Educ 10 Learning tasks, performance tasks, learning artifacts, student teacher portfolio,, Exercises of English

Download Educ 10 Learning tasks, performance tasks, learning artifacts, student teacher portfolio, and more Exercises English in PDF only on Docsity! GUILBERT JHON A. LICANTO BSED – ENGLISH EDUC 10 PPST DOMAIN 4 LEARNING TASKS 10 VISITING THE SCHOOL’S LEARNING RESOURCE CENTER 1. WHAT IS A LEARNING RESOURCE CENTER? A learning resource center is a school facility which contains teaching-learning materials, which the teachers use to enrich classroom instruction. 2. WHY IS A LEARNING RESOURCE CENTER IMPORTANT IN TEACHING AND LEARNING? The purpose of this facility is to enhance the learning experiences of the learner and the teachers in any educational sector. It encourages students to perform some activities and to make learning more meaningful. PERFORMANCE TASKS 1 Resource Materials in LC How/where will I use these? Books and magazines I am using these books and magazines as springboard for our topic to make the students understand the lesson easily. Manila paper, cartolina I am using these materials to let the students apply what they learn through reporting and making visual aids. Laptop I am using laptop for powerpoint presentations and video presentations. LEARNING TASKS 10 PERFORMANCE TASK 2 CREATE A POWERPOINT PRESENTATION FOR YOUR LESSON AND PASTE THE PRINTED PRESENTATION ON THE SPACE GIVEN BELOW. PERFORMANCE TASKS 3 WRITE A REFLECTIVE NARRATIVE WHY YOU NEED TO USE LEARNING RESOURCE MATERIALS IN YOUR TEACHING. I realized from my intern experience that when you have a learning materials in discussing your lesson, the students can relate to what you are trying to explain because they themselves can read the text of what you are talking about. It makes it easier for them to understand and participate in the lesson especially when answering the quizzes. LEARNING TASK 11 PERFORMANCE TASK 3 – SURF ON THE PRESENT STATUS ON ICT EDUCATION IN THE PHILIPPINES. CURRENT STATUS OF ICT IN THE PHILIPPINE EDUCATION SYSTEM ICT creates a significant role in the development of any country. Great opportunities easily come along to anyone apt in this field. Thus, it is important for a nation to produce ICT literate citizens who will build the infrastructure required to survive in this digitally-age of society. In response to this demand, the Department of Education is continuously introducing ICT into its system. The Philippines government is also making all possibilities to provide technological advancement to its people. Remote places across the region are being reached to make sure that no Island is being left behind when it comes to technology. As the Philippine education embraces the technology, students are no longer solely relying on hard text for learning. Through DepEd, funded by the government and other partner institutions, learning processes are now transformed digitally. Now, students have access to thousands of learning materials uploaded in the DepEd - managed Online Learning Portal. This undertaking was strengthened by the creation of the Department of Information and Communication Technology (DICT), an executive department of the Philippine government responsible for the planning, development and promotion of the country's ICT agenda in support to national development. [1] Despite all of these efforts, government through DepEd is still facing the biggest challenge in keeping innovative education in this quickly changing world. LEARNING TASK 12 UTILIZING VARIOUS TEACHING STRATEGIES TO PROMOTE HIGHER ORDER THINKING SKILLS DOMAIN 1 1. What are teaching strategies? Teaching strategies refer to the methods, techniques, procedures and processes that a teacher uses during instruction. It is generally recognised that teaching strategies are multidimensional and their effectiveness depends on the context in which they are applied. 2. What is integrative learning? Integrative learning is the process of making connections among concepts and experiences so that information and skills can be applied to novel and complex issues or challenges. 3. What are Higher Order Thinking Skills?  Higher-order thinking skills go beyond basic observation of facts and memorization. They are what we are talking about when we want our students to be evaluative, creative and innovative. Using Bloom’s Taxonomy of thinking skills, the goal is to move students from lower- to higher- order thinking:  from knowledge (information gathering) to comprehension (confirming)  from application (making use of knowledge) to analysis (taking information apart)  from evaluation (judging the outcome) to synthesis (putting information together) and creative generation This provides students with the skills and motivation to become innovative producers of goods, services, and ideas.  This does not have to be a linear process but can move back and forth, and skip steps. 4. What are the verbal and non-verbal communication strategies? Verbal communication is more than the words that are said. Verbal signals are received in different ways depending on tone, stress, and voice inflection.  