field study 2
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Blank copy of Field Study 2TRANSCRIPT
Philippine Copyright 2013by Rex Book Store, Inc.
andJune P. Salana
RBS Field Study 2: Experiencing the Teaching/Learning ProcessRevised EditionISBN 978-971-23-6640-6Classification: Worktext (04-TS-00031)
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Preface
Field Study 2 – Experiencing the Teaching/Learning Process provides a design of learning tasks for a course in Principles and Strategies for Teaching. The students will be given chan-ces to experience the application of teaching principles in the classroom through observation and reflection and clearly developed strategies by which the learning will occur.
The students will be gaining knowledge about their disciplines and activities that enhance learning. Practice remains at the heart of things, so this book introduces a variety of activities for thinking about and learning from what they do.
They will be introduced to the application of different theories of learning and knowledge acquisition that promote the cognitive and metacognitive processes, positive motivational processes and the use of varied resources of learning in the actual learning environment.
Anchored on the National Competency-Based Teacher Standards, this book is a practical learning experience which is aligned with the teaching/learning process of Principles of Teaching 1 and 2. Students will further observe the dynamic interplay of theoretical concept and their professional work.
The activities presented form a part of the instructional materials which the students are expected to read, based on the teaching/learning principles and effective teaching they have learned; hence, the activities are subject for modification and refinement.
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INTrODUcTION
Teachers are charged with providing a foundation for life in this new, com-plex, diverse, and uncertain economic and social environment. They must address issues related to the emergence of new citizenships and identify the impact of new technologies and new economies.
Field Study 2 – Experiencing the Teaching/Learning Process provides theories and practices where students can engage in practical learning. Grounded on the National Competency-Based Teacher Standards (NCBTS) framework, an integrated theoreti-cal framework that defines the different dimensions of effective teaching, it aims to prepare teachers for the challenges they will encounter in their career.
The NCBTS framework is divided into seven domains:
1. Social Learning2. Learning Environment3. Diversity of Learners4. Curriculum5. Planning, Assessing, Reporting6. Community Linkages7. Personal Growth and Professionalism
This book also features the Theory-Practice Binary Activities, a method founded on the concept that learners grasp the lesson faster if theory and practice are both used. It is based on the constructivist idea that learners construct their understanding from interpretations of their own experiences.
Theories can be found on lectures and textbooks, while practices are repre-sented in class activities like games, storytelling, writing about personal experiences relating to the topic at hand, and other interactions that involve participation from the students.
Incorporating the above concepts, the students who use this book are expected to master the skills needed to become great teachers in a fast-changing world.
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Table Of cONTeNTs
Students’ Expected Outcomes ................................................................... 1
Multiple Metaphors for Learning ............................................................. 2
Activity 1 ........................................................................................ 5
Activity 2 ........................................................................................ 7
Activity 3 ........................................................................................ 8
Activity 4 ........................................................................................ 10
Activity 5 ........................................................................................ 12
Activity 6 ........................................................................................ 19
Activity 7 ........................................................................................ 21
Activity 8 ........................................................................................ 27
Activity 9 ........................................................................................ 28
Activity 10 ........................................................................................ 29
Activity 11 ........................................................................................ 30
Activity 12 ........................................................................................ 31
Activity 13 ........................................................................................ 32
Activity 14 ........................................................................................ 33
Activity 15 ........................................................................................ 34
Teaching Portfolios .................................................................................... 35
Activity 16 ........................................................................................ 36
Commentary ........................................................................................ 37
Activity 17 ........................................................................................ 38
Activity 18 ........................................................................................ 41
Activity 19 ........................................................................................ 42
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Activity 20 ........................................................................................ 43
Activity 21 ........................................................................................ 44
Activity 22 ........................................................................................ 46
Activity 23 ........................................................................................ 47
Activity 24 ........................................................................................ 48
References .................................................................................................. 50
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Graduates will be:Lifelong learners and effective communicators who possess a strong knowledge of the content and discourse of the disciplines from which their projected teaching areas are derived, and who will be able to contribute to the framing of new knowledge communities and areas of inquiry
Graduates will be able to:
1. gather, form, and critique knowledge (or new configurations of knowledge) from a variety of sources;
2. seek knowledge through the practices and inquiry modes of a scholar-teacher-researcher;
3. retrieve, evaluate, and present information using appropriate technologies;
4. participate in a range of traditional (e.g. print) and new (e.g. multimedia, web) literacies;
5. listen and communicate effectively using various media and forms of communication;
6. adopt a problem-solving and enquiry-based approach to their own learning and that of others;
7. critically reflect on their own learning and generate new information and ideas;
8. manage their own learning and that of others in purposeful, goal-oriented ways; and
9. use self-evaluation to understand and improve the strengths and weaknesses of their own learning style.
