Field Study 1 PDF

FIELD STUDY 1 A: OBSERVATION AS AN INFORMATION-GATHERING TECHNIQUE The learning episodes of the program focus on: 1. Observation in learning is used in gathering...

FIELD STUDY 1 A: OBSERVATION AS AN INFORMATION-GATHERING TECHNIQUE The learning episodes of the program focus on: 1. Observation in learning is used in gathering Learner’s characteristics and behavior information about a phenomenon in a natural Teacher’s strategies in teaching, classroom setting. management, and assessment The Learning Environment which includes the TWO TYPES: school and the community Direct observation - requires your actual presence on site like being in the classroom or Two basic learning tools: school premises when observing learners. You 1. Observation - as an information-gathering can directly observe learners' behavior in a class technique and documentation through a portfolio. by being inside the classroom. 2. Portfolio - for recording, synthesizing, and Indirect observation - allows the use of the sharing your learning as an observer. vicarious experience of a relevant person exposed to the same setting. You may obtain EXPERIENTIAL MODEL Using Observation similar information from the teacher based on and Portfolio his/her regular and substantial exposure to the - developed by Steinbaker and Bell in 1979. class s/he is teaching by interviewing him/her. It - It will introduce you to becoming: can be used when there is a time limitation on Observation: your part to cover all the (needed) information. Exposure - experientially aware of a learning phenomenon. 2. Data or information collection methods can be Participation - to being actively involved classified as wide-angle methods or narrow-angle in the process. methods (Zepeda, 2012). Identification - to being immersed in the social and intellectual context of the Wide-Angle Observation - covers a larger intended objective through inquiry and picture. analysis. Ex: observing an entire lesson to capture the - relevant documentation will lead you: assisted learning strategies applied by the math Portfolio: teacher Internalization - to imbibe (absorb) the experience as a future teacher. Narrow-Angle Observation - focuses only on Dissemination - share your learning. finite aspects. Ex: checking classroom resources found in the room or teacher expressions for praising learners. 3. Recording of observation can be done in - They are often used to cover observation different ways: of over different periods of time. d. Time-based Observation Form a. by writing a description or narrative of an event - This is referred to as "scripting data by as it happens time". b. by writing only short notes to describe target - This is a global scan for writing down key actions, incidents events as they occur. events in short increments of time (e.g., c. by marking on a list of incidents, actions, or every 3 seconds) starting from the time artifacts expected to occur or be present during or the lesson starts up to the time it ends. after observation e. Selective Verbatim Notes d. by doing anecdotal recording after the fact or - Recording of actual words spoken by the after the event happened. person being observed. f. Open Narrative 4. Observation tools in Field Study 1: - This is often used in wide-angle a. Observation Checklist observation. Anecdotal notes are recorded - This is a prepared list of things that you and are often guided by a set of will look for when observing a class or instructions and open-ended questions. classroom (eg. list of classroom resources, expected behaviors) indicate B. DOCUMENTATION THROUGH A the presence or absence of a physical PORTFOLIO object or a specific behavior by using Key ideas about portfolio assessment: marks or letters. 1. Its basic tool is a portfolio which is a purposeful - Frequencies or percentages of occurrence documentation and collection of students' works obtained for each category are subject to and other evidence of accomplishments in a analysis and interpretation. pre-determined area for a given period. b. Combination of Observation Checklist and a 2. It involves both cognitive and non-cognitive Rating Scale measures of student learning. It assesses - Information from an ordinary checklist only authentic performances involving higher-order requires the presence or absence of an thinking such as analysis, application, synthesis, item. evaluation, and creativity. - In combination with a rating scale, 3. A portfolio is more than just an artistic information on the degree of occurrence collection of work samples and artifacts. It can be obtained. requires personal reflection on works completed, c. Inventory description of processes followed, observations - This is a variant of a checklist that can made, and the emotions and impressions collect multiple pieces of information. It invoked. allows recording by category and can elicit 4. The process of documentation or collection is more than a single type of information for guided by the person’s motive for undertaking a a certain item. portfolio. 