FIELD STUDY 1

FS Student: Roxas, Raymund A. Program/Year Level: BSED 4 MATH

Resource Teacher: Mr. Louie P. Marquez Teacher’s Signature: ________ School: MNHS-Malaya

Grade/Year Level: 9/11 Subject Area: Mathematics 9/Pre-Calculus Date: December 15, 2021

Learning Essentials

UNESCO ICT Competency Framework for Teachers Version 3

(ICT CFT v3, 2018)

The Information and Communications Technology Competency Framework for

Teachers (ICT CFT) version 3 is a comprehensive framework guide teachers' development
on the effective and appropriate use of ICT in education.

It highlights what teachers should know and do clustered in six aspects, namely:

1. Understanding ICT in Education,

2. Curriculum and Assessment,

3. Pedagogy,

4. Application of Digital Skills,

5. Organization and administration, and

6. Teacher Professional Learning.

Similar to the PPST, the ICT CFT also articulated competencies in levels which
guide teachers as they develop their ICT skills from Level 1, Knowledge Acquisition, to
Level 2, Knowledge Deepening, and Level 3, Knowledge Creation. The Commission on
Higher Education Teacher Education Curricula (2017) includes the UNESCO ICT CFT so
most likely you have tackled this in your Technology for Teaching and Learning classes.
 It will be good to review the UNESCO ICT CFT v3 framework as you work in this
episode. The activities here are meant for you to observe, analyze and reflect about the
competencies discussed in the framework.

(Access it at https://www.open.edu/openlearncreate/pluginfile.
php/306820/mod_resource/content/2/UNESCO%20ICT%20Competency%20Framework
%20V3. pdf)

The Learning Resource Center

1. A school usually sets up a center that will provide valuable support to the teaching-learning
process. Over the years the name of this center has evolved. Some of the names are
Audiovisual Center, Media and Technology Resource Center, Teaching-Learning
Technology Department, or Simply Learning Resource Center.

2. With the swift development of ICT, the natural outcome was the ever-expanding interface
between the traditional library and ICT both in terms of hardware and software systems
and applications.

3. Schools may have different set-ups when it comes to a Learning Resource Center (LRC).
Some have replaced the term library with LRC. Some have a separate library, LRC, and
Audio Visual or Media Center. Some only have the LRC both for teachers and students.
Still some have combined their learning resource centers with maker spaces.

4. The common purpose among these centers is to provide print, audio-visual and ICT
resources to support the teaching-learning process.

5. The goals of the Center may include orienting and training teachers in the use of
audiovisual and ICT resources, working with teachers and administrators in producing
instructional materials, making available useful resources to the students, teachers, and the
school community.
6. In order to support the philosophy and aims of the school, the Center must fulfill the
following functions: center of resources, laboratory of learning, agent of teaching, service
agency, coordinating agency, recreational reading center, and a link to other community
resources.

Technology Integration
The Technology Integration Matrix provides a comprehensive framework for you to
define and evaluate technology integration. It will provide you direction and guide you in the
process of achieving effective teaching with technology. The teacher's integration of
technology in instruction can be described as progressing in 5 levels: entry, adoption,
adaptation, infusion and finally transformation.

The teacher also works at creating a learning environment that encourages and
enables quality technology integration. The interdependent characteristics of the learning
environment are being active, collaborative, constructive, authentic, and goal-directed. The
 Technology Integration Matrix connects the Levels of Technology Integration and the
Characteristics of the Learning Environment. Examine the matrix below. To make you
understand how integration is done in each of the levels and environment, explore the TIM
website and learn from the many interesting videos showing technology integration. Go to
http://fcit.usf.edu/matrix/matrix.php

(Reproduced with permission of the Florida Center for Instructional Technology,

College of Education, University of South Florida,fcit.usf.edu)

Evaluation of ICT Resources

The World Wide Web is like an endless network of information, ever-

expanding and almost limitless. Electronic resources come in different forms like
websites, web quests, blogs, social network sites, on-line courses, a wide range of tools,
and so many forms of apps.

