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Republic of the Philippines BATANGAS STATE UNIVERSITY Malvar Campus Malvar, Batangas COLLEGE OF TEACHER EDUCATION

EPISODE 1: PRINCIPLES OF LEARNING Name of FS Student: Sarah Jane B. Cabilino Course, Year & Section: BEEd III Resource eacher: !rs. Elenita ". #I$on Coo'eratin% School: anauan North Central School

Si%nature: &&&&&&&&&&&&&&&&&

My Performan e
Fo !"e# on: A$$%& a'&on of '(e $r&n &$%e" of %earn&n) &n '(e 'ea (&n) * %earn&n) $ro e""
Task Observation/ Documentation: Exemplary (4) All tasks were done with outstanding quality; work exceeds expectations Analysis questions were answered completely; in depth answers; thoroughly grounded on theories/exemplary grammar and spelling$ (e!lection statements are pro!ound and clear) supported by experiences !rom the episode$ *ort!olio is complete) clear) well+organi,ed and all supporting documentation are located in sections clearly designated$ .e!ore deadline Superior (3) All or nearly all tasks were done with high quality Analysis questions were answered completely %lear connection with theories &rammar and spelling are superior (e!lection statements are clear; but not clearly supported by experiences !rom the episode$ *ort!olio is complete) clear) well+organi,ed and most supporting documentations are available and/or in logical and clearly marked locations$ On the deadline Satisfactory (2) Nearly all tasks were done with acceptable quality Analysis questions were not answered completely$ 'aguely related to the theories &rammar and spelling acceptable (e!lection statements are shallow) supported by experiences !rom the episode$ Unsatisfactory (1) ewer than hal! o! tasks were done; or most ob"ectives met but with poor quality Analysis questions were not answered$ &rammar and spelling unsatis!actory (e!lection statements are unclear and shallow and are not supported by experiences !rom the episode$

#y Analysis

#y (e!lection

#y *ort!olio

*ort!olio is incomplete; supporting documentation is organi,ed but lacking$ A day a!ter the deadline

*ort!olio has many lacking components; is unorgani,ed and unclear$ /wo days or more a!ter the deadline

-ubmission -ub /otals

Mr+ ANT,ONY B+ BALA-IT

FS + and , Instructor

(BSER") I(N S*EE

&!arch +, ,-+.& #ate PAGE | 1

Republic of the Philippines BATANGAS STATE UNIVERSITY Malvar Campus Malvar, Batangas COLLEGE OF TEACHER EDUCATION
Name of the Resource eachers obser/ed: !rs. Elenita ". #i$on School )ddress: anauan Cit0, Batan%as #ate: Februar0 +12 +3, ,-+. 4rade5Year 6e/el: 4rade "2) Sub7ect )rea: Science and *ealth " Tea (er Be(a/&or of '(e Tea (er0Learn&n) Be(a/&or of '(e Learner a" a Proof of '(e A$$%& a'&on of '(e Pr&n &$%e" of Learn&n) +. eacher made sure that students learn b0 +. 6earnin% is an e8'erience 9hich occurs their o9n e8'erienced. e.%. : ;u'ils 9rite the inside the learner and is acti/ated b0 correct ans9er on the board rather than 9ritin% the learner. b0 the teachers. ,. Rele/ant and need2based curriculum 9as inte%rated in the discussion throu%h the 9a0 that arouses the interest and attention of the ,. 6earnin% is the disco/er0 of the students. he essentialit0 of the to'ic 9as 'ersonal meanin% and rele/ance of bein% 'ercei/ed b0 the students b0 e8'lainin% ideas. the /alues bein% incor'orated in the lesson. e.%. 2 he students reali$ed that the /alues bein% inte%rated in the lesson is our 6ord 4od %a/e us 9ater because *e cares and lo/es us. .. )ssimilatin% different acti/ities made the discussion e8'eriential. he teacher inte%rated mo/ie cli's for the students to ha/e their o9n .. 6earnin% is a conse<uence of =no9led%e and assessment in the 'rocesses e8'erience. of 9ater c0cle. e.%. : he students sensuali$e the 'rocesses b0 9atchin% the /ideo cli's 'ro/ided b0 the teacher. >. he teacher 'ro/ides %rou' acti/ities for the students are bein% able to learn b0 ha/in% the chance to share their o9n ideas and 9or= >. 6earnin% is a coo'erati/e and to%ether 9ith %rou's. e.%. : he students ha/e collaborati/e 'rocess. their chance to share their =no9led%e and insi%hts about their 'rior =no9led%e and s=ills in different tas= %i/en to them. 1. 6earnin%, es'eciall0 if this means a chan%e in beha/ior, does not ha''en in a clic=. eachers deli/ered the lesson in different 1. 6earnin% is an e/olutionar0 'rocess. 9a0s and she %a/e 'atience and dili%ence in dealin% 9ith the le/els of learners? abilities and s=ills. @. 6earnin% is sometimes a 'ainful @. For the students to be able to learn, the 'rocess. teacher de/otedl0 %a/e her time to 're'are the materials needed e/en the 're'aration 9as the da0 before the deli/er0 of lesson. he teacher %a/e acti/ities 9hich made the Pr&n &$%e" of Learn&n) PAGE | .

