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Episode 1: Principles of Learning

MINDANAO STATE
UNIVERSITY
FATIMA, GENERAL SANTOS CITY
COLLEGE OF EDUCATION

PORTFOLIO IN FIELD STUDY 2


IN
LAGAO NATIONAL HIGH SCHOOL
Submitted to:
Dr. Maria Theresa P. Pelones
In Partial Fulfillment of the
Requirement for Field Study 2
Submitted by:
1 | Fi e l d S t u d y
Process

Jessa Mae G. Jaco


2 : BSEDFilipino
E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
March 13, 2015

Episode 1: Principles of Learning


TABLE OF CONTENTS

TITLE PAGE

TABLE OF CONTENTS

ii

ACKNOWLEDGEMENT

iii

PURPOSE OF THE PORTFOLIO

iv

EPISODES:
Episode 1: Principles of Learning
Episode 2: Lesson Objectives as my Guiding Star
Episode 3: Organizing Content for Meaningful Learning
Episode 4: Guiding Principles in the Selection and
Use of Teaching Strategies
Episode 5: On Teaching Approaches and Methods
Episode 6: On Lesson Development
Episode 7: Effective Questioning and Reacting Techniques

EVALUATION
LETTER
DTR

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Episode 1: Principles of Learning

ACKNOWLEDGEMENT

The author of this portfolio would like to acknowledge the


following:
First of all, I would like to thank God for giving me knowledge,
strength, guidance and all the things he has given and provide.
To my parents, for their love and support especially when it
comes to my financial needs.
To our adviser from FS1 up until now, Dr. Maria Theresa P.
Pelones, for providing this portfolio which will serve as a very useful
tool and guide for us in the future.
To my cooperating teacher and resource teachers, Maam
Evelyn O. Castillo, Sir Jorge A. Guntalidad and Maam Marlyn M.
Kellawan, for helping me making this portfolio possible and also for
allowing me as well as my companions to observe in your classes.
To my cooperating school, Lagao National High School, for the
cooperation and helping me in my journey as a teacher.
And last, to the other people who exert an effort on helping me
with this portfolo. I am greatly thankful and appreciate you all.

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Episode 1: Principles of Learning

PURPOSE OF PORTFOLIO

The purpose of this portfolio is to


serve as a partial fulfillment for the
requirements in one of our subject,
FS2. Its purpose is not only bound
for that but also it was serve as a
useful tool for us, future teachers,
in our teaching profession.
This portfolio will help us remember
all the things that we should need
to do when we become a teacher
and it will give guidance for us to
do, act and perform rightly in terms
of our students inside the
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Episode 1: Principles of Learning

classroom as well as on how us,


teachers, able them to improve and
develop.
Episode 1:

PRINCIPLES OF LEARNING
Name of FS
Student______________________________________________________________
Course_______________________________________ Year & Section
_____________________
Resource Teacher 1______________________ Signature
______________Date______________
Resource Teacher 2______________________ Signature
______________Date______________
Resource Teacher 3______________________Signature______________
Date______________
Cooperating
School_______________________________________________________________

My Target
While I observe three different classes, I will be able to identify
applications of the principles of learning in the teaching learning process.

My Performance (How I will be rated)


Field Study 2, Episode 1- Principles of Learning
Focused on: Application of the principles of learning in the teaching
learning process
Unsatisfact
Exemplary
Superior
Satisfactory
Tasks
ory
4
3
2
1
Observation/ All tasks
All or nearly
Nearly all
Fewer than
Documentati were done
all tasks
tasks were
half of tasks
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Episode 1: Principles of Learning


on:

with
outstanding
quality; work
exceeds
expectations

were done
with high
quality

done with
acceptable
quality

were done;
or most
objectives
met but with
poor quality

4
3
My Analysis

Analysis
questions
were
answered
completely;
in depth
answers;
thoroughly
grounded on
theories
-Exemplary
grammar and
spelling.
4

Analysis
questions
were
answered
completely

Analysis
questions
were not
answered
completely

Clear
connection
with theories

Vaguely
related to the
theories

Grammar
and spelling
are superior.

Grammar and
spelling
acceptable

My reflection

My portfolio

Exemplary
4

Superior
3

Reflection
statements
are profound
and clear,
supported by
experiences
from the
episode.

Reflection
statements
are clear but
not clearly
supported by
experiences
from the
episode.

Portfolio is
complete,
clear, wellorganized
and all
supporting

Grammar
and spelling
unsatisfactor
y

3
2

Tasks

1
Analysis
questions
were not
answered.

Portfolio is
complete,
clear, wellorganized
and most
supporting

Satisfactory
2
Reflection
statements
are shallow;
supported by
experiences
from the
episode.

1
Unsatisfact
ory
1
Reflection
statements
are unclear
and shallow
and are not
supported by
experiences
from the
episode.

2
Portfolio is
incomplete;
supporting
documentatio
n is organized
but is lacking.

1
Portfolio has
many lacking
components;
is
unorganized
and unclear.

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Episode 1: Principles of Learning


documentati
on are
located in
sections
clearly
designated.

Submission

4
Before
deadline.

documentati
on are
available
and/or logical
and clearly
marked
locations.
3
On the
deadline.

2
1
A day after
the deadline.

Two days or
more after
the deadline.

2
4

Subtotals
Rating based on
transmutation:

Overall Score

______________________________
_________________
Signature of FS Teacher above printed name
Date
Transmutation of Scores to Grades/ Ratings
Score

Grade

Rating

Score

Grade

Rating

20
18-19
17
16
15
14

1.0
1.25
1.5
1.75
2.00
2.25

99
96
93
90
87
84

12-13
11
10
8-9
7- below

2.50
2.75
3.00
3.5
5.00

81
78
75
72 and
below

My Map
I will observe at least 3 different classes. Pay close attention to what the
Resource Teacher does to teach and what the learners do to learn.
To hit my Target, I will work my way through these steps:

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Episode 1: Principles of Learning

My Tools
As I observe a class, I will use the Observation Sheet for a more
focused observation.
OBSERVATION SHEET

Name of the Resource Teachers Observed:


Teacher Evelyn O. Castillo, Jorge A. Guntalidad, Marlyn M. Kellawan
School Address: Purok Malakas, Lagao, General Santos City
January 28, 2015
Grade/ Year Level: 3rd year and 4th year
Area: Filipino
Principles of Learning

Date:
Subject

Teaching
Behavior
of
the
Teacher/Learning Behavior of the

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Episode 1: Principles of Learning


Learner
as
Proof
of
the
Application of the Principle of
Learning
Sample:

1. Learning is an experience which 1. Teacher lets the learners do the


occurs inside the
learner and is learning activity. e.g. pupil write
activated by the learner.
letter A instead of Teacher writing or
them.
Letting the learners learn by doing an
activity on their own. Making them
discover things through experience.

2. Learning is the discovery of the 2. The discussion was integrated by a


personal meaning and relevance of relevant and need-based curriculum
ideas.
through the way that arouses the
interest
and
attention
of
the
students.

3. Learning is a consequence of 3. The teacher assimilates


experience.
different
activities
made
discussion experiential.

the
the

4. Learning is a cooperative and 4. Teacher conduct group activities


collaborative process.
where students can share their
thoughts and ideas with another and
work as one.
5. Learning
process.

is

an

evolutionary 5. This required a long time process


since we cannot change an individual
or impart all the knowledge and
learning the learners need in just one
day. Teachers are expected to be
more patient and diligence.

6. Learning is sometimes a painful 6. In learning, you cannot acquire


process.
knowledge or learn and improve
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Episode 1: Principles of Learning


without
undergoing
the
means
sacrificing, hard work and patience.
Sometimes also learning means
learning from your mistakes.

7. One of the richest resources of the 7. The discussion was centered with
learning is the learner himself.
the learners ideas and experiences.
Through the use of questioning, the
teachers would be able to make
students share their learning towards
others.
8. The process of learning is an 8. Emotional stability of the learners
emotional as well as intellectual.
was first observed by the teachers.
We need to find ways on how to
catch and motivate our students
interest on learning.
9. The process of problem solving 9. Students have characteristics and
and the learning are highly unique abilities derived from their multiple
and individual.
intelligences. All of them have
uniqueness and differences that we,
teachers, must need to consider. We
need to use appropriate and variety
of methods/strategies in imparting
knowledge to our students.

