PLEDGE OF HONESTY

I pledge that I will act fairly in accomplishing this activity.

I will answer it with all honesty, and it represents entirely my OWN efforts as a student of ED 16-FS 1
and XU-SOE.

PLEDGE TO PROTECT THE PERSONAL DATA OF PARTICIPANTS

I pledge that I will completely protect the personal data of all participants of ED 16-FS 1 knowing
that there are minors (students).
I will not divulge, upload, reproduce and distribute any personal data which may include but are not
limited to identifiers such as a name, identification number, location data, and online identifier. Also,
the photos and/or videos that I will use will be redacted to protect everyone’s personal identity.

I will indicate my name and signature below to certify that I am committed to the
Pledge of Honesty and Pledge to Protect the Personal Data of Participants

QUEENNIE LOVE SARCOS PACTO

Name and Signature

Field Study Student’s Name Queennie Love S. Pacto

Resource Teacher’s Name
School
Subject
Grade/Year Level and Section
Date of Observation
Date of Submission
Field Study Area
Ms Sheena L. Soler
Xavier University - Junior High School
Science
Grade 9 - Fr. Joseph Lucas
September 16, 2021
September 18, 2021
Experiencing Teaching-Learning Process

General Instructions:
1 | Field Study 1 | Teaching-Learning Process
 1. Go over each worksheet before you start doing the tasks. If you have questions or clarifications, you
may send a message to your ED 16 Teacher.
2. To show courtesy, inform your Resource Teacher that you will access one of their class recordings
to observe the area on “Teaching-Learning Process”. Kindly take note of learning episodes so that
you would know what topics to include when asking permission from your Resource Teacher. You
may send him/her a private message via MS Chat. Please observe the official working hours of your
Resource Teacher.
3. Remember that your time and of your Resource Teacher are important. Hence, when communicating
to your Resource Teacher, as much as possible, all concerns, clarifications and/or asking of
permission must be mentioned altogether. This is to ensure that their time and yours will be used
efficiently.
4. If there is a need to interview or talk to your Resource Teacher, always book an appointment.
5. Before you submit your output, always present your output to your Resource Teacher and have
him/her attach his/her signature. This is to provide an opportunity to clarify areas that are not clear
or discuss certain points before submitting your final output.

2 | Field Study 1 | Teaching-Learning Process

 Field Study Area Experiencing the Teaching-Learning Process
Learning Episode Classroom Management Techniques
Observation Notes

Instructions:
1. Using one of the recordings shared by your Resource Teacher, observe if the following criteria for
classroom management were present. Kindly put a check (✔)if a criterion is met.

Criteria (✔)
The teacher sets clear expectations. ✔
The teacher focuses on positive reinforcement. ✔
The features of MS Teams are utilized by the teacher during the session. ✔
There are varied activities during the session. ✔
The feedback or response of the teacher is authentic and empathic. ✔
Processing Questions and Analysis
(Note: You can adjust the spacing for you to have more space for your responses)

1. Describe one effective classroom management style or technique used by the teacher in class.
With the video recording provided by our resource teacher, I believe that one effective classroom
management style that she used in her class is that she always starts the formal class by providing them the
rules that need to be followed every live session. Reiterating the rules to the class before starting the actual
lesson reminds the students with the behaviour that is expected from them to show during the live session.
Through reminding them the rules and regulations that are being implemented in class, the students will be
able to assess their limits and roles as students. Establishing mutual respect inside the classroom is one of the
best practices that should be done in order to remind both the teacher and students of their responsibilities
and limitations before, during and after the teaching and learning process. From my observation through the
provided recording, I can really say that there’s a great implementation of this classroom management style
because it is really obvious with how the students behave during the session and also how they actively
participate as if they were really trained already of behaving in this manner. There is really a great sense of
mutual respect between the teacher and students, active participation, and a smooth teaching and learning

3 | Field Study 1 | Teaching-Learning Process

 process for the entire live session. Overall, the class just proves that classroom management styles can still
be implemented even in an online learning set-up.

