FS2 Compilation

Episode 1: Principles of Learning
MINDANAO STATE UNIVERSITY

FATIMA, GENERAL SANTOS CITY
COLLEGE OF EDUCATION
PORTFOLIO IN FIELD STUDY 2

IN
LAGAO NATIONAL HIGH SCHOOL
Submitted to:
Dr. Maria Theresa P. Pelones
In Partial Fulfillment of the

Requirement for Field Study 2
Submitted by:
Jessa Mae G. Jaco

1|Field Study 2 : E x p BSEDFilipino
eriencing the Teaching-Learning Process
March 13, 2015

TABLE OF CONTENTS
TITLE PAGE i
TABLE OF CONTENTS ii
ACKNOWLEDGEMENT iii
PURPOSE OF THE PORTFOLIO iv
EPISODES:

Episode 2: Lesson Objectives as my Guiding Star
Episode 3: Organizing Content for Meaningful Learning
Episode 4: Guiding Principles in the Selection and
Use of Teaching Strategies
Episode 5: On Teaching Approaches and Methods
Episode 6: On Lesson Development
Episode 7: Effective Questioning and Reacting Techniques
EVALUATION
LETTER
DTR
2|Field Study 2 : Experiencing the Teaching-Learning Process

ACKNOWLEDGEMENT
The author of this portfolio would like to acknowledge the following:
First of all, I would like to thank God for giving me knowledge, strength, guidance
and all the things he has given and provide.
To my parents, for their love and support especially when it comes to my financial
needs.
To our adviser from FS1 up until now, Dr. Maria Theresa P. Pelones, for providing
this portfolio which will serve as a very useful tool and guide for us in the future.
To my cooperating teacher and resource teachers, Ma’am Evelyn O. Castillo, Sir

Jorge A. Guntalidad and Ma’am Marlyn M. Kellawan, for helping me making this portfolio
possible and also for allowing me as well as my companions to observe in your classes.
To my cooperating school, Lagao National High School, for the cooperation and
helping me in my journey as a teacher.
And last, to the other people who exert an effort on helping me with this portfolo. I
am greatly thankful and appreciate you all.
PURPOSE OF PORTFOLIO

The purpose of this portfolio is to serve as a

partial fulfillment for the requirements in one
of our subject, FS2. Its purpose is not only
bound for that but also it was serve as a
useful tool for us, future teachers, in our
teaching profession.
This portfolio will help us remember all the

things that we should need to do when we
become a teacher and it will give guidance
for us to do, act and perform rightly in terms
of our students inside the classroom as well
as on how us, teachers, able them to improve
and develop.
Episode 1:
PRINCIPLES OF LEARNING
Name of FS Student______________________________________________________________

Course_______________________________________ Year & Section

_____________________
Resource Teacher 1______________________ Signature ______________Date______________
Resource Teacher 3______________________Signature______________ Date______________
Cooperating
School_______________________________________________________________
My Target
While I observe three different classes, I will be able to identify applications of the
principles of learning in the teaching – learning process.
My Performance (How I will be rated)

Field Study 2, Episode 1- Principles of Learning
Focused on: Application of the principles of learning in the teaching – learning process
Exemplary Superior Satisfactory Unsatisfactory

Tasks
4 3 2 1
Observation/ All tasks were All or nearly all Nearly all tasks Fewer than half
Documentation: done with tasks were done were done with of tasks were
outstanding with high quality acceptable quality done; or most
quality; work objectives met
exceeds but with poor
expectations quality
4 3 2
1
My Analysis Analysis Analysis Analysis Analysis
questions were questions were questions were questions were
answered answered not answered not answered.
completely; in completely completely
depth answers; Grammar and
thoroughly Clear connection Vaguely related to spelling
grounded on with theories the theories unsatisfactory
theories
-Exemplary Grammar and Grammar and
grammar and spelling are spelling
spelling. superior. acceptable
4 3
2 1
Tasks
4 3 2 1
My reflection Reflection Reflection Reflection Reflection
statements are statements are statements are statements are
profound and clear but not shallow; unclear and
clear, supported clearly supported by shallow and are
by experiences supported by experiences from not supported by
from the experiences the episode. experiences
episode. from the from the
episode. episode.
4 2
3
1
My portfolio Portfolio is Portfolio is Portfolio is Portfolio has
complete, clear, complete, clear, incomplete; many lacking
well-organized well-organized supporting components; is
and all and most documentation is unorganized and
supporting supporting organized but is unclear.
documentation documentation lacking.
are located in are available
sections clearly and/or logical
designated. and clearly
marked
locations.
4 2 1
3
Submission Before deadline. On the deadline. A day after the Two days or
deadline. more after the
deadline.
4 3 2
1
Subtotals
Rating based on
Overall Score transmutation:
______________________________
_________________
Signature of FS Teacher above printed name
Date
Transmutation of Scores to Grades/ Ratings

Score Grade Rating Score Grade Rating
20 1.0 99 12-13 2.50 81

18-19 1.25 96 11 2.75 78
17 1.5 93 10 3.00 75
16 1.75 90 8-9 3.5 72 and
15 2.00 87 7- below 5.00 below
14 2.25 84
My Map
I will observe at least 3 different classes. Pay close attention to what the Resource Teacher
does to teach and what the learners do to learn.
To hit my Target, I will work my way through these steps:
My Tools

As I observe a class, I will use the Observation Sheet for a more focused observation.
OBSERVATION SHEET
Name of the Resource Teachers Observed:
Teacher Evelyn O. Castillo, Jorge A. Guntalidad, Marlyn M. Kellawan
School Address: Purok Malakas, Lagao, General Santos City Date: January 28, 2015
Grade/ Year Level: 3rd year and 4th year Subject Area: Filipino
Principles of Learning Teaching Behavior of the Teacher/Learning

Behavior of the Learner as Proof of the
Application of the Principle of Learning
Sample:
1. Learning is an experience which occurs 1. Teacher lets the learners do the learning
inside the learner and is activated by the activity. e.g. – pupil write letter A instead of
learner. Teacher writing or them.
Letting the learners learn by doing an activity

on their own. Making them discover things
through experience.
2. Learning is the discovery of the personal 2. The discussion was integrated by a relevant
meaning and relevance of ideas. and need-based curriculum through the way
that arouses the interest and attention of the
students.
3. Learning is a consequence of experience. 3. The teacher assimilates the different

activities made the discussion experiential.
4. Learning is a cooperative and collaborative 4. Teacher conduct group activities where

process. students can share their thoughts and ideas
with another and work as one.

