Vous êtes sur la page 1sur 29

FS2 22 2S2 2 Experiencing the Teaching- Learning

P
r
o
c
ess
_______________________________________________________________________

Episode 1 PRINCIPLES OF LEARNING


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.

My Tool
As I observer a class, I will use the Observation Sheet for a more focused observation.

Teaching Behaviour of the Teacher/


Principles of Learning Learning Behaviour of the Learner as
OBSERVATION SHEET
Proof of the Application of Learning
Name of Resource Teachers Observed:
1. Learning is an experience which 1.
School Address: Date:
occurs inside the learner and is
activated by the
Grade/ Year Level:learner. Subject Area:

2.
2. Learning is the discovery of the
personal meaning and relevance of
ideas.
3. Learning is a consequence of 3.
experience.

4. Learning is a cooperative and 4.


collaborative process.

5. Learning is an evolutionary process. 5.

6. Learning is sometimes a painful 6.


process.
7. One of the richest resources for the 7.
learning is the learner himself.

8. The process of learning is emotional 8.


as well as intellectual.

9. The processes of problem solving 9.


and learning are highly unique and
individual.

My Analysis
1. What is the impact of the Resource Teachers observance of these principles on the
teaching- learning process and on the learner?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
________________________________________________________________________________
2. Which learning principle was applied most?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
________________________________________________________________________________

3. Which learning principles was applied least or not at all applied?


_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
________________________________________________________________________________
4. Do you agree with these principles of learning? Or have you discovered that they are
not always correct?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
________________________________________________________________________________

My Reflection
My reflections on my observations of my Resource Teachers observance of these
principles. Did my Resource Teachers adhere to these principles?
5. Lessons I have learned from my observations on the classroom application of the
principles of learning.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
________________________________________________________________________________

My Portfolio

Principles of Learning in My Own Words


1.

2.

3.

4.

5.

6.

7.

8.

9.
FS2 22 2S2 2 Experiencing the Teaching- Learning
P
r
o
c
ess

_________________________________
LESSON OBJECTIVES AS
Episode 2 MY GUIDING STAR
___________________________________________________
Our 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

Our Map

I will observe two different classes and observe the Resource Teacher teach. I will
reflect on the guide questions given below.
Our Tools

As I observe a class, I will use the Observation Sheet for a more focused
observation.

OBSERVATION SHEET

Name of the Resource Teachers Observed: Mrs. Rowena Magdayao

School Address: Rizal Avenue, Digos City Date:___________________

Grade/ Year Level: Grade 9 Subject Area: English

Guiding Principles in Determining Teaching Behavior/swhich Prove/s


and Formulating Learning Observance of the Guiding
Objectives Principle

Sample:

1. Begin with the end of mind. 1. The Resource Teacher began her
lesson by starting her objective.

2. Share lesson objective with 2. The Resource teacher begins with a


students. statement and clarification of the
lesson objective. The teacher also
encourages the students to make
lesson objectives on their own.

3. Lesson objectives must be in the 2 3. The Resource teacher not only show
or 3 domains cognitive, skill and or state the definition of paraphrasing
affective or cognitive and affective or (cognitive) but also she encourage the
skill and affective. students to share their feelings by
choosing a line of the song that they
just sung (affective).

4. Work on significant and relevant 4. The Resource teachers objectives is


lesson objectives. kinda relevant to the students daily
life. She gives examples that the
students can relate with.
5. Lesson objectives must lead to the 5. The Resource teacher not just gave
development of critical and creative them written task but she also asked
thinking. orally to the student. Through this,
students can develop critical thinking
and creative thinking.

2. After observing your Resource Teacher teaches, write down what you think was/were
her lesson objective.
After observing the class, I think her lesson objectives are:
The students will know what is paraphrasing
The students will construct their own sentences by paraphrasing
Appreciate the importance of paraphrasing
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 the
same? Different?
At the end of the lesson, students are expected to:
Define paraphrasing
Restate the ideas covered by the text
Analyse the meaning of the original and paraphrased texts

My Analysis
1. 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?

My answer in number 3 compared to the lesson objectives of the teacher has a


resemblance. The lesson objectives really serve as guiding stars to the
development of learning of the learners. Sometimes lesson objectives are not
followed but students can still learn if the teacher teaches topics related to his/her
lesson objectives.

