You are on page 1of 67

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

i

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

2 | 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

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, Ma’am
Evelyn O. Castillo, Sir Jorge A. Guntalidad and Ma’am 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.

3 | 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

L e a r n i n g Process .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. act and perform rightly in terms of our students inside the 4 | 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 . FS2. 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. in our teaching profession. Its purpose is not only bound for that but also it was serve as a useful tool for us. future teachers.

Episode 1. I will be able to identify applications of the principles of learning in the teaching – learning process. teachers.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 5 | 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 .Episode 1: Principles of Learning classroom as well as on how us.L e a r n i n g Process . 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. My Performance (How I will be rated) Field Study 2.

or most objectives met but with poor quality 4 3 My Analysis Analysis questions were answered completely. clear. supported by experiences from the episode. Portfolio is complete. is unorganized and unclear. 4 3 Portfolio is complete.Episode 1: Principles of Learning on: with outstanding quality. Reflection statements are clear but not clearly supported by experiences from the episode. clear. 6 | 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 . 1 Portfolio has many lacking components. in depth answers. supported by experiences from the episode.L e a r n i n g Process . 2 Portfolio is incomplete. wellorganized and most supporting Satisfactory 2 Reflection statements are shallow. Grammar and spelling acceptable My reflection My portfolio Exemplary 4 Superior 3 Reflection statements are profound and clear. work exceeds expectations were done with high quality done with acceptable quality were done. wellorganized and all supporting Grammar and spelling unsatisfactor y 3 2 Tasks 1 Analysis questions were not answered. supporting documentatio n is organized but is lacking. 1 Unsatisfact ory 1 Reflection statements are unclear and shallow and are not supported by experiences from the episode. 4 2 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. thoroughly grounded on theories -Exemplary grammar and spelling.

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

3

1

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:

7 | 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 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

8 | 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
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
9 | 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

Students have characteristics and and the learning are highly unique abilities derived from their multiple and individual. 10 | 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 . Sometimes also learning means learning from your mistakes. 7. 9. All of them have uniqueness and differences that we. the learner’s ideas and experiences. We need to use appropriate and variety of methods/strategies in imparting knowledge to our students. We need to find ways on how to catch and motivate our student’s interest on learning. teachers. must need to consider. The discussion was centered with learning is the learner himself. The process of learning is an 8.L e a r n i n g Process . Emotional stability of the learners emotional as well as intellectual.Episode 1: Principles of Learning without undergoing the means sacrificing. Through the use of questioning. The process of problem solving 9. the teachers would be able to make students share their learning towards others. intelligences. was first observed by the teachers. One of the richest resources of the 7. 8. hard work and patience.

Do you agree with these principles of learning? Or have you discovered that they are not always correct? Yes.Episode 1: Principles of Learning My Analysis 1. What is the impact of the Resource Teacher’s 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. learning is a consequence of experience. psychomotor and affective skills of the students.L e a r n i n g Process . My Reflections 1. 4. Collaboration and cooperation of both parties makes a good result more possible. most of the principles are truly applied in their teaching process. 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. Principles of learning guided us. and the process of problem solving and learning are highly unique and individual. Did my Resource Teachers adhere to these principles? When observing my Resource Teachers. the process of learning is emotional as well as intellectual. It creates a way to build good interaction between teachers and students inside the classroom and give or develop greater improvements in the cognitive. learning is an evolutionary process. 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. Which learning principle was applied most? Learning principles like learning is a cooperative and collaborative process. 3. in teaching and using/applying teaching strategies. 2. It is fit to serve as a guidance in the teachinglearning process of an individual. learning is an experience which occurs inside the learner and is activated by the learner. My reflections on my observations of my Resource Teacher’s observance of these principles. Though it is not expose directly to 11 | 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 . 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. teachers.

My Portfolio Principles of Learning in My Own Words 1. 6. Learning undergo changes in relating to experiences. Learning takes time. still. Thinking how we learn and progress is only a part of the result that a teacher with knowledge of teaching principles can give. 4. 12 | 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 . 2. in the learner and in the environment to impose effective teaching. Learning begins with knowledge acquisition. 5. What we learn are tend to be mastered and is use to help develop ourselves. we began to realize that what the teachers do inside the classroom are based and guided by these principles and it is really makes. Learning can be done with the learner himself. Learning thus considering the needs and relating experiences of the learners. 3. Learning sometimes means sacrifice for improvements.L e a r n i n g Process . Learning is better when cooperating and collaborating with the others. the essence of it are experience and acquired. leads and enables us to be a competent and skilled teachers.Episode 1: Principles of Learning the students. Applying principles of learning is important. It just happened that principles of teaching are made based on the things that need to consider as a teacher. Lessons I have learned from my observations on the classroom application of the principles of learning. 2. Unexpectedly.

Learning has its unique and different way on imposing to learners. Learning can be emotional and intellectual. 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 13 | 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 .Episode 1: Principles of Learning 7. 8.L e a r n i n g Process . Learning comes from the learner. 9. 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.

supported by experiences from the episode. Reflection statements are shallow.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. are superior. Reflection statements are clear but not clearly supported by experiences from the episode. work objectives exceeds met but with expectations poor quality 4 My Analysis Analysis questions were answered completely. 4 3 Tasks My reflection 2 Analysis questions were not answered completely 1 Analysis questions were not answered.L e a r n i n g Process . thoroughly grounded on theories 3 Analysis questions were answered completely Clear connection with theories -Exemplary Grammar grammar and and spelling spelling.Episode 1: Principles of Learning My Performance (How I will be Rated) Field Study 2. 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. outstanding high quality quality or most quality. Episode 2. in depth answers. 1 Unsatisfact ory 1 Reflection statements are unclear and shallow and are not supported by experiences 14 | 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 .

