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Principles of Learning

with the setting of clear and

high expectations and learning

outcomes.

2. Learning is an active

process.

personal meaning and

relevance of ideas.

4. Learning is a cooperative

and collaborative process.

Learning is enhanced in an

atmosphere of cooperation and

collaboration.

applies/contradicts the learning

principle?

Application of

Non-application of

the Principle

the Principle

Ms. Mesias writes

None.

her lesson

objective and

intended outcomes

and shared it with

the class.

Ms. Mesias lets the

None.

learners do the

learning activity

and enjoy it.

The teacher relates None.

the lesson to the

needs, interest and

problem of the

learners. The topic

presses on the

relevance,

importance, role of

a woman in the

society and how to

treat them.

Ms. Mesias group

None.

the class into five

groups and let each

group present their

work and outcome

through musicale

and interpretation

of each topic.

The principles most applied were learning is an active process and learning is a

cooperative and collaborative process.

2. Which principle of learning was least applied? Why the principles

was/were not very much applied? Give instances where this/these

principle/s could have been applied?

Based on my observation of Ms. Mesias class, she made sure that that her

teaching strategy correlates with the different principles of learning. Even learning

sometimes is a painful process, she made sure that the students understand and

that it should be accompanied by sacrifice. She made the learning very enjoyable

for the students.

3. How did the application of these principles affect learning?

Based on my observation, I can really say that the teacher is teaching effectively

because she considers how learning takes place. The principles of teaching is

already proven and tested, forged and fortified by years of observation and

experience by so many educators. By integrating the lessons through these proven

principles, Ms. Mesias was able to draw the students interest, motivate them; made

learning enjoyable for them and even mould their behavior towards learning.

4. How did the non-application of these principles affect learning?

I cant say something based on the class that I observed but to me, nonapplication of the different principles in learning is just like playing a game without a

game plan. The teacher would be lost in the equation and she/he would not be

connected to the students. This would result in a negative impact on the students

and surely affect their learning.

5. Do you agree with the principles of learning? Or have you discovered

that they are not always correct?

I strongly agree with the principles in learning. We must learn the different

principles by heart in order to become an effective teacher.

Practices worth adopting

Begin each lesson by setting objectives based on the three domains of

knowledge, learning outcomes and making sure objectives are SMART.

2

personal meaning and relevance of the ideas they are about to encounter

and experience.

Implement groupworks and activities because learning is improved in

cooperation and collaboration atmosphere.

learning on our students. They must be engaged to activities which are

significant or connected to real life experiences.

To expect immediate results. Learning is an evolutionary process, it takes

time. In order to become a much more effective teacher, we must be

PATIENT.

Being insensitive. Learning is both intellectual and emotional process and

sometimes can be painful due to frustrations. We must appeal to the

students intellect as well as their emotions. We must make the students

understand that even learning is a difficult task; it will lead to inner joy

eventually.

Lesson learned

Abiding from the different principles of learning simply means teaching

effectively and efficiently. It is a total package, not only we teach students

academically but we mould them to become a good individual ready to take on the

challenges in life in the future.

Learning process is something that has significance to the learners.

Learners should be given a chance to relate the topic to their own interests,

problems and needs.

Learner has their own unique way of learning based on multiple intelligences.

Learner should be emotionally and intellectually healthy.

Learning sometimes is physically, emotionally and mentally draining.

Learning sometimes is self-discovery.

Learning is more effective when the learner themselves tried it in their own way.

Learners learning experience is the best learning process.

Learning can be enhanced through group activities.

Learning does not take effect overnight.

Learning is a give-and-take process.

Episode 2 2.1

The resource teacher began her lesson

by stating her objective and what she

expects from her students at the end

of the lesson.

Mrs. Pandan imparts her lesson

objective including plans and purpose

of the lesson to her student.

The lesson objectives for her class

were to find P(X) is divided by (x-r), to

incorporate the value of being

compassionate. It is very clear that

the objective has clear focus, thus the

teacher was able to have a concrete

picture of the behavior of the students

towards the lesson.

