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Educ 211-Module 3&4

1. Experiential learning teaches subjects through real-life experiences that increase learner confidence and skills. This cement's a student's knowledge better than just reviewing theory. 2. For a child to fully benefit from an experience, they must be an active participant in the learning process rather than passive. Integrating techniques like experiential learning that engage students is important. 3. Teachers can provide practice for students to reflect on experiences by focusing on the learning process, making the purpose clear, allowing time for reflection, and asking thought-provoking questions. Having students write reflections allows them to see their own progress.

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56 views4 pages

Educ 211-Module 3&4

1. Experiential learning teaches subjects through real-life experiences that increase learner confidence and skills. This cement's a student's knowledge better than just reviewing theory. 2. For a child to fully benefit from an experience, they must be an active participant in the learning process rather than passive. Integrating techniques like experiential learning that engage students is important. 3. Teachers can provide practice for students to reflect on experiences by focusing on the learning process, making the purpose clear, allowing time for reflection, and asking thought-provoking questions. Having students write reflections allows them to see their own progress.

Uploaded by

raymart
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Republic of the Philippines

Commission on Higher Education


Region V (Bicol
REPUBLIC COLLEGES OF GUINOBATAN, INC.
GRADUATE SCHOOL
G. Alban Street Iraya, Guinobatan, Albay

EDUC 211 (Methods and Strategies in Teaching)


Output No. 3 and 4
Name of student : RAYMART N. NAAG
Professor : MRS. ERLINDA A. CRISOSTOMO
Date of submission : September 18, 2021

3. EXPERIETIAL LEARNING

A. How is experiential learning distinguished from other teaching


methods?

Experiential learning teaches the subject and transfers the knowledge at


the same time as increasing learner confidence, self-esteem and sense of
purpose. Experiential learning is used regularly in scientific and medical
industries because it’s clear that using real-life cases and people will be more
beneficial than reviewing the theory. Just as someone learning to be a doctor
should get to experience being in an operating theatre and examine a real
person, teams in all industries should be immersed in experiences that mirror
their real working lives. This experiential learning is what cements their
knowledge and gives them the opportunity to test their skills.

B. What are needed before a child can benefit fully from an experience?

Now more than ever, it is crucial that schools integrate new learning
techniques to help prepare children for the future workplace. Rote and didactic
learning styles have dominated the education system since the industrial
revolution. With both these methods, the child plays a relatively passive role in
the learning process. In more recent times, it has become common practice for
teachers to integrate more active learning techniques in the classroom such as
experiential learning. 

C. How can you provide students practice in developing the ability to


reflect on their past experience?
Optimal learning occurs when students are active participants in their
own learning, rather than passive recipients of teacher-delivered content. For
this to be effective, students really need to think about their learning. I worked
with a group of teachers recently who felt their young students were not capable
of writing meaningful reflections for their end of semester reports. That might be
true. But only if reflection and meta-cognition are not integral parts of the
learning in their classes.
How can we provide students practice in developing the ability to
reflect on their past experience?
We can provide by practicing the following:

1. Focus on process, as much as on content.


Think about the learning process. Talk about the learning process. It’s not just
about tasks and results or material to be covered.
2. Focus on learning, not on teaching.
Stop thinking about how to teach the content. Ask yourself: How best will
learning take place? How can I actively involve every student? How will this
help them develop as learners? Share this with the learners.

3. Always know why.


Make sure you and your students know the purpose of every task and of how it
will advance the learning.

4. Invite students in.


Encourage students to plan how they will learn and to reflect on the learning
process. Tell them they own their learning.

5. Allow time.
Make sure students have time to stop and think about why and how they
learned, not just what. Give them five minutes at the end of a lesson to record
their reflections.

6. Ask the right questions.


How might you find this out? What skills did you use? How did your group
function? What worked and what didn’t? What connections did you make? How
was your thinking pushed? Why did you choose the approach you did? What
did you enjoy and why? How could you have done it differently?

7. Write it down.
Have students record their reflections and date them, so that you (and they)
can see the process of their thinking. Use a journal, a class blog or post-it
notes that can be quickly collected and pasted somewhere.

8. Use thinking routines.


9. Make feedback meaningful.
Refer to learning attitudes and skill development, not just tasks and content.
Refer to process and progress, not just product. Avoid saying ‘Well done!” Great
work!’ ‘You could have put in more effort.’ ‘You completed this task
successfully’ ‘Your essay is comprehensive’. This isn’t feedback about learning!

10. Model.
Talk about your own learning. Tell them what you learned and how you learned
it. Talk about how your thinking has changed and how your skills have
developed. Learning is continuous…
4. COOPERATIVE LEARNING

A. Is cooperation learning a success-guaranteed method? Why?

Cooperative learning is an effective way for students to learn and


process information quickly with the help of others. The goal of using this
strategy is for students to  work together  to achieve a common goal. It is
essential that each student understands their cooperative learning group
role.  Cooperation learning a success-guaranteed method because this
method attained group goals that cannot be obtained by working alone or
competitively and promotes social interactions.

B. What are the advantage of a group-oriented reward system than


individually-oriented reward system?

Incentive programs are powerful tools to motivate and engage team


members. An effective behavior modification system within the classroom often
includes rewards. Students are motivated to achieve and conform to appropriate
behaviors when either intrinsically or extrinsically rewarded. Those students
who prefer intrinsic motivation enjoy praise, personally challenging projects and
accomplishing educational tasks just for the love of learning. An extrinsic
approach requires more tangible rewards such as pencils, erasers, stickers and
sometimes candy. The type of reward given to students must be fair and
consistent for all students but also must vary for each task.
The advantages of using team-based reward systems. We'll now look at
three of them.

One benefit is that it motivates people to work together. When a reward is


offered, a team can be more driven and focused on reaching the group goals. A
team-reward system can encourage individuals to work together and support the
team objectives to earn a reward.

Second, it provides a benefit for reaching a common goal. Working together


creates more synergy to achieve a common goal. When teams are struggling to
work together, a reward can often encourage each member to work harder and
focus on the end result.

Lastly, It helps everyone work toward group objectives. In a work group, it is


possible that each person has his or her own goals or objectives. A disjointed
and unorganized team is the result. However, if the members can put their
personal agendas aside and support the company objectives, the team will be
much stronger and successful. Offering a reward can help motivate each
individual to commit to the group plan.
C. What values are developed and enhanced by the method of teaching?

The values are developed and enhanced by the method of teaching are:
dignity, truthfulness, fairness and responsibility & freedom.
All teaching is founded on ethics – whether it be the teacher-student relationship,
pluralism or a teacher’s relationship with their work.

Dignity means respect for humanity. Teachers must respect every person,


regardless of gender, sexual orientation, gender diversity, appearance, age,
religion, social standing, origin, opinions, abilities and achievements.

Truthfulness is one of the core values in teachers’ basic task, which involves
steering learners in navigating life and their environment. Honesty with oneself
and others and mutual respect in all communication is a basic aspect of
teachers’ work.

Fairness is important both when encountering individual learners and groups


but also in the work community. Fairness involves in particular promoting
equality and non-discrimination and avoiding favouritism.

Teachers are entitled to their own values, but in their work, teachers’


responsibility is tied to their basic task and its standards such as legislation and
the curriculum.

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