2. Why did you find it easy/difficult to write down the Resource Teachers lesson
objective for the day? Did she mention it in the beginning of his/her lesson?

I find the lesson objective easy to guess because of the strategy she is using. She
let the students to choose one line from the song and interpret it using their own
understanding, so I immediately guessed that theyre lesson is all about
paraphrasing. Even though the teacher didnt mention the lesson objectives at the
beginning of their class, the way she discussed the topic make me know what her
lesson objectives are.

3. Did you find the lesson objective SMART? Why or why not?

Yes, her learning objectives were classified as SMART in such way that it can be
consumed in specific-time-allotment. Aside from that it can also be measured and
attained in a way that the student will know the meaning of paraphrasing and to
give samples of it.

4. Was the lesson objective in the cognitive or psychomotor or affective domain? Or


was it in the two or three domains? Support your answer.

The lesson is in the COGNITVE as well as AFFECTIVE domain because its not only
encouraging the students to think, to analyze or to restate the idea being
presented but also students are encouraged to relate some of the lines in the song
to their lives.
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?
I learned that lesson objectives must be in the 2 or 3 domains-knowledge;
the cognitive, affective and psychomotor.
Lesson objectives must be connected to the students life experiences.
I also learned that we can also share the lesson objectives with the
students.
The lesson objectives must be attained at the end of the lesson in order to
proceed to another topic.
Teachers must begin the lesson with a clearly defined lesson objective.
Lesson objectives are guide for us to determine/evaluate if our teaching is
effective, if the objectives are not attained, then theres something wrong
with your teaching.

My Portfolio

My researched quotations that state the significant of goals and objectives


(dont forget to mention your sources)
Failures comes only when we forget our ideals and objectives and principles. Jawaharial
Nehru
Our goals can only be reached through a vehicle of plan, in which we must fervently believe,
and upon which we must vigorously act. There is no other route to success. Stephen A. Brennan

Goals are not only absolutely necessary to motivate us. They are essential to really keep us
alive. Robert H. Schuller

Man, with no objective, will soon possess nothing. Having an objective, even low, is better than
having none. Carlisle

Your goals are the road maps that guide you and show you what is possible for your life. - Les
Brown

FS2 22 2S2 2 Experiencing the Teaching- Learning


P
r
o
c
ess

_________________________________
ASSISTING A TEACHER WITH A
Episode 3 TEACHERS TOOLBOX

An Observation Guide for Assisting Teacher


1. What are the objectives of the lesson?

- Uses adjectives to describe an object

- Writes a sentence to describe objects

- Draws an object.

2. How do the learners participate in the learning activities?


- The learners did not participate actively because they find the lesson quite
difficult. They try to think what the lesson all about is by listening attentively to the
teacher. They ask questions that are difficult for them. They try to participate even though
their answers their answers are wrong so that the teacher will correct it.

3. What instructional materials are employed?

- Word flashcards, charts, drawing materials and real objects are instructional
materials used by the teacher.

4. How does the teacher assess the learning in the lesson? Is she assessing the
process or the product?

- The teacher assessed both the process and product. During the process which was
the discussion, the teacher asked some questions to the learners this was her way in
assessing the process. After the discussion the teacher gave exam to the learners which
were the product.

5. What reasons dies the teacher give in having such learning activities?

- The teacher given such learning activities because she wants to improve
and develop the cognitive, affective, psychomotor skills as well as the
personality of the learners.

Teachers Describe the Theories of Your own Reasons for


Activity learning learning suggested your
behavior of applied by activity, suggested
the learners. the teacher. materials, or activity,
assessment materials, or
that is more assessment.
appropriate.
1. Review Learners are Good teaching Review is Real objects
able to answer goes beyond appropriate are
the questions of recall of activity. Most appropriate
the teacher information appropriate because
about the and emotion materials to be learners like
previous lesson. has the power used are real complete
to increase objects. instructional
retention and Assessment materials. In
learning. should be assessing
done by asking learners
of the pupils teacher should
about the ask of the
previous pupils in order
lesson. to know if
most pupils
remember and
understand.
2. Discussion Learners Begin with the Teacher should Pictures are
participate the end in mind, conduct group more
discussion. share lesson activity. She appropriate in
They ask objectives to should use a sense that
questions if the pupils, pictures as her Grade II pupils
they do not learning is an instructional like to see
understand. active process materials. In pictures
and learning is assessing especially if it
meaningful learners, she is colorful and
when it is must attractive. By
connected to contribute contributing
students equally her questions
everyday life. questions to equally pupils
the pupils. will develop a
sense of
belongingness
with his/her
co-classmates.
3. Evaluation Learners Learning by Instead of Teacher must
answer the doing and written exam give oral
exam given by learning is an teacher should examination so
the teacher. experience give oral exam that the pupils
Some of them which occurs to the pupils. will develop
pass while inside the She must use their
others are not. learner and is pictures or real communicatio
activated by objects and n skills and
the learner. ask the class self-
to describe the confidence.
picture. In She must use
assessing pictures or
learners she charts to
should ask one identify who
by one among the
question to the pupils know
pupils. how to
describe an
object, place
or animals.
She should
conduct one
by one
questions
orally to
evaluate if
there is a
mastery of
learning.

