EPISODE 1

PRINCIPLES OF LEARNING

Name of FS Student: Lourell Jane P. Nuñez

Course: Bachelor of Secondary Education Major in TLE
Year & Section : II Year
Resource Teacher 1 ______________________ Signature______________ Date ____________
Resource Teacher 2 ______________________ Signature______________ Date ____________
Resource Teacher 3 ______________________ Signature______________ Date ____________
Cooperating School _____________________________________________________________

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 Performance (How I Will Be Rated)

Field Study 2, Episode 1 – Principles of Learning
Focused on: Application of the principles of learning in the teaching-learning process

Tasks Exemplary Superior Satisfactory Unsatisfactory

4 3 2 1
Observation/ All tasks were All or nearly all Nearly all tasks Fewer than half
Documentation: done with tasks were done were done with of tasks were
understanding with high quality acceptable done; or most of
quality; works quality the objectives
exceeds met but with
expectations poor quality
4 3 2 1
My Analysis Analysis Analysis Analysis Analysis
questions were questions were questions were questions were
answered answered not answered not answered.
completely; in completely completely.
depth answers; Grammar and
thoroughly Clear connection Vaguely related spelling
grounded on with theories to the theories unsatisfactory.
theories
Grammar and Grammar and
Exemplary spelling are spelling
grammar and superior acceptable
spelling
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, supported clearly supported by shallow and are
by experiences supported by experiences from not supported by
from the experiences from the episode experiences from
episode. the episode. the episode
4 3 2 1
My Portfolio Portfolio is Portfolio is Portfolio is Portfolio has
 complete, clear, complete, clear, incomplete; many lacking
well-organized well-organized supporting components; is
and all and most documentation unorganized and
supporting supporting is organized but unclear.
documentation documentation is lacking.
are located in are available
sections clearly and/or in logical
designated. and clearly
marked
locations.
4 3 2 1
Submission Before deadline On the deadline A day after the Two days or
deadline more after the
deadline
4 3 2 1
Sub Totals
Rating:
Over-all Score (Based on
Transmutation)

___________________________ ___________________________
Signature of FS Teacher Date
above printed name
Transmutation of score to grade/rating
Score Grade Score Grade
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 - 2.0 - 87 7-below - 5.00 - below
14 - 2.25 - 84

My Map
I will observe at least 3 different classes. Pay close attention to what the Resource
Teacher does to teach and what the learners do to learn.
To hit my Target, I will work my way through these steps:

Step 1. I will review the principles of learning on

pp. 21-25 of Principles of Teaching 1, 2007 by
Corpuz, B. and G. Salandanan.

Step 2. I will observe 3 different classes.

Step 3. I will identify evidence of applications of

the principles of learning. (You are given a
sample in #1 principle) I can cite more than one
evidence per principle of learning.

Step 4. Guide by a question/questions, I will

reflect on my experience, write down my
reflection.
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: A.O Floirendo National High School
Date:
Grade/ Year Level: Subject Area:

Principles of Learning Teaching Behavior of the Teacher/ learning

Behavior of the Learner as proof of the
Application of the Principle of Learning
Sample
1. Learning is an experience which occurs 1. Teacher lets the learner do the learning
inside the learner and is activated by the activity. e.g.- Pupil writes letter A instead of
learner. Teacher writing for them.
2. Learning is the discovery of the personal 2.
meaning and relevance of ideas.
3. Learning is a consequence of experience. 3.
4. Learning is a cooperative and collaborative 4.
process.
5. Learning is an evolutionary process. 5.
6. Learning is sometimes a painful process. 6.
7. One of the richest resources for the 7.
learning is the learner himself.
8. The process of learning is emotional as well 8.
as intellectual.
9. The process of problem solving and 9.
learning are highly unique and individual.

