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Experiencing the Teaching –
Learning Process
PRINCIPLES OF LEARNING
Name of FS Student: ________________________________ Course: _____________
Cooperating School: _________________________________________________________
At the end of this activity, you will able to identify be able to identify
applications of the principles of learning in the teaching-learning process.
Learning how to apply the teaching principles in a classroom
setting is something you aspire for. Initially, you would need to observe
and describe how it is manifested in the real classroom. To hit the target, work your ways through the steps:
Step 1: observe at least three classes and describe the principles of teaching and learning used by the teacher.
Step 2: observe the cognitive, metacognitive, and motivational processes in the classroom.
Step 3: l ist down the instructional materials used by the teacher to facil itate learning.
Step 4: reflect on your experience.
Episode 1
YourTarget
Your Map
Field Study
FS 2
As you visit a school and observe classes, use the activity forms to
document your observation and write your insights or reflections.
Principles of Learning
Teaching Behavior of the Teacher/ Learning
Behavior of the Learner as Proof of the
Application of Learning
1. Learning is an experience which occurs inside the learner and is activated by the learner.
2. Learning is the discovery of the personal
meaning and relevance of ideas.
Tools
OBSERVATION SHEET
Name of the School Observed: ___________________________________________________ School Address: ________________________________________________________________ Resource Teacher 1______________________ Signature ______________Date______________ Resource Teacher 2______________________ Signature ______________Date______________
Resource Teacher 3______________________Signature______________ Date______________
3. Learning is a consequence of experience.
4. Learning is a cooperative and collaborative
process.
5. Learning is an evolutionary process.
6. Learning is sometimes a painful process.
7. One of the richest resources for the learning is the learner himself.
8. The process of learning is emotional as well as intellectual.
9. The processes of problem solving and learning are highly unique and individual.
Analysis
1. What is the impact of the Resource Teacher’s observance of these principles on the teaching- learning process and on the learner?
2. Which learning principle was applied most?
3. Which learning principles was applied least or not at all applied?
4. Do you agree with these principles of learning? Or have you discovered that they are not
always correct?
Reflection
My reflections on my observations of my Resource Teacher’s observance of these principles. Did my Resource Teachers adhere to these principles?
Lessons I have learned from my observations on the classroom application of the principles of learning.
My Portfolio
Principles of Learning in My Own Words
Your Rating for this Episode
Field Study 2- Experiencing the Teaching-Learning Process Tasks
Exemplary 4
Superior 3
Satisfactory 2
Unsatisfactory 1
Observation/ All tasks were done All or nearly all tasks Nearly all tasks were Fewer than half of tasks
Documentation: with outstanding quality; work exceeds expectations
4
were done with high quality
3
done with acceptable quality
2
were done; or most objectives met but with poor quality
1
Analysis Analysis questions were answered completely; in depth
answers; thoroughly grounded on theories -Exemplary
grammar and spelling.
4
Analysis questions were answered completely
Clear connection with theories
Grammar and spelling are superior.
3
Analysis questions were not answered completely
Vaguely related to the theories
Grammar and spelling acceptable
2
Analysis questions were not answered.
Grammar and spelling unsatisfactory
1
Reflection Reflection
statements are profound and clear, supported by
experiences from the episode.
4
Reflection
statements are clear but not clearly supported by
experiences from the episode.
3
Reflection statements
are shallow; supported by experiences from the episode.
2
Reflection statements are
unclear and shallow and are not supported by experiences from the
episode.
1
Portfolio Portfolio is complete, clear,
well-organized and all supporting documentation are located in sections
clearly designated.
4
Portfolio is complete, clear,
well-organized and most supporting documentation are available and/or
logical and clearly marked locations.
3
Portfolio is incomplete; supporting
documentation is organized but is lacking.
2
Portfolio has many lacking components; is
unorganized and unclear.
1
Submission Before deadline.
4
On the deadline.
3
A day after the deadline.
2
Two days or more after the deadline.
1
Subtotals
Overall Score
Rating based on transmutation:
______________________________ _________________
Signature of FS Teacher above printed name Date
EXPERIENCING THE TEACHING-
LEARNING PROCESS FS 2 Field Study
LESSON OBJECTIVES AS MY GUIDING STAR
Name of FS Student: ________________________________ Course: _____________
Cooperating School: _________________________________________________________
At the end of this activity, the students will be able:
Deduce the lesson objective/s after observing my Resource Teachers
teach
See how the guiding principles in the formation of lesson objectives are
applied
Realize the importance of a clearly defined lesson objective
Observe two different classes and observe how the Resource Teachers teach. As you visit a school and observe the teaching-learning practices, use the activity forms to document your observation and write your insights or
reflections.
