FS 3 Technology in the Learning Environment School of Education, Xavier University-Ateneo de Cagayan First Semester, School Year 2010-2011 Name

of FS Student: Kelly Remolador Course: BEED - 3 Major: Special Education Date: July 25, 2013 FS 3 (Section): EDD

Important Reminders: 1) Extend due courtesy to the Administrators, Teachers, and Staff Members of the school. 2) Follow the rules and regulations of the school and the centers you are visiting. 3) Always ask permission from the person when you can conduct this interview. 4) After you have completed your interview, express your gratitude for the time and assistance they gave you for this FS episode.

Aim of this activity: The aim of this activity is for you to interview students/pupils. In the dialogue, you will ask for experiences and insights of their learning especially when instructional materials are utilized. After the interview, you will compile all the learning episodes and accomplish the group processing activity.
Instructions: 1) Approach a college student, a high school student and an intermediate elementary student. 2) When they agree to have this interview with you, please indicate the needed information in the template below.

Interviewees Profile Names of Grade/Year Students Level/Course

Elementary

School enrolled
South City Central School MOGCHS

Class Description (Honor Section, class size, etc.)

Section Nepier

John Brylle Golobio

High School

Grade 5

Prince Joseph N. Ramos

College

Grade 7

Section - Archimedes

Alexandra Danseco

4th year college

Xavier University Ateneo de Cagayan

Education student block EDA

I. KEY QUESTIONS FOR THE INTERVIEW (Please use 3 separate sheets for your interview notes) 1. Ask the student of her favorite subject in school and inquire who her/his teacher is in the subject. a. What is your favorite subject in school? Who is your teacher in this subject? 2. Let her/him describe how her/his teacher instructs the subject. a. Describe how teacher A instructs/handles the subject? 3. Make inquiries if the teacher uses instructional materials and how the students find these instructional materials in facilitating their learning of the subject. a. Does teacher A use instructional materials (flip charts, flash cards, diagrams, realia, etc) in teaching? b. Are these materials helpful? Why?
Reference: Trinidad (2010) Learning Episode 3: TECHNOLOGY FOR INSTRUCTION AND LEARNING from elearn.xu.edu.ph

FS 3 Technology in the Learning Environment School of Education, Xavier University-Ateneo de Cagayan First Semester, School Year 2010-2011

4. Find out if there are classes in their school that do not use instructional materials. How do they find these classes (as in engaging, interesting, etc)? a. Are there subjects that do not use instructional materials? b. How do you find these classes? c. What materials can the teacher explore and use in order to improve the learning process? (for College students only) 5. Finally, ask if they see if instructional materials are important for learning and studying. a. Are instructional materials important for studying? for learning? b. What are the advantages and disadvantages of using such materials in learning?

Reference: Trinidad (2010) Learning Episode 3: TECHNOLOGY FOR INSTRUCTION AND LEARNING from elearn.xu.edu.ph

FS 3 Technology in the Learning Environment School of Education, Xavier University-Ateneo de Cagayan First Semester, School Year 2010-2011

ELEMENTARY
I. KEY QUESTIONS FOR THE INTERVIEW (Please use 3 separate sheets for your interview notes) 6. Ask the student of her favorite subject in school and inquire who her/his teacher is in the subject. a. What is your favorite subject in school? Who is your teacher in this subject? Filipino Maam Galendez

7. Let her/him describe how her/his teacher instructs the subject. a. Describe how teacher A instructs/handles the subject? Through activity and by using Tagalog as language.

8. Make inquiries if the teacher uses instructional materials and how the students find these instructional materials in facilitating their learning of the subject. a. Does teacher A use instructional materials (flip charts, flash cards, diagrams, realia, etc) in teaching? Valid, movie, flash cards

b. Are these materials helpful? Why? Yes, because it helps gain knowledge. 9. Find out if there are classes in their school that do not use instructional materials. How do they find these classes (as in engaging, interesting, etc)? a. Are there subjects that do not use instructional materials? EPP, AP b. How do you find these classes? ------c. What materials can the teacher explore and use in order to improve the learning process? (for College students only)

Reference: Trinidad (2010) Learning Episode 3: TECHNOLOGY FOR INSTRUCTION AND LEARNING from elearn.xu.edu.ph

FS 3 Technology in the Learning Environment School of Education, Xavier University-Ateneo de Cagayan First Semester, School Year 2010-2011

10. Finally, ask if they see if instructional materials are important for learning and studying. a. Are instructional materials important for studying? for learning? -------

b. What are the advantages and disadvantages of using such materials in learning? ------

Reference: Trinidad (2010) Learning Episode 3: TECHNOLOGY FOR INSTRUCTION AND LEARNING from elearn.xu.edu.ph

FS 3 Technology in the Learning Environment School of Education, Xavier University-Ateneo de Cagayan First Semester, School Year 2010-2011

HIGH SCHOOL
I. KEY QUESTIONS FOR THE INTERVIEW (Please use 3 separate sheets for your interview notes) 11. Ask the student of her favorite subject in school and inquire who her/his teacher is in the subject. a. What is your favorite subject in school? Who is your teacher in this subject? English- Ms. Balaba

12. Let her/him describe how her/his teacher instructs the subject. a. Describe how teacher A instructs/handles the subject? By providing them modules (Hand-outs)

13. Make inquiries if the teacher uses instructional materials and how the students find these instructional materials in facilitating their learning of the subject. a. Does teacher A use instructional materials (flip charts, flash cards, diagrams, realia, etc) in teaching? Hand-outs

b. Are these materials helpful? Why? Yes, it is helpful because it will help us to know what are the things we need to do and for us to understand the topic 14. Find out if there are classes in their school that do not use instructional materials. How do they find these classes (as in engaging, interesting, etc)? a. Are there subjects that do not use instructional materials? None b. How do you find these classes? c. What materials can the teacher explore and use in order to improve the learning process? (for College students only) 15. Finally, ask if they see if instructional materials are important for learning and studying. a. Are instructional materials important for studying? for learning? Yes, to learn; to know ahead what are the topics to be discussed.

