Republic of the Philippines
Department of Education
REGION IV–A – CALABARZON
LIPA CITY, BATANGAS
Education Students
MAEE 308 School GOLDEN GATES COLLEGES Grade Level
(Undergraduate)
The Teaching of Language
Teacher MARISTELA D. RAMOS Learning Area
and Literature
Teaching Dates and Time Quarter 1st
SESSION 1
I. CONTENTS BECOMING A TEACHER
II. LEARNING
RESOURCE
A. Reference
1. Teacher’s Guide
2. Learners’
Materials
3. Textbook Teach Like a Champion 2.0 by Doug Lemov, The Courage to Teach by Parker Palmer
Objectives: To understand the importance and impact of the teaching profession.
To explore different teaching styles and approaches
III. PROCEDURES
A. Reviewing previous
lesson or presenting Review the previous lesson
new lesson
Republic of the Philippines
Department of Education
REGION IV–A – CALABARZON
LIPA CITY, BATANGAS
B. Establishing a
purpose for the Icebreaker Activity - "Teaching Relay" (5 minutes)
lesson Divide students into small groups and provide them with a scenario where they have to teach a skill (e.g., tying a shoelace, solving a simple math problem). Each
group takes turns demonstrating their teaching abilities. Discuss the experiences and challenges faced during the activity. Emphasize the key role of effective
teaching.
C. Presenting examples/ To illustrate the diverse approaches in teaching, students participate in a "Teaching Styles Gallery Walk". Various teaching styles (such as collaborative learning,
instances of the new experiential learning, and flipped classroom) are visually represented around the room. Each student explores these stations, interacts with the materials, and notes
lesson down how they resonate with different styles of teaching.
D. Discussing new Following the gallery walk, a dynamic group discussion ensues. Students are encouraged to share their reflections on the teaching styles they encountered.
concept and Additionally, an interactive session on the essential qualities of an effective teacher is conducted. To make this activity even more enjoyable, students engage in a
practicing new skills "Role-Play Relay" where they take on personas of exemplary teachers, showcasing various attributes like empathy, adaptability, and creativity.
#1
E. Discussing new Skills Workshop - "Interactive Teaching Techniques" (5 minutes)
concept and The teacher will demonstrate interactive teaching methods like think-pair-share, Socratic questioning, or group discussions. Students will practice these techniques in
practicing new skills pairs.
#2
F. Developing mastery Students delve deeper into teaching techniques by participating in a collaborative "Micro-Teaching Workshop". Each student prepares and delivers a short lesson
on a subject they're passionate about. Their peers act as students, providing constructive feedback on engagement, clarity, and effectiveness. This practical exercise
empowers them to refine their teaching skills.
G. Finding practical To bridge theory with practice, students partake in a "Real-World Teaching Scenarios" activity. They are presented with common classroom challenges and work
applications of
concepts and skills in
in pairs to brainstorm innovative solutions. This simulation encourages critical thinking and problem-solving, enhancing their ability to handle real-time classroom
daily living situations.
H. Making The lesson culminates with a reflective dialogue on the broader impact of teaching on society. Students engage in a "Roundtable Reflection" where they share their
generalization and thoughts on how effective teaching can be a catalyst for positive change in communities and beyond. This discussion encourages them to think globally and recognize
abstractions the potential of their chosen profession.
I. Evaluating learning
Directions: Identify the teaching essential described in each statement. Write down your answers.
1. This quality allows a teacher to understand and empathize with the diverse needs and backgrounds of their students.
Answer: [Empathy]
Republic of the Philippines
Department of Education
REGION IV–A – CALABARZON
LIPA CITY, BATANGAS
2. It refers to the ability to adapt and modify teaching methods to meet the specific learning styles of individual students.
Answer: [Flexibility]
3. This teaching style encourages students to take responsibility for their own learning through activities like research, problem-solving, and critical thinking.
Answer: [Student-Centered Learning]
4. It is the process of systematically observing, analyzing, and evaluating one's own teaching methods for continuous improvement.
Answer: [Reflective Practice]
5. This essential involves creating a safe, inclusive, and respectful classroom environment where all students feel valued and accepted.
Answer: [Classroom Management]
6. This is a method of instruction where students work together in groups or pairs to solve problems, complete projects, or discuss concepts.
Answer: [Collaborative Learning]
7. It refers to the teacher's ability to clearly communicate information and instructions to students, ensuring they understand the material being presented.
Answer: [Clarity]
8. This teaching essential involves setting clear learning objectives, designing engaging activities, and assessing student progress.
Answer: [Lesson Planning]
9. It is the practice of adjusting teaching methods, materials, and assessments to meet the diverse needs of all students, including those with disabilities or special needs.
Answer: [Differentiation]
10. This is the belief that all students can learn and succeed, given the appropriate support, resources, and opportunities.
Answer: [Growth Mindset]
J. Additional activities
for application or
remediation
IV. REMARKS
V. REFLECTION
Prepared by:
MARISTELA D. RAMOS
Teacher
Republic of the Philippines
Department of Education
REGION IV–A – CALABARZON
LIPA CITY, BATANGAS
