MSU- Iligan Institute of Technology
Iligan City
COLLEGE OF EDUCATION
DEPARTMENT OF PROFESSIONAL EDUCATION
Sheryl Jane Bation Pinalas
CPRT-1
Mrs. Maria Ofelia O. Opamin
Resource Teacher, Grade II-2
NAPOCOR Elementary School
Cooperating School
EPISODE 1
THE SCHOOL’S LEARNING
RESOURCE CENTER
Name of Center/s Observed: Math and Science Learning Center-Laboratory, LibraryDate of Observation: September 20, 2011
Name of Observer: Pinalas, Sheryl Jane
Course/Year/School: CPRT/1/CED (MSU-IIT)
LIST OF AVAILABLE LEARNING RESOURCES
Available Learning
Resources
(Enumerate in bullet form) / Characteristics and Unique Capabilities / Teaching Approaches where the
Resource is Most Useful
1. Print Resources
· Magazines
· Journals
· Charts
· Window cards
· Dictionaries
· maps / · These printed resources are all new, in a very good condition / · Active learning approach which requires students do things and think about what they are doing.
2. Audio Resources
· Radio
· Speakers / · Still works properly, frequently used / · Reciprocal teaching approach which entails the teacher and/or learners take turns leading a dialogue.
3. Non-electronic Visual Resources
· Rubrics
· Spatial figures
· Models
· Specimens
· Weighing scales
· clocks / · technically creative, full of ideas, stored properly / · Cognitive Scaffolding strategy/approach through teaching new skills by engaging students collaboratively in tasks that would be too difficult for them to complete on their own.
4. ICT Resources
· Television
· Computers
· Projectors / · New, provides quality resource material, in very good condition / · Experience Based Approach:Connecting the content with the interests and life experiences of the children.
Impression:
The learning resources used by a certain teacher were effective in teaching the students about the lessons. These resources were manipulated properly by the teacher and learners. The use of those resources greatly influenced and enhanced the child’s learning development. The teachers were able to use the resources appropriately. Overall use of the resources is good.
Name and Signature of Observer:
Sheryl Jane B.Pinalas
Name and Signature of the Learning Resource Center In-Charge:
Elaine S. Daganga
My Analysis
Those learning materials were arranged accordingly with their functions and characteristics. The teacher organizes the instructional materials every grading period for an easy access and would consume lesser time in finding it. Each learning centers have its own guidelines and procedures for the students to remember when entering the room and learning inside. These really help in reminding the students what to do without constant reminders and of course the teacher implemented all of those rules strictly.
The Mathematics Learning Center was full of different and unique instructional materials but isn’t constantly cleaned by the person assigned. It was dusty and sometimes disarranged. This was because of the drums and other musical instruments were stocked inside the room which was used during the Drum & Lyre Contest. In this room, there were no chairs seen for the materials are to be manipulated not only by the teacher but also by the students. It allows free movement.
The Science Learning Center was quite different from the above mentioned center for all of the materials were well-arranged and free from dust and dirt. It has chairs and tables which serve as the area for the students to do experiments.
The library contained different printed materials as well as computers which served as good source of information for the students to study during their leisure time but it is only available during the vacant time of the teacher in-charge.
The learning centers observed was of great help to me especially in organizing learning materials but I think it would be better if it was constantly arrange, prepared and organized because students would learn with ease if his/her environment is conducive enough to supply their needs.
My Reflections
The materials inside the different learning centers greatly impacts on my learning. I realized how a teacher should create learning materials for the student to understand the topic conveniently. The material that caught my interest most was the use of
I am of much confident to use/operate all of those gadgets/materials I have observed maybe because of my teaching experiences but of course I still need to improve on how to use them all in dealing a teaching-learning process environment. I still need to consider the students’ pace of learning.
