"e teac"er and

t"e% are able to

#ive eamples(

!o be critical on +"at

t"e% +ill de*ne and

also in #ivin#eamples( !"e% are

able to t"in, criticall%(

!"e teac"er #ave

jo,es related to t"e

topic/lesson and sostudents +ere able

to construct an idea

re#ardin# t"e lesson(

b/.roblem

Solvin#

Students +ere

able to t"in, of

ans+er t"at t"e%

+ill use in

ans+erin# t"e

#iven uestion(

Students are able to

solve t"e problem in a

fast and in an

accurate manner(

0% #ivin# eamples

related to t"e

problem in relation

to our dail% lives(


12/29

c/0oard

Eercises

Students are

able to

eecute/s"o+

proper

procedures insolvin# t"e

problems in t"e

board(

Students +ere able to

s"o+ to t"eir

classmates +"at t"e%

learned or +"at t"e%

+rite on t"e board(

!"e teac"er #ave

additional points to

t"e students +"ove

#ot t"e correct

ans+er and s"e#ave praises and

encoura#ement to

t"e students(

21 %nstructional

#aterials

a C"al, and

board

b C"art

Students learned

best +"en t"e%

see t"e

topic/lesson

+ritten on t"e

board(

!"e students are

able to

understand +ell

t"e lesson

because ofvisual aids li,e

c"art( !"e

students are

able to t"in,

solutions to t"e

problems before

presentin# it to

t"e class(

Students +ill able to

anal%2e +ell as t"e%

read t"e topic on t"e

board(

!"e students are able

to anal%2e +ell +"at

t"e teac"er presents

on t"e class(

!"e teac"er as,ed

volunteer students

to solve on t"e

board so t"at "e +ill

test t"e abilit% of t"e

student(

!"e teac"er s"o+ed

colored pictures

related to t"eir

lesson so t"at t"e

students +ould bemotivated to listen

to "er discussion

31 Assess4ent

tools


13/29

a/ Givin# of

assi#nments and

ui22es after t"e

discussion(

!o test if t"e

students ,no+

"o+ to ans+er t"e

#iven uestion

Students are able

to ans+er properl%

t"e #iven uestion

or t"eir

assi#nments(

!"e teac"er #ave


t"e students +"o

+ill perfect t"eir

ui22es and t"eirassi#nments(

51 ,aried

Resources o6

Learning

a( !etboo, and

noteboo,

1( !"e teac"er

uses tetboo, in

discussin# and

students are ableto read t"eir

lesson in t"eir

tetboo,

3(For enou#"

references just to

stud% +ell t"e

lesson(

!"e teac"er uses

also +or,boo,s for

t"e students to

appl% +"at t"e%"ad learned in t"e

discussion(

-!"e teac"er

encoura#es t"e

students to

participate +ell int"e class or in a

discussion and

ans+er correctl% t"e

#iven uestions(

-!"e teac"er #ives


students +"o "ave

clean and orderl%

output and s"e

dont accept it if it is

dirt%(

4a%be to inculcate

t"e value of

cleanliness from

da% to da%(

&itle5

4ead an art#%le on &our answer. aste a %op& o! su%" art#%le "ere.
http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ790160&ERICExtSearch_SearchType_0=no&accno=EJ790160http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ790160&ERICExtSearch_SearchType_0=no&accno=EJ790160


14/29

&he (earning #yra1id5 +oes %t #oint &eachers in the Right +irection

Authors5 alle&, 7ames .5M#ller, 4obert H.

+escriptors5

ea%"#ng Met"ods5E-per#ent#al earn#ng5 ea%"er 4ole5*bstra%t4eason#ng5Edu%at#onal "eor#es5 D#s%oer& earn#ng54etent#on (s&%"olog&)

Source5 Edu%at#on, 12< n1 pG=; Ball 200=

#eerReviewed5 Kes

#ublisher5

ro>e%t nnoat#on, n%. .O. o-


15/29

Georgia Southern Universitydescribes the Learning Pyramid8 in TheSeven Principles of Good Practice:

The Learning Pyramid

The learning pyramid originates from the National Training Laboratories (NTL) for Applied Behavioral

Science, 3 N! Lee Street, S"ite 3, Ale#ander, $A %%3&', SA! The percentages represent the average

retention rate of information follo*ing teaching or activities by the method indicated! +n fact this diagram

*as originally developed and "sed by NTL in the early &-s at NTL.s Bethel, /aine, camp"s, b"t the

organi0ation no longer has or can find the original research that s"pports the n"mbers given! +n &1' a

similar pyramid *ith slightly different n"mbers had appeared in a boo2, A"dio$is"al /ethods in Teaching,

p"blished by the 4dgar 5ale 5ryden 6ress, Ne* 7or2! Bligh (&8)gives some evidence for the

effectiveness of different teaching methods! So"rce9 6roblemBased Learning9 4#ploiting :no*ledge of;o* 6eople Learn to 6romote 4ffective Learning by 4!