2 3 4 Before deadline. 2 4 1 Portfolio has many lacking components . 3 1 Subtotals Overall Score Rating based on transmutation: ______________________________ _________________ Signature of FS Teacher above printed name Date Transmutation of Scores to Grades/ Ratings 15 | 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 . from the episode. wellorganized and most supporting documentati on are available and/or logical and clearly marked locations.L e a r n i n g Process . is unorganized and unclear. Portfolio is complete. Submission On the deadline. clear. clear. Two days or more after the deadline.Episode 1: Principles of Learning My portfolio 4 3 2 Portfolio is complete. Portfolio is incomplete. wellorganized and all supporting documentati on are located in sections clearly designated. 1 A day after the deadline. supporting documentation is organized but is lacking.

00 81 78 75 72 and below My Map 16 | 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 .25 99 96 93 90 87 84 12-13 11 10 8-9 7.5 5.00 3.25 1.below 2.L e a r n i n g Process .50 2.75 2.0 1.00 2.Episode 1: Principles of Learning Score Grade Rating Score Grade Rating 20 18-19 17 16 15 14 1.75 3.5 1.

Episode 1: Principles of Learning I will observe two different classes and observe the Resource Teacher teach.L e a r n i n g Process . I will reflect on the guide questions given below. To hit my Target. I will follow these steps: 17 | 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 .

3.Episode 1: Principles of Learning My Tools As I observe a class. The Resource Teacher give his/her students individual or group activity connected to the lesson tackled in class. Ma’am Marlyn M. ask some questions to recap the previous lesson as well as giving quizzes in the end of the lesson. Begin with the end of mind. Lagao. 3. before starting her discussion. with 2. 18 | 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 . skill and affective or cognitive and affective or skill and affective. Kellawan School Address: Purok Malakas. OBSERVATION SHEET Name of the Resource Teachers Observed: Ma’am Evelyn O. Sir Jorge A. Guntalidad. 2. The teacher also.L e a r n i n g Process . lesson objective 1. The Resource Teacher began her lesson by starting her objective. Share students. I will use the Observation Sheet for a more focused observation. Castillo. 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. Letting students know what’s the lesson objective then making them discover more in their own. Lesson objectives must be in the 2 or 3 domains – cognitive.

development of critical and creative the students able to think and/or thinking.L e a r n i n g Process . write down what you think was/were her lesson objective. I think my answer in question number 2 is quite the same in the real lesson objective of my resource teacher. Lesson objectives must lead to the 5. Are they same? Different? The original lesson objective of Ma’am Castillo was ‘’Pagsulat ng mahahalagang impormasyon sa bawat kabanata (1-10) ng El Filibusterismo’’. As I observe during the class of one of my resource teacher. understand. 3. If answer in # 3 above is different. Work on significant and relevant 4. The teacher ask some questions or give an examples which students can relate. 5. My Analysis 5. By the lesson objectives given. 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? 19 | 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 . 2. 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. After observing your Resource Teacher teaches. 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. his/her lesson in relation to every individual experiences in life.Episode 1: Principles of Learning 4. The resource teacher tackled lesson objectives. specifically his/her students. From what I observe. and interact with the lesson provided. Teacher Evelyn Castillo. analyze the lesson well. Ask permission from your Resource Teacher for you to copy her lesson objective for the day’s lesson. Copy it here then compare it with your answer in # 2.

it refers to the ability of the students to recall.Episode 1: Principles of Learning Though the answer in number 3 didn’t differ from the answer in number 2. I believe that not all the lesson objectives in the lesson plan were always followed. psychomotor and affective domain. 8. As what I had learned from my report about the lesson plan. 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. 7. think and analyze. yet. My Reflections Any lessons learned or insights gained from your observation focused on lesson objectives? Write them down here. I consider the lesson objective of my resource teacher as SMART one because. it can be done or attain in the time allotted for that lesson. Are lesson objectives truly the guiding star in the development of a lesson? Or are lesson objectives sometimes forgotten as the lesson develops? 20 | 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 . Did you find the lesson objective SMART? Why or why not? Yes. It could develop also the writing skills of the students. I see that it will fall under cognitive and psychomotor domain because as what you read in the lesson objective. Students can easily analyze or understand what would be their lesson.L e a r n i n g Process . a lesson plan shouldn’t like a rules to be followed in accord to what rules that’s been state but instead. With that lesson objective. 6. Was the lesson objective in the cognitive or psychomotor or affective domain? Or was it in the two or three domains? Support your answer. Why did you find it easy/difficult to write down the Resource Teacher’s 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 Teacher’s lesson objective for that day because she did mention it in the beginning of her lesson/discussion. It helps also in the learning of the students in terms of developing either their cognitive. first of all.

However. it plays a greater role in our teaching process.Episode 1: Principles of Learning It is said that before doing such things. The goodness of the totality of result depends on how much you work out with your objectives. We shouldn’t underestimate its usefulness because as far as we know. and SMART. Through it. 21 | 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 . lesson objectives serves as a guidance in our whole discussion. Though it is only an objective. we are able to teach what we intend to teach without misleading. developmental.L e a r n i n g Process . we should know that there are things we need to consider in making lesson objectives. My Portfolio My researched quotations that state the significant of goals and objectives (don’t forget to mention your sources) “You can never give up and never quit because if you really think about it. relative. having a perfect or very good objective is enough. That a lesson objectives must be definite. you need to find out first what are your objectives. Objectives are part of the teacher’s discussion. Yet.

searchquotes.L e a r n i n g Process .com/search/That_State_Significance_Of_Goals_ And_Objectives/) Episode 3: ORGANINZING CONTENT FOR MEANINGFUL LEARNING Name of FS Student______________________________________________________________ Course_______________________________________ Year & Section _____________________ 22 | 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 .Episode 1: Principles of Learning 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.

