i

FIELD
STUDY
1
 ii

SUPPORT SHEET

This portfolio in Field study 1, prepared and submitted by Sheenna Marie S. Chavez in

partial fulfillment of the requirements for the degree of BACHELOR OF

TECHNICAL-VOCATIONAL TEACHER EDUCATION, major in Hotel and

Restaurant Services Technology.

SHEENNA MARIE S. CHAVEZ

FS 1 Student

JAMIE ROSE F. PAUSAL

Critique Teacher

FRANCIS G. ELIZARDE, MAIE-AS

FS 1 Professor
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ACKNOWLEDGEMENTS

Without the aid and amazing support of the persons we will mention in this portfolio for

field study 1, we would not have been able to complete this study. We are grateful for

their help and support.

To my critique teacher, Ms. Jamie Item, for being a thoughtful resource teacher, for

guiding me in my task works, and for inspiring me to become a better teacher someday,

to the school, Cayetano Arellano High School, for acting as a good institution by

accepting me as one of the student teachers, I would like to thank our field study 1

professor, Mr. Francis G. Elizarde, for guiding us and indicating what to do in our field

study activities before our deployment. I appreciate the chance to collaborate with their

group. Without the help of these experts, I could not have produced and submitted a

stronger portfolio.

I'm also expressing my gratitude to my classmates, my family, and my co-student

teachers for their assistance throughout my field study and for motivating one another to

complete the crucial hours we contributed. I'm also very appreciative.

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DEDICATION

This portfolio is dedicated to all people who accompany me throughout the journey of

learning the field study 1 and 2. First `and foremost, I would like to dedicate this portfolio

to our mighty God, for the guidance, strength, power of the mind, protection, and skills

he provided in conducting this portfolio.

I also dedicated this accomplishment to my parents for their unending love, care, and

support. They have been our source of inspiration and our source of strength when we

were about to give up. And they continue to provide moral, spiritual, emotional, and

financial support for our life goals and dreams.

Lastly, I dedicate this portfolio to myself as a trophy for completing the fields study 1.

Throughout this journey, I have had the opportunity to cry, laugh, fell, and learn new

things. I dedicate this to myself for not giving up in the face of adversity and for applying

what I’ve learned in life.

TABLE OF CONTENTS

Page

TITLE PAGE…………………………………………………………………………….i
 v

SUPPORT SHEET.………………………………………………………………………

ii

ACKNOWLEDGEMENTS.

…………………………………………………………….iii

DEDICATION……………………………………………………………………........iv

TABLE OF CONTENTS…………………………………….………………………...v-

vi

Day 1……. …..………………………………………….……………..1-2

Activity 1……………………………………………..…………….....2-8

Day 2………………………………………………..……….………...9-10

Activity 2…………….…….……………………..……………….....10-13

Day 3……………….……………………………………………..…13-14

Activity 3…………….………………………………….………….14-17

Day 4……………….……………………………………..…………18-19

Activity 4………….………………………………………..……….19-22

Day 5………………………………………………………..………..22-23

Activity 5……………………….………………………….………..23-26

Day 6………………….……………………………………………..26-27

Activity 6…………….…………………………………………..….27-32

Day 7………………………………………………………………....32-33

Activity 7…………….………………………….…………………....33-37

Day 8………………………………………………………………….37-38

Activity 8……………………………………………………...…..…38-40

Day 9…………………..………………………………………..............41

Activity 9…………….………………………….……………….......42-45

Day 10…………………………………………………………….......46-47
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Activity 10……………………………………………………………47-50

Day 11………………………………………………………………..50-51

Activity 11…………….………………………….……………......51-53

Day 12……………………………………………………..………53-54

Activity 12…………………………………………………..…….54-56

APPENDICES

MEMORANDUM OF AGREEMENT………………………….....57-59

PARENTS/ LIABILITY WAIVER………………………………….........60

MASTER LIST DEPLOYMENT…………………………………………61

CRITIQUE TEACHER EVALUATION SHEET……………………..62-63

DAILY TIME RECORD……………………..……….………………….64

CERTIFICATE OF COMPLETION……………………………………65
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 1

DAILY ACTIVITY

My observations this day:

observation of the students, I went to critique my teacher Ms. jamie, ma'am jamie is

quiet, kind, understanding, and generous to me, after all she is not difficult to live with.

On my first day of observing the students, he asked me to write on the board as soon as

he could prepare for the arrival of his students. when her students arrived, ma'am jamie

immediately introduced me and told them that as they respect ma'am jamie, so should I.

what my critique teacher said made me happy because he wants his students to regard me

as a teacher as they see him. What I observed in my students, they didn't have the
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assignments that my critique teacher asked them to do, but there was someone who did it

so ma'am jamie was somehow able to teach her students.

Activity Sheet #1

Research the UDM school profile, investigate the facilities and support learning areas in
the campus and in the classroom. Be guided by the following as you accomplish this task:
1. Carefully examine the school premises, accomplish the checklist as you go to the
different school premises.
2. Based on your checklist, write your observation report, and answer the guide
questions.
3. Make a reflection writing on the characteristics of a school environment that
promote learning by answering the given question.
4. For purposes of reliability, electronic outputs should be encoded using Century
Gothic and font size is 12. Handwritten outputs should be rendered in print not in
script.
5. You may add some facilities in the classroom that you think may affect the
learning of the students.

Analysis:

1. What is the impact of the school campus and the classroom to the learning of the

students?

The classroom or the school plays an important role in the learning of the learners,

so it's impact must be good. I see that the school and classroom is enough to

accommodate all the students that assigned at Universidad De Manila annex, they

had a different schedules that given so they are well accommodate. All of the

rooms are conducive to learning but some of the rooms has a problem of electric

fan, it may be affected the students distraction or they may be hard to focused on

the lesson. With these it may be affecting the factors of learning. Conducive

school will be helpful for the students to develop their learning and it will be

helpful to lessen the distractions. I believe that focused is a good help for all of

students to learn, that's why distractions are need to remove from schools. And it

is good that the school was clean and comfortable for the learning factors of the

students.

2. Relate this to your knowledge in Child and Adolescent Development and Facilitating
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of Learning.

To connect this to my understanding of promoting learning and child and

adolescent development. I am aware that the Universidad De Manila's annex

campus has been updated for students. This has an impact on the students'

knowledge growth, attitudes toward discipline, and motivation to work harder in

class in order to achieve their goals and feel more at home than in the previous

UDM annex. The UDM professors and teachers are ready to assist students with

developing their mental discipline, which is being developed through their use of

math, grammar, and other subjects.

Furthermore the material culture or technologies it has a big role for the

classroom in our times, because in the 21st century, we are now using

technologies at school, like projector, laptop, electricity, air con/electric fan and

other technologies. It has a big help to make easier to teach and to study, it also

help us as a student or as a professor to feel comfortable while we are studying

and teaching.