3http9>>***!bioscience!heacademy!ac!"2>?o"rnal>vol3>bee?31!htm

*alerie Strausswr#tes #n t"e =ashington 6ost art#%le, =hy the @learning pyramid. is *rong9

A lot of people believe that the learning pyramid that lists learning scenarios and average st"dent

retention rates is reliable! ;ere.s cognitive scientist 5aniel =illingham to e#plain *hy it isn.t! =illingham

isprofessor and director of grad"ate st"dies in psychology at the niversity of $irginia and a"thor of =hy

5on.t St"dents Li2e School ;is ne*ly p"blished boo2 is =hen an 7o" Tr"st The 4#perts ;o* to tellgood science from bad in ed"cation! This appeared on hisScience and 4d"cation blogC!

So many variables affect memory retrieval, that yo" can.t assign specific percentages of recall *itho"t

specifying many more of them9

o what material is recalled (ga0ing o"t the *indo* of a car is an a"diovis"al e#perience ?"st li2e

*atching an action movie, b"t yo"r memory for these t*o a"diovis"al e#periences *ill not be eD"ivalent)

o the age of the subjects

o the delay between study and test (obvio"sly, the percent recalled "s"ally drops *ith delay)

o what were subjects instructed to do as they read, demonstrated, ta"ght, etc! (yo" can boostmemory considerably for a reading tas2 by as2ing s"b?ects to s"mmari0e as they read)

o How was memory tested (percent recalled is almost al*ays m"ch higher for recognition tests

than recall)!

o hat subjects !now about the to"be"remembered material (if yo" already 2no* something

abo"t the s"b?ect, memory *ill be m"ch better!
http://www.bioscience.heacademy.ac.uk/journal/vol3/beej-3-5.htm#Bligh%23Blighhttp://www.bioscience.heacademy.ac.uk/journal/vol3/beej-3-5.htm#Bligh%23Blighhttp://www.bioscience.heacademy.ac.uk/journal/vol3/beej-3-5.htmhttp://www.danielwillingham.com/index.htmlhttp://www.danielwillingham.com/index.htmlhttp://www.danielwillingham.com/books.htmlhttp://www.danielwillingham.com/books.htmlhttp://www.danielwillingham.com/books.htmlhttp://www.danielwillingham.com/books.htmlhttp://www.danielwillingham.com/daniel-willingham-science-and-education-blog.htmlhttp://www.danielwillingham.com/daniel-willingham-science-and-education-blog.htmlhttp://www.bioscience.heacademy.ac.uk/journal/vol3/beej-3-5.htm#Bligh%23Blighhttp://www.bioscience.heacademy.ac.uk/journal/vol3/beej-3-5.htmhttp://www.danielwillingham.com/index.htmlhttp://www.danielwillingham.com/index.htmlhttp://www.danielwillingham.com/books.htmlhttp://www.danielwillingham.com/books.htmlhttp://www.danielwillingham.com/books.htmlhttp://www.danielwillingham.com/books.htmlhttp://www.danielwillingham.com/daniel-willingham-science-and-education-blog.html


16/29

This is ?"st an offthetopofmyhead list of factors that affect memory retrieval! They not only ma2e it clear

that the percentages s"ggested by the cone can.t be co"nted on, b"t that the ordering of the activities

co"ld shift, depending on the specifics! The cone of learning may not be reliable, b"t that doesn.t mean that

memory researchers have nothing to offer ed"cators! Eor e#ample, monographp"blished in


17/29

S%r#bble a br#e! re!le%t#on o! &our !eel#ngs and #ns#g"ts !rom &our obserat#on e-per#en%eS%r#bble a br#e! re!le%t#on o! &our !eel#ngs and #ns#g"ts !rom &our obserat#on e-per#en%e.