5. Learning is an evolutionary process. 5. This required a long time process since we

cannot change an individual or impart all the
knowledge and learning the learners need in
just one day. Teachers are expected to be more
patient and diligence.
6. Learning is sometimes a painful process. 6. In learning, you cannot acquire knowledge

or learn and improve without undergoing the
means sacrificing, hard work and patience.
Sometimes also learning means learning from
your mistakes.
7. One of the richest resources of the learning 7. The discussion was centered with the
is the learner himself. learner’s ideas and experiences. Through the
use of questioning, the teachers would be able
to make students share their learning towards
others.
8. The process of learning is an emotional as 8. Emotional stability of the learners was first
well as intellectual. observed by the teachers. We need to find
ways on how to catch and motivate our
student’s interest on learning.
9. The process of problem solving and the 9. Students have characteristics and abilities
learning are highly unique and individual. derived from their multiple intelligences. All
of them have uniqueness and differences that
we, teachers, must need to consider. We need
to use appropriate and variety of
methods/strategies in imparting knowledge to
our students.

My Analysis
1. What is the impact of the Resource Teacher’s observance of these principles on the
teaching – learning process and on the learners?
A teacher who have knowledge and aware about the principles are of greater
impact in the teaching-learning process of both teachers and students. Principles of
learning guided us, teachers, in teaching and using/applying teaching strategies. It creates
a way to build good interaction between teachers and students inside the classroom and
give or develop greater improvements in the cognitive, psychomotor and affective skills of
the students. Collaboration and cooperation of both parties makes a good result more
possible.
2. Which learning principle was applied most?

Learning principles like learning is a cooperative and collaborative process,
learning is an experience which occurs inside the learner and is activated by the learner,
learning is a consequence of experience, one of the richest resources for learning is the
learner himself and learning is the discovery of the personal meaning and relevance of
ideas were applied most.
3. Which learning principle was applied least or not at all applied?

The learning principles that were least applied are learning is sometimes a painful
process, the process of learning is emotional as well as intellectual, learning is an
evolutionary process, and the process of problem solving and learning are highly unique
and individual.
4. Do you agree with these principles of learning? Or have you discovered that they are not
always correct?
Yes, because I can see that these principles just like the other kind of principles are
of big help in the development and improvement of every students. It is fit to serve as a
guidance in the teaching-learning process of an individual.
My Reflections
1. My reflections on my observations of my Resource Teacher’s observance of these
principles. Did my Resource Teachers adhere to these principles?
When observing my Resource Teachers, most of the principles are truly applied in
their teaching process. Though it is not expose directly to the students, still, the essence of
it are experience and acquired. Unexpectedly, we began to realize that what the teachers do
inside the classroom are based and guided by these principles and it is really makes, leads
and enables us to be a competent and skilled teachers.
10 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e T e a c h i n g - L e a r n i n g P r o c e s s
2. Lessons I have learned from my observations on the classroom application of the principles
of learning.
Applying principles of learning is important. Learning begins with knowledge
acquisition. What we learn are tend to be mastered and is use to help develop ourselves. It
just happened that principles of teaching are made based on the things that need to consider
as a teacher, in the learner and in the environment to impose effective teaching. Thinking
how we learn and progress is only a part of the result that a teacher with knowledge of
teaching principles can give.
My Portfolio
Principles of Learning in My Own Words
1. Learning can be done with the learner himself.
2. Learning thus considering the needs and relating experiences of the learners.
3. Learning undergo changes in relating to experiences.
4. Learning is better when cooperating and collaborating with the others.
5. Learning takes time.
6. Learning sometimes means sacrifice for improvements.
7. Learning comes from the learner.
8. Learning can be emotional and intellectual.
9. Learning has its unique and different way on imposing to learners.

Episode 2:
LESSON OBJECTIVES AS MY GUIDING STAR
_____________________
Cooperating
School_______________________________________________________________
My Target
In this Episode, I must be able to:
 Deduce the lesson objective/s after observing my Resource Teachers teach
 See how the guiding principles in the formation of lesson objectives are applied
 Realize the importance of a clearly defined lesson objective
My Performance (How I will be Rated)

Field Study 2, Episode 2- Lesson Objective as My Guiding Star
Focused on: Application of the guiding principles on the development of lesson objectives
Tasks
4 3 2 1
Observation/ All tasks were All or nearly all Nearly all tasks Fewer than half
Documentation: done with tasks were done were done with of tasks were
outstanding with high quality acceptable quality done; or most
quality; work objectives met
exceeds but with poor
expectations quality
4 3 2
1
My Analysis Analysis Analysis Analysis questions Analysis
questions were questions were were not answered questions were
answered answered completely not answered.

completely; in completely
depth answers; Vaguely related to Grammar and
thoroughly Clear connection the theories spelling
grounded on with theories unsatisfactory
theories
Grammar and
-Exemplary Grammar and spelling acceptable
grammar and spelling are
spelling. superior. 2
4 3
1
Tasks
4 3 2 1
profound and clear but not shallow; supported unclear and
clear, supported clearly by experiences shallow and are
by experiences supported by from the episode. not supported
from the experiences by experiences
episode. from the from the
episode. 2 episode.
4
3
1
and all and most documentation is unorganized
supporting supporting organized but is and unclear.
documentation documentation lacking.
are located in are available
sections clearly and/or logical
designated. and clearly
marked
locations.
2
4 3 1
Submission Before deadline. On the deadline. A day after the Two days or
deadline. more after the
deadline.
4 3 2
1
Subtotals
Rating based on
transmutation:
Overall Score
______________________________
_________________
Date

20 1.0 99 12-13 2.50 81

18-19 1.25 96 11 2.75 78
17 1.5 93 10 3.00 75
16 1.75 90 8-9 3.5 72 and
15 2.00 87 7- below 5.00 below
14 2.25 84
My Map
I will observe two different classes and observe the Resource Teacher teach. I will reflect
on the guide questions given below.
To hit my Target, I will follow these steps:
My Tools
OBSERVATION SHEET
Ma’am Evelyn O. Castillo, Sir Jorge A. Guntalidad, Ma’am Marlyn M. Kellawan
School Address: Purok Malakas, Lagao, General Santos City Date:
Guiding Principles in Determining and Teaching Behavior/s which Prove/s