Reflection/Insights:

1. Would you like to teach in the school you just observed? Why? Why not?

Yes, but I rather to choose to teach at Universidad De Manila annex, because I see

that the facilities and classrooms are more conducive to learning. The Comfort

room was clean, and the other classrooms are air-conditioned, the chairs are good

and it is arranged properly, and the white board was clean and wide so that I write

on the white board without hesitation. The teachers table was clean, good

condition, and new. The bulb lights are good and bright so that I see what my

students are doing and I can see if they are all listening to my discussions. And

the paint of the classroom was soft to the eyes and plain to lessen the distraction

of my students, but the only problem that I know that I will be encounter was the
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noises of the horn of the jeep and other vehicles, and also the noise of the train.

2. What characteristics of a school campus are conducive to learning?

When I visited at the annex campus, I've been seeing the facilities that is

conducive learning for the students, first is the access ramp for the PWD's this

will be help the students to be feel overwhelmed because they will thing that

they're belong to the school, furthermore they can see the kindness of the school

for the simple facilities. Next is the checking the temperature, it will be help to

students to know if they need to take a rest or not. Next is the front desk, I really

like and appreciate the front desk of the UDM annex campus, because if the

students, professors or parents has concern, they can ask at the front desk, so that

they will know what to do. The corridor, lobby, and comfort room was clean,

especially at the comfort room it was very neat and comfortable to use. The

school has fire extinguisher, and fire exit.

3. What characteristics of the classroom are conducive to learning?

Based on my visitation at the Universidad De Manila annex campus, I think that

the classroom on annex was more conducive, because the classroom of the annex

university was clean, neat, bright, simple, good conditions of chairs and tables,

and no other things inside the classroom. Because all of these has affect on the

students. And I can see that there's an interaction between students and teacher,

and also it is less the disturbance of the discussion, it's because of the blurred

windows on the corridors. But at some point the noises of the vehicle will be the

problem, and also the other electric fan is not working, because the students' focus

is on fanning to reduce the heat they feel. So the annex campus was needed to

change the electric fan, so that the only problem is the noises of the vehicle, so

that the classroom will be more conducive learning.

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4. As a future teacher, how can you make your classroom conducive to learning?

As a future teacher, I will make my own classroom that I know that will be more

conducive learning, but at some point, I really love the classroom that I already

encounter at UDM annex. The design of the classroom was plain, nice, simple,

clean, and motivated. Let's start with the door of the classroom, I like that the

door has a quote of welcome and learn more here. Inside the classroom I like to

have curtains, because we don't know when it's sunny or not, to make my students

comfortable, I'd like to put a curtain. And on the board I like to put quotes of the

day, the chairs are arranged accordingly, and the electric fan and the lights are all

goods. And I would like to put the teachers desk at the back of the students chairs

so that they can see clearly, the white board or what I presented. I also want to

put, groom, dustpan, and trashcan, at the back of the room. And lastly I like to put

some visual aids that will help my students to have an idea on what I am

discussing.

SCHOOL FACILITIES CHECKLIST

Facilities Description

Office of the Principal The office of the principal, Dean's office are in the

same building at UDM main campus. It is air-

conditioned, clean, tables, chairs, drawers and it has a

waiting area outside of the office.

Library The library was air-conditioned, the books are arranged

properly, it has many tables and chairs. And the library

was good because it is quite.

Counseling Room The counceling or OSA was placed at the main campus

of the UDM. It was air-conditioned and it has tables

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and chairs for the students who has a problems to share.

Canteen / Cafeteria The canteen was placed at the main campus of the

UDM, and it has tables, chairs, umbrella. It also has a

wash area and comfort room.

Medical Clinic The clinic was placed at the main campus of the UDM

and it was near at the exit, the clinic was air-

conditioned room, and it has medical kits, chairs and

beds but it is small room.

Audio Visual / Learning The audio visual learning, was air-conditioned room
Resource Center
and it has a mini stage, chairs, projector. It is good for

students to develop their knowledge.

Science Laboratory The science laboratory, was placed at the main campus

of the school. It has different visual aids, and tools and

equipment.

Gymnasium The gymnasium was placed at the main campus of the

university and it placed near at car park. It was covered

court.

Auditorium The auditorium was placed at the main campus of the

school and it has chairs, and projector. And the room is

air-conditioned

Home Economics Room The home economics room was placed at the annex

campus of the UDM, and it is clean and light color of

the paint.

Industrial Workshop Area The industrial workshop area was placed at the annex

campus of the UDM and it is wide and neat place to

used.

PTA Office The PTA office was placed at the main campus of the
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university and it is air-conditioned, it has projector,

chairs, and mini stage. this will be use when it has a

parent's meeting.

Comfort Room for Boys The comfort room for boys was clean it has 1 cubicle

and the other is urinal, and it has lavatory and mirror.

Comfort Room for Girls The comfort room for girls was clean it has 2 cubicles,

and it has trashcan, lavatory and mirror.

DAILY ACTIVITY
 8

My observations this day:

On my second day of observation, my critique teacher entrusted me with Ms. Jamie is

giving information about the color wheel they will make, I was told that he has taught it,

all they will do is make a wheel that contains colors starting from primary colors to

tertiary colors. I did this so that while my critique teacher was in the meeting, my

students had a task to do, and to prevent them from leaving the classroom, I observed that

most of the students did not bring materials, so what I thought way is to put aside those

who have materials with those who don't, then they can borrow materials and they are all

productive, obedient, and kind students of my critique teacher so I didn't have a hard time

with them, but I couldn't avoid making noise and it is inevitable that something will

happen. I did not forbid them regarding this, as long as they work and it is not that strong,

and for the students who help in the work, I guide them so that they can learn.

Activity Sheet#2

Watch a video on how a group of learners from different levels (Preschool, Elementary
and High School) behave in the classroom. Be guided by the following as you
accomplish this task:
1. Carefully examine the video, notice the different characteristics of the student in
each level.
2. Record the data you gathered in the Learner’s Development Matrix. This will
allow you to compare the characteristics and needs of learners at different levels.
3. In the analysis part, write the most salient development characteristics of learners
you notice. Based on this characteristic, think of some implications for the
teacher. The first part is done as your sample.
4. Make a reflection on the characteristics of learners at different levels by
answering the given questions.
5. For purposes of reliability, electronic outputs should be encoded using Century
Gothic font size 12. Handwritten outputs should be rendered in print not in script.

Activity #2
Watch a video on how a group of learners from different levels (Preschool, Elementary
and High School) behave in the classroom. Be guided by the following as you
accomplish this task:
6. Carefully examine the video, notice the different characteristics of the student in
each level.
7. Record the data you gathered in the Learner’s Development Matrix. This will
allow you to compare the characteristics and needs of learners at different levels.
8. In the analysis part, write the most salient development characteristics of learners
you notice. Based on this characteristic, think of some implications for the
teacher. The first part is done as your sample.
 9

9. Make a reflection on the characteristics of learners at different levels by

answering the given questions.
10. For purposes of reliability, electronic outputs should be encoded using Century
Gothic font size 12. Handwritten outputs should be rendered in print not in script.

Reflection/Insights:
1. While you are observing the learners, did you recall your own experiences when you
were their age? What similarities or differences do you have with the learners you
observed?

