FS 2 ( Experiencing the Teaching-Learning Process)

Episode 3 (Organizing Content for Meaningful Learning) For the Cognitive Lesson:

1. What is the lesson about? The lesson is all about numbers, specifically, the teacher discussed about the rules and procedures in solving fractions in different mathematical equations. The math teacher also increases the difficulty of solving fractions by adding whole numbers at the latter part of the lesson. Students also need to simplify the answer into its lowest terms. 2. What are examples of facts mentioned in the lesson? The methods, the formula, the process and the practice used by both students and teacher to solve the mathematical problems are measured on facts. The class had used different methods of solving but at the end, they came up with the same output or result which proves its factual orientation of the lesson. 3. Did the lesson end with facts? Or did these facts lead to understanding of concepts? Prove your answer. On my personal observation, sadly, the lesson ends with facts. The teacher did not integrate or even employed thematic teaching in incorporating her lesson in real life scenario. The teacher used plainly numbers without integrating it on problems that may encounter in daily lives. Ex. slicing the cake into 8 parts. 4. Write down instances of treating the topic in depth (giving examples, examining cause- effect relationships, relating ideas or concepts to one another. The teacher drills the students by giving numerous examples of mathematical problems. Stating and repeatedly discussing the step by step procedure on how to solve and arrived at the correct answer. She did not employ in depth strategies thats leads to only mastery of the lesson but does not come up with the realization of the relevance and understanding of the topic. 5. Cite instances when students were encouraged to ask questions, to talk about and reflect on what they learned. There were only two instances where students were encouraged to ask questions. First was when the teacher asked her students if they have clarifications regarding the topic. And second, when they cant derived to the right answers when they are urged to solve the problems. For the skill Lesson: 1. What was the skill lesson about? Which skills was/were target? Manipulative skill or thinking skill? Photo editing using Photoshop application has been taught to manipulate and creatively alter or modify the photos to a more enhanced output. Manipulative skill was much more emphasized rather than thinking skills

FS 2 ( Experiencing the Teaching-Learning Process)

although thinking skills was part of the learning process. Manipulative in a sense that students needs to be familiar on the use of different tools available in Photoshop application in order to utilize and have ease on the use of program. 2. Write evidence of the teachers encouragement of divergent thinking by the students. Although, all of the students had given the same task by the use of limited tools in Photoshop, the teacher did not restricted her students to come up with the same result, but rather she challenged them to utilized these available resources and yet they will come up with the original, unique and artistic output. 3. Which are proofs that the Resource Teacher promoted convergent thinking.? The teacher might get different products as the result of students imaginative and creative thinking, but the aim goal, all or most of the students should learn and/or master the application of, skew, distort warp and perspective tools in any given pictures at the end of the lesson which promotes convergent thinking. 4. If there was problem solving in the lesson, were the pupils taught to solve the problem using algorithm or heuristic strategy? In photoshop editing, Algorithm was employed in solving problems. They were taught the step by step instruction on how to manipulate or control each tools, and on what particular state of an object the tools can only be applied. The solving of a problem in Photoshop doesnt rely on intuitative thinking nor speculations. 5.What are the proofs that the students were encouraged to do critical thinking? Critical thinking becomes visible when they started to interact with Photoshop. Since, it is their first time to use work with those tools, a hand on hand inexperienced might be doubtful but with such curiosity lead them to test their hypothesis like for an instance, that if they will use this kind of tool, where they able to come up with the expected results? They also use use decision making on which is best tools to use? Is it the perspective tool or the distort tool? It includes an argument analysis if for an instance if I will use the distort tool, is it appropriate for a three dimension look like result? In this stage a more critical thinking is realized.

Value/ Affective Lesson: 1. What was the value lesson about? Moving forward a short essay from the textbook that anchored from the lesson and brought values in learning the different elements of a paragraph to construct and become an effective journalist or writer. as the teacher said master these elements of paragraph, you will become a better writer and it will surely MOVE YOUR LIFE FORWARD.

2. Was the value taught alone or was it integrated with a cognitve or skill lesson?

FS 2 ( Experiencing the Teaching-Learning Process)

The teacher embedded some values in realizing the relevance of the cognitive part of the lesson. While he ensures imparting the knowledge as the core of his lesson, he integrates values by exposing the lessons worth to the life of his students. 3. How was the value lesson developed? The values within the lesson developed when the teacher gave inspirational thoughts and presented some human figures that succeeded on certain career. Motivation then grows on the part of the students and they will enlighted the importance of the topic being presented. At those moments, eagerness to learn the topic is on the mindset in every student.

My analysis: for the Cognitive lesson: How did my Resource Teacher teach the cognitive content meaningfully and interestingly?

ep 4 learning is an active process All the resource teachers do not just rely purely on discussion, they engaged their students through active participations where learning comes from multiple heads. The resource teachers act as facilitator, students on the other hand makes the discussion more productive by sharing thoughts and ideas, and guidance from textbooks for facts information. The more senses are involved, the more and the better the learning Resource Teacher one identify students who are merely hearing the lesson from active listening. Active listening is tested through the use of speaking skills. The resource teacher tested the student by asking a question if the student really listens to the topic being conveyed. A non-threatening atmosphere enhances learning All the resource teachers, aside from observing cleanliness of the classroom, availability of resources such as chairs, fans for ventilation, sufficient amount of light, and a silent corridor, they are not only concerned for physical condition of the classroom but they all also ensures safety of every individual as a part of nonthreatening atmosphere.

