1. Student Engagement

Insights

FREMA TRIXIA lIMBO

2.

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FREMA TRIXIA lIMBO

3

FREMA TRIXIA lIMBO

4

What insights have I gained in this topic?

Today’s classrooms represent students of all ability levels. There are

some students who have the ability to accomplish whether successfully or very

impressively, some students who are highly achievers and some who are in the

average level, some are struggling to some areas and some has disabilities. Such

diversity has made teachers aware that not all students will be successful with the

same educational activities or measurements.

Students have different strengths, needs, interests, and educational

backgrounds. The challenge of most inclusive environments is in meeting the

needs of all learners according to their strengths, ability levels, and needs,

without separating students homogeneously (according to their ability

levels). One thing that makes parents of students with disabilities or those who

are unique is the social benefits that their children will get from entering to

normal schools like my alma maters. But, aside from social benefits, academic

benefits are also observed to the students with disabilities though they are unique

from others. Those are seen in some many ways using some effective and

powerful instructional strategies that are used by some inclusive schools like my

alma maters.

Inclusive teaching strategies of any kind which couldn’t just be

counted with our ten fingers address the needs of students with a variety of

backgrounds, learning styles, and abilities. These strategies contribute to an

overall inclusive learning environment, in which students feel equally valued.

As a future educator in real world, I will make inclusive approaches

as my teaching practices because in that way I will be satisfied that I become an

effective teacher to achieve strong measures of academic success without being

bias or a closed-door for some opportunities which I may not know that students,

though have disabilities can also perform like they are normal ones or can

perform better that those who are normal. I don’t want to be a judgmental

teacher, in short.

Effective Instructional Strategies for Inclusive

School/Classroom

FREMA TRIXIA lIMBO

5

What insights have I gained in this topic? Write a reflection:

Complete the section: Problem-Based Learning is…

…an approach that challenges students to learn through engagement

in a real problem. It is a format that simultaneously develops both problem

solving strategies and disciplinary knowledge bases and skills by placing

students in the active role of problem-solvers confronted with an ill-structured

situation that simulates the kind of problems they are likely to face as future

managers in complex organizations.

Problem-based learning is student-centered. PBL makes a

fundamental shift--from a focus on teaching to a focus on learning. The process

is aimed at using the power of authentic problem solving to engage students and

enhance their learning and motivation.

As a future educator, how can you develop critical learning skills of the learners using PBL method?

As future educator, I will conduct authentic tasks, issues, and

problems that are aligned with real-world concerns and activities to develop the

critical learning skills of the learners using PBL method. Through those kinds of

tasks, I will make them face the reality of the world which has so many problems

to be solved. I think in that way I will help them think critically, realistically and

purposively since they have to get the aim or the objectives of the problems I will

present them. And will prepare them for a real life decision making and hands on

activities.

Problem-Based Learning: The Pedagogical

Adventure

FREMA TRIXIA lIMBO

6What do I need to do?

Which is the best strategy to use in order to accomplish the mission of school

very successful is one of the question that bothers teachers and administrators. The primary

mission of schools is to help develop productive citizens. That is the gist of most school’s

mission I know. But how can we know that we, teachers are accomplishing this mission?

Through paper test assessment or traditional assessments? Is that the only skill that a

productive citizens have? I read a n article about assessing students says that “Traditional

assessment is grounded in educational philosophy that adopts the following reasoning and

practice: A school's mission is to develop productive citizens; To be a productive citizen an

individual must possess a certain body of knowledge and skills; Therefore, schools must teach

this body of knowledge and skills; To determine if it is successful, the school must then test

students to see if they acquired the knowledge and skills. In the TA model, the curriculum

drives assessment. ‘The" body of knowledge is determined first. That knowledge becomes

the curriculum that is delivered. Subsequently, the assessments are developed and

administered to determine if acquisition of the curriculum occurred.’ In contrast, authentic

assessment (AA) springs from the following reasoning and practice: A school's mission is to

develop productive citizens; To be a productive citizen, an individual must be capable of

performing meaningful tasks in the real world; Therefore, schools must help students become

proficient at performing the tasks they will encounter when they graduate; To determine if it is

successful, the school must then ask students to perform meaningful tasks that replicate real

world challenges to see if students are capable of doing so.

Thus, in AA, assessment drives the curriculum. That is, teachers first determine

the tasks that students will perform to demonstrate their mastery, and then a curriculum is

developed that will enable students to perform those tasks well, which would include the

acquisition of essential knowledge and skills. This has been referred to as planning

backwards” (e.g., McDonald, 1992).

As my conclusion both assessment methods are essential to our learning and

have their own special purposes that one can’t make so I will need and use both. TA usually

assesses a sample of students' knowledge and understanding and assumes that students'

performance on the sample is representative of their knowledge of all the relevant material.

While with AA, students need to learn how to perform well on meaningful tasks.

However, I will need to practice the latter method knowing that it will make my students be

inspired, focus and more productive than the first one. I guess this is a good topic for research.

____________________________________________________________________________

In the field of English wherein the integration of some other subjects and trends

is open, I suggest that English teachers can use various strategies in authentic assessment to

cater their students’ varied intelligences.

Authentic Assessment:

Let’s Do It!

FREMA TRIXIA lIMBO

7What are the significant insights you have gained from this topic?

