51
Experiencing the Teaching – Learning Process PRINCIPLES OF LEARNING Name of FS Student: ________________________________ Course: _____________ Cooperating School: _________________________________________________________ At the end of this activity, you will able to identify be able to identify applications of the principles of learning in the teaching-learning process. Learning how to apply the teaching principles in a classroom setting is something you aspire for. Initially, you would need to observe and describe how it is manifested in the real classroom. To hit the target, work your ways through the steps: Step 1: observe at least three classes and describe the principles of teaching and learning used by the teacher. Step 2: observe the cognitive, metacognitive, and motivational processes in the classroom. Step 3: list down the instructional materials used by the teacher to facilitate learning. Step 4: reflect on your experience. Episode 1 YourTarget Your Map Field Study FS 2

Field study 2 final

Embed Size (px)

Citation preview

Page 1: Field study 2 final

Experiencing the Teaching –

Learning Process

PRINCIPLES OF LEARNING

Name of FS Student: ________________________________ Course: _____________

Cooperating School: _________________________________________________________

At the end of this activity, you will able to identify be able to identify

applications of the principles of learning in the teaching-learning process.

Learning how to apply the teaching principles in a classroom

setting is something you aspire for. Initially, you would need to observe

and describe how it is manifested in the real classroom. To hit the target, work your ways through the steps:

Step 1: observe at least three classes and describe the principles of teaching and learning used by the teacher.

Step 2: observe the cognitive, metacognitive, and motivational processes in the classroom.

Step 3: l ist down the instructional materials used by the teacher to facil itate learning.

Step 4: reflect on your experience.

Episode 1

YourTarget

Your Map

Field Study

FS 2

Page 2: Field study 2 final

As you visit a school and observe classes, use the activity forms to

document your observation and write your insights or reflections.

Principles of Learning

Teaching Behavior of the Teacher/ Learning

Behavior of the Learner as Proof of the

Application of Learning

1. Learning is an experience which occurs inside the learner and is activated by the learner.

2. Learning is the discovery of the personal

meaning and relevance of ideas.

Tools

OBSERVATION SHEET

Name of the School Observed: ___________________________________________________ School Address: ________________________________________________________________ Resource Teacher 1______________________ Signature ______________Date______________ Resource Teacher 2______________________ Signature ______________Date______________

Resource Teacher 3______________________Signature______________ Date______________

Page 3: Field study 2 final

3. Learning is a consequence of experience.

4. Learning is a cooperative and collaborative

process.

5. Learning is an evolutionary process.

Page 4: Field study 2 final

6. Learning is sometimes a painful process.

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

8. The process of learning is emotional as well as intellectual.

9. The processes of problem solving and learning are highly unique and individual.

Analysis

Page 5: Field study 2 final

1. What is the impact of the Resource Teacher’s 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?

Reflection

My reflections on my observations of my Resource Teacher’s observance of these principles. Did my Resource Teachers adhere to these principles?

Page 6: Field study 2 final

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

Page 7: Field study 2 final

Your Rating for this Episode

Field Study 2- Experiencing the Teaching-Learning Process Tasks

Exemplary 4

Superior 3

Satisfactory 2

Unsatisfactory 1

Observation/ All tasks were done All or nearly all tasks Nearly all tasks were Fewer than half of tasks

Page 8: Field study 2 final

Documentation: with outstanding quality; work exceeds expectations

4

were done with high quality

3

done with acceptable quality

2

were done; or most objectives met but with poor quality

1

Analysis Analysis questions were answered completely; in depth

answers; thoroughly grounded on theories -Exemplary

grammar and spelling.

4

Analysis questions were answered completely

Clear connection with theories

Grammar and spelling are superior.

3

Analysis questions were not answered completely

Vaguely related to the theories

Grammar and spelling acceptable

2

Analysis questions were not answered.

Grammar and spelling unsatisfactory

1

Reflection Reflection

statements are profound and clear, supported by

experiences from the episode.

4

Reflection

statements are clear but not clearly supported by

experiences from the episode.

3

Reflection statements

are shallow; supported by experiences from the episode.

2

Reflection statements are

unclear and shallow and are not supported by experiences from the

episode.

1

Portfolio Portfolio is complete, clear,

well-organized and all supporting documentation are located in sections

clearly designated.

