Fs

2

FIELD STUDY
EXPERIENCING THE TEACHING-
LEARNING PROCESS

PRINCIPLES OF LEARNING
Name of FS Student:
Course: Year & Section
Resource Teacher 1: EMELITA AVE Signature Date
Resource Teacher 2: WILSON LARA Signature Date
Resource Teacher 3: HELEN DISCAYA Signature Date


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 Learning
Focused on: Application of the principles of learning in the teaching-learning
process
Task 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
My Analysis Analysis
questions were
answered
completely; in
Analysis
questions were
answered
completely
Analysis
questions were
not answered
completely.
Analysis
questions were
not answered.

Episode 1
depth answers
thoroughly
grounded on
theories/
-Exemplary
grammar and
spelling.

4

Clear
connection
with theories
Grammar and
spelling are
superior

3

Vaguely related
to the theories
Grammar and
spelling
acceptable.


2
Grammar and
spelling
unsatisfactory.





1
My 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
My 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 of
documentation
are available
and/or in
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
Sub. Totals




Over-all Score



Rating:
( 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 - 2.00 - 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 parents
Students 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 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 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
objectives
Obstacles 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.
Roopleen
Not 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.
Fs
2

FIELD STUDY
EXPERIENCING THE TEACHING-
LEARNING PROCESS

ORGANIZING CONTENT FOR MEANINGFUL
LEARNING
Name of FS Student: JOY GALES MAMADO
Course: BSED Year & Section EARNER C
Resource Teacher 1: EMELITA AVE Signature Date
Resource Teacher 2: WILSON LARA Signature Date
Resource Teacher 3: HELEN DISCAYA Signature Date

In 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 learning
Focused on: The development of a cognitive or skill or affective lesson
Task 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
My Analysis Analysis
questions were
Analysis
questions were
Analysis
questions were
Analysis
questions were
Episode 2
answered
completely; in
depth answers
thoroughly
grounded on
theories/
-Exemplary
grammar and
spelling.

4
answered
completely

Clear
connection
with theories
Grammar and
spelling are
superior

3
not answered
completely.

Vaguely related
to the theories
Grammar and
spelling
acceptable.


2
not answered.

Grammar and
spelling
unsatisfactory.





1
My 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
My 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 of
documentation
are available
and/or in
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
Sub. Totals




Over-all Score



Rating:
( 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 - 2.00 - 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 Lesson
1. 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 Lesson
1. 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 lessons
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. Value/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 vehicle for value education. Do you
agree?

My Reflection
1. 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 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