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0% found this document useful (0 votes)
365 viewsFS2
Uploaded by
Mark Bryan AlaurinCopyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF or read online on Scribd
/ 72
LERNING EXPERIENCE 1:
PREPARATION OF INSTRUCTIONAL MATERIALS
INTRODUCTION
Instructional materials are the content or information conveyed within a course.
They hold the power to either engage or demotivate learners. These include the lectures,
readings, textbooks, multimedia components, and other resources in a subject area
(https://desianteachengage.wisc.edu/instructionalmaterials/). Teachers and students
alike can use these for both face-to-face and online classrooms. However, some
instructional materials require modification to be useful for the online environment. The
best instructional materials can help attain the learning objectives and in unity with the
assessments and learning activities. (https://designteachengage.wisc.edu/instructional-
materials/)
Instructional materials are instruction aids. Students will learn best if all their
senses are involved in learning. Your cooperating teacher needs your assistance in
Preparing these materials.
OBJECTIVES:
At the end of this episode, the student should be able to:
«prepare instructional materials to support teaching and learning engagement;
«provide indigenous and localized instructional material for classroom use; and
* create accessible course materials.
PARTICIPATION
Confer with your cooperating teacher the materials he/she wants you to prepare.
Remember, when creating instructional materials, it is essential to make sure all
‘students can access them. Therefore, instructional materials must be carefully planned,
selected, organized, refined, and used.
1. Identify the types of print materials and audio-visual media needed for various
purposes in the classroom.
instructional Materials Purpose for Use
Print Materials: Readings, Syllabus,
Lesson/Assignment Files, Rubrics, Handouts
Digital Media/Recorded Lectures (Audio or
Video): Movies/TV Clips/YouTube, Podcasts,
Screencasts, TEDx Talks, etc.
Course Introduction Video
Presentation Materials (Lecture Notes,
PowerPoint, Prezi, Adobe Captivate)
Expert interviews, Guest Speaker Recordings
Case Studies/Scenarios Educational Games
Simulations
Visualizations: Illustrative Pictures, Graphics,
Interactive Data
Third-Party Tools and Software
Role-Playing
Expert blogs
Open Educational Resources (OER):
Textbooks, Online Articles, Audio or Video
Clips, Links to Online Resources, Databases,
Examples: Simulations
Websites/Really Simple Syndication (RSS)
feeds
2. Gathering Instructional Materials from Various Sources.
Start gathering from various sources ail the needed instructional materials by your
Cooperating Teacher. Have a checklist of the inventory resources that you will use in
assisting your CT.
Instructional Materials. Sources
alel>|slole|alo|s|=
iS
3. Create an accessible site for online materials
Create your own google site that will serve as site for your course material. Share the link
to your CT and students. Organize and add different online materials like (video
presentation or PowerPoint) to your google site and make sure that it is accessible.
Paste the link of your google site here: o>) 3.1 EXPOSURE :
Cs f ‘@) Getting Ready with Materials for Making Classroom Displays
& ALS
Inquire from your Cooperating Teacher on the kind of bulletin board
displays and learning stations he/she finds appropriate in the classroom, Then,
design tentative bulletin board displays and learning stations. Present to your
Cooperating Teacher for approval.
List down the materials you will be needing in structuring the proposed
bulletin board afd learning stations. :
L
2.
3.
4.
5.
6.
7,
8.
9.
10.
Other than bulletin board displays and learning stations, your CT also needs
your assistance in enhancing the classroom environment, Assist your CT in
Structuring learning spaces in the classroom that allow the learners easy access
in an interesting and productive manner to a variety of learning materials.
Assist your CT in structuring any of the following:
© Mini Library
© Science Corner
_aased Leoring Experience 3: Asiting in Proporng Bulletin Board ond Leaming Station Displays 27 Assisting in Preparing Bulletin Board
and Learning Station Displays _ '
4 Another way of assisting your CT is using your own |
creativity in making effective, attractive and powerful
bulletin board and learning station displays. Listen to
s your CT's instruction on how you can assist him/her make
bulletin board displays and structure learning stations. Remember the various
uses and importance of bulletin board displays and learning stations as you
assist your CT.
erst ena
Terrase
Maar ae
Ce
Exposure
Getting Ready with Materials for Making
Classroom Displays
Participation
Identifying Appropriate Instructional Materials
for Bulletin Board and Learning Station
According to Purpose
3.3. Identification
Determining the Guidelines in Structuring
Bulletin Board and Learning Stations
| 34 Internalization
Making a Layout of Bulletin Board and
Learning Stations.
* What'is a good bulleti board and
learning station?
