EPISODE 5: GUIDING PRINCIPLES IN THE SELECTION AND USE OF TEACHING METHODS

My Learning Overview

This Learning Episode is about the guiding principle in the selection and use of teaching method. It comes after the FS student has been introduced to methods of teaching

My Learning Outcome

At the end of this activity, the student teacher must be able to identify the application of some guiding principles the selection and use of teaching strategies

My Performance Criteria

I will be rated along the following:

Quality of my observations and documentations
Completeness and depth of my analysis
Depth and clarity of my classroom observation – based reflections,
Completeness, organization, clarity of mt portfolio and
Time of submission of my portfolio.

My Map

I will observe 1 Resource Teachers, analyze and reflect on my observations.
To reach my Target, I will follow the following steps:
Step 1: Read Learning Essentials above.
Step 2: Observe and Resource Teacher.
Step 3: Accomplish Observation Sheet
Step 4: Analyze my observations.
Step 5: Reflect on my observations

My Learning Activities

The students are able to cope up with the topic easily with the help and integration of technology in education. Through this, it enhances their cognitive level on how things done. She also asked the learners to recall information and she also asked them about comprehension the teacher generalize some of the things she discussed. She pointed out the most important facts, related ideas of the lesson to avoid confusion by the students and understand it correct

My Learning Activities/Tools

Teacher – Centered

1. Does the teacher lecture all the time?

Yes, she always have a powepoint presentation that helped students to learn

2. Is there any emphasis/mastery of the lesson? Prove

Yes, it is when we have to give them score, comments or any feedback regarding the dishes they had prepared.

3. Is the class atmosphere coumpetitive? Why?

Yes, I can see with the students that they were competitive because they are all active and always participate in activities.

4. Does the teacher focus only on one discipline/subject?

No, because she is also focused on how her students when it comes on presentation, doing homework and when reciting into class.

1. Are the students involve in the teaching – learning process? How will you describe? Are they more

passive recipient of instruction?

Yes, they are actively participate in any activity they were asking if we can give them tips or other ways to make their presentation more presentable

2. Is the emphasis the student’s application of the lesson in real life? Cite evidences.

Yes, food is one of our basic needs without food we cannot live, it is the way to have an energy and to have a healty body, Food is also one way to show how much you care for someone especially to your family, bonding with foos hits different.

3. Is the class atmosphere collaborative? Why?

Yes, because they learn with each other they adopt one tip on their classmate when explaining.

4. Does the teacher connect lesson to other discipline/subjects?

Yes, most especially with oir daily lives, food is important just how important your cellphone or any

gadgets is. You may live peacefully without phones but you cannot live without food.

5. What teaching – learning practices show that teaching approach is:

Constructivist – when they were connected with each others experience
Inquiry – Based
Developmentally Appropriate – learning activities for the developmental stage of children
Reflective
Inclusive – no one should left behind, every body have the reason to study so let them be
Collaborative – Student is active in participating and worked together
Integrative – Lesson was multidisciplinary

My Learning Insight

As a future teacher we need to know the different practices on how to approach our students.

Constructed: Students are not blank slates upon which knowledge is etched. They come to learning

situations with already formulated knowledge, ideas, and understandings. This previous knowledge is

the raw material for the new knowledge they will create.

Active: The student is the person who creates new understanding for him/herself.
Reflective: Students . . . lead the way by reflecting on their experiences. . . . The teacher helps create situations where the students feel safe questioning and reflecting on their own processes,
Collaborative: Students reflect upon activities and build understanding in collaborative groups
Inquiry-Based: The main activity in a constructivist classroom is solving problems.
Evolving: Students have ideas that they may later see were invalid, incorrect, or insufficient to explain new experiences. These ideas are temporary steps in the integration of knowledge.

My Reflection

If I decide on my teaching approach/method, I will consider . If I decide on my teaching

approach/method, I will consider many things. First is my instructional objectives. My aims should

define what method to be used or what approach needed to be performed in order that my aims will be

achieved.Learners learn best if their interests are met. And the teacher should choose appropriate

teaching method to do this. Another factor is the ability of the teacher himself/herself. A teacher should

be knowledgeable on the topic. Also always consider time. Some teaching approaches/methods require plenty of time. These are some of the things I’ll consider in deciding my teaching approach/method. But as teachers, we should always bear in mind that there is no perfect method. The best method is the one that works; the one that yields results.

My Learning Portfolio

By means of a graphic organizer show the characteristics of a constructivist and a metacognitive approach. Constructivist Approach Active process of learning Prior learning plus new experiences. Construction of learning from one’s prior knowledge Student- centered Constructing own meaning from experiences. Metacognitive Approach Thinking about thinking. Reflecting on how one think and learn. Beyond cognition. Awareness of one’s thought. Includes subvocalizing or talking to oneself.

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