2. How important is it for a teacher to establish class routines?

Establishing class routines is very important in every classroom setting. This is one of the major
techniques that a teacher must not forget to cultivate inside her classroom in order for her to make learning
more interactive in a way that having class routines would greatly foster meaningful teacher-student
relationships. Moreover, establishing class routines would also help the teacher in managing the behaviour of
her students for it would be a way of imposing and establishing norms inside the classroom and letting the
students know the expectations set for them. Through establishing class routines, the teacher will also be able
to make the teaching and learning process flow smoothly for students who are already aware of the things and
behavior that are expected of them to show in class will behave in a way that they are already used to. Lastly,
since there are already established class routines, the teacher will now be able to easily assess the learning
progress and behaviour of her class which will make the whole process of assessment convenient and
efficient.

I, myself, benefited from the technique of applying class routines in the classroom and I could definitely
differentiate the difference that it has made in my entire student life. One simple example that I could give is
that since elementary times, we were trained to clean our own classrooms before starting the class and also
before going home. Starting the class with a clean classroom made the teaching and learning process more
friendly on our end as students because we were learning in a clean environment and so there were less to no
distractions while learning. That certain experience, I believe, also has helped me to become the “I want a
clean study space before I study” type of student that I am now. It is indeed great to study in a clean
environment. That experience also shaped me to become the “I’ll arrange this first before I go” type of person.
For instance, before I leave my study space in the library, I always make sure that I have returned all of the
books that I borrowed in their right places and have arranged the chairs that I use. These, I believe, are just
some of the good and practical things that class routines have caused in my life aside from having a more
organized teaching and learning process in the classroom. Thus, establishing class routines really is a must in
order for a teacher to foster a better learning environment for her class and it also could create practical
impacts to the life and behaviour of the students which makes the whole teaching and learning process worth
it for everyone.

4 | Field Study 1 | Teaching-Learning Process

 Field Study Area Experiencing the Teaching-Learning Process
Learning Episode Application of the Principles of Learning in the Classroom
Observation Notes

Instructions:
1. Using one of the recordings shared by your Resource Teacher, pay attention to how the teacher
facilitates the learning experience of these learners. Briefly describe how the teacher applied each
principle indicated below. Leave the space blank if a specific principle was not evenly seen during your
observation.

Principles of Learning Teacher’s Application

Learning starts with clear goals and expectations.
The teacher always begins the class by giving the
students the learning objectives for the day. She
also includes the learning objectives in her slide
presentation and explains to the class the
requirement for each objective in a clear manner.

Learning is an experience that differs among every From the SLPG provided by the teacher, various
learner. teaching strategies and activities were planned to
be implemented to cater the needs of the students
with different learning styles. Also, during the live
session, the teacher applied various teaching
strategies such as letting her students use
educational sites with virtual experiments which
students can manipulate, slide presentations, and
letting students plan for creative exit outputs for a
specific topic.

Learning becomes more pronounced through Cooperation and collaboration were greatly
cooperation and collaboration. implemented through before,during and after the
teaching and learning process. The production of
the SLPG that is being utilized for this school year
was made by Ms Sheena and her partner teacher

5 | Field Study 1 | Teaching-Learning Process


Learning is finding meaning and relevance among
different concepts.
Learning is linked to behavior change.
Learning is a process that evolves through time.
6 | Field Study 1 | Teaching-Learning Process
in the same grade level. Also, cooperation of the
students was also visible during the live sessions.
Lastly, the collaboration and cooperation between
Ms Sheena and the parents of her students was
emphasized during the interview. Thus,
cooperation and collaboration with the teachers,
students and parents really did help in pronouncing
the learning more.
This principle is greatly emphasized with the
learning objectives presented for each lesson.
Each topic presented by the teacher shows great
integration of real-life scenarios which provides
meaning and relevance to the concepts that were
discussed from the first topic to the next. Students
also showed interest in the lessons through sharing
their personal experiences and reflections to the
discussed concepts and scenarios.
Behaviour change was also visible during the live
session. With the concepts and topics being
presented to the class, the students were also
tasked to reflect on the provided examples or
scenarios of the teacher and before the session
ends, some students are then called to share their
reflections or realizations with the concepts
presented. This practice opens opportunities for
students to show proof of learning progress
through using reflection which would then lead to
behaviour change.
This principle was also implemented by the teacher
through starting the class by asking the students

