Legal Foundations CHED Memorandum no. 30 (CMO 30) was promulgated on September 13, 200 !or t"e purpose o! rat#onal#$#ng t"e undergraduate tea%"er edu%at#on #n t"e %ountr& to 'eep pa%e w#t" t"e demands o! global %ompet#eness. t #s #n a%%ordan%e w#t" t"e pert#nent pro#s#ons o! Republic Act No. 7722 , t"e H#g"er Edu%at#o Edu%at#onn *%t o! 100. CMO 30 embod#e embod#ess t"e pol#%#es pol#%#es and standards standards !or t"e undergrad undergraduate uate tea%"er tea%"er edu%at#on %urr#%ulum. *rt#%le +. Se%.13 o! CMO 30 states t"at, !#eld stud& %ourses are #ntended to pro#de students w#t" pra%t#%al pra%t#%al learn#ng learn#ng e-per#en% e-per#en%es es #n w"#%" w"#%" t"e& obsere, obsere, er#!&, re!le%t re!le%t on, #n a%tual a%tual s%"ool s%"ool sett#ngs. sett#ngs. "e e-per#en%es w#ll be g#en w#t" !#eld obserat#on and graduall& #ntens#!& unt#l students underta'e pra%t#%e tea%"#ng./
Theoretical Foundation "#s wor'boo' ad"eres to t"e +&gots'#an pr#n%#ple o! so%#al %onstru%t#on o! 'nowledge, mean#ng!ul learn#ng and %onstru%t#on o! 'nowledge 'nowledge w#ll o%%ur #! learners wor' "andson #n releant sett#ngs and w#t" t"e proper gu#dan%e. Complementar& to +&gots'&s +&gots'&s t"eor& #s *lbert anduras anduras So%#al earn#ng "eor&. "eor&. andura *sserted t"at learn#ng ta'es pla%e not onl& t"roug" #m#tat#on but also obserat#on. 4e%entl&, t"e S#tuated earn#ng "eor& re#terated +&gots'&s and anduras #ews. t emp"as#$e t"e 'nowledge needs to be presented #n an aut"ent#% %onte-, sett#ngs and appl#%at#ons t"at would normall& #nole t"at 'nowledge5 and t"at, learn#ng re6u#res so%#al #ntera%t#on and %ollaborat#on. "e !#eld stud& e-per#en%e #s geared towards e-a%tl& t"#s, to g#e preser#%e tea%"ers t"e opportun#t& to learn t"roug" mean#ng!ul and s&stemat#% e-posure #n a%tual sett#ngs. education. 7o"n *not"er #mportant t"eoret#%al bas#s o! t"#s !#eld stud& e-per#en%e #s reflective education. Dewe& stressed t"e #tal role t"at re!le%t#on pla&ed #n t"e growt" and deelopment o! tea%"ers. 4e!le%t#on allows t"e learner e-plore "#s8"er e-per#en%es #n order to arr#e at new understand#ngs or #ns#g"ts. t ma& be done #nd##duall& or t"roug" s"ar#ng and d#s%uss#on w#t" ot"ers. 4amasam& (2002), #n "#s re#ew o! l#terature on re!le%t#e pra%t#%e "#g"l#g"ted t"e !ollow#ng9 :olb (1;<) #n "#s model o! t"e e-per#ent#al learn#ng %&le regards t"e pro%ess o! re!le%t#ng upon e-per#en%e as a %ru%#al stage. E-per#en%e w#t"out re!le%t#on does not lead to learn#ng. *%%ord#ng to oud et.al, (1;;=, >ust "a#ng an e-per#en%e e-per#en%e does not ne%essar#l& mean mean t"at learn#ng "as o%%urred. o%%urred. "e #mportant !a%tor w"#%" %an turn raw e-per#en%e #nto learn#ng #s t"e pro%ess o! re!le%t#on./ rown and M%.Cartne& (1;;;) po#nt out t"at re!le%t#on on bot" t"e %ontent and t"e pro%ess o! learn#ng "elp learners ?moe towards and sta& w#t"#n a deep approa%" to learn#ng. "roug"out t"e wor'boo', re!le%t#on #s an #ntegral %omponent and #s used to %on%lude ea%" learn#ng ep#sode.
Approach to Field Study "e approa%" ta'en #n t"#s wor'boo' #s o! %ourse der#ed !rom #ts t"eoret#%al underp#nn#ngs. underp#nn#ngs. @e use t"e a%ron&m O*4 to represent t"e general %&%l#%al pattern o! t"e tas's t"at pre ser#%e tea%"ers are e-pe%ted to do #n t"e d#!!erent learn#ng ep#sodes. *!ter t"e Aoal8arget and t"e map are g#en per ep#sode, t"e& w#ll bas#%all&, bas#%all&, Obsere #n a%tual sett#ng or Or%"estrate a plan, or Organ#$e an output. "e& w#ll t"en Anal&$e8S nal&$e8S&nt"es#$e t"e e-per#en%e, and Re!le%t on t"e e-per#en%e.
Observation
#n a%tual sett#ng #s meant !or t"e BS students to tra#n t"e#r senses to reall& !o%us
on #mportant deta#ls o! t"e learn#ng s#tuat#on and per%e#e t"em w#t" %lar#t& and ob>e%t##t&. t enta#ls t"at students learn to d#!!erent#ate ma'#ng an obserat#on and #nterpret#ng t"e obserat#on.
Analysis
inoles t"e use o! %r#t#%al t"#n'#ng to brea'down t"e %omponents o! w"at was obsered, or%"estrated or organ#$ed. Burt"er on #t w#ll also #nole t" ab#l#t& to s&nt"es#$e,,, to organ#$e #nto a %o"erent pattern t"e sal#ent po#nts o! w"at one "as anal&$ed and learned.