3.5. Dissemination
Instructional Display Making
26 | 3.2 PARTICIPATION
Identifying Appropriate Instructional Materials for Bulletin
Board and Learning Station According to Purpose
Work with your Cooperating Teacher as regards to appropriateness of the
materials you intend to use. List down the purpose of the displays that you will
be assisting your CT to work for.
* Mini Library
© Learning Centers/Stations
‘= Science Corner :
28 Outcome-Based teaming Experience 3: Assisting in Preparing Bulletin Board and Learning Station Displays 4 3.3 IDENTIFICATION
Determining the Guidelines in Structuring Bulletin Board and
Learning Stations
Check your readiness in assisting your Cooperating Teacher in structuring’
bulletin board displays by considering the following guidelines:
mais Renae a
Cu mcks
1. | will assist in structuring
the bulletin board
displays simple yet
emphasizing the desired
central theme
N
. | will assist in structuring
our bulletin board always
updated
w
}. | will see to it that our
bulletin board displays
are purposeful
&
| will assist to make our
bulletin board displays
engaging to the learners
w
| will assist in structuring
our bulletin board
displays catchy and
meaningful
i REEXAMINING YOUR ASSISTING TASK: ———————___—___
W.
While you were helping your CT in the preparation of your bulletin
boards and learning stations, what problems have you encountered in
trying to make your bulletin boards and learning stations appropriate to
the learners?
| outcome-based Learning Experience 3: Assisting in Preparing Bulletin Board and Learning Station Displays 29
t 3.4 INTERNALIZATION
Making a Layout of Bulletin Board and Learning Stations
Knowing the purpose, the theme, and available materials that you can
use to assist your CT, make a layout of the bulletin board displays and other }
learning stations. Ask your CT’s stamp of approval for your layout designs. :
A. Sketches/Layout for Bulletin Board
a
B. Sketches/Layout for Learning Stations
30 Outcome Based Learning Experiencé 3: Aessting n Preparing Bulletin Board and Leorning Station Display 3.5 DISSEMINATION
Instructional Display Making
Having assisted your Cooperating Teacher in making bulletin board
displays, make your own plan in putting up a bulletin board display once you
become a teacher yourself.
Growth Portfolio Entry
De Rum te) Cu ee Te CRT
‘tcome-Based Learing Experience 3: Assisting in Preparing Bulletin Board and Learning Station Displays
31 32
{ | GROWTH PORTFOLIO ENTRY |NO.
(Qutcome-Based Learning Experience 3: Assisting la Preparing Bulletin Board and Learning Station Display. 5 ._- Assessing Learners’ Performance
7 Teachers teach to make students learn, Assessing the
learning progress of every student is always supported
by data from the results of their learning outputs.
reachers employ varied ways to evaluate students’ Progress
and are faced with a lot of paper works relative to students’ learning outputs.
Being faced with various tasks, your Cooperating Teacher needs your assistance
in checking the students learning output:
Corea ecm
ei) Tiere Te
ieee eee
at aac ROT a cane rt
Exposure
Defining the Parameters of Learners’
Performance
Participation
Familiarizing. with Rubrics or Scoring Guides
43 Identification
Recognizing the Importance of Good
‘Assessment Practices
44 _ Internalization
Categorizing Learning Outputs
+ What important role do rubrics play
‘45 Dissemination in assessment?
Snapshots of My Assessing of Learning
Performance
‘vtcome-Based Learning Experience 4: Assessing Leamers’ Performance 35 4.1 EXPOSURE
Defining the Parameters of Learners’ Performance
Make a table of the Learning Performance that your Cooperating Teacher
would like you to asses. List down the part of the output assigned to you.
Pee aes PeaaCRett cas Se aC
enter yer toad
1.
2.
3.
36 Outcome. Based Learning Experience 4: Assessing Learners’ Performa 4.2 PARTICIPATION
Familiarizing with Rubrics or Scoring Guides
Rubric as a terminology in education refers to the scoring guide used by
the teachers in evaluating the quality of students’ written or oral performance
or output. Rubrics usually include evaluation criteria, quality definitions for
those criteria at a particular levels of achievement and a scoring strategy
(Wikipedia).
Study very well the rubrics used by your Cooperating Teacher in evaluating
the quality of students’ constructed responses to questions especially essays.
Take note of the evaluative criteria for scoring the learning outputs both
for written works and performance tasks.
Activity
1. Do you find using or having a rubric/scoring guide useful when you checked
students’ learning outputs? Why?