Vocal tone is used to convey the emotions of the speaker but can often be misinterpreted. People with loud voices and direct language are often perceived as having a negative tone that was not intended. Vocal stress emphasizes a word or words in a sentence to express meaning. Vocal inflection is a change of pitch or tone to express meaning. Non-verbal communication conveys much more meaning than verbal language. At times, the message is confused by the recipient, so it's smart to be mindful of how nonverbal language will be perceived. Some nonverbal forms of communication include body language, eye contact, facial expressions, and gestures. Personal space can also convey meaning either intentionally or unintentionally. LEARNING TASKS 12 PERFORMANCE TASK 1 UNDERSTAND: Give abstraction about the lesson and discuss it to class REMEMBER : Give different examples of linear and non-linear text stir their prior knowledge. TOPIC: LINEAR AND NON-LINEAR TEXT ANALYZE: Let them present in class their group outputs and tell how they transcode the texts APPLY: Group students and then let them transcode text from linear to non-linear text and vice versa CREATE: Give them assignments about the topic EVALUATE: Give a short exercise or quiz to the students GUILBERT JHON A. LICANTO BSED ENGLISH EDUC 10 LEARNING TASK 13 EXPLORING MORE INTERACTIVE AND INNOVATIVE TEACHING STRATEGIES FOR DIVERSE LEARNERS DOMAIN 3 What are the 3 I’s and 2 C’s in education? There are three l's and 2C's in the instructional process. The teaching learning process must be: Highly Interactive: All the learners must be highly engaged in all the classroom activities. They must be able to participate in all the learning processes. No one is left behind. Highly Innovative: The use of meaningful and differentiated strategies makes learning more fun and enjoyable. Learners will surely love participating in varied activities done and employed by the teacher. Activities can be in the form of games, songs, rap, poems, puzzle, jazz chants, stories, maze and the like. Highly Integrative: Lesson and topics are interrelated within and across learning areas without compromising the content of the lesson. This makes the curriculum borderless and seamless. Highly Collaborative: The learning that involves groups of students working together to solve a problem, complete a task or create a product. Highly Cooperative: This is a strategy where groups of learners with different abilities use varied activities to better improve the mastery of the learning content. The elements of positive interdependence, Individual accountability, equal responsibility, and social roles are addressed. What is differentiated Instruction? Differentiated Instruction is teaching the same material to all students using a variety of instructional strategies or may mean delivering lessons at varying levels of difficulty based on the ability of each student. Differentiated instruction in 4 ways: 1. Content 2. Process 3. Product 4. Learning environment Advantages of Differentiated instruction: a. Effective for varied type of learners b. Make students responsible for their own learning c. More options on learning on different materials d. Less discipline problems in the classroom Disadvantages a. Requires more work on lesson planning b. Needs more time in preparation of activities PERFORMANCE TASK 1 LEARNING TASK 13 OBSERVE YOUR COOPERATING TEACHER. WRITE THE DIFFERENTIATED ACTIVITIES EMPLOYED TO ADDRESS THE FOLLOWING: LEARNERS ACTIVITIES EMPLOYED GENDER HE TRIES TO GROUP THE STUDENTS, ALLOWING THEM TO BE GROUP WITH OTHER GENDERS NEEDS HE OBSERVES THE NEEDS OF STUDENTS AND TAKE ACTION BY DOING. LIKE IF THE STUDENTS ARE NOT ATTENTIVE, HE GIVES A MOTIVATIONAL ACTIVITY TO KEEP THEM INTERESTED. STRENGHTS HE MAKES THE STUDENTS YOU EXCELL IN A SPECIFIC FIELD OF STUDY LIKE ARTS, DO ARTISTIC STUFFS. INTEREST GIVES THE BEST INTEREST TO THE STUDENTS LIKE PROVIDING SCREEN MONITOR TO EASE THE STUDENTS LEARNING. EXPERIENCES MAKE THEM PERFORM DIFFERENT ACTIVITIES IN CLASS TO GAIN EXPERIENCE AND HOW THEY CAN APPLY THOSE EXPERIENCE IN REAL LIFE SITUATION. PERFORMANCE TASK 2 IN YOUR DAILY TEACHING, HOW DID YOU ADDRESS THE FOLLOWING ASPECTS TO NE RESPONSIVE TO THE VARIED CHARACTERISTICS OF LEARNERS? ASPECTS LINGUISTICS I noticed that some students are good in speaking in front of class so I partner them with students who arent good at speaking to make them influence the other. CULTURE I always remind them of the word “respect”, especially when interacting with each other to avoid fights and misunderstanding. SOCIO-ECONOMIC I try to minimized the cost when I ask for activities, I always look for activities that does not require the students to spend so much money. RELIGIOUS BACKGROUND As I said, I remind them of respecting each and everyone’s different views and beliefs. PERFORMANCE TASK 3 WHAT STRATEGIES HAVE YOU APPLIED TO RESPOND TO THE LEARNER’S WITH DISABLITIES, GIFTEDNESS, AND TALENTS? ACTIVITIES EMPLOYED WITH SPECIAL NEEDS ACTIVITIES EMPLOYED WITH GIFTED TALENS I have not experienced teaching learners with disabilities but I have observe teachers employ methods on how they