Refection #noles t"e past, t"e present and t"e !uture o! t"e !#eld stud& student. n l#g"t o! ea%" !#eld e-per#en%e ep#sode, t"e B#eld Stud& students re!le%t on releant past e-per#en%es t"at m#g"t "ae a!!e%ted t"e#r bel#e!s, alues and att#tudes about learn#ng. "e students also re!le%t on "ow ea%" ep#sode #s a!!e%t#ng t"e#r present t"#n'#ng and !#nall&, "ow t"e#r learn#ng w#ll #mpa%t on t"e#r !uture as tea%"ers. "#s allows !or #ntegrat#on o! t"e !uture tea%"er as !#rst and !oremost a person w#t" bel#e!s, alues and att#tudes. "e !ru#ts o! re!le%t#on t"en a!!e%t subse6uent obserat#on and anal&s#s, t"us ma'#ng t"e model %&%l#%al. "#s approa%" answers #n part to t"e %"allenge o! deelop#ng a!!e%t#e me%"an#sms !or t"e E-per#ent#al earn#ng Component Component o! reSer#%e ea%"er ea%"er Edu%at#on/. t moes awa& !rom t"e old #ew # ew t"at, ea%"er deelopment #s s#mpl& #n!ormat#onal5 t"at #t onl& #noles pro#d#ng new and updated te%"n#%al 'nowle 'nowledge dge !or tea%"e tea%"ers/. rs/. t ad"ere ad"eress to t"e new CS CS parad parad#gm #gm t"at, t"at, tea%" tea%"er er deelo deelopme pment nt #s trans!ormat#onal, e-per#ent#al, and %onte-tual5 #t #noles engag#ng tea%"ers to %r#t#%all& re!le%t on old and new te%"n#%al 'nowledge as t"ese !a%#l#tate student learn#ng #n a%tual %onte-t./ "roug" t"e s#- !#eld stud& %ourses, t"e students w#ll "ae repeated e-posure and pra%t#%e #n re!le%t#e tea%"#ng. "e end goal #s !or t"em to #mb#be re!le%t#e tea%"#ng t"at #t be%omes se%ond nature to t"em.
Field study 2 – SUB!"T #atri$
SUB!"T T%TL!
B#eld Stud&2 E-per#en%#ng t"e ea%"#ng earn#ng ro%ess
&O#A% '
"O#(!T!'"%!S
Curr#%ulum
dent#!#es ar#ed met"ods and strateg#es, #nstru%t#onal mater#als and assessment tools used #n t"e learn#ng en#ronment Demonstrates master& o! t"e sub>e%t matter Commun#%ates %lear learn#ng goals !or t"e lessons t"at are appropr#ate !or learners
earn#ng En#ronment
D#st#ngu#s"es general learn#ng pro%esses as well as un#6ue pro%esses o! #nd##dual learners dent#!#es tea%"ers a%t#on t"at demonstrate alue !or learn#ng Creates "ealt"& ps&%"olog#%al %l#mate !or learners
D#ers#t& o! earners
lann#ng, *ssess#ng and 4eport#ng
Determ#nes, understands and a%%epts t"e learners d#erse ba%'ground and e-per#en%e
Deelops and ut#l#$es %reat#e and appropr#ate #nstru%t#onal plann#ng Ma'es good use o! allotted #nstru%t#onal t#me
So%#al 4egard !or learn#ng
Sele%ts tea%"#ng met"ods, learn#ng *%t##t#es and #nstru%t#onal mater#als or resour%es appropr#ate to learners and al#gned to ob>e%t#es o! t"e lesson. Demonstrates t"at learn#ng #s d#!!erent '#nds o! d#!!erent resour%es.
U'% T
1
SU))!ST!& )U%&!L%'!S FOR F%!L& STU&* STU&!'TS "ese set o! gu#del#nes are suggested to "elp preser#%e students #n t"e su%%ess!ul %ondu%t o! t"e#r !#eld stud#es. Ea%" E s"all address some #nst#tut#onal pe%ul#ar#t#es t"at are not %oered #n t"#s gu#del#ne. 1
B#eld Stud& students are re6u#red to a%%ompl#s" su%%ess!ull& a%t##t#es #n at least 1= "ours !or eer& semester #n eer& !#eld stud& %ourse to earn a 1 un#t %red#t.
2
B#eld Stud& a%t##t#es s"ould be under t"e super#s#on o! t"e B#eld Stud& Ba%ult& o! t"e E #n %ollaborat#on w#t" t"e B#eld Stud& Cooperat#ng S%"ools.
3
B#eld Stud& student s"all se%ure appropr#ate B#eld Stud& perm#ts and undergo or#entat#on8 br#e!#ng be!ore "e8s"e deplo&ed #n %ooperat#ng s%"ools.
Ea%" B#eld Stud& student s"all se%ure a B#eld Stud& oteboo' !or ea%" %ourse.
F
B#eld Stud& Student s"all wear o!!#%#al s%"ool un#!orm dur#ng t"e !#eld stud& #n %ooperat#ng s%"ools
G
B#eld Stud& student s"all demonstrate personal 6ual#t#es t"at re!le%t a good #mage o! a tea%"er. "e 6ual#t#es #n%ludes as %ourtes&, respe%t, "onest&, d#l#gen%e, openm#ndedness, %r#t#%al t"#n'#ng and ot"ers w"#le do#ng !#eld stud&.
=
B#eld Stud& student s"all demonstrate proper be"a#or #n t"e presen%e o! t"e learners , tea%"ers, s%"ool personnel, adm#n#strat#on and parents.
<
B#eld Stud& students s"all re6uest t"e s#gnature o! t"e resour%e tea%"er or person or t"e !#eld stud& !a%ult& #mmed#atel& a!ter t"e a%t##t& "as been done.
;
B#eld Stud& student #s re6u#red to prepare a port!ol#o !or eer& !#eld stud& %ourse. "e BS tea%"er #s en%ouraged to prepare "#s8"er own rubr#% !or aut"ent#% assessment o! t"e port!ol#os. "#s rubr#% %an be d#s%ussed w#t" t"e students as part o! t"e or#entat#on so t"e& would 'now w"at %r#ter#a w#ll be used and "ow t"e#r port!ol#o w#ll be assessed.
