Field-study_learning_outcomes_in_assessing

Title Defense Definition: A Comprehensive Exploration
Title defense is a term primarily used in academic and professional contexts, referring to the act of defending one's position, claim, or achievement in the face of scrutiny or challenge. It often involves presenting evidence, arguments, and counterarguments to uphold the validity and merit of the original assertion.
Academic Title Defense
In academia, particularly at the doctoral level, a title defense is a formal examination or presentation where a candidate defends their dissertation or thesis. This is typically the final step in obtaining a doctorate degree. The defense is conducted before a committee of faculty members, often referred to as the dissertation committee or thesis committee.
During a title defense, the candidate presents their research findings, methodologies, and conclusions. The committee members then ask questions to assess the candidate's understanding of their work, its significance, and their ability to respond to criticisms or challenges. The defense can be a rigorous and demanding process, as the committee members are expected to probe the candidate's knowledge and expertise.
Professional Title Defense
In professional settings, a title defense can occur in various contexts, such as legal proceedings, academic debates, or career advancement. For instance, in legal proceedings, a defendant may need to defend their innocence or a plaintiff may need to defend their claim. In academic debates, scholars may engage in title defenses to uphold their theories or arguments against opposing viewpoints. In career advancement, professionals may need to defend their qualifications or achievements to secure promotions or new positions.
Key Components of a Title Defense
Regardless of the context, a title defense typically involves the following components:
* Presentation of Evidence: The defender must present evidence to support their claim or position. This evidence can include data, research findings, expert opinions, or personal experiences.
* Argumentation: The defender must construct a logical and persuasive argument to defend their claim or position. This argument should address potential counterarguments and objections.
* Counterarguments: The defender may need to anticipate and address counterarguments or objections raised by their opponents.
* Rebuttal: If challenged, the defender must be able to effectively rebut opposing arguments or evidence.
* Clarity and Coherence: The defender's presentation should be clear, concise, and well-organized.
Significance of Title Defenses
Title defenses serve several important purposes:
* Verification of Knowledge: In academic settings, title defenses help to ensure that doctoral candidates have a deep understanding of their research and can effectively communicate their findings.
* Promotion of Critical Thinking: Title defenses encourage critical thinking and the ability to evaluate evidence and arguments.
* Upholding Standards: Ti

1. Field Study 1 Observations of Teaching – Learning in Actual School Environment

2. FS 1 – Observations of Teaching – Learning in Actual School Environment It is the first experiential course which will immerse a future teacher in actual classroom setting where direct observation of teaching- learning episodes that apply educational theories learned in content and pedagogy courses will be made

3. Notes on Observation Observation is the core of Field Study 1. Observation experiences will make you aware of teaching attitudes, beliefs and classroom practices that are effective in teaching and learning, by witnessing up close, experienced teachers in the actual teaching – learning situations

4. Three major objects of observation: Environment – it serves as the context (classroom, learning spaces, activities) in which teaching and learning occur.

5. Three major objects of observation: 2.Learners – they, whose growthhand development, characteristics and diversity influence how they interact, how they respond to teaching, shown in their on-task or off-task behavior

6. Three major objects of observation: 3. Teachers – who are the guide and facilitators, managers of learning, the techniques they use, influence their teaching and learning strategies.

7. BEFORE and DURING observation OBSERVING is NOT simply SEEING NOR LOOKING. A skilled observer learns with purpose, focus and intentionality.

8. PURPOSE Before observing, make sure to understand clearly the intended outcomes. There is need to remain unobtrusive meaning to remain “invisible” and not to attract attention. Strive not to cause any unintended effect on the environment, learners and teachers.

9. FOCUS In order not to be overwhelmed by many things, the purpose should be clear so that it is easier to tune in and select what to observe. Specify your focus and pay attention to the details.

10. MULTICENTRAL Use your senses. Look closely. Listen intently. Note the smell of the surroundings.

11. INTENTIONALITY Crucial here is distinctly knowing how you will record and document your observations. The best strategy from among the following to record and document efficiently:

12. INTENTIONALITY Use tables/matrices, checklists that you can fill out with data as you are observing. Write brief notes of details you see while using a checklist

13. INTENTIONALITY 3. Have a small notebook, pad or strictly notes ready for jotting additional notes. 4. Use apps to record your observation data

14. INTENTIONALITY 5. Draw sketches or observational drawings 6. Tally behaviors 7. Make lists 8. Write transcripts

15. INTENTIONALITY 9. Use audio or video gadget/equipment to record data with permission from the teacher and the learners. 10. Take pictures with permission as well.

16. AFTER Observation Once you have collected your observation data, next is to analyze the data. Be guided by the analysis questions. Remember to be objective and non-judgemental .

17. AFTER Observation While it is important to connect what you observed with your prior knowledge and experience, it is vital to be aware of your own biases that may affect your analysis.

18. AFTER Observation After analyzing, next is to reflect on what you learned from your observation. Ponder and contemplate and derive insights on how the experience connects to you.

19. AFTER Observation Express how your perspectives have been reinforced or have been changed. Share how your field study experience links to your future role as a teacher.

