Fs 1 & 2

Field Study 1 & 2

Experiential Learning Courses

Prepared By: Xyrille Yves A. ZaideBSED - IV

FS 1

TheLearner’s Development

and Environment

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.


Observe and reflect on the different approaches employed by the teacher in dealing with learners in the different stages of development.


Analyze how the teaching and learning process should be conducted considering the different phases of child development

Episode 1

The School as a Learning Environment

Field Study 1

“Building Friendship”

Peace Concept in Focus

The purpose of observation is to provide opportunity

for you to relate theory to actual practice

To help you do this, remember to:

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

The core business of schools is to provide

students with a rich learning environment

that is open, respectful, caring and safe.

LEARNING ENVIRONMENT

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

Episode 1 – Specific Tasks

Visit a school, look into its facilities and areas that support learning

Describe the learning environment

Prepare an observation log

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

Episode 1 - Domain

Learning environment

Curriculum

Episode 1 - Competencies

Determines an environment

that provides social, psychological

and physical environment

supportive of learning.

“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

“To learn and not to think over what you have learned is perfectly

useless. To think without having learned is dangerous.”

- Gore Vidal

Episode 2

Learner’s Characteristics and Needs

Field Study 1

YOU AND I ARE DIFFERENT

“Valuing Diversity”


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 –

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


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


Narrative description of Diversity among children

Episode 2 - Domain

Diversity of Learners


Differentiate Learners of

varied characteristics and needs.

“ 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

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.

“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

2 teach, is+ 2 touch lives

4 ever

Episode 3

Classroom Managementand Learning

Field Study 1

“Inclusivity”


The process of ensuring that classroom lessons run smoothly despite disruptive

behavior by students

CLASSROOM MANAGEMENT

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


Using a checklist, find out the evident classroom components

Describe how the classroom is structured / designed to allow everyone to participate in learning activities

Relate the data in your checklist to the learners’ behavior

Reflect on how classroom management affects learning


Checklist on classroom management components

Photo documentation of classroom setting

Reflection paper on activities that allow inclusivity rather than exclusivity among learners

Episode 3 - Domain




Teacher manages time, space

and resources to provide an

environment appropriate to the

learners and conducive for

learning.

"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

Episode 4

Individual Differencesand Learner’s Interaction

Field Study 1

Characteristics of Learners that Affect Performance:

Prior Experience Confidence Heredity Ability / Skills Personality

Prepare activities that will assist multiple intelligences

Teachers nurture students’ engagement through authentic activities and opportunities to

work with classmates.

LEARNERS – Characteristics and Activities –

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/

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.


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

Episode 4 - Domain



Episode 4 - Competencies Recognizes multi-cultural

backgrounds of learners when providing opportunities

Determines Teaching approaches and techniques appropriate to the learners.

“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)

Episode 5

Individual DifferencesAnd Learner’s Interaction

Field Study 1

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/

“Sameness in dIfferences”


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 –

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

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;

• 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.).

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


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.

Episode 5 - Domain



Determines, understands and accepts the learners’ diverse background

Relates the learners’ background to their performance in the classroom

Recognizes cultural backgrounds of learners

DiversityWe should not treat learners as a "one-size-fits-all" mass without adequately distinguishing primary sources of differences in learning.

Episode 6

Home-School Link

Field Study 1

“Unity in Diversity”


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 –

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


Reflection on the impact of home and family life to

learning

Episode 6 – Domain


Field Study 1 & 2

Experiential Learning Courses

FS 2

Experiencing theTeaching-Learning

Process


Arrive at an experiential knowledge and understanding of the principles of teaching and learning.


Reflect on the application of the principles of teaching and learning for meaningful and lasting learning.

4 components of aMEANINGFUL LEARNING

1. ENVIRONMENT- emphasizes the teacher-student relationship.

2. EXPERIENCE

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


Analyze how the teaching and learning process should be conducted considering the different phases of child development

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


Apply the guiding principles in the selection of teaching strategies


Identify the teaching approach employed


Trace the logical development of a lesson.


Identify effective questioning and reacting techniques.

Episode 1

Principles of Learning

Field Study 2

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

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

Episode 2

Lesson Objectives as My Guiding Star

Field Study 2

Episode 3

Organizing Content for Meaningful Learning

Field Study 2

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/

Episode 4

Guiding Principles in the Selection and use of Teaching Strategies

Field Study 2

Episode 5

Teaching Approaches and Methods

Field Study 2

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/

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.

Episode 6

Home-School Link

Field Study 2

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.

• 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.

• Effective parental engagement happens largely at home.

• There is timely two-way communication between school and parents in successful partnerships.

Episode 5

Effective Questioningand Reacting Techniques

Field Study 2

Why Ask Questions?

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

Types of Questions

Educators have traditionally classified questions according to Bloom’s Taxonomy, a hierarchy of increasingly complex intellectual skills.

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.

“Children go to school as question marks and leave school as

periods.”

-Neil Postman.

www.slideshare.net/rowenativoli/effective-questioning-2-3427422

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

Thank You!

Fs 1 & 2

Education

Transcript of Fs 1 & 2