FS 3 - Ep 1 2 3

Pampanga Colleges
MACEBEBE, PAMPANGA
(EXPERIENCING THE TEACHINGLEARNING PROCESS)

_____________________________
SUBMITTED TO:
_______________________________________
Ms. Marcelina T. Laxina
Instructress
_____________________________
BY: GROUP 2
Irvin Kent Q. Guintu
Alvin R. Lim
Raymon D. Masangcay
Linart N. Tolentino
Diana Mae F. Cunanan

Judy Anne O. Isip
Maricar B. Tolentino
Sarah Jane S. Tullao
Niberato B. Tolentino
_____________________________
COURSE-YEAR:
BSEd-II
ACKNOWLEDGEMENT
1 | 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 P r o c e s s
The group 2 of BSED-II (Bachelor of Secondary Education, second year) taking up their
Filed Study 2 subject, are sincerely appreciates and gratefully acknowledge the cooperation and
assistance of the following persons in our observation in Sta. Maria High School (SMHS)
To Ms. Marcelina T. Laxina, our instructress, for her guidance, teachings, and instructions
accorded for;
To Mrs. Ruby Rosa C. Sagum, the principal of SMHS for permitting and letting us to
conduct our observation in their school;
To the faculty members and staff of our cooperating school, for their cooperation and
assistance;
To the students of Sta. Maria High School.
While the reporters have done their best to make this report a good one; they do that this
report is far from being a perfect so they welcome criticisms and suggestions for the improvement
of each study.
Finally, they would like to offer their labor or love to their beloved families, instructors and
instructresses, friends who served as their inspiration in all the tasks that they do. Most of all to our
Almighty God who bestowed their talents and wisdom to make their report a reality.
I.Q.G.
A.R.L
R.D.M.
L.N.T
N.B.T.
TABLE OF CONTENTS
D.F.C
J.O.I.
M.B.T
INTRODUCTION
S.S.T
xi
Episode 1
Principles of Learning.
Episode 2
Lesson Objectives as my Guiding Star. 4
Episode 3
Organizing Content for Meaningful

Learning
.. 8
CONCLUSION ...
xiii
xiv
APPENDIX
INTRODUCTION
To be teacher, in the right sense is to be a learner. Instruction begins when you, the teacher,
learn from the learners, one of the very nice saying and insights weve learned from our FS instructress.
And this quotation means, that as a future teacher, we must practice to put ourselves in their places so that
we may understand what they understand and the way the students understand it.
Last February 4,5, and 6 (Monday, Tuesday, and Wednesday), we had our observation in Sta.
Maria High School (SMHS), as our cooperating school, with all the sophomores taking up Bachelor of
Secondary Education (BSEd), as a part of the requirements in our subject Field Study (FS) 2.The
classes of II-Prudence and III-Generosity was both assigned to us.
Our main concerns on that observation are all about:

a) Principles of Learning
b) Lesson Objectives as My Guiding Star
c) Organizing Content for Meaningful Learning
Within our report, we identified the significance of the study of the various learning principles
which can truly helps on how will you deal and interact with students diversity. It includes also the essence
and impact of objectives in implementing the teaching process and the different factors to be considered
in selecting meaningful and useful learning materials or contents, as manifested in the actual classroom
setting. We observed and reflected on the different approaches employed by the teachers in dealing with
the learners in the different stages of development. And also, we analyzed how the teaching and learning
process should be conducted.
And now its your turn to be a part of our report, as a reader and also as a judge. We hope that after
you read and understand the essence of our work, you will acquire, you will gain and learn something.
Thank you!
THE REPORTERS
Episode 1
Principles of learning
Name of FS Students: Irvin Kent Guintu; Alvin Lim; Raymon Masangcay;
Linart Tolentino; Niberato Tolentino; Diana Mae Cunanan; Judy Anne Isip;
Maricar Tolentino; & Sarah Jane Tullao
Course: ______BSEd_Major in English________________ Year: ____Second
Year___________
Resource Teacher: _Mrs. Abelita F. Dizon (ENGLISH II)__ Signature:
_____________________
Our Tools
As we observe a class, we will use the Observation Sheet for a more focused
observation.
OBSERVATION SHEET
Name of the Resource Teachers Observed: Mrs. Abelita F. Dizon, and Ms. Jillian
Gonzales___
School Address: Sta. Maria, Macabebe, Pampanga
___________
Year Level: 2nd Year and 3rd Year
III_________________
Principles of Learning
Date: February 4, 2013-
Subject Area: English II and English
Teaching Behavior of the

