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Preface
iii
iv
INTRODUCTION
Teachers are charged with providing a foundation for life in this new, complex, diverse, and uncertain economic and social environment. They must address
issues related to the emergence of new citizenships and identify the impact of new
technologies and new economies.
Field Study 2 Experiencing the Teaching/Learning Process provides theories and
practices where students can engage in practical learning. Grounded on the National
Competency-Based Teacher Standards (NCBTS) framework, an integrated theoretical framework that defines the different dimensions of effective teaching, it aims to
prepare teachers for the challenges they will encounter in their career.
This book also features the Theory-Practice Binary Activities, a method
founded on the concept that learners grasp the lesson faster if theory and practice
are both used. It is based on the constructivist idea that learners construct their
understanding from interpretations of their own experiences.
Theories can be found on lectures and textbooks, while practices are represented in class activities like games, storytelling, writing about personal experiences
relating to the topic at hand, and other interactions that involve participation from
the students.
Incorporating the above concepts, the students who use this book are expected
to master the skills needed to become great teachers in a fast-changing world.
vi
Table of Contents
Activity 1
........................................................................................ 5
Activity 2
........................................................................................ 7
Activity 3
........................................................................................ 8
Activity 4
........................................................................................ 10
Activity 5
........................................................................................ 12
Activity 6
........................................................................................ 19
Activity 7
........................................................................................ 21
Activity 8
........................................................................................ 27
Activity 9
........................................................................................ 28
Activity 10 ........................................................................................ 29
Activity 11 ........................................................................................ 30
Activity 12 ........................................................................................ 31
Activity 13 ........................................................................................ 32
Activity 14 ........................................................................................ 33
Activity 15 ........................................................................................ 34
Teaching Portfolios..................................................................................... 35
Activity 16 ........................................................................................ 36
Commentary
........................................................................................ 37
Activity 17 ........................................................................................ 38
Activity 18 ........................................................................................ 41
Activity 19 ........................................................................................ 42
vii
Activity 20 ........................................................................................ 43
Activity 21 ........................................................................................ 44
Activity 22 ........................................................................................ 46
Activity 23 ........................................................................................ 47
Activity 24 ........................................................................................ 48
References ..................................................................................................
viii
50
Field Study
2:
2.
3.
FIELD STUDY 2:
read!
Principles 1
Principles 2
Pre-service teachers continue with observation, but are more involved in lesson
development and delivery, incorporating behavior management skills and valuing learning in
the classroom. This also provides them opportunities in the learning environment. Students
are expected to verify the cognitive, metacognitive, individual differences, and motivational
factors that influence the acquisition of knowledge. They are given a chance to develop and
act learning tasks, instructional materials, and assessment tools.
They should also undertake their professional experiences on a diverse range of
educational settings. This will provide the opportunity to discuss and critique not only the
experience but also the differences between the experiences of students, pre-service teachers,
and teachers in a range of settings and school communities.
Pre-service teachers must be able to show that the evidence presented is their own work.
Evidence can be direct, indirect, or supplementary. Direct evidence relates to examples
of actual performance. This can be in the form of products of work (e.g. lesson plans,
teaching and observation notes, learning episodes, assessment materials including examples
of assessment of learners work) or observations of actual performance. Direct evidence is
what the pre-service teacher does or is seen to do.
Indirect evidence includes personal reports or reports by others about what the preservice teacher does. Indirect evidence is what the pre-service teacher and others say the
pre-service teacher does.
Supplementary evidence includes evidence gained through questioning and other
assessment strategies such as tests, examinations, or assignments. This evidence supplements
the information gained through direct and indirect evidence. It focuses particularly on
underpinning knowledge and understanding, which is a critical aspect of competence.
Evidence of performance can be drawn from embedded professional experience
activities and from other relevant activities. It can be paper-based, for example, the
pre-service teachers own notes, memos, and the like generated within the embedded
professional experience and other activities; witness testimonials; or observation report on
2
actual performance in a classroom situation, written by the person who did the observations,
for example, by the school-based supervision or course lecturer.
read!
Competencies:
NCBTS Domain 1
NCBTS Domain 2
Activity 1
Review a cooperating teachers lesson plan for the week. Document the levels of
cognitive, affective, and psychomotor objectives utilized. Write your observation below.
Cognitive
Affective
Psychomotor
Your analysis:
Do you think the objectives are appropriate for the learners? Write your idea here:
_____________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Activity 2
Review the curriculum used by the teacher. Identify the performance standards and
contents of the curriculum.
Contents/Topics
Performance Standards
Activity 3
Observe a series of lessons and identify the methods and strategies used by the teacher.
Prepare a daily log of your observation and insights.
DAILY LOG:
Day 1:
Day 2:
Day 3:
Day 4:
INSIGHTS:
Day 1:
Day 2:
Day 3:
So on