FS 3 – Learning Episode 2 (Bulletin Board)

FS 3 – Learning Episode 2 (Bulletin Board)

An Evaluative Report of a Bulletin Board

Location: Consuelo National High School

Brief Description of the Bulletin Board: Transparency Bulletin Board of Consuelo NHS

 

Description of the Bulletin Board Lay-out (Strengths)

The Transparency Bulletin Board of Consuelo NHS is well decorated, colorful and attractive.  It provides the financial cash flow and expenses of the school.  The documents posted therein are complete and arrange in proper order.  The Bulletin Board is covered with glass.  My overall description of such bulletin board is elegant and beautiful.

Description of the Bulletin Board Lay-out (Weakness)

The Transparency Bulletin Board of Consuelo NHS is located in an area in which it may be overlooked by parents, students and other people.  Transparency Board should be located in an area in which it can easily recognized and accessed.

Evaluation of educational content and other aspects (Strengths)

The Transparency Board provides information and educational content about the cash-flow of the Maintenance and other Operating Expenses Allowance (MOEA) of the school.  It can be used by the Senior High School Students especially the Accountancy, Business and Management (ABM) students.

Evaluation of educational content and other aspects (Weakness)

The Transparency Board outlines all aspect of the cash-in and cash-out of the school.  It contains all documents pertaining to the Maintenance and other Operating Expenses Allowance (MOEA); hence it has many documents on it.  ABM students are not familiar with how to sort-out the information they needed to practice computation in accounting mathematics.

Recommendations or Suggestions for improvement

I would recommend and suggest that the transparency should be located in an area in which it can easily recognized and read.  As for educational purpose of Transparency board of the school; the documents therein should be sort-out as much as possible so that it can be used as references of the Accountancy, Business and Management (ABM) students in their accounting activities.

FS 3 – Learning Episode 1 (Reflection and Learning Porfolio)

FS 3 – Learning Episode 1 (Reflection and Learning Porfolio)

My Reflections

1. As a millennial; the materials in the Learning Resources Center which caught my interest are the computer system, computer projector, LED Television and the internet connectivity of the school because the internet has vast and diversified information which you can get from it.  You can watch video tutorials in Facebook, and you can have a group chat in Facebook.

2. The materials which I am confident to use are laptop computer and LED Television which has HDMI (High Definition Multimedia Interphase) port or the computer projector because it can easily manipulated and the attention of the students were focused on your presentation.  In Power point presentation, you can have the visual, audio and video materials all combined in a single setting. 

3. I would like to learn how to make or create blog; where I can post my anecdotal records, school projects, field study outputs and other paper works.  In blogging we can share our thoughts, feelings and we can share our knowledge within the paradigms of internet.

My Learning Porfolio

(My Learning Portfolio) Example of how technology ni xa ha…}}}}}}}}}]]]]]]]

Integrating Technology in Facilitating Learning

Among of the main principles of teaching and learning technology subject integration as characterized by Susan J. Kovalik and Karen D. Olsen; that struck me most are the principles of integrative education bases its practices on the characteristics of the human learner and on the interdependent nature of reality. Instead of artificially dividing the world into "subjects" and using textbooks and seat work, integrative education immerses students in an enriched environment that reflects the complexities of life. This provides a holistic context for learning that leads to a greater ability to make and remember connections, and to solve problems (Susan Kovalik and Karen Olsen 1994). The principles emphasizing on the learners exertion and symbiotic methodology in the metrical world of technology and the acquired knowledge due to the sharing of facts and other information through the modern media of internet.

According to Daniel L. Kain, “integrative education had a little impact on the traditional structure of education;” this means that through the use of technology in the education and the integration of other teaching aids provide the catalyst of competent learning. The traditional structure approach is the derivative of teacher-centered approach of the curriculum in which the method of teaching is focused on the rote learning and memorization and the teacher is the center of the curriculum. Through the advent of technology the traditional system of education shift to the progressive type of curriculum in which the mastery approach stress the students activity by using the medium of technology in their learning.

I would apply the integration of technology in education in the following phases:

· Implementation of technology in the school curriculum

· Innovating technological trends of global curriculum

· Creating an E-learning community and environment

· Upgrading the teaching method through technology

· Advancement of learning acquisition of the learners

· Enhancement of the teachers’ teaching effectivity

· Revolutionizing the use of technology to increase educational output

Reflection on Bloom’s Taxonomy

Reflection on Bloom’s Taxonomy

Bloom’s Taxonomy is a set of three hierarchical models used to classify educational learning objectives into levels of complexity and specificity (Retrieved from: https://en.wikipedia.org/wiki/Bloom%27s_taxonomy).   The levels had been revised by many educational experts who focus more on the students’ output or assessment outcome, and these levels are the following:

1. Remembering

2. Understanding

3. Applying

4. Analyzing

5. Evaluating

6. Creating

I would like to master or comprehend Bloom’s Taxonomy and apply the principle during learning-teaching interactions and during students’ assessment.  Licensure examination for Teacher (LET) greatly involves the essential principles lied down by the expert to facilitate learning in a conducive learning environment and learner-centered type of curriculum. 