20. OBSERVE I shall look and see and listen and hear. I should be able to record what I see and hear.

21. ANALYZE I shall examine closely what I observed, relate it to the theories, principles and concepts that I already know

22. REFLECT I shall think deeply of what I have observed, connect it to may past experiences, present undertakings and future goals and plans as a teacher.

23. INTENDED LEARNING OUTCOMES

24. EPISODE 1: The School Environment Determine the characteristics of a school environment that is safe, secure, and is supportive of learning.

25. EPISODE 2 Learner Diversity: Developmental characteristics, needs, and interests Describe the characteristics, needs and interests of learners from different developmental levels

26. EPISODE 3: Focus on gender, needs, strengths, interest, experiences language, race, culture, religion, socio-economic status, difficult circumstances and indigenous people Describe the characteristics and needs of learners from diverse backgrounds Identify the needs of students with different levels of abilities in the classroom Identify best practices in differentiated teaching to suit the varying learner needs in diverse class Demonstrate openness, understanding, and acceptance of the learners’ diverse needs and backgrounds

27. EPISODE 4 Learner Diversity: The Community and Home Environment Describe the influencing factors in the home environment that affect the students’ learning Identify effective strategies on how teachers can work together with the family

28. EPISODE 5 : Creating Appropriate Learning Environment Plan on how to manage time, space, and resources Provide a learning environment appropriate to the learners and conducive to learning

29. EPISODE 6 : Classroom Management and Classroom Routines Identify the classroom routines set by the teacher Observe how the students execute the various classroom routines

30. EPISODE 7 : Physical and Personal Aspects of Classroom Management Identify the two aspects of classroom management Determine the classroom management strategies that the resource teacher employed in his/her class

31. EPISODE 8 : Close Encounter with the School Curriculum Identify the different curricula that prevail in the schools setting Describe how the teacher ,manages the school curriculum by planning, implementing lessons through different strategies and assessment of learning outcomes Analyze if the teacher aligns the objectives to subject matter, to teaching strategies and assessment

32. EPISODE 9 : Preparing for Teaching and Learning Identify the teaching-learning practices that apply or violate the principles of teaching learning Identify the guiding principles on lesson objectives/learning outcomes applied in instruction Judge if lesson objectives/intended learning outcomes are SMART

33. EPISODE 9 : Preparing for Teaching and Learning Determine whether or not the intended learning outcomes are achieved at the end of the lesson Observe the teaching methods used by the resource teacher Differentiate the different methods of teaching

34. EPISODE 10 : The Instructional Cycle Identify the application of some guiding principles in the selection and use of teaching strategies Determine whether or not the lesson development was accordance with outcome-based teaching and learning

35. EPISODE 10 : The Instructional Cycle Outline a lesson in accordance with outcome Identify the resource teacher’s questioning and reacting techniques

36. EPISODE 11 : Utilizing Teaching-learning Resources and ICT Describe the learning resource/multi-media center as part of the learning environment Identify and classify technology resources that facilitate the teaching-learning processes Analyze the level of technology integration in the classroom Evaluate resources in the virtual learning environment

37. EPISODE 12 : Assessment for Learning and Assessment as Learning Demonstrate knowledge of the design and use of formative assessment Explain the importance of formative assessment

38. EPISODE 13 : Assessment of Learning (Summative Assessment) Determine the alignment of assessment tools and tasks with intended learning outcomes Critique traditional and authentic assessment tools and tasks for learning in the context of established guidelines on test construction Evaluate non-traditional assessment tools including scoring rubrics

39. EPISODE 13 : Assessment of Learning (Summative Assessment) Evaluate a sample portfolio Distinguish among the 3 types of portfolio Construct assessment questions for HOTS following Bloom’s Taxonomy as revised by Anderson and Krathwohl and Kendall’s and Marzano’s taxonomy

40. EPISODE 13 : Assessment of Learning (Summative Assessment) Explain the function of a Table of Specifications Distinguish among types of learners’ portfolios and their functions Examine different types of rubrics used and relate them to assessment of student learning

41. EPISODE 13 : Assessment of Learning (Summative Assessment) Compute students’ grade based on DepEd’s grading policy State the reasons why grades must be reported to parents Describe what must be done to make grade reporting meaningful

42. EPISODE 14 : The Teacher as a Person and as a Professional Describe the personal qualities and competence of effective classroom teachers Enumerate the professional characteristics of practicing teachers observed as based on the professional standards and code of ethics for the profession

43. EPISODE 15 : Towards Teacher Quality: Developing a Glocal Teacher of the 21st Century Describe the personal qualities and competencies of a glocal classroom teachers of the 21st century Design a learner-centered classroom for the 21st century learners with learning spaces that are safe, allows creativity, and use of ICT

44. EPISODE 16 : On Teacher’s Philosophy of Education Determine prevailing philosophies of education on DepEd Vision and Mission statements, core values and mandate, the K to 12 Curriculum Framework and Guide and RA 10533 Cite teacher’s teaching behaviors and the philosophies of education on which these behaviors are founded