18/29

STRAT!)%!S A'& #!T-O&S US!& )OO&

%'STRU"T%O'AL #AT!R%AL

%'T!RA"T%O' B!T+!!' T!A"-!R A'& STU&!'TS

)OO& FUTUR!

+ece1ber 2, 29/3


19/29

:599A.;599A.

onday

#y 0stObservation

*s obsered, would sa& t"at t"e tea%"er ad"eres t"e pr#n%#ple o! learn#ng and #t ma'es t"e presentat#on

o! t"e lesson be purpose!ul #n t"oug"ts as well as #n a%t#on. "e 'nowledge and s'#lls needed b& t"e

students to atta#n was almost been learned b& "ow s"e adopted t"e pr#n%#ples. "e tea%"#ng #tsel! was so

smoot" and t"e learners !ound er& m#n#mal "ards"#p #n a%6u#r#ng learn#ng. *n a%t#e %lassroom

en#ronment was be#ng %reated and t"e learners real#$ed #ts #mportan%e #n t"e#r l#es.

also obsered t"at #%ar#ous a%t##t#es were be#ng ut#l#$ed b& t"e tea%"er to "ae an e!!e%t#e tea%"#ng and

learn#ng pro%ess.

also obsered t"at learn#ng #s an e-per#en%e w"#%" o%%urs #ns#de t"e learner, and #s a%t#ated b& t"e

learner be%ause t"e pup#ls wr#te t"e %orre%t answer on t"e board rat"er t"an wr#t#ng b& t"e tea%"er. S"e

made sure t"at t"e students learn b& t"e#r own e-per#en%ed.

+ece1ber ;, 29/3

:599A.;599A.

onday

#y 2ndObservation

"#s da& obsered t"at learn#ng #s t"e d#s%oer& o! t"e personal mean#ngs and relean%e o! #deas

be%ause t"e students real#$ed t"at t"e alues be#ng #ntegrated #n t"e lesson #s t"at, we s"ould stand

stra#g"t w"en we "ear our nat#onal ant"em upang H#n#rang/ and we s"ould "ae a @atawat o and#la

#n our "ouse eer& ndependen%e da&, be%ause #t s&mbol#$e our #ndependen%e. "e essent#al#t& o! t"e top#%

was be#ng per%e#ed b& t"e students b& e-pla#n#ng t"e alues be#ng #n%orporated #n t"e lesson.

also obsered toda& t"at one o! t"e r#%"est resour%es !or t"e learn#ng #s t"e learner "#msel! be%ause t"etea%"er as'ed t"e pup#ls about t"e#r #ns#g"t about t"e top#% and some"ow general#$ed t"e lesson b&

answer#ng t"e pro#ded 6uest#on. S"e let t"e d#s%uss#on %entered w#t" t"e learners #deas and e-per#en%es

rat"er t"an s"e taug"t onl&. "e students were g#en %"an%es to s"are t"e#r learn#ng t"roug" t"e proper

used o! art o! 6uest#on#ng.

O!"S S#$!%%!

&AS'S

($ARN%N)

$*%+$N!$

+OA%N !O#$&$N!%$S-#$ROR

AN!$ %N+%!A&ORS


20/29

Enr#%"#ng earn#ng

ea%e %on%ept #n

!o%us

!ooperation-

#articipatory/

$pisode 2

HE +S

Obsere a

%lass, !o%us

on t"e lesson

proper.

a. Ma'e a

matr#-s"ow#ng t"e

tea%"ers

a%t##t&,

des%r#b#ng t"e

learn#ng

be"a#ors o!

t"e learners

*nd #dent#!&t"e

%orrespond#ng

t"eor#es o!

learn#ng

appl#ed b& t"e

tea%"er.

b. On ot"er

%olumn,

suggest an

a%t##t&t"at

would

promote

better

learn#ng.#nd#%a

Matr#- o!

tea%"ers

a%t##t&

(4e!er to

pages FF

F= !or

a%t##t#es #n

Ep#sode 2)

*%t##t&

s"eet o.2

Enr#%"#ngearn#ng

earn#ng

En#ronment

Establ#s"es and ma#nta#ns

%ons#stent standards o! learners

be"a#or.

Creates "ealt"& ps&%"olog#%al%l#mate !or learners.


