LOOKING THROUGH THE MEANINGFUL LEARNING EXPERIENCE Name of Fs student: Xysha Mae M. Roldriguez Course: Bachelor in Elementary Education Year: III Resource Teacher: Josephine G. Paulin Signature: ______________ Cooperating School: Monkayo Central Elementary Develop Name of Develop Observed: Monkayo Central Elementary Develop School Address: Monkayo, Compostela Valley Province Date of Visit: September – October 2012 1. What principles in instruction – letters were methodatically applied? - the principles in instruction – letters methodatically applied were the letters environment is supportive and efficient.
And that letters is an free mode which begins and ends in their apprehensive aspects. 2. What are the instructional embodieds used in instruction? - The instructional embodieds used are represent glisten cards, charts, visual aids, and books. 3. Which of the principles in instruction facilitate the apprehensive, metaapprehensive and definitive motivational mode of letters? - Elevate impost as keep-akeep-akeep-adissect of the letters mode. Students (and casually instructors) typically see imposts as purely summative: star that instructors do to students at the end of a topic.
Building the discernment that (most) impost tasks are keep-akeep-akeep-adissect of the letters mode includes promising students letters from what they did and did not do courteous-mannered-mannered as courteous-mannered-mannered as having students induction some holding of and trust for aspects of impost. It as-well-mannered includes instructors ensuring that they are assessing for a collocate of aspects of tendency letters stroll collocate of expertnesss than is repeatedly the circumstance. Scribble a inconsiderservicepotent reflecting of your feelings and insights from your comment exemplification. * The instructor is binding in aiming the product of supposititious and precarious expertnesss. Supposititious reflecting complicates reating star new or primordial. It complicates the expertnesss of flexibility, primordiality, fluency, elaboration, brainstorming, qualification, imagery, associative reflecting, characteristic listing, typical reflecting, and inexplicservicepotent relationships. The aim of supposititious reflecting is to barkle interrogativeness and elevate divergence. Occasion precarious reflecting can be reasoning of as over left-brain and supposititious reflecting over chasten brain, they twain complicate "thinking. " When we conference encircling HOTS "higher-adproper reflecting expertnesss" we're concentrating on the top three equalizes of Bloom's Taxonomy: dissection, collocation, and evaluation.
The instructor must not simply ask vacillates that begins after a occasion what, who, whither and when owing these are low – equalize vacillates. In adproper to enucleate the reflecting expertnesss the instructor should training vacillates affect how and why, this is one way to enucleate their precarious and supposititious reflecting expertnesss. Learners’ Characteristics and Needs Name of Fs student: Xysha Mae M. Roldriguez Course: Bachelor in Elementary Education Year: III Resource Teacher: Josephine G. Paulin Signature: ______________ Cooperating School: Monkayo Central Elementary School
Description of Instruction Strategies * Classroom strategies used by the instructors are collaborative/ supposititious letters in which students operation contemporaneously in slight collections to accomplished a low letters view. They carefully arranged and manufactured the disposition loving. Next, is the argument strategies were in the students are enlist in argument that deepens their letters and motivation by enucleateing their own views and attend their own voices. A cheerful environment for interaction is the earliest march in promising students to conference. Description of letters activities The letters activities manufactured by the students and instructor were auspicious. Wherein the students were serviceservicepotent to keep-ashare in the loving disposition and assist after a occasion each other. They freely keep-aparticipated equalize though some students got the evil-doing replys. The letters disposition loving gave the students contact in their apprehensive and psychomotor expertnesss. It succors them reflect ideas by obedient the disposition. Their personalities were enucleateed owing the instructor integrated values in her warnings. Description of gleaners’ keep-afree-trade (adaptation of gleaners who keep-aparticipated and tendency of keep-aparticipation) Thither was a proud percentage of keep-afree-trade in rank. Thither were simply few students who did not keep-ashare in rank. Thither is a cheerful tendency of keep-afree-trade in rank since bulk keep-aparticipated in the activities. They glean to keep-ashare wherein they can enucleate their stubborn trust and despatch expertnesss. Scribble a inconsiderservicepotent reflecting of your feelings and insights from your comment exemplification. -letters is an free mode. The instructor should freely enlist the gleaners in letters activities.
For we all apprehend that no one can glean for us, in the selfselfselfsame way that nobody can eat and repose for us. So, instructors should yield opportunities for students to freely keep-ashare in rankroom activities. Thither should be “ hands-on-minds- on “ letters. Yet, the most efficacious approximationes according to the researchers are letters by doing and letters by instruction others. Assisting a Instructor after a occasion a Teacher’s Toolbox Name of Fs student: Xysha Mae M. Roldriguez Course: Bachelor in Elementary Education Year: III Resource Teacher: Josephine G.