In this topic, I learned that questioning enables us- teachers to check learners'

understanding. It also gives learners some benefits as it encourages them to be engaged and

focuses their thinking on key concepts and ideas. This questioning needs to inspire learners to

embrace cognitive thought at a higher level. This technique of engaging students gives life to

the teaching and learning process.

How would you connect your skill in asking question to your success in facilitatinglearning in your classroom?

I would connect my skill in asking the right question to my success in

facilitating learning in my classroom by means of how I engage my learners to be focused

and more conscious about the main concepts and ideas I am presenting to them. My skill on

questioning has a big connection to my successful facilitating learning because asking

questions not only gives color, direction and interaction to the class discussion but also opens

the door for students’ critical way of thinking which will make them more aware of the

topic.

What is the significance of your understanding of the levels of questions?

Understanding what the differences of each level of questions are because that knowledge

will lead me to the right question to ask so they will get the information needed.

Questions and

Questioning

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8My personal related experience:

Integrating trends to my students’ world to our topic so I may hold their

attentions towards the topic is one of the biggest struggles of mine when thinking of how my

lesson goes along. One time I had hard time thinking how my grammar lesson will be

integrated to the trends nowadays. I prepared them hashtag boards so they will be able to

write on the board any information or best moments of their HS lives in a single sentence

then make a hash tag out of the sentence they made. In that way, I will know something

about their thoughts which I have integrated to our information question lesson. Integration

is not that hard to certain topics in our field but thinking how or what will be the best

integration or strategy to be used is hard. I need to be more intelligent about it so I will use

the strategy more effectively.

Reflection:

For me, Integrative teaching is a must to be practiced by all the learners for

numbers of reasons and some of them are: 1) it makes the learning process more interesting

and broader; 2) it is one of the emerging trends in education for the past years; 3) It focuses

on connections rather teaching isolated facts; 4) subjects being taught to are not separate and

isolated field of knowledge, but are linked to each other in order to achieve understanding

and concept attainment.

Furthermore, integrative teaching connects what is learned in school to real

life situations, thus it is more on developing problem solving and discussions of issues in the

real world. Learners will learn to relate what they learn and apply it to their own daily lives.

In addition, integrative teaching involves consideration on the learners' individual

differences. These include multiple intelligences and learning styles. I as a teacher therefore

must present the lesson in various ways that can cater each learner's uniqueness.

Lesson Plan is on the following page.

Integrative Teaching

Strategies

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9Let me tell first what I have understood about Information Literacy. As I have known, it

encompasses knowledge of one's information concerns and needs, and the ability to identify, locate,

evaluate, organize and effectively create, use and communicate information to address issues or problems

at hand and it is also a part of lifelong learning.

I will just compress my insights about information literacy changing views on learning, on

teachers, on students and on assessment to make my ideas much clearer.

For the first one which is about changing views on learning, since basic literacy includes

the skills of reading, writing, speaking, listening, counting, calculating, perceiving and drawing, learning

is now perceived as a process, not a product. Why? Because according to an article saying “"People do

not quit learning when they leave school, but remain lifelong learners.” Thus, in the learning process,

objectives are flexible, taking individual and cultural differences into account. Current events, local

resources and student's interests are also taken into account as curriculum objectives are adjusted to make

learning more relevant. The classroom is viewed as an environment where active learning takes place.

Overhead projectors, television monitors, VCRs and computers are standard equipment in the classroom.

Classroom environment is conducive to learning and encourages students to become self-reliant and

responsible for their own learning.

For the second one which is about changing views on students, since students today are

viewed as information seekers, information users, decision makers and problem solvers, then what they

learn depends on what they need to know to make a decision or to solve a problem.

In the changing views on teachers, teaching methods and in education, information

literature should be integrated with the traditional school subject areas, but it should also be considered as

a separate core discipline especially for purposes of goal setting, curriculum design and evaluation since,

today's educators are responsible for preparing students to be effective users of information. The goal is to

prepare students early on to "learn how to learn" and carry these skills into other areas of their lives so

that they can be independent seekers and consumers of information throughout their lives (Humes, 1999).

Also, according to Lenox (1993), teachers must be prepared to "teach students to become critical thinkers,

intellectually curious observers, creators and users of information" The goal is to prepare students early

on to "learn how to learn" and carry these skills into other areas of their lives so that they can be

independent seekers and consumers of information throughout their lives. So, teachers of all subjects

must blend their traditional fact-based approach with an emphasis on learner-based inquiry and the

scientific inquiry process. This means shifting some of the responsibility of gaining knowledge from the

teacher to the student and allowing students to develop questions, strategies to search for answers and

formulate conclusions and the identification of information literacy skills needed for lifelong learning and

thinking promotes a change in what is taught. Lastly, big changing views on assessment, authentic

assessments must be used since they are intended to gauge what students learn by measuring how well

they use the information such as portfolios, presentations and written reports.

In conclusion, information literacy as it is being emphasized today since it is also very

trendy to the attitudes and behaviors of our students in this generation and beyond, in order to produce

learners who are information-literate, schools will need to integrate information literacy skills across the

curriculum in all subject areas beginning in the earliest grades.

Educational institutions that wish to produce lifelong learners should be engaged in some fairly basic

rethinking of how teaching faculty and information specialists such as librarians and media specialists can

work together toward this end (Brittingham 1994).

Information Literature: The Defining Paradigm of

Modern Education

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