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    4 Episode 2

    Uploaded by

    Shena
    The teacher is demonstrating how to use 2D and 3D AutoCAD software to the students. The teacher explains the commands and does a sample drawing, then calls on a student volunteer to do the same drawing. The students are attentive and participating in the class discussion. In the dialogue, the teacher recalls the commands with the students and the students correctly state commands like "L for line" and "M for move". The student observer notes that the class had good interaction where students were willing to try new lessons and present at the front of the class.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    4 Episode 2

    Uploaded by

    Shena
    596 views2 pages
    The teacher is demonstrating how to use 2D and 3D AutoCAD software to the students. The teacher explains the commands and does a sample drawing, then calls on a student volunteer to do the same drawing. The students are attentive and participating in the class discussion. In the dialogue, the teacher recalls the commands with the students and the students correctly state commands like "L for line" and "M for move". The student observer notes that the class had good interaction where students were willing to try new lessons and present at the front of the class.

    Original Description:

    FIELD STUDY

    Original Title

    4 EPISODE 2

    Copyright

    © © All Rights Reserved

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    The teacher is demonstrating how to use 2D and 3D AutoCAD software to the students. The teacher explains the commands and does a sample drawing, then calls on a student volunteer to do the same drawing. The students are attentive and participating in the class discussion. In the dialogue, the teacher recalls the commands with the students and the students correctly state commands like "L for line" and "M for move". The student observer notes that the class had good interaction where students were willing to try new lessons and present at the front of the class.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    596 views2 pages

    4 Episode 2

    Uploaded by

    Shena
    The teacher is demonstrating how to use 2D and 3D AutoCAD software to the students. The teacher explains the commands and does a sample drawing, then calls on a student volunteer to do the same drawing. The students are attentive and participating in the class discussion. In the dialogue, the teacher recalls the commands with the students and the students correctly state commands like "L for line" and "M for move". The student observer notes that the class had good interaction where students were willing to try new lessons and present at the front of the class.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    Your Tools

    FS 4 Exploring the Curriculum

    For this episode, use the Activity Form provided for you below.

    Episode 2
    COME, LETS TALK

    My Observation Report
    Name of FS Student Shena B. Besmonte
    BTTE IV - C, major in Drafting Technology

    (Your) Name Shena B. Besmonte

    Resource Teacher Mr. Roderick Blando


    Subject/s Taught 2D and 3D AutoCAD

    Subject Observed 2D and 3D AutoCAD

    BTTE IV - C

    CurrYear&Sect BIT II-I Group A

    Signature __________
    Observations:

    Your Target
    At the end of this activity, you should be able to describe the
    interaction pattern that occurs between the teachers and the learners as
    provided in the curriculum.

    Your Map
    For this process, go through the following steps:
    1. Observe how the teacher provides the opportunity to the
    learners to interact with one another in doing ones roles.
    2. Record how roles are performed by the teacher and the
    learners.
    3. Make your own documentation of the dialogue or conversation,
    based on the observed roles that each one performs which you
    feel could have been livelier.
    4. Highlight the aspect of the dialogue that indicates the teacher
    as a role model in developing the values in the process of
    learning.

    (Describe how the teacher communicates the lesson and how the learners are
    responding to the teacher. Take note of the manner the teacher accepts or rejects
    the responses of the learners. You may present your observations through direct
    quotes from the teachers and the learners in the dialogue.)

    Teacher: Our topic for today is all about commands in CAD and its
    shortcuts. CAD is the easier way of drawing. Run the software, command,
    encode the data then you have it in instant.
    I have here 2D drawing then Im going to demonstrate to you how to
    operate this software. Then after, I need one volunteer to do it as same as I
    did.
    (Teacher is finished) Now, who wants to try?
    Everybody is raising their hands. Then Teacher pick someone to do the
    same drawing.
    After the activity
    Teacher: Okay. Lets recall the commands we discussed.
    Student 1: L stands for Line
    Student2: M stands for Move
    Student 3: CO stands for Copy
    Teacher: and so on and so forth.

    Personal Reflections on the Dialogue

    As observed and based from the dialogue, the class


    discussion has a good interaction wherein the students
    dont hesitate to try new lessons, and were able to stand in
    front of the class. All the students were attentive and were
    participating in the class discussion

    Your Analysis

    What learning benefits could the teachers and the students draw
    from intentional classroom dialogue?
    Perhaps the most obvious of all aspects, the dialogue will greatly
    assist both students and teachers abilities to speak publicly and privately. It
    will develop their thought processes and make for much more engaging
    and intriguing conversation as well as vastly improve the vocabulary and
    speaking confidence of both the students and the teacher

    How important are dialogue and substantive conversation in the


    classroom in terms of students learning?
    Theoretically, theyre very important because they enable the
    teacher to see if the students are capable of analyzing and synthesizing
    material. The reality of the situation is that it can become a vehicle for
    students to avoid more class work. Students love to discuss, but we have to
    know when its time to stop the conversation and move on. Many students
    just want to be heard, so kids will start repeating what someone else has
    said just so they can get class participation recognition. They realize that if
    they dont keep the conversation going, we might actually get back to doing
    some work. One of the downsides is that some kids will use this time to
    take a mental vacation. While everyone else is contributing to the dialogue,
    someone will shut down. You could try all you want to draw the student into
    the conversation, but if hes unwilling it becomes a distraction and ruins the
    flow of the dialogue. Yes, dialogue is important, but the teacher has to
    control the amount of time dedicated to it.

    Peace Concept on Focus:

    DIALOGUE

    Curriculum design
    is not only a matter of brilliant planning.
    It needs a constant effort
    To unite all diverse aspects of learning.
    This effort is successful
    when the person involvedbelieves
    in the power of dialogue.

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