Académique Documents
Professionnel Documents
Culture Documents
March 2015
1
Preface
Setting new directions in education is one of the primary concerns of Teacher
Education Institutions (TEI). This FS2 book aligns the learners experiences with the
National Competency-Based Teacher Standards (NCBTS). The learning
experiences embedded in every lesson were intended to create meaningful and
rewarding encounters to ensure that the students will feel the joy of teaching and
learning.
My Performance My Map
This makes use of an analytic scoring This presents the means / directions,
rubric that is processed-and product- processes, ways which the learners
oriented. It evaluates the quality of the need to undertake to attain the target.
process of observation-documentation,
analysis, reflection and submission. It
also evaluates the quality of product or
output of the FS student portfolio. It is
primarily a tool intended for the Field
Study teacher to rate the FA student
upon completion of the episode. It can
likewise be used by the FS student for
2
My Tools My Analysis
This part gives the learners the This phase highlights the FS students
instruments that they have to use in ability to break the information learned
activities to undertake in the Learning and experiences undergone into parts
Episodes to sharpen their skills. for an in depth and incisive study of
the same.
My Reflections
This empowers the FS student to get
engaged in higher thinking process
skills. This phase will help to improve
metacognitive skills as engaged in
solving problems, making judgments
and formulating inferences
My Portfolio
It is the students learning in capsule,
an authentic form of assessment. A
suitcase of the learners proofs and
documents in various forms
(photographs, illustrations, organizers,
songs, rhymes, acronyms and the
like).
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Table of Contents
Preface .2
Table of Contents .. 4
Introduction . 5
4
Introduction:
5
FS 2 Experiencing the Teaching - Learning
Process
Course Description
This Field Study course 2 is designed to provide FS students with
opportunities to connect teaching-learning theories and principles discussed
in Principles of Teaching 1 with actual room practice. It is intended to help the
FS student observe how these principles of teaching and learning are applied
by the Resource Teacher to make the teaching learning process interactive,
meaningful, exciting and enjoyable.
General Objectives
6
Episode 1
PRINCIPLES OF LEARNING
7
Episode 1
PRINCIPLES OF LEARNING
Name of the FS Student: Jenevie Butacan
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.
8
spelling superior acceptable 1
4 3 2
My Reflection Reflection Reflection Reflection Reflection
statements statements statements statements
are profound are clear, but are shallow; are unclear
and clear, not clearly supported by and shallow
supported by supported by experiences and are not
experiences experiences from the supported by
from the from the episode experiences
episode. episode from the
episode.
4 3 2 1
4 3 2 1
Submission Before On the A day after the Two days or
deadline deadline deadline more after the
deadline
4 3 2 1
Sub Totals
Rating
Over-all Score (Based on
transmutation)
Signature of FS Teacher
above printed name
9
My Map
I will observe at least 3 different classes. Pay close attention to what
the Resource Teacher does t teach and what the learners to learn.
10
My Tools
As I observe a class, I will use the Observation Sheet for a more
focused observation.
OBSERVATION SHEET
Sample:
2. Learning is the discovery of the Teachers must relate the lesson to the
personal meaning and relevance of learners needs, interests and problems
ideas.
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activities so that each child can
cooperate and participate and they will
learn to mingle or socialize with others.
7. One of the richest resources for You, as a learner are the only one who
the learning is the learner himself. can help yourself to learn. No one can
help you but yourself.
12
My Analysis
1. What is the impact of the Resource Teachers observance of these
principles on the teaching-learning process on the learners?
Answer:
To get more information from the teacher the resource teacher
should be able to get more ideas in teaching and the learners will be
able
13
My Reflections
My reflection on my observations of my Resource Teachers
observance of these principles. Did my Resource Teachers adhere to
these principles?
Answer:
Answer:
You should relate the lesson to the experiences of the students.
Give them lessons and examples that will let them understand easily
the lessons.
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My Portfolio
learn.
6. The students will learn more from the real thing than from a
substitute.
8. The things that the children need should always be prepared and
available.
