FIELD STUDY AND TEACHING INTERNSHIP (with ACTION RESEARCH) Flashcards
1
Q
knowledge creation, transformation, and experience
A
EXPERIENTIAL LEARNING
2
Q
experimentalism, practicality, instrumentalism
A
PRAGMATISM
3
Q
continual reconstruction
A
PROGRESSIVISM
4
Q
action phase, try/do the action, actual internship, having the actual experience
A
CONCRETE EXPERIENCE
5
Q
purposeful from observation to
reflection
A
REFLECTIVE OBSERVATION
6
Q
integration, experience, schema, trying out what you have learned, reflecting on the experience
A
ACTIVE EXPERIMENTATION
7
Q
hypothesize, predict, find solution, learning from the experience
A
ABSTRACT CONCEPTUALIZATION
8
Q
Content, Knowledge, and Pedagogy
A
DOMAIN 1
9
Q
Learning Environment
A
DOMAIN 2
10
Q
Diversity of Learners
A
Domain 3
11
Q
Curriculum and Planning
A
Domain 4
12
Q
Assessment and Reporting
A
Domain 5
13
Q
Community Linkages and Professional Engagement
A
DOMAIN 6
14
Q
Professional Growth and Professional Development
A
DOMAIN 7
15
Q
Professionalization Act
A
RA 7836
16
Q
Amended
A
RA 9293
17
Q
CPD
A
RA 10912
18
Q
Excellence in Teacher Education Act
A
RA 11713
19
Q
Code of Ethics – Public Employee
A
RA 6713
20
Q
Elementary Education Act of 1953
A
RA 896
21
Q
research studies conducted by PTs in their teaching internship; may only focus on a specific teaching-learning process identified by the PTs.
A
CBAR
22
Q
are the support processes to prepare field study students and practice teachers in the experiential learning program
A
COACHING AND MENTORING
23
Q
are the pre-service teachers taking their field study courses in a partner or laboratory school of a TEI
A
FIELD STUDY STUDENTS (FSS)
24
Q
is the program by CHED that encompasses the different delivery modalities for teaching and learning in the new normal
A
FLEXIBLE LEARNING
25
modified basic education curriculum released by the DEPED to address the present educational dilemma
26
are the educators being observed by the FSS in a partner or laboratory school of a TEI
RESOURCES TEACHERS (RTs)
27
Refers to a particular method or skill used to achieve a specific learning goal
Examples:
-nMnemonic devices: (e.g., acronyms, rhymes) to remember information.
- SQ3R method: (Survey, Question, Read, Recite, Review) for reading comprehension.
- Mind mapping: To visually organize information.
LEARNING TECHNIQUE
28
A plan or approach that a learner consciously or unconsciously employs to learn.
Examples:
- Time management: Scheduling study sessions, setting deadlines.
- Seeking help: Asking questions, forming study groups.
- Metacognition: Thinking about one's own thinking, reflecting on learning processes.
LEARNING STRATEGY
29
A set of principles or beliefs about the nature of learning that guide teaching and learning practices.
LEARNING APPROACH
30
Can overlap with techniques: A general way of teaching or learning.
Examples:
- Lecture: A traditional method where the teacher presents information.
- Discussion: Students actively engage in conversation and debate.
- Project-based learning: Students work on real-world projects to apply knowledge.
LEARNING METHODS
31
statements that cut across subjects and grade levels; represent the entire school program by professional associations
GOALS
32
description of what is to eventually take place at the classroom level that are stated in..
Audience
Behavior
Other for performance
OBJECTIVES
33
General objectives of the Philippine
Educational System; broad and value-laden statements about the intent of education; answer the needs and demands of society especially children and youth; formulated by experts
AIMS
34
Parts of a Lesson Plan
Objective, Subject Matter, Learning Activities, Evaluation, and Assignment
34
Recording of attendance, absence, or tardiness
SF 2 - Learner's Daily Class Attendance
34
List of books (by title) issue to/returned by learners
SF 3 - Books Issued and Returned
34
Master list of class enrollment
SF 1 - School Register
34
Enrollment count, transferred in/out and dropout by grade level (Summary of SF 2)
SF 4 - Summary Enrollment and Movement of Learners
35
List of school personnel with basic profile and teaching load/assignment
SF 7 - Inventory of School Personnel
35
List of promoted/retained by class
SF 5 - Report on Promotion
35
Number of promoted/retained by grade level (Summary of SF 5)
SF 6 - Summary Report on Promotion
35
Per learner assessment of Body Mass Index
SF 8 - Learner Basic Health Profile
36
Individual academic, behavioral and attendance report by quarter (formerly Form 138)
SF 9 - Learner Progress Report Card
37
Individual academic record by quarter and SY (simplified and standardized from former Form 137)
SF 10 - Learner's Permanent Academic Record
38
shows learning progress
GROWTH PORTFOLIO
39
lists learning artifacts
DOCUMENT PORTFOLIO
40
demonstrates steps on how learning outcomes were achieved
PROCESS PORTFOLIO
41
displays best student's output
SHOWCASE PORTFOLIO
42
measures student's accountability
ASSESSMENT PORTFOLIO
43
includes proofs of qualifications, certificates, badges, honors received
COMPETENCE PORTFOLIO
44
exhibits works from individual or group learning
PROJECT PORTFOLIO
45
showcases what students have achieved over time
ACHIEVEMENT PORTFOLIO
46
highlights occasions, activities, events, happenings of great importance
47
Formal, non-formal or informal education do not exist without a
curriculum; classroom will be empty without a _____________.
CURRICULUM
48
the subjects comprising a course of study in a school; is a standards-based sequence of planned
experiences where students practice and achieve proficiency
in content and applied learning skills.