b. What are the advantages and disadvantages of using such materials in learning? Hand-outs are easily destroyed
Reference: Trinidad (2010) Learning Episode 3: TECHNOLOGY FOR INSTRUCTION AND LEARNING from elearn.xu.edu.ph

FS 3 Technology in the Learning Environment School of Education, Xavier University-Ateneo de Cagayan First Semester, School Year 2010-2011

COLLEGE
I. KEY QUESTIONS FOR THE INTERVIEW (Please use 3 separate sheets for your interview notes) 16. Ask the student of her favorite subject in school and inquire who her/his teacher is in the subject. a. What is your favorite subject in school? Who is your teacher in this subject? Educ 33- Maam Flery

17. Let her/him describe how her/his teacher instructs the subject. a. Describe how teacher A instructs/handles the subject? Explains all the aspects and does not leave questions unanswered

18. Make inquiries if the teacher uses instructional materials and how the students find these instructional materials in facilitating their learning of the subject. a. Does teacher A use instructional materials (flip charts, flash cards, diagrams, realia, etc) in teaching? Diagrams

b. Are these materials helpful? Why? Yes, in order for us to get the concept 19. Find out if there are classes in their school that do not use instructional materials. How do they find these classes (as in engaging, interesting, etc)? a. Are there subjects that do not use instructional materials? Philosophy, Filipino b. How do you find these classes? Boring c. What materials can the teacher explore and use in order to improve the learning process? (for College students only) Visual aids, Pictures, Powerpoint presentation 20. Finally, ask if they see if instructional materials are important for learning and studying. a. Are instructional materials important for studying? for learning? Yes, they are important; To see is to understand.

Reference: Trinidad (2010) Learning Episode 3: TECHNOLOGY FOR INSTRUCTION AND LEARNING from elearn.xu.edu.ph

FS 3 Technology in the Learning Environment School of Education, Xavier University-Ateneo de Cagayan First Semester, School Year 2010-2011

b. What are the advantages and disadvantages of using such materials in learning? Easy to grasp ideas & concepts in a lesson; Not applicable to all students whose learning styles are different II. MAKING CONNECTIONS Go to www.edutopia.org. Explore the website and look for an article that you find is related to your learning in this episode. With your interview, the article, and as a student yourself; make a free verse poem with this idea: THE FILIPINO YOUTH, EDUCATION, AND THE 21ST CENTURY CLASSROOM

Reference: Trinidad (2010) Learning Episode 3: TECHNOLOGY FOR INSTRUCTION AND LEARNING from elearn.xu.edu.ph

FS 3 Technology in the Learning Environment School of Education, Xavier University-Ateneo de Cagayan First Semester, School Year 2010-2011

Tools for Teaching: How to Transform Direct Instruction JULY 23, 2013

Photo credit: iStockPhoto Summer is the time to look over those unit plans. As you reflect and rethink lessons, here's something to consider: How can you turn direct instruction into experiences where students instead discover? We all know that designing learning activities takes time and brainpower -- both often very limited during the mad rush of the school year. (And when we are short on time, we teachers much too often turn to direct instruction.) So for those of us who philosophically see ourselves more as "a guide on the side," rather than "a sage on the stage," it's in our pedagogical DNA to sacrifice some of summer and continue to develop such constructivist, student-centered lessons. For new teachers, I'd like to help you get started: Let's first take this direct instruction on the topic of imagery: The teacher begins by presenting students with a definition for imagery and a few examples of it. Then the teacher instructs students to read a short story and underline examples of imagery. Now, let's transform that scenario into a lesson of student-centered discovery:
Reference: Trinidad (2010) Learning Episode 3: TECHNOLOGY FOR INSTRUCTION AND LEARNING from elearn.xu.edu.ph

FS 3 Technology in the Learning Environment School of Education, Xavier University-Ateneo de Cagayan First Semester, School Year 2010-2011

First step: The teacher dramatically reads aloud a short story, asking students that whenever they can picture something -- see an image in their minds -- put a star by those words. Second step: Then, students partner up and draw a picture to go with each star they have in common. After this, pairs of students team up (in groups of four) and share what they've drawn. The teacher asks them to also discuss in their groups how seeing these pictures in their minds made the story more interesting. Last step: The teacher finally reveals that this is called imagery, and rather than provide a definition, asks the groups to each write a definition for imagery together. Each group then shares the definition with the whole class. Rationale I taught high school students and used this very lesson. As they learned more complex literary devices (e.g. allusion, diction, irony), I would always strive to make the learning experience one where they did most of the talking and nearly all of the doing. On a side note, I'm not dismissing the value or importance of direct instruction; it plays a necessary role in the classroom. Just ask yourself this: Is there a balance between these three types of teaching in my instruction: direct, facilitation, and coaching? (See Wiggins' and McTighes' Understanding by Design for more on these types of teaching.) And in case you need to justify to other faculty or an administrator why you are taking more time than a colleague down the hall to teach an idea/content/concept, there's plenty of research out there to support this constructivist approach in the classroom. You could also remind them of this well worn yet far from worn out quote by Confucius: I hear and I forget. I see and I remember. I do and I understand. What direct instruction have you transformed (or plan to) for your students? Please share in the comment section below.

Reference: Trinidad (2010) Learning Episode 3: TECHNOLOGY FOR INSTRUCTION AND LEARNING from elearn.xu.edu.ph