15
Episode 2
LESSON OBJECTIVES AS MY
GUIDING STAR
16
Episode 2
LEARNING OBJECTIVES AS MY GUIDING STAR
My Target
In this episode, I must be able to:
17
thoroughly connection related to the
grounded on with theories theories
theories.
Exemplary Grammar and Grammar and
grammar and spelling are spelling
spelling superior acceptable
4 3 2 1
My Reflection Reflection Reflection Reflection Reflection
statements statements statements statements are
are profound are clear, but are shallow; unclear and
and clear, not clearly supported by shallow and
supported by supported by experiences are not
experiences experiences from the supported by
from the from the episode experiences
episode. episode from the
episode.
4 3 2 1
Portfolio is Portfolio is Portfolio is Portfolio has
My Portfolio complete, complete, incomplete many lacking
clear, well- clear, well- supporting components; is
organized and organized and documentation unorganized
all supporting most is organized and unclear
documentation supporting but is lacking
are located in documentation
sections are available
clearly and/or in
designated logical and
clearly marked
location
4 3 2 1
Submission Before On the A day after the Two days or
deadline deadline deadline more after the
deadline
4 3 2 1
Sub Totals
Rating
Over-all Score (Based on
transmutation)
18
Signature of FS Teacher
above printed name
My Map
I will observe two different classes and observe the Resource
Teacher teach. I will reflect on the guide questions given below.
To hit my target, I will follow these steps:
19
OBSERVATION SHEET
My Tools
1. As I observe a class, I will use the Observation Sheet for more focused
observation.
1. Begin with the end in mind 1. e.g. The Resource Teacher began her
lesson by stating her objective.
2. Share lesson objective with 2. Tell the students the objectives of the
students lesson; tell them the reason why they need
to learn those things.
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skill and or skill and affective
4. Work on significant and relevant 4. When you are teaching, use words that
lesson objectives. are appropriate to your students so that they
can understand the lesson easily.
5. Lesson objectives must lead to the 5. Give an activity to students that they can
development of critical and creative use their creative minds and their critical
thinking thinking skills.
2. After observing your Resource Teacher teaches, write down what you
think was/were her lesson objective.
Answer:
The objective of the Resource Teachers lesson objective is
learning more and understand the lesson in an easy way.
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?
Answer:
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My Analysis
2. Why did you find it easy/difficult to write down the Resource Teachers
lesson objective for the? Did she mention it at the beginning of her/his
lesson?
Answer:
It is easy because based on her strategies of teaching you can
find it out it early. Because from them the start the teacher began to
apply the domain.
3. Did you find the lesson objectives SMART? Why or why not?
Answer:
The teacher teaches the applying of three domains. So the
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Yes, because from the start and up to the end of the lesson, the
My Reflections
Any lessons learned or insights gained from your observation
Answer:
teaching. Her students are actively participating in her class. I think she
really did her best and teach based on her lesson plan. The teacher
used her lesson objectives to what her students needs to know, she
used it as a guide to help her students reach their goals for today.
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My Portfolio
My researched quotations that state the significance of goals and
objectives
wisdom, money, materials, and methods. Third, adjust all your means
to end that
- Aristotle
If you want to reach your goal, you must see the reaching in your
- Zig Ziglar
down into steps becomes a plan. A plan backed by action makes your
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dream come true
Episode 3
ORGANIZING CONTENT
FOR MEANIGFUL
LEARNING
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Episode 3
ORGANIZING TECHNIQUE FOR MEANINGFUL LEARNING
Name of the FS Student: Shannon Joyce Barcelo
Cooperating School: UPHSD-LP
Resource Teacher:
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.
4 3 2 1
My Analysis Analysis Analysis Analysis Analysis
questions questions questions questions were
were were were not not answered.
answered answered answered
completely; in completely completely. Grammar and
depth spelling
answers; Clear Vaguely unsatisfactory.
thoroughly connection related to the
grounded on with theories theories
26
theories.
Exemplary Grammar and Grammar and
grammar and spelling are spelling
spelling superior acceptable
4 3 2 1
My Reflection Reflection Reflection Reflection Reflection
statements statements statements statements are
are profound are clear, but are shallow; unclear and
and clear, not clearly supported by shallow and
supported by supported by experiences are not
experiences experiences from the supported by
from the from the episode experiences
episode. episode from the
episode.