5. The learner's purpose defines what entries to seating arrangement, the classroom be included in the portfolio and how they will be temperature, and lighting. displayed. Following purposes of a portfolio (can be 1 or blended) 1. Arrangement of Furniture a. To provide evidence of what has been Teacher’s table - located in front of the room accomplished in a course. Chairs (left/right-handed) - neatly arranged with b. To exhibit an organized collection of work sufficient spaces in- between for ease in moving samples and products around. c. To have the opportunity to display ones best Display shelves - for safekeeping of projects, d. To demonstrate one's progress from start to collections and outstanding work. completion in a field of work Bulletin board - announcements and illustrations e. To communicate the learning processes about the unit being undertaken. adapted to show improvement White/black board -in front f. To exhibit the initiatives of the learner to achieve Teaching devices like globes, maps and charts his/her goals are kept in nearby cabinets Temporary table supplies, materials and handled Learning Environment instruments are arranged. - is the place where teaching and learning can take place in the most effective and 2. Physical Condition of the Classroom productive manner. It consists of all the Students are attracted by a clean and orderly instructional features, and the set-up. non-threatening classroom climate Natural light and flowing fresh air needed in planning and implementing all Free from noise teaching and learning activities. Doors and windows could be opened and closed - refers to the diverse physical locations, contexts, and cultures in which students 3. Interactions learn. Teachers must be sensitive to positive or negative - encompasses the culture of a school or interactions and must immediately undertake an class—its presiding ethos and instant revision or adjustment in the methodology characteristics, including how individuals when necessary. interact with and treat one another—as The primary goal is to be able to motivate them to well as the ways in which teachers may work harmoniously, thereafter, inculcate the organize an educational setting to values of cooperation and congeniality. facilitate learning. Psychological Atmosphere Physical Environment 1. Safety - e.g. rules and norms; physical safety; - This includes the physical condition of the social emotional safety classroom, the arrangement of furniture, 2. Relationships - Respect for diversity; school symbols, and language acquisition. connectedness/engagement; social support- Egocentric thinking prevails, where the adults; social support- students; leadership child believes their own perceptions are 3. Teaching and Learning - Social, emotional, reality. ethical and civic learning; support for learning, Middle Childhood (6–11 years): professional relationship Cognitive and social development progresses; children learn to apply logic A Facilitative Learning Environment and engage with peers in a more - By PINE AND HORN (1990) cooperative manner. They become more independent and capable of A facilitative learning environment it is one which: understanding complex ideas, yet they still 1. encourages people to be active benefit from concrete, relatable 2. promotes and facilitates the individual’s information​. discovery of the personal meaning of an idea Adolescence (12–19 years): Abstract 3. emphasizes the uniquely personal and thinking and identity formation are central. subjective nature of learning Adolescents become more self-aware, 4. difference is good and desirable develop reasoning skills, and are highly 5. consistently recognizes people’s right to make influenced by social acceptance​. mistakes Domains of Growth and Development: 6. tolerates ambiguity 7. evaluation is a cooperative process with an Physical: Motor skills, sensory emphasis on self-evaluation perception, and biological maturation. 