Diese Präsentation wurde erfolgreich gemeldet.
Wir verwenden Ihre LinkedIn Profilangaben und Informationen zu Ihren Aktivitäten, um Anzeigen zu personalisieren und Ihnen relevantere Inhalte anzuzeigen. Sie können Ihre Anzeigeneinstellungen jederzeit ändern.
F i e l d S t u d y 2 Page 1
Field Study 2
(Experiencing the Teaching-Learning Process)
MEANINGFUL LEARNING EXPERIENCES
DI...
F i e l d S t u d y 2 Page 2
Activities
(partly of the
brain-based
were adopted)
flash cards,
pictures, Activity
Notes
Tas...
F i e l d S t u d y 2 Page 3
Teaching  Pictures
 Notes
Reflection:
In the secondary level, the students were almost at t...
F i e l d S t u d y 2 Page 4
ENRICHING LEARNING
In completing this task, I will be choosing the section onyx of the fourth...
F i e l d S t u d y 2 Page 5
Most of the students were attentively listening to her lesson; however, due to the fact
that ...
F i e l d S t u d y 2 Page 6
because not all learners have the same level of learning as others would do. As a teacher to ...
F i e l d S t u d y 2 Page 7
alkenes.
a. Cis-2-pentene
b. Trans-2-pentences
Test II-Write a balance equation for the chlor...
F i e l d S t u d y 2 Page 8
in school that were related in those students who have the chance to go outside the countries...
F i e l d S t u d y 2 Page 9
F i e l d S t u d y 2 Page 10
F i e l d S t u d y 2 Page 11
F i e l d S t u d y 2 Page 12
DAILY TIME RECORD
F i e l d S t u d y 2 Page 13
Nächste SlideShare
Wird geladen in …5
×

Experiencing Teaching-Learning Process

8.500 Aufrufe

Veröffentlicht am

This post is based on my field study that I did conduct for the three quarters of the year 2014. You may seem not to approve some of this idea, but please correct me if I am wrong. Most of the things contain here were based on my own opinion. I am very welcome to some ideas that you may share on this subject matter. Thank you and hope it will be a help for those people in search for the same studies.

Veröffentlicht in: Bildung
  • How can I sharpen my memory? How can I improve forgetfulness? find out more... ★★★ https://bit.ly/2GEWG9T
       Antworten 
    Sind Sie sicher, dass Sie …  Ja  Nein
    Ihre Nachricht erscheint hier

