Scribd
Upload
19 views6 pages

Episode 16

Helpful to students and teachers

Uploaded by

Arkim Dela cerna
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF or read online on Scribd
19 views6 pages

Episode 16

Helpful to students and teachers

Uploaded by

Arkim Dela cerna
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF or read online on Scribd
You are on page 1/ 6
[Srna ~~ BRisesNies a Raocasan—] nich prizeapnies a7 | dapressea inthe Kn opmaadnmerar a ee Sosy, | Values, Mandate? | TT a Feaity on Woks | Qiwwdid ih Waser OS i, dle nen Saunt of GAS + Lermelede ee pois nates Hod dle Depeds Visi flu hakers og roe on held ur Due arin poet ats abet odbcoritrs) py > ol al tae ott} han 9 A carat 5 thach rev, This. tens hel sod Heoubng, reeflals {lak wernt e oC it tpg ie, “te to bend flatts ‘Any proof of behave? resatevpeatperson ana | Ye HS MMU | teadlng | caconey Sie can be the product diathns git fe stelends fo ede ‘avior is determined =°3, rather than by person's | yuwerds fr gn dosed bubsiors n free will; teacher must full q yi hape desirable behavior ils are He Meda by twig door ommoniy used to enhance leaming. [irre . weards ceinterce learning. f bolas pio Gord Plrheranonte ‘onstructivism —Leamers are Any = of constructivism? sae of constustig knowin 4s sh (eonrirs fa hnemvege shudenls ‘efore is constructing knowledge ens fo consider do shone meaning; teacher does not just cata flan ‘or dictate but asks learners possdacly Ie Ne pioth activity 16.2] . Articur, StIng MY Personal Philosophy of Teachings jeacher so ou Level Teachers Signatuo situa a ———— Subject Area Deis @ OBSERVE + Observe how OW a teacher er relates to eye Very leamer and how he/she proceeds with her teac iE + Ace erval hi ™Mplish this Observation § ee, Here are philosophies of edi serving on, ‘ 5 sbserving what and how teacher tene Find out which philosophies were manifested in class by hes Ss and relates to learners, Philosophies of Edu ication Teaching Behavior (State what the teachor 7 Essentialism — teach sald, taught or did). mast a ery of the basics; | In what way was teacher essentialist? curriculum is prescribed: Subject matter centered there fe inculcate values eubieat Objective values; | e.g. He/she saw to it tered basic concepts and skills. that the students mas- He/she inculcated values Perennialism — teach those that last t, the the Seoul le adh ars, prvi o WT classics; there are universal values; these universal, objective valiga! henner paseirtorian of whith a4 by Aber toprt / Aiscygsion « AS Ale Jecshe, ttle de Foye Ale chido owt vnag lye oop fe’ ped Ae Progressivism - very child-centered; teach those that interest the child; one learns by le tewuler gromped lew experience; learners learn by doing so teacher “ dado ond apex Alon 1 teacher's teaching is experiential, values are subjective; no inculcation of values since they desk. Os ve fae ' are subjective, instead teachers help students Ghabuds on Lenrmig, Uahie clarify their values din Sle ouhwly. Field Study X cremmnria 1h On teacher’ teach loamors to 69, 10 make decisions and not merely 10 follow the crowd; ono who doos not make a cholco and 80 simply follow others do not leave meaningtul life 6: Pragmatism - That which is usofal, that which 's practical and that which works is what is 900d; that which is efficient and effective is {nat which is good. ¢.9. showing a video clip on Mitosis is more efficient and more effective ‘and, therefore more practical than teacher coming Up with a visual aid by drawing mistosis on a cartolina or illustration board 7. Rationalism - emphasizes the development of the learners’ reasoning powers; knowledge comes though reason; teacher must develop the reasoning power of the learner Jiilitarianism - what is 900d is that which is n asfel th shreds 10st useful (that which brings happiness) to 1 greatest number of peoples: hae ick a “ ton ‘ i vate Ive sobjael Me he tle deouhar pe mars fle [ile Which wall malo flo bern rly dy fle dye 'piriclsm - source of knowledge is through Senses; teacher musi t involve the senses in shing-learning yet dpoid _ i dae 4" elias ate ody of . Mt art What tae the Wgabar uth ie odd . 8 dust diay deny dle dees 821 Gal Gn hee p SON. Dehevion we etermnes | [ete , way ted “a toast by person yee too 1 tL nll debe yd wl toacher mas y oe oe MONEY Shape dexirabie rad gta © Aithagt dlay on Le pkg a taker caliserlede h Me eagle th feel ron * | SOMO Uned to enhance wary wears reorce learning * conatricung inaatedge ~ OB N8CPOr dows not just Yet or stan Oa aay SATO tor knowledge they sonairct and meaning of 6.2, which philosophses Based 0 your findings and observations in Activity 16.1 and Activity | 2. : . Ww! a ‘education are dormnant 1 Phulippine basi¢ sehiools’ Why do vo ui He ne ay ER a ala, sre PS % pls ‘pd Wi Bhs oe cate Hay wubiamnedlieeadideh meee ards pocedenle ae aed that be and why? Tea aca ac # ty een, Ven > ERECT e What is your phitosoplny of teachin? “this describes what you Beuewed YO" ston Trand how you shoutd relate to others in * Hao witt the Feat 1 iy your ttle” you should tes your superiors and er stakeholders. Write them down. This Teaching.” all oth ‘These may be of help: r believe that the learner ....-..-« (eomeept ofthe learner) believe that I should teach the learners... (what) and other by sss (how) parents 0! I believe that I .... (how should you relate to learners, colleagues, superior, stakeholders) BAL \é SHOW Your Learning Artifacts Accomplished Observation Sheets s My Philosophy of Teaching wry Uber 1S Cpl T beled dell toh, lem lan do fren ond her. Philosophies gy ——_—————— Mies of Education ae Teach a CUlUM is. pre ete ator conterod mene =centered there are Sdectve values: meuieet ect Matter . ‘of maka-Diyos, maka-t20, maka-kalikasan and mska- bansa show that DepEd is be inculcated teach those that jose that Any proof of perennials? y per ics; there are universal cate thes. objective Values? UNNersal Which philosophies expressed in the DepEd Vision. | Essentalism - The core values essentialist. DepEd beleves © unchanging values that need t9 i co vats st bale thay TR mada bate ome pation Longe te 1B | Which praosoonees 37° ] rete | Currieutum FF = | Guide and See 5 of RA 195957 Gwe [exeaien | Seancarcs anc comostercet | noteames oe excecte © she subject maner 5S adents are expected © 2S ~ Essensaist [Ue eh Gomdarst ame | compchnens heer (comes | Bre eget & ate F lic objet narter ghee Geped S eqsuntAtt - foams ore etn Cen ey SRR TET 2ch these that interest the child progressivism? | 1) pn Ciemcnlam one leams by expenence; leamers | Dens wt fa whith loam by doing so teacher teacher's. | salts {lam fe wae Bernanke pegyesinge reaching is experiential: value: t i ! subjective; no inculeation Of values wee Oe since they are subjective; instead hor foot A conttok eet lh pwn {ie leona teachers help students clanty their | binslday th net) ttabsee ont values seicpmedhy pre Reconstructionism - school is agent | Any proot of of change; schooling is preparing students for the social changes; teaching is involving the students in iscussions of moral dilemmas ne fy. bly pticlenls enlastend owes ‘Any proof of existentialism? Duped tage Leoabers

You might also like