MINDANAO STATE UNIVERSITY

Fatima, General Santos City

COLLEGE OF EDUCATION
Bachelor of Secondary Education

A PORTFOLIO
ON
FIELD STUDY 2
IN
FATIMA NATIONAL HIGH SCHOOL

Submitted to
DR. MARIA THERESA P. PELONES

In partial Fulfillment
of the Requirements for
FS1
(Field Study1)

Submitted by
BERLY J. LEBRITA
March 2015

Table of Contents

Curriculum vitae

My philosophy in Education

Purpose of the Portfolio

Episode 2:
LESSON OBJECTIVES
AS
MY GUIDING STAR

Episode 2:

LESSON OBJECTIVES AS MY GUIDING STAR

Name of FS Student: ___________Berly
J.Lebrita_______________________________________
Course: _________BSED-Filipino______________________ Year & Section: 3rd
year__________
Resource Teacher 1______________________ Signature
______________Date______________
Resource Teacher 2______________________ Signature
______________Date______________
Resource Teacher 3______________________Signature______________
Date______________
Cooperating School: Fatima National High
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 formation 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 2- Lesson Objective as My Guiding Star
Focused on: Application of the guiding principles on the development of
lesson objectives
Exemplary
Superior
Satisfactory
Unsatisfactory
Tasks
4
3
2
1
Observation/
Documentatio
n:

All tasks were

done with
outstanding
quality; work
exceeds
expectations

All or nearly all

tasks were
done with high
quality

Nearly all tasks

were done with
acceptable
quality

Fewer than half of

tasks were done; or
most objectives
met but with poor
quality

4
My Analysis

Analysis
questions were
answered
completely; in
depth
answers;
thoroughly
grounded on
theories
-Exemplary
grammar and
spelling.
4

Tasks
My reflection

3
Analysis
questions were
answered
completely

2
Analysis
questions were
not answered
completely

Clear
connection
with theories

Vaguely related
to the theories

Grammar and
spelling are
superior.
3

1
Analysis questions
were not answered.
Grammar and
spelling
unsatisfactory

Grammar and
spelling
acceptable
1
2

Exemplary
4

Superior
3

Satisfactory
2

Unsatisfactory
1

Reflection
statements are
profound and
clear,
supported by
experiences
from the
episode.

Reflection
statements are
clear but not
clearly
supported by
experiences
from the
episode.

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

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

2
My portfolio

4
Portfolio is
complete,
clear, wellorganized and
all supporting
documentation
are located in
sections
clearly
designated.

3
Portfolio is
complete,
clear, wellorganized and
most
supporting
documentation
are available
and/or logical
and clearly
marked
locations.

Portfolio is
incomplete;
supporting
documentation is
organized but is
lacking.

1
Portfolio has many
lacking
components; is
unorganized and
unclear.

2
1

4
Submission

Before

3
On the

A day after the

Two days or more

deadline.

deadline.

deadline.

after the deadline.

2
4

Subtotals
Rating based on
transmutation:

Overall Score

______________________________
_________________
Signature of FS Teacher above printed name
Date

Transmutation of Scores to Grades/ Ratings

Score

Grade

Rating

Score

Grade

Rating

20
18-19
17
16
15
14

1.0
1.25
1.5
1.75
2.00
2.25

99
96
93
90
87
84

12-13
11
10
8-9
7- below

2.50
2.75
3.00
3.5
5.00

81
78
75
72 and
below

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

My Tools
As I observe a class, I will use the Observation Sheet for a more focused
observation.
OBSERVATION SHEET
Name of the Resource Teachers Observed: Iris R. Visaya, Neirene Rosemae A. Castillon,
Lunea Grace E. Moso
School Address Fatima, General Santos City
Grade/ Year Level: Grade-8

Date: January 21, 2015

Subject Area: _____Filipino____________________

Guiding
Principles
in Teaching
Behavior/s
Determining
and
Formulating Prove/s
Observance
Learning Objectives
Guiding Principle

which
of
the

Sample:
1. Begin with the end of mind.

1. The Resource Teacher began

lesson by starting her objective.

her

2. Share lesson objective with students.

2. The resource teacher gives chance to

her students to have their own targets b

sharing them the lesson.
Sometimes the resource teacher give
some

lesson

objective

and

let

her

students give their own insights about

the lesson that ill by tacked.

3. Lesson objectives must be in the 2 or

3 domains cognitive, skill and affective
or cognitive and affective or skill and

3. the resource teacher gives 2-3

objectives whiach covers th three
domain.

affective.

Example: In psychomotor domain which

include the activities that should be done
by actions (dancing or role playing) and in
cognitive: the teacher give an objective
which

done

by

quizzes

and

oral

discussion. And the affective is done by

giving them the chance to express the
opinion

or

insights

based

on

class

discussion.

4. Work on significant and relevant

lesson objectives.

4. The resource teachers give lesson

objective that is applicable in the real

life situation of the students. Because in
that case the students have motivated
to

participate

in

class

discussions

because he/she can reflect it on himself.

