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prof ed 6 task 2.docx

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prof ed 6 task 2.docx

  1. 1. Principles of Teaching 2 (Prof. Ed 6) AssessmentTask 2 In your own words:  1. Distinguish among approach, method and technique  An approach gives rise to methods, the way of teaching language items, for example, via classroomactivities or techniques. A method is how a language is taught. A method is made up of a set of techniques that are usually reflect a particular view of language teaching.  2. Describe the teaching approaches of the K to 12 Curriculum. Does it in a creative way?  The teaching approaches of the subjects in the K to 12 curriculum “The DEPED shall adhere to the following standards and principles in developing the enhanced basic education curriculum:  The curriculumshall be learner-centered, inclusive and developmentally appropriate.  The curriculumshall be relevant, responsiveand researched- based.  The curriculumshall be culture sensitive.  The curriculumshall be contextualized and global.  The curriculumshall use pedagogical approaches that are constructivist, Inquiry-based, reflective, collaborativeand integrative.  The curriculumshall adhere to the principles and framework of the mother tongue-based/multilingual education (MTB-MLE) which starts fromwhere the learners are and from whatthey already knew proceeding fromthe known to the unknown. Instructionalmaterials and capable teachers to implement the MTB-MLE curriculumshall be available.  The curriculumshall use the spiral progression approach to ensuremastery of knowledgeand skills after each level.
  2. 2.  The curriculumshall be flexible enough to enable and allow schools to localize, indigenize and enhance the samebased on their respective educational and social context.  3. Compare direct and indirect instruction with deductive and inductive methods of teaching. Use a table for comparison. Teaching Inductively Teaching Deductively The teacher presents specific data fromwhich a generalization is to be drawn. The teacher introduces the generalization to be learned. Students are allowed uninterrupted time to observeor study the data illustrating generalization. The teacher reviews the task-relevant prior facts, rules, and action sequences needed to formthe generalization. Students are shown additional examples and non-examples supporting generalization. Students raise a question, pose a hypothesis or make prediction thought to be supported by generalization. Student attention is guided firstto the critical (relevant) aspects of the data supporting the generalization and then to the noncritical (irrelevant) aspects. Data, events, materials and objects are gathered and observed to test the prediction. A generalization is made that distinguishes the examples from the non-examples. The result of the test is analyzed and a conclusion is drawn as to whether the prediction is supported by the data, events, materials or subjects that were observed. Itshould be refined and revised in accordance with the observations.

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