Irvin Kent Guintu; Alvin Lim; Raymon Masangcay; Linart Tolentino;Niberato Tolentino; Diana Mae Cunanan; Judy Anne Isip; Maricar Tolentino; & Sarah Jane TullaoCourse: ______BSEd_Major in English________________ Year: ____Second Year___________Resource Teacher: _Mrs. Abelita F. Dizon (ENGLISH II)__ Signature: _____________________Resource Teacher: _Ms. Jillian Gonzales (ENGLISH III)__ Signature: _____________________Cooperating School: Sta. Maria High School (SMHS), Macabebe, Pampanga _______________ Our Tools OBSERVATION SHEETName of the Resource Teachers Observed: Mrs. Abelita F. Dizon, and Ms. Jillian Gonzales___School Address: Sta. Maria, Macabebe, Pampanga Date: February 6, 2013_____________Year Level: 2nd Year and 3rd Year Subject Area: English II and English III_________________ A.) 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.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 T e a c h i n g - L e a r n i n g P r o c e s s 13. 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 places13 | 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 T e a c h i n g - L e a r n i n g P r o c e s s 14. 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.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 T e a c h i n g - L e a r n i n g P r o c e s s 15. 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.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 T e a c h i n g - L e a r n i n g P r o c e s s 16. 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.