21/29

te &our reason

!or t"e %"o#%e.

E

N

*t t"e end o! t"#s a%t##t&, t"e students w#ll be able to #dent#!& and des%r#bes t"e tea%"ersa%t##t& and t"e be"a#or o! t"e learners #n t"ese a%t##t#es.

*!ter obser#ng t"e pr#n%#ples o! tea%"#ng and learn#ng #n t"e %lassroom sett#ng, &ou w#ll now start

to >ourne& t"roug" t"e met"ods, strateg#es, and approa%"es o! tea%"#ng and learn#ng b& !#rst obser#ng

a%tual %lassroom tea%"#ng.

o "#t &our&AR)$&, wor' &our wa& t"roug" t"ese steps9

1 Ma'e a >ournal about t"e tas's per!ormed b& t"e tea%"ers as t"e& tea%" t"e#r lesson not#ng

patterns and ar#et&.

2 4e%ord and "#g"l#g"t obserable and s#gn#!#%ant eents #n su%" tea%"#nglearn#ng a%t##t#es and

eents.

Episode 3

E*4E4S CH*4*CE4SCS *D EEDS

Name of FS student

Year/Course Date

esource !eac"er Si#nature

Cooperatin# Sc"ool

*our Target

*our +ay


22/29

3 Con!er w#t" t"e tea%"er regard#ng obserable and s#gn#!#%ant eents.

4e!le%t on &our e-per#en%e.

*s &ou #s#t a s%"ool and obsere t"e tea%"#ng to learn#ng pra%t#%es, use t"e a%t##t& !orms to do%ument

&our obserat#on and wr#te &our #ns#g"ts or re!le%t#ons.

+escription of &eaching Strategies

Collaborat#e d#s%uss#on and #ntegrat#on were t"e strateg#es used w"en obsered Mrs. 4enet" ad#osa

dur#ng "er d#s%uss#on. "e sa#d strateg#es used are er& e!!e%t#e #n lett#ng t"e pup#ls ga#n more 'nowledge

and test t"em "ow mu%" t"e& "ae learned #n t"e lesson t"e& "ae ta'en up.

n t"e !#rst sub>e%t, s"e used #ntegrat#on #n tea%"#ng w"ere s"e related t"e top#%s #n %lass to real l#!e

s#tuat#ons. S"e also pra#ses t"e students w"oe got an e-emplar& wor'. ! t"e pup#ls do not 'now t"e

answer, s"e doesnt embarrass t"e sa#d pup#ls5 #nstead s"e mot#ates t"e sa#d pup#ls to l#sten %are!ull& on

t"e d#s%uss#on and do more read#ng about a part#%ular lesson so t"e& %an %ooperate ne-t t#me.

n t"e se%ond sub>e%t, s#n%e t"ere #s l#ttle m#sbe"a#or #n %lass, s"e neer !a#ls to %all out t"e attent#on o! t"e

part#%ular students. S"e was able to manage t"e leel o! no#se dur#ng t"e %lass most o! t"e t#me. Mrs.ad#osa "ad a long pat#en%e #n d#s%#pl#n#ng most o! t"e no#s& pup#ls. S#n%e "ae been obser#ng lower

se%t#on (Honest) t"e& p#%' up slower t"an t"e "#g"er %lasses, desp#te t"#s !a%t5 s"e was st#ll able to ma'e

t"e d#s%uss#on to be more #nterest#ng, #ntera%t#e and l#el&.

n t"e t"#rd sub>e%t, s"e used t"e %ollaborat#e strateg& so t"e students w#ll be able to learn "ow to wor'

w#t" ea%" ot"er or "ow to alue teamwor'. *!ter %"e%'#ng t"e draw#ng made b& t"e !#rst 3 groups, Mrs.

4our &ools

#* OUR'AL

Na1e of School Observed5

School Address5

+ate of *isit5 )rade-4ear (evel

Sub ect Area5


23/29

ad#osa gae #mmed#ate !eedba%'s. *!ter %omment#ng about t"e t"#ngs t"at students need to #mproe on,

s"e en%ouraged t"em to do better ne-t t#me and ad#sed t"e ne-t t"ree groups to ma'e a better draw#ng so

t"at t"e& %an "ae a better grade.

