E-portfolio- BSED English- Facilitating Learner Centered Teaching PDF

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FELICIDAD W. ANTONIOBSED ENGLISH 3- CTENVSU-BAMBANG CAMPUSFacilitatingLearner-CenteredLearningTQLR (3X)... metacognition strategy  Purpose: This song serves as a reminder and guidelines for students on what to do during a lesson or presentation activity in class. It also aims to let students unders...

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Facilitating LearnerCentered Learning

FELICIDAD W. ANTONIO BSED ENGLISH 3- CTE NVSU-BAMBANG CAMPUS

Republic of the Philippines NUEVA VIZCAYA STATE UNIVERSITY Bambang, Nueva Vizcaya COLLEGE OF TEACHER EDUCATION PROFED 3: Facilitating Learner-Centered Teaching Module 1 A. Question: What did you learn from the video? How can you apply this? 

I learned from the video that there are several ways to help improve the teaching and learning process through creative and effective use of metacognition

strategies.

Also,

I’ve

learned

that

by

employing

metacognitive strategies like TQLR strategy as shown in the video, you are training kids or young learners to do metacognition which they can use in their future learning and eventually make learning easier and fun for them as well. 

I can apply this by simply adapting the type of strategy used or I can create more ways to use it in my teaching such as making a chant, another song or poster whichever suited best for the learning of my students that I can easily manage in teaching them. Moreover, I can also apply this by using these strategies to in my studies and find out which strategy is best for me that can really help improve my learning and performance.

B. Make your own output: song, chant, poster, or question list on any of the seven strategies discussed in the book. You may also create a video and upload it in you tube. Tell about its purpose, describe the chant or song. Have a sharing in class.

TQLR Song TQLR (3X)…metacognition strategy

Tune in, tune in to the lesson always pay attention Questions you should answer, together we will learn Listen, listen to the story, to understand it correctly Remember every lesson and never forget

TQLR (3X)… metacognition strategy 

Purpose: This song serves as a reminder and guidelines for students on what to do during a lesson or presentation activity in class. It also aims to let students understand and remember this strategy the fun way.



Description: This is a simple yet fun and catchy song about TQLR strategy for primary learners. It is designed for learners and teachers to use in teaching young learners on how to properly respond during classroom activities in order to improve their listening skills and comprehension while practicing metacognition. The song is adapted from the Christian action song entitled “Listen, God is calling”.



Explanation: The song covers the meaning of the TQLR strategy which is Tune in, Question, Listen and Remember. It gives simple explanation for to students to easily understand and apply to their learning in order to practice metacognition and improve their listening and comprehension skills.

Republic of the Philippines NUEVA VIZCAYA STATE UNIVERSITY Bambang, Nueva Vizcaya COLLEGE OF TEACHER EDUCATION PROFED 3: Facilitating Learner-Centered Teaching Activity 4: Application Felicidad W. Antonio

BSED English-3

Direction: Describe what parents and teachers should do to help children develop into the persons that they are meant to be from the point of view of: 1. Freud Parents must nourish their children with values, good manners and good moral starting from a young age. This should start by means of exercising these good values as parents as first influencers of their own child helping them develop good personalities of their own. Parents and teachers should ensure to create a conducive learning environment for these young learners while helping them develop holistically. Furthermore, they must assist these kids and to make sure that their necessary needs are met as they go through the different stages of psychosocial development in order to avoid such fixations that can eventually determine their personality. 2. Erikson 

Parents and teachers as part of the significant others in the development of children should support them in every aspect of their development especially in the early stages of their life as it serves as the foundation for the later stages. They must guide them as they go through different psychosocial crisis helping them achieve the balance between these crisis to be able to attain the desirable values. One way of showing support is encouragement and appreciation to their child’s interest, attending parents-teacher conference and other school

activities. Encouraging them to interact with others as they discover their talents and skills and most importantly, giving love, care, respect. 3. Piaget 

As children develop their cognitive aspects in life, parents and teachers must provide guidance as they go through the different stages of cognitive development. In the early stages, giving them appropriate objects to play with. It is also vital that they encourage rich imagination to take place as their children grow. In the late stages, parents and teachers allow learners to be adventurous and gain new experiences and guide them as they learn new things in order to ensure a rich and productive learning experience for them as they develop mentally.

4. Kolhberg 

As children develop cognitively, moral development also takes place. Parents and teachers should teach their children what is morally right and wrong and help them develop good moral reasoning. Parents and teachers should guide children as they go through different dilemmas and help and encourage them to do the good thing. Model good things to them teaching what’s right and wrong.

5. Vygotsky 

Children develop best when there is someone to assist them as they learn and interact with their environment. Parents and teachers must provide assistance to children in doing task such as doing their assignments, learning new skill and among others. They should not do the task and let them watch. Instead they should let these children do the work and provide assistance only when necessary. Teachers can also do certain activities such as peer learning in order encourage social interaction while learning. This can improve each other’s performance as well as communication and learn new cultures as they interact with other people with different background.

