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Field Study 2 Episode 5 On Teaching Approaches and Method

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- 1. ON TEACHING APPROACHES AND METHODS Name of FS Student _Deliman, Jundel L.__________________________________________ Course _Bachelor of Secondary Education________________________ Year & Section _II__ Resource Teacher _Mary Juliet Doño __________ Signature ___________ Date _02-01-16__ Cooperating School _JH Cerilles State College______________________________________ My Performance (How I Will Be Rated) Field Study 2 Episode 5 - On Teaching Approaches and Methods Focused on: Determining the teaching approach or method used by the Resource Teacher Tasks Exemplary 4 Superior 3 Satisfactory 2 Unsatisfactory 1 Observation/Documentation 4 3 2 1 My Analysis 4 3 2 1 My Reflection 4 3 2 1 My Portfolio 4 3 2 1 Submission 4 3 2 1 Sub Totals { Over-all Score Rating: (Based on transmutation) _______________________ Signature of FS Teacher above Printed Name _______________________ Date Transmutation of score to grade/rating Score Grade Score Grade 20 - 1.0 - 99 12-13 - 2.50 - 81 18-19 - 1.25 - 96 11 - 2.75 - 78 17 - 1.5 - 93 10 - 3.00 - 75 16 - 1.75 - 90 8-9 - 3.5 - 72 and 15 - 2.00 - 87 7-below - 5.00 - below 14 - 2.25 - 84
- 2. My Tools OBSERVATION SHEET Name of the Resource Teachers Observed: Mary Juliet Doño School Address: Caridad, Dumingag, Zamboanga del Sur Date: February 01, 2016 Grade/Year Level: Grade 9 Subject Area: Mathematics Approach/Method Description of Teaching Behavior that Proves Use of the Teaching Approach/Method (What did my Resource Teacher do as she used this approach/method?) 1. Deductive Method My resource teacher taught her learners ratio and proportion by directly stating its definitions and how the process is done. She then gave examples afterwards. A quiz followed after the discussion. This is a deductive way of teaching. 2. Inductive Method On the contrary, on her follow-up discussion which is all about quadrilateral similarities, my resource teacher gave her students a drawing of two quadrilaterals and allow them to examine it using the concept of ratio and proportion. Then they listed the characteristics of similar quadrilaterals and make a generalization. 3. Demonstration Method From the word itself, demonstration is teaching learners how to perform a thing. Yesterday, my resource teacher taught the students how to deal proportions and finding the missing variable. In her follow-up lesson, she taught the learners on how to prove similar quadrilaterals through the use of ratio and proportion. 4. Problem Solving Problem solving is best employed and shown when my resource teacher selected learners to find the value of x in the given ratio and proportion.
- 3. 5. Discovery Method Given the concept in ratio and proportion and an illustration of similar quadrilaterals, my resource teacher let the students find the connection in it. They found out that quadrilaterals are similar if their corresponding side are in proportion to each other. This is a discovery method of teaching. 6. Problem Solving Method Same with number 4, “Problem Solving Method” is best shown by the teacher when she let the students generate answer on the given questions related to similar quadrilaterals. She asked the students what property to be used and what steps are needed. This is an example of problem solving method. 7. Project Method Although my resource teacher did not gave a project yesterday, I’m sure that the Grade 9 students have Math projects because it is a perquisite in their studies. It could be in a form of illustration or a product. On the other hand, she gave them assignment or home task to practice on their lesson. 8. Constructivist Approach Knowing that her students had prior knowledge on ratio and proportion, my resource teacher presented a sample of it and let the students form insights. Then, she discussed geometric means which could be obtained from ratio and proportion. In this way, learners construct new learning from their prior knowledge. This is the focused of constructivist approach. 9. Metacognitive Approach Metacognitive approach is thinking about thinking. It is beyond cognition. An example of this is that my resource teacher let the students reflect on the properties of similar quadrilaterals and how would it be applicable in the new situation she presented on the board.a 10. Integrative Approach From the word itself, integrated approach means teaching more subject matter at once. It is relating other subjects to Math. Although it is not greatly shown by my resource teacher, I can say that she can teach interactively through touching History, Science, etc. while teaching Mathematics.