As a future teacher, one of the skills that will be most useful for you is the ability
not only to search for information but to make decisions, as to which ones you will take
and use and which ones you will put aside. Aim to develop your skills in evaluating
internet resources. You will be able to choose the best resources that will help you
attain your teaching-learning objectives.

Below is a set of criteria which you can use to evaluate resources:

1. Accuracy. The resource material comes from a reliable source and is accurate, free
from error and is up-to-date.

2. Appropriateness. The resource is grade/level-appropriate. The content matches what

is needed by the teacher.

3. Clarity. The resource clearly addresses the instructional goals in mind.

4. Completeness. The content is complete. It has all the information needed to be able to
use them.
 5. Motivation. The resource is engaging and rewarding to learners. It will encourage the
active participation of the learners.

6. Organization. The resource is logically sequenced. It clearly indicates which steps

should be taken. The procedures or processes flow smoothly.

(Based on the work of Fitzgerald, Mary Ann, Lovin, Vicki, & Branch, Robert Maribe (2003).A
Gateway to Educational Materials: An Evaluation of an Online Resource for Teachers and an
Exploration of User Behaviors. Journal of Technology and Teacher Education. 11(1), 21-51).

Education 4.0

Shwab described the 4th wave of the industrial revolution. The unprecedented speed at which
technology is evolving has disrupted many vital processes that involve how we run production,
businesses and consequently how we teach and learn. The following Technology trends have huge
potential to transform the ways we teach and learn (UNESCO, 2018):

1. Open Educational Resources (OER). OERs are materials that can be used for teaching
and learning that do not require payment of royalties nor license fees. There is an
abundance of OERs in the form of textbooks course materials, curriculum maps, streaming
videos, multimedia apps, podcasts, and many others. They can have a significant impact
on education as they are made available and easily accessible in the internet. Be sure to
explore them to help you work on this episode.

2. Social Networks. Social networks have revolutionized the way we interact, learn about
things and share information. Sites and apps such as Facebook, Twitter, Instagram provide
a virtual venue for teachers and learners to work together interact among themselves and
with other classrooms locally and globally.
3. Mobile Technologies. Filipinos are one of the most active on the internet, and also one
who sends the most number of text messages per day. This indicates the high number of
mobile device users. These devices can also be used as a learning tool by allowing teachers
and students more opportunities to learn inside and even outside the classroom.

4. The Internet of Things. IoT is a system of computing mechanisms that become built- in
into many everyday things, that allow sending and receiving data through the internet. A
lot of things have turned "smart.” We have smart cars that can navigate on its own. Smart
houses that monitor temperature and light. Smart TVs that interface with the internet.
Watches that send our vital signs to our doctors. All of these development can influence
the way we teach and learn.

5. Artificial Intelligence. Commonly, artificial intelligence is associated when computers or

machine simulate thinking and behaviors of humans such as talking, learning and solving
problems. Virtual assistants such as, Siri, Alexa, Bixby and Google assistant are near
samples of AI. Among others, uses of AI in education can be in the areas of gamification
and adaptive instruction for learners with special needs.

6. Virtual Reality and Augmented Reality. VR is a simulation of an environment by a

computer program that allows a person to visit and experience the environment virtually.
In AR, images from computer programs interlay with the actual views of the real-word,
resulting in an extended, expanded, or altered view of a real-world environment. In
education, among others, VR and AR programs and apps allow more exciting ways of
seeing and experiencing things that add to the motivation and engagement of learners.

7. Big Data. Through the billions of interactions and transactions are done electronically, and
through the internet, an enormous amount of data is generated and stored. The challenge is
how to make sense of this data, through analytics and research, possibly answer pertinent
questions about how to make teaching and learning most effective.
8. Coding. Coding is a skill necessary to create computer software, apps, and websites.
Today, there are learning programs that introduce coding activities as early as kindergarten.
Robotics programs in the elementary and secondary programs introduce and hone the skills
of young learners. Coding helps learners develop novel ways of exploring and trying out
ideas, especially when done with problem or project-based learning approaches.

