Learning ep (10-14) Lecture Notes in Fs1 PDF

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LEARNING EPISODES 10Activity 10 applying the guiding principles in the selection and use of strategiesOBSERVE.Observe one class wit the an use of the observation sheet for greater focus then analyze my observation with the help of the guide questions. The more senses that are involved the more and t...

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LEARNING EPISODES 10 Activity 10.1 applying the guiding principles in the selection and use of strategies OBSERVE. Observe one class wit the an use of the observation sheet for greater focus then analyze my observation with the help of the guide questions.

1. The more senses that are involved the more and the better to he learning

Teacher used video of on how digestion takes place and a model of the human digestive system.

2. Learning is an active process

Teacher conduct an activity such as; group projects, group discussions and role playing.

3. A non-threatening atmosphere enhances learning

Function of the psychological climate that prevails in the class.

4. Emotion has the power to increase retention and learning

Test examinations, homework and deadlines

5. Good teaching Goes beyond recall of information

The teacher integrates the importance of realizing what has learned.

6. Learning is meaningful when it is connected to students everyday life.

Reduce classroom management challenges because engagement will increase.

7. An integrated teaching approach is far more effective than teaching isolated

Learners bring together prior knowledge and experiences to support new knowledge and experiences.

Bits of information.

ANALYZE What is the best method of teaching? Is there such a thing? There is no best method of teaching REFLECT

How do we selected the appropriate strategy for our lessons? Begin with objectivity before selecting appropriate teaching strategies, and determine the learning objectives for the course, align your teaching strategies to the objectives.

Activity 10.3 Applying effective questioning techniques.

OBSERVE Types of questions

Example of questions that the resource teacher asked.

1. Factual/ Convergent

What one word would best describe the topic?

Closed/low level 2. Divergent/Higher order/ open-ended/ conceptual a. Evaluation

Write down the 3 laws of motion

How does the laws of motion affect everyday life?

b. Inference c. Comaparison

How would you compare the three laws of motion?

d. Application e. Problem-solving

A car slows down from a speed of 72 km/h to rest in 25 s. What is the acceleration of the car in m/s²?

3. Affective

ANALYZE 1. Neil postman said:" children go to school as question marks and leave school as periods!" Does this have something to do with the type of question that teachers ask and the questioning and reacting techniques that they employ? REFLECT Reflect on the importance of using various reacting techniques Improves the quality of the responses made. Decreases the amount of guessing or wrong inferences. Increases the number of correct responses leads the teacher to vary her questions. LEARNING EPISODES 11

Activity 11.2 Observing Technology Integration in the Classroom OBSERVE

Class Observation Guide Read the following questions and instructions carefully before you observe. 1. What is the lesson about? 2. What visual aids/materials/learning resources is the teacher using? 3. Observe and take notes on how the teacher presents/uses the learning resources. 4. Closely observe the learners response to the teacher's use of learning resources. Listen to their verbal responses. What do their responses indicate? Do their responses show attentiveness,eagerness, and understanding? 5. Focus on their non-verbal responses. Are they learning and are they showing their interest in the lesson and in the materials? Are they looking towards the direction of the teacher and the materials? Do their actions show attentiveness, eagerness, and understanding?

OBSERVATION SHEET NO. REPORT ANALYZE Utilization of Teaching Aids Form : Grade or Year Level of class observed : Date of Observation Subject Matter Brief Description of Teaching Approach Used by the Teacher Teacher Aids used

Strengths

Weaknesses

Appropriateness of the Teaching Aids used

It gives my resource teacher a less expensive way of creating a visual aid.

If the teacher is not very experienced with laptops, there's a chance that a technical failure.

In this time that we are in an online mode of learning, laptops are one of the most essential teaching aids.

Google slide have limited features.

The use of google slides in the teaching

(Enumerate in bullet form) • Laptop

• Google slide

It is very helpful because of its accessibility. They can read it anytime.

and learning process is one of the best way to have an engaging and fruitful learning.

