Republic of the Philippines

MINDANAO STATE UNIVERSITY-ILIGAN INSTITUTE OF

TECHNOLOGY
Andres Bonifacio Ave, Iligan City, 9200 Lanao del Norte

ELC 101 Field Study 1:

Observation of Teaching-Learning in
Actual School Environment
and
ELC 102 Field Study 2:
Participation and Teaching Assistantship

MY FIELD STUDY EXPERIENCES

Prepared By:

NARCELY MAE A.
SARABIA
Field Study Student

Submitted to:
PROF. JOY MAGSAYO
Field Study Professor Instructor

2022
 TABLE OF CONTENTS
Introduction 1

Field Study Student Biography 2

Beliefs on Teaching and Learning 3

Compilation of Assessment Tasks 4

• Activity 1: Observation Guide for the 5
Classroom as a Learning Environment
• Activity 2: Teaching-Learning Process 12
• Activity 3: Critique A Lesson Plan 17
• Activity 4: Teaching Demo Observation 22
• Activity 5: Developing a Lesson Plan 28

Reflections on the field study areas observed 33

• Day 1

 Grade 11 34

 Grade 9 35

• Day 2

 Grade 11 37

 Grade 9 38

• Day 3

 Grade 11 40

 Grade 9 41

To be a Teacher is to be Teachable 43

Evidence of Learning 44
INTRODUCTION
The key processes intricated in the overall
procedure of education are the teaching and
learning processes. These processes come together
in a way that one cannot teach when the notion of
learning is absent, and learning is not even
thinkable without the conception of teaching.
Educators, bearing in mind the necessities of the
learner, do play a crucial part in enabling learning.
A noble teacher aggravates effective and competent
learning on the part of the students. It is imperative
for a teacher to know how to engrave effectiveness
and excellence to the kind of education.

The focus of the Field Study course is to deliver education students with practical learning experiences in which they,
themselves, will observe, reflect upon, and can partake in the dynamics of the teaching-learning process. In other
words, the teacher aspirants are to be exposed to the school environment and be involved in the process of teaching
and learning. They have the liberty to observe all the covered learning fields, such as the learning environment or
school, learners' characteristics and needs, classroom management, learners' learning activities, differences and the
learning process, and the teacher’s perceived roles. Opportunities and prospects for career development are being
offered for them as they observe the curriculum. This course provides them avenues to enhance their communication
skills as they exchange ideas with their co-observers, cooperating teachers, pupils, and even with parents if possible.
Based on their observations of learners, they shall develop their understanding on feasible approaches to facilitate
learning considering the various phases of growth and development.
Field Study 1 and 2, training for the teaching profession, ensure that our aspiring teachers are guided properly, learn
correct concepts and theories, and gain meaningful experiences and lessons despite from the challenges we face in this
stretch of pandemic. These courses make education teachers anticipate lessons that are very valuable and important
for their aspiration of becoming a teacher. They will be given better and clearer understanding about the field that they
will be going to soon. Also, it would be very beneficial for them to widen their understanding of the course. Students
are provided with a chance to see the cultures, diversity and realities of the world for themselves through field studies
and field activities.
1
 Field Study Student BIOGRAPHY

GET TO KNOW NARCELY MAE

Narcely Mae A. Sarabia is currently a 4th year student at
Mindanao State University of Iligan Institute of Technology
taking up Bachelor in Secondary Education – Major in Biology.
Before she started to go to college, she was an achiever in her
previous years in schooling. In elementary grade, she graduated
as the valedictorian in Matugas Bajo Elementary School, and she
received “With High Honors” award when she graduated in
Clarin National High School at Misamis Occidental. Also, she
received special awards ­– Best in Work Immersion and Best in
Science.
As a graduating student of MSU-IIT, Narcely Mae Sarabia
believes that to become a teacher is to become a person with a
never-ending knowledge. With that, one must never stop
learning. Taking up this course helped her in enriching her
proficiency in dilating her horizon.

EDUCATION
2006 – 2012 Matugas Bajo Elementary School

Jimenez, Misamis Occidental

2012 ­– 2018 Clarin National High School

Clarin, Misamis Occidental

HUMSS track Academic Strand

2018 – present Mindanao State University of Iligan Institute of Technology

Iligan City, Lanao Del Norte

Bachelor of Secondary Education 2

Major in Biology
 TEACHING AND LEARNING

BELIEFS
Education cannot come into realization if there is no teaching-learning process. This process
appears to be of big importance to the overall development of the students as well as the
teachers. With that, the teacher’s beliefs about both teaching and learning can impact on the
classroom environment.

Classroom practices tend to be implemented by teachers reflecting their philosophical beliefs.

Since then, teachers form beliefs in their heads - on how they should teach, evaluate, and their
role in the classroom. These beliefs influence the way they behave in class. As a future educator,
I have in mind my stand about the teaching profession. If I were to ask about the philosophy of
education and the learning orientation that is closest to my preference is Progressivism. I believe
that education should place its focus on the influential ideologies of education. Education should
be student-centered, pondering on individuality, development, and change of a child. Education
for this philosophy means letting children discover what is best for them by reflecting upon
relevant experiences, needs, interests, and abilities.

Education has its purpose of developing students' ability to think critically and integrate ideas,
rather than to accumulate facts. The teacher acts as a facilitator and not as the sole source of
knowledge. I believe that to achieve a quality education, there needs to be a give and take
relationship between the teacher and the students. Students learn best when actively engaged;
learning by doing. Substantial learning happens when students are free to face real dilemmas,
make choices and decisions, and search for solutions. Prospective teachers must be immersed in
the same learning experiences that their students will encounter if they are to learn how to help
their students learn effectively.

The teachers’ beliefs form a framework in which they elaborate their way of teaching. The gain
results may or may not be positive. This is the reason why beliefs have a very important role
when making decisions in the classroom, for they can weigh more than formally acquired
knowledge.

3
Compilation of worksheets

Narcely Mae

LET’S SEE TOGETHER

4
Narcely Mae A. Sarabia
BSED- Biology
ELC101 Field Study 1
ACTIVITY 1
Observation Guide for the Classroom as a Learning Environment

Instruction:

1. Click any of this link on classroom demonstration:

a. https://www.youtube.com/watch?v=0fxZG11zTrU
b. https://www.youtube.com/watch?v=k6HYYebLX0Y
2. Give your analysis and reflection after watching the video.

Your Objective:
Determine a classroom environment that provides social, psychological, and
physical environment supportive of learning.

A. Your Analysis:
Based on the video you have watched

1. What materials are posted on the walls?

There are a lot of materials posted on the walls of the classroom. On the front wall facing the
students, there is the chalkboard properly framed and provided with chalk ledge and curtains. A
framed portrait of the President of the Philippines is displayed at the above center of the chalkboard.
Above the framed portrait of the president, there is a saying and then also the core values are being
put there. Located below is the English Alphabet. At the back portion of the classroom, the bulletin
boards, tack boards, as well as charts, are placed. There are also charts present on the side walls of the
classroom. Things posted on the classrooms walls surely affect the students learning, therefore, it is
important to mind what should be posted appropriately on the walls to boost learning.