Subject Matter Lesson Learning Assessment


Adjectives Activities Tools
And Instructional
Materials
1. Describing - Recites the Learning activities
Persons definition of are: Evaluation
an adjective. - Review, and
- Uses Drill, Assignment
adjective to Discussion,
describe a and
person. Application
- Write Instructional
sentences to Materials are:
describe a - Books and
person pictures
2. Describing - Uses Learning activities
Animals adjectives to are: Evaluation
describe - Review, Drill, and
animals and Group Assignment
- Describe Activity
animals in 2- Instructional
3 sentences. Materials are:
Books and
charts
3. Adjectives that - Uses Learning activities
Describe places adjective to are: Evaluation
and Events describe - Review, drill, and
places and discussion Assignment
events and
- Write a application.
sentence or
two using Instructional
adjectives to Materials are:
describe - Books,
places and charts and
events. pictures
FS2 22 2S2 2 Experiencing the Teaching- Learning
P
r
o
c
ess

_________________________________
GUIDING PRINCIPLES IN THE SELECTION
Episode 4 AND USE OF TEACHING STRATEGIES

My Target
In this Episode, I must be able to:

write evidence of the application of some guiding principles in the


selection and use of teaching strategies.
My Performance (How I Will Be Rated)

Field Study 2 Episode 4 Guiding Principles on the Selection and Use of


Teaching Strategies

Focused on: The application of some guiding principles in the selection and
use of teaching strategies

Unsatisfact
Exemplary Superior Satisfactory
Tasks ory
4 3 2
1
All tasks were All or nearly all Nearly all tasks Fewer than
done with tasks were were done with half of tasks
outstanding done with high acceptable were done;
quality; work quality quality or most
Observation/
exceeds objectives
Documentation
expectations. met but with
poor quality
1
4 3 2
Analysis question Analysis Analysis Analysis
were answered questions were questions were questions
completely; in answered not answered were not
depth answers; completely completely. answered.
thoroughly
grounded on Clear Vaguely related Grammar
My Analysis theories connection with to the theories and spelling
Exemplary theories Unsatisfactor
grammar and Grammar and y
spelling Grammar and spelling
spelling are acceptable.
superior. 2
4 3 1

Reflection Reflection Reflection Reflection


statements are statements are statements are statements
profound and clear, but not Shallow; are unclear
clear, supported clearly supported by and shallow
by experiences supported by experiences and are not
My Reflection from the episode. experiences from the supported by
from the episode. experiences
episode. from the
episode.
4 1

3 2
Portfolio is
Portfolio has
complete, clear Portfolio is
Portfolio is many lacking
well-organized complete, clear
incomplete; components;
and all well - organized
supporting is
supporting and most
documentation unorganized
documentation supporting
is organized but and unclear.
are located in documentation
My Portfolio is lacking.
sections clearly are available
designated and/or in logical
and clearly
marked
locations.
2 1
3
4
Before deadline On the deadline A day after the Two days or
deadline more after
Submission the deadline
4 3 2 1

Sub Totals

Rating :
Over-all Score (Based on Transmutation)

Prof. Ronnie Libutaque Date

Transmutation of Score to Grade or Rating


Score Grade Score Grade
20 1.00 (99) 12 13 2.50 (81)
18 19 1.25 (96) 11 2.75 (78)
17 1.50 (93) 10 3.00 (75)
16 1.75 (90) 89 4.00 (72)
15 2.00 (87) 7 5.00 (71 and below)
14 2.25 (84)

My Tool

As I observe a class, I will use the Observation Sheet for a more focused observation.
OBSERVATION SHEET
Name of the Resource Teacher Observed: Sir Glen Samudio
Cooperating School: Saint Francis of Assisi College Date:
September 10, 2014
Grade/ Year Level: Grade 7 Subject
Area: English

Guiding Principles in the Selection Teaching Behavior of the Resource


and Use of Strategies Teacher that Applies the Principle

1 Learning is an active process.

2 The more senses that are involved,


the more and the better learning.