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My Analysis
1. What is the impact of the Resource Teachers observance of these
principles on the teaching learning process and on the learners?
A teacher who have knowledge and aware about the principles
are of greater impact in the teaching-learning process of both teachers
and students. Principles of learning guided us, teachers, in teaching and
using/applying teaching strategies. It creates a way to build good
interaction between teachers and students inside the classroom and
give or develop greater improvements in the cognitive, psychomotor
and affective skills of the students. Collaboration and cooperation of
both parties makes a good result more possible.
2. Which learning principle was applied most?
Learning principles like learning is a cooperative and collaborative
process, learning is an experience which occurs inside the learner and is
activated by the learner, learning is a consequence of experience, one
of the richest resources for learning is the learner himself and learning
is the discovery of the personal meaning and relevance of ideas were
applied most.
3. Which learning principle was applied least or not at all applied?
The learning principles that were least applied are learning is
sometimes a painful process, the process of learning is emotional as
well as intellectual, learning is an evolutionary process, and the process
of problem solving and learning are highly unique and individual.
4. Do you agree with these principles of learning? Or have you discovered
that they are not always correct?
Yes, because I can see that these principles just like the other
kind of principles are of big help in the development and improvement
of every students. It is fit to serve as a guidance in the teachinglearning process of an individual.

My Reflections
1. My reflections on my observations of my Resource Teachers observance
of these principles. Did my Resource Teachers adhere to these
principles?
When observing my Resource Teachers, most of the principles are
truly applied in their teaching process. Though it is not expose directly to
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the students, still, the essence of it are experience and acquired.
Unexpectedly, we began to realize that what the teachers do inside the
classroom are based and guided by these principles and it is really
makes, leads and enables us to be a competent and skilled teachers.
2. Lessons I have learned from my observations on the classroom
application of the principles of learning.
Applying principles of learning is important. Learning begins with
knowledge acquisition. What we learn are tend to be mastered and is
use to help develop ourselves. It just happened that principles of
teaching are made based on the things that need to consider as a
teacher, in the learner and in the environment to impose effective
teaching. Thinking how we learn and progress is only a part of the result
that a teacher with knowledge of teaching principles can give.

My Portfolio
Principles of Learning in My Own Words
1. Learning can be done with the learner himself.
2. Learning thus considering the needs and relating experiences of the
learners.
3. Learning undergo changes in relating to experiences.
4. Learning is better when cooperating and collaborating with the others.
5. Learning takes time.
6. Learning sometimes means sacrifice for improvements.

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7. Learning comes from the learner.
8. Learning can be emotional and intellectual.
9. Learning has its unique and different way on imposing to learners.

Episode 2:
LESSON OBJECTIVES AS MY GUIDING
STAR
Name of FS
Student______________________________________________________________
Course_______________________________________ Year & Section
_____________________
Resource Teacher 1______________________ Signature
______________Date______________
Resource Teacher 2______________________ Signature
______________Date______________
Resource Teacher 3______________________Signature______________
Date______________
Cooperating
School_______________________________________________________________

My Target
In this Episode, I must be able to:
Deduce the lesson objective/s after observing my Resource Teachers
teach
See how the guiding principles in the formation of lesson objectives are
applied
Realize the importance of a clearly defined lesson objective

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Episode 1: Principles of Learning


My Performance (How I will be Rated)
Field Study 2, Episode 2- Lesson Objective as My Guiding Star
Focused on: Application of the guiding principles on the development
of lesson objectives
Unsatisfact
Exemplary
Superior
Satisfactory
Tasks
ory
4
3
2
1
Observation/ All tasks
All or nearly
Nearly all tasks Fewer than
Documentati were done
all tasks were were done with half of tasks
on:
with
done with
acceptable
were done;
outstanding
high quality
quality
or most
quality; work
objectives
exceeds
met but with
expectations
poor quality
4
My Analysis

Analysis
questions
were
answered
completely;
in depth
answers;
thoroughly
grounded on
theories

3
Analysis
questions
were
answered
completely
Clear
connection
with theories

-Exemplary
Grammar
grammar and and spelling
spelling.
are superior.
4
3
Tasks
My reflection

2
Analysis
questions were
not answered
completely

1
Analysis
questions
were not
answered.

Vaguely related Grammar


to the theories and spelling
unsatisfacto
ry
Grammar and
spelling
acceptable
2

Exemplary
4

Superior
3

Satisfactory
2

Reflection
statements
are profound
and clear,
supported by
experiences
from the
episode.

Reflection
statements
are clear but
not clearly
supported by
experiences
from the
episode.

Reflection
statements are
shallow;
supported by
experiences
from the
episode.

1
Unsatisfact
ory
1
Reflection
statements
are unclear
and shallow
and are not
supported
by
experiences

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My portfolio

Portfolio is
complete,
clear, wellorganized
and all
supporting
documentati
on are
located in
sections
clearly
designated.

Portfolio is
complete,
clear, wellorganized
and most
supporting
documentati
on are
available
and/or logical
and clearly
marked
locations.

Portfolio is
incomplete;
supporting
documentation
is organized
but is lacking.

Submission

On the
deadline.

1
A day after the
deadline.
2

1
Portfolio has
many
lacking
components
; is
unorganized
and unclear.

3
4
Before
deadline.

from the
episode.

Two days or
more after
the
deadline.

3
1

Subtotals
Overall Score

Rating based on
transmutation:

______________________________
_________________
Signature of FS Teacher above printed name
Date

Transmutation of Scores to Grades/ Ratings

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Episode 1: Principles of Learning


Score

Grade

Rating

Score

Grade

Rating

20
18-19
17
16
15
14

1.0
1.25
1.5
1.75
2.00
2.25

99
96
93
90
87
84

12-13
11
10
8-9
7- below

2.50
2.75
3.00
3.5
5.00

81
78
75
72 and
below

My Map
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I will observe two different classes and observe the Resource Teacher
teach. I will reflect on the guide questions given below.
To hit my Target, I will follow these steps:

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Episode 1: Principles of Learning


My Tools
As I observe a class, I will use the Observation Sheet for a more
focused observation.

OBSERVATION SHEET
Name of the Resource Teachers Observed:
Maam Evelyn O. Castillo, Sir Jorge A. Guntalidad, Maam Marlyn M.
Kellawan
School Address: Purok Malakas, Lagao, General Santos City
Grade/ Year Level: 3rd year and 4th year
Filipino

Date:
Subject Area:

Guiding Principles in Determining Teaching


Behavior/s
which
and
Formulating
Learning Prove/s
Observance
of
the
Objectives
Guiding Principle
Sample:
1. Begin with the end of mind.

2. Share
students.

lesson

objective

1. The Resource Teacher began her


lesson by starting her objective.

with 2. Letting students know whats the


lesson objective then making them
discover more in their own.

3. Lesson objectives must be in the 2


or 3 domains cognitive, skill and
affective or cognitive and affective or
skill and affective.

3. The Resource Teacher give his/her


students individual or group activity
connected to the lesson tackled in
class. The teacher also, before
starting her discussion, ask some
questions to recap the previous
lesson as well as giving quizzes in
the end of the lesson.

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4. Work on significant and relevant 4. The resource teacher tackled
lesson objectives.
his/her lesson in relation to every
individual
experiences
in
life,
specifically his/her students. The
teacher ask some questions or give
an examples which students can
relate, understand, and interact with
the lesson provided.
5. Lesson objectives must lead to the 5. By the lesson objectives given,
development of critical and creative the students able to think and/or
thinking.
analyze
the
lesson
well.
Furthermore,
creating
it
more
interesting
and
lively
where
everyone can brainstorming or
discussing along with questioning
where they can share their thoughts
and ideas to one another.
2. After observing your Resource Teacher teaches, write down what you think
was/were her lesson objective.
As I observe during the class of one of my resource teacher, Teacher
Evelyn Castillo, I guess her lesson objective is to be able the students to write
about the summary or important details/events from chapter 1-10 of the
novel El Filibusterismo written by Jose Rizal.