My Analysis
1. What is the impact of the Resource Teacher’s observance of these principles on the
teaching-learning process and on the learners? _________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. Which learning principle was applied most? ____________________________________

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

3. Which learning principle 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 Reflections
My reflections on my observations of my Resource Teacher’s 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 Experiencing the Teaching Learning Process
FIELD STUDY

EPISODE 2
LESSON OBJECTIVES AS MY GUIDING STAR

Name of FS Student: Lourell Jane P. Nuñez

Course: Bachelor of Secondary Education Major in TLE
Year & Section : II Year
Resource Teacher 1 ______________________ Signature______________ Date ____________
Resource Teacher 2 ______________________ Signature______________ Date ____________
Resource Teacher 3 ______________________ Signature______________ Date ____________
Cooperating School _____________________________________________________________

My 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 formulation of lesson objectives are applied
 Realize the importance of a clearly defined lesson objective

My Performance (How I Will Be Rated)

Field Study 2, Episode 1 – Lesson Objectives as my Guiding Star
Focused on: Application of the guiding principles on the development of lesson objectives

Tasks Exemplary Superior Satisfactory Unsatisfactory

4 3 2 1
Observation/ All tasks were All or nearly all Nearly all tasks Fewer than half
Documentation: done with tasks were done were done with of tasks were
understanding with high quality acceptable done; or most of
quality; works quality the objectives
exceeds met but with
expectations poor quality
4 3 2 1
My Analysis Analysis Analysis Analysis Analysis
questions were questions were questions were questions were
answered answered not answered not answered.
completely; in completely completely.
depth answers; Grammar and
thoroughly Clear connection Vaguely related spelling
grounded on with theories to the theories unsatisfactory.
theories
Grammar and Grammar and
Exemplary spelling are spelling
grammar and superior acceptable
spelling
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, supported clearly supported by shallow and are
by experiences supported by experiences from not supported by
 from the experiences from the episode experiences from
episode. the episode. the episode
4 3 2 1
My Portfolio Portfolio is Portfolio is Portfolio is Portfolio has
complete, clear, complete, clear, incomplete; many lacking
well-organized well-organized supporting components; is
and all and most documentation unorganized and
supporting supporting is organized but unclear.
documentation documentation is lacking.
are located in are available
sections clearly and/or in logical
designated. and clearly
marked
locations.
4 3 2 1
Submission Before deadline On the deadline A day after the Two days or
deadline more after the
deadline
4 3 2 1
Sub Totals
Rating:
Over-all Score (Based on
Transmutation)

___________________________ ___________________________
Signature of FS Teacher Date
above printed name
Transmutation of score to grade/rating
Score Grade Score Grade
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 - 2.0 - 87 7-below - 5.00 - below
14 - 2.25 - 84

My Map
I will observe two different classes and observe the Resource Teacher teach. I will reflect
on the guide questions below.
To hit my target, I will follow these steps:

Step 1. Review the “Guiding Prnciples in

Determining and Formulating Learning
Objectives” found in Principles of
Teaching 1, 2007 by Corpuz, B. and G.
Salandanan, pp. 29-38.

Step 2. Observe a class with a learning

partner. My focus this time is on the
lesson or learning objectives.

Step 3. Discuss my observations/

answers to the questions with my
partner.

Step 4. Write down my answers to the

questions.
 Step 5. Reflect on my observation.

My Tool
1. As I observe a class, I will use the Observation Sheet for a more Focused observation.

OBSERVATION SHEET
Name of the Resource Teacher Observe: _____________ _____________ _______________
School Address: Date:
Grade/Year Level: Subject Area:

Guiding Principles in Determining and Teaching Behavior/s which Prove/s

Formulating Learning Objectives Observance of the Guiding Principles
1. Begin with the end of mind. 1. e.g. The Resource Teacher began her lesson
by stating her objective.
2. Share lesson objective with students. 2.
3. Lesson objectives must be in the 2 or 3 3.
domains – cognitive, skill and affective or
cognitive and affective or skill and affective.
4. Work on significant and relevant lesson 4.
objectives.
5. Lesson objectives must lead to the 5.
development of critical and creative thinking.

