Demonstration Lesson Plan in Araling Panlipunan 8

Gingoog City COLLEGEs

Macopa St., Paz Village Subdivision, Gingoog City

Professional Education

Demonstration Lesson Plan in Araling Panlipunan 8

I.    Layunin

      Sa loob ng animnapung (60) minuto na aralin, ang mga mag-aaral ay inaasahang:

a.    Natutukoy ang impormasyon tungkol sa pinagmulan ng Roma

b.    Nasasabi ang mga pinuno ng Roman Republic

c.    Nailarawan ang kolsul, diktador, patrician at plebian

II.   Paksang Aralin

      Paksa:                        “Ang Simula ng Rome”

      Sanggunian:            Kasaysayan ng Daigdig

                                          Araling Panlipunan

                                          (pahina 159-160)

      Kagamitan:                Hand-outs, larawan patungkol sa mga tao sa Roman Republic (Flashcards), Mga larawan ng pinagmulan ng Roma (Slide Presentation), Laptop, DLP, Pisara, Yeso, Talang Gawain at Sagutang Papel

      Pagpapahalaga:      Kahalagahan ng mga pinuno sa ating pamayanan.

III. Pamamaraan

A.   Panimulang Gawain (2 Minuto) Gawain ng Guro 1.    Panalangin -Magsitayo ang lahat para sa panalangin. (Susundan ng bata ang pagbigkas ng guro ng panalangin) 2.    Pagbati (1 Minuto) -Magandang umaga mga bata! -Maaari nang umupo ang lahat. 3.    Ehersisyo (5 Minuto) -Sundin ang sayaw sa DLP output; Ang pamagat ng sayaw na iyan ay “Follow the Leader” -Nag enjoy ba kayo? 4.  Balik-Aral (2 Minuto) -Sino ang hari ng Macedonia na tumalo sa estado ng Athens at Thebes? -Magaling! B.  Pagganyak (5 Minuto)      -Mga  bata, may ipapakita ako sa   inyo na iba’t ibang larawan. Ang mga larawan na ito ay may kinalalaman sa ating aralin. (ipinakita ang Slide show presentation o ang flashcards) -Ano ang nakikita ninyo sa unang imahi? -Very good! -Ano naman ang nakikita ninyo sa ikalawang imahi? -Tama; siya ay ang Roman Consul -Ano naman ang nakikita ninyo sa ikatatlong imahi? -Ano-anong mga imahi naman ang makikita ninyo class sa ika-apat na larawan? C.   Paglalahad/Talakayan (15 Minuto) (Magpapakita ang guro ng “slide presentation” para sa bagong aralin) -Nasa inyong hand-out; ang pag-aaralan natin ngayon ay tungkol sa “Ang Pinagmulan ng Rome” -Ang Rome ay itinatag sa kalagitnaan ng ___________ siglo B.C.E. -Very good!  Isang Candy para sa iyo. -Anong salita o wikang ang ginamit ng mga Romano? - Ayon sa isang matandang alamat; ang Rome ay itinatag ng kambal na sina? -Isang candy ulit, dahil may tama ka! -Habang mga sanggol pa lamang, inilagay sila sa isang basket at ipinaanod sa Tiber River ng kanilang amain sa takot na angkinin ng kambal ang kaniyang trono. -Sino ang nag-aruga at nagsagip sa mga kambal? - Nang lumaki ang dalawang kambal at nalaman ang kanilang pinagmulan, inangkin nila ang trono at itinatag ang ___________ sa pampang ng Tiber River noong 753 B.C.E. - Sino ang tumalo sa Romano? -Very good! -Ano-anu ang mga itinuro ng mga Etruscan sa mga Romano? -Sino ang namuno sa mga Romano na nagpataboy sa mga Etruscan? -Magaling! -Sino ang huling hari ng mga Etruscan nang maitaboy ito ng mga Romano sa Pamumuno ni Lucius Junius Brutus? - Sa halip na pumili ng hari, naghalal ang mga Roman ng dalawang _________ na may kapangyarihang tulad ng hari at nanungkulan sa loob lamang ng isang taon. - Sa oras ng kagipitan, kinakailangang pumili ng ___________ na manunungkulan sa loob lamang ng anim na buwan. -Tama! -Nagtatamasa ang diktador ng higit na kapangyarihan kaysa mga konsul. - Republika lamang sa pangalan ang mga pamahalaan dahil laan lamang ito sa mga maharlika o _______________. -Nice answer! -Ano ang tawag sa klasi ng mamayan sa Roman Republic na binubuo ng mga kapos sa kabuhayan o mga mandirigmang mamamayan? D.   Paglalahat (3 Minuto) -Class, tingnan ang mga imahi. - Ayon sa isang matandang alamat; ang Rome ay itinatag ng kambal na sina? -Anong klasing mamayan sa Roman Republic ang binubuo ng mga mayayamang angkan? - Ano ang tawag sa klasi ng mamayan sa Roman Republic na binubuo ng mga kapos sa kabuhayan o mga mandirigmang mamamayan? -Sino ang mas may makapangyarihan pa kay sa konsul sa Roman Republic? -Ito ay pinili ng mga Romano para maging mamuno sa kanila na sa halip ay hari? E.   Paglalapat (2 Minuto) -Bakit mahalaga ang mga pinuno sa ating kumunidad? -Tama! F.    Talang Gawain [Individual Activity] -Ngayon naman ay bibigyan ko kayong lahat ng isang Talang Gawain. Maaari niyo bang ilabas ang inyong ballpen?  May ibibigay akong isang quiz para masukat ang inyong natutunan. -Babasahin ko ang panuto na inyong susundan. Panuto: Sagutin ang mga sumusunod na tanong; isulat ang titik ng napiling sagot sa patlang. -Bibigyan ko kayo ng sampung (10) minuto para sa pagsagot. -Class, always remember na huwag ninyong kalimutan ang inyong pangalan. -Maaari niyo nang ipasa ang inyong mga talang gawain. IV. Pagtataya (10 Minuto)       -[Group Activity]       -Ngayon naman ay e-group ko kayong lahat ng tig-aapat ang bawat members ng isang grupo.  Ilarawan basi sa inyong nalalaman ang mga larawan; kung ano ang mga characteristic nito at ang kanilang papil sa Roman Republic. -Babasahin ko ang panuto na inyong susundan.        Panuto:  Ilarawan ang mga imahi; basi sa inyong nalalaman ang mga larawan; kung ano ang mga characteristic nito at ang kanilang papil sa Roman Republic.