EPISODE 2
BULLETIN BOARD DISPLAYS
OBSERVATION REPORTName of the School Observed: NAPOCOR Elementary School
Location of the School: Fuentes, Iligan City
Date of Visit: September 20, 2011
There were 8 board displays in the school, 6 for the students and 2 for the faculties and parents. The display boards were located in every grade level building, one near the principal’s office and one near the fetcher’s waiting area. The display boards were distributely located in an area where target viewers can see it.
Since we were observing during the Science Month Celebration, the displays were all about Science. Each display has its own theme depending on the level of the child’s learning and understanding. Images were related to the theme like the earth, environment, etc. They used attractive colors to catch student’s attention. The informations were arranged formally for proper organization of details. Simple educational materials were used on the displays such as cartolina, printed pictures, articles from magazines/newspapers and bondpapers but were creatively designed. But still some errors were observed. Some topics were out of context and were not supposedly displayed because it might confuse the readers. In this illustration, the theme was about Protecting Biodiversity through Science and Technology but some topics like overcoming computer viruses were included which shouldn’t be placed there.
BOARD DISPLAYS EVALUATION FORM
Topic of the Board Display:
Location of the Board Display in School:
Check the column that indicates your rating. Write comments to back up your ratings.
4-OUTSTANDING (O) 3-VERY SATISFACTORY (VS)
2-SATISFACTORY (S) 1-NEEDS IMPROVEMENT (NI)
Criteria / NI / S / VS / O / Comments
Effective Communication
Conveys the message quickly and clearly / Ö / Since board display is for Grade 2 learners, it’s better to use simple words to make it more understandable
Attractiveness
Colors and arrangement catches and holds interest / Ö / Include coloring the borders of the cut articles to have unity
Balance
Objects are arranged so stability is perceived / Ö / Balance was attained on the displays
Unity
Repeated shapes or colors or use of borders holds display together / Ö / Lacks unity. It would be better if made more attractive
Interactivity
The style and approach entice learners to be involved / Ö / Since the poster displayed was one of the poster which won the contest, the students were entice to look at their schoolmates work
Legibility
Letters and illustrations can be seen from a good distance / Ö / Since the materials were from news articles, expectedly, the letters could not be seen from a distance except for the titles of each article.
Correctness
Free from grammar errors, misspelled words, ambiguity / Ö / Since, the message came from an article, it is free from grammatical errors except for some of the topic context
Durability
Well-constructed, items are securely attached / Ö / Excellent. Items were attached properly which made the display lasted long.
My Analysis
The board display design mostly reflects the likes and interests of its target audiences because the students were able to understand what does the theme means through the message of the picture. They were keep on looking and reading the board display which means it caught up their interests. But, some of the messages or languages were inappropriate for their age levels to understand. According to my resource teacher, the board displays is intended just for Grade 2 students but as what was observed some of the message doesn’t need to be placed there for it might confuse the readers. Although it was organized and design that way, the display was still effective in bringing up the theme to the readers’ mind. It would be better if simple words were used in the display to make it more understandable, be consistent in using colors and borders, organize well the topics to be posted, letters should be legible, display should be attractive and free from errors.
My Reflections
The skills that a teacher should have to be able to come up with effective board displays are
1. Creativity. Instructional content can be dry and boring in a classroom setting. Creative teachers try to present concepts and content in an interesting way.
2. Visual skills. Teachers are somewhat like interior designers; they must be able to visualize the presentation and impact they want to create, and then apply those to the display.
3. Organizational skills. This goes along with #2, but organization includes comparing and contrasting, grouping and arranging content in a meaningful way.
4. Communication skills. Teachers know that words combined with visual content can often communicate more than words alone. As well, the teacher must be a good communicator.
5. Skill on Minimalistic views. Good teachers know they must minimize content to the basic building blocks they want to teach. Rather than a display aimed at students who understand the most, the best, or the easiest, the display would be geared to include students who understand the least, the poorest, and the hardest.
