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FIELD STUDY
Learning
Episode
THE SCHOOLS
LEARNING
RESOURCE CENTER
Identify and classify resources that facilitate the teaching- learning processes.
Explain the services of the center that support learning.
My Performance Criteria
My Learning Essentials
1. A school usually sets up a center which will provide valuable support to the teaching- learning
process. Over the years the name of this center has evolved. Some of the names are Audio- Visual
Center, Media and Technology Resource Center, Teaching- Learning Technology Department, or
simply Learning Resource center.
2. With the very fast development and communications technology (ICT), the natural outcome
library and ICT both in terms of hardware and software systems and applications.
3. Schools may have different set-ups when it comes to a Learning Resource Center (LRC). Some
have replaced the term library with LRC. Some have a separate library, LRC and Audio Visual or
Media Center. Some just have the LRC both for teachers and students..
4. The common purpose among these centers is to provide print, audio- visual and ICT resources to
support the teaching- learning process.
5. The goals of the Center may include, orienting and training teachers in the use of audio visual
and ICT resources, working with teachers and administrators in producing instructional
materials, making available useful resources to the students, teachers and the school community.
1
6. In order to support the philosophy and aims of the school, the Center must fulfill the
following functions:
Center of resources
Laboratory of learning
Agent of teaching
Service agency
Coordinating agency
7. With the very fast development and communications technology (ICT), the natural outcome
library and ICT both in terms of hardware and software systems and applications.
8. Schools may have different set-ups when it comes to a Learning Resource Center (LRC). Some
have replaced the term library with LRC. Some have a separate library, LRC and Audio Visual or
Media Center. Some just have the LRC both for teachers and students..
9. The common purpose among these centers is to provide print, audio- visual and ICT resources to
support the teaching- learning process.
10.The goals of the Center may include, orienting and training teachers in the use of audio visual
and ICT resources, working with teachers and administrators in producing instructional
materials, making available useful resources to the students, teachers and the school community.
11.In order to support the philosophy and aims of the school, the Center must fulfill the following
functions:
Center of resources
Laboratory of learning
Agent of teaching
Service agency
Coordinating agency
My Map
______________________________________________________________________________
To realize my intended Learning Outcomes, I will work my ways through these steps:
3.
Make
inventory
of
its
available
and
resources
and
classify
1. Visit a schools
an
Learning
Resource Center.
Look
them
according to their
resources and
characteristics and
facilities
functions.
2.Ask
the
Learning
Resource
My Tools
As you visit and observe the learning Resource Center, use activity forms provided
for you to document your observations. Ask the assistance of th one manning the center courteously.
After you have observed, classify the resources available that you believe are most useful. Please
use the activity form provided for you.
Learning
Characteristics and Unique
bullet form)
1.Print Resources
Capabilities
These learning resources in
Books
Journals
Magazines
News Paper
teaching
printed materials.
Resources
(Enumerate
in
and
other
based
approach
accessible.
2.Audio Resources
none
3.Non-electronic
Resources
Charts
Tables
Maps
none
Visual
none
process
teaching.
and
lecture
types
of
4. ICT Resources
Computers
materials.
These materials
are
more
Computer-based
process,
teaching,
learning
group
lectures.
My Analysis
Were the learning resources/materials arranged properly according to their functions and
characteristics?
Yes, the learning resources/materials are arranged properly according to their functions
and characteristics. Books are properly arranged in bookshelves along with the non-electronic
resources.
Do the guidelines and procedures facilitate easy access to the materials by the teachers? Why? Why not?
The guidelines and procedures facilitate easy access to the materials by the teachers,
since there are printed notifications and procedures for handling and proper instruction of how
to use the resources.
What are the strengths of this Learning Resource Center?
The strengths of the learning resources are as follows: first is the environment, it is
conducive for learning because of its facilities like the ventilation, room which is free from
noise and destructions and clean as well and the next is the facilities that satisfactorily cater
the needs of the students.
My Reflection/Insights
1. Which of the materials in the Learning Resource Center caught your interest the most? Why?
The material(s) in the learning resource center caught my interest the most are the
computers because we all know that computers nowadays are very useful in gathering
data or in educational purposes though their computers are very old.
2. Which gadgets/materials are you already confident to use/ operate?
Well, I guess I am very confident to use the computer because I can
used it to
Directions: Read the items given and encircle the correct answer.
1.
All
are
responsibilities
of
the
Learning
Resource/
Audio-
provides
the
teachers
list
of
websites,
apps
and
My Learning Portfolio
Paste an article about an example of technology gadget/material that you want to learn more
about. How can this gadget/material be useful in instruction/teaching?
Six years ago, the internet was limited both in what it could do and who used it. Many people had
heard the word but did not have the clue what it was. Today, most teachers have not only been exposed
8
to the internet but also have access at home or at school. In fact, a large number of schools are being
retrofitted to place an internet in every classroom. Even more exciting than this is the newest
technology: wireless. A School can purchase a portable classroom. This consists of laptops networked
together, allowing their students to work at their desks without wires. If laptops are networked to a
printer, students can print from their personal computer to the classroom printer. Imagine the
possibilities.
How to Integrate Technology
*Research
Research is the number one reason to use the internet in education. Students have a wealth of
information open to them. Often, when they are researching obscure topics, school libraries do not have
the needed books and magazines. The internet helps solve this problem. Heres an example of a great
research project: Using this site, Lecture Outline Series for the History of China, students can research
directly to this page and then present the information they found.
One concern which I will discuss in Part II of this article is the quality of the information that can be
found online. However, with some advance footwork of your own, along with stringent recording
requirements for sources, you can help the student determine whether their information is from a
reliable source. This is also an important lesson for them to learn for research in college and beyond.
