Ofelia M.

Guarin

Assignment 101

1. Teaching
the occupation, profession, or work of a teacher.
ideas or principles taught by an authority.
2. Education
is the process of facilitating learning, or the acquisition of knowledge, skills, values, beliefs,
and habits
the process of receiving or giving systematic instruction, especially at a school or
university.
3. School
an institution for educating children.
any institution at which instruction is given in a particular discipline.
4. Learner
a person who is learning a subject or skill.
5. School base management
Is a management framework which is school based student centered and quality focused. Its
purpose is to devolve the decisions on student learning and resource deployment to the school to
enable it to make school-based policies which better meet the needs of students and enhance
their learning outcomes.
Principles of SBM: flexibility,autonomy,transparency,accountability,participatory,decision making
6. Curriculum
the subjects comprising a course of study in a school or college.
7. Instruction
a direction or order
8. Teacher
a person who teaches, especially in a school
9. Educational leader
Educational leadership is a collaborate process that unites the talents and forces of teachers,
students and parents. The goal of educational leadership is to improve the quality of education
and the education system itself.
10. School head
The Head of School is responsible for the effective general management of the School, for
ensuring the provision of academic leadership and strategic vision, and for the quality of the
student experience. The Head of School will be the budget holder, following devolved authority,
and will be financially accountable to the Faculty Dean (in the first instance) for the School.
Faculty Deans and College Officers will not act as Heads of School during their term of office.
11. Pedagogy
the method and practice of teaching, especially as an academic subject or theoretical concept
12. Teaching strategy
Material means - subject matter, teaching material and teaching aids.
Procedural means- the ways of manipulation and implementation of the material means.
Teaching strategies refer to the structure, system, methods, techniques, procedures and
processes that a teacher uses during instruction. These are strategies the teacher employs to
assist student learning.
Learning activities refer to the teacher guided instructional tasks or assignments for students.
These are student activities.
13. Teaching approach
The term teaching method refers to the general principles, pedagogy and management strategies
used for classroom instruction.
 Your choice of teaching method depends on what fits you — your educational philosophy,
classroom demographic, subject area(s) and school mission statement.

Teaching theories can be organized into four categories based on two major parameters: a
teacher-centered approach versus a student-centered approach, and high-tech material use
versus low-tech material use.
14. Teaching method- do-
15. Teaching techniques -do-
Dep- ed vision/mission

Fatima Lourdes school mission vision

Vision
Fatima College seeks the holistic development of young men by preparing them for success in their lives
and enabling them to contribute meaningfully to the society in which they live.

Mission

Fatima College is a Catholic institution where we seek to provide an appropriate and caring environment
for students to strive and achieve their full potential – morally, spiritually, physically and academically. We
seek to assist our students in realizing their full potential in an ever-changing world.
 REPORT 101 OFELIA M. GUARIN

Constructivism

Constructivism as a paradigm or worldview posits that learning is an active, constructive process. The
learner is an information constructor. People actively construct or create their own subjective
representations of objective reality. New information is linked to to prior knowledge, thus mental
representations are subjective.

Application:

 Creating meaning from experience

 can help engage and motivate your student by making them take a more active role in
learning procees.
 Interactive teaching strategies t to create meaningful context that help students constructs
knowledge based on their experiences

Contructivism develops in the student the ff:

 Reasoning
 Problem solving

Example:
 Role playing
 Simulating historical event
 Debate
 Learning group discussion to create multiple perspective
 Internship
 Fieldtrip
 experimentation

is a philosophical viewpoint about the nature of knowledge. Therefore, it represents

an epistemological stance.

CONTRIBUTORS

 Lev Semyonovich Vygotsky (1896 – 1943)[1]

 Jean Piaget (1896 – 1980)[2]
 John Dewey (1859 – 1952)
 Jerome Seymour Bruner (1915 – 2016)

Jean Piaget was "the great pioneer of the constructivist theory of knowing. However, his
ideas did not become widely popularized until the 1960s. This then led to the emergence of
 the study of development as a major sub-discipline in psychology. By the end of the 20th
century, Piaget was second only to B. F. Skinner as the most cited psychologist of that era.

KEY CONCEPTS
A reaction to didactic approaches such as behaviorism and programmed instruction, constructivism states
that learning is an active, contextualized process of constructing knowledge rather than acquiring it.
Knowledge is constructed based on personal experiences and hypotheses of the environment. Learners
continuously test these hypotheses through social negotiation. Each person has a different interpretation
and construction of knowledge process. The
learner is not a blank slate (tabula rasa) but brings past experiences and cultural factors to a situation

NOTE: A common misunderstanding regarding constructivism is that instructors should never tell
students anything directly but, instead, should always allow them to construct knowledge for themselves.
This is actually confusing a theory of pedagogy (teaching) with a theory of knowing. Constructivism
assumes that all knowledge is constructed from the learner’s previous knowledge, regardless of how one
is taught. Thus, even listening to a lecture involves active attempts to construct new knowledge.

Teacher here plays a role as a good facilitator.

Summary:
Constructivist teaching approach
Constructivism – the best way to learn is making meaning out of the information

Role of the teacher:

 Create activities that help students explore the concepts.
 Ask guiding questions
 Help students stay on-topic and help them reflect

Role of the students:

 Become drivers of their learning experience

When assessing your students you can use test, as well as observations of behavior, engagement,
communication, concentration and reflection.
WHAT IS STUDY TECHNOLOGY?
Study Technology is the term given to the methods L. Ron Hubbard developed to
enable individuals to study effectively.
Mr. Hubbard then researched the subject of study and isolated the actual barriers to
effective learning. He found the problem was not overwork, crammed study schedules
or incompetent teachers. Rather, he discovered that the main impediment to a student’s
ability to retain and effectively use data was the absence of a technology of how to
study. This included his discovery of what are known as the three barriers to study and
Study Technology includes the precise methods to overcome these barriers.