Cred#t9 1 un#t Durat#on9 1="ours
Course Description "#s %ourse #s des#gned to pro#de students w#t" opportun#t#es to e-am#ne t"e appl#%at#on o! tea%"#ng t"eor#es #n t"e learn#ng en#ronment. Students are e-pe%ted to er#!& %ogn#t#e, meta%ogn#t#e, #nd##dual d#!!eren%es and mot#at#onal !a%tors t"at #n!luen%e t"e a%6u#s#t#on o! 'nowledge. "e students are g#en t"e %"an%e to deelop and tr& out learn#ng tas's, #nstru%t#onal mater#als and asse3ssment tools. B#eld Stud& 2 %an be an%"ored on t"e !ollow#ng ro!ess#onal Edu%at#on sub>e%ts9 1 2
r#n%#ples o! ea%"#ng 1 r#n%#ples o! ea%"#ng 2
General Objectives 1 2
3
Enr#%" 'nowledge on tea%"#ng met"ods and strateg#es appropr#ate #nstru%t#onal and assessment tools used b& t"e tea%"ers5 4e!le%t on t"e appl#%at#on o! d#!!erent t"eor#es o! learn#ng and 'nowledge a%6u#s#t#on t"at promote t"e %ogn#t#e and meta%ogn#t#e pro%esses, pos#t#e mot#at#onal pro%esses, and use o! er#!#ed resour%es o! learn#ng #n t"e a%tual learn#ng en#ronment. Deelop alternat#e ways of teaching a lesson. O!"S
Mean#ng!ul earn#ng E-per#en%es
S#$!%%! &AS'S Ep#sode 1 oo'#ng t"roug"
($ARN%N) $*%+$N!$ #st o! Met"ods and strateg#es
a. obsere atleast 3 %lassess
ea%e %on%ept #n !o%us
b. l#st down t"e d#!!erent b.1 met"ods or strateg#es b.2
+OA%N Curr#%ulum
earn#ng En#ronment
4e!le%t#on
!O#$&$N!%$S-#$ROR AN!$ %N+%!A&ORS dent#!#es ar#ed met"ods and strateg#es, #nstru%t#onal mater#als and assessmenr tools used #n t"e learn#ng en#ronment D#st#ngu#s"es general learn#ng pro%esses as well as un#6ue pro%esses o! #nd##dual learners dent#!#es tea%"ers a%t#ons t"at demonstrate alue !or learn#ng mater#als
!ritical riends/
#nstru%t#onal mater#als b.3 assessment tools used b& t"e tea%"er
a.Obsere a %lass b.dent#!& t"e9 b.1 met"ods and strateg#es b.2 nstru%t#onal mater#als b.3 assessment tools ued b& t"e tea%"er
4e!le%t on "ow t"e #tems on t"e l#st !a%#l#tate %ogn#t#e,meta %ogn#t#e,and pos#t#e mot#at#onal pro%esses as well as t"e use o! ar#ed resour%es !or learn#ng.
Episode 1E OO:A H4OAH HE ME*AB E*4A EIE4ECE.
Name of FS student
N Year/Course esource !eac"er
Date Si#nature
Cooperatin# Sc"ool
*our Target *t t"e end o! t"#s a%t##t&, &ou w#ll be able to #dent#!& t"en pr#n%#ples o! ea%"#ngearn#ng a%t##t#es manuals and ot"er #nstru%t#onal mater#als used b& t"e tea%"er #n sele%ted sub>e%ts.
*our +ay earn#ng "ow to appl& t"e tea%"#ng pr#n%#ples #n t"e %lassroom sett#ng #s somet"#ng &ou asp#re !or. n#t#all&, &ou would need to obsere and des%r#be "ow #t #s man#!ested #n t"e real %lassroom. o "#t &our &AR)$&, wor' &our wa& t"roug" t"ese steps9 1
Obsere at least 3 %lasses and des%r#be t"e pr#n%#ples o! tea%"#ng and learn#ng used b& t"e tea%"er.
2
Obsere t"e %ogn#t#e, meta%ogn#t#e and mot#at#onal pro%esses #n t"e %lassroom.
3
#st down t"e #nstru%t#onal mater#als used b& t"e tea%"er to !a%#l#tate learn#ng.
4e!le%t on &our e-per#en%e.
4our 0ay $s %ou visit a sc"ool and observe classes& use t"e activit% forms to document
%our oservation and ri#"t %our insi#"ts or re'ections(
OBS!R,AT%O' S-!!T Na1e of School Observed5 School Address5 +ate of *isit5
)rade-4ear (evel
Sub ect Area5
/
0hat #rinciples in teachinglearning were co11only applied
(earning #rinciple
&eachers Activity
Students Activity
1. aw o! 4ead#ness
Mot#ate t"e students b& as'#ng t"em t"e pre#ous a%6u#red #n!ormat#on regard#ng t"e top#%.
"e students were a%t#el& part#%#pated dur#ng t"e d#s%uss#on and problem solut#on g#en b& t"e tea%"er.
2. aw o! E-er%#se
ro#d#ng t"e students w#t" F e-er%#ses be!ore g##ng t"em an ass#gnment.
Sol#ng t"e g#en problem #n t"e#r respe%ted s#ts w"#le ot"ers were answer#ng #t on t"e board.
3. aw o! elong#ngness
o&s and g#rls were separated #n two rows to possess t"e 6ual#t& o! belong#ngness.
Studenttostudent #ntera%t#on and d#s%uss#on w#t" #n t"e#r pa#red or groups.
"e tea%"er toget"er w#t" t"e pup#ls was a%'nowledg#ng t"e students w"o were a%t#el&
Mot#ate and st#mulate w"en a%'nowledge b& bot" tea%"er and
. aw o! E!!e%t
part#%#pate #n t"e %lass. @"en one pup#ls got t"e %orre%t answer on t"e 6uest#ons g#en b& t"e tea%"er t"e tea%"er told t"em to %lap t"e#r "ands on t"e sa#d %"#ld.
%lassmates.
"e tea%"er %onne%ts t"e pre#ous lesson to t"e new one.
*tta#n#ng and part#%#pat#ng #n %lass d#s%uss#on.
Sel!a%t##t& o! students b& answer#ng t"e g#en 6uest#on on t"e board.
G. *%t#e or D&nam#% pro%ess
ett#ng t"e students to wr#te t"e %orre%t answer on t"e board r#g"t a!ter t"e t"e g#en e-er%#se #n a part#%ular sub>e%t matter.
=. ntegrat#on
"e top#%re!le%t#on o! ES #ntegrates w#t" appl&#ng t"e %orre%t used o! pangu'ol #n B#l#p#no.
s#ng t"e appl#%at#on o! t"e students 'nowledge #n l#sten#ng stor& about ES Edu'as&on Sa agpapa'atao.
Dra!t t"e re!le%ted ob>e%t w#t" respe%t to t"e or#g#nal ob>e%t.
Manage and understood eas#l& t"e sub>e%t matter t"roug" t"e a#d o! draw#ng presentat#on done b& t"e tea%"er.
D#s%ussed t"e top#% on t"e %onte-t #n w"#%" t"e students %an eas#l& %ompre"end t"e e6u#tat#on o! t"e re!le%t#on #n general.
Conte-tual top#% w#ll eas#l& adopted and %ompre"end b& t"e students.
F. aw o! *sso%#at#on8*sso%#at#on pro%ess
<. Creat#eness
;. Conte-t
"e tea%"er do om#tted some un#mportant deta#ls on t"e lesson. 10. ea%"#ng a l#ttle but #t #s well
11."e tea%"er tea%" t"e %"#ld not t"e sub>e%t
12. "e tea%"er tea%"es t"e %"#ld a%%ord#ng to "#s own pa%e.