4

Portfolio is complete, clear,

well-organized and most supporting documentation are available and/or

logical and clearly marked locations.

3

Portfolio is incomplete; supporting

documentation is organized but is lacking.

2

Portfolio has many lacking components; is

unorganized and unclear.

1

Submission Before deadline.

4

On the deadline.

3

A day after the deadline.

2

Two days or more after the deadline.

1

Subtotals

Overall Score

Rating based on transmutation:

______________________________ _________________

Signature of FS Teacher above printed name Date

EXPERIENCING THE TEACHING-

LEARNING PROCESS FS 2 Field Study

Page 9: Field study 2 final

LESSON OBJECTIVES AS MY GUIDING STAR

Name of FS Student: ________________________________ Course: _____________

Cooperating School: _________________________________________________________

At the end of this activity, the students will be able:

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

Observe two different classes and observe how the Resource Teachers teach. As you visit a school and observe the teaching-learning practices, use the activity forms to document your observation and write your insights or

reflections.

OBSERVATION SHEET

Name of the Resource Teachers Observed:

1. ____________________________________ Signature _________________________ Year Level: __________________________ Subject Area: _____________________

2. ____________________________________ Signature _________________________ Year Level: __________________________ Subject Area: _____________________

School Address: ___________________________ Date: ___________________________

Episode 2

Y our T arget

Y our Map

Page 10: Field study 2 final

Guiding Principles in Determining and Formulating Learning Objectives

Teaching Behavior/s which Prove/s Observance of the Guiding Principle

1. Begin with the end of mind.

2. Share lesson objective with students.

3. Lesson objectives must be in the 2 or 3 domains – cognitive, skill and affective or cognitive and affective or skill and affective.

Page 11: Field study 2 final

1. After observing your Resource Teacher teaches, write down what you think

was/were her lesson objective.

2. Ask permission from your Resource Teacher for you to copy her lesson objective

for the day’s lesson. Copy it here then compare it with your answer in # 2. Are

they same? Different?

4. Work on significant and relevant lesson objectives.

5. Lesson objectives must lead to the development of critical and creative thinking.

Page 12: Field study 2 final

1. Why did you find it easy/difficult to write down the Resource Teacher’s lesson

objective for the day? Did she mention it in the beginning of his/her lesson?

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

Y our Analys is

Page 13: Field study 2 final

1. Any lessons learned or insights gained from your observation focused on

lesson objectives? Write them down here.

2. Are lesson objectives truly the guiding star in the development of a lesson? Or

are lesson objectives sometimes forgotten as the lesson develops?

Portfolio

My researched quotations that state the significant of goals and objectives

(don’t forget to mention your sources)

Your Reflection

Page 14: Field study 2 final

Your Rating for this Episode

Field Study 2- Experiencing the Teaching-Learning Process Tasks

Exemplary

4

Superior

3

Satisfactory

2

Unsatisfactory

1 Observation/

Documentation:

All tasks were done

with outstanding quality; work exceeds

expectations 4

All or nearly all tasks

were done with high quality

3

Nearly all tasks were

done with acceptable quality

2

Fewer than half of tasks

were done; or most objectives met but with poor quality

1

Analysis Analysis questions were answered completely; in depth

answers; thoroughly grounded on theories -Exemplary

grammar and spelling.

4

Analysis questions were answered completely

Clear connection with theories

Grammar and spelling are superior.

3

Analysis questions were not answered completely

Vaguely related to the theories

Grammar and spelling acceptable

2

Analysis questions were not answered.

Grammar and spelling unsatisfactory

1

Reflection Reflection statements are profound and clear, supported by

experiences from the episode.

4

Reflection statements are clear but not clearly supported by

experiences from the episode.

3

Reflection statements are shallow; supported by experiences from the episode.

2

Reflection statements are unclear and shallow and are not supported by experiences from the

episode.

1

Portfolio Portfolio is complete, clear,

well-organized and all supporting documentation are located in sections

clearly designated.

4

Portfolio is complete, clear,

well-organized and most supporting documentation are available and/or

logical and clearly marked locations.

3

Portfolio is incomplete; supporting

documentation is organized but is lacking.

