FS 2 – EXPERIENCING THE TEACHING-LEARNING PROCESS

Episode 1 -Pinciples of Learning

Name of FS Student: _
Course: Section:
Resource Teacher: Date:
Cooperating School:

My Target
While I observe three different classes, I will be able to identify applications of the principles of
learning in the teaching-learning process.

My Map
I will observe at least 3 different classes. Pay close attention to what the Resource Teacher does
teach and what the learners to learn. To hit my Target, I will work my way through these steps.

Step 1: I will review the principles of learning on

pp. 21-25 of Principles of Teaching 1, 2007 by
Corpuz, B. and G. Salandanan

Step 2: I will observe three classes

Step 3: I will identify evidence of applications

of principles of learning. I can cite more than
one evidence per principle of learning

Step 4: Guided by a question/questions, i will

reflect o my own experience, write down my
reflection
My Tools
As I observe a class, I will use the Observation Sheet for a more focused observation.

OBSERVATION SHEET

Name of the Resource Teacher Observed:

School Address: Date:

Grade/ Year Level: Subject Area:

Teaching Behaviour of the

Principles of Learning Teacher/Learning Behaviour of the
Learner as Proof of the Application of the
Principle of Learning

Sample:

1. Learning is an experience which 1. Teacher lets the learner do the learning

occurs inside the learner and is activated activity. e.g.- Pupil writes letter A instead of
by the learner. teacher writing it for them.

2. Learning is the discovery of the

personal meaning and relevance of ideas.

3. Learning is a consequence of
experience

4. Learning is a cooperative and

collaborative process.
5. Learning is an evolutionary process.

6. Learning is sometimes a painful

process.

7. One of the richest resources for the

learning is the learner himself.

8. The process of learning is emotional as

well as intellectual.

9. The process of problem solving and

learning are highly unique and
individual.

My Analysis
1. What is the impact of the Resource Teacher’s observance of these principles on the
teaching-learning process on the learners?
2. Which learning principle was applied most?

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

4. Do you agree with these principles of learning? Or have you discovered that they are
not always correct?
My Reflections
My reflection on my observations of my Resource Teacher’s observance of these
principles. Did my Resource Teachers adhere to these principles?

Answer:

 Lessons I have learned from my observations on the classroom application of the

principles of learning.

Answer
My Portfolio

Principles of Learning in My Own Words

 FS 2 – EXPERIENCING THE TEACHING-LEARNING PROCESS

Episode 2 -Lesson Objectives as My Guide Stars

Name of FS Student: _
Course: Section:
Resource Teacher: Date:
Cooperating School:

My Target
In this episode, I must be able to:
1. Deduce the lesson objective/s after observing my Resource Teachers teach.
2. See how the guiding principles in the formulation of lesson objectives are applied
3. Realize the importance of a clearly defined lesson objectives

My Map
I will observe two different classes and observe the Resource Teacher teach. I will reflect on the guide questions
given below. To hit my target, I will follow these steps:

Step 1: Review the Guiding Piniples in

Determining and Formulating Learning Ojeties found in Principles of Teaching 1, 2007 by
Step 2: Observe a class with
Step
a learning
3: Discuss
partner.
my observations/answ
My focus this ti
29-38

Step 4: Write down my answers to the questions.

Step 5: Reflect on my
observation.
 Step 1: I will review the principles of learning on
pp. 21-25 of Principles of Teaching 1, 2007 by
Corpuz, B. and G. Salandanan

Step 2: I will observe three classes

Step 3: I will identify evidence of applications

of principles of learning. I can cite more than one evidence per principle of learning

Step 4: Guided by a question/questions, i will

reflect o my own experience, write down my reflection

My Tools
As I observe a class, I will use the Observation Sheet for a more focused observation.

OBSERVATION SHEET

Name of the Resource Teacher Observed:

School Address: Date:

Grade/ Year Level: Subject Area:

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

Formulating Learning Observance of the Guiding Principle
Objectives
1. Begin with the end in mind 1. e.g. The Resource Teacher began her lesson by
stating her objective.

2. Share lesson objective with students

3. Lesson objectives must be in 2 or 3

domain – cognitive, skill and effective or
cognitive and affective skill and or skill and
affective

4. Work on significant and relevant

lesson objectives.

5. Lesson objectives must lead to the

development of critical and creative
thinking

1. After observing your Resource Teacher teaches, write down what you think was/were her
lesson objective.
2. Ask permission from your Resource Teacher for you to copy her lesson objective for the
day’s lesson. Copy it here then compare it with your answer in #2. Are they the same?
Different?