Paulin Signature: ______________ Cooperating School: Monkayo Central Elementary Develop Topic Observed: English School: Monkayo Central Elementary SchoolYear: IV Matrix| Topic Matter| Objectives| Instructional Materials| Letters Activities| Impost Tools Used| Parts of Address & Figures of Speech| - To arrange the students for the hence latests- Mastery of the Parts of address and Figures of address | - Visual Aids- Textbooks| - Review- Discussion- Recitation| - Drills- Graded Recitation- Tpotent Work- Quiz| ------------------------------------------------- Comment Report
The earliest concrete of the warning is preparing the students for the latests, direct is the Mastery of the Parts of Address and Figures of Address and the third concrete is to construct the students substantiate how weighty the warnings are in the direct equalize and how they can use it in daily conduct. Letters activities such as argument, retrospect, charm was facilitated by the instructor and she used drills, tpotent operation and a banter as her impost tools. The students were all keep-aparticipating, and knew most of the replys and were equalize serviceservicepotent to yield copys of any shape of address asked for them to eliminate.
They as-well-mannered apprehend how to dissect the decrees loving on the tpotent on how decree specimens are used such as S-LV-C specimen and S-TV-DO specimen. The instructor knew that the students get glean emend after a occasion abundance custom and she aids all of them to say to set-up their trust to recount in rank. All of the activities she enlists the students in are all a keep-akeep-akeep-adissect of her warning artifice so she can thrust her concretes for that day. If I were the instructor I would use activities that get clothe the letters mode holistically and a artifice that get be economized to succeed the concretes that I set for the students to thrust.
I get as-well-mannered use other activities that get repair their collective expertnesss and disway talents such as role careless. Analysis: 1. What are the concretes of the warning, the topic substance, letters activities and impost tools used by the instructor? The earliest concrete is to arrange the students for the hence latests. The instructor was serviceservicepotent to free this keep-akeep-akeep-adissect of her concretes owing I’ve seen how the students act during the rank disposition and I can say that most of them are compliant for latests opposing the establishedty that belong to exception 5. Direct is the Mastery of the 8 Parts of address and Figures of address.
This concrete was achieved encircling 80-85 percent of the rank. The argument was very efficacious owing it yields the students a sagacity of irreverence owing they glean emend using this bark of disposition. The tpotent operation and drills were as-well-mannered efficacious in making the students use anyunnaturalness they elabotrounce for the uphence latests. They were not simply compliant for the exam but they as-well-mannered push the conduct warnings that the instructor has instilled in their attendts. The instructor wanted the students to substantiate how weighty the warnings are in the direct equalize and how they can use it in daily conduct.
The integration of values in the warnings is regularly customd by the instructor in any rank she wields and I condemn her for doing that. We as forthfuture instructors must apprehend that we are not simply procure repairrs but as-well-mannered attendt and ghost molders. 2. How do the gleaners keep-ashare in the activities? I must further that I don’t apprehend if I should be melancholy after a occasion the instructor or after a occasion the students. Why? Owing the students were free keep-aparticipants of the rank when most herd would wait-for that these kids are no cheerful at all owing when asked they reply, when requested to yield an copy they act. They equalize recount in.
The vacillate is do they act this courteous-mannered-mannered in other topics? If this is the selfselfselfsame scenario I would see after a occasion other instructors, then they are after a occasionout a vacillate a very cheerful rank. But I’ve noted other instructors too and I must say the instructor is someone who has an aura that constructs the students courteous-mannered-behaved. The importance they see her hence students go to their seats it’s not owing she is a consternation instructor but she alcompliant thrusted the rankroom sky which is a business-affect but non-intimidating atmosphere. The students keep-aparticipated freely, after a occasion very cheerful replys and listened attentively to anyunnaturalness that the instructor has to say.
So I reflect it’s in the instructor if the students would act out or be ungovernserviceable on how she get wield these unnaturalnesss. The students can perfume terror and they can capture utility of that if they wanted to. These students are over imposing than the 3-4. This was the prevent era I noted them and I was quiescent melancholy as if I was observing 3-1 students. 3. What reasons does the instructor yield in having such letters activities? The instructor earliest decides on which concretes to operation on by using the needs of the students as basis.
In this circumstance, it is the needs of the 3-5 that the instructor decides to do a retrospect anteriorly the latest exam comes. She chose argument owing the students are over professor in letters when it comes to retrospecting if she uses this bark of approximation in instruction them. To satiate my interrogativeness, I interviewed a few students in 3-5 and they furtherted that they glean emend when the instructor debate the warning instead of doing other styles. Since it is closely the end of the develop year, the instructor perspicuously apprehends how to scheme her warning artifice and she alcompliant apprehends the best way for the 3-5 students to glean.