Learning is a product of experience.
Learning is a process of translating abstract ideas into
actual projects that could address different issues in the
community.
Processing Questions and Analysis
7 | Field Study 1 | Teaching-Learning Process
what they know and ending the session by letting
the class share what they have learned for the day.
The learning progress of the students through time
is also being monitored by the teacher which helps
the teacher identify how the learning of her
students evolved and developed.
The theory of learning by doing was greatly
implemented by the teacher during the live session
and it is also observable in the SLPG that was
produced. This is because pre-synchronous
activities are given to the students before they
begin the live session which requires them to do
certain activities independently. Students were
tasked by their teacher to go to the provided
websites or watch videos to supplement their
learning with more experience. Also, students are
expected to submit exit outputs which requires
them to think of their personal experiences and
learning and make an output out of it.
This specific principle of learning is very evident
during the teaching and learning process. Students
were tasked to identify issues in the society and
use what they have learned with the current and
past lessons, especially the steps in scientific
method to create projects that could possibly
address the identified issues. The teacher opens
opportunities for students to show their problem-
solving, analytical and other skills to help in solving
societal issues.
 (Note: You can adjust the spacing for you to have more space for your responses)

1. According to your observations, which principles cited above were well-defined in terms of the teacher’s
implementation? What can you say about this best practice?
From my observations, I can say that the principles that were well-defined in terms of teacher’s
implementation are the following:

● Learning starts with clear goals and expectations.

● Learning is a product of experience.

● Learning is a process of translating abstract ideas into actual projects that could address different
issues in the community.

These practices, I believe, really open opportunities for students to learn more than what and how they were
expected to. Starting the actual lesson by providing the class with clear goals and expectations could really
help the students to know their responsibilities and roles as students and what is being expected from them.
This practice would also provide the students with clear objectives to follow and will help them prepare
themselves. Through starting the teaching and learning process with clear goals and expectations, I believe,
students could address their concerns as early as possible which will then help in having a smooth flow for
learning once recognized.

Secondly, the principle of learning as a product of experience was greatly implemented by the teacher
despite the limitations that the online set-up is giving both the teachers and students. I am amazed by how Ms.
Sheena and Ms. Jenny have come up with a very detailed Student Learning Package Guide (SLPG) which
provides various activities that students could use to really understand the lessons and concepts well. This also
addresses the needs of the students for each student has different learning styles. Through implementing this
principle, the students were able to discover things on their own and construct their own learning from the
provided materials. This then encourages the students to have an ownership to their learning. This principle
greatly emphasizes that experience, indeed, is the best teacher. Learning independently helps the students in
retaining the information that they have gathered longer. Thus, this principle for me was one of the best
practices that Ms Sheena is implementing in her class.

Lastly, the principle of translating abstract ideas into actual projects that could address different issues in
8 | Field Study 1 | Teaching-Learning Process
 the community as a form of learning is for me the very best among the top three best practices that I have
identified. This, for me, is the main reason why science exists and why teachers should present science
concepts the best way possible. From the SLPG shared to us by Miss Sheena, it was clear from the very
beginning that students are expected to investigate their surroundings, identify some issues, ask questions,
investigate and come up with tangible and visible projects which could help solve the identified problem in the
community. This principle hits the highest level in the hierarchy of learning and I am amazed that this is greatly
practiced and implemented well in Miss Sheena’s class. Overall, all of the principles of learning are visible and
are effectively applied during the bisynchronous sessions of Grade 9 - Hontiveros which shows an ideal virtual
classroom despite the limitations that the pandemic has caused.

2. What specific concerns may arise when a teacher disregards the principles of learning?
When the teacher disregards just even one of the principles of learning enumerated above, it would surely
create a big problem in the whole teaching and learning process. Some of the specific concerns that would
arise would be the following:

● learning opportunities for students will be limited

● disorganized teaching and learning process

● students will have a hard time appreciating the concepts presented to them

The first issue that might arise is that the learning opportunities for the students will be limited, especially if
the teacher is not able to provide various activities to cater the different learning styles of her students. If this
happens, the students will be stuck in a situation wherein their learning progress will be compromised with the
limited activities provided. One teaching style to cater the learning style of one student does not mean that it is
also beneficial to another student. This is why the teacher must always remember the unique learning styles of
each student for her to really plan out the best and appropriate activities that she could offer to the class to
foster better learning experiences.

Secondly, disregarding the principle of starting the teaching and learning process with clear goals and
expectations would also mean that the whole teaching and learning process will end up being disorganized. It is
like building a house without a blueprint -- no clear plans which would make the building process susceptible to
catching problems. Starting the class without concrete goals and objectives would greatly affect the learning
progress of the students for they will feel anxious on what are the things that are expected of them to do. The
teacher will also not be able to assess whether the whole teaching and learning process or the requirements
are already demanding to the end of the students. With these problems, the learning progress will really be

9 | Field Study 1 | Teaching-Learning Process

 compromised.

