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On Teaching Strategies: Learning Task

This document contains a student teacher's practice teaching handbook and portfolio for Learning Task No. 7 on teaching strategies. It discusses integrative learning, higher-order thinking skills, and verbal and non-verbal communication strategies. It also includes performance tasks and learning artifacts that the student teacher completed to demonstrate their understanding and application of teaching strategies, along with a scoring rubric to evaluate their work.

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crisday
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382 views

On Teaching Strategies: Learning Task

This document contains a student teacher's practice teaching handbook and portfolio for Learning Task No. 7 on teaching strategies. It discusses integrative learning, higher-order thinking skills, and verbal and non-verbal communication strategies. It also includes performance tasks and learning artifacts that the student teacher completed to demonstrate their understanding and application of teaching strategies, along with a scoring rubric to evaluate their work.

Uploaded by

crisday
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Republic of the Philippines

SOUTHERN LEYTE STATE UNIVERSITY


TOMAS OPPUS CAMPUS
Educ 421 – Student teaching
2nd Semester, A.Y. 2020 – 2021

MY PRACTICE TEACHING HANDBOOK AND PORTFOLIO


Learning Task No. 7

On Teaching Strategies
Name of Student Teacher _________________________________________________________________________________
Course _________________________________________________ Year and Section ________________________________
Cooperating Teacher _____________________________ Signature ______________________ Date ________________
Cooperating School _______________________________________________________________________________________

7 LEARNING TASK

ON TEACHING STRATEGIES

INTEGRATIVE LEARNING
Integrative learning helps the students make connections and relevance between and
among subjects. It allows the learners to engage in purposeful, relevant learning. It encourages
the learners to see the interconnectedness and interrelationships between the curriculum areas
rather than focusing in isolated curriculum areas.
According to Pigdon and Woolley (1992) in an integrated curriculum, all activities
contain opportunities for learners to learn more about content through purposeful activities.

HIGHER-ORDER THINKING SKILLS


Higher order thinking skills known also as HOTS imply that some types of learning
require higher cognitive processes than others. Skills in analyzing, evaluating, and creating are
thoughts of higher order than learning facts or concepts.

Source: https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

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VERBAL AND NON-VERBAL COMMUNICATION
Verbal communication is the use of words in expressing one’s feelings and ideas.
Non-verbal communication includes the use of body language, gesture, facial
expressions, eye contact, and posture.
The use of verbal and non-verbal communication strategies is the first step in enhancing
communication and nurturing relationships which are vital in the teaching-learning process.
Strong communication skills are very important in the instructional process.

My Performance Tasks
PERFORMANCE TASK 1: Get the topic you are assigned to teach. Write down how you can
apply the content knowledge within or across curriculum and teaching areas. Use the
curriculum web to indicate your proposed integration. Indicate the subjects in the circles and
how you will do it.

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PERFORMANCE TASK 2: Write higher-order thinking questions that you used in the discussion
of the content.

Content/ Topic Questions

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PERFORMANCE TASK 3: Enumerate the non-verbal cues you used to support learner’s
participation and engagement.

Non-verbal Cues Purpose(s)


1.

2.

3.

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PERFORMANCE TASK 4: Cite the verbal communication strategies that you need in class to
support learner’s understanding, participation, and engagement.

Cite how it supported the


Verbal Communication Strategies Used
learners in instruction

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My Learning Artifacts

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My Scoring Rubric
Meets Approaching Meets Does Not Meet
INDICATORS Standard of Standard of Acceptable Acceptable
Excellence Excellence Standards Standard

CRITERIA 4 3 2 1
Performance  has all the  has some aspects  has minimal  no aspect of work
Tasks aspects of work of work that aspects of work meets level of
that exceed level exceed level of that meet level of expectation.
of expectation expectation. expectation.  has errors,
 Shows  Demonstrates  with some errors omissions, and
exemplary solid and MASTERY is misconceptions
performance performance and not thorough
understanding
Assessment With 5 correct With 4 correct With 3 correct With less than 3
Tasks answers answers answers correct answers
Learning The piece/s of The piece/s of The piece/s of The piece/s of
Artifacts evidence of evidence of evidence of evidence of
learning is/ are learning is/ are learning is/ are learning is/ are
aligned with aligned with SOME aligned with ONE NOT aligned with
learning of the learning of the learning the learning
outcomes. outcomes. outcomes. outcomes.
Creativity and The learning tasks The learning tasks The learning tasks The learning tasks
Resourcefulness are done very are done are done quite are poorly done
creatively and creatively and creatively and and need
resourcefully. resourcefully. resourcefully. improvement.
Submission of The assigned The assigned The assigned The assigned
Requirements learning tasks are learning tasks are learning tasks are learning tasks are
submitted on or submitted on a submitted 2 days submitted 3 days
before the day after the after the deadline. or more after the
deadline. deadline. deadline.
MY TOTAL SCORE

________________________________________
Signature of Practicum Supervisor

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