Even though I had pals with whom I played when I was their age, I was a
real loner. We always play and chat when I was in pre-school through
elementary school, but we also take part in my teachers' activities and
school-sponsored activities. By using these techniques, students will be
able to develop their critical thinking skills and learn how to abide by
rules and regulations. Then, in high school and senior high, we started
acting more hygienically and making plans for the future. Although we
are noisy, we can follow the rules.
Since I am a dependent person, I was initially afraid of being in college. I
worried that I couldn't do it and follow the rules because I felt under
pressure, but over time I learned a lot. I first learnt about technologies,
how to be more creative in what I do, how to interact with others, and
most importantly, how to be an independent person. Everyone has a
significant role in school. I came to the conclusion that people learn best
through experience.

2. Think of the teacher you cannot forget, either positive or negative. How did she/he
help or not help you with your development (physical, social, emotional, and
cognitive)? How did it affect you?

 I never forget my P.E teacher in senior high he also our teacher in self-

development and my Filipino teacher. I never forget how he encourage us,

how he boosts our self-esteem. He always said that we should trust our self

and he always believe in us and don’t brag our self. If no one believe in us he

always there to support us. And I never forget how he support our section in

dance festival he patiently teaches us so we can improve our performance. I

remember how happy he is when we win the first place in dance festival, he so

proud of us even though we are not the champion. And I also remember all the

effort he does for our section he believes that we can do that. I never forget

my Filipino teacher our adviser in senior high grade 12 to be specific. He

became our father he’s always there for us if we have problem in our study, he

whole heartedly helps us. He helps us to become a better student.

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LEARNER’S DEVELOPMENT MATRIX

Level Salient Characteristic Implications to the
Observed Teaching-Learning
Process
Preschool  Preschoolers roam  Therefore, the teacher
Age Range:
3-4 years old around most of the time should remember to use
(Sample only)
kinesthetic activities.

 Therefore, teachers

should not expect

preschoolers to stay

seated for a long period of

time.

Preschool  Learning how to write  Therefore, the teacher

Age Range:
 Need to be guided should not only focus on
3-5 years old
teaching academically

but also give the student

a time to play.

 Therefore, the teacher

should train

preschoolers to have

confidence in the class.

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Elementary  Can communicate  Therefore, teachers

Age Range:
already but not so good. must help in
5-11 years old
 Friendly and promoting the value

approachable. of playing sports to

 Interested in sports. the students.

High School  Already knows how to  Therefore, teachers

Age Range:
write poems, letters, and should remember to
11-17 years old
essay. have some activities that

 Competitive in the class. will help the students

socializing.

DAILY ACTIVITY

My observations this day:

 12

On my third day of observation, I was told by my critique teacher that he will attend the

meeting and it will be long and maybe he has something else to do in the office of our

head department, he wants me to do our activities first in FS1 and 2, so I did some of my

activities in FS 1 and 2. when I finished doing the activities, I just cleaned the classroom

because I noticed that my critique teacher was not giving much orders to his students to

clean the previous days, so I swept, I wiped the blackboard and windows, and I arranged

the chairs and tables, I organized books, notebooks, portfolios, and quizzes, to be more

comfortable the inside of the classroom and we can avoid catching a cold from the dust

that we can inhale from the window and blackboard.

Activity Sheet #3

You will be assigned to the different grade levels. You will examine how classrooms are
structured or designed to allow maximum participation and effective learning. Be guided
by the following:
1. Observe aface to face and online class that is assigned to you, see Report
regarding the classroom management. Please be guided by the given questions.
2. Based on your observation report, answer the Classroom Management Matrix,
and analyze the matrix by answering the questions.
3. Make a reflection on how the classroom was structured or designed for an
effective learning environment by answering the given question.
4. For purposes of reliability, electronic outputs should be encoded using Century
Gothic font size 12. Handwritten outputs should be rendered in print not in script.
5. You may answer column 3, “Effects on the Learners” after answering the
questions below.

Guide Questions:

1. Are there noticeable rules and procedures imposed during the online classes? List

them down.

• To be honest, I didn't notice any rules in their online class because we didn't

participate in their online class even once. However, I have observed that when one of

the teachers conducts her online class in the faculty room, they are waited to call their

names to answer or raise their hands to avoid noises.

2. Are there noticeable rules and procedures imposed during the face-to-face classes?

List them down.

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 No phone allowed during the class

 Avoid making noise

 Bag in the back during exam

3. Did the students participate in the classroom rules? Enumerate how students

participate.

 Yes, they online used their phone in the classroom if it is needed.

 They raised their hand and waited to call their names.

 They clean the room before they leave

4. What are the routines of the teacher? Enumerate the routines and describe how are

they done?

 Start with the prayer

 Attendance

 Review

 Discussion

 Quiz

 announcement

5. During synchronous activities / recitation, observe if there is presence of noise. How

is it managed by the teachers?

• I lacked the necessary experience to observe the student during their online class.

We only meet the student in person during face-to-face classes. But I believe what

they are doing face-to-face is the same as what they are doing in their synchronous

class, though I heard a teacher say that during their synchronous class, the majority of

the students did not attend.

6. During face-to-face activities / recitation, observe if there is presence of noise. How is

it managed by the teachers?

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 During the face-to-face recitation I observe that the student raises their hands

if they want to answer. If the class get noise their teacher immediately acts.

The students of abada some of the section is easy to discipline even though

there is a student that reproached several times is still not listening.

7. What does the teacher do to reinforce positive behaviors of the student during

synchronous classes?

 To ensure that all students receive positive reinforcement that encourages

them, teachers should use a range of praise techniques, such as verbal praise

in synchronous situations and written praise on asynchronous tasks. They

should also incorporate activity reinforcers or token systems.

CLASSROOM MANAGEMENT MATRIX

Aspect of
Classroom Description Effect on the Learners
Management
Platforms use Via video stream or Synchronous learning occurs in
during
synchronous conferences. Google meet or real time and can help students
meeting
zoom feel connected even if their

learning experience takes place

primarily online.

Classroom Rules One of the classroom rules Discipline or classroom rules

being observe is raise your hand always encourage healthy

if you want to recite. competition and obedience

Classroom One of the samples is the The student become

Procedure
earthquake drilling procedures knowledgeable and alert when

such situation occurs.

Routines Opening prayer, and class With the daily routine the

attendance. students develop self-discipline

and act responsively to the given

task.
 15

Handling Diplomatic shushing down of More effective delivery of lesson

misbehavior / off-
task behavior students to minimize noise by teachers and understanding

among students

Reinforcement of Praises Acknowledging and praising

Positive behavior
positive performance is

employed to encourage other

students to do the same.

Others

DAILY ACTIVITY

My observations this day:

 16

On my fourth day in my observation, my critique teacher sent fabric that they would use

to make an apron, because what I observed was that many of them were not able to bring,

and there was a reason that the fabric that they brought was too much so what we did was

they just shared and paid half of it, based on its price. we started marking the pattern they

were following and we cut it, I helped them because they were having a hard time

matching the cut and they were afraid of making a mistake in cutting because they didn't

have any extra fabric to use. I didn't struggle to assist them, in fact I'm glad because that

way I got to know them little by little, and I discovered a lot about them that they were

going through.