3. Ask permission from your Resource Teacher for you to copy her lesson
objective for the days lesson. Copy it here then compare it with your answer
in # 2. Are they same? Different?
The original lesson objective of Maam Castillo was Pagsulat ng
mahahalagang impormasyon sa bawat kabanata (1-10) ng El Filibusterismo.
From what I observe, I think my answer in question number 2 is quite the
same in the real lesson objective of my resource teacher.

My Analysis
5. If answer in # 3 above is different, what is your conclusion regarding
written lesson objective and actual lesson development? Are lesson
objectives in the lesson plan always followed? Do they really serve as
guiding star?
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Though the answer in number 3 didnt differ from the answer in
number 2, yet, I believe that not all the lesson objectives in the lesson
plan were always followed. As what I had learned from my report about
the lesson plan, a lesson plan shouldnt like a rules to be followed in
accord to what rules thats been state but instead, it should be use as
an aid on teaching. It should serve as a guidance only for the teachers
to know what will they going to teach for that day.
6. Why did you find it easy/difficult to write down the Resource Teachers
lesson objective for the day? Did she mention it in the beginning of
his/her lesson?
I find it easy to write down the Resource Teachers lesson
objective for that day because she did mention it in the beginning of
her lesson/discussion.
7. Did you find the lesson objective SMART? Why or why not?
Yes, I consider the lesson objective of my resource teacher as
SMART one because, first of all, it can be done or attain in the time
allotted for that lesson. Students can easily analyze or understand what
would be their lesson. It helps also in the learning of the students in
terms of developing either their cognitive, psychomotor and affective
domain.
8. Was the lesson objective in the cognitive or psychomotor or affective
domain? Or was it in the two or three domains? Support your answer.
With that lesson objective, I see that it will fall under cognitive
and psychomotor domain because as what you read in the lesson
objective, it refers to the ability of the students to recall, think and
analyze. It could develop also the writing skills of the students.

My Reflections
Any lessons learned or insights gained from your observation focused
on lesson objectives? Write them down here. Are lesson objectives truly
the guiding star in the development of a lesson? Or are lesson
objectives sometimes forgotten as the lesson develops?

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It is said that before doing such things, you need to find out first
what are your objectives. Objectives are part of the teachers
discussion. Though it is only an objective, it plays a greater role in our
teaching process. We shouldnt underestimate its usefulness because
as far as we know, lesson objectives serves as a guidance in our whole
discussion. Through it, we are able to teach what we intend to teach
without misleading. Yet, we should know that there are things we need
to consider in making lesson objectives. That a lesson objectives must
be definite, relative, developmental, and SMART. However, having a
perfect or very good objective is enough. The goodness of the totality of
result depends on how much you work out with your objectives.

My Portfolio

My researched quotations that state the significant of goals


and objectives
(dont forget to mention your sources)
You can never give up and never quit because if you really think
about it,
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there are a multitude of other people who are relying on you to excel
and
succeed in achieving your goals and objectives. Unknown

(http://www.searchquotes.com/search/That_State_Significance_Of_Goals_
And_Objectives/)

Episode 3:

ORGANINZING CONTENT FOR MEANINGFUL


LEARNING
Name of FS
Student______________________________________________________________
Course_______________________________________ Year & Section
_____________________
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Episode 1: Principles of Learning


Resource Teacher 1______________________ Signature
______________Date______________
Resource Teacher 2______________________ Signature
______________Date______________
Resource Teacher 3______________________Signature______________
Date______________
Cooperating
School_______________________________________________________________

My Target
In this Episode, I must be able to:
Observe teaching of a dominantly cognitive or skill or affective lesson
(cognitive lesson Sibika; skill Math ; affective Values Education)
Trace the development of a cognitive , skill and affective lesson.

My Performance (How I will be Rated)


Field Study 2, Episode 3- Organizing content for meaningful learning
Focused on: The development of a cognitive or skill or affective
lesson
Unsatisfacto
Exemplary
Superior
Satisfactory
Tasks
ry
4
3
2
1
Observation/
All tasks were
Documentation done with
:
outstanding
quality; work
exceeds
expectations
4

All or nearly all


tasks were
done with high
quality

Nearly all
tasks were
done with
acceptable
quality

Fewer than half


of tasks were
done; or most
objectives met
but with poor
quality

2
Analysis
questions
were not
answered
completely

1
Analysis
questions were
not answered.

3
My Analysis

Analysis
questions were
answered
completely; in
depth answers;
thoroughly
grounded on
theories
-Exemplary
grammar and
spelling.

Analysis
questions were
answered
completely
Clear
connection
with theories
Grammar and
spelling are

Vaguely
related to the
theories

Grammar and
spelling
unsatisfactory

Grammar and

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Episode 1: Principles of Learning


superior.

spelling
acceptable

4
3

1
2

Tasks
My reflection

My portfolio

Exemplary
4

Superior
3

Satisfactory
2

Reflection
statements are
profound and
clear,
supported by
experiences
from the
episode.

Reflection
statements are
clear but not
clearly
supported by
experiences
from the
episode.

Reflection
statements
are shallow;
supported by
experiences
from the
episode.

Portfolio is
complete,
clear, wellorganized and
all supporting
documentation
are located in
sections
clearly
designated.

Portfolio is
complete,
clear, wellorganized and
most
supporting
documentation
are available
and/or logical
and clearly
marked
locations.

Portfolio is
incomplete;
supporting
documentatio
n is organized
but is lacking.

Unsatisfacto
ry
1
Reflection
statements are
unclear and
shallow and are
not supported
by experiences
from the
episode.
1
Portfolio has
many lacking
components; is
unorganized
and unclear.

2
1

Submission

4
Before
deadline.

3
On the
deadline.

A day after the


deadline.

Two days or
more after the
deadline.

2
1

Subtotals
Overall Score

Rating based on
transmutation:

______________________________
_________________
Signature of FS Teacher above printed name

24 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process

Episode 1: Principles of Learning


Date

Transmutation of Scores to Grades/ Ratings


Score

Grade

Rating

Score

Grade

Rating

20
18-19
17
16
15
14

1.0
1.25
1.5
1.75
2.00
2.25

99
96
93
90
87
84

12-13
11
10
8-9
7- below

2.50
2.75
3.00
3.5
5.00

81
78
75
72 and
below

My Map
I will observe the three different lessons executed cognitive, skill and
affective lessons. (cognitive Sibika; Skill Math; Affective
Literature/Edukasyong Pagpapahalaga)
To hit my Target, I will work my way through these steps:

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Process

Episode 1: Principles of Learning

26 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
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Episode 1: Principles of Learning


My Tools
OBSERVATION SHEET
Name of the Resource Teachers Observed:
Maam Evelyn O. Castillo, Sir Jorge A. Guntalidad, Maam Marlyn M.
Kellawan
School Address: Purok Malakas, Lagao, General Santos City
Grade/ Year Level: 3rd year and 4th year
Filipino

Date:
Subject Area:

A. For the Cognitive Lesson


1. What is the lesson about?
The lesson was about El Filibusterismo.
2. What are the examples of facts mentioned in the lesson?
The teacher mentioned about the situation of the Filipinos during the
time of Spanish colonization. How people differ in economic status. The
politics and livelihood.
3. Did the lesson end with facts? Or did these facts lead to understanding of
concepts? Prove your answers.
Yes, the lesson ends with facts. Stating facts as examples sometimes
helps in understanding the lesson. It clarify things in its own way, add
knowledge and opens the mind of the learner on the things that surround
him/her.
4. Write down instances of treating the topic in depth (giving examples,
examining cause effect relationships, relating ideas or concepts to one
another)
Instance like relating the topic on some situations or events that are
happening in our society and community.
5. Cite an instance/s when students were encouraged to ask questions, to talk
about and reflect on what they learned.
Students, as what I observed, encouraged to ask or actively participate
in the discussion in the time that they have relate to it or it caught their
interest or attention. Of course, with a good classroom atmosphere and
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Process

Episode 1: Principles of Learning


students approach as well as having a sense of humor, discussion would
surely enjoyable.
B. For the Skill Lesson
1. What was the skill lesson about? Which skill/s was/were target?
Manipulative skill or thinking skill?
Skill targeted in this lesson was the thinking skill.
2. Write evidence of teachers encouragement of divergent thinking by the
students.
Giving students group activity or report. Asking (situational) questions
then let the students provide an answer for it.
3. Which are proofs that the Resource Teacher promoted convergent thinking?
Conducting a quiz or having an oral recitation. Asking question with
specific answer can be done also.
4. If there was problem solving in the lesson, were the pupils taught to solve
the problem using algorithm or heuristic strategy?
The students use the algorithm strategy.
5. What are the proofs that the students were encouraged to do critical
thinking?
Asking student to explain the given problem.
C. Value/ Affective Lesson
1. What was the value lesson about?
The values that wants to imply by this lesson are to make the students
enlighten about the reality, aware and widen their understanding on the
things that is happening in their surroundings. To be more
patriotic/nationalistic.
2. Was the value taught alone or was it integrated with a cognitive or skill
lesson?
The value taught along or integrated with a cognitive or skill lesson.
3. How was the value lesson developed?
The value lesson eventually develop and acquired depend on how the
students take it and how effective the teacher taught it.

