4.1 EXPOSURE Observing the process of carrying out learning goals •
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Do a class observation. Did you observe ho the goals ere set for the lesson! "as the setting of goals #ade e$plicit for the learners! %#eans a structure ay of co##unicating the goals&. "hat e$actly ere #entioned as the goals' ob(ectives for the lesson! Did you observe behaviors of the learners that suggest'indicate that they understood the ob(ectives of the lesson) the *ind of sub(ect #atter that ill be deve develo lope ped d as e ell ll as the the proc proces ess s that that ill ill be done done! ! "hat "hat type types s of behavior or responses are these!
4.+ P,R-/P,-O0 •
o ell ere the goals or ob(ectives of the lesson learned achieved! n hat ays as the attain#ent of the goals'ob(ectives assessed!
4.2 DE0-3/,-O0 Evaluating the language of the learning goals in ter#s of clarity •
"hat ords or phrases ere freuently stated to si#plify the language of the goal goals s or ob(e ob(ect ctiv ives es that that are are unde unders rsta tand ndab able le to the the lear learne ners rs55 or are are appropriate to leaners needs!
6.2 DE0-3/,-O0 E$ecuting e7ort to develop 8ne9 *noledge •
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Do an annotat annotation ion outli outline ne for# for# of the highli highlight ghts s of the steps steps underta underta*e *en n developing or i#parting the 8ne9 *noledge to the students! "hat ere the behaviors e$hibited by the students to indicate understanding and appreciation of the 8ne9 *noledge! :ased on hat you gathered or observed) as the e7ort e$erted to ad(ust level of vocabulary vocabulary and techniues techniues in developi developing ng the ne lesson to fast and slo students!
6.6 DSSE;0,-O0 Prov Provid idin ing g note notes s or si#i si#ila larr #ate #ateri rial als s on the the adva advanta ntage ges s of acu acuir irin ing g 8ne9 ne9 *noledge •
"hat ill you do to ensure that 8ne9 *noledge ill be used by students in their daily lives!
<.1EXPOSURE
=isting of instances and observing values integrated in the sub(ect #atter •
Observe a class. =ist don instances during lesson hen the values ere integrated in the sub(ect #atter.
<.+ P,R-/P,-O0 dentifying speci>c values •
dentify speci>c values integrated in the lesson as observed. Put a chec* % &#ar* opposite the value. % & onesty % & Ob(ectivity % & ,ccuracy % & /ooperation % & Respect % & ndustry % & Patience % & Responsibility % & -hrift % & "or* Ethics % & =ove of /ountry % & /ivil /onsciousness % & ?od@fearing % & Environ#ent@friendly % & ?enerosity
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n hich part of the lesson did the integration of values ta*e place! Put a chec* #ar* % & on the part of the lesson as observed. % & Presentation % & Develop#ent % & Synthesis % & 3ollo@up % & Evaluation
<.4 0-ER0,=C,-O0 Reco##ending innovative strategies in integrating values in the curriculu# •
"hat innovative strategies can you reco##end in integrating values in the curriculu#!
.1 EXPOSURE /iting e$periences lin*ing sub(ect #atter ith past and future lessons •
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Observe a class. /ite and e$pound to %+& instances here current sub(ect #atter as lin*ed ith past and future lessons 3irst instanceA Second nstance
.2 DE0-3/,-O0 dentify students understanding •
"hat behaviors suggest that the students understood the lesson better) as a result of lin*ing current lesson ith the past or future lessons!
.4 0-ER0,=C,-O0 Planning of co#ing@up ith di7erent techniues •
"hen you beco#e a teacher) ould you consider co#ing up ith di7erent techniues of lin*ing present to past and future lessons!
F.2 DE0-3/,-O0 dentifying factors contributory •
"hy do you thin* it is i#portant to develop O-S a#ong students in any sub(ect!
F.40-ER0,=C,-O0 Planning for factors related to developing O-S •
"hat #ethodologies) instructional #aterials) and activities ill you plan for and use to #a*e sure you are able to develop O-S a#ong your students!
G.2 DE0-3/,-O0 Herifying accuracy of scholarship or*s and ideas •
Do you thin* that the integration of scholarly or*s' ideas or research >ndings has indeed enriched content *noledge! f yes) hat are your reasons for saying so! f no) hy do you say so!
G.4 0-ER0,=C,-O0 Planning for continuous availability of scholarship or*s and ideas •
"hen you beco#e a teacher) hat ill you do so that you ill alays have ithin reach infor#ation on scholarly or*s'ideas and research >ndings as additional #aterials' inputs to your lessons!