Activity Sheet #4

You will be assigned to one class. You will observe the class for the whole day in all
their subjects. This will give you an opportunity to observe how diverse learners are
handled by the teachers. Be guided by the following:
1. Interview some students in the assigned class, make sure that they have different
gender, racial, cultural, and religious background, and examine their behavior
during class and during synchronous activities.
2. Make an observation report of the students you’ve interviewed by answering the
guide questions.
3. Analyze the observation report by answering some questions.
4. Make a reflection on how to deal with a diverse learner by answering the given
questions.
5. For purposes of reliability, electronic outputs should be encoded using Century
Gothic font size 12. Handwritten outputs should be rendered in print not in script.

Guide Questions:

1. Describe how the students interact with one another and with teachers.

• The students interact well with one another; I see that all of the students have a good

relationship; they are friendly and easy to get along with. The interaction between

students and teachers is excellent because it is clear that they value their teachers.

They have a strong bond, but they are aware of the limitations that exist between

students and teachers.

2. Describe how students behave when the teacher is talking and when their classmates

are talking. Is there a difference?

 17

• When their teacher is speaking, the students remain silent; if they want to speak or

recite, they raise their hands and wait until their teacher calls them.

3. Among those students that you’ve interviewed, who participate actively during class

discussion? Who is always asking for help/assistance?

• Among the students, I must mention grade 8 section M, who are very active in

class, whether it is activity or recitation. They are all competitive in a positive way.

The students who ask for help the most are in grade 8 section J. They will ask for

help most of the time if they don't know what to do or if there is something that they

don't understand, but this section is one of the most active even though they ask for

help most of the time, but I see the determination that they want to learn..

4. When a student is called and cannot answer the teachers’ question, what do the

teachers do?

• If the students do not respond to the question, the teacher will call on other

students to respond. She may also ask who wants to volunteer to assist a

classmate in answering the question.

Analysis:

1. How does the teacher influence the class interaction considering the individual

differences?

• Despite the fact that the students have different personalities, the teacher manages

them well. Every student has a good interaction with the teacher, and the students can

adapt the good interaction to each other. They have individual differences, but they

communicate well. I see them working together and understanding each other. They

appear to be interacting well.

2. Based on the report, were you able to correctly identify who among the students

performed well and who did not?

• Based on what I've seen, they're all good, but there are those who really stand out

from one section, but there will always be better than them. and based on what I saw,
 18

mostly in the lower section, only a few were able to perform well, often due to a lack

of reading ability. But I only saw one student who couldn't read, and the rest were

fine. Academically, they are also competitive.

3. Describe the differences in the ability level of the students in class. Is there a wide

gap between students who are performing well and those that are not?

• Each student has different abilities; for example, one student excels at nail art

because he is good at arts, and another excels at cooking. They all have abilities, and

there is only one student who is incorrect in a task that he can improve on, as well as

one who is his weakness.

4. Describe the methods used by the teacher in handling the students’ differences in

abilities. How did the student respond to the teacher? Did the teacher use differentiate

instruction? If YES, describe how.

• Organizing group activities is an excellent way to encourage shyer students to

participate more in class. Mixed-ability classes provide a forum for high achievers to

express themselves and a chance for lower achievers to collaborate with and learn

from their peers. Students can organize themselves based on their various abilities

and skills by assigning roles to each group member. This boosts confidence and gives

less talented children a chance to contribute.

DAILY ACTIVITY
 19

My observations this day:

On my fifth day in my observation, my critique teacher had a meeting and she gave me a

companion so that I wouldn't be bored in the classroom, we got to know each other and

we made many stories, especially about our experience in our work immersion and what

he has experienced now while he is a student teacher, we have a lot in common with

being student teachers, I also learned some lessons from him so that I can get to know my

students better, I also learned a lot about how to handle of organizing the students we

meet, so I'm glad that I was given the opportunity to be with him and get to know him for

a while, my friends and acquaintances increased, and every time I have a question

regarding the FS subject, this I can explain it and somehow it helps me to be more clear

about what I will do.

Activity Sheet #5

You will be assigned to observe a class. This will give you an opportunity to find out the
manner and the extent to which principles are applied in the classroom.
Be guided by the following:
1. During observation of the class, accomplish the observation sheet written below. In
 20

which the
2. Analyze the checklist by answering the given questions.
3. Make a reflective writing on the application and non-application of the principle in
the classroom by answering the given question.
4. For purposes of reliability, electronic outputs should be encoded using Century
Gothic font size 12. Handwritten outputs should be rendered in print not in script.
5. The first was done for you. You can change it based on what you have observed.

Analysis:

1. Enumerate the most applied principles. How was it applied?

 Learning is a cooperative and collaborative process.

 Learning is an active process

 Learning is the discovery of the personal meaning and relevance of ideas

 Those principles were the most applicable to me. Based on my observations,

students must be cooperative and collaborative in order for learning to be

continuous and active. And the teacher allows the students to discover on their

own and create their own meaning based on what they learn.

2. Which principle of learning was least applied? Give instances where this/these

principles could have been applied.

• Setting clear and high expectations and learning outcomes is the first step toward

effective learning. The majority of the time, the teacher did not specify what they

expected at the end of the lesson. That is why, in my opinion, it is the least applied

principle.

3. How did the application of these learning principles affect learning?

 Because students can learn more efficiently when a teacher combines some

teaching tactics with excellent teaching principles. These methods will increase

chances for students while also enhancing their performance. The best

approaches for people to learn are guided by learning principles. Training is

likely to be more effective if these ideas are reflected in it more

 21

4. How did the non-application of these learning principles affect learning?

• Learning may not be successful if these concepts are forgotten. Students may not

absorb the knowledge taught if they are not prepared for learning or lack the desire to

learn. They may be uninterested in learning. If students do not review and practice the

new ideas they have learned, they risk forgetting what they have learned. Students

may not attempt anything in that area if they are not satisfied or have a positive

learning experience. As a result, if these rules are ignored, the learning outcome may

not be optimal.

5. Do you agree with these principles of learning? Why or why not?

• Yes, I agree because these learning principles are a basic requirement; learning

should be active, cooperative, and collaborative. And it is critical that effective

learning begins with high expectations and a positive learning outcome. It is also

beneficial if the student discovers on their own.

Observation Sheet
Resource Teacher: School: Ms. Jamie Rose

Subject Area: Grade/Level: Cookery Gr.8

What did the Resource Teacher do which applies /
contradicts the learning principles?
Principles of Learning Non-application/
Application of the
Contradiction of the
Principles
Principles
Teachers write her Some of the teacher already
Effective learning begins
with the setting of clear intended learning begin with the lesson not
and high expectations and
learning outcomes outcomes on the board. telling the learning outcome

Student-centered activity. Didn’t mind if the students are

The teacher let the student active in class

Learning is an active
process have an active interaction

between them.

Learning is the discovery Process on the Didn’t give the students the
of the personal meaning
and relevance of ideas generalization and chance to let the students share

student reflection about

 22

the lesson what they learn.

Student activity through Some of the teachers didn’t

group works and give activity that all the

Learning is a cooperative
and collaborative process. presentation students will participate to the

activity.

