RAMON MAGSAYSAY MEMORIAL COLLEGES-MARBEL INC

Office of the College of Teacher Education

Purok Waling-Waling, Arellano Street, Koronadal City (9506)
Telephone/Fax No. 083-228-2880

Field Study Activity Log Form

PST Name: : MAGBANUA, CHRISTINE JOY A. Student : 1710400066

Number
Control Number : 3410
Class Orientation : Yes ( No ( )
)

Date Activity (What did you do?)

November 10, 2020 Orientation
November 12, 2020 Viewing of CBAR and making reflection and summary
November 13,2020 Interview of Teachers and Reflection Making

CHRISTINE JOY A. MAGBANUA

Student Teacher
 Interview sheet

Teacher’s Name : Cherilyn S. Abonales

School : San Vicente National High School, Banga, South Cotabato
Grade / Year Level : Grade 9
Subject Area : English/Science
Date : 11-13-2020

Guiding Principles Related to
Lesson Objectives / Intended
Learning Outcomes
1. Begin with an end of mind
2. Share lesson objective
with students
3. Lesson objectives /
Intended Learning
outcomes are Specific,
Measurable, Attainable,
Result – oriented and
Time bound (SMART)
Teaching Behavior/s which Prove/s Observance of the Guiding
Principle
Ma’am, Abonales started her class by reviewing her students and
check the background knowledge of the students to create a
bridge between their previous knowledge and connect it to the
new lessons.
Ma’am Abonales let her students to read the learning objectives so
that the students should be able to know the learning targets or
learning goals during the class discussion.
Based on my interview with ma’am Abonales, the teacher should
follow the pattern SMART when creating the lesson objectives to
set effective goals that can be taught to most levels of learners and
to be able to provide learners with the tools which is necessary for
reaching their full potential.

Ask a copy of one lesson plan of your interviewee and answer the question that follows:

1. Did his/her lesson objectives serve as guiding star in the sense that the development of the lesson
was guided by his/her lesson objectives/intended learning outcomes?

Answer: Yes, according to ma’am Abonales, the resource teachers’ lesson objectives served as their
guiding star because it guided them in whole period of the class. It can help and guide them in planning
out their goals for specific instructional period. It create an academic expectation towards the students
and they can determine if what expectations they should expect from the students and also it can help
the students to achieve their goal in the whole duration of the class.

2. Using the lesson plan of your interviewee, complete the table below:

Intended Learning Subject Matter or Teaching / Learning Assessment /

Outcomes Learning Content Methods Evaluation
Make a Reflection from your activity. Make sure that your reflection has introduction, body and conclusion.
Be guided of the following questions:

1. Why is it sound teaching practice for a teacher to “begin with an end in mind” and to share his/her
lesson objectives or intended learning outcomes with his/her students?
2. Did you find the lesson objective/s or intended learning outcome/s SMART?
3. Do SMART objectives help the lesson become more focused?
4. Were the lesson objective/s intended learning outcomes in the cognitive, psychomotor and
affective domains?
5. Is it necessary to have objectives always in the 3 domains – cognitive, psychomotor and affective?
Why or why not?

Reflection
According to Stephen R. Covey “To begin with the end in mind means to
start with a clear understanding of your destination. It means to know where
you're going so that you better understand where you are now and so that the
steps you take are always in the right direction.” This quote is really sound as
teaching practice of a teachers. As a teacher, they should really start their lesson
by presenting their lesson objectives or intended learning outcomes with their
students. Before the discussion they should be able to mind the learning
outcomes until the end of the lesson or goals of their lesson to be able to
measure the capabilities of their students in the class discussion.
Based on my observation to the lesson objectives of ma’am Abonales, her
lesson objectives or intended learning outcomes was considered as SMART or
specific, measurable, attainable, result-oriented and time-bounded and according
to her she always make sure of that.
In making the lesson objectives it is very useful if it is specific,
measurable, attainable, result-oriented and time-bounded. If you’re objectives is
SMART, it is really helpful for the teachers, it will serve as their guide with regard
to the learning objectives or intended learning outcomes. They can measure the
progress and intellectual capacity of their students.
 Based on my observation with the resource teachers, the lesson objective/s
intended learning outcomes of maam Abonales were in the cognitive, psychomotor and affective
domains.
According to maam Abonales, it is necessary to have objectives always in the 3 domains –
cognitive, psychomotor and affective. They always make that before they started their lesson, they
set their towards their expectations from the students in form of the lesson objectives. The three
domains were helpful to the learning of the student to practice their critical thinking skills, practice
their physical skills and also it deals with their attitudes, values and emotions.