2

Portfolio has many lacking components; is

unorganized and unclear.

1

Submission Before deadline.

4

On the deadline.

3

A day after the

deadline. 2

Two days or more after

the deadline. 1

Subtotals

Page 15: Field study 2 final

Overall Score

Rating based on transmutation:

______________________________ _________________

Signature of FS Teacher above printed name Date

Experiencing the Teaching- Learning Process

Organizing content for

meaningful learning

Name of FS Student: ________________________________ Course: _____________

Resource Teacher: __________________________________ Signature: __________

Cooperating School: _________________________________________________________

At the end of this activity, the students will be able to identify the lesson

objectives, learning activities, instructional materials and assessment tools

used by the teacher and draw insights from the teacher as to the reasons of their use in such learning activities.

Now work your way towards a closer look at the methods, strategies and approaches of

teaching and learning, as well as the instructional materials and assessment tools used.

FS 2 Episode 3

Your Target

Your Way

Field Study

Page 16: Field study 2 final

Step 1:

• observe a class and identify the lesson objectives, the learning activities, instructional materials and assessment tools used by the teacher.

Step2:

• interview the teacher on the reason behind the use of observed learning activities and instructional materials.

Step 3:

• reflect on the reasons given by the teacher reviewed.

To hit your target, work your way through these steps:

For the visit, document your observations and responses to the

interviews you conduct by using the activity forms provided for you.

A. For the Cognitive Lesson

1) What is the lesson about?

2) What are the examples of facts mentioned in the lesson

Y our T oo ls

Page 17: Field study 2 final

3) Did the lesson end with facts? Or did these facts lead to

misunderstanding 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.)

Page 18: Field study 2 final

5) Cite 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?

Page 19: Field study 2 final

4) If there was problem solving in lesson, were the pupils taught to

solve problem using algorithm or heuristic strategy?

5) What are proofs that the students were encouraged to do critical thinking?

C. Value/Affective Lesson

Page 20: Field study 2 final

1) What was the value lesson about?

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

3) How was the value lesson developed?

For the Cognitive Lesson

How did my Resource Teacher teach the cognitive content meaningfully and interestingly?

Y our Analys is

Page 21: Field study 2 final

For the Skill Lesson

How was the skill taught meaningfully and interestingly?

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?

Page 22: Field study 2 final

My Reflection

1) Someone once said: “There are dull teachers, dull textbooks, dull films

but no dull subjects”. Do you agree? Write down your reflections he

2) How should you organize subject matter (be it cognitive skill or value

lesson) so that your teaching will always be fresh and interesting?

Your Portfolio

Research on/or come up with a lesson plan (cognitive or skill) that integrates a value or values. Paste it here! (You 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

Page 23: Field study 2 final

Your Rating for this Episode

Field Study 2- Experiencing the Teaching-Learning Process Tasks

Exemplary

4

Superior

3

Satisfactory

2

Unsatisfactory

1

Observation/ Documentation:

All tasks were done with outstanding quality; work exceeds

expectations 4

All or nearly all tasks were done with high quality

3

Nearly all tasks were done with acceptable quality

2

Fewer than half of tasks were done; or most objectives met but with poor quality

1

Analysis Analysis questions were answered

completely; in depth answers; thoroughly grounded on theories

-Exemplary grammar and

Analysis questions were answered

completely Clear connection with theories

Grammar and

Analysis questions were not answered

completely Vaguely related to the theories

Grammar and spelling

Analysis questions were not answered.

Grammar and spelling unsatisfactory

Page 24: Field study 2 final

spelling. 4

spelling are superior.

3

acceptable

2

1

Reflection Reflection statements are

profound and clear, supported by experiences from

the episode. 4

Reflection statements are clear

but not clearly supported by experiences from

the episode. 3

Reflection statements are shallow; supported

by experiences from the episode.

2

Reflection statements are unclear and shallow and

are not supported by experiences from the episode.

1

Portfolio Portfolio is complete, clear, well-organized and

all supporting documentation are located in sections clearly designated.

4

Portfolio is complete, clear, well-organized and

most supporting documentation are available and/or logical and clearly

marked locations. 3

Portfolio is incomplete; supporting documentation is

organized but is lacking.

2

Portfolio has many lacking components; is unorganized and unclear.

