PARTICIPATING IN MAINTAINING

INSTRUCTIONAL ROUTINES

The main objective of this Field Study 2 is to expose and provide student teachers with some
authentic hands-on participation in the teaching-learning experience in the classroom. Engaging student
teachers in classroom practices will help them with gradual development of practical knowledge and
wisdom that they bring along when they become teachers.

Successful teaching-learning events have always been every teacher's dream yet not all of them
become successful especially if the subject or content area is difficult or less interesting for some learners.

Your task as a student teacher is very crucial in participating in your Cooperating Teacher’s
challenge of making the learners gain academic content.

Prepares FS 2 Students for PPST: Your Intended Learning

Outcome:
Domain: Learning Environment
Strand: Management of classroom structure and activities Establish instructional routine to
Support for learner participation assist learners in gaining academic
Promotion of purposive learning success.

Your Experiential Tasks Your Reflection Trigger

4.1 Exposure
Knowing and Understanding Instructional Routines

4.2 Participation
Observing instructional Routines at Work

4.3 Identification
Doing Instructional Routines

4.4 Internalization
Reflecting on the Usefulness of Instructional Routines • How do instructional routines
contribute to the students’
Dissemination learning of content areas?
4.5 Creating instructional Routines for Useful Teaching-
Learning

8.1 EXPOSURE
Knowing and Understanding Instructional Routines

You might have noticed that your Cooperating Teacher has activities or routines in which students
are asked to be familiar with. These are practices initially taught to the students, constantly practiced until
they become part of the classroom structure during the teaching-learning events. Instructional routines are
research-based, interactive modes intended to engage students and increase their chances of successful
learning by reducing the effort required to learn a procedure that otherwise may vary by the day, teacher, or
lesson (Mussman, 2017).

Here are some definitions of instructional routines:

• Instructional routines or tasks enacted in classrooms that structure the | relationship between the teacher
and the students around content in ways - 7 that consistently maintain high expectations of student learning
while | adapting to contingencies of particular instructional interactions (Kazemi, | Franke, & Lampert,
2009).

• Instructional routines refer to all of the elements of teaching/learning | events other than the specific
content to be taught and the specific | materials used in teaching (LEARNNet).
 You can research other books or sources to widen more your knowledge and understanding of
instructional routines.

Outcome-based Learning Experience 4:

PARTICIPATING IN MAINTAINING INSTRUCTIONAL ROUTINES
8.2 PARTICIPATION
Observing Instructional Routines at Work

Observe carefully the different instructional routines taking place in the classroom
during teaching-learning engagements. List them down and start rehearsing on how you will
participate with your Cooperating Teacher in doing those instructional routines. Pay close
attention on how your CT models the routines.
List of Instructional Routines at Work

1.
___________________________________________________________________
______________

2.
___________________________________________________________________
______________

3.
___________________________________________________________________
______________

4.
___________________________________________________________________
______________

5.
___________________________________________________________________
______________

6.
___________________________________________________________________
______________

7.
___________________________________________________________________
______________

8.
___________________________________________________________________
______________

9.
___________________________________________________________________
______________

10.
___________________________________________________________________
____________

8.3 IDENTIFICATION
Doing Instructional Routines

Perform with your Cooperating Teacher (CT) in doing instructional routines. Here are
some common instructional routines which your CT might have been doing during his/her
class.

• Buzzing Bees
Students mimic the buzzing sound to find a partner in group discussion (specific
instruction will come from your CT).

• Think Pair Share

Students individually think about an issue, then refine or broaden understanding
through discussion with a partner and then share to the big class their common
understanding (specific and refinement of the routine will come from your CT).

• Warm Up Routine (Who's the Next)

Students share understanding of concept by taking turns and saying: You're the next
___________________ (name of student).

Add and master other instructional routines of your CT and guide the students who
cannot follow the routine.

Take the initiative to review with the class the routines and repeat the routines
whenever they are necessary.

REEXAMINING YOUR ASSISTING TASK:

What are the problems you noticed why instructional routines failed to facilitate the
teaching-learning process?
 8.4 INTERNALIZATION
Reflecting on the Usefulness of Instructional Routines

From your participation task in implementing instructional routines, what do you think
are the functions of instructional routines in the academic success, of the learners? List
down at least five useful functions you personally observed and encountered.

Functions of Instructional Routines:

1.

2.

3.

4.
5.

8.5 DISSEMINATION
Creating Instructional Routines for Useful Teaching-Learning

Make your own samples of instructional routines that you can use as a future teacher.

Growth Portfolio Entry

No.8

My Creative Samples of Instructional Routines

Brecilla-Buensalida-Vergara