OBSERVATION SHEET
Name of the Resource Teachers Observed:
1. ____________________________________ Signature _________________________ Year Level: __________________________ Subject Area: _____________________
2. ____________________________________ Signature _________________________ Year Level: __________________________ Subject Area: _____________________
School Address: ___________________________ Date: ___________________________
Episode 2
Y our T arget
Y our Map
Guiding Principles in Determining and Formulating Learning Objectives
Teaching Behavior/s which Prove/s Observance of the Guiding Principle
1. Begin with the end of mind.
2. Share lesson objective with students.
3. Lesson objectives must be in the 2 or 3 domains – cognitive, skill and affective or cognitive and affective or skill and affective.
1. After observing your Resource Teacher teaches, write down what you think
was/were her lesson objective.
2. Ask permission from your Resource Teacher for you to copy her lesson objective
for the day’s lesson. Copy it here then compare it with your answer in # 2. Are
they same? Different?
4. Work on significant and relevant lesson objectives.
5. Lesson objectives must lead to the development of critical and creative thinking.
1. Why did you find it easy/difficult to write down the Resource Teacher’s lesson
objective for the day? Did she mention it in the beginning of his/her lesson?
2. Did you find the lesson objective SMART? Why or why not?
Y our Analys is
1. Any lessons learned or insights gained from your observation focused on
lesson objectives? Write them down here.
2. Are lesson objectives truly the guiding star in the development of a lesson? Or
are lesson objectives sometimes forgotten as the lesson develops?
Portfolio
My researched quotations that state the significant of goals and objectives
(don’t forget to mention your sources)
Your Reflection
Your Rating for this Episode
Field Study 2- Experiencing the Teaching-Learning Process Tasks
Exemplary
4
Superior
3
Satisfactory
2
Unsatisfactory
1 Observation/
Documentation:
All tasks were done
with outstanding quality; work exceeds
expectations 4
All or nearly all tasks
were done with high quality
3
Nearly all tasks were
done with acceptable quality
2
Fewer than half of tasks
were done; or most objectives met but with poor quality
1
Analysis Analysis questions were answered completely; in depth
answers; thoroughly grounded on theories -Exemplary
grammar and spelling.
4
Analysis questions were answered completely
Clear connection with theories
Grammar and spelling are superior.
3
Analysis questions were not answered completely
Vaguely related to the theories
Grammar and spelling acceptable
2
Analysis questions were not answered.
Grammar and spelling unsatisfactory
1
Reflection Reflection statements are profound and clear, supported by
experiences from the episode.
4
Reflection statements are clear but not clearly supported by
experiences from the episode.
3
Reflection statements are shallow; supported by experiences from the episode.
2
Reflection statements are unclear and shallow and are not supported by experiences from the
episode.
1
Portfolio Portfolio is complete, clear,
well-organized and all supporting documentation are located in sections
clearly designated.
4
Portfolio is complete, clear,
well-organized and most supporting documentation are available and/or
logical and clearly marked locations.
3
Portfolio is incomplete; supporting
documentation is organized but is lacking.
2
Portfolio has many lacking components; is
unorganized and unclear.
1
Submission Before deadline.
4
On the deadline.
3
A day after the
deadline. 2
Two days or more after
the deadline. 1
Subtotals
Overall Score
Rating based on transmutation:
______________________________ _________________
Signature of FS Teacher above printed name Date
Experiencing the Teaching- Learning Process
Organizing content for
meaningful learning
Name of FS Student: ________________________________ Course: _____________
Resource Teacher: __________________________________ Signature: __________
Cooperating School: _________________________________________________________
At the end of this activity, the students will be able to identify the lesson
objectives, learning activities, instructional materials and assessment tools
used by the teacher and draw insights from the teacher as to the reasons of their use in such learning activities.
Now work your way towards a closer look at the methods, strategies and approaches of
teaching and learning, as well as the instructional materials and assessment tools used.
FS 2 Episode 3
Your Target
Your Way
Field Study
Step 1:
• observe a class and identify the lesson objectives, the learning activities, instructional materials and assessment tools used by the teacher.
