fs 1 & 2
DESCRIPTION
Closer view on the Field of Study 1 & 2TRANSCRIPT
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Field Study 1 & 2
Experiential Learning Courses
Prepared By: Xyrille Yves A. ZaideBSED - IV
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FS 1
TheLearner’s Development
and Environment
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General Objective #1
Identify the stage of the physical, motor, linguistic, cognitive, social and emotional development of the students as manifested in the actual classroom setting.
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General Objective #2
Observe and reflect on the different approaches employed by the teacher in dealing with learners in the different stages of development.
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General Objective #3
Analyze how the teaching and learning process should be conducted considering the different phases of child development
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Episode 1
The School as a Learning Environment
Field Study 1
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“Building Friendship”
Peace Concept in Focus
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The purpose of observation is to provide opportunity
for you to relate theory to actual practice
To help you do this, remember to:
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Know and understand what you exactly need to observe
Study the observation guides, listen to your FS teacher and do not hesitate to ask questions to make sure all is clear to you.
Always have pen and paper ready to jot down details
Carefully separate facts from interpretationsAccomplish the checklists/forms A.S.A.P. so
that the details are still fresh in your mind
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The core business of schools is to provide
students with a rich learning environment
that is open, respectful, caring and safe.
LEARNING ENVIRONMENT
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This ideal learning environment optimises wellbeing.
It reflects a positive school ethos that makes the school an exciting, stimulating and welcoming place.
http://deta.qld.gov.au/initiatives/learningandwellbeing/learning-environment.html
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Episode 1 – Specific Tasks
Visit a school, look into its facilities and areas that support learning
Describe the learning environment
Prepare an observation log
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Episode 1 – Learning Evidence
An illustration of a school that is supportive of learning or a “child-friendly school” through any of the following:
Descriptive ParagraphPhoto essay
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Episode 1 - Domain
Learning environment
Curriculum
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Episode 1 - Competencies
Determines an environment
that provides social, psychological
and physical environment
supportive of learning.
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“I entered the classroom with the conviction that it was crucial for
me and every other student to be an active participant,
not a passive consumer…Learning is a place where paradise
can be created.”
- Bell Hooks
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“To learn and not to think over what you have learned is perfectly
useless. To think without having learned is dangerous.”
- Gore Vidal
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Episode 2
Learner’s Characteristics and Needs
Field Study 1
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YOU AND I ARE DIFFERENT
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“Valuing Diversity”
Peace Concept in Focus
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A person's individual profile or learner
characteristics will determine the way they
respond to both formal and informal learning
environments.
LEARNERS– Characteristics and needs –
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Although learner characteristics can provide some general information, be careful not to stereotype your learners. Every learner is an individual and "general" learner characteristics should only be used as a guide.
http://toolboxes.flexiblelearning.net.au/demosites/series12/12_09/toolbox12_09/resources/training/book/qg/understandlearn/characteristics.htm
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Episode 2 – Specific Tasks
Observe 3 groups of learners from different levels
describe each group of learners based on your observations
Validate your observation by interviewing the learners
Compare them in terms of their interests and needs
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Episode 2 – Learning Evidence
Narrative description of Diversity among children
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Episode 2 - Domain
Diversity of Learners
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Episode 2 - Competencies
Differentiate Learners of
varied characteristics and needs.
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“ To be a teacher in the right sense is to be a learner.
Instruction begins when you, the teacher, learn from the learner.
Put yourself in his place so that you may understand what he
understands and in the way he understands it.”
- Soren Kierkegaard
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Erikson’s Epigenetic Principle
This principle says that we develop through a predetermined unfolding of our personalities. Our progress through each stage of life is in part determined by our success, or lack of success in all the previous stages.
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“It is little like the unfolding of a rose bud petal opens up at a certain time, in a certain order, which nature, through its genetics, has determined. If we interfere in the natural order of development by pulling a petal forward prematurely or out of order, we ruin the development of the entire flower.”
- Dr. C. George Boeree
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2 teach, is+ 2 touch lives
4 ever
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Episode 3
Classroom Managementand Learning
Field Study 1
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“Inclusivity”
Peace Concept in Focus
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The process of ensuring that classroom lessons run smoothly despite disruptive
behavior by students
CLASSROOM MANAGEMENT
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Constructivist teachers feel that effective classroom management skills impact the way in which students learn.
