9/16/2014 1 Dr. Milagros Lim -Borabo September 17, 2014 Baliuag Universtity Subject Matter Expertise Instructional Expertise Communication Expertise Classroom Management Expertise Relational Expertise Diagnostic Expertise 9/16/2014 2 9/16/2014 3 Personal Classroom Management Physical Classroom Management 9/16/2014 4 Voice Grooming Dressing Punctuality Personal Graciousness Ventilation Lighting Acoustic Structured design of theClassroom Location Seating Arrangement Cleanliness/Orderliness 9/16/2014 5 Two types of Question: Convergent Divergent Two types of Question: Convergent Divergent 9/16/2014 6 Learner centered" is the perspective that couples a focus on individual learners - their heredity, experiences, perspectives, backgrounds, talents, interests, capacities, and needs - with a focus on leaning - the best available knowledge about learning and how it occurs and about teaching practices that are most effective in promoting the highest levels of motivation, learning, and achievement for all learners. Learner centered" is the perspective that couples a focus on individual learners - their heredity, experiences, perspectives, backgrounds, talents, interests, capacities, and needs - with a focus on leaning - the best available knowledge about learning and how it occurs and about teaching practices that are most effective in promoting the highest levels of motivation, learning, and achievement for all learners. 9/16/2014 7 The learning of complex subject matter is most effective when it is an intentional process of constructing meaning from information and experience. 9/16/2014 8 The successful learner, over time and with support and instructional guidance, can create meaningful, coherent representations of knowledge. The successful learner can link new information with existing knowledge in meaningful ways. 9/16/2014 9 The successful learner can create and use a repertoire of thinking and reasoning strategies to achieve complex learning goals. Higher order strategies for selecting and monitoring mental operations facilitate creative and critical thinking. 9/16/2014 10 Learning is influenced by environmental factors, including culture, technology, and instructional practices. What and how much is learned is influenced by the learner's motivation. Motivation to learn, in turn, is influenced by the individual's emotional states, beliefs, interests and goals, and habits of thinking. 9/16/2014 11 The learner's creativity, higher order thinking, and natural curiosity all contribute to motivation to learn. Intrinsic motivation is stimulated by tasks of optimal novelty and difficulty, relevant to personal interests, and providing for personal choice and control. Acquisition of complex knowledge and skills requires extended learner effort and guided practice. Without learners' motivation to learn, the willingness to exert this effort is unlikely without coercion. 9/16/2014 12 As individuals develop, they encounter different opportunities and experience different constraints for learning. Learning is most effective when differential development within and across physical, intellectual, emotional, and social domains is taken into account. Learning is influenced by social interactions, interpersonal relations, and communication with others. 9/16/2014 13 Learners have different strategies, approaches, and capabilities for learning that are a function of prior experience and heredity. Learning is most effective when differences in learners' linguistic, cultural, and social backgrounds are taken into account. 9/16/2014 14 Setting appropriately high and challenging standards and assessing the learner and learning progress-including diagnostic, process, and outcome assessment-are integral parts of the learning process. 3 Is3 Is InteractiveInteractive IntegrativeIntegrative InnovativeInnovative Fluency Originality Flexibility Elaboration Synthesis 9/16/2014 15 2 Cs2 Cs CollaborativeCollaborative CooperativeCooperative Dependence Independence Interdependence 9/16/2014 16 Pose a question and ask a student to answer The next one to answer shall connect to the next student, until the entire class isable to participate. 9/16/2014 17 Let the students line up outside the classroom Give a question for the student to answer before they can enter the room. The questions may be based on the lesson or for expectations or synthesis 9/16/2014 18 Group the students into group of tens Ask a question regarding the topic for the day Let the student to your right answer the question until everyone has recited. AB CD 9/16/2014 19 Formulate a question Let the students, choose from the four alternatives Let the students pick their spot coming from the different choices 9/16/2014 20 Ask the students to stand in the circle facing each other Ask a question and let the students agree by stepping into the circle If they disagree, let them just remain in their position 9/16/2014 21 Let the students form a pair Raise a question Let them think of the answer Ask them to pair off to give the share their answers to their pair 9/16/2014 22 Synthesize the lesson by asking the students to draw what they have learned Let them explain what they have drawn 9/16/2014 23 The contents of the lesson are posted around the room. Students will move around to listen to the discussion. 9/16/2014 24 Invite an expert in the field to talk ona specific topic. This may be a co teacher, a student, parent who can enrich the topic. 9/16/2014 25 Assign the students to read the topic for the day. Ask them to formulate some questions Designatea student to take the hot seat to answer the questions. He/ she may request replacement as needed. 9/16/2014 26 Cut pictures/ questions or concepts into pieces. Let the students figure out the hidden concept, figure or question. Let them discuss the content at hand. 9/16/2014 27 Create alternative response cards based on the lesson/ content. Assign the students to prepare their cards. Raise the questions and let them use the cards in answering the question raised. 9/16/2014 28 Let the students use the knowledge learned in educational technology in preparing their PowerPoint presentation. Remind the to make their storyboards. Ask them to use graphic organizers. 9/16/2014 29 Give a concept or ideas to match. Ask the students to mill around to look for their pairs Tell them to discuss what they got before reporting to the class . 9/16/2014 30 Delete some concepts and substitute them with a drawing. Ask the class to read or discuss the concepts based on what they have accomplished. 9/16/2014 31 Let the students read the lesson for the day. Let them post what they have read based on the categories placed on the board. Ask them the categories when all the concepts were posted. 9/16/2014 32 Prepare Bingo cards based on the concepts/ lessons for the day. Let them follow the rules of the BINGO. In order to become a good BINGO, the concept must be articulated. 9/16/2014 33 Prepare strips of DOMINO based on the concepts/ lessons for the day. Follow the rules of the game. 9/16/2014 34 Prepare matching concepts based on the lesson/topic . Cut strips of broken pairs where the concepts are written. Mill around to look for your pair. Discuss the concepts. 9/16/2014 35 Write the concepts / topics in an accordion style. Let them unfold their concepts and ideas through this technique. 9/16/2014 36 Encourage greater participation of students using the recitation log; Let them have a frequency of the number of times the have recited in class. 9/16/2014 37 Ask the students to write as many concepts or ideasfor a certain topic. Allow them to write these concepts in the illustration on the board. 9/16/2014 38 Cut or divide the concepts or stories into strip based on the number of your students. Let them read their assigned parts. Ask the to formulate questions based on what they have read. Call on a classmate to answer the question. 9/16/2014 39 Assign the topic to selected students who shall act as the panelists. Let the rest of the class to raise some questions About the topic discussed. 9/16/2014 40 Let the students select the key terms in the topic discussed. Allow them to post these terms on the wall. Explain the terms posted on the wall Happy Teaching! Happy Teaching!