EDU 051 (FS 2)

• Field Study 2


  • This is the first experiential course, which will immerse a future teacher to actual classroom situation and learning environment
  • Direct observation of teaching learning episodes that focuses on the application of educational theories learned in content and pedagogy courses will be made
  • Observations on learners' behavior, motivation, teacher's strategies of teaching, classroom management, assessment in learning among others shall be given emphasis
  • A portfolio shall be required in the course
• Teaching and Learning Process


  Learning is brought about through teaching
• Teaching Process


  Arrangement of environment within which the students can interact and study how to learn
• Teaching Learning Process


  A process which aims to transmit knowledge, impart skills and formation of attitudes, values and behaviors
• Teaching Learning


  A continuous process that promotes teacher's teaching skills, master new knowledge, develop new proficiency, which in turn, help improve student's learning
• Review your syllabus for better understanding of the subject and its included topics
• Outcome-Based Education (OBE)


  Focusing and organizing a school's entire programs and instructional efforts around the clearly defined outcomes
• Principles of OBE


  • Clarity of Focus
  • Extended Opportunities
  • Designing Down
  • High Expectations
• Clarity of Focus


  • Everything the teachers do must be clearly focused on what they want students to know, understand and be able to do
• Extended Opportunities


  • Teachers must strive to provide expanded opportunities for all students. This principle is based on the idea that not all learners can learn the same way.
• Designing Down


  • The curriculum design must start with a clear definition of the intended outcomes that students are to achieve by the end of the program.
• High Expectations


  • The teachers should establish high, challenging standards of performance in order to encourage students to engage deeply in what they are learning.
• Steps in making an Outcome-Based Education Framework

  1. Plan (Syllabus Writing/Review)

  2. Implement (Course Delivery)

  3. Measure/Assess (Assessment)

  4. Respond/Improve (Continuous Quality Improvement)
• Plan (Syllabus Writing/Review)


  The Course Learning Outcomes are aligned with the ELGA, PEO and student outcomes. The syllabi reflect strategies (learning plan) for achieving the outcomes, as well as for measuring the outcomes (assessment).
• Implement (Course Delivery)


  Carry out the learning plan and strategies planned for producing the outcomes.
• Measure/Assess (Assessment)


  Carry out the strategies planned for measuring the learning outcomes and objectives. Collect this data and analyse it to determine the results (Assessment Phase). This phase is where feedback is obtained.
• Respond/Improve (Continuous Quality Improvement)


  Determine what needs to be changed to make improvements. These changes are the basis of new or revised outcomes and objectives for the next cycle.
• High Expectations


  Engage students deeply with issues of learning
• Expanded Opportunities


  Provide multiple learning opportunities matching learner's needs with teaching techniques
• Designing Down


  Develop systematic education curricula
• Clarity of Focus


  Help learners develop competencies
• Designing Down


  Trace back from desired end results
• High Expectations


  Push beyond where learners would normally have gone
• Clarity of Focus


  Enable predetermined significant outcomes
• Designing Down


  Link planning, teaching and assessment decisions to significant learner outcomes
• Initiate Change- every change starts somewhere. Teachers create a consistent and compelling vision statement for change.
• Engage Students- successful change depends of its stakeholders. Teachers identify stakeholders groups and their interest. They can anticipate champions, undecided and resistors and identify completing or aligned prioritoes between groups.
• Build Capacity- moving from vision to reality requires investment. Critical high-level leaders visibly support the vission and stragety enabling "sportsmanship spine" to drive change.
• Set Goals and Create Plan- change is accomplished one step at a time. Teachers establish desired outcomes and then prioritize goals by considering impact and timing.
• Execute, Reflect, and Improve- every change requires continous improvement. Teachers avoid planning paralysis and execute on High quality implementation plans with urgency and sense of possibility. They take action but pause when they feel reflection, revision or correction is/are necessary
• Lesson objectives


  A description of what the learner must be able to do upon completion of an educational activity
• Effective lesson objectives


  • Specific
  • Measurable
  • Attainable
  • Relevant
  • Time-bound
• Specific


  The learning objective should be well defined and clear. It states exactly what will be accomplished.
• Measurable


  The learning objective should provide a benchmark or target so that the institution can determine when the target has been reached, by how much it has been exceeded or by how much it has fallen short.
• Attainable


  Can the objective be accomplished in the proposed time frame with the available resources and support? Do the students have the prior learning necessary to accomplish the objective?
• Relevant


  Does the objective address the overall program goals? Will the objective have an impact on the goals?
• Time-bound


  A learning objective should include a specific date by which it will be completed. It is important to allow enough time to successfully implement the steps needed to achieve the objective, but not so much as to elicit procrastination.
• Domains of Lesson Objectives


  • Cognitive Domain
  • Affective Domain
  • Psychomotor Domain
• Cognitive Domain


  Aims to develop the mental skills and the acquisition of knowledge of the individual
• Affective Domain


  Includes the feelings, emotions and attitudes of the individual. The ability of the student to prioritize a value over another and create a unique value system is known as organization