Field-study.docx

Field study 1 OBSERVATION OF TEACHING-LEARNING IN ACTUAL SCHOOL ENVIRONMENT **FIELD STUDY 1 (OBSERVATION OF TEACHING-LEARNING IN ACTUAL SCHOOL ENVIRONMENT)\ \ CHAPTER 1: Content Knowledge & Pedagogy** **01: PEDAGOGICAL CONTENT KNOWLEDGE** A. Content Knowledge B. Curricular Knowledge C. Peda...

Field study 1 OBSERVATION OF TEACHING-LEARNING IN ACTUAL SCHOOL ENVIRONMENT **FIELD STUDY 1 (OBSERVATION OF TEACHING-LEARNING IN ACTUAL SCHOOL ENVIRONMENT)\ \ CHAPTER 1: Content Knowledge & Pedagogy** **01: PEDAGOGICAL CONTENT KNOWLEDGE** A. Content Knowledge B. Curricular Knowledge C. Pedagogy **\>\>PURPOSIVE:** - Focus on Higher Order Thinking Skills (HOTS) - Critical Thinking - Creativity \*\*METACOGNITIVE **C. PEDAGOGY** **INTERCONNECTEDNESS** **WITHIN THE CURRICULUM** **ACROSS THE CURRICULUM** ------------------------ --------------------------- --------------------------- Spiral Horizontal Vertical - **TYPES OF PROGRESSION IN EDUCATION** - **Spiral Progression** - Spiral progression approach is an approach or a way on how to implement the spiral curriculum. After the mastery of the initial topic, the student "spirals upwards" as the new knowledge is introduced in the next lesson, enabling him/her to reinforce what is already learned. - **Horizontal Progression:** - Pupils build on prior knowledge and skills as they progress through an academic year. This is called horizontal progression. For example, pupils in Year One will acquire new strategies for reading as they learn more advanced skills in decoding and comprehension. - **Vertical Progression** - The vertical progression view of the standards reveals how students\' thinking about core concepts in mathematics become more sophisticated from grade to grade as they build to Career and College Readiness (CCR). - **APPLICATION OF THEORIES AND PRACTICE** - **Theories** - Be familiar with theories of learning. - Theories make teaching a Science. - **Practice** - Practice makes teaching an Art. (Develops or evolves) - **RESEARCH BASED INSTRUCTION** - **Evidence-Based Teaching** - Evidence-based teaching involves the use of evidence to: (1) establish where students are in their learning; (2) decide on appropriate teaching strategies and interventions; and (3) monitor student progress and evaluate teaching effectiveness. The term \'evidence-based\' is now firmly entrenched in the education lexicon. - Students as the beneficiary - Expertise enables students to learn. - **POSITIVE USE OF ICT** - TPACK - Technology Integration Matrix - Entry, Adoption, Adaptation, Infusion, Transformation - DEVELOPING CREATIVE & CRITICAL THINKING & HOTS - Literacy & Numeracy Skills - Foundational skills essential to achieve better academic performance and thereby success in life. - Effective use of language & communication skills - Mathematical Concepts +-----------------------------------+-----------------------------------+ | **Developmentally Appropriate** | **Meaningful (relevant & | | | comprehensible)** | +===================================+===================================+ | From preschoolers to grade | Contextualized. | | schoolers to adolescents | | | | Has useful applications in the | | | lives of the child | +-----------------------------------+-----------------------------------+ | **PURPOSEFUL** | | | | | | (Metacognitive, HOTS, Creative & | | | Critical Thinking | | +-----------------------------------+-----------------------------------+ | Differentiated Instruction | | +-----------------------------------+-----------------------------------+ | | | +-----------------------------------+-----------------------------------+ - **PROFICIENT USE OF MTB, Fil, ENG** - K-3 (Thinking first before the language; the language of thinking is MT.) - Medium of Instruction -- Filipino, English - Proficient Use of MTB, Fil, Eng +-----------------------------------------------------------------------+ | **CLASSROOM COMMUNICATION STRATEGIES** | +=======================================================================+ | Communication | | | | (context) | +-----------------------------------------------------------------------+ | Sender Receiver | | | | (encoder) (decoder) | +-----------------------------------------------------------------------+ | Medium | +-----------------------------------------------------------------------+ - **ANDERSON'S REVISED TAXONOMY & DEFINITION**  **CHAPTER 2: The Learning Environment** **01: LEARNER SAFETY AND SECURITY** - **LEARNING ENVIRONMENT** - Where the learners' needs are addressed/met; interactions occur relationships are established. - Should be effective for the learning to take place. - **MASLOW'S HIERARCHY OF NEEDS** A diagram of a pyramid with Mediterranean Sea in the background Description automatically generated - **Characteristics** - Safe - Secure - Supportive - Fair - **Physical Classroom (**Ivan Pavlov's Behaviorism) - Pavlov\'s theory of behaviorism is rooted in the idea that behavior is the result of conditioning. He believed that behavior is learned through the process of classical conditioning, where behavior is shaped through the association of stimuli in the environment. - **Virtual Space** - Interactive - Learning-Focused - Purposive - Structured - Use a wide range of resources- intellectual challenging & stimulating) - **LEARNER SAFETY & SECURITY ARE ENSURED THROUGH THE FF.:** - Established routines. - Clearly defined rules. - Explicitly explained policies. \*\*Leaners will have the opportunity to manage their behavior. **02: FAIR LEARNING ENVIRONMENT** - Provides students with lessons, strategies, & challenges that will address their individual needs. - Uses inclusive pedagogy. 03: MANAGEMENT OF CLASSROOM STRUCTURE & ACTIVITIES - Class layout - Teacher's Philosophy, objectives, activities, & priorities - Students needing special attention -- should be seated in front. - Always with the end in mind. 05: PROMOTION OF PURPOSIVE LEARNING - Edward C. Tollman on Cognitive Psychology Internal factors - Cognitive Maps & Psychological Drives - Prompt behavior. 06: MANAGEMENT OF LEARNING BEHAVIOR - Classroom Management - Essential in ensuring an effective learning environment. - William Glasser's Choice Theory - Students behave according to how their needs are fulfilled and satisfied. - B. F. Skinner - The teacher manages the students behave through rewards and punishment. - Good behavior is enforced by acknowledging it and/or by giving rewards. **CHAPTER 3: Diversity of Learners** Gender Linguistics \*Giftedness ------------- ----------------------- ---------------- Needs Culture \*Disabilities Strengths Socio-Economic Status \*Talents Interest Religion/Faith Experiences +-----------------------------------+-----------------------------------+ | IQ (Intellectual Quotient) | | | | | | IQ = MA | | +===================================+===================================+ | EQ (Emotional Quotient) | Awareness, motivation, etc. | | | | | EQ = Intrapersonal Interpersonal | Empathy, social skils | | competence | | +-----------------------------------+-----------------------------------+ | AQ (Adversity Quotient) | GRIT | | | | | AQ = Control | | | | | | Ownership | | | | | | Reach | | | | | | - Endure | | +-----------------------------------+-----------------------------------+ | SQ (Social Quotient) | - Dignity | | | | | SQ = Universal values | - Freedom | | | | | | - Justice | | | | | | - Equality | +-----------------------------------+-----------------------------------+ - **LEARNERS** - In difficult circumstances - From indigenous groups - ENCOURAGE THE LEARNERS TO BE SUCCESSFUL - Techniques - Tasks - Processes - Products - DIFFERENTIATED INSTRUCTIONS (DI) - Multiple Intelligence (MI) - Learning Styles (LS) - Cooperative Learning **CHAPTER 4: The Learning Environment** - PLANNING & MANAGEMENT OF THE TEACHING AND LEARNING PROCESS - Curricular Content - Developmentally appropriate - Learning Activities - Contextualized - Relevant to learners - Can be applied. - CURRICULAR CONTENT - CONTEXTUALLY RELEVANT (APPLICATION OF LEARNING) - Responsive (to the needs of bigger society) - PLANNING - The Plan & the Design if collaboratively done results to: - Structured & Sequenced Lesson - OSLEA - Objectives - Subject Matter - Learning Activities - Evaluation - Assignment - INCORORATION OF RESOURCES - Materials - Machine - Manpower - Money - Moment/time - Learning Activities lead to outcome the produces change -- manifested by the knowledge, skills, and attitude/values +-----------------------+-----------------------+-----------------------+ | Content Standards | | | +=======================+=======================+=======================+ | Performance Standards | | | +-----------------------+-----------------------+-----------------------+ | Learning Competencies | | | +-----------------------+-----------------------+-----------------------+ | Objectives (SMART) | Basis of Instruction | CHANGE | | | | | | | Outcome | (Proof of learning) | +-----------------------+-----------------------+-----------------------+ | | KSA | | +-----------------------+-----------------------+-----------------------+ - RELEVANCE AND RESPONSIVENESS - Through the learner-centered philosophy in education and diversity of learners. - Special Program for the Arts & Sports - Special Education Program - Indigenous People's Education - Inclusion Program, etc. - ENRICHING TEACHING PRACTICES THROUGH PROFRESSIONAL COLLABORATION - Curriculum Implementation - Collaborative efforts of all - Training & Workshops LAC Sessions - UTILIZING TEACHING AND LEARNING RESOURCES AND ICT +-----------------------------------+-----------------------------------+ | Learner-centered | Print | +===================================+===================================+ | Various-oriented | Audio-visual materials | +-----------------------------------+-----------------------------------+ | Process & Outcomes driven | Database | +-----------------------------------+-----------------------------------+ | Differentiated Learning | Online Resources | +-----------------------------------+-----------------------------------+ | ICT-Integrated | Visual Aids | +-----------------------------------+-----------------------------------+ | Excellent Content | Real objects | | | | | | ICT Tools, etc. | +-----------------------------------+-----------------------------------+ **CHAPTER 5: Design, Selection, Organization & Utilization of Assessment Strategies** - ASSESSMENT - Diagnostic Assessment - Formative Assessment - Summative Assessment - **ASSESSMENT vs EVALUATION** Process Oriented Product Oriented ----------------------------------------------------------------- ------------------------------------------------------------------------ Data/ Information Judgement Focuses on individual progress & areas for improvement purposes Focuses on the assessment data for judgement purposes Is given to improve student learning Is given to get the overall effectiveness of the instructional methods Qualitative Quantitative Pinpoints strengths & Weaknesses Sorts and ranks Diagnostic/Formative/summative Summative Evaluation - CONTINUOUS ASSESSMENT & EVALUATION - Improves instruction. - Ensures the achievement of every learner. - Identify students at risk. - ASSESSMENT STRATEGIES - Questioning students. - Going around during activity - Engaging in one-on-one contact with students. - Conducting periodic reviews. - EVALUATION STRATEGIES - Doing test analysis. - Sorting scores. - Ranking sorted scores. - CONSTRUCTIVE FEEDBACK - Mark/Grade - Comments - FEEDBACK TO IMPROVE LEARNING - Constructive feedback should be specific. Tell how the learners can improve their work. - Make feedback instantaneous. - Substantiate a grade/mark with a comment. - Balance negative with positive comments. - Follow up written comments with oral feedback & aim for a dialogue. - Make further suggestions. - Give periodic oral feedback on the rough draft. - COMMUNICATION OF LEARNERS' NEEDS, PROGRESS, and ACHIEVEMENT to the KEY STAKEHOLDERS. - Teachers should inform the parents of the progress & deficiencies of the learners and ask for their cooperation for the proper guidance and improvement of the learners. - Recognize learners. - Classroom Awards. - Grade level Awards. - Special Awards. - COMMUNITY LINKAGES & PROFESSIONAL ENGAGEMENT *"It takes a village to raise a child."* - Community is a social context of the students and their environment that consists of people with a common purpose, shared values, and agreement on learning goals. (Bickford and Wright, 2018) - The Learning environment must be responsive to the community context- understanding of the ff: - Cultural beliefs and practices - Languages - History - Race - Ethnicity - Perspectives - PTA- - Provides a forum to discuss issues & solutions relating to the total school program and ensure the full cooperation of parents in the implementation of such a program. - Encourages coordination with members of the community to provide support to the school for the promotion of common interests. (DepEd, 2009) - Improves the learning environment. - Teachers should have the necessary competence in building good relationships with parents & the wider community to implement properly the school's program & facilitate the discussion on issues and concerns relating to the students' academic performance. **CHAPTER 6:** Professional Ethics - **PROFESSIONAL ETHICS** serves as a guide in practicing one's profession. It encompasses personal and professional standards of behavior. - RA 7836, Sec. 6- The Code of Ethics for Professional Teachers - Public and private school teachers are expected to embody good ethics based on moral principles and appropriate conduct that one should observe as a professional. - They have professional accountability and responsibility with the state, the community, the higher authorities, etc. - The teacher as a model should religiously practice the Code of Ethics for Professional Teachers to set a good example not only to the students but most especially in the teaching profession and the community they serve. - SCHOOL POLICIES and PROCEDURE - Serve as the operational guidelines of a school. - Helps schools operate and implement school programs and projects. - PHILOSOPHY OF TEACHING - Is independent on exposure, culture, and training. - Encompasses the teachers' belief and values. - Influences content and pedagogy. - TEACHER-CENTERED