The possibilities for assessment of research on the internet are endless, many of them involving
other forms of technology. Some ideas include essays, debates, panel discussions, role play, video
presentation of information, web page creation and power point presentations.
*Online Assessment
A newer area of the internet to explore is online assessment. You can create your own tests online
through your own website. These require knowledge of the internet; so many new users might not be
quite ready for this. This might be a great way to interact with Advanced Placement students over
vacations and the summer. If you are interested in this, see Free Home Pages for Educators for more
information. In the near future, there will be many companies who will offer not only online testing but
also instant grading of exams.
______________________________________________________________________
Field study 3, Episode 1 The Schools Learning Resource Center
________________
Focused on:
describing the goals of a learning resource/ multi-media center
identifying and classify resources that facilitate the teaching-learning processes
explaining the services of the Center that support learning
Name of Student: Ruthchelle S. Miana
Date Submitted: December 10, 2015
Exemplary
Superior
Satisfactory
Needs
Improvement
Episodes
1
all Fewer than half of
done
Activities
outstanding
with episodes
quality;
were episodes
were episodes
exceeds
with done;
or
most
acceptable
objectives
were
quality.
met
need
expectations.
were
but
improvement.
2
Analysis of
the Learning
Episode
All
Analysis
questions/episod
es
Analysis
were answered
answered
completely.
completely;
depth
not
Analysis questions
answered answered.
completely.
in
Grammar
answers; Clear
thoroughly
and
connection
grounded
not
to the theories
are
unsatisfactory
on with theories
theories.
Grammar
Exemplary
Grammar
grammar
and spelling
spelling
and spelling
and
are
1
are acceptable.
2
superior.
3
4
Reflection
Reflection
statements
Reflections/
Insights
Reflections
profound
not shallow;
Reflection
supported
experience supported
from
learning
from
episodes
learning
unclear
by shallow
by experiences
the experiences
from
are
and
and
are
not supported by
the experiences
the learning
the
episodes
from
learning
episodes
episodes
3
4
Portfolio
is Portfolio
complete,
Portfolio
and
well-organized;
all most
supporting
Grammar
documentation
spelling
supporting;
supporting
documentations
documentation
are
located
sections
designated
in s are available
10
1
is Analysis questions
well-organized
Learning
2
is Portfolio
and
Submission
of
the deadline
Learning
on Submitted
day
after
a Submitted
deadline
the deadline
Episode
COMMENT/S
two
1
Rating:
Over-all Score
(Based on
transmutation)
96
93
90
87
84
81
_______________________________
Signature of FS Teacher
above Printed Name
FS 3
11
10
9-8
7-below
2.75
3.00
3.5
5.00
78
75
72
71-below
_________________________
Date
BULLETIN
BOARD
LEARNING EPISODE1 13
FIELD STUDY
DISPLAYS
Learning Episode
11
Intended
Learning
MyIdentify
MOOCs that
align with the NCBTS.
Outcomes
Choose
MOOCs I must
that be
willable
contribute
to ones
In this Episode,
to:
own professional development.
Explain how MOOCs can be a tool for lifelong
learning.
My Performance Criteria
My Learning Essentials
1. Bulletin Boards have four general purposes:
My Map
Display board, or what we more commonly refer to as bulletin board, is one of
the most readily available and versatile learning resources.
To realize my Intended Learning Outcomes, I will work my way through these
steps:
Look
around
school
bulletin
a
for
board
displays
Pick
one
evaluate
display
and
the
Propose
enhancements to
make the display
more effective
As you look around and examine board displays, use the activity forms provided for you to
document your observations.
An Observation Guide for BOARD DISPLAYS
12
information arranged?
What materials were used in making the displays? Are borders used?
Do you notice some errors? (misspelled words, grammar inconsistencies and the like)
Are the messages clear and easily understood?
You may choose to take a photo of the display board (if allowed)
OBSERVATION REPORT
From among the board displays that you saw, pick the one that you got most interested in.
Evaluate it using evaluation from below.
BOARD DISPLAYS EVALUATION FORM
Topic of the Board Display Science Facts and Ideas and The Scientists
Location of the Board Display in School: Pathway of Fatima National High School
Check the column that indicates your ratings. Write comments to back up
your ratings.
4 Outstanding
3 Very Satisfactory
2 Satisfactory
1 Needs Improvement
Criteria
Effective Communication:
quickly and clearly.
NI
1
It
conveys
the
VS
3
/
messages
13
S
2
O
4
Comments
It appeals to
everyone and
the ideas are
coherent
It somehow
catches
attention
and
has
unique
arrangement
.
Objects are
not arranged
properly.
It
uses
different
colors
as
indicators of
different
Ideas.
It is unique
when
it
comes
to
style, but not
much
of
being
interactive
Has
an
appropriate
dimension of
letters
and
neatly done
resulting of
its visibility.
The
grammar is
good and can
be
understood
easily.
It is not well
constructed.
Write your
notes here:
(Option 2)
Bulletin Board Evaluated by: Ruthchelle S. Miana
Location: Fatima National High School
Brief Description of the Bulletin Board: It is located in the pathway,
beside the new building of Grade 9. It has a wide space for posting
notifications and announcements. There are several posters being
displayed.
EVALUATION
Strengths
One
Description of
the Bulletin
Board lay-out
of
strengths
of
Weaknesses
the
the
wide
space
for
anyone
can
easily
see
and
14
Displays
posted
are
Evaluation
of educational
content and other
aspects
All contents of
the
posted
information
are
related
the
to
specific or a certain
topic only.
The Bulletin board should be kept clean and
Recommendations or
lively,
Suggestions for
improvement
My Analysis
_______________________________________________________
Did the board display design reflect the likes/interests of its target audience? Why? Why not?