Step2:
• interview the teacher on the reason behind the use of observed learning activities and instructional materials.
Step 3:
• reflect on the reasons given by the teacher reviewed.
To hit your target, work your way through these steps:
For the visit, document your observations and responses to the
interviews you conduct by using the activity forms provided for you.
A. For the Cognitive Lesson
1) What is the lesson about?
2) What are the examples of facts mentioned in the lesson
Y our T oo ls
3) Did the lesson end with facts? Or did these facts lead to
misunderstanding of concepts? Prove your answer.
4) Write down instances of treating the topic in depth (giving
examples, examining cause-effect relationships, relating ideas or
concepts to one another.)
5) Cite instance/instances when students were encouraged to ask
questions, to talk about and reflect on what they learned.
B. For the Skill Lesson
1) What was the skill lesson about? Which skills was/were target? Manipulative skill or thinking skill?
2) Write evidence of the teacher’s encouragement of divergent
thinking by the students. 3) Which are proofs that the Resource Teacher promoted convergent
thinking?
4) If there was problem solving in lesson, were the pupils taught to
solve problem using algorithm or heuristic strategy?
5) What are proofs that the students were encouraged to do critical thinking?
C. Value/Affective Lesson
1) What was the value lesson about?
2) Was the value taught alone or was it integrated with cognitive or skill lesson?
3) How was the value lesson developed?
For the Cognitive Lesson
How did my Resource Teacher teach the cognitive content meaningfully and interestingly?
Y our Analys is
For the Skill Lesson
How was the skill taught meaningfully and interestingly?
For the Affective Lesson
1) Is it possible to teach a value lesson without any cognitive basis at
all? Explain your answer.
2) A cognitive or a skill lesson is a vehicle for value education. Do you
agree?
My Reflection
1) Someone once said: “There are dull teachers, dull textbooks, dull films
but no dull subjects”. Do you agree? Write down your reflections he
2) How should you organize subject matter (be it cognitive skill or value
lesson) so that your teaching will always be fresh and interesting?
Your Portfolio
Research on/or come up with a lesson plan (cognitive or skill) that integrates a value or values. Paste it here! (You want to refer to
“Integrating Values with Subject Matter”, in Principles of Teaching 2,
2006 by Corpuz B., G. Salandanan and D. Rigor, pp. 91-92.)An outline of
the lesson development will do.
My Lesson Plan
Your Rating for this Episode
Field Study 2- Experiencing the Teaching-Learning Process Tasks
Exemplary
4
Superior
3
Satisfactory
2
Unsatisfactory
1
Observation/ Documentation:
All tasks were done with outstanding quality; work exceeds
expectations 4
All or nearly all tasks were done with high quality
3
Nearly all tasks were done with acceptable quality
2
Fewer than half of tasks were done; or most objectives met but with poor quality
1
Analysis Analysis questions were answered
completely; in depth answers; thoroughly grounded on theories
-Exemplary grammar and
Analysis questions were answered
completely Clear connection with theories
Grammar and
Analysis questions were not answered
completely Vaguely related to the theories
Grammar and spelling
Analysis questions were not answered.
Grammar and spelling unsatisfactory
spelling. 4
spelling are superior.
3
acceptable
2
1
Reflection Reflection statements are
profound and clear, supported by experiences from
the episode. 4
Reflection statements are clear
but not clearly supported by experiences from
the episode. 3
Reflection statements are shallow; supported
by experiences from the episode.
2
Reflection statements are unclear and shallow and
are not supported by experiences from the episode.
1
Portfolio Portfolio is complete, clear, well-organized and
all supporting documentation are located in sections clearly designated.
4
Portfolio is complete, clear, well-organized and
most supporting documentation are available and/or logical and clearly
marked locations. 3
Portfolio is incomplete; supporting documentation is
organized but is lacking.
2
Portfolio has many lacking components; is unorganized and unclear.
1
Submission Before deadline.
4
On the deadline.
3
A day after the deadline.
2
Two days or more after the deadline.
