Field Study 2 Episode 11

Daniel T. Soriano

Participate and Assist

Segments of Learning Events of Strategies and LearningResources/

Instruction Activities Used Materials

Preparation 1. Gaining Attention Start the lesson with a Youtube Video

brief teaser trailer of the
documentary,
showcasing intriguing
visuals and snippets of
interviews. Use an
attention-grabbing
question related to
non-narrative elements
to pique interest

2. Inform Learning Clearly state the MELC for Grade 12 in

Objectives learning objectives for Subject of Writing
the lesson. Explain that Non-Narrative
students will analyze
the non-narrative
elements in the
documentary and
identify key aspects
such as
cinematography, sound
design, and editing.

3. Stimulate Recall of Begin with a quick PowerPoint

Prior Learning review of fundamental Presentation/Visual Aid
concepts related to
non-narrative elements
in film. This could
include a brief
discussion or a short
quiz to activate prior
knowledge.

Instruction and 4. Present the Content Show the documentary, Online Class setup:
Practice pausing at key Zoom, Google
moments to highlight Classroom or Face to
specific non-narrative Face setup: Classroom
elements. Discuss the Whiteboard
significance of these
elements and how they
contribute to the overall
impact of the
documentary.
 5. Provide Learning Distribute a study guide Worksheets and Quiz
Guides or worksheet that Papers
outlines key terms and
concepts related to
non-narrative elements.
Include questions that
prompt critical thinking
about the
documentary's use of
these elements.

6. Elicit Performance Divide students into Printed Materials for

small groups and activity
assign them specific
scenes from the
documentary to
analyze. Each group
will present their
findings to the class,
discussing the
non-narrative elements
observed and their
impact on the overall
viewing experience.

7. Provide Feedback Offer constructive Piece of paper with

feedback during and feedback sheet and
after each group criteria
presentation.
Encourage peer-to-peer
feedback as well,
fostering a collaborative
learning environment.
Emphasize the
importance of
articulating
observations and
insights effectively.

Assessment and 8. Assess Administer a written or Printed exam paper

Transfer Performance oral quiz to assess
individual
understanding of
non-narrative elements
covered in the
documentary. Include
questions that require
critical thinking and
application of
knowledge.

9. Enhance Retention Conclude the lesson Canva presentation or

with a summary of key Whiteboard
takeaways and their
real-world applications.
 Encourage students to
reflect on how
understanding
non-narrative elements
enhances their
appreciation of
documentaries and
other visual media.
Provide additional
resources for further
exploration.

Notice

1. How did the students react to the activities/various elements to arouse their

interest?

- Throughout the documentary teaser trailer, the students shown a high degree of

interest and enthusiasm, with many expressing curiosity about the lesson that

was to be taught. During the attracting attention phase, the attention-grabbing

question effectively piqued students' curiosity and started animated

conversations. As the class went on, students became even more engrossed in

the interactive group study of certain documentary sequences. students were

encouraged to share their views and analyze non-narrative factors, which created

a stimulating and engaging learning atmosphere.

2. Were the students focused when you were stating the learning objectives at the

beginning of the lesson?

- Yes, when the learning objectives were introduced at the start of the class, the

students showed signs of focused attention. Students appeared interested in the

session because they could clearly understand the aim and goals of examining

the documentary's non-narrative aspects. This was made possible by the

objectives being stated clearly.

3. How did the new learnings relate with what they really know?

- The students' prior knowledge was meaningfully expanded by the additional

information they learned about non-narrative features in documentaries. Students

were able to connect the new material to what they already knew about editing,

sound design, and cinematography by finding connections between well-known

filmmaking concepts and the particular application to documentaries.

4. Did you notice some students who needed assistance? What did you do?

- Yes, some students needed help during the group study of the moments from the

documentaries. I gave further explanations and examples when I saw that they

needed them for some non-narrative parts in order to make sure they

understood.

5. Did the students find difficulty in applying the theories/ concepts learned to real

life?

- When it came to applying the theoretical ideas to actual situations in

documentary production, some students initially found it difficult. To solve this, I

used a case study technique, giving instances of well-known documentaries that

used non-narrative components to great advantage. Students were finally able to

close the knowledge gap between theory and practice by witnessing the theories

in action through this practical application, which improved their comprehension

of how these ideas are applied in actual documentary filming.

6. How did your students react to your feedback?

- The comments given to the students both during and after their group

presentations was well received by them. They valued the helpful criticism on

their interpretation of the non-narrative aspects of the documentary sequences.

Through interactive feedback sessions that promoted a collaborative

 environment, students were able to improve their comprehension and presenting

abilities while also exchanging constructive comments with one another.

7. What pieces of evidence can prove that the students had retention of learning?

- Students' performance on the post-lesson assessment, where they showed a

firm understanding of important terms and concepts linked to non-narrative

aspects, provided evidence that they had retained the material. Furthermore,

after the session, students brought up particular instances from the video in class

discussions, demonstrating a persistent recall of the material.

Analyze

Areas of Strengths Area of Improvement

1. Subject Matter Content - Demonstrates extensive

Demonstrates depth and knowledge in the subject matter.
breadth of the subject matter. - Displays mastery and expertise
Shows mastery of the subject in the content being taught.
matter.