The board display design reflects the likes/ interest of its target audience,
because it has a colorful design, visible and can easily understood. Displays are greatly
arranged and very organized, conveys messages effectively and concise of what they
intend to say and to whom it addressed.
Was the language used clear and simple for the target audience to understand? Why? Why not?
What do you think was the purpose of the board display? Was it effective? Why? Why not?
15
Bulletin board is indispensable. Every school, year level or even in the classroom
should have it. Its purpose is greatly a big help to the viewers as to inform them of
what is happening and what is going to happen. It is also a big help for the viewers to
prepare, manage and ready for the things that is being informed of the posted
information. Lastly, it should be put in a visible and more accessible area.
16
Based on your suggestions, propose an enhanced version of the display board. Use the form below.
My Proposed Board Display
Theme: PANITIKAN ng Pilipinas
Board Title: Mayamang Panitikan!
Rational (Purpose): The purpose of this display is to hand the students the
basic knowledge about the Philippine Literature or Panitikan ng Pilipinas.
This would encourage them to recognize and appreciate how abundant
Philippine has when it comes to literature.
Objectives: The objective of this display is to give the some thoughts or ideas
about the Philippine literature, encourage them to appreciate how abundant
Philippines is when it comes to literature.The students are the beneficiary of
this educational bulletin board display.
Best features of my proposed bulletin enhancement: My bulletin has composed of
different sections. First is for suggestion and comments, second is for
Filipino activities, third is for some literature of the Philippines, next is for
the achievements and results and the last would be the events to be
conducted in the present month.
Content Resources (Name each needed resource and give each a brief description):
Suggestions and Comments, these would help students to voice out of what they
want to do and what they plan to have.
Math Activities, the content of this section is the information about the upcoming
activities such as sabayang pagbigkas, sabayang pag-awit and etc.
Quotes and visual aids, in this section it will show some well-known literature
maybe a poem, short story or an essay. Quotes are those sayings of some writers or
authors that leave an important meaning.
Achievements and Results, in this section will show the results and achievement
done perfectly by the students or the institution.
Events, in this section it will inform or announce the upcoming events to be held and
conducted insidE or outside the institution.
Materials for aesthetic enhancement: Colored materials, artistic borders and
unique designs made of creative indigenous materials.
My Reflections/Insights
1. Name at least 5 skills that a teacher should have to be able to come up with
effective board displays. Elaborate on why each skill is needed.
17
The skills that a teacher must possess to come up with an effective board
display are the following:
Creativity. Instructional content can be dry and boring in a classroom setting.
Creative teachers should try to present concepts and content in most interesting
way.
Visual Skill. Teachers are somewhat like interior designers, they must be
able to visualize the presentation and impact they want to create then apply those to
the display.
Organizational Skills. This goes with number 2, but it includes comparing
and contrasting, grouping and arranging content in a meaningful way.
Communication.Teachers know what words can be combined with visual
content can often communicate more than words alone. Teacher should be a good
communicator, and,
Good teachers make visual displays as part of the lesson plan.
Displays or decorated bulletin boards are not just to make the room pretty. A good
teacher can use one display to help students build many different skills.
2. Which of the skills you named in #1 do you already have? Recall your past experiences in
making board displays. How do you practice these skills?
The skills I named that I already have, I guess, being creativity and
visual skill. I practice these skills when making outputs when I was still in
high school.
3. Which skills do you still need to develop? What concrete steps will you take on how you can
improve on or acquire these skills.
18
A. Instructional-interactive
B. Informational
C. Motivational
D. Decorative
A. Instructional-interactive
B. Informational
C. Motivational
D. Decorative
A. Instructional-interactive
B. Informational, decorative
C. Motivational, decorative
D. Instructional, informational
19
My Learning Portfolio
Based on your suggestions, make your own board display lay-out. You may present your output through
any of these:
A collage
20
Focused on:
Learning Episodes
Exemplary
Superior
Satisfactory
Improvem
ent
1
Fewer than
All
episodes
done
were
Nearly
with
episodes
were
episodes
were
half
done
high
done
with
episodes
outstanding
quality;
work
with
quality
exceeds
Learning Activities
expectations
all
of
acceptable
were done;
quality.
or
most
objectives
were
met
but
need
improveme
nt.
Analysis questions
Analysis
questions/episodes
were
questions
were
completely.
not
Clear connections
completely.
answered.
with
Vaguely related to
Grammar
Theories.Gramma
the theories.
and
Grammar
theories.
superior.
spelling
Exemplary
acceptable.
unsatisfact
ory.
Reflection
1
Reflection
answered
completely;
depth
Analysis
of
the
Learning Episode
1
Analysis
All
in
answers;
thoroughly
grounded
on
grammar
answered
and
were
answered
and
are
questions
were
not
spelling
are
spelling
4
Reflections/Insight
Reflection
Reflection
statements
are
statements
are
statements
clear,
but
not
shallow;
supported
clearly
supported
by
experiences
the
from
learning
by
experiences
by
experiences
the
episodes.
episodes.
episodes.
statements
are
supported
are
from
learning
unclear
and
shallow
and
are
not
2
supported
by
experience
21
s from the
learning
episodes.
Portfolio
is
complete,
clear,
is
complete,
clear,
well
organized;
all
most
supporting
supporting;
documentations
are
Learning Portfolio
Portfolio
located
sections
documentations
in
clearly
Portfolio
is
1
Analysis
incomplete;
questions
documentations
were
answered.
are lacking.
Grammar
not
and
spelling
designated
marked locations.
are
unsatisfact
ory.