My Analysis
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Process

Episode 1: Principles of Learning


A. For the Cognitive Lesson
9. How did my Resource Teacher teach the cognitive content meaningfully
and interestingly?
My Resource Teacher teach the cognitive content meaningfully
and interestingly through giving an examples related to the topic and
asking situational questions where students encourage to answer.
Explaining the concepts have been done also. Sometimes the teacher
relate concepts through life experiences or events where students could
relate from it and for further understanding as well.
B. For the Skill Lesson
1. How was the skill taught meaningfully and interestingly?
In terms of skill, the teacher taught it through giving students
topics to report. Asking them to explain the given problems or interpret it
depending on how they understand it. Conducting group activity.

C. For the Affective Lesson


1. Is it possible to teach a value lesson without any cognitive basis at all?
Explain your answer.
No, because using the mind for understanding things is a way of
learning. Cognitive targets the brain. What we teach came from the
information our brain collects, understand and recall. Without cognitive
basis, we cannot teach what we ought to teach and we cannot learn what
we need to learn. One skill cannot be taught, learn and acquire without the
help or use of the other skill.
10.
A cognitive or skill lesson is a vehicle for value education. Do you
agree?
Yes. As Ive said above, to learn things, it is either two or more skills will
be use. Values have cognitive dimensions as well as affective and
behavioral. When we teach values, we need to make our students
understand what and how important it is and reflect with it. Teaching
values also means connecting facts, skills and concepts to the life of
students.

My Reflections
29 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process

Episode 1: Principles of Learning


1. Someone said: There are dull teachers, dull textbooks, dull films,
but no dull subjects. Do you agree? Write youre your reflections
here.
I agree to the phrase written above. When we say dull teachers, it
means that teachers are just a human being whos not perfect. They are
teachers whom sometimes have lack of skills or abilities that needs an
improvement. Teachers also sometimes make mistakes. Just like teachers,
textbooks and films are the same. We can say that these educational tools
and materials can be useful for the learning of the students but knowing that
nothing in the world stays longer or forever, these things that we used today
will slowly reduce its value as time passes by. Teacher teaches lessons and
books and films are made of topics. Lessons and topics are subjects based on
the ideas or thoughts what world can bring us. No dull subjects. It depend on
us how we will broaden it or use it creatively to share with everyone and
increase their knowledge.

2. How should you organize subject matter (be of cognitive skill or value
lesson) so that teaching will always be fresh and interesting?
In organizing subject matter,

My Portfolio
Research on/or come up with a lesson plan (cognitive or skill) that
integrates a value/s. Paste it here! You may want to refer to Integrating
Values and Subject Matter, in the Principles of Teaching 2, 2006 by
Copuz B., G. Salandanan and D. Rigor, pp. 91 92.) an outline of the
lesson development will do.
An Integrated Lesson Plan in English V
I.Objective
Arrange a set of given events in logical order to make a story.
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Episode 1: Principles of Learning


I.

Subject Matter
Arranging events in logical order to make a story.

References: RBEC 7.2


English for All Times V page 94
Science for Daily Use V page 146
Materials: Charts with written exercises, set of pictures that will make a
story, picture of a turtle
and forest
Related Skill:
Speaking: Use the simple present form of the verb.
Values: Preserving the life of the sea animal.
II.Procedure
A. Preliminary Activity
Game: Hidden Colors
Directions: Find the name of a color hidden in each sentence.
B. Developmental Activities
1. Pre-reading Activities
a. Motivation (Presenting the picture of a forest.)
b. Describing the reptile animals based on the given picture.
c. Using the Simple Present Tense of the Verb
d. Prediction Skills (Showing the picture of a turtle)
d. 1. Group Activity
2. While-reading Activities
a. Silent Reading of the selection about Turtles
a. 1. Checking of the exercise
3. Post reading Activities
a. Comprehension Questions:
1. Why are turtles classified as reptiles?
2. Describe the appearance of a turtle.
3. How many years did turtles exist?
4. Where can you find turtles?
5. Can a turtle survive without food?
6. Why did mother turtles doesnt have to feed, teach or
protect young
turtles?
b. Completing the KWL chart
c. Discussion (Identifying the different events that happened in the
story.)
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Episode 1: Principles of Learning


c. 1. Parts of events in a story
c. 2. Infusion of Values
How will you preserve the life of the sea animals?
d. Generalization
How do you arrange a set of events in logical order?
e. Application (Group Activity)
III.Evaluation
Arrange the following events in logical order to make a story by
writing 1-5 before each letter.
_____ a. Ever since he was a small boy, he enjoyed reading.
_____ b. He has become a fast reader. He would read not onlyhis
textbooksbut other
books as well.
_____ c. Arnies parents are very proud of him. He is anintelligent and
diligent student.
_____ d. He also writes poems and short stories in his freetime.
_____ e. He dreams of becoming a famous writer in the future.
IV.Assignment
Arrange the following events in logical order. Number them 1-5.
_____ a. Fernando Maria Guerero studied law at the Universityof
Sto. Tomas.
_____ b. He was sent to U.S. to help work for Phil.Independence.
_____ c. He finished his college education at the Ateneo deMla.
_____ d. He was made an officer by Gen. Antonio Luna.
_____ e. He worked for La Independencia.
[Demonstrator: Janice A.
Perante]

Episode 4:

GUIDING PRINCIPLES IN THE SELECTION AND


USE OF TEACHING STRATEGIES

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Episode 1: Principles of Learning


Name of FS
Student______________________________________________________________
Course_______________________________________ Year & Section
_____________________
Resource Teacher 1______________________ Signature
______________Date______________
Resource Teacher 2______________________ Signature
______________Date______________
Resource Teacher 3______________________Signature______________
Date______________
Cooperating
School_______________________________________________________________

My Target
In this Episode, I must be able to:
Write evidence of application of some guiding principles in the selection
use of teaching strategies

My Performance (How I will be Rated)


Field Study 2, Episode 4- Guiding Principles in the Selection and Use of
Teaching Strategies
Focused on: The application of some guiding principles in the
selection and use of teaching strategies
Unsatisfacto
Exemplary
Superior
Satisfactory
Tasks
ry
4
3
2
1
Observation/
All tasks were
Documentation done with
:
outstanding
quality; work
exceeds
expectations

All or nearly all


tasks were
done with high
quality

Nearly all
tasks were
done with
acceptable
quality

Fewer than half


of tasks were
done; or most
objectives met
but with poor
quality

2
Analysis
questions were
not answered
completely

1
Analysis
questions were
not answered.

4
3
My Analysis

Analysis
questions were
answered
completely; in
depth answers;
thoroughly

Analysis
questions were
answered
completely
Clear

Vaguely

Grammar and
spelling

33 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process

Episode 1: Principles of Learning


grounded on
theories
-Exemplary
grammar and
spelling.
4

connection
with theories

related to the
theories

Grammar and
spelling are
superior.
3

Grammar and
spelling
acceptable

unsatisfactory

1
2

Tasks
My reflection

My portfolio

Exemplary
4

Superior
3

Satisfactory
2

Reflection
statements are
profound and
clear,
supported by
experiences
from the
episode.

