Documente Academic
Documente Profesional
Documente Cultură
MINDANAO STATE
UNIVERSITY
FATIMA, GENERAL SANTOS CITY
COLLEGE OF EDUCATION
TITLE PAGE
TABLE OF CONTENTS
ii
ACKNOWLEDGEMENT
iii
iv
EPISODES:
Episode 1: Principles of Learning
Episode 2: Lesson Objectives as my Guiding Star
Episode 3: Organizing Content for Meaningful Learning
Episode 4: Guiding Principles in the Selection and
Use of Teaching Strategies
Episode 5: On Teaching Approaches and Methods
Episode 6: On Lesson Development
Episode 7: Effective Questioning and Reacting Techniques
EVALUATION
LETTER
DTR
2 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process
ACKNOWLEDGEMENT
3 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process
PURPOSE OF PORTFOLIO
PRINCIPLES OF LEARNING
Name of FS
Student______________________________________________________________
Course_______________________________________ Year & Section
_____________________
Resource Teacher 1______________________ Signature
______________Date______________
Resource Teacher 2______________________ Signature
______________Date______________
Resource Teacher 3______________________Signature______________
Date______________
Cooperating
School_______________________________________________________________
My Target
While I observe three different classes, I will be able to identify
applications of the principles of learning in the teaching learning process.
with
outstanding
quality; work
exceeds
expectations
were done
with high
quality
done with
acceptable
quality
were done;
or most
objectives
met but with
poor quality
4
3
My Analysis
Analysis
questions
were
answered
completely;
in depth
answers;
thoroughly
grounded on
theories
-Exemplary
grammar and
spelling.
4
Analysis
questions
were
answered
completely
Analysis
questions
were not
answered
completely
Clear
connection
with theories
Vaguely
related to the
theories
Grammar
and spelling
are superior.
Grammar and
spelling
acceptable
My reflection
My portfolio
Exemplary
4
Superior
3
Reflection
statements
are profound
and clear,
supported by
experiences
from the
episode.
Reflection
statements
are clear but
not clearly
supported by
experiences
from the
episode.
Portfolio is
complete,
clear, wellorganized
and all
supporting
Grammar
and spelling
unsatisfactor
y
3
2
Tasks
1
Analysis
questions
were not
answered.
Portfolio is
complete,
clear, wellorganized
and most
supporting
Satisfactory
2
Reflection
statements
are shallow;
supported by
experiences
from the
episode.
1
Unsatisfact
ory
1
Reflection
statements
are unclear
and shallow
and are not
supported by
experiences
from the
episode.
2
Portfolio is
incomplete;
supporting
documentatio
n is organized
but is lacking.
1
Portfolio has
many lacking
components;
is
unorganized
and unclear.
6 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process
Submission
4
Before
deadline.
documentati
on are
available
and/or logical
and clearly
marked
locations.
3
On the
deadline.
2
1
A day after
the deadline.
Two days or
more after
the deadline.
2
4
Subtotals
Rating based on
transmutation:
Overall Score
______________________________
_________________
Signature of FS Teacher above printed name
Date
Transmutation of Scores to Grades/ Ratings
Score
Grade
Rating
Score
Grade
Rating
20
18-19
17
16
15
14
1.0
1.25
1.5
1.75
2.00
2.25
99
96
93
90
87
84
12-13
11
10
8-9
7- below
2.50
2.75
3.00
3.5
5.00
81
78
75
72 and
below
My Map
I will observe at least 3 different classes. Pay close attention to what the
Resource Teacher does to teach and what the learners do to learn.
To hit my Target, I will work my way through these steps:
7 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process
My Tools
As I observe a class, I will use the Observation Sheet for a more
focused observation.
OBSERVATION SHEET
Date:
Subject
Teaching
Behavior
of
the
Teacher/Learning Behavior of the
8 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process
the
the
is
an
7. One of the richest resources of the 7. The discussion was centered with
learning is the learner himself.
the learners ideas and experiences.
Through the use of questioning, the
teachers would be able to make
students share their learning towards
others.
8. The process of learning is an 8. Emotional stability of the learners
emotional as well as intellectual.
was first observed by the teachers.