DAILY ACTIVITY

My observations this day:

On my sixth day in my observation, my critique teacher, Ma'am Jamie, had a discussion

and I noticed that they were all listening and answering Ms. Jamie's questions, but for

some reason they didn't really know the answer. some of them are shy to answer because

they are afraid that they might be scolded for their answer once it is wrong, but my

critique teacher explained to them that it is okay for them to get their answer wrong, he
 23

just wants to know what you think about this is why he wants them to answer, and by the

end of that, more people have answered and they are no longer afraid to answer. after our

class we went to the canteen to help deliver the students' orders, it was difficult for us

because there were students who did not want to follow the queue even though they were

made to line up to be orderly and speed up to give orders, but the teachers were happy

because we made their jobs faster and easier.

Activity Sheet #6

You will observe 1-2 different classes. This will give you an opportunity to assess if the
lesson objectives / learning outcomes are applied in an instruction.
Be guided by the following:
1. During the observation of the one or two classes, answer the observation sheet.
2. Based on the observation sheet, analyze the classes by answering the given
question.
3. Make a learning portfolio by searching a quotation that states the significance of
goals and objectives. And relate the quote to learning objectives/intended learning
outcomes as a guiding star in the lesson development.
4. For purposes of reliability, electronic outputs should be encoded using Century
Gothic font size 12. Handwritten outputs should be rendered in print not in script.
5. In the second column, the first example is given but you have to add more to
support your answer.

Analysis:

1. Why is it sound teaching practice for a teacher to set the direction of the lesson and to

share his/her lesson objectives or intended learning outcomes with his/her students?

• I agree because these learning principles are fundamental; learning should be

active, cooperative, and collaborative. Furthermore, effective learning must

begin with high expectations and a positive learning outcome. It is also

advantageous if the student discovers on his or her own.

2. Did you find the lesson objectives or intended learning outcomes of the three (3)

teachers SMART? Support your answer.

 My observations indicate that the resource instructors' class objectives or

desired learning outcomes are SMART since the students' understanding of

the subjects being covered is clear. They took care to choose topics or lessons
 24

that were time-limited, explicit, measurable, reachable, and result-oriented.

One instance is when a teacher taught her class how to make a mocha cake.

The pupils learnt how to make it on their own by following the instructions in

a set amount of time.

3. Do SMART objectives help the lesson become more focused?

• Using SMART objectives, in my opinion, helps the class become more focused

because it provides teachers with guidance on how to achieve the targeted

learning outcomes or what they are looking for from the students. It guides them

in terms of the children's learning progression and comprehension.

4. Were the lesson objectives / intended learning outcomes in the cognitive,

psychomotor, and affective domains? Support your answer.

 According to my observations of the resource teachers' lessons, the intended

learning outcomes were in the cognitive and psychomotor domains, or the

three learning domains, as evidenced by the resource teachers' success in

getting their students to exercise critical thinking, especially when trying to

solve integer operations in math class. They also excelled in the board work

exercise. They can apply what they've learned in class to real-world situations

where integer addition is required. Teachers help their students become

acquainted with and comprehend the steps involved in baking a mocha cake,

as well as the necessary tools and supplies. She also allowed the students to

bake while keeping an eye on them at all times..

Observation Sheet 1
Resource Teacher: Ms. Jamie Rose PausalSchool: C. Arellano High School

Subject Area: Nail Care Grade/Level: Grade 9

Lesson objectives/intended learning Ms. Pausal began her class by setting a
outcomes set the direction of the lesson.
clear vision of the learning outcomes of her
 25

lesson. Specifically, she gave her students

the idea in nail art. She talked about the

material needed in nail art that the students

will be learning in her class

Lesson objectives/intended learning Ms. Pausalstarted her class with a

outcomes are integrated in 2 or 3 domains.
statement of the lesson objectives. She

explains the step by step in doing the

proper nail art. She also involves her

students by letting them do it while

explaining the importance of each

procedure. It is beneficial priority of her

lesson objectives and not her own.

Lesson objectives/intended learning Based on my observation, the lesson

outcomes are SMART (Specific,
Measurable, Attainable, Result-oriented, objectives/intended learning outcomes of
and Time-bound.
Ms. Pausal were SMART it is specific for

one topic only. The learning outcomes

were measurable and attainable as proven

by the student’s comprehension on the

topic. It was also a result-oriented one

because students learned how to design and

clean a nail, as well as the dos and don’ts in

nail art. The topic was fit with its schedule

for it lasted until its scheduled time.

Observation Sheet 2
Resource Teacher: Ms. Jamie rose PausalSchool: cayetano arellano High School

Subject Area:cookery Grade/Level: Grade 8

Lesson objectives/intended learning Ms. Pausalset a clear goal for the learning
outcomes set the direction of the lesson.
 26

objectives of her lecture before she even

started her class. She specifically suggested

that her classmates prepare Maja Blanca.

She also discussed suitable clothing, such

as an apron and a hair net. Additionally,

she will teach her pupils how to prepare

Maja Blanca using the ingredients and tools

needed.

Lesson objectives/intended learning Ms. Pausa lintroduced the lesson's goals at

outcomes are integrated in 2 or 3 domains.
the beginning of the class. She described

how to prepare Maja Blanca step-by-step.

By allowing them to participate and

emphasizing the significance of each step,

she also engaged her students. It's

advantageous since her instructional

objectives are focused on the needs of the

students rather than on her own.

Lesson objectives/intended learning My observations led me to conclude that

outcomes are SMART (Specific,
Measurable, Attainable, Result-oriented, Ms. Pausal class objectives and targeted
and Time-bound.
learning outcomes were SMART. It is

limited to a single subject. The student's

knowledge of the subject matter

demonstrated that the learning objectives

were quantifiable and reachable.

Additionally, it was goal-oriented because

the students learned how to prepare Maja

Blanca and the dos and don'ts of cooking.

 27

DAILY ACTIVITY

My observations this day:

On my seventh day in my observation, I assisted a student on how to fold and sew their project,

but before I even taught it to them, it was taught to me by my critique teacher, so I could

help teach her and her work will be easier and her students' projects will be finished faster,

there are students who take a long time before they learn what she is teaching, but there

are also students who learn quickly, I see some who have talent in sewing, I see them

improve their sewing and look cleaner.

ActivitySheet #7

You will observe two (2) different classes. This will give you the opportunity to
classify the a under Bloom’s taxonomy of educational activities
1. During the observation of the two (2) classes, answer the observation sheet.
2. Analyze the observation sheet by answering the question.
 28

3. Make a reflective writing based on your observation in the class and your
understanding of the domains of knowledge and learning activities from
Bloom.
4. For purposes of reliability, electronic outputs should be encoded using
Century Gothic font size 12. Handwritten outputs should be rendered in print
not in script.

Analysis:

1. Were the lessons focused on information/cognitive domain only or mental

procedure only or psychomotor procedures/physical skills only? Or were the

lessons a combination of two or three? Explain your answer.

• The observed lesson combined two or three different domains. The

incorporation of such technologies was critical in establishing a
productive learning environment. Students' desire to learn increases
significantly when they participate in activities. This concept, known as
"learning by doing," is essential in all classroom settings.
2. Were the lessons focused on cognitive content only or psychomotor only or

affective content only? Or were lessons a combination of two or three? Explain

your answer.