5
2. How are the chairs and tables arranged?
The chairs and the three large tables for the students are well arranged with a free space at
the center. To picture it out, there is one table at the back portion of the classroom and two
tables for each side of the classroom. It is like a U-shaped arrangement. This arrangement
is somewhat a nice thing because it is making it easy for the teacher to walk and roam
freely at the center. Also, the teacher’s table is put at the center front of the students.
However, the number of tables, since there are only three, made the students crowded or
close to each other.

3. Is the classroom well-ventilated and well-lighted?

The internal climate in the school must be calm, pleasant, and filling to make the students
feel comfortable. Aside from the thermal comfort, the visual comfort should also be thought
of. I think that the classroom has enough ventilation and lighting. Ventilation is not
congested, and the natural light is not hampered. Artificial ventilations such as the wall and
electric fans to allow cross ventilation are still the second-best option to natural ventilation.
On the other hand, good lighting is realized just with the help of the natural light. Artificial
light, as well, is
only an option or a back-up for some times just like when it is cloudy, or the sky condition is
gloomy. To sum up, I think there are good and adequate lighting and ventilation.

4. What learning materials/equipment are present?

Learning materials/equipment comprise the wide range and variety of educational tools
such as visual aids, audiovisual aids, teaching aids and devices, and the like, which are
indispensable tools for effective teaching and learning. These materials provide the child
with various experiences, which make learning more stimulating, meaningful, and
permanent. The teacher made used of the IMs or the instructional materials. She also used
chalk and board for the students to be able to right their answers. Also, there is a television
inside the classroom as well as laptop - utilized as audio visual aid in teaching - and a type
of instructional materials created through the modern technology which is the projector for

6
clearer and bigger view of the projected materials or discussion. We can also find inside the
classroom other instructional tools such as models and mock-ups like globe, dioramas,
pictures (like drawings, illustrations, and photographs), posters, graphs, charts, and
diagrams (such as map), flashcards etc.

5. How would you describe the number of students in the classroom?

Based on the video, I can descry that there are about 20-25 students in the class. I think the
number of students is just right for such classroom and for the teacher to handle. It would
be too hard for a teacher to manage more than 25 students in one class, to think that each
one of them holds differences (cultural, social, behavioral, and psychological). The
classroom isn’t that too crowded nor too spacious.

6. How would you describe the sitting arrangement of the classroom?

The seating arrangement of the pupils/students should be flexible, depending upon the
needs or activities of the class. With regards to that, on the video I have watched, the sitting
arrangement of the classroom makes the students stand, move, and walk easily when they
are called by the teacher. The chairs they are sitting in are facing towards the front (or
facing towards the chalkboard), not facing towards their table. Chairs facing in front make
me find it good as a method or technique to make students see clearly and listen well to
teacher. The significance of good seating cannot be disregarded since the children
generally devote a substantial fragment of their time in a sitting position in school.
Prominently, a good seating is essential for comfort and posture. It is crucial to the physical
development of the children.

B. Your Reflections: 1
1. Would you like to teach in the classroom environment you just observed? Why? Why
not?
Probably yes, I would like to teach in such kind of classroom environment I observed. I just
like the simplicity and attractiveness of the physical aspect of the classroom. The design is
not too little nor too much. I like it much when it is simple yet meaningful. Also, the design
7
suits well with the kind of students - elementary grade schoolers. The arrangement of the
chairs and tables are good enough and looks nice in my eyes. The atmosphere of the room,
its ventilation and lighting, is satisfying. There is enough light from the sun entering the
room, as well as the natural ventilation. There are also variety of learning devices inside the
classroom which can be used accordingly. Moreover, I will be at ease if I teach along with
not-so-many students in class. Other than that, and most specially, I am delighted on how
attentive and active the students are.

2. What kind of classroom is conducive to learning?

The physical environment or the classroom, is very imperative for it provides a conducive
milieu suitable for effective teaching and learning processes. In other words, a classroom
can affect the students’ way of learning. The designs put on classrooms should be intended
for offering an active sense to the classroom itself. Ultimately, the best classroom
environment is one where various kinds of work can happen simultaneously and one that
chooses the way to which what students really want. It shall be responsive to changes in
teaching methods and school association taking into contemplation the variations in
educational process which has become more active and interconnected. When designing a
classroom space, students should always have some form of involvement. This shall be
flexible to anticipate educational as well as social and technological changes and
innovations. Thus, this has paved way on becoming an integral part of the broader
community. A classroom favorable for learning is a classroom that is supportive, inviting,
and inspiring. It is the teaching space that provides social, psychological, and physical
environment supportive of learning. With that, it is thereby achieving success in the
implementation of the curriculum.

3. In the future, how can you accomplish your answer in number 2?

Soon, hopefully God permits, I will strive hard on becoming a kind and effective teacher
encouraging a conducive learning environment. Typically, the sociocultural, physical, and

8
psychological factors involved a learning environment deeply affect the learners’ learning
skills. The first thing that I surely want to do is to build good teacher-student and student-
student (within the students) relationships. For me, it is the building block of creating a
positively driven classroom for operative education. With that, developing an engaging and
positive learning environment for learners is one of the most inventive facets of teaching. A
classroom that is engaging, not distracting. I opt to encourage my students to share their
ideas while teaching them the importance of not letting discrimination nor prejudice stain
their identity and the identity of others. In that way, they will learn how to value one’s culture
and embrace diversity. Comfort, without doubt, is an essential factor in facilitating learning
and teaching performance. Comfort from the tangible environment one is in, comfort from
social peers, and comfort within oneself. One example that I would like to share is that the
comfort they have to get when answering the question and they did not answer it fully on
point. My role as a teacher is to create an environment where questions and answers -
even wrong answers - are encouraged and valued. That’s not just about the comfort I could
give to my students, but it is also about the comfort I could give to myself. I will assure that
the students can seek comfort within me, that will be the time I am also comforted. Show to
them that you are not only interested in teaching them lessons but show to them that you
also care about them. I am always putting in mind that there is always a room for
improvements and changes. My strategies and ways may not be suitable for my students,
or it may be not effective over time, therefore, it is important to adopt to changes for the
sake of my students and for myself too. I, as a teacher, will give my best shot in my own
way, put myself in their place, and guide them in achieving their goals in life. I will allow
them to learn, grow and develop, and inspire others. Indeed, the success in the
implementation of the curriculum is my will and my comfort, only then if I could see the
success of my students.

C. Your Illustration
On a separate page, show your idea of an effective classroom environment through any of
these: photo illustration, sketch, or drawing.