Submitted
before
the deadline
Submission
Submitted on the
Submitted a day
1
Submitted
deadline
two
days
or
more
of
4
Learning Episode
after
the
deadline.
1
Rating:
(Based on
COMMENT/S
Transmuta
Over-all Score
tion)
Score
20
19-18
17
16
15
14
13-12
11
10
9-8
belo
w
Grade
1.0
1.25
1.5
1.7
5
2.00
2.25
2.50
2.75
3.0
0
3.5
5.00
71-
99
96
93
90
87
84
81
78
75
72
Belo
w
_______________________________
Signature of FS Teacher
above Printed Name
FS 3
FIELD STUDY
Date
Learning Episode
22
__________
SLIDESHOW
(Slide Presentations)
In this Episode, I will be able to apply the principles in creating effective audiovisual presentations.
My Performance Criteria
My Learning Essentials
Presentation softwares are useful in organizing your lesson with a series of text and
graphics, often with audio and video to capture the interest of your learners. The
most popular one is Powerpoint but you can also explore so many other softwares or
apps like, Prezi, Powtoon, Keynote, Prezentit and Sliderocket.
When creating audio-visual presentations, remember the following:
1. Plan your presentation by drafting an outline. Ensure that information is organized in proper
headings and sub-headings based on how pieces of information relate with each other.
2. 2. Abide by the Rule of Six. Each slide should have a maximum of six lines and each line with six
words.
3. 3. Ensure that your font size is large enough to be seen by the learners at the back. Font size for
titles should not be less than 36-40 and 32 for the rest.
4. 4. Include more of keywords or phrases and less of whole sentence.
5. 5. Animation should have a clear purpose. It should only be used if it will help highlight
important points, strongly communicate an idea, and not at all distract the learners.
6. 6. Pictures speak a thousand words. Add pictures and even video clips to enrich your
presentation.
7. 7. Follow the 3 Cs for information. All information included should be correct, current and
complete.
8. 8. Proper citation should also be observed. Include a list of references at the end of the
presentation.
23
My Map
An effective teacher makes it her/his business to create slide presentations that really enhance
instruction.
To realize my Intended Learning Outcomes, I will work my way through these steps:
My Tools
As you prepare your slide presentations, use the activity form below.
Subject Matter/Topic: Learning with the Computer
Objectives: -define cooperative learning
-know the 5 elements of cooperative learning
Title of my Presentation: Cooperative Learning with the Computer
24
(/)
Animation
( )
Sound effects
( )
Music
( )
Hyperlink
Voice Narration ( )
Stylish fonts
( )
Embedded video ( )
Others,
( /)
please specify
_________________
Description of Appropriate Use:
The use of this presentation is for lectures especially I Algebra: Algebraic
Expressions. Also this is useful when developing the students Conceptual
Understanding.
Presentation Storyboard:
Slide 1
Slide 2
Surf the net. Just key in
the words like
Definition
of Use of cooperative
Slide
Cooperative
learning
Presentations
Learning
PowerPoint
Presentations
Slide 5
Slide 6
Clip arts
Fonts
PowerPoint tutorial
Defining what is
Advantages
of
andcooperative
enjoy choosing cooperative
learning
with the
learning with the
slide
backgrounds,
images,
fonts to computer
computer
download.
Just be sure, you
follow the principles
you learned in your
Educational
Technology class.
My
Slide 3
Slide 4
Knowing computer
Use
of
computer
when it comes to
learning
Slide 7
Slide 8
Enumerating the 5
elements on how to
element
be
truly
called
cooperating
learning
Analysis
My Learning Rubric
presentations.
Learning Episodes
Exemplary
Superior
Satisfactory
Needs
Improvement
1
All
Learning
Activities
episodes
Nearly
episodes
episodes
were
episodes
outstanding
done
with
done;
quality;
quality
acceptable
quality
but
work
exceeds
were
all
expectations
4
need
improvement
3
2
1
26
most
All
Analysis
Analysis
Analysis questions
questions/episo
questions were
questions were
des
answered
not
completely
completely
were
answered
completely;
Analysis of the
Learning Episode
in
Vaguely related
thoroughly
connections
to the theories
grounded
on
Grammar
Grammar
and
spelling
are
unsatisfactory
with theories
theories.
grammar
and
spelling
Clear
Exemplary
spelling
and
are
spelling
and
are
acceptable
superior.
Insights
Grammar
depth answers;
the
Reflections/
answered
Reflection
Reflection
Reflection
Reflection
statements are
statements are
statements are
statements
profound
clearly
shallow;
unclear
and
clear;
supported
supported
by
experiences
from
experiences
from
the
learning
by
supported
by
experiences
the
from
are
and
shallow
and
are
not supported by
the
experiences
learning
learning
the
episodes
episodes
episodes
from
learning
episodes
4
Portfolio
Learning Portfolio
is
Portfolio
is
is
Analysis questions
complete, clear,
complete, clear,
incomplete;
well-organized
well-organized;
supporting
and
most
documentations
Grammar
supporting;
supporting
are
spelling
documentation
documentations
are
in
all
sections
organized
unsatisfactory
available
clearly
clearly
marked
designated
locations
4
3
27
Portfolio
and
Submitted
Submissions
of
Learning Episodes
before
Submitted
the
on
the deadline
Submitted after
Submitted
the deadline
deadline
two
the deadline
2
Rating:
Over-all Score
(Based on
transmutation)
COMMENT/S
Score
20
19-
17
16
15
14
18
Grade
13-
11
10
8-8
7-below
12
1.0
1.25
1.5
1.75
2.00
2.25
2.50
2.75
3.00
3.5
5.00
99
96
93
90
87
84
81
78
75
72
71-Bellow
Signature of FS Teacher
above Printed Name
FS 3
Date
Learning Episode
28
1. Technological knowledge. This refers not only on whether you are computer literate but
also knowing what technology is best to use and how they should be utilized in teaching.