6. Bronfenbrenner 

The environment as well as people that a child interact with plays an important role in their development. Teachers and parents as the primary system that child interact with must make sure that they meet the needs of the child as they grow up and maintaining a good

relationship with them. Parents must look into whom their children interacts with and guide them as they go out into the world. Teachers on the other hand, must look into the background of their students to better understand them and be able to address their needs. Direction: Read a research or study related to behaviorism. Fill out the matrix below. Problem

Research Methodology

The study was an explanatory, descriptive case study, designed as an initial investigation into the phenomenon of retirement in the 1990s. A qualitative design was appropriate to the study for it permitted This study identified the the investigation of a wide range of interdevelopmental tasks undertaken related variables the major instrument was a semi-structured but open-ended interview by eight retired males during the designed to gather comprehensive data retirement transition, described the relevant to understanding the retirement processes of learning and experience. An iterative process was used adjustment and discussed their which involved interviewing each participant influence on life satisfaction. on two occasions. The second of the interviews provided opportunities for gathering more sensitive data about the retirement experiences. The participants were actively involved in the investigation, they provided the initial data and also verified the interpretation of the findings. All interviews were recorded by audio-tape and the coded transcripts were the major Title and source: data source.

Clarke,R.F(1995).Developmental task and learning processes which influences life satisfaction in retirement.retrieved from:https://ro.ecu.edu.au/theses/1173

Findings The developmental tasks undertaken by the retirees in the study were discussed under five categories of experience: external, psychological, sociological, and spiritual. Categories of responses to the retirement transition were also identified, based on each individual’s attitude to changed situations in retirement.

Conclusions/Recommendations The study indicated that undertaking significant developmental tasks during the retirement transition is likely to influence life-satisfaction in retirement. However, an effective retirement transition involves learning, planning, deciding, and acting. The study revealed some significant content areas and learning processes which may be considered in the development of relevant pre- and post- education

EVALUATE Direction: Identify one concept from the theories reviewed and describe how this can be applied in teaching and learning. Theory /Concept Application Theory:Piaget Stages of Assimilation is the process of fitting new Cognitive Development experience into an existing or previous created Concept: Assimilation and cognitive structures. While accommodation is the Accommodation process of creating new schema. These two can be applied in teaching and learning by means of relating the lessons from school to real life situations. This is to help them realize the importance of such lessons and for them apply it in their life. From that application they can again learn new things from these experiences. Theory: Bronfenbrenner The teaching and learning process involves vice Ecological Theory versa learning from teachers and students. Concept: Bi- Directional Teachers teach students and students learn from Influences them. As they interact with each other teachers can also learn many things from students, from their ideas, and backgrounds. Theory: Vygotsky Socio- MKO or More Knowledgeable Other plays an Cultural Theory important role in learning. In every classroom Concept: Presence of More there are two classifications of students- the Knowledgeable Other novice and expert learners. Expert learners can be considered as MKO whereas teachers can encourage peer learning to help novice learners improve their performance as well as improve more the knowledge of MKO’s. Theory: Vygotsky Socio- This can be applied by teachers by providing Cultural Theory assistance to students who struggles helping them Concept: Scaffolding acquire a skill. Allowing students to learn on their own and avoiding spoon feeding is also important. Theory: Vygotsky Socio- This concept from Vygotsky can be applied in Cultural Theory classroom especially for learners who struggles in Concept: Scaffold and fade- doing a certain task. Teachers or MKO’s can away technique provide assistance to these students and eventually withdraw whenever they can already able to do it on their own.

Republic of the Philippines NUEVA VIZCAYA STATE UNIVERSITY Bambang, Nueva Vizcaya COLLEGE OF TEACHER EDUCATION PROFED 3: Facilitating Learner-Centered Teaching Module 4 Felicidad W. Antonio

BSED English-3

A. Extend with Synapse Strengtheners Directions: Research on at least 2 images for diversity in the classroom and explain what each image communicates about diversity.

The image portrays diversity in learning,

interest

and

personality of students in a classroom. We could see in the image students having different works

in

their

table

which

reflects their interest like solving math, science, drawing, and arts. The personalities of these children are reflected in the way they dress and act.

The image shows diversity in classroom in terms of culture. Children in the picture has different skin color which shows different diverse

races

as

well

backgrounds

as and

religion as shown in the image (specifically the

girl in

middle wearing a hijab).

the

B. EXTEND BY APPLYING Direction: Describe present the concept of individual differences. Beauty in Diversity Poem by Felicidad Antonio We live in a world of full of differences Never the same, full of uniqueness Born and raised in different ways All work and see things in different phase Different races, wearing different clothes Different colors, speaking different zip codes I’m short, you’re tall, I’m fat, and you’re thin We’re like square pegs in circles trying to fit in I like to write, you like to read I work things slow and you like speed I like to dance, you like to sing It’s no bad thing, it just makes life interesting Yes, we are all different in many ways But we can all work together in one place Working together in perfect harmony Building peace in the society Like a rainbow in the great blue sky We’re different colors shining bright Despite the differences we have Together we spread hope, we spread love Boy or girl, silent or loud We are all unique and always be proud For in world where diversity exist Wonderful and beautiful things persist

Direction: Read a research or study related to student diversity. Fill out the matrix below. Problem

Research Methodology

The research was conducted to

A qualitative research approach was

look

in

used to obtain data addressing the

inclusive classrooms focusing on

research problem from two inclusive

language of instruction, gender

secondary schools in Dares Salaam

and disability issues, and their

region,

implications

sampling was used to obtain the

into

learner

for

diversity

education

practices.