We need to find ways on how to
catch and motivate our students
interest on learning.
9. The process of problem solving 9. Students have characteristics and
and the learning are highly unique abilities derived from their multiple
and individual.
intelligences. All of them have
uniqueness and differences that we,
teachers, must need to consider. We
need to use appropriate and variety
of methods/strategies in imparting
knowledge to our students.
10 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process
My Reflections
1. My reflections on my observations of my Resource Teachers observance
of these principles. Did my Resource Teachers adhere to these
principles?
When observing my Resource Teachers, most of the principles are
truly applied in their teaching process. Though it is not expose directly to
11 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process
My Portfolio
Principles of Learning in My Own Words
1. Learning can be done with the learner himself.
2. Learning thus considering the needs and relating experiences of the
learners.
3. Learning undergo changes in relating to experiences.
4. Learning is better when cooperating and collaborating with the others.
5. Learning takes time.
6. Learning sometimes means sacrifice for improvements.
12 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process
Episode 2:
LESSON OBJECTIVES AS MY GUIDING
STAR
Name of FS
Student______________________________________________________________
Course_______________________________________ Year & Section
_____________________
Resource Teacher 1______________________ Signature
______________Date______________
Resource Teacher 2______________________ Signature
______________Date______________
Resource Teacher 3______________________Signature______________
Date______________
Cooperating
School_______________________________________________________________
My Target
In this Episode, I must be able to:
Deduce the lesson objective/s after observing my Resource Teachers
teach
See how the guiding principles in the formation of lesson objectives are
applied
Realize the importance of a clearly defined lesson objective
13 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process
Analysis
questions
were
answered
completely;
in depth
answers;
thoroughly
grounded on
theories
3
Analysis
questions
were
answered
completely
Clear
connection
with theories
-Exemplary
Grammar
grammar and and spelling
spelling.
are superior.
4
3
Tasks
My reflection
2
Analysis
questions were
not answered
completely
1
Analysis
questions
were not
answered.
Exemplary
4
Superior
3
Satisfactory
2
Reflection
statements
are profound
and clear,
supported by
experiences
from the
episode.
Reflection
statements
are clear but
not clearly
supported by
experiences
from the
episode.
Reflection
statements are
shallow;
supported by
experiences
from the
episode.
1
Unsatisfact
ory
1
Reflection
statements
are unclear
and shallow
and are not
supported
by
experiences
14 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process
My portfolio
Portfolio is
complete,
clear, wellorganized
and all
supporting
documentati
on are
located in
sections
clearly
designated.
Portfolio is
complete,
clear, wellorganized
and most
supporting
documentati
on are
available
and/or logical
and clearly
marked
locations.
Portfolio is
incomplete;
supporting
documentation
is organized
but is lacking.
Submission
On the
deadline.
1
A day after the
deadline.
2
1
Portfolio has
many
lacking
components
; is
unorganized
and unclear.
3
4
Before
deadline.
from the
episode.
Two days or
more after
the
deadline.
3
1
Subtotals
Overall Score
Rating based on
transmutation:
______________________________
_________________
Signature of FS Teacher above printed name
Date
15 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process
Grade
Rating
Score
Grade
Rating
20
18-19
17
16
15
14
1.0
1.25
1.5
1.75
2.00
2.25
99
96
93
90
87
84
12-13
11
10
8-9
7- below
2.50
2.75
3.00
3.5
5.00
81
78
75
72 and
below
My Map
16 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process
17 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process
OBSERVATION SHEET
Name of the Resource Teachers Observed:
Maam Evelyn O. Castillo, Sir Jorge A. Guntalidad, Maam Marlyn M.
Kellawan
School Address: Purok Malakas, Lagao, General Santos City
Grade/ Year Level: 3rd year and 4th year
Filipino
Date:
Subject Area:
2. Share
students.
lesson
objective
18 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process
3. Ask permission from your Resource Teacher for you to copy her lesson
objective for the days lesson. Copy it here then compare it with your answer
in # 2. Are they same? Different?
The original lesson objective of Maam Castillo was Pagsulat ng
mahahalagang impormasyon sa bawat kabanata (1-10) ng El Filibusterismo.