3 A non-threatening atmosphere.

4 Emotion has the power to increase


retention and learning.

5 Good teaching goes beyond recall of


information.
6 Learning is meaningful when it is
connected to students everyday life.

7 An integrated teaching approach is


far more effective than teaching
isolated bits of information.

My Analysis

Are these principles in accordance with brain-based teaching and learning?

My Reflections

What is the best method of teaching? Is there such a thing?

My Portfolio

Illustrate your reflection on the best method of teaching creative on this page.

FS2 22 2S2 2 Experiencing the Teaching- Learning


P
r
o
c
ess
_________________________________
ON TEACHING APPROACHES AND
Episode 5 METHODS

My Target
In this Episode, I must be able to determine the teaching approach or method used by the
Resource Teacher.

My Performance (How I will be Rated)

Field Study 2, Episode 5- On Teaching Approaches and Methods


Focused on: Determining the teaching approach or method used by the Resource
Teacher
Exemplary Superior Satisfactory Unsatisfactory
Tasks
4 3 2 1
Observation/ All tasks were All or nearly all Nearly all tasks Fewer than half of
Documentation: done with tasks were were done with tasks were done;
outstanding done with high acceptable or most objectives
quality; work quality quality met but with poor
exceeds quality
expectations

4
3 2 1
My Analysis Analysis Analysis Analysis Analysis questions
questions were questions were questions were were not
answered answered not answered answered.
completely; in completely completely
depth Grammar and
answers; Clear Vaguely related spelling
thoroughly connection to the theories unsatisfactory
grounded on with theories
theories
Grammar and
-Exemplary Grammar and spelling
grammar and spelling are acceptable
spelling. superior.
4 3 2 1
Exemplary Superior Satisfactory Unsatisfactory
Tasks
4 3 2 1
My reflection Reflection Reflection Reflection Reflection
statements are statements are statements are statements are
profound and clear but not shallow; unclear and
clear, clearly supported by shallow and are
supported by supported by experiences from not supported by
experiences experiences the episode. experiences from
from the from the the episode.
episode. episode.
2
4 3 1
My portfolio Portfolio is Portfolio is Portfolio is Portfolio has many
complete, complete, incomplete; lacking
clear, well- clear, well- supporting components; is
organized and organized and documentation is unorganized and
all supporting most organized but is unclear.
documentation supporting lacking.
are located in documentation
sections are available
clearly and/or logical
designated. and clearly
marked
locations. 2
1
4 3
Submission Before On the A day after the Two days or more
deadline. deadline. deadline. after the deadline.

2 1
4 3
Subtotals
Rating based on
Overall Score transmutation:

______________________________
_________________
Signature of FS Teacher above printed name
Date

Transmutation of Scores to Grades/ Ratings


Score Grade Rating Score Grade Rating

20 1.0 99 12-13 2.50 81


18-19 1.25 96 11 2.75 78
17 1.5 93 10 3.00 75
16 1.75 90 8-9 3.5 72 and
15 2.00 87 7- below 5.00 below
14 2.25 84
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:

Step 1 : Review "Different Approaches and


Methods" in Principles of Teaching 1, 2007 by
Corpuz, B. and G. Salandalan, pp. 52 - 68.

Step2 : Observe at least 3 Resource Teacher.

Step 3 Accomplish Observation Sheet.

Step 4: Analyze my observations.

Step 5: Reflect on my observations.


My Tool

As I observe a class, I will use the Observation Sheet for a more focused observation.

OBSERVATION SHEET

Name of the Resource Teachers


Observed:________________,__________________,________________

School Address:_________________________________________________Date:___________________

Grade/ Year Level: _________________________________ Subject Area: _________________________

Approach/ Method Description of Teaching Behavior


that Proves Use of Teaching
Approach/Method (What did my
Resource Teacher do as she used
this approach/method? )

1. Deductive Method 1.

2. Inductive Method 2.

3. demonstration Method 3.
4. Problem Solving 4.