1
Subtotals
Overall Score
Rating based on
transmutation:
______________________________ _________________ Signature of FS Teacher above printed name Date
Experiencing the Teaching- Learning Process
GUIDING PRINCIPLES IN THE SELECTION AND USE OF TEACHING STRATEGIES
Name of FS Student______________________________________________________________ Resource Teacher 1______________________ Signature______________Date______________
Resource Teacher 2______________________ Signature______________Date______________ Resource Teacher 3______________________Signature______________ Date______________ Cooperating School______________________________________________________________
FS 2 Field Study
EPISODE 4
Episode 4:
Step 1 : Review Selection and Use of TeachingStrategies in the Principles of Teaching 1, 2007 by
Corpuz, B. and G. Salandalan, pp. 52 - 68.
Step2 : Observe at least 3 Resource Teachers.
Step 3 Accompl ish Observation Sheet.
Step 4: Analyze your observations.
Step 5: Reflect on your observations.
Target
In this Episode, students must be able to:
Write evidence of application of some guiding principles in the selection use of teaching
strategies
Observe at least three Resource Teachers, analyze and reflect on your observations.
To hit my Target, follow the subsequent steps:
Target
Map
As you observe a class, use the Observation Sheet for a more focused observation.
OBSERVATION SHEET
Name of the Resource Teachers Observed:_________________________,________________________,___________________
School Address:_________________________________________________Date:___________________
Grade/ Year Level: _________________________________ Subject Area: _________________________
Guiding Principles in the Selection and Use of Strategies
Teaching Behavior/s of the Resource Teacher that Applies the Principles
1. Learning is an active process. 1.
2. The more senses are involved, the more and the better the learning.
2.
3. A non – threatening environment enhances learning.
3.
Tool
4. Emotion has the power to increase retention and learning.
4.
5. Good teaching goes beyond recall of information.
5.
6. Learning is meaningful when it is connected to the students’ everyday life.
7. An integrated teaching approach is far more effective than teaching isolated bits of information.
Are these principles in accordance with brain – based teaching and learning?
Reflections
What is the best method of teaching? Is there such thing?
Analys is
My Portfolio
Illustrate your reflection on the best method of teaching creatively on this page.
Your Rating for this Episode
Field Study 2- Experiencing the Teaching-Learning Process Tasks
Exemplary
4
Superior
3
Satisfactory
2
Unsatisfactory
1 Observation/
Documentation:
All tasks were done
with outstanding quality; work exceeds
expectations 4
All or nearly all tasks
were done with high quality
3
Nearly all tasks were
done with acceptable quality
2
Fewer than half of tasks
were done; or most objectives met but with poor quality
1
Analysis Analysis questions were answered completely; in depth
answers; thoroughly grounded on theories -Exemplary
grammar and spelling.
4
Analysis questions were answered completely
Clear connection with theories
Grammar and spelling are superior.
3
Analysis questions were not answered completely
Vaguely related to the theories
Grammar and spelling acceptable
2
Analysis questions were not answered.
Grammar and spelling unsatisfactory
1
Reflection Reflection statements are profound and clear, supported by
experiences from the episode.
4
Reflection statements are clear but not clearly supported by
experiences from the episode.
3
Reflection statements are shallow; supported by experiences from the episode.
2
Reflection statements are unclear and shallow and are not supported by experiences from the
episode.
1
Portfolio Portfolio is complete, clear,
well-organized and all supporting documentation are
located in sections clearly designated.
4
Portfolio is complete, clear,
well-organized and most supporting documentation are
available and/or logical and clearly marked locations.
3
Portfolio is incomplete; supporting
documentation is organized but is lacking.
2
Portfolio has many lacking components; is
unorganized and unclear.
1
Submission Before deadline.
4
On the deadline.
3
A day after the
deadline. 2
Two days or more after
the deadline. 1
Subtotals
Step 1 : Review "Different Approaches and Methods" in Principles ofTeaching 1, 2007 by Corpuz, B. and G. Salandalan, pp. 52 - 68.
Step2 : Observe at least 3 Resource Teacher.
Step 3 Accompl ish Observation Sheet.
Step 4: Analyze my observations.
Step 5: Reflect on my observations.
Overall Score
Rating based on transmutation:
______________________________ _________________
Signature of FS Teacher above printed name Date
Experiencing the Teaching- Learning Process
ON TEACHING APPROACHES AND METHODS
Name of FS Student______________________________________________________________
Resource Teacher 1______________________ Signature______________Date______________ Resource Teacher 2______________________ Signature______________Date______________ Resource Teacher 3______________________Signature______________ Date______________ Cooperating School______________________________________________________________
In this Episode, students must be able to determine the teaching approach or method used by
the Resource Teacher.