Use the Technology Integration Form to analyze the class you observed. Refer to the Technology Integration Matrix on p.123, In which level of technology integration do you think the teacher you observed operated?why? Based on the Technology Integration Matrix, what is the characteristics of the learning environment in the class that you observed,point your observations that justify your answer.

Goal directed employ technological tools (handouts, slide presentations) to define objectives, organize activities, monitor progress and evaluate results. Overal,were the learning resources use effectively,why,why not,give your suggestions. Our resource teacher has mastered integrating technology to his class.

REFLECT Put yourself in the place of the teacher. What would you do similarly and what would you do differently if you would teach the same lesson to the same group of students,why? I would begin with a strong sense of motivation for example interactive game.

11.3 Exploring Education

OBSERVE 1. What is the lesson about?What are the teacher's objectives? 2. Note the important concepts that the teacher is emphasizing. 3. Note the skills that the teacher's is developing in the learners. ANALYZE Electronic Resources Evaluation Form Grade/Year Level

Subject Matter/Topic (Based on the class you observed) Lesson Objectives/Learning Outcomes Name and type of electronic Resource s

Describe the electronic Resources ( include author/Publi x sher/sources )

Put a check if the resource satisfies the criterion.

Accurat e

Appropriat e

Clea r

Complet e

Motivatin g

Describe how you can use it if you were to teach in the class you observe d. Organize d

REFLECT 1. Describe your experience in surfing the internet for appropriate electronic resources for the class? What made it easy? difficult? 2. How did you choose which electronic resources to include here? What did you consider? Explain. Which of the new trends in Education 4.0 would you like to explore more for your work as a teacher? Why? 3. Reflect on your technology skills. What skills do you already have, and what skills would you continue to work on to be better at utilizing education 4.0 resources?

EPISODE 12.1: OBSERVING ASSESSMENT FOR LEARNING PRACTICES (FORMATIVE ASSESSMENT)

2.) Did the teacher ask the class "Did you understand "? If she did, what was the class response? The class response was "Yes"

3.) Did the students make the teacher feel or sense they did not understand the lesson or a part of the lesson? How? The students understand the lesson

4.) If they did, how did the teacher respond? The respond by asking the students about the topic, to also evaluate the students if they really understand.

5.) Were the students given the opportunity to ask questions for clarification? How was this done? Yes, the teacher ask the students if they have questions regarding the topic.

6.) If she found out that his/her lesson was not clearly understand, what did teacher do? Did you observe any of these activities? Please check. Peer tutoring (Tutus were assigned by teacher to teach one or two classmates) Each-one-teach-one (Students paired with one another). √

Teacher gave a module for more exercises for lesson mastery

√

Teacher did re-teaching.

Others, please specify -------------7.) If she engaged himself /herself in re-teaching, how did do it? Did he/she use the same teaching strategy? Describe. Before he introduces a new topic, he re teach what lesson have done yesterday.

ANALYZE 1.) Why should a teacher find out if students understand the lesson while teaching is in progress? It is not better to do a once-and -for all assessment at the completion of the entire lesson? To ensure that learning is going on while teacher is in the process of teaching. It is to find out where the students are or determine their entry knowledge or skills. 2.) Why is not enough for a teacher to ask “Did you understand, class"? When he/she intends to check

on learner’s progress? Learners progress are not just measured through question and answer. The teacher can check the progress through a test/quiz. 3.) Should teacher record results of formative assessment for grading purposes? Why or why not? Record keeping is an essential aspect of grading and formative assessment. Each students entries should identify the child's current proficiency level with each target and it's criteria. 4.) Based on your observations, what formative assessment practice worked? Quizzes, to see how pupils are performing against their peers. 5.) For formative assessment, why is peer tutoring in class sometimes seen to be more effective than teacher himself /herself doing re-teaching or tutoring? In peer tutoring the learners brainstorm and can easily suggest or raised a question to their group.

6.) Could an unreasonable number of failures at the end of the term/grading period be attributed to the non-application of formative assessment? Why or why not? Yes.

