Saint Joseph College

Tunga-Tunga, Maasin City

College of Teacher Education Department

FIELD STUDY 1
Observations of Teaching-Learning in Actual Environment
EPISODE 9
Preparing for Teaching and Learning
Activity 9.1
Demonstrating an Understanding of Research- Based Knowledge Principles of
Teaching and Learning.

OBSERVE

Observe a class with the use of the principles of learning given in Revisit the Learning
Essentials. I will identify evidence of applications/violations of the principles of learning. I can
cite more than one evidence per principle of learning. Principles of Learning What did the
Resource Teaching do to apply the principle of learning.

Principles of Learning What did the Resource Teacher do to apply the

principles of learning
1.Effective learning begins with the setting of D: The teacher uses projector to show her
clear and high expectations of learning planned learning outcomes for the topics.
outcomes. J: The teacher uses laptop and projector to
execute the lesson and show the learning
outcomes.

Learning is an active process. D: The students were encourage to participate

in their class discussions as well as in class
activities provided by the teacher.
J: The students were being motivated and
encourage to engage in the class as well as
participate.

3. Learning is the discovery of personal meaning D: The teacher gives the learners the
and relevance of ideas. opportunity to share and express their ideas in
 front of the class.
J: The students were given opportunities and
encourage to give their ideas also to become
confident in learning.
4. Learning is a cooperative and a collaborative D: The students are grouped by the teacher and
process. Learning is enhanced in an atmosphere assigned them to brainstorm about their
of cooperation and collaboration. activity. The learners are able to communicate
with their classmates by sharing and expressing
their thoughts and ideas.

J: The teacher gave a group activity and assigned

them their topics, then the students cooperate
with each other and exchange their different
ideas.

ANALYZE

1. What principles of learning were most applied? Least applied?

Most Applied

D: The principle of learning that is mostly applied is “ learning is a cooperative and

collaborative process”, because the Resource Teacher grouped in class during their class
activity so that they can openly communicate with their classmates by sharing their
thoughts and expressing their ideas. Through this collaboration, it helps student to
boast their confidence, develop their leadership’s skill and improve their learnings.

J: The principle of learning that is mostly applied is “Learning is a cooperative and

collaborative process” because the learners can openly communicate and express their
different ideas in a group activity. The learners cooperate and develop confidence also it
teach students to become collaborative.

Least Applied

D: The learning principle that is least applied is the “ learning is the discovery of personal
meaning and relevance of ideas”, because only few of the learners has the confidence
of sharing and expressing their thoughts and ideas in class. Some of them are listening
 quietly as the teacher discusses the lesson. The teacher spent most of the time lecturing
and explaining their topic.

REFLECT

From among principles of learning, which one do you think is the most important?
D: I think the most important among the principles of learning is “learning is an active process”,
because for me, participation of the learners throughout the discussions/ class activity,
engaging themselves to higher- order cognitive task such as assessment or analysis and the
interaction of the learners between their classmates and teachers helps them to develop their
ability to learn.

Activity 9.2
Identifying Learning Outcomes that are Aligned with Learning Competencies

OBSERVE

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

Learning Outcomes (SMART Objectives) Achieved

Yes No Yes No
D: Identifying the materials whether it is ✓ ✓
useful or harmful to one’s environment.

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

D: The students can easily point out materials that is useful and harmful.
D: The students learn how to recycle unused materials and transform into useful one.
 ANALYZE

1.Do SMART Objectives makes the lesson more focused?

D: Yes. Students can monitor their progress and maintain focus while studying a subject or unit
of study by setting SMART goals with measurable outcomes along the way. Students can check
off and recognize their success by having smaller goals within a larger goal.
J: Yes. Because student become motivated and maintain focus in their studies. It’s a small step
in developing progress and positive outcomes.

REFLECT

Reflect on the
Lessons learned in determining SMART learning outcomes

D: SMART are necessary for writing effective learning objectives that communicate the
intention for the learner with the intended learning outcomes. Writing effective learning
objectives is a necessary skill in academic. Well-defined learning objectives describe what the
learner must be able to achieve upon completion of the educational activity. SMART is tool that
educators may leverage towards writing learning objectives that effectively relate the intended
outcomes to the learners, simultaneously setting up the educators to successfully attain the
learning outcomes within the time and resources provided.
Activity 9.3
Distinguishing Between Inductive and Deductive Methods of Teaching
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
Did teacher lecture all the time?
D: No. The teacher involved the students by
encouraging them to actively participate in the
class discussions.
J: No. The teacher engage the students in. The
lesson and encourage them to be participative
in the class.
Student-centered
Were students involved in the Teaching-
Learning process? How?
D: Yes. The teacher allow the students to
participate throughout their discussion. The
learners may ask questions for the clarification
of their topics.
J: Yes. The learners can ask questions to the
teacher about what they don’t understand and
they participate in class.