6. Lastly, good teachers make visual displays part of the lesson plan. Displays or decorated bulletin boards are not just to make the room pretty. A good teacher can use one display to help students build many different skills
The skills I already have are Visual skills, Skill on Minimalistic views, Organizational skills, Communication skills and the skill on Number 6. As a private school, I really need to visualize what would be the impact when I am about to place a certain display. I make it sure that these are planned well and reviewed before presenting it to school.
The skill I still need to develop is Creativity. Every time I made my work, It seems there’s lacking. I am more on neatness and simpleness rather on creative which seems annoying in my part but I do really accept that weakness. I should be able to make colorful displays and full of pictures to catch more attention of the students.
MY BOARD DISPLAY LAY-OUTTHEME: FOODS THAT MAKE US HEALTHY!
MY PROPOSED BOARD DISPLAY
Theme: HEALTH IS WEALTH
Board Title: FOODS THAT MAKE US HEALTHY!
Purpose (Rationale):
The teacher’s purpose is to provide information to the readers/students about healthy foods. Give them an idea on how to enjoy eating a variety of foods from all four food groups to get all the nutrients their bodies need
Objectives:
· To be able to inculcate the children’s mind on the importance of nutrition
· To be able to make them familiarize with healthy foods and balanced diet
Best Feature of my proposed bulletin enhancement:
· Pictures of 3 food groups,
· Organizational content
Content Resources:
· The 3 food groups (Go, Glow, Grow Foods)
· Food pyramid
Materials for Aesthetic Enhancement:
· Printed pictures, styro, cartolina, markers
EPISODE 3
SEE AND SAY
(Utilization OF TEACHING AIDS)
OBSERVATION REPORTName of the School Observed: NAPOCOR Elementary School
Location of the School: Fuentes, Iligan City
Date of Observation: September 20, 2011
Subject: Mathematics Topic: Similarities of Objects/Pictures as to Size and Length
Grade/Year Level: Grade II
The lesson is all about Similarities of Objects/Pictures as to Size and Length. Visual aids used by the teacher were objects of same and different sizes and shape, colored chalk, board, and flashcards.
The teacher asked the class to do some rest exercises like singing, dancing, before the teacher goes on with the lesson proper. The teacher used drill lessons through showing flashcards with pictures to teach for more effective learning. The teacher made some demonstration through showing objects and calling some pupils in front and asked them to group the objects. The teacher used colorful chalks to motivate students to work on the given tasks.
With the kind of presentation of the topic and the use of those instructional materials, students were motivated to learn. They show attentiveness, eagerness and understanding. They leant forward showing interest on the lesson and the materials. They are looking towards the direction of the teacher and the materials.
UTILIZATION OF TEACHING AIDS FORM
Grade or Year Level of Class Observed: Grade 2
Date of Observation: September 20, 2011
Subject matter: Mathematics
Brief Description of Teaching Approach Used by the teacher:
Cognitive Scaffolding strategy/approach through teaching new skills by engaging students collaboratively in tasks that would be too difficult for them to complete on their own.
Teaching Aids used / Strengths / Weaknesses / Comments
1. Objects / · Can be manipulated both by teacher and learners
· Catches students’ attention / · Students tend to focus and play with it
· Bulky to carry / · Well manipulated by both the learners and teacher and makes the topic more interesting
2. Colored chalk / · Can be manipulated by the teacher
· cheap / · boring sometimes because students are used to this type of instructional material / · provide distinction of colors so as not to confuse the students
3. Flashcards / · Can provide drills especially oral recitation
· It allows you to place small amounts of focused and relevant information / · Some printed text/numbers are small / · The teacher still needs to review if some pictures are not positioned well.
My Analysis
I think the reason why the teacher chose to use the materials/learning resources is the developmental level of her students. I think she had already identified the weaknesses of her students so that’s why she’s making alternative instruction to provide scaffold.
One of the difficulties the teacher experienced was the number of students. Since, she is handling 39 students, it is really difficult to monitor what each of the students were doing but she had managed it well. Through Cognitive Scaffolding type of approach, the teacher was able to group the students according to their Zone of Proximal Development and was given different tasks according to their abilities.