FIELD LEARNING Preparing for Teaching and

STUDY 1 EPISODE Learning

9
Activity 9.1- Demonstrating an Understanding of Research- Based Knowledge Principles of
Teaching and Learning

Resource Teacher: Daisy R. Gulingan Teacher’s Signature _______ _ School: Kalinga NHS
Grade/Year Level: 9 Onyx Subject Area: _Science 9 Date: September 26,2022

OBSERVE
Observe a class with the use of the principles of learning given in Revisit the Learning
Essentials. I will identify evidence of application/violations of the principles of learning. I can cite
more than one evidence per principle of learning.

Principles of Learning What did the Resource Teacher do to apply

the Principle of learning
1. Effective learning begins with the setting The teacher uses the school books to show
of clear and high expectations of learning her planned learning outcomes for the
outcomes. topics. The teacher also made a recap
discussion to ensure about what the student
gain from the topic last meeting.
2. Learning is an active process. The teacher delivers her lesson all alone and
it centered to the student learning interest
and cooperation to the discussion. The
student were then given the time to take
down notes on some of the most important
details.
3. Learning is the discovery of personal The teacher creates a group work activity
meaning and relevance of ideas. relating to experimental that leads the
student about discovery and learning new
things on real show. It is a fun activity that
involves peer teaching and teamwork.
4. Learning is a cooperative and a The student teamwork is built different
collaborative process. Learning is enhanced because it involves critical thinking on how
in an atmosphere of cooperative and they perform and execute the given task on
collaboration. them. Students were very accommodative
when it comes on fulfilling their work.

Analyze
1. What principles of learning were most applied? Least applied?
Most applied
The most applied principle of learning is the cooperation, teamwork, and collaboration
of the student inside the class, because the student were given a task which is group activity
that will allow them to participate actively especially the given activity was all about physical
task. This will show how they exchange idea and create an astonishing output to the class.

Least Applied

The least applied learning principle is "learning is the discovery of personal significance and
importance of concepts," because of teacher spent the majority of the time describing and
sharing her thoughts on the subject.
2. Give instances where this/these principle/s could have been applied?
2. Give instances where this/these principle/s could have been applied
2. Give instances where this/these principles/s could have been applied/

Inside the class, the teacher mostly do the discussion alone which should not because it
only focuses to the teacher where she mostly generates all the ideas about the discussion
without allowing the student to make a conversation where there is exchange of ideas.

As a future teacher, since we conduct our own observation we must implement those
principles where we feel secure and highlights the needs of our student to develop them
physically, mentally, emotionally and spiritually on working to their learning skills. Setting these
principles create a successful and engaging environment especially it focuses and centered to
student learning.

Reflect
From among the principles of learning, which one do you think is the most important?

I consider that the most fundamental principle of learning is that learning is the process
because this principle requires active engagement in greater mental performance such as
assessment, production, and evaluation. In this frame of reference, teaching approach is
recommended for educational activities that entail student teachers conducting tasks and
thinking of what they are conducting.

One of the most accurate principles that I might consider is learning is cooperative and
collaborative. This is where we can see how energetic and active our student when it comes to
activity basing on the technique and art of teaching that we showed to them. This will reflect to
us if learning takes place during our discussion.
Activity 9.2 Identify Learning Outcomes that are Aligned with Learning Competencies

Resource Teacher:_Daisy R. Gulingan Teacher’s Signature _______ _ School: Kalinga NHS

Grade/Year Level: Stem 11-B Subject Area: Physics 11 Date: September 26,2022

Observe
Observe a class, this time focusing on how the learning outcomes were stated.
Determine, if the learning outcome/s was/were achieved or not. Give evidence.

1. Write the learning outcomes stated in the lesson.

Learning Outcomes (SMART Objective?) Achieved
Yes No Yes No
1.Seat work / /
2.Differentiate the use of SOH CAH TOA / /
3.Recognizing the formula / /
4.Solve for the equation / /
5. Analyze the picture and describe / /

2. Cite pieces of evidence that these learning outcomes were achieved.

1.
ANALYZING THE PICTURE

2.
RECOGNIZING ITS USES OF FORMULA

3.
PROBLEM SOLVING
Analyze
1. Do SMART objectives make lesson more focused?
Yes, because the students were able to attain and achieve the task on time. And some of
the given activities were relevant to our daily life that’s why it has a great contribution to
students learning.
They didn’t only focus to their learning for today but also relay some information on
their past lesson making them aware and connect the ideas to the present discussion. This
shows that they are seriously participating and collaborating with their peers and teacher.

