FIELD STUDY 2

Experiencing the Teaching-Learning Process

Anchored on: Principles of Teaching

Credit Unit:

Time Duration: (17 hours)

COURSE DESCRIPTION:

The course provides the field study student’s opportunities to observe, examine and reflect on the
application of teaching theories and principles in the actual learning environment. The FSS are expected
to verify the cognitive and meta-cognitive processes that take place in a classroom setting, as well as the
individual differences and motivational factors that influence the learner’s acquisition of knowledge in a
teaching-learning context. Further the FSS are given the chance to try out learning tasks, and suggest
innovative ways and procedures which will involve the learners in varied activities for meaningful
learning experiences.

OBJECTIVES:

 Enrich knowledge on teaching approaches, methods and appropriate strategies applied by the
teachers in the various experiences provided for the learners;
 Reflect on the application of different theories of learning and knowledge acquisition that
promote the cognitive processes, meta-cognitive processes and positive motivational processes, in
the varied experiences provided for the learners in the actual learning environment; and
 Develop and suggest alternative ways/techniques of teaching a/the specific lesson observed.

Focus Specific Task Learning Evidence

Meaningful  Observe at least three classes. List of approaches,
Learning  List down the different approaches, methods methods and strategies,
Experiences and strategies utilized by the teacher in utilized by the teacher
specific lessons.
 Reflect on how the items on the list facilitate Reflection
cognitive, meta-cognitive and positive
motivational processes, as well as the
appropriateness of the learning experiences
prepared for the learners.

A Teaching  Decide on specific content area (i.e., your

Strategies Bank major field k or area of concentration).
 Develop a file of teaching strategies used in
specific lessons, described according to how A Bank of Teaching
each was applied in such specific lesson. Strategies.
 Write on index cards. Organize them in a box.
 On separate index cards, suggest other
 strategies you feel would be appropriate for the
lessons you observed.
The Lesson Plan A Copy of Lesson Plans
and Its  Copy the brief lesson plan to be used by the used on specific dates.
Importance in the teacher on the classes you are to observe for
Teaching - this activity.
Learning Process  Observe the flow of the teaching-learning A Description of the
process in relation to the plan prepared by the Classroom Atmosphere
teacher. while the class was going
 How was learning manifested on the part of on..
the students/pupils? What is the relevance of a
plan to the success of the day's lesson?
A Plan of A set of Activity
Planning for the  Choose one lesson from among the three for a Lesson
Learners' classes you observed.
Experiences  Develop a plan of sets of learning activities for A Narrative on the Strength
the lesson, applying different strategies in the and Weakness of the
procedure from motivation to application. Prepared Set of Activity
 Try out the activities to a group of learners.
Classroom  Write a narrative pointing out strengths and
Management & weaknesses of your chosen strategy for the set
The Teaching- of activities.
Learning Process
o Observe the daily routine in the classroom, An Evaluation Report on
from start of classes up to dismissal. Classroom Management
o Enumerate the classroom &The Teaching Learning
structures/paraphernalia that contribute to an Process
active teaching-learning process.

ACTIVITY SHEET NO. 1A

MEANINGFUL LEARNING EXPERIENCES

Classes Observed:

1) ________________ Subject: ______________ Date: ______________ Time: ______________

2) ________________ Subject: ______________ Date: ______________ Time: ______________
3) ________________ Subject: ______________ Date: ______________ Time: ______________

Specific Tasks

1. Observe at least three classes.

2. List on the table below the teaching approaches, methods, and/or strategies used by the teacher in
specific lessons.
 Class Class: Class:
1. 1. 1.

2. 2. 2.

3. 3. 3.

4. 4. 4.

5. 5. 5.

6. 6. 6.

7. 7. 7.

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Field Study Student

ACTIVITY SHEET NO. 1b

MEANINGFUL LEARNING EXPERIENCES

Specific Tasks:

1. Reflect on how the items on the list in Activity sheet 1A facilitate cognitive, metacognitive, and
positive motivational processes.

2. Evaluate the appropriateness of the strategies used, on the lesson and the level of the learners.

3. What do you think is the importance of using varied methods and strategies in teaching?

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Field Study Student
 ACTIVITY SHEET NO. 2

ENRICHING LEARNING

Teacher Observed: ______________________________________________________________

School: _______________________________________________________________________
Class Observed: _________________________ Subject: _______________________________
Date: _______________________________ Time: ____________________________________

Specific Tasks:
1. Observe a class.
2. Focus on the lesson proper.
3. Accomplish the attached matrix.

