B. Pedagogical Contents

 I. Teaching Methods of the Teacher that I Observed

During my internship, I had the opportunity to observe a Grade 6 Geography class under my cooperating teacher, Mr. Bao. His teaching approach is a blend of traditional lecture and interactive inquiry methods, which keeps students actively involved in the learning process. In his lesson, he guided the students through the fundamentals of map reading—exploring how to determine directions, calculate distances between locations, and navigate using maps. Mr. Bao’s method of encouraging students to ask questions and solve problems independently fosters a deeper understanding of geographic concepts and critical thinking skills.

II. Their Learning Materials and Innovation

In my observations of the Future School, I noticed that the teaching approach heavily relies on the textbook as the primary source of information. The content is largely centered around the material in the book, and this serves as the foundation for classroom discussions. To enhance students' understanding, the lessons are reinforced through visual aids, particularly the use of the board, where key points and examples are emphasized. This method allows students to follow along more easily, ensuring that complex concepts are broken down in a clear and structured way. However, while the reliance on the textbook provides a solid framework, I believe there is room for more interactive and diverse teaching strategies to engage students on a deeper level.

III. Sources of Learning and Technology Used by the Teachers

During my observation, the teacher primarily relied on traditional sources of learning, with the textbook serving as the main guide for the lesson. The teacher used the board to highlight key points and ensure that students could easily follow along. No other forms of technology, such as televisions or projectors, were used in the classroom. The focus remained on textbook-based learning, supported by the teacher's explanations and board work to facilitate understanding.

IV. Authentic Assessment Used by the Teachers

In my observation, the teacher primarily used traditional assessments, such as quizzes and exercises, to evaluate students' understanding of the lessons. These assessments were closely aligned with the textbook material and focused on students' ability to recall and apply the concepts taught in class. While there were no project-based or performance tasks observed, the exercises on the board allowed students to demonstrate their problem-solving skills. The assessments were clear and straightforward, focusing on reinforcing key knowledge rather than applying it to real-world situations.