13. "e tea%"er starts w"ere t"e %"#ld #sJ
"e tea%"er made used o! appl#%able e-amples on "ow t"e& %an appl& t"e 'nowledge and e-per#en%es t"e&e learned.
"e pup#ls do part#%#pate #n t"e d#s%uss#on and relate t"e#r sel! on t"e top#%.
"e tea%"er do !o%used "er attent#on to t"ose pup#ls s#tt#ng on t"e rt" row,
"e pup#ls on t"e sa#d rows do part#%#pate on t"e d#s%uss#on be%ause t"e& are t"e ma#n !o%us o! t"e tea%"er. "e& do l#sten >ust l#'e t"e !#rst two rows.
"e tea%"er made used o! "er surround#ngs outs#de and #ns#de t"e %lassroom.
Here are some o! t"e personal %"ara%ter#st#%s o! t"e tea%"er9 1. ersonal#t& o! t"e tea%"er
*pproa%"able More on e-planat#on ea%"#ng strateg#es are good C"eer!ul #n tea%"#ng
2
"e pup#ls better understands t"e lesson and ga#n more 'nowledge appl#%able to t"e#r surround#ngs #ns#de t"e %lassroom and een at "ome.
0hat %nstructional 1aterials were used in teaching
"e pup#ls do understand well t"e lesson prepared b& t"e tea%"er.
Students pea%e!ul m#nd and read#ness to lean be%ause o! t"e personal#t& o! t"e tea%"er.
n t"e %lass "ae been obser#ng Mrs. 4enet . ad#osa. S"e do not used #nstru%t#onal mater#als to t"e !ullest. Onl& te-tboo' and "ersel! as an #nstru%t#onal *#d but would sa& t"at "er tea%"#ng met"od #s e!!e%t#e be%ause o! "er loud o#%e and e-amples us#ng t"e pup#ls #tsel! and ot"er mater#als #n t"e sound#ngs. S"e #s so resour%e!ul #n tea%"#ng t"e#r pup#ls. S"e made t"e w"ole %lassroom as good e-amples and s"e relates #t to t"e top#%. "ere!ore, %on%lude t"at %nstructional 1aterials do en"an%e t"e e!!e%t#eness o! tea%"#ng strateg& but t"e surround#ngs #n t"e %lassroom and een at "ome #s t"e most #mportant elements t"at promote learn#ng. Howeer, t #s t"e tea%"er w"o made used o! #t #n a part#%ular lesson. also real#$ed t"at t"e retent#on o! learn#ng #s more power!ul #! t"e more senses used on t"e tea%"#nglearn#ng s#tuat#on.
3
0hich of the principles in teaching facilitate the cognitive, 1etacognitive, and positive 1otivational processes of learning
Teacher. #rs/ Renet T/ Tadiosa FA"TORS
"O)'%T%,! AB%L%T*
#!TA"O)'%T%, ! AB%L%T*
#OT%,AT%O'A L (RO"!SS
01#ethods Strategies
a/ )nductive/ Deductive
b/ .roblem Solvin#
Students are !o be critical on +"at !"e teac"er #ave able to de*ne t"e% +ill de*ne and jo,es related to t"e +"at is as,ed b% also in #ivin# topic/lesson and so t"e teac"er and eamples( !"e% are students +ere able t"e% are able to able to t"in, criticall%( to construct an idea #ive eamples( re#ardin# t"e lesson( Students +ere able to t"in, of Students are able to 0% #ivin# eamples ans+er t"at t"e% solve t"e problem in a related to t"e +ill use in fast and in an problem in relation ans+erin# t"e accurate manner( to our dail% lives( #iven uestion(
c/ 0oard Eercises
Students are able to eecute/s"o+ proper procedures in solvin# t"e problems in t"e board(
Students +ere able to s"o+ to t"eir classmates +"at t"e% learned or +"at t"e% +rite on t"e board(
!"e teac"er #ave additional points to t"e students +"ove #ot t"e correct ans+er and s"e #ave praises and encoura#ement to t"e students(
21 %nstructional #aterials
a C"al, and board
Students learned best +"en t"e% see t"e topic/lesson +ritten on t"e board(
Students +ill able to anal%2e +ell as t"e% read t"e topic on t"e board(
!"e teac"er as,ed volunteer students to solve on t"e board so t"at "e +ill test t"e abilit% of t"e student(
b C"art !"e students are !"e students are able able to to anal%2e +ell +"at understand +ell t"e teac"er presents t"e lesson on t"e class( because of visual aids li,e c"art( !"e students are able to t"in, solutions to t"e problems before presentin# it to t"e class(
31 Assess4ent tools
!"e teac"er s"o+ed colored pictures related to t"eir lesson so t"at t"e students +ould be motivated to listen to "er discussion
a/ Givin# of assi#nments and ui22es after t"e discussion(
!o test if t"e students ,no+ "o+ to ans+er t"e #iven uestion
Students are able !"e teac"er #ave to ans+er properl% additional points to t"e #iven uestion t"e students +"o or t"eir +ill perfect t"eir assi#nments( ui22es and t"eir assi#nments(
51 ,aried Resources o6 Learning a( !etboo, and noteboo,
1( !"e teac"er uses tetboo, in discussin# and students are able to read t"eir lesson in t"eir tetboo,
!"e teac"er uses also +or,boo,s for t"e students to appl% +"at t"e% "ad learned in t"e discussion(
3(For enou#" references just to stud% +ell t"e lesson(
4ead an art#%le on &our answer. aste a %op& o! su%" art#%le "ere.
&itle5
-!"e teac"er encoura#es t"e students to participate +ell in t"e class or in a discussion and ans+er correctl% t"e #iven uestions( -!"e teac"er #ives additional points to students +"o "ave clean and orderl% output and s"e dont accept it if it is dirt%( 4a%be to inculcate t"e value of cleanliness from da% to da%(
&he (earning #yra1id5 +oes %t #oint &eachers in the Right +irection Authors5
alle&, 7ames .5 M#ller, 4obert H.
