Field Jomar

ILOCOS SUR POLYTECHNIC STATE COLLEGE
Episode 1
Name of FS student: JOMAR SERVANIA Year and Section: BSHTE-II
Course: Bachelor of Science in Home Technology Education (BSHTE)
Resources Teacher:
Cooperating School: STA. MARIA NATIONAL HIGH SCHOOL
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TARGET
While I observe three different classes, I will be able to identify application of
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
Tasks Exemplary Superior Satisfactory Unsatisfactory
4 3 2 1
All task were All or nearly all Fewer than half of

Observation/ done with task were done Nearly all task task were done; or
Documentation outstanding with high were done with most objectives
quality; work quality. acceptable met but with poor
exceeds quality. quality
expectation
4 3 2 1
My Analysis Analysis question
were not
Analysis Analysis Analysis answered.
question were question were question were
answered answered not answered
completely; in completely completely Grammar and
depth answers; spelling
throughtly Clear unsatisfactory.
grounded on connection with Vaguely related
theories/ theories to the theories
BACHELOR OF SCIENCE IN HOME TECHNOLOGY EDUCATION

-Exemplary Grammar and Grammar and

grammar and spelling are spelling
spelling superior. acceptable.
4 3 2
1
Reflection Reflection
statements are statements are
profound and clear, well- Refeletion
clear, supported organized and statements are
My Reflection by experiences most supporting Reflection ubnclear and
from the documentation statements are shallow and are
episode. is organized but shallow; not supported by
is lacking. supported by the experiences from
experienceses the espisode
from the episode
Portfolio is
compete, clear ,
Portfolio Is well-organized
complete, clear, and mostr
well-organized supporting
and all documentation Portfolio is Portfolio has
supporting are available incomplete; many lacking
documentation and/ or in supporting components; is
are located in logical and documentation unorganized and
section clearly clearly marked is organized but unclear.
My Portfolio designed location. is loacking
A day after the Two days or more

Submission Before deadline On the deadline deadline after the deadline
Sub Total

My Map
I will observe at least 3 different classes. Pay close attention to what the
Resources Teacher does to teach and what the leaners do to learn.
To hit my Target, I will work my way through these steps.
Steps 1. I will review the principles of

learning on pp. 21-25 of Principles of
Teaching 1, 2007 by Brenda, Corpuz and G.
Salandanan
Step 2. I will observe 3 different classes
Steps 3. I will identify evidence of

application of the principles of learning. (
you are given a sample in # 1 Principles) I
can cite more than one evidence per
principles of learning.
Steps 4 . guide bythe a question/

question. I will reflect on my
experinces, write down my reflection

My Tools
As focus a class, I will use the Observation sheet for a more focused
observation.
OBSERVATION SHEET
Name of the Resource Teachers Observed:
Name of the school: SMNHS Date :
Grade/ Year Level; GRADE 7 Subject Area: TLE
Teaching behavior of the teacher/

Principles of Learning learning behavior of the learner as
Proof of the Application of the
Principle of Learning
1. Learning is an experiences
which occurs inside the
learner and is activated by
the learner
2. Learning is the discovery of

the personal meaning and
relevance of ideas.

3. Learning is a consequence
of experience.
4. Learning is a cooperative
process.
5. Learning is an evolutionary
process.
6. Learning is sometimes a
painful process.

7. One of the richest resources

for the learning the learner
himself.
8. The process of learning is

emotional as well as
intellectual.

9. The process of problem

solving and learning are
highly unique and
individual.

My Analysis
1. What is impact of the Resources Teachers observance of these principles

on the teaching-learning process and on the learners?
The impact of Resources teacher`s observance to the teaching-learning
process is that they can assure that the quality of learning is in good
process. By the help of the teacher, the students can easily learn about the
topic.
2. Which learning principles was applied most?
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3. Which learning principles was applied least or not all applied?

