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January 19, 2017 (Thursday)
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January 30, 2017 (Monday)
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January 31, 2017 (Tuesday)
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February 1, 2017 (Wednesday)
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February 2, 2017 (Thursday)
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February 3, 2017 (Friday)
Zone of Proximity Process I personally think that this is one of the most effective
Centrifugal method of ways to teach mood and atmosphere in literature. It is a
describing tactile and visual method of learning. A way of learning
often neglected in secondary literature courses. Grouping
Students are given the task to students to work together engages their learning. Although
organize descriptors of students are often assessed individually, teachers would
mood/atmosphere on a forget that their learning can be done collectively.
specific passage of The Great
Gatsby. On the passage are Throughout the activity 5 of the 6 groups was keen to do
included guiding questions the activity. The activity also helps the students to learn
upon which will help them key words that are related to mood and atmosphere.
reveal the primary and lesser Complex words like whimsical, pretentious and
tones. abhoring are included as part of the many descriptors
they can label in the activity.
According to the activity,
discovering the tone of the As a possible literature teacher, this is one of the many
text will lead the readers to methods I would wish to incorporate in my teaching. For
understand the mood and the time being, this activity is like a golden nugget in the
atmosphere of the specific amassing number of literature class activities. This activity
passage. is a great activity because it relates back to what I learned
in Instructional Alignment II about the importance of
meeting different learning styles and engaging students in
class through different forms of activities.
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February 6, 2017 (Monday)
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February 7, 2017 (Tuesday)
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February 8, 2017 (Wednesday)
Visiting professors Part of the feedback that Dr. Espiritu gave was the
feedback need to state the importance of putting limitations alongside expectations in
limits of activities or an activity. This is important because the task of cultural
students might overdo it and drama that I gave had expectations but no clear limiters.
burden themselves. From what I learned in ICC, the Indonesian culture (perhaps
most Asian cultures) have a very serious and competitive
attitude towards assigned tasks. As I have experienced too,
without clear directions of what is expected, a reflection in a
SPH school could easily extend to 2-3 pages. Putting
limitations like a 1 page limit help students to be more
focused and increase the quality of their work.
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February 9, 2017 (Thursday)
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examples from the resources when teaching. Like
textbooks, unless a specific instruction is given, students
will be reluctant to read helpful information. This corner
reminds me of what we learned in Instructional Alignment
1 when we discussed on what it means to make a
classroom environment for learners.
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the 6 groups. Although my different contents they were delivering. Thankfully, most of
notes on the rubrics help me to the students surpassed my expectations and showed their
objectively grade my students, masterful understanding of the unit. If I had to re-do this
it would feel unfair at times assessment, I would require students to record it live so that I
because I would remember one can assess their learning much more objectively. I also must
group more over than the anticipate the presentations and not easily be overwhelmed
other. by little changes. This experience relates to what I learned in
Instructional Alignment 2 concerning assessments.
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The teacher used a series of I think this mode of instruction is effective when breaking
pictures to introduce the down assignments into steps. Often, some teachers would
investigation task. The task leave students with rubrics without giving a follow-able
was for the students to instruction. Showing the students how to complete their task
analyze the geographical (without doing it completely) helps the students to have an
features of certain areas. idea of what is expected. Setting up a sample of the
assignment is effective because the students have something
The students were asked to to refer to when they are confused. However, leaving a
seek a place where they template or a sample to follow may limit the students to
would consider living their simply meet what is required. To prevent this, questions in
whole lives in. the assignment can be a question applicable to various
geographic locations. Case study questions can be useful
when attempting to assess with this intent. Questions like:
If you were to live here for the next 3 months, explain the
five different steps that you would take to adapt to this new
environment. Questions like these stir up the students
creativity and providing sample answers would be more
helpful than detrimental because of the nature of the
assessment. If the sample answers are answers to non-open-
ended questions, it would not really help students to think
for their own. This experience relates back to what I have
learned in Instructional Alignment II where I learned that
assessments should not simply be a yes or no question.
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