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    Unit 5

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    Princess Mendoza
    The document discusses a worksheet for a teacher education course. It includes activities for students to think about collaborative discussions and interviewing teachers to learn about their professional development. It also includes a graphic organizer to illustrate the teacher as a person and designing a professional growth timeline based on an interview.

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    Unit 5

    Uploaded by

    Princess Mendoza
    7 views3 pages
    The document discusses a worksheet for a teacher education course. It includes activities for students to think about collaborative discussions and interviewing teachers to learn about their professional development. It also includes a graphic organizer to illustrate the teacher as a person and designing a professional growth timeline based on an interview.

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    UNIT 5

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    The document discusses a worksheet for a teacher education course. It includes activities for students to think about collaborative discussions and interviewing teachers to learn about their professional development. It also includes a graphic organizer to illustrate the teacher as a person and designing a professional growth timeline based on an interview.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    7 views3 pages

    Unit 5

    Uploaded by

    Princess Mendoza
    The document discusses a worksheet for a teacher education course. It includes activities for students to think about collaborative discussions and interviewing teachers to learn about their professional development. It also includes a graphic organizer to illustrate the teacher as a person and designing a professional growth timeline based on an interview.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    Bulacan State University

    City of San Jose del Monte, Bulacan


    Sarmiento Campus

    WORKSHEET

    NAME: MENDOZA, PRINCESS MILLEN N.


    COURSE/YEAR/SECTION: BSED FIL 3A

    UNIT TITLE: THE TEACHER AS A PERSON

    Activity:
    Think about your current practice. How do you engage in collaborative discussions that include
    suggestions from teachers and learners improvement of classroom practice?

    Develop activities for learning that are complex. To collaborate, students need a purpose. If the
    task is too easy, they can do it alone more easily. They can, at most, check in or engage in
    superficial ways with each other. The real reason for partnering is that the mission is too hard
    and has too many pieces to complete alone.

    Activity:
    Interview a teacher to find out who or what contributed to his/ her professional growth.
    Direction:
    List all potential questions that you would like to ask your cooperating teacher to enrich your
    teaching experience with Blended Learning. Please refer to the first issue as an indication of this.
    1. In what ways did your lectures and pedagogy shift during this global pandemic?
    2. What are the problems of handling online classrooms?
    3. What are the best practices for delivering microteaching and practicum under COVID-19?
    4. How do I get my students' feedback?
    5. How do you deal with students with special needs or deficits in learning?
    6. How do I use Blended Learning in my lesson to make it more fun and fruitful?

    General Academics and Teacher Education Department


    Abstraction:
    Students illustrate the teacher as a person using a graphic organizer. Try e-draw max for free.
    https://www.edrawmax.com/online/

    Passion Competence

    TEACHER AS A
    PERSON

    Morally mature
    Caring
    person

    Application:
    Design a professional growth timeline based on the interview

    Reflection:
    General Academics and Teacher Education Department
    Write a reflective journal on designing a professional growth timeline.

    The professional development of teachers is important for transforming classroom practice,


    improving schools, and improving the learning outcomes of students. In formal environments,
    such as professional development programs, teaching research groups, and formal mentoring
    programs, professional learning also takes place. Teachers also can learn through informal
    interactions that occur during peer teaching, collaborative planning, and mentoring between
    colleagues.
    Designing a professional growth timeline. Building a knowledge base, to acquire new knowledge
    and information and to build a conceptual understanding of it. Activities in this phase might
    include goal setting, assessing needs, participating in interactive workshops, and forming a study
    group. Observing models and examples, to study instructional examples in order to develop a
    practical understanding of the research. In this process, activities such as school and classroom
    visits, peer assessment, the use of instructional artifacts, co-planning, and listening to or viewing
    examples of audio and video may be involved. In order to evaluate your teaching experience on
    the basis of new insights, focus on your practice. Activities in this process can involve the use of
    collegial discussion and reflection journals or teacher-authored events. Changing your practice,
    to translate your new knowledge into individual and collaborative plans and actions for
    curricular and instructional change. Activities might include action research, peer-coaching,
    support groups, and curriculum development. Gaining and sharing expertise, to continue to
    refine your instructional practice, learning with and from colleagues while also sharing your
    practical wisdom with your peers. Activities in this phase might include team planning,
    mentoring or partnering with a colleague, and participating in a network.

    General Academics and Teacher Education Department

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