V. Takdang Aralin (10 Minuto) Gumupit ng iba’t ibang larawan ng bagay na makikita sa loob ng paaralan. Lagyan ng pangalan kung saang bahagi ng paaralan ito makikita. Idikit ito sa inyong kwaderno.   Gawain ng Bata GCC Ecumenical Prayer Panginoon, maraming salamat po sa dakilang araw na ito! Kami po ay nagpupuri at niluluwalhati ang inyong mga kaloob na biyaya sa amin. Gabayan po ninyo kami sa aming pag-aaral at pagtuklas ng bagong kaalaman na magtataguyod sa amin upang maging mahusay mong tagapaglingkod. Ipadala po ninyo ang inyong banal na Espiritu upang magningas sa puso ng bawat isa sa amin ang maalab na pagnanais na maging mahusay na mamamayan na may malasakit sa pamilya, kapwa, kalikasan at sa mahal na bansang Pilipinas. Ang lahat ng ito ay hinihiling naming sa matamis at dakilang pangalan ni Hesus na aming tagapagligtas. Amen. Magandang umaga din po, Ma’am Minorca! -Opo ma’am. -Opo, ma’am! -Si Haring Philip ng Macedonia Ma’am. -Salamat po ma’am. - Ang nakikita ko po ay isa po yang lobo o wolf ma’am na may dalawang batang dumididi sa kanya. - Ang nakikita ko po ay isa pong tao na may hawak na baston na may nakapatong na isang ibon. -Ang nakikita po naming ay isang tao na naka masid at hawak niya ang kanyan pisngi. -Ang mga imahi na nakita ko sa larawan ay ang mga patrician, slave at plebian     -Ikawalong siglo ma’am. -Salamat po ma’am. -Ang salita o wikang ginamit ng mga Romano ay ang Latin po ma’am. -Ang mga kambal ay sina Romulus at Remus ma’am. -Salamat po ma’am. -Ang kambal ay sinagip at inaruga ng isang babaing lobo -Rome o Rama ma’am. -Ang mga Roman ay tinalo ng mga Etruscan, ang kalapit na tribo sa hilaga ng Rome. -Tinuruan nila ang mga Roman sa pagpapatayo ng mga gusaling may arko, mga aqueduct, mga barko, paggamit ng tanso, paggawa ng mga sandata sa pakikipagdigma, pagtatanim ng ubas, at paggawa ng alak. -Noong 509 B.C.E, namuno si Lucius Junius Brutus at nagtagumpay sa pagtataboy sa mga Etruscan. -Pagkatapos maitaboy ang huling haring Etruscan na si Tarquinius Superbus, itinatag ni Lucius Junius Brutus ang isang Republika. -Roman konsul o konsul ma’am! -Diktador po ma’am. - Patrician po ma’am! - Mga kapos sa kabuhayan ang plebeian at kasapi ng Assembly na binubuo ng mga mandirigmang mamamayan. Walang kapangyarihan ang plebeian at hindi rin makapag-aasawa ng patrician. -(Tiningnan muli ang imahi) - Ang mga kambal ay sina Romulus at Remus ma’am. - Patrician po ma’am! - Plebeian po ma’am! -Ang diktador po ma’am. -Ang konsul ma’am. -Para po sila ang mag bantay sa ating kaligtasan. -Opo ma’am. -(Ang mga estudyante ang sumasagot) -(Natapos na ang pagsagot) -Opo ma’am.