I must be able to:  Observe teaching of a dominantly cognitive or skill or affective lesson (cognitive lesson – Sibika. 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.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. 3 My Analysis Analysis questions were answered completely. Analysis questions were answered completely Clear connection with theories Grammar and spelling are Vaguely related to the theories Grammar and spelling unsatisfactory Grammar and 23 | 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 . or most objectives met but with poor quality 2 Analysis questions were not answered completely 1 Analysis questions were not answered. skill – Math . skill and affective lesson. thoroughly grounded on theories -Exemplary grammar and spelling. Episode 3. My Performance (How I will be Rated) Field Study 2.L e a r n i n g Process .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. affective – Values Education)  Trace the development of a cognitive . in depth answers.

supported by experiences from the episode. clear. Portfolio is incomplete. Reflection statements are shallow. 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 . 2 1 Submission 4 Before deadline.L e a r n i n g Process . Unsatisfacto ry 1 Reflection statements are unclear and shallow and are not supported by experiences from the episode. spelling acceptable 4 3 1 2 Tasks My reflection My portfolio Exemplary 4 Superior 3 Satisfactory 2 Reflection statements are profound and clear. wellorganized and most supporting documentation are available and/or logical and clearly marked locations. 1 Portfolio has many lacking components. Reflection statements are clear but not clearly supported by experiences from the episode. Portfolio is complete. is unorganized and unclear. supported by experiences from the episode. 4 3 2 Portfolio is complete. clear. 4 3 A day after the deadline. 3 On the deadline. wellorganized and all supporting documentation are located in sections clearly designated. Two days or more after the deadline. supporting documentatio n is organized but is lacking.Episode 1: Principles of Learning superior.

50 2. I will work my way through these steps: 25 | 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 . Skill – Math.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. (cognitive – Sibika.25 99 96 93 90 87 84 12-13 11 10 8-9 7.75 3.00 3.5 5. skill and affective lessons.75 2.0 1.00 81 78 75 72 and below My Map I will observe the three different lessons executed – cognitive.5 1.00 2.L e a r n i n g Process .below 2.25 1. Affective – Literature/Edukasyong Pagpapahalaga) To hit my Target.

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 Process .

add knowledge and opens the mind of the learner on the things that surround him/her. to talk about and reflect on what they learned. Of course. 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. with a good classroom atmosphere and 27 | 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 . 3. What is the lesson about? The lesson was about El Filibusterismo.Episode 1: Principles of Learning My Tools OBSERVATION SHEET Name of the Resource Teachers Observed: Ma’am Evelyn O. Ma’am Marlyn M. Stating facts as examples sometimes helps in understanding the lesson. Guntalidad. Castillo. Yes. For the Cognitive Lesson 1. examining cause – effect relationships. How people differ in economic status. 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. General Santos City Grade/ Year Level: 3rd year and 4th year Filipino Date: Subject Area: A. Cite an instance/s when students were encouraged to ask questions. Sir Jorge A. Did the lesson end with facts? Or did these facts lead to understanding of concepts? Prove your answers.L e a r n i n g Process . as what I observed. The politics and livelihood. Kellawan School Address: Purok Malakas. It clarify things in its own way. 4. Write down instances of treating the topic in depth (giving examples. 2. Students. Lagao. 5. the lesson ends with facts. 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.

What are the proofs that the students were encouraged to do critical thinking? Asking student to explain the given problem. 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. Asking (situational) questions then let the students provide an answer for it. 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. Asking question with specific answer can be done also. aware and widen their understanding on the things that is happening in their surroundings. 2. 5. If there was problem solving in the lesson. 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. C. Which are proofs that the Resource Teacher promoted convergent thinking? Conducting a quiz or having an oral recitation. Giving students group activity or report.L e a r n i n g Process . 2. 3. 4. B. To be more patriotic/nationalistic. were the pupils taught to solve the problem using algorithm or heuristic strategy? The students use the algorithm strategy. What was the value lesson about? The values that wants to imply by this lesson are to make the students enlighten about the reality.Episode 1: Principles of Learning students approach as well as having a sense of humor. Write evidence of teacher’s encouragement of divergent thinking by the students. 3. My Analysis 28 | 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 . Value/ Affective Lesson 1. discussion would surely enjoyable.

the teacher taught it through giving students topics to report. Do you agree? Yes. understand and recall. Teaching values also means connecting facts. How was the skill taught meaningfully and interestingly? In terms of skill. What we teach came from the information our brain collects. C. skills and concepts to the life of students. Cognitive targets the brain. we need to make our students understand what and how important it is and reflect with it. Values have cognitive dimensions as well as affective and behavioral. Conducting group activity. As I’ve said above. 10. B. When we teach values. learn and acquire without the help or use of the other skill. it is either two or more skills will be use.Episode 1: Principles of Learning A. Asking them to explain the given problems or interpret it depending on how they understand it. One skill cannot be taught. For the Affective Lesson 1.L e a r n i n g Process . Sometimes the teacher relate concepts through life experiences or events where students could relate from it and for further understanding as well. Explaining the concepts have been done also. 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 . 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. For the Skill Lesson 1. Is it possible to teach a value lesson without any cognitive basis at all? Explain your answer. A cognitive or skill lesson is a vehicle for value education. because using the mind for understanding things is a way of learning. No. Without cognitive basis. we cannot teach what we ought to teach and we cannot learn what we need to learn. to learn things. For the Cognitive Lesson 9.

Teachers also sometimes make mistakes. G. Rigor. Lessons and topics are subjects based on the ideas or thoughts what world can bring us. Teacher teaches lessons and books and films are made of topics. these things that we used today will slowly reduce its value as time passes by. pp. 2.) an outline of the lesson development will do.. 2006 by Copuz B.L e a r n i n g Process . Paste it here! You may want to refer to “Integrating Values and Subject Matter”.Episode 1: Principles of Learning 1. Salandanan and D. but no dull subjects”. An Integrated Lesson Plan in English V I. in the Principles of Teaching 2. Someone said: “There are dull teachers. No dull subjects. Just like teachers. It depend on us how we will broaden it or use it creatively to share with everyone and increase their knowledge. Do you agree? Write you’re your reflections here. dull films. My Portfolio Research on/or come up with a lesson plan (cognitive or skill) that integrates a value/s. They are teachers whom sometimes have lack of skills or abilities that needs an improvement. dull textbooks. When we say dull teachers. it means that teachers are just a human being who’s not perfect. textbooks and films are the same. 91 – 92.Objective Arrange a set of given events in logical order to make a story. I agree to the phrase written above. 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. 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. 30 | 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 .