2.2

lesson by stating his objective and

what he expects from his students at

the end of the lesson.

Mr. Balino discussed the lesson

objectives to the students, making

sure his students understand the

importance and relevance of the

lesson.

objective including plans and purpose

of the lesson to his students.

The lesson objective was focused on

Natural Human Law making it clear

with the students. It was also more

focused on the Affective domain since

the subject is Edukasyon sa

Pagpapakatao.

recognize the components required to

assemble a PC, assemble and

disassemble parts of a PC and to

incorporate the value of hardwork.

Having these SMART objectives, the

teacher was able to easily formulate a

test to measure the attainment of his

objective.

2.3

The Resource Teacher began his

lesson by stating his objective and

what he expects from his students at

the end of the lesson.

1. Recognize the components required to assemble a PC.

2. Assemble and disassemble parts of a PC.

3. Appreciate the value of hardwork.

The development of his lesson was fluent being guided with this set of lesson

objectives. Its a complete package because it is based on the three domain of

knowledge.

1. Why is it sound teaching practice for a teacher to begin with the end

in mind and to share his/her lessons objectives or intended learning

outcomes with his/her students?

It is an important practice for a teacher to begin with the end in mind so

that he/she will have a sense of direction and target throughout the

development of the lesson. Class interruption will be minimized, hence the

lesson will be more focused and teaching will be more effective and efficient. It is

also important the teacher shares his/her lesson objectives to the student in

order to make them own the objective and make it their personal target. In that

way, they will become self-motivated to learn and less external motivation is

needed.

4

SMART? Support your answer?

Yes, definitely. The lesson objectives of my resource teachers were SMART

because it was easy for them to formulate assessment after the lesson. They

were able draw out the expected behavior that their students will show towards

their lesson. The scope of the lesson was clear and focused.

3. Do SMART objective help the lesson more focused?

Based on my observation, it is an absolute YES.

4. Were the lesson objectives/intended learning outcomes in the

cognitive, psychomotor and affective domains? Support your answer.

This lesson objective of Mr. Balinos ICT class:

1. Recognize the components required to assemble a PC. (Cognitive Domain)

2. Assemble and disassemble parts of a PC. (Psychomotor Domain)

3. Appreciate the value of hardwork. (Affective Domain)

The objectives were very clear that it abide on the three domain of

knowledge.

5. Is it necessary to have objectives always in the 3 domains cognitive,

psychomotor and affective? Why or why not?

Yes, as much as possible we should always incorporate our lesson objectives

with the three domains of knowledge mainly because of it wholeness and

completeness for it dwells on knowledge and values or on skills and values or on

knowledge and skills or on knowledge, skills and values. There must be a

balance between the three.

My reflection

Meaningful goals are specific, measurable, achievable, relevant and defined

within a timeframe for completion. A SMART objective includes measures that you

can track to gauge progress. SMART objectives contain the potential to focus

attention, work plans, and commitment to performance targets. Because

meaningful and practical measures are built in, SMART objectives also enable

feedback and learning that can keep you on track to success. When our lesson

objectives are SMART, it is quite easy to find out at the end of our lesson if we

attained the objective or not.

Integrating the lessons objectives in the three domains makes the lesson

more meaningful mainly because it dwells on knowledge, skills and values. When

we teach knowledge accompanied by values this will touch students and bring out

the change in them. If we teach only skill unaccompanied by values, we may

contribute to the formation of people who will have the skills to oppress and to take

advantage of the unskilled. So it is very important that our lessons get direction

from objectives in the two or three domains with the affective always present.

http://www.searchquotes.com/search/Education_Significance_Of_Goals_And_O

bjective/

Our lesson objective should involve our students mental, physical and

emotional aspect in order for them to understand the true value of the

lesson.

Episode 3 3.1

The teacher taught Remainder

Theorem. She was focused on

concepts, principles and theory.

The teacher asked two volunteers to

solve the given set of polynomials

using long and synthetic division.