Republic of the Philippines BATANGAS STATE UNIVERSITY Malvar Campus Malvar, Batangas COLLEGE OF TEACHER EDUCATION
students felt that to be able to learn, hard 9or=s should be e8'erienced first. 3. he teacher let the discussion centered 9ith the learners? ideas and e8'eriences rather than her thou%ht onl0. he students 9ere %i/en chances to share their learnin% throu%h the 'ro'er used of art of <uestionin%. e.%. : the teachers as=ed the students about their insi%ht about the to'ic and someho9 %enerali$ed the lesson b0 ans9erin% the 'ro/ided <uestions. A. Emotional stabilit0 of the learners 9as first obser/ed b0 the teachers. o moti/ate the interest of the students, she started it 9ith sin%in% a son% 9hich also ser/ed as their sim'le re/ie9. B. !ulti'le intelli%ences 9ere bein% considered b0 the teacher. "icarious acti/ities and materials are bein% 'ro/ided and utili$ed to co'e 9ith learnin% st0les of different indi/idual. e.%. : he teacher 'ro/ided %rou' acti/ities such as com'letin% the 'u$$le, dra9in% the c0cle and se<uencin% the 'rocesses of the c0cle. She also used both traditional and modern instructional materials needed to discuss the lesson.

3. (ne of the richest resources for the learnin% is the learner himself.

A.

he 'rocess of learnin% is emotional as 9ell as intellectual.

B.

he 'rocess of 'roblem sol/in% and learnin% is hi%hl0 uni<ue and indi/idual.

MY ANALYSIS +. Chat is the im'act of the Resource eacher?s obser/ance of these 'rinci'les on the teachin% : learnin% 'rocess and on the learnersD he teacher adhere the 'rinci'les of learnin% and it ma=es the 'resentation of lesson be 'ur'oseful in thou%hts as 9ell as in action. he =no9led%e and s=ills needed b0 the students to attain 9as almost been learned b0 ho9 she ado'ted the 'rinci'les. he teachin% itself 9as so smooth and the learners found /er0 minimal hardshi' in ac<uirin% learnin%. )n acti/e classroom en/ironment 9as bein% created and the learners reali$e its im'ortance in their li/es. ,. Chich learnin% 'rinci'le 9as a''lied mostD PAGE | 1