4 3 2 1
Rating
Over-all Score (Based on
transmutation)
27
Signature of FS Teacher
above printed name
My Map
I will observe three different lessons executed cognitive, skill and
affective lessons. (Cognitive-Sibika: Skill-Math: Affective-
Literature/Edukasyong Pagpapahalaga)
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OBSERVATION SHEET
My Tools
3. Did the lesson end with the facts? Or did these facts leads to
understanding of concepts? Prove your answer.
Answer:
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The activity end with facts and also the facts lead to
understanding the concepts because the students understand the
instruction given by their teacher and they were able to draw the
animals that they saw in Manila Ocean Park and Manila Zoo
and take a picture with the animals, then she asked questions
about the animals and the teacher asked the students to give also
some examples.
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2. Write evidence of the teachers encouragement of divergent
thinking by the students.
Answer:
Divergent thinking is fluent thinking, flexible thinking, original
thinking and collaborative thinking. The teacher encouragement of
divergent thinking by the student is that they can think fluent related
to their field trip and to the lesson.
4. If there was problem solving in the lesson, were the pupils taught to
solve the problem using algorithm or heuristic strategy?
Answer:
Yes. Just by letting their students to reminisce and think about
their field trip so that they can construct a lesson by their
experiences
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Answer:
The values lesson was all about following and obeying
instructions.
2. Was the value taught alone or was it integrated with a cognitive or
skill lesson?
Answer:
The value was taught integrated with a cognitive and skill
lesson.
My Analysis
Answer:
The students relate their experiences by drawing. They were
asked to draw the animals they saw during the field trip.
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C. For the Affective Lesson
1. Is it possible to teach a value lesson without any cognitive basis at
all? Explain your answer.
Answer:
The thinking skill is what the teacher gave focus it is taught by
drawing and describing the animals.
My Reflections
1. Someone once said: There are dull teachers, dull textbooks, dull
films but no dull subjects. Do you agree? Write down your
reflections here!
Answer:
I agree because the subjects whom we are taking are all
interesting the only thing that is making it dull is they are delivered
to us. The dullness of subject is because of the teachers who dont
know how to deliver their lesson in an interesting way.
33
Always give activities to students. Do not give lectures every
meeting. Students get bored easily and if youre always giving them
lectures they wouldnt be interested anymore because youre
always using it as youre teaching aid. Always try something new.
My Portfolio
My Lesson Plan
34
Episode 4
GUIDING PRINCIPLES IN
THE SELECTION AND USE
OF TEACHING
STRATEGIES
35
Episode 4
GUIDING PRINCIPLES IN THE SELECTION AND USE OF
TEACHING STRATEGIES
Name of the FS Student: Shannon Joyce Barcelo
Cooperating School: UPHSD-LP
Resource Teacher: Ms. Thelma
My Target
In this Episode, I must be able to:
36
Observation/ All tasks were All or nearly all Nearly all Fewer than half
Documentation: done with tasks were tasks were of tasks were
outstanding done with high done with done; or most
quality; work quality acceptable objectives met
exceeds quality but with poor
expectation quality
1
4 3 2
4 3 2 1
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location
4 3 2 1
Submission Before On the A day after the Two days or
deadline deadline deadline more after the
deadline
4 3 2 1
Sub Totals
Rating
Over-all Score (Based on
transmutation)
Signature of FS Teacher
above printed name
My Map
38
I will observe at least 3 Resource Teachers, analyze and reflect on my
observation.
Step 4. Analyze my
observation. Steps Step 2. Observe at least
3 Resource Teachers.
Step 3. Accomplish
Observation Sheet.
My Tools
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OBSERVATION SHEET
2. The more senses that are involved, Most of the students nowadays are
the more and the better the visual learners As teachers; we must
learning. always provide visual materials for
them to understand more our lesson.
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4. Emotion has the power to increase Teachers must bring out the students
retention and learning emotion into the classroom and
recognize the power of emotion to
increase retention.
5. Good teaching goes beyond recall Teaching should reach the levels of
of application, analysis, synthesis and
information. evaluation.