REFLECT Formative assessment, helps them to improve their chances of passing the test, it is useful to students and a grade is not necessary.

EPISODE 12.2: OBSERVING ASSESSMENT AS LEARNING PRACTICES (SELF -ASSESSMENT)

ANALYZE 1.) If the students is at the heart of all assessment, then all assessment should support students learning. Do you agree? Why or why not? When students are able to see how they are doing in a class they are able to determine whether or not they understand course material. Assessment can also help motivate students.

2.) Does assessment as learning have the same ultimate purpose as assessment for learning? The ultimate purpose of assessment is to gather relevant information about student performance or progress or to determine student interest to make judgements about their learning process.

EPISODE 13.1: Aligning Assessment Task with the Learning Outcome

OBSERVE SUBJECT S

LEARNING OUTCOMES

ASSESSMENT TASK(HOW DID TEACHER ASSESS THE LEARNING OUTCOME/S ? SPECIFY

P. E/EPP/TLE

Social sciences, literature, Panitikan, ESP Physical /Biological Science /Math/English/Filipino

ANALYZE 1.) Are all the assessment tasks aligned to learning outcomes?

IS THE ASSESSMENT TOOL/TASK ALIGNED TO THE LEARNING OUTCOMES?

IF NOT ALIGNED, IMPROVE ON IT.

Yes

2.) What are possible consequences if teachers assessment task are not aligned to learning outcome/does this affect assessment results? How? It would not help the learners progress

3.) Why should assessment tasks are aligned to the learning outcomes? To have a great outcomes or result

REFLECT Reflect on past assessments you have been through. Were they all aligned with what your teacher taught (with learning Outcomes?) Yes How did this affect your performance? As a future teacher, what lesson do you learn from this past experience and from this observation? As a future teacher all things should be aligned in teaching setting like for examples the strategies, the materials needed and also the performance quiz in order to have a great outcomes.

EPISODES 13.2: OBSERVING THE USE OF TRADITIONAL ASSESSMENT TOOLS

OBSERVE * Observe classes and pay par particular attention to the assessment tool used by the teacher. * With teacher's permission, secure a copy of the assessment tool. Direction: Put a check on the test which teacher used. From your teachers test items give an example.

Type of Traditional Assessment

Put a check here

Learning Outcome Assessed

Sample Test Item of Resource

Comments (is the assessment tool

Tool/Paper-and -pencil Test

Teacher

constructed in accordance with established guidelines?) Explain your answer

Sample Test Item of Resource Teacher

Comments (is the assessment tool constructed in accordance with established guidelines?) Explain your answer

Selected Response Type 1.) Alternate Response 2.) Matching Type

3.) Multiple Choice 4.) Others

Type of Traditional Assessment Tool/Paper-and -pencil Test

Constructedresponse type

Put a check here

Learning Outcome assessed

1.Completion

2.Short Answer type 3.Problem Solving

4.Essay-restircted

5.Essay-nonrestricted 6.Others

ANALYZE 1. Which assessment tools or tasks were most commonly used by a teacher? Which ones were rarely used? Why were they rarely used? Problem solving, rarely used is essay 2. Based on your answers found in the tables above in which type of assessment tools and tasks where

the resource teachers most skilled in test construction? Least skilled?

3. Can an essay or other written requirements even if it is a written paper and pencil test be considered an authentic form of assessment? Explain your answer Yes, because it is your own way of writing and answering and it also measured learners thinking by writing an essay.

REFLECT How good are you at constructing traditional assessment tools? Which you find most difficult to construct? Any lesson/s learned?

Difficulties in consulting a traditional assessment tool is the decent and also the way of making it original on your own.

LEARNING EPISODE 13.3 observing the use of Non-traditional Assessment Tools and Scoring Rubrics OBSERVE

Observe classes in at least 3 different subjects and pay particular attention to the assessment tool used by the teacher With teacher’s permission, secure a copy of the assessment tool. Study the assessment tool the then accomplish observation sheet. Did your resource teacher explain the rubric to the students? Which type of rubric did the resource teacher use-analytic or holistic?

