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FS 4: Episode 5

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FS 4: Episode 5

  1. 1. Name of FS Student: Ma. Cristina D. PanganoranCourse & Year: BSE-3 EnglishStudent Teacher: Mrs. Grace Z. Gonzales Signature: ________________ Date Signed: ______________Cooperating School: Holy Cross College (High School Department)Instructor: Mrs. Gloria A. SilvaDate of Submission: October 3, 2011Date Submitted: October 3, 2011
  2. 2. Student Teacher: Mrs. Grace Z. GonzalesCooperating School: Holy Cross College (High School Department)Class Taught: 3-1Date of Interview: September 30, 2011 I I A MatrixA. Intended Curriculum B. Implemented Curriculum C. Achieved Curriculum1. Consolidate and report Pre-Listening Activity The implemented pre-information gathered from 1. Morning Prayer listening activity gave thean interview 2. Checking of attendance students an idea on what 3. Motivation: The student will be their lesson about2. Interpret quotations teacher showed a picture of a and helps them to be in boy praying and asked the condition of the3. Give the importance of following questions: presentation that will beprayer a. What can you say about the given by the student teacher. picture?4. Identify the speaker and b. Why do you think he issignificant details in a praying?listening text c. Do we need to pray? Listening Activity: The students were able to 1. The student teacher read understand the text more by the text to the students and reading along silently while also advised the students that listening. they can read along but silently. In this activity, the 3rd and Activity 1: 4th objective was fulfilled. Student teacher pauses to give The student teacher found students time to answer out if the students really questions after the entire understood the text by listening text was read out hearing the answers of the loud. students as they recited to These were the following give their response or questions: reaction. 1. Who do you think is The students were able to speaking? tell the importance of prayer 2. How can you tell? and they were able to 3. What is the topic of her talk? Identify the speaker and 4. What information does she significant details in the give about prayer? listening text. 5. Do you pray by yourself? 6. What do you usually say? 7. Where do you pray? Aside from church. 8. Is it important to pray? Why? Activity 2A: Student teacher instructs Activity #2 gave the student students to interview teacher a pretty good idea classmates using a sheet of on how the students paper with a question: What conducted this activity and
  3. 3. do you usually pray for? how the fruitful theUnderneath the question is the discussion they had was.following checklist: Students have splendidly1. For a successful career combined their information2. For a sick loved one and report gathered details3. To find my ideal from an interview.man/woman4. To win a million pesos5. For health and happinessActivity 2B:After the interview session,the student teacher dividedthe class into 4 groups. Eachgroup will discuss about theirfindings during their interviewwith their classmates and thenappoint a leader who willdeliver the group’s output infront of the class.Activity 3A: Activity 3A and 3B was usedThe student teacher uses the to evaluate the students’same grouping for the performance.interpretation of the following Student teacher used rubricsquotations: to determine the grade for1. “Whatever you do to the the students.least of My brethren, you do Open-criteria were used tounto Me.” let the students know the set2. “How can you say you love of standards being used toGod whom you do not see, if grade them.you cannot love your neighborwhom you see?” The following was the3. “Seek ye first the kingdom rubrics used. This gaveof God and His righteousness.” students a chance to try and4. “Do unto others as you get the perfect score ofwould have them do unto twenty (20)you.”Activity 3B: Criteria for activity:The student teacher gives the 1. Ideasstudents some time to discuss 2. Organizationand compare their own ideas 3. Fluencywith each other in interpreting 4. Group Dynamicsone of the four quotations onthe board; afterwards, the The points were as follows:appointed leader will deliver 5= very goodthe group’s output in front of 3= goodthe class. 2= needs improvement There were 4 groups in the class, 2 groups got a perfect score of 20 points each, while the other 2 groups got 18 points each. They were in