9
10
 ACTIVITY 1
Observation Guide for the Classroom as a Learning
Environment
CHECKLIST

Description Observed Partly Not

(2) Observed Observed
(1) (0)
Your Analysis: The student has correctly described the following:  
1. Materials posted on the walls
2. Arrangement of chairs and tables.
3. Light and ventilation
4. Learning materials present
5. Number of students
6. Sitting arrangement
Your Reflections  
1. Connection to Experience
Makes clear the connection(s) between the experience
and the dimension being discussed.
2. Relevance
Describes learning that is relevant to the articulated
learning statement category and keeps the discussion
specific to the learning being articulated.
3. Accuracy
Makes statements of fact that are accurate and
supported with evidence.
4. Clarity
Consistently expands on and expresses ideas in
alternative ways, provides examples/illustrations.
5. Significance
Draws conclusions, sets goals that address a (the)
major issue(s) raised by the experience.
6. Mechanics
Consistently avoids typographical, spelling, and
grammatical errors.
Your Illustration:  
1. Shows a clear understanding of an effective classroom
environment.
2. Demonstrates personal expression and
uniqueness.

3. Is neat and properly labeled.

  TOTAL /30

11
NARCELY MAE AMBAG SARABIA
REYMART CALUNOD
TEJAY CANO

Activity 2: Teaching-Learning Process

Teacher’s Demographic Profile:
Gender: Male
Educational Background: Graduated at MSU IIT, 2010
Master of Arts in Education, Major in General Science
Bukidnon State University, 2019
Field of Specialization: BSEd General Science
Rank: Teacher II PH since 2017 -2021
School: Sultan Ali Dimaporo Memorial Integrated School (PH)
Weldon STEM High School Career Academies (USA)
Years in Service: 3 years in private school, 4 years in public
Subjects Taught: Physical Science, Earth Science, Environmental Science
Part A. Principles of the Teaching-Learning Process

Principles of learning What did you do to apply each principle of learning?

1. Effective learning begins It is very important for us teachers to set clear and high expectations
with the setting of clear and of learning. In lesson planning, you should plan the objectives that
high expectations of learning
you expect your learners would learn at the end of the lesson. Also,
outcomes.
you must know the type of student that you will be teaching because
setting the expected outcomes is also knowing your learners first. In
applying this, I always come to school prepared and always imagine
the possible things to have an effective learning outcome.

For sciences to be not boring, you have to think of ideas or things for
2. Learning is an active your students to be active in a way that the learning process or
process. learning environment is quite engaging. To apply this, you could
have role-playing, case studies, and group discussions because
when these learners are very active in the learning environment,
they would have an interest in a certain subject matter. In applying it,
you have to make sure that most students would engage and do
things that would ignite their interest in the subject matter. The things
they did in school and their experiences would connect to what they
learn. Learning is best by doing.

3. Learning is the discovery of
personal meaning and
relevance of ideas
4. Learning is a cooperative
and collaborative process.
Learning is enhanced in an
atmosphere of cooperation
and collaboration.
Apply the subject in real life. Always do activities and give examples
that
relate to real-life situations that you would know and feel that these
learners would appreciate. Give them activities that would make
them realize the relevance of the topic in real life.
To apply this, you must give them activities that involve engagement
with other students for them to be more creative. Let them engage
with other students so that they can share and learn from each
other. In real life, we are teaching them to deal with people they
don’t like to be with, because, in the future, they have to work with
other people, they have to work in a team.
12
a. Which of the principles of learning is mostly applied in your class? Why?
• It would be learning is an active process, because if you're really in the field, you would like
to try your best for the learners to become actively participative in your subject. If you can
make learning an active process, all the other principles will follow. They might forget the
main point of the subject, or they may forget the lesson itself, but they won't forget what they
did in that setting.

b. Which of the principles of learning is least applied in your class? Why?

• In the field, all these principles are very important, and you must apply all these principles of
learning. For me, the least is setting high expectations of learning outcomes because
although you are very prepared, you have all your lesson plans and instructional materials
ready, and you have very high expectations of your learning outcomes, there would come a
point that your expectations will not be met.

Part B. Creating an Appropriate Learning Environment

1. Are there areas in the classroom for specific purposes (storage of teaching aids, books,
students’ belongings, supplies, etc.)? Describe these areas. Will it make a difference if these
areas for specific purposes are not present?
• In DepEd, there is classroom structuring and in that, they check if you have the classroom
materials inside. Of course, you have storage for these materials located in different areas.
There should be books, if not, other reading materials, in a corner and then other materials
for the other corners. I have my own space in the classroom. If these areas are not present
inside the classroom, it will make a difference. These are needed for the learning of the
students if these are ready inside the classroom, it will be best.

2. Are there rules and procedures posted in the room? List them down. Do these rules reinforce
positive behavior?
• There should be rules inside the classroom because these will guide the students on how
they behave. If your classroom is like a laboratory classroom, then, there are laboratory rules
that should be implemented and posted inside the room. They would read these rules and
help them or remind them on how to behave properly. These rules reinforce positive
behavior. There is a difference between giving the rules and be consistent with the rules. If
you have these rules, you must make sure you reinforce, do, and practice it in the
classroom. You should also make sure that these are allowed by all the students, wherein,
the rules should be applicable for all. There will be no exceptions.

3. Is there a seating arrangement? What is the basis of this arrangement? Does this help in
managing the class?
• For me, it is a no, I don’t have a seating arrangement. Personally, I believe that students
should be comfortable in where they are sitting and who they are sitting with. It would help
them in their learning and in the learning process. We have students who are introverts and
who don’t like to sit in front. I let them be. I let them sit wherever they like or feel to sit. if I will
be asked about what if they talk or make some noise, then I’ll say that it is the time for the
classroom rules to follow. Of course, I will let them decide where they like to sit. After a week
on that, I will let them sit on their chosen permanent seat.

13
4. How do you reinforce positive behavior?
• In reinforcing positive behavior, we should not judge students based on who they are and
where they come from. In the Philippines, it is easy to reinforce positive behavior. It means
appreciating every student. Appreciate them even if they are noisy, messy, and naughty. For
me, they are not disrespecting me, they are just being teenagers. Additionally, make sure that
the rules you implement will not degrade anyone of them. You should be guiding them to be
pulling each other up, not pulling each other down.

5. If a learner is not following instructions or is off task, what do you do? Describe the behavior
strategies you utilized.
• It depends, actually. One thing you should do is to know why to the student. You can ask
directly. It can be that the student feels left behind the group or feels out of place. You can tell
the group to encourage every member of them because it will affect the teamwork and the
result of their work. Another strategy is to draw their attention. For example, I have one student
before who like to draw. That is why, I let him draw but the drawing is according or related to the
discussion. At least, he is learning based on what he liked. It is important that you give other
tasks to your students especially if your students are heterogenous. You should have variety of
ways for a variety or diverse students.