Reflection
statements are
clear but not
clearly
supported by
experiences
from the
episode.

Reflection
statements are
shallow;
supported by
experiences
from the
episode.

Portfolio is
complete,
clear, wellorganized and
all supporting
documentation
are located in
sections
clearly
designated.

Portfolio is
complete,
clear, wellorganized and
most
supporting
documentation
are available
and/or logical
and clearly
marked
locations.

Portfolio is
incomplete;
supporting
documentation
is organized
but is lacking.

Unsatisfacto
ry
1
Reflection
statements are
unclear and
shallow and are
not supported
by experiences
from the
episode.
1
Portfolio has
many lacking
components; is
unorganized
and unclear.

2
1

4
Submission

Before
deadline.

3
On the
deadline.

A day after the


deadline.

Two days or
more after the
deadline.

2
4

Subtotals
Overall Score

Rating based on
transmutation:

34 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process

Episode 1: Principles of Learning

______________________________
_________________
Date

Signature of FS Teacher above printed name

Transmutation of Scores to Grades/ Ratings


Score

Grade

Rating

Score

Grade

Rating

20
18-19
17
16
15
14

1.0
1.25
1.5
1.75
2.00
2.25

99
96
93
90
87
84

12-13
11
10
8-9
7- below

2.50
2.75
3.00
3.5
5.00

81
78
75
72 and
below

My Map
I will observe at least three Resource Teachers, analyze and reflect on
my observations.
To hit my Target, I will follow the following steps:

35 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process

Episode 1: Principles of Learning

36 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process

Episode 1: Principles of Learning


My Tool
As I observe a class, I will use the Observation Sheet for a more
focused observation.

OBSERVATION SHEET
Name of the Resource Teachers Observed:
Maam Evelyn O. Castillo, Sir Jorge A. Guntalidad, Maam Marlyn M.
Kellawan
School Address: Purok Malakas, Lagao, General Santos City
Grade/ Year Level: 3rd year and 4th year
Filipino

Date:
Subject Area:

Guiding
Principles
in
the Teaching
Behavior/s
of
the
Selection and Use of Strategies
Resource Teacher that Applies the
Principles
1. Learning is an active process.

1. Making the learners learn through


learning by doing or hands-on way.
Here, the teacher let his/her students
actively participate in an activity or
answer questions in their own.

2. The more senses are involve, the 2. Using instructional materials as a


more and the better the learning.
tool and part of the teachers
discussion. These are usually done
through the use of powerpoint with
projector, visual aids, or even with the
use of materials for students activity.
3. A non threatening environment 3. Ensuring the harmless environment
enhances learning.
for students through guidance or
assessment and imposing rules and
regulations in the school and inside
the classroom. Good interaction and
relationship with one another can
contribute to a good atmosphere.
4. Emotion has the power
increase retention and learning.

to 4. The teacher usually uses some


questions or even give an events as
an example which students can relate

37 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process

Episode 1: Principles of Learning


and
eventually
attention.

catches

their

5. Good teaching goes beyond recall 5. The teacher ask some questions
of information.
related to the last topic theyd discuss
or the lesson they just done
discussing in that day to know if the
students understand it or if they can
recall from it. Giving a quiz or an
activity is a great help also.
6. Learning is meaningful when it is 6. Relating students everyday life in
connected to the students everyday the discussion as a means of
life.
imparting knowledge without being
inconsiderate to what should be the
right teaching would. Making them
reflect themselves on the lesson along
with learning.
7. An integrated teaching approach 7. Knowing the right strategies to use
is far more effective than teaching for the students are important. It is
isolated bits of information.
really good to keep the class
discussion a lively one, interesting,
and have student-centered learning.

My Analysis
11.
Are these principles in accordance with brain based teaching
and learning?
Yes, because these principles follows the right way of how to
impart learning to the students. That the teacher should not focus only
on the lesson but also on the students. Students best learn through
experience. As what quote says that, what I hear, I forget. What I see, I
remember. What I do, I understand. This means that the more senses
involved, the more and better the learning. These principles leads us to
the right strategies we should use. It can help us to creatively make our
students discover and learn things on their own. Of course, we,
teachers, should do our best also to gain effective result in teaching.

My Reflections
What is the best method of teaching? Is there such thing?
38 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process

Episode 1: Principles of Learning


For me, all methods of teaching are best in their own way. They all
have their own purposes and uses that can be shown and appreciated
depending on how it will be use as a tool for learning.
Up until now, the use of traditional method in teaching are still part of
the teachers strategies. But unlike before, teaching strategies and
methods have been upgraded due to changes the modern world
brought. The use of visual aids were replaced by powerpoint
presentations and educational videos. Technology, nowadays, plays a
special role in the childs learning. How students are into technology so
as teachers. However, these tools are nothing if it doesnt bring
improvement on the students part. No matter how useful technology or
how good strategy or method can be, still, we cant vary only in terms
of its usefulness but on the effectiveness it will give when it is applied.
For me, a good method of teaching are those which responds to and
take students abilities, skills, interests, and needs into consideration. A
method that doesnt pressure and force learners to improve but in way
that they progress as well as theyre enjoying and encouraging.

My Portfolio
Illustrate your reflection on the best method teaching creatively on this
page.

Teaching
Approach and
strategies

Students

Needs
Interests
Characteristics

Along with:
Creative skills
& productivity
Sense of
Humor
Use of
technology/

Good classroom
Hypermedia
atmosphere
Collaboration
between
39 | F i eteacher
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Process
students as
well as good
means of

Episode 1: Principles of Learning

Episode 5:

ON TEACHING APPROACHES AND METHODS


Name of FS
Student______________________________________________________________
Course_______________________________________ Year & Section
_____________________
Resource Teacher 1______________________ Signature
______________Date______________
Resource Teacher 2______________________ Signature
______________Date______________
Resource Teacher 3______________________Signature______________
Date______________
Cooperating
School_______________________________________________________________

40 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process

Episode 1: Principles of Learning


My Target
In this Episode, I must be able to determine the teaching approach or
method used by the Resource Teacher.

My Performance (How I will be Rated)


Field Study 2, Episode 5- On Teaching Approaches and Methods
Focused on: Determining the teaching approach or method used by the
Resource Teacher
Unsatisfacto
Exemplary
Superior
Satisfactory
Tasks
ry
4
3
2
1
Observation/
All tasks were
Documentation done with
:
outstanding
quality; work
exceeds
expectations

All or nearly all


tasks were
done with high
quality

Nearly all tasks


were done with
acceptable
quality

Fewer than half


of tasks were
done; or most
objectives met
but with poor
quality

4
3
My Analysis

Analysis
questions were
answered
completely; in
depth answers;
thoroughly
grounded on
theories
-Exemplary
grammar and
spelling.
4

Tasks
My reflection

Analysis
questions were
answered
completely

Analysis
questions were
not answered
completely

Clear
connection
with theories

Vaguely related
to the theories

Grammar and
spelling are
superior.
3

Exemplary
4

Superior
3

Reflection
statements are
profound and
clear,
supported by
experiences
from the
episode.

Reflection
statements are
clear but not
clearly
supported by
experiences
from the
episode.

1
Analysis
questions were
not answered.
Grammar and
spelling
unsatisfactory

Grammar and
spelling
acceptable
2

Satisfactory
2

Unsatisfacto
ry
1

Reflection
statements are
shallow;
supported by
experiences
from the
episode.

Reflection
statements are
unclear and
shallow and are
not supported
by experiences
from the
episode.

41 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
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Episode 1: Principles of Learning

My portfolio

Portfolio is
complete,
clear, wellorganized and
all supporting
documentation
are located in
sections
clearly
designated.

Portfolio is
complete,
clear, wellorganized and
most
supporting
documentation
are available
and/or logical
and clearly
marked
locations.

Portfolio is
incomplete;
supporting
documentation
is organized but
is lacking.

1
Portfolio has
many lacking
components; is
unorganized
and unclear.

2
1

4
Submission

Before
deadline.

3
On the
deadline.

A day after the


deadline.

Two days or
more after the
deadline.