5. Discovery Method 5.

6. Project Method 6.

7. Constructivist Approach 7.
FS2 22 2S2 2 Experiencing the Teaching- Learning
P
r
o
c
ess

_________________________________
EFFECTIVE QUESTIONING AND REACTING
Episode 6 TECHNIQUES
My Target
In this Episode, I must be able to trace how my Resource Teacher develops her/ his
lesson.

My Performance (How I Will Be Rated)

Field Study 2 Episode 6 On Lesson Development

Focused on: How my Resource Teacher develops her/ his lesson

Tasks Unsatisfact
Exemplary Superior Satisfactory
ory
4 3 2
1
All tasks were done All or nearly all Nearly all tasks Fewer than
with outstanding tasks were done were done with half of tasks
quality; work with high quality acceptable quality were done; or
Observation/
exceeds most
Documentatio
expectations. objectives met
n
but with poor
quality
4 3 2 1
Analysis question Analysis Analysis questions Analysis
were answered questions were were not questions were
completely; in answered answered not answered.
depth answers; completely completely.
thoroughly Grammar and
grounded on Clear connection Vaguely related to spelling
My Analysis
theories with theories the theories Unsatisfactory
Exemplary grammar
and spelling Grammar and Grammar and
spelling are spelling
superior. acceptable. 1
4 3 2

Reflection Reflection Reflection Reflection


statements are statements are statements are statements are
profound and clear, clear, but not Shallow; unclear and
supported by clearly supported supported by shallow and
experiences from by experiences experiences from are not
My Reflection
the episode. from the episode. the episode. supported by
experiences
from the
episode.
4 3 1
2
Portfolio is Portfolio has
Portfolio is Portfolio is
complete, clear many lacking
complete, clear incomplete;
well-organized and components; is
well - organized supporting
all supporting unorganized
and most documentation is
documentation are and unclear.
supporting organized but is
located in sections
My Portfolio documentation lacking.
clearly designated
are available
and/or in logical
and clearly
marked locations.
1
3 2
4
Two days or
Before deadline On the deadline A day after the more after the
deadline deadline
Submission

4 3 2 1

Sub Totals

Rating :
Over-all Score (Based on Transmutation)

Dr. Kent Gamboa


Signature of the FS Date
Teacher
Above Printed Name
Transmutation of Score to Grade or Rating
Score Grade Score Grade
20 1.00 (99) 12 13 2.50 (81)
18 19 1.25 (96) 11 2.75 (78)
17 1.50 (93) 10 3.00 (75)
16 1.75 (90) 89 4.00 (72)
15 2.00 (87) 7 5.00 (71 and below)
14 2.25 (84)

My Tools
As I observe a class, I will use the Observation Sheet for a more focused observation.

OBSERVATION SHEET
Name of the Resource Teacher Observed: Mrs. Sherla Perea
Cooperating School: Taguig National High School Date:
Grade/ Year Level: Grade 7 Subject Area:
English

1 Describe how the teacher began his/ her lesson. Why do you think did she/ he do
that?
2 What activity/es did the Resource Teacher ask the learners to do after she/ he
introduced the lesson? Why do you think she/ he did such?

3 How did she end her/ his lesson? Why do you think she/ he did that?

4 Did you notice an assessment of learning in the process of teaching? If yes, how
was it done?

5 Did you observe if Resource Teacher checked learning at the end of her lesson?

6 Checklist- Of the following, which did you observe? Please check if you observe the
item.

Teaching Behavior Check here!

1 Connecting lesson to past lesson

2 Introducing the lesson for the day

3 Sharing the lesson objective for the day

4 Motivating the students

5 Students doing learning activity

6 Teacher giving lecturette

7 Teacher checking for understanding

8 Teacher/ students summarizing

My Analysis
I will answer the following questions:

1 How should a lesson begin and end?

2 Did you observe any part of the lesson development to have been out of place?
Explain your answer.

My Reflections
Tell them what you want to tell them; tell them, tell them what you told
them.

Relate this statement to lesson development.

My Portfolio
Re-construct your Resource Teachers lesson plan. Your lesson plan must have the parts of
a lesson plan. A lesson plan outline may do, provided all parts of a lesson are covered.