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Principles of Learning
2. Learning is an active
process.
4. Learning is a cooperative
and collaborative process.
Learning is enhanced in an
atmosphere of cooperation and
collaboration.
Lesson learned
Abiding from the different principles of learning simply means teaching
effectively and efficiently. It is a total package, not only we teach students
academically but we mould them to become a good individual ready to take on the
challenges in life in the future.
Learning process is something that has significance to the learners.
Learners should be given a chance to relate the topic to their own interests,
problems and needs.
Learner has their own unique way of learning based on multiple intelligences.
Learner should be emotionally and intellectually healthy.
Learning sometimes is physically, emotionally and mentally draining.
Learning sometimes is self-discovery.
Learning is more effective when the learner themselves tried it in their own way.
Learners learning experience is the best learning process.
Learning can be enhanced through group activities.
Learning does not take effect overnight.
Learning is a give-and-take process.
Episode 2 2.1
The resource teacher began her lesson
by stating her objective and what she
expects from her students at the end
of the lesson.
Mrs. Pandan imparts her lesson
objective including plans and purpose
of the lesson to her student.
The lesson objectives for her class
were to find P(X) is divided by (x-r), to
2.3
The Resource Teacher began his
lesson by stating his objective and
what he expects from his students at
the end of the lesson.
http://www.searchquotes.com/search/Education_Significance_Of_Goals_And_O
bjective/
Our lesson objective should involve our students mental, physical and
emotional aspect in order for them to understand the true value of the
lesson.
Episode 3 3.1
The teacher taught Remainder
Theorem. She was focused on
concepts, principles and theory.
The teacher asked two volunteers to
solve the given set of polynomials
using long and synthetic division.
The teacher grouped them and gave
them a problem set. She encouraged
the student to solve on their own first
before asking for help. She then asked
for a volunteer to show the solution on
the board. She then asked a volunteer
student using the remainder theorem
and compared the answer of the
synthetic and long division.
Episode 3 3.2
Episode 3 3.3
much as possible, me must involve the three domains so that the skills and
values behind the lesson will be implemented and understand by the students.
4. Is it really possible to teach only in one domain like affective only or
cognitive or psychomotor only? Or based on Kendalls and Marzanos
taxonomy, information only or mental procedures only or psychomotor
procedures only? Explain your answer.
Yes, ofcourse no one can stop a teacher if she/he wants to teach
implementing only a single domain of knowledge. But the point here is how to
become a more effective and efficient educator. In my own opinion, I believe that
by following the three domains or the three procedures based on Kendalls and
Marzanos Taxonomy, we can improve our desired outcome of teaching and we
can create a great atmosphere for students learning that we can never achieve
by implementing a single domain in our lessons.
5. Do Kendalls and Marzanos knowledge taxonomy and Blooms
taxonomy of learning activities contradict each other? Explain your
answer.
In my own opinion, Kendalls and Marzanos knowledge taxonomy and
Blooms taxonomy of learning activities do not totally contradict each other. The
only difference is the Mental Procedures in Kendalls and Marzanos taxonomy is
mainly focus on intellect while the Affective Domain of Blooms taxonomy is
more on values we learn and about to apply in our daily lives based on the
lesson.
Based on my observations in class and my understanding of the domains of
knowledge and learning activities from Bloom, Kendall and Marzano teaching in
the three domains is much more effective and can make the teaching-learning
activity more meaningful and relevant to the students and to me also as a future
teacher. This is achievable. I must be creative in order to implement these
domains in my teaching career in the future.
1. The students will be able to identify and recognize the appropriate uses of the
different hand tools and equipments used in Computer Hardware Servicing.
(Cognitive Domain)
2. The students will be able to prepare hand tools and equipment for Computer
Hardware Servicing according to function and task requirement. (Psychomotor)
3. The students will be able to appreciate the value of responsibility towards work
and in the workplace. (Affective)
Episode 4 4.1
Blooms level of processing
cognitive activities
1. Remembering
2. Comprehending
3. Applying
4. Analyzing
5. Evaluating
6. Creating
Levels of processing
1. Retrieval
Student/s
executed/performed procedures.
2. Comprehension
Levels of Processing
3. Analysis
4. Knowledge Utilization
11
Levels of Processing
5. Meta-cognitive system
Levels of Processing
6. Self-system
13
14
My reflections
Based on my observation, higher levels of processing information were
implemented by the teacher in the class and were demonstrated by the students. At
first it wasnt really clear to me how to implement the higher levels of processing
information, because on what mostly I have experienced during my elementary and
high school days, were are limited mostly to the lower levels of information
processing such as remembering or retrieval, but with the observation I had, it gave
an idea and a concrete goal plan on achieving it. Also guided with the principles of
teaching-learning and with the taxonomy I can implement the higher level of
information processing in the future.
The teachers that I had just observed really know what and how to teach.
They contribute greatly to the level of processing that the students do in school. In
fact, it is their teaching strategy that indulge students into the higher level of
information processing. If the students are engaged only in low level information
processing, learning wont be as effective and remarkable compared with those
students engaged in higher level of information processing. In such cases, the
teachers are to be blamed because they are the facilitator, the classroom director.
1. Remembering
The students will be able to identify the basic symbols used in creating a
flowchart and technical drawing.
2. Understanding
The students will be able to carry out mensuration and calculation.
3. Application
The students will be able to perform safety procedures in using hand tools and
equipment.
4. Analyzing
The students will be able compare different products/services in computer
hardware servicing business.
5. Evaluating
The students can assess the condition of all hand tools and equipment for
proper operation and safety.
6. Creating
The students can create a flowchart that depicts a simple scenario in
preparing hand tools for computer hardware servicing.