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4. Do you agree with these principles of learning? Or have you discovered
that they are not always correct?
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My Reflection
My reflection on my observation of my Resource Teachers observation
of these principles. Did my Resource Teacher adhere to these principles?
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Lessons I have learned from my observation on the classroom application
of the principles of learning?
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Principles of learning in my own our Words.

Episode 2
Lesson objectives as my guiding star
Name of student: JOMAR SERVANIA
Course: BACHELOR OF SCIENCE IN HOME TECHNOLOGY EDUCATION
Year and Section: BSHTE-II
Teacher 1: ____________________________Signature: _____________ Date: ________
Teacher 2: __________________________ Signature: _____________Date:_________
My Target
In this Episode, I will be able to:

Deduce the lesson objectives/ after observing my resource Teachers Teach.
See how the guiding principles in the formulation of lesson objectives are applied.
Realized the importance of a clearly defined lesson objective.
Field Study 2, Episode 2 lesson Objectives as My Guiding Star

Focused on : Application of the guiding principles on the development of lesson objectives
4 3 2 1
Observation/
Documentation
All task were

done with All or nearly all Nearly all task Fewer than half of task
outstanding task were done were done with were done; or most
quality; work with high quality. acceptable objectives met but with
exceeds quality. poor quality
expectation
4 3 2 1

My Analysis Analysis Analysis

question were Analysis question were
answered question were not answered
completely; in answered completely
depth completely Analysis question
answers; were not answered.
throughtly Clear Vaguely
grounded on connection related to the
theories/ with theories theories Grammar and spelling
unsatisfactory.
-Exemplary Grammar and Grammar and

grammar and spelling are spelling
spelling superior. acceptable.
4 3 2 1
Reflection Reflection Reflection

statements are statements are statements are Refeletion statements
profound and clear, well- shallow; are ubnclear and
clear, organized and supported by shallow and are not
supported by most the supported by
My Reflection experiences supporting experienceses experiences from the
from the documentation from the espisode
episode. is organized episode
but is lacking.
4 3 2 1
Portfolio Is Portfolio is
complete, compete, clear Portfolio is
clear, well- , well- incomplete;
organized and organized and supporting
all supporting most documentation
documentation supporting is organized
are located in documentation but is locking
section clearly are available
designed and/ or in
logical and Portfolio has many
clearly lacking components; is
marked unorganized and
My Portfolio 4 location. 2 unclear

Before
deadline Two days or more
On the A day after after the deadline
deadline the deadline
Submission 4 3 2 1
Sub Total

My Map
I will observe two different classes and observe the Resources Teacher teach. I will
reflect on the guide given below.
To hit my Target, I will follow these steps,
. Review the guiding Principles in Determining and

Formulating Learning Objectives found in Principles of
Teaching 1, 2007 by Corpuz B. and G. Salandanan pp. 29-38
Observe a class with a learning partner. My focus

this time is on lesson or learning objectives,
Discuss my observation /answer to the question

with my partner.
Write down my answer to the question.
. Reflect on my observation.

My Tool
As focus a class, I will use the Observation sheet for a more focused
observation.
OBSERVATION SHEET
Name of the Resource Teachers Observed:
School Address: Date :
Grade/ Year Level: Subject Area:
Guiding Principles in Determining Teaching behavior which Prove/s

and Formulating Learning Observation of guiding Principles.
Objectives.
1. Begin with the end in mind.
2. Share lesson objectives with

student.
3. Lesson objectives must be

in 2 to 3 domains cognitive
skill and affective or
cognitive and affective or
skill and affective
4. Work on significant and

relevant lesson objectives.

