DAY 2 CHAPTER 3 Lesson 1
Observe actual classes using the following constructivist teaching and learning practices.
Construtivist Teaching Observed Not Other
Practices Observed Comments
1. Active learning strategies
2. Meaningful learning activites
3. Effective questioning strategies
4. Real life anf concrete examples
5. Cooperative learning activites
6. Problem solving activities
7. Active investigation
8. Integrative learning
9. Practice and feedback activities
10. Effective motivation
techniques
11. Generalizations are provided
by students
12. Positive classroom
atmosphere
13. Lessons and activities are
insteresting
14. Students are encouraged to
take an active role in learning
15. Experiential learning activities
16. Varied learning activities
17. Students views are respected
18. Positive learning environment
19. Linking ideas and concepts
with real- life experiences
20. Modeling positive behavior
21. Available learning materials
22. Learning styles are respected
23. Differentiated learning
strategies
Provide a narrative report on how teachers are using constructivist teaching and
learning in their class.
Subject: FILIPINO
Topic: Ponemang Segmental Suprasegmental
Obervation:
Constructivism has been a very powerful model for explaining both how knowledge is
produced in the world and how students learn. Furthermore, constructivist teaching practices are
becoming more common in teacher education programs, and they have shown significant success in
promoting student learning (Rajendra Kumar Sha 2019).
My observation in the class where the topic is about the segmental and suprasegmental
phoneme in grade 7 they really listen carefully and there is really interaction in the class. The teacher
takes the students' ideas and, if possible, adds to them. I can see the interaction of the teacher and
the students if it is because of the effectiveness of the teaching.
Examine carefully the data you have gathered. Answer the following eustions:
1. Does the teacher employ constructivist teaching-learning approacher?
Yes, because the learners are interactive and student-centered; and the
teacher facilitates a process of learning in which students are encouraged to
be responsible and autonomous.
2. How do students respond to constructivist activities?
Learners pose their own questions and seek answers to their questions via
research and direct observation. They present their supporting evidence to
answer the questions. They draw connections between their pre-existing
knowledge and the knowledge they've acquired through the activity.
3. How did cinstructivist teaching improve the teaching and learning practices in the
school?
It allows students to be active and autonomous learners. Using constructivist
strategies, teachers are more effective. They are able to promote
communication and create flexibility so that the needs of all students can be
met.
4. What things could be done to encourage the teachers to use constructivist
teaching learning approaches.
Encouraging teachers by telling them how effective this practices.
LESSON 4
Subjects Cooperative Learning
Activities
FILIPINO Numbered Heads Together
FILIPINO Critical Thinking
GUIDED PRACTICE
Provide a narrative observation report on how teachers are using cooperative learning in
their classess.
Subject: Filipino
Topic: Tula
Obervation:
According to my observation the teacher uses Numbered head Together in one of the
activities in which Students are placed into groups and given a number in their group. Students
are asked a question and discuss it with their group members. When time is up, the teacher
calls a number and all students with that number stand up and take turns sharing what they
discussed in their groups. The students are able to build on and connect similar ideas among
the groups and broaden the conversation. Also the critical thinking skill, the teacher let the
student to use their critical thinkinh ability.
1. Does the teacher use cooperative learning approaches?
Answer: Yes, the teacher uses cooperative learning approaches
2. How do students respond to cooperative learning activities?
Answer: The student respond actively participated on the activities.Some of them
share their ideas with others.
3. What are the challenges met by teachers in the implemenatation of cooperative
learning?
Answer: In implementing the activity the teacher challenged by the students
number some are very noisy but the teacher handled it well.
4. How does cooperative learning improve student’s learning?
Answer: Assists students, through discussion and debate, to clarify concepts
and ideas. Students receive quick feedback, raising the level of discussion
because group discussion is substantially more advanced than instructor-led
talks.
GUIDED PRACTICE
Observe classess and provide examples of problem based learning activities
that are used by teachers in teaching various topics.
Subjects Problem Based Learning
Activities
FILIPINO Oral and Written
Communication
FILIPINO Work Independently
Povide a narrative observation report on how teachers are using problem-
based learning in their classes.
Subject: FILIPINO
Topic: TALUMPATI
Obervation:
As what I observed the teacher ask the student to create a speed in which it applies
the problem based learning activity. They create a speech using their own ideas then portray
it to the class. Problem based learning actvity encourage higher order critical thinking and
de- emphasise memorisation. It can help student learn what is relevant to the real world. It
can increase motivation to learn and arrive at a solution. It can provide opportunities for
students to collaborate and practice their communication and social skills.
Examine carefully the data you have gathered. Answer the following questions.
1. Does the teacher use problem-based leaning
approaches?
Answer: Yes, the teacher use problem based
learning approches.
2. How do the students rspond to problem-based learning activities.
Through collaborative problem-solving in groups, students gain knowledge about
a particular topic. The motivation and learning are driven by this issue.
3. What are the challenges met by teachers in the implementation of problem-based
learning?
- Student Unpreparedness
- Teacher unpreparedess
- Time consuming activities
4. How does problem-based learning improve students learning.
It can promote the development of critical thinking skills, problem-solving
abilities, and communication skills. It can also provide opportunities for working
in groups, finding and evaluating research materials, and life-long learning
