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Field Study 3 Episode 4

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Field Study 3 Episode 4

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Field Study 3 Episode 4

  1. 1. LEARNINGEPISODE4 – Tools of the Trade (TeachingAids Bank) My Learning Episode Overview Episode 4 provides an opportunity for me to examine my own knowledge about how to use technology in teaching through the TPACK framework. My Intended Learning outcomes In this Episode, I must be able to use my technology pedagogical content knowledge in choosing appropriate teacher resources to use for a particular unit of study. My Performance Criteria I will be rated along the following: a. Quality of my observation and documentation, b. Completeness and depth of analysis, c. Depth and clarity of classroom observation-based reflection, d. Completeness, organization, clarity of portfolio and e. Time of submission of my portfolio. My Learning Essentials The TPACK Framework The TPACK is a framework that shows the types of knowledge involved in the teacher’s capacity to integrate technology in the teaching-learning process. This was proposed by Mishra and Koehler in 2007. These three types or bodies of knowledge can be described separately but they work together, each time you (as the future teacher) use technology for instruction. Reflect on yourself as you read about the three: 1. Technological Knowledge. This refers not only on whether you are computer literate but also on knowing what technology is best to use and how they should be utilized in teaching. Technology here can be as simple as the chalk and the blackboard or as complicated as augmented reality. As technology is ever-changing, your technological knowledge is also something that must be ever-developing. FS 3 FIELD STUDY Learning Episode
  2. 2. LEARNINGEPISODE4 – Tools of the Trade (TeachingAids Bank) 2. Pedagogical Knowledge. This refers to the principles and strategies of teaching. It includes your knowledge of the learners, and in formulating objectives, designing activities and assessing your learners. 3. Content Knowledge. This refers to how well you know the subject area or topic that you will teach. It includes how wide and how deep you know about what you will teach. You can see from the diagram that two circles overlap with each other, while all three of them overlap as well. Each two-circle overlap indicates the interaction of technological and content knowledge (TCK), content and pedagogical knowledge (CPK), and pedagogical and technological knowledge. The middle most part of the diagram shows the interaction or interfacing of the three, which is the technological pedagogical content knowledge (TPACK). This is what is very important for you to be able to use technology effectively in teaching. You need to be aware of your strengths and weakness in the three and reflect how you can grow in each one and use them together as best as you can. Have this framework in mind as you analyze and reflect in this episode about your own knowledge in using technology in teaching.
  3. 3. LEARNINGEPISODE4 – Tools of the Trade (TeachingAids Bank) My Map To realize my IntendedLearningOutcomes,Iwill workmywaythroughthese steps: Step 1. Decide on a specific content area and the level of learner’s technology. Step 2. Find out the learning resources relevant to topics that are available. Step 4. Organize them in a box. Step 3. Develop a pile of teaching aids (flashcards, pictures, cut-outs transparencies).
  4. 4. LEARNINGEPISODE4 – Tools of the Trade (TeachingAids Bank) My Tools Subject Area/Topic: English - Stress Grade/Year Level: Grade8 Students Big Ideas about the topic  Degrees of Stress  Word Stress  Noun Construct Objectives: At the end of the discussion, students mustbeable to:  Identify the meaning of stress;  Differentiatethe degrees of stress; and  Read sentence that emphasizes the word stress and noun construct.
  5. 5. LEARNINGEPISODE4 – Tools of the Trade (TeachingAids Bank) My Analysis 1. What skills did you have which helped you prepare the materials? What skills did you lack that made it difficult for you? (Technological Knowledge)  One of my skills that helped me to prepare the materials is I am good in using computers and I have knowledge making power points but I am impatient in putting effects on my power point. 2. Discuss some strategies on how you will use the materials you included here in this episode. (Pedagogical Knowledge)  One of strategies that I will use is I will make sure that my materials can get the attention of my students so they will nit get bored when I am teaching. 3. How well do you know the topic you have chosen? (Content Knowledge) Discuss the big ideas of this topic that you would want to focus on.  Before choosing the topic, I make sure that I have knowledge about the topic. The big ideas of my topic are the degrees of stress: Primary, Secondary, Tertiary and weak stress. Another big ideas are word stress; the shifting depending on what the speakers want to emphasize. An Observation/Survey Guide 1. Are there learning resources useful for your topic in the resource center you visited? 2. Are the available materials appropriate for your target grade/year level? 3. List down those that can be useful for your topic. 4. What other materials can you make? (Like flash cards, posters, cut-outs, transparencies, etc)? OBSERVATION NOTES Name of the School Visited Location of the School Date of Visit