FS 2 ( Experiencing the Teaching-Learning Process)

Emotion has the power to increase retention Resource teacher one extracting emotional feedback from his students by means of asking questions that needs employment of affective domain like What are your feelings toward the story?, Does the story motivate you? The students then pulling out their inner emotion by reacting, and by making some judgement regarding the topic.

Good teaching goes beyond recall information Resource teacher one offers variety of questions, problems, dilemmas, and activities that challenged the higher ordered thinking skills of the students. With his guide, he lets the students operate independently throughout the lesson to make the application of learning and the acquisition of HOTS become possible.

learning is meaningful when it is connected to students everyday life. The resource teacher 1 gives situated or problem based activities where episodic memories of students are exercised. The teacher acknowledged and valued answer which came from past experience of the students .

an integrated teaching approach is far more effective than teaching isolated bits of information Resource teacher 1 adhered integrative approach. He make sure that the discipline/subject is not separated from others but rather a connection among disciplines are vital in students understanding.

are these principles in accordance with brain-based teaching learning?

what is the best method of teaching? is there such a thing? I believe that there is no single best method teaching. Always bear in mind that students are diverse in nature, connotes multiple intelligence and may best learned in different approaches and strategies. The best method of teaching is to be flexible to all kind of approaches, methods and techniques so cover all the needs of the students to learn.

FS 2 ( Experiencing the Teaching-Learning Process)

deductive method The chemistry teacher start her first lesson by giving a big picture of what is lesson is all about and bits by bits out of that big picture were discussed. A deductive method was used as she gave generalization at the beginning of the lesson. inductive method the English teacher use inductive method as she gave first a story or a dialogue and then analyzed and identified by the students which part of the story connotes figures of speech. Demonstrative method the Math teacher demonstrate first to her students how to get different sizes of trapezoid. After all understanding and clarifications, the math teacher allow the students to solve the mathematical problem on their own. Problem Solving The math teacher also uses Method of solving the problem. For better understanding, She employed the step by step procedure of how to arrive at the correct answer in solving the base and the median of a given trapezoid. Discovery Method The English teacher lets her students discover the hidden figures of speech after she read the dialogue. At this, after figured it out which part of the dialogue or story are figures of speech, they will also identify what kind of figures of speech is on the story.( e.g. metaphor, simile, apostrophe.) project method The English teacher gave a task to group of students to make a story composed of figures of speech to be dramatized in front of the class. Constructive approach In English subjects, aside from teaching what kind of figures of speech are there in the story. The teachers also let the student to give the meaning out of that figure of speech. Figures of speech like metaphor needs to be analyzed to extract the true meaning of the sentence and each students have different answers and opinion. Metacognitive approach It was practiced by the teacher by asking to students to answers different questions aloud. In these approach, the students, unconsciously practices their metacognitve skills. Integrative approach

FS 2 ( Experiencing the Teaching-Learning Process)

English Teacher did not put borders within her lesson but rather she integrates it in other disciplines. In his discussion, she incorporates past experiences, also she make sure that the three domains are part of learning process. The lesson is wholistic approach. I will answer the ffg. Questions: 1. Which approaches/ methods will be grouped together? why?

which approaches/methods are more interactive? less interactive? direct instruction,Integrative, Discovery, Inquiry based approach are more interactive than other approaches. These approaches laid into the three domains (cognitive, affective, and psychomotor). The lesser interactive approach is deductive method where students are only active listeners. Teachers in these approach does not provide greater critical thinking. when should be direct method be used.? direct instruction is best used when the teacher is in control of the lesson and when they taught cognitve strategies to students involving facts, rules, and action sequences.

indirect instruction is best to use when teaching concepts, abstracts, or patterns. Also when the learning process is inquiry-based, the result is discovery. It is a students centered approach.

which approaches promote learning to live together. In cooperative learning, there is a positive interdependence among students efforts to learn. participants perceive that they can reach the goal only if all members contribute to the assigned task. Cooperative learning promotes learning to live together.

If I will decide on my teaching approach/method. I will consider first the the diverse background of my students; their needs, abilities, potentials, interests and the curriculum of the school. Then by identifying these vital information, I can now create my unique teaching strategies which anchored on the different methods and approaches in the context. I will not rely on one approaches nor methods but rather I I will facilitate and cater all of these approaches in timely manner of use depends on the needed situation.

FS 2 ( Experiencing the Teaching-Learning Process)

constructivists approach thoughtful reflection on experiences solving real world problems focus on knowledge construction Provide for learner control embed learning in social experiences

emphasize authentic tasks in a meaningful context rather than abstract instruction provide multiple representations of reality. METACOGNITIVE APPROACH ability to evaluate and regulate ones own thinking processes . Self-regulated learning IT IS REFLECTIVE SELF ASSESSMENT