PED 701

Name : CASTRO, JENNICA ROZ F.

Section : MAREAD 4

Topic_Lecture 4

Previously, you learned the importance of understanding the different theories and making our behaviors, actions, and decisions congruent with
your espoused theories. Understanding the pedagogical theories reduces pitfalls when applied in actual teaching and learning situations. Now
you are moving on from “acting like a teacher” to becoming a “thinking like a teacher” in which your actions are motivated by understanding
how you can best help your pupils in terms of improving their learning.

Write a reflective journal focusing on the questions below. These questions are specifically raised to guide your reflection and learning in this
lesson.

•What values, beliefs, and conceptions underpin my professional practice in the context of my role as a reading teacher handling a particular
group of students, school head, or school supervisor?

In my role as a reading teacher entrusted with the education and development of a particular group of students, my professional practice is
underpinned by a set of values, beliefs, and conceptions that guide my approach to teaching and learning. These foundational principles are
essential in creating a supportive and enriching environment where students can flourish academically and personally. This is strongly related to
the idea that literacy may empower people and change them. I see literacy as a powerful weapon for empowerment, not just a collection of
abilities. People who are literate are better able to communicate clearly, negotiate the intricacies of the outside world, and take an active role in
society.
A core principle that guides my work as a professional is my strong belief in student-centered learning. Every student, in my opinion, is a special
individual with particular interests, strengths, and learning preferences. This principle emphasizes how crucial it is to modify my teaching
strategies to meet the various requirements of my pupils. My commitment lies in acknowledging and addressing the unique learning styles of every
student, whether it be through customized learning plans, differentiated instruction, or a range of evaluation techniques. This idea inspires me to
work hard to help my pupils develop a deep love of reading and understand that it may lead to both academic and personal success.
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Another essential component of my professional identity is my embrace of the idea of ongoing professional development. I think it's great because
learning is a lifetime process, and as a reading instructor, it's critical to keep up with the most recent findings, approaches, and tools. I am in a
better position to give my pupils engaging and fruitful learning experiences since I am always improving my own expertise and abilities. This
entails establishing an environment where literature is valued and reading is contagious, going beyond the curriculum. My goal in fostering a
reading culture among my pupils is to cultivate a sincere passion for books and written language that extends beyond the classroom.

Furthermore, differentiated training serves as the foundation for my professional work. I really think that there is no such thing as a one-size-fits-
all method of teaching. It is critical to acknowledge and value the diversity of students, whether it is in terms of backgrounds, interests, or
learning styles. My goal is to establish an inclusive learning environment where every student can succeed by customizing instruction to match
their needs and offering challenges that are appropriate for them.
The three main tenets of my professional practice as a reading teacher are literacy as empowerment, student-centered learning, and ongoing
professional development. It is influenced by the ideas of fostering a culture of reading and applying differentiated instruction. These ideas and
principles work as a compass for me as I take on the honorable responsibility of guiding my specific group of kids through the world of literacy.
They help me to ensure that every student in my care has a dynamic, meaningful, and engaging learning experience.

•Do pedagogical theories and teaching-learning models inform my educational practice? To what extent? What important factors do I consider
so that students under my care will experience success in learning to read?

In the dynamic landscape of education, the interplay between pedagogical theories and practical application is a cornerstone of effective teaching
and learning. This holds especially true in the context of instructing students to read, where a nuanced understanding of pedagogical theories and
thoughtful consideration of various factors contribute to the success of this critical skill acquisition.
My method to teaching reading is based on constructivism, a theory that emphasizes students' active learning and knowledge creation. Students
are encouraged to create their comprehension of the written word through interactive and hands-on activities that are incorporated into the
courses. According to this approach, learning environments are created in which students actively engage in conversations, group projects, and
individual text research.
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Behaviorism serves as a source of inspiration for this approach, which incorporates ideas of reinforcement and observable actions into reading
education. Behaviorist ideals are upheld by explicit instruction, phonics-based methods, and methodical skill-building activities, which offer an
organized framework for the development and reinforcement of skills.
The foundation of an effective reading program is the meeting point of instructional theories and real-world issues. Through the integration of
constructivism, behaviorism, sociocultural theory, and cognitive load theory along with a sophisticated comprehension of success factors,
educators can create a pedagogical approach that fosters a passion for reading and establishes the foundation for lifelong learning. With this all-
encompassing method, every kid in our care experiences a transforming journey in addition to an academic one as they strive toward literacy.

For Teachers, School Heads and Principals

Complete the statements illustrating how theories inform the use of teaching-learning models. Based on your understanding of the theories,
models, and processes and your practice, indicate how learning and teaching will look and sound. This means that you will describe how
you envision a teaching and learning transaction should take place. Describe what learners are doing or thinking and match it to appropriate
teacher behaviors as a product of your thinking.

Principles As the reading major or As the reading major or reading teacher, How is the teaching and learning model manifested
reading teacher, What in the classroom or teaching and learning interaction?
theory or theories do you
think support the How does learning look and sound like? How does teaching look and sound like?
principle?
1. Active The theory that supports Constructivism holds that students actively I entail guiding students through active
involvement this principle is create their own knowledge through learning situations in which they solve real-
Constructivism. interaction with novel data and experiences. world issues, work together with classmates,
Learning Learning is a process of developing and build their understanding by
requires the understanding by introspection, analysis, and introspection and meaningful interactions.
active, personal investigation rather than a passive
constructive
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involvement of assimilation of knowledge.

the learner.
2. Social Social Learning Theory. The importance of modeling and observing I create a cooperative and dynamic learning
participation learning is emphasized by Albert Bandura's environment where students can pick up
social learning theory. People pick up knowledge through social interactions,
Learning is knowledge by seeing the activities, attitudes, modeling, and observation. This emphasizes
primarily a and results of others, and social interactions the importance of shared experiences in
social activity are essential in forming learning opportunities. learning.
and
participation in
the social life
of the school is
central for
learning to
occur

3. Meaningful Situated Learning It places a strong emphasis on learning within I involve creating genuine, contextually rich
activities real-world settings. Students gain information learning settings where students actively
through meaningful activities that are based in participate in real-world activities and
People learn real-world circumstances because they work actively acquire knowledge through
best when they on assignments that replicate the difficulties culturally relevant tasks.
participate in and complexity of the real world.
activities that
are perceived
to be useful in
real life and
are culturally
relevant.