PHILOSOPHY - Underscores the relevance of teachers in education. - Employs Essentialism & Perennialism - T focuses on the 3Rs to train the mind and critical thinkers. - STUDENT-CENTERED PHILOSPHY - T maximizes the learners' potential - **Example:** - **Progressivism** (through hands-on engagement) - **Existentialism** (through the learning of concepts/ finding meaning) - **Social Reconstructionism** (Through programs that will contribute to social issues) - PHILOSPHY OF EDUCATION +-----------------------+-----------------------+-----------------------+ | NATURALISM | HUMANISM | BEHAVIORISM | +=======================+=======================+=======================+ | **Idealism** | | **Pavlov-** Classical | | | | Conditioning | | - Essentialism | | | | | | | | - Perennialism | | | | | | | | - Instrumentalism | | | +-----------------------+-----------------------+-----------------------+ | **Realism** | | **Skinner-** Operant | | | | Conditioning | | - Existentialism | | | +-----------------------+-----------------------+-----------------------+ | **Pragmatism** | | **Bandura-** Social | | | | Learning (Modelling) | | - Progressivism | | | | | | | | - Utilitarianism | | | | | | | | - Social | | | | Reconstructionism | | | +-----------------------+-----------------------+-----------------------+ | | | **Thorndike-** | | | | Connectionism | | | | (Exercise) | +-----------------------+-----------------------+-----------------------+ +-----------------------------------+-----------------------------------+ | Naturalism | | +===================================+===================================+ | **IDEALISM** (thoughts) | **PERENNIALISM** (never changing) | | | | | **ST. THOMAS AQUINAS** | ESSENTIALISM (basics) | | | | | refereed IDEALISM & realism | **INSTRUMENTALISM** | | | | | **Realism** (senses) | - **John Dewey**- Learning by | | | doing. | | **pragmatism** (use or practice) | | | | - TRUTH solves problems so Educ | | (no thoughts & no senses) | is life. | | | | | | - Democracy in Educ. | | | | | | - Pedagogic Creed | | | | | | - Pedagogy (Children | | | | | | - Andragogy (Adult) | | | | | | - **EXISTENTIALISM** (freedom | | | to choose) | | | | | | - **PROGRESSIVISM** (For | | | improvement) | | | | | | - **UTILITARIANISM** (For the | | | use or benefit of a great | | | number) | +-----------------------------------+-----------------------------------+ - DIGNITY OF TEACHING AS A PROFESSION - TEACHER'S PERSONAL & PROFESSIONAL QUALITIES - Relates well with students. - Nurturing - Understanding - Kind - Knows students well. - Committed to the profession. - Engages students in learning to motivate them. \*S' are more concerned with how T' can connect & establish a relationship with them. (Peterson-DeLuca 2016) - COLLABORATION among teachers means working together to reflect on practices and improve teaching (Du Four 2005). - Conversing about professional practice is necessary as it provides novice teachers with some kind of mentoring. It also allows seasoned teachers to renew their interest in teaching as they are allowed to share their expertise (Williams 2010). - Students are not merely focused on how much knowledge the teachers can share but are more concerned with how teachers can connect and establish a relationship with them. - Hence, when teachers can establish a rapport with students, it will be easier for students to learn (Peterson- De Luca 2016). - **Effective teachers (according to Goldberg, 2003)** - Take time to listen and help students. - Manages class well. - Collaborates with other professionals to share expertise. - Constantly seeks ways to grow professionally. - Uses appropriate instructional methods. - With mastery of content. - Decisive - Go beyond the call of duty. - Continue to update self with knowledge and skills for the good of their students. - **PROFESSIONAL LINKS WITH COLLEAGUES** - **VARIOUS WAYS TO CONNECT WITH COLLEAGUES:** - Find time to connect. - Ask about one's experiences in the classroom. - Volunteer to work on a project with another teacher. - More engagement in projects, more learning of - Each other's working style. - Lessons on commitment, passion & hard work. - PROFESSIONAL REFLECTION AND LEARNING TO IMPROVE PRACTICE - TEACHERS do not learn from their experiences unless they reflect on these experiences (Dewey 1933). - It is a deliberate act to think about past, present, and future actions to improve teaching (Harvey et.al. 2016) - **The Philippine Professional Standards for Teachers (PPST):** - **7 Domains with a total of 37 Strands.** 1. Content Knowledge and Pedagogy 2. Learning Environment 3. Diversity of Learners 4. Curriculum and Planning 5. Assessment and Reporting 6. Community Linkages & Professional Engagement 7. Personal Growth & Professional Development