Reflect:
What advice can you give us to become an effective teacher?
It’s gonna be hard but be passionate with what you're doing. I hope when you will graduate as an
educator, if you think and if you feel that teaching is your call then love it. And then grow with it. If
you started teaching, love your career and continue also learning because since you are very
passionate, do it with all your heart because there will come a time that you will experience burn
out. That’s the time that you have to rest. Because teaching is not a race and who is the best
teacher because every teachers are best teachers. They have their own capacities and
capabilities on owning the students even those terror teachers that you think you don’t like them
but at the end of the day you actually learned something from them. Also, when you are already
on your teaching career, pursue your master’s degree, your PhD. Why? Because it would help
you teaching especially there in the Philippines. If you want to be promoted you have to have
masters and then that’s also important aside from the promotion that you will get, you will not get
bored as a teacher because you are working. And for you to become effective teacher in the
future, in first years of teaching, always come prepared in school. That is the most important.
Always do your lesson plans, always do your instructional materials because your first year would
be very hard for you but you will get used to it. One thing, you don’t get rich in teaching even here
in the America. Especially you guys are near to finish the degree, you have to have that feeling
that “Am I sure that should teach?” and if you are sure with that, then do it. That’s the main point, I
think on how to be an effective teacher. Love what you are doing, and if you are already in the
teaching field, the principles that you have mentioned earlier is very important. Make sure that you
integrate collaborative learning. Always make sure that your students are very interested in your
lessons and make sure that there will always a life lessons every time. There will come a point
that there are circumstances that the students will not forget you and thought that you are an
effective teacher and they kept it in themselves. There's no need that the students will thank you,
but they know themselves that they learned a lesson from you. And that is because you come to
your class prepared and you love what you are doing and no judgment to your students. Never
judge them even though it’s impossible not to judge your students, still love them.

14
 Activity 2: Teaching-Learning Process
Activity Sheet

Name: NARCELY MAE AMBAG SARABIA

A. Individual Activity: After conducting the interview, make a 1-page synthesis paper and reflect on the
Principles of the Teaching-Learning Process and Creating an Appropriate Learning Environment.
Paper specs:
Font: Times New Roman
Font size: 12
Spacing: Double spacing
Paper size: Letter

Paste the Google drive link of your recorded interview here:

https://drive.google.com/file/d/1xvcXe_QzU-8a6z3Jzt8IQpusowp1Avn4/view?usp=sharing

The fundamental part of getting the greatest achievement of the students as well as the teacher is the

effectiveness of the teaching and learning processes. Thus, the primary aim of education is learning which

used teaching as its mean. The teaching and learning processes have key principles that are very critical for

educators in teaching and for students in their learning. Effective learning commences with providing and

specifying the intended learning outcome as regards to the topics to the learners. As to what the interviewee

said, teachers should set clear and high expectations of learning for their students. For this to be realized, a

teacher must know the types of students to be taught because as to him, setting the expected outcomes is also

knowing your learners first. By that, you’ll be able to attract your students. In connection to that, he said that

for sciences to be not boring, there should be variety of ideas for your students to be active in a way that the

learning process or learning environment is engaging, inspiring, and relaxed.

As a future teacher, generating an atmosphere that fosters learning is of first importance. The classroom setting

plays a large role and must stimulate positive behavior for learning. There must be rules to be followed but

make sure that these rules do not degrade nor disrespect other kinds of students knowing that they are

15
diverse. Also, I believe that showing my students the sense of care and respect will inspire them to respect

each other and learn from each other’s holistic background.

In due course, the highest goal of education is to facilitate, support, and promote learning. It does not only

about to provide the knowledge, but also creating an environment for best learning although it is challenging

especially on the diverseness of the learners. For the most part, according to Elmaifi (2014), one of the major

phases for teaching and learning in the 21st century is the continuous improvement and innovation. With that,

to convey to students an everlasting process of learning is one of the objectives of the teacher in which it

competently improves oneself. According to Albert Einstein, it is the supreme art of the teacher to awaken joy

in creative expressions and knowledge. Thus, the finest education is reached with the collaboration of both the

teacher and his/her students.

16
Names:Narcely Mae A. Sarabia

Reymart B. Calunod

Tejay B. Cano

ACTIVITY 3:

CRITIQUE A LESSON PLAN

Objective: To critique a lesson plan based on lesson objectives, teaching-learning activities, and

assessment tools used.

Instructions: This activity will make use of your expertise in critiquing a lesson plan. Refer to the

lesson plan attached. Give your observations on the lesson plan regarding its lesson objectives,

teaching-learning activities, and assessment tools. As a group, decide whether the lesson plan is

most likely to be implemented in your classroom or not. The rating for assessing your lesson plan

critique is also attached to guide how your output will be rated.

Parts of the Lesson Plan Observation Suggestions (if any)

Lesson objectives
The first objective is observed For the second objective, we
in the motivation part of the suggest that instead of making
lesson plan. But in the the students draw the different
motivation part, it is not shapes of bacteria, revised it
detailed on how to do the into a collaborative one such
motivation part or what as group activities (composed
questions the teacher should a song, poem, story, legends
ask to the students. This about the bacteria and its
objective uses the verb shapes, etc.)
“identify” which means the
Cognitive Domain is applied.
For the third objective, we
suggest that before the start of
The second objective is the class, teacher will tell the
observed in the application students to buy a product that

17
  part of the lesson. It tells the
student to “draw” the different
shapes of the bacteria. And since
the objective uses the verb
“draw”, the Psychomotor Domain
is applied.
contains good bacteria in it and
then let the students examine the
product using a microscope.
(Guided by the teacher/s)

The third objective is observed in

Teaching-learning activities
the teaching-
learning activities part of the
lesson plan, wherein the students
we’re ask about bacteria that have
benefits. However, it was not into
appreciation but rather, stating the
benefits of the bacteria plainly.
The lesson plan regarding the
teaching-learning activities lacks
details. Since it is a detailed lesson plan,
all the important details should be
written.

Simple reminders or rules are not

stated in classroom management.
The phrase “very good” is
overused.
The motivation part lacks details.
In checking the attendance, it
should be written if how the
students' attendance will be
recorded. Instead of calling
students by their names, it would
be better if the teacher will just
check the seat plan to save time.
Brief reminders should be written
in the lesson plan.

Overusing the word very good

The student-teacher interaction
is active, which is good. The
discussion is
interactive.
The teacher is just always asking
questions, yet the teacher is not
discussing those. The students
mentioned
should be avoided. If the students
answered simple questions, you
could respond with “yes you’re
right”. If the students always hear
very good even when answering
simple questions, “very good”
will not be that valuable anymore.
The students will

18
  the names of bacteria, yet it is not not be proud of hearing that phrase
stated in the lesson plan that the because they’re immune to hearing
teacher discussed the types of it always.
bacteria.