+escription of (earning Activities

Cooperat#e learn#ng was present #n t"e %lassroom be%ause t"e students were able to wor' as a team

towards a %ommon goal. n t"e last sub>e%t, be!ore t"e& go "ome !or lun%", t"e tea%"er grouped t"em #nto G

groups. S"e #nstru%ted ea%" group to go #n !ront to see some o! t"e t"#ngs oer t"e table t"en t"e tea%"er

des%r#bed t"e lo%at#on o! ea%" t"#ng. S"e #nstru%ted ea%" group man& t#mes >ust !or t"em to remember t"e

lo%at#on o! t"ose t"#ngs. *%t##t& w#ll !ollow s"e sa#d. "e pup#ls dont "ae an& #dea on w"at to do ne-t.

"en a!ter aw"#le, Mrs. ad#osa sa&s t"at ea%" group s"ould draw w"at t"e& "ae seen oer t"e table. S"e

mot#ates ea%" group to !#n#s" t"e#r wor' !#rst, be!ore t"e& go "ome !or lun%".('ung s#no una ma'atapos nagrupo &un ang unang uuw#/ S"e sa#d.). n add#t#on, dur#ng t"e sa#d a%t##t&, "ae not#%ed t"at some o! t"em

were good #n arts, and guess t"#s a%t##t& w#ll s"ow%ase t"e#r talent #n terms o! draw#ng. Desp#te be#ng #n

t"e lower se%t#on, was st#ll #mpressed w#t" t"e#r %reat##t& and eer& member o! ea%" group en>o&ed t"e

a%t##t&.*s a result, ea%" group d#d #t well be%ause o! t"e#r eagerness to go "ome.

"ere was #ntera%t#e learn#ng and #t was also student%entered w"ere t"e tea%"er sered as !a%#l#tator. "e

students tal'#ng t#me was more t"an t"e tea%"ers, and t"e& were able to re%#te most o! t"e t"#ngs t"e&e

learned #n t"e past. Some %an een answer !ollow up 6uest#ons a!ter anot"er. Cogn#t#e and meta%ogn#t#e

pro%esses are present #n t"e %lass obsered.

+escription of (earners #articipation

"e !uture #mpl#%at#ons o! t"e lessons are emp"as#$ed dur#ng t"e d#s%uss#on and t"e students were er&

'nowledgeable #n t"e top#% t"e& are "andl#ng. :e& %on%epts are welle-pla#ned and t"e #ntera%t#on between

students and tea%"er was l#'e a p#ngpong mat%" w"ere t"e ball was passed man& t#mes on bot" s#des

dur#ng %lass.

"e %lass part#%#pated w#t" =F per%ent o! t"e %lass re%#t#ng #n %"orus. "e tea%"er was er& pat#ent w#t"

t"em and tr#ed to elaborate and e-pla#ned t"e lesson %learl&. *ll t"e g#rls were well be"aed w"#le some o!

t"e bo&s d#spla&ed a !ew m#sbe"a#ors t"at were 6u#%'l& %ontrolled b& t"e tea%"er. "#s resulted to a !ew

dela&s but t"e tea%"er was able to %oer t"e ent#re lesson s"e #ntended to ta'e up on t"at per#od. "e

students s"owed %ooperat#on to t"e tea%"er !or most o! t"e t#me.


24/29

"e onl& wea'ness #n most o! t"em #s t"e 6ual#t& o! o#%e. Some o! t"em "ad a "ard t#me to produ%e a well

modulated o#%e due to s"&ness but t"e %lass went smoot"l& and no t#me was wasted be%ause t"e

students alread& 'now w"at #s e-pe%ted o! t"em #n %lass !or t"at da&.

,LA&%#!R &/ (%O'%LLA

Attested by. #rs/ R!''!T- TA&%OSA

Scribble a brief reflection of your feelings

and insights fro1 your

observation e?perience.


25/29

"e s%r#bble t"at e made aboe %oers t"e t"ree essent#als t"at !#nd to be pert#nent to m& tea%"#ng someda&. !#t"at #t st#ll %oers t"e areas t"at w#s" to e-%el dur#ng m& tea%"#ng %areer someda&. t #s pr#mar#l& spl#t #nto t"ree ma#parts w"#%" rotate #n no part#%ular order w#t" an oerar%"#ng p"#losop"& o! goals t"at "elp to re#n!or%e t"e %on%ept t"edu%at#on #s !or eer&bod& and t"at t"ere are no l#m#ts to w"at %an be a%"#eed. t also #n%ludes t"at t"e %ommun#t&outs#de t"e %lassroom #s needed to be #n%luded w#t" edu%at#on.