Inihanda ni:

Minorca Bailo

Gurong Nagsasanay

Iwinasto ni:

                                               

MS.    

Gurong Tagapagsanay                              

Sinuri ni:

G.

Head Teacher, Elementary Department

                                                                                   

Pinagtibay ni:

G.

Principal

Education Technology 1 & 2

Gingoog City Colleges

Professional Education

Education Technology 1 & 2

Test 1 (Essay)

1. The film, video, and the TV are indeed very powerful. Cite possible advantages and disadvantages of these media.

Below are the possible advantages and disadvantages of film, video, and the TV:

Parameters	Advantages	Disadvantages
FILM	Simulate interest in learning	Time consuming
	Address multiple intelligences	Costly
	Provides Visual Effects	Pornographic scenery
VIDEO	YouTube videos which are catching to the millennials.	Crime and Violence Scene
	It can easily distribute to any smart phones.	Technical difficulties
	It can easily download via smart phones.	Some information are based on hoax and fake news
TV	Provide interactive educational shows	Crime and Violence Scene
	Offers diversified topics such as (English – Apple; Science – Siniskwela; History-Bayani; ESP-HirayaManawari/Once Upon a Time; etc.)	Older model of Television (TV) is a Cathode Ray Tube (CRT) which is destructive to the eyes of the students.
	Easy to preview or repeat the confused parts.	Other scenery which needs Parental Guidance.

2. Why future teachers must develop the Art of Questioning?

            Art of questioning is part of the pedagogical method of the teacher in delivering and attacking the lessons so that the students will be motivated in acquiring the knowledge and skills needed to be achieved so that the objectives of the lesson are realized. 

            The teacher should develop the “Art of Questioning” so that he/she can facilitate learning, develop mastery towards his/her students and importantly he/she can assess his/her students learning by way of asking them a series of questions.  The questioning must promote holistic development of a child and must develop their way of thinking and answering easy to critical questions.  The series of questions should be the key elements to know whether or not the students or student got the objective of the lessons.  In forming the questions; it should be easy to difficult as well as it is fun – this makes questioning is an art in itself.

            In developing or formulating the “Art of Questioning” the teacher must bear in mind that questions are considered as instructional cues or stimuli that convey to the students with the content elements to be learned and directions for what they are to do and how they are to do it.  This calls for the teachers’ careful planning and making of questions.  Questions should play a central role in the learning process and should not very hard enough that the students will fear their subject teacher.  Because of this, the teachers and I myself as future educators need to carefully plan our questions in order to guide the students toward further inquiry and a deeper understanding of the concepts being stressed. In other words, we need to teach them how to think about thinking or meta-cognition with critical, logical, and creative way in exposing the students to a culture of rational being which can be able to answer easy and critical questions through the art of good questioning.

3. Explain the vital role or how important for a teacher to be skillful in constructing Test Questioning.

            In planning and creating skillful test constructions or in making questions to assess the students learning; the teachers play a vital role with this regard.  The teacher should ask questions or make a test of a topic that had been already discuss.  The test should be based on the Bloom’s Taxonomy of knowledge; so that the students can acquire knowledge, comprehension, application, synthesis and evaluate the information for them to think critically.

