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    Ricafrente, Angela L. FS1 CED-02-601P Prof. Susan Dominguez

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    Lady Valerie Golpo
    The document discusses three learning activities: 1) Applying guiding principles in selecting teaching strategies, such as involving multiple senses and connecting lessons to students' lives. 2) Determining outcome-based teaching and learning, including stating objectives and using assessments aligned with objectives. 3) Applying effective questioning techniques, such as higher-order conceptual questions to avoid students leaving as "periods" instead of with questions.

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    Ricafrente, Angela L. FS1 CED-02-601P Prof. Susan Dominguez

    Uploaded by

    Lady Valerie Golpo
    15K views3 pages
    The document discusses three learning activities: 1) Applying guiding principles in selecting teaching strategies, such as involving multiple senses and connecting lessons to students' lives. 2) Determining outcome-based teaching and learning, including stating objectives and using assessments aligned with objectives. 3) Applying effective questioning techniques, such as higher-order conceptual questions to avoid students leaving as "periods" instead of with questions.

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    Learning-Episode-10

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    The document discusses three learning activities: 1) Applying guiding principles in selecting teaching strategies, such as involving multiple senses and connecting lessons to students' lives. 2) Determining outcome-based teaching and learning, including stating objectives and using assessments aligned with objectives. 3) Applying effective questioning techniques, such as higher-order conceptual questions to avoid students leaving as "periods" instead of with questions.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    15K views3 pages

    Ricafrente, Angela L. FS1 CED-02-601P Prof. Susan Dominguez

    Uploaded by

    Lady Valerie Golpo
    The document discusses three learning activities: 1) Applying guiding principles in selecting teaching strategies, such as involving multiple senses and connecting lessons to students' lives. 2) Determining outcome-based teaching and learning, including stating objectives and using assessments aligned with objectives. 3) Applying effective questioning techniques, such as higher-order conceptual questions to avoid students leaving as "periods" instead of with questions.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    Ricafrente, Angela L.

    FS1
    CED-02-601P Prof. Susan Dominguez

    Learning Episode 10: The Instructional Style

    Activity 10.1: Applying the Guiding Principles in the Selection and Use of
    Strategies

    Observe: Observe one class with the use of the observation sheet for greater focus then
    analyse my observations with the help of the guide questions.

    1. The more sense that are involved, e.g. teacher used video on how digestion
    the more and the better the takes place and a model of the human
    learning. digestive system.
    2. Learning is an active process
    3. A non-threatening atmosphere
    enhances learning.
    4. Emotion has the power to increase
    retention and learning.
    5. Good teaching goes beyond recall
    of information.
    6. Learning is meaningful when it is
    connected to students’ everyday
    life.
    7. An integrated teaching approach is
    far more effective than teaching
    isolated bits of information.

    ANALYZE

    What is the best method of teachings? Is there such a thing?

    REFLECT

    Reflect on this question

    How do we select the appropriate strategy for our lessons?


    Ricafrente, Angela L. FS1
    CED-02-601P Prof. Susan Dominguez
    Activity 10.2: Determining Outcome-Based Teaching and Learning

    OBSERVE

    Observe a class and answer the following questions.

    1. Did the teacher state the learning objectives/intended learning outcomes (ILOs)
    at the beginning of the class? Did he/she share them with the class? How?

    2. What teaching-learning activities (TLAs) did she/he use? Did these TLAs help
    him/her attain his/her lesson objectives? ILOs? Explain your answer.

    3. What assessment task/s did teacher employ? Is/Are these aligned to the lesson
    objectives/ILOs?

    ANALYZE

    What are your thoughts about Outcome-Based Teaching and Learning (OBTL)?

    REFLECT

    Reflect on the use of OBTL

    ACTIVITY 10.3: Applying Effective Questioning Techniques

    OBSRVE

    Observe a class activity. You shall focus on the questions that the Resource Teacher
    asks during the classroom discussions. Write the questions raised and identify the level
    of questioning.

    Types of Question Examples of Questions that the Resource


    Teacher Asked
    1. Factual / Convergent Closed / Low
    Ricafrente, Angela L. FS1
    CED-02-601P Prof. Susan Dominguez
    level
    2. Divergent / Higher order / Open –
    ended Conceptual
    a. Evaluation
    b. Inference
    c. Comparison
    d. Application
    e. Problem-solving
    3. Affective

    ANALYZE

    1. Neil Postman once said: “Children go to school as questions marks and leave
    school as periods!”. Does this have something to do with the type of questions
    that teachers ask and the questioning and reaching techniques that they employ?

    REFLECT

    The Importance of using various reacting techniques

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