Technology here can be as simple as the chalk and the blackboard or as complicated as
augmented reality. As technology is everchanging, your technological knowledge is also
something that must be everdeveloping.
2. Pedagogical Knowledge. This refers to the principles and strategies of teaching. It
includes your knowledge of the learners, and in formulating objectives, designing
activities and assessing your learners.
3. Content Knowledge. This refers to how well you know the subject area or topic that you
will
teach. It includes how wide and how deep you know about what you will
teach.
You can see from the diagram that the two circles overlap with each
other, while all three of them overlap as well. Each twocircle overlap
Pedagogical KnowledgeContent
(PK) Knowledge (CK)
Reproduced
Pedagogical Content Knowledge
(PCK) withpermission of the publisher, c. 2012 by tpack.org
29
My Map
To realize my Intended Learning Outcomes, I will work my way through
these steps.
Step 1. Decide on a specific content area and the level of learners technology.
Step 2. Find out the learning resources relevant to topic that are available.
30
My Tools
I should remember:
The Bank of varied Teaching Aids that I will create must contain wellorganized Teaching Aid m
An Observation/Survey
Grade/year
level, subject areaGuide
and subject matter for which the teaching aid is used.
Subject Area/ Topic:
Cooperative
Learning
withaid.
the Computer__
Procedures
in using
the teaching
Grade/Year Level:
4th
Teaching
Approach
theresources
teaching aid
could
beyour
usedtopic
best.
1. year
Are
there where
learning
useful
for
Objectives:
My Analysis
What skills did you have which helped you prepare the materials? What skills did you lack that made it difficul
The skill that helped me prepare the materials maybe , is the knowledge I have in making
How well do you know the topic you have chosen? (Content Knowledge) Discuss the big ideas of this topic tha
I could say that I know the topic I have chosen very well because I completely gave highl
31
My Reflections/Insights
1. Reflect on the technological knowledge (TK), pedagogical knowledge (PK) and content knowledge (CK)
worked together in fulfilling the tasks in this episode
2. What are some of the things you can do to enhance an enrich your technological, pedagogical content
knowledge (TPACK) to be able to facilitate an active, interesting, learning and funfilled learning
environment in the future?
33
34
My Learning Portfolio
Learning Resources on a Specific Content Area
Use this graphic organizer to present the learning resources relevant to
the topic chosen. On the line inside the box, indicate if the resource is
already AVAILABLE, MAY BE PURCHASED, OR WILL BE MADE 9by you, of
course!)
TOPIC: COOPERATIVE LEARNING WITH THE COMPUTER
Grade/year level 4TH YEAR
COMPUT
ER
BOOKS
(available)
PROJECTO
R
( not
available/mayb
35
HANDOUTS
(will made and
purchased)
arning Episodes
arning Activities
Exemplary
Superior
Satisfactory
Needs Improvement
4
All episodes were done with
3
All or nearly all episodes
2
Nearly all episodes
1
Fewer
outstanding
quality.
most
quality;
work
exceeds expectations
than
objectives
met
2
4
All questions/episodes were
Analysis
answered completely.
answers;
Learning Episodes
grounded
on
Exemplary
grammar
but
of
were
need
improvement
Analysis of the
half
questions
were
Analysis
were
thoroughly
1
questions
not answered
not answered.
completely.
theories.
Clear
and
connection
with
theories.
spelling.
related
to
are unsatisfactory.
the theories.
Grammar and spelling are
superior.
Grammar
and
spelling
are
acceptable.
4
Reflection
flection/Insights
statements
are
Reflection
clear,
by
supported
experiences
from
the
learning episodes.
statements
but
not
by
are
clearly
experiences
1
Reflection statement are
Reflection
statements
shallow;
are
unclear
and
shallow
supported
by experiences from
the
learning episodes
learning
episodes
Portfolio
well-organized
well-organized;
most
incomplete;
documentations
supporting
arning Portfolio
supporting;
and
all
documentations
supporting
is
documentations
are
designated.
organized
but
are
unsatisfactory.
day
1
Submitted two days or
lacking.
2
Submitted before the deadline
Submitted
Submission of
Learning Episode
1
3
2
Rating:
OMMENT/S
Over-all Score
(Based on
transmutation)
ore
20
19-18
17
16
15
14
13-12
11
10
9-8
7-below
1.0
1.25
1.5
1.75
2.0
2.25
2.5
2.75
3.0
3.5
5.00
99
96
93
90
87
84
81
78
75
72
71-Below
ade
___________________________________________________
36
___________________________
Date
FS 3
Technology Integration
FIELD
STUDY
My Performance Criteria
Learning
Episode
I will be rated along the following:
My Learning Essentials
The Technology Integration Matrix provides a
comprehensive
framework
for
you
to
define
and
evaluate
You will use this matrix to analyze and reflect in this episode.
Technology
Integration
Matrix
Active:
Students
are
actively
engaged in using
technology as a tool
rather
than
passively receiving
information
from
the technology.
Students
use
technology for drill
and practice and
computer
based
training.
Adoption:
The
teacher
directs
students in the
conventional use of
tool-based
software. If such
software
is
available, this level
is
the
recommended
Students begin to
Adaptation:
The
teacher
encourages
adaptation of toolbased software by
allowing students to
select a tool and
modify its use to
accomplish the task
at hand.
utilize
opportunities
technology
Students
to create products,
select
technology
word processor to
accomplish
create a report.
have
and
to
modify
tools
to
Infusion:
The
teacher creates a
learning
environment that
infuses
the
power
of
technology tools
throughout the
day and across
subject
areas. the
Throughout
Transformation: The
teacher creates a rich
learning environment
in which students
regularly engage in
activities that would
have been impossible
to achieve without
technology.
school
to
students
Constructive:
Students
use
technology tools to
build
understanding
rather than simply
receive
information.