4. Relating new Constructivism Constructivism holds that students actively By making connections between new
information to create knowledge by expanding on preexisting information and students' prior knowledge
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prior mental models. According to this theory, it is and experiences, I can actively engage
knowledge essential for learners to make connections students in the process of discovering,
between new information and existing questioning, and developing their own
New knowledge knowledge because it helps them integrate and understanding.
is constructed integrate new ideas into their existing
based on what cognitive frameworks.
is already
understood and
believed.

5. Being Cognitive Strategy The students will highlight the application of I guide students to consciously employ
Strategic Theory particular cognitive techniques to improve effective cognitive and metacognitive
learning, including organization, elaboration, strategies, such as organization, elaboration,
People learn by rehearsal, and metacognitive methods. In an and metacognition, to enhance their learning,
employing intentional effort to enhance comprehension, understanding, and problem-solving skills.
effective and memory, and problem-solving skills, learners
flexible utilize these techniques.
strategies that
help them to
understand,
reason,
memorize, and
solve problems.

6. Engaging in Self-Regulated Learning It emphasizes how learners actively control I am assisting students in developing self-
self-regulation their emotional, motivational, and cognitive awareness and metacognitive abilities for
and being processes. A key element of self-regulated lifelong learning by helping them to actively
reflective learning is goal-setting, progress monitoring, manage their cognitive processes, define
meaningful activity participation, and error personalized learning objectives, track their
Learners must correction. progress, and use adaptive solutions.
know how to
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plan and
monitor their
learning, how
to set their own
learning goals,
and how to
correct errors.

7. Schema Theory It suggests that individuals organize I teach students about the impact of their
Restructuring knowledge into mental frameworks or preexisting mental frameworks on how they
prior schemas. Restructuring prior knowledge interpret new information, it is necessary to
knowledge involves adjusting existing schemas to actively expand and modify their schemas in
incorporate new information, allowing order to incorporate and accept new ideas.
Sometimes learners to resolve inconsistencies and
prior enhance their understanding.
knowledge can
stand in the
way of learning
something new.
Students must
learn how to
solve internal
inconsistencies
and restructure
existing
conceptions
when necessary

8. Aiming As students make connections between new In the memorization-focused learning, I

towards information and their preexisting mental emphasize the development of personal
understanding frameworks, learning outcomes are enhanced connections and associations as a means of
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rather than when content is arranged around overarching encouraging students to actively engage with
memorization principles and explanations. and assimilate material through meaningful,
contextual experiences.
Learning is
better when
material is
organized
around general
principles and
explanations,
rather than
when it is
based on the
memorization
of isolated facts
and
procedures.

9. Helping Experiential Learning In order to promote a comprehensive and

students learn practical approach to learning, experiential
to transfer Students will apply lessons to real-world learning theory teaching I give students the
scenarios that will give them practical chance to actively participate in tangible
experience, which promotes deeper experiences, reflect on those experiences,
Learning
knowledge and makes it easier to apply what conceive new concepts, and apply their
becomes more
they've learned to real-world problems. knowledge in real-world settings.
meaningful
when the
lessons are
applied to real-
life situations.
10. Taking time Skill-Acquisition Theory The development of motor skills and According to the principle of skill
to practice procedural knowledge is the main emphasis of acquisition, I am leading students via
skill acquisition theory. To acquire new skills, purposeful, repetitive practice. This allows
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Learning is a practice deliberately and repeatedly. This students to progressively advance from
complex helps students become proficient in their beginner to expert status by honing their
cognitive motions and processes and helps them become motor skills and procedural knowledge
activity that automatic. through methodical skill-building activities.
cannot be
rushed. It
requires
considerable
time and
periods of
practice to
start building
expertise in an
area.

11. Differentiated-Instruction To cater to a range of learning demands, According to the principle of diversified
Developmental Theory differentiated instruction entails modifying instruction, I modify lesson plans,
and individual teaching strategies, curriculum, and evaluation curriculum, and evaluation procedures to
differences procedures. This theory's foundational idea is meet the needs of each individual student
the recognition of individual and while taking into account their varied
Students learn developmental variations, which enables learning preferences, aptitudes, and interests.
best when their teachers to adapt their lessons to the diverse
differences are needs and skill levels of their students.
taken into
consideration.

12. Creating Self-Determination Learners are motivated by autonomy, I am fostering students' intrinsic
motivated Theory competence, and relatedness. By motivation by recognizing their need for
learners encouraging students' autonomy, offering autonomy, competence, and relatedness;
chances for achievement, and fostering a this leads to the creation of a supportive
Learning is positive social environment, teachers can and autonomy-promoting classroom
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critically promote intrinsic drive in their pupils.

influenced by
learner
motivation.
Teachers can
help students
become more atmosphere where educators promote
motivated students' sense of ownership and
learners by engagement in the learning process.
their behavior
and the
statements they
make.