2. List down advantages of having rubrics in checking students’ learning output.
‘Qutcome-Based Learning Experience 4: Assessing Learners’ Performance 37 4.3 IDENTIFICATION
Recognizing the Importance of Good Assessment Practices
Have a table of the learning outputs that you checked and record the
assessment practices that you employed in assisting your Cooperating Teacher
in correcting students’ learning outputs.
eee uaa Cod
Learning
Output
1. Used rubrics as guide in
checking
2. Reviewed scores given in
each item based on
criteria
3. Recounted scores
REEXAMINING YOUR ASSISTING TASK: ——————————_-
g.
‘P:
In your experience of assisting your CT in checking students’ learning
outputs, what problems did you come across in correcting students’
portfolio, projects and other learning outputs?
XR
38 ‘Outcome-Based Learning Experience 4: Assessing Leamers’ Performar 4.4 INTERNALIZATION
Categorizing Learning Outputs
Go over the learning outputs that you have assisted your Cooperating
| Teacher in checking. Record them under the following categories.
+
39 4.5 DISSEMINATION «: ‘i
) Snapshots of My Assessing of Learning Performance
Having experienced assisting your Cooperating Teacher in assessing
students’ learning performance, make an impression on your personal view
(snapshots) on how important are rubrics in assessing learning performance.
Growth Portfolio Entry [he]
Penn acu ae
eee ee aC
‘Outcome-Based Learning Experience 4: Assessing Learners’ Performance att] GROWTH PORTFOUIO-ENTRY [No
XL
Sutcome- Based Learning Experience 4: Assessing Leamers’ Performance 41 Recording Learner’s Assessment Results
*« Having accurate factual and up to date record keeping
of learners’ academic output is a very important part of
teachers’ role. Teachers need to keep effective assessment
__——records of every student so that they can have accurate
“ parents so that they can have clear understanding of their children’s learning
gress and achievement in school. A student teacher needs the experience of
v proper recording of academic outputs and performance tasks is done by
teacher. Follow strictly the instruction of your Cooperating Teacher while
ou help in recording learners’ assessment results.
Senne
ae
rae
Notes rear en Ctra eet
Exposure
Collecting and Safekeeping of Academic
Outputs and Performance Tasks
Participation
Getting Acquainted with Learners’ Outputs
and Performance Tasks
63 Identification
Collecting, Organizing, and Recording
Practices of Learners’ Performance Outputs
4 Internalization
Recognizing the Importance and Difficulties in
Recording Learning Outputs and Performance
Tasks
+ How important is accurate recording
of learners’ performance?
65 _ Dissemination
Preparing and Recording Strategies
ecome-ased Learning Experience 6: Recording Learner's Assessment Results 53 : @) Collecting and Safekeeping of Academic Outputs and
2
& Performance Tasks
Sed), 6.1 EXPOSURE
ft
Assist your Cooperating Teacher in checking the accuracy of entering in the
class record of the students’ academic outputs and performance. Follow your
CT's guidelines on how to keep and safeguard the students’ learning outputs.
Activity
List down your CT’s guidelines or instructions on how you will collect, sort,
and keep the students’ outputs. .
1,
54 Outcome-Based Learning Erperence 6: Recording Leamer's Assessment Rests |
4 6.2 PARTICIPATION
Getting Acquainted with Learners’ Outputs and Tasks
Organize your list of learners’ outputs by recording them in the given
categories.
Co cauenccrie
(eeu
Section:
‘Gutcome-Based Learning Experience 6: Recording Learner's Assessment Results
r
SS 6.3 IDENTIFICATION
Collecting, Organizing:and Recording Practices of Learners
Performance Outputs
A teacher must be a good housekeeper of students’ records. It is a key
responsibility of every teacher to accurately monitor and record students’
performance output., Therefore to keep the tasks manageable and.less time
consuming, part of the- r’s good housekeeping skill is to dé
way of collecting and organizing: Jearners'-performance. output:
Assist your Cooperating Teacher in organizing the collection of students’
learning outputs by putting them in their designated collection station. Follow
strictly and double check your compliance to your CT's instruction.
storage or drawer pocket
pocket folder portfolio
deep baskets
color code filing system
homework / project collection station
others
From your own class list, record the learning outputs and performance tasks
submitted by the students. Double check your record before you hand it over
to your CT. Arrange the learning outputs by names or class number for easy
recording or follow the manner of recording as instructed by'your CT.
(emaraete ss Cou UC Ey
Som
Dp: REEXAMINING YOUR ASSISTING TASK:
As you record the assessment results of the students, what are some
of the.critical issues of accountability in recording have you experienced?