1. Comprehension Questions: 1. 1. Group Activity 2. Why are turtles classified as reptiles? 2.L e a r n i n g Process .) b. teach or protect young turtles? b.2 English for All Times V page 94 Science for Daily Use V page 146 Materials: Charts with written exercises. Post reading Activities a. Why did mother turtles doesn’t have to feed. Silent Reading of the selection about Turtles a. Describing the reptile animals based on the given picture. While-reading Activities a. set of pictures that will make a story. Pre-reading Activities a. Describe the appearance of a turtle. picture of a turtle and forest Related Skill: Speaking: Use the simple present form of the verb. Checking of the exercise 3. B.Procedure A. Developmental Activities 1. 3. Can a turtle survive without food? 6. Using the Simple Present Tense of the Verb d. Completing the KWL chart c. How many years did turtles exist? 4.) 31 | 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 . Values: Preserving the life of the sea animal. Discussion (Identifying the different events that happened in the story. Preliminary Activity Game: Hidden Colors Directions: Find the name of a color hidden in each sentence. Motivation (Presenting the picture of a forest. Prediction Skills (Showing the picture of a turtle) d. References: RBEC 7.Episode 1: Principles of Learning I. c. Subject Matter Arranging events in logical order to make a story. II. Where can you find turtles? 5.

_____ d. IV. He was sent to U. _____ d. _____ e. he enjoyed reading. Generalization How do you arrange a set of events in logical order? e. Infusion of Values How will you preserve the life of the sea animals? d. _____ c. to help work for Phil.S.Assignment Arrange the following events in logical order. _____ b. Tomas. He would read not onlyhis textbooksbut other books as well. _____ e. Ever since he was a small boy. Application (Group Activity) III. _____ b. Perante] Episode 4: GUIDING PRINCIPLES IN THE SELECTION AND USE OF TEACHING STRATEGIES 32 | 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 . He worked for La Independencia. Antonio Luna. [Demonstrator: Janice A. Arnie’s parents are very proud of him. He was made an officer by Gen. 2.Episode 1: Principles of Learning c.Independence. He dreams of becoming a famous writer in the future. He also writes poems and short stories in his freetime. _____ a. _____ a. 1.Evaluation Arrange the following events in logical order to make a story by writing 1-5 before each letter. He finished his college education at the Ateneo deMla. Number them 1-5. He is anintelligent and diligent student. Parts of events in a story c. He has become a fast reader. Fernando Maria Guerero studied law at the Universityof Sto.L e a r n i n g Process . _____ c.

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. Episode 4.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. 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 . or most objectives met but with poor quality 2 Analysis questions were not answered completely 1 Analysis questions were not answered. 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. 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. 4 3 My Analysis Analysis questions were answered completely.L e a r n i n g Process .

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. 2 4 3 1 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 . supporting documentation is organized but is lacking.L e a r n i n g Process . 4 connection with theories related to the theories Grammar and spelling are superior. 3 On the deadline. Portfolio is incomplete.Episode 1: Principles of Learning grounded on theories -Exemplary grammar and spelling. is unorganized and unclear. clear. Portfolio is complete. 2 1 4 Submission Before deadline. Unsatisfacto ry 1 Reflection statements are unclear and shallow and are not supported by experiences from the episode. supported by experiences from the episode. Reflection statements are clear but not clearly supported by experiences from the episode. 1 Portfolio has many lacking components. wellorganized and most supporting documentation are available and/or logical and clearly marked locations. 4 3 2 Portfolio is complete. A day after the deadline. clear. Two days or more after the deadline. wellorganized and all supporting documentation are located in sections clearly designated. Reflection statements are shallow.

0 1.50 2.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. To hit my Target.L e a r n i n g Process .25 99 96 93 90 87 84 12-13 11 10 8-9 7.00 81 78 75 72 and below My Map I will observe at least three Resource Teachers. 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 .5 1.below 2.00 3.25 1. analyze and reflect on my observations.75 2.5 5.75 3.00 2.

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 .

Ensuring the harmless environment enhances learning. Using instructional materials as a more and the better the learning. Here. A non – threatening environment 3. 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 . OBSERVATION SHEET Name of the Resource Teachers Observed: Ma’am Evelyn O. Learning is an active process.Episode 1: Principles of Learning My Tool As I observe a class. These are usually done through the use of powerpoint with projector. 2. Sir Jorge A. Guntalidad. or even with the use of materials for student’s activity. tool and part of the teacher’s discussion. Ma’am Marlyn M. Making the learners learn through learning by doing or hands-on way. The more senses are involve. Emotion has the power increase retention and learning. 3. 4. Good interaction and relationship with one another can contribute to a good atmosphere. Kellawan School Address: Purok Malakas. I will use the Observation Sheet for a more focused observation. to 4. 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. visual aids. for students through guidance or assessment and imposing rules and regulations in the school and inside the classroom. 1. the 2. Lagao. Castillo. the teacher let his/her students actively participate in an activity or answer questions in their own.L e a r n i n g Process .

Good teaching goes beyond recall 5. Students’ best learn through experience. Knowing the right strategies to use is far more effective than teaching for the students are important. What I see. 6. It is isolated bits of information. As what quote says that. 7. teachers. That the teacher should not focus only on the lesson but also on the students. because these principles follows the right way of how to impart learning to the students. we. My Analysis 11. Giving a quiz or an activity is a great help also.’’ This means that the more senses involved. These principles leads us to the right strategies we should use. Relating students everyday life in connected to the students’ everyday the discussion as a means of life. related to the last topic they’d 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. Making them reflect themselves on the lesson along with learning. Of course. 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 . I remember. should do our best also to gain effective result in teaching. An integrated teaching approach 7. catches their 5. ‘’what I hear. I forget. Learning is meaningful when it is 6. Are these principles in accordance with brain – based teaching and learning? Yes. interesting. really good to keep the class discussion a lively one.Episode 1: Principles of Learning and eventually attention. imparting knowledge without being inconsiderate to what should be the right teaching would.L e a r n i n g Process . It can help us to creatively make our students discover and learn things on their own. What I do. I understand. and have student-centered learning. The teacher ask some questions of information. the more and better the learning.