Lastly, if the teacher disregards on letting the students present their learning through practical
applications and present concepts and facts in a way that students will be able to see the connection between
the concepts presented, the whole teaching and learning process will not be appreciated. Aside from not totally
appreciating the whole process of learning, this will also question the whole learning process, especially that
application of learning through creating an output out of the learning and sharing it to the community is the main
goal of the whole learning process. Thus, in order to make the learning process meaningful and worth it, the
teacher must always anchor her teaching styles to the enumerated principles of learning. Disregarding even
one of the principles would compromise the learning progress of the students.

10 | Field Study 1 | Teaching-Learning Process

 Field Study Area Experiencing the Teaching-Learning Process
Learning Episode Application of the Three Domains of Knowledge and Taxonomies
Observation Notes

Instructions:
1. Using one of the recordings shared by your Resource Teacher, focus on how the teacher integrates the
different domains of knowledge.

Domains of Knowledge and Teacher’s Application

Taxonomies
Cognitive:
remembering, understanding,
applying, analyzing, and
evaluating
Psychomotor:
imitating, manipulating,
articulating, in naturalizing
Affective:
receiving, responding, valuing,
organizing, and internalizing
The cognitive domain was clearly integrated during the live session through
asking random students questions about the videos and exercises that they
were tasked to watch and do during their pre-synchronous session. The
teacher begins asking the students with “what” questions and then followed
by the “how” and “why” questions which greatly tests whether the students
really did review the materials given to them before the live session. This
practice really does help in developing the cognitive domain of knowledge of
the students.
Providing appropriate and varied websites for virtual laboratories and virtual
activity rooms did show how the teacher integrates psychomotor domain
effectively in her class. With the educational websites provided, the students
are able to learn as if they are really in the real science laboratory set-up
which lets the students manipulate the materials and own their learning
through independent learning. Aside from virtual laboratories and activities,
since the topic for the live session is all about mixtures and solutions, the
teacher provided instructions for home-based experiments in which students
are able to discover learning on their own. The learning was then
supplemented with quizzes or guide questions in order to make sure that the
students are still guided while learning independently.
The affective domain was also clearly seen during the live session for the
topic 2 that is also being supported with the asynchronous activities that the
students must accomplish. During the live sessions, the students were given
time to reflect on the concepts discussed and random students were then

11 | Field Study 1 | Teaching-Learning Process

 called to share their reflection and realizations in class. Guide questions
which require students to reflect can also be seen in the SLPG which just
shows that the affective domain effectively being integrated in class.
Processing Questions and Analysis
(Note: You can adjust the spacing for you to have more space for your responses)

1. Which of the three domains was most evidently focused on by the teacher? Did this connect well with
the subject matter of the lesson? Explain.
From the three domains of knowledge, the most evident that was applied by the teacher is the cognitive
domain. The teacher has already established the routine of giving pre-synchronous activities to her students in
the form of videos, manipulative activities and mini experiments and then followed by asking questions to
random students during the live session to really assess and check if the students have already accomplished
the tasks given before the live session. The teacher was able to use the cognitive domain effectively in a way
that all of the processes involved throughout the whole teaching and learning process have hit the content
standards and objectives for the topic of the day. The questions thrown by the teacher were accurately
anchored to the pre-synchronous activities given basing from the concepts up to the practical applications of
such concepts. The whole teaching and learning process really have proven that the topics and flow in the
SLPG provided was followed which showed great accuracy in the connection of honing the students’ cognitive
domain while targeting the concepts in the subject matter of the lesson. Overall, it was the cognitive domain of
knowledge that was evidently applied in the whole teaching and learning process which is no question since
Science is really all about knowing the facts and applications of the concepts involved.