5. Lesson objectives must lead

to the development of
critical and creative thinking
2. After observing your Resources Teacher teach, write down what

you think was / were her lesson objective.
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3. Ask permission from Resources Teacher for you to copy her

Lesson Objectives from the days lesson. Copy it here then compare it
with your answer in # 2. Are they the same? Different?
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My Analysis
1. If answer in # 3 above is Different, what is your conclusion regarding written lesson

objectives and actual lesson development? Are lesson objectives in lesson plan always
followed? Do they really serve as guiding star
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2. Why did you find it easy/ difficult to write down the Resources Teachers Lesson
objectives for the day? Did you mention it at the beginning of her/ his lesson?
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3. Did you find the lesson objectives SMART? Why or why not?
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4. Was the lesson objectives in the cognitive or psychomotor of affective domain? Or

was it the two or three domain? Support your answer.
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MY REFLECTION
Any lesson learned or insight gained from your observation focused on lesson
objectives? Write them lesson down here. Are the lesson objectives truly guiding in the
development of a lesson? Or lesson objectives sometimes forgotten as the lesson develops?
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Episode 3
ORGANIZING CONTENT FOR

MEANINGFUL LEARNING
Name of student:
Year and Section: BSHTE-II
Teacher 1:_____________________________ Signature____________ Date:_______
Teacher 2:______________________________Signature:____________Date: ______
My Target
In this Episode, I will be able to:
Observe the teaching of dominantly cognitive or skill or affective lesson (cognitive
lessonSibika; skill-Math ; affective Values Education)
Trace the development of a cognitive skill affective lesson
My Performance (How I Will Be Rated)
Field Study 2, Episode 3 Organizing content for meaning for learning

Focused on : The development of a cognitive or skill or affective lsson
4 3 2 1
My Analysis Analysis Analysis Analysis

question were question were question were

answered answered not answered Analysis

completely; in completely completely question were
depth not answered.
answers; Clear
thoroughly connection Vaguely
grounded on with theories related to the Grammar and
theories/ theories spelling
unsatisfactory.
Grammar
-Exemplary and spelling Grammar
grammar and are superior. and spelling
spelling acceptable.
3
4 2 1
Reflection Reflection
Reflection statements Reflection statements are
statements are clear, statements unclear and
are profound well- are shallow; shallow and are
and clear, organized supported by not supported
supported by and most the by experiences
My Reflection experiences supporting experiences from the
from the documentatio from the episode
episode. n is organized episode
but is lacking.
4 3 2 1
Portfolio Is
complete, Portfolio is
clear, well- compete, Portfolio is
organized clear, well- incomplete;
and all organized supporting
supporting and most documentatio
documentatio supporting n is organized
n are located documentatio but is
in section n are locking
clearly available and/
designed or in logical Portfolio has
and clearly many lacking
marked components; is
location. unorganized
My Portfolio 4 3 2 and unclear
Submission

Before On the A day after Two days or

deadline deadline the deadline more after the
deadline
4 3 2 1
Sub Totals
My Map
I will observe three different lessons executed cognitive, skill and affective lessons.(
cognitive-Sibika; Skill- Math; affective- Literature/Edukasyong Pagpapahalaga)
To reach my Target, I will work my way through these steps:
Step 1. Review Selection and Organization of content found in

Principles of Teaching 1 by Corpuz, B. and G. Salandanan, 2007,
pp. 43-51
Step 2. Observe one type of class- cognitive, skill, affective- at a
time.
Step 3. Accomplish the Observation sheet.
Step 4. Answer the question for analysis
Step 5. Reflect on what I have done and write down my reflections.

My Tools
OBSERVATION SHEET
Name of Resources Teacher Observed:
Name of School: Sta. Maria National High School Date:
Grade/ Year Level: GRADE7 Subject Area:
A. For the Cognitive Lesson

1. What is the lesson about?
2. What are the examples of facts mentioned in the lesson?
3. Did the lesson end with facts? Or did these facts lead to understanding of concepts? Prove
your answer.
4. Write down instances of treating the topic in depth (giving examples, examining cause-
effect relationship relating ideas or concepts to another.