+escriptors 5
ea%"#ng Met"ods5 E-per#ent#al earn#ng5 ea%"er 4ole5 *bstra%t 4eason#ng5 Edu%at#onal "eor#es5 D#s%oer& earn#ng5 4etent#on (s&%"olog&)
Source5
Edu%at#on, 12< n1 pG=; Ball 200=
#eer Reviewed5
Kes
#ublisher5
ro>e%t nnoat#on, n%. .O. o-
e%t#nnoat#on.b#$8edu%at#on."tml
#ublication +ate5
200=0000
#ages5
1G
#ub &ypes5
7ournal *rt#%les5 4eports Des%r#pt#e
Abstract5
"#s paper ra#ses ser#ous 6uest#ons about t"e rel#ab#l#t& o! t"e learn#ng p&ram#d as a gu#de to retent#on among students. "e p&ram#d suggests t"at %erta#n tea%"#ng met"ods are %onne%ted w#t" a %orrespond#ng "#erar%"& o! student retent#on. o spe%#!#% %red#ble resear%" was un%oered to support t"e p&ram#d, w"#%" #s loosel& asso%#ated w#t" t"e t"eor& proposed b& t"e wellrespe%ted resear%"er, Edgar Dale. Dale #s %red#ted w#t" %reat#ng t"e Cone o! E-per#en%e #n 1;G. "e Cone was des#gned to represent t"e #mportan%e o! alter#ng tea%"#ng met"ods #n relat#on to student ba%'ground 'nowledge9 #t suggests a %ont#nuum o! met"ods not a "#erar%"&. @"#le no %red#ble resear%" was un%oered to support t"e p&ram#d, %lear resear%" on retent#on was d#s%oered regard#ng t"e #mportan%e o! ea%" o! t"e p&ram#d leels9 ea%" o! t"e met"ods #dent#!#ed b& t"e p&ram#d resulted #n retent#on, w#t" none be#ng %ons#stentl& super#or to t"e ot"ers and all be#ng e!!e%t#e #n %erta#n %onte-ts. * 'e& %on%lus#on !rom t"e l#terature re#ewed rests w#t" t"e %r#t#%al #mportan%e o! t"e tea%"er as a 'nowledgeable de%#s#on ma'er !or %"oos#ng #nstru%t#onal met"ods. (Conta#ns 3 !#gures.)
Abstractor5
*ut"or
5"at is t"e learnin# p%ramid
Georgia Southern University describes the Learning Pyramid 8 in The Seven Principles of Good Practice: “ The Learning Pyramid
The learning pyramid originates from the National Training Laboratories (NTL) for Applied Behavioral Science, 3 N! Lee Street, S"ite 3, Ale#ander, $A %%3&', SA! The percentages represent the average “retention rate of information follo*ing teaching or activities by the method indicated! +n fact this diagram *as originally developed and "sed by NTL in the early &-s at NTL.s Bethel, /aine, camp"s, b"t the organi0ation no longer has or can find the original research that s"pports the n"mbers given! +n &1' a similar pyramid *ith slightly different n"mbers had appeared in a boo2, A"dio$is"al /ethods in Teaching, p"blished by the 4dgar 5ale 5ryden 6ress, Ne* 7or2! Bligh (&8) gives some evidence for the effectiveness of different teaching methods! So"rce9 6roblemBased Learning9 4#ploiting :no*ledge of ;o* 6eople Learn to 6romote 4ffective Learning by 4! >***!bioscience!heacademy!ac!"2>?o"rnal>vol3>bee?31!htm
*alerie Strauss wr#tes #n t"e =ashington 6ost art#%le, =hy the @learning pyramid. is *rong9 A lot of people believe that the “learning pyramid that lists learning scenarios and average st"dent retention rates is reliable! ;ere.s cognitive scientist 5aniel =illingham to e#plain *hy it isn.t! =illingham is professor and director of grad"ate st"dies in psychology at the niversity of $irginia and a"thor of “ =hy 5on.t St"dents Li2e School ;is ne*ly p"blished boo2 is “ =hen an 7o" Tr"st The 4#perts ;o* to tell good science from bad in ed"cation! This appeared on his Science and 4d"cation blogC! So many variables affect memory retrieval, that yo" can.t assign specific percentages of recall *itho"t specifying many more of them9 o
o o o
o
o
what material is recalled (ga0ing o"t the *indo* of a car is an a"diovis"al e#perience ?"st li2e *atching an action movie, b"t yo"r memory for these t*o a"diovis"al e#periences *ill not be eD"ivalent) the age of the subjects the delay between study and test (obvio"sly, the percent recalled "s"ally drops *ith delay) what were subjects instructed to do as they read, demonstrated, ta"ght, etc! (yo" can boost memory considerably for a reading tas2 by as2ing s"b?ects to s"mmari0e as they read) How was memory tested (percent recalled is almost al*ays m"ch higher for recognition tests than recall)! hat subjects !now about the to"be"remembered material (if yo" already 2no* something abo"t the s"b?ect, memory *ill be m"ch better!
This is ?"st an offthetopofmyhead list of factors that affect memory retrieval! They not only ma2e it clear that the percentages s"ggested by the cone can.t be co"nted on, b"t that the ordering of the activities co"ld shift, depending on the specifics! The cone of learning may not be reliable, b"t that doesn.t mean that memory researchers have nothing to offer ed"cators! Eor e#ample, monograph p"blished in
S%r#bblea abr#e! br#e!re!le%t#on re!le%t#ono!o!&our &our!eel#ngs !eel#ngsand and#ns#g"ts #ns#g"ts!rom !rom&our &ourobserat#on obserat#one-per#en%e e-per#en%e. S%r#bble
STRAT!)%!S A'& #!T-O&S US!& %'STRU"T%O'AL #AT!R%AL
)OO&
%'T!RA"T%O' B!T+!!' T!A"-!R A'& STU&!'TS
)OO& FUTUR!
+ece1ber 2, 29/3
:599A.;599A. onday
#y 0st Observation *s obsered, would sa& t"at t"e tea%"er ad"eres t"e pr#n%#ple o! learn#ng and #t ma'es t"e presentat#on o! t"e lesson be purpose!ul #n t"oug"ts as well as #n a%t#on. "e 'nowledge and s'#lls needed b& t"e students to atta#n was almost been learned b& "ow s"e adopted t"e pr#n%#ples. "e tea%"#ng #tsel! was so smoot" and t"e learners !ound er& m#n#mal "ards"#p #n a%6u#r#ng learn#ng. *n a%t#e %lassroom en#ronment was be#ng %reated and t"e learners real#$ed #ts #mportan%e #n t"e#r l#es. also obsered t"at #%ar#ous a%t##t#es were be#ng ut#l#$ed b& t"e tea%"er to "ae an e!!e%t#e tea%"#ng and learn#ng pro%ess. also obsered t"at learn#ng #s an e-per#en%e w"#%" o%%urs #ns#de t"e learner, and #s a%t#ated b& t"e learner be%ause t"e pup#ls wr#te t"e %orre%t answer on t"e board rat"er t"an wr#t#ng b& t"e tea%"er. S"e made sure t"at t"e students learn b& t"e#r own e-per#en%ed.
