Field- Study Learning-Episodes-10-11 PDF

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LEARNING EPISODE 10SPARK Your Interest This Episode centers on the. guiding principles in the selection and use of teaching methods. It will also tackle lesson development in the OBTL way. -The K to .12 curriculum and teacher education curriculum are focused on outcomes, standards and competencies. ...

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LEARNING EPISODE 10 SPARK Your Interest This Episode centers on the. guiding principles in the selection and use of teaching methods. It will also tackle lesson development in the OBTL way. -The K to .12 curriculum and teacher education curriculum are focused on outcomes, standards and competencies. This means that lessons must be delivered with focus on outcomes. Likewise, this Episode dwells on types of questions, questioning and reacting techniques that teachers make use of. The type of questions that teachers ask and their manner of questioning and reacting to student responses have a bearing on class interaction. This Episode strengthens the theories learned in the course, Teaching Methods and Strategies and in other professional subjects in Education. TARGET Your Intended Learning Outcomes At the end of this Episode, I must be able to:  identify the application of some guiding principles in the selection and use of teaching strategies.  determine whether or not the lesson development was in accordance with outcome-based teaching and learning.  identify the Resource Teacher's questioning and reacting techniques.  outline a lesson in accordance with outcome based teaching-learning. REVISIT the Learning Essentials These are the guiding principles in the selection and use of teaching methods: 1. Learning is an active process. 2. The more senses that are involved, the more and the better the learning. 3. A non-threatening atmosphere enhances learning. 4. Emotion has the power to increase retention and learning. 5. Good teaching goes beyond recall of information. 6. Learning is meaningful when it is connected to students' everyday life. 7. An integrated teaching approach is far more effective than teaching isolated bits of information. Realizing the importance of these guiding principles in teaching and learning, the Department of Education promotes Standards-and Competency-Based teaching with its K to 12 Curriculum Guide. The Technical Education Skills Development Authority (TESDA) has been ahead of DepEd and the Commission on Higher Education (CHED) in the practice of Competency Standards-Based teaching and Assessment. CHED requires all higher education institutions in the country to go outcome-based education (OBE) in its CHED Memo 46, s. 2012. Outcome-based teaching and learning (OBTL) is OBE applied in the teaching-learning process. It is equivalent to competency-based and standards-based teaching and learning in the Kto12 Curriculum. When you apply OBTL you see to it that the teaching-learning activities (TLAs) and in turn the Assessment Tasks (ATs) are aligned with the intended learning outcomes. In other words, in OBTL you first establish your intended learning outcomes (lesson objectives). Then you

determine which teaching-learning activities (TLAs) and also the assessment tasks (ATs) you will have to use to find out if you attained your ILO's. In lesson planning, the ILOs are our lesson objectives, the TLA's are the activities we use to teach and the AT's are the evaluation part. OBE and OBTL are not entirely new They are importantly new. With mastery learning of Benjamin Bloom (1971), we were already doing OBE and OBTL. Likewise, it is also important that teachers must be able to have a mastery of the art of questioning and reacting techniques to ensure the effective delivery of instruction. These are the types of questions that teachers ask. Types of Questions that Teachers Ask 1. Factual /Convergent/Closed /Low-level 2. Divergent /Open-ended/High-level /Higher- order /Conceptual a. evaluation b. inference

c. comparison d. application e. problem-solving 3. Affective

Who, What, Where, When questions With one acceptable answer Open-ended; has more than one acceptable answer e.g. When the phone rang and Liz picked it up; she was all smiles. What can you infer about Liz?

e.g. How do you feel?