1

Submission Before deadline.

4

On the deadline.

3

A day after the deadline.

2

Two days or more after the deadline.

1

Subtotals

Overall Score

Rating based on

transmutation:

______________________________ _________________ Signature of FS Teacher above printed name Date

Experiencing the Teaching- Learning Process

GUIDING PRINCIPLES IN THE SELECTION AND USE OF TEACHING STRATEGIES

Name of FS Student______________________________________________________________ Resource Teacher 1______________________ Signature______________Date______________

Resource Teacher 2______________________ Signature______________Date______________ Resource Teacher 3______________________Signature______________ Date______________ Cooperating School______________________________________________________________

FS 2 Field Study

EPISODE 4

Episode 4:

Page 25: Field study 2 final

Step 1 : Review Selection and Use of TeachingStrategies in the Principles of Teaching 1, 2007 by

Corpuz, B. and G. Salandalan, pp. 52 - 68.

Step2 : Observe at least 3 Resource Teachers.

Step 3 Accompl ish Observation Sheet.

Step 4: Analyze your observations.

Step 5: Reflect on your observations.

Target

In this Episode, students must be able to:

Write evidence of application of some guiding principles in the selection use of teaching

strategies

Observe at least three Resource Teachers, analyze and reflect on your observations.

To hit my Target, follow the subsequent steps:

Target

Map

Page 26: Field study 2 final

As you observe a class, 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: _________________________

Guiding Principles in the Selection and Use of Strategies

Teaching Behavior/s of the Resource Teacher that Applies the Principles

1. Learning is an active process. 1.

2. The more senses are involved, the more and the better the learning.

2.

3. A non – threatening environment enhances learning.

3.

Tool

Page 27: Field study 2 final

4. Emotion has the power to increase retention and learning.

4.

5. Good teaching goes beyond recall of information.

5.

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

7. An integrated teaching approach is far more effective than teaching isolated bits of information.

Page 28: Field study 2 final

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

Reflections

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

Analys is

Page 29: Field study 2 final

My Portfolio

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

Page 30: Field study 2 final

Your Rating for this Episode

Field Study 2- Experiencing the Teaching-Learning Process Tasks

Exemplary

4

Superior

3

Satisfactory

2

Unsatisfactory

1 Observation/

Documentation:

All tasks were done

with outstanding quality; work exceeds

expectations 4

All or nearly all tasks

were done with high quality

3

Nearly all tasks were

done with acceptable quality

2

Fewer than half of tasks

were done; or most objectives met but with poor quality

1

Analysis Analysis questions were answered completely; in depth

answers; thoroughly grounded on theories -Exemplary

grammar and spelling.

4

Analysis questions were answered completely

Clear connection with theories

Grammar and spelling are superior.

3

Analysis questions were not answered completely

Vaguely related to the theories

Grammar and spelling acceptable

2

Analysis questions were not answered.

Grammar and spelling unsatisfactory

1

Reflection Reflection statements are profound and clear, supported by

experiences from the episode.

4

Reflection statements are clear but not clearly supported by

experiences from the episode.

3

Reflection statements are shallow; supported by experiences from the episode.

2

Reflection statements are unclear and shallow and are not supported by experiences from the

episode.

1

Portfolio Portfolio is complete, clear,

well-organized and all supporting documentation are

located in sections clearly designated.

4

Portfolio is complete, clear,

well-organized and most supporting documentation are

available and/or logical and clearly marked locations.

3

Portfolio is incomplete; supporting

documentation is organized but is lacking.

2

Portfolio has many lacking components; is

unorganized and unclear.

1

Submission Before deadline.

4

On the deadline.

3

A day after the

deadline. 2

Two days or more after

the deadline. 1

Subtotals

Page 31: Field study 2 final

Step 1 : Review "Different Approaches and Methods" in Principles ofTeaching 1, 2007 by Corpuz, B. and G. Salandalan, pp. 52 - 68.

Step2 : Observe at least 3 Resource Teacher.

Step 3 Accompl ish Observation Sheet.

Step 4: Analyze my observations.

Step 5: Reflect on my observations.