Students primarily
work alone when
using technology.
Students
have
opportunities
to
are
select
topics
beyond
purposes, or example
appropriate
technology tools
a spreadsheet to plan
and
a garden.
apply
have
opportunities
select
actively
them
to
tasks
at
hand.
Throughout
the
Students
receive
directions,
guidance,
and
feedback
from
technology tools to
set
goals,
plan
activities, monitor
progress, or self
evaluate
enables
students
subject
areas,
to
students
utilize
and
as
technology
in
facilitate collaborative
technology tools
irrespective
of
work.
to
zone
physical
tools
to
Students begin to
Students
utilize constructive
opportunities
tools
select
such
as
have
and
to
modify
facilitate
to
or
time
distances.
utilize
technology
to
Students
use
technology
to
make
technology
connections and
publish knowledge to
facilitate collaborative
construct
a worldwide audience.
knowledge
work.
understanding
and
tools
learning.
Students
experts
graphic organizers
construct meaning.
Goal
Directed:
Students
use
technology tools to
set
goals,
plan
activities, monitor
progress,
and
evaluate
results
rather than simply
completing
assignments
without reflection
Technology
collaborative
Students
use
technology
to
complete assigned
activities that are
generally unrelated
to
real-world
problems.
the
tools,
such
modify
pursue
and
conventional ways.
Authentic:
Students
use
technology tools to
solve real world
problems
meaningful to them
rather
than
working
on
artificial
assignments.
actively
utilize collaborative
email,
Technology is used
to
deliver
information
to
students.
online resources,
students
and
Students
to
select
specific
empowered
the
Collaborative:
Students
use
technology tools to
collaborate
with
others rather than
working
individually at all
times.
day,
Students
have
opportunities
to
across
Students
have
opportunities
to
disciplines
and
throughout
the
day.
Students
select
By
means
appropriate
technology
apply
technology
technology tools
students
tools
to
technology
to
in
some
tools
to
complete
participate
outside-of-school
content-specific
authentic
on real-world issues.
across
disciplines.
tasks
of
tools,
problems.
students
Students
community.
Students engage
opportunities
opportunity to use
technology to plan,
monitor,
or
evaluate
an
activity.
have
Students
use
the
in
technology to set
ongoing metacognitive
goals,
activities at a level
use
activities,
that
monitor
unattainable without
setting,
progress,
of
technology
monitoring,
evaluating
activities.
to
and
planning,
and
specific
evaluate
plan
and
results
throughout
the
would
support
be
of
technology tools.
the
curriculum.
Reproduced with permission of the Florida Center for Instructional Technology College of Education,
University of South Florida, fcit.usf.edu
38
My Map
______________________________
To realize my Intended Learning Outcomes, I will work my way
Through these steps:
39
My Tools
As you observe the class, use the activity forms provided for you to document your observation.
Class Observation
OBSERVATION REPORT
Date of Observation NovembeR 18, 2015
School Fatima National High School
Subject Filipino _
Topic Epiko
40
Grade 9
Date of observation:
Subject Matter:
Epiko
Strength
Weaknesses
bullet form)
Appropriatness of the
Teaching Aid used
- one
of
the - This approach of - Time consuming
teaching
aids
teaching helps
and some
used by the
the students
students would
teachers is
to interact
just depend on
cooperative
with their
the answer of
learning
classmates;
their
they share
classmates.
ideas; listen to
the answer of
their
classmates,
brainstorm
and
consensually
agree to a
certain answer
of the
problem.
MY ANALYSIS
In this approach
of teaching, the
topic will surely
be understood by
the students,
thus, cooperative
learning is and
effective way in
teaching
mathematics, to
easily grasp by the
students and
easily solves
problems.
process
by
the
effectiveness,
class
you
The
teachers
level
of
technology
integration
Over-all, were the learning resources used effectively? Why ?Why not? GiveOn
your
suggestions.
Reflection
The Materials were effectively used by the teachers, since it is the most accessible
and most common in the teaching and learning process. It will
also help
the teacher to
Effective
teachers
who are
save time instead of writing everything and tackle the whole topic
in a required time.
competent in
self-reflection are
able to adjust
their plans to
match the
changing
interests and
needs of their
learners. As an
important part of
your own
development as a
pre-service
teacher,
reflection will
help you, both in
yourselfevaluation and in
your selfimprovement.
My Reflections/Insights
Go ahead Make
Reflection
1. Put yourself in the place of the teacher. What would you do similarly
And what would you do differently if you would teach the same lesson
To the same group of students? Why?
42
habit!
If I put myself in the place of the teacher and teach the same
lesson to the same group, maybe I will do the same because using
powerpoint presentation in presenting my lecture which is Cooperative
Learning with the Computer is such an effective way but maybe Ill just
add something onto it, Ill group them and give activities which is
inclined to the topic. Ill give an activity using the computer I guess.
teaches
a.
b.
c.
d.
entryconstructive
adoptionconstructive
infusionconstructive
transformationconstructive
in
adding
mixed
fractions.
The
students
then
work
a. entryactive
b. adoptionconstructive
My Learning Portfolio
Include here pictures/illustration of the materials used by the teacher. Put your
comments/annotations about what you observed.
44
arning Episodes
arning Activities
Exemplary
Superior
Satisfactory
Needs Improvement
4
All episodes were done with
3
All or nearly all episodes
2
Nearly all episodes
1
Fewer
outstanding
quality.
or
quality;
work
exceeds expectations
than
most
half
of
objectives
3
2
4
All questions/episodes were
Analysis
answered completely.