Formulating Learning Objectives Observance of the Guiding Principle
Sample:
1. Begin with the end of mind. 1. The Resource Teacher began her lesson by
starting her objective.
2. Share lesson objective with students. 2. Letting students know what’s the lesson
objective then making them discover more in
their own.
3. Lesson objectives must be in the 2 or 3 3. The Resource Teacher give his/her students
domains – cognitive, skill and affective or individual or group activity connected to the
cognitive and affective or skill and affective. lesson tackled in class. The teacher also,
before starting her discussion, ask some
questions to recap the previous lesson as well
as giving quizzes in the end of the lesson.
4. Work on significant and relevant lesson 4. The resource teacher tackled his/her lesson
objectives. in relation to every individual experiences in
life, specifically his/her students. The teacher
ask some questions or give an examples
which students can relate, understand, and
interact with the lesson provided.
5. Lesson objectives must lead to the 5. By the lesson objectives given, the students
development of critical and creative thinking. able to think and/or analyze the lesson well.
Furthermore, creating it more interesting and
lively where everyone can brainstorming or
discussing along with questioning where they
can share their thoughts and ideas to one
another.
2. After observing your Resource Teacher teaches, write down what you think was/were her
lesson objective.
As I observe during the class of one of my resource teacher, Teacher Evelyn Castillo, I
guess her lesson objective is to be able the students to write about the summary or important
details/events from chapter 1-10 of the novel El Filibusterismo written by Jose Rizal.
3. Ask permission from your Resource Teacher for you to copy her lesson objective for the day’s
lesson. Copy it here then compare it with your answer in # 2. Are they same? Different?
The original lesson objective of Ma’am Castillo was ‘’Pagsulat ng mahahalagang
impormasyon sa bawat kabanata (1-10) ng El Filibusterismo’’. From what I observe, I think my
answer in question number 2 is quite the same in the real lesson objective of my resource teacher.
My Analysis
5. If answer in # 3 above is different, what is your conclusion regarding written lesson
objective and actual lesson development? Are lesson objectives in the lesson plan always
followed? Do they really serve as guiding star?
Though the answer in number 3 didn’t differ from the answer in number 2, yet, I
believe that not all the lesson objectives in the lesson plan were always followed. As what
I had learned from my report about the lesson plan, a lesson plan shouldn’t like a rules to
be followed in accord to what rules that’s been state but instead, it should be use as an aid
on teaching. It should serve as a guidance only for the teachers to know what will they
going to teach for that day.
6. Why did you find it easy/difficult to write down the Resource Teacher’s lesson objective
for the day? Did she mention it in the beginning of his/her lesson?
I find it easy to write down the Resource Teacher’s lesson objective for that day
because she did mention it in the beginning of her lesson/discussion.
7. Did you find the lesson objective SMART? Why or why not?
Yes, I consider the lesson objective of my resource teacher as SMART one

because, first of all, it can be done or attain in the time allotted for that lesson. Students
can easily analyze or understand what would be their lesson. It helps also in the learning
of the students in terms of developing either their cognitive, psychomotor and affective
domain.
8. Was the lesson objective in the cognitive or psychomotor or affective domain? Or was it
in the two or three domains? Support your answer.
With that lesson objective, I see that it will fall under cognitive and psychomotor
domain because as what you read in the lesson objective, it refers to the ability of the
students to recall, think and analyze. It could develop also the writing skills of the
students.
My Reflections
Any lessons learned or insights gained from your observation focused on lesson
objectives? Write them down here. Are lesson objectives truly the guiding star in the
development of a lesson? Or are lesson objectives sometimes forgotten as the lesson
develops?
It is said that before doing such things, you need to find out first what are your
objectives. Objectives are part of the teacher’s discussion. Though it is only an objective,
it plays a greater role in our teaching process. We shouldn’t underestimate its usefulness
because as far as we know, lesson objectives serves as a guidance in our whole discussion.
Through it, we are able to teach what we intend to teach without misleading. Yet, we
should know that there are things we need to consider in making lesson objectives. That a
lesson objectives must be definite, relative, developmental, and SMART. However,
having a perfect or very good objective is enough. The goodness of the totality of result
depends on how much you work out with your objectives.
My Portfolio
My researched quotations that state the significant of goals and objectives

(don’t forget to mention your sources)
“You can never give up and never quit because if you really think about it,
there are a multitude of other people who are relying on you to excel and
succeed in achieving your goals and objectives.” – Unknown
(http://www.searchquotes.com/search/That_State_Significance_Of_Goals_
And_Objectives/)
Episode 3:
ORGANINZING CONTENT FOR MEANINGFUL
LEARNING
_____________________
Cooperating
School_______________________________________________________________
My Target
 Observe teaching of a dominantly cognitive or skill or affective lesson (cognitive lesson –
Sibika; skill – Math ; affective – Values Education)
 Trace the development of a cognitive , skill and affective lesson.

Field Study 2, Episode 3- Organizing content for meaningful learning
Focused on: The development of a cognitive or skill or affective lesson
Tasks
4 3 2 1
Observation/ All tasks were All or nearly all Nearly all tasks Fewer than half of
Documentation: done with tasks were done were done with tasks were done; or
outstanding with high quality acceptable quality most objectives
quality; work met but with poor
exceeds quality
expectations
4 3 2
1
My Analysis Analysis questions Analysis questions Analysis questions Analysis questions
were answered were answered were not answered were not answered.
theories

grammar and spelling are spelling
spelling. superior. acceptable
4 3
2 1
Tasks
4 3 2 1
profound and clear but not shallow; unclear and
clear, supported by clearly supported supported by shallow and are not
experiences from by experiences experiences from supported by
the episode. from the episode. the episode. experiences from
the episode.
4 3
2
1
My portfolio Portfolio is Portfolio is Portfolio is Portfolio has many
complete, clear, complete, clear, incomplete; lacking
well-organized and well-organized and supporting components; is
all supporting most supporting documentation is unorganized and
documentation are documentation are organized but is unclear.
located in sections available and/or lacking.
clearly designated. logical and clearly
marked locations.
3
4
2
1
Submission Before deadline. On the deadline. A day after the Two days or more
deadline. after the deadline.
4 3 2 1
Subtotals
Rating based on
______________________________
_________________
Date

20 1.0 99 12-13 2.50 81

18-19 1.25 96 11 2.75 78
17 1.5 93 10 3.00 75
16 1.75 90 8-9 3.5 72 and
15 2.00 87 7- below 5.00 below
14 2.25 84
My Map
I will observe the three different lessons executed – cognitive, skill and affective lessons.
(cognitive – Sibika; Skill – Math; Affective – Literature/Edukasyong Pagpapahalaga)
To hit my Target, I will work my way through these steps:
My Tools
OBSERVATION SHEET
A. For the Cognitive Lesson

1. What is the lesson about?
The lesson was about El Filibusterismo.
2. What are the examples of facts mentioned in the lesson?
The teacher mentioned about the situation of the Filipinos during the time of Spanish
colonization. How people differ in economic status. The politics and livelihood.
3. Did the lesson end with facts? Or did these facts lead to understanding of concepts? Prove your
answers.
Yes, the lesson ends with facts. Stating facts as examples sometimes helps in
understanding the lesson. It clarify things in its own way, add knowledge and opens the mind of
the learner on the things that surround him/her.
4. Write down instances of treating the topic in depth (giving examples, examining cause – effect
relationships, relating ideas or concepts to one another)
Instance like relating the topic on some situations or events that are happening in our
society and community.
5. Cite an instance/s when students were encouraged to ask questions, to talk about and reflect on
what they learned.
Students, as what I observed, encouraged to ask or actively participate in the discussion in
the time that they have relate to it or it caught their interest or attention. Of course, with a good
classroom atmosphere and students approach as well as having a sense of humor, discussion
would surely enjoyable.
B. For the Skill Lesson
1. What was the skill lesson about? Which skill/s was/were target? Manipulative skill or thinking
skill?
Skill targeted in this lesson was the thinking skill.
2. Write evidence of teacher’s encouragement of divergent thinking by the students.