From what I observe, I think my answer in question number 2 is quite the
same in the real lesson objective of my resource teacher.
My Analysis
5. If answer in # 3 above is different, what is your conclusion regarding
written lesson objective and actual lesson development? Are lesson
objectives in the lesson plan always followed? Do they really serve as
guiding star?
19 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process
My Reflections
Any lessons learned or insights gained from your observation focused
on lesson objectives? Write them down here. Are lesson objectives truly
the guiding star in the development of a lesson? Or are lesson
objectives sometimes forgotten as the lesson develops?
20 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process
My Portfolio
(http://www.searchquotes.com/search/That_State_Significance_Of_Goals_
And_Objectives/)
Episode 3:
My Target
In this Episode, I must be able to:
Observe teaching of a dominantly cognitive or skill or affective lesson
(cognitive lesson Sibika; skill Math ; affective Values Education)
Trace the development of a cognitive , skill and affective lesson.
Nearly all
tasks were
done with
acceptable
quality
2
Analysis
questions
were not
answered
completely
1
Analysis
questions were
not answered.
3
My Analysis
Analysis
questions were
answered
completely; in
depth answers;
thoroughly
grounded on
theories
-Exemplary
grammar and
spelling.
Analysis
questions were
answered
completely
Clear
connection
with theories
Grammar and
spelling are
Vaguely
related to the
theories
Grammar and
spelling
unsatisfactory
Grammar and
23 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process
spelling
acceptable
4
3
1
2
Tasks
My reflection
My portfolio
Exemplary
4
Superior
3
Satisfactory
2
Reflection
statements are
profound and
clear,
supported by
experiences
from the
episode.
Reflection
statements are
clear but not
clearly
supported by
experiences
from the
episode.
Reflection
statements
are shallow;
supported by
experiences
from the
episode.
Portfolio is
complete,
clear, wellorganized and
all supporting
documentation
are located in
sections
clearly
designated.
Portfolio is
complete,
clear, wellorganized and
most
supporting
documentation
are available
and/or logical
and clearly
marked
locations.
Portfolio is
incomplete;
supporting
documentatio
n is organized
but is lacking.
Unsatisfacto
ry
1
Reflection
statements are
unclear and
shallow and are
not supported
by experiences
from the
episode.
1
Portfolio has
many lacking
components; is
unorganized
and unclear.
2
1
Submission
4
Before
deadline.
3
On the
deadline.
Two days or
more after the
deadline.
2
1
Subtotals
Overall Score
Rating based on
transmutation:
______________________________
_________________
Signature of FS Teacher above printed name
24 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process
Grade
Rating
Score
Grade
Rating
20
18-19
17
16
15
14
1.0
1.25
1.5
1.75
2.00
2.25
99
96
93
90
87
84
12-13
11
10
8-9
7- below
2.50
2.75
3.00
3.5
5.00
81
78
75
72 and
below
My Map
I will observe the three different lessons executed cognitive, skill and
affective lessons. (cognitive Sibika; Skill Math; Affective
Literature/Edukasyong Pagpapahalaga)
To hit my Target, I will work my way through these steps:
25 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process
26 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process
Date:
Subject Area:
My Analysis
28 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process
My Reflections
29 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process
2. How should you organize subject matter (be of cognitive skill or value
lesson) so that teaching will always be fresh and interesting?
In organizing subject matter,
My Portfolio
Research on/or come up with a lesson plan (cognitive or skill) that
integrates a value/s. Paste it here! You may want to refer to Integrating
Values and Subject Matter, in the Principles of Teaching 2, 2006 by
Copuz B., G. Salandanan and D. Rigor, pp. 91 92.) an outline of the
lesson development will do.
An Integrated Lesson Plan in English V
I.Objective
Arrange a set of given events in logical order to make a story.
30 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process
Subject Matter
Arranging events in logical order to make a story.
Episode 4:
32 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process
My Target
In this Episode, I must be able to:
Write evidence of application of some guiding principles in the selection
use of teaching strategies
Nearly all
tasks were
done with
acceptable
quality
2
Analysis
questions were
not answered
completely
1
Analysis
questions were
not answered.