Overall Score

Rating based on transmutation:

______________________________ _________________

Signature of FS Teacher above printed name Date

Experiencing the Teaching- Learning Process

ON TEACHING APPROACHES AND METHODS

Name of FS Student______________________________________________________________

Resource Teacher 1______________________ Signature______________Date______________ Resource Teacher 2______________________ Signature______________Date______________ Resource Teacher 3______________________Signature______________ Date______________ Cooperating School______________________________________________________________

In this Episode, students must be able to determine the teaching approach or method used by

the Resource Teacher.

Observe at least three Resource Teachers, analyze and reflect on your observations.

To hit your Target, follow the following steps:

Target

FS 2 Field Study

EPISODE 5

Episode 4:

Map

Page 32: Field study 2 final

As you observe a class, 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.

Tools

Page 33: Field study 2 final

4. Problem Solving 4.

5. Discovery Method 5.

6. Project Method

6.

7. Constructivist Approach 7.

Page 34: Field study 2 final

8. Metacognitive Approach 8.

9. Integrative Approach 9.

Analysis

Answer the following questions:

Page 35: Field study 2 final

1. Which approaches/methods will be grouped together? Why? e.g. direct method and

deductive method

2. Which approaches/methods are more interactive? Less interactive?

3. When should be the direct method be used?

4. When should be the indirect method be used?

Page 36: Field study 2 final

5. When approaches/methods promote “learning to live together”?

Your Reflections

If I decide on my teaching approach/method, I will consider, (Continue the sentence.

Begin writing NOW!)

Page 37: Field study 2 final

Your Portfolio

1. By means of a graphic organizer show the characteristics of a constructivist and a

metacognitive approach.

Constructivist Approach

________________________

________________________

________________________

________________________

________________________

Metacognitive Approach

________________________

________________________

________________________

________________________

________________________

Page 38: Field study 2 final

2. Do serious research on different teaching strategies and complete this Table on Methods. The first is

done for you.

Method Advantage/s When to Use

1. Deductive Direct teaching so I can accomplish more within a given period of time.

Time is limited; subject matter is very difficult; learners don’t know much about the lesson; teacher is not yet skilled in the facilitating learning skills.

Page 39: Field study 2 final

Your Rating for this Episode

Field Study 2- Experiencing the Teaching-Learning Process Tasks

Exemplary 4

Superior 3

Satisfactory 2

Unsatisfactory 1

Observation/ Documentation:

All tasks were done with outstanding quality; work

exceeds expectations

4

All or nearly all tasks were done with high quality

3

Nearly all tasks were done with acceptable quality

2

Fewer than half of tasks were done; or most objectives met but with

poor quality

1

Analysis Analysis questions were answered

completely; in depth answers; thoroughly grounded on

theories -Exemplary grammar and spelling.

4

Analysis questions were answered

completely Clear connection

with theories Grammar and spelling are

superior. 3

Analysis questions were not answered

completely Vaguely related to the

theories Grammar and spelling acceptable

2

Analysis questions were not answered.

Grammar and spelling unsatisfactory

1

Reflection Reflection statements are profound and clear,

supported by experiences from the episode.

4

Reflection statements are clear but not clearly

supported by experiences from the episode.

3

Reflection statements are shallow; supported by experiences from the

episode.

2

Reflection statements are unclear and shallow and are not supported by

experiences from the episode.

1 Portfolio Portfolio is

complete, clear, well-organized and all supporting

documentation are located in sections clearly designated.

4

Portfolio is

complete, clear, well-organized and most supporting

documentation are available and/or logical and clearly marked locations.

3

Portfolio is incomplete;

supporting documentation is organized but is lacking.

2

Portfolio has many lacking

components; is unorganized and unclear.

1

Submission Before deadline.

4

On the deadline.

3

A day after the deadline.

2

Two days or more after the deadline.

1

Subtotals

Overall Score Rating based on transmutation:

______________________________ _________________ Signature of FS Teacher above printed name Date

Page 40: Field study 2 final

Step 1: Review "Appropriate LearningActivities in the different Phases of theLesson" in Principles of Teaching 1, 2007 by Corpuz, B. and G. Salandalan,pp. 95 - 99and instruction in Educational Technology 1, 2007 by Corpuz, B. P.I . Lucido pp. 36 - 43 and Principles of Teaching2, by Corpuz,B. et al pp. 51 - 90.