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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
creatively on this page.
42
Episode 5
ON TEACHING
APPROACHES AND
METHOD
43
Episode 5
ON TEACHING APPROACHES AND METHOD
Name of the FS Student: Geniva Timbang
Cooperating School: Vergonville Elementary School
Resource Teacher: Mrs. Marlyn Barrozo
My Target
In this Episode, I must be able to determine the teaching approach or
method used by the Resource Teacher
4 3 2 1
My Analysis Analysis Analysis Analysis Analysis
questions questions questions questions
were were were not were not
answered answered answered answered.
completely; in completely completely.
depth Grammar and
answers; Clear Vaguely spelling
thoroughly connection related to the unsatisfactory.
grounded on with theories theories
theories.
Exemplary Grammar and Grammar and
grammar and spelling are spelling
spelling superior acceptable
4 3 2 1
My Reflection Reflection Reflection Reflection Reflection
44
statements statements statements statements
are profound are clear, but are shallow; are unclear
and clear, not clearly supported by and shallow
supported by supported by experiences and are not
experiences experiences from the supported by
from the from the episode experiences
episode. episode from the
episode.
4 3 2 1
4 3 2 1
Submission Before On the A day after the Two days or
deadline deadline deadline more after the
deadline
4 3 2 1
Sub Totals
Rating
Over-all Score (Based on
transmutation)
Signature of FS Teacher
above printed name
45
My Map
I will observe at least 3 Resource Teachers, analyze and reflect on my
observations.
46
My Tools
OBSERVATION SHEET
47
students really think of the right answer.
The teacher will call a student as a part of
their recitation.
6. Problem solving Method Just like the answer in number 4, but this
is a step by step method. That is the only
difference.
48
My Analysis
49
5. Which approaches/methods promote learning to live together?
Answer:
The methods/approaches that promotes learning to live
together are discovery and demonstration method because these two
methods includes social interaction between the students.
My Reflections
If I decide on my teaching approach/method, I will consider
(Continue the sentence. Begin writing now)
50
My Portfolio
1. By means of a graphic organizer show the characteristics of a
constructivist and a metacognitive approach.
COSNTRUCTIVIST
APPROACH
METACOGNITIVE
APPROACH
51
2. Do serious reserch and complete this Table on Methods. The first is
done for you.
Method Advantage/s When to use
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my class will enjoy my subject is not that hard;
subject. learners will have a better
understanding if the
teacher gives an
example.
10. Integrative
Approach
53
Episode 6
ON LESSON DEVELOPMENT
54
Episode 6
ON LESSON DEVELOPMENT
Name of the FS Student: Geniva Timbang
Cooperating School: Vergonville Elementary School
Resource Teacher: Mrs. Marlyn Barrozo
My Target
In this Episode, I must be able to trace how my Resource Teacher
develops her/his lesson.
4 3 2 1
My Analysis Analysis Analysis Analysis Analysis
questions questions questions questions were
were were were not not answered.
answered answered answered
completely; in completely completely. Grammar and
depth spelling
answers; Clear Vaguely unsatisfactory.
thoroughly connection related to the
grounded on with theories theories
theories.
Exemplary Grammar and Grammar and
grammar and spelling are spelling
spelling superior acceptable
4 3 2 1
My Reflection Reflection Reflection Reflection Reflection
55
statements statements statements statements are
are profound are clear, but are shallow; unclear and
and clear, not clearly supported by shallow and
supported by supported by experiences are not
experiences experiences from the supported by
from the from the episode experiences
episode. episode from the
episode.
4 3 2 1
Rating
Over-all Score (Based on
transmutation)
Signature of FS Teacher
above printed name
56
My Map
I will observe at least 2 Resource Teachers, analyze and reflect on my
observations.
57
My Tools
OBSERVATION SHEET
1. Describe how the teacher began his/her lesson. Why do you think
she/he do that?
Answer:
The teacher began by recalling her past lesson and she
connected it to her lesson for that day. Its important to connect the
past lesson from the previous lesson so that the students will know
what is the significance and relevance of their lesson every time.