2. After observing your Resource Teacher teach, write down what you think was/ were her
lesson objective. __________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Ask permission from your Resource Teacher for you to copy her lesson plan objective for
the day’s lesson. Copy it here then compare it with your answer in #2. Are they the
same? Different? _________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

My Analysis
1. If answer in #3 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? _________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Why did you find it easy/difficult to write down the Resource Teacher’s lesson objective
for the day? Did she mention it at the beginning of her/his lesson?
________________________________________________________________________
 ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Did you find the lesson objective SMART? Why or why not?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

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?

My Portfolio
My researched quotations that state the significance of goals and objectives

(Don’t forget to state your source.)

FS2 Experiencing the Teaching Learning Process
FIELD STUDY

EPISODE 3
ORGANIZING CONTENT FOR MEANINGFUL LEARNING

Name of FS Student _____________________________________________________________

Course _____________________________ Year & Section _____________________________
Resource Teacher 1 ______________________ Signature______________ Date ____________
Resource Teacher 2 ______________________ Signature______________ Date ____________
Resource Teacher 3 ______________________ Signature______________ Date ____________
Cooperating School _____________________________________________________________

My Target
In this Episode, I must be able to:
 Observe the teaching of a dominantly cognitive or skill or affective lessons
(cognitive lesson-Sibika; Skill- Math; Affective- Values Education).
 Trace the development of a cognitive, skill and affective lesson.

My Performance (How I Will Be Rated)

Field Study 2, Episode 3 – Organizing content for meaningful learning
Focused on: The development of a cognitive or skill or affective lesson

Tasks Exemplary Superior Satisfactory Unsatisfactory

4 3 2 1
Observation/ All tasks were All or nearly all Nearly all tasks Fewer than half
Documentation: done with tasks were done were done with of tasks were
understanding with high quality acceptable done; or most of
quality; works quality the objectives
exceeds met but with
expectations poor quality
4 3 2 1
My Analysis Analysis Analysis Analysis Analysis
questions were questions were questions were questions were
answered answered not answered not answered.
completely; in completely completely.
depth answers; Grammar and
thoroughly Clear connection Vaguely related spelling
grounded on with theories to the theories unsatisfactory.
theories
Grammar and Grammar and
Exemplary spelling are spelling
grammar and superior acceptable
spelling
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, supported clearly supported by shallow and are
 by experiences supported by experiences from not supported by
from the experiences from the episode experiences from
episode. the episode. the episode
4 3 2 1
My Portfolio Portfolio is Portfolio is Portfolio is Portfolio has
complete, clear, complete, clear, incomplete; many lacking
well-organized well-organized supporting components; is
and all and most documentation unorganized and
supporting supporting is organized but unclear.
documentation documentation is lacking.
are located in are available
sections clearly and/or in logical
designated. and clearly
marked
locations.
4 3 2 1
Submission Before deadline On the deadline A day after the Two days or
deadline more after the
deadline
4 3 2 1
Sub Totals
Rating:
Over-all Score (Based on
Transmutation)

___________________________ ___________________________
Signature of FS Teacher Date
above printed name
Transmutation of score to grade/rating
Score Grade Score Grade
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 - 2.0 - 87 7-below - 5.00 - below
14 - 2.25 - 84

My Map
I will observe three different lessons executed – cognitive, skill and affective lessons. (Cognitive-
Sibika; Skill-Math; Affective-Literature/Edukasyong Pagpapahalaga)
To reach my Target, I will work my way through these steps:

Step 1. Review Selection and Organization

of Content found in Principles of Teaching 1
by Corpuz, B. and G. Salandanan, 2007, pp.
43-51.

Step 2. Observe one type of class –

cognitive, skill, affective – at a time.