Giving students group activity or report. Asking (situational) questions then let the
students provide an answer for it.
3. Which are proofs that the Resource Teacher promoted convergent thinking?
Conducting a quiz or having an oral recitation. Asking question with specific answer can
be done also.
4. If there was problem solving in the lesson, were the pupils taught to solve the problem using
algorithm or heuristic strategy?
The students use the algorithm strategy.
5. What are the proofs that the students were encouraged to do critical thinking?
Asking student to explain the given problem.
C. Value/ Affective Lesson
1. What was the value lesson about?
The values that wants to imply by this lesson are to make the students enlighten about the
reality, aware and widen their understanding on the things that is happening in their surroundings.
To be more patriotic/nationalistic.
2. Was the value taught alone or was it integrated with a cognitive or skill lesson?
The value taught along or integrated with a cognitive or skill lesson.
3. How was the value lesson developed?
The value lesson eventually develop and acquired depend on how the students take it and
how effective the teacher taught it.
My Analysis
A. For the Cognitive Lesson
9. How did my Resource Teacher teach the cognitive content meaningfully and
interestingly?
My Resource Teacher teach the cognitive content meaningfully and interestingly
through giving an examples related to the topic and asking situational questions where
students encourage to answer. Explaining the concepts have been done also. Sometimes
the teacher relate concepts through life experiences or events where students could relate
from it and for further understanding as well.
B. For the Skill Lesson
1. How was the skill taught meaningfully and interestingly?
In terms of skill, the teacher taught it through giving students topics to report.
Asking them to explain the given problems or interpret it depending on how they understand
it. Conducting group activity.
C. For the Affective Lesson

1. Is it possible to teach a value lesson without any cognitive basis at all? Explain your
answer.
No, because using the mind for understanding things is a way of learning. Cognitive
targets the brain. What we teach came from the information our brain collects, understand and
recall. Without cognitive basis, we cannot teach what we ought to teach and we cannot learn
what we need to learn. One skill cannot be taught, learn and acquire without the help or use of
the other skill.
10. A cognitive or skill lesson is a vehicle for value education. Do you agree?
Yes. As I’ve said above, to learn things, it is either two or more skills will be use. Values
have cognitive dimensions as well as affective and behavioral. When we teach values, we
need to make our students understand what and how important it is and reflect with it.
Teaching values also means connecting facts, skills and concepts to the life of students.
My Reflections
1. Someone said: “There are dull teachers, dull textbooks, dull films, but no dull
subjects”. Do you agree? Write you’re your reflections here.
I agree to the phrase written above. When we say dull teachers, it means that
teachers are just a human being who’s not perfect. They are teachers whom sometimes have lack
of skills or abilities that needs an improvement. Teachers also sometimes make mistakes. Just like
teachers, textbooks and films are the same. We can say that these educational tools and materials
can be useful for the learning of the students but knowing that nothing in the world stays longer or
forever, these things that we used today will slowly reduce its value as time passes by. Teacher
teaches lessons and books and films are made of topics. Lessons and topics are subjects based on
the ideas or thoughts what world can bring us. No dull subjects. It depend on us how we will
broaden it or use it creatively to share with everyone and increase their knowledge.
2. How should you organize subject matter (be of cognitive skill or value lesson) so that
teaching will always be fresh and interesting?
In organizing subject matter,
My Portfolio
Research on/or come up with a lesson plan (cognitive or skill) that integrates a value/s.
Paste it here! You may want to refer to “Integrating Values and Subject Matter”, in the
Principles of Teaching 2, 2006 by Copuz B., G. Salandanan and D. Rigor, pp. 91 – 92.) an
outline of the lesson development will do.
An Integrated Lesson Plan in English V
I.Objective
Arrange a set of given events in logical order to make a story.
I. Subject Matter
Arranging events in logical order to make a story.
References: RBEC 7.2
English for All Times V page 94
Science for Daily Use V page 146
Materials: Charts with written exercises, set of pictures that will make a story, picture of a
turtle and forest
Related Skill:
Speaking: Use the simple present form of the verb.
Values: Preserving the life of the sea animal.
II.Procedure
A. Preliminary Activity
Game: Hidden Colors
Directions: Find the name of a color hidden in each sentence.
B. Developmental Activities
1. Pre-reading Activities
a. Motivation (Presenting the picture of a forest.)
b. Describing the reptile animals based on the given picture.
c. Using the Simple Present Tense of the Verb
d. Prediction Skills (Showing the picture of a turtle)
d. 1. Group Activity
2. While-reading Activities
a. Silent Reading of the selection about Turtles
a. 1. Checking of the exercise
3. Post reading Activities
a. Comprehension Questions:
1. Why are turtles classified as reptiles?
2. Describe the appearance of a turtle.
3. How many years did turtles exist?
4. Where can you find turtles?
5. Can a turtle survive without food?
6. Why did mother turtles doesn’t have to feed, teach or protect young
turtles?
b. Completing the KWL chart
c. Discussion (Identifying the different events that happened in the story.)
c. 1. Parts of events in a story
c. 2. Infusion of Values
How will you preserve the life of the sea animals?
d. Generalization
How do you arrange a set of events in logical order?
e. Application (Group Activity)
III.Evaluation
Arrange the following events in logical order to make a story by writing 1-5 before
each letter.
_____ a. Ever since he was a small boy, he enjoyed reading.
_____ b. He has become a fast reader. He would read not onlyhis textbooksbut other
books as well.
_____ c. Arnie’s parents are very proud of him. He is anintelligent and diligent student.
_____ d. He also writes poems and short stories in his freetime.
_____ e. He dreams of becoming a famous writer in the future.
IV.Assignment
Arrange the following events in logical order. Number them 1-5.
_____ a. Fernando Maria Guerero studied law at the Universityof Sto. Tomas.
_____ b. He was sent to U.S. to help work for Phil.Independence.
_____ c. He finished his college education at the Ateneo deMla.
_____ d. He was made an officer by Gen. Antonio Luna.
_____ e. He worked for La Independencia.
[Demonstrator: Janice A. Perante]
Episode 4:
GUIDING PRINCIPLES IN THE SELECTION AND USE
OF TEACHING STRATEGIES
_____________________
Cooperating
School_______________________________________________________________
My Target
 Write evidence of application of some guiding principles in the selection use of teaching
strategies
Field Study 2, Episode 4- Guiding Principles in the Selection and Use of Teaching Strategies
Focused on: The application of some guiding principles in the selection and use of teaching
strategies
Tasks
4 3 2 1
outstanding with high quality acceptable quality most objectives met
quality; work but with poor
exceeds quality
expectations
4 3 2
1
theories

grammar and spelling are spelling acceptable
spelling. superior.
4 3 2
1
Tasks
4 3 2 1
profound and clear but not shallow; supported unclear and shallow
clear, supported by clearly supported by experiences and are not
experiences from by experiences from the episode. supported by
the episode. from the episode. experiences from
the episode.
4 3 2
1
marked locations.
3
4
2
1
4 3 2 1
Subtotals
Rating based on
______________________________
_________________
Date