2
4

Subtotals
Rating based on transmutation:

Overall Score

______________________________
_________________

Signature of FS Teacher above printed name

Date

Transmutation of Scores to Grades/ Ratings


Score

Grade

Rating

Score

Grade

Rating

20
18-19
17
16
15
14

1.0
1.25
1.5
1.75
2.00
2.25

99
96
93
90
87
84

12-13
11
10
8-9
7- below

2.50
2.75
3.00
3.5
5.00

81
78
75
72 and
below

My Map
42 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process

Episode 1: Principles of Learning


I will observe at least three Resource Teachers, analyze and reflect on
my observations.
To hit my Target, I will follow the following steps:

43 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process

Episode 1: Principles of Learning


My Tool
As I observe a class, I will use the Observation Sheet for a more focused
observation.

OBSERVATION SHEET
Name of the Resource Teachers Observed:
Maam Evelyn O. Castillo, Sir Jorge A. Guntalidad, Maam Marlyn M.
Kellawan
School Address: Purok Malakas, Lagao, General Santos City
Grade/ Year Level: 3rd year and 4th year
Filipino
Approach/ Method

Date:
Subject Area:

Description of Teaching Behavior


that Proves Use of Teaching
Approach/Method (What did my
Resource Teacher do as she used
this approach/method? )

1. Deductive Method

1. The teacher will use a direct


instruction.
In
his/her
discussion/lesson, he/she begin by
giving
the
objective
goes
to
generalization, principle then giving
an examples and concrete details.

2. Inductive Method

2. The teacher will preferably give


more examples about or related to
the topic/lesson for that day to the
students, intentionally making them
notice and understand the lesson on
their own.

3. demonstration Method

3. The teacher shows all the activities


given in the lesson to the students as
an action and explains the important
points
before
them
during
demonstration.
So
here,
during
discussion, the teacher introduced

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Process

Episode 1: Principles of Learning


lesson by question and answer or
lecturing. He/she then demonstrate
each and every aspects of the lesson
and develop it through activities
followed by assimilation and after
that,
asking
some
evaluative
question.
4. Problem Solving

4. This strategy employs scientific


method in searching for information.
Mostly, it is use on the subject of
science and math. The teacher here
do activities like experimentation or
solving equations.

5. Discovery Method

5. Facts and concepts are explained in


an objective manner. Can be done by
investigative process. The teacher
treat students as an independent one
where the teacher let them formulate
their own hypothesis and discover
things by themselves.

6. Project Method

6. The teacher give students a project


which they could finish in a period of
several days or weeks.

7. Constructivist Approach

7. Giving each of the students topics


which will serve as an individual and
assigned report. Sometimes what
teacher does is stating a problem, ask
questions and facilitates free probe
into a particular subject. Both the
teacher and students engage in open
discussions and dialogue, honest
exchange of ideas and collaboratively
draw conclusions.

8. Metacognitive Approach

8. Use of divergent questions and


open-ended inquiries. Conducting an
essay test/quiz then allowing them to

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Episode 1: Principles of Learning


read their answer.
9. Integrative Approach

9. The teacher integrates


the
subdisciplines like listening, reading,
writing, speaking, and viewing within
a subject area. One example is
storytelling.

My Analysis
I will answer the following questions:
12.
Which approaches/methods will be grouped together? Why? e.g.
direct method and deductive method.
Direct Approach
Expository method: directive method, deductive method,
demonstrative method.
Indirect Approach
Exploratory method: inductive method, exploratory method,
reflective, constructivism, problem solving, laboratory,
inquiry, and metacognitive.
13.
Which approaches/methods are more interactive? Less
interactive?
The approaches/methods like collaborative, learner-centered,
integrated and interactive approach are more interactive than teachercentered, subject-matter centered, constructivist, banking and direct
approach.
14.

When should be the direct method be used?


Direct method is used when teaching knowledge acquisition
involving facts, rules, and action sequences.

15.

When should be the indirect method be used?


Indirect method is used when teaching concepts, abstraction or
patterns; learning process is inquiry-based, the result is discovery and
the learning context is a problem.

16.

When approaches/methods promote learning to live together?


Approaches/methods as a tool for learning to live together is
when it used to promotes peace and shows awareness about

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Episode 1: Principles of Learning


interdependence and risks and challenges the future brings. Teaching is
use also to induce people to implement common projects and to
manage the inevitable conflicts in an intelligent and peaceful way.
Making students understand diversity and respect one another.

My Reflections
If I decide on my teaching approach/method, I will consider, (Continue
the sentence. Begin writing NOW!)
If I am going to decide about my teaching approach/method, I
would consider on try using and applying all of it as part of my teaching
strategies as far as I can because I believe that theres no single
approach to teaching that works best. What we do in the classroom
depends on our capabilities, the kind of students we are going to teach,
what topic we are going to teach, etc. Considering also the facts that
students learn in their own unique and different way along with their
learning weaknesses, issues and problems makes it difficult to find the
right strategy. Yet, looking and thinking of ways that could prompt
students to think more deeply about course concepts and the learning
process through prompts which make students analyze, reflect, relate
and question are a big help for choosing the right approach or method
to be use.

My Portfolio
1. By means of a graphic organizer show the characteristics of a
constructivist and a metacognitive approach.
Can construct
knowledge
and meaning
on their own.
share
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ng-Le
a r n iof
ng
Culturally
power
Process
and socially
relevant in
approach.

between
learner and
teacher

centered)

Episode 1: Principles of Learning

Construct
ivist
Approach

Apply learning
through
discovery.

Not pace driven.

Assess the task.

Reflect and
adjust if
needed.

Metacogni
tive
Approach

Evaluate
strengths and
weaknesses.

Apply strategies
Do planning.
Monitor
performance.
2. Do serious research and complete this Table on Methods. The first is
done for you.
Method
1. Deductive

Advantage/s

When to Use

Direct teaching so I can


accomplish more within a
given period of time.

Time is limited; subject


matter is very difficult;
learners dont know much
about the lesson; teacher
is not yet skilled in the
facilitating learning skills.

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Episode 1: Principles of Learning


2. Inductive Method

Indirect
teaching;
the
learners develop more their
high-order-thinking-skills
(HOTS) where the use of
teaching-learning process is
done.

If you want to let students


discover
and
really
understand the lesson on
their own; more time
accommodated.

Episode 6:

ON LESSON DEVELOPMENT
Name of FS
Student______________________________________________________________
Course_______________________________________ Year & Section
_____________________
Resource Teacher 1______________________ Signature
______________Date______________
Resource Teacher 2______________________ Signature
______________Date______________
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Episode 1: Principles of Learning


Resource Teacher 3______________________Signature______________
Date______________
Cooperating
School_______________________________________________________________

My Target
In this Episode, I must be able to trace how my Resource Teacher
develops his/her lesson.

My Performance (How I will be Rated)


Field Study 2, Episode 6- On Lesson Development
Focused on: How many Resource Teacher develops his/her Lesson
Unsatisfacto
Exemplary
Superior
Satisfactory
Tasks
ry
4
3
2
1
Observation/
All tasks were
Documentation done with
:
outstanding
quality; work
exceeds
expectations

All or nearly all


tasks were
done with high
quality

Nearly all tasks


were done with
acceptable
quality

Fewer than
half of tasks
were done; or
most
objectives met
but with poor
quality

My Analysis

Analysis
questions were
answered
completely; in
depth answers;
thoroughly
grounded on
theories
-Exemplary
grammar and
spelling.
4

Tasks
My reflection

Exemplary
4
Reflection

Analysis
questions were
answered
completely

Analysis
questions were
not answered
completely

Clear
connection
with theories

Vaguely related
to the theories

Grammar and
spelling are
superior.
3

Superior
3
Reflection

1
Analysis
questions were
not answered.
Grammar and
spelling
unsatisfactory

Grammar and
spelling
acceptable
2

Satisfactory
2

Unsatisfacto
ry
1

Reflection

Reflection

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My portfolio

statements are
profound and
clear,
supported by
experiences
from the
episode.

statements are
clear but not
clearly
supported by
experiences
from the
episode.

statements are
shallow;
supported by
experiences
from the
episode.

