MY FIELD STUDY

EXPERIENCES

FIELD
STUDY 5&6
INTRODUCTION

This electronic portfolio (e-portfolio) is a purposeful

collection of my work, demonstrations, and artifacts that
showcase my learning progression, achievement, and evidence
of what I can do. The collection can include essays and papers
(text-based), blog, multimedia (recordings of demonstrations,
interviews, presentations, etc.) . Portfolios are considered as
a learning and assessment tool
E-portfolio has been used to facilitate, document, and
archive student learning. It is a learning tool for students to
clarify their educational goals, integrate and solidify learning
through reflection, and showcase achievement to potential
employers. By having students reflect on what they learned,
how they learned it, and how much they learned, they start to
take control of their own learning. As Paulson and Paulson
(1991) said, “portfolio is a laboratory where students construct
meaning from their accumulated experience” (p. 5). As students
select their representative work and reflect on what they
learned, they start to make sense of their educational
experiences in various courses and derive new meaning out of
the process (Banta, 2003). 
E-Portfolio can also function as a tool for faculty to
monitor and evaluate program effectiveness. To collectively
examine student achievement for program improvement,
portfolio can be a useful way to organize, sample, and assess
what students gained out of the program. Portfolios enable
faculty to not only observe what students know and can do, but
also learn how students learn through student reflections. 
FS BIOGRAPHY

NAME: DIETHER T. URBANO

COURSE: BSED-BIO.SCI IV
ADDRESS: VISAYAN VILLAGE,
TAGUM CITY
BIRTH DATE: OCTOBER 28,1999
AGE: 21
HEIGHT: 5’8’’
CONTACT#: 09154267362
EMAIL: dayeturbano@gmail.com
BELIEFS ON TEACHING AND LEARNING

Shows that the belief the teachers have about teaching,

learning, and their students affect their planning,
instructing and evaluation processes in the classroom,
and also that they have a repercussion on the student’s
learning and performance in the classroom. In the case of
university teachers, the beliefs about the teaching-
learning process are shaped from the experience their
own school and university teachers had. This leads them
to repeat the same teaching schemes their old teachers
had, thus perpetuating traditional pedagogical practices.
For this reason, higher education teachers’ beliefs are
becoming a more and more relevant research subject in
several countries. To know the teachers’ belief scheme
regarding the teaching-learning process will allow to
generate teaching reflection processes about their
pedagogical practice, their relation to change and their
improvement
*We believe that students learn best:

- When they believe they can learn

- In different ways and at different rates
- When the classroom and school environment supports their
emotional, social, cultural and educational needs
- When the learning is authentic (ie. involves real world
problems)
- When they feel respected
- When there is a positive relationship between teacher and
student
- When teachers provide explicit feedback designed to reduce
the gap between a student's current and a higher level of
understanding

We believe that as teachers we must:

- Believe all children can learn
- Display enthusiasm and passion for what we teach
- Work together as a professional learning community intent on
improving students' achievements
- Set achievable but challenging class tasks
- Provide differentiated learning activities
- Provide a quality classroom environment in which all students
feel valued and respected by the teacher and by fellow
students
- Work hard to develop positive relationships with all students
- Maintain high expectations of our students
- Plan explicit teaching activities that stimulate students'
interest
- Provide explicit feedback that helps students move from their
current to a higher level of understanding
- Keep learning
 REFELECTIONS ON THE FIELD STUDY
AREAS OBSERVE

Since all of my observations were done with the same teacher,

Mrs.Gurrea, I am going organize this reflection by the going
observation by observation. I really enjoyed my time with
Mrs.Gurrea. She is the teacher that I did my student teaching with last
semester. It was awesome to see how things have changed, just in one
semester. In Mrs., Gurrea’s classrooms there are 41 students. I had a
personal goal that was not mentioned in this courses week 1
assignment.. The students actually have a text book that the readings
come from with supplemental readings throughout the curriculum.
These supplemental readings are all the same book with same
pictures, but they are written to different reading levels. The below
level has simple words and short sentences, while above level is
written with bigger words and more complex sentences. It was
awesome to see.

As you will notice, my reflections get shorter and shorter. This is

because I was asked to do more and more every time I observed. I did
not have a problem with this at all. I would much rather teach, than
observe anyways! The last two days in observing Mrs. Gurreas had
me run one of the small groups because one of her teachers was
absent due to sickness.
EVIDENCE OF LEARNING