EXPERIENCING THE TEACHING-LEARNING PROCESSEpisode 1Fs 2 FIELD
STUDY
PRINCIPLES OF LEARNINGName of FS Student:Course:Year &
SectionResource Teacher 1: EMELITA AVESignatureDateResource Teacher
2: WILSON LARASignatureDateResource Teacher 3: HELEN
DISCAYASignatureDate
While I observe three different classes, I will be able to
identify applications of the principles of learning in the teaching
learning process.
Field Study 3, Episode 1 Principles of LearningFocused on:
Application of the principles of learning in the teaching-learning
process
TaskExemplary4Superior3Satisfactory2Unsatisfactory1
Observation/Documentation:All tasks were done with outstanding
quality; work exceeds expectations
4All or nearly all tasks were done with high quality
3Nearly all tasks were done with acceptable quality
2Fewer than half of tasks were done; or most objectives met but
with poor quality
1
My AnalysisAnalysis questions were answered completely; in depth
answers thoroughly grounded on theories/-Exemplary grammar and
spelling.
4Analysis questions were answered completely
Clear connection with theoriesGrammar and spelling are
superior
3Analysis questions were not answered completely.
Vaguely related to the theoriesGrammar and spelling
acceptable.
2Analysis questions were not answered.
Grammar and spelling unsatisfactory.
1
My ReflectionReflection statements are profound and clear,
supported by experiences from the episode.
4Reflection statements are clear but, not clearly supported by
experiences from the episode.
3Reflection statements are shallow;Supported by experiences from
the episode.
2Reflection statements are unclear and shallow and are not
supported by experiences from the episode.1
My Portfolio Portfolio is complete, clear, well-organized and
all supporting documentation are located in sections clearly
designated.
4Portfolio is complete, clear, well-organized and most of
documentation are available and/or in logical and clearly marked
locations.3Portfolio is incomplete; supporting documentation is
organized but is lacking.
2Portfolio has many lacking components; is unorganized and
unclear.
1
SubmissionBefore deadline
4On the deadline
3A day after the deadline
2Two days or more after the deadline1
Sub. Totals
Over-all Score
Rating:( Based ontransmutation)
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 -
2.00 - 87 7-below - 5.00 - below
I WILL OBSERVE TWO DIFF. CLASSES AND OBSERVE THE RESOURCE
TEACHER TEACH. I WILL REFLECT ON THE GUIDE QUESTIONS GIVE
BELOW.
My Tool
OBSERVATION SHEET
Name of the Resource Teacher Observed: Emelita Ave Wilson Lara
Helen Discaya School Address: Maniki, Kapalong, Davao del Norte
Date: Grade/Year Level: Second Year High School Subject Area: Math,
Science and English
A. For the Cognitive Lesson
1. What is the lesson all about?
The lesson is all about the Dye in Water, the Japanese Story
Aged Mother, and the Typhoon.
2. What are examples of fact mentioned in the lesson?
The hotter the temperature the faster the scattering of the
particles (Dye, Coffee, Juice Powder.) The typhoon gradually
weakened or disappears as it falls on the land surfaces.
3. Did the lesson end with facts? Or did these facts lead to
understanding of concepts? Prove your answer.
Yes, the lesson end with facts and consequently these facts lead
to understanding of the concepts in such a way the teacher gives an
example and enable the students to present their different
ideas.The resource teacher gives emphasis on the facts that typhoon
gradually weaken it strength as it falls in the land due to the
absence of its source energy water vapor.The teacher gives a lesson
which allows the learner to conduct an experiment on the Dye in
Water and relates its reaction towards the water with different
temp.
4. Write down instances of treating the topic in depth (giving
examples, examining cause-effect relationships, relating ideas or
concepts to one another.When the teacher illustrate the application
of dye we can apply its characteristics like the coffee and juice
powder.The story of the Aged Mother which foster the unending
support despites the mischief of his son.5. Cite instance/instances
when students were encouraged to ask questions, to talk about and
reflect on what they learned.When the students get confused on the
formation of typhoon and on the experiment dye in water. The
teacher ask the class kinsay maka-explain kung unsa ug unsay
hinungadan sa reaction sa dye after pouring it on water?In English
subject who among of you can explain what is the main thought of
the story?B. For the Skill Lesson
1. What was the skill lesson about? Which skills was/were
target? Manipulative skill or thinking skill?The lesson were both
Manipulative & Thinking Skill- manipulative in the sense that
it allow the students to conduct the experiment manually, on the
other way it is Thinking- the lesson need sharp observation,
reorganizing group ideas from divergent to convergent which is to
be presented on the front of the class.