Study Tech,” as it is sometimes referred to, is so embracive that it can be applied by

anyone to the study of any subject.
Study Tech is not a gimmicky “quick-study method,” but an exact technology that
anyone can use to learn a subject or to acquire a new skill.

Barriers in Learning:

 Absence of mass
 Too steep a gradient- Gradual step by step learning not understanding it
 Misunderstood words
The Experiential Learning Cycle
Kolb's experiential learning style theory is typically represented by a four-stage
learning cycle in which the learner 'touches all the bases':

1. Concrete Experience - (a new experience or situation is encountered, or a reinterpretation

of existing experience).
2. Reflective Observation of the New Experience - (of particular importance are any
inconsistencies between experience and understanding).
3. Abstract Conceptualization (reflection gives rise to a new idea, or a modification of an
existing abstract concept The person has learned from their experience).
4. Active Experimentation (the learner applies their idea(s) to the world around them to see
what happens)
Experiential Learning Model

 Doing
 Reflecting
 Applying

The purpose of experiential learning is to learn from ones;

 Mistakes
 Consequences
 achievements
historical origins comes from:
 piaget
 dewey
 lewin
 Cooperative in learning
Cooperative learning is now an accepted and often the preferred instructional procedure at all
levels of education. Cooperative learning is presently used in schools and universities in every part
of the world, in every subject area, and with every age student.

In the ideal classroom, all students would learn how to work cooperatively with others, compete for
fun and enjoyment, and work autonomously on their own. The teacher decides which goal
structure to implement within each lesson. The most important goal structure, and the one that
should be used the majority of the time in learning situations, is cooperation.

Cooperation is working together to accomplish shared goals. Within cooperative situations,

individuals seek outcomes that are beneficial to themselves and beneficial to all other group
members. Cooperative learning is the instructional use of small groups so that students work
together to maximize their own and each other’s learning.

Types Of Cooperative Learning

Formal Cooperative Learning- Formal cooperative learning consists of students working together, for one
class period to several weeks, to achieve shared learning goals and complete jointly specific tasks and
assignments
Informal Cooperative Learning- Informal cooperative learning consists of having students work together to
achieve a joint learning goal in temporary, ad-hoc groups that last from a few minutes to one class period
Cooperative Base Groups- Cooperative base groups are long-term, heterogeneous cooperative learning
groups with stable membership
HOMEWORK

FUNCTION OF HOMEWORK:

 Practice
 participation in learning tasks
 development of personal skills such as time management gained by
completing homework
 a positive aspect of your relationship with your child.
 keeping parents informed about class activities and policies
 an administrative role in helping schools achieve their overall mission of
improving student’s achievement.

Principles and practices of effective

homework
 Homework must be worthwhile for the child
 Homework must be manageable for the teacher
 Homework must be clear for parents
Homework Guidelines
Purpose
Homework is an integral part of our pupils’ learning. Homework, when used appropriately, can reinforce
pupils’ learning, provide feedback on their progress and cultivate a healthy disposition towards continuous
and self-directed learning. The aim of this set of homework guidelines is to provide guiding principles and
processes to ensure effective use of homework as complementary learning activities.
Value of homework
Homework enables pupils to regularly practise the skills and concepts they have learnt in school. This will
reinforce their learning and deepen their understanding. They will develop good study skills and habits
and gain greater ownership and responsibility for independent learning.
Teachers will be able to consolidate the learning that has taken place in class and review the
effectiveness of lessons. They can check for pupils’ understanding and progress to provide timely
feedback, intervention and support.
Parents will have timely information on the learning progress of their child and opportunities to support
their child’s learning.
Considerations in planning homework

Homework given to pupils is carefully planned by teachers to bring about intended learning
outcomes. The homework should:

· Be purposeful and encourage critical thinking;

· Be related to class teaching and learning;

· Be explicit and clearly defined so that pupils clearly understand what is required of them;

· Be within the pupils’ capabilities and developmental readiness;

· Use material resources known to be readily available; and

· Be differentiated, where possible, to meet different needs and abilities of pupils.

Roles of teachers :

· design appropriate and meaningful homework;

· set realistic deadlines for submission of homework;

· establish and communicate clear expectations to pupils on the purpose and procedure of
homework;

· coordinate with other teachers of the class on the frequency and quantity of homework to be given

· assess homework and provide timely feedback to pupils;

· provide timely intervention and support to pupils; and

· engage parents on homework matters and provide them with information pertaining to pupils’
learning progress.

Roles of pupils:

· understand the purpose of homework and what is expected of them;

· keep track of homework instructions and deadlines;

· manage time well to ensure that homework is completed and submitted on time;

· give his/her best effort in completing homework; and

· review feedback from teachers on homework submitted.

Roles of parents :

· create a home environment conducive for studying and completion of homework;

· supervise and provide support for child’s learning;

· reinforce good study habits and attitudes;

· be mindful of the stresses arising from too many out-of-school activities, and help their children
prioritize their time among these activities; and

· work in partnership with teachers to support child’s learning and development.

Monitoring homework submissions

Teachers will monitor homework submitted by pupils. Pupils must complete “late submissions”. Parents
will be informed if there are pupils who persistently do not submit homework or are consistently late in
their submissions.