20 1.0 99 12-13 2.50 81

18-19 1.25 96 11 2.75 78
17 1.5 93 10 3.00 75
16 1.75 90 8-9 3.5 72 and
15 2.00 87 7- below 5.00 below
14 2.25 84
My Map
I will observe at least three Resource Teachers, analyze and reflect on my observations.
To hit my Target, I will follow the following steps:
My Tool
OBSERVATION SHEET
Guiding Principles in the Selection and Use Teaching Behavior/s of the Resource
of Strategies Teacher that Applies the Principles
1. Learning is an active process. 1. Making the learners learn through learning

by doing or hands-on way. Here, the teacher let
his/her students actively participate in an
activity or answer questions in their own.
2. The more senses are involve, the more and 2. Using instructional materials as a tool and
the better the learning. part of the teacher’s discussion. These are
usually done through the use of powerpoint
with projector, visual aids, or even with the use
of materials for student’s activity.
3. A non – threatening environment enhances 3. Ensuring the harmless environment for

learning. students through guidance or assessment and
imposing rules and regulations in the school
and inside the classroom. Good interaction and
relationship with one another can contribute to
a good atmosphere.
4. Emotion has the power to increase retention 4. The teacher usually uses some questions or
and learning. even give an events as an example which
students can relate and eventually catches their
attention.
5. Good teaching goes beyond recall of 5. The teacher ask some questions related to the
information. last topic they’d discuss or the lesson they just
done discussing in that day to know if the
students understand it or if they can recall from
it. Giving a quiz or an activity is a great help
also.
6. Learning is meaningful when it is 6. Relating students everyday life in the

connected to the students’ everyday life. discussion as a means of imparting knowledge
without being inconsiderate to what should be
the right teaching would. Making them reflect
themselves on the lesson along with learning.
7. An integrated teaching approach is far more 7. Knowing the right strategies to use for the
effective than teaching isolated bits of students are important. It is really good to keep
information. the class discussion a lively one, interesting,
and have student-centered learning.
My Analysis
11. Are these principles in accordance with brain – based teaching and learning?
Yes, because these principles follows the right way of how to impart learning to
the students. That the teacher should not focus only on the lesson but also on the students.
Students’ best learn through experience. As what quote says that, ‘’what I hear, I forget.
What I see, I remember. What I do, I understand.’’ This means that the more senses
involved, the more and better the learning. These principles leads us to the right strategies
we should use. It can help us to creatively make our students discover and learn things on
their own. Of course, we, teachers, should do our best also to gain effective result in
teaching.
My Reflections
What is the best method of teaching? Is there such thing?
For me, all methods of teaching are best in their own way. They all have their own
purposes and uses that can be shown and appreciated depending on how it will be use as a
tool for learning.
Up until now, the use of traditional method in teaching are still part of the teacher’s
strategies. But unlike before, teaching strategies and methods have been upgraded due to
changes the modern world brought. The use of visual aids were replaced by powerpoint
presentations and educational videos. Technology, nowadays, plays a special role in the
child’s learning. How students are into technology so as teachers. However, these tools are
nothing if it doesn’t bring improvement on the students’ part. No matter how useful
technology or how good strategy or method can be, still, we can’t vary only in terms of its
usefulness but on the effectiveness it will give when it is applied.
For me, a good method of teaching are those which responds to and take students’
abilities, skills, interests, and needs into consideration. A method that doesn’t pressure and
force learners to improve but in way that they progress as well as they’re enjoying and
encouraging.
My Portfolio
Illustrate your reflection on the best method teaching creatively on this page.
Students Teaching Approach

and strategies
Needs
Interests
Along with:
Creative skills &
Characteristics productivity
Sense of Humor
Use of
technology/
Good classroom Hypermedia

atmosphere
Collaboration
between teacher
and students as
well as good
means of
interaction.
Episode 5:
ON TEACHING APPROACHES AND METHODS
_____________________
Cooperating
School_______________________________________________________________
My Target
In this Episode, I must be able to determine the teaching approach or method used by the
Resource Teacher.

Field Study 2, Episode 5- On Teaching Approaches and Methods
Focused on: Determining the teaching approach or method used by the Resource Teacher
Tasks
4 3 2 1
outstanding with high quality acceptable quality most objectives
exceeds quality
expectations
4 3 2
1
theories

spelling. superior.
4 3 2
1
Tasks
4 3 2 1
clear, supported by clearly supported by experiences from shallow and are not
experiences from by experiences the episode. supported by
the episode.
4 3 2
1
marked locations.
3
4
2
1
4 3 2 1
Subtotals
Rating based on
______________________________
_________________
Signature of FS Teacher above printed name Date

20 1.0 99 12-13 2.50 81

18-19 1.25 96 11 2.75 78
17 1.5 93 10 3.00 75
16 1.75 90 8-9 3.5 72 and
15 2.00 87 7- below 5.00 below
14 2.25 84
My Map
I will observe at least three Resource Teachers, analyze and reflect on my observations.
To hit my Target, I will follow the following steps:
My Tool
OBSERVATION SHEET
Approach/ Method Description of Teaching Behavior that

Proves Use of Teaching Approach/Method
(What did my Resource Teacher do as she
used this approach/method? )
1. Deductive Method 1. The teacher will use a direct instruction. In

his/her discussion/lesson, he/she begin by
giving the objective goes to generalization,
principle then giving an examples and concrete
details.
2. Inductive Method 2. The teacher will preferably give more

examples about or related to the topic/lesson for
that day to the students, intentionally making
them notice and understand the lesson on their
own.
3. demonstration Method 3. The teacher shows all the activities given in

the lesson to the students as an action and
explains the important points before them
during demonstration. So here, during
discussion, the teacher introduced lesson by
question and answer or lecturing. He/she then
demonstrate each and every aspects of the
lesson and develop it through activities
followed by assimilation and after that, asking
some evaluative question.
4. Problem Solving 4. This strategy employs scientific method in

searching for information. Mostly, it is use on
the subject of science and math. The teacher

here do activities like experimentation or
solving equations.
5. Discovery Method 5. Facts and concepts are explained in an

objective manner. Can be done by investigative
process. The teacher treat students as an
independent one where the teacher let them
formulate their own hypothesis and discover
things by themselves.
6. Project Method 6. The teacher give students a project which

they could finish in a period of several days or
weeks.
7. Constructivist Approach 7. Giving each of the students’ topics which

will serve as an individual and assigned report.
Sometimes what teacher does is stating a
problem, ask questions and facilitates free
probe into a particular subject. Both the teacher
and students engage in open discussions and
dialogue, honest exchange of ideas and
collaboratively draw conclusions.
8. Metacognitive Approach 8. Use of divergent questions and open-ended

inquiries. Conducting an essay test/quiz then
allowing them to read their answer.
9. Integrative Approach 9. The teacher integrates the subdisciplines like

listening, reading, writing, speaking, and
viewing within a subject area. One example is
storytelling.
My Analysis
I will answer the following questions:
12. Which approaches/methods will be grouped together? Why? e.g. direct method and
deductive method.
Direct Approach
Expository method: directive method, deductive method, demonstrative

method.
Indirect Approach
 Exploratory method: inductive method, exploratory method, reflective,
constructivism, problem solving, laboratory, inquiry, and metacognitive.
13. Which approaches/methods are more interactive? Less interactive?

