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    College of Education, Culture and Arts: St. Paul University - Surigao

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    Kareena Grasya
    This document provides guidance for observing a resource teacher's online class to determine their teaching approach and how it aligns with the pedagogical approaches of the K to 12 Curriculum. Students are asked to observe whether the teacher uses a teacher-centered or student-centered approach, and to identify instances of practices that demonstrate approaches like constructivism, inquiry-based learning, developmentally appropriate practices, and being reflective, inclusive, collaborative, or integrative. The observation is followed by questions for students to reflect on the teaching approach used and how they would teach the class themselves.

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    College of Education, Culture and Arts: St. Paul University - Surigao

    Uploaded by

    Kareena Grasya
    105 views3 pages
    This document provides guidance for observing a resource teacher's online class to determine their teaching approach and how it aligns with the pedagogical approaches of the K to 12 Curriculum. Students are asked to observe whether the teacher uses a teacher-centered or student-centered approach, and to identify instances of practices that demonstrate approaches like constructivism, inquiry-based learning, developmentally appropriate practices, and being reflective, inclusive, collaborative, or integrative. The observation is followed by questions for students to reflect on the teaching approach used and how they would teach the class themselves.

    Original Title

    FS2_Teaching-Approaches-and-the-K-to-12-Curriculum

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    This document provides guidance for observing a resource teacher's online class to determine their teaching approach and how it aligns with the pedagogical approaches of the K to 12 Curriculum. Students are asked to observe whether the teacher uses a teacher-centered or student-centered approach, and to identify instances of practices that demonstrate approaches like constructivism, inquiry-based learning, developmentally appropriate practices, and being reflective, inclusive, collaborative, or integrative. The observation is followed by questions for students to reflect on the teaching approach used and how they would teach the class themselves.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    105 views3 pages

    College of Education, Culture and Arts: St. Paul University - Surigao

    Uploaded by

    Kareena Grasya
    This document provides guidance for observing a resource teacher's online class to determine their teaching approach and how it aligns with the pedagogical approaches of the K to 12 Curriculum. Students are asked to observe whether the teacher uses a teacher-centered or student-centered approach, and to identify instances of practices that demonstrate approaches like constructivism, inquiry-based learning, developmentally appropriate practices, and being reflective, inclusive, collaborative, or integrative. The observation is followed by questions for students to reflect on the teaching approach used and how they would teach the class themselves.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    ST.

    PAUL UNIVERSITY – SURIGAO


    Corner San Nicolas & Rizal Streets
    8400 Surigao City, Philippines

    COLLEGE OF EDUCATION, CULTURE AND ARTS


    FIELD STUDY 2
    Activity Title: Teaching Approaches and the K to 12 Curriculum
    Adopted from Corpuz (2015)

    Introduction

    The K to 12 Law made explicit the pedagogical approach for the K to 12 Curriculum. This
    episode revolves around this pedagogical approach. Specifically, to will: (1) determine the
    teaching approach used by the resource teacher, and (2) identify instances where the pedagogical
    approaches of the K to 12 Curriculum contained in the law are observed.

    What to do?

    1. You will observe your resource teacher conducting class online. You focus on how the
    teacher facilitated the class. Is it teacher-centered or student-centered?

    Teacher Centered Student Centered

    Did the teacher lecture all the time? Were the students involved in the teaching-
    learning process? How?

    Was the emphasis mastery for the lesson for Was the emphasis the student’s application of
    the test? Cite an instance. the lesson in real life? Cite an instance.

    Was class atmosphere competitive? Was the class atmosphere collaborative? How?

    Did the teacher focus only in one discipline or Did the teacher connect the lesson to other
    subject area? discipline/s or subject area/s?

    What teaching-learning practice would show that the teaching approach was:

    Constructivist:

    Inquiry-based:

    Developmentally appropriate:

    Reflective:

    Inclusive:

    Collaborative:

    Integrative:
    Questions for Reflections/Insights

    1. Based on your observations, as a whole was instruction teacher-centered or student-


    centered? Explain why.

    2. Were there instances when the students could have been involved in class proceedings
    but were not? Cite an instance.

    3. What are possible consequences of teaching purely subject matter for mastery and for the
    test?

    4. If you were to reteach the class, would you be teacher-centered or student-centered?


    How?
    5. If you abide by the pedagogical approaches that the K to 12 Law states, will you be more
    teacher-centered or student centered in approach? Explain your answer theoretically.

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