Tanzania.

A

purposive

schools, and research participants who were teachers and students. Open ended interviews, classroom observations,

and

focus

group

discussions were used in data collection. Title and source: Possi and Millings,(2001).Learner Diversity in Inclusive Classroom.(Vol.5-Issue3).The Interplay of Language of instruction, gender and disability. Retrieved: November 14,2020, from Malaysian Online Journal of Educational Sciences. Website:https://files.eric.ed.gov/fulltext/EJll50435.pdf

Conclusions/Recommendations

Findings The findings have indicated challenges facing teachers in teaching mixed classes as well as students in such classes; especially Problem those with disability. However, interactions between girls and boys were generally positive although the latter dominated in some classroom conversations

It is recommended that all teachers should be trained on how to handle students with special needs in particular ix and acquainted with general knowledge of learner diversity during initial-teacher training, and further enhanced through continued in-service trainings. Lastly, it Research Methodology is recommended that another study, using both quantitative and qualitative approaches, be conducted using a bigger sample involving other types of participants with special needs; and that parents of children in special needs should participate in the proposed

EXTEND BY RESEACHING Problem

Research Methodology

Academic achievement is a function of many

variables

including

teacher’s

teaching styles, student’s study habits, teacher’s qualifications and experience. Student’s study habits, also determine a lot in the area of academic achievement in Mathematics. teaching

Both

style

study are

habits

and

expected

to

harmoniously completing one another to produce effective teaching and learning Mathematics. Therefore, this study sought to investigate and proffer solution to Teachers teaching styles and students

Research design adopted was survey design and a qualitative data collection and analysis method was considered. The population was all JHS students in Ghana. The target population for this study comprised all J H S 3 in Upper East Region of Ghana. Five Junior high

Schools

in

Navrongo

were

randomly selected in Navrongo. Fifty students were also randomly selected from each school.

study habits on the academic achievement TITLE AND SOURCE: Churcher and Asiedu, et.al.(2016) Teachers Teaching Styles and Students Study Habits on Academic Achievement in Mathematics among Junior High Schools in Upper East Region of Ghana. Retrived from, International Journal of Educational Administration website:

FINDINGS

RECOMMENDATIONS/CONCLUSIONS

It was found out that poor performance in mathematics in the district is due to lack of interest in the subject, they don not develop self-motivation towards subject and some teachers do not also encourage students to study the subject, their study habit is also another factor. Some students do not study but wait till when examination is drawing near. It was also found out that teachers’ attitudes towards the subject and their collective effect teachers do make teaching practical by using concrete material in their teaching process. This in effect makes students’ academic performance problem boredom; hence develop no interest in the subject

It was found out that all the variables (teachers teaching styles and student Study Habit on academic achievement on mathematics) are good and even better predictors of academic achievement and performance in Junior Secondary School in Ghana. That study habit alone is a good predictor of academic achievement in Junior High Secondary school in Ghana. It was recommended that Individual student should be made to understand his or her “self” first in life. Textbooks should be made available to every student.

Republic of the Philippines NUEVA VIZCAYA STATE UNIVERSITY Bambang, Nueva Vizcaya COLLEGE OF TEACHER EDUCATION PROFED 3: Facilitating Learner-Centered Teaching Module 6 Felicidad W. Antonio

BSED English-3 EVALUATE

1.

CATEGORIES OF EXCEPTIONAL

Specific cognitive or Academic Difficulties

Learning Disabilities >Evolve difficulties specific cognitive process

Social /Emotional Conduct Behaviors

Autism in

Attentiondeficit Hyperactivity Disorder -Difficulty in focus, recurrent hyperactive and impulsive behavior

-intense need of routine and a predictable i t

Mental Retardation -Sub average intelligence and deficits in adaptive behavior

Physical Abilities and health Impairments

Physical and Health Impairmentslimited energy and strength, reduced mental alertness

Severe Multiple Disabilities

and

-presence of two or more different types of

Sensory impairments

Visual impairment Malfunction of the eyes/ sense of sight

Hearing Impairment -malfunction of ear/auditory sense

Giftedness

Significantl y high level of cognitive developme nt

Speech and Communicatio n Disorder -Difficulty in spoken language

Emotional/ Conduct Disorders -presence of emotional states like depression,ag gression

2. How do handicap and disability differ? -

A person is handicap when she/he is prevented or restricted to perform a normal life activities by any physical or mental defect, inherited or acqu...