Teaching/Learning Behavior of
the Learner as Proof of the
Application of the Principle of
Learning
1. Learning is an
experience which occurs
inside the learner and
is activated by the
learner.
Mrs. Dizon lets the learners

do the learning activity. Like
for example, instead of
writing the meaning of the
adjectives in the board, what
she did is that she made a
group activity and let the
learners find out what is
meant by that.
2. Learning is the discovery

of the personal meaning
and relevance of ideas.
Instead of giving directly the

meaning of adjectives, Mrs.
Dizon showed some pictures
and let the students to give
their own interpretation.
3. Learning is a
consequence of
experience.
This no. 3 principle has

something to do with or is
similar to Learning is an
experience which occurs
inside the learner and is
activated by the learner.
This is based in my
observation because Mrs.
Dizon let the learners to
apply what they have
learned. Like for example,
they conducted an activity
which involve describing,
through that experience
theyve learned
something.
4. Learning is a cooperative
and collaborative
process.
Learners will learn more if

they are given chances to
work together and share
ideas. Make use of group
activities.
5. Learning is an
evolutionary process.
6. Learning is sometimes a
painful process.
7. One
of
the
richest
resources or the learning
is the learner himself.
8. The process of learning

is an emotional as well
as intellectual.
Learning especially if this

means a change in behavior
does not happen in a click.
This requires time and
diligence. So as teachers and
students, be patient.
This means that learning

requires sacrifices, hard work
and patient studies. For
example, a great leader had
many setbacks on the past.
He learned from his mistakes.
The process was very painful,
yet he survived, yet he wants
to learn they endure the pain
consequently, leadership was
developed.
This means that learning will

not take place unless the
learner him/herself allows, in
totality, in his/her mind. It is
not primarily controlled by
the teacher, rather on the
learners wants, interest and
motives to learn.
As a teacher, let us appeal to

our students intellect as well
as to their emotions.
9. The process o problem

solving and the learning
are highly unique and
individual.
Each student has their own

special way in learning and
solving a problem.
Our Analysis
Based on our observation, learning is the discovery of the
personal meaning and relevance of ideas was the principle
applied most. This is because before a teacher conducts another
lesson he/she first makes a recall about their past lessons. And
then, after that he/she didnt directly give or explain what seems
to be their topic on a particular day. Instead he/she might give
either activity or a short poem which involves in a given topic. In
that way, the learners found out that the learning is the discovery
of personal meaning and relevance of ideas.
Our Reflection
The lesson we have learned from our observation on the
classroom application of the principles of learning is that for a
teacher to be effective, one first thing to do is to get the learners
attention in order to have a better interaction between the
learner and the teacher. Other than that, make the students feel
that learning is a must most especially on the part of the
learners. Always motivate them to learn and pursue their studies
and never easily give-up until they reach whatever their goals in
life.
Episode 2
Lesson objectives as my guiding star
Year___________
_____________________
Our Tools
As we observe a class, we will use the Observation Sheet for a more focused
observation.
OBSERVATION SHEET
Gonzales___
2013____________
III_________________
Date: February 5,
Guiding Principles in
Determining and Formulating
Learning Objectives
1. Begin with the end of
mind.
Teaching Behavior/s which

Prove/s Observance of the
Guiding Principle
Based on our observation,
Ms. Jillian Gonzales, a third
year English teacher ensures
that her lesson objectives are
SMART. Based in our
interview with her, she
shared her technique in
planning objectives. She said
that excellent lesson
objectives must be Specific,
Measurable, Attainable,
Result Oriented and TimeBound.
2. Share lesson objective

with students.
For this second guiding

principle in determining and
formulating learning
objectives, I noticed that Ms.
Gonzales imparts her lesson
objectives including plans
and purpose of lesson for her
students.
3. Lesson objectives must

be in the 2 or 3 domains
cognitive, skill and
affective or cognitive and
Based on the totality of the

lesson discussed, the lesson
is holistic and complete
because it dwells on
affective or skill and

affective.
4. Work on significant and

relevant lesson
objectives.
knowledge, skills, and values.