After the students answered the

It looks like the students were
already knowledgeable about the
topic because they answered the
questions right, even though it is
not evident in the lesson plan.
question right, it is best if you will
support your response “you’re
right” with the reason why they’re
right. It is not justifiable if you will
just respond with very good or
you’re right without supplementing
their answers.

It should be emphasized since in

this lesson plan the lesson proper
about bacteria started in
motivation.
The motivation part should be
motivating since it activates the
students' minds and gives insights
into what the next topic is all
about. The motivation part should
not consume a lot of time. Time
should be saved for the
presentation and modeling where
the teacher finally introduces,
presents, and discusses the lesson.

It would be better if the teacher

will discuss thoroughly the lesson
first and then followed with
questioning.
Assessment The plan does not have any group
activities in it which is a strong We suggest having a group work or
point for the collaboration of the activity so that it will enhance the
students. students’ collaboration in the
learning process and help the
students to develop their
For the evaluation part, interaction

19
   objective type of test is good in skills. We may utilize games which
assessing the students learning for relates to the topic. With that, we
it analyzes and explains evaluation can suggest that instead of that kind
points. The evaluative criteria of assessment, we can measure
should provide observable data to students’ performance by providing
determine how much students have
multiple choice item test. In this
learned from the lesson. However,
we can also not use the same way, the students will be provided
questions that we have discussed in with other choices to test their
understanding unlike the one used
class. We think that there is a better
way to assess the learning of the in the lesson plan wherein the test
students. is just the same with what is being
talked about on the lesson proper
The assignment is a good way for it part.
gives hint and preparation to the
next topic.
It is clear and manageable.
Others For the preliminary activities, it is For the preliminary activities, we
stated that it will only take 5 suggest increasing the minutes. At
minutes to do the greetings, least 7 minutes instead of 5
prayers, checking the attendance minutes. State the expected
and classroom management. We interaction with the students.
think that 5 minutes is not enough.
And since it is detailed lesson plan,
we observed that there is no Cite the sources of the images to
learner’s activity. avoid copyright issues.
For the photos that was used in the
motivation, it does not state there
who and where the source of the
images coming from.

Analysis:

Would you implement this lesson plan in your future classroom? Why? Why not? (Not more than 100 words)

We would like to adapt the lesson plan in the future, but we would like to add details to it. The lesson is useful and

the impact to the students is visible. However, the design lacks details, flexibility, and other important details,

such as group-work activity, that not all teachers won’t be able to follow. We would like to develop the lesson plan

in a way that it considers the broader context of learning and the connection to everyday experiences. The clarity,

measurability, and relevance subsidize to the total impression of the lesson plan.

20
 PEER ASSESSMENT RATING SHEET
To Raters: For each statement, assign a value (3 pts-YES, 1-2 pts-PARTLY, or 0 pt-NO) that
describes your partner or the group member’s participation.

Name of Partner: Reymart Calunod  

Criteria : Did your partner/the group member   Ratin
gs
1. participate fully and was always on task? 3  
2. have a positive attitude? 3  
3. listen carefully to others’ ideas? 3  
4. offer constructive feedback when appropriate? 3  
5. treat others respectfully and share the workload fairly? 3  
6. complete assigned tasks on time? 3  
Total Rating   18/1
8
Rated by: Narcely Mae A. Sarabia    
   
  Name of Partner: Tejay Cano    
Criteria : Did your partner/the group member     Rati
ngs
1. participate fully and was always on task?   3  

2. have a positive attitude?   3  

3. listen carefully to others’ ideas?   3  
4. offer constructive feedback when appropriate?   3  

5. treat others respectfully and share the workload fairly?   3  

6. complete assigned tasks on time?   3  

Total Rating   18/
18
Rated by: Narcely Mae A. Sarabia    

21
 ACTIVITY 4: TEACHING DEMO OBSERVATION

Names: Quezon, John Mark Sarabia,

Narcely Mae
Solver, Irene Czarina

Objective: Provide constructive criticism on the teaching demonstration video.

Instructions:
1. Form a group of three and click this link to observe the teaching demonstration:
https://www.youtube.com/watch?v=O5qoaiBfZzE&t=292s
2. Use the observation checklist to guide you in providing constructive criticism on the
teaching demonstration.
3. Make sure to provide comments on each component.

Observation Checklist

Component Observed Not Comments

Observ
ed

1. Objectives YES
The objectives are SMART, and they
are met. However, they are only
observed while the lesson is
ongoing, yet partly not observed in a
sense that the teacher only flashes
the objectives in the first parts but
did not inform the students verbally.

2. Motivation YES
The motivation part is effective in a way
that it motivates students through
singing “Science is fun”. It lets them
engage to the science lesson more
since it is a sort of promotion that
helps sustain an attitude or condition
the mind throughout the lesson.

3. Review NO
The teacher did not review past
lessons. It is important to include a
short review for the past lessons to
know if students attain any previous
knowledge. Reviewing also helps
the teacher relate the previous
lesson into the current one.

22
4. Student activities YES There are several student activities done
and these student activities are
successfully implemented. There are
individual and group activities. The
activities that were given lets the
student discover and explore the
essence of the lesson. The activities
are closely related to the lesson and
they are fun and easy but
challenging to work with.

5. Delivery of the YES The teacher is well prepared and is very

lesson good on his way to a successful
instructional skill. This is properly
observed due to the numerous
exercises included that makes the
delivery of the lesson concise,
resulting in a session that is both
continuous and informative. The
teacher also delivered the lesson
with comfortable (not nervous or
shaky) tone and confidence.
6. Teaching strategy YES There is cooperative learning or
collaborative learning, inquiry-based
instruction and encourage learning
from experience making the
approach learnercentered.
7. Teacher’s YES The teacher is well-spoken and asks
questioning questions clearly to the students. He
technique recognizes all answers, correct or
not. The technique makes the
students more engaged to the
discussion.
YES Uses visual learning materials such as
8. Instructional pictures that is well suited to the
material lesson.
9. Lesson YES The teacher gives off questions that
application allow students to think and apply it to
their daily life. The teacher gives
examples based on real
experiences.

23
 10. Lesson closure YES The last group activity was used as a
lesson closure in a way that allows
students to think/recall what they
have learned throughout the lesson.
And so, it does not use the typical
lesson closure that recaps the entire
lesson.
11. Assessment YES The teacher uses assessment that
include mixed of easy to difficult
ones. More like assessing their
understanding of the lesson as the
lesson progresses.
12. Assignment YES The last part of the demonstration is the
assignment. It is more of like a self-
assessment type of assignment of
what they have learned from the
topic.

Analysis:
Which component of the teaching demonstration do you like best? Least? Explain in a few
words.

