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Episode 3 Organizing content for

meaningful learningName of FS Students:


Irvin Kent Guintu; Alvin Lim; Raymon
Masangcay; Linart Tolentino;Niberato
Tolentino; Diana Mae Cunanan; Judy Anne
Isip; Maricar Tolentino; & Sarah Jane
TullaoCourse: ______BSEd_Major in
English________________ Year:
____Second Year___________Resource
Teacher: _Mrs. Abelita F. Dizon (ENGLISH
II)__ Signature:
_____________________Resource
Teacher: _Ms. Jillian Gonzales (ENGLISH
III)__ Signature:
_____________________Cooperating
School: Sta. Maria High School (SMHS),
Macabebe, Pampanga _______________
Our Tools OBSERVATION SHEETName of
the Resource Teachers Observed: Mrs.
Abelita F. Dizon, and Ms. Jillian
Gonzales___School Address: Sta. Maria,
Macabebe, Pampanga Date: February 6,
2013_____________Year Level: 2nd Year
and 3rd Year Subject Area: English II and
English III_________________ A.) FOR
THE COGNITIVE LESSON 1. What is the
lesson about? Class I: Adjectives Class II:
Poem When I was one and twenty 2. What
are the examples of facts mentioned in the
lesson? Class I: There were picture
presented and the students are asked to
describe this picture. Class II: The students
were asked on how they handle the advices
of their guardian or other elder people.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
T e a c h i n g - L e a r n i n g P r o c e s s
13. 3. Did the lesson end with facts? Or did
these facts lead to understanding of
concepts? Prove your answers. Class I: In
the First lesson the students have learned
the use of adjective. Class II: The students
understand the importance of listening to
their parents advice. 4. Write down
instances of treating the topic in depth
(giving examples, examining cause effect
relationships, relating ideas or concepts to
one another) Class I: The teacher
presented pictures where in, in describing
these pictures they gained their examples of
adjectives. Class II: The students were
asked about the advices they were given by
their parents and on how they act upon this
advices. 5. Cite an instance/s when
students were encouraged to ask questions,
to talk about and reflect on what they
learned. Class I: The students were curious
about the uses and significance of
adjectives thats why they raise a lot of
questions. Class II: The students were
aware of the fact that parents have greater
experience thats why there were only few
questions raised. B.) FOR THE SKILL
LESSON 1. What was the skill lesson
about? Which skill/s was/were target?
Manipulative skill or thinking skill? The
lesson more focused on the thinking skills of
the student where in they can think fluent,
they can construct ideas relevant to the
certain topic and they can response easily
because of their own insights and own
experiences by reminiscing their past. Ex.
Love places13 | 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 T e a c h i n g - L e a
r n i n g P r o c e s s
14. 2. Write evidence of teachers
encouragement of divergent thinking by the
students. So, when we say divergent
thinking, it includes fluent thinking, flexible
thinking, original thinking and collaborative
thinking. The teacher encouragement of
divergent thinking by the students is that
they can think fluent related to that
particular lesson. The English lesson that
weve observed was all about the poem
When I was one and twenty where in the
teacher relate her students to explain it
because its all about love, we all know that
students nowadays are teenagers who are
very aware when the topic all about is
LOVE. So, the teacher let them to relate
their experiences to this poem. They
construct ideas through their experiences.
3. Which are proofs that the Resource
Teacher promoted convergent thinking?
When we say convergent thinking, it is
narrowing down from many possible
thoughts to end up on a single best thought
or an answer to a problem. The other
English lesson weve observed was
promoting adjectives. The teacher
motivation was she presented a picture of
different tourist spots or different beautiful
places in the Philippines. The teacher let
the students to recognize these pictures.
So, students were willing to answer and
answer. Say for instance, The Luneta
Park. A student answered It placed in
Manila. The other student answered
Where Jose Rizal Died by answering
possible thoughts; the teacher can modify a
thing or describe particular things using
adjectives. 4. If there was problem solving
in the lesson, were the pupils taught to
solve the problem using algorithm or
heuristic strategy? Yes! Just by letting the
students to reminisce their past so that they
can construct a lesson by their
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 T e a c h i n g - L e a r n
i n g P r o c e s s
15. 5. What are the proofs that the students
were encouraged to do critical thinking?
When we say critical thinking, it involves
evaluating information or arguments in
terms of their accuracy and worth. Students
use their critical thinking ability through their
activities not only in the common interaction
in the class but also analyzing their
observation. Isnt they had an observation
outside? So, discover approach takes place
by the teacher without guiding them; the
teacher let the students to find adjectives or
modifier through observing outside and
describing the surroundings. After that, their
observation leads them to group
competition where in the group who
construct more sentences will won the
activity. C.) Value/ Affective Lesson 1. What
was the value lesson about? The values
lesson was all about Following and
Obeying Instructions and Advices of
Elders. 2. Was the value taught alone or
was it integrated with a cognitive or skill
lesson? The value was taught integrated
with a cognitive and skill lesson. 3. How
was the value lesson developed? The value
lesson developed in this way: first, the
teacher tested the reading skills of the
students by reading the said poem
considering correct pronunciation of words
and correct accents and stresses. Next,
they analyzed the facts and concepts within
the literary work from the cognitive follow-up
questions. And lastly, there are also
questions that tested their affective
domains, including giving their insights
about the poem and the moral lesson which
can be deduces from the poem.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 T e a
c h i n g - L e a r n i n g P r o c e s s
16. Our Analysis A. For the Cognitive
Lesson The teacher delivered the lesson
which is adjectives in way where students
will relate their experiences in giving
examples. For example in giving their
example they were asked to describe the
beautiful places they have already visited.
B. For the Skill Lesson In the lesson the
thinking skill is what the teacher gave focus
it is taught by giving examples by describing
pictures. While in the manipulative skill the
students were ask to list all of the things
that they have observed in their school in
the blackboard. C. For the Affective Lesson
The value lesson is taught or delivered
without giving emphasis on it for example in
the second class big where they have
discussed about the poem the value lesson
is not given attention or is not a big deal the
poem When I was One and Twenty is the
one that has been mostly given attention.
That is why the value lesson is delivered
within the skill and cognitive lessons. Our
Reflection Someone said: There are dull
teachers, dull textbooks, dull films, but no
dull subjects. Do you agree? Write youre
your reflections here. I agree with this
statement because the subjects which we
are taking are all interesting the only thing
that is making it dull is the way they are
delivered to us. The dullness of subjects are
because of teachers who dont know how to
deliver their lessons in an interesting way.
Dull films also are the reason why some
subjects become uninteresting. So in sum I
can say that there are no dull subjects in
fact it is the way that these subjects are
delivered that will show or become that
reason whether the subject is delivered
interestingly or uninteresting.