56 ‘Outcome-Based Learning Experience 6: Recording Leaner’s Assessment Results 6.4 INTERNALIZATION
Recognizing the Importance and Difficultiés in Recording
Learning Outputs and Performance Tasks
What are the challenges you encountered in assisting your Cooperating
Teacher in recording students’ academic learning outputs and performance
tasks?
zes Encountered in Assisting the Recording
ase rele Tics
10.
| outcome-Based Leaming Experience 6: Recording Learner’s Assessment Results 57
t 6.5 DISSEMINATION
Preparing and Recording Strategies
ve
From the experiences and challenges you have encountered, make your
own plan of preparing and recording strategies relative to your future students’
academic outputs and performance tasks.
Growth Portfolio Entry
My Strategies in Recording My Future Students! Learning
Chime icici ara
Strategy
Strategy |
Strategy : |
Strategy
=p
58 ‘Outcome-Based Learning Experience 6: Recording Learner's Assessment Results GROWTH PORTFOLIO ENTRY {xo}.
oa
+
59
Jisre tns earn perience Arcring Lauer Asanti Participating in Maintaining .
__Instructional Routines 4
The main objective of this Field Study 2 is to expose-and
to 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.
Pte ae
Means ena
Terra.
Seta st aE Neigh etwas
Exposure
Knowing and Understanding Instructional
Routines
8.2 Participation
‘Observing Instructional Routines at Work
8.3. Identification
Doing Instructional Routines
8.4 Internalization
Reflecting on the Usefulness of Instructional
Routines
How do instructional routines
contribute to the students’ learning
of content areas?
8.5 Dissemination
Creating Instructional Routines for Useful
Teaching-Learning
q Cutcome-Based Learning Experience 8: Participating in Maintaining instructional Routines 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 tothe 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
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.
jcome-Based Leaming Experience 8: Participating in Maintaining Instructional Routines 73 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.
Tne
10.
74 Outcome-Based Learning Experience 8: Participating in Maintaining instructional Routine E
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).
e 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.
a REEXAMINING YOUR ASSISTING TASK:
What are the problems you noticed why instructional routines failed to
facilitate the teaching-learning process?
‘Sutsome-Bosed Learning Experience 8: Participating in Maintaining instructional Routines 75 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
76 utcome-Bosed Learning Experience 8: Participating in Mointalning instructional Rowtio« 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 [nes |
Mrereae ean
‘Outcome-Based Learning Experlence 8: Participating in Maintaining Instructional Routines a Participating in Maintaining
Management Routines aM
Establishing predictable routines is a critical part of
Classroom management. Keeping good management
practices makes the class runs.smoothly. A lot of
“57+ pehavioral problems in the classrooms can. be attributed to
the failure of the teacher to establish management routines and the failure of
the students to follow them.
Prepates FS 2 Students for PPST:
Doniain . teatning Environment
Sicha uaa lesa saree
Defeat Ra eras teat Ie
Saclay
Seliger cuca ah
Exposure
Noting Down Classroom Management
Routines
9.2 Participation
Categorizing Classroom Management
Routines
9.3 Identification
Participating in implementing and Maintaining
‘Management Routines
3.4 Internalization
Reviewing Success and Failure of
Management of Routines
+ What management routines do |
need to establish to make 2 BETTER
classroom?
9.5 Dissemination
Committing to Adopt Management Routine
Strategies for a Smooth Sailing Teaching-
Learning Events
‘Outcome-Based teoming Experience 9:Portilpating in Maintaining Monagement Routines BL Ged 9-1 EXPOSURE
io RS Noting Down Classroom Management Routines
© fe
Have a list of.classroom routines being used or implemented by your
Cooperating Teacher in running the class smoothly. Observe very well the what,
when and how of these routines.
My Notes of Classroom Management Routines
Example:
Morning Rituals _ | Before the first class * Saying pervently the
“Morning Offering Prayer”
* Greeting teachers and
classmates “Good Morning”
* Leader saying aloud
present classmates by row
82 ‘Outcome-Based Leoming Experience 9: Participating In Maintaining Management Routines 9.2 PARTICIPATION
Categorizing Classroom*Management Routines
Classify the classroom routines that your Cooperating Teacher. has been
doing in the teaching-learning events.
Ce Rac amu (een aca eteiar ag all
Pec aC ey aces ree
t
83 9.3 IDENTIFICATION
Participating in Implementing and Maintaining Management
Routines
Do participating tasks of maintaining management routines. Rate your level
of success in participating to maintain management routines.
oO Very Successful
oO Successful
oO Moderately Successful
O Not Successful
2
2 REEXAMINING YOUR ASSISTING TASK::
‘What are some of the difficulties in maintaining management routines
based on your own personal experiences?