teach such learners. One method is using music to catch the students attention and fun videos in the monitor for them to follow. I have one student who is gifted in arts and music, so I let him perform in class when the topic is all about music and arts. Watch a film clip or video of teaching in an indigenous group. Strategies used: Classes in Bancas for Seafaring Bajau The Angiskul ma Bangka (AmB) or “Classes in Bancas” is one example of an innovative program that helps indigenous young learners gain access to quality and culturally relevant education. The AmB initiative began in 2014 to serve the internally displaced indigenous Bajau children in Zamboanga City. It is spearheaded by Cartwheel Foundation, Inc. (CFI), a non- government organization that focuses on IP education as its main goal for advocacy, with Ateneo de Zamboanga University-Center for Community Extension Services (ADZU-CCES) as implementing partner and TELUS International Philippines, Inc., Karapatan sa Malikhaing Paraan Innovative Human Rights Initiative (KaSaMa),  Spanish Agency for International Development Cooperation (AECID), and Sun Life Financial Philippines Foundation, Inc. as funding partners. GUILBERT JHON A. LICANTO BSED – ENGLISH LEARNING TASK 15 CONSTRUCTING VARIOUS ASSESSMENT TOOLS DOMAIN 5 Differentiate diagnostic formative, summative assessment. Formative assessments capture learning-in-process in order to identify gaps, misunderstanding, and evolving understanding before summative assessments. Formative assessment may take a variety of forms, such as informal questions, practice quizzes, one-minute papers, and clearest/muddiest point exercises. Formative assessment allows students to practice skills or test knowledge without the pressures associated with grades. Assessment can serve many different purposes. Most instructors are familiar with the traditional way of assessing students, such as by mid-term and final exams (usually using multiple-choice questions). There is a reason that this type of assessment is so popular – it is cost efficient (as in the example of multiple choice exams), takes a relatively short amount of time to create and grade, and provides a numerical summary (grade) of how much a student has learned. Another type of assessment, which is given at the beginning of the course or the beginning of the unit/topic, is known as diagnostic assessment. This assessment is used to collect data on what students already know about the topic. Diagnostic assessments are sets of written questions (multiple choice or short answer) that assess a learner’s current knowledge base or current views on a topic/issue to be studied in the course. The goal is to get a snapshot of where students currently stand - intellectually, emotionally or ideologically - allowing the instructor to make sound instructional choices as to how to teach the new course content and what teaching approach to use. Why do we need to monitor and evaluate learners progress and achievement? The primary purpose of assessment and evaluation is to improve student learning. Information gathered through assessment and evaluations helps teachers to identify students’ difficulties as well as to detect weaknesses in programs. Assessment and evaluations are important tools for adapting curriculum and instructional approaches to students’ needs and for determining the overall effectiveness of programs and classroom practices. What are some examples of constructive feedback to improve learner’s performance? Constructive feedback is given to help students improve. It can help people develop a growth mindset by helping them understand what they need to do to improve. It can also help people to see that their efforts are paying off and that they can continue to grow and improve with continued effort. 1. You are on the right track. By starting to study for the exam earlier, you may be able to retain more knowledge on exam day. 2. I have seen your improvement over time. As a next step, it is a good idea to… 3. You have improved a lot and should start to look towards taking on harder tasks for the future to achieve more self-development. 4. You have potential and should work on your weaknesses to achieve better outcomes. One area for improvement is… 5. Keep up the good work! You will see better results in the future if you make the effort to attend our study groups more regularly. Give examples of strategies for communicating learner’s needs, progress and achievement: Teacher Strategies to Promote Learning  Instructional Match. ...  Scaffolding. ...  Step-by-Step Strategies. ...  Modeling & Demonstration. ...  Performance Feedback. ...  Opportunities to Drill & Practice to Strengthen Fragile Skills. ...  Student 'Talk-Through' Activities. ...  Periodic Review. What is the role of assessment data in teaching and learning practice and programs? Meaningful assessment data delivers a snapshot of what students know, what students should know, and what students do not yet know. When teachers understand this assessment data, they are positioned to make decisions that inform instruction and positively affect student outcomes