5. Cite an instances when students were encouraged to ask question, to talk about and
reflect on what they learned.
B. For the Skill Lesson

1. What was the skill lesson about? Which skills was/were target? Manipulative skill or
thinking?
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2. Write evidence of the teachers encouragement of divergent thinking by the students.
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3. Which are proof that the resources Teacher promoted convergent thinking?
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4. If there was problem solving in the lesson, were the pupils taught to solve the problem
using algorithm or heuristic strategy?
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5. What proofs that the students were encouraged to do critical thinking?
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D. Value/ Affective Lesson

1. What was the value lesson about?
2. Was the value taught alone or was it integrated with a cognitive or skilllesson?
3. How was the value lesson developed?
My Analysis
A. For the Cognitive Lesson
How did my Resources Teacher teach the cognitive content meaningfully and
interestingly?
B. For the Skill Lesson

How was the skill taught meaningfully and interestingly?
C. For the Affective Lesson

1. Is it possible to teach a value lesson without any cognitive basis at all? Explain
your answers.

2. A cognitive or a skill lesson is vehicle for value education. Do you agree?
My Reflection
1. Someone once said: There are dull teacher, dull textbook, dull films but no dull
subjected. Do you agree? Write down your reflections here!
2. How should you organize subject matter (be it cognitive skill or value lessons) so that
your teaching will always be fresh and interesting?

Certificate area

My Portfolio
Research on/ or come up with a lesson plan (cognitive or skill) that integrates a value or
values. Paste it here! (You may want to refer to Integrating Values with Subjected Matter,
in Principles of Teaching 2, 2006 by Corpuz B., G. Salandanan and D. Rigor, pp.91-92.) An
outline of the lesson development will do.
My Lesson Plan

Episode 4
GUIDING PRINCIPLES IN THE SELECTION AND USE OF TEACHING
STRATEGIES
Name of FS Student: JOMAR SERVANIA

Year & Section: BSHTE-II
Resource Teacher:
My Target
In this Episode, I must be able to:

Write evidence of the application of some guiding principles in the selection and use
of teaching strategies
Field Study 2, Episode 4- Guiding Principles on the Selection and used of teaching strategies
Focused on : Application of some guiding principles in the selection and use of teaching
strategies
4 3 2 1
Observation/
Documentation
All task were

done with All or nearly all Nearly all task Fewer than half of task
outstanding task were done were done with were done; or most
quality; work with high quality. acceptable objectives met but with
exceeds quality. poor quality
expectation
4 3 2 1
My Analysis Analysis Analysis Analysis Analysis question

question were question were question were were not answered.
completely; in completely completely

depth Grammar and spelling

answers; Clear unsatisfactory.
thoroughly connection Vaguely
grounded on with theories related to the
theories/ theories
Grammar and
-Exemplary spelling are Grammar and
grammar and superior. spelling 1
3
4 2

statements are statements are statements are Reflection statements
profound and clear, well- shallow; are unclear and
My Reflection experiences supporting experiences experiences from the
from the documentation from the episode
but is lacking.
4 3 2 1
Portfolio is
Portfolio Is compete,
complete, clear, well- Portfolio is
clear, well- organized and incomplete;
organized and most supporting
all supporting supporting documentation
documentation documentation is organized
are located in are available but is locking
section clearly and/ or in
designed logical and
clearly Portfolio has many
marked lacking components;
location. is unorganized and
My Portfolio 4 3 2 unclear
Submission

Before
Two days or more
deadline On the A day after
after the deadline
3 2
1
4
Sub Totals
My Map
I will observe at least 3 Resources Teachers, analyze and reflect on my observation
To reach my Target, I will follow the following steps:
Step 1. Review Selection and Used of Teaching
Strategies in Principles of Teaching 1, 2007
by Corpuz, B. G. Salandanan,pp 52-68.
Step 2. Observe at least 3 Resource Teachers.
Step 3. Accomplish Observe Sheet.
Step 4. Analyze my observations.
Step 5. Reflect on my observations
My Tools
OBSERVATION SHEET
Name of Resources Teacher Observed:____________ ______________ _________________
School Address: Date:

Guiding Principles in the Selection and Teaching Behavior of the Resources

use of Strategies Teacher that Applies the Principles
1. Learning is an active process.
2. The more senses that are involved,

the more and the better the learning.
3. A non- threatening atmosphere

enhances learning.
4. Emotion has the power to increase

retention and learning.
5. Good teaching goes beyond recall of
information.
6. Learning is meaningful when it is

connected to students everyday life.

