Learning act# 7 learning activities and learning process
- 1. Cebu Normal University Osmeña Blvd., Cebu City Name: Cañada, Shara S. Yr. & Sec.: BSEd-TLE III Subject: Field Study 1 Class Schedule: MW (1:30-3:00 P.M.) Learning Act. # 7: Learning Activities and Learning Process Name of School observed: Abellana National School School Address: Osmeña Blvd., Cebu City Grade/Year Level Grade 7 Section: Lila Subject Area: Garments Subject Matter/Lesson: Parts and Function of a Sewing Machine Date and Time of observation: September 03, 2014 (09:00AM-11:00AM) Name of teacher: Mrs. Nena Cantay Name of Principal/School Head: Dr. Severina B. Chin Name of FS Student (Observer): Shara S. Cañada Observation INSTRUCTIONAL ACTIVITIES OBSERVED OBSERVATION NOTES Student Reporting (by group) One group discussed about the parts and functions of a Manual Sewing Machine. Demonstration The teacher shows and demonstrate Assessment The teacher gave a short quiz after the demonstration and discussions. The reporter will paste their visual aids in front of the class and each member will report it to the entire class. They entertain questions and clarifications at the end of the discussions. The teacher that serves as facilitator gave her feedback and additional inputs about the topic as well as she demonstrate and locate the parts of the sewing machine. Then, she gave a short quiz.
- 2. Analysis 1. Considering the context of the class you have observed, such as its subject matter/lesson, grade/year level, and the students, and the types of qualities of knowledge emphasized in the instructional activities relevant? Articulate your thoughts. Yes, it is relevant to the topic since the reporter gives the concept and context and then the teacher gives the procedures in proper way of operating the sewing machine. 2. If given the chance to teach in the class you observed, and given the same contexts, what types and qualities of knowledge would you wish to emphasize and how will you do it? First, I will gain the attention of my students by showing parts of the sewing machine. Then, I would allow somebody from my class to name the parts of the sewing machine. Next, I will elaborate the parts of the sewing machine. After the discussions, I will conduct performance exam to my students by allowing them to name the parts of the sewing machine. Reflections Complete the lead statement. I used to think that knowledge is only one way process and the teacher will be the only one to supply the content and context. After doing this observation, I now think that knowledge is a give and take process. The teacher will supply the information and students will also share their thoughts about the topic. From the experience, I feel that learning takes place when there is a collaboration and cooperation of the students and the teacher. If only teachers will give the inputs about the subject, the class would be monotonous and insufficient since there are things that the students know while the teacher don’t know and vice versa. Ergo, learning takes place when the teacher and students cooperates.
- 3. Adopted from: DepEd Appraisal Form #5: Checklist for Teacher/Class Observation Item YES NO REMARKS 1. Stresses the importance/significance/ essence of the topic Very Good 2. Links lesson to learner's backgrounds and life experiences, past learning including those in other subject areas, and future learning. Outstanding 3. Points out similarities and differences of the previous topic to the new one. Terrific 4. Explain academic task clearly. Good 5. Use a variety of techniques to make content concepts clear (e.g. modeling, visuals, hands-on activities, demonstration, gestures, body language). Excellent 6. Provide ample opportunities for students to use strategies (e.g. problem solving predicting, organizing, summarizing, categorizing, evaluating, self monitoring. Needs Improvement 7. Use scaffolding techniques consistently (providing the right amount of support to move students from one level of understanding to a higher level) throughout lesson. Insufficiently precise 8. Use a variety of question types including those that promote higher-order thinking skills throughout the lesson (e.g. literal, analytical, and interpretive questions). Unclear 9. Provide frequent opportunities for interactions and discussion between teacher and learner and among learners, and encourage elaborated responses. Very precise 10. Use group configurations that support language and content objectives of the lesson. Provide sufficient wait time for student response consistently. Good 11. Give ample opportunities for students to clarify key concepts. Unclear 12. Provide hands-on materials and/or manipulative for students to practice using/ new content knowledge. Fabulous 13. Provide activities for students to apply content knowledge in daily life experiences. Great 14. Conduct assessments of learner comprehension based on learning objectives (e.g. spot checking, group response, individual work, peer work and/or group work. Outstanding CLASSROOM OBSERVATION CHECKLIST