Observe at least three Resource Teachers, analyze and reflect on your observations.
To hit your Target, follow the following steps:
Target
FS 2 Field Study
EPISODE 5
Episode 4:
Map
As you observe a class, use the Observation Sheet for a more focused observation.
OBSERVATION SHEET
Name of the Resource Teachers Observed:__________________________,___________________________,_______________________
School Address:_________________________________________________Date:___________________
Grade/ Year Level: _________________________________ Subject Area: _________________________
Approach/ Method Description of Teaching Behavior that Proves Use of Teaching Approach/Method (What did my Resource Teacher do as she used this approach/method? )
1. Deductive Method 1.
2. Inductive Method
2.
3. Demonstration Method 3.
Tools
4. Problem Solving 4.
5. Discovery Method 5.
6. Project Method
6.
7. Constructivist Approach 7.
8. Metacognitive Approach 8.
9. Integrative Approach 9.
Analysis
Answer the following questions:
1. Which approaches/methods will be grouped together? Why? e.g. direct method and
deductive method
2. Which approaches/methods are more interactive? Less interactive?
3. When should be the direct method be used?
4. When should be the indirect method be used?
5. When approaches/methods promote “learning to live together”?
Your Reflections
If I decide on my teaching approach/method, I will consider, (Continue the sentence.
Begin writing NOW!)
Your Portfolio
1. By means of a graphic organizer show the characteristics of a constructivist and a
metacognitive approach.
Constructivist Approach
________________________
________________________
________________________
________________________
________________________
Metacognitive Approach
________________________
________________________
________________________
________________________
________________________
2. Do serious research on different teaching strategies and complete this Table on Methods. The first is
done for you.
Method Advantage/s When to Use
1. Deductive Direct teaching so I can accomplish more within a given period of time.
Time is limited; subject matter is very difficult; learners don’t know much about the lesson; teacher is not yet skilled in the facilitating learning skills.
Your Rating for this Episode
Field Study 2- Experiencing the Teaching-Learning Process Tasks
Exemplary 4
Superior 3
Satisfactory 2
Unsatisfactory 1
Observation/ Documentation:
All tasks were done with outstanding quality; work
exceeds expectations
4
All or nearly all tasks were done with high quality
3
Nearly all tasks were done with acceptable quality
2
Fewer than half of tasks were done; or most objectives met but with
poor quality
1
Analysis Analysis questions were answered
completely; in depth answers; thoroughly grounded on
theories -Exemplary grammar and spelling.
4
Analysis questions were answered
completely Clear connection
with theories Grammar and spelling are
superior. 3
Analysis questions were not answered
completely Vaguely related to the
theories Grammar and spelling acceptable
2
Analysis questions were not answered.
Grammar and spelling unsatisfactory
1
Reflection Reflection statements are profound and clear,
supported by experiences from the episode.
4
Reflection statements are clear but not clearly
supported by experiences from the episode.
3
Reflection statements are shallow; supported by experiences from the
episode.
2
Reflection statements are unclear and shallow and are not supported by
experiences from the episode.
1 Portfolio Portfolio is
complete, clear, well-organized and all supporting
documentation are located in sections clearly designated.
4
Portfolio is
complete, clear, well-organized and most supporting
documentation are available and/or logical and clearly marked locations.
3
Portfolio is incomplete;
supporting documentation is organized but is lacking.
2
Portfolio has many lacking
components; is unorganized and unclear.
1
Submission Before deadline.
4
On the deadline.
3
A day after the deadline.
2
Two days or more after the deadline.
1
Subtotals
Overall Score Rating based on transmutation:
______________________________ _________________ Signature of FS Teacher above printed name Date
Step 1: Review "Appropriate LearningActivities in the different Phases of theLesson" in Principles of Teaching 1, 2007 by Corpuz, B. and G. Salandalan,pp. 95 - 99and instruction in Educational Technology 1, 2007 by Corpuz, B. P.I . Lucido pp. 36 - 43 and Principles of Teaching2, by Corpuz,B. et al pp. 51 - 90.
Step2 : Observe 1 Resource Teacher on howhe/she go through lesson
development and infer their reasons.
Step 3 Accompl ish Observation Sheet.
Step 4: Analyze your observations.
Step 5: Reflect on your observations.