            The teacher should make item analysis based on the results of students taking the test.  Test analysis is the statistical process that would regulate the item per questions neither too easy nor difficult with respect to the average type of students.  The role of the teacher in sorting the items whether or not it is good item or should be discarded and changed is a very hustle and tiring task on the part of the teacher; but the dedication in giving and making the test standardize is part of the noble job of being a teacher.

            The teacher also observed avoiding grammatical errors in constructing test questioners; especially the context cues and patterned-answers.  Indeed the role of the teachers in constructing a skillful test questioner is not as easy as the case maybe; but is very challenge by which the teacher must develop the knowledge in statistical tools to be able to create standardize test questioner.

4. Explain briefly each of the following key elements of constructivist approach, namely:

a. The teacher creating the learning environment.

b. The teacher giving students the tools and facilities, and

c. The teacher facilitating learning

Constructivist approach in teaching is progressive method of teaching in which instead of memorizing something by force, actively try a concept out; such as:

§  Hands-on approach to learning

§  Teaching students how to learn (Meta-Cognition)

§  Making meaning our of the information based on hands-on activities and reflection

A. The teacher creating the learning environment.

The functions of the teacher in creating the learning environment in a constructivist approach are the following:

§  Teacher serves as facilitator

§  Teacher must plan activities in advance

§  Teacher should create activities that help students explore the concepts

§  Teacher must be patient and active at the same time

§  Teacher should teach the students how to become lifelong leaders

§  Assessing students’ activities

§  Teacher should ask a guiding questions

§  Reflecting on the information and making meaning out of it

§  Help students stay on-topic and help them conceptualized their reflections

B. The teacher giving students the tools and facilities, and

The responsibilities of the teacher in giving his/her students the tools, facilities and other materials needed in conducting the lesson using the constructivist method are the following”

§  The teacher should prepare on hand the materials needed

§  The teacher let the students discover and actively making meaning based on the activity of the lesson

§  Materials should be easy to use or user friendly and safety

§  Teacher walks around helping (in minor way only) the students

C. The teacher facilitating learning

When the teacher facilitates learning using the constructivist approach; he/she should follow the 5 E Models namely:

§  Engage – the teacher should let his/her students engage in an actual hands-on activity

§  Explore – the teacher then let his/her students to explore the activity of the class

§  Explain – the teacher then ask the students to explain what they have known based on the activity

§  Elaborate – the teacher then will help the students to further elaborate the topics or key elements of the given activities

§  Evaluate – the teacher now will give individual or group activity to measure the students acquisitions of knowledge and skills

6. The psychologist Lev Vygotsky stressed that learning affected by social influences.  Agree or disagree? Of you agree, what does it mean?  If you disagree, why?

Lev Vygostsky authored the “Zone of Proximal Development” (ZPD) in which he stress-out that the difference between what a learner can do without help, and what they can't do.  According to Lev Vygostky, “the person learning the skill set cannot complete it without the assistance of the teacher or peer; then teacher helps the student attain the skill the student is trying to master, until the teacher is no longer needed for that task.”  Hence it is very evident that the role of the teacher, parent and the society as a whole affect greatly the learning acquisition of the child.

It is respectfully submitted that I am agree to the idea of Lev Vygostky because I believe based on my experience that the society molded her constituent.  The concept of “scaffolding” in which it refers to the guidance or actual teaching-learning experience by the child received by him/her adult mentor is the very essence that the society greatly take parts in molding the mind, attitude, skills and perception of the students.

Scaffolding is a process through which a teacher or a more competent peer helps a student in their ZPD as necessary and tapers off this aid as it becomes unnecessary—much as workers remove a scaffold from a building after they complete construction. "Scaffolding [is] the way the adult guides the child's learning via focused questions and positive interactions (Balaban, 1995).

            The sources of social influences are parents, teachers, peers, society and even the internet social media flat-forms (e.g. Facebook, Tweeter, Youtube, Instagram, etc.); which greatly influences the mind of our millennials.  Now, society itself evolved fromtangible aspect of reality into virtual reality due to the advent of internet.  The internet serves as the media of “Scaffolding” where students learned methods outside the four corners of the classroom.

            Experience tells us that that learning affected by social influences.  Social influence starts in the family and evolves in much diversified knowledge; attitude, and skills (KAS) found in the social media flat-forms.

Lorevic E. Pelenio