The teacher grouped them and gave

them a problem set. She encouraged

the student to solve on their own first

before asking for help. She then asked

for a volunteer to show the solution on

the board. She then asked a volunteer

student using the remainder theorem

and compared the answer of the

synthetic and long division.

Episode 3 3.2

the value of responsibility and

compassion. She asked the student

how they would relate these values in

their work. The students responded

positively.

an inventory of the components and

materials needed for the assembly of

PC and the step by step procedures.

students the components of a PC and

how to assemble and disassemble the

different parts. The focus of the lesson

was terms and concepts.

step procedures, the students were

allowed to do hands-on on the

6

components. They were able to install

the drives, CPU, CP fan, memory

modules on the motherboard.

Sir Balino inculcated to the students

the value of hardwork and patience.

Whatever they do, they should exert

effort and patience in order to be

successful. Just like their task, it was

not easy but with heart, hardwork and

The teacher focused on vocabulary,

terms, facts and principles. He

discussed on the Natural Human Law.

The teacher grouped the students and

asked them to brainstorm and write a

paragraph as their own reflection

about Natural Human Laws after the

discussion.

what they do.

Episode 3 3.3

treated.

infront of the class together with a

brief interpretative presentation

through a song.

Sir Padreganda inculcated the value of

equality and justice to his students. He

instilled to them to always have a fair

treatment towards others and to treat

mental procedures only or psychomotor/physical skills only? Or were

the lessons combinations of two or three? Explain your answer.

Based on my observations, the lessons were combinations of cognitive

domain, mental procedures and psychomotor skills. The teacher made sure to

integrate the lesson in these three procedures to have a balance learning

development for the students. A great proof of that is the class of Mr. Balino.

2. Were the lessons focused on cognitive content only or psychomotor

content only or affective content only? Or were the lessons combination

of two or three? Explain your answer.

The lessons were clearly a combination of the three domain of knowledge

namely the cognitive, psychomotor and affective. Just like the class of Ms.

Pandan, even though she was teaching mathematics, she was able to

incorporate the value of compassion in the lesson which is under the affective

domain.

3. What was the effect on learning when teaching was focused only in one

domain?

There would be an imbalance of learning if the teacher focuses only in a

single domain. Say for example only cognitive domain, we cannot teach only

knowledge, and it gets boring if this is the primary concern of the teacher. As

7

much as possible, me must involve the three domains so that the skills and

values behind the lesson will be implemented and understand by the students.

4. Is it really possible to teach only in one domain like affective only or

cognitive or psychomotor only? Or based on Kendalls and Marzanos

taxonomy, information only or mental procedures only or psychomotor

procedures only? Explain your answer.

Yes, ofcourse no one can stop a teacher if she/he wants to teach

implementing only a single domain of knowledge. But the point here is how to

become a more effective and efficient educator. In my own opinion, I believe that

by following the three domains or the three procedures based on Kendalls and

Marzanos Taxonomy, we can improve our desired outcome of teaching and we

can create a great atmosphere for students learning that we can never achieve

by implementing a single domain in our lessons.

5. Do Kendalls and Marzanos knowledge taxonomy and Blooms

taxonomy of learning activities contradict each other? Explain your

answer.

In my own opinion, Kendalls and Marzanos knowledge taxonomy and

Blooms taxonomy of learning activities do not totally contradict each other. The

only difference is the Mental Procedures in Kendalls and Marzanos taxonomy is

mainly focus on intellect while the Affective Domain of Blooms taxonomy is

more on values we learn and about to apply in our daily lives based on the

lesson.

Based on my observations in class and my understanding of the domains of

knowledge and learning activities from Bloom, Kendall and Marzano teaching in

the three domains is much more effective and can make the teaching-learning

activity more meaningful and relevant to the students and to me also as a future

teacher. This is achievable. I must be creative in order to implement these

domains in my teaching career in the future.

1. The students will be able to identify and recognize the appropriate uses of the

different hand tools and equipments used in Computer Hardware Servicing.