Experiencing the Teaching- Learning Process
ON LESSON DEVELOPMENT
Name of FS Student______________________________________________________________
Resource Teacher 1______________________ Signature______________Date______________ Cooperating School______________________________________________________________
Target
In this Episode, students must be able to trace how their Resource Teacher develops
his/her lesson.
Map
Observe one Resource Teachers, analyze and reflect on your observations.
To realize your Target, follow the following steps:
FS 2 EPISODE 6
Episode 4:
Field Study
Tool
OBSERVATION SHEET
Name of the Resource Teachers Observed:_________________________________________________
School Address:_________________________________________________Date:___________________
Grade/ Year Level: _________________________________ Subject Area: _________________________
1) Describe how the teacher began his/her lesson. Why do you think did she/he do that?
2) What activity/es did the Resource Teacher ask the learners to do after she/he introduced the
lesson? Why do you think she/he did such?
3) How did she end his/her lesson? Why do you think she/he did that?
4) Did you notice an assessment of learning in the process of teaching? If yes, how was it done?
5) Did you observe if Resource Teacher checked learning at the end of her lesson?
6) Checklist-Of the following, which did you observe? Please check if you observe d the item.
Analysis 1) How should a lesson begin and end?
Teaching Behavior Check here! 1) Connecting lesson to past lesson
2) Introducing the lesson for the day
3) Sharing the lesson objective for the day
4) Motivating the students
5) Students doing learning activity
6) Teacher giving Lecture
7) Teacher checking for understanding
8) Teacher/ Students Summarizing
2) Did you observe any part of the lesson development to have been out of place? Explain your answer.
My Reflections “Tell them what you want to tell them; tell them what you told them.” Relate
this statement to lesson development.
Portfolio Re-construct your Resource Teacher’s Lesson Plan. Your lesson plan must have the parts of a lesson plan. A lesson plan outline may do, provided all parts of a lesson are covered.
Your Rating for this Episode
Field Study 2- Experiencing the Teaching-Learning Process Tasks
Exemplary 4
Superior 3
Satisfactory 2
Unsatisfactory 1
Observation/ Documentation:
All tasks were done with outstanding quality; work
exceeds expectations
4
All or nearly all tasks were done with high quality
3
Nearly all tasks were done with acceptable quality
2
Fewer than half of tasks were done; or most objectives met but with
poor quality
1
Analysis Analysis questions were answered
completely; in depth answers; thoroughly grounded on
theories -Exemplary grammar and spelling.
4
Analysis questions were answered
completely Clear connection
with theories Grammar and spelling are
superior. 3
Analysis questions were not answered
completely Vaguely related to the
theories Grammar and spelling acceptable
2
Analysis questions were not answered.
Grammar and spelling unsatisfactory
1
Reflection Reflection statements are profound and clear,
supported by experiences from the episode.
4
Reflection statements are clear but not clearly
supported by experiences from the episode.
3
Reflection statements are shallow; supported by experiences from the
episode.
2
Reflection statements are unclear and shallow and are not supported by
experiences from the episode.
1 Portfolio Portfolio is
complete, clear, well-organized and all supporting
documentation are located in sections clearly designated.
4
Portfolio is
complete, clear, well-organized and most supporting
documentation are available and/or logical and clearly marked locations.
3
Portfolio is incomplete;
supporting documentation is organized but is lacking.
2
Portfolio has many lacking
components; is unorganized and unclear.
1
Submission Before deadline.
4
On the deadline.
3
A day after the deadline.
2
Two days or more after the deadline.
1
Subtotals
Overall Score Rating based on transmutation:
______________________________ _________________ Signature of FS Teacher above printed name Date
Step 1: Review " Effective Questioning and eactingTechniques" on pp. 161 - 171 in Principles ofTeaching 1, 2007 by Corpuz, B. and G. Salandalan.
Step2 : Observe one Resource Teacher as she/he teaches with the use of an Observation Sheet.
Step 4: Analyze your answers with the aid of questions.
Step 5: Reflect on my observations.
Experiencing the Teaching- Learning Process
EFFECTIVE QUESTIONING AND REACTING TECHNIQUES
Name of FS Student______________________________________________________________
Resource Teacher 1______________________ Signature______________Date______________ Cooperating School______________________________________________________________
Target
In this Episode, students are expected to determine their Resource Teacher’s questioning and
reacting techniques and identify those that promote interaction.