Analysis of the
answers;
Learning Episodes
grounded
on
Exemplary
grammar
questions
were
thoroughly
Analysis
questions
Analysis
were
answered
not
questions
completely.
theories.
Clear
and
connection
with
theories.
spelling.
related
to
are unsatisfactory.
the theories.
Grammar and spelling are
superior.
Grammar
and
spelling
are
acceptable.
4
Reflection
flection/Insights
statements
are
Reflection
clear,
by
supported
experiences
from
the
learning episodes.
statements
but
not
by
are
clearly
experiences
Reflection
Reflection
statements
shallow;
are
are
supported
statement
unclear
and
by experiences from
supported
by
arning Portfolio
4
Portfolio is complete, clear,
3
Portfolio is complete, clear,
Portfolio
well-organized
well-organized;
most
incomplete;
documentations
supporting
supporting;
and
all
documentations
supporting
2
is
Analysis
questions
documentations
are
designated.
organized
but
are
unsatisfactory.
day
1
Submitted two days or
lacking.
2
Submitted before the deadline
Submitted
Submission of
more
after
the
deadline
Learning Episode
2
Rating:
OMMENT/S
Over-all Score
(Based on
transmutation)
ore
20
19-18
17
16
15
14
13-12
11
10
9-8
7-below
1.0
1.25
1.5
1.75
2.0
2.25
2.5
2.75
3.0
3.5
5.00
99
96
93
90
87
84
81
78
75
72
71-Below
ade
___________________________________________________
45
___________________________
Date
FS 3
FIELD STUDY
Learning Episode
I will be rated along the following:
reflection,
My Learning Essentials
The World Wide Web is like an endless network of
information, ever expanding and almost limitless. Electronic
resources come in different forms like websites, web quests,
46
MY E-WORLD
The best resources that will help you attain your teaching learning objectives.
Below is a set of criteria which you can use to evaluate resources:
Accuracy. The resource comes from a reliable source and is accurate, free from error and is up-
to-date.
Appropriateness. The resource of grade/level-appropriate. The content matches what is needed
by the teacher.
Clarity. The resource clearly addresses the instructionalgoals is mind
Completeness. The content is complete. It has all theinformation needed to be able to use them.
Motivation. The resource is engaging and rewardingto learners. It will encourage active
47
My Map
48
MY TOOLS
Please use the Class Observation Guide provided for you.
49
MY ANALYSIS
Using the information you got from observing the class, surf the internet for electronic
sources that will be useful in teaching the same lesson. Evaluate the resources you found.
Grade 9
Pang-uri
matter/
Topic
(based on
the
class
you
observe
objectives
Descri
type
be how
of electronic
electronic
resources
you
resources
(include
can
author/publi
use
sher/source).
if
it
you
were to
teach
in the
class
you
observ
ed.
Lapel
Microphon
e
50
Accurat
Appropria
te
Clear
Complet
Motivatin
Organiz
ed
MY REFLECTION/ INSIGHTS
1 .Describe your experience in surfing the internet for appropriate electronic resources for the
class? Did you find it difficult or easy?
Yes, because I learned that theres an appropriate electronic resources you can
use for the class for a specific topic and teaching approach. You just cant use an
electronic resource in presenting a lesson for granted.
2. How did you choose which electronic resources to include here? What did you consider?
Explain.
I chose Microphone lapel as the electronic resource in presenting the lesson since
the classroom is too wide and the environment is too
students can hear what you are teaching especially for those students who are sitting
at the back of the classroom. To be able not to hear what you are teaching will make
the students feel they are not part or belong to the group or even in the discussion.
3. Reflect on your technology skills. What skills do you already have and what skills would you
continue to work onto be better at utilizing electronic resources?
As what I had study in my other subject, I had learn a lot from the technological
materials. In operating the projector, using the office or word processor and making
presentation like powerpoint. But there are also a lot of things that I would like to
learn more about editing video and audio and pictures for an extra knowledge.
Directions; Read the items given below and encircle the correct word
1. Mrs. Inton is evaluating a website for her literature class. She is making sure that factual
pieces of information found on the site are well documented and pictures and diagrams are
properly labeled. She is also checking that there are no misspelled words nor grammar errors.
Which criterion is she focusing?
A. Appropriateness
B. Clarity
C. Motivation
D. Accuracy
2. Miss Castro is evaluating an early literacy app for her kindergartens. She is making sure the
app is uncluttered in appearance, is arranged in some order of difficulty, and that icons
represent what they were intended to represent. Which criterion is she focusing on?
A. Organization
B. Accuracy
C. Motivation
D. Appropriateness
3. Miss Tanada is evaluating an app for her Grade Science class. She is finding out whether the
app taps the skills found in the grade standards to ensure that this app will be helpful in
meeting her objectives. She wants to make sure it is not too easy nor too difficult for her
students. Which criterion is she focusing on?
A. Organization
B. Accuracy
C. Currency
D. Appropriateness
52
My Learning Portfolio
For your portfolio, do at least one of the three suggested activities below.
2. Visit www.edudemic.com/50-educationtechnology-tools-every-teacher-should-know-about/
Explore and enjoy the fantastic education tools. Try them out. Describe what you discovered and
share hoe these tools can be helpful to you as a teacher.
3. Visit edtechteacher.org. This is a treasure box for you. Explore and share what you learned.
53
_________________________________________________________________
Field study 3, Episode 6 My E-word
Focused on:
Name of Student
Year & Section:
Ruthchelle S. Miana
4th year
Course
Date Submitted:
BSED Filipino
Exemplary
Superior
Satisfactory
Needs Improvement
Fewer
Learning
were
done
Activities
exceeds expectations.
quality.