Portfolio is
complete,
clear, wellorganized and
all supporting
documentation
are located in
sections
clearly
designated.

Portfolio is
complete,
clear, wellorganized and
most
supporting
documentation
are available
and/or logical
and clearly
marked
locations.

Portfolio is
incomplete;
supporting
documentation
is organized but
is lacking.

statements are
unclear and
shallow and
are not
supported by
experiences
from the
episode.
1
Portfolio has
many lacking
components; is
unorganized
and unclear.

2
1

Submission

4
Before
deadline.

3
On the
deadline.

A day after the


deadline.

Two days or
more after the
deadline.

2
4

Subtotals
Overall Score

Rating based on
transmutation:

______________________________
_________________
Signature of FS Teacher above printed name
Date

Transmutation of Scores to Grades/ Ratings

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Episode 1: Principles of Learning


Score

Grade

Rating

Score

Grade

Rating

20
18-19
17
16
15
14

1.0
1.25
1.5
1.75
2.00
2.25

99
96
93
90
87
84

12-13
11
10
8-9
7- below

2.50
2.75
3.00
3.5
5.00

81
78
75
72 and
below

My Map
I will observe at least two Resource Teachers, analyze and reflect on my
observations.
To realize my Target, I will follow the following steps:

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My Tool
As I observe a class, I will use the Observation Sheet for a more
focused observation.

OBSERVATION SHEET
Name of the Resource Teachers Observed:
Maam Evelyn O. Castillo, Sir Jorge A. Guntalidad, Maam Marlyn M.
Kellawan
School Address: Purok Malakas, Lagao, General Santos City
_________________
Grade/ Year Level: 3rd year and 4th year
Filipino

Date:
Subject Area:

17.
Describe how the teacher began his/her lesson. Why do you think
he/she do that?
Before the teacher began to discuss his/her new lesson, he/shell ask a
few questions first about the last topic theyd tackled last meeting as a
means of recap. Yet sometimes, the teacher began his/her lesson after
the prayer, greetings and checking of attendance. I think that this
routine may help the students enhance their values and respect
towards other people as well as to improve their behavior.
18.
What activity/activities did the Resource Teacher ask the learners
to do after he/she introduced the lesson? Why do you think he/she did
such?
After the discussion, the teacher gave a quiz, moreover, an activity
either group or individual to test and enhance the cognitive,
psychomotor, and affective skills of the learners.
19.
How did he/she end his/her lesson? Why do you think he/she did
that?
The teacher end his/her lesson by asking his/her students questions
related to the topic that they want to be clear about. If they have some
part of it that they dont understand or if they really understand the
lesson.
20.
Did you notice an assessment of learning in the process of
teaching? If yes, how was it done?
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Yes. It was done through oral recitation/questioning, classroom
presentations/reports, quizzes, individual or group activities and giving
an assignments.
21.
Did you observe if Resource Teacher checked learning at the end
of his/her lesson?
Yes, through questioning, giving a quiz or an activity.
22.
Checklist Of the following which did you observe? Please check
if you observed the item.
Teaching Behavior

Check Here

1.Connecting lesson to past lesson

2. Introducing the lesson for the day

3. Sharing the lesson for the day

4. Motivating the students

5. Students doing learning activity

6. Teacher giving lecturette

7. Teacher checking for understanding


8. Teacher/students Summarizing

My Analysis
I will answer the following questions:
1. How should the lesson begin and end?
Before beginning the lesson, its still good to do the traditional routine
like having a prayer, greetings and checking of attendance. Then after
that, I will either recap the previous lesson, give a quiz about it or do
some icebreaker which will help them to actively participate on the
discussion. Followed by the discussion then ends with asking your
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students some questions for clarifications. Having a quiz or giving an
activity at the end of the lesson would be precise.
2. Did you observe any part of the lesson development to have been out
of place? Explain your answer.
No, because the way I see it, what the teacher taught was just exactly
what lesson should he/she is going to teach though there are times that
he/she uses some examples or situations during the discussions, yet it
doesnt affect to the lesson development the teachers trying to imply
about.

My Reflections
Tell them what you want to tell them; tell them, tell them what you
told them. Relate this statement to lesson development.
During the process of learning of the students, there are times that
they need to depend to their teachers. That is why the role of being
teacher is way too difficult as what we expected. As a teacher, we have
to be more knowledgeable, resourceful, confident and prepared all the
time. We should teach students what they have to learn, at the same
time, we should develop them in the way that we are not the only one
whos encouraging but they are also for the needs of their
improvements and development.
Along the actions for students development and improvement are the
task on lesson development. We tend to enhance our skills and
strategies on teaching in order to satisfy the needs and interests of the
learners. We should be aware also that every students have their
unique way of learning which we matches or uses different kinds of
techniques as well. Learning is a long process. Sometimes what we say
or taught might be forgotten easily by the students especially to those
who dont take education seriously. Sometimes, they hardly or easily
understand it. That is why also lesson development is so important
because if you think you taught no good or unsatisfactorily before then
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now might be time the time that you do greater than what you have
done before.

My Portfolio
1. Reconstruct your Resource Teachers lesson plan. Your lesson plan must
have the parts of a lesson plan. A lesson plan outline may do, provided all
the parts of a lesson are covered.
Banghay Aralin sa Pagtuturo ng Filipino IV
Para sa Ika-apat na Taon
I.

Layunin: Sa pamamagitan ng aralin, ang mga estudyante ay


inaasahang:
a. Nakapagbibigay reaksyon sa isang tiyak na modelo.
b. Nakilala ang ibat ibang uri ng liham pangangalakal.

II.

Paksa: Liham Pangangalakal

III.

Materyal na Gagamitin: tape, chart


Aklat: Makabagong Filipino IV

IV.

Proseso ng Pagkatuto
A. Panimulang Gawain:
Pagganyak: Pagpaparinig ng mga nairecord na anunsyong may
kinalaman sa paghahanap ng trabaho.
Pagkakaroon ng dugtungang-talakayan sa paggawa ng
liham.
B. Pagbabasa sa mga tiyak na halimbawa.
1. Liham pag-aaplay
2. Liham pahintulot
3. Liham pagtatanong
C. Pangkatang Gawain: Pag-uulat ng bawat pangkat
Pangkat 1 at 2: Ano ang inaasahan ng unang liham? Ano-anong
impormasyon ang
nakapaloob dito?

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Pangkat 3 at 4: Tungkol saan ang ikalawang liham? Ano-ano ang
mahahalagang
anyo?
Pangkat 5 at 6: Ano naman ang isinasaad sa ikatlong liham? Isaisahin ang mahahalagang impormasyong nakasaad ditto.
D. Pagbabahaginan ng bawat pangkat
E. Pagpapalalim ng kaalaman batay sa tiyak na impormasyon.

Paisa-isang kilalanin ang mga katangian ng bawat liham.

F. Pasalitang Pagsusuri: Pagpapagawa ng reaksyon sa tatlong


halimbawa ng liham pangangalakal.
G. Pagpapalahad ng buod sa tulong ng cue card o susing salita.
Tiyak na
kahilingan
Posibleng maging

Angking
kakayahan at
katangian
Tiyak na
impormasyon

H. Takdang Aralin: Gumupit ng isang anunsyo tungkol sa


pangangailangan ng trabaho.

Episode 7:
EFFECTIVE QUESTIONING AND REACTING
TECHNIQUES
Name of FS
Student______________________________________________________________
Course_______________________________________ Year & Section
_____________________
Resource Teacher 1______________________ Signature
______________Date______________
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Episode 1: Principles of Learning


Resource Teacher 2______________________ Signature
______________Date______________
Resource Teacher 3______________________Signature______________
Date______________
Cooperating
School_______________________________________________________________

My Target
In this Episode, I expect myself to be able to determine my Resource
Teachers questioning and reacting techniques and identify those that
promote interaction.