  4. 4. the top section of the school and they were all very cooperative. Even labeled “my dream class” by the student teacher. Activity 4: Giving of Assignment The student teacher gave an This will further enhance the assignment to the students students’ ability to conduct which will allow them to an interview and gather interview 5 persons in their data. neighborhood about their prayers and their relationship with God. The materials used were the The materials used were following: effective, time saving for the activity, very appropriate 1. Picture and valid when it comes to 2. Reading/Listening Text the congruency of the I I A 3. Interview sheets curriculum.Analysis:1. Does A Match with B? Explain. Yes. The first objective is to consolidate and report information gathered from aninterview, while in the implementation part, the students were asked to interviewclassmates about what they pray for and accomplish the checklist on the interview sheetand then combine their findings with their group. The Implemented curriculum containedthe following interview sheet example: Interview SheetPlace a check on the opposite side of the prayer the interviewee usuallyasks God for. Question: What do you usually pray for?Pray:1. For a successful career =22. For a sick loved one =43. To find my ideal man/woman =24. To win a million pesos =35. For health and happiness =9
  5. 5. I suppose that this question is appropriate for the first objective since it satisfied theintention of the curriculum. The second objective is to interpret quotations; the implementation part coveredthis during the Activity 3A:The student teacher uses the same grouping for the interpretation of the followingquotations:1. “Whatever you do to the least of my brethren, you do unto me.”2. “How can you say you love God whom you do not see, if you cannot love your neighborwhom you see?”3. “Seek ye first the kingdom of God and His righteousness.”4. “Do unto others as you would have them do unto you.”What is the objective of eachsection?These quotations helped the students to combine their ideas and understanding of thequotations assigned to them. This also made them contemplate and realize how close theyare to God, what is their current relationship with God and how they will be able to beeven closer to God. The third and fourth objective was covered during the listening and reading activity.During this time, little by little the student teacher was able to facilitate the analysis andsynthesis of the students’ ideas. The questions gave the student teacher a very smooth discussion and at the sametime, targeted the objective at hand.These were the following questions:1. Who do you think is speaking?2. How can you tell?3. What is the topic of her talk?4. What information does she give about prayer?5. Do you pray by yourself?6. What do you usually say?7. Where do you pray aside from church?8. Is it important to pray? Why? The third objective was to give the importance of prayer. The number 8 questionmatches up in a very good way for the third objective to be fulfilled. While the questions 5-7 give importance to the students own experiences to better relate themselves to the text. The last objective was to identify the speaker and significant details in a listeningtext. The questions number 1-4 really hit the spot for this objective. After analyzing the detailed lesson plan and hearing the views of the student teacherI am able to truly claim that the Intended and Implemented curriculum matched well witheach other.
  6. 6. 2. Does B Match with C? Explain. Yes. The activities in the implemented curriculum match up with the achievedcurriculum because the activities were in preparation for the evaluation process. Theyharmonized because the activities were a good way of giving the students a chance to talkmore and exchange ideas which will really help them during the evaluating part of theirgroup performance based on the rubrics that the student teacher prepared. In activity 3Aand 3B the students were graded according to their group dynamics, meaning how welleach member participated, ideas, fluency or natural flow of words and organization of theideas or the coherence of the oral presentation.The table below is the score sheet for the evaluation. Score Sheet Ideas Organization Fluency Group Total Points DynamicsGroup 1Group 2Group 3Group 4The following table is the rubrics used to grade the students. Analytic Rubrics: Criteria 5pts. 3pts. 2pts. All ideas make Not all ideas make All ideas make sense. sense. Stays on sense. Some parts Ideas Stays on track. Includes track. Includes go off the track. many interesting details. some interesting Does not have details. interesting details. Strong beginning Weak beginning. Strong beginning and and most Few sentences tie sentences are tied sentences are tied Organization together. Details are together. Details are together. Details mixed-up or not in presented in order. are somewhat order. presented in order. Presentation begins with Presentation different words some begins with Many sentences sentences are short and different words. begin with the same some are longer and Some sentences Fluency words. Most of the complex. Many power are short and sentences are short. words were used. Ideas some are long. Few words are used. are expressed in Some power words interesting ways. were used. Most members Few members were All members were able to were able to able to contribute contribute ideas and Group Dynamics contribute ideas ideas and few organized the final output and organized the organized the final together. final output. output.