Authentic assessment/Nont raditional/Altern ative

Learning outcome Assessed

Sample of product/performance Assessed

One example of product assessed. Put a photo of the product/documented performance in My teaching Artifacts. INCLUDFE THE RUBRIC IN MY TEACHING ARTIFACTS.

How a product/perform ance was assessed

Describe how the product/perform ance was assessed. Which was used analytic rubric or holistic rubric? INCLUDE THE RUBRIC IN MY TEACHING ARTIFACTS

Comment/s is the scoring rubric constructed according to standards?

1.product 2.performance

ANALYZE Between analytic and holistic rubrics which one was, more used? Why do you think that type of rubric was used more? Holistic

Based on your answers in #1, what can you say about the scoring rubrics made used by the resources teachers? Holistic because in learning science needs more focus as a whole Will it make a difference in assessment of students work if teacher would rate the product of performance without scoring rubrics? Explain. Yes he wouldn't have a basis in scoring and it would look like a bias If you were to improve on one scoring rubric used, which one and how? It would be on the part of students engagement for them to be more motivated. Can an essay or other written requirements, even if it is a written paper-and-pencil test, be considered an authentic form of assessment? Explain your answer. Yes it depends on the rubrics provided by the teacher. Can rubrics help make students top become shelf-directed or independent learners? Do rubrics contribute to assessment AS learning ( Self-assessment?) what if there no rubrics in Assessment/ Yes, if there is no rubric then it won't have a basis in scoring and even in evaluating a learners. Does the Scoring Rubric In this FS Book 1 help you come up with better output? Yes

REFLECT Are authentic Assessment tools and task new? Reflect on your experiences of test for all the years as a student. Well on today's way of exams it's done through technology because of online class.

LEARNING EPISODE 13.5. Table 1 number of question per level Cognitive processes(bloom as revised by Anderson and krathwol

creating

rank

6 highest

Cognitive processes(Kendal and marzano)

Rank

Self-system thinking

6

Metacognition

5

Tally of assessment tasks/questions

Total

Evaluating

5

Analyzing/An

4

Analysis

3

Applying

3

Knowledge utilization

4

Understanding

2

Comprehension

2

/

Remembering

1-lowest

Retrieval

1

////-example

/

4

EPISODE 13.7 : COMPUTING STUDENTS GRADES BASED ON DEPED GRADING SYSTEM

OBSERVE A. sample students Report card 1. Secure a sample of a students report card from your resource teacher. 2. Study a sample of an unused students report card observe its contents. 3. Ask permission from your Resource teacher for an interview with him/her and with a group students regarding the new grading system. B. Interview of Resource Teacher 1. What are the new features of the latest grading system? What things are you required to do with this new grading system which you were not asked before . 2. Which do you prefer, the old or the new grading system? Why? C. Interview of 5 students 1. What do you like in the new grading system? 2. Do you have problems with the new grading system? If there is, What? 3. Does the new grading system give you a better picture of your performance? Why or Why not? 4. Which do you prefer, the old or the new graing system? Why? D. Review of Deped order #8 ,s. 2015

Read on DEPED order # 8,s.2015. You may refer to Appendix A. Based on the DEPED order 8, s. 2015, answer the following. 1. What are the basis for grading? Standards competency based grading system. The minimum grade needed to pass specific learning area is 60, which is transmuted to 75 in the report card. The lowest mark that can appear on the report card is 60 for the quarterly grades and find grades. 2. How do you compute grades per quarter for grades 1 to 10 and grades 11 to 12. Add up all the total score for each component. Convert the sum for each component to percentage score. Divide the total raw score by the highest possible score, then multiply the quotient by 100 % Convert the percentage score to weighted scores. 3. How do you compute grades at the end of the school year? By adding up all accumulated final grades and dividing that figure by the number of grades awarded. This calculation results in a mathematical mean or average of all final grades. 4. What descriptors and grading scale are used in reporting progress a learners the level? Fairly satisfactory: ...