These are also some of the reacting techniques that teachers use: 1. Providing acceptance feedback 2. Providing Corrective feedback 3. Giving appropriate and sincere praise 4. Repeating the answer 5. Explaining the answer / expanding the answer 6. Rephrasing the question 7. Asking follow up questions 8. Redirecting questions to other pupils 9. Soliciting student questions 10. Encouraging through non-verbal behavior 11. Criticizing respondent for his/her answer 12. Scolding for misbehavior or for not listening 13. Overusing expressions such as "okay", "right"

OBSERVE, ANALYZE, REFLECT Activity 10.1 Applying the Guiding Principles in the Selection and Use of Strategies Resource Teacher: Teacher Steph Grade/Year Level: Grade 4

Teacher's Signature: _________ Subject: English

School: STAA Date: October 26, 2021

OBSERVE Observe one class with the use of the observation sheet for greater focus then analyze my observations with the help of the guide questions. 1. The more senses that are involved, the more and the better the learning.

e.g. Teacher used video on how digestion takes place and a model of the human digestive system. 2. Learning is an active process. Teacher let the students to actively participate in the class, letting the students give an example of verbs. Teacher creating a conducive environment to 3. A non-threatening atmosphere enhances the class, and implementing the positive learning. attitude inside the class. Teacher always show a smiling face to 4. Emotion has the power to increase increase the retention and learning of the retention and learning. students in the class. Emotions can affect the learning of the students. It can be positive or negative impact on one’s attention, motivation, and learning strategies. Teachers shows a knowledgeable to contents 5. Good teaching goes beyond recall of of her topics or discussion. Providing a lot of information. examples of learning videos to her topics. 6. Learning is meaningful when it is Teacher connect the topic/lesson to the connected to students' everyday life. experienced of the students. 7. An integrated teaching approach is far more Teacher get deeper to the lesson and connect effective than teaching isolated bits of it to the real-life situations rather than giving information. what’s information on the book.

ANALYZE What is the best method of teaching? Is there such a thing? Since all teaching methods have advantages and disadvantages, it is noteworthy that no method of teaching can be defined as best among all others. It is rather the application of some or all methods integrated into the teaching process that quantifies it advantages and limits its disadvantages.

REFLECT Reflect on this question. How do we select the appropriate strategy for our lessons? We select the appropriate strategy for our lessons by determining the critical factors that affect the teaching process. This includes the students’ needs, the learning environment, the learning capabilities of students, and the like. We should take a beneficial approach that maximizes the outcome-based teaching and learning.

Activity 10.2 Determining Outcome-Based Teaching and Learning Resource Teacher: Teacher Steph Grade/Year Level: Grade 4

Teacher's Signature: _________ Subject: English

School: STAA Date: October 26, 2021

OBSERVE Observe a class and answer the following questions. 1. Did the Teacher state the learning objectives/intended learning outcomes (ILOs) at the beginning of the class? Did he/she share them with the class? How? Yes, teacher state the learning objectives or intended learning outcomes (ILOS) at the beginning of the class. By reading it, before the discussion begins.

2. What teaching-learning activities (TLAs) did he/she use? Did these TLAs help him/her attain his/her lesson objectives/ ILOs? Explain your answer. Teacher use by giving them examples, also by giving group activities to the students.

3. What assessment task/s did teacher employ? Is/Are these aligned to the lesson objectives/ ILOs? Teacher use an assessment of learning and assessment for learning, because she’s gathering the relevant information about the student progress. The teacher decides where the learners are in their learning, and seeking where they need to go and what is the best way to get there.

ANALYZE 1. What are your thoughts about Outcome-Based Teaching and Learning (OBTL)?

My thoughts about Outcome-Based Teaching and Learning (OTBL) it focuses not on what the teacher intends to teach or the content but rather than emphasis on what is the outcome or result from the learner of that teaching is intended to be. It’s connected with the learning objectives of the lesson. Furthermore, it has demonstrated the “know and are able to do” of the students whatever the required outcomes. OBE reforms emphasize to set clear standards for observable and measurable outcomes.

REFLECT Reflect on the use of OBTL. OBTL, it helps the teacher and students as well, to achieve the outcomes or the progress of the children. The purpose of the OBTL to make more responsibility for their own learning and supports the move to greater student engagement with the curriculum and to the student-centered approaches. In addition to that, learner will take their own responsibility on learning and teacher will just give feedback or affirmation on their worth. Therefore, its concerned with curriculum design and ensuring the contents, delivery, activities, assessment are all aligned to help facilitate students to attain specific intended learning outcomes.