2. What do you think will serve as a challenge to you, as a future teacher, in relation to the use of the three
domains of knowledge and crafting lessons for your class?
In relation to crafting lessons for my class using the three domains of knowledge, I can say that the
greatest challenge that I think I will face is that if this online learning set-up would continue until the time I start
teaching, it would really be hard for me to assess my students’ different learning styles, thus would result of me
having a hard time planning for appropriate activities to supplement their learning. I am aware that I can still do
other strategies and assessments for me to have the data that I would need as a basis in crafting appropriate
lesson flow to effectively address the different learning styles of my students, but it is really different when you
interact with them and observe the learning progress of your students face-to-face. On the other hand, in the
case of teaching in a normal learning environment, I guess the challenge that I would face is more on helping
my students retain the information that they have learned longer, same also with learning in the online set-up.
Honestly speaking, learning science is really demanding when it comes to memorizing, recalling and

12 | Field Study 1 | Teaching-Learning Process

 remembering information for there is really a lot of information that science could offer. Considering also that
students have different learning styles, it would also be a challenge for me to balance the assessments and
activities that I must give in order to target these three domains of knowledge all at once and at the same time
address the different learning styles of my students. Overall, it is great to be able to check the possible
challenges that I might face in applying the three domains of knowledge and taxonomies to my future classes. I
believe that having this early self-assessment is one of the steps that I could take in order to better and equip
myself with the necessary skills that I will be needing in the future.

13 | Field Study 1 | Teaching-Learning Process

 Field Study Area Experiencing the Teaching-Learning Process
Learning Episode Teaching Approaches Used in the K to 12 curriculum
Observation Notes

Instructions:
1. Using one of the recordings shared by your Resource Teacher, focus on how the teacher applies the
following teaching approaches and describe his or her application in the table below by providing
examples of his or her use. Note: If some approaches are missing during your observation, you may
also refer to the other recordings and check if the missing approaches were implemented. This may
happen due to some limitations of the virtual class setup.

Teaching Approach Teacher’s Application

- This teaching approach was clearly implemented during the whole

teaching-learning process. The teacher was able to show great
consideration on the different learning styles of the students that is
obvious by how varied the activities that she lets her students do.

- The well-being of the students are also checked through the activity
Learner-centered
which they call “Temperature Check” wherein students are allowed to
share in class their current feeling through a rating scale.

- The teacher also is open to hearing the concerns of the students from
the beginning of the lesson proper until the end. She asks questions
whether the students are able to follow the lessons from time to time.

Inclusive

- Inclusivity was clearly implemented during the whole teaching and

learning process. It can be observed that the teacher is careful with
the words that she uses and is sensitive enough with the examples
that she is giving to the class.

- The teacher also uses different teaching approaches to cater the

needs of the students with different learning styles.

14 | Field Study 1 | Teaching-Learning Process

 - In the whole teaching and learning process, the teacher was able to
address the different learning styles of the students through giving
activities that are varied yet appropriate to the developmental levels

Developmentally appropriate of the students.

- The teacher was able to identify the lessons that her students have
already undergone in the past and have used them to explain the
current concepts better.

- During the whole teaching and learning process, it was evident that
the teacher was able to connect the lessons to the daily experiences
of the students that has helped in making the whole learning process
Relevant and responsive
meaningful. An example of such was when the teacher asks the class
whether they have experienced the given scenario and would ask for
the application of it or the relevance of it in their lives.

- The lessons that the teacher had presented to her class were clearly
anchored from research-based materials. This can be proven through
the resources that are included in the slide presentations.

Research-based - Updated and interesting facts and concepts were also presented by
the teacher which shows great usage of research in the whole
teaching and learning process.

Culture-sensitive
- The whole teaching and learning process provided the class with a
multicultural sensitive environment for the teacher was able to show
respect to cultural diversity in the classroom in a way that the

15 | Field Study 1 | Teaching-Learning Process

 individual backgrounds and experiences of the students were highly
prioritized and the teacher also did not show biases throughout the
learning process.

- Throughout the whole teaching and learning process, it was evident

that the teacher was able to contextualize concepts in the real world
experiences through personally asking the class of their own
experiences and realizations of the mentioned concepts.
Contextual
- The teacher was also able to let her students learn beyond the virtual
classroom set-up through letting them investigate things on their own
through home-based experiments and activities and make their own
conclusion out of their experiences.

- Constructivism was clearly implemented throughout the whole

learning process. The teacher is obviously aware of the topics that
her students have already undergone and used that prior knowledge
Constructivist
to let them construct learning on their own through opening a topic
that is more complex but still supplemented with necessary activities
to help them connect the concepts from one topic to another.