4
3
My Analysis
Analysis
questions were
answered
completely; in
depth answers;
thoroughly
Analysis
questions were
answered
completely
Clear
Vaguely
Grammar and
spelling
33 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process
connection
with theories
related to the
theories
Grammar and
spelling are
superior.
3
Grammar and
spelling
acceptable
unsatisfactory
1
2
Tasks
My reflection
My portfolio
Exemplary
4
Superior
3
Satisfactory
2
Reflection
statements are
profound and
clear,
supported by
experiences
from the
episode.
Reflection
statements are
clear but not
clearly
supported by
experiences
from the
episode.
Reflection
statements are
shallow;
supported by
experiences
from the
episode.
Portfolio is
complete,
clear, wellorganized and
all supporting
documentation
are located in
sections
clearly
designated.
Portfolio is
complete,
clear, wellorganized and
most
supporting
documentation
are available
and/or logical
and clearly
marked
locations.
Portfolio is
incomplete;
supporting
documentation
is organized
but is lacking.
Unsatisfacto
ry
1
Reflection
statements are
unclear and
shallow and are
not supported
by experiences
from the
episode.
1
Portfolio has
many lacking
components; is
unorganized
and unclear.
2
1
4
Submission
Before
deadline.
3
On the
deadline.
Two days or
more after the
deadline.
2
4
Subtotals
Overall Score
Rating based on
transmutation:
34 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process
______________________________
_________________
Date
Grade
Rating
Score
Grade
Rating
20
18-19
17
16
15
14
1.0
1.25
1.5
1.75
2.00
2.25
99
96
93
90
87
84
12-13
11
10
8-9
7- below
2.50
2.75
3.00
3.5
5.00
81
78
75
72 and
below
My Map
I will observe at least three Resource Teachers, analyze and reflect on
my observations.
To hit my Target, I will follow the following steps:
35 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process
36 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process
OBSERVATION SHEET
Name of the Resource Teachers Observed:
Maam Evelyn O. Castillo, Sir Jorge A. Guntalidad, Maam Marlyn M.
Kellawan
School Address: Purok Malakas, Lagao, General Santos City
Grade/ Year Level: 3rd year and 4th year
Filipino
Date:
Subject Area:
Guiding
Principles
in
the Teaching
Behavior/s
of
the
Selection and Use of Strategies
Resource Teacher that Applies the
Principles
1. Learning is an active process.
37 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process
catches
their
5. Good teaching goes beyond recall 5. The teacher ask some questions
of information.
related to the last topic theyd discuss
or the lesson they just done
discussing in that day to know if the
students understand it or if they can
recall from it. Giving a quiz or an
activity is a great help also.
6. Learning is meaningful when it is 6. Relating students everyday life in
connected to the students everyday the discussion as a means of
life.
imparting knowledge without being
inconsiderate to what should be the
right teaching would. Making them
reflect themselves on the lesson along
with learning.
7. An integrated teaching approach 7. Knowing the right strategies to use
is far more effective than teaching for the students are important. It is
isolated bits of information.
really good to keep the class
discussion a lively one, interesting,
and have student-centered learning.
My Analysis
11.
Are these principles in accordance with brain based teaching
and learning?
Yes, because these principles follows the right way of how to
impart learning to the students. That the teacher should not focus only
on the lesson but also on the students. Students best learn through
experience. As what quote says that, what I hear, I forget. What I see, I
remember. What I do, I understand. This means that the more senses
involved, the more and better the learning. These principles leads us to
the right strategies we should use. It can help us to creatively make our
students discover and learn things on their own. Of course, we,
teachers, should do our best also to gain effective result in teaching.
My Reflections
What is the best method of teaching? Is there such thing?
38 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process
My Portfolio
Illustrate your reflection on the best method teaching creatively on this
page.
Teaching
Approach and
strategies
Students
Needs
Interests
Characteristics
Along with:
Creative skills
& productivity
Sense of
Humor
Use of
technology/
Good classroom
Hypermedia
atmosphere
Collaboration
between
39 | F i eteacher
l d S t uand
d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process
students as
well as good
means of
Episode 5:
40 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process
4
3
My Analysis
Analysis
questions were
answered
completely; in
depth answers;
thoroughly
grounded on
theories
-Exemplary
grammar and
spelling.