7. An integrated teaching approach is

far more effective than teaching
insolated bits of information.
My Analysis
Are these principles in accordance with brain-based teaching and learning?
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My Reflection
What is the best method of teaching? Is there such a thing?
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My Portfolio
Illustrate your reflection on the best method of teaching creativity on this page.
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Episode 5
ON TEACHING APPROACHES AND METHODS

Year & Section: BSHTE-II
Resource Teacher
Cooperating School:
My Target
In this Episode, I must be able to determine the teaching approach or method used by the
Resources Teacher.
Field Study 2, Episode 5- On Teaching Approaches and Methods

Focused on : Determining the teaching approach or method use by the Resources Teacher
4 3 2 1
Observation/
Documentation
All task were All or nearly Nearly all task
done with all task were were done Fewer than half of
outstanding done with with task were done; or
quality; work high quality. acceptable most objectives met
exceeds quality. but with poor quality
expectation
4 3 2 1
My Analysis Analysis Analysis Analysis Analysis question
question were question were question were were not answered.
completely; in completely completely

depth Grammar and spelling

answers; Clear unsatisfactory.
throughtly connection Vaguely
grounded on with theories related to the
theories/ theories
Grammar and
-Exemplary spelling are Grammar and
grammar and superior. spelling 1
3
4 2

statements are statements are statements are Refeletion statements
profound and clear, well- shallow; are ubnclear and
My Reflection experiences supporting experienceses experiences from the
from the documentation from the espisode
but is lacking.
4 3 2 1
Portfolio is
Portfolio Is compete, clear Portfolio is
complete, , well- incomplete;
clear, well- organized and supporting
organized and mostr documentation
all supporting supporting is organized
documentation documentation but is
are located in are available loacking
section clearly and/ or in
designed logical and
clearly Portfolio has many
marked lacking components;
location. is unorganized and
My Portfolio 4 3 2 unclear
Submission

Before
Two days or more
deadline On the A day after
after the deadline
3 2
1
4
Sub Totals
My Map
I will observe at least 3 Resources Teacher, analyze and reflect on my observation.
To realize my Target, I will follow the following steps:
Step 3. Accomplish Observation Sheet. Step4. Analyze my observations.Step 5.Reflect on
my observations.
Step 1. Review Different

Approaches and Methods in
Principles of Teaching 1, Step 2. Observation 2
Step 3. Accomplish
2007 by Corpuz, B. and G. Resources Teachers Observation Sheet.
Salandanan, pp.69-100
Step 5. Reflect on my
Step 4. Analyze my observations
Observations.

My Tools
OBSERVATION SHEET
Name of Resources Teacher Observed:
APPROACH/ METHOD Description of teaching Behavior that

Proves Use of the Teaching
Approach/Method (What did my Resources
Teacher do as she used this approach/
methods?)
1. Deductive Method
2. Inductive Method
3. Demonstration Method
4. Problem Solving
5. Discovery Method
6. Problem Solving Method

7. Project Method
8. Constructivist Approach
9. Metacognitive Approach
10. Integrative Approach
My Analysis
I will answer the following question:
1. Which approach/methods will be grouped together? Why e.g .Direct method and
deductive? Less interactive?
2. Which approaches/method are more interactive? Less interactive?
3. When should the direct method be used?
4. When should the indirect method be used?
5. Which approach/methods promote learning to live together?
My Reflection
If I decided on my teaching approach/method, I
will_____________________________(Continue the sentence. Begin writing NOW!)