- The component of the teaching demonstration that we like best is the Delivery of the

Lesson because it enables teachers and students to discuss more intricately the topic of

the day. Aside from that, the satisfaction of giving new information and learnings to the

curious minds of the children are there specially when the teacher can observe that the

students are very interested and whole-heartedly listening into the discussion. On the

other hand, the component that we like the least is the Review because sometimes, a lot

of teachers forget this part due to the excitement that comes along when having a new

and interesting topic to be discussed. But sometimes, this is the part where teachers

and students take a long time discussing simply because students can have a hard time

remembering their past topics specially when it’s discussed in the weekends. This can

result to eating precious time for new learnings.

24
 PEER ASSESSMENT RATING SHEET

To Raters: For each statement, assign a value (3 pts-YES, 1-2 pts-PARTLY, or 0 pt-NO) that
describes your partner or the group member’s participation.

Name of Group Member: IRENE CZARINA SOLVER  

Criteria: Did the group member   Ratings

1. participate fully and was always on task?   3 2 1 0
2. have a positive attitude?   3 2 1 0
3. listen carefully to others’ ideas?   3 2 1 0
4. offer constructive feedback when appropriate?   3 2 1 0
5. treat others respectfully and share the workload fairly?   3 2 1 0
6. complete assigned tasks on time?   3 2 1 0
  Total Rating 14/18
Rated by: Narcely Mae Sarabia  

Name of Group Member: JOHN MARK QUEZON  

Criteria: Did the group member   Ratings

1. participate fully and was always on task?   3 2 1 0
2. have a positive attitude?   3 2 1 0
3. listen carefully to others’ ideas?   3 2 1 0
4. offer constructive feedback when appropriate?   3 2 1 0
5. treat others respectfully and share the workload fairly?   3 2 1 0
6. complete assigned tasks on time?   3 2 1 0
  Total Rating 13/18
Rated by: Narcely Mae Sarabia    

25
 Activity 5: Developing a Lesson Plan

TEACHERS: Sarabia, Narcely Mae A. and Solver, Irene Czarina G.

LEARNING AREA: SCIENCE (Living Things and Their Environment)

GRADE and QUARTER:

1. LEARNING Grade 7 Quarter 2
OBJECTIVES
I. CONTENT The learners demonstrate an understanding of asexual reproduction
STANDARD
II. PERFORMANCE The learners shall be able to learn what asexual reproduction is and how it
STANDARD works for different organisms
III. LEARNING At the end of this lesson, students will be able to:
COMPETENCIES
● explain how asexual reproduction works for different organisms
● identify the different types of asexual reproduction
IV. LESSON At the end of this lesson, students will be able to:
OBJECTIVES
● explain how asexual reproduction works for different organisms
● identify the different types of asexual reproduction
2. LEARNING CONTENT
V. TOPIC/SUBJECT
MATTER
 Asexual Reproduction

3. LEARNING RESOURCES
VI. REFERENCES K to 12 Curriculum Guide in Science (Teacher’s Module) pp. 97-99
(Teacher’s Guide Pages)
K to 12 Curriculum Guide in Science (Learner’s Module) pp. 112-121
(Learner’s Guide Pages)
Grade 7 Science Learner's Material DepEd (textbook Pages)
Internet Sources:
Arohl, L. (2014, March 11) K to 12 Grade 7 Learning Material in Science.
Slideshare.
https://www.slideshare.net/lhoralight/k-to-12-grade-7-learning-material-in-sc
ience-q1q2
Department of Education. (n.d.). Reproduction: The Continuity of Life: Vol.
Quarter 2-Module 5 (Science Grade 7 ed.). DepEd. Retrieved from
Science Grade 7
Lesson Explainer: Methods of Asexual Reproduction | Nagwa
 

26
4. PROCEDURES
A. Reviewing Previous The teacher will ask the following questions to check the students’
Lesson understanding of the previous lesson.
Previous Lesson: The Cell as the Basic Structural and Functional Unit of Life
Questions:
● What is a cell?
● Why do you think the cell is considered as the basic structural and
functional unit of life?
● What is cell theory?
● What are the two types of cell?

B. Establishing a Purpose The teacher will ask the question, “Do you believe in immortality?”.
for the Lesson
“Scientifically speaking, organisms, especially us humans, are not immortal.”
 
“Who will make sure that organisms will still exist in nature?”
 
Today's lesson will enable you to specifically explain how asexual
  reproduction works for different organisms. Also, it aims to let you, students,
identify the different types of asexual reproduction.
 

C. Engaging students in the GAME: WORDSTORM

New Lesson
Rearrange each set of jumbled letters to form the word. The only clue is that
  these words are the key to unlock our topic for today. After that, define the
words.
 
 
Asexual - when an organism produces offspring without fertilization
 
Offspring - child; young; progeny
 
Budding - a small bud-like outgrowth gives rise to a new individual
 
Regeneration - organisms use cell division to regrow body parts.
 

27
D. Discussing New The teacher will share a PowerPoint presentation about the lesson which is all
Concepts about asexual reproduction.
To start with, the teacher will let the students observe pictures and then ask if
anyone has an idea about “reproduction”.
Question: How do parent organisms produce a new organism or offspring?

Reproduction means to reproduce or to make new life. It is a biological process

by which an organism reproduces an offspring who is biologically like the
organism. Hence, it is the main feature of life on earth.
Reproduction is important for the perpetuation of new species.
There are two types of this biological process. For today's lesson, we will be
going to learn about the first type of reproduction, and that is asexual
reproduction.

Asexual reproduction - a process that does not involve the fusion of gametes.
Asexual reproduction refers to the type of reproduction in which only a single
organism gives rise to a new individual.
The offspring produced are genetically identical to the parent.
Example: Starfish
 
The genetic makeup of the offspring is the same as the parent.
Example: Colony of bacteria
This type of reproduction is the main form of reproduction in unicellular
organisms like:
● bacteria
● protists fungi such as mushrooms
● animals like starfish
● plants like potato
 

28
  Asexual reproduction is further divided into:
1. Vegetative propagation- is the main mode of plant reproduction. Roots
such as a corm, stem tuber, rhizomes and stolon undergo vegetative
propagation.
It refers to the production of plant clones from parts of the parent. These
offspring can grow from fragments that have broken off of the parent plant,
as shown here in the prickly pear cactus. Fruits and special stem segments
called cladodes fall to the ground and begin to grow their own roots,
eventually developing into new offspring next to their parent plant. If this
process is repeated enough times, it leads to large colonies of prickly pear
clones, which can be quite problematic for farmers and ranchers.
2. Binary Fission. In this, the cell splits into two each cell carrying a copy of
the DNA from the parent cell. Binary fission is the most common method
used by single-celled organisms. You may remember that the prefix bi-
means two and the word fission means to split, which tells us that binary
fission involves a parent cell splitting into two daughter cells. In prokaryotes
like bacteria, the parent cell first makes a copy of its DNA, which is typically
found on a circular chromosome that floats freely in the cytoplasm. The
parent cell then undergoes cytokinesis, the division of its cytoplasm, to
produce two genetically identical cells called daughter cells.
3. Budding - In this, a small bud-like outgrowth gives rise to a new
individual. The outgrowth remains attached to the organism until it is fully
grown. It detaches itself and lives as an individual organism.
Budding is used by unicellular organisms, such as the single-celled fungi
known as yeast, and by simple multicellular organisms like sea sponges. The
process of budding begins with a small bulge growing outward from the
parent organism. This is the bud. In yeast cells, the parent then undergoes
mitosis to make a copy of its nucleus. One of the copies will move into the
bud, which develops to maturity while still attached to the parent. When it
reaches maturity, the new yeast cell may detach from the parent to continue
its life independently. Or it may remain attached to the parent after
completing cytokinesis, forming branched chains of loosely attached cells to
make a colony.