The approaches/methods like collaborative, learner-centered, integrated and
interactive approach are more interactive than teacher-centered, subject-matter centered,
constructivist, banking and direct approach.
14. When should be the direct method be used?

Direct method is used when teaching knowledge acquisition involving facts, rules,
and action sequences.
15. When should be the indirect method be used?

Indirect method is used when teaching concepts, abstraction or patterns; learning
process is inquiry-based, the result is discovery and the learning context is a problem.
16. When approaches/methods promote “learning to live together”?

Approaches/methods as a tool for learning to live together is when it used to
promotes peace and shows awareness about interdependence and risks and challenges the
future brings. Teaching is use also to induce people to implement common projects and to
manage the inevitable conflicts in an intelligent and peaceful way. Making students
understand diversity and respect one another.
My Reflections
If I decide on my teaching approach/method, I will consider, (Continue the sentence.
Begin writing NOW!)
If I am going to decide about my teaching approach/method, I would consider on
try using and applying all of it as part of my teaching strategies as far as I can because I
believe that there’s no single approach to teaching that works best. What we do in the
classroom depends on our capabilities, the kind of students we are going to teach, what
topic we are going to teach, etc. Considering also the facts that students learn in their own
unique and different way along with their learning weaknesses, issues and problems
makes it difficult to find the right strategy. Yet, looking and thinking of ways that could
prompt students to think more deeply about course concepts and the learning process
through prompts which make students analyze, reflect, relate and question are a big help
for choosing the right approach or method to be use.
My Portfolio
1. By means of a graphic organizer show the characteristics of a constructivist and a

metacognitive approach.
Can construct
knowledge and
meaning on their
own.
Equal share of
Culturally and
power between
socially relevant Constructivi learner and
in approach. st Approach teacher (learner-
centered)
Apply learning
Not pace driven.
through discovery.
Assess the task.
Evaluate strengths
Reflect and adjust and weaknesses.
Metacognitiv
if needed. e Approach
Apply strategies
Do planning.
Monitor
performance.
2. Do serious research and complete this Table on Methods. The first is done for you.
Method Advantage/s When to Use
1. Deductive Direct teaching so I can accomplish Time is limited; subject matter is

more within a given period of time. very difficult; learners don’t
know much about the lesson;
teacher is not yet skilled in the
facilitating learning skills.
2. Inductive Method Indirect teaching; the learners If you want to let students
develop more their high-order- discover and really understand
thinking-skills (HOTS) where the the lesson on their own; more
use of teaching-learning process is time accommodated.
done.
Episode 6:
ON LESSON DEVELOPMENT
_____________________
Cooperating
School_______________________________________________________________
My Target
In this Episode, I must be able to trace how my Resource Teacher develops his/her lesson.

Field Study 2, Episode 6- On Lesson Development
Focused on: How many Resource Teacher develops his/her Lesson
Tasks
4 3 2 1
Documentation: done with tasks were done were done with tasks were done;
outstanding with high quality acceptable quality or most objectives
exceeds quality
expectations
4 3 2
1
were answered were answered were not answered were not
completely; in completely completely answered.
depth answers;
thoroughly Clear connection Vaguely related to Grammar and
grounded on with theories the theories spelling
theories unsatisfactory

spelling. superior.
4 3 2
1
Tasks
4 3 2 1
clear, supported by clearly supported by experiences from shallow and are
experiences from by experiences the episode. not supported by
the episode.
4 3 2
1
marked locations.
3
4
2
1
4 3 2 1
Subtotals
Rating based on transmutation:
Overall Score
______________________________
_________________
Date

20 1.0 99 12-13 2.50 81

18-19 1.25 96 11 2.75 78
17 1.5 93 10 3.00 75
16 1.75 90 8-9 3.5 72 and
15 2.00 87 7- below 5.00 below
14 2.25 84
My Map
I will observe at least two Resource Teachers, analyze and reflect on my observations.
To realize my Target, I will follow the following steps:
My Tool
OBSERVATION SHEET
School Address: Purok Malakas, Lagao, General Santos City Date: _________________
17. Describe how the teacher began his/her lesson. Why do you think he/she do that?
Before the teacher began to discuss his/her new lesson, he/she’ll ask a few questions first
about the last topic they’d tackled last meeting as a means of recap. Yet sometimes, the
teacher began his/her lesson after the prayer, greetings and checking of attendance. I think
that this routine may help the students enhance their values and respect towards other
people as well as to improve their behavior.
18. What activity/activities did the Resource Teacher ask the learners to do after he/she
introduced the lesson? Why do you think he/she did such?
After the discussion, the teacher gave a quiz, moreover, an activity either group or
individual to test and enhance the cognitive, psychomotor, and affective skills of the
learners.
19. How did he/she end his/her lesson? Why do you think he/she did that?
The teacher end his/her lesson by asking his/her students questions related to the topic that
they want to be clear about. If they have some part of it that they don’t understand or if
they really understand the lesson.
20. Did you notice an assessment of learning in the process of teaching? If yes, how was it
done?
Yes. It was done through oral recitation/questioning, classroom presentations/reports,
quizzes, individual or group activities and giving an assignments.
21. Did you observe if Resource Teacher checked learning at the end of his/her lesson?
Yes, through questioning, giving a quiz or an activity.
22. Checklist – Of the following which did you observe? Please check if you observed the item.
Teaching Behavior Check Here
1.Connecting lesson to past lesson 
2. Introducing the lesson for the day 
3. Sharing the lesson for the day 
4. Motivating the students 
5. Students doing learning activity 
6. Teacher giving lecturette 
7. Teacher checking for understanding 
8. Teacher/students Summarizing 
My Analysis
I will answer the following questions:
1. How should the lesson begin and end?
Before beginning the lesson, it’s still good to do the traditional routine like having a
prayer, greetings and checking of attendance. Then after that, I will either recap the
previous lesson, give a quiz about it or do some icebreaker which will help them to
actively participate on the discussion. Followed by the discussion then ends with asking
your students some questions for clarifications. Having a quiz or giving an activity at the
end of the lesson would be precise.
2. Did you observe any part of the lesson development to have been out of place? Explain
your answer.
No, because the way I see it, what the teacher taught was just exactly what lesson should
he/she is going to teach though there are times that he/she uses some examples or
situations during the discussions, yet it doesn’t affect to the lesson development the
teacher’s trying to imply about.
My Reflections
“Tell them what you want to tell them; tell them, tell them what you told them.” Relate
this statement to lesson development.
During the process of learning of the students, there are times that they need to depend
to their teachers. That is why the role of being teacher is way too difficult as what we
expected. As a teacher, we have to be more knowledgeable, resourceful, confident and
prepared all the time. We should teach students what they have to learn, at the same time,
we should develop them in the way that we are not the only one who’s encouraging but
they are also for the needs of their improvements and development.
Along the actions for students development and improvement are the task on lesson
development. We tend to enhance our skills and strategies on teaching in order to satisfy
the needs and interests of the learners. We should be aware also that every students have
their unique way of learning which we matches or uses different kinds of techniques as
well. Learning is a long process. Sometimes what we say or taught might be forgotten
easily by the students especially to those who don’t take education seriously. Sometimes,
they hardly or easily understand it. That is why also lesson development is so important
because if you think you taught no good or unsatisfactorily before then now might be time
the time that you do greater than what you have done before.
My Portfolio
1. Reconstruct your Resource Teacher’s lesson plan. Your lesson plan must have the parts of a
lesson plan. A lesson plan outline may do, provided all the parts of a lesson are covered.
Banghay Aralin sa Pagtuturo ng Filipino IV