Step 3. Accomplish the Observation Sheet

Step 4. Answer the questions for analysis.

Step 5. Reflect on what I have done and

write down my reflections.
My Tools
OBSERVATION SHEET
Name of the Resource Teachers Observed: ______________ ______________ _____________
School Address: Date:
Grade/ Year Level: Subject Area:

A. For the Cognitive Lesson

1. What is the lesson about? __________________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. What are examples of facts mentioned in the lesson? ____________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. Did the lesson end with facts? Or did these facts lead to understanding of concepts?
Prove your answer. ________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
4. Write down instances of treating the topic in depth (giving examples, examining cause-
effect relationships, relating ideas or concepts to one another). ____________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
5. Cite an instance/instances when students were encouraged to ask questions, to talk
about and reflect on what they learned.

B. For the Skill Lesson

1. What was the skill lesson about? Which skills was/were target? Manipulative skill or
thinking skill? ____________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Write evidence of the teacher’s encouragement of divergent thinking by the students.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Which are proofs that the Resource Teacher promoted convergent thinking?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
 4. If there was problem solving in the lesson, were the pupils taught to solve the problem
using algorithm or heuristic strategy? _________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
5. What are proofs that the students were encouraged to do critical thinking? __________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

C. Values/ Affective Lessons

1. What was the value lesson about?

2. Was the value taught alone or was it integrated with a cognitive or skill lesson?

3. How was the value lesson developed?

My Analysis
A. For the Cognitive Lesson
How did my Resource Teacher teach the cognitive content meaningfully and
interestingly?

B. For the Skill Lesson

How was the skill taught meaningfully and interestingly?

C. For the Affective Lesson

1. Is it possible to teach a value lesson without any cognitive basis at all?
Explain your answer.

2. A cognitive or a skill lesson is a vehicle for value education. Do you agree?

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!

2. How should you organize subject matter (be it cognitive skill or value lesson) so that your
teaching will always be fresh and interesting?

My Portfolio
Research on / or come up with a lesson plan (cognitive or skill) that integrates a value or
values. Paste it here! (You may want to refer to “Integrating Values with Subject Matter”, in
Principles of Teaching 2, 2006 by Corpuz, B., G. Salandanan and D. Rigor, pp. 91-92.) An outline
of the lesson development will do.

My Lesson Plan

FS2 Experiencing the Teaching Learning Process

FIELD STUDY

EPISODE 4
GUIDING PRINCIPLES IN THE SELECTION AND USE OF TEACHING STRATEGIES

Name of FS Student _____________________________________________________________

Course _____________________________ Year & Section _____________________________
Resource Teacher 1 ______________________ Signature______________ Date ____________
Resource Teacher 2 ______________________ Signature______________ Date ____________
Resource Teacher 3 ______________________ Signature______________ Date ____________
Cooperating School _____________________________________________________________

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

Tasks Exemplary Superior Satisfactory Unsatisfactory

4 3 2 1
Observation/ All tasks were All or nearly all Nearly all tasks Fewer than half
Documentation: done with tasks were done were done with of tasks were
understanding with high quality acceptable done; or most of
quality; works quality the objectives
exceeds met but with
expectations poor quality
4 3 2 1
My Analysis Analysis Analysis Analysis Analysis
questions were questions were questions were questions were
answered answered not answered not answered.
completely; in completely completely.
depth answers; Grammar and
thoroughly Clear connection Vaguely related spelling
grounded on with theories to the theories unsatisfactory.
theories
Grammar and Grammar and
Exemplary spelling are spelling
grammar and superior acceptable
spelling
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, supported clearly supported by shallow and are
 by experiences supported by experiences from not supported by
from the experiences from the episode experiences from
episode. the episode. the episode
4 3 2 1
My Portfolio Portfolio is Portfolio is Portfolio is Portfolio has
complete, clear, complete, clear, incomplete; many lacking
well-organized well-organized supporting components; is
and all and most documentation unorganized and
supporting supporting is organized but unclear.
documentation documentation is lacking.
are located in are available
sections clearly and/or in logical
designated. and clearly
marked
locations.
4 3 2 1
Submission Before deadline On the deadline A day after the Two days or
deadline more after the
deadline
4 3 2 1
Sub Totals
Rating:
Over-all Score (Based on
Transmutation)