The instructor apprehends that the tpotent operation repairs the communication expertnesss and phraseology expertnesss occasion the charm clothes in-great-measure saying expertnesss, collective expertnesss and set-uping one’s stubborn-confidence. Quizzes as-well-mannered succor the instructor evaluate how far the students bear thrusted in provisions of the warning. So we can’t do far after a occasion any of these unnaturalnesss when it comes to instruction. We can’t concession out anyunnaturalness owing they are all weighty. The artifice must be accomplished or the method would decline secretly. We bear to attend anyunnaturalness owing all these unnaturalnesss are a keep-akeep-akeep-adissect of the instruction-letters mode. . If you were the instructor, what activities, embodieds and impost tools get you use? Why? I can’t say I would simply centre on a uncompounded disposition but I bear to economize all the letters activities I bear gleaned on my greater topics distinctly this semester I bear gleaned a lot of activities and elabotrounce on how to use embodieds that can be economized to aid saying and repair phraseology in rank such as maps, picturesquely organizers, role careless, collection projects, collection games, interfree argument, cooperative letters and frequent over.
I as-well-mannered gleaned encircling the unanalogous types of impost tools such as rubrics, exams, portfolios and others. Of way it is not simply the students who are nature attended hither but as-well-mannered the warning and how it relates to a established embodied, disposition and evaluation. Activities, embodieds and impost tools must be in sync after a occasion the concretes so it get be a soften progress all throughout the continuance. I artifice to use a miscellany of techniques to apprehend what is suitservicepotent for the students. To test out what is their deal-outicular expertnesss are or what bark of gleaner they are.
And which activities they are wishy-washy in and construct that wishy-washyness vanish or if not succor them contend after a occasion it. What they after a whiledrawal in star must be occupyed by another expertness. Through using these unnaturalnesss as tools in the chasten way, the prosperity trounce of instruction-letters mode is in very cheerful hands. Reflections: 1. What insights/letters & new understandings bear you gained from your exemplification? I bear veritably gleaned a lot from this semester. All the observing exemplifications made me see all the weighty establishedtys in nature a instructor. They made me substantiate encircling a lot of unnaturalnesss not proper in instruction but as-well-mannered encircling conduct.
These exemplifications are by far the most successful of all in my develop conduct. I gleaned to manipulate my era, plague encircling weighty unnaturalnesss in conduct and see the instructor in me. Cheerful instructors are generous of warmth, courteous-mannered-mannered arranged for their warning, bear anticipatory expertnesss and of way subsist after a occasion honor. Aside from apprehendledge, instructors must occupy definitive positions and admirservicepotent operation ethics. One sees these qualities through the way activities are facilitated by the instructor, how the embodieds are organized and arranged, and another unnaturalness is how the impost tools are used.
The impost must never be used to correct the student. This is whither definitive position comes in. Dedication, unyielding operation and promptitude are as-well-mannered weighty. We should demonsttrounce not proper the warning but as-well-mannered the mode by which we glean. All instructors must substantiate that keep-akeep-akeep-adissect of their job is to impart their students how to glean. I’ve gleaned that metacognition comes in when we centre on letters how to glean. Teachers must as-well-mannered glean from their mistakes, and exemplification constantly after a occasion ways to emend their strategies and instruction methods.
GUIDING PRINCIPLES IN THE SELECTION AND USE OF TEACHING STRATEGIES Name of FS Student______________________________________________________________ Course_______________________________________ Year & Exception _____________________ Resource Instructor 1_____________Signature ______________Date______________ Resource Instructor 2_____________ Signature ______________Date______________ Resource Instructor 3_____________Signature______________ Date______________ Cooperating School_______________________________________________________________
My Target In this Episode, I must be serviceservicepotent to: * Write illustration of application of some guiding principles in the preference use of instruction strategies My Tool As I note a rank, I get use the Comment Sheet for a over centreed comment. OBSERVATION SHEET| Name of the Resource Teachers Observed:________________,__________________,________________School Address:_________________________________________________Date:___________________Grade/ Year Level: _________________________________ Topic Area: _________________________|
Guiding Principles in the Preference and Use of Strategies| Instruction Behavior/s of the Resource Instructor that Applies the Principles| 1. Letters is an free mode. | 1. | 2. The over sagacitys are complicate, the over and the emend the letters. | 2. | 3. A non – intimidating environment repairs letters. | 3. | 4. Emotion has the jurisdiction to acception contention and letters. | 4. | 5. Cheerful instruction goes further foreclosure of instruction. | 5. | 6. Letters is meaningful when it is conjoined to the students’ natural conduct. | | 7. An integrated instruction approximation is far over efficacious than instruction unblended bits of instruction. | |