Para sa Ika-apat na Taon
I. Layunin: Sa pamamagitan ng aralin, ang mga estudyante ay inaasahang:

a. Nakapagbibigay reaksyon sa isang tiyak na modelo.
b. Nakilala ang iba’t ibang uri ng liham pangangalakal.
II. Paksa: Liham Pangangalakal
III. Materyal na Gagamitin: tape, chart
Aklat: Makabagong Filipino IV

IV. Proseso ng Pagkatuto
A. Panimulang Gawain:
Pagganyak: Pagpaparinig ng mga nairecord na anunsyong may kinalaman sa

paghahanap ng trabaho.
Pagkakaroon ng dugtungang-talakayan sa paggawa ng liham.
B. Pagbabasa sa mga tiyak na halimbawa.
1. Liham pag-aaplay
2. Liham pahintulot
3. Liham pagtatanong
C. Pangkatang Gawain: Pag-uulat ng bawat pangkat
Pangkat 1 at 2: Ano ang inaasahan ng unang liham? Ano-anong impormasyon ang

nakapaloob dito?
Pangkat 3 at 4: Tungkol saan ang ikalawang liham? Ano-ano ang mahahalagang

anyo?
Pangkat 5 at 6: Ano naman ang isinasaad sa ikatlong liham? Isa-isahin ang

mahahalagang impormasyong nakasaad ditto.
D. Pagbabahaginan ng bawat pangkat
E. Pagpapalalim ng kaalaman batay sa tiyak na impormasyon.
 Paisa-isang kilalanin ang mga katangian ng bawat liham.
F. Pasalitang Pagsusuri: Pagpapagawa ng reaksyon sa tatlong halimbawa ng liham

pangangalakal.
G. Pagpapalahad ng buod sa tulong ng cue card o susing salita.
Tiyak na kahilingan Angking kakayahan

Posibleng maging at katangian
bunga.
Tiyak na impormasyon
Paglilinaw
H. Takdang Aralin: Gumupit ng isang anunsyo tungkol sa pangangailangan ng

trabaho.
Episode 7:
EFFECTIVE QUESTIONING AND REACTING TECHNIQUES
_____________________
Cooperating
School_______________________________________________________________
My Target
In this Episode, I expect myself to be able to determine my Resource Teacher’s
questioning and reacting techniques and identify those that promote interaction.
Field Study 2, Episode 7- Effective Questioning and Reacting Techniques

Focused on: Questioning and Reacting Techniques
Tasks
4 3 2 1
Documentation: done with tasks were done were done with tasks were done;
outstanding with high quality acceptable quality or most objectives
exceeds quality
expectations
4 3 2
1
My Analysis Analysis Analysis Analysis questions Analysis
questions were questions were were not answered questions were not
answered answered completely answered.
completely; in completely
depth answers; Vaguely related to Grammar and
thoroughly Clear connection the theories spelling
grounded on with theories unsatisfactory
theories
Grammar and
-Exemplary Grammar and spelling acceptable
grammar and spelling are
spelling. superior. 2
4 3
1
Tasks
4 3 2 1
clear, supported clearly supported by experiences shallow and are
by experiences by experiences from the episode. not supported by
from the episode. from the episode. experiences from
the episode.
4 3 2
1
and all supporting and most documentation is unorganized and
documentation are supporting organized but is unclear.
located in sections documentation are lacking.
clearly available and/or
designated. logical and clearly
marked locations.
3
4 2
1
4 3 2 1
Subtotals
Rating based on
______________________________
_________________

Date

20 1.0 99 12-13 2.50 81

18-19 1.25 96 11 2.75 78
17 1.5 93 10 3.00 75
16 1.75 90 8-9 3.5 72 and
15 2.00 87 7- below 5.00 below
14 2.25 84
My Map
I will observe three Resource Teachers’ questioning and reacting techniques based on my
past lesson on “Effective Questioning and Reacting Techniques”.
To realize my Target, I will do the following steps:
My Tools
Score the Resource Teacher every time he/she demonstrates any of the following questioning
behaviors. Sample is shown in item #1.
Questioning Behavior Tally of Use Frequency
1. Varying types of questions IIII 5
2. Asking non – directive questions IIII 4
3. Calling non – volunteers IIII 4
4. Rephrasing III 3
5.Sequencing logically IIII 4
6.Requiring abstract thinking IIII 4
7. Asking open – ended questions IIII 5
8. Allowing sufficient wait time IIII 4
9.Involving as many as possible IIII 4
OBSERVATION SHEET
School Address: Purok Malakas, Lagao, General Santos City Date: ________________
Write samples of questions asked under each type.
Type of Question Sample Questions Asked
1. Convergent Question What is the full name of our national hero Dr.
Jose Rizal?
Type of Question Sample Questions Asked
2. Divergent Question Why does the ozone layer becomes thinner

and thinner?
3. Low – level Question Enumerate the main characters in the novel

‘El Filibusterismo’.
4. High level Question If the kinetic energy of gas is related to

temperature only, what happens to kinetic
energy of the molecules at a gas of 0 kelvin?
OBSERVATION SHEET
School Address: Purok Malakas, Lagao, General Santos City Date: ________________
Reacting Techniques
Score the Resource Teacher every time he/she makes use of any of the techniques.
Reacting Behavior Tally of Use Frequency
1. Providing acceptance feedback IIII 4
2. Providing corrective feedback IIII 4
3. Giving appropriate praise IIII 4
4. Repeating the answer II 2
5. Explaining the answer IIII 4
6. Rephrasing the question IIII 4
7. Asking follow – up questions IIII 5
8. Redirecting questions to other pupil IIII 4
9. Soliciting student question III 3
10. Encouraging through non – verbal IIII 4