My Analysis
1. If answer in #3 above is different, what is your conclusion regarding written lesson objective and
actual lesson development? Are lesson objectives in the lesson plan always followed? Do they really
serve as a guiding star?
Answer:

2. Why did you find it easy/difficult to write down the Resource Teacher’s lesson objective for the?
Did she mention it at the beginning of her/his lesson?
Answer:
_
3. Did you find the lesson objectives SMART? Why or why not?
Answer:

4. Was the lesson objective in the cognitive or psychomotor or affective domain? Or it was it in the two
or three domains? Support your answer.
Answer:

My Reflections
Any lessons learned or insights gained from your observation focused on lesson objectives? Write them
down here. Are lesson objectives truly the guiding star in the development of a lesson? Or are lesson
objectives sometimes forgotten as the lesson develops.
 My Portfolio
My researched quotations that state the significance of goals and objectives

(Don’t forget to state your source.)

 FS 1 – THE LEARNER’S DEVELOPMENT AND ENVIRONMENT
Episode 3 -Classroom Management and Learning

Name of FS Student: _
Course: Section:
Resource Teacher: Date:
Cooperating School:

My Target
At the end of this activity, I will gain competence in managing time, space and resources
to provide an environment which is appropriate to the learners and conducive to learning.

My Tools
Use the activity form provided to document my observation.

1. An Observation
As you observe Guide
the class, look intofor
thethe Learners’ Characteristics
characteristics of the learners. Note their ages.
2. How many boys are there? How many girls?
3. Focus on their behavior. Are they already able to manage their own behavior?
4. Can the learners already work independently?
5. Describe their span of attention.
6. Look into their listening skills and ability to concentrate.

Name of the School: Observed: Location of the

School: Date of the Visit:
 Observation Guide for the CLASSROOM VISIT

Be guided these questions as you do your observation of the classroom management. It is also good
to ask the teacher for additional information so you can verify your observation. Write your notes
below; and then organize your data in the table that follows.

1. Are there areas in the classroom for specific purposes (storage of teaching aids, books,
students’ belongings, supplies, etc.)
2. Are there rules and procedures posted in the room?
3. Did the students participate in making the classroom rules?
4. What are the daily routines done by the teacher? (Prayer, attendance, assignment of monitors,
warm- up activities, etc.) How are they done?
5. Is there a seating arrangement? What is the basis of the arrangement?
6. Observe the noise level in the classroom. How is this managed?
7. If a learner is not following instructions or is off-task, what does the teacher do? (behavior
strategies}
8. What does the teacher do to reinforce positive behaviors? (behavior strategies)

Name of the School: Observed:

Location of the School: Date of the Visit:
 CLASSROOM MANAGEMENT MATRIX

Effect on the Learners

Aspect of Classroom
Description (to be filled up after you answer
Management
the analysis questions)

Specific Areas in
the Classroom

Classroom Rules

Classroom Procedures

Daily Routines

Seating Arrangement

Handling Misbehavior/Off
Task Behavior

Reinforcement of Positive
Behavior

THINK ABOUT THESE PRACTICES…

1. Teachers ensure that the learners function as a caring community.

2. Teachers bring each one’s home culture and language into the shared culture
of the school.
3. Teachers use strategies to build a cohesive community.
4. Teachers let learners accomplish meaningful tasks and to participate in
learning experiences in which they can succeed.
5. Teachers emphasize more cooperation, less competition.
 You may choose to write a reflection paper on this and include it in your portfolio

MY ANALYSIS:

1. How did the organization and routines affect the learners’ behavior?

2. What should the teacher have in mind when she/he designs the classroom
organization and routines? What theories and principles should you have in mind?

3. Which behavior strategies were effective in managing the behavior of the

learners? In motivating the students? Why were they effective?
MY REFLECTIONS

1. Imagine yourself organizing your classroom in the future. In what grade/year

level do you see yourself? What routines and procedures would you consider for
this level? Why?

2. Make a list of the rules you are likely to implement in this level. Why would you
choose these rules?

3. Should learners be involved in making the class rules? Why?

 MY PORTFOLIO
Include here pictures of the classroom/s you observed. Write descriptions/annotations
about what you observed in each photo.
 FS 2 – EXPERIENCING THE TEACHING-LEARNING PROCESS

Episode 4 -Guiding Principles in the selection and use of Teaching Strategies

Name of FS Student: _
Course: Section:
Resource Teacher: Date:
Cooperating School:

My Target
In this Episode, I must be able to:
• Write evidence of the application of some guiding principles in the selection and use of teaching
strategies

My Map
I will observe at least 3 Resource Teachers, analyze and reflect on my observation. To
reach my Target, I will follow the following steps

Step 1.Review Selection and Use of Teaching Strategies inPrinciples of

Teaching 1,2007by Corpuz, B. and G. Salandanan, pp. 52-68.