The lesson for that day of Ms.
Gonzales was about a poem
entitled when I was one and
twenty, throughout the
lesson, they showed their
skills in reading, as they read
each stanza of the poem with
correct pronunciation
considering their accents and
pausing. After reading literary
piece. Questions are followed
to check the students
comprehension and
understanding about the
poem and lastly, with the
concern in the affective
domain, there is also a
question that tested their
reasoning skills in which
afterwards they interpret the
true meaning and essence of
the poem that leads for the
development to their values.
Ms. Gonzales present a poem

entitled when I was one and
twenty. She asked her
students on what they
understand in the title and to
the stanzas of the poem. And
there is a line that comes
from the poem where in Ms.
Gonzales asked her students
on what is their point of view
about it. Some students
raised their hands and gave
their own thoughts, ideas,
and comments and after that,
she raised again a question
and she asked her students if
they already fall in love.
Some of them were too
ashamed to answer.
5. Lesson objectives must

lead to the development
of critical and creative
thinking.
Based on what I observed,

Mrs. Dizon gave a group
activity to perform outside
the classroom. She asked her
students to observe their
school campus and list down
the words that may described
about it.
1. After observing your Resource Teacher teaches, write down what you think
was/were her lesson objective.
To appreciate the meaning of a poem.
2. 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?
To deduce and appreciate the meaning of a poem
Yes ! They are the same.
Our Analysis
1. Why did you find it easy/difficult to write down the Resource Teachers lesson
objeve for the day? Did she mention it in the beginning of his/her lesson?
We found it easy to write the objective of our Resource

Teachers lesson for the day. Because she mentioned it at the
beginning of her lesson and this lesson objective when
shared and possessed by our students will become their
personal target. When our students set their own personal
target, we are certain that they will become self- motivated.
2. Did you find the lesson objective SMART? Why or why not?
Yes, the objectives of the teacher are excellently SMART

(Specific, Measurable, Attainable, Result-oriented, and Timebounded). Because it is quite easy to find out the end of a
lesson of you attained your objectives. And there is a big
chance to match our instruction and assessment.
Our Reflection
1. 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?
Learning objectives are of key importance when creating

lesson plans. They provide students with information about
what they are going to be learning while giving them an
indication of how their learning will be measured. There are a
few rules to writing excellent learning objectives that should
be followed. Unfortunately, many teachers do not spend the
time to create effective, measurable lesson objectives before
they write their lesson plans. We know that once you started
making the objectives specific and measurable you will found
that you were able to use them like a blueprint to keep you
on task as you teach your lessons in class.
Episode 3
Organizing content for meaningful learning
Year___________
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 P r o c e s s
Our Tools
OBSERVATION SHEET
Gonzales___
2013_____________
III_________________
A.)
Date: February 6,
FOR THE COGNITIVE LESSON
1. What is the lesson about?

Class I: Adjectives
Class II: Poem When I was one and twenty
2. What are the examples of facts mentioned in the lesson?

Class I: There were picture presented and the students are asked to
describe this picture.
Class II: The students were asked on how they handle the advices of
their guardian or other elder people.
3. Did the lesson end with facts? Or did these facts lead to understanding of
concepts? Prove your answers.
Class I: In the First lesson the students have learned the use of
adjective.
Class II: The students understand the importance of listening to their
parents advice.
4. Write down instances of treating the topic in depth (giving examples, examining
cause effect relationships, relating ideas or concepts to one another)
Class I: The teacher presented pictures where in, in describing these
pictures they gained their examples of adjectives.
Class II: The students were asked about the advices they were given by
their parents and on how they act upon this advices.
5. Cite an instance/s when students were encouraged to ask questions, to talk

about and reflect on what they learned.
Class I: The students were curious about the uses and significance of
adjectives thats why they raise a lot of questions.
Class II: The students were aware of the fact that parents have greater
experience thats why there were only few questions raised.
B.)
FOR THE SKILL LESSON
1. What was the skill lesson about? Which skill/s was/were target? Manipulative
skill or thinking skill?
The lesson more focused on the thinking skills of the student

where in they can think fluent, they can construct ideas relevant
to the certain topic and they can response easily because of their
own insights and own experiences by reminiscing their past.
Ex. Love places
2. Write evidence of teachers encouragement of divergent thinking by the
students.
So, when we say divergent thinking, it includes fluent

thinking, flexible thinking, original thinking and collaborative
thinking.
The teacher encouragement of divergent thinking by the
students is that they can think fluent related to that particular
lesson. The English lesson that weve observed was all about the
poem When I was one and twenty where in the teacher relate
her students to explain it because its all about love, we all know
that students nowadays are teenagers who are very aware when
the topic all about is LOVE. So, the teacher let them to relate their
experiences to this poem. They construct ideas through their
experiences.
3. Which are proofs that the Resource Teacher promoted convergent thinking?
When we say convergent thinking, it is narrowing down from

many possible thoughts to end up on a single best thought or an
answer to a problem.
The other English lesson weve observed was promoting