Map
Observe your Resource Teachers’ questioning and reacting techniques based
on your past lesson on “Effective Questioning and Reacting Techniques”.
To realize your Target, do the following steps:
FS 2 Field Study
EPISODE 7
Episode 4:
Tools Score the Resource teacher every time she/he demonstrates any of the following questioning behaviors.
Questioning Behavior Tally of Use Frequency
1) Varying types of questions 2) Asking non-directed
questions
3) Calling on non-volunteers 4) Rephrasing
5) Sequencing Logically
6) Requiring abstract thinking 7) Asking open-ended
questions
8) Allowing sufficient wait time
9) Involving a s many as possible
Write samples of questioned asked under each type.
Types of question Sample questions Asked
1) Convergent Question
2) Divergent Question
3) Low-Level Question
4) High-Level Question
Reacting Techniques Score the Resource teacher every time he/she makes use of any of the techniques.
Reacting Behavior Tally of Use Frequency
1) Providing acceptance feed-back
2) Providing corrective feed-back
3) Giving appropriate praise
4) Repeating the answer
5) Explaining the answer 6) Rephrasing the question
7) Asking follow up questions
8) Redirecting questions to other pupils
9) Soliciting students questions
10) Encouraging through non-verbal behavior
11) Criticizing responding student for his/her answer
12) Scolding for misbehavior or not listening
13) Overusing expressions such as “Okay”, “Right”, etc.?
My Analysis 1) Which questioning and reacting techniques encouraged teacher-student interaction? Which
ones did not?
2) What did Neil Postman mean when he said: “Children go to school as question marks and leave school as periods”? Does this have something to do with a teacher’s questioning and reacting techniques?
Reflections
What do I resolve to do and NOT do in my questioning and reacting techniques so as to encourage teacher-student interaction?
My Portfolio I promote higher-order-thinking skills (HOTS) and interaction for learning by the
kind of questions that I ask. Here are learning objectives. Formulate at least two examples of questions that
promote divergent thinking and HOTS. Junior High School 1) At the end of the lesson, the pupil is able to identify the functions of the organs of
the digestive system.
Write you two divergent questions here!
I promote class interaction by my favorite remarks. Here are five examples of expressions I must use (Product of my research) to inspire my students to be involved in class interaction. e.g. “You are on the right track!”
Field Study 2- Experiencing the Teaching-Learning Process Tasks
Exemplary 4
Superior 3
Satisfactory 2
Unsatisfactory 1
Observation/
Documentation:
All tasks were done
with outstanding quality; work exceeds expectations
4
All or nearly all tasks
were done with high quality
3
Nearly all tasks were
done with acceptable quality
2
Fewer than half of tasks
were done; or most objectives met but with poor quality
1
Analysis Analysis questions were answered completely; in depth answers; thoroughly
grounded on theories -Exemplary
grammar and spelling.
4
Analysis questions were answered completely
Clear connection with theories
Grammar and spelling are superior.
3
Analysis questions were not answered completely
Vaguely related to the theories
Grammar and spelling acceptable
2
Analysis questions were not answered. Grammar and spelling
unsatisfactory
1
Reflection Reflection
statements are profound and clear, supported by experiences from
the episode. 4
Reflection
statements are clear but not clearly supported by experiences from
the episode. 3
Reflection statements
are shallow; supported by experiences from the episode.
2
Reflection statements are
unclear and shallow and are not supported by experiences from the episode.
1
Portfolio Portfolio is complete, clear, well-organized and
all supporting documentation are located in sections
clearly designated.
4
Portfolio is complete, clear, well-organized and
most supporting documentation are available and/or
logical and clearly marked locations.
3
Portfolio is incomplete; supporting documentation is
organized but is lacking.
2
Portfolio has many lacking components; is unorganized and unclear.
1
Submission Before deadline.
4
On the deadline.
3
A day after the deadline.
2
Two days or more after the deadline.
1
Subtotals
Overall Score
Rating based on transmutation:
______________________________ _________________ Signature of FS Teacher above printed name Date
Transmutation of Scores to Grades/ Ratings
Score
20
18-19
17 16 15 14
Grade
1.0
1.25
1.5 1.75 2.00 2.25
Rating
99 96
93 90 87 84
Score
12-13
11
10 8-9
7- below
Grade
2.50 2.75
3.00 3.5
5.00
Rating
81 78
75 72 and below