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    This document contains details from a student's field study observation of a teaching and learning process lesson at Don Honorio Ventura State University. The student observed a class and analyzed the teacher's stated learning objectives, teaching methods used, and assessment tasks employed. Based on the observation, the teacher sometimes but not always stated the learning objectives at the beginning of class. Group activities and oral recitation questions were commonly used teaching methods. Performance tasks and quizzes were generally used for assessment and aligned with the lesson objectives. In reflection, the student analyzed benefits of SMART objectives in focusing lessons and potential drawbacks of purely teaching subject matter for tests. They concluded they would take a more student-centered approach if reteaching the observed classes

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    This document contains details from a student's field study observation of a teaching and learning process lesson at Don Honorio Ventura State University. The student observed a class and analyzed the teacher's stated learning objectives, teaching methods used, and assessment tasks employed. Based on the observation, the teacher sometimes but not always stated the learning objectives at the beginning of class. Group activities and oral recitation questions were commonly used teaching methods. Performance tasks and quizzes were generally used for assessment and aligned with the lesson objectives. In reflection, the student analyzed benefits of SMART objectives in focusing lessons and potential drawbacks of purely teaching subject matter for tests. They concluded they would take a more student-centered approach if reteaching the observed classes

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    © All Rights Reserved
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    9 views4 pages

    To Print - FS1 E6.

    Uploaded by

    Carlo Justo
    This document contains details from a student's field study observation of a teaching and learning process lesson at Don Honorio Ventura State University. The student observed a class and analyzed the teacher's stated learning objectives, teaching methods used, and assessment tasks employed. Based on the observation, the teacher sometimes but not always stated the learning objectives at the beginning of class. Group activities and oral recitation questions were commonly used teaching methods. Performance tasks and quizzes were generally used for assessment and aligned with the lesson objectives. In reflection, the student analyzed benefits of SMART objectives in focusing lessons and potential drawbacks of purely teaching subject matter for tests. They concluded they would take a more student-centered approach if reteaching the observed classes

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Flag for inappropriate content
    of 4

    DON HONORIO VENTURA STATE UNIVERSITY

    Cabambangan, Villa de Bacolor, Pampanga, Philippines


    Tel. No. (6345) 458 0021; Fax (6345) 458 0021 Local 211 COLLEGE OF EDUCATION
    URL: http://dhvsu.edu.ph CHED Center of Development in Teacher Education
    DHVSU Main Campus, Villa de Bacolor, Pampanga
    E-Mail Address: coe@dhvsu.edu.ph

    FIELD STUDY 1
    LEARNING EPISODE 6: THE TEACHING AND LEARNING PROCESS
    Name:Justo, Carlo James T. Course Year and Section: BSEd Fil 4A

    Objectives:
    a. Determine the guiding principles on lesson objectives/learning outcomes applied in
    instruction.
    b. Judge if lesson objectives/intended learning outcomes are SMART
    c. Determine whether or not lesson development was in accordance with learning objectives.
    I. Steps:
    a. Observe your resource teacher methods and strategies in developing learning opportunities
    to achieve learning objectives.
    b. Analyze the importance of learning activities provided in teaching-learning process.
    c. Reflect on the teaching method you observed.
    II. Learning Activities:
    A. Observe
    Observe a class, this time focusing on how the learning outcomes were stated. Determine if the
    learning outcome/s was/were achieved or not. Give evidence.
    1. Write the learning outcomes stated in the lesson.

    (SMART Objectives?) Achieved


    Learning Outcomes
    Yes No Yes No

    ✓ ✓
    a. Nabibigyang kahulugan ang
    mga salitang may malalalim na
    kahulugan

    ✓ ✓
    b. Napatutunayan ang pagiging
    makatotohanan at di- pagkamakatotohanan ng
    akda sa pamamagitan ng pagsasadula

    ✓ ✓
    c. Napapahalagahan ang magagandang
    ugali.