Inquiry-based and reflective

- This teaching approach was clearly evident in the teaching and

learning process, most especially that this is a Science subject and
that students are really expected to formulate questions, investigate
and come up with conclusions. The teacher was able to effectively
use this approach through letting her students have activities which
encouraged them to manipulate materials, home-based experiments,
and exit outputs which required the students to really find problems
within their surroundings and find ways on solving them.

- During the lesson proper, students were also tasked to share their
16 | Field Study 1 | Teaching-Learning Process
 own findings from the pre-synchronous activities that they have done
and reflect on it.

- Collaboration between the students was evident in the recording

sessions provided, especially on the topic on Mixtures. The students
were assigned into different groups and were tasked to work and

Collaborative brainstorm as a team to answer the given questions for a given time.

- Other exit outputs of the students also require them to work together
as a team which shows that collaboration is evident in the whole
teaching and learning process.

- Integration of subjects was implemented by the teacher through

providing lesson objectives that do not only target one subject matter
but also open opportunities for students to use their prior knowledge
Integrative from the other subjects. Just like how the teacher was able to
connect the concepts from chemistry to biology by providing
examples of chemistry’s function in the health industry such as the
making of vaccines.

Spiral progressive
- This teaching approach was clearly emphasized in the whole
teaching and learning process. The teacher was able to show
connection between the topics discussed in the past and the
concepts that are currently being discussed in a more complex
manner, especially on the application of learning part wherein it can
be observed that the requirements before would only ask students to
think of issues in the society but in the current output, they are
expected to construct their own projects in order to solve the
identified problems.

17 | Field Study 1 | Teaching-Learning Process

 - The teacher was able to effectively use this teaching approach in the

Mother-tongue based whole teaching and learning process. She was able to use English
multilingual education and Cebuano as the medium of communication. This technique has
helped the students understand the lessons even better.

Processing Questions and Analysis

(Note: You can adjust the spacing for you to have more space for your responses)

1. Which of the approaches cited above were most evidently used by the teacher you observed? How
does the use of these approaches impact the teaching-learning process in the classroom?

From the teaching approaches cited above, it would always be best to acknowledge that all of them were
effectively used and implemented by the teacher throughout the teaching and learning process but the following
are the top 3 that were most evidently used by the teacher during the live sessions:

○ Learner-centered
○ Contextual
○ Inquiry-based and reflective

Throughout the teaching and learning process, the teaching approach of having a learner-centered learning
experience was really evident. The class always begins with an excellent start and before the formal session
starts, the current feelings or status of the students are constantly checked. It was also very visible that the
teacher always keeps on asking the class if they have any concerns before she proceeds with the actual
lesson, right after she discusses the learning objectives and throughout the whole learning process. Using this
approach did help the teacher in assessing the current status of her students which is very important since they
only see each other and communicate virtually. This teaching approach also has created a more student-
friendly learning environment which greatly benefits the students. With constant application of this approach,
the whole teaching and learning process has run smoothly since the students are not afraid to share their
learning and ideas in class and also raise their concerns to their teacher.

Moreover, the second most evident approach is that throughout the whole teaching and learning process,
the teacher always gives real life scenarios, real life societal issues and practical applications of science
concepts. Through this approach, the students are able to share their own real experiences that connect to the
18 | Field Study 1 | Teaching-Learning Process
 concepts being discussed and they are also given the opportunity to share how they dealt with the experience
and what they have learned from it. The teacher also gives activities to learners via virtual applications in which
they are free to manipulate the materials and do their experiments in order to come up with the conclusion that
they are expected to discover. With the help of this approach, authentic learning was experienced by the
students throughout the whole teaching and learning process which definitely would help the students to retain
the information more since they can couple the learning with their real life experiences and realizations.

Lastly, the inquiry-based and reflective approach was evidently used in the learning process. Throughout the
whole learning process, the students were given the opportunity to be observant in their surroundings,
formulate questions, craft hypothesis, solve problems in the society and come up with the best conclusion that
they can get from the investigation, Through this experience, the students are able to use and develop their
logical and analytical skills which made the whole teaching and learning process meaningful since the students
are given the chance to craft their own learning out of the experience and own it. The students are also given
the chance to share their realizations from the experience they had which gives them the opportunity to
appreciate their whole learning process. Overall, all of the teaching approaches were really helpful in the whole
teaching and learning process and it was very observable as to how the students behave and participate during
the live sessions.