“Classroom management refers to all the things that teachers do to organize students, space, time, and materials to maximize effective teaching and student learning”
- Wong & Wong, 1998http://www.aug.edu/~mwarner/promise/Management/article_intro.htm
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Episode 3 – Specific Tasks
Using a checklist, find out the evident classroom components
Describe how the classroom is structured / designed to allow everyone to participate in learning activities
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Relate the data in your checklist to the learners’ behavior
Reflect on how classroom management affects learning
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Episode 3 – Learning Evidence
Checklist on classroom management components
Photo documentation of classroom setting
Reflection paper on activities that allow inclusivity rather than exclusivity among learners
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Episode 3 - Domain
Learning environment
Diversity of Learners
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Episode 3 - Competencies
Teacher manages time, space
and resources to provide an
environment appropriate to the
learners and conducive for
learning.
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"No matter how well a teacher knows the subject matter or how
well he or she can teach, a teacher who cannot manage a
class is finished.“
- Howard Seeman
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Episode 4
Individual Differencesand Learner’s Interaction
Field Study 1
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Characteristics of Learners that Affect Performance:
Prior Experience Confidence Heredity Ability / Skills Personality
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Prepare activities that will assist multiple intelligences
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Teachers nurture students’ engagement through authentic activities and opportunities to
work with classmates.
LEARNERS – Characteristics and Activities –
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Teachers offer choices because they understand that students are more motivated when they can make choices and or choose the activities where they could perform best.
http://www.education.com/reference/article/characteristics-learners-classroom/
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Episode 4 – Specific TasksTake note of Learners’
characteristics in class
Enumerate and describe the activities that took place in the class
Analyze how the activities facilitated learning considering the learners’ characteristics.
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Episode 4 – Learning Evidence
Collection of classroom activities written on card boards of rainbow colors
A reflection paper on the congruence or match of learning activities to the learners’ characteristics
Reflection on the interaction of learners despite differences
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Episode 4 - Domain
Learning environment
Diversity of Learners
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Episode 4 - Competencies Recognizes multi-cultural
backgrounds of learners when providing opportunities
Determines Teaching approaches and techniques appropriate to the learners.
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“It takes a world of difference to make a difference in the world.“
- From a children’s song (Quoted In Covey’s 8th habit DVD)
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Episode 5
Individual DifferencesAnd Learner’s Interaction
Field Study 1
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To learn is to acquire knowledge or skill. Learning also may involve a change in attitude or behavior.
An individual's background strongly influences the way that person learns. To be effective, the learning situation also should be purposeful, based on experience, multifaceted, and involve an active process.
http://www.dynamicflight.com/avcfibook/learning_process/
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“Sameness in dIfferences”
Peace Concept in Focus
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The study processes used by a student during learning will be
related to both the amount learned and the quality of his
learning.
LEARNING PROCESS– Individual Differences –
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Motivation, abilities and intelligence are not the only determinants of learning outcomes.
A number of other individual variables shape what and how well students will learn.
http://cte-blog.uwaterloo.ca/?p=2348
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These include:
• prior knowledge and experience which refer to the quality and accuracy of relevant prior knowledge;
• learning strategies and tactics which refer to cognitive and metacognitive strategies used by learners;
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• learning or cognitive styles which refer to preferred ways for processing information and approaching a learning task;
• learners’ conceptions of learning and themselves as learners;
• personality (self-esteem, risk-taking, resilience, sensitivity to rejection, tolerance to ambiguity, anxiety, etc.).
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Episode 5 – Specific TasksObserve learners of different
learning abilities but the same grade/year
Take note of characteristics of the learners in the class focusing on gender and cultural diversity
Write a narrative report
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Episode 5 – Learning Evidence
Learner’s profile
Narrative report of diversity among children
Description on how the teacher instil among children the values and knowledge on differences in gender, social and cultural backgrounds.
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Episode 5 - Domain
Diversity of Learners
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Episode 5 - Competencies
Determines, understands and accepts the learners’ diverse background
Relates the learners’ background to their performance in the classroom
Recognizes cultural backgrounds of learners
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DiversityWe should not treat learners as a "one-size-fits-all" mass without adequately distinguishing primary sources of differences in learning.
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Episode 6
Home-School Link
Field Study 1
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“Unity in Diversity”
Peace Concept in Focus
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discipline is about children learning self control. it helps
them learn that there are consequences for their
actions, and that they need to think carefully about the
decisions they make.
Home and School– link on discipline –
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Episode 6 – Specific TasksSelect a learner from the class
observed and conduct a home visitDescribe the family in terms of:
- Number of siblings- Number of siblings in school
Interview the parents about- Rules implemented at home concerning
their child’s schooling- The learner’s activities and behavior while
at home
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Episode 6 – Learning Evidence
Reflection on the impact of home and family life to
learning
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Episode 6 – Domain
Learning environment
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Field Study 1 & 2
Experiential Learning Courses
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FS 2
Experiencing theTeaching-Learning
Process
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General Objective #1
Arrive at an experiential knowledge and understanding of the principles of teaching and learning.