9. Ethics and privacy protection. We have repeatedly heard about how quickly technology
is changing and impacting our lives. Through all this, It is crucial to ensure that human
values and principles govern or guide our use of technology. Ethical practices that protect
the rights of every person need to be upheld.
Massive Open On-line Courses
Massive Open On-line Courses (MOOCs) are online courses open to a big group of people.
Below are the basic information about MOOCS. Let us focus on each word:

Massive

• MOOCs are on-line courses designed for large number of participants, usually
larger than the number of students that can fit a regular classroom. There can
be hundreds or even be a thousand students or more.
Open Online

• There is mostly freedom of place, pace and time.

• Courses can be accessed by anyone anywhere as long as they have internet
connection.
• Courses are open to everyone without entry qualifications.
• Some courses are for free.

Online

All aspects of the course are delivered online.

Course

The MOOC course offers a full course experience including:

• Educational content. May include video, audio, text, games, simulations, social
media and animation
• Facilitation interaction among peers. Builds a learning community through
opportunities to interact
• Some interaction with the teacher or academic staff
• Activities/tasks, tests, including feedback. Participants are provided with some
feedback mechanism. Can be automatically generated like quizzes, feedback
from peers or the teacher.
 • Some kind of (non-formal) recognition options. It includes some kind of
recognition like badges or certificate of completion. A formal certificate is
optional and most likely has to be paid for.
• A study guide/syllabus. This includes instructions as to how you may learn from
the materials and interactions presented.

- Based on Definition Massive Open Online Courses vl.1 licensed under

Creative Commons Attribution 4.0
There are many MOOC providers like Edx, Coursera, Udacity, Udemy, İversity. You will have a
chance to explore them as you go through this Episode.

Learning Episode 11 Activity 11.1

Visiting the Learning Resource Center

Resource Teacher: Mr. Louie P. Marquez Teacher’s Signature: ________ School: MNHS-Malaya

Grade/Year Level: 9/11 Subject Area: Mathematics 9/Pre-Calculus Date: December 15, 2021

To realize the Intended Learning Outcomes, work through these steps:

1. Visit a school's Learning Resource Center. Look around and see what resources and
facilities are available inside.
2. Ask the Learning Resource Center in-charge about how some equipment or facilities
are used.
3. Make an inventory of its available resources and classify them according to their
characteristics and functions.

OBSERVE
As you visit and observe the Learning Resource Center, use the observation guide
provided. Ask the assistance of the Center staff courteously.
 An Observation Guide for a
LEARNING RESOURCE CENTER
Read the following statements carefully before you observe.
1. Go around the Learning Resource Center.
2. Find out what learning resources are present.
3. Examine and describe how the materials are arranged and how they are classified.
Are they free from dust and moisture? Are they arranged for easy access?
4. Read the guidelines/procedures for borrowing of materials. Are these guidelines/
procedures posted are available for the users to refer to?
5. Familiarize yourself with the guidelines and procedures. Take photos of the center
(if allowed).
After you are through with your observation, classify the resources available that you
believe are most useful. Use the activity form provided for you.

Name of Center Observed: Mariveles National High School-Malaya

Date of Observation: December 15, 2021
Name Of Observer: Raymund A. Roxas
Course/ year/ School: BSED 4 MATH / BPSU-Dinalupihan Campus

List of Available Learning Resources

Available Learning Teaching Approaches

Characteristics and Unique
Resources where the Resource is Most
Capabilities
(Enumerate in bullet form) Useful
Through reading information,
these learning resources assist
students and instructors in
1. Print Resources improving their reading
• Textbooks abilities and knowledge. Inquiry-based Learning
• Modules Unlike electronic learning
materials, it might be your
learning resources that you
can access from any location.
2. Audio Resources
• None
 3. Non-electronic It is used as a classroom
Visual Resources notebook in which we write
down crucial information and
• Blackboards/chalk
notes from the class. It may Teacher-centered approach
• Whiteboard
also be used as a piece of
• Cartolina/Manila paper on which we can write
paper our mathematical solutions.
4. ICT Resources Because the instructor does
• Desktops not need to write the lesson on
• Laptops the board, he can simply put
• Tablet up the projector and give the Inquiry-based Learning
• Tablet PC lesson using these learning
• TV tools, which saves time and
• Projector effort.
Impression about the LRC: The LRC (Learning Resource Center) is a tiny yet informative
and valuable resource. It aids both students and teachers in making learning more effective.
Name and Signature of Observer:

RAYMUND A. ROXAS
Name and Signature of the learning Resource Center In-Charge:

LOUIE P. MARQUEZ
ICT Competency Standards For Teachers (CHED Teacher Education Programs (2017):
ANALYZE
1. Are the learning resources/materials arranged properly according to their functions and
characteristics?
Yes, the learning materials/resources are well-organized and categorized according
to their purpose and qualities. Near the blackboard, the chalks and blackboard eraser are in
a single container. On the bookshelf, you'll find the learning textbook as well as additional
documents.
2. Do the guidelines and procedures facilitate easy access to the materials by the teachers?
Why? Why not?
Yes, the norms and processes make it easier for teachers to access the materials.
Students can readily access computers and other learning tools with the aid of directions.
3. What are the strengths of this Learning Resource Center?
The learning resource center is extremely beneficial to both students and teachers.
It may be used as a learning guide to help them improve their knowledge and abilities.
 4. What are its weaknesses?
The Learning Resource Center's weaknesses include that they are sometimes
insufficient for the school's enrollment.
5. What suggestions can you make?
I believe they should increase the size of their learning resource center.

REFLECT
1. Which of the materials in the Learning Resource Center caught your interest the most?
Why?
The computer piqued my attention the most sense, in today's day, children can study
more with the assistance of computers, thus I believe it will be more beneficial to the
majority of students. The computer has all of the learnings and knowledge that they wish
to investigate.
2. Which gadgets/materials are you already confident to use/operate?
For me, I am confident to use/operate is cellphone because it is small and portable,
you may take it wherever you want. The smartphone, like the computer, has all of the
information we require, but we must first have access to the internet.
3. Which ones do you feel you need to learn more about?
I'd like to learn more about technological items such as computers and projectors
because they are frequent teaching tools that teachers utilize. After all, they are a more
convenient and current method of instruction.
 Learning Episode 11 Activity 11.2
Observing Technology Integration In The Classroom

Resource Teacher: Mr. Louie P. Marquez Teacher’s Signature: ________ School: MNHS-Malaya

Grade/Year Level: 9/11 Subject: Mathematics 9/Pre-Calculus Date: December 15, 2021

To realize my Intended Learning Outcomes, I will work my way through these steps:

Step 1. Observe a class for three meetings. Video-tape, if allowed.

Step 2. Describe how technology was integrated in the lessons and how the students were
involved.
Step 3. Use the Technology Integration Matrix to analyze the technology integration done by the
teacher.
Step 4. Reflect on what you have learned.

OBSERVE
As you observe the class, use the observation sheets provided for you to document your
observations.

Class Observation Guide

Read the following questions and instructions carefully before you observe.
1. What is the lesson about?

2. What visual aids/materials/learning resources is the teacher using?

3. Observe and take notes on how the teacher presents/uses the learning resources.

4. Closely observe the learners' response to the teacher's use of learning resources. Listen
to their verbal responses. What do their responses indicate? Do their responses show
attentiveness, eagerness, and understanding?

5. Focus on their non-verbal responses. Are they learning and are they showing their
interest in the lesson and in the materials? Are they looking towards the direction of the
 teacher and the materials? Do their actions show attentiveness, eagerness, and
understanding?

OBSERVATION SHEET NO.

REPORT

Date of Observation: December 15, 2021

School: Mariveles National High School-Malaya
Subject: Mathematics 9
Topic:
Grade/Year Level/: 9

I have observed Grade 9 classes (Apollo, Viking, and Vostok) and their lesson is all about
Zero and Negative Integral Exponents. The teacher utilized a PowerPoint presentation
and pen tablet to illustrate the step-by-step approach of addressing the problem. He used
technology in his teaching and made learning feasible. It's clear that he already
understands how to use learning materials effectively. Because the students are tech-savvy,
they do not become bored easily and are ready to learn because they respond to the teacher.
And I can't see it in their nonverbal behavior since students switch off their cameras during
discussions because they use more internet connections while they are open. As a result, I
am unable to monitor their actions and can only hear them when they wish to respond.