2. Which among the teaching approaches do you find to be the most challenging? Explain.
From the teaching approaches cited above, I find spiral progression as the most challenging one. This is for
the main reason that in order to make sure that the learning process is done effectively, the teacher must be
able to connect past lessons and concepts with the current topic that she is ought to discuss and this process
takes a lot of consideration. One of the reasons is that the teacher must collaborate with the previous teachers
of the students in order for her to know the current standing of the students when it comes to their prior
knowledge. The teacher must also carefully assess the prior knowledge of the students using appropriate
assessment tools in order to have a strong basis in crafting the lesson flow that she will use in the class. This
for me is the most challenging teaching approach to implement considering the idea that our students are
learning virtually which limits our capacity of deeply knowing their learning capacities. Connecting one topic to
another with increasing complexity is indeed a challenging thing to do but it does not stop the idea that applying
this teaching approach despite this challenge is already one step to achieving success.

19 | Field Study 1 | Teaching-Learning Process

 Insights and Reflection
(Note: You can adjust the spacing for you to have more space for your responses)

What insights and reflection can you derive from this specific field study experience?

This specific field study experience has taught me a lot of things, especially when it comes to creating an
environment where effective and efficient teaching and learning process is highly observable. I have realized
that there are really a lot of teaching techniques, approaches and principles that a teacher should always
consider in order to better the learning of her students. As a pre-service teacher, I realized that it is really
important for me to always check the context of my students in order for me to plan for more appropriate
activities for them to make sure that their learning styles, needs, concerns and development levels are
addressed throughout the whole teaching and learning process.

Through observing the class, I have come up with the thought that learning virtually during the pandemic
really has brought a lot of challenges to the teachers and it really demanded them to adapt to the changes it
has brought. However, this observation also has led me to challenge myself more -- to become a flexible
teacher in the future through honing and equipping myself with the necessary skills that a teacher must have in
order for me to still give my students the best learning experience possible despite the future challenges that I
might possibly face. I am a firm believer that no disaster could easily break a house with a very strong
foundation. Thus, this specific field study experience made me feel inspired to keep pushing on improving
myself in order for me to give my future students the best learning that they deserve to experience.

Closing Discussion

State five key learning points that you were able to capture in this field study experience.

1. In order to make the teaching and learning process efficient and effective, the context, the principles in

learning and the content standards must be highly considered and must serve as a basis in planning for the

whole learning process.

2. Acknowledging your strengths and weaknesses as a teacher is one way of equipping and bettering
20 | Field Study 1 | Teaching-Learning Process
 yourself as the facilitator and maker of the blueprint of learning for your students.

3. As a teacher, it is important to be flexible in order for you to be able to handle unforeseen events and

concerns that might be encountered throughout the whole teaching and learning process.

4. In crafting the objectives for a specific lesson, it would always be best to consider having objectives that

target the three domains of knowledge and taxonomies in order to ensure holistic development of the

students which would lead to the development of the mind that thinks, heart that loves and hands that help.

5. It is very important to use varied yet appropriate activities in class in order to boost engagement and

participation of the students because each student learns differently and these differences must be

addressed to make the whole teaching and learning process meaningful.

Resource Teacher’s Name and Signature: Ms Sheena L. Soler

Date: September , 2021

Does Not Meet

Exceeds Expectations Meets Expectations Below Expectations
Expectations
Components (Good) (Satisfactory) (Fair)
(Poor)
4 points 3 points 2 points
1 point

Observation Notes All tasks were completed Almost all tasks were Half of the tasks were Less than half of the tasks
efficiently. completed efficiently. completed efficiently. were completed efficiently.

Processing Questions and All questions were
Analysis answered comprehensively.
Concepts were highly and
thoroughly connected.
Almost all questions were
answered comprehensively.
Concepts were connected
and analyzed.
Half of the questions were
answered comprehensively.
Able to connect concepts.
Less than half of the
questions were answered
comprehensively.
Was not able to connect
concepts.

Insights and reflection Reflection is in-depth and Reflection is evident and Reflection shows average Reflection does not sow
insightful. insightful. depth and insightfulness. depth and insightfulness.

Closing Discussion Highly captures all essential Able to capture more than Able to capture half of the Able to capture less than half
points in the learning half of the essential points in essential points in the of the essential points in the
episode. the learning episode. learning episode. learning episode.

Submission Submitted before the Submitted on the deadline Submitted a day after the Submitted 2 days or more
deadline deadline after the deadline

21 | Field Study 1 | Teaching-Learning Process