+ece1ber ;, 29/3 :599A.;599A. onday
#y 2nd Observation "#s da& obsered t"at learn#ng #s t"e d#s%oer& o! t"e personal mean#ngs and relean%e o! #deas be%ause t"e students real#$ed t"at t"e alues be#ng #ntegrated #n t"e lesson #s t"at, we s"ould stand stra#g"t w"en we "ear our nat#onal ant"em upang H#n#rang/ and we s"ould "ae a @atawat o and#la #n our "ouse eer& ndependen%e da&, be%ause #t s&mbol#$e our #ndependen%e. "e essent#al#t& o! t"e top#% was be#ng per%e#ed b& t"e students b& e-pla#n#ng t"e alues be#ng #n%orporated #n t"e lesson. also obsered toda& t"at one o! t"e r#%"est resour%es !or t"e learn#ng #s t"e learner "#msel! be%ause t"e tea%"er as'ed t"e pup#ls about t"e#r #ns#g"t about t"e top#% and some"ow general#$ed t"e lesson b& answer#ng t"e pro#ded 6uest#on. S"e let t"e d#s%uss#on %entered w#t" t"e learners #deas and e-per#en%es rat"er t"an s"e taug"t onl&. "e students were g#en %"an%es to s"are t"e#r learn#ng t"roug" t"e proper used o! art o! 6uest#on#ng. O!"S
S#$!%%! &AS'S
($ARN%N) $*%+$N!$
+OA%N
!O#$&$N!%$S-#$ROR AN!$ %N+%!A&ORS
Enr#%"#ng earn#ng
$pisode 2 HE +S Obsere a %lass, !o%us on t"e lesson proper.
ea%e %on%ept #n !o%us !ooperation#articipatory/
Matr#- o! tea%"ers a%t##t& (4e!er to pages FF F= !or a%t##t#es #n Ep#sode 2)
earn#ng En#ronment
Establ#s"es and ma#nta#ns %ons#stent standards o! learners be"a#or.
*%t##t& s"eet o.2 a. Ma'e a matr#s"ow#ng t"e tea%"ers a%t##t&, des%r#b#ng t"e learn#ng be"a#ors o! t"e learners
*nd #dent#!& t"e %orrespond#ng t"eor#es o! learn#ng appl#ed b& t"e tea%"er. b. On ot"er %olumn, suggest an a%t##t&t"at would promote better learn#ng.#nd#%a
Enr#%"#ng earn#ng
Creates "ealt"& ps&%"olog#%al %l#mate !or learners.
te &our reason !or t"e %"o#%e.
Episode 3 E E*4E4S CH*4*CE4SCS *D EEDS
Name of FS student
N Year/Course esource !eac"er
Date Si#nature
Cooperatin# Sc"ool
*our Target *t t"e end o! t"#s a%t##t&, t"e students w#ll be able to #dent#!& and des%r#bes t"e tea%"ers a%t##t& and t"e be"a#or o! t"e learners #n t"ese a%t##t#es.
*our +ay *!ter obser#ng t"e pr#n%#ples o! tea%"#ng and learn#ng #n t"e %lassroom sett#ng, &ou w#ll now start to >ourne& t"roug" t"e met"ods, strateg#es, and approa%"es o! tea%"#ng and learn#ng b& !#rst obser#ng a%tual %lassroom tea%"#ng. o "#t &our &AR)$&, wor' &our wa& t"roug" t"ese steps9 1
Ma'e a >ournal about t"e tas's per!ormed b& t"e tea%"ers as t"e& tea%" t"e#r lesson not#ng patterns and ar#et&.
2
4e%ord and "#g"l#g"t obserable and s#gn#!#%ant eents #n su%" tea%"#nglearn#ng a%t##t#es and eents.
3
Con!er w#t" t"e tea%"er regard#ng obserable and s#gn#!#%ant eents.
4e!le%t on &our e-per#en%e.
4our &ools *s &ou #s#t a s%"ool and obsere t"e tea%"#ng to learn#ng pra%t#%es, use t"e a%t##t& !orms to do%ument &our obserat#on and wr#te &our #ns#g"ts or re!le%t#ons.
#* OUR'AL Na1e of School Observed5 School Address5 +ate of *isit5
)rade-4ear (evel
Sub ect Area5
+escription of &eaching Strategies Collaborat#e d#s%uss#on and #ntegrat#on were t"e strateg#es used w"en obsered Mrs. 4enet" ad#osa dur#ng "er d#s%uss#on. "e sa#d strateg#es used are er& e!!e%t#e #n lett#ng t"e pup#ls ga#n more 'nowledge and test t"em "ow mu%" t"e& "ae learned #n t"e lesson t"e& "ae ta'en up. n t"e !#rst sub>e%t, s"e used #ntegrat#on #n tea%"#ng w"ere s"e related t"e top#%s #n %lass to real l#!e s#tuat#ons. S"e also pra#ses t"e students w"oe got an e-emplar& wor'. ! t"e pup#ls do not 'now t"e answer, s"e doesnt embarrass t"e sa#d pup#ls5 #nstead s"e mot#ates t"e sa#d pup#ls to l#sten %are!ull& on t"e d#s%uss#on and do more read#ng about a part#%ular lesson so t"e& %an %ooperate ne-t t#me. n t"e se%ond sub>e%t, s#n%e t"ere #s l#ttle m#sbe"a#or #n %lass, s"e neer !a#ls to %all out t"e attent#on o! t"e part#%ular students. S"e was able to manage t"e leel o! no#se dur#ng t"e %lass most o! t"e t#me. Mrs. ad#osa "ad a long pat#en%e #n d#s%#pl#n#ng most o! t"e no#s& pup#ls. S#n%e "ae been obser#ng lower se%t#on (Honest) t"e& p#%' up slower t"an t"e "#g"er %lasses, desp#te t"#s !a%t5 s"e was st#ll able to ma'e t"e d#s%uss#on to be more #nterest#ng, #ntera%t#e and l#el&. n t"e t"#rd sub>e%t, s"e used t"e %ollaborat#e strateg& so t"e students w#ll be able to learn "ow to wor' w#t" ea%" ot"er or "ow to alue teamwor'. *!ter %"e%'#ng t"e draw#ng made b& t"e !#rst 3 groups, Mrs.
ad#osa gae #mmed#ate !eedba%'s. *!ter %omment#ng about t"e t"#ngs t"at students need to #mproe on, s"e en%ouraged t"em to do better ne-t t#me and ad#sed t"e ne-t t"ree groups to ma'e a better draw#ng so t"at t"e& %an "ae a better grade.