CURRICULUM
49
Kindergarten, grade 1 to 6 for elementary, grade 7 to 10 for JHS and grade
11 and 12 for SHS
Basic Education
50
Post-Secondary vocational education and training taken care of TESDA; TechVoctrack in SHS pf DepEd, DepEd and TESDA work in close
coordination
Technical Vocational Learning
51
Includes Baccalaureate or Bachelor Degrees and the Graduate Degrees
Higher Education
52
All curricula found in schools are recommended; basic Education-recommended by DepEd, for Higher Education – by CHED, for
vocational education – by TESDA
Recommended Curriculum
53
Includes documents based on the recommended curriculum; come in the form of course of study, syllabi, modules, books or instructional guide.
Written Curriculum
54
From what is written or planned, curriculum has to be implemented or taught
Taught Curriculum
55
Support materials that the teacher needs to make learning and teaching
meaningful; print, non print materials, facilities
Supported Curriculum
56
Assessment for learning, assessment of learning.
Assessed Curriculum
57
Demonstrated thru positive outcome of teaching; measured by tools in assessment
Learned Curriculum
58
Not deliberately planned, but has a great impact on the behavior of the learner; teachers must have good foresight to include these in the written curriculum,
in order to bring to the surface what are hidden
Hidden/Implicit curriculum
59
a professional who is a curriculum
specialist; a person involved in curriculum
knowing, writing, planning,
implementing, evaluating, innovating
and initiating
CURRICULARIST
60
- Learner-starts with knowing about the curriculum, the subject matter or the content
- Teacher – one has to master what are included in the curriculum
KNOWER
61
Takes record of knowledge concepts, subject matter or the content
WRITER
62
A good curriculum has to be planned; it is the role of the teacher to make a plan of the
curriculum (daily, weekly, monthly, yearly)
PLANNER
63
For improvement of quality of education, the teacher is obliged to implement it.
INITIATOR
64
Curriculum is always dynamic, hence it keeps on changing
INNOVATOR
65
Gives life to the curriculum plan; it is where teaching, guiding, facilitating skills of the teacher are expected to the highest level
IMPLEMENTER
66
The focus will be the body of knowledge to be transmitted to students using appropriate teaching methods; will be limited to the acquisition of facts, concepts and principles of the subject matter, however, the content or subject matter can also be taken as a means to an end.
CURRICULUM AS CONTENT/BODY
OF KNOWLEDGE
67
(Ways of presenting the content in the curriculum)
moves away from subject-specific content and instead emphasizes “big ideas” that span multiple subject areas or disciplines; it is using the content as a means of leading the students to discover the laws and principles or generalizations that govern a particular subject or content.
CONCEPT APPROACH
68
(Ways of presenting the content in the curriculum)
combination of concepts that develop
conceptual structures the way of teaching and learning where many areas of the curriculum are connected together and integrated within a theme
THEMATIC APPROACH
69
(Ways of presenting the content in the curriculum)
an emerging trend in educational philosophy that modifies the traditional method of instruction to an outcome-based learning paradigm; allows the learner to have governed one learning and accepts greater responsibility for learning
MODULAR APPROACH
70
(Criteria in the selection of content)
significant if content becomes the means of developing cognitive, affective or psychomotor skills of the learner; as education is a way of preserving culture, content will be significant when this will address the cultural context of the learners
SIGNIFICANCE
71
(Criteria in the selection of content)
The authenticity of the subject matter forms its validity; there is a need for validity check and verification at a regular interval.
VALIDITY
72
(Criteria in the selection of content)
Usefulness of the content in the curriculum is relative to the learners who are going to use these; it may have been useful in the past, but may not be useful now or in the future
UTILITY
73
(Criteria in the selection of content)
Based on the psychological principles of learning, the complexity of the content should be within the range of experiences of the learners.
LEARNABILITY
74
(Criteria in the selection of content)
Can the subject content be learned within the time allowed, resources available, expertise of the teachers and the nature of the learners; are there contents of learning which can be learned beyond the formal teaching-learning engagement; are there opportunities provided to learn these?
FEASIBILITY
75
(Criteria in the selection of content)
Will the learners take interest in the content? Why?
Are the contents meaningful?
What value will the contents have in the present and future life of the learners?
INTEREST
76
(Guide in the Selection of the Content in the Curriculum)
significant contents should be covered to avoid too much or too little of the contents needed with in the time allocation; content should be fairly distributed in depth and
breadth
BALANCE
77
(Guide in the Selection of the Content in the Curriculum)
As the content complexity progresses with the educational levels, vertically or horizontally, across the same discipline smooth connections or bridging should be provided.
ARTICULATION
78
(Guide in the Selection of the Content in the Curriculum)
The logical arrangement of the content; this can be done vertically for deepening the content or horizontally for broadening the same content
SEQUENCE
79
It has some ways of relatedness or connectedness to other contents; contents should be infused in other disciplines whenever possible
INTEGRATION
80
Content when viewed as a curriculum should continuously flow as it was before, to where it is now, and where it will be in the future; it should be perennial; constant repetition, reinforcement and enhancement of content are all elements of continuity.
CONTINUITY
81
consists of all the contents, topics, learning experiences comprising the curriculum; the scope shall consider the cognitive level, affective domain and psychomotor skills in identifying the contents
SCOPE
82
It is the interaction among the teachers, students and content; process of teaching and learning; as a process, curriculum links to the content; the intersection of the content and process is called the Pedagogical Content Knowledge or PCK
CURRICULUM AS A PROCESS
83
The product from the curriculum is a student equipped with the knowledge, skills and values to function effectively and efficiently. Curriculum product is expressed in the form of outcomes which are referred to as the achieved learning outcomes. If the process is not successful, then no learning outcomes will be achieved.
CURRICULUM AS A PRODUCT
84