Experiencing Teaching-Learning Process

  1. 1. F i e l d S t u d y 2 Page 1 Field Study 2 (Experiencing the Teaching-Learning Process) MEANINGFUL LEARNING EXPERIENCES DIFFERENT LEVELS METHODS STRATEGIES INSTRUCTION AL MATERIALS ASSESSMENT TOOLS BEED PRESCHOOL Direct Instruction Demonstration Pictures, Colored Papers, Books, White Board, White Marker, Flash Cards  Balance Assessment  Portfolio Assessment Reflection: Preschooler is the first stage that a child goes through schooling. They possess a lot of curiosity within them that everything new to them is something important yet they are still incomplete. Like that of white blank papers, they need for the teachers to be more careful in teaching them is required. They need to use suitable strategies for them to apply, and make this experience in a more meaningful and fun way. Aside from that given detailed in the above information, the teachers of the preschooler in the AKIC-SLS were more on cognitive side of thinking. Inside the classroom, the most dominated were the teachers who control everything inside the class, and the one who gives the lesson. Since the kids were yet to learn something important, they are somewhat very dependable on what the teacher would teach to them. The meta cognitive part in this level was very low as based on my observation at the said school. However, the positive motivational processes on this level were high. Preschoolers were new to this kind of idea of going to school. For almost years they stay at home and always do things with their parents, due to this changes the teacher in this level were required to motivate their students more in order to cope up with the changes they were going to enter and can adjust with the peers of classmates they have. Primary Deductive Method  Active Review  Hands-on Black and white board, Chalk, white marker, Text Books,  Balance Assessment  Short Assessment
  2. 2. F i e l d S t u d y 2 Page 2 Activities (partly of the brain-based were adopted) flash cards, pictures, Activity Notes Tasks  Performance Assessment Reflection: In every stage of learning, a new step up comes with a new learning that leads the learner to another foundation that builds their future. I assume that in this primary level includes the elementary grade level 1-3 In regards with the cognitive abilities of the learners, this part of ability is highly enhanced during their prime level of their years as to develop their knowledge, comprehension on a certain subject matter given, and apply it to a certain degree to were the lessons is applicable to. The analysis part starts in this prime level that trained the students analyzing a certain subject matter that leads them to present their ideas based on their understanding. Metacognitivie on this level were kind of low. However, the positive motivational process still exists in this part, since learners need to instill them the excitement and the goods of learning. . INTERMEDIA TE LEVEL  Deductive Method  Demonstr ation Method  Brain- based Strategies  Interactive  Black and White board  Chalks  Text books  Pictures  Maps  TV  CDs  Ink  Activity Notes  Short Assessment  Balance Assessment  Performance Assessment  Portfolio Assessment Reflection In this level of learners, they are starting to learn how to analyze thing, make their own choices and create their own ideas that could help them do the utmost in the task that were given to them. Cognitive are still highly present in this level for the reason that this would let learners to learn the basic and be the reason for them to create new ideas. Meta cognitive is starting to take this stage for the learners. In the AKIC-SLS, they are required to motivate the students further to achieve their optimum level in learning, and realize their own potential with their own efforts. BSED HIGHSCHOOL LEVEL  Inductive Method  Brain- Based Strategy  One that tries to connect to the students’ lives  Interactive  Reflective  Chalk Board  White Board  Marker/Perman ent Ink  Journal Writing  TV  CDS  Laptop  Text Books  Charts  Short Assessment  Even Tasks  Portfolio Assessment  Balanced Assessment  Portfolio Assessment
  3. 3. F i e l d S t u d y 2 Page 3 Teaching  Pictures  Notes Reflection: In the secondary level, the students were almost at their heights of learning and enjoying most of their youth at school. As a teacher, you can expect that some of the students that one’s teaches were somehow knows how to find their own answers in a certain inquisitiveness that pops out inside their mind. They’ve become adventurous and hungry for seeking wider perspective. In this respect, they ought to fill some information they needed and cognitive is a part of those requirements. In this regard, the section Pearl of the third year in the AKIC-SLS were of course already at this stage where teachers were giving them detailed of information that they needed in pursuing and attaining what they need in life. Most of these students were very attentive on the day that we had our observation inside their class. As what I’ve mentioned earlier on, this kids already know something since they already have the abilities to search for something they are curious about so in return, meta cognitive were highly being used in this stage of learning. The teachers were also motivating the students through giving positive feedback when they answers a certain question. An example of this was when this section had their bio chemistry subject, and teacher required them to answer a certain equations. Some of these students didn’t have the correct answer and the best thing in this part was that the teacher gave positive feed backs instead of giving them the negative words that shouldn’t be the appropriate thing to do.