A method that doesn’t pressure and force learners to improve but in way that they progress as well as they’re enjoying and encouraging. However. The use of visual aids were replaced by powerpoint presentations and educational videos. the use of traditional method in teaching are still part of the teacher’s strategies. How students are into technology so as teachers. and needs into consideration. interests. No matter how useful technology or how good strategy or method can be. For me. skills. 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 l d S t uand 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 students as well as good means of . Up until now. nowadays. these tools are nothing if it doesn’t bring improvement on the students’ part. plays a special role in the child’s learning. a good method of teaching are those which responds to and take students’ abilities. My Portfolio Illustrate your reflection on the best method teaching creatively on this page. Technology. still. we can’t vary only in terms of its usefulness but on the effectiveness it will give when it is applied.Episode 1: Principles of Learning For me. all methods of teaching are best in their own way. teaching strategies and methods have been upgraded due to changes the modern world brought. But unlike before. 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.

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 .

in depth answers.Episode 1: Principles of Learning My Target In this Episode. Grammar and spelling unsatisfactory Grammar and spelling acceptable 2 1 Satisfactory 2 Unsatisfacto ry 1 Reflection statements are shallow. 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. I must be able to determine the teaching approach or method used by the Resource Teacher. 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 . thoroughly grounded on theories -Exemplary grammar and spelling. 3 Exemplary 4 Superior 3 Reflection statements are profound and clear. My Performance (How I will be Rated) Field Study 2. supported by experiences from the episode.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. Reflection statements are unclear and shallow and are not supported by experiences from the episode. or most objectives met but with poor quality 4 3 My Analysis Analysis questions were answered completely. supported by experiences from the episode.L e a r n i n g Process . 1 Analysis questions were not answered. 4 Tasks My reflection 2 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. Episode 5. Reflection statements are clear but not clearly supported by experiences from the episode.

wellorganized and most supporting documentation are available and/or logical and clearly marked locations.5 1. 3 On the deadline. 2 1 4 Submission Before deadline.L e a r n i n g Process .75 2.00 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 . wellorganized and all supporting documentation are located in sections clearly designated.75 3.5 5.00 3.00 2.25 1.0 1. clear.below 2. 1 Portfolio has many lacking components. is unorganized and unclear.50 2. Two days or more after the deadline. 2 4 3 1 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. A day after the deadline.25 99 96 93 90 87 84 12-13 11 10 8-9 7. clear. supporting documentation is organized but is lacking.Episode 1: Principles of Learning My portfolio 4 3 2 Portfolio is complete. Portfolio is incomplete. Portfolio is complete.

To hit my Target. analyze and reflect on my observations.L e a r n i n g Process .Episode 1: Principles of Learning I will observe at least three Resource Teachers. 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 .

demonstration Method 3. 3. intentionally making them notice and understand the lesson on their own. 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. 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. principle then giving an examples and concrete details. Ma’am Marlyn M.L e a r n i n g Process .Episode 1: Principles of Learning My Tool As I observe a class. 2. Deductive Method 1. The teacher will use a direct instruction. So here. Guntalidad. Lagao. the teacher introduced 44 | 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 . during discussion. Sir Jorge A. Kellawan School Address: Purok Malakas. Inductive Method 2. I will use the Observation Sheet for a more focused observation. Castillo. OBSERVATION SHEET Name of the Resource Teachers Observed: Ma’am Evelyn O. he/she begin by giving the objective goes to generalization. In his/her discussion/lesson. The teacher will preferably give more examples about or related to the topic/lesson for that day to the students.

Conducting an essay test/quiz then allowing them to 45 | 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 . 4. Both the teacher and students engage in open discussions and dialogue. 5. Project Method 6. Discovery Method 5. Problem Solving 4. Sometimes what teacher does is stating a problem. Mostly. Constructivist Approach 7. 7.Episode 1: Principles of Learning lesson by question and answer or lecturing. 8. He/she then demonstrate each and every aspects of the lesson and develop it through activities followed by assimilation and after that. Facts and concepts are explained in an objective manner. asking some evaluative question. Can be done by investigative process. it is use on the subject of science and math. Metacognitive Approach 8. ask questions and facilitates free probe into a particular subject.L e a r n i n g Process . Use of divergent questions and open-ended inquiries. Giving each of the students’ topics which will serve as an individual and assigned report. The teacher here do activities like experimentation or solving equations. The teacher treat students as an independent one where the teacher let them formulate their own hypothesis and discover things by themselves. The teacher give students a project which they could finish in a period of several days or weeks. This strategy employs scientific method in searching for information. 6. honest exchange of ideas and collaboratively draw conclusions.

exploratory method. and action sequences. learner-centered. Indirect Approach  Exploratory method: inductive method. writing. learning process is inquiry-based. rules. 13. constructivism. and metacognitive. 14. 15. Which approaches/methods will be grouped together? Why? e. constructivist. the result is discovery and the learning context is a problem. Integrative Approach 9. demonstrative method. When should be the direct method be used? Direct method is used when teaching knowledge acquisition involving facts. direct method and deductive method. One example is storytelling. and viewing within a subject area. reading. 16.g. When should be the indirect method be used? Indirect method is used when teaching concepts. subject-matter centered. deductive method. inquiry. banking and direct approach. reflective. My Analysis I will answer the following questions: 12. Which approaches/methods are more interactive? Less interactive? The approaches/methods like collaborative. 9. 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 46 | 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 . speaking. abstraction or patterns. Direct Approach  Expository method: directive method. laboratory. The teacher integrates the subdisciplines like listening. problem solving.L e a r n i n g Process . integrated and interactive approach are more interactive than teachercentered.Episode 1: Principles of Learning read their answer.