2. Organization of the lesson - Presents subject matter in a

Presents subject matter clear, sequential, and logical
sequentially and logically. manner.
States clear learning - States and achieves clear
outcomes. Synthesizes main learning outcomes.
points. Meets class at
scheduled time. Regularly
monitors classroom on-line
course

3. Rapport/Interaction with the - Demonstrates respect,

students Holds interest of fairness, and impartiality.
students. Is respectful, fair - Provides immediate feedback
and impartial. Provides and encourages active student
immediate feedback. participation.
Encourages active
participation. Interacts with
students. Shows enthusiasm.

4. Teaching Methods and - Utilizes diverse and relevant

Strategies Utilizes relevant
teaching methods/strategies.
Uses learning aids, materials,
and technology. Employs
cooperative/group
teaching methods and
strategies.
- Incorporates learning aids,
materials, and technology
effectively.
involvement in the classroom
and remote learning. Uses
examples that are simple,
clear, precise, and
appropriate. Stays focused on
and meets stated learning
outcomes.

5. Presentation of the lesson - Establishes a conducive

Establishes an online course learning environment, whether
or classroom environment online or in the classroom.
conducive to learning. - Demonstrates a good
Maintains eye contact. Uses a command of language, adjusting
clear voice, strong projection, to the level of students.
proper enunciation. Has a
good command of the
language. Uses language
within the level of students.

6. Classroom Management - Effectively manages both

Begins and ends classes on
time. Uses time wisely.
Attends course interaction.
Demonstrates leadership
ability; maintains discipline
and control. Maintains
effective classroom and
e-platform management
physical classrooms and
e-platforms.
- Shows leadership ability,
maintaining discipline and
control.

7. Sensitivity to Students' - Exhibits sensitivity to students'

Needs Exhibits sensitivity to cultural, gender, and disability
students' personal culture, differences.
gender differences and - Creates a non-threatening and
disabilities. Respond pro-active learning environment.
appropriately in a non-
threatening, pro-active
learning environment.

8. Support/Assistance to - Assists students with academic

Students Assists students problems.
with academic problems. - Clarifies unclear points in the
Clarifies points in the lessons lessons.
which are not clear to the
students. Allots time for
questions/comments.

9. Personal Competencies - Displays self-confidence in

Shows self-confidence. teaching.
Maintains professional - Maintains a professional
distance and professional distance and appearance.
appearance

10. Physical Aspects of the - Monitors the number of

Classroom Oversees the students in attendance.
physical attributes of - Addresses layout and potential
 classroom (light, ventilation, distractions, considering their
acoustic) Checks number of impact on content delivery.
students in attendance
Checks layout of room
distractions, if any List any
observations on how the
physical aspects of the
classroom affected content
delivery.

Overall impression of teaching effectiveness:

Overall, there is a very favorable perception of educational effectiveness. The instructor

constantly exhibits a thorough comprehension of the material, uses efficient planning and

instructional techniques, and builds strong relationships with the students. A well-rounded and

effective teaching strategy includes consideration for both online and physical classroom

management as well as sensitivity to the needs of the students.

Reflect

Having implemented several lessons in your Cooperating School under the supervision

of your Cooperating Teacher, in what areas of the lesson do you need to improve?

- Through the implementation of lessons in my Cooperating School under the guidance of

my Cooperating Teacher, I have identified a need for improvement in refining my

classroom management skills, particularly in ensuring a seamless transition between

different activities and optimizing time use. Additionally, I am actively working on

enhancing my ability to tailor explanations to accommodate diverse learning styles,

ensuring that all students can grasp and apply the concepts effectively.
 Observe

1. The problems/challenges I encountered in delivering my lessons

- Keeping students' attention and engaging during remote learning presented

particular challenges, which I had to overcome when giving my courses.

Reflect

2. I hope to achieve to address these problems and challenges by

- I want to use more interactive and collaborative online technologies in my

courses to encourage student participation and minimize any disturbances. This

will help me overcome the hurdles of managing remote learning engagement and

technological concerns.

Plan

3. Some strategies/solutions mean that I can employ to improve these

situations/problems

- I will use interactive tools, like online breakout rooms and discussion boards, to

encourage involvement and collaboration among students during remote

learning.

Act

4. Based on my answers nos. 1-3, the possible title of my action research on this

episode is

- "Enhancing Remote Learning Engagement: Strategies to Overcome Challenges

and Improve Student Participation" This title encapsulates the focus on

addressing challenges related to student engagement during remote learning,

highlighting the intent to employ specific strategies and solutions to enhance the

overall learning experience.

 Check for Mastery

1. Which of the following characterizes a well-motivated lesson?

Answer: D. The students are highly engaged in the activities.

2. In which part of the lesson does the learner give examples to connect to the

broader aspects of life?

Answer: C. Application 3

3. Why should teachers provide immediate feedback and reinforcement?

Answer: B. To motivate students to do more and learn more

4. Which of the following principles of learning applies when a student's age is

considered in presenting concepts and ideas in the lessons?

Answer: A. law of readiness

5. Which part of the lesson is referred to when students give similarities and

differences in the concepts presented?

6. Answer: C. Comparison and Abstraction