+escription of (earning Activities Cooperat#e learn#ng was present #n t"e %lassroom be%ause t"e students were able to wor' as a team towards a %ommon goal. n t"e last sub>e%t, be!ore t"e& go "ome !or lun%", t"e tea%"er grouped t"em #nto G groups. S"e #nstru%ted ea%" group to go #n !ront to see some o! t"e t"#ngs oer t"e table t"en t"e tea%"er des%r#bed t"e lo%at#on o! ea%" t"#ng. S"e #nstru%ted ea%" group man& t#mes >ust !or t"em to remember t"e lo%at#on o! t"ose t"#ngs. *%t##t& w#ll !ollow s"e sa#d. "e pup#ls dont "ae an& #dea on w"at to do ne-t. "en a!ter aw"#le, Mrs. ad#osa sa&s t"at ea%" group s"ould draw w"at t"e& "ae seen oer t"e table. S"e mot#ates ea%" group to !#n#s" t"e#r wor' !#rst, be!ore t"e& go "ome !or lun%".('ung s#no una ma'atapos na grupo &un ang unang uuw#/ S"e sa#d.). n add#t#on, dur#ng t"e sa#d a%t##t&, "ae not#%ed t"at some o! t"em were good #n arts, and guess t"#s a%t##t& w#ll s"ow%ase t"e#r talent #n terms o! draw#ng. Desp#te be#ng #n t"e lower se%t#on, was st#ll #mpressed w#t" t"e#r %reat##t& and eer& member o! ea%" group en>o&ed t"e a%t##t&. *s a result, ea%" group d#d #t well be%ause o! t"e#r eagerness to go "ome. "ere was #ntera%t#e learn#ng and #t was also student%entered w"ere t"e tea%"er sered as !a%#l#tator. "e students tal'#ng t#me was more t"an t"e tea%"ers, and t"e& were able to re%#te most o! t"e t"#ngs t"e&e learned #n t"e past. Some %an een answer !ollow up 6uest#ons a!ter anot"er. Cogn#t#e and meta%ogn#t#e pro%esses are present #n t"e %lass obsered.
+escription of (earners #articipation "e !uture #mpl#%at#ons o! t"e lessons are emp"as#$ed dur#ng t"e d#s%uss#on and t"e students were er& 'nowledgeable #n t"e top#% t"e& are "andl#ng. :e& %on%epts are welle-pla#ned and t"e #ntera%t#on between students and tea%"er was l#'e a p#ngpong mat%" w"ere t"e ball was passed man& t#mes on bot" s#des dur#ng %lass. "e %lass part#%#pated w#t" =F per%ent o! t"e %lass re%#t#ng #n %"orus. "e tea%"er was er& pat#ent w#t" t"em and tr#ed to elaborate and e-pla#ned t"e lesson %learl&. *ll t"e g#rls were well be"aed w"#le some o! t"e bo&s d#spla&ed a !ew m#sbe"a#ors t"at were 6u#%'l& %ontrolled b& t"e tea%"er. "#s resulted to a !ew dela&s but t"e tea%"er was able to %oer t"e ent#re lesson s"e #ntended to ta'e up on t"at per#od. "e students s"owed %ooperat#on to t"e tea%"er !or most o! t"e t#me.
"e onl& wea'ness #n most o! t"em #s t"e 6ual#t& o! o#%e. Some o! t"em "ad a "ard t#me to produ%e a well modulated o#%e due to s"&ness but t"e %lass went smoot"l& and no t#me was wasted be%ause t"e students alread& 'now w"at #s e-pe%ted o! t"em #n %lass !or t"at da& . ,LA&%#!R &/ (%O'%LLA Attested by. #rs/ R!''!T- TA&%OSA Scribble a brief reflection of your feelings and insights fro1 your observation e?perience.
"e s%r#bble t"at e made aboe %oers t"e t"ree essent#als t"at !#nd to be pert#nent to m& tea%"#ng someda&. !#nd t"at #t st#ll %oers t"e areas t"at w#s" to e-%el dur#ng m& tea%"#ng %areer someda&. t #s pr#mar#l& spl#t #nto t"ree ma#n parts w"#%" rotate #n no part#%ular order w#t" an oerar%"#ng p"#losop"& o! goals t"at "elp to re#n!or%e t"e %on%ept t"at edu%at#on #s !or eer&bod& and t"at t"ere are no l#m#ts to w"at %an be a%"#eed. t also #n%ludes t"at t"e %ommun#t& outs#de t"e %lassroom #s needed to be #n%luded w#t" edu%at#on.
/ #lan %nstruction
+evelop Annual Student Achieve1ent )oals dur#ng t"e plann#ng stages t"e tea%"er sets goals !or t"e students t"at !o%us around t"e Essent#al earn#ngs. "ese goals allow t"e student to "ae %lear e-pe%tat#ons o! w"at #s e-pe%ted o! t"em.
!reate Standards@ased "nit #lans and Assess1ents t #s #mportant !or t"e tea%"er to plan !or t"e ent#re &ear. n t"#s wa& t"e tea%"er %an see at a glan%e t"at t"e& "ae %oered all t"e re6u#red Essent#al earn#ngs !or t"e grade. ong term plann#ng also ass#sts w#t" t"e t#me tabl#ng to ensure ade6uate t#me #s spend !or t"e %ontent.
!reate Ob6ective+riven +aily (essons *s t"e tea%"er gets to 'now t"e#r students t"roug"out t"e &ear, t"e tea%"er %an t"ere!ore re ealuate t"e tea%"#ng strateg#es used to %reate mean#ng!ul lessons t"at w#ll relate to t"e#r students.
(earning $nviron1ent
Adopt A !lassroo1 @ehavior anage1ent Syste1 e"a#or strateg#es are #tal w#t"#n t"e %lassroom w#t" t"em t"e %lass 6u#%'l& loses !o%us %an be%ome a problem !or t"e tea%"er and t"e students t"emseles b& not enabl#ng learn#ng. *n e!!e%t#e be"a#or s&stem ensures t"at t"e tea%"er and students are wor'#ng to t"e#r !ullest potent#al. egot#at#ng t"#s #n t"e beg#nn#ng w#t" t"e students allows t"e student to 'now w"at t"e e-pe%tat#ons are so t"at #n%reased learn#ng t#me %an be obta#ned.