The first level is remembering where we can measure memory of previous learned materials or lessons by simply recalling facts, terms, basic concepts and answers.  The teaching strategies that would suit in “remembering stage” are rote memory skills and Socratic Method of teaching.  Next stage is “understanding” which the students’ can demonstrate understanding of ideas and facts by comparing, organizing, translating, interpreting, giving description, and stating main ideas.  The teaching strategies that would suit in “understanding stage” are Fish Bone Diagram, compare and contrast chart, reading comprehension, and class reporting.  In “applying” students solves problems to new situations by applying acquired knowledge, facts, techniques and rules in a different way.  The teaching strategies that would suit in “application stage” are mathematical problem solving and science laboratory activities and projects.  In analyzing, the students will be able to examine and break information into parts by identifying motives or causes.  The teaching strategies that would suit in “analyzing stage” are debates, drama, role playing and video film showing and editing.  In evaluating, the students will be able to present and defend opinions by making judgments about information, validity of ideas, or quality of work based on a set of criteria.  The teaching strategies that would suit in “evaluating stage” are evaluating the performance of other students by their co students and decision making regarding the issues raised by the panel (teacher and other students).  Last but not the least is creating where the students should compile information together in a different way by combining elements in a new pattern or proposing alternative solutions.  The teaching strategies that may be used are students’ own investigatory projects, and individual portfolio

FS-2 Learning Episode – 2

FS-2

Learning Episode – 2

Observation Sheet 2.1

Resource Teacher: Iris N. Albani                                Teacher’s Signature: _____________   School: Consuelo NHS

Grade/Year: Grade _____                                           Subject Area: _____________ Date: ___________

Guiding Principle Related to Lesson Objectives/Intended Learning Outcomes	Teaching Behaviors Which Prove/s Observance of the Guiding Principle
1. Begin with the end in mind.	1. e.g. The Resource Teacher began his lesson by stating his objective. 2. The Resource Teacher insures that his students are ready for the new lesson.
2. Share lesson objective with students.	1. The Resource Teacher give importance to the objectives by assimilating it with real life scenarios and application. 2. It is evident that the objectives set by the teacher are systematic, measurable, achievable, and resource-oriented and time bonded. 3. The teacher is new, but he did very well in the class.
3. Lesson objectives / intended….. are SMART	1. The teacher give highlights to the objectives about the time needed to finish it, the materials or equipment that will be used in the class, the systematic teaching strategies to cope with students who have learning difficulties so that all students will get the lesson very well.

Observation Sheet 2.2

Resource Teacher: G-one T. Paisones     Teacher’s Signature: _____________   School: Consuelo NHS

Grade/Year: Grade 9      Subject Area: Araling Panlipunan              Date: ___________

Guiding Principle Related to Lesson Objectives/Intended Learning Outcomes	Teaching Behaviors Which Prove/s Observance of the Guiding Principle
1. Begin with the end in mind.	1. e.g. The Resource Teacher began his lesson by stating his objective.
2. Share lesson objective with students.	1. The Resource Teacher ask the class secretary to write the lesson objectives in the board. 2. As the lesson is ongoing; the Resource Teacher highlights each topic with respect to the objectives.
3. Lesson objectives / intended….. are SMART	1. The objectives set by the Resource Teacher for the given 1 hour period of class is measurable. 2. The teacher systematically integrate the previous lesson by the so called topic-integration so that it can be tackled in the new lesson 3. The objectives are learner centered and can easily be done or achieve by addressing multiple intelligence of all students. 4. The teacher is resource oriented because he used the training materials and other materials in his previous seminars in class discussion (e.g. Gender Development program, Entrepreneurial Seminar, etc.)