relate and question are a big help for choosing the right approach or method to be use. issues and problems makes it difficult to find the right strategy. Begin writing NOW!) If I am going to decide about my teaching approach/method. the kind of students we are going to teach. share 47 | 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 Equal ng-Le a r n iof ng Culturally power Process and socially relevant in approach. (Continue the sentence. Considering also the facts that students learn in their own unique and different way along with their learning weaknesses. Teaching is use also to induce people to implement common projects and to manage the inevitable conflicts in an intelligent and peaceful way. 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 there’s no single approach to teaching that works best. 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. My Portfolio 1. etc. What we do in the classroom depends on our capabilities. Making students understand diversity and respect one another. Can construct knowledge and meaning on their own. By means of a graphic organizer show the characteristics of a constructivist and a metacognitive approach. My Reflections If I decide on my teaching approach/method. what topic we are going to teach.Episode 1: Principles of Learning interdependence and risks and challenges the future brings. I will consider. Yet. reflect. between learner and teacher .

subject matter is very difficult. learners don’t know much about the lesson. 2. Metacogni tive Approach Evaluate strengths and weaknesses. Not pace driven. Time is limited. The first is done for you. 48 | 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 . Method 1.centered) Episode 1: Principles of Learning Construct ivist Approach Apply learning through discovery.L e a r n i n g Process . Apply strategies Do planning. Do serious research and complete this Table on Methods. Reflect and adjust if needed. Monitor performance. teacher is not yet skilled in the facilitating learning skills. Assess the task. Deductive Advantage/s When to Use Direct teaching so I can accomplish more within a given period of time.

If you want to let students discover and really understand the lesson on their own. the learners develop more their high-order-thinking-skills (HOTS) where the use of teaching-learning process is done. Inductive Method Indirect teaching. Episode 6: ON LESSON DEVELOPMENT Name of FS Student______________________________________________________________ Course_______________________________________ Year & Section _____________________ Resource Teacher 1______________________ Signature ______________Date______________ Resource Teacher 2______________________ Signature ______________Date______________ 49 | 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 2. more time accommodated.

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. I must be able to trace how my Resource Teacher develops his/her lesson. or most objectives met but with poor quality 4 My Analysis Analysis questions were answered completely. Grammar and spelling unsatisfactory Grammar and spelling acceptable 2 1 Satisfactory 2 Unsatisfacto ry 1 Reflection Reflection 50 | 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 . My Performance (How I will be Rated) Field Study 2.Episode 1: Principles of Learning Resource Teacher 3______________________Signature______________ Date______________ Cooperating School_______________________________________________________________ My Target In this Episode. in depth answers. 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.L e a r n i n g Process . 3 Superior 3 Reflection 1 Analysis questions were not answered. work exceeds expectations All or nearly all tasks were done with high quality Nearly all tasks were done with acceptable quality 3 2 Fewer than half of tasks were done. Episode 6. thoroughly grounded on theories -Exemplary grammar and spelling.

clear. A day after the deadline. supported by experiences from the episode. is unorganized and unclear. clear. supporting documentation is organized but is lacking.Episode 1: Principles of Learning My portfolio statements are profound and clear.L e a r n i n g Process . 2 4 3 1 Subtotals Overall Score Rating based on transmutation: ______________________________ _________________ Signature of FS Teacher above printed name Date Transmutation of Scores to Grades/ Ratings 51 | 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 . Two days or more after the deadline. supported by experiences from the episode. 4 3 2 Portfolio is complete. wellorganized and most supporting documentation are available and/or logical and clearly marked locations. wellorganized and all supporting documentation are located in sections clearly designated. Portfolio is complete. statements are unclear and shallow and are not supported by experiences from the episode. 1 Portfolio has many lacking components. 2 1 Submission 4 Before deadline. statements are clear but not clearly supported by experiences from the episode. 3 On the deadline. statements are shallow. Portfolio is incomplete.

I will follow the following steps: 52 | 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 .25 1.00 3.5 1.5 5.Episode 1: Principles of Learning Score Grade Rating Score Grade Rating 20 18-19 17 16 15 14 1.75 3. To realize my Target.75 2.00 81 78 75 72 and below My Map I will observe at least two Resource Teachers. analyze and reflect on my observations.L e a r n i n g Process .0 1.below 2.50 2.00 2.25 99 96 93 90 87 84 12-13 11 10 8-9 7.

Yet sometimes. OBSERVATION SHEET Name of the Resource Teachers Observed: Ma’am Evelyn O. Lagao. Castillo. 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. the teacher began his/her lesson after the prayer.L e a r n i n g Process . he/she’ll ask a few questions first about the last topic they’d tackled last meeting as a means of recap. If they have some part of it that they don’t understand or if they really understand the lesson. moreover. I think that this routine may help the students enhance their values and respect towards other people as well as to improve their behavior. 20. Describe how the teacher began his/her lesson. Kellawan School Address: Purok Malakas. the teacher gave a quiz. I will use the Observation Sheet for a more focused observation. Sir Jorge A. Guntalidad. an activity either group or individual to test and enhance the cognitive.Episode 1: Principles of Learning My Tool As I observe a class. and affective skills of the learners. General Santos City _________________ Grade/ Year Level: 3rd year and 4th year Filipino Date: Subject Area: 17. Ma’am Marlyn M. Did you notice an assessment of learning in the process of teaching? If yes. how was it done? 53 | 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 . psychomotor. 19. greetings and checking of attendance. 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. Why do you think he/she do that? Before the teacher began to discuss his/her new lesson.