My Portfolio
1. By means of a graphic organizer show the characteristics of a constructivist and a
metacognitive approach.
2. Do serious research and complete this Table on Methods. The first is done for
you.
Method Advantage/ s When to Use
1. Deductive Direct teaching so I can Time is limited: subject

accomplish more within matter is very difficult:
a given period of time. teacher is not yet skilled
in facilitating skills

2. Inductive Method
Episode 6
ON LESSON DEVELOPMENT
Year & Section: BACHELOR OF SCIENCE IN HOME TECHNOLOGY EDUCATION
Resource Teacher 1 ___________________________ Signature ____________ Date
My Target
In this Episode, must be able to trace how my Resource Teacher develops her/his
lesson.
My Performance (How I Will be Rated)
Field Study 2, Episode 6 - On Lesson Development

Focused on : How my Resource Teacher developes her/his lesson

4 3 2 1
Observation/ All tasks All or nearly Nearly all Fewer than
Documentation: were done with all tasks were tasks were done half of tasks
outstanding done with high with acceptable were done; or
quality; work quality quality most objectives
exceeds met but with
expectations poor quality
4 3 2 1

My Analysis Analysis Analysis Analysis Analysis

questions were questions were questions were questions were
answered answered not answered not answered.
completely; in completely completely. Grammar and
depth answers Clear Vaguely related spelling
thoroughly connection with to the theories unsatisfactory
grounded on theories Grammar and
theories Grammar and spelling

4 3 2 1
-Exemplary spelling are acceptable.
grammar and superior
spelling
4 3 2 1
My Reflection Reflection Reflection Reflection Reflection
statements are statements are statements are statements are
profound and clear, but not shallow; unclear and
clear, clearly supported by shallow and are
supported by supported by expencies from not supported
experiences expencies from the episode. by experiences
from the the episode. from the
episode. episode.
4 3 2 1
My Portfolio Portfolio is Portfolio is Portfolio is Portfolio has
complete, complete, clear, incomplete; many lacking
clear, well- well-organized supporting components; is
organized and and most documentation unorganized
all supporting supporting is organized and unclear.
documentation documentation but is lacking.
are located in are available
sections clearly and/or in
designated. logical and
clearly marked
locations.
4 3 2 1
Submission Before On the A day after Two days or
deadline deadline the deadline more after the
deadline
4 3 2 1
Sub Totals
Rating:
(Based on
BACHELOR OF SCIENCE IN HOME transmulation)
TECHNOLOGY EDUCATION
Over-all Score
Signature of FS Teacher Date

above Printed Name
Transmulation of score to grade/rating
Score Grade Score Grade
20 - 1.0 - 99 12-13 - 2.50 - 81
18-19 - 1.25 - 96 11 - 2.75 - 78
17 - 1.5 - 93 10 - 3.00 - 75
16 - 1.75 - 90 8-9 - 3.5 - 72 and
15 - 2.00 - 87 7-below - 5.00 - below
14 - 2.25 - 84 .
My Map
I shall observer three (3) 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:

1. Realize Effective Questioning and Reacting Techniques on pp. 161 171 of
Principles of Teaching 1, 2007 by Corpuz, B. and G. Salandanan.
2. Observe my Resource Teacher as she teaches with the use an Observation Sheet.
3. Analyze my answers with the aid of questions.
4. Reflect on my observations.
My Tools
Score the Resource Teacher every time she/he demonstrates any of the
following questioning behaviors. Sample is shown in term # 1.
Tally of Use Frequency

Questioning Behavior

5
e.g. IIII
1. Varying types of questions
2. Asking non-directed questions
3. Calling on non-volunteers
4. Rephrasing
5. Sequencing logically
6. Requiring abstract thinking
7. Asking open-ended questions
8. Allowing sufficient wait time
9. Involving as many as possible
My Tools
Type of question Sample Question Asked
1.Convergent Question

2.Divergent Question
3.Low-level Question
4.High-level Question
OBSERVATION SHEET
Name of the Resource Teachers Observed: _______________________________________
Grade/Year Level: Subject Area:
Reacting Techniques
Score the Resource Teacher every time she/he makes use of any of the
techniques.