8. encourages openness of self rather than Cognitive: Logical thinking, memory concealment of self development, and problem-solving 9. people are encouraged to trust in themselves abilities. as well as in external resources Psychosocial: Social interactions, 10. which people feel they are respected self-awareness, emotional regulation, and 11. people feel they are accepted. identity development​ 12. permits confrontation 13. provides a conducive learning environment Reflecting on Addressing Learner necessary for the full development of the Characteristics at Various Developmental cognitive, and appetitive faculties of the learner. Stages: Effective education must align with the Developmental Stages of Learners learner's physical, cognitive, and Early Childhood (3–5 years): During this psychosocial readiness. Instruction for stage, children are developing motor skills, each developmental stage should learning from interactions with others, and consider age-appropriate methods and engaging in imaginative play. They focus emotional needs, focusing on motivating on learning through sensory experiences,  learners based on their developmental Early Childhood (1–6 years): phase General Characteristics: Early childhood Physical, Cognitive, and Psychosocial is characterized by rapid development, Characteristics Influencing Learning at egocentric thinking, and a focus on play. Different Stages: Teaching Strategies: Use simple language, provide concrete explanations, Infants/Toddlers: Dependent on and engage children through play and caregivers, focus on sensory and motor hands-on activities. activities. Early Childhood: Egocentric, focused on Middle and Late Childhood (7–11 years): concrete and literal thinking. General Characteristics: Children Middle Childhood: Beginning logical develop logical thinking, motor skills, and reasoning and cooperative play. a better understanding of the world. Adolescents: Abstract thought, social Teaching Strategies: Encourage identity formation participation, use visual aids, and involve Teaching Strategies for Different problem-solving activities. Developmental Stages: Adolescence (12–19 years): Infants and Toddlers: Use repetition, General Characteristics: Adolescents sensory engagement, and caregiver develop abstract thinking, explore identity, involvement. and are influenced by peers. Early Childhood: Visual stimuli, short and Teaching Strategies: Engage them with interactive sessions, role-playing. peer-group discussions, provide autonomy Middle Childhood: Encourage in learning, and respect their need for independence, use logical explanations, privacy and independence. and group activities. Adolescents: Focus on abstract ideas, Young Adulthood (20–40 years): peer support, and self-expression​ General Characteristics: Adults seek Stage-Appropriate Teaching Strategies independence, focus on career, and experience major life transitions. Infancy (Birth–12 months): Teaching Strategies: Use General Characteristics: Infants are problem-solving methods, relate learning dependent on caregivers, learn through to personal goals, and allow for sensory experiences, and respond to self-directed learning. stimuli. Middle Adulthood (41–64 years): Teaching Strategies: Use repetition, provide sensory stimulation, and involve General Characteristics: Middle-aged caregivers in the learning process. adults focus on productivity and societal  contributions, experiencing physical identity and sense of self. Success leads changes and possibly a midlife crisis. to fidelity. Teaching Strategies: Use practical Young Adulthood (Intimacy vs. applications, address stress factors, and Isolation): Forming intimate, loving offer health promotion strategies. relationships with others. Success leads to love. Older Adulthood (65+ years): Middle Adulthood (Generativity vs. General Characteristics: Older adults Stagnation): Contributing to society and may face cognitive decline, reduced helping the next generation. Success physical abilities, and are at risk of social leads to care. isolation. Older Adulthood (Integrity vs. Despair): Teaching Strategies: Use repetition, Reflecting on life and feeling a sense of allow for more time in learning, minimize fulfillment. Success leads to wisdom. distractions, and involve family support. THREE PHASES OF LEARNING Musinski (1999) Erikson's Eight Stages of Psychosocial Development 1. Dependence is characteristic of the infant and young child, who are totally dependent on others Erikson's theory outlines eight key psychosocial for direction, support, and nurturance from a stages, each marked by a crisis that must be physical, emotional, and intellectual standpoint resolved to progress healthily. He is a notable authority on psychosocial development. These 2. Independence occurs when a child develops stages are: the ability to physically, intellectually, and emotionally care for himself or herself and make Infancy (Trust vs. Mistrust): Developing his or her own choices, including taking trust when caregivers provide reliability, responsibility for learning. care, and