(Cognitive Domain)

2. The students will be able to prepare hand tools and equipment for Computer

Hardware Servicing according to function and task requirement. (Psychomotor)

3. The students will be able to appreciate the value of responsibility towards work

and in the workplace. (Affective)

Knowledge)

2. The students will be able to perform calculation needed to complete task using

the four mathematical operations. (Mental Procedures)

3. The students will be able to install/use the appropriate data storage needed

based on the result of the calculation. (Psychomotor Procedures)

8

Episode 4 4.1

Blooms level of processing

cognitive activities

1. Remembering

2. Comprehending

3. Applying

4. Analyzing

5. Evaluating

6. Creating

Levels of processing

1. Retrieval

classroom did I observe in each

level?

The teacher conducted a review on the

students about their previous lessons in

their previous grade such as the long

division and the synthetic division.

The teacher asked the students:

How are we able to relate synthetic and

long division in our lesson today which is

the remainder theorem?

After discussing the remainder theorem

and giving some examples, the teacher

gave a set of polynomial to be solved

using the synthetic and long division and

the remainder theorem.

The teacher asked the students:

What do you think of the answers using

long/synthetic division compared to the

remainder theorem?

The teacher asked a volunteer student to

evaluate the two answers using

substitution and it was proved that the

remainder theorem has the same answer

with the long/synthetic division.

The teacher gave another set of

polynomials to be solves using the

remainder theorem and to be checked

using elimination not substitution.

made learners to do any of these.

Information Student/s gave information

asked.

Sir Balino asked the students of what

they already know about computer

hardware, students responded well.

Mental Procedures Student/s

determined if information is accurate or

inaccurate.

The teacher instructed the students to

9

identification of the computer parts and

the assembly procedures.

Psychomotor

Procedures/Motor

or

physical

skills

Student/s

executed/performed procedures.

2. Comprehension

disassemble and assemble parts of a PC.

Student/s constructed symbolic

representation of information.

Students draw a flowchart depicting the

flow of computer assembly procedures.

Student/s integrated information,

paraphrased information.

The students integrated the procedures

with the Occupational Health and Safety

policies.

Levels of Processing

made learners to do any of these.

10

3. Analysis

of information.

Mr. Balino asked the students to

remember and always abide to the

Occupational Health and safety

Procedures while uninstalling and

installing parts of the computer.

Student/s stated generalizations.

The students stated the summary if

steps of uninstalling computer parts.

Student/s identified factual/logical errors.

Students discovered some components

is fitted with slots and cannot be done in

any other position. It needs to be

snapped into the slot.

Student/s did classifying.

The teacher told the students to classify

the computer components whether it is

an input or output devices.

Student/s matched, identified similarities

and differences.

4. Knowledge Utilization

an IDE to a SATA connector, AMD to Intel

processors and the similarities and

differences of the RAM.

Student/s tested hypotheses.

In teacher Pandans class, she let the

students solve the equation using the

substitution method after having the

answer from long and synthetic division

to prove the remainder theorem.

Student/s experimented.

In Mr. Balinos class, the students tried to

experiment on ways how to properly

remove the CPU and its fan out from the

slot; those who havent done it properly

were given instruction afterwards.

11

Levels of Processing

made learners to do any of these.

Student/s solved problems given by the

teacher.

Ms. Pandan gave her students an

equation on the board for them to solve

it individually using either synthetic or

long division.

Student made a decision.

5. Meta-cognitive system

whether to solve the given equation

using either synthetic and long division.

Some chose synthetic division while

others chose long division.

Student/s specified their learning goal.

Students told Sir Balino that they are

interested in Computer Hardware

Servicing and that they want to acquire

the skill towards global competitiveness.

Student/s monitored their own learning.

Students of Mr. Balino asked him to

check their outputs if they have done it

right and ask for corrections.

Student/s monitored the clarity and

accuracy of their own learning process.

If they are not sure of what they are

doing, students asked Mr. Balino for the

accuracy and correctness of the steps

that they are doing in their activity.

Levels of Processing

made learners to do any of these.

12

6. Self-system

what they learn.

After the activity, Mr. Balino asked the

students to write a reflection on the

importance of the activity, and the value

of hardwork and patience towards the

activity. They realized the importance of

Safety towards the working environment.