Step 4.Analyze my Step 2.Observe at least

observation.
Steps 3 Resource Teachers.

Step 3. Accomplish Observation Sheet.

My Tools
As I observe a class, I will use the Observation Sheet for a more focused observation.

OBSERVATION SHEET

Name of the Resource Teacher Observed:

School Address: Date:

Grade/ Year Level: Subject Area:

Guiding Principles on the Teaching Behaviour of the

Selection and Use of Teaching Resource Teacher that Applies the Principles
Strategies

1. Learning is an active process

2. The more senses that are involved, the .

more and the better the
learning.

3. A non-threatening atmosphere
enhances learning

4. Emotion has the power to increase

retention and learning
 5. Good teaching goes beyond recall of
information.

6. Learning is meaningful when it is

connected to students’ everyday
life

7. An integrated teaching approach is far

more effective than teaching isolated
bits of information.

My Analysis
 Are these principles in accordance with brain-based teaching and learning?
My Reflections
What is the best method of teaching? Is there such a thing?
Answer:

My Portfolio
Illustrate your reflection on the best method of teaching creatively on this page.
 FS 1 – THE LEARNER’S DEVELOPMENT AND ENVIRONMENT

Episode 5- Individual Differences and Learner’s Interaction

(Focusing on different levels of abilities)

Name of FS Student: _
Course: Section:
Resource Teacher: Date:
Cooperating School:

My Target

At the end of this activity, I will gain competence in determining teaching approaches and
techniques considering the learners’ differences in level of abilities.

My Tools

Use the activity form provided to document my observation.

1. Observe the Anclass to see the differences

Observation Guide forin abilities of the learners.
Individual
2. Try to identify the students who seem to be performing well and those that seem to
be behind.
3. Validate your observation by asking the teacher about the background
(family, socio-economic, presence of some learning disability, etc.)
4. Observe the behavior of both the high achieving and low-achieving learners.
Note their dispositions, pace in accomplishing tasks, interaction with teacher, and
interaction with others.
5. Observe the teacher’s method in addressing the individual learning needs of
the students in his/her class.

Name of the School: Observed: Location of th

School: Date of the Visit:
MY ANALYSIS

1. Did your observation match the information given by the teacher? Were you able to
correctly identify who among the students performed well and who did not? What
behavior helped identify them? (Volunteering to answer, responding to teacher’s direction,
etc.)

2. Describe the differences in ability levels of the students in the class. Is there
a wide gap between the students who are performing well and those that are
not?

3. Describe the differences in ability levels of the students in the class. Is there a wide gap
between the students who are performing well and those that are not?
 4. Describe the methods used by the teacher in handling the students’ differences in
abilities. How did the students respond to the teacher?

MY REFLECTIONS

1. Recall the time when you were in the elementary or high school. Recall the high and low
achievers in your class. How did your teacher deal with differences in abilities? Was your
teacher effective?

2. With the principle of individual differences in mind, what methods and strategies will you
remember in the future to ensure that you will be able to meet the needs of both the high
and low achievers in your class?
MY PORTFOLIO

With the principle of individual differences in mind, what methods and strategies will you
remember in the future to ensure that you will be able to meet the needs of both the high and
low achievers in your class?

_
 FS 1 – THE LEARNER’S DEVELOPMENT AND ENVIRONMENT

Episode 6 - Home-School Link

Name of FS Student: _
Course: Section:
Resource Teacher: Date:
Cooperating School:

My Target
At the end of this activity, I will gain competence in identifying and describing the influencing
factors in the home environment that impact students’ learning.

My Tools
Use the activity form provided to document my observation.

The Learner An Observation Guide for Home-School

1. Make a general observation of the learner. Describe him in each of the domains of
development;
 Physical-body built and height (thin, chubby, underweight, overweight), level
of physical activity (fast, slow, lethargic, active, etc.)
 Social-interaction with teachers and classmates (loner, shy, sociable, friendly, gets
into fights, liked by others, etc.)
 Emotional moods, temperament, cries easily, loses temper, happy, shows
enthusiasm, excited, indifferent, etc.)
 Cognitive (appears to understand lessons, copes with the lessons, excels,
lags behind, shows reasoning skills, turns in assignments and requirements,
etc.)
OBSERVATION REPORT

Name of the School: Observed: Location of th

School: Date of the Visit:
Interview the Teacher

1. What are the most noticeable characteristics of the learner? (emotional disposition,
behavior and discipline, sense of responsibility, study habits, academic performance,
relationship with peers, relationship with adults, social adjustment)

2. How does the teacher communicate with the parents? How often? What do they discuss?
Agree on?

Interview with Parents

1. Conduct a home visit. Once there, observe the home set-up. (Home is orderly, family
pictures in the living room).
2. Use the Interview Questions on the next page. Just ask the questions with which you feel
comfortable

For Parent Interview Guide pls coordinate to your FS Supervisor

MY ANALYSIS

Your findings and recommendations in the Learners Development Profile will help you
answer the questions here.