2. What activity/ies did the Resource Teacher ask the learners to do after
she/he introduced the lesson? Why do you think she/he did that?
Answer:
She asked her students to give an example based o their lesson
for the day.
3. How did she/he end his lesson? Why do you think she/he did that?
Answer:
She ended her lesson by asking the students what is the lesson
for today again. She also asked the students if theres something they
didnt understand in the lesson. I think she did that t test if her students
mastered their lesson and also to retain what they have been
discussed for that day.
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4. Did you notice an assessment of learning in the process of teaching? If
yes, how was it done?
Answer:
She told her students to answer some activity o their books
based on the lesson
8. Teacher/students summarizing
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My Analysis
1. How should a lesson begin and end?
Answer:
For me its better to start a lesson with something students can
really enjoy. Example, start your motivation like singing a song related
to the topic, and before your lesson is about to end give them acitivities
such as games, tasks, etc.
2. Did you observe any part of the lesso development to have been out of
place? Explan your answer.
Answer:
NothinG
My Reflections
Tell them what you want to tell them; tell them, tell them
what you told them.
This statement simply means that teach them what they need to
know, not you wanted to teach.
My Portfolio
1. Re-construct your Resource Teachers lesson. Your lesson plan must
have the parts of a lesson plan. A lesson plan outline may do, provide
all the parts of a lesson are covered.
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Episode 7
EFFECTIVE QUESTIONING
AND REACTING
TECHNIQUES
61
Episode 7
EFFECTIVE QUESTIONING AND REACTING
TECHNIQUES
Name of the FS Student: Geniva Timbang
Cooperating School: Vergonville Elementary School
Resource Teacher: Mrs. Marlyn Barrozo
My Target
In this Episode, I expect myself to be able to determine my Resource
Teachers questioning and reacting techniques and identify those that
promote interaction.
4 3 2 1
My Analysis Analysis Analysis Analysis Analysis
questions questions questions questions
were were were not were not
answered answered answered answered.
completely; in completely completely.
depth Grammar and
answers; Clear Vaguely spelling
thoroughly connection related to the unsatisfactory.
grounded on with theories theories
theories.
Exemplary Grammar and Grammar and
grammar and spelling are spelling
spelling superior acceptable
3 2 1
62
4
My Reflection Reflection Reflection Reflection Reflection
statements statements statements statements
are profound are clear, but are shallow; are unclear
and clear, not clearly supported by and shallow
supported by supported by experiences and are not
experiences experiences from the supported by
from the from the episode experiences
episode. episode from the
episode.
4 3 2 1
Rating
Over-all Score (Based on
transmutation)
Signature of FS Teacher
above printed name
63
My Map
I shall observe three (3) Resource Teachers questioning and reacting
techniques based on my past lesson on Effective Questioning and Reacting
Teachniques.
1. Reflect on my observations.
STEPS
64
My Tools
OBSERVATION SHEET
4. Rephrasing III 3
5. Sequencinng logically II 2
65
My Tools
OBSERVATION SHEET
66
Reacting Teachniques
Score the Resource Teacher every time she/he makes use of anyof
the techniques.
67
My Analysis
1. Which questioning and reacting techniques encourage teacher-student
interaction? Which ones did not?
Answer:
My Reflections
68
My Portfolio
I promote higher-order-thinking skills (HOSTS) and interaction for
learning by the kind of question that I ask.
1. At the end of the lesson, the pupil is able to identify the functions of the
organs of the digestive system.
1. Elementary
2. Secondary
What are the seven continents?
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The Contributors
Jenevie Butacan
A creative teacher is not limited to his/her
textbooks, but rather has a clear
understanding the learners level of grasp &
undertanding, and thus provide mere avenues
of growth learning by maximazing and
maintaining the stimuli affeting the learning
skills.
Namerah Basmala
Education is not the learning of facts, but
the training of the mind to think.
- Albert Einstein
Geniva Timbang
Teaching is not just a profession its a
passion. Means as teacher we must love what
we are doing. If we will teach just for sake of
saying its our job we wont be an effective
teacher. We must teach by heart not just by
book.
70
Teach what is right to the eyes of the people and most of
71