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

    1. Nagamit ng mga mag-aaral ang salita sa isang pangungusap.

    UNIVERSITY VISION UNIVERSITY MISSION


    The lead university in producing quality individuals with competent DHVSU commits itself to provide an environment conducive to
    capacities to generate knowledge and technology and enhance professional continuous creation of knowledge and technology towards the
    practices for sustainable national and global competitiveness through transformation of students into globally competitive professionals
    continuous innovation through the synergy of appropriate teaching, research, service and
    productivity functions.
    DON HONORIO VENTURA STATE UNIVERSITY
    Cabambangan, Villa de Bacolor, Pampanga, Philippines
    Tel. No. (6345) 458 0021; Fax (6345) 458 0021 Local 211 COLLEGE OF EDUCATION
    URL: http://dhvsu.edu.ph CHED Center of Development in Teacher Education
    DHVSU Main Campus, Villa de Bacolor, Pampanga
    E-Mail Address: coe@dhvsu.edu.ph

    2. Naksagot sa mga tanong ng guro ang mga mag-aaral ng tama at naibigay ang mga
    pangyayaring makatotohanan at hindi sa pamamagitan ng pagtatanghal. Ngunit ang iba ay
    nagkaroon na kalituhan sa mga pangyayaring totoo at hindi.

    3. Nauunawaan at naipahayag ang mga asal na dapat maipakita sa kapuwa.

    4.

    3. Did the Teacher state the learning objectives/intended learning outcomes (ILOs) at the
    beginning of the class? Did he/she share them with the class? How?

    Minsan Oo at minsan hindi. Sa aking pagoobserba ay hindi madalas nasasabi ang mga ILOs sa
    pasimula ng talakayan. Ngunit minsan naman ay nakalagay na agad ito sa PPT at pinababasa sa klase
    pagkatapos ay ipaliliwanag ang mga layunin makamtan o matamo ng mga mag-aaral sa araw ng iyon.

    4. What teaching-learning activities (TLAs) did he/she use? Did these TLAs help him/her attain
    his/her lesson objectives/ ILOs? Explain your answer.

    Kadalasan ay nagpapagawa ang aming guro ng pangkatang gawain. Hinahati niya ang mga aral sa
    bawat grupo at magkakaroon ng iba’t ibang gawain ang bawat isa. Sa pamamagitan ng pagtatanghal
    naipapakita ng mga mag-aaral ang kanilang natutuhan. Bukod sa pangkatang gawain ay madalas ring
    magtanong ang aming guro sa pamamagitan ng oral recitation. Tumatawag siya ng mga mag-aaral
    kung talagang nauunawaan nula ay masasagot nila ang tanong. Sa kabilang banda kung hindi nila ito
    masasagot ay ipaliliwanag niya ulit ang aral paksa na kanilang tinalakay.

    5. What assessment task/s did the teacher employ? Is/Are these aligned to the lesson objectives/
    ILOs?

    Oo, ang ginagamit niyang mga assessment task ay pasok sa kaniyang layunin sa araw na iyon.
    Karaniwang ginagamit niya ang performance task kapag ang paksa ay panitikan o mga kuwento
    samantalang kapag gramatika ay seatwork at quizez upang mataya ang pagkatuto ng mga mag-aaral.
    Sa aking pagsusuri ay nagiging epektibo ang ganitong ebalwasyon upang mataya ang kasanayang
    natamo ng bata.

    B. Analyze
    1. Do SMART objectives make the lesson more focused?

    Oo, sapagkat ang SMART ay nakatutulong na limitahan ng guro ang kaniyang sarili sa talakayan upang
    hindi masyadong magulo, nakatutulong ito upang maging organisado ang talakayan. Dahil kung walang
    limitasyon ay maguguluhan at mabibitin ang mga bata sa mga nais nilang malaman at maaring magdulot

    UNIVERSITY VISION UNIVERSITY MISSION


    The lead university in producing quality individuals with competent DHVSU commits itself to provide an environment conducive to
    capacities to generate knowledge and technology and enhance professional continuous creation of knowledge and technology towards the
    practices for sustainable national and global competitiveness through transformation of students into globally competitive professionals
    continuous innovation through the synergy of appropriate teaching, research, service and
    productivity functions.
    DON HONORIO VENTURA STATE UNIVERSITY
    Cabambangan, Villa de Bacolor, Pampanga, Philippines
    Tel. No. (6345) 458 0021; Fax (6345) 458 0021 Local 211 COLLEGE OF EDUCATION
    URL: http://dhvsu.edu.ph CHED Center of Development in Teacher Education
    DHVSU Main Campus, Villa de Bacolor, Pampanga
    E-Mail Address: coe@dhvsu.edu.ph

    ng kalituhan. Sa pamamagitan ng SMART objectives matatansa ng guro ang mga aral kaniyang maaring
    maipabatid sa oras na nakalaan sa araw na iyon. Sa pamamagitan din nito maituturo lahat ng guro ang mga
    dapat niyang ituro at maging pantay-pantay ang pagkatuto ng mga bata.