My Performance (How I will be Rated)


Field Study 2, Episode 7- Effective Questioning and Reacting
Techniques
Focused on: Questioning and Reacting Techniques
Unsatisfact
Exemplary
Superior
Satisfactory
Tasks
ory
4
3
2
1
Observation/
Documentatio
n:

All tasks were


done with
outstanding
quality; work
exceeds
expectations

All or nearly
all tasks were
done with high
quality

Nearly all tasks


were done with
acceptable
quality

Fewer than
half of tasks
were done; or
most
objectives met
but with poor
quality

My Analysis

Analysis
questions
were
answered
completely; in
depth
answers;
thoroughly
grounded on
theories

Analysis
questions
were
answered
completely

-Exemplary

Grammar and

Clear
connection
with theories

Analysis
questions were
not answered
completely
Vaguely related
to the theories

1
Analysis
questions
were not
answered.
Grammar and
spelling
unsatisfactory

Grammar and
spelling
acceptable

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Episode 1: Principles of Learning


grammar and
spelling.
4

Tasks
My reflection

Exemplary
4
Reflection
statements
are profound
and clear,
supported by
experiences
from the
episode.
4

My portfolio

Portfolio is
complete,
clear, wellorganized and
all supporting
documentatio
n are located
in sections
clearly
designated.

spelling are
superior.
3

2
1

Superior
3

Satisfactory
2

Reflection
statements
are clear but
not clearly
supported by
experiences
from the
episode.

Reflection
statements are
shallow;
supported by
experiences
from the
episode.

Unsatisfact
ory
1
Reflection
statements
are unclear
and shallow
and are not
supported by
experiences
from the
episode.

Portfolio is
complete,
clear, wellorganized and
most
supporting
documentatio
n are available
and/or logical
and clearly
marked
locations.

Portfolio is
incomplete;
supporting
documentation
is organized
but is lacking.

1
Portfolio has
many lacking
components;
is unorganized
and unclear.

2
1

4
Submission

Before
deadline.

3
On the
deadline.

A day after the


deadline.

Two days or
more after the
deadline.

2
4

Subtotals
Overall Score

Rating based on
transmutation:

______________________________
_________________
Signature of FS Teacher above printed name
Date

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Transmutation of Scores to Grades/ Ratings


Score

Grade

Rating

Score

Grade

Rating

20
18-19
17
16
15
14

1.0
1.25
1.5
1.75
2.00
2.25

99
96
93
90
87
84

12-13
11
10
8-9
7- below

2.50
2.75
3.00
3.5
5.00

81
78
75
72 and
below

My Map
I will observe three Resource Teachers questioning and reacting
techniques based on my past lesson on Effective Questioning and Reacting
Techniques.
To realize my Target, I will do the following steps:

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My Tools
Score the Resource Teacher every time he/she demonstrates any of the
following questioning behaviors. Sample is shown in item #1.
Questioning Behavior

Tally of Use

Frequency

1. Varying types of questions

IIII

2. Asking non directive


questions

IIII

3. Calling non volunteers

IIII

4. Rephrasing

III

5.Sequencing logically

IIII

6.Requiring abstract thinking

IIII

7. Asking open ended


questions

IIII

8. Allowing sufficient wait time

IIII

9.Involving as many as
possible

IIII

OBSERVATION SHEET
Name of the Resource Teachers Observed:
Maam Evelyn O. Castillo, Sir Jorge A. Guntalidad, Maam Marlyn M.
Kellawan
School Address: Purok Malakas, Lagao, General Santos City
________________
Grade/ Year Level: 3rd year and 4th year
Filipino

Date:
Subject Area:

Write samples of questions asked under each type.


Type of Question

Sample Questions Asked

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1. Convergent Question

What is the full name of our national


hero Dr. Jose Rizal?

Type of Question

Sample Questions Asked

2. Divergent Question

Why does the ozone layer becomes


thinner and thinner?

3. Low level Question

Enumerate the main characters in


the novel El Filibusterismo.

4. High level Question

If the kinetic energy of gas is related


to temperature only, what happens
to kinetic energy of the molecules at
a gas of 0 kelvin?

OBSERVATION SHEET
Name of the Resource Teachers Observed:
Maam Evelyn O. Castillo, Sir Jorge A. Guntalidad, Maam Marlyn M.
Kellawan
School Address: Purok Malakas, Lagao, General Santos City
________________
Grade/ Year Level: 3rd year and 4th year
Filipino

Date:
Subject Area:

Reacting Techniques

Score the Resource Teacher every time he/she makes use of any of the
techniques.
Reacting Behavior
1. Providing acceptance

Tally of Use

Frequency

IIII

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feedback
2. Providing corrective feedback

IIII

3. Giving appropriate praise

IIII

4. Repeating the answer

II

5. Explaining the answer

IIII

6. Rephrasing the question

IIII

7. Asking follow up questions

IIII

8. Redirecting questions to other


pupil

IIII

9. Soliciting student question

III

10. Encouraging through non


verbal behavior

IIII

11. Criticizing responding


student for his/her answer

II

12. Scolding for misbehavior or


not listening

III

13. Overusing expressions such


as Okay, Right, etc.

III

My Analysis
1. Which questioning and reacting techniques encouraged teacher
student interaction? Which ones did not?
If we, teachers, want to generate interaction among the students,
having these questioning and reacting techniques are a big help for us.
In questioning, we have to learn how to vary type of question. We can
use divergent, convergent and evaluative questions for asking. Practice
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also asking non-directed questions; calling on non-volunteers;
rephrasing; sequencing questions logically; asking questions which
requires abstract thinking; asking open-ended questions; directing
question to all students to involve as many as possible; having
sufficient wait time in getting a response; and assessing comprehension
to know if the students are listening or not. In reacting techniques, we
need to provide correct feedback to the rightness or wrongness of the
response. Give an appropriate praise depending to level of the difficulty
of the question answered or to the quality of the response given.
Showing non-verbal encouragement is one way also.
2. What did Neil Postman mean when he said: Children go to school as
question marks and leave schools as periods? Does this have
something to do with teachers questioning and reacting techniques?
What Neil Postman trying to imply is that children are learners
who carry more questions in their mind. Its in our human nature also to
show curiosity towards other things that catches our interest. Children
go to school in order to learn. Sometimes they tend to ask questions to
resolve some part of their journey of seeking answers. But for me, yes,
we learn and educate ourselves through school yet school was not only
the place to acquire learning. If you explore the world outside, how
much learning can you might get? Not all the time answers can be find
inside the school. What we learn from school were only a few percent of
what the reality in life awaits us.

My Reflections
What do I resolve to do and NOT to do in my questioning and reacting
techniques so as to encourage teacher student interaction?
There are many things to consider if we want to acquire teacherstudent interaction. As a teacher, you need to be careful and patient
towards interacting in class because as what we know, we are facing
different kinds of students. So during discussions, it is greater
advantage if you have or know the questioning skills. If necessary,
improve your questioning techniques if you observe no progress. Dont
depend on questioning by yourself also. Try to encourage your students
to ask questions. Be productive. You can add humor sometimes to avoid
heavy atmosphere and barricade between you and your students. It is
importants also to have knowledge about right handling of pupils
response. Depend on the teachers way of handling students responses
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can either encourages or discourages them from actively participating
in class interaction. Provide or give the correct feedback for students
response. Avoid saying things that could embarass them even if it was
not intentional. Remember, the difficulty and pressure we have felt to
get involve, have good relationship and interaction to our students or to
get the attention of our students is the same also for our students to
get intouch with us, their teacher.

My Portfolio
I promote higher order thinking skills (HOTS) and interaction for
learning by the kind of questions that I ask.
Here are learning objectives. Formulate at least two examples of
questions that promote divergent thinking and HOTS.
Elementary (For BEEd Student)
1. At the end of the lesson, the pupil is able to identify the functions of
the organs of the digestive system.
Secondary (For BSEd Student)
1. After having been presented the pros and cons of teaching
reproductive health in schools, the student must be able to take a stand on
the controversial issue and give
reasons for such stand.
Write your two divergent questions here!
1. Elementary
2. Secondary
Do sex education must be taught in grade schools?
What effect in the psychological aspects of the students they will
acquire?

I promote class interaction by my favorable remarks. Here are 5


examples of expressions I must use (products of my research) to inspire my
students to be involved in class interaction.
1. You are on the right track!

2. very good!
66 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process

Episode 1: Principles of Learning

3. Keep it up!

4. Nice answer!

5. Wonderful!

67 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process

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