ANALYZE

Grade or Year Level of Class observed: 9

Date of Observation: December 15, 2021

Subject Matter: Mathematics

Brief Description of Teaching Approach Used by the Teacher: Teacher-centered approach

 Teaching Aids used Appropriateness of
(Enumerate in bullet Strengths Weaknesses the Teaching Aids
form) used
It's particularly apt
Despite the pandemic,
amid a pandemic
continuing to provide Some students are
because online
the knowledge that the having technical
learning is one of the
• Microsoft pupils need will be difficulties, while
options for students to
PowerPoint advantageous. Using others are unable to
complete their
• Pen tablet these tools, thecomply with those
education. It's also
instructor will be ableonline modes due to
beneficial to include
to easily communicate financial constraints.
technology in teaching
learning.
and learning.
Use the Technology Integration Form to analyze the class you observed. Refer to the
Technology Integration Matrix on p. 123. In which level of technology integration do you
think the teacher you observed operated? Why?
The instructor operates at the Transformation level on the Technology Integration
Matrix because he offers a rich learning environment in which students routinely engage
in activities that would be hard to do without technology.
Based on the Technology Integration Matrix, what is the characteristic of the learning
environment in the class that you observed? Point your observations that justify your
answer.
The classroom atmosphere is technologically advanced, including television and
other tools and devices. Students and teachers are both digitally savvy and may use these
tools to collaborate.
Over-all, were the learning resources used effectively? Why? Why not? Give your
suggestions.
Yes, they effectively employed learning resources since it is a component of their
activities where they would use learning materials to improve their knowledge.
REFLECT
1. Put yourself in the place of the teacher. What would you do similarly and what would
you do differently if you would teach the same lesson to the same group of students? Why?
One of the teachers I witnessed was discussing the topic with a pen tablet. If I
become a teacher, I will perform the same thing to help students comprehend the solution
process step by step. But, as for me, I'll let my students write their solutions on the board
so that everyone can see them, exactly as in a classroom when students answer on the
board.
 Learning Episode 11 Activity 11.3
Exploring Education 4.0
Resource Teacher: Mr. Louie P. Marquez Teacher’s Signature: ________ School: MNHS-Malaya

Grade/Year Level: 9/11 Subject: Mathematics 9/Pre-Calculus Date: December 15, 2021

Explore Education 4.0 through these steps:

1. Observe a class and take note of the topic being presented.

2. Surf the net to find sites that provide support materials and/or interactive programs
(web quests/games) on the topic. Try to ask Siri, Alexa;
3. List and describe at least 5 open-source sites/interactive programs; from open-source
4. Evaluate the materials or programs;
5. Reflect on your FS experience.

OBSERVE
Class Observation Guide
Read the following statements carefully before you observe.

1. What is the lesson about? What are the teacher's

objectives?
• The lesson is all about Zero and Negative Integral
Exponents.
OBJECTIVES
• At the end of this module, you are expected to
apply the laws involving positive integral exponents to
zero and negative integral exponents. [M9AL-IId-1].
2. Note the important concepts that the teacher is
emphasizing.
• The student must know to evaluate expressions
with zero and negative exponents. Lessons will be
introduced using your previous knowledge of the laws of
exponents to come up with the rules for dealing with
these new types of exponents.
3. Note the skills that the teacher is developing in the
learners.
• Critical Thinking and Problem Solving
ANALYZE
Analyzing the information, you got from observing the class, surf the internet to select
electronic resources, including OERs, social networking sites, and apps with virtual or
augmented reality that will be useful in teaching the same lesson. Evaluate the resources
you found, using the set of criteria discussed in the Revisit the Learning Essentials part
of this Episode. Use the form below to note your analysis and evaluation.
Electronic Resources Evaluation Form

Grade/Year Level 9

Subject Matter/Topic (Based on

Zero and Negative Integral Exponents
the class you observed)

Lesson objectives/Learning At the end of this module, you are expected to apply the laws involving positive
Outcomes integral exponents to zero and negative integral exponents. [M9AL-IId-1].