Was the emphasis on the mastery of the lesson
or on the test?
D: Both. It is on the lesson where the teacher
elaborated what must her students know and to
test her students if they really understood the
discussions through their activities and
evaluation.
J: Both. The teacher elaborated the lesson and
make sure that the students understand and
learn from the lesson also in test.
Was the emphasis on the students’ application
of the lesson in real life? Give proofs.
D: Yes. The teacher discuss the useful and
harmful materials where she teach her students
how to recycle and reuse any materials and how
to properly throw waste materials through
labeled garbage can. Through learning from
these activities, students may apply it in real life
situations.
J: Yes. The teacher relate the lesson in real life
scenario which it’s good because the students
can relate and understand the lesson more.

Was class atmosphere competitive? Why?
D: Some of the students are competitive with
the others especially top students because they
can easily catch up the topics and participated
all the time.
J: There are students that are competitive in
class especially the top students and fast
learners. Because they catch up the lesson fast
and they are attentive.
Was class atmosphere collaborative? Why?
D: Yes. Teamwork and unity can be seen during
their group activities.
J: Yes. Because there is teamwork in the class
especially in group activity. They cooperate and
exchange their different ideas and help one
another.

Did the teacher focus only on one discipline/ Did teacher connect lesson to other disciplines/
subject? subjects?
D: No. D: Yes. The lesson is integrated to values:
J: No. environment education
J: Yes.

What Teaching-Learning practice shows that teaching-approach was:

A constructivist- connected to past experiences of learners; learners constructed new lesson
meanings
D: The teacher provide real life examples from their past experiences and use it to apply in their real
life situations.
J: The teacher uses real life scenario’s to apply it on the lesson.
B. Inquiry-based
D: The learners are curious when they are interested on their topic. They frequently ask questions to
clarify their confuses with regards to their topic.
J: The students ask questions they are curious about.
C. Developmentally appropriate – learning activities fit the development stage of the children
D: The activities provided by the teacher are set and suitable according to the developmental stage
of her learners.
J: The activities that are being given by the teacher are suitable in the developmental stage of the
learners
D. Reflective
D: The teacher relates their discussion to real life scenarios which allow students to reflect it and
apply those good deeds and avoid doing bad deeds.
J: The teacher relates the lesson in real life situations and because of that the students get an idea
and relate it to their selves.

E. Inclusive- no learner was excluded; teacher taught everybody

D: The teacher gives an individual activity to test their understanding and checks their answers one-
by-one. Those who got low scores especially slow learners will be remain in class for remedial so that
the teacher can assure that the learners will have knowledge and may enhance their learning skills.
F. Collaborative – students work together
D: The teacher grouped her students so that they can collaborate with their classmates, to
brainstorm ideas and express their thoughts towards each other.
J: The teacher group the students to work together and become cooperative. This build relationship
to the students

G. Integrative- lesson was multidisciplinary – e.g., in science, math concepts are taught.
D: The teacher try to integrate their lesson/ topic into other area of specialization.
J: The teacher tried to integrate the lesson to other area of specialization.
 ANALYZE

1. What are the possible consequences of teaching purely subject matter for mastery
and for the test?
D: Some of the students may find it interesting especially to those top of the class (fast
learners) , but for the slow learners it will be difficult for them to understand easily and
master the topic. They might get bored, inattentive and uninterested with the
discussions.
J: The possible consequences are some students might have trouble in learn and slow
response especially to the slow learners, and for the fast learners it might be interesting
for them and they become responsive and attentive.

2. If you were to reteach the classes you observed, would you be a teacher-centered or
student-centered?
D: I would be student-centered. I will engaged student to do what they want in terms of
learning. They are allowed to interact and collaborate with their classmates . I will give
them freedom on how they want to learn so that they will become more comfortable. It
also help develop their independence, enhance their learning and critical thinking skills.
J: Yes. Because I know what I’m teaching is all about and I’m the one that knows what to
do that benefits the students learning. I will engage the student’s in group activity to
become interactive with each other. Giving the freedom in learning that makes them
comfortable and develop independence.
 REFLECT

Reflect on Principles of teaching worth applying

D: For me, if I am going to teach someday, I will make sure that I will develop a sense of respect
among the students. Support students with diverse talents and also behave equally with all.
Always be prepared to develop and change the way of imparting the knowledge to the students
based on their requirements and suitability. I will encourage energetic learning and build
connection among students and faculty. When students are encouraged to study and work as a
team, more gaining knowledge takes place. Characteristics of right learning are collaborative
and social, not isolated and competitive. Working together improves resolving power and
understanding.
J: As a future teacher, I will make sure to establish equality, respect, understanding and
support. I will ensure to be well equipped and prepared in imparting knowledge and positive
discipline in the students. Also to encourage the students to be cooperative, active, sociable
and transparent in working with their classmates when doing a group activity nor individually.