Experiencing the Teaching-Learning Process Essay
Experiencing the Teaching-Learning Process
This Field Study course 2 is designed to provide FS students with opportunities to connect teaching-learning theories and principles discussed I the six-unit courses in Principles of Teaching 1 and 2 with actual classroom practice. It is intended to help the FS student observe how these principles of teaching and learning are applied by the resource teacher to make the teaching-learning process interactive, meaningful, exciting and enjoyable
Field Study can be anchored on the following Professional Education subjects.
Principles of Teaching 1 and
Principles of Teaching 2
Educational Technology 1 (partly)
1. Arrive at an experiential knowledge and understanding of the principles of teaching and learning
2. Reflect on the application of the principles of teaching and learning for meaningful and lasting learning
3. Determine how the guiding principles in lesson objective formulation are applied in the teaching-learning process
4. Acquire the skill in developing cognitive skill and value lessons meaningfully and interestingly by an in depth treatment of the subject matter and by integrating thinking skills.
5. Apply the guiding principles in the selection of teaching strategies. 6. Identify the teaching approach employed.
7. Trace the logical development of a lesson.
8. Identify effective questioning and reacting techniques.
EPISODE 1 – PRINCIPLES OF LEARNING
Name of FS Student______________________________________________________ Course________________________ Year & Section____________________________ Resource Teacher 1_____________ Signature_______________ Date Resource Teacher 2_____________ Signature_______________ Date Resource Teacher 3_____________ Signature _______________ Date Cooperating
School______________________________________________________ My Target
When I observe three different classes. I will be able to identify application of the principles of learning in the teaching-learning process.
Name of the Resource Teachers Observed: Muriel Criselda Delmo
School Address: B 1 L3 Panorama Ville Mariquita Sta Rosa City Laguna Grade/Year Level: Kinder 1
Principles of Teaching
Teaching Behavior of the Teacher/ Learning Behavior of the Learner as Proof of the Application of the Principles of Learning 1. Learning is an experience which occurs inside the learner and is activated by the learner
1. The teacher lets the learner do the learning activity
2. Learning is the discovery of the personal meaning and relevance of ideas.
2. This is somewhat the same with principle number one. Learners can easily understand concepts if these are relevant to their needs and problems. Hence, as teachers, we must relate the lesson to the learners’ needs, interests and problems.
3. Learning is a consequence of exercises use experiential learning as much as possible period
4. Learning is a cooperative and collaborative process. Learners will learn more if they are given chances to work together and share ideas. Make use of group activities.
5. Learning is a evolutionary process Learning especially if this means a change in behavior does not happen in a click. This requires time and diligence. So as teachers, is patient? Be patient. Be patient. Be patient.
6. Learning is sometimes a painful process
This means that learning requires sacrifice, hard work, study time. Let the learners realize this okay?
7. One of the richest resources for the learning is the learner himself Let’s not be too “centered” upon ourselves. Let’s draw the discussion not only on our own experiences as teachers but on the learners’ experiences as well. Listen and let the learners share their prior knowledge, stories, information, etc that can enrich the learning process. Encourage free sharing inside the classroom.
8. The process of learning is emotional as well as intellectual Learners can’t learn that much if they have something that is bothering their minds. These can be problems and worries they have either in or out of the classroom. Thus, as teachers, let us be sensitive to our students’ problems. We can’t teach learners with empty stomachs remember?
9. The process of problem solving and learning are highly unique and individual Make use of different teaching strategies that can cater multiple intelligences and learning styles.
1. What is the impact of the resource teacher observance of these principles on the teaching-learning process and on the learners?
2. Which learning principles was applied most?
3. Which learning principle was applied least or not applied? Do you agree with these principles of learning? Or have you discovered that they are always correct.
1. My reflections on my observation of my teacher’s observance of these principles. Did my Resource Teacher adhere to these principles. 2. Lesson I have learned from my observations on the classroom application of the principles of learning.
EPISODE 2 – LESSON OBJECTIVES AS MY GUIDING STAR
Name of FS Student______________________________________________________ Course________________________ Year & Section____________________________ Resource Teacher 1_____________ Signature_______________ Date Resource Teacher 2_____________ Signature_______________ Date Resource Teacher 3_____________ Signature _______________ Date Cooperating School______________________________________________________ My Target
In this Episode, I must be able to:
Deduce the lesson objectives after observing my Resource Teachers teach. See how the guiding principles in the formulation of lesson objectives are applied Realize the importance of a clearly defined lesson objective.
1.As I observe a class, I will use the observation Sheet for a more focused observation. Observation Sheet Name of the Resource Teachers Observed: Muriel Criselda Delmo School Address: B 1 L3 Panorama Ville Mariquita Sta Rosa City Laguna Grade/Year Level: Kinder 1
Guiding Principles in Determining and Formulating Learning Objectives Teaching Behavior which prove/s Observance of the Guiding Principle 1. Begin with the end in mind
1. The resource teacher began her lesson by starting her objective
2. Share lesson objective with students
3. Lesson objectives must be in the 2 or 3 domains – cognitive, skill and affective or cognitive and affective or skill and affective
4. Work on significant and relevant lesson objectives.
5. Lesson objectives must lead to the development of critical and creative thinking
2. After observing your resource teacher teach, write down what you think was/ were her lesson objective.
3. Ask permission from your resource teacher for you to copy her lesson objective for the day’s lesson. Copy it here then compare it with your answer in #. Are they the same? Different? My Analysis
1. If answer in # 3 above is different, what is your conclusion regarding written lesson objective and actual lesson development? Are the lesson objectives in the lesson plan always followed? Do they really serve as guiding star? 2. Why did you find it easy/ Difficult to write down the resource teacher’s lesson objective for the day? Did he mention it at the beginning of the lesson? 3. Did you find the lesson objective SMART? Why or why not?
4. Was the lesson objective in the cognitive or psychomotor or affective domain? Or was it in two or three domains? Support your answer.
Any lesson learned or insights gained from your observations focused on lesson objective? Write them down here. Are lesson objectives truly the guiding star in the development of a lesson? Or are lesson objectives sometimes forgotten as the lesson develops.