Students were convinced in their ability

to learn.

With teamwork, the students were able

to improve confidence within

themselves, thus they believe in their

ability to learn because of what they had

just learned in the activity and about to

learn in the upcoming topics.

Students were motivated to learn and

felt good about the learning task.

The students of Mr. Balino enjoyed the

activity very well that after the class

they were very excited for their new

lesson to learn further on Computer

Hardware Servicing.

learners in class? Why or why not?

Majority of Blooms levels of processing were obviously demonstrated by the

learners in the class. It was evident in the instances that I enlisted in the table.

2. Which level/s of processing cognitive information in Blooms taxonomy

was most displayed? Least demonstrated? Give proof.

As what I have observed, I think all of the levels of processing cognitive

information in Blooms taxonomy were displayed especially during Mrs. Pandans

Mathematics class, but what stood out the most are applying and creating. After

discussing the remainder theorem and giving some examples, the teacher gave

a set of polynomial to be solved using the synthetic and long division and the

remainder theorem. The teacher gave another set of polynomials to be solves

using the remainder theorem and to be checked using elimination not

substitution. As a future teacher, we must be creative in implementing these

specific levels of processing so that learning of the students will be more

effective.

3. Were all of Kendalls and Marzanos levels of processing of information,

mental and physical procedures demonstrated by the learners? Why or

why not?

Yes, based on my observation all of Kendalls and Marzanos level of

processing of information whether its mental or physical were demonstrated by

the learners. A good proof of that is when Mr. Balino in his CHS class instructed

13

implementing their flowchart in action.

4. Which levels of Kendalls and Marzanos processing information was

most demonstrated? Least demonstrated? Give proof.

All levels of Kendalls and Marzanos processing information were

demonstrated but to me the one that is stood out is the knowledge utilization.

Evidence of this is when Maam Pandan let the students solve the equation using

the substitution method after having the answer from long and synthetic division

to prove the remainder theorem. In Computer Hardware Servicing class, Mr.

Balinos class, the students tried to experiment on ways how to properly remove

the CPU and its fan out from the slot; those who havent done it properly were

given instruction afterwards.

5. Are Blooms cognitive taxonomy of learning activities (cognitive,

affective, and psychomotor) very different from the new taxonomy of

Kendall and Marzano (informative, metacognitive procedures and

psychomotor)? Explain your answer?

I think Blooms taxonomy of learning activities is not different from the new

taxonomy of Kendall and Marzano. In fact, they are very similar. For me the only

difference is that in Blooms revised taxonomy, application comes first before

analyzing, whereas in the new taxonomy of Kendall and Marzano it is the other

way around.

14

My reflections

Based on my observation, higher levels of processing information were

implemented by the teacher in the class and were demonstrated by the students. At

first it wasnt really clear to me how to implement the higher levels of processing

information, because on what mostly I have experienced during my elementary and

high school days, were are limited mostly to the lower levels of information

processing such as remembering or retrieval, but with the observation I had, it gave

an idea and a concrete goal plan on achieving it. Also guided with the principles of

teaching-learning and with the taxonomy I can implement the higher level of

information processing in the future.

The teachers that I had just observed really know what and how to teach.

They contribute greatly to the level of processing that the students do in school. In

fact, it is their teaching strategy that indulge students into the higher level of

information processing. If the students are engaged only in low level information

processing, learning wont be as effective and remarkable compared with those

students engaged in higher level of information processing. In such cases, the

teachers are to be blamed because they are the facilitator, the classroom director.

1. Remembering

The students will be able to identify the basic symbols used in creating a

flowchart and technical drawing.

2. Understanding

The students will be able to carry out mensuration and calculation.

3. Application

The students will be able to perform safety procedures in using hand tools and

equipment.

4. Analyzing

The students will be able compare different products/services in computer

hardware servicing business.

5. Evaluating

The students can assess the condition of all hand tools and equipment for

proper operation and safety.

6. Creating

The students can create a flowchart that depicts a simple scenario in

preparing hand tools for computer hardware servicing.

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