Sharing the lesson for the day  4. How should the lesson begin and end? Before beginning the lesson. 22. Introducing the lesson for the day  3. Teaching Behavior Check Here 1. Followed by the discussion then ends with asking your 54 | 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 .Connecting lesson to past lesson  2. Did you observe if Resource Teacher checked learning at the end of his/her lesson? Yes. Teacher/students Summarizing  My Analysis I will answer the following questions: 1. give a quiz about it or do some icebreaker which will help them to actively participate on the discussion. 21. quizzes. Teacher giving lecturette  7. greetings and checking of attendance. Then after that. Checklist – Of the following which did you observe? Please check if you observed the item.Episode 1: Principles of Learning Yes. giving a quiz or an activity.L e a r n i n g Process . It was done through oral recitation/questioning. I will either recap the previous lesson. Teacher checking for understanding  8. classroom presentations/reports. it’s still good to do the traditional routine like having a prayer. Students doing learning activity  6. Motivating the students  5. individual or group activities and giving an assignments. through questioning.

we have to be more knowledgeable. because the way I see it. there are times that they need to depend to their teachers. Along the actions for students development and improvement are the task on lesson development. we should develop them in the way that we are not the only one who’s encouraging but they are also for the needs of their improvements and development. That is why also lesson development is so important because if you think you taught no good or unsatisfactorily before then 55 | 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 . During the process of learning of the students. resourceful. We tend to enhance our skills and strategies on teaching in order to satisfy the needs and interests of the learners. Did you observe any part of the lesson development to have been out of place? Explain your answer. Sometimes.L e a r n i n g Process . Sometimes what we say or taught might be forgotten easily by the students especially to those who don’t take education seriously. 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.” Relate this statement to lesson development. No. 2. tell them. 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.Episode 1: Principles of Learning students some questions for clarifications. confident and prepared all the time. Having a quiz or giving an activity at the end of the lesson would be precise. yet it doesn’t affect to the lesson development the teacher’s trying to imply about. tell them what you told them. Learning is a long process. they hardly or easily understand it. That is why the role of being teacher is way too difficult as what we expected. We should teach students what they have to learn. As a teacher. My Reflections “Tell them what you want to tell them. at the same time.

Liham pahintulot 3. Your lesson plan must have the parts of a lesson plan. Liham pag-aaplay 2. Nakilala ang iba’t ibang uri ng liham pangangalakal. Proseso ng Pagkatuto A. Paksa: Liham Pangangalakal III. Pangkatang Gawain: Pag-uulat ng bawat pangkat Pangkat 1 at 2: Ano ang inaasahan ng unang liham? Ano-anong impormasyon ang nakapaloob dito? 56 | 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 .Episode 1: Principles of Learning now might be time the time that you do greater than what you have done before. Materyal na Gagamitin: tape. A lesson plan outline may do. Reconstruct your Resource Teacher’s lesson plan. B. b. chart Aklat: Makabagong Filipino IV IV. Panimulang Gawain: Pagganyak: Pagpaparinig ng mga nairecord na anunsyong may kinalaman sa paghahanap ng trabaho. II. Banghay Aralin sa Pagtuturo ng Filipino IV Para sa Ika-apat na Taon I. Nakapagbibigay reaksyon sa isang tiyak na modelo.L e a r n i n g Process . ang mga estudyante ay inaasahang: a. 1. Layunin: Sa pamamagitan ng aralin. Liham pagtatanong C. provided all the parts of a lesson are covered. Pagkakaroon ng dugtungang-talakayan sa paggawa ng liham. My Portfolio 1. Pagbabasa sa mga tiyak na halimbawa.

Pagpapalalim ng kaalaman batay sa tiyak na impormasyon. Pasalitang Pagsusuri: Pagpapagawa ng reaksyon sa tatlong halimbawa ng liham pangangalakal. F. D. Episode 7: EFFECTIVE QUESTIONING AND REACTING TECHNIQUES Name of FS Student______________________________________________________________ Course_______________________________________ Year & Section _____________________ Resource Teacher 1______________________ Signature ______________Date______________ 57 | 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 .Episode 1: Principles of Learning 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. Pagbabahaginan ng bawat pangkat E. Tiyak na kahilingan Posibleng maging Angking kakayahan at katangian Tiyak na impormasyon H.L e a r n i n g Process .  Paisa-isang kilalanin ang mga katangian ng bawat liham. Pagpapalahad ng buod sa tulong ng cue card o susing salita. G. Takdang Aralin: Gumupit ng isang anunsyo tungkol sa pangangailangan ng trabaho.

L e a r n i n g Process . 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. work exceeds expectations All or nearly all tasks were done with high quality Nearly all tasks were done with acceptable quality 3 2 Fewer than half of tasks were done. or most objectives met but with poor quality 4 My Analysis Analysis questions were answered completely. Grammar and spelling unsatisfactory Grammar and spelling acceptable 58 | 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 . My Performance (How I will be Rated) Field Study 2.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. in depth answers. Episode 7. I expect myself to be able to determine my Resource Teacher’s questioning and reacting techniques and identify those that promote interaction.Episode 1: Principles of Learning Resource Teacher 2______________________ Signature ______________Date______________ Resource Teacher 3______________________Signature______________ Date______________ Cooperating School_______________________________________________________________ My Target In this Episode.

3 2 1 Superior 3 Satisfactory 2 Reflection statements are clear but not clearly supported by experiences from the episode. spelling are superior. clear. 3 Unsatisfact ory 1 Reflection statements are unclear and shallow and are not supported by experiences from the episode. supported by experiences from the episode. Portfolio is incomplete.L e a r n i n g Process . 4 My portfolio Portfolio is complete. Two days or more after the deadline. A day after the deadline. wellorganized and all supporting documentatio n are located in sections clearly designated. 2 Portfolio is complete. is unorganized and unclear. clear. 2 4 3 1 Subtotals Overall Score Rating based on transmutation: ______________________________ _________________ Signature of FS Teacher above printed name Date 59 | 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 . Reflection statements are shallow.Episode 1: Principles of Learning grammar and spelling. 1 Portfolio has many lacking components. 2 1 4 Submission Before deadline. wellorganized and most supporting documentatio n are available and/or logical and clearly marked locations. supported by experiences from the episode. supporting documentation is organized but is lacking. 4 Tasks My reflection Exemplary 4 Reflection statements are profound and clear. 3 On the deadline.