___________________________ ___________________________
Signature of FS Teacher Date
above printed name
Transmutation of score to grade/rating
Score Grade Score Grade
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 - 2.0 - 87 7-below - 5.00 - below
14 - 2.25 - 84

My Map
I will observe at least 3 Resource Teachers, analyze and reflect on my observations.
To reach my Target, I will follow the following steps:

Step 1. Review Selection and Use of Teaching

Strategies in Principles of Teaching 1, 2007 by
Corpuz, B. and G. Salandanan, pp. 52-68.

Step 2. Observe at least 3 Resource Teachers.

Step 3. Accomplish Observation Sheet.

Step 4. Analyze my observations.

Step 5. Reflect on my observations.

My Tools
OBSERVATION SHEET
Name of the Resource Teachers Observed ______________ ______________ ______________
School Address: Date:
Grade/Year Level: Subject Area:

Guiding Principles in the Selection and Use of Teaching Behavior of the Resource Teacher
Strategies that Applies the Principle
1. Learning is an active process.
2. The more senses that are involved, the
more the better the learning.
3. A non-threatening atmosphere enhances
learning.
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 creatively on this page.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
FS2 Experiencing the Teaching Learning Process
FIELD STUDY

EPISODE 5
ON TEACHING APPROACHES AND METHODS

Name of FS Student _____________________________________________________________

Course _____________________________ Year & Section _____________________________
Resource Teacher 1 ______________________ Signature______________ Date ____________
Resource Teacher 2 ______________________ Signature______________ Date ____________
Resource Teacher 3 ______________________ Signature______________ Date ____________
Cooperating School _____________________________________________________________

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

Tasks Exemplary Superior Satisfactory Unsatisfactory

4 3 2 1
Observation/ All tasks were All or nearly all Nearly all tasks Fewer than half
Documentation: done with tasks were done were done with of tasks were
understanding with high quality acceptable done; or most of
quality; works quality the objectives
exceeds met but with
expectations poor quality
4 3 2 1
My Analysis Analysis Analysis Analysis Analysis
questions were questions were questions were questions were
answered answered not answered not answered.
completely; in completely completely.
depth answers; Grammar and
thoroughly Clear connection Vaguely related spelling
grounded on with theories to the theories unsatisfactory.
theories
Grammar and Grammar and
Exemplary spelling are spelling
grammar and superior acceptable
spelling
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, supported clearly supported by shallow and are
by experiences supported by experiences from not supported by
from the experiences from the episode experiences from
episode. the episode. the episode
 4 3 2 1
My Portfolio Portfolio is Portfolio is Portfolio is Portfolio has
complete, clear, complete, clear, incomplete; many lacking
well-organized well-organized supporting components; is
and all and most documentation unorganized and
supporting supporting is organized but unclear.
documentation documentation is lacking.
are located in are available
sections clearly and/or in logical
designated. and clearly
marked
locations.
4 3 2 1
Submission Before deadline On the deadline A day after the Two days or
deadline more after the
deadline
4 3 2 1
Sub Totals
Rating:
Over-all Score (Based on
Transmutation)

___________________________ ___________________________
Signature of FS Teacher Date
above printed name
Transmutation of score to grade/rating
Score Grade Score Grade
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 - 2.0 - 87 7-below - 5.00 - below
14 - 2.25 - 84

My Map
I will observe at least 3 Resource Teachers, analyze and reflect on my observations.

To realize my Target, I will follow the following steps:

Step 1. Review “Different Approaches and

Different Methods in Principles of Teaching
1,”