Reacting Behavior Tally of Use Frequency
1. Providing acceptance feedbacks
2. Providing corrective feedbacks
3. Giving appropriate praise
4. Repeating the answer
5. Explaining the answer
6. Rephrasing the questions
7. Asking follow up question
8. Redirecting questions to other

pupils
9. Soliciting student questions
10. Encouraging through non-

verbal behavior
11. Criticizing responding student

for his/her answer
12. Scolding for misbehavior or

not listening
13. Overusing expressions such as

"Okay", "Right", etc.?
My Analysis

1. Which questioning and reacting techniques encouraged teacher-student

interaction? Which ones did not?
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2. What did Neil Postman mean when he said: Children go to school as

question marks and leave school as periods? Does this have something to
do with a teachers questioning and reacting techniques?
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My Reflections
What do I resolve to do and NOT do in my questioning and reacting

techniques so as to encourage teacher-student interaction?
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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 example of
questions that promote divergent thinking and HOTS.
Elementary (For the BEED Student)

1. At the end of the lesson, the pupils is able to identify the functions
of the digestive system.
Secondary (For the 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
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2. Secondary
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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. e.g. You are on the right track!
2.
3.
4.

JOMAR CABATU SERVANIA

(Name)
BACHELOR of SCIENCE IN HOM TECHNOLOGY EDUCATION
(Course)
For having satisfactory completed Field Study Courses and Practice Teaching as
EXPERIENTIAL LEARNING COURSES in the TEACHING EDUCATION PROGRAM
With the following PERFORMANCE RATINGS
Experiential Learning Courses Grade Obtained
A. Field Study Courses
FS 1
FS 2
FS 3
FS 4
FS 5
FS 6
Average
B. Practice Teaching/Practicum
Field Study Courses and Practice Teaching will have a maximum of 2.5 points each.
This certification is issued in relation to DepED Order No. 20. s. 2009, Further Reversions to
Hiring Guidelines for Teacher I Position reference DepED Order No. 4, s. 2007.
Given this _____ day of ____________, in the year of the Lord, Two Thousand and ____________.
__________________________________
College Dean

Republic of the Philippines

DEPARTMENT OF EDUCATION
Region 1
Division of Ilocos Sur
STA. MARIA NATIONAL HIGH SCHOOL
DEPARTMENT OF EDUCATION
VISION
To protect and promote the right of every Filipino to quality,
equitable, culture-based and complete basic education where:
Student learn in child-friendly, gender-sensitive, safe and, and
motivating environment.
Teachers facilitate learning and constantly, nurture every
learner.
Administrator and staff, as stewards of the institution ensure an
enabling and supportive environment for effective learning to
happen.
Family, community, and other stakeholder are actively and share

responsibility for developing life-long learners
MISSION
We dream of Filipinos
Who passionately love the country?
And whose values and competencies
Enable them to realize their full potential
And contribute meaningfully to building the nature.

As learner-centered public institution.

The Department of Education
Continuously improve itself
To better serve its stakeholder
TABLE OF CONTENTS
PRELIMENARIES
Acknowledgement
My Cooperating School
Table Of Content
Dedication
Biographical Sketch
ORGANIZATION OF PORTFOLIO
Episode 1
Episode 2.
Episode 3.
Episode 4.
Episode 5. Cover Page
Episode 6. Cover Page
APPENDICS
DAILY TIME RECORD (DTR)-----------------------------------------------
PICTORIAL EVIDENCES ---------------------------------------------------

DEDICATION
I humbly dedicate this portfolio to:
Our Almighty God, for his endless guidance and bountiful blessings.
My family, who helped, who support, who guide and who provide me with
love and encouragement in all my endeavors.
My friends and the pupils I observed, who support me in my writing, put up
with my memory lapses, and love us still.