1. From your home visit and interview, what do you think is the style of
parenting experienced by the learner? Explain your answer.
2. Relating your data with what you learned from child development, what family
factors do you think contribute to the development and over-all adjusted of the
learner in school?

3. Does the communication between the home-school have an effect on the learner? If
yes, what are these effects?
MY REFLECTIONS
1. Reflect on your own development as a child. What type of parenting did you experience?
How did it affect you?

2. As a future Teacher, how would you establish good home-school collaboration? How can
work well with the parents? How can you help them? How can they help you?
MY PORTFOLIO

1. Make an artistic, colorful, and creative visual expression of your insights or feelings
about the influence of the home and school to the learner. Then, write a few statements
on the space below about your visual art.

2. Make a reflection acrostic about the home-school link.

 FS 2 – EXPERIENCING THE TEACHING-LEARNING PROCESS

Episode 7 – Effective Questioning and reacting Techniques

Name of FS Student: _
Course: Section:
Resource Teacher: Date:
Cooperating School:

My Target
In this Episode, I expect myself to be able to determine my Resource Teacher’s questioning and reacting
techniques and identify those that promote interaction.

My Map
I shall observe three (3) Resource Teacher’s questioning and reacting techniques based on my past lesson on
“Effective Questioning and Reacting Techniques”.
To realize my target, I will do the following:

1. Review Effective Questioning

and Reading Techniques on 2. Observe my Resource
pp. 161-171 of Principles of Teacher as she teaches
Teaching 1, 2007 by Corpuz, with the use of an
B. Observation
and G. Salandanan. Sheet.

STEPS

3. Analyze my answers with 4. Reflect on my

the aid of questions. observations.
My Tools
Score the Resource Teacher every timeshe/he demonstrate any of the following questioning behaviors. Sample is
shown in item # 1.

OBSERVATION SHEET

Name of the Resource Teacher Observed:

School Address: Date:

Grade/ Year Level: Subject Area:

Questioning Behavior Tally of Use Frequency

1. Varying types of questions e.g. IIII 4

2. Asking non-directed questions

3. Calling non-volunteers

4. Rephrasing

5. Sequencinng logically

6. Requiring abstract thinking

7. Asking open-ended questions

8. Allowing students wait time

9. Invovling as many as possible

OBSERVATION SHEET

Name of the Resource Teacher Observed:

School Address: Date:

Grade/ Year Level: Subject Area:

 Write samples of questions asked under each type.
Type of Question Sample Questions Asked

1. Convergent Question

2. Divergent Question

3. Low-level Question

4. High-level Question

Reacting Techniques

Score the Resource Teacher every time she/he makes use of anyof the techniques.
Reacting Behavior Tally of Use Frequency
1. Providing acceptance feedback

2. Providing corrective feedback

3. Giving appropriate praise

4. Repeating the answer

5. Explaining the answer

6. Rephrasing the question

7. Asking follow up questions

8. Redirecting questions to other

pupils
9. Soliciting student questions
 10. Encouraging through non-verbal
behavior
11. Criticizing responding students for his
/her answer

12. Scolding for misbehavior or not

listening
13. Overusing expresions such as
“Okay”, “Right”, etc.?

My Analysis
1. Which questioning and reacting techniques encourage teacher-student interaction? Which ones did
not?
Answer:

2. What did Neil Postman mean when he said: “Children go to school as question marks and leave school
as periods”? Does this have something to do with a teacher’s questioning and reacting techniques?
Answer:

My Reflections
What do I resolve to do and NOT to do in my questioning and reacting techniques so as to
encourage teacher-student interaction?
Answer:
 My Portfolio
I promote higher-order-thinking skills (HOSTS) and interaction for learning by the kind of question that I ask.
Here are learning objectives. Formulate at least two examples of questions that promote divergent thinking and
HOTS.

Elementary (For the BEED Student)

1. At the end of the lesson, the pupil is able to identify the functions of the organs of the digestive system.

Secondary (For the BSEd Student)

1. After having been presented the pros and cons of teaching reproductive health in schools, the student
must be able to take a stand on the controversial issue and give reasons for such stand. Write your two
divergent questions here!

Elementary
Secondary

I promote class interaction by my favorable remarks. Here are 5 examples of expressions I must use
(products of my research) to inspire my students to be involved in class interaction.
1. e.g. “You’re on the right track!”
2. .
3. .
4. .
5.