Teacher’s Describe the Theories of Your own suggested Reason/s for your
Activity Learning Behaviours Learning activity that would choice
of the Learners promote better
learning

1.

2.

3.

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Field Study Student

ACTIVITY SHEET NO. 3

ENRICHING LEARNING

Teacher Observed: ______________________________________________________________

School: _______________________________________________________________________
Class Observed: _________________________ Subject: _______________________________
Date: _______________________________ Time: ____________________________________

Specific Tasks:
1. Observe three different subjects of one class.
2. Identify the subject matter, lesson objectives methods/strategies used and the learning experiences set by
the teacher. Accomplish the attached matrix
 Subject Matter Lesson Objectives Methods/Strategies Used Learning Experiences
Set

SELF- RATING COMPETENCY CHECKLIST (STUDENT USE)

Name ________________________________ Course ________________ Year & Section _________

Direction: Check (ϋ) the appropriate column that best describes your current level of mastery of
each listed competency.

I can do
I am this but I I can do
COMPETENCY I cannot do learning need to this
this yet how to do learn more very
this and well
improve
Identifies varied methods and strategies used in
the learning environment.
Distinguishes general learning processes as well
as unique process of individual learners.
Identifies teacher’s actions that demonstrate
clue for learning.
Explains the importance of using varied
learning experiences.
States the significance of preparing classroom
activities and experiences that provide
meaningful learning.
Describes the significance of using utilizing
varied strategies in diverse situations.
Obtain important information on the learning
styles, multiple intelligences and needs of
learners.
Proposes strategies to address the needs of
differently-able students.
Determines and accepts learners’ diverse
background and experiences.
Identifies and analyzes the factors to be
considered in the selection of methods and
strategies and sets of learning experiences.
Develops and utilizes creative and appropriate
instructional planning.
Shows proofs of instructional planning.
Uses appropriate assessment strategies to
evaluate learning.
Sets appropriate learning goals.
Delivers accurate and updated content
knowledge using appropriate strategies.
Selects, prepares, and utilizes real-life
experiences appropriate to the learners and to
the learning objective.
Makes good use of allotted instructional time.

Classroom Management refers to the administration or direction of activities. Witth Special

reference to such problems as discipline, democratic techniques, use and care of supplies and reference
materials, the physical features of the classroom, general housekeeping and the social relationships of
students/pupils.

-Carter V. Good Dictionary of Education

ACTIVITY NO. 6
CLASSROOM MANAGEMENT
Aspects of Classroom Management

6.1 A. Organization of Classroom

Note your observation on:
1) Provision for physical Comfort
2) Routine Activities
3) Materials for Instruction
4) General Atmosphere
B. Classroom Discipline Note your relevant experiences on:
1) Classroom Courtesies and Human relations
2) Cooperation
3) Democratic group-oriented activities
4) Behavior

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6.2.1 Observe carefully the teacher's management procedure in the classroom. List down the factors that
may have contributed to the smooth operation of the class.

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6.2.2 Enumerate the systematic routines you observed in the classroom.

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Traditionalists equate discipline with silence, but modern educators agree that classrooms have good
discipline if the learners are earnestly and eagerly performing activities for the accomplishment of
desirable goals which implies wholesome activities not the "absolute quiet-of-the-pin drop" concept.

Lardizabal and Campos

"Theory and Practice in Student Teaching"

6.3 Was there rapport between teacher and students/pupils? Cite instances when it was very evident.

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6.4 Discuss with some teachers as to how they dealt with various kinds of disciplinary problems.

Try to discover how they sympathize with and understand students and pupils.

Find out if there are weak points in the management of students/pupils.

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SEAT PLAN

6.5 Sketch the seat plan of the class you are observing. Include the positions/placement of the classroom
equipment and other paraphernalia.

A classroom is a good learning place if it is:

1) Orderly, tidy and attractive.

2) Of the right temperature.
3) Free from disturbance.
4) Spacious enough to accommodate the class and allow movement during
activities.
5) Equipped with materials which are in good working condition.
6.6 Give your remarks on the condition/utilization of the following points:

1) Classroom space
2) Desks, tables, chairs, etc.
3) Equipment and materials
4) Lighting and ventilation
5) Order and cleanliness

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6.7 Was there any/no classroom disturbance of any type? Did you observe any pupil misbehaviors? How
did the teachers effectively handle them?