behavior
11. Criticizing responding student for II 2

his/her answer
12. Scolding for misbehavior or not III 3

listening
13. Overusing expressions such as III 3

“Okay”, “Right”, etc.
My Analysis
1. Which questioning and reacting techniques encouraged teacher – student interaction?
Which ones did not?
If we, teachers, want to generate interaction among the students, having these
questioning and reacting techniques are a big help for us. In questioning, we have to learn
how to vary type of question. We can use divergent, convergent and evaluative questions
for asking. Practice also asking non-directed questions; calling on non-volunteers;
rephrasing; sequencing questions logically; asking questions which requires abstract
thinking; asking open-ended questions; directing question to all students to involve as
many as possible; having sufficient wait time in getting a response; and assessing
comprehension to know if the students are listening or not. In reacting techniques, we
need to provide correct feedback to the rightness or wrongness of the response. Give an
appropriate praise depending to level of the difficulty of the question answered or to the
quality of the response given. Showing non-verbal encouragement is one way also.
2. What did Neil Postman mean when he said: “Children go to school as question marks and
leave schools as periods”? Does this have something to do with teacher’s questioning and
reacting techniques?
What Neil Postman trying to imply is that children are learners who carry more
questions in their mind. It’s in our human nature also to show curiosity towards other
things that catches our interest. Children go to school in order to learn. Sometimes they
tend to ask questions to resolve some part of their journey of seeking answers. But for me,
yes, we learn and educate ourselves through school yet school was not only the place to
acquire learning. If you explore the world outside, how much learning can you might get?
Not all the time answers can be find inside the school. What we learn from school were
only a few percent of what the reality in life awaits us.
My Reflections
What do I resolve to do and NOT to do in my questioning and reacting techniques so as
to encourage teacher – student interaction?
There are many things to consider if we want to acquire teacher-student
interaction. As a teacher, you need to be careful and patient towards interacting in class
because as what we know, we are facing different kinds of students. So during
discussions, it is greater advantage if you have or know the questioning skills. If
necessary, improve your questioning techniques if you observe no progress. Don’t depend
on questioning by yourself also. Try to encourage your students to ask questions. Be
productive. You can add humor sometimes to avoid heavy atmosphere and barricade
between you and your students. It is importants also to have knowledge about right
handling of pupil’s response. Depend on the teacher’s way of handling students responses
can either encourages or discourages them from actively participating in class interaction.
Provide or give the correct feedback for students response. Avoid saying things that could
embarass them even if it was not intentional. Remember, the difficulty and pressure we
have felt to get involve, have good relationship and interaction to our students or to get the
attention of our students is the same also for our students to get intouch with us, their
teacher.
My Portfolio
I promote higher – order – thinking skills (HOTS) and interaction for learning by the kind
of questions that I ask.
Here are learning objectives. Formulate at least two examples of questions that promote
divergent thinking and HOTS.
Elementary (For BEEd Student)

1. At the end of the lesson, the pupil is able to identify the functions of the organs of the
digestive system.
Secondary (For BSEd Student)
1. After having been presented the pros and cons of teaching reproductive health in
schools, the student must be able to take a stand on the controversial issue and give
reasons for such stand.
Write your two divergent questions here!

1. Elementary
2. Secondary
 Do sex education must be taught in grade schools?
 What effect in the psychological aspects of the students they will acquire?
I promote class interaction by my favorable remarks. Here are 5 examples of expressions I

must use (products of my research) to inspire my students to be involved in class interaction.
1. “You are on the right track!”
2. ‘’very good!’’
3. ‘’Keep it up!’’
4. ‘’Nice answer!’’
5. ‘’Wonderful!’’

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Episode 1: Principles of Learning

MINDANAO STATE UNIVERSITY

PORTFOLIO IN FIELD STUDY 2

Dr. Maria Theresa P. Pelones

In Partial Fulfillment of the

Jessa Mae G. Jaco

March 13, 2015

PURPOSE OF THE PORTFOLIO iv

Episode 1: Principles of Learning

2|Field Study 2 : Experiencing the Teaching-Learning Process

The author of this portfolio would like to acknowledge the following:

To my cooperating teacher and resource teachers, Ma’am Evelyn O. Castillo, Sir

3|Field Study 2 : Experiencing the Teaching-Learning Process

The purpose of this portfolio is to serve as a

This portfolio will help us remember all the

4|Field Study 2 : Experiencing the Teaching-Learning Process

Course_______________________________________ Year & Section

Resource Teacher 1______________________ Signature ______________Date______________

Resource Teacher 2______________________ Signature ______________Date______________

Resource Teacher 3______________________Signature______________ Date______________

My Performance (How I will be rated)

Exemplary Superior Satisfactory Unsatisfactory

6|Field Study 2 : Experiencing the Teaching-Learning Process

Score Grade Rating Score Grade Rating

20 1.0 99 12-13 2.50 81

To hit my Target, I will work my way through these steps:

7|Field Study 2 : Experiencing the Teaching-Learning Process

Name of the Resource Teachers Observed:

Teacher Evelyn O. Castillo, Jorge A. Guntalidad, Marlyn M. Kellawan

Principles of Learning Teaching Behavior of the Teacher/Learning

Letting the learners learn by doing an activity

3. Learning is a consequence of experience. 3. The teacher assimilates the different

4. Learning is a cooperative and collaborative 4. Teacher conduct group activities where

8|Field Study 2 : Experiencing the Teaching-Learning Process

5. Learning is an evolutionary process. 5. This required a long time process since we

6. Learning is sometimes a painful process. 6. In learning, you cannot acquire knowledge

9|Field Study 2 : Experiencing the Teaching-Learning Process

2. Which learning principle was applied most?

3. Which learning principle was applied least or not at all applied?

Principles of Learning in My Own Words

1. Learning can be done with the learner himself.

3. Learning undergo changes in relating to experiences.

4. Learning is better when cooperating and collaborating with the others.

5. Learning takes time.

6. Learning sometimes means sacrifice for improvements.

7. Learning comes from the learner.

8. Learning can be emotional and intellectual.

9. Learning has its unique and different way on imposing to learners.

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My Performance (How I will be Rated)

answered answered completely not answered.

Transmutation of Scores to Grades/ Ratings

20 1.0 99 12-13 2.50 81

To hit my Target, I will follow these steps:

Ma’am Evelyn O. Castillo, Sir Jorge A. Guntalidad, Ma’am Marlyn M. Kellawan

School Address: Purok Malakas, Lagao, General Santos City Date:

Guiding Principles in Determining and Teaching Behavior/s which Prove/s

Yes, I consider the lesson objective of my resource teacher as SMART one

My researched quotations that state the significant of goals and objectives

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