  7. 7. The criteria used in the analytical rubrics to grade the students’ performance werereally connected to the activities that served as preparation and application of theknowledge that the students have gained.3. Does A Match with C? Explain. Yes they do match. The Intended curriculum is congruent to the evaluation madebecause in the previous number, I have shown the rubrics which had the criteria forgrading the students’ before, during and after their presentation.I’ve put the criteria from the rubrics on the side of each objective below:1. Consolidate and report information gathered from an interview – Group Dynamics2. Interpret quotations – Ideas, Organization, Group Dynamics and Fluency3. Give the importance of prayer – Ideas (individually)4. Identify the speaker and significant details in a listening text – Ideas (individually) Before the presentation, the students were able to combine gathered informationand afterwards report the details they have gathered during the group discussion. This isobjective #1. In objective #2, the students were evaluated based on their presentation andinterpretation of the quotations which was also a way to observe their religious side. In the time of discussion of the reading text, the importance of prayer, identifyingthe speaker and significant details were tackled which is in the objective #3 & #4. Though not everything was in the evaluation activity, the teacher can alwaysobserve and assess the students during any part of the class period, whether it is in themotivation, activity, or application and assignment.Reflections:1. How would you describe a school curriculum where the intended outcomes doNOT match with the implemented activities, materials & achieved results? It would be called a “chaotic” curriculum or I could call it unorganized and not well-prepared. If it does not match then it shouldn’t be taught to students at all because it won’tmake any sense. It will only be a waste of time. The lesson plan I used was from a student teacher. Every teacher gets the choice ofwhat kind of listening/reading text to use, what materials and type of evaluation tools touse. It clearly passes the “so what” and “stranger” test because even though I am not yet ateacher, I clearly understood how the lesson went on just by reading the lesson plan once.What more if a professional teacher would see it? It would be even easier for such experts,right? It’s a “so what” test passer too because the student teacher I interviewed clearlystated how the lesson will benefit them if they learned how to do it. Especially because itwas taught to 3rd year high school students, the lesson became a training ground forthem, since they will be using the skills they learned for more years to come. Since theschool is a catholic school the lesson was very appropriate to teach and it combines notjust the task-based syllabus for English lessons but also the C.L.E. subject.
  8. 8. 2. In writing your lesson plan would you consider matching the intended,implemented and achieved curriculum? Why? Of course I will. My first experience about the curriculum matching was when Ipresented a “demo” for one of my major subjects, “The Teaching of Listening andSpeaking”. The major comment I got from my teacher that I could never forget andengraved in my heart and mind was, “One of your most important objectives was notgiven enough activity and should have been also assessed during the evaluation.” From that day forth I’ve been very particular with making the activity andevaluation congruent to the set of objectives. I actually just finished typing my lesson planfor my demo in “Developmental Reading” last week; it took me a while to finish it becauseI was so particular with the congruency of all my objectives versus my activities andevaluation. It’s not easy to do it so it needs a lot of experience, creativity, focus anddetermination to produce the ideal lesson plan. Even if I spent time and effort for it I doubtif it will be perfect since I still lack long years and extensive practice. Mastery is one of thekey points in writing lesson plans though most people say I won’t be able to actually use itin the field because they say the lesson plans are different now (UBD), but still I know thatwriting lesson plans will help me a lot to enhanced my understanding and help mecomprehend any new styles of curriculum that teaching life will throw at me.Insights:1. What learnings did you gain from this experience? Elaborate. I learned a lot of things. I’ve learned that objectives or the intended part of thecurriculum are the basis for the planning of a lesson. The intended curriculum is just asmall part of the school’s goals but in accomplishing these small objectives day by day, thestudents who learn it will accumulate everything by the end of the year and if everythinggoes well, they will become lifelong learners. One would think that when they see a teacher’s lesson plan that it would already beperfect. We have to remember that we can always find ways to improve the curriculumbecause as we have learned at the start of this semester that the curriculum is alwayschanging. Though it is a gradual process, as a future teacher I intend to find ways to learn aconcept and make that concept better. This applies to the I I A curriculum especially to theimplemented curriculum. I have to consider the appropriateness of the activity versus the concept or lesson Iwant to teach the students. Materials should be economical and should have originality.We always have to know the latest trends to keep up with the students’ interests in orderfor them to look forward to your next class. The implementation should have a smoothflow. The time should be managed right and there should be no gaps during the transitionof the lesson. I have also learned that assessing students can be at any part of the lesson. And thatall the objectives should be in congruent to the evaluation part. Of course we can neverforget the fact that everything should be congruent from objective to evaluation,sometimes even in the assignment. It all depends if the teacher saw or observed that thelesson needs extended practice. We are the drivers in the classroom, we decide whichdirection to take or if we should make a detour or move to our next destination. It’s up tous to make sure the journey to success is meaningful and fruitful.