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ACTIVITY NO. 7

THE LESSON PLAN AND ITS PRESENTATION

7.1 Observe a lesson of a teacher. Guided by the inputs/teaching, state the objectives of the lesson.

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7.2 What was the content of the subject matter?

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7.3 What were the IM’S used in this lesson?

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7.4 Describe the method/technique in presenting the IM.

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7.5 Indicate the values injected into the lesson.

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7.6 How was the evaluation conducted?

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7.7 State the agreement. What was the assignment/ homework?

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7.8 Based on the inputs and activities prepared by the teacher for the lesson, did the students/pupils
manifest high level of interest and motivation of the lesson? Describe what you observed.

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7.9 Identify the methods/techniques effected or used by the teacher in the classroom proper. How was this
done? How did the activities go about?

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7.10 Evaluate the method used, and suggest ways to improve the lesson.

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7.11 Detailed Lesson Plan Make a detailed lesson plan of the lesson demonstrated in lesson

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BRIEF LESSON PLANS

7.12 Copy three (3) brief lesson plans from three (3) different teachers of your laboratory/cooperating
school.

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SEMI-DETAILED LESSON PLAN

7.13 Choose one from among the three (3) brief lesson plans you have copied. Write your own semi-
detailed lesson plan based on it.

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For the teaching-learning procedure to be livelier and more effective, the teacher should induce
more active student/pupil participation through skilful questioning. Using this, students/ pupils are lead to
discover desired facts, concepts, rules or principles.

The teacher should ask questions with these objectives in mind:

1) to stimulate thought
2) to discover weaknesses (difficulties) and strengths (abilities)
3) to motivate students/pupils
4) to initiate discussion
5) to arrest attention/focus
6) to evaluate progress
7) to help learner organize and relate pertinent experiences to the lesson
8) to encourage application of concepts
9) to develop creative expressions, resourcefulness and appreciation.

ACTIVITY NO. 8

THE TEACHER'S ART OF QUESTIONING

8.1 Observe a teacher during a 40-minute, 60-minute or 90-minute class. Take note of all the questions
the teacher asks during the presentation, development and evaluation of the lesson.

Classify all these questions according to the objectives of questioning listed above.

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8.2 Do you think the teacher followed a planned order in asking questions? Why do you say so?

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8.3 What does the teacher do to ensure that his/her questions asked would be answered by the
student/pupil he/she wishes to call?

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8.4 What levels/kind of questions are most frequently asked by the teacher? What does it serve the
learners?

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8.5 What does the teacher do when the student/pupil asked could not answer the questions?

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8.6 What type of assignment was given by the teacher? What kind of materials/references do the learners
need to accomplish the assignment?

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8.7 How do you evaluate the assignment given by the teachers?

- Does the activity require the learner to look for references?

- Does it test the learners, creativity and initiative?
- Does it induce critical thinking?
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RUBRIC FOR ASSESSING FIELD STUDY PORTFOLIO

CRITERIA 1.
1. Contents of Has all the Has 90% of Has 60% of Has less than Has less than
the portfolio required the needed the needed 60% of the 40% of the
contents. content content. needed content. needed
content.
2. Quality of Entries are Entries are Entries are Some entries are Entries are of
Entries very substantial acceptable substantial. very minimal
substantial and and of better and of substance.
of best quality: quality but substantial
cooperating some written quality.
teacher’s documents
signature, are not
reflect actual supported by
experience. cooperating
teacher’s
signature.
3. Presentation Creative and Creative, neat Creative, neat Minimal No creativity,
of has a very and has strong and has creativity, neat in disarray or
Entries strong impact/appeal average but with no
impact/appeal. impact/appeal minimal/appeal. impact/appeal
.
4. Promptness Submitted Submitted on Submitted Submitted two Submitted
in the before schedule and one day after days after three days
Submission deadline deadline date. deadline. deadline. after deadline.
 SCALE FOR RUBRIC
OF PORTFOLIO PROCESS
AND PRODUCT
(Based on the Criteria for Rating)