Observation Sheet 2.3

Resource Teacher: Uriel Yhapon                               Teacher’s Signature: _____________   School: Consuelo NHS

Grade/Year: Grade 10                    Subject Area: Araling Panlipunan              Date: ___________

Guiding Principle Related to Lesson Objectives/Intended Learning Outcomes	Teaching Behaviors Which Prove/s Observance of the Guiding Principle
1. Begin with the end in mind.	1. e.g. The Resource Teacher began his lesson by stating his objective. 2. The Resource Teacher review previous class objectives with respect to the competency found in curriculum guide.
2. Share lesson objective with students.	1. The Resource Teacher ask the class secretary to write the lesson objectives in the board. 2. It is evident that the objectives set by the teacher are systematic, measurable, achievable, and resource-oriented and time bonded. 3. The teacher is master in his field of expertise.
3. Lesson objectives / intended….. are SMART	1. The teacher clearly stated in his objective the number of minutes needed to achieve such objectives. 2. The teacher makes systematic and modern approach of his class (Current Issues). 3. The objectives are very easy and can stimulate students’ curiosity. 4. The teacher is resource oriented because he used the training materials and other materials in his previous seminars in class discussion (e.g. Gender Development program, Entrepreneurial Seminar, etc.)

2.  Ask permission from your Resource Teacher…………………………did his lesson objective……

àAs shown by the class objectives of the Resource Teacher in accordance with the Curriculum Guide set by the Department of Education; it is crystal clear that his lesson objectives serve as guiding star in the sense that the development of his lesson as well as the assessment thereof were guided by the lesson objectives intended for the given period of time. 

My Analysis

1. Why is it sound teaching……………….?

It is sound teaching practice for a teacher to “begin with the end in mind” and to share his/her lesson objectives or intended learning outcomes with his/her students because the essence of teaching is learning or it is the leaning (knowledge, attitude and skills) acquisition of the students that counts at the end.  As a learner centered advocate; the teacher should see to it that the goal and objective of every class discussion and activities is the results or end products acquired by all students.

2. Did you find the lesson……SMART?

As already reiterated above; the class objectives set by the teacher with respect to the CG set by DepEd were SMART because it is systematic in the sense that the teaching strategies were mostly learner-centered; it is measureable because there were competencies needed to be achieved; it is achievable because the assessment method or class activities can stimulate students’ curiosity; it is resource oriented because the teacher did not only used modern teaching materials but also utilized the local materials found in locality in the integration of it in the class milieu and last but not the least is that it is time bounded because the objectives clearly stated that it should be learned within 60 minutes.

3. Do SMART objective….?

SMART objectives help the lesson become more focused because it will serve not only the as the guiding map in the teaching-learning process but also served as the GPS (global positioning system) in which it provides you with complete directions, certain actions and norm for class decision as well as to the classroom assessment.

4. Were lesson objectives….?

The lesson objectives and the learning outcomes stressed the cognitive, affective and psychomotor domains of leaning because the lesson itself as shown in the objectives presupposes knowledge and comprehension which is in the area of cognitive domain; class activities and participation involves actions and movements which is in the area of psychomotor domain, and the regards for learning and empathy towards other people (especially their classmates) which is the area for affective domain.

5. Is it necessary…?

It is encouraged that the learning objectives of the teachers to have the 3 domains (cognitive, affective and psychomotor) because it is already submitted that the students should develop not only their attitude and skills but also their hearts or feeling in the society in which all persons interact with each other.  Yet, it is respectfully submitted that it is not necessary that we should always or absolutely addressed the 3 domains because of the time constraints, the topic available and the situation of the class interaction.

My Reflection

1

For lesson objectives and/or leaning outcomes to serve as guiding star in lesson development, it should be systematic, measureable, achievable, resource-oriented and time-bounded (SMART).  The objective should be systematic or specific; the class goal should be clear and specific otherwise if the lesson is too broad then the students will be bored.  It is important the objective is measurable, so that the teacher can track his/her progress and the students stay motivated.  Class objectives also need to be realistic and attainable with in the allowable time set in the Curriculum Guide to be successful.  When the class set achievable objectives, the teacher may able to identify previously overlooked opportunities or resources that can bring the whole class closer to it.  The objectives should be relevant and resource-oriented to ensure that the objectives matters to the class, and that it is also aligns with other relevant sub-objectives.  The time need to finish the given objectives is a matter of great importance; because it tells the teacher how he/she is able to meet the competencies in Curriculum Guide.

2.

Integration of at least two of the three domains (cognitive, affective and psychomotor) in the lesson objectives make the lesson meaningful because, if the knowledge on the topic is able to materialize or make it in an actual activities will help build better connection to the abstract ideas of the topic to a concrete form of its applications in the real world.

My Learning Portfolio

Source: https://www.developgoodhabits.com/wp-content/uploads/2018/02/education-quotes-%E2%80%93-WB-Yeats.jpg

2.  Education is not the filling of a pail; it is not a plan in a successful teaching; but a lighting of a fire hence a successful educational objectives which centered on the students’ output which is the fire of wisdom and knowledge.