84 ‘Outcome-Based Learning Experience 9: Participating in Maintaining Management Routines : t
9.4 INTERNALIZATION
Reviewing Success and Failure of Management of Routines
Recall your participation in maintaining management routines, Write your
successful and failure stories for your personal reflection and insights in the
future.
I hace ott SEE Ay
(er eaceeiulaer st
Growth Portfolio Entry {N
Agia
oa
Outcome-Based Learning Experience 9: Participating in Maintaining Management Routines 85 9.5 DISSEMINATION
Committing to Adopt Management Routine Strategies for a
Smooth Sailing Teaching-Learning Events
Make your own samples of instructional management routine strategies
that you can use as a future teacher.
Growth Portfolio Entry [ne-93]
Note: You may attach additional page if needed.
86 utcome-Based Learning Experience 9: Participating in Maintaining Management Routines —
f | GROWTH PORTFOLIO ENTRY |NO. ma gl)
| cxicome-Based Learning Experience 9: Portiipating n Maintaining Monagement Routines 87
f Participating in Guiding Learners
During Transitions or Group Activities
! Maximum learning and productive use of instructional
time do not always come easy unless the teachers set
guidelines to keep students focused and not restless, calm
_ and not noisy nor disorganized, and learning objectives are
realized.
Your task-as a’student teacher is to participate with your Cooperating
‘Teacher in guiding learners during transition or group activities to increase time
for learning.
Pe eo aae
eta st acura Nera eis at e
Exposure
Observing Transitions and Group Activities
Participation
Walking Through the Transitions and Group
Activities
11.3 Identification
Charting Transition and Group Activity by
Class Episodes
11.4 Internalization
Putting Transitions at Work
How can I smoothly guide my learners
during transition or group activities?
11.5. Dissemination
Making My Own Creative Transitions and
Group Activities
100 ‘outeome:Based Leaming Experence 11: Partleipating in Guiding Learners During Transitions or Group Activities 11.1 EXPOSURE
Observing Transitions and Group Activities
Based on your observation of your Cooperating Teacher's classes, write
transitional and group activities he/she has been doing.
' Before Starting the Lesson
© During Lesson Proper
* After the Lesson Proper
po
: ED
* Before Recess or Lunch Break
* After Recess or Lunch Break
* Before Dismissal Time
‘Qutcome-Based Leorning Experience 11: Particlpating in Guiding Leormers During Transitions or Group Activities 101
t 11.2 PARTICIPATION
Walking Through the Transitions and Group Activities
Learn by heart the different transitions and group activities you do in the
classroom. List down the transitions and group activities that your Cooperating
Teacher does in the classroom.
d Group Act
102 outcome Based Leaming Exerence 11: Pertkipting ln GuldngLeamersDurlng Tanltons or Group Activites: 11.3 IDENTIFICATION
((E]) Charting Transition and Group Activity by Class Episodes
: Chart the transition and group activity strategies of your Cooperating
} Teacher.
i ‘A. Transition Songs
i B. Transition Routines
cutcome Bsed Lering Experience 13: aripting in Guiding Leomer During Tanstons or Group Aces 103 C.) Group Activity Procedures and Guidelines
a
De REEXAMINING YOUR ASSISTING TASK:
In my experience in participating or guiding the learners during
transition and group activity, in what areas did | find some difficulties?
104 Cutcome Based Leoming Experience 11: Paticpoting in Guiding Leamers During Transitions or Group Activities | 11.4 INTERNALIZATION
Putting Transitions at Work
Together with your Cooperating Teacher, implement the transition
and group activity by class episodes. Make your own notes of progress in
participating in this learning - teaching task.
My Learning Progress Notes
Outcome-Bosed earning Experience 11: Participating in Gulding Leamers During Transitions or Group Activities 105 11.5 DISSEMINATION
Making My Own Creative Transitions and Group Activities
Make your own creative transitions and group activities which you can use
in the future.
Growth Portfolio Entry [No.1
Nec RCI}
106 ‘Outcome-Based Leaming Experience 11: Participating in Guiding Learners During Transitions or Group Activities - | GROWTH PORTFOLIO-ENTRY [No. an
ie
based Leeming Exerience 1: Partklpatng in Guiding Learners During Transitions or Group Actes 107 Participating in Supervising Learners in
Co-Curricular Activities
{ Students do not only learn within the four walls of
the classrooms. There are programs and learning
experiences that complement in some ways to students’
a Ee rearning in the classroom. These are experiences connected
ic curriculum. Therefore these are co-curricular activities because
extension activities of the formal learning experiences held outside
m or maybe outside of the school for outside school sponsored
‘arizing with Co-Curricular Activities
icipation
fy Variations Among Co-Curricular