POINT AVERAGE WEIGTED RATING/GRADE

AVERAGE
19-20 4.75-5.0 1.10-1.0
17-18 4.25-4.5 1.25
15-16 3.75-4.0 1.5
13-14 3.25-3.5 1.75
10-12 2.5-3.0 2.25
7-9 1.75-2.25 2.5
4-6 1.0-1.5 2.75
 FIELD STUDY 3
TECHNOLOGY IN THE LEARNING ENVIRONMENT
Anchored on: Educational Technology l
Educational Technology ll

Credit Unit:
Time Duration: (17 hours)

COURSE DESCRIPTION:
This course is designed to enrich the students' experiences in developing and utilizing
appropriate technology to facilitate learning. It shall also provide exposure and hands-on
opportunities in the use of Information and Communications Technology (ICT) in teaching

OBJECTTVES OF THE COURSE:

 Classify learning resources according to functions and characteristics.
 Evaluate displays viewed from the school bulletin board.
 Observe the instructional materials utilized vis-à-vis the learning activities.
 Select teaching materials that would best suit the needs of the learners.
 Apply the principles of developing instructional materials in the task of materials
development management.
 Develop and utilize instructional materials appropriate to a chosen subject area.
 Develop a slide/power point presentation accompanied with a set of hand-outs, on a chosen
subject matter of one's specialization/major course.
 Try out prepared power point presentation to a group of learners.
 Write a narrative report on the strengths and weaknesses on the utilization of ICT in the
teaching-learning process.
Focus Specific Tasks Learning Evidences
The School's Learning Make an ocular visit to the An Inventory and Classification
Resources (This is a required learning resources center of a of Learning Resources
activity of the course.) school (i.e., media center,
computer room, library-internet
facilities, and resource center).
Make an inventory if it’s
available learning resources.
Classify them according to their
functions and characteristics.

Look around a school for

Bulletin Board Displays
bulletin board displays.
Evaluate the display. Propose An Evaluation Report on
enhancements to make the Viewed Bulletin
display more effective. Board Displays
A Proposed Bulletin
Observe a class in its regular Board Design
schedule. Note down the
various teaching aids that were
utilized in the teaching-learning
Utilization of Teaching Aids
A teaching aids Bank
Classroom Hand-outs
Slide Presentations
On-Line Learning
SELF-RATING COMPETENCY
process. A List of Teaching Aids That
Comment on the Were Utilized
appropriateness of the teaching
aids to the learning tasks.
Comments on the
Decide on a specific content Appropriateness of the
area (i.e., your major field area Teaching Aids
of concentration) or theme. A Bank of Varied Teaching
Aids
Make an ocular visit to the
learning resources Develop a A Compilation of Sample
pile of each of these teaching Classroom A Description of the
aids: Classroom Handouts
- Flashcards
- Word cards
- Pictures
- Cut-outs A Slide Presentation on a
- Transparencies Selected Topic
- Others
- Organize them in a box.
A Narrative on the Strengths
Prepare hangouts for a selected and Weaknesses of the Material
topic (i.e., flowcharts, schema, Developed
and graphic organizers).
Describe your hand-outs.
Present them to your FS
Teacher before producing them.
An Evaluation Report on
Select a topic. Visited Website
Develop a slide presentation to
support a learning activity on
the topic (using transparencies,
still slides or relevant computer
programs).
Try out your presentation to a
group of learners.
Write a narrative pointing out
the strengths and weaknesses of
your presentation.
Observe a class. Take note of
the topic being presented. Surf
the net to find sites that provide
support materials and/or
interactive programs on the
topic.
Evaluate the material/programs.
 CHECKLIST
FOR FIELD STUDY 3
(FOR STUDENT USE)

Name: ___________________________________________________________________________
Course: _______________________________ Year & Section: ____________________________

Direction: Put a check (ϋ) in the appropriate column that best describes your current level of
mastery of each listed competency.
I cannot do I am I can do I can do
this yet learning this but I this very
COMPETENCY how to do need to well
this learn more
and
improve
1. Identifies and classifies resources that
facilitate teaching and learning
processes.
2. Appraises the effectiveness of displays
as learning resources.
3. Designs a bulletin board display.
4. Determines the appropriateness of
teaching aids to learning tasks.
5. Prepares instructional materials that are
appropriate to the learning content.
6. Prepares instructional materials that are
appropriate to the learning content.
7. Develops and utilizes materials which
involve students in meaningful
learning.
8. Recognizes strengths and weaknesses
of slide presentations in facilitating the
teaching learning process.
9. Determines the appropriateness of the
internet resources to the learning tasks.