Field Study 2:EXPERIENCING THE TEACHING/ LEARNING PROCESS
Students’ Expected Outcomes:
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Multiple Metaphors for Learning
By Gary Woodill | June 20, 2008
• Principles 1• Principles 2
Pre-service teachers continue with observation, but are more involved in lesson development and delivery, incorporating behavior management skills and valuing learning in the classroom. This also provides them opportunities in the learning environment. Students are expected to verify the cognitive, metacognitive, individual differences, and motivational factors that influence the acquisition of knowledge. They are given a chance to develop and act learning tasks, instructional materials, and assessment tools.
They should also undertake their professional experiences on a diverse range of educational settings. This will provide the opportunity to discuss and critique not only the experience but also the differences between the experiences of students, pre-service teachers, and teachers in a range of settings and school communities.
Pre-service teachers must be able to show that the evidence presented is their own work.
Evidence can be direct, indirect, or supplementary. Direct evidence relates to examples of actual performance. This can be in the form of products of work (e.g. lesson plans, teaching and observation notes, learning episodes, assessment materials including examples of assessment of learner’s work) or observations of actual performance. Direct evidence is what the pre-service teacher does or is seen to do.
Indirect evidence includes personal reports or reports by others about what the pre-service teacher does. Indirect evidence is what the pre-service teacher and others say the pre-service teacher does.
Supplementary evidence includes evidence gained through questioning and other assessment strategies such as tests, examinations, or assignments. This evidence supplements the information gained through direct and indirect evidence. It focuses particularly on underpinning knowledge and understanding, which is a critical aspect of competence.
Evidence of performance can be drawn from embedded professional experience activities and from other relevant activities. It can be “paper-based”, for example, the pre-service teachers’ own notes, memos, and the like generated within the embedded professional experience and other activities; witness testimonials; or observation report on
FIELD STUDY 2: EXPERIENCING THE TEACHING/ LEARNING PROCESS
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actual performance in a classroom situation, written by the person who did the observations, for example, by the school-based supervision or course lecturer.
• Photography or on video – for example, photos or videos to illustrate how the pre-service teacher carried out a particular teaching or coaching activity; they can be taken by the pre-service teacher or by someone else.
• Audio tape – for example, a cassette of a lesson or of a one-on-one activity.
• Personal records – for example, lessons and teaching plans/notes, records of meeting with school-based supervision or course lecturer.
• Organization records – for example, reports on activities and evaluations, records of special projects to which the pre-service teacher made a specific contribution, appraisals, student assessment records, paper filing systems, computer-based records/databases.
• Records of observations of the pre-service teachers work – these can be provided by various people.
- poets, school-based supervision, course lecturer; and
- non-specialist witnesses such as parents of children taught by the pre-service teachers.
• Self-questioning or answer to questions from a school-based supervision/ course lecturer – this is particularly useful to gather evidence of knowledge and understanding; the pre-service teacher’s answer will be in the forms of arguments, motives or justifications for actions, or, where appropriate, presentation of theories and concepts.
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Competencies: Have a deep and principled understanding on how educational process relates to larger, historical, social, cultural and political processes.
NCBTS Domain 1 • Demonstrates that learning is of different kinds and of different sources;
• Delivers accurate and updated content knowledge using appropriate methodologies, approaches, and strategies;
• Creates situations that encourage learners to use high order thinking skills; and
• Develops and utilizes creative and appropriate instructional planning.
NCBTS Domain 2 • Identifies teachers’ actions that demonstrate the value of learning;
• Uses individual and cooperative learning activities to improve capacities of learners for higher learning;
• Provides learners with a variety of learning experiences; and
• Provides varied enrichment activities to nurture the desire for further learning.
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Activity 1
Review a cooperating teacher’s lesson plan for the week. Document the levels of cognitive, affective, and psychomotor objectives utilized. Write your observation below.
Cognitive Affective Psychomotor
Your analysis:
Do you think the objectives are appropriate for the learners? Write your idea here:
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Are the lessons up to date?
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Identify the instructional materials used in the lessons:
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Review the curriculum used by the teacher. Identify the performance standards and
contents of the curriculum.
Activity 2
Contents/Topics Performance Standards
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Observe a series of lessons and identify the methods and strategies used by the teacher.
Prepare a daily log of your observation and insights.
DAILY LOG:
Day 1:
Day 2:
Day 3:
Day 4:
Activity 3
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INSIGHTS:
Day 1:
Day 2:
Day 3:
So on…
Share your observation and insights to your classmates.