Episode 3

ORGANIZING CONTENT
FOR MEANIGFUL
LEARNING
MODULE: FIELD STUDY 2

Episode 3: Organizing Content for Meaningful Learning

My Map

I will observe three different lessons executed – cognitive, skill and

affective lessons. (Cognitive-Araling Panlipunan: Skill-Math: Affective-
Literature/Edukasyong Pagpapahalaga) To reach my target,
I will work me through these steps:

Step 1: Review Selection and Organization of Content found in Principles of

Teaching 1 by B. Corpuz and Salandanan

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

As I observe a class, I will use the Observation Sheet for a

more focused observation.

OBSERVATION SHEET

Name of the Resource Teacher Observed: Mr. Jerry Dela Cruz-Cabangon

School Address: Bagong Nayon Elementary SchoolDate: November 20, 2020

Grade/ Year Level: Kinder 1Subject Area: English

A. For Cognitive Lesson

1. What is the lesson all about?

2. What are the examples or facts mention in the lesson?
3. Did the lesson end with the fact? 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 relationships, relating ideas or concepts to one
another.
5. Cite an instance/ instances when students were encouraged to ask
questions, 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 skill?
2. Write evidence of the teacher’s encouragement of divergent thinking by the
students.
3. Which are proofs that the Resource Teacher promoted convergent thinking?
4. If there was problem solving in the lesson, were the pupils taught to solve
the problem using algorithm or heuristic strategy?
5. What are proofs that the students were encouraged to do critical thinking?

C. Value/ Affective Lesson

1. What was the value lesson about?

2. Was the value taught alone or was it integrated with a cognitive or skill
lesson?
3. How was the value lesson developed?
A. For the Cognitive Lesson

1. What is the lesson all about?

Answer:

Reflection about their Field Trip last Friday (Nov 20, 2020)

2. What are the examples of facts mentioned in the lesson?

Answer:

The teacher asked about their field trip. For

example, what animal did you see in Manila Ocean Park

and Manila zoo?

3. Did the lesson end with the facts? Or did these facts

leads to understanding of concepts? Prove your answer.

Answer:

The activity end with facts and also the facts lead to

understanding the concepts because the students understand the

instruction given by their teacher and they were able to draw

the animals that they saw in Manila Ocean Park and Manila Zoo
 4. Write down instances of treating the topic in depth (giving

examples, examining cause-effect relationships, relating ideas or

concepts to one another.

Answer:

The teacher relates the subject to what the students

experienced.

5. Cite an instance/ instances when students were encourage to ask

questions, to talk about and reflect on what they learned.

Answer:

The teacher asked the students if they had a chance to

touch and take a picture with the animals, then she asked

questions about the animals and the teacher asked the

students to give also some examples.

B. For the Skill Lesson

1. What was the skill lesson about? Which skills was/were target?

Manipulative skill or thinking skill?

Answer:

The skill that was used was their thinking skills wherei n

they can think fluent, they can construct ideas relevant to the

certain topic and they can response easily because of their

own insights and experiences .

 The activity end with facts and also the facts lead to

understanding the concepts because the students understand the

instruction given by their teacher and they were able to draw

the animals that they saw in Manila Ocean Park and Manila Zoo

2. Write down instances of treating the topic in depth (giving

examples, examining cause-effect relationships, relating ideas or

concepts to one another.

Answer:

The teacher relates the subject to what the students

experienced.

3. Cite an instance/ instances when students were encourage to ask

questions, to talk about and reflect on what they learned.

Answer:

The teacher asked the students if they had a chance to

touch and take a picture with the animals, then she asked

questions about the animals and the teacher asked the

students to give also some examples.

C. For the Skill Lesson

1. What was the skill lesson about? Which skills was/were target?

Manipulative skill or thinking skill?

Answer:
 The skill that was used was their thinking skills 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 experiences .

1. Write evidence of the teacher’s

encouragement of divergent thinking by the students.

Answer:

Divergent thinking is fluent thinking, flexible thinking,

original thinking and collaborative thinking. The teacher

encouragement of divergent thinking by the student is that

they can think fluent related to their field trip and to the lesson.

2. Which are proofs that the Resource Teacher promoted

convergent thinking?

Answer:

Convergent thinking, it is narrowing down from many

possible thoughts and to end up on a single best thought or an

answer to a problem. The teacher asked the students of what

are the animals that belong in the zoo.

3. If there was problem solving in the lesson, were the pupils

taught to solve the problem using algorithm or heuristic strategy?

Answer:

Yes. Just by letting their students to reminisce and think

about their field trip so that they can construct a lesson by

their experiences

4. What are proofs that the students were encouraged to do

critical thinking?

Answer:

The teacher asked the students to draw the animals.

B. Value/ Affective Lesson

1. What was the value lesson about?

Answer:

The values lesson was all about following and obeying

instructions.

2. Was the value taught alone or was it integrated with a

cognitive or skill lesson?

Answer:

The value was taught integrated with a cognitive and skill

lesson.

3. How was the value lesson developed?

Answer:

The teacher tested the memory of the students by asking

them about the different animals that they saw in their field

trip. Next, they draw the animals they saw. And lastly, they

identify the different animal

My Analysis

A. For the Cognitive Lesson

How did my Resource Teacher teach the cognitive content

meaningfully and interestingly?

B. For the Skill Lesson

How was the skill taught meaningfully and interestingly?

Answer:

The students relate their experiences by drawing. They

were asked to draw the animals they saw during the field trip.

C. For the Affective Lesson

1. Is it possible to teach a value lesson without any cognitive

basis at all? Explain your answer.

Answer:

The thinking skill is what the teacher gave focus it is taught

by drawing and describing the animals.

2. A cognitive or a skill lesson is a vehicle for value education.

Do you agree?

Answer:

The animals are the one that has been mostly given

attention. That is why the value lesson in delivered within the

skill and cognitive lesson.

 My Reflections

1. Someone once said: “There are dull teachers, dull textbooks,

dull films but no dull subjects”. Do you agree? Write down your

reflections here!

Answer:

I agree because the subjects whom we are taking are all

interesting the only thing that is making it dull is they are

delivered to us. The dullness of subject is because of the

teachers who don’t know how to deliver their lesson in an

interesting way.

2. How should you recognize subject matter (be it cognitive skill

or value lesson) so that your teaching will always be fresh and

interesting?

Answer:

Always give activities to students. Do not give lectures

every meeting. Students get bored easily and if you’re always

giving them lectures they wouldn’t be interested anymore

because you’re always using it as you’re teaching aid. Always

try something new.