DAILY TIME RECORD

Republic of the Philippines

North Cluster Sta. Maria Ilocos Sur
COLLEGE OF TEACHER EDUACTION
PORTFOLIO
IN
FIELD STUDY 102

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ILOCOS SUR POLYTECHNIC STATE COLLEGE

MY PERFORMANCE (How I will be rated)

Field Study 2, Episode 1 - Principles of Learning

Tasks Exemplary Superior Satisfactory Unsatisfactory

All task were All or nearly all Fewer than half of

BACHELOR OF SCIENCE IN HOME TECHNOLOGY EDUCATION

-Exemplary Grammar and Grammar and

A day after the Two days or more

BACHELOR OF SCIENCE IN HOME TECHNOLOGY EDUCATION

Steps 1. I will review the principles of

Step 2. I will observe 3 different classes

Steps 3. I will identify evidence of

Steps 4 . guide bythe a question/

BACHELOR OF SCIENCE IN HOME TECHNOLOGY EDUCATION

Teaching behavior of the teacher/

2. Learning is the discovery of

BACHELOR OF SCIENCE IN HOME TECHNOLOGY EDUCATION

BACHELOR OF SCIENCE IN HOME TECHNOLOGY EDUCATION

7. One of the richest resources

8. The process of learning is

BACHELOR OF SCIENCE IN HOME TECHNOLOGY EDUCATION

9. The process of problem

BACHELOR OF SCIENCE IN HOME TECHNOLOGY EDUCATION

1. What is impact of the Resources Teachers observance of these principles

3. Which learning principles was applied least or not all applied?

BACHELOR OF SCIENCE IN HOME TECHNOLOGY EDUCATION

Principles of learning in my own our Words.

BACHELOR OF SCIENCE IN HOME TECHNOLOGY EDUCATION

In this Episode, I will be able to:

Field Study 2, Episode 2 lesson Objectives as My Guiding Star

All task were

BACHELOR OF SCIENCE IN HOME TECHNOLOGY EDUCATION

My Analysis Analysis Analysis

-Exemplary Grammar and Grammar and

Reflection Reflection Reflection

BACHELOR OF SCIENCE IN HOME TECHNOLOGY EDUCATION

BACHELOR OF SCIENCE IN HOME TECHNOLOGY EDUCATION

To hit my Target, I will follow these steps,

. Review the guiding Principles in Determining and

Observe a class with a learning partner. My focus

Discuss my observation /answer to the question

Write down my answer to the question.

BACHELOR OF SCIENCE IN HOME TECHNOLOGY EDUCATION

Guiding Principles in Determining Teaching behavior which Prove/s

1. Begin with the end in mind.

2. Share lesson objectives with

3. Lesson objectives must be

4. Work on significant and

BACHELOR OF SCIENCE IN HOME TECHNOLOGY EDUCATION

5. Lesson objectives must lead

2. After observing your Resources Teacher teach, write down what

3. Ask permission from Resources Teacher for you to copy her

BACHELOR OF SCIENCE IN HOME TECHNOLOGY EDUCATION

1. If answer in # 3 above is Different, what is your conclusion regarding written lesson

4. Was the lesson objectives in the cognitive or psychomotor of affective domain? Or

BACHELOR OF SCIENCE IN HOME TECHNOLOGY EDUCATION

BACHELOR OF SCIENCE IN HOME TECHNOLOGY EDUCATION

ORGANIZING CONTENT FOR

My Performance (How I Will Be Rated)

Field Study 2, Episode 3 Organizing content for meaning for learning

My Analysis Analysis Analysis Analysis

BACHELOR OF SCIENCE IN HOME TECHNOLOGY EDUCATION

answered answered not answered Analysis

BACHELOR OF SCIENCE IN HOME TECHNOLOGY EDUCATION