Republic of the Philippines BATANGAS STATE UNIVERSITY Malvar Campus Malvar, Batangas COLLEGE OF TEACHER EDUCATION
)s I obser/ed, the learnin% 'rinci'le a''lied the most is the 'rocess of 'roblem sol/in% and learnin% is hi%hl0 uni<ue and indi/idual. )s I stated in m0 're/ious e8'lanation, /icarious acti/ities 9ere bein% utili$ed b0 her to ha/e an effecti/e teachin% and learnin% 'rocess. .. Chich learnin% 'rinci'le 9as a''lied least or not all a''liedD he 'rocess of learnin% is emotional as 9ell as intellectual 9as I thin= to be the least a''lied because as 'art of this 'rinci'le, the teachers 9ont able to determine other factors that could affect their learnin% such as if the0 had eaten their brea=fast or notD (r are the0 ha''0 or sadD >. #o 0ou a%ree 9ith these 'rinci'les of learnin%D (r ha/e 0ou disco/ered that the0 are not al9a0s correctD Yes, I a%ree on those 'rinci'les of learnin% because as I?/e obser/ed different teachers at different %rade le/els of students, a''lications of the 'rinci'les 9ere al9a0s been functional. )nd as I foresee m0 future teachin%, 'rinci'les of learnin% 9ill also be ada't. 1. 6essons I ha/e learned from m0 obser/ations on the classroom a''lication of the 'rinci'les of learnin%. For the students be able to learn, teacher must first considered their indi/idual differences and multi'le intelli%ences. (f course, the0 should ha/e their direct2 'ur'oseful e8'eriences and reflect on their 'h0siolo%ical, 's0cholo%ical and emotional needs. heir interest should al9a0s also be considered and let us them u'%rade their 'rior =no9led%e b0 learnin% in himself. MY REFLECTIONS !0 reflections on m0 obser/ation of m0 Resource eacher?s obser/ance of these 'rinci'les. #id m0 Resource eachers adhere to these 'rinci'lesD he teacher adherence of learnin% 'rinci'les 9as so effecti/e. Someho9, e/en in a short 'eriod of time, the 'rinci'les 9ere bein% inte%rated efficientl0. Based on m0 7ud%ment on her 9a0 of deli/erin% the lesson, 'rinci'les of learnin% used direct the class into actual and real learnin%. Considerin% the nature of the students, she then created a 9ell2balanced classroom en/ironment and made the students moti/ated and interested in the discussion. )side from that, the assessment of the 'resentation of lesson 9as %ood and a9esome. E'on she a''lied the learnin% 'rinci'les in the 'resentation of lesson, she had %i/en the students chances to feel their essence in learnin% 'rocess. She de/elo'ed the learners? abilit0 to determine the si%nificance of their thou%hts and meanin%s. )nd, for she able to let it ha''ened, teacher 'ro/ided e8'eriential e8'eriences throu%h conductin% %rou' tas=s such as dra9in% ho9 the c0cle %oes, com'letin% the 'u$$le of PAGE | 2

Republic of the Philippines BATANGAS STATE UNIVERSITY Malvar Campus Malvar, Batangas COLLEGE OF TEACHER EDUCATION
the illustration of 9ater c0cle and se<uencin% the 'rocesses of 9ater c0cle. he0 had %i/en o''ortunit0 to share their thou%hts to others. he stren%ths and 9ea=nesses of e/er0 indi/idual 9ere considered throu%h acce'tin% their o9n indi/idual differences and multi'le intelli%ences.

MY PORTFOLIO ;rinci'les of 6earnin% in !0 (9n Cords +. 6earnin% should be started, e8'erienced and 'racticed b0 the students in o9n. ,. 6earnin% is reflectin%, understandin% and a''l0in% the essence of ideas and meanin%s in their li/es. .. 6earnin% should be e8'eriential as much as 'ossible. >. 6earnin% is sociali$in% and sharin% ideas 9ith others. 1. 6earnin% is an on2%oin% 'rocess 9hich re<uires time and dili%ence. @. 6earnin% is the students? reali$ation that it sacrifice and hardshi' to be successful. 3. Considered learners as acti/e and rational human bein%. A. 6earners? 'h0siolo%ical, 's0cholo%ical and emotional stabilit0 should be measured in ac<uirin% learnin%. PAGE | 3

Republic of the Philippines BATANGAS STATE UNIVERSITY Malvar Campus Malvar, Batangas COLLEGE OF TEACHER EDUCATION
B. Indi/idual differences and multi'le intelli%ences should be considered in inte%ratin% the method and materials needed in the 'resentation of lesson.

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