Describe how
Describe the
you can use it if
electronic
Name and Type you were to
resource Put a check if the resource satisfies the criterion
of Electronic teach in the
(include
Resource class you
author/publis
observed.
her/source)
Accurate Appropriate Clear Complete Motivating Organized
These websites
Site No author and apps will
“mathisfun.com” 2018
✔ ✔ ✔ ✔ ✔ ✔
be used as a
Manan learning
Site
“cuemath.com”
Khurma ✔ ✔ ✔ ✔ ✔ ✔ resource for
2021
me. These
App Damir Sabol might be used
“PhotoMath” 2014
✔ ✔ ✔ ✔ ✔ ✔
as a point of
App Michal Avny reference in my
“symbolab” 2011
✔ ✔ ✔ ✔ ✔ ✔
class.
REFLECT
1. Describe your experience in surfing the internet for appropriate electronic resources for
the class? What made it easy? Difficult?
We occasionally have problems with our internet connection, which has an impact on our
academic achievement. There is no way around that; all I can do is wait patiently till I can locate
a better location where I can access the internet more quickly.
2. How did you choose which electronic resources to include here? What did you
consider? Explain. Which of the new trends in Education 4.0 would you like to explore
more for your work as a teacher? Why?
When selecting a digital resource, there are several factors to consider. The first is
trustworthiness, which necessitates using materials that have been demonstrated and validated.
Then there's the issue of appropriateness, which involves deciding whether or not those items are
relevant. There's also accessibility, which allows you to pick and select which materials you may
use.
3. Reflect on your technology skills. What skills do you already have, and what skills
would you continue to work on to be better at utilizing education 4.0 resources?
If I had to assess myself, I would say that I am capable of performing basic technological
tasks such as utilizing MS Word, Excel, PowerPoint presentations, and so on. All I have to do now
is grow and improve my talents so that I can pass on my knowledge to my students.
Learning Episode 11 Activity 11.4
Professional Development through MOOCs
Resource Teacher: Mr. Louie P. Marquez Teacher’s Signature: ________ School: MNHS-Malaya

Grade/Year Level: 9/11 Subject: Mathematics 9/Pre-Calculus Date: December 15, 2021

OBSERVE
To realize my Intended Learning Outcomes, I will work my way through these steps.
Step 1: Review the seven domains of PPST and identify competencies I like to develop
more.
Step 2: Visit sites of MOOC providers and explore the courses offered that are relevant to
PPST domains I want to work on.
Step 3: Reflect on how I can continue developing my skills through MOOCS.

OBSERVE

1. Get a copy of the PPST and go over the competencies.

2. On the second column, write the competencies you like to work on.

3. Search for MOOCs in the internet which are relevant to the competencies you identified.
You may try these sites:
• http://www.teachthought.com/technology/list-75-moocs-teachers-students/

• http://www.educationworld.com/a_curr/moocs-best-teachers-free-online-
courses.shtml
 • http://www.forbes.com/sites/skollworldforum/2013/06/10/moocs-for-teachers-theyre-
learners-too/

• https://www.mooc-list.com/categories/teacher-professional-development
http://ww2.kqed.org/mindshift/2013/04/30/new-online-teacher-training-program-
joins-mooc-madness/

4. Indicate the MOOC provider. You might need to create an account in the different MOOC
providers to explore their MOOCs.

MOOCs related to the

Competencies I want
PPST Domain competency/ies MOOC provider
to work on
(include a short description)

Developing relationships is the

foundation of teaching for learning. It
1. Content
Acts as a positive role is aimed to help people who are
knowledge
model for students actively teaching but have not had Coursera
and pedagogy
formal teacher education better
understand their position as a teacher.