affection. Success leads to hope. 3. Interdependence occurs when an individua Toddlerhood (Autonomy vs. Shame and has sufficiently advanced in maturity to achieve Doubt): Building a sense of personal self-reliance, a sense of self-esteem, and the control and independence. Success leads ability to give and receive, and when that to will. individual demonstrates a level of respect for Preschool (Initiative vs. Guilt): Taking others. Full physical maturity does not guarantee initiative in play and activities. Success simultaneous emotional and intellectual maturity. leads to a sense of purpose. Question: When is the most appropriate or School Age (Industry vs. Inferiority): best time to teach the learner? Gaining competence through mastering skills. Success leads to competence. Answer: When the learner is ready. Adolescence (Identity vs. Role Confusion): Developing a personal LAW OF READINESS (Edward L. Thorndike) - Individuals learn best when they are Early Childhood physically, mentally, and emotionally ready Teaching Strategies to learn, and they do not learn well if they ▪ Use warm, calm approach see no reason for learning. ▪ Build trust ▪ Use repetition of information Pedagogy is the art and science of helping ▪ Allow manipulation of objects and equipment children to learn (Knowles, 1990; Knowles, ▪ Give care with explanation Holton, & Swanson, 2015). ▪ Reassure not to blame self ▪ Explain procedures simply and briefly Syllogistically - is a form of deductive reasoning ▪ Provide safe, secure environment consisting of a major premise, a minor premise, ▪ Use positive reinforcement and a conclusion. ▪ Encourage questions to reveal perceptions/feelings Ex. All humans are mortal (major premise) ▪ Use simple drawings and stories I am a human. (minor premise) ▪ Use play therapy, with dolls and puppets Therefore, I am mortal. (conclusion) - reasoning ▪ Stimulate senses: Visual, auditory, tactile, motor from the general to the specific; Middle And Late Childhood Approximate age: 6–11 years The Developmental Stages of Childhood Cognitive stage: Concrete operations Psychosocial stage: Industry vs. inferiority Infancy-Toddlerhood Approximate age: Birth–2 years Teaching Strategies Cognitive stage: Sensorimotor ▪ More realistic and objective Psychosocial stage: ▪ Understands cause and effect Trust vs. mistrust (Birth–12 mo) ▪ Deductive/inductive reasoning ▪Wants concrete Autonomy vs. shame and doubt (1–2 yr) information ▪ Able to compare objects and events Dependent on environment Needs security ▪ Variable rates of physical growth ▪Reasons Explores self and environment syllogistically Natural curiosity ▪ Understands the seriousness and Curious consequences of actions ▪ Subject-centered focus Teaching Strategies ▪ Immediate orientation Use repetition and imitation of information Stimulate all senses Middle And Late Childhood Teaching Provide physical safety and emotional security Strategies Allow play and manipulation of objects  Encourage independence and active Focus on details participation Make information meaningful to life Be honest, allay fears Ensure confidentiality and privacy Use logical explanation Arrange peer group sessions in person or Allow time to ask questions virtually (e.g., blogs, social networking, podcasts, Use analogies to make invisible processes real online videos) Establish role models Use audiovisuals, role play, contracts, reading Relate care to other children’s experiences; materials Use a subject-centered focus Provide for experimentation and flexibility Use play therapy Provide group activities Use diagrams, models, pictures, digital media, printed materials, and computer, tablet, or Screen Time Guidelines by Age (American smartphone applications as adjuncts to various Academy of Pediatrics (AAP) and World teaching methods. Health Organization (WHO) Kindergarten – maximum of one hour daily Adolescence Grade 1 to 5 – maximum of 1.5 hours daily Approximate age: 12–19 years Grade 6 to 8 – maximum of 2 hours daily Cognitive stage: Formal operations Grades 9 to 12 - maximum of 4 hours daily (2 Psychosocial stage: Identity vs. role confusion hours in the morning and 2 hours in the afternoon is recommended. ▪ Abstract, hypothetical thinking ▪ Can build on past learning ▪ Reasons by logic and understands scientific principles ▪ Future orientation ▪ Motivated by desire for social acceptance ▪ Peer group important ▪ Intense personal preoccupation, appearance extremely important (imaginary audience) ▪ Feels invulnerable, invincible/ ▪ immune to natural laws (personal fable) Teaching Strategies Establish trust, authenticity Know their agenda Identify control focus Use peers for support and influence Negotiate changes