Activity 10.3 Applying Effective Questioning Techniques Resource Teacher: ________ Grade/Year Level: ___________

Teacher's Signature: _________ Subject: ___________________

School: ____________ Date: ____________

OBSERVE Observe a class activity. You shall focus on the questions that the Resource Teacher asks during the classroom discussion. Write the questions raised and identify the level of questioning. Examples of Questions that the Resource Types of Question Teacher Asked 1. Factual /Convergent/Closed /Low-level What is a sequence? What are series? How to find the nth term in a sequence? 2. Divergent /Open-ended/High-level What is the real-life application of Sequence /Higher- order /Conceptual and Series? a. evaluation When can we say that it is a sequence or a series? b. inference Is 25, 18, 11, 4 a sequence or series? c. comparison Does -16, -12, -8 and 13, 17, 21 have the same difference? d. application What is the 5th term in 23, 32, 41, 50, __, 68?

e. problem-solving 3. Affective

What is the series of -13, -7, -1, 5, 11? How does it feel like learning about sequence and series?

ANALYZE 1. Neil Postman. once said: "Children go 'to school as question marks and leave school as periods!” Does this have something to do with the type of questions that teachers ask and the questioning and reacting techniques that they employ? It has something to do with the type of questions that teacher ask, question and reacting technique. Teacher will develop the thinking skills of the students. The teacher must always put in mind that the knowledge and skills used in asking different types of questions in a classroom is one important but critical aspect of the teaching and learning process.

REFLECT Reflect on the importance of using various reacting techniques By using reacting techniques, it has a big impact on the learning of the children by providing feedback, giving them appropriate praise to their high-quality responses, next, following up a student’s response, and explaining the question. Rephrasing the seemingly unclear question while least commonly use are, encouraging and give them motivation.

SHOW Your Learning Artifacts Show proofs of learning that you were able to gain in this Episode by interviewing at 1 two teachers on their thoughts on OBTL.

I able to learn their strategies on teaching or styles of teaching, the activities that they need to achieve. The intended learning outcome of the students or the progress.

LINK Theory to Practice Direction: Encircle the letter of the correct answer. Episode 1

1.

Learning is an active process. Which one is an application of this principle?

A.

Avoid drills which are out of context.

B.

Teach your content from a multidisciplinary perspective.

C.

Group students for work or project, that way project becomes less expensive.

D.

Let students learn the steps in opening a computer by making them follow the steps.

2. The more senses that are involved, the more and the better the learning. Which practice is aligned with this principle? A.

Employ cooperative learning.

B.

Teach using mostly verbal symbol.

C.

Invite parents as resource speakers in class.

D.

Bring students to field trips with consent of school and parents.

3.

In OBTL, upon which- should my assessment be based?

A.

Content

B.

Intended learning outcome

C.

Scope of subject matter

D.

Teaching and learning activity

4.

Which type of question will least promote interaction among students?

A.

Divergent

B.

Conceptual

C.

Convergent

D.

Inference

5.

To obtain well-thought out answers, which questioning behavior helps?

A.

Allowing sufficient time

B.

Asking open-ended questions

C.

Asking non-directed question

D.

Involving as many as possible

LEARNING EPISODE 11 SPARK Your Interest With the lightning speed by which technology is evolving, and now with 4.0, technology continues to be an ever significant part of the learning environment. This episode provides an opportunity for students to examine a Learning Resource Center or Multi-Media Center and learn about its collection, services, equipment, observe how a teacher utilizes technology for instruction, and explore resources in, the virtual learning environment. Students will analyze, and reflect on how technology, including artificial intelligence, supports the teaching-learning process. TARGET Your Intended Learning Outcomes At the end of this Episode, I must be able to:  identify and classify learning resource materials in the multi-media center;  show skills in the positive use of ICT to facilitate the teaching-learning process (PPST 1.3.1);  show skills in the evaluation, selection, development, and use of a variety learning resources, including ICT to address learning goals (PPST 4.5.1);  analyze the level of technology integration in the classroom; and  demonstrate motivation to utilize ICT for professional development goals based on the PPST (PPST 7.5.1).