  4. 4. F i e l d S t u d y 2 Page 4 ENRICHING LEARNING In completing this task, I will be choosing the section onyx of the fourth year level in giving an insight on this part of FOCUS. Together with this, I choose the class of Ms. Precious Jessica Estomo, the only teacher of the history class in the secondary level. Subject Teacher’s Activity Learning Behaviors Theories Applied by Teacher Suggested Activities Reason for this suggested activities. History Discussion in relations to the medieval era and mostly on the culture of the priest during those times and in the renaissance. The learners were silently listening to the teacher and some students felt asleep. Formal theory of teaching Motivational activities. Ice Breaker Presentation through power point. These activities were being suggested for the students to be inspired more. Reflection: The class that I have chosen in this part of learning was the class of Ms. Estomo as mentioned above this paragraph. This lesson of her happened last February 2, 2014 with a time range of 1:00 to 2:00 in the afternoon. Based from the time, we could consider this as a siesta time, where most of the students could possibly undergone in the sleepy mode while listening and how much more if you connect the lesson to history, where most of the lesson where like story telling. In that afternoon session, Ms. Estomo discusses about the medieval and the renaissance era that give them some glimpse in pertains to the culture of those days, and part of this were the attitude of the priest aforetime The teacher has this confidence which I really admired due to her professional attitude inside the class. She indeed give the lesson in a very detailed manner, and even set her thesis as a sample as to give the students a more concrete idea on the subject matter all about. As I observed, I could consider that the teacher applied the so called Formal Theory of Teaching. This theory pertains to metaphysical and epistemological propositions. History can be classified in this kind of propositions in the since that this subject matter is all about studying the fact of what had happen in the past. Concentrating in this part of knowledge, the students were obtaining a foundational knowledge that was adopted previously and could possibly be adopted by the students themselves if they want to
  5. 5. F i e l d S t u d y 2 Page 5 Most of the students were attentively listening to her lesson; however, due to the fact that it was afternoon, some other students were somehow in the sleepy mode. I could suggest that it would be a good activities if she added a spice in her lesson like that of giving them a motivational/inspirational quotes, or they could do some ice breaker in order to stimulate their sleepy mind and focus on the subject on hand again. ENRICHING LEARNING Observation/ Narrative Report In this episode, I’ll be picking the section Pearl of the third year as my subject of interest. When we got there, it was their subject teacher in Bio-Chemistry who was there conducting a discussion on a certain formula about chemistry related topic. Everyone inside the class room where concentrating about this subject matter. Maybe this is because, the teacher made a groups out of this class and they were given the task to solve a certain chemistry formula. Upon solving the problem, students were required to discuss the given problems by a representative from their group. On this idea, nobody goes against this will of the teacher, and they were given 5 minutes to solve, and to think about the answer. This made the students all in focused in discussing and solving the certain problems applying how they understand the topic mentioned to them. Their interaction seems not to be like that of what I expect. I was expecting they were going to formulate a circle by group and discuss among them about the answer. Their interaction in solving the problem was lesser, since most of them were quite solving the answer each of their own. I am assuming in this kind of situation that the group already designated one of their group mates to answer, and explain the assigned task. When the time ups, each group prepared their selves and adrenaline rush comes. As they answer the question in front of them, they seem to be quite shy, but got the guts to discuss it within the class. As the teacher were backing up their answer and asking them a few question on this regard, the reporter seems to give a less answer in one question without expanding their answer as to be more detailed. While one of them was explaining, some students were very talkative, other talk about the lesson and the students at the back were discussing other matters, which their teacher noticed after a minute. Their teacher interaction were very formal inside the class, some students were freely expressing their feelings and easily conveyed their ideas and thoughts to their teacher confidently. The teacher indeed told us that she was very dependent on the lesson plan that were being made and was being applied of course. It was then unfortunate for us that that time that we entered in her class was their review of their past lesson in preparation of their examination. From the way I did observed, there were no other instrumental materials that were being used on this part of the lesson except using whiteboard and chalk board. She didn’t use any further IMS in enriching her lesson for her kids. As I observed this session of class, I did realize how important it is for a teacher to enrich her Instructional Material as an additional learning for the students. In having a complicated subject such bio-chem, one need to find an alternative that could let the children learn the lesson in a manner that they could conveniently do the learning at their own pace. This probably could be enhancing one’s instructional matter as I’ve mentioned before or this could be through giving them an additional easier task for them to evaluate more on their learning