4
Tasks
My reflection
Analysis
questions were
answered
completely
Analysis
questions were
not answered
completely
Clear
connection
with theories
Vaguely related
to the theories
Grammar and
spelling are
superior.
3
Exemplary
4
Superior
3
Reflection
statements are
profound and
clear,
supported by
experiences
from the
episode.
Reflection
statements are
clear but not
clearly
supported by
experiences
from the
episode.
1
Analysis
questions were
not answered.
Grammar and
spelling
unsatisfactory
Grammar and
spelling
acceptable
2
Satisfactory
2
Unsatisfacto
ry
1
Reflection
statements are
shallow;
supported by
experiences
from the
episode.
Reflection
statements are
unclear and
shallow and are
not supported
by experiences
from the
episode.
41 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process
My portfolio
Portfolio is
complete,
clear, wellorganized and
all supporting
documentation
are located in
sections
clearly
designated.
Portfolio is
complete,
clear, wellorganized and
most
supporting
documentation
are available
and/or logical
and clearly
marked
locations.
Portfolio is
incomplete;
supporting
documentation
is organized but
is lacking.
1
Portfolio has
many lacking
components; is
unorganized
and unclear.
2
1
4
Submission
Before
deadline.
3
On the
deadline.
Two days or
more after the
deadline.
2
4
Subtotals
Rating based on transmutation:
Overall Score
______________________________
_________________
Date
Grade
Rating
Score
Grade
Rating
20
18-19
17
16
15
14
1.0
1.25
1.5
1.75
2.00
2.25
99
96
93
90
87
84
12-13
11
10
8-9
7- below
2.50
2.75
3.00
3.5
5.00
81
78
75
72 and
below
My Map
42 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process
43 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process
OBSERVATION SHEET
Name of the Resource Teachers Observed:
Maam Evelyn O. Castillo, Sir Jorge A. Guntalidad, Maam Marlyn M.
Kellawan
School Address: Purok Malakas, Lagao, General Santos City
Grade/ Year Level: 3rd year and 4th year
Filipino
Approach/ Method
Date:
Subject Area:
1. Deductive Method
2. Inductive Method
3. demonstration Method
44 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process
5. Discovery Method
6. Project Method
7. Constructivist Approach
8. Metacognitive Approach
45 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process
My Analysis
I will answer the following questions:
12.
Which approaches/methods will be grouped together? Why? e.g.
direct method and deductive method.
Direct Approach
Expository method: directive method, deductive method,
demonstrative method.
Indirect Approach
Exploratory method: inductive method, exploratory method,
reflective, constructivism, problem solving, laboratory,
inquiry, and metacognitive.
13.
Which approaches/methods are more interactive? Less
interactive?
The approaches/methods like collaborative, learner-centered,
integrated and interactive approach are more interactive than teachercentered, subject-matter centered, constructivist, banking and direct
approach.
14.
15.
16.
46 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process
My Reflections
If I decide on my teaching approach/method, I will consider, (Continue
the sentence. Begin writing NOW!)
If I am going to decide about my teaching approach/method, I
would consider on try using and applying all of it as part of my teaching
strategies as far as I can because I believe that theres no single
approach to teaching that works best. What we do in the classroom
depends on our capabilities, the kind of students we are going to teach,
what topic we are going to teach, etc. Considering also the facts that
students learn in their own unique and different way along with their
learning weaknesses, issues and problems makes it difficult to find the
right strategy. Yet, looking and thinking of ways that could prompt
students to think more deeply about course concepts and the learning
process through prompts which make students analyze, reflect, relate
and question are a big help for choosing the right approach or method
to be use.
My Portfolio
1. By means of a graphic organizer show the characteristics of a
constructivist and a metacognitive approach.
Can construct
knowledge
and meaning
on their own.
share
47 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i Equal
ng-Le
a r n iof
ng
Culturally
power
Process
and socially
relevant in
approach.
between
learner and
teacher
centered)
Construct
ivist
Approach
Apply learning
through
discovery.