REVISIT the Learning Essentials UNESCO ICT Competency Framework for Teachers Version 3 (ICT CFT v3, 2018) The Information and Communications Technology Competency Framework for Teachers (ICT CFT) version 3 is a comprehensive framework guide teachers' development on the effective and appropriate use of ICT in education. It highlights what teachers should know and do clustered in six aspects, namely: 1. Understanding ICT in Education, 2. Curriculum and Assessment, 3. Pedagogy, 4. Application of Digital Skills, 5. Organization and administration, and 6. Teacher Professional Learning. Similar to the PPST, the ICT CFT also articulated competencies in levels which guide teachers as they develop their ICT skills from Level 1, Knowledge Acquisition, to Level 2, Knowledge Deepening, and Level 3, Knowledge Creation. The Commission on Higher Education Teacher Education Curricula (2017) includes the UNESCO ICT CFT so most likely you have tackled this in your Technology for Teaching and Learning classes. It will be good to review the UNESCO ICT CFT v3 'framework as you work in this episode e activities here are meant for you to observe, analyze and reflect about the competencies discussed in the framework. (Access it at https://www.open.edu/openlearncreate/pluginfilephp/306820/mod_resource/content/2/UNESCO %20ICT%20Competency%20Framework%20V3.pdf) The Learning Resource Center

1. A school usually sets up a center that will provide valuable support to the teaching-learning process. Over the years the name of this center has evolved. Some of the names are Audiovisual Center, Media and Technology Resource Center, Teaching-Learning Technology Department, or Simply Learning Resource Center. 2. With the swift development of ICT, the natural outcome was the ever-expanding interface between the traditional library and ICT both in terms of hardware and software systems and applications. 3. Schools may have different set-ups when it comes to a Learning Resource Center ('LRC), Some have replaced the term library with LRC. Some have a separate library, LRC, and Audio Visual or Media Center. Some only have the LRC both for teachers and students. Still some have combined their learning resource centers with maker spaces. 4. The common purpose among these centers is to provide print, audio-visual and ICI' resources to support the teaching-learning process 5. The goals of the Center may include orienting and training teachers in the use of audiovisual and ICT resources, working with teachers and administrators in producing instructional materials, making available useful resources to the students, teachers, and the school community. 6. In order to support the philosophy and aims of the school, the Center must fulfill the following functions: center of resources, laboratory of learning, agent of teaching, service agency, coordinating agency, recreational reading center, and a link to other community resources Technology Integration The Technology Integration Matrix provides a comprehensive framework for you to define and evaluate technology integration. It will provide you direction and guide you in the process of achieving effective teaching with technology. The teacher's integration of technology in instruction can be described as progressing in 5 levels: entry, adoption, adaptation, infusion and finally transformation. The teacher also works at creating a learning environment that encourages and enables quality technology integration. The interdependent characteristics of the learning environment are being active, collaborative, constructive, authentic, and goal-directed. The Technology Integration Matrix connects the Levels of Technology Integration and, the 'Characteristics of the Learning Environment. Examine the matrix below. To make you understand how integration is done in each of the levels and environment, explore the TIM website and learn from the many interesting videos showing technology integration. Go to http://fcitustedu/matra/ matrix.php Observing technology integration in the classroom Technology Integration Matrix

Levels of Technology Integration into the Curriculum

Entry: The teacher uses technology to deliver curriculum content to students.

Adoption: The teacher directs students In the conventional use of tool-based software. If such software Is available, this level Is the recommended entry point.

Adaptation: The teacher encourages adaptation of toolbased software by allowing students to select a tool and modify Its use to accomplish the task at hand.

Infusion: The teacher creates a lemming environment that Infuses the power of technology tools throughout the day and across subject areas.

Active: Students are actively engaged in using " technology as a tool rather than passively receiving Information from the technology.

Students use technology for drill and practice and computer based training

Students begin to utilize technology tools to create products, for example Using a word processor to create...