Processquestions
Processquestions
Processquestions
Arienza
MAELT
1. What are the implications of the principles mentioned for teaching in your
teaching context? Do you have other principles that support your teaching?
In our teaching context, the essence of the role of the teacher in the
language classroom is that of a facilitator is highly relevant. In teaching
the secondary learners, it is always displayed that they are not fully
matured in handling learning situations. As a result, a facilitator of
learning is an educator who just doesn't instruct in the conventional
sense, but instead guides and encourages learners in developing for
themselves - breaking apart concepts, establishing their own opinions
about them, and personalizing content via self-exploration and
communication.
2. How have the 8 changes discussed by Farrell and Jacobs influenced language
teaching practices in your school or district?
Yes, all the eight changes discussed by Farrell and Jacobs influenced
language teaching practices in our school. Even with the modular learning
modality, we give our leaners their autonomy thru performance tasks that
we give them. They can have full creative freedom as to how they craft
their tasks bases on the Most Essential Learning Competencies (MELCs).
Although there is no face-to-face interaction, the notion of social
interaction is still ameliorated in the messenger group chats. Curricular
integration is also a must when it comes to the classroom observation or
the demonstration teaching as all subjects must be touched and
integrated. Focusing on meaning, as well as diversity, is also ensures in
both school-generated activity sheets and the ADM modules as these
passes through the meticulous eyes of the quality assurance committee.
In the activities enclosed in the modules, the use of higher order thinking
skills is also manifested in the wh-questions. Performance tasks also may
include portfolios and journals which are both forms of alternative
assessment. Lastly, the teachers being co-learners is also highly regarded
by DepEd as the teachers are new to the modality and by teaching the
students, they also learn themselves.
The content for me is the soul of the language lesson. Unlike any other
subjects in the curriculum, only English and Filipino stick to literature as
springboards for their lessons. Relevantly, teaching teenagers would be
eased if the content that you use are suited to their age—most of these
contents are all about love and friendships.
4. What problems does CBI pose for teachers? What are some advantages and
limitations of this approach in your opinion?
5. Do you make use of classroom activities that can be described as tasks in the
sense described above? What so you think are the characteristics of a good task?
7. How practical do you think Willis’s proposal is? What issues does it raise for
teachers?