2. Write evidence of the teachers encouragement of divergent
thinking by the students.One evidences was when the teacher asked
the learners what is the importance in reading and /or undergoing
these lesson and does not only focus on one answer of the
learners.Ex. Teacher: what is the reaction of dye after pouring it
on the water?Students: the dye easily scattered on hot water than
in contrast temperature.Teacher: what is the main idea of the story
Aged mother?Students 1: The love of parentsStudents 2: The
unconditional support of the family-mother.3. Which are proofs that
the Resource Teacher promoted convergent thinking?Resource Teacher
promoted convergent thinking- she concluded all the data given by
the students on the report Maam Ave Stated ok class, therefore, Dye
dissolved or scattered faster in hot water temperature than in
moderate or cold water temperature.
4. If there was problem solving in the lesson, were the pupils
taught to solve the problem using algorithm or heuristics
strategy?There were no problem solving.
5. What are proofs that the students were encouraged to do
critical thinking?The proof that the students critically think on
the situation was they were given the task observed sharply on the
experiment Dye in Water to be able to answer the question on the
learners module and be able to present their ideas on front of the
class.
C. Value / Affective Lesson
1. What was the value lesson about?As the discussion goes on,
the value lesson was all about giving importance to our parents for
the unconditional love and unending support.To give the
opportunities to learn more. learning by doing as it presented on
the experiment.2. Was the value taught alone or was it integrated
with a cognitive or skill lesson?The value was integrated with a
cognitive and skill lesson in a way that in needs recalling of
facts data, analysis of the situation and it needs a coordination
to the easily understand the situation.3. How was the value lesson
developed?The value was developed after
My Analysis
A. For the Cognitive Lesson
How did my Resource Teacher teach the cognitive content
meaningfully and interestingly?
The teacher teach the cognitive content meaningfully and
interestingly in a way that the teacher demonstrated it in an
enjoyable manner and by having such experiment which gives the
learners experienced.By proper discussion and getting the learners
attention help everyone to easily understand the lesson which in
turn helped learner and teachers to be more productive.
B. For the Skill Lesson
How was the skill taught meaningfully and interestingly?
The teacher teach the cognitive content meaningfully and
interestingly in a way that the teacher demonstrated it in an
enjoyable manner and by having such experiment which gives the
learners experienced.By proper discussion and getting the learners
attention help everyone to easily understand the lesson which in
turn helped learner and teachers to be more productive.
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 PortfolioResearch 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 Subjects
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
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?
If it is in the other way, its means that lesson plan was not
always followed because of the learners capacity to grasp and
understand the lesson being discussed by the teacher. It is all
about on the leaners environments which are not favorable for
learning process. Since my answer was the same it means that lesson
objectives serve as the guiding star in the teaching-learning
process it allows both parties to exhibit a favorable and sound
learning. And allow the teacher to eliminate waste of time.
Moreover, it helps the teacher to attain a good strategy on how
they can impart their knowledge base on the lesson.
2. Why did you find it easy/difficult to write down the Resource
Teachers lesson objective for the day? Did she mention it at the
beginning of her/his lesson?
I find it easy not only because it was stated prior on the
discussion but because the Resource Teacher and the Students
cooperate and enjoy the lesson respectively. They allow gaining new
knowledge and skill in discussing and presenting their different
ideas. I realized that having such an activities gives a sense of
kind of happiness and most of all gives an experiences which being
reinforce by their individual behavior- cognitive, affective and
psychomotor development.
3. Di you find the lesson objectives SMART? Why or Why not?
I found it SMART because it enables the students participate
well and allow the teachers to catch their attention and impart her
knowledge very well. As the reporting goes on, Maam Ave immediately
correct and recognized the students output where is your reading on
the water temperature and group 2 presented well their ideas :
sunod gani class kung magreport mo ibutang na ninyo ang reading sa
temp and other important details of your observation.
4. Was the lesson objective in the cognitive or psychomotor or
affective domain? Or was it in the two or three domains? Support
you answer.
The lesson objectives is in the three domain because Maam Ave
allow the student to observe keenly, present their different ideas
and follow the correct procedure in conducting the experiment. And
allow the students to defend their answers.
My Reflection
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 as the fundamental element in
the success of the teaching-learning process. It is a guiding star
which enables the teacher to be on the right track and eliminate
waste of time. I realized that learning objectives sometimes not
followed because of the teacher are not good in imparting their
lesson to the class and are not committed to their work- teaching,
moreover it is also because on the learners capacity to pay
attention on the class and grasp and understand the lessons being
discussed.It is important to know that lesson objective serves a
scaffold on the teaching-learning process. Teacher who has a
dedication and commitment in teaching brings an unusual
relationship to the student which in turns makes the
teaching-learning process not only a task but a pleasure.