29
   Budding in unicellular organisms appears similar to binary fission, but there
is a key difference. In binary fission, one parent cell splits into two immature
daughter cells, which grow to maturity as separate individuals. In contrast,
during budding, an immature daughter cell sprouts from a parent cell and
reaches maturity while still attached to the parent, with the end result being
that after detachment, there are two fully mature cells. The daughter cell will
continue to grow in size either independently or as part of a colony.
4. Spore formation - In this type of reproduction, a new organism grows
from the spores. These can be created without fertilization and can spread
through wind and animals.
5. Regeneration - organisms use cell division to regrow body parts.
Regeneration is the process of regrowing damaged or missing body parts.
Nearly all organisms can undergo some form of regeneration, but the capacity
to regenerate decreases as organisms become more advanced. For example,
simpler organisms like lizards can regenerate tails or even legs, while more
complex organisms, for example, humans, can repair damaged skin and
muscle cells and can even regenerate the liver but typically can’t regrow
entire limbs. In these examples and in most cases of regeneration, no new
offspring are created, so it is not a form of reproduction.
6. Fragmentation - In this, the parent organism splits into several parts and
each part grows into a new individual.
Advantages
● Does not need to search for a partner
● Requires less energy since no mating is needed.
● Takes only a short period of time
● Produces many offspring at one reproductive cycle.
● Identical to parent, so they will get all of the good characteristics.
Disadvantages
● No variation in genetic makeup of the offspring (inherits the weakness
of the parent ex: if parent carries or is prone to certain diseases
● Identical to parent, so they will also get bad characteristics and are less
able to adapt to the environment.

30
E. Developing Mastery Let us assess your knowledge about how well you have understood the
topic.
 
 Group Activity “Matchy Matchy”
Directions:
Match the items from column A to the items from column B by putting
the matching shapes to the corresponding answer.
GROUP 1 Activity Students surname with a first letter A-L
GROUP 2 Activity Students surname with a first letter M-Y
Group leaders will present answers to the class for a maximum of 2
minutes.

F. Finding Practical  Asexual reproduction is not only important for organisms to

Applications reproduce fastly at a short period of time it is also helpful in our
agriculture. Some of the vegetables and fruits that we eat today are a
result of this type of reproduction, specifically vegetative propagation.
The production of these goods is able to feed the people all around
the world.

G. Making  To fully understand the importance of reproduction in our daily lives
Generalizations and the environment around us, the teacher will have a review.
(Question and Answer Portion)
● What is reproduction?
● What is sexual reproduction?
● What are the types of sexual reproduction?
The process of reproduction ensures that a plant or animal species
does not disappear from Earth. This process is very important in
maintaining stability in the ecosystem and for the continuation of life
on earth. It also helps in maintaining the balance between birth rate
and death rate. Aside from that, it helps fully understand the evolution
of the species throughout the generation. Had there been no
reproduction, all the species would have become extinct.

H. Evaluating Learning Multiple Choice Evaluation

Direction: Choose the letter of the correct answer.
 
Link for the Google Docs:
https://forms.gle/vKiJ2RmkHraaSvYF7

31
I. Giving Assignment For your assignment, I would like you to study in advance the topic that we
will discuss next meeting. That is all about the second type of reproduction.
Here are the things you need to know:
 
1. Definition of Sexual Reproduction
2. The role Fertilization in Sexual Reproduction
3. Give example organisms that undergo sexual reproduction
 

32
 REFLECTIONS ON THE FIELD
STUDY AREAS OBSERVED

To teach is to be teachable.

Classes Observed

General Biology 1
8:00 am- 9:00 am (First Session- Grade 11 Section Pi)
10:00 am- 11:00 am (Second Session- Section Chi)

Integrated Science 9
01:00 pm- 02:00 pm (Third Session- Grade 9 Section Rho)
03:00 pm- 04:00 pm (Fourth Session- Grade 9 Section Mu)

Cooperating Teacher:
Prof. Anabeth Aque

33
 DAY 1 (GRADE 11)
December 6, 2021 (MONDAY 10AM)

•The class started with a morning prayer from a student and followed by the checking of attendance through
roll calling of the students’ last names. The teacher then asks questions (if someone was told) about why the
absentees were absent that day. The teacher also asked students how they are doing.

• The introduction of the student observers started at 10.10 am. While the observers shared their reasons and
experiences in choosing BSEd-Biology as their profession, the teacher also shared her own insights and
lessons. 

• After the introduction of the observers, the expected tasks were discussed. The teacher talked about the
home laboratory activities in which the students are going to be grouped in big and small groups. The
students were given the task to choose their own group members. The content would be the steps in
performing the activity, the process, and the results. The papers will also be checked in this session. The pre-
test was given through google forms as the teacher shares the link of the form on the session room.

• The class ended with the time duration given. 

34
 DAY 1: GRADE 9
December 6, 2021 (MONDAY)

•The session started with a prayer lead by a student. Then the teacher started to check the attendance
through roll calling of the students’ last names. The teacher then asks questions (if someone was told)
about why the absentees were absent that day. The teacher also asked students how they are doing.

•The introduction of the student observers started at 10.10 am. While the observers shared their reasons
and experiences in choosing BSEd-Biology as their profession, the teacher also shared her own insights
and lessons. 

•After the introduction of the observers, the expected tasks were discussed. The teacher talked about the
home laboratory activities in which the students are going to be grouped in big and small groups. The
students were given the task to choose their own group members. 

•The expected activities and tests were discussed, as well as the expected setup and quarter of online
learning. 

•The session ended at exactly 4:00pm.