Step2 : Observe 1 Resource Teacher on howhe/she go through lesson

development and infer their reasons.

Step 3 Accompl ish Observation Sheet.

Step 4: Analyze your observations.

Step 5: Reflect on your observations.

Experiencing the Teaching- Learning Process

ON LESSON DEVELOPMENT

Name of FS Student______________________________________________________________

Resource Teacher 1______________________ Signature______________Date______________ Cooperating School______________________________________________________________

Target

In this Episode, students must be able to trace how their Resource Teacher develops

his/her lesson.

Map

Observe one Resource Teachers, analyze and reflect on your observations.

To realize your Target, follow the following steps:

FS 2 EPISODE 6

Episode 4:

Field Study

Page 41: Field study 2 final

Tool

OBSERVATION SHEET

Name of the Resource Teachers Observed:_________________________________________________

School Address:_________________________________________________Date:___________________

Grade/ Year Level: _________________________________ Subject Area: _________________________

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

Page 42: Field study 2 final

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 d the item.

Analysis 1) How should a lesson begin and end?

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 Lecture

7) Teacher checking for understanding

8) Teacher/ Students Summarizing

Page 43: Field study 2 final

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 what you told them.” Relate

this statement to lesson development.

Page 44: Field study 2 final

Portfolio Re-construct your Resource Teacher’s 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.

Page 45: Field study 2 final

Your Rating for this Episode

Field Study 2- Experiencing the Teaching-Learning Process Tasks

Exemplary 4

Superior 3

Satisfactory 2

Unsatisfactory 1

Observation/ Documentation:

All tasks were done with outstanding quality; work

exceeds expectations

4

All or nearly all tasks were done with high quality

3

Nearly all tasks were done with acceptable quality

2

Fewer than half of tasks were done; or most objectives met but with

poor quality

1

Analysis Analysis questions were answered

completely; in depth answers; thoroughly grounded on

theories -Exemplary grammar and spelling.

4

Analysis questions were answered

completely Clear connection

with theories Grammar and spelling are

superior. 3

Analysis questions were not answered

completely Vaguely related to the

theories Grammar and spelling acceptable

2

Analysis questions were not answered.

Grammar and spelling unsatisfactory

1

Reflection Reflection statements are profound and clear,

supported by experiences from the episode.

4

Reflection statements are clear but not clearly

supported by experiences from the episode.

3

Reflection statements are shallow; supported by experiences from the

episode.

2

Reflection statements are unclear and shallow and are not supported by

experiences from the episode.

1 Portfolio Portfolio is

complete, clear, well-organized and all supporting

documentation are located in sections clearly designated.

4

Portfolio is

complete, clear, well-organized and most supporting

documentation are available and/or logical and clearly marked locations.

3

Portfolio is incomplete;

supporting documentation is organized but is lacking.

2

Portfolio has many lacking

components; is unorganized and unclear.

1

Submission Before deadline.

4

On the deadline.

3

A day after the deadline.

2

Two days or more after the deadline.

1

Subtotals

Overall Score Rating based on transmutation:

______________________________ _________________ Signature of FS Teacher above printed name Date

Page 46: Field study 2 final

Step 1: Review " Effective Questioning and eactingTechniques" on pp. 161 - 171 in Principles ofTeaching 1, 2007 by Corpuz, B. and G. Salandalan.

Step2 : Observe one Resource Teacher as she/he teaches with the use of an Observation Sheet.

Step 4: Analyze your answers with the aid of questions.

Step 5: Reflect on my observations.

Experiencing the Teaching- Learning Process

EFFECTIVE QUESTIONING AND REACTING TECHNIQUES

Name of FS Student______________________________________________________________

Resource Teacher 1______________________ Signature______________Date______________ Cooperating School______________________________________________________________

Target

In this Episode, students are expected to determine their Resource Teacher’s questioning and

reacting techniques and identify those that promote interaction.

Map

Observe your Resource Teachers’ questioning and reacting techniques based

on your past lesson on “Effective Questioning and Reacting Techniques”.

To realize your Target, do the following steps:

FS 2 Field Study

EPISODE 7

Episode 4:

Page 47: Field study 2 final

Tools Score the Resource teacher every time she/he demonstrates any of the following questioning behaviors.