 The resource teachers' explanations and dissemination of information to

the students on a certain topic demonstrated that the lesson was mostly

composed of cognitive and psychomotor material. By participating in the

activities assigned by their teachers, the students participated to the

overall learning process as well. Additionally, they contributed to the

discussion by presenting a few cases based on their personal experiences.

The emotional doing, such as elucidating and appreciating the topic's

essence, took place at various points throughout the lesson, but

particularly in the last section.

3. What was the effect on learning when teaching was focused on only one

domain?

• When teaching is focused on a single topic, understanding rates are likely

 29

to be low. Furthermore, it would undermine the purpose and effectiveness

of the instruction. The course objectives or desired learning outcomes may

not be met if only one learning domain is concentrated. In other words, the

students will find the class boring and, worse, will not pay attention at all.

4. Is it possible to teach only in one domain of Bloom’s Learning Activities? And

one domain of Kendall’s and Marzano’s Knowledge Taxonomy?

 It is acceptable to instruct in just one domain, yes. For instance, if

teachers exclusively focused on the cognitive domain, learners might

have learned about the issue, but they might have forgotten it after they

stopped participating in any activities. As I've said, if all the learning

domains were used, learning could be more meaningful.

5. Do Kendall’s and Marzano’s knowledge taxonomy and Bloom’s taxonomy of

learning activities contradict each other? Explain your answer.

• The Bloom's taxonomy of learning and the Kendall and Marzano

knowledge taxonomies did not contradict one another. When it comes to

the goals and purposes of these taxonomies, they were both focused on

promoting the best possible learning among students. These taxonomies

place a strong emphasis on the learner's growth and progress. These

taxonomies will almost certainly contribute to a more favorable

environment.

6. How can you make your teaching-learning activity more meaningful and more

relevant? Is lesson more relevant when you teach only in the cognitive or when

you teach in the cognitive domain combined with the affective or psychomotor

combined with the affective?

 My observations suggest that a teacher should combine different knowledge

and learning domains to produce teaching-learning activities that are both

more meaningful and relevant. Students' enthusiasm and desire to learn and
 30

work together in the classroom would increase if this were done.

Additionally, by doing this, teachers can engage their pupils in lesson-

related activities. Learning should come from both teachers and students

because it is more thorough and effective when students can apply what they

have learned to their everyday life.

Observation Sheet 1
Resource Teacher: Ms. Jamie Rose Pausal School: C. Arellano High School

Subject Area: T.H. E Grade/Level: Grade 8

Concrete Example/s for each Domain of Learning
Bloom’s Domain of Activities
Learning Activities
(What did your teacher teach? What was the focus of
your teacher’s lessons?)
Ms. Item let the student to do the hand massage after
Psychomotor – skills
the discussion. It also serves as their performance

task.

Affective – values and Ms. Item discuss everything they need to learn in
attitudes
hand massage and before she let the students to do the

hand massage in their classmate.

Observation Sheet 2
Resource Teacher: Ms. Jamie rose Item School: C. Arellano High School

Subject Area: T. H. E Grade/Level: Grade 8

Concrete Example/s for each Domain of Learning
Bloom’s Domain of Activities

Learning Activities
Psychomotor – skills
(What did your teacher teach? What was the focus of
your teacher’s lessons?)
Ms. Item make the class application performance task
how the proper ways on doing the paraffin wax.

Discuss the proper the proper way in doing paraffin

Affective – values and
wax and the dos and don’ts. And said some reminders
attitudes
while doing the performance task.

DAILY ACTIVITY
 31

My observations this day:

On my eighth day in my observation, as I did yesterday I assisted a student on how to

fold and sew their project, many of my students helped again with a new stitch, some

students took a long time before they learned the I teach them, but there are also students

who learn quickly, there are those who I see talent in sewing, I see them improving their

sewing and becoming cleaner to look at. and I see some students who lose hope in sewing

because they are having difficulty, but I tell them that just like them, I had difficulty

sewing but I practiced it so that it would develop.

Activity Sheet #8

You will observe one (2) different classes. This will give you an opportunity to be
acquainted with methods of teaching.
Be guided by the following:
 32

1. Observe how the Resource Teacher began, developed and ended his/her lesson.
During the observation, accomplish the observation sheet for greater focus.
2. Analyze the observation sheet by answering the given question.
3. Create a graphic organizer that will show examples of deductive and inductive
methods.
4. For purposes of reliability, electronic outputs should be encoded using Century
Gothic font size 12. Handwritten outputs should be rendered in print not in script.

Analysis:

1. Did the Teacher use the deductive or inductive method? Prove your answer.

 Ms. Pausal used the inductive method because it starts with motivational

word.

2. In which teaching method were students more involved in the teaching-learning

process?

• The inductive method, in my opinion, is ideal for involving students in the

teaching-learning process because it encourages mental training, boosts self-

confidence, and increases the likelihood that they will participate more

actively.

3. Which method had greater demand from the teacher in terms of questioning and

organizing? Why?

 I think the method who had a greater demand from the teacher in terms of

questioning

4. Was there an instance when the teacher taught the lesson deductively-inductively

when it could have been better if she taught it inductively-deductively? Explain your

answer.

- If the students gave their full participation and have a confidence in the class,

these two methods are good or possible either of the 2 if the students want to learn

from the teacher

Graphic Organizer
Inductive and deductive
 33

it gives new
Inductive it does not give any
knowledge Deductive new knowledge

it is a method of it is a method of
Inductive discovery Deductive verification

it is a method of it is the method of

Inductive teaching Deductive instruction.

Observation Sheet 1
Resource Teacher: Ms. Jamie Rose Pausal School: C. Arellano High School

Subject Area: cookery Grade/Level: Grade 8

Start of the lesson
 Before the lesson start Ms. Jamie do her daily routine such as prayer and

attendance. Ms. Jamie start her lesson by presenting her learning objectives,

then saying motivational words.

Development of her lesson

 Ms. Jamie present her topic by recalling the past lesson and after that she

present her lesson. With the interaction of the students. after that, she let the

students to do the activity that is related to the lesson.

Ending of her lesson

 Ms. Jamie end the lesson after the activity, she collected the evaluation papers

of every student who does the activity. And then give some reminders what

they would do and bring in the other day.

Observation Sheet 2
Resource Teacher: Ms. Jamie Rose Pausal School: C. Arellano
High School
Subject Area: cookery Grade/Level: Grade 8
Start of the lesson
 Ms. Pausal start the lesson by opening prayer and give motivational words,

and they check their assignments which are given last meeting. After that, she

assigned some students to answer it. and then, she recorded the scores of

everybody.
 34

Development of her lesson

 Development of her lesson she calls the attention of the students because she

will start discussing her lesson. Then, she presented some examples like let

the students watch short video.

Ending of her lesson

 Ending of Ms. Pausal lesson, she conducts a recitation to know if the students

learn in their discussion. And she will remind their missing activity or

Performance task that they need to pass.