Children's development increases

Makes the physical
2. The Learning teachers' understanding of teacher-
environment safe and
Environment, child interaction, which aids in the Coursera
conducive to learning
development of young children.
Demonstrates concern The psychological function of our
3. Diversity of
for holistic development moral existence is explored in the Coursera
Learners,
of learners moralities of everyday life.
Students' expectations and past
4. Curriculum Demonstrates mastery learning may be identified and
Coursera
and Planning, of the subject matter understood using the foundations of
teaching for learning.
Communicates the
progress of the learners For 21st-century schools, a brain-
5. Assessing and
promptly and clearly to targeted teaching paradigm is Coursera
Reporting,
them as well as to their required.
parents and superiors
 Establishes a learning
6. Community, Understanding place in an
environment that
Linkages and interrelated cultural and economic
responds to the Coursera
Professional context is an introduction to global
aspirations of the
Engagement sociology.
community
7. Personal
Takes pride in the The foundations of teaching for
Growth and
nobility of teaching as a learning allow for personal and
Professional Coursera
profession professional growth reflection.
Development,

ANALYZE

From among the MOOCs you explored, pick at least three which you believe are the
most appropriate for you. Describe the MOOCs below.

1. MOOC Title The Brain-targeted teaching Model for 21st Century Schools
Provider: Coursera
Objectives of the MOOC:

• Describe brain research themes that can be used to inform educational practice in
accordance with the Brain-targeted Teaching Model.
• Describe how learning is influenced by emotional and physical learning contexts.
• Identify brain research themes that educators may use to plan instruction, educate
for mastery of information, skills, and processes, design activities to apply and
extend knowledge, and assess learning.
Content Outline:

• Sessions 1 & 2: Course overview; Introduction to the science of learning and the Brain-
Targeted Teaching Model; ABC’s of brain anatomy; BTT Learning Unit.
• Sessions 3 & 4: The Emotional Climate of Learning
• Sessions 5 & 6: The Physical Learning Environment; The Learning Unit Design
• Sessions 7 & 8: The Learning Unit Design; Teaching for Mastery of Content, Skills,
and Concepts.
• Sessions 9 & 10: Teaching for Mastery of Content, Skills, and Concepts; Teaching for
the Application of Knowledge in Creative Problem-Solving
• Sessions 11 & 12: Teaching for the Application of Knowledge in Creative Problem-
Solving Activities; Evaluation Learning
• Sessions 13 & 14: Evaluating Learning; The BTT Learning Unit
• Session 15: Presentation of Learning Units
Why did you pick this MOOC? Through the procedures, examinations, and evaluations that
I can provide, I must maintain my capacity to help students become better citizens.
 2. MOOC Title Foundations of Teaching for Learning 2: Being a Teacher
Provider: Coursera
Objectives of the MOOC:

• This process allows you to reflect on your own personal and professional growth
as a teacher.
Content Outline:
Week One: What is a teacher? Week Three: Influences on my
Learning
Video Lecture 1: What does a teacher do?
Video Lecture 1: The nature and
Video Lecture 2: What makes a teacher importance of language
effective?
Video Lecture 2: Reflective practice
Video Lecture 3: How can I best improve
my skills? Video Lecture 3: Understanding and
dealing with conflict
Video Lecture 4: What is a philosophy of
education? Video Lecture 4: What are my beliefs and
values?
Assessment Quiz 1
Assessment Quiz 3

Week Two: Myself and My Learning

Week Four: Impacts on my Learning
Video Lecture 1: Thinking about Who I
Am. Video Lecture 1: Celebrating difference
Video Lecture 2: Why become a teacher? Video Lecture 2: Celebrating difference:
Race
Video Lecture 3: Understanding my
classroom ‘selves’ Video Lecture 3: Celebrating difference:
Gender
Video Lecture 4: Asking or Telling
Video Lecture 4: Celebrating difference:
Interview One: Looking at Weeks One Disability
and Two
Interview Two: Looking at Weeks Three
Assessment Quiz 2 and Four
Peer Assessment 1 Assessment Quiz 4
Assessments or Peer Assessments 1 Peer Assessment 2
Assessments of Peer Assessment 2
Week Five: How do I learn? Week Six: My Learning Environment
Video Lecture 1: Revisiting learning: Video Lecture 1: Conditions and behavior
Brainwaves settings
Video Lecture 2: What is Intelligence? Video Lecture 2: How good is my classroom?
Video Lecture 3: Environments for Video Lecture 3: A question of motivation
Learning
Video Lecture 4: Principles of pedagogy
Video Lecture 4: Personalizing learning
in the classroom Interview Three: Looking at weeks Five and
Six
Assessment Quiz 5
Assessment Quiz 6

Why did you pick this MOOC? I'll be able to figure out why I want to become a teacher. I
don't want to be one of those people that loses sight of their enthusiasm over time. If I adopt a
proactive approach, I might be able to avoid this. It's a refresher course that will help me find
the motivation that initially drew me in.