I will do the following steps: 60 | 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 .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”.00 2.75 2.5 5.below 2.5 1.75 3.0 1.L e a r n i n g Process .50 2.Episode 1: Principles of Learning Transmutation of Scores to Grades/ Ratings Score Grade Rating Score Grade Rating 20 18-19 17 16 15 14 1.00 3.25 99 96 93 90 87 84 12-13 11 10 8-9 7.25 1. To realize my Target.

Episode 1: Principles of Learning 61 | 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 .

L e a r n i n g Process . Asking non – directive questions IIII 4 3. Questioning Behavior Tally of Use Frequency 1.Involving as many as possible IIII 4 OBSERVATION SHEET Name of the Resource Teachers Observed: Ma’am Evelyn O. Calling non – volunteers IIII 4 4. Guntalidad.Sequencing logically IIII 4 6. Sample is shown in item #1. Varying types of questions IIII 5 2. Kellawan School Address: Purok Malakas. Lagao. Ma’am Marlyn M.Episode 1: Principles of Learning My Tools Score the Resource Teacher every time he/she demonstrates any of the following questioning behaviors. Castillo. Asking open – ended questions IIII 5 8. General Santos City ________________ Grade/ Year Level: 3rd year and 4th year Filipino Date: Subject Area: Write samples of questions asked under each type. Rephrasing III 3 5. Type of Question Sample Questions Asked 62 | 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 . Allowing sufficient wait time IIII 4 9.Requiring abstract thinking IIII 4 7. Sir Jorge A.

Jose Rizal? Type of Question Sample Questions Asked 2. Convergent Question What is the full name of our national hero Dr. Reacting Behavior 1.L e a r n i n g Process . High level Question If the kinetic energy of gas is related to temperature only. Providing acceptance Tally of Use Frequency IIII 4 63 | 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 . Kellawan School Address: Purok Malakas. Divergent Question Why does the ozone layer becomes thinner and thinner? 3. Low – level Question Enumerate the main characters in the novel ‘El Filibusterismo’. 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. Lagao. Ma’am Marlyn M. Castillo. Guntalidad. what happens to kinetic energy of the molecules at a gas of 0 kelvin? OBSERVATION SHEET Name of the Resource Teachers Observed: Ma’am Evelyn O.Episode 1: Principles of Learning 1. Sir Jorge A. 4.

L e a r n i n g Process . Rephrasing the question IIII 4 7. Practice 64 | 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 . Which questioning and reacting techniques encouraged teacher – student interaction? Which ones did not? If we. we have to learn how to vary type of question. convergent and evaluative questions for asking. Encouraging through non – verbal behavior IIII 4 11. Explaining the answer IIII 4 6. Criticizing responding student for his/her answer II 2 12. etc. want to generate interaction among the students. Asking follow – up questions IIII 5 8. Overusing expressions such as “Okay”. Redirecting questions to other pupil IIII 4 9. We can use divergent. Repeating the answer II 2 5. teachers. Scolding for misbehavior or not listening III 3 13. In questioning. III 3 My Analysis 1. having these questioning and reacting techniques are a big help for us. Giving appropriate praise IIII 4 4. Providing corrective feedback IIII 4 3. Soliciting student question III 3 10.Episode 1: Principles of Learning feedback 2. “Right”.

rephrasing.Episode 1: Principles of Learning also asking non-directed questions. 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 teacher’s questioning and reacting techniques? What Neil Postman trying to imply is that children are learners who carry more questions in their mind. You can add humor sometimes to avoid heavy atmosphere and barricade between you and your students. we need to provide correct feedback to the rightness or wrongness of the response. we are facing different kinds of students. Don’t depend on questioning by yourself also. Give an appropriate praise depending to level of the difficulty of the question answered or to the quality of the response given. having sufficient wait time in getting a response. Sometimes they tend to ask questions to resolve some part of their journey of seeking answers. If you explore the world outside. calling on non-volunteers. It’s in our human nature also to show curiosity towards other things that catches our interest. asking open-ended questions. As a teacher. 2. and assessing comprehension to know if the students are listening or not. Try to encourage your students to ask questions. If necessary. Showing non-verbal encouragement is one way also. What we learn from school were only a few percent of what the reality in life awaits us. Be productive.L e a r n i n g Process . we learn and educate ourselves through school yet school was not only the place to acquire learning. It is importants also to have knowledge about right handling of pupil’s response. Depend on the teacher’s way of handling students responses 65 | 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 . But for me. yes. improve your questioning techniques if you observe no progress. Children go to school in order to learn. 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. sequencing questions logically. In reacting techniques. asking questions which requires abstract thinking. So during discussions. directing question to all students to involve as many as possible. it is greater advantage if you have or know the questioning skills. you need to be careful and patient towards interacting in class because as what we know. how much learning can you might get? Not all the time answers can be find inside the school.

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. the difficulty and pressure we have felt to get involve. 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. 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. ‘’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 . the student must be able to take a stand on the controversial issue and give reasons for such stand.L e a r n i n g Process .Episode 1: Principles of Learning can either encourages or discourages them from actively participating in class interaction. After having been presented the pros and cons of teaching reproductive health in schools. Elementary 2. At the end of the lesson. Here are 5 examples of expressions I must use (products of my research) to inspire my students to be involved in class interaction. Remember. “You are on the right track!” 2. their teacher. Elementary (For BEEd Student) 1. Write your two divergent questions here! 1. Avoid saying things that could embarass them even if it was not intentional. the pupil is able to identify the functions of the organs of the digestive system. Secondary (For BSEd Student) 1. 1. Provide or give the correct feedback for students response.

‘’Keep it up!’’ 4.L e a r n i n g Process .Episode 1: Principles of Learning 3. ‘’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 .