Questioning Behavior Tally of Use Frequency

1) Varying types of questions 2) Asking non-directed

questions

3) Calling on non-volunteers 4) Rephrasing

5) Sequencing Logically

6) Requiring abstract thinking 7) Asking open-ended

questions

8) Allowing sufficient wait time

9) Involving a s many as possible

Write samples of questioned asked under each type.

Types of question Sample questions Asked

1) Convergent Question

2) Divergent Question

3) Low-Level Question

4) High-Level Question

Page 48: Field study 2 final

Reacting Techniques Score the Resource teacher every time he/she makes use of any of the techniques.

Reacting Behavior Tally of Use Frequency

1) Providing acceptance feed-back

2) Providing corrective feed-back

3) Giving appropriate praise

4) Repeating the answer

5) Explaining the answer 6) Rephrasing the question

7) Asking follow up questions

8) Redirecting questions to other pupils

9) Soliciting students questions

10) Encouraging through non-verbal behavior

11) Criticizing responding student for his/her answer

12) Scolding for misbehavior or not listening

13) Overusing expressions such as “Okay”, “Right”, etc.?

My Analysis 1) Which questioning and reacting techniques encouraged teacher-student interaction? Which

ones did not?

2) What did Neil Postman mean when he said: “Children go to school as question marks and leave school as periods”? Does this have something to do with a teacher’s questioning and reacting techniques?

Page 49: Field study 2 final

Reflections

What do I resolve to do and NOT do in my questioning and reacting techniques so as to encourage teacher-student interaction?

My Portfolio I promote higher-order-thinking skills (HOTS) and interaction for learning by the

kind of questions that I ask. Here are learning objectives. Formulate at least two examples of questions that

promote divergent thinking and HOTS. Junior High School 1) At the end of the lesson, the pupil is able to identify the functions of the organs of

the digestive system.

Write you two divergent questions here!

I promote class interaction by my favorite remarks. Here are five examples of expressions I must use (Product of my research) to inspire my students to be involved in class interaction. e.g. “You are on the right track!”

Page 50: Field study 2 final

Field Study 2- Experiencing the Teaching-Learning Process Tasks

Exemplary 4

Superior 3

Satisfactory 2

Unsatisfactory 1

Observation/

Documentation:

All tasks were done

with outstanding quality; work exceeds expectations

4

All or nearly all tasks

were done with high quality

3

Nearly all tasks were

done with acceptable quality

2

Fewer than half of tasks

were done; or most objectives met but with poor quality

1

Analysis Analysis questions were answered completely; in depth answers; thoroughly

grounded on theories -Exemplary

grammar and spelling.

4

Analysis questions were answered completely

Clear connection with theories

Grammar and spelling are superior.

3

Analysis questions were not answered completely

Vaguely related to the theories

Grammar and spelling acceptable

2

Analysis questions were not answered. Grammar and spelling

unsatisfactory

1

Reflection Reflection

statements are profound and clear, supported by experiences from

the episode. 4

Reflection

statements are clear but not clearly supported by experiences from

the episode. 3

Reflection statements

are shallow; supported by experiences from the episode.

2

Reflection statements are

unclear and shallow and are not supported by experiences from the episode.

1

Portfolio Portfolio is complete, clear, well-organized and

all supporting documentation are located in sections

clearly designated.

4

Portfolio is complete, clear, well-organized and

most supporting documentation are available and/or

logical and clearly marked locations.

3

Portfolio is incomplete; supporting documentation is

organized but is lacking.

2

Portfolio has many lacking components; is unorganized and unclear.

1

Submission Before deadline.

4

On the deadline.

3

A day after the deadline.

2

Two days or more after the deadline.

1

Subtotals

Overall Score

Rating based on transmutation:

______________________________ _________________ Signature of FS Teacher above printed name Date

Page 51: Field study 2 final

Transmutation of Scores to Grades/ Ratings

Score

20

18-19

17 16 15 14

Grade

1.0

1.25

1.5 1.75 2.00 2.25

Rating

99 96

93 90 87 84

Score

12-13

11

10 8-9

7- below

Grade

2.50 2.75

3.00 3.5

5.00

Rating

81 78

75 72 and below