Education Models, Paradigms and Procedures

Emelita A. Victor
PUP-OUS-MEM-OFW
Prof. Jonathan Florida
Unit 5 Activities/Assessment:

1. Written Test. Read the questions carefully and write the correct answer.

1. One of the steps on concept development when brainstorming and

participation of all students is encouraged.
a. List as many item associated with the subject as possible.
b. Group the items because they are alike in some way.
c. Label the groups by defining the reasons for grouping.
d. Regroup or subsume individual items.
2. In this step, students begin to use their thinking skills in examining the
relationships among the items?
a. List as many item associated with the subject as possible.
b. Group the items because they are alike in some way.
c. Label the groups by defining the reasons for grouping.
d. Regroup or subsume individual items.
3. It is the step in the concept development model where the teacher’s role is
basically recorder and facilitator.
a. List as many item associated with the subject as possible.
b. Group the items because they are alike in some way.
c. Label the groups by defining the reasons for grouping.
d. Regroup or subsume individual items.
4. In this step, the teacher asks the students to make general statement.
a. List as many item associated with the subject as possible.
b. Group the items because they are alike in some way.
c. Synthesize the information by summarizing.
d. Evaluate students’ progress by assessing their ability.

5. What is the step in the concept development that shows growth in the students’
mental processes is reflected individually and as a whole?
a. List as many item associated with the subject as possible.
b. Group the items because they are alike in some way.
c. Synthesize the information by summarizing.
d. Evaluate students’ progress by assessing their ability.

2. Create one school development plan (outline only) for small group in you class.

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3. Prepare a lesson (one chapter only-or three days lesson) in a subject of your
choice using the Suchman Inquiry Model.

Enabling Objectives:
1. Get information about the different things to wear 4. Talk about clothes they wear during
holiday
2. Know some important vocabularies about clothes 5. Be able to use past continuous to describe
what
3. Practice the 5 macro skills with things to wear they were wearing
3-DAY LESSON PLAN
Using Suchman Inquiry Model
Teacher: Emelit Victor Date:
Class level: Grade 5 No. of Room:
Stu
den
ts:
Teaching aids: Touchstone 2 SB Unit 2 Lessons 1, 2 and 3; PowerPoint; and Flashcards
Terminal Objectives: Personal Aims:
At the end of the lesson, students will be able to use the past simple to To improve my verbal
talk and ask about different clothing style and accessories they instructions to
wore in the past. intermediate students
using the appropriate
lexemes in their level.

Anticipated problems for students: Anticipated problems for

- Pronunciation teacher:
- Excitement overload - Control over students’
- Confusion on when to use past tense excitement-overload

Solution:
- Stress of the commonly mistaken parts of the vocabularies such as the
ending sounds and “s” sounds.
Solution:
- Rewards to the most behave student at the end of the class.
- Use of high and low
- Use of activities to promote mastery of the lesson
energy activities in an
alternate rhythm.

DAY 1:

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 Education Models, Paradigms and Procedures

Procedure Phase Interaction

Greeting
Checking of Attendance Opening T- Ss
Exposing Classroom Rules and Rewards to Ss Routine
Displaying the flow of the lesson

Warm up
- Teacher shows a powerpoint presentation with various pictures of
clothes, and the names of clothes written under it.
- Teacher will have some flashcards of the same pictures shown in the
T- Ss
powerpoint presentation, but will hide it first to students.
- Students will try to guess the clothes that the teacher is holding, Ss-Ss
through asking some YES or NO questions:
Example: Is it big? Small? Brown? Has a pair? Engage

- The student who guessed it correctly will come in front to hold other
flashcards and answer the YES-NO questions of their classmates.
-
Teacher asks students about their answers in Engage activity which are T-Ss
related to Things to wear.

Talk about different clothes and how to group them

Students will work as a group, and list different categories of clothes T-Ss
Students can add other vocabulary words Ss-Ss
(Example: Winter clothes, summer clothes, Clothes used at the
upper/lower body part, men’s clothes, women’s clothes, adult
clothes, children’s clothes)
T-Ss
Transition: Reinforce class rules Study

Controlled Practice
Students present their grouping/classification of clothes, answer some
questions of classmates
T-Ss
T flashes pictures of famous people and ask what they wore. Engage Ss-Ss
Ss will take turns in talking about the fashion of celebrities.