G.6 DSSE;0,-O0 Sharing the s*ill of integrating scholarly or*s and ideas in the lesson •
"hat ill you do to share ith your peers the ays and #eans to develop the s*ill od integrating scholarly or*s and ideas for lesson enrich#ent!
1I.4 0-ER0,=C,-O0 Draing up an action plan to ensure align#ent •
"hen you beco#e a teacher) hat ill you do to #a*e sure that there is unity or #atching a#ong lesson ob(ectives and the #ethod) instructional #aterials and activities!
1I.6 DSSE;0,-O0 Sharing of e$periences using di7erent #odalities •
Share your e$perience on aligning of #ethods) instructional #aterials) and activities through any of the folloingA Discussion circle Si#ulation De#onstration
11.+ P,R-/P,-O0 dentifying ays of students responses to the selected co#ponents • •
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"as there only one) or variety of instructional #aterials used! n hat ays did the students respond to the instructional #aterials! n hat ays did they deal ith the instructional #aterials! Do you thin* that the instructional #aterials ere helpful in achieving the ob(ectives of the lesson!
11.2 DE0-3/,-O0 Deter#ining appreciation and understanding of students •
Do you thin* that the instructional #aterials ere appropriate to di7erent ability levels of the students! f yes %or no&) hat student behaviors ill sho the instructional #aterials are appropriate to their needs' ability levels' interests!
1+.2 DE0-3/,-O0 3acilitating =earning
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On the basis of your observations) do you thin* that the activities facilitated learning of the concepts by the students! "hy do you say so! "hat behaviors of the students suggest that the activities facilitated learning and understanding of the concepts learned! ,side fro# facilitating the learning of the concepts by the students) hat other ob(ectives do you thin* ere achieved ith the use of activities!
1+.4 0-ER0,=C,-O0 Planning for appropriate activities •
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Do you thin* the activities ere appropriate to the di7erent ability levels of the students! "hy or hy not! "hat students behaviors sho that the activities ere appropriate to the level of the students understanding! "hen you beco#e a teacher) hat *ind of preparation ill you #a*e) so you ill be able to plan and co#e up ith appropriate activities for your students! ,side fro# the classroo# activities that you observed in that lesson) hat other activities can you suggest hich you thin* ill i#prove the teaching of the lesson! "hat ill you do to ensure that you ill have appropriate and varied activities that address di7erences in abilities a#ong your students!
12.1 EXPOSURE Di7erent approaches and techniues suited to students needs •
Observe a class. 3ro# your observations) is there evidence that a variety of techniues' approaches in developing the lesson as used! 3ro# your *noledge of teaching #ethods. =ist don or identify these approaches or techniues you have observed.
12.4 0-ER0,=C,-O0 Planning for appropriateness of a variety of approaches and techniues •
"hen you beco#e a teacher) hat ill you do to ensure that in planning and i#ple#enting your lesson) the techniue' approach you selected ill help attain your learning ob(ectives.
14.1 EXPOSURE Observing a class coupled ith going to the library of sur>ng the internet for research •
Observe a class or surf the internet. =ist don the factors or processes needed that #a*e for a relevant curriculu# along the folloingA a. instructional ob(ectives
b. instructional #aterials c delivery #odes d. activities' learning e$periences 14.2 DE0-3/,-O0 Relating characteristics of a relevant curriculu# to the J to 1+ curriculu# •
Do you consider the J to 1+ curriculu# as relevant curriculu#! f so) hy) f no) hy not!
14.4 0-ER0,=C,-O0 Ensuring ays to #a*e the J to 1+ curriculu# relevant •
"hen beco#e a teacher) hat ill do to ensure that at the classroo# level) the J to 1+ curriculu# is #ade relevant!
16.1 EXPOSURE Observing a class or going to the library or sur>ng the internet •
=ist don so#e e#erging develop#ents in the delivery of the teaching@ learning process as observed. E$A blended learning) on@line learning) and etc.
16.2 DE0-3/,-O0 •
"hy do you thin* there is a need to be ac*noledgeable about ne things or e#erging develop#ents in education eve as a teacher at the classroo# level!
16.4 0-ER0,=C,-O0 •
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"hen you beco#e a teacher) in hat ays ill you input ne things and develop#ents in the teaching@learning process! "hen you beco#e a teacher) hat do you intend to do to *eep abreast ith the develop#ents of the J to 1+ curriculu#!
