1 / 9

Fs3 EPISODE 5

Fs3 EPISODE 5. PAPER WORKS ( PREPARING HAND-OUTS ) Rhena Lynn Novises Azenate Narvasa -- Baco Jennifer Balaba Apple Mary Joy Villalon. HAND-OUT PLAN. Subject Matter : Nervous System Grade/Year Level : 1 st yr. Outline: NERVOUS SYSTEM Functions: I. Two Parts

wilson
Download Presentation

Fs3 EPISODE 5

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Fs3 EPISODE 5 PAPER WORKS (PREPARING HAND-OUTS) Rhena Lynn Novises Azenate Narvasa--Baco Jennifer Balaba Apple Mary Joy Villalon

  2. HAND-OUT PLAN Subject Matter: Nervous System Grade/Year Level: 1st yr. Outline: NERVOUS SYSTEM Functions: I. Two Parts 1. Central nervous System Function: a. Brain b. Spinal 2. Peripheral nervous System Function: a. Spinal Nerve s b.. Cranial Nerves

  3. II. CNS Brain 1. cerebral hemisphere 2. Interbrain hemisphere. 3.Brainstem a. Midbrain b. b. Pons c. Medulla oblongata 4.Cerebellum III. PNS a. Cranial Nerves 1. Olfactory 2. Optic 3.Oculomotor 4. Trigeminal 5. Facial 6. Vestibulocohlear 7.Glossoophyngeal. 8. Hypoglossal.

  4. b. Spinal Nerves Important nerve Body areas served a. Cervical b. Brachial c. Lumber IV. Diseases 1. Meningitis 2.Parkinson’s Disease 3. Alzheimer's Disease 4.Traumatic brain injury (TBI)

  5. Nervous system Hand-out(con’t)Type of Organize/s/flow/schema to use: Peripheral Nervous System Central Nervous System Cranial Nerve Spinal Cord Brain Spinal Nerve Olfactory Optic Oculomotor Trigeminal .Facial .Vestibulocohlear Glossoophyngeal Hypoglossal cerebral hemisphere Interbrain Brainstem Cerebellum Cervical Brachial Lumber Diseases Meningitis Parkinson’s Disease Alzheimer's Disease Traumatic brain injury (TBI)

  6. Your Analysis What are the good features of a handout? There is characteristics of a good clarity or so clear that the pupils easily understand what is being asked. -Simplicity- it is simple to understand -Specificity - it is specific rather than general. -Definiteness -  it is so definite that it permits only one or two meaning or answer. Which of these features are present in the handout I made? -Good quality -Simplicity -Specificity-Definiteness Which features are not present in the handout I made? It is no a general type of hand outs it is directed to the pint simple and definite.

  7. Your Reflection 1.What difficulties, if any, did you encounter in making the hand-outs? Rhena Lynn Novises: I think to plan how to arrange it in order that the students will easily understand it well and clearly. It is really important to plan first before to decide it in order to have a good result and good features. I overcome it by planning because a plan may be brief but at the sane time effective. Azenate Narvasa-Baco: For me there are time in making some hand-outs I feel tiresome also because t need also a time to make in a learning effective to the student, and also to satisfy the needs of your students

  8. Jennifer Balaba: Yes, in planning a hand-outs is one of my tiresome because it needs a enough time to make it not in perfect but if you give some hand0outs to your student you should consider the learning effective on this. So it needs a enough time to make it Apple Mary Joy Villalon: For I encountered some difficulties in making a hand-outs is the references or the sources because it also require enough time if you want to be effective hand-out to your students.

  9. 2. What tips can give teachers regarding preparation of handouts? Rhena Lynn Novises: Tips that I can give to prepare a high quality hand-outs and to be effective is to be more understandable that truly work well to make learning effective,. Azenate Narvasa-Baco: It must have a good chatacrerisrics of good quality enable students to understand well and clearly. Jennifer Balaba: It must requires specific rather that general answer. Apple Mary Joy Villalon: It must stimulate the child to think, that is, to compare, evaluate and draw inferences and conclusions.

More Related