Reflect
Reflect on the Lessons learned in determining SMART learning outcomes.
When evaluating SMART learning goals, it must be relevant to our lives, attainable, and
appropriate. None of it makes perfect sense if you only train without analyzing your tasks. The
SMART objectives put you in a way where learning is compulsory and provides you the benefits
of education in attaining your goals in life.
These doesn’t mean to give you all the information needed but to enlighten us with the
learning objectives that must be implemented and determine our ideas and knowledge on a
specific topic.
Activity 9.3 Distinguishing Between Inductive and Deductive Method of Teaching

Resource Teacher:_Daisy R. Gulingan Teacher’s Signature _______ _ School: Kalinga NHS

Grade/Year Level: Stem 12-B Subject Area: _Physics 12 Date: September 26,2022

Observe
I will observe one Resource Teacher with the use of this observation sheet. Using the
guide questions, I shall reflect on my observations and analysis.

Teacher-Centered Student- centered

Were
Did teacher lecture all the time?
No

students
involved in
the
teaching-
learning
process?
How? Or
were they
mere
passive
recipients of
instruction?
Were students involved in the teaching-
learning process? How? Or were they mere
 passive recipients of instruction?

For me there is teaching learning process

Was the emphasis on the mastery of the
lesson or on the test? Prove.
On the lesson because it is a new topic
and the teacher focuses more on what must
be done in order for her to target her
objectives.
Was class atmosphere competitive? Why?
because while they were taking down notes,
they ask question for clarification proving
that they are learning and concentrating to
the lesson.
Was the emphasis on the student’s
application
of the lesson in real life?
Was the emphasis on the student’s
application of the lesson in real life?
Yes, because their topic is more on
physics that deals with computation and
estimate, the student were told to make an
example question basing that it is on the real
life situation.
Was class atmosphere collaborative? Why?

Yes because most of the student shows Yes cause they perform peer teaching and
respond to the activities and they were collaboration inside the school.
active in engaging to the topic

Did teacher focus only on one Did teacher connect lesson to other
discipline/subject disciplines/subjects?

Yes because it is more on physics and they Yes, when it comes to example she give a
need to learn more about problem solving. demonstration on it in real life basing from
what must be the question to be raise.
What teaching-learning practice shows the teaching approach was:
A. ) constructivist- connected to past experiences of learners constructed new lesson
meanings
Learners were able to analyze some problem base from their imagination on the real life
situation.

B.) inquiry-based
I believe the students were all impartial and versatile when it comes to academic
performance
C.) developmentally appropriate- learning activities fit the developmental stage of children
The activities that was given to them focuses more on their creativity, critical thinking and
logical because it involves math problem solving especially on their physics subject.
D. ) reflective
The activities were more on real life situation example, that makes them more active on
their task by simple realization to the problems base on how does the teacher implement
the question.
E. ) inclusive- no learner was excluded; teacher taught everybody.
The teacher gave them some seatwork and does a recap activities on the previous lesson
ensuring and clarifying the mistakes that are need to address.
F. ) Collaborative- students worked together.
Peer teaching, asking question and clarification was done for better and progressive task.
G. ) integrative- Lesson was multidisciplinary- e.g. In Science, Math concepts were taught.
The students strive to incorporate their instructional into some other areas of expertise

Analyze

1. What are possible consequences of teaching purely subject matter for mastery and for the
test?
 Teaching purely subject matter as mastery to student may give them proper
understanding focusing specifically on their subject area. once they were targeted o
those concentration to their mastery, high expectation can be fulfilling to their teacher
knowing the lesson and discussion were executed and mastered by her student.

2. If you were to re-teach the classes you observed, would you be teacher-centered or student
centered? Why?
I would focus on student-centered because education and teaching is merely on
the student. Don’t be a teacher for the whole day always make sure there is an
exchange of conversation between teacher and student. This will allow them to think
critically and actively inside the class. Dong this as a daily routine will improve their
learning skill and communication to peers and teacher eliminating the boundaries that
pushes them down and provide a safer place them to work properly.