Reflect and
adjust if
needed.
Metacogni
tive
Approach
Evaluate
strengths and
weaknesses.
Apply strategies
Do planning.
Monitor
performance.
2. Do serious research and complete this Table on Methods. The first is
done for you.
Method
1. Deductive
Advantage/s
When to Use
48 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process
Indirect
teaching;
the
learners develop more their
high-order-thinking-skills
(HOTS) where the use of
teaching-learning process is
done.
Episode 6:
ON LESSON DEVELOPMENT
Name of FS
Student______________________________________________________________
Course_______________________________________ Year & Section
_____________________
Resource Teacher 1______________________ Signature
______________Date______________
Resource Teacher 2______________________ Signature
______________Date______________
49 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process
My Target
In this Episode, I must be able to trace how my Resource Teacher
develops his/her lesson.
Fewer than
half of tasks
were done; or
most
objectives met
but with poor
quality
My Analysis
Analysis
questions were
answered
completely; in
depth answers;
thoroughly
grounded on
theories
-Exemplary
grammar and
spelling.
4
Tasks
My reflection
Exemplary
4
Reflection
Analysis
questions were
answered
completely
Analysis
questions were
not answered
completely
Clear
connection
with theories
Vaguely related
to the theories
Grammar and
spelling are
superior.
3
Superior
3
Reflection
1
Analysis
questions were
not answered.
Grammar and
spelling
unsatisfactory
Grammar and
spelling
acceptable
2
Satisfactory
2
Unsatisfacto
ry
1
Reflection
Reflection
50 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process
My portfolio
statements are
profound and
clear,
supported by
experiences
from the
episode.
statements are
clear but not
clearly
supported by
experiences
from the
episode.
statements are
shallow;
supported by
experiences
from the
episode.
Portfolio is
complete,
clear, wellorganized and
all supporting
documentation
are located in
sections
clearly
designated.
Portfolio is
complete,
clear, wellorganized and
most
supporting
documentation
are available
and/or logical
and clearly
marked
locations.
Portfolio is
incomplete;
supporting
documentation
is organized but
is lacking.
statements are
unclear and
shallow and
are not
supported by
experiences
from the
episode.
1
Portfolio has
many lacking
components; is
unorganized
and unclear.
2
1
Submission
4
Before
deadline.
3
On the
deadline.
Two days or
more after the
deadline.
2
4
Subtotals
Overall Score
Rating based on
transmutation:
______________________________
_________________
Signature of FS Teacher above printed name
Date
51 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process
Grade
Rating
Score
Grade
Rating
20
18-19
17
16
15
14
1.0
1.25
1.5
1.75
2.00
2.25
99
96
93
90
87
84
12-13
11
10
8-9
7- below
2.50
2.75
3.00
3.5
5.00
81
78
75
72 and
below
My Map
I will observe at least two Resource Teachers, analyze and reflect on my
observations.
To realize my Target, I will follow the following steps:
52 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process
OBSERVATION SHEET
Name of the Resource Teachers Observed:
Maam Evelyn O. Castillo, Sir Jorge A. Guntalidad, Maam Marlyn M.
Kellawan
School Address: Purok Malakas, Lagao, General Santos City
_________________
Grade/ Year Level: 3rd year and 4th year
Filipino
Date:
Subject Area:
17.
Describe how the teacher began his/her lesson. Why do you think
he/she do that?
Before the teacher began to discuss his/her new lesson, he/shell ask a
few questions first about the last topic theyd tackled last meeting as a
means of recap. Yet sometimes, the teacher began his/her lesson after
the prayer, greetings and checking of attendance. I think that this
routine may help the students enhance their values and respect
towards other people as well as to improve their behavior.
18.
What activity/activities did the Resource Teacher ask the learners
to do after he/she introduced the lesson? Why do you think he/she did
such?
After the discussion, the teacher gave a quiz, moreover, an activity
either group or individual to test and enhance the cognitive,
psychomotor, and affective skills of the learners.
19.
How did he/she end his/her lesson? Why do you think he/she did
that?
