FS2 COMPILATION REVIEWER.pdf

Midterm Exam Coverage: FSTD 2 -CODE OF ETHICS -PPSD STANDARDS -ACTION RESEARCH -CONCEPTS ABOUT ACTION RESEARCH -ENHANCING OF F2F LEARNING ENVIRONMENT -LESSON PLANNING -TAXONOMY OF INSTRUCTIONAL MATERIALS -CLASSROOM MANAGEMENT AND CLASSROOM ROUTINE Code of Ethics for Professional...

Midterm Exam Coverage: FSTD 2 -CODE OF ETHICS -PPSD STANDARDS -ACTION RESEARCH -CONCEPTS ABOUT ACTION RESEARCH -ENHANCING OF F2F LEARNING ENVIRONMENT -LESSON PLANNING -TAXONOMY OF INSTRUCTIONAL MATERIALS -CLASSROOM MANAGEMENT AND CLASSROOM ROUTINE Code of Ethics for Professional stake in any controversy, teacher shall Teachers (RA No. 7836) support one another. Article VI Section 4. Every teacher, individually or as part of a group, has a right Article II Section 3. In the interest of the to seek redress against injustice to the State and of the Filipino people as much as administration and to extent possible, shall of his own, every teacher shall be raise grievances within acceptable physically, mentally and morally fit. democratic possesses. In doing so. they shall avoid jeopardizing the interest and the Section 5. A teacher shall not engage in the welfare of learners whose right to learn promotion of any political, religious, or other must be respected. partisan interest, and shall not directly or indirectly, solicit, require, collect, or receive Article VIII Section 6. A teacher shall base any money or service or other valuable the evaluation of the learner’s work only in material from any person or entity for such merit and quality of academic performance. purposes. Section 7. In a situation where mutual Section 8. Every teacher shall enjoy attraction and subsequent love develop academic freedom and shall have privilege between teacher and learner, the teacher of expounding the product of his researches shall exercise utmost professional discretion and investigations: provided that, if the to avoid scandal, gossip and preferential results are inimical to the declared policies treatment of the learner of the State, they shall be brought to the proper authorities for appropriate remedial Article IX Section 3. A teacher shall hear action. parent’s complaints with sympathy and understanding, and shall discourage unfair Article IV Section 3. Every teacher shall criticism participate in the Continuing Professional Education (CPE) program of the Article X Section 2. A teacher shall Professional Regulation Commission, and maintain a good reputation with respect to shall pursue such other studies as will the financial matters such as in the improve his efficiency, enhance the prestige settlement of his debts and loans in of the profession, and strengthen his arranging satisfactorily his private financial competence, virtues, and productivity in affairs order to be nationally and internationally competitive. Article XII Section 1. Any violation of any provisions of this code shall be sufficient Article V Section 1. Teacher shall, at all ground for the imposition against the erring times, be imbued with the spirit of teacher of the disciplinary action consisting professional loyalty, mutual confidence, and of revocation of his Certification of faith in one another, self sacrifice for the Registration and License as a Professional common good, and full cooperation with Teacher, suspension from the practice of colleagues. When the best interest of the teaching profession, reprimand or learners, the school, or the profession is at cancellation of his temporary/special permit under causes specified in Sec. 23. Article ◆ Increased sharing and collaboration HI or R.A. No. 7836. and under Rule 31. across departments, disciplines, and grade Article VIII. of the Rules and Regulations levels Implementing R.A. 7836. ◆ Increased dialogue about instructional issues and student learning ◆ Enhanced communication between teachers and students ACTION RESEARCH REVIEWER ◆ Improved student performance General Concepts ◆ Revised practices based on new knowledge about teaching and learning - process that improves things, places, events, practice Developed priorities for school-wide - problem-solving education through planning and assessment efforts change - collaborative Contributed to the profession's body of - doing research on or about people knowledge about teaching and learning - cyclical - linear - practical and relevant Outcomes - conclusive - exploring, discovering, and seeking - Professional development - a way to improve instructional - Education Change practice - Enhanced personal Awareness - Improved practice - New learning Perspectives Varieties 1. SelF Reflective inquiry (Carr and Kemis, 1. Diagnostic-leads to action, steps into an 1986). It is undertaken by the participants in already existing problem situation, the study. preferably by invitation and it thereby, diagnoses the situation 1. Pragmatic (O'Brien, 1998). It is learning by doing, in which a person identifies a 2. Participatory - grows out of the problem, does something to resolve it, sees weakness often observed in the first variety how successful his/her efforts are, and if not satisfied, try again. 3. Empirical-compels the researcher to do something and keep a record of what is 3. Reflective (McNiff, 1994). It aims to done and what happens improve the situation through change, by encouraging the participants to be aware of 4. Experimental - shows the greatest their own practice and be prepared to potential value for the advanced scientific change it. knowledge, since it can provide under favorable circumstances a definitive test of 4. Collaborative problem solving (Fraenkel a specific hypothesis and Wallen, 2010). It is an activity conducted by one or more individuals or groups for the purpose of mutually solving a Models problem or obtaining information in order to reform local practice. 