Reflect
Reflect on Principles of teaching worth applying
For me, if I was given the chance to be an educator, I would like to create and active and
attracting room environment. Having this concept in your room eliminates the boredom of your
students making them more concentrate on their learning and bring an active environment.

Link Theory to Practice

Direction: Encircle the letter of the correct answer.

1. Teacher Rose believes that students need not know the intended learning outcome of her
lesson. She proceeds to her activities at once without letting them know what they are
supposed to learn for the day. Which principle of learning does teacher rose negate?
A. Effective learning begins with setting clear expectations and learning outcomes.
B. Learning is an active process.
 C. Learning is the discovery of the personal meaning of ideas.
D. Learning is a cooperative and a collaborative process.

2. Teacher Lil avoids drills out of context. She gives real-world Math problems for students to
drill on. Teacher Lil is very much convinced of which principle of learning?
A. Learning is an active process.
B. Learning is the discovery of the personal meaning of ideas.
C. Learning is a cooperative and a collaborative process.
D. Effective learning begins with setting clear expectations and learning outcomes.

3. For meaningful teaching and learning, it is best to connect the lesson to the life of students by
integrating a relevant value in the lesson. Which principle is applied?
A. Lesson objectives/intended learning outcomes must integrate 2 or 3 domains-
cognitive, skill and effective or cognitive and effective or skill and affective.
B. Begins with the end in mind.
C. Share lesson objectives/ intended learning outcomes with students.
D. Write SMART lesson objectives /intended learning outcomes.

4. Teacher Ruben wanted his students to rate their own work using the scoring rubrics which he
explained to the class before the students began with their task. Based on revised Bloom’s
Taxonomy, in which level of cognitive processing are the students?
A. Evaluating
B. Synthesizing
C. Applying
D. Analyzing

5. You are required to formulate your own philosophy of education in the course, The Teaching
Profession. Based on Bloom’s revised taxonomy, in which level of cognitive processing are you?
A. Analyzing
B. Applying
C. Creating
D. Evaluating

Show your Learning Artifacts

Post proofs of learning that you were able to gain in this episode. You may attach the lesson
plan(s) used by your Resource Teacher to show the indented learning outcomes and the
method used in class.
EVALUATE Performance Task
Name of FS Student: RAMON N. DAMAGON Date Submitted: October 07, 2022
Year & Section: ____BSED 4 A___________ Courses: _EDUCATION______

Learning Excellent Very Satisfactory Satisfactory Needs

Episode 4 3 2 Improvement
1
Accomplished All observation One (1) to two (2) Three (3) Four (4) or
Observation questions/ tasks observation questions/ observation more
Sheet completely tasks not answered/ questions/task observation
answered/ accomplished. s not questions/ task
accomplished. answered/ not answered/
accomplished. accomplished.
Analysis All questions were All questions were Questions Four (4) or
answered answered completely, were not more
completely answer answers clearly answered observation
are wit depth and connected to theories, completely, questions were
are thoroughly grammar and spelling are answers are not answered;
grounded on free from errors. not clearly answers not
theories, grammar connected to connected to
and spelling are theories; one theories; more
free from error. (1) to three (3) than four (4)
grammatical/ grammatical
spelling /spelling errors.
errors.
Reflection Profound and Clear but lacks depth; Not so clear Unclear and
clear; supported supported by what were and shallow; shallow; rarely
by what were observed and analyzed somewhat supported by
observed and supported by what were
analyzed. what were observed and
observed and analyzed
analyzed
Learning Portfolio is Portfolio is reflected on in Portfolio is not Portfolio is not
Artifacts reflected on in the the context of the reflected on in reflected on in
context of the learning outcomes. the context of the context of
learning Complete; well the learning the learning
outcomes; organized, very relevant outcomes. outcomes; not
complete, well- to the learning outcomes Complete; not complete; not
organized, highly organized organized, not
relevant to the relevant to the relevant
learning outcome learning
outcome
Submission Submitted before Submitted on the Submitted a Submitted two
the deadline deadline day after the days or more
deadline after the
deadline.
COMMENT/S Over- all Score Rating: Based
On
transmutation)

TRANSMUTATION OF SCORE TO GRADE/ RATING

Score 2.0 19- 17 16 15 14 13-12 11 10 9-8 7-below
18
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 81 75 72 71- Below

______Ma’am Arsenia Bayongan_______ October 07,2022_

Signature of FS Teacher above Printer Name Date