DAILY ACTIVITY
 35

My observations this day:

On my ninth day of observation, I assisted a student on how to fold and sew their

project, as I did yesterday, many of my students helped again with a new stitch, some

students took a long time before they learned what is taught to them, but there are also

students who learn quickly, I see talent in sewing, I see them improving their sewing

and becoming cleaner to look at. and I see some students who lose hope in sewing

because they are having difficulty, but I tell them that just like them, I had difficulty

sewing but I practiced it so that it would develop.

Activity Sheet #9

You will visit a school’s Learning Resources Center. This will give you an opportunity to
examine a Learning Resource Center or Multimedia Center and reflect on how it supports
the teaching learning process.
Be guided by the following:
1. After the visit, classify all the resources available using the table in List of
Available Learning Resources.
2. Analyze the table by answering the given question.
3. Create a learning portfolio that will show sample of technological material that
can be useful in instruction/teaching.
 36

4. For purposes of reliability, electronic outputs should be encoded using Century

Gothic font size 12. Handwritten outputs should be rendered in print not in
script
5. Enumerate all the learning resources available in each category.

Analysis:

1. Where the learning resources/materials arranged properly according to their

function and characteristics?

• All materials and resources were thoughtfully arranged and well-maintained in

accordance with their intended use. And, as I observe, materials with the

same function or characteristics are close together, making it easy for them

to find what they need because it is well organized.

2. Do the guidelines and procedures facilitate easy access to the materials by the

teachers? Why? Why not?

 Yes, as the teachers oversaw maintaining the facility and the teacher had

instructed the children on utilizing it, making access simple. The policies

and rules did make it easier to access the content. It instructs the patrons on

appropriate behavior outside of the library as well as how to handle books

and other items.

3. What are the strengths of this Learning Resource Center?

• The learning resources center is extensive, spotless, well-maintained, and

information-rich. The learning resource center's primary strength is its

appeal to students, thanks to the efforts of the teachers. There are numerous

photos on the walls that the students can use as learning resources.

4. What are its weaknesses?

 Its weakness may it be hasn’t function now because of the pandemic and

face-to-face classes is not happening yet. Also, nowadays the technical

ability to use tools and devices to create digital learning resources they can

easily access through gadgets, they don’t need to go to learning resources

center.
 37

5. What suggestions can you make?

 I can't think of any suggestions because they already have everything a

student could want, such as LRC, and because of the pandemic, most of the

time the students relay to the internet. It is far more convenient and

comfortable for them to use the internet rather than go to the learning center.

Personally, I find it much easier to use online or search online than to go to a

learning center.

List of Available Learning Resources

Name of Center Observed: Explanatory Date: October 24, 2022
School: C. Arellano High School Course/Year: Grade 8
Teaching approaches
Available Learning Characteristic and Unique
where the Resource is
Resources Capabilities
Most Useful
1. Print Resources - It is printed information
 - All of them are quite
about specific subjects
helpful in the teaching of
and its specific topic.
reading, whether it is a
- It contains news around
student- or teacher-
the country or around
centered approach.
the world.

2. Audio Resources - The audio-lingual


method, often

- It can be used to make known as a

the class discussion teacher-centered

louder and clearer and student-

while simultaneously centered approach,

allowing the students to is the teaching

listen to songs. strategy employed

for this resource.

3. Non-Electronic - It includes the position - The student-

Visual Resources
 38

 of a specific site centered approach

geographically. benefits

- Interpretation through

visuals of things like

animals and others.

4. ICT Resources - It can play a film or  As an innovative


video regarding the method of

pupils' subjects for delivering

them to see. information to

- It can access the students, the

internet. flipped classroom

- A computer can be used approach can be

to increase the size of a employed with

presentation. these materials.

Impression about the LRC:

The LRC of the school is complete and well-maintained. Learning resources are the tools

teachers use to develop their students' skills and give them a variety of learning

opportunities. Because these learning resources assist the successful implementation of

the curriculum, they must all be current and the person in charge must be knowledgeable

about how to use them effectively.

DAILY ACTIVITY
 39

My observations this day:

On my tenth day in my observation, as I have been doing in the past few days, I assisted

students on how to fold and sew their project, many of my students helped again with

another stitch, some students took a long time before they learn what they are being

taught, but there are also students who learn quickly, there are those who I see talent in

sewing, I see them improving their sewing and becoming cleaner to look at. and I see

some students who lose hope in sewing because they are having difficulty, but I tell them

that just like them, I had difficulty sewing but I practiced it so that it would develop. most

of them are catching up on sewing, but those who finish sewing first, they continue and

the ones I helped the most were the students who were late so that they could finish at the

same time and pass it at the same time.

Activity Sheet #10

Critique two (2) bulletin boards display on the internet. This will give you the
opportunity to determine the effectiveness of the display.
Be guided by the following:
1. Take a picture of the two (2) bulletin boards and evaluate them by answering the
 40

Board Display Evaluation Form and Evaluation Report of a Bulletin Board.

2. Based on the evaluation sheet, analyze it by answering the given question.
3. Design an enhanced display board using the format given.
4. For purposes of reliability, electronic outputs should be encoded using Century
Gothic font size 12. Handwritten outputs should be rendered in print not in script.

Analysis:

1. Did the board display reflect the likes/interests of its target audience? Why? Why

not?

 Yes, because the bulletin board has a nice and colorful design that drew the

attention of the students.

2. Was the language used clear and simple for the target audience to understand? Why?

Why not?

• Yes, everyone recognizes the language on the board display because it is an

easy language to understand. And they use a readable font so you can see it

correctly, and they make it simple and easy to understand to keep it

interesting.

3. What do you think was the purpose of the board display? Was it effective? Why?

Why not?

- The purpose of the bulletin board is to display some important announcement

and sometimes they put in the bulletin board is the achievement of the school,

for the students to be aware what is happening in the school.

Board Display Evaluation Form

Topic of the Board Display: Thinking Notes and Career
Subject Area: N/A
Check the column that indicates your rating.

4-oustanding 3-very satisfactory 2-satisfactory 1-needs improvement

Board Display 1 Board Display 2

Criteria
1 2 3 4 Comment 1 2 3 4 Comment

1. Effective Communication The

message can
(it conveys the message easily see
quickly and clearly) by the
teachers.
 41

2. Attractiveness (color and Some bond

paper posted
arrangement catch and on the board
hold interest) is broken.

3. Balance (Objects are Every bond

paper posted
arranged so stability is have small
perceived) space, so
they were
not very
close to
each other.

4. Unity (repeated shapes or It is good in

the eyes
colors or use of borders because
holds display together) there is only
one boarder
to the
bulletin
boards.

5. Interactivity (the style and

approach entice learners to
be involved)
The letter is
not too big
6. Legibility (letters and so it cannot
illustration can be seen be easily
from a good distance) seen when
you were so
far,

7. Correctness (It is free from There are no

grammar
grammar errors, misspelled errors or
words, ambiguity) misspelled
words

8. Durability (it is well- The bond

paper that
constructed; items are are attached
securely attached to the
bulletin
board were
not securely
attached so
it can be
easily
broken.
Evaluation Report for Bulletin Board (1)
Name of Bulletin Board:Thinking Notes
Location:N/A
Brief Description of the Bulletin Board:simple, colorful, and readable
Evaluation
 42

Criteria Strengths Weaknesses

Description of the Bulletin The bulletin board's design •some of the letter isn’t
Board lay-out is quite vibrant, and I can readable.
tell that a lot of thought
went into creating it. It
features various designs
concerning our national
language.
Evaluation of Educational •they put educational and •The bulletin board isn’t
content and other aspects motivational words. update to the latest
achievement of the school.
Recommendations or Suggestions for Improvement:
•I suggest making the bulletin more attractive and more knowledgeable is put more
education words and make the bulletin updated. Because the bulletin board is not updated.