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General Objective #2
Reflect on the application of the principles of teaching and learning for meaningful and lasting learning.
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4 components of aMEANINGFUL LEARNING
1. ENVIRONMENT- emphasizes the teacher-student relationship.
2. EXPERIENCE
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3. MEANING- a teacher should make the meaning more personal, for the students to understand and relate.
4. MOTIVATION- the most important component and a major factor in developing and improving the eagerness, willingness and interest of a learner to learn.
http://precioustine.blogspot.com/2010/08/article22components-of-meaningful.html
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General Objective #3
Analyze how the teaching and learning process should be conducted considering the different phases of child development
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General Objective #4Acquire the skill in developing cognitive, skill and value lessons meaningfully and interestingly by an in-depth treatment of the subject matter by integrating thinking skills
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General Objective #5
Apply the guiding principles in the selection of teaching strategies
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General Objective #6
Identify the teaching approach employed
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General Objective #7
Trace the logical development of a lesson.
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General Objective #8
Identify effective questioning and reacting techniques.
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Episode 1
Principles of Learning
Field Study 2
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Guiding Principles In Determining And Formulating Learning
Objectives1. Begin with the end in mind.2. Share lesson objective with
students3. Lesson objectives must be in 2
or 3 domains (C-A-P)4. Work on significant and relevant
lesson objectives
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5. Lesson objective must be aligned with the aims of education as embodied in our country’s constitution
6. Aim at the development of critical and creative thinking
7. For accountability of learning, lesson objective must be S.M.A.R.T.
http://joeyshub.blogspot.com/2012/02/management-of-instruction-determining.html
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Episode 2
Lesson Objectives as My Guiding Star
Field Study 2
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Episode 3
Organizing Content for Meaningful Learning
Field Study 2
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How to Organize Content
AlphabeticalCategoricalCause and EffectInherent
structureOrder of
importance
Simple to complex
SequentialSpiralSubordinate
to higher levelWhole to parts
http://theelearningcoach.com/elearning_design/how-to-organize-content/
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Episode 4
Guiding Principles in the Selection and use of Teaching Strategies
Field Study 2
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Episode 5
Teaching Approaches and Methods
Field Study 2
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There is no single approach to teaching that works best. What we do in the classroom depends on:• who we are• who our students are, • what we are teaching, • and many other factors.
http://web.gcc.mass.edu/professional-development/approaches-to-teaching/
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Look for ways to prompt students to think more deeply about course concepts and the learning process through Prompts that get Students to Analyze, Reflect, Relate, and Question.
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Episode 6
Home-School Link
Field Study 2
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Home–School Partnershipsdisplay many of the following features:
• Relationships in successful home–school partnerships are collaborative and mutually respectful.
• Successful partnerships are multi-dimensional, and responsive to community needs.
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• Successful home–school partnerships are planned for; embedded within whole school development plans; well resourced and regularly reviewed.
• Successful partnerships are goal oriented and focused on learning.
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• Effective parental engagement happens largely at home.
• There is timely two-way communication between school and parents in successful partnerships.
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Episode 5
Effective Questioningand Reacting Techniques
Field Study 2
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Why Ask Questions?
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Teachers ask questions for a variety of purposes, including:
• To actively involve students in the lesson• To increase motivation or interest• To evaluate students’ preparation• To check on completion of work• To develop critical thinking skills• To review previous lessons• To nurture insights• To assess achievement or mastery of goals
and objectives• To stimulate independent learninghttp://beyondpenguins.ehe.osu.edu/issue/energy-and-the-polar-environment/questioning-
techniques-research-based-strategies-for-teachers
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Types of Questions
Educators have traditionally classified questions according to Bloom’s Taxonomy, a hierarchy of increasingly complex intellectual skills.
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FEEDBACK :Redirecting, Probing and Responding
A teacher’s response to students’ answers is just as important as the question asked.
A response may redirect students when an incorrect answer is given or students misinterpret the question. Teachers may probe for further explanation when a partial answer is given. Finally, teachers may validate a correct response.
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“Children go to school as question marks and leave school as
periods.”
-Neil Postman.
www.slideshare.net/rowenativoli/effective-questioning-2-3427422
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In teaching, it takes the form of a problem at the start of an
investigation or query about a current issue such as time or classroom management. It is a statement that demands an explanation, a purpose
or an argument. It is the question, stated in any form that unlocks
thinking. Hence, it is integral in the teaching practice.
-Rowena M. Tivoliwww.slideshare.net/rowenativoli/effective-questioning-2-3427422
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Thank You!