1. Action Research Interacting Spiral 2. Lewin's Action Research Spiral Effects 3. Calhoun's Action Research Cycle 4. Bachman's Action Research Cycle 5. Riel's Action Research Model 6. Piggot-Irvine's Action Research Model 7. Action Research by Ferrance (2000) 1. Objectives 8. Action Research Spiral by Kemmis And 2. Resources/Materials Mctaggart 3. Activities 9. Susman's Action Research Model 4. Presentation 10. Action Research Process by 5. Assessment Tools Henderson, et al. (2012) 6. Assignment Guidelines in Writing the Lesson Plan 1. Identify the needs of the students. 2. Write the objectives in sequential order. 3. Use the SMART criteria in formulating the objectives. 4. Make research about the lesson. 5. Choose appropriate resources/materials and teaching strategies 6. Cite sources. 7. Choose updated references. 8. Be realistic, resourceful, and creative. 9. Integrate technology. 10. Prioritize the development of higher-order thinking skills. 11. Create valid and reliable assessment tools. 12. Prepare learner-centered activities. 13. Allot time for each activity Lesson Planning 14. Organize the parts of the lesson plan 15. Emphasize the main points in the synthesis of the lesson. “If you fail to plan, you are planning to fail.” ~Benjamin Franklin LESSON PLAN MODELS Benefits of Lesson Planning 7Es -It minimizes risks. -A teacher who plans may expect a fulfilling ELICIT- sharing of prior knowledge instructional experience. ENGAGE- introduction of the lesson -He is not caught flat- footed and his EXPLORE- collaborative students know what to anticipate inside the learning/discovery of the concepts class. EXPLAIN- clarification of knowledge ELABORATE- independent Before preparing lesson plans, leaning/application of knowledge Rodriguez- Gallego suggested taking the EXTEND- enhancement of following components into account: knowledge EVALUATE- assessment of 1. regulatory framework knowledge 2. school educational and curricular project BOPPPS MODEL 3. context and conditions undercwhich lesson planning is to be developed BRIDGE IN OUTCOMES 4. expertise, skills, and peculiarities PRE-ASSESSMENT of both teachers and students PARTICIPATORY LEARNING POST 5. nature of the contents ASSESSMENT SUMMARY Components of a Lesson Plan BACKWARDS DESIGN  6. flash drive Step 1 - Effective Learning 7.CD and DVD Objectives 8. audio cassettes Step 2- Assessment 9. multi-media projectors Step 3- Learning Activities and 10. servers Stratigies COMMUNITY RESOURCES MADELINE HUNTER MODEL 1. ordinances I. Anticipated Set 2. exposure trips II. Object and Purpose 3. immersion and involvement activities III. Input 4.social experiment IV. Modeling 5. community resource persons V. Checking for understanding 6. community exhibits VI. Guided Practice 7. social event VII. Independent Practice 8. talent show VIII. closure 9. public announcements 10. facilities Deped Lesson Plan format BASIC CONSIDERATIONS WHEN CHOOSING INSTRUCTIONAL I. Objectives MATERIALS II. Content III. Learning Resources 1. level of the students IV. Procedures 2. appropriateness of the vocabulary A Before the lesson 3. context B. During the lesson 4. content C. After the lesson 5. usability of the material V. Assignment (optional) VI. Remarks EnhancingaFace-to-Face VII. Reflections LearningEnvironment In a face-to-face classroom... TAXONOMY OF LEARNING AND -students and the teacher are physically INSTRUCTIONAL MATERIALS present. -the teacher prepares activities, provides PRINTED MATERIALS instruction, and evaluates students' learning. 1. books -equipment and instructional materials are 2. magazines made available in the classroom where 3. textbooks teaching and learning take place 4. worksheets most of the time. 5. modules 6. hand-outs Advantages of Face-to-Face Learning 7.photographs Environment 8. outline maps 9. comic strips - less distraction and more 10. research papers concentration - greater understanding and NON-PRINT MATERIALS real-world examples - learn more efficiently and more 1. film strips comfortably 2. presentation slides - access more relevant information 3.e-books from teachers and class interactions 4.software - greater opportunity to connect and 5. hardware socialize, network, and solve  problems with classmates and EXPLORE THE CONTENT teachers - Principles of Effective Classroom Characteristics of Face-to-Face Learning Management Environment 1.Consistency - Learning space is physical. 2.Flexibility - Lessons are delivered with the 3.Clarity teacher physically facilitating. 4.Fairness - Class meetings occur regularly at a 5.Inclusivity specific time or schedule. 6. Excellence - Teachers lead the conversation, 7. Innovativeness within a limited amount of time. 8. Variety - Assessment is done face-to-faceand 9. Autonomy usually during the class meeting. 10. Dynamism Classroom Management And Classroom Routines TAKE A GLIMPSE OF THE LESSON The learning episode focuses on the classroom structure and routines performed by teachers in class to provide a safe, friendly, non-threatening and caring environment. ACHIEVE THE LEARNING OUTCOMES Identify the classroom routines set by the teacher and observe how the students execute the various classroom routines. EXPLORE THE CONTENT Routines are the backbone of daily classroom life. They facilitate teaching and learning. Routines don't just make the life of the teacher easier. They save valuable classroom time. Efficient routines make it easier for students to learn and achieve more. EXPLORE THE CONTENT Benefits of Classroom Management 1.Increase student engagement. 2.Facilitate learning experiences. 3.Maintain order in the classroom. 4.Promote respect for authority. 5.Build positive relationships. 6.Instill discipline.