Organie !lassroo1 Space and aterials "a#ng an organ#$ed spa%e to learn #n allows !or a more !lu#d tea%"#ng e-per#en%e. s#ng seat#ng arrangements and mater#als t"at are eas#l& a%%ess#ble w#ll enable bot" t"e tea%"er and students to moe !reel& around w#t"out !uss w#ll result #n !ewer d#sturban%es allow#ng #n%reased %on%entrat#on
t#me. l#'e "a#ng t#metables d#spla&ed as t"e students and %an eas#l& see w"at #s %om#ng up ne-t and #t g#es t"e students %lear e-pe%tat#ons o! w"at to e-pe%t.
2 &each
ocus Students on (esson Ob6ectives #t #s #mportant !or students to "ae a %lear and up!ront ob>e%t#e about t"e %ontent t"at t"e& are learn#ng. "#s #s be%ause t"en t"e& %an mon#tor t"e#r progress and t"e& %an also ma#nta#n a %lear understand#ng o! w"at #s e-pe%ted o! t"em.
+eliver !ontent !learly t #s er& #mportant !or a tea%"er to del#er !a%tuall& %orre%t %ontent as t"e student re!ers t"#s 'nowledge as a pr#mar& sour%e. *s pre#ousl& stated "a#ng %lear #nstru%t#ons and ob>e%t#es allows !or students to "ae a deeper understand#ng. Clear pre%#se #nstru%t#on #s re6u#red at all t#mes t"us to m#n#m#$e %on!us#on and spe%ulat#on !or t"e students.
$ngage All Students (earning t #s #mportant !or t"e tea%"er to a%t#el& emplo& strateg#es to "elp 'eep t"e#r students engaged #n t"e lessons be#ng taug"t. *n ade6uate be"a#or management s&stem w#ll "elp w#t" t"#s. "e tea%"er must ut#l#$e strateg#es to "elp %apture t"e students !o%us and attent#on t"roug"out
&arget ultiple (earning Styles s#n%e all students "ae d#!!er#ng learn#ng st&les #t #s #mportant !or t"e tea%"er to ut#l#$e mult#ple learn#ng st&les. t #s "#g"l& poss#ble !or some students to !ull& m#ss out on t"e %on%ept be#ng taug"t unt#l anot"er learn#ng st&le #s engaged.
!hecB or and Respond &o Student "nderstanding o ensure an e!!e%t#e lesson t"e tea%"er must %"e%' !or student understand#ngs. ! #t be%omes 'nown t"at t"e students are not understand#ng t"en t"e tea%"er must ta'e a%t#on to re!o%us t"e 6uest#on b& brea'#ng #t up #nto smaller manageable parts. t#l#$#ng d#!!erent 6uest#on#ng st&les w#ll also "elp t"e tea%"er %"e%' !or understand#ng. *lso b& as'#ng t"e student !or a l#ttle more %lar#!#%at#on to an answer to determ#ne understand#ng.
a?i1ie %nstructional &i1e t"e tea%"er must tr& to emplo& e!!#%#ent use o! tea%"#ng t#me #n order to ma-#m#$e tea%"#ng t#me. "ere %an be man& d#stra%t#ons t"at %an "appen t"roug"out t"e da& and t"e tea%"er must be w#ll#ng to be !le-#ble as well as be m#nd!ul o! t"#s lost t#me. "#s lost t#me means t"at t"e tea%"er ma& "ae to restru%ture t"e e-#st#ng lessons to ma'e sure t"at t"#s lost t#me %an be made up.
%nvest Students in &heir (earning t "as been !ound t"at b& be#ng pos#t#e and en%ourag#ng, t"e students w#ll t"en "ae a sense t"at t"e& are w#ll#ng to "ae a go at t"e new %"allenges t"at t"e& w#ll !a%e.
%nteract positively and Respectfully 0ith Students E!!e%t#e tea%"ers w"o #ntera%t w#t" respe%t!ul manner w#ll re%e#e respe%t #n return. ! t"e %lassroom "as pos#t#e #ntera%t#ons t"en t"e students w#ll !eel t"at t"e %lassroom #s a sa!e and en>o&able pla%e !or learn#ng. "#s att#tude %an be e-tended be&ond t"e %lassroom #nto t"e pla&ground as well.
Reinforce #ositive @ehavior, Redirect OfftasB @ehavior and +e escalate !hallenging @ehavior & l#m#t#ng negat#e be"a#or t"e tea%"er #s able to t"en ma-#m#$e tea%"#ng t#me and pro#de a sa!e and produ%t#e learn#ng en#ronment. "e tea%"er must re%ogn#$e t"e s#gns o! negat#e be"a#our be!ore #t es%alate to a po#nt w"ere #t %an be%ome un%ontrollable. "#s ma& ta'e a w"#le unt#l t"e tea%"er deelops a deeper understand#ng o! t"e students.
3 %ncrease $ffectiveness
Assess Student #rogress well des#gned assessment strateg#es w#ll allows tea%"ers to deelop a deeper ealuat#on o! a students understand#ng. "e tea%"er must also ut#l#$e a w#de arra& o! met"ods t"at w#ll re%ord mult#ple assessment results. ! #t %an be determ#ned t"at a student "as not !ull& understood t"e %on%epts be#ng taug"t t"en t"e tea%"er must reealuate and retea%" us#ng anot"er strateg&.
&racB Student #rogress +ata t #s #mportant to "ae a %ons#stent updated oer#ew o! t"e assessment results o! a student #n order !or t"e tea%"er to be made aware o! t"e leel o! understand#ng ea%" student "as #n proport#on to t"e Essent#al earn#ngs and %urr#%ulum.
%1prove #ractice and Reteach %n Response &o +ata *n e!!e%t#e tea%"er %an loo' at t"e ent#re %lass data and a!ter anal&s#s and re!le%t#on o! t"#s data t"e tea%"er %an t"en mod#!& t"e tea%"#ng strateg#es used. "#s #s #mportant as #t w#ll soon be%ome apparent t"at #! not %"e%'ed o!ten enoug" t"en t#me w#ll run out !or opportun#t#es to retea%" t"e %on%epts to t"e students.
(eace "oncepts in Focus Students should be able to provide opportunities to the learners to participate and collaborate 7ith others in classroo4 activities through strategies that allo7 4ore learners engage4ent and cooperation/