Learning
Episodes
done
with
high
acceptable
half
Learning Episode
4
All questions/episodes were
answered
answered completely.
not
not answered.
completely;
in
on
Exemplary
grammar
theories.
Clear
and
connection
with
Grammar
theories
Reflection
statements
profound
and
supported
by
are
clear;
experience
Reflections
statements
clear, but
not clearly
supported by experiences
are
from
learning episodes
experiences
the
learning
episodes
Portfolio
Portfolio
is
well-organized
and
well-organized;
most
supporting
documentations
in
Submitted
of
complete,
clear,
clearly
designated
4
before
are
Submitted
1
Analysis questions were
supporting
not answered
documentations
are
Grammar
organized
are
unsatisfactory
but
and
on
spelling
the
deadline
2
Submitted a day after
the deadline
1
Rating:
COMMENT/S
Over-all Score
(Based on
transmutation)
20
19-18
17
16
15
14
13-12
11
10
9-8
7-below
Grade
1.0
1.25
1.5
1.75
2.00
2.25
2.50
2.75
3.00
3.5
5.00
99
96
93
90
87
84
81
78
75
72
71-below
_________________________________________
Signature of FS Teacher above Printed Name
by
the
lacking
3
the
from
Portfolio is incomplete;
deadline
Learning Episode
supported
supporting;
sections
all
not
learning episodes
3
Learning
spelling
spelling
are superior.
4
Insights
and
are unsatisfactory
theories
Grammar
Reflections/
answered
completely.
spelling
54
of
Analysis of the
Submission
with
quality.
than
_________________________
Date
FS 3
FIELD STUDY
Learning Episode
55
ON-LINE LEARNING
THROUGH MOOCS
professional development.
Explain how MOOCs can be a tool for lifelong learning.
ones
own
My Performance Criteria
I will be rated along, the following:
reflection
completeness, organization, clarity of portfolio and
time of submission of portfolio
My Learning Essentials
Massive Open On-line Course (MOOCs) are online courses
open to big group of people. Below are the basic information about
MOOCS. Let us focus on each word:
Massive
56
Open
Online
All aspects of the course are delivered online.
Course
The MOOC course offers a full course experience including:
57
My Map
To realize my Intended Learning Outcomes, I will work my way through these steps.
Step 1
58
My Tools
1. Get a copy of the NCBTS and go over the competencies.
2. On the second column, write the competencies you like to work on.
3. Search for MOOCS in the internet which are relevant to the competencies you identified. You may
try these sites:
http://www.teachthought.com/technology/list-75-moocs-teachers-students/
http://www.educationalworld.com/a_cur/moocs-best-teachers-free-online-courses.shtml
http://www.forbes.com/sites.skollworldforum/2013/06/10/moocs-for-teachers-theyre-learnerstoo/
https://www.mooc-list.com/categories/teacher-professional-development
http://ww2.kqed.org/mindshift/2013/04/30/new-online-teacher-training-program-joins-moocmadness/
4. Indicate the MOOC provider. You might need to create an account in the different MOOC providers
to explore their MOOCs.
NCBTS Domain
Competencies I MOOCs related to the
MOOC Provider
59
want to work
competency/ies (include a
on
short description)
My Analysis
From among the MOOCs you explored, pick at least three which you believe are the most
appropriate for you. Describe the MOOCs below.
1. MOOC Title
Provider:
Objectives of the MOOC:
Content Outline
2. MOOC Title
Provider:
Objectives of the MOOC:
Content Outline
60
3. MOOC Title
Provider:
Objectives of the MOOC:
Content Outline
My Learning Portfolio
Make a listing of MOOC providers (like Coursera, Edx, Udemy, Udacity, etc). Under each one, include the
most relevant MOOCs they offer for teachers. You may print their icons and course listings. Highlight
61
the ones you want to enroll in the future. Or if it is already possible, enroll in one MOOC and document
here what you learned and maybe paste your certificate of completion here.
Learning Episodes
Exemplary
Superior
Satisfactory
Needs
Improvement
1
62
Learning Activities
Nearly
episodes
outstanding
quality.
or most objectives
quality;
work
exceeds expectations
all
Analysis of the
Learning Episodes
4
All questions/episodes were
Analysis
answered completely.
questions
were
theories.
Exemplary
Analysis
questions
Analysis
were
answered
not
questions
completely.
Clear
connection
with
theories.
Grammar
Vaguely
related
to
and
spelling
the theories.
are
unsatisfactory.
Grammar
and
spelling
4
3
Reflection
Reflection/Insights
statements
are
Reflection
clear,
by
supported
experiences
are
acceptable.
from
the
learning episodes.
statements
but
not
by
are
clearly
experiences
1
Reflection
Reflection
statements
shallow;
are
statement
supported
are
by experiences from
and
supported
are
not
by
experiences
Learning Portfolio
Portfolio
well-organized
well-organized;
most
incomplete;
documentations
supporting
supporting;
and
all
documentations
supporting
the
learning
episodes
is
Analysis
1
questions
documentations
are
Grammar
designated.
organized
are
spelling
but
lacking.
from
and
unsatisfactory.
2
Submitted
1
Submitted two days
day
Submission of
Learning Episode
2
Rating:
COMMENT/S
Over-all Score
(Based on
transmutation)
19-18
17
16
15
14
13-12
11
10
9-8
7-below
1.0
1.25
1.5
1.75
2.0
2.25
2.5
2.75
3.0
3.5
5.00
99
96
93
90
87
84
81
78
75
72
71-Below
Grade
63
___________________________________________________
64
___________________________
Date