[ ] Pre-Assessment

[ ] Post-Assessment

Date Accomplish: FS Student’s Signature:

___________________________ ____________________________
 Instructional media (IM) forms an integral part of classroom instruction. They are the
principal means of direct instruction. Both efficiency of learning and positive attitudes towards
learning are enhanced with the use of IMs.

Humans learn from direct experience. Below is a "Cone of Experience" showing the
progression of learning experiences from direct, first hand participation to purely abstract symbols.

Verbal
Symbols

Visual symbols

Recordings, radio,
Still pictures

Motion Pictures

TV

Exhibits

Study trips

Demonstration

Dramatized experiences

Contrived experiences

Direct purposeful experiences

The Cone of Experience

(Edgar Dale, Audio Visual Methods in Teaching)

The closer you are to the bottom of the cone, the more direct learning experiences; the farther
you are from the bottom, the farther you are from the direct learning experiences.
 ACTIVITY NO.9

9.1 Observe the teacher teach with her IM's. Classify the IM's she used according to the divisions of
experience, from the first hand (direct) to the abstract verbal symbols.
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9.2 What instructional materials were used? At which part of the lesson was it used?
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9.3 If you were to be asked suggestions for the teacher observed, what would they be? What would
you give for his/her IM's to be used more effectively?
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9.4 What other visual aids/IM's could you suggest to make the instruction more interactive?
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A lesson plan (LP), no matter what type, has the following components:
1) Objectives
2) Subject matter/materials
3) Procedure
4) Evaluation
5) Agreement (Assignment/homework)

TYPES OF DAILY LESSON PLANS

Detailed LP – puts down in writing all classroom activities for the lesson and teachers' questions/
activities under Teacher Activity Column. Pupils' expected responses under Pupil
Activity Column.
Semi-detailed LP – omits pupil activity; contains only the procedure and steps and a few provided
questions.

Brief LP – contains all the parts but has very short descriptions of the Activity in the procedure.
No Teacher/Pupil Activity Column.

Non-human resources refer to available resource materials in the school such as the library
collections, audio visual materials and equipment, ICT and other laboratory facilities.

ACTIVITY NO. 10

10.1 List down students'/pupils characteristics which you observe are very common to all.
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An adequate and wholesome environment is which is safe, secure, quiet, and has a healthy learning
atmosphere.

10.2 In your observation, what are the conditions of the classroom and the school that relate to these
factors, which make the school environment wholesome?
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An effective school recognizes the complimentary role of parents in the education of the child, with
school and the community as partners.

10.3 What are the ways by which the harmonious relationships between the school and the parents may
be strengthened?
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 RUBRIC FOR ASSESSING FIELD STUDY PORTFOLIO

CRITERIA 1.
1. Contents of Has all the Has 90% of Has 60% of Has less than Has less than
the portfolio required the needed the needed 60% of the 40% of the
contents. content content. needed content. needed
content.
2. Quality of Entries are Entries are Entries are Some entries are Entries are of
Entries very substantial acceptable substantial. very minimal
substantial and and of better and of substance.
of best quality: quality but substantial
cooperating some written quality.
teacher’s documents
signature, are not
reflect actual supported by
experience. cooperating
teacher’s
signature.
3. Presentation Creative and Creative, neat Creative, neat Minimal No creativity,
of has a very and has strong and has creativity, neat in disarray or
Entries strong impact/appeal average but with no
impact/appeal. impact/appeal minimal/appeal. impact/appeal
.
4. Promptness Submitted Submitted on Submitted Submitted two Submitted
in the before schedule and one day after days after three days
Submission deadline deadline date. deadline. deadline. after deadline.

SCALE FOR RUBRIC

OF PORTFOLIO PROCESS
AND PRODUCT
(Based on the Criteria for Rating)

POINT AVERAGE WEIGTED RATING/GRADE

AVERAGE
19-20 4.75-5.0 1.10-1.0
17-18 4.25-4.5 1.25
15-16 3.75-4.0 1.5
13-14 3.25-3.5 1.75
10-12 2.5-3.0 2.25
7-9 1.75-2.25 2.5
4-6 1.0-1.5 2.75