3. MOOC Title Foundations for Teaching and Learning 8: Developing Relationships

Provider: Coursera

Objectives of the MOOC:

• Gather ideas and concepts that are useful in life.

Content Outline:

• Developing appropriate relationships with your students.

• Developing positive working relationships with colleagues.
• Understanding the importance of family partnerships in children’s learning.
• Developing positive relationships families and the wider community.
• Working effectively with parents and the wider community to improve student
learning.
• Understanding and respecting social, cultural, and value differences in your school
community.
• Working with the school’s leaders to improve your school.

Why did you pick this MOOC? I will form a strong bond with my pupils as a result of this
MOOC. I want my pupils to be able to learn from me and see me as a role model.
REFLECT

1. How can MOOCs help you in your future career as a professional teacher and as a lifelong
learner?
MOOCs can help me in my future work by keeping me up to date on new content that
is discovered and amended. I'm no exception to the rule that the field in which I want to work
is always evolving. If I want to be a high achiever, I need to know what skills I'll need to be
able to adapt whenever and wherever I go, which is critical for my professional development.

2. What did you learn from the way the providers use technology to teach in the MOOCs?
I observed a consistent thread across the sites I visited throughout my hunt for the
MOOCs I needed for the project: they all want to be able to give education to anybody,
anywhere in the world, at any time. These technology suppliers have assisted and continue to
assist instructors in their efforts to develop as time passes and as they see appropriate.

3. How will you prepare yourself for MOOCS, as a learner, and as a teacher who may
someday teach a MOOC?
As a student and, ultimately, as a teacher, I may prepare myself for MOOCs by pursuing
information in whatever way I can. Another way I may prepare is to keep my emotions in
check while cultivating my drive to learn. MOOCs are always well-prepared, but the student
must have an eagerness to study. A teacher, on the other hand, may educate by realizing that
teaching is more than a job; it's a passion.

SHOW your Learning Artifacts

1. Include here pictures/illustration of the materials used by the teacher. Put your comments/
annotations about what you observed.

Because we are amid a pandemic, these instruments will be more beneficial in delivering
education. My resource teachers made interesting presentations using these basic resources. I've
also seen those students like these resources since they are more engaged in the conversation, even
if the class is online.
 2. Visit www.teachnology.com or other teacher resource websites. Print useful instructional
materials (worksheets, visual aids, flashcards, rubrics, etc.) and include them here. Indicate
how they might be useful considering your major or area of specialization.

Since it is online class, he used Google Classroom in his Grade 11-STEM class. The teacher
uploaded the instructional materials, learning modules and summative tests. The students will hand
in their classwork activities. It will help me in doing some activities or math work to assess my
future students.

3. Visit www.edudemic.com/50-educationtechnology-tools-every-teacher-should-know-
about/ Explore and enjoy the fantastic education tools. Try them out. Describe
what you discovered and share how these tools can be helpful to you.as a teacher

With the greatest technology on the world, this website allows me to communicate with
teachers, administrators, students, and just about everyone else. There are teacher and student
guides, as well as some survey questions where you may see the responses, thoughts, and
suggestions of instructors from across the world.

4. Visit edtechteacher.org. This a treasure box for you. Explore and share what you learned.
 This website has everything a teacher needs on a daily basis to make his classroom lessons
vibrant and entertaining. This is also beneficial since there are several tutorials available that
handle various challenges that instructors have, such as screen printing and presenting their work.

5. Paste an article about an example of technology gadget/material that you want to learn
more about. How can this gadget/material be useful in instruction/teaching?

Aside from PowerPoint, I'd want to investigate Canva. It was beneficial for making social media
graphics, presentations, posters, papers, and other visual content that I may utilize in this industry, I
discovered. Furthermore, an unique presentation captures the attention of the pupils and piques their interest
in learning. Nonetheless, the substance will take precedence.