/ #lan

%nstruction

+evelop Annual Student Achieve1ent )oals

dur#ng t"e plann#ng stages t"e tea%"er sets goals !or t"e students t"at !o%us around t"e Essent#al

earn#ngs. "ese goals allow t"e student to "ae %lear e-pe%tat#ons o! w"at #s e-pe%ted o! t"em.

!reate Standards@ased "nit #lans and Assess1ents

t #s #mportant !or t"e tea%"er to plan !or t"e ent#re &ear. n t"#s wa& t"e tea%"er %an see at a glan%e

t"at t"e& "ae %oered all t"e re6u#red Essent#al earn#ngs !or t"e grade. ong term plann#ng also

ass#sts w#t" t"e t#me tabl#ng to ensure ade6uate t#me #s spend !or t"e %ontent.

!reate Ob6ective+riven +aily (essons*s t"e tea%"er gets to 'now t"e#r students t"roug"out t"e &ear, t"e tea%"er %an t"ere!ore re

ealuate t"e tea%"#ng strateg#es used to %reate mean#ng!ul lessons t"at w#ll relate to t"e#r students.

(earning $nviron1ent

Adopt A !lassroo1 @ehavior anage1ent Syste1

e"a#or strateg#es are #tal w#t"#n t"e %lassroom w#t" t"em t"e %lass 6u#%'l& loses !o%us %an

be%ome a problem !or t"e tea%"er and t"e students t"emseles b& not enabl#ng learn#ng. *n

e!!e%t#e be"a#or s&stem ensures t"at t"e tea%"er and students are wor'#ng to t"e#r !ullest

potent#al. egot#at#ng t"#s #n t"e beg#nn#ng w#t" t"e students allows t"e student to 'now w"at t"ee-pe%tat#ons are so t"at #n%reased learn#ng t#me %an be obta#ned.

Organie !lassroo1 Space and aterials

"a#ng an organ#$ed spa%e to learn #n allows !or a more !lu#d tea%"#ng e-per#en%e. s#ng seat#ng

arrangements and mater#als t"at are eas#l& a%%ess#ble w#ll enable bot" t"e tea%"er and students to

moe !reel& around w#t"out !uss w#ll result #n !ewer d#sturban%es allow#ng #n%reased %on%entrat#on


26/29

t#me. l#'e "a#ng t#metables d#spla&ed as t"e students and %an eas#l& see w"at #s %om#ng up

ne-t and #t g#es t"e students %lear e-pe%tat#ons o! w"at to e-pe%t.

2 &each

ocus Students on (esson Ob6ectives

#t #s #mportant !or students to "ae a %lear and up!ront ob>e%t#e about t"e %ontent t"at t"e& are

learn#ng. "#s #s be%ause t"en t"e& %an mon#tor t"e#r progress and t"e& %an also ma#nta#n a %lear

understand#ng o! w"at #s e-pe%ted o! t"em.

+eliver !ontent !learly

t #s er& #mportant !or a tea%"er to del#er !a%tuall& %orre%t %ontent as t"e student re!ers t"#s

'nowledge as a pr#mar& sour%e. *s pre#ousl& stated "a#ng %lear #nstru%t#ons and ob>e%t#es

allows !or students to "ae a deeper understand#ng. Clear pre%#se #nstru%t#on #s re6u#red at all

t#mes t"us to m#n#m#$e %on!us#on and spe%ulat#on !or t"e students.

$ngage All Students (earning

t #s #mportant !or t"e tea%"er to a%t#el& emplo& strateg#es to "elp 'eep t"e#r students engaged #n

t"e lessons be#ng taug"t. *n ade6uate be"a#or management s&stem w#ll "elp w#t" t"#s. "e

tea%"er must ut#l#$e strateg#es to "elp %apture t"e students !o%us and attent#on t"roug"out

&arget ultiple (earning Styles

s#n%e all students "ae d#!!er#ng learn#ng st&les #t #s #mportant !or t"e tea%"er to ut#l#$e mult#ple

learn#ng st&les. t #s "#g"l& poss#ble !or some students to !ull& m#ss out on t"e %on%ept be#ng taug"tunt#l anot"er learn#ng st&le #s engaged.