  6. 6. F i e l d S t u d y 2 Page 6 because not all learners have the same level of learning as others would do. As a teacher to be, I indeed realize how important to match your objective to the assessment that will be given to you student that is written in the lesson plan. Below this is the lesson plan for that specific subject of Ms. Hanefah Sahraman A Semi-Detailed Lesson plan for Third Year High School Objectives At the end of the period, the students are expected to: A. review the nomenlature and stucture of alkenes. B. Write evaluations predicting the product of addition reactions of alkenes and alkynes; hydregenation, halogenation, hydration, and hydrohalogenation. C. Apply Markvrikov’s rule to predict the major and minor products of the hydration and hydrohalogenation reactions of unsymetrical alkenes, and D. Write an equations representing the formations of additional polymers of alkenes. Subject Matter Topic: Reactions Involving Alkene and Alkyne Time allotment: 4 meeting References: Caret, Dnniston and Toping: General Organix and Biochemistry. Sixth Edition, Mc Gnaw Hill International Edition pg. 374-387 Teaching Strategies A. Pre-assessment Prayer Checking Attendance B. Motivation Review the class on the nomenclature and structure of alkenes and alkynes. C. Lesson Development 1. Discuss HYDOGENATION as the addition of hydrogen (H2) to a carbon- carbon double bond. 2. Emphasies on the action of catalyst on the reaction. 3. Show the general innovation for alkene. 4. Show examples of the hydrogenation 5. Discuss HALOGENATION as the addition of Halogen (Cl2 or BR2) to a double bond. 6. Show the general equation for alkenes and alkynes. 7. Show examples of the halogenation. 8. Emphasize the rule of Markovnikor’s in which the carbon of the carbon double bond that originally has more hydrogen atoms receives the hydrogen atom being added to the double bond. 9. Discuss HYDRATION as the abilities of H2O to an alkene and alkyne. 10. Show the general innovation for the hydration of both alkene and alkyne 11. Discuss HYDROHALOGENATION as the addition of hydrogen(HBr, HCI or HI) to an alkene or alkyne. 12. Show the general equation of the hydrogenation for both alkenes and alkynes. 13. Show some examples on the hydrohalogenation of alkene. Evaluation Strategies Test 1 Write a balance equation for the hydrogenation of each of the following
  7. 7. F i e l d S t u d y 2 Page 7 alkenes. a. Cis-2-pentene b. Trans-2-pentences Test II-Write a balance equation for the chlorination of each of the ff. alkenes a. 2,4-Hexadine b. 1.5-Dibromo-2-pentene Test III- Write balanced equation for the hydration of each of the ff. alkenes. a. 1-Butene b. 2-methyl-3-hexene Test IV- Write a balanced equation for the hydrobromination of each of the ff. alkenes a. 2-Pentene b. Propene ASSISTING A TEACHER I did ask Mam Namraida Uy, the adviser of the third year section pearl about a student who needs a certain assistance on a certain skills. She then indeed recommended me a certain students of her who wanted a help in regarding with her self confidence, and enchance her leadership skills. Though I am not the typical leader type of a student when I was young but I did my best to tell what I’ve learned and gather few details that could help the student in boosting ones’ confidence. The student name was Dimatingcal, Lomayna A. One fine day, I did meet with this student. I did have some conversation with her because getting along well with each other is the important factor in order to achieve a greater good lesson between a teacher and a learner. Ms. Lomayna talked about leadership, and all kinds of program
  8. 8. F i e l d S t u d y 2 Page 8 in school that were related in those students who have the chance to go outside the countries as an exchange student. A part of this, she mentioned about a certain opportunity that works in this institution and this is in relation with the Leadership Institute. Those students who where under this were given a 10% discount out of their tuition fee. There were certain phases that needs to call for in order to ahieved this opportunity by a student to do so. As the student continues, she did mentioned that she wanted to have that kind of opportunity but she is having hard time boosting her confidence. After letting her talk about many things, I did share what I did know about this part. One thing I’ve mentioned to her is that keep dreaming on. Achieving something will come to you if you do the hard work. I did tell her about my personal issue about this confident part and relate it with what they have right now which until right now is something I couldn’t settle yet. After this meeting, we did held our another meeting, and their I handed something to her. I gave her a certain advice that I did get from the book of dale carnage on “how to when people”. In this book contains an advices that could help her. I did summarize this book and get the specific detailed on this part. After a few discussion that take us for almost One hour, I gave her a task that she will not forget. I did ask her some question that could back up her learning on our topics and other personal issues. From the evaluation time, she did answered me with right answers. Aside from this task, I pick a certain speech that she will read in front of me. She then delivered the speech and after a minute of reading, I did admired how she gone through reading every line with confidence. Based on my observation, she has a lot of improvement and with a right teaching and advice she could go further confident enough. SCHOOL ENVIRONMENT Below here were the pictures we took in the school we did observed on that day:
  9. 9. F i e l d S t u d y 2 Page 9
  10. 10. F i e l d S t u d y 2 Page 10
  11. 11. F i e l d S t u d y 2 Page 11
  12. 12. F i e l d S t u d y 2 Page 12 DAILY TIME RECORD
  13. 13. F i e l d S t u d y 2 Page 13

×