The teacher end his/her lesson by asking his/her students questions
related to the topic that they want to be clear about. If they have some
part of it that they dont understand or if they really understand the
lesson.
20.
Did you notice an assessment of learning in the process of
teaching? If yes, how was it done?
53 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process
Check Here
My Analysis
I will answer the following questions:
1. How should the lesson begin and end?
Before beginning the lesson, its still good to do the traditional routine
like having a prayer, greetings and checking of attendance. Then after
that, I will either recap the previous lesson, give a quiz about it or do
some icebreaker which will help them to actively participate on the
discussion. Followed by the discussion then ends with asking your
54 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process
My Reflections
Tell them what you want to tell them; tell them, tell them what you
told them. Relate this statement to lesson development.
During the process of learning of the students, there are times that
they need to depend to their teachers. That is why the role of being
teacher is way too difficult as what we expected. As a teacher, we have
to be more knowledgeable, resourceful, confident and prepared all the
time. We should teach students what they have to learn, at the same
time, we should develop them in the way that we are not the only one
whos encouraging but they are also for the needs of their
improvements and development.
Along the actions for students development and improvement are the
task on lesson development. We tend to enhance our skills and
strategies on teaching in order to satisfy the needs and interests of the
learners. We should be aware also that every students have their
unique way of learning which we matches or uses different kinds of
techniques as well. Learning is a long process. Sometimes what we say
or taught might be forgotten easily by the students especially to those
who dont take education seriously. Sometimes, they hardly or easily
understand it. That is why also lesson development is so important
because if you think you taught no good or unsatisfactorily before then
55 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process
My Portfolio
1. Reconstruct your Resource Teachers lesson plan. Your lesson plan must
have the parts of a lesson plan. A lesson plan outline may do, provided all
the parts of a lesson are covered.
Banghay Aralin sa Pagtuturo ng Filipino IV
Para sa Ika-apat na Taon
I.
II.
III.
IV.
Proseso ng Pagkatuto
A. Panimulang Gawain:
Pagganyak: Pagpaparinig ng mga nairecord na anunsyong may
kinalaman sa paghahanap ng trabaho.
Pagkakaroon ng dugtungang-talakayan sa paggawa ng
liham.
B. Pagbabasa sa mga tiyak na halimbawa.
1. Liham pag-aaplay
2. Liham pahintulot
3. Liham pagtatanong
C. Pangkatang Gawain: Pag-uulat ng bawat pangkat
Pangkat 1 at 2: Ano ang inaasahan ng unang liham? Ano-anong
impormasyon ang
nakapaloob dito?
56 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process
Angking
kakayahan at
katangian
Tiyak na
impormasyon
Episode 7:
EFFECTIVE QUESTIONING AND REACTING
TECHNIQUES
Name of FS
Student______________________________________________________________
Course_______________________________________ Year & Section
_____________________
Resource Teacher 1______________________ Signature
______________Date______________
57 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process
My Target
In this Episode, I expect myself to be able to determine my Resource
Teachers questioning and reacting techniques and identify those that
promote interaction.
All or nearly
all tasks were
done with high
quality
Fewer than
half of tasks
were done; or
most
objectives met
but with poor
quality
My Analysis
Analysis
questions
were
answered
completely; in
depth
answers;
thoroughly
grounded on
theories
Analysis
questions
were
answered
completely
-Exemplary
Grammar and
Clear
connection
with theories
Analysis
questions were
not answered
completely
Vaguely related
to the theories
1
Analysis
questions
were not
answered.
Grammar and
spelling
unsatisfactory
Grammar and
spelling
acceptable
58 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process
Tasks
My reflection
Exemplary
4
Reflection
statements
are profound
and clear,
supported by
experiences
from the
episode.
4
My portfolio
Portfolio is
complete,
clear, wellorganized and
all supporting
documentatio
n are located
in sections
clearly
designated.
spelling are
superior.
3
2
1
Superior
3
Satisfactory
2
Reflection
statements
are clear but
not clearly
supported by
experiences
from the
episode.
Reflection
statements are
shallow;
supported by
experiences
from the
episode.
Unsatisfact
ory
1
Reflection
statements
are unclear
and shallow
and are not
supported by
experiences
from the
episode.