Interview Sheet

Teacher’s Name :
School :
Grade / Year Level :
Subject Area :
Date :

Types of Questions

Ask your interviewee about his/her questions asked in related to the types of questions asked:

Types of Questions Examples of Questions that the Teacher Asked

1. Factual / Convergent / Low Level
2. Divergent / Higher – order / Open –
ended / Conceptual
a. Evaluation
b. Inference
c. Comparison
d. Application
e. Problem – solving
3. Affective

Questioning Behavior

Ask your interviewee about how often he/she used the following questioning behavior. Use the
rating below:

5 - Always
 4 - Often

3 - Sometimes

2 - Rarely

1 - Never

Questioning Behavior Rate

1. Varying type of questions 4
2. Asking non-directed questions (ask the 5
question first before calling a student to
answer)
3. Calling on non-volunteers 5
4. Prompting by rephrasing or by providing 1
partial answer
5. Probing (to seek more details for 4
clarification)
6. Requiring abstract thinking (not just simple 4
recall but require HOTS)
7. Asking open-ended questions (divergent) 4
8. Allowing sufficient time 4
9. Involving as many as possible 4

Questioning Behavior

Ask your interviewee about how often he/she demonstrate any of the following reactin behavior.
Use the rating below:

5 - Always

4 - Often

3 - Sometimes

2 - Rarely

1 - Never

Reacting Behavior Rate

1. Providing acceptance feedback 5
2. Providing corrective feedback 5
3. Giving appropriate and sincere praise 5
4. Repeating the answer 4
 5. Explaining the answer / expanding the 5
answer
6. Rephrasing the question 4
7. Asking follow up questions 4
8. Redirecting questions to other pupils 1
9. Soliciting student questions 4
10. Encouraging through non-verbal behavior 4
11. Criticizing respondent for his/her answer 1
12. Overusing expressions such as “okay”, 1
“right”

Base from the data and observation, answer the following questions in essay form:

1. For information processing at a higher level, which types of questions should you ask more?
2. Which type/s of questions was/were most asked?
3. Which type/s of questions was/were least asked?
4. Which questioning techniques were most employed? Least employed?
5. Which reacting was most commonly used? Least commonly used?

Make a Reflection from your activity. Make sure that your reflection has introduction, body and conclusion.
Be guided of the following questions:

1. What types of questions should a teacher employ or use in the classroom to keep the students
engaged?
Based on my interview, ma’am Abonales used questions with varying level.

2. Is questioning important?
According to ma’am Abonales, questioning is very important inorder to check the comprehension
and attention of the students if they are still connected to the teacher.

3. Niel Postman once said “Children go to school as question marks and leave school as periods!”
does this have something to do with the type of questions that teachers ask and the questioning
and reacting techniques that they employ?
According to ma’am Abonales, the teacher should give way to students to discover learning and
sought answer to their question.
 Interview sheet

Teacher’s Name :
School :
Grade / Year Level :
Subject Area :
Date :

Use the following guide questions in your interview:

1. What type of assessment are you using to assess the learning of your students considering your
LDM?
Considering

2. Can paper – pencil test measure the learnings of the students considering your learning modality?
Why or why not? Elaborate?
3. How do you develop assessments considering your learning modality?
 MORNING MEETING IN THE KINDERGARTEN CLASSROOM

Summary of the Action Research 1

This action research was entitled “Morning Meeting in the Kindergarten Classroom” was written by Danielle
E. Colao . It is submitted as partial fulfillment of the requirements for the degree of Master of Arts from
Prescoot College in Experiential Education/ Adventure Education last May 2010.

This action research was