35
On our first observation day, Prof. Anabeth Aque, our cooperating teacher, considered the students’ well-
being by asking what happened to them when they aren’t around. She took good care of the inherent dignity
of her students. I can say that the way she shows interests about her students makes the students to feel cared
and comfortable in the learning environment. In this way, the teacher can know if the students are in need of
helping hands be it physically, emotionally, or academically. In fact, this could lead to a stronger relationship
for the teacher and her students that could then pave way to a more effective learning. The teacher also let
the students think and remember what they have discuss last meeting. This will let the teacher be able to
assess the pre-existing knowledge of students about the subject matter. Moreover, the giving of pretest and
posttest showed the level of understanding that the learners had and gained before and after instruction.

The learners were able to choose who they will be grouped with because they are free to choose their
groupmates. This kind of learning strategy is commendable in a way that the students would even more feel
that they are not being restricted, instead they would feel that they can make their own choice, decide, and be
accountable with their actions.

DAY 1
REFLECTION

To teach is to be teachable.

36
 DAY 2: GRADE 11
December 9, 2021 (THURSDAY)

•The class started with a morning prayer from a student and followed by the checking of attendance through
roll calling of the students’ last names. The teacher then asks questions (if someone was told) about why the
absentees were absent that day. The teacher also asked students how they are doing.
•Review of the past lessons were done. The past lesson was all about the biomolecules, organic and inorganic
compounds, macromolecules and polymers. Refreshed by the previous lesson, the group activities were then
presented to the class. There are four groups:
• Group 1: Carbohydrates Talk Show and a Song
• Group 2: Lipids Rap “Lipids Lipids Style” 
• Group 3: Proteins Parody of “All Too Well” - entitled “Egg or Chicken?”
• Group 4: Nucleic Acids Song
•Short orientation was conducted before the class ended. This was about their activity carbohydrates
submitted on December 13, 2021, with the Group 2-B as the presenter for the next meeting. 
•The class ended on time.

GROUP 2

GROUP 1
GROUP 3

GROUP 4

37
 DAY 2: GRADE 9
December 9, 2021 (THURSDAY)

•The class started with a prayer from a student and followed by the checking of attendance through roll
calling of the students’ last names. The teacher then asks questions (if someone was told) about why the
absentees were absent that day. The teacher also asked students how they are doing.
•Review of the past lessons were done. The past lesson was all about the biomolecules, organic and
inorganic compounds, macromolecules and polymers. Refreshed by the previous lesson, the group
activities were then presented to the class. There are four groups:
•Group 1: Cell Theory reporting
•Group 2: Prokaryotes video presentation
•Group 3: Plant Cell creative reporting
•Group 4: Animal Cell animated presentation
•Short orientation was conducted before the class ended. This was about their activity for the next
meeting.
•The class ended on time.

GROUP 1 GROUP 2

GROUP 3

GROUP 4

38
On our second day, these are my takeaways:

• One way to reveal how much of the information retained and how well learners understood the
discussion is by letting them sum up the ideas discussed rather than having the teacher do it for them.
Moreover, it is helpful for them to speak voluntarily in sharing their learnings free from any weight.

• The teacher set a different approach according to each grade level and subject matter.

• Activities, in such a way, are sometimes more effective than having discussions right away. Aside
from the fact that the students’ cooperative skills are used, they are also engaged while learning.
Group activities are tools to guarantee meaningful development. In having such, especially output-
based tasks, clear rubrics or criteria should be presented before the actual presentation.

• After each presentations, feedback should be given.

DAY 2
TAKEAWAYS
&
REFLECTION

To teach is to be teachable.

39
 DAY 3: GRADE 11
December 13, 2021 (MONDAY 8AM)

GROUP 2-B

•The class started with a morning prayer from a student and followed by the checking of attendance
through roll calling of the students’ last names. The teacher then asks questions (if someone was told)
about why the absentees were absent that day. The teacher also asked students how they are doing.

•Review of the past lessons were done which is then followed the presentation from the assigned
presenters.

•The assigned group to present covered the introduction, the process of the experiment and able to
discuss the results and analysis of their activity. In answering the activity questions, the teacher
together with the other groups discussed, checked and recorded the scores accordingly.

•The class ended on time.

40
 DAY 3: GRADE 9
December 13, 2021 (MONDAY 1pM)

•The class, as usual started with a prayer from a student and followed by the checking of attendance

through roll calling of the students’ last names. The teacher then asks questions (if someone was told)

about why the absentees were absent that day. The teacher also asked students how they are doing.

•Review of the past lessons were done which is then followed the presentation from the output of the

students.

•The class ended on time because the students were able to manage their time in presenting.

41
On our 3rd day, these are my takeaways:

• Teacher are the ones who would initiate in creating opportunity for interaction with students. This can

be done through acknowledging the misunderstandings and queries of students and the by responding

to these questions through relevant examples if possible.

• Adequate time, set instructions and date of presentation must be clear so that the expected output is

attained. Clear instructions ensure that students can engage with the activity more efficiently and then

results to a more productive learning.

• The teacher can attend respectfully to student comprehension by providing immediate feedback for

their answers. Constructive and immediate feedback improves the quality of teaching-learning process,

the interaction of students to their teachers as well as student’s comprehension and performance in

class. This reinforces knowledge by correcting their errors thus upholding skill.

DAY 3
TAKEAWAYS
&
REFLECTION

To teach is to be teachable.

42
 To teach is to be teachable.

Field studies allow me to take part on an actual teaching profession environment. Along
my journey as an observer in the Grade 11 and Grade 12 classes of my coordinating
teacher, Ms. Anabeth Aque, I felt the spirit of being a soon-to-be educator. I was grateful
and felt like I was floating because of the feeling that no words can explain. Hearing a
simple "Goodbye teachers" from the students from the classes that we observed is
really overwhelming.
I have learned that to be a teacher is not an easy job yet very pleasing. There are
different problems that I must encounter especially in this time of pandemic. To be a
teacher means to be an agent for molding young minds, making those young minds
grow and develop into holistically functional ones. To be a teacher is to be patient. You
will be dealing with different kinds of students, pleasant or not. This job is more in
action seeking a high quality of education for the people in an atmosphere of equity. I
have realized that my heart really belongs to this kind of job no matter how hard it is.
This teaching profession experience of mine is truly prodigious and fulfilling. No words
can describe how thankful I am to the people who made everything possible. Firstly, I
want to give my greatest gratitude to the Almighty God for the success of it. To our kind
coordinating teacher, Ma’am Anabeth Aque, who let us in wholeheartedly, I'm very
much thankful for all the learnings that I learned in just a short time. I will bring those
awesome learnings to my journey of becoming and being a certified professional
teacher soon. To our ever-supportive professor, Prof. Joy Magsayo, I sincerely thank
you for letting us do this field observation and for the unending guidance. We really
appreciated those efforts. It was indeed an advantageous experience and a great
pleasure to be experiencing teaching and learning.

“Let the main object be... to seek and to find a method

of instruction, by which teachers may teach less, but
learners learn more.”
Jan Amos Comenius, Czech Educator and Writer (1592-1670)
43
EVIDENCES
OF
LEARNING

44