!hecB or and Respond &o Student "nderstanding

o ensure an e!!e%t#e lesson t"e tea%"er must %"e%' !or student understand#ngs. ! #t be%omes

'nown t"at t"e students are not understand#ng t"en t"e tea%"er must ta'e a%t#on to re!o%us t"e

6uest#on b& brea'#ng #t up #nto smaller manageable parts. t#l#$#ng d#!!erent 6uest#on#ng st&les w#ll

also "elp t"e tea%"er %"e%' !or understand#ng. *lso b& as'#ng t"e student !or a l#ttle more

%lar#!#%at#on to an answer to determ#ne understand#ng.

a?i1ie %nstructional &i1e

t"e tea%"er must tr& to emplo& e!!#%#ent use o! tea%"#ng t#me #n order to ma-#m#$e tea%"#ng t#me.

"ere %an be man& d#stra%t#ons t"at %an "appen t"roug"out t"e da& and t"e tea%"er must be

w#ll#ng to be !le-#ble as well as be m#nd!ul o! t"#s lost t#me. "#s lost t#me means t"at t"e tea%"er

ma& "ae to restru%ture t"e e-#st#ng lessons to ma'e sure t"at t"#s lost t#me %an be made up.

%nvest Students in &heir (earning

t "as been !ound t"at b& be#ng pos#t#e and en%ourag#ng, t"e students w#ll t"en "ae a sense t"at

t"e& are w#ll#ng to "ae a go at t"e new %"allenges t"at t"e& w#ll !a%e.


27/29

%nteract positively and Respectfully 0ith Students

E!!e%t#e tea%"ers w"o #ntera%t w#t" respe%t!ul manner w#ll re%e#e respe%t #n return. ! t"e

%lassroom "as pos#t#e #ntera%t#ons t"en t"e students w#ll !eel t"at t"e %lassroom #s a sa!e and

en>o&able pla%e !or learn#ng. "#s att#tude %an be e-tended be&ond t"e %lassroom #nto t"e

pla&ground as well.

Reinforce #ositive @ehavior, Redirect OfftasB @ehavior and +e

escalate !hallenging @ehavior& l#m#t#ng negat#e be"a#or t"e tea%"er #s able to t"en ma-#m#$e tea%"#ng t#me and pro#de a sa!e

and produ%t#e learn#ng en#ronment. "e tea%"er must re%ogn#$e t"e s#gns o! negat#e be"a#our

be!ore #t es%alate to a po#nt w"ere #t %an be%ome un%ontrollable. "#s ma& ta'e a w"#le unt#l t"e

tea%"er deelops a deeper understand#ng o! t"e students.

3 %ncrease $ffectiveness

Assess Student #rogress

well des#gned assessment strateg#es w#ll allows tea%"ers to deelop a deeper ealuat#on o! a

students understand#ng. "e tea%"er must also ut#l#$e a w#de arra& o! met"ods t"at w#ll re%ord

mult#ple assessment results. ! #t %an be determ#ned t"at a student "as not !ull& understood t"e

%on%epts be#ng taug"t t"en t"e tea%"er must reealuate and retea%" us#ng anot"er strateg&.

&racB Student #rogress +ata

t #s #mportant to "ae a %ons#stent updated oer#ew o! t"e assessment results o! a student #n

order !or t"e tea%"er to be made aware o! t"e leel o! understand#ng ea%" student "as #n

proport#on to t"e Essent#al earn#ngs and %urr#%ulum.

%1prove #ractice and Reteach %n Response &o +ata*n e!!e%t#e tea%"er %an loo' at t"e ent#re %lass data and a!ter anal&s#s and re!le%t#on o! t"#s data

t"e tea%"er %an t"en mod#!& t"e tea%"#ng strateg#es used. "#s #s #mportant as #t w#ll soon be%ome

apparent t"at #! not %"e%'ed o!ten enoug" t"en t#me w#ll run out !or opportun#t#es to retea%" t"e

%on%epts to t"e students.

(eace "oncepts in Focus

Students should be able to provideopportunities to the learners to participate

and collaborate 7ith others in classroo4

activities through strategies that allo7 4ore

learners engage4ent and cooperation/


28/29


29/29

Documents

Fs 2 Experiencing the Teaching-learning Process