My Researched quotations that state the significance of goals
and objectivesObstacles are things a person sees when he takes his
eyes off his goal.E. Joseph Cossman
know what you want, work to get it, then value it once you have
it.Nora Roberts,Morrigan's Cross
If you have a dream, dont just sit there. Gather courage to
believe that you can succeed and leave no stone unturned to make it
a reality.RoopleenNot all dreamers are winners, but all winners are
dreamers. Your dream is the key to your future. The Bible says
that, "without a vision (dream), a people perish." You need a
dream, if you're going to succeed in anything you do.Mark
Gorman
Courage is the most important of all the virtues because without
courage, you can't practice any other virtue consistently.Maya
Angelou
The things you do for yourself are gone when you are gone, but
the things you do for others remain as your legacy.Kalu Ndukwe
Kalu
The above notion means that all of us need to know what was our
goals and purposed in life, we should never give up on every
difficult situation we may be undergo.EXPERIENCING THE
TEACHING-LEARNING PROCESSEpisode 2Fs 2 FIELD STUDY
ORGANIZING CONTENT FOR MEANINGFUL LEARNINGName of FS Student:JOY
GALES MAMADOCourse:BSEDYear & Section EARNER CResource Teacher
1: EMELITA AVESignatureDateResource Teacher 2: WILSON
LARASignatureDateResource Teacher 3: HELEN DISCAYASignatureDateIn
this Episode, I must be able to: Observe the teaching of a
dominantly cognitive or skill or affective lesson (cognitive
lesson-Sibika; Skill-Math; affective-Values Education). Trace the
development of a cognitive, skill, and affective lesson.
Field Study 2, Episode 3 Organizing content for meaningful
learningFocused on: The development of a cognitive or skill or
affective lesson
TaskExemplary4Superior3Satisfactory2Unsatisfactory1
Observation/Documentation:All tasks were done with outstanding
quality; work exceeds expectations
4All or nearly all tasks were done with high quality
3Nearly all tasks were done with acceptable quality
2Fewer than half of tasks were done; or most objectives met but
with poor quality
1
My AnalysisAnalysis questions were answered completely; in depth
answers thoroughly grounded on theories/-Exemplary grammar and
spelling.
4Analysis questions were answered completely
Clear connection with theoriesGrammar and spelling are
superior
3Analysis questions were not answered completely.
Vaguely related to the theoriesGrammar and spelling
acceptable.
2Analysis questions were not answered.
Grammar and spelling unsatisfactory.
1
My ReflectionReflection statements are profound and clear,
supported by experiences from the episode.
4Reflection statements are clear but, not clearly supported by
experiences from the episode.
3Reflection statements are shallow;Supported by experiences from
the episode.
2Reflection statements are unclear and shallow and are not
supported by experiences from the episode.1
My Portfolio Portfolio is complete, clear, well-organized and
all supporting documentation are located in sections clearly
designated.
4Portfolio is complete, clear, well-organized and most of
documentation are available and/or in logical and clearly marked
locations.3Portfolio is incomplete; supporting documentation is
organized but is lacking.
2Portfolio has many lacking components; is unorganized and
unclear.
1
SubmissionBefore deadline
4On the deadline
3A day after the deadline
2Two days or more after the deadline1
Sub. Totals
Over-all Score
Rating:( Based ontransmutation)
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 -
2.00 - 87 7-below - 5.00 - below
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:
My Tools
OBSERVATION SHEET
Name of the Resource Teacher Observed: Emelita Ave Wilson Lara
Helen Discaya School Address: Maniki, Kapalong, Davao del Norte
Date: Grade/Year Level: Second Year High School Subject Area: Math,
Science and English
A. For the Cognitive Lesson1. What is the lesson about?
2. What are examples of facts mentioned in the lesson?
3. Write down instances of treating the topic in depth (giving
examples, examining cause-effect relationships, relating ideas or
concepts to one another.)
4. Cite an instance (s) when students were encouraged to ask
questions, to talk about and reflect on what they learned.
3. Did the lesson end with facts? Or did these facts lead to
understanding of concepts? Prove your answer.B. For the Skill
Lesson1. What was the skill lesson about? Which skills was/were
target? Manipulative skill or thinking skill?
2. Write evidence of the teachers 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 encourage doing
critical thinking?
C. Value/Affective lesson
1. What was the value lesson about? 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 lessonsHow did my Resource Teacher teach
the cognitive content meaningfully and interestingly?
B. For the Skill LessonHow was the skill taught meaningfully and
interestingly?
C. Value/Affective lesson1. 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 vehicle for value education.
Do you agree?
My Reflection1. Someone once said; There are dull teachers, dull
textbooks, dull films, but no dull subjects. Do you agree?
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 PortfolioResearch 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