DAILY ACTIVITY

My observations this

On my eleventh day in my observation, I continue to do what I have been doing for the

past few days I assisted a student on how to fold and sew their project, many of my

students helped again with another stitch, some students who take a long time to learn

what they are being taught, but there are also students who learn quickly, there are those
 43

who I see talent in sewing, I see them improving their sewing and becoming cleaner to

look at. and I see some students who lose hope in sewing because they are having

difficulty, but I tell them that just like them, I had difficulty sewing but I practiced it so

that it would develop. most of them are catching up on sewing, but those who finish

sewing first, they continue and the ones I helped the most were the students who were

late so that they could finish at the same time and pass it at the same time. there is

something stopping them that they are almost finished with the sewing and the next day

they can pass it on.

Activity Sheet #11

You will create a presentation on your chosen topic and application. This will give you an
opportunity to develop a teaching-learning resource suited for the learners.
Be guided by the following:
1. Read the Learning Essentials before start doing the slide presentation.
2. As you prepare your own slide presentation, answer the activity form.
3. Analyze your activity form by answering the question given.
4. Make a reflective writing based on the difficulties that you encounter in
making the slide presentation.
5. For purposes of reliability, electronic outputs should be encoded using
Century Gothic font size 12. Handwritten outputs should be rendered in print
not in script.
6. In slide 1-12, put the picture of every slide that you created. You may add
more boxes if needed.

Learning Essentials:

Analysis:

1. What are the good features of a slide presentation?

- The good feature of slide presentation you can put pictures and videos for the

additional reference or example of the students. You can also make your own
 44

design, choose your own font and color.

2. Which of these features are present in the slide presentation you made?

 The features are present in the slide presentation that I made I out pictures and

I create my own design and color and fonts. I can do anything since is my own

slide presentation.

3. Which features are not present in the slide presentation you made?

- One of the good features that are not present in my slide presentation is it

don’t have video presentation and audio.

Subject Matter/Topic: Carpentery

Objectives:
 To identify and familiarize in different types of basic hand tools for carpentery work.
Title of the Presentation: Semantics: Basic Hand Tools for Carpentry Work
Presentation Storyboard
Slide 1 Slide 2 Slide 3 Slide 4

Slide 5 Slide 6 Slide 7 Slide 8

DAILY ACTIVITY
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My observations this day:

. On my twelfth day in my observation, my students have finished sewing, although I

have students who have not yet finished, but they are about to finish so I helped them

finish it so that the next day and the following days they can pass it, it's fun to think that I

have taught and supported many students who did their project and it's fun to think that

they were able to finish, it feels good to thank me for my effort that I will help and

support them in their work. I didn't really think that I could do this thing, I learned a lot

from him and I found out a lot about what they go through so I understand them why

some finish first and some finish late. and it's nice to feel that they appreciate all my hard

work and effort just to help them, they didn't waste my effort because they all finished

their projects.

Activity #12

You will observe one (1) class. This will give you an opportunity to explore the
electronic resources for instructional use.
Be guided by the following:
1. Read and understand the Learning Essentials
2. During class observation answer the given guide question.
3. From the gathered information, research for five (5) electronic resources that
can be used on the same lesson and evaluate the resources that you found by
filling out the form given below.
4. Make a reflective writing on your experience by answering some question given.
5. For purposes of reliability, electronic outputs should be encoded using Century
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Gothic font size 12. Handwritten outputs should be rendered in print not in
script.

Learning Essentials:

The World Wide Web (www) is like an endless network of information, ever-
expanding and almost limitless. Electronic resources come in different forms like
websites, WebQuests, blogs, social network sites, on-line courses, a wide range of tools,
and so many forms of apps.
As a future teacher, one of the skills that will be most useful for you is the ability
not only to search for information but to make decisions, as to which ones you will take
and use and which ones you will put aside. Aim to develop your skills in evaluating
internet resources. For you will be able to choose the best and effective resources that
will help you attain your teaching-learning objectives.
Here are set of criteria which can be use in evaluating resources.
• Accuracy – the resources came from a reliable resource, free from error
and is up to date.
• Appropriateness – the resources is with the grade/level of the target client.
The content matches what is needed by the teacher.
• Clarity – the resources clearly address the instructional goals in mind.
• Completeness - it has all the needed information.
• Motivation – the resources encourage active participation of the learners.
• Organization – the resources clearly indicates a logical sequence
of the procedure.

Guide Question for Class Observation:

1. What is the lesson all about? State the teacher’s objectives.

 to enhance the skills of the students in hand massage

 improve the creativity of the students in making their own design in nail art.

2. Enumerate all the important concepts that the teacher is emphasizing during

the discussion.

 the important to know the proper procedure and make sure to follow the step-by-

step instruction

 Give the customer satisfaction and good service.

3. State the skills that the teacher is developing in the learners.

 Based on my observation, the teacher wants to develop the skills of the students

and be creative. She wants to enhance the skills of every student that they can

used in the future.

Electronic Resources Evaluation Form

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Grade Level Grade 8

Subject Matter/Topic COOKERY
Objectives  To enhance the skills of the students
Name and Type Describe the Put check if the Describe how you
of Electronic Electronic resources satisfy the can use it if you were
Resources resources (include criterion to teach in the class
author/publisher) you observed.

Appropriate
Accurate

Organized
Motivated
Complete
Clear
Books Books in the library are ️ ️ ️ ️ ️ ️ Booms are used
Workbooks
mostly in good during discussions.

condition. They are Workbooks are

seldom used because used for

each of the students homework.

has their own books

and workbooks.

Television Each of the class has Television and

DVD Player
television and a DVD DVD players are

player, all are in useful during film

working condition showing.

Non- Board displays are Posters shows to

Electronics
Visuals creatively done. Some the class when its
Poster
Chalkboard of it involves students’ contents are
flashcard
accomplishments. related to the

lesson. Flash cards

are for class drill.

Kitchen They have different They can use it if

Resources
tools and equipment’s they have

for the laboratory laboratory

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References Books and Journals:

MR.D. Lucas, Field Study 1- The Learners Development and
Environment, Lorimar Publishing 2015
MR.D. Lucas, Field Study 2- Experiencing the Teaching-Learning
Process, Lorimar Publishing 2015
MR.D. Lucas, Field Study 3 – Technology in the Learning
Environment, Lorimar Publishing 2015

MEMORANDUM OF AGREEMENT
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PARENTS/LIABILITY WAIVER
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MASTERLIST DEPLOYMENT
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CRITIQUE TEACHER EVALUATION

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DAILY TIME RECORD

(DTR)
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CERTIFICATE OF COMPLETION
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