Field Study 1

Observe

1. Teacher presents via projector about her intended learning outcome regarding the topics

2. The teacher let the student to actively participating from the class discussion and engage in
educational learning activities.

3. The teacher gives an opportunity to the students to create and share their ideas regarding
the topic and discuss it in front of the class.

4. The teacher gives a group task activity where the students are assigned to interpret the
poem by creating, brainstorming ideas together with their peer groups and debrief their final
thoughts. The students are happily to ask something to clarify, cooperate each other, sharing
of ideas, discussing, and collaborate meaning to comprehend the texts.

Which principle/s of learning was most applied?

The teacher promotes active learning where a student-centered approach is being applied in
which the responsibility for learning is placed upon the student, often working in collaboration
with classmates. She is the facilitator rather than one-way providers of information. One of the
teachers that I did indeed observe somehow implements these principles. I could say not all
but most of them. This can be signifying how her learners reacts from the way she teaches,
and the way learners enjoy her class. For the learners, skills and abilities are not one day
growth; it is a step-by-step process.

Which principle of learning was least applied? Why was/were the principles not very much
applied? Give instances where this/these principle/s could have been applied.

The learning principle that was applied least from all the principles is the, “Learning is the
discovery of personal meaning and relevance of ideas”. In this situation, Most of the time the
teacher used up by explaining and sharing thoughts regarding the topic. Mostly of the class
was being done by the teacher herself. This situations somehow contrast to a teacher who
mostly facilitates with the learning for the students and they, the students, are the one who
gives some ideas about a certain topic.

A. Learning Outcomes

1. Introduce ― The Arabian Nights‖ and ―Ali Baba and the Forty Thieves‖ as notable literary
texts contributed by a West Asian writer.

2. Discuss the essential information found in the selection.

3. Describe the characters found in the story.

4. Show understanding of the lesson by writing the plot diagram of the story.

B. Evidences

1. The teacher read the prologue of ALI BABA AND THE FORTY THIEVES ‖
and the introduction of the selection.
2. The
teacher let the students do the silent Reading of the selection ―ALI
BABA AND THE FORTY THIEVES ‖
3. The teacher let the students enumerate both the major and the minor
characters in the selection. They wrote the name of the character at the
center. They wrote his good qualities as well as the bad qualities. They
explained briefly why did they consider such attributes good or bad.
4. The teacher asked the students to use a plot diagram in order to chart the
plot of the drama selection ―Ali Baba and the Forty Thieves. The students
were asked to describe briefly the exposition, conflict, to include in the rising
action, the key events that build toward the climax of the selection.

Reflect
I learned that SMART objectives really help the lesson become more focused
because with the utilization of such SMART learning objectives, teachers are
guided with regards to achieving the intended learning outcomes or what they
are expecting from the students. It gives them direction towards the learning
progression and comprehension of the students.
The lesson objectives or intended learning outcomes of the resource teachers
can be considered SMART because it is evident with the student's
comprehension of the discussed topics. They made sure that their topic or
lesson is specific, measurable, attainable. result-oriented and time-bounded.