Portfolio is
complete,
clear, wellorganized and
most
supporting
documentatio
n are available
and/or logical
and clearly
marked
locations.
Portfolio is
incomplete;
supporting
documentation
is organized
but is lacking.
1
Portfolio has
many lacking
components;
is unorganized
and unclear.
2
1
4
Submission
Before
deadline.
3
On the
deadline.
Two days or
more after the
deadline.
2
4
Subtotals
Overall Score
Rating based on
transmutation:
______________________________
_________________
Signature of FS Teacher above printed name
Date
59 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process
Grade
Rating
Score
Grade
Rating
20
18-19
17
16
15
14
1.0
1.25
1.5
1.75
2.00
2.25
99
96
93
90
87
84
12-13
11
10
8-9
7- below
2.50
2.75
3.00
3.5
5.00
81
78
75
72 and
below
My Map
I will observe three Resource Teachers questioning and reacting
techniques based on my past lesson on Effective Questioning and Reacting
Techniques.
To realize my Target, I will do the following steps:
60 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process
61 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process
Tally of Use
Frequency
IIII
IIII
IIII
4. Rephrasing
III
5.Sequencing logically
IIII
IIII
IIII
IIII
9.Involving as many as
possible
IIII
OBSERVATION SHEET
Name of the Resource Teachers Observed:
Maam Evelyn O. Castillo, Sir Jorge A. Guntalidad, Maam Marlyn M.
Kellawan
School Address: Purok Malakas, Lagao, General Santos City
________________
Grade/ Year Level: 3rd year and 4th year
Filipino
Date:
Subject Area:
62 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process
Type of Question
2. Divergent Question
OBSERVATION SHEET
Name of the Resource Teachers Observed:
Maam Evelyn O. Castillo, Sir Jorge A. Guntalidad, Maam Marlyn M.
Kellawan
School Address: Purok Malakas, Lagao, General Santos City
________________
Grade/ Year Level: 3rd year and 4th year
Filipino
Date:
Subject Area:
Reacting Techniques
Score the Resource Teacher every time he/she makes use of any of the
techniques.
Reacting Behavior
1. Providing acceptance
Tally of Use
Frequency
IIII
63 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process
IIII
IIII
II
IIII
IIII
IIII
IIII
III
IIII
II
III
III
My Analysis
1. Which questioning and reacting techniques encouraged teacher
student interaction? Which ones did not?
If we, teachers, want to generate interaction among the students,
having these questioning and reacting techniques are a big help for us.
In questioning, we have to learn how to vary type of question. We can
use divergent, convergent and evaluative questions for asking. Practice
64 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process
My Reflections
What do I resolve to do and NOT to do in my questioning and reacting
techniques so as to encourage teacher student interaction?
There are many things to consider if we want to acquire teacherstudent interaction. As a teacher, you need to be careful and patient
towards interacting in class because as what we know, we are facing
different kinds of students. So during discussions, it is greater
advantage if you have or know the questioning skills. If necessary,
improve your questioning techniques if you observe no progress. Dont
depend on questioning by yourself also. Try to encourage your students
to ask questions. Be productive. You can add humor sometimes to avoid
heavy atmosphere and barricade between you and your students. It is
importants also to have knowledge about right handling of pupils
response. Depend on the teachers way of handling students responses
65 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process
My Portfolio
I promote higher order thinking skills (HOTS) and interaction for
learning by the kind of questions that I ask.
Here are learning objectives. Formulate at least two examples of
questions that promote divergent thinking and HOTS.
Elementary (For BEEd Student)
1. At the end of the lesson, the pupil is able to identify the functions of
the organs of the digestive system.
Secondary (For BSEd Student)
1. After having been presented the pros and cons of teaching
reproductive health in schools, the student must be able to take a stand on
the controversial issue and give
reasons for such stand.
Write your two divergent questions here!
1. Elementary
2. Secondary
Do sex education must be taught in grade schools?
What effect in the psychological aspects of the students they will
acquire?
2. very good!
66 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process
3. Keep it up!
4. Nice answer!
5. Wonderful!
67 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
Process