adjectives. The teacher motivation was she presented a picture of
different tourist spots or different beautiful places in the
Philippines. The teacher let the students to recognize these
pictures. So, students were willing to answer and answer. Say for
instance, The Luneta Park. A student answered It placed in
Manila. The other student answered Where Jose Rizal Died by
answering possible thoughts; the teacher can modify a thing or
describe particular things using adjectives.
4. If there was problem solving in the lesson, were the pupils taught to solve the
problem using algorithm or heuristic strategy?
Yes! Just by letting the students to reminisce their past so

that they can construct a lesson by their experiences.
5. What are the proofs that the students were encouraged to do critical thinking?
When we say critical thinking, it involves evaluating

information or arguments in terms of their accuracy and worth.
Students use their critical thinking ability through their activities
not only in the common interaction in the class but also analyzing
their observation. Isnt they had an observation outside? So,
discover approach takes place by the teacher without guiding
them; the teacher let the students to find adjectives or modifier
through observing outside and describing the surroundings. After
that, their observation leads them to group competition where in
the group who construct more sentences will won the activity.
C.)
Value/ Affective Lesson
1. What was the value lesson about?

The values lesson was all about Following and Obeying
Instructions and Advices of Elders.
2. Was the value taught alone or was it integrated with a cognitive or skill lesson?
The value was taught integrated with a cognitive and skill lesson.
3. How was the value lesson developed?

The value lesson developed in this way: first, the teacher tested
the reading skills of the students by reading the said poem considering
correct pronunciation of words and correct accents and stresses. Next,
they analyzed the facts and concepts within the literary work from the
cognitive follow-up questions. And lastly, there are also questions that
tested their affective domains, including giving their insights about the
poem and the moral lesson which can be deduces from the poem.
Our Analysis
A. For the Cognitive Lesson
The teacher delivered the lesson which is adjectives in way where
students will relate their experiences in giving examples. For example
in giving their example they were asked to describe the beautiful
places they have already visited.
B. For the Skill Lesson

In the lesson the thinking skill is what the teacher gave focus it is
taught by giving examples by describing pictures. While in the
manipulative skill the students were ask to list all of the things that
they have observed in their school in the blackboard.
C. For the Affective Lesson

The value lesson is taught or delivered without giving emphasis
on it for example in the second class big where they have discussed
about the poem the value lesson is not given attention or is not a big
deal the poem When I was One and Twenty is the one that has been
mostly given attention. That is why the value lesson is delivered within
the skill and cognitive lessons.
Our Reflection
Someone said: There are dull teachers, dull textbooks, dull films, but no
dull subjects. Do you agree? Write youre your reflections here.
I agree with this statement because the subjects which we are
taking are all interesting the only thing that is making it dull is the way
they are delivered to us. The dullness of subjects are because of
teachers who dont know how to deliver their lessons in an interesting
way. Dull films also are the reason why some subjects become
uninteresting. So in sum I can say that there are no dull subjects in
fact it is the way that these subjects are delivered that will show or
become that reason whether the subject is delivered interestingly or
uninteresting.

FS 3 - Ep 1 2 3

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Pampanga Colleges

(EXPERIENCING THE TEACHINGLEARNING PROCESS)

Ms. Marcelina T. Laxina

Diana Mae F. Cunanan

Lesson Objectives as my Guiding Star. 4

Organizing Content for Meaningful

Our main concerns on that observation are all about:

Date: February 4, 2013-

Subject Area: English II and English

Teaching Behavior of the

Mrs. Dizon lets the learners

2. Learning is the discovery

Instead of giving directly the

This no. 3 principle has

Learners will learn more if

8. The process of learning

Learning especially if this

This means that learning

This means that learning will

As a teacher, let us appeal to

9. The process o problem

Each student has their own

Subject Area: English II and English

Teaching Behavior/s which

2. Share lesson objective

For this second guiding

3. Lesson objectives must

Based on the totality of the

affective or skill and

4. Work on significant and

knowledge, skills, and values.

Ms. Gonzales present a poem

5. Lesson objectives must

Based on what I observed,

We found it easy to write the objective of our Resource

Yes, the objectives of the teacher are excellently SMART

Learning objectives are of key importance when creating

Subject Area: English II and English

FOR THE COGNITIVE LESSON

1. What is the lesson about?

2. What are the examples of facts mentioned in the lesson?

5. Cite an instance/s when students were encouraged to ask questions, to talk

FOR THE SKILL LESSON

The lesson more focused on the thinking skills of the student

So, when we say divergent thinking, it includes fluent

When we say convergent thinking, it is narrowing down from

The other English lesson weve observed was promoting

Yes! Just by letting the students to reminisce their past so

When we say critical thinking, it involves evaluating

Value/ Affective Lesson

1. What was the value lesson about?

3. How was the value lesson developed?

B. For the Skill Lesson

C. For the Affective Lesson

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