Transition: Reinforce class rules

Run to the Picture

- Instructions/Model/ICQ

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 Education Models, Paradigms and Procedures

- T will paste photos of a clothing on the wall

- Two players from 2 teams have to spell the word the board then run to
the correct picture.
- Ss play. T monitors.
- T calls out Ss to share their answers
T-Ss
Ss-Ss
Do the worksheet:
Table of categories, and students have to give 3 examples of clothes for
each category
Discuss their answers in class

Transition T-Ss
General Feedback on the Class performance Activate Ss-Ss
Giving of Homework, write it on the board
(List all the holidays they know)
(Bring some pictures they had during the holiday)
Review on the listed Lesson Overview on the board T-Ss
Prize for the winning team Closing Routine
Recognize well behave Ss (reward system)

DAY 2

Procedure Phase Interaction

Greeting Opening T- Ss
Checking of Attendance Routine
Exposing Classroom Rules and Rewards to Ss
Checking of homework
Warm up:
Memory game
Teacher will show 4 pictures of holiday, showcasing the clothes people
wear during that holiday Engage T-Ss
Students will look at each picture for 10 seconds only and will try to Ss-Ss
remember the details
Students will ask other students some questions about the picture

Transition: Study T-Ss

Teacher will elicit names of holiday the students know
Teacher will ask students to identify some clothes worn during those
holidays

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Transition: Ss-Ss
Students will read “A letter to Ellie”
Students will identify the Holidays in Ellie’s letter
Students will enumerate all the clothes worn by Ellie on the different
holidays mentioned

By pair, students will come in front to show the picture they brought to Engage Ss-Ss
class through asking one another regarding the holiday details and
the clothes they wore

Make your own letter to a friend telling all the things you plan to do on Activate Ss-Ss
your holiday, and vividly describing what you will wear in that
occasion
Closing Routine Ts-Ss
General Feedback on the Class performance
Giving of Homework, write it on the board
(Study past continuous)
(Give 5 sample sentences using past continous)
Review on the listed Lesson Overview on the board
Prize for the winning team
Recognize well behave Ss (reward system)
DAY 3

Greeting Opening T- Ss
Checking of Attendance Routine
Exposing Classroom Rules and Rewards to Ss
Checking of homework

Warm up
Put students into groups of about five for a crime investigation role play. Engage
One person plays the detective whose job it is to learn who stole T- Ss
the cookie from the cookie jar. She asks questions of her group to
identify the thief, and they give their alibis Ss-S
s
Transition Study
Use a magazine or find pictures online and discuss what is happening in
the picture. T- Ss
Teacher will ask students what the people in the picture were wearing at

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 Education Models, Paradigms and Procedures

that time
He was wearing…
She was wearing…

He wasn’t wearing…
She wasn’t wearing…

In pairs, students will ask each other 3 questions related to the picture Activate
using this structure:
Ss-Ss
Was he/she wearing…
Yes, he/she was; No, he/she wasn’t
No, he/she wasn’t

Transition:
Speaking activity
Have students work in pairs to discover similar things they were doing at
the same time. They might start with questions like, ‘What were
you doing at 7 p.m?’ Each pair should try to find at least two
things they were doing at the same time and then share them with
the class. ‘At 7 p.m. we were both watching television’.

Listening activity
Listen and color your worksheets
Ex: The girl who was in the swing was wearing a purple dress.

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 Education Models, Paradigms and Procedures

Ts-Ss
Closing routine

Ts-Ss

Discuss their answers in class

Transition
General Feedback on the Class performance
Giving of Homework, write it on the board
Review on the listed Lesson Overview on the board
Prize for the winning team
Recognize well behave Ss (reward system)

4. Prepare a lesson (one chapter only-three days lesson) using the step in
problem-based learning model.

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Education Models, Paradigms and Procedures

I. Objectives
At the end of the lesson, the students should be able to:
1. Talk about what they would have done
2.Talk about work and work places
3. Read a diary entry about unfair situation
4. Listen to a story
5. Write a diary entry about fair and unfair event

II. Subject Matter

1. Topic: It’s just not fair! (If clauses, First conditional, second conditional)
2. References: Grade 9 (More 3 Cambridge Second edition)
3. Materials: Cartolina, Whiteboard Marker, Bondpaper, Laptop, Projector

III. Teaching Procedure using Problem-Based learning model

1. Presentation of the problem statement
Question: How would you feel if you and another person did exactly the same job but got
different rewards? Would you think it was unfair?
- Read “Equal Pay for Equal Work”
- Complete the text work
2. List what is known
- Students will share some of their unfairly experiences
- Students share ideas about unfair things in the world
- Students will talk about what they have done in situations given by the teacher
3. Develop a problem statement
- Use if clauses to talk about the things they have done
- Question: What would you have done if you were in that situation?
- Students answer using conditionals (if)
- Grammar Practice (First and second conditionals)
4. List what is needed
- (Diary) Reading: Samantha’s diary entry about unfair situation at home
- (Pictures)Number the story picture, listen and check. Then tell the story again in
front of the class
- Writing a diary entry
5. List possible hypotheses actions, solutions, recommendations
- Write on bond paper (your own diary entry) but done anonymously, about an unfair
experience
- Shuffle the papers and let students make a response at the back of their
classmate’s work

6. Present and support the solution

- Students look for their own work
- Students read the advice given to them by their classmates
- By group, students will role play a common unfair situation, and after presentation,
other students will make some suggestion as to how to make things fair.