  6. 6. LEARNINGEPISODE4 – Tools of the Trade (TeachingAids Bank) My Reflection/Insights 1. Reflect how your technological knowledge (TK), pedagogical knowledge (PK) and content knowledge (CK) worked together in fulfilling the tasks in this Episode.  By having technological knowledge the teacher can easily discuss his/her topic thru the help of computers; to get ideas and also it help the teacher to present and discuss the lesson to the student. And by having a pedagogical knowledge the teacher can teach the lesson effectively because of the strategies or principles that will help him/her to get the attention of the student and to help the student to understand the lesson easily. And lastly by having a content knowledge you will be have a smooth discussion to the students because you are familiar to the lesson you are discussing, you have wide knowledge to the topic. If you will combine these three you will be having an effective teaching. 2. What are some of the things you can do to enhance and enrich your technological, pedagogical content knowledge (TPACK) to be able to facilitate an active, interesting, learning and fun-filled learning environment in the future?  To enhance my TPACK framework, Create a learning and sharing culture where there are opportunities for me to develop my technological skills. I will also make sure that I will make student an opportunity to show their technological skill so I will learn from them.
  7. 7. LEARNINGEPISODE4 – Tools of the Trade (TeachingAids Bank) Integrating Theory and Practice Direction:Readthe itemsgivenbelow andencirclethe correctanswer. 1. Miss Anyayahan is planning technology integration in her science lessonin states of matter. She is applying her pedagogical knowledge when she . A. looks into the characteristics and interests of the learners in order to choose activities that would match them B. studies how to attach a video to her audio-visual presentation C. researches further on plasma as another state of matter D. learns how to scan pictures to include in her presentation 2. Mr. Taqueban is planning technology integration in his social studies lessonon the EDSA Revolution. He is applying his content knowledge when he . A. consider the learners’ multiple intelligences before preparing his technology integration lesson plan B. includes information from EDSA revolution video documentaries C. uses Prezi as an option to using PowerPoint in his presentation D. sets up a wiki spaces account for his students to blog about the EDSA Revolution lesson 3. Mrs. Gorres is implementing a technology-integration activity for 4th graders to work on multiplication of two digit numbers. Which of the following illustrates the interaction of the teacher’s technological , pedagogical, and content knowledge? A. The teacher checks the math standards for 4th graders and based on these standards, lets her students answer multiplication exercises on the blackboard. B. The teacher makes the children watch a video that she downloaded from you tube and asks the children to summarize it. C. The teacher evaluates math apps on multiplication, matches them with her students skill level, demonstrates how the apps are used, and allows her students to explore and work on the apps. D. The teacher makes the children play whatever math apps they find in the internet and less them share in class about their experience.
  8. 8. LEARNINGEPISODE4 – Tools of the Trade (TeachingAids Bank) My Learning Portfolio Learning Resources on a Specific Content Area Use this graphic organizer to present the learning resources relevant to the topic chosen. On the line inside the box, indicate if the resource is already AVAILABLE, MAY BE PURCHASED, OR WILL BE MADE (by you, of course!) TOPIC Grade/year level Specific Content Area AVAILABLE: Books AVAILABLE: Laptop/ Projectors AVAILABLE: Blackboard/ Chalk WILL BE MADE: Power point presentation WILL BE MADE: Visual Aids/ Handouts MAYBE PURCHASED: Manila Papers MAYBE PURCHASED: Xerox of hand outs MAYBE PURCHASED: Internet Connection
  9. 9. LEARNINGEPISODE4 – Tools of the Trade (TeachingAids Bank) My Learning Rubric Field Study 3, Episode 4 – Tools of the Trade (Teaching Aids Bank) Focused on: - using technology pedagogical content knowledge in choosing appropriate teacher resources to use for a particular unit of study. Name of FS StudentAlexa Jean Q. Colocado Date Submitted: September 22, 2016 Year & Section: Third Year/ SED301 Course:BSE-ENGL Learning Episodes Exemplary 4 Superior 3 Satisfactory 2 Needs Improvement 1 Learning Activities All episodes were done with outstanding quality; work exceeds 4 All or nearly all episodes were done with high quality 3 Nearly all episodes were done with acceptable quality 2 Fewer than half of episodes were done; or most objectives were met but need improvement 1 Analysis of the Learning Episode All questions/episodes were answered completely; in depth answers; thoroughly groundedon theories. Exemplary grammar and spelling 4 Analysis question were answered completely. Clear connections with theories Grammar and Spellingare superior 3 Analysis questions were not answered completely. Vaguely related to the theories Grammar and spelling acceptable 2 Analysis were not answered. Grammar and spelling unsatisfactory 1 Reflection/Insights Reflectionstatements are profound and clear; supported by experiences from the learning episodes 4 Reflection statements are clear; but not clearly supported by experiences from the learning episodes 3 Reflection statements are shallow; supported by experiences from the learning episodes 2 Reflectionstatements andunclear andshallowandare not supported by experiences form learning episodes 1 Learning Portfolio Portfoliois complete, clear, well-organized and all supporting; documentations are located in sections clearly designated 4 Portfolio is complete, clear, well-organized and most supporting; documentations area available and logical and clearly marked locations 3 Portfolio is incomplete; supportingdocumentation are organized but are lacking 2 Analysis question were not answered Grammar and spelling unsatisfactory 1 Submission of Learning Episodes Submitted before the deadline 4 Submitted on the deadline 3 Submitted a day after the deadline 2 Submittedtwo days or more after the deadline 1 COMMENT/S Over-all Score Rating: (Base on transmutation) TRANSMUTATION OF SCORE TO GRADE/RATING Score 20 19-18 17 16 15 14 13-12 11 10 9-8 .7-below Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00 99 96 93 90 87 84 81 78 75 72 71-below MR. IAN KARLO OLEGARIO _________________ Signature of FS Teacher Date

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