    2. What are possible consequences of teaching purely subject matter for mastery and for the test?

    Ang posibleng maging negatibong epekto ng purong subject matter lang ang itinuturo ay: maaring
    maging boring ang talakayan, mawalan ng interes makinig ang mga bata, hindi lubos na mahasa ang
    kanilang kakayahan, maging mababaw ang kanilang pag-iisip.

    3. If you were to reteach the classes you observed, would you be teacher-centered or student-centered?
    Why?

    Noong una bagamat hindi ko pansin ay naging teacher centered ako. Ako lahat, ngunit sa paglipas ng
    mga araw napagtanto ko na mas mainam ang student centered. Nakatutulong ito na mas maging interesado
    ang isang talakayan dahil ang mga bata ay nakakaroon madalas ng partisipasyon sa loob ng klase. Isa pang
    kagandahan nito ay hindi gaanong pagod ang guro sa kaniyang pagsasalita dahil napapahinga kapag
    sumasagot o nagbabahagi ang mga mag-aaral sa loob ng isang klase. Kaya kung ako ay magtuturo palagi
    sa mga klase na aking inobserba ay gagayahin ko ang aking CT na madalas nagtatanong sa mga mag-aaral
    at pinapansin niya ang mga ito at binibigyan ng tugon ang kanilang aksyon na ginagawa, negatibo man ito
    o positibo.

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

    Napakahalaga ng papasok ng handa sa loob ng silid—mayroong planong organisado at kayang


    matamo sa loob ng nakalaan na oras. Sa pamamagitan nito ay magiging maayos ang daloy ng
    pagtuturo. Para sa aking ang ganitong prinsipyo ang mahalagang daan upang matuto ang mag-aaral,
    nagsisimula sa pagiging handa ng guro sa kaniyang pagtuturo at kung paano niya ipapahatid ang mga
    aral ng epektibo gamit ang iba’t ibang estratehiya na kaniyang inisip at pinagplanuhang mabuti.

    UNIVERSITY VISION UNIVERSITY MISSION


    The lead university in producing quality individuals with competent DHVSU commits itself to provide an environment conducive to
    capacities to generate knowledge and technology and enhance professional continuous creation of knowledge and technology towards the
    practices for sustainable national and global competitiveness through transformation of students into globally competitive professionals
    continuous innovation through the synergy of appropriate teaching, research, service and
    productivity functions.
    DON HONORIO VENTURA STATE UNIVERSITY
    Cabambangan, Villa de Bacolor, Pampanga, Philippines
    Tel. No. (6345) 458 0021; Fax (6345) 458 0021 Local 211 COLLEGE OF EDUCATION
    URL: http://dhvsu.edu.ph CHED Center of Development in Teacher Education
    DHVSU Main Campus, Villa de Bacolor, Pampanga
    E-Mail Address: coe@dhvsu.edu.ph

    D. Documentation

    Put pictures and under each picture, write two or three related sentences about your
    observation. (maximum of 4 pictures)

    Pangkatang gawain—kung saan makikita na naisagawa ang layunin ng guro sa kaniyang


    banghay-aralin. Pagkatapos nito ay nagkaroon ng presentasyon ang bawat grupo upang maipakita ang
    aral na kanilang natutuhan sa paksang tinalakay.

    Nagkakaroon ng ebalwasyon ang guro pagkatapos niyang maipaliwanag at matapos ang isang paksa.
    Nagiging sanhi ito upang malaman ng guro kung may natutuhan ba ang mga mag-aaral at natamo ba nila ang
    layunin na ninanais ng guro na kailang matamo.

    UNIVERSITY VISION UNIVERSITY MISSION


    The lead university in producing quality individuals with competent DHVSU commits itself to provide an environment conducive to
    capacities to generate knowledge and technology and enhance professional continuous creation of knowledge and technology towards the
    practices for sustainable national and global competitiveness through transformation of students into globally competitive professionals
    continuous innovation through the synergy of appropriate teaching, research, service and
    productivity functions.

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