- 4. My Analysis 1. Which approaches/ methods will be grouped together? Why? For me, Direct, Demonstration and Deductive Method should be in one group. Indirect, Inquiry, Problem-Solving, project and Inductive Method is another group. Cooperative, Peer and Partner learning is another group. And Blended, Reflective, Metacognitive, Constructivist and Integrative approach would be the last group. I group it this way in the sense that the first group is less interactive, passive and teacher-centered. The second group is student-centered and more on hands-on activities. The third one is more focused on group teaching while the last are more advance approaches and are most suited and applicable in the 21st century. 2. Which approaches/ methods are more interactive? Less interactive? The Deductive and Direct methodare less interactive in the sense that learners are just waiting to be fed by information. On the other hand, Inductive, Problem-Solving, etc. are more interactive because they focused on the students’ experiences. Thus, they need hands- on exercises. 3. When should the direct method be used? Direct method is best used when the topic at hand is procedural, factual and non- controversial in which the learners still don’t have insights about it. The expertise of the instructor is needed to supplement the needs of the learners.
- 5. 4. When should the indirect method be used? Indirect method is best used when you want your learner to infer, discover and solve problems. This is an interactive method; thus, the teacher is tasked to provide various experiences for the learners to generate information and learning. 5. Which approaches/ methods promote “learning to live together”? For me, the approaches/methods that promote “learning to live together” are Cooperative Learning, Peer Tutoring and Partner Learning. In these methods, learners are engaged in groups or in partner. They not only learn or gain information from each other but also learn how to cooperate and go with their fellow learners. In this way, both the cognitive and the social part of the learner is improved.
- 6. My Reflections 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. Also, I will consider my subject matter.Some teaching methodsare applicable in Mathand Science like Problem-Solving method and other. Some also are more suited to English and other subjects. I will also consider my learners. My learners’ age is very crucial. Say for example, some methods especially for those that require Higher-Order-Thinking- Skills (HOTS) are more suited to older learners. Also, the interest of my learners should not be forgotten. 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.
- 7. My Portfolio 1. 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.
- 8. 2. Do serious research and complete this Table on Methods. The first is done for you. Method Advantage/s When to Use 1. Deductive Method Direct teaching so I can accomplish more within a given period of time. Time is limited; subject matter is very difficult; learners don’t know about the lesson; teacher is not yet skilled in facilitating skills 2. Inductive Method Learners are more engage in an active teaching- learning process Higher-order-thinking- skills (HOTS) will be developed among learners Time is plenty Teacher is an expert about the topic Learners are older so that their HOTS are more developed, thus they are able to generate generalization 3. Problem-Solving Method Help learners develop critical thinking, open- mindedness and wise judgment Develop HOTS Best suited in Math and Science Students’ age is appropriate to the level of question Problems’ answer has something to do with the students’ life 4. Project Method Let students have a tangible product of the concept discussed Enable them to develop manipulative skills and creativity Includes cooperation in group and sharing of ideas Time is sufficient like a period of several days or weeks When the teacher wants students to apply what they learn The project has application or connection to learners’ real life
- 9. 5. Cooperative Method Learners’ social health is nourished Employs friendliness and openness among learners Values like cooperation and hard work will surely develop Learners gain knowledge from each other If learners are needed to be acquainted If the teacher considers her students as a great resources of learning about a certain topic If time is ample to give learners time to be with each other 6. Demonstration Method Value of confidence will be developed among demonstrators Curiosity and keen observation will be developed among observers The demonstration is a well-planned activity Topic will be discussed in depth by the demonstrator Demonstrators are knowledgeable about the topic Topic includes procedures that are needed to be demonstrated Time is sufficient to allow demonstrators to prepare his/her lesson

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