And sometimes the teacher asks
first

her

students

about

their

experiences and from those ideas she

gives or make a more effective lesson
objective for the class. And because
that is based to the students it is not
hard for them o reach the learning
objectives.

5. Lesson objectives must lead to the

development of critical and creative
thinking.

5. The resource teacher give an lesson

objective

that

is

used

for

the

development of critical and creative

thinking skills.

Example: the resource teacher really

focused

on

the

analytical

learning

process which include the making of own

ideas of the learners that is

also be

done by debating or clad interaction

which include the answering of question
based on real life situation.

2. After observing your Resource Teacher teaches, write down what you think
was/were
her
lesson
objective.
_________________________________________________________________
Layunin:
Pagkatapos ng aralin, ang mga mag-aaral ay inaasahang:
Nailarawan ang kaayuan ng gubat sa mga nabasang saknong.
3. Ask permission from your Resource Teacher for you to copy her lesson
objective for the days lesson. Copy it here then compare it with your answer
in # 2. Are they same? Different?

Layunin:
Pagkatapos ng aralin, ang mga mag-aaral ay inaasahang:
Nailarawan ang kaayuan ng gubat sa mga nabasang saknong
The lesson objective is the same because before the lesson starts the resource
teacher first write it down on the board

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?
Yes, because are the lesson there is an evaluation given to the student that
is connected to the lesson objective so that the evaluation that will begiven
after the class is connected.
2. Why did you find it easy/difficult to write down the Resource Teachers
lesson objective for the day? Did she mention it in the beginning of
his/her lesson?
I found it easy to write down the resource teachers lesson objective for
this day because before she starts her lesson she begin it with asking her
students insight about the topic that will be discussed and then give them
the lesson objective for this day. She write it down on the board at the left
side corner.

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

Yes, because the resource teacher discussed first the lesson objectives and
after that the learning objective is appropriate to the learners standard.
And it seems that the learner eally answer the question and cooperate to
the teacher.
And the short quiz that is given to them is okay amd it also seems that thay
guided very well.
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.
5.
The lesson objective of the class discussion is more about the cognitive
domain. Because according to the resource teacher, you have to focus on one
domain ever lesson because the student can easil understand and answer the
evaluation after the class.

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?

As what I have observed, the lesson objective set the class discussion
and the evaluation of the students. And this really use as a guiding star to
the students learning process because it is based on the three learning

domains.

And as a future educator I can say that you must consider capacity and
skills of your students in making the learning objectives, so that it will not
be difficult for you to have a class discussion and to assess them. And you
must be also responsible of making such decisions.

My Portfolio
My researched quotations that state the significant of goals
and objectives
(dont forget to mention your sources)

Confusion of goals and perfection of means seems, in my opinion,

to characterize our age.
- Albert Einstein quotes
A goal is not always meant to be reached, it often serves simply as
something to aim at.
Bruce Lee
When defeat comes, accept it as a signal that your plans are not
sound, rebuild those plans, and set sail once more toward your
coveted goal.

Napoleon Hill, Think and Grow Rich

If you're trying to be miserable, it's important you don't have any

goals. No school goals, personal goals, family goals. Your only objective
each day should be to inhale and exhale for sixteen hours before
you go to bed again. Don't read anything informative, don't listen to
anything useful, don't do anything productive. If you start achieving
goals, you might start to feel a sense of excitement, then you might
want to set another goal, and then your miserable mornings are
through. To maintain your misery, the idea of crossing off your
goals should never cross your mind.
John Bytheway, How to Be Totally Miserable

If you're bored with life, if you don't get up every morning with a
burning desire to do things, you don't have enough goals.
Lou Holtz

Episode 3:
ORGANINZING
CONTENT
FOR
MEANINGFUL LEARNING

Episode 3:

ORGANINZING 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 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.

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
Exemplary
Superior
Satisfactory
Unsatisfactory
Tasks
4
3
2
1
Observation/
Documentatio
n:

All tasks were

done with
outstanding
quality; work
exceeds
expectations
4

My Analysis

Analysis

All or nearly all

tasks were
done with high
quality

Nearly all tasks

were done with
acceptable
quality

3
Analysis

Analysis

Fewer than half of

tasks were done; or
most objectives
met but with poor
quality

1
Analysis questions

questions were
answered
completely; in
depth
answers;
thoroughly
grounded on
theories

questions were
answered
completely

questions were
not answered
completely

Clear
connection
with theories

Vaguely related
to the theories

-Exemplary
grammar and
spelling.

Grammar and
spelling are
superior.

were not answered.

Grammar and
spelling
unsatisfactory

Grammar and
spelling
acceptable
1

Tasks
My reflection

Exemplary
4

Superior
3

Satisfactory
2

Unsatisfactory
1

Reflection
statements are
profound and
clear,
supported by
experiences
from the
episode.

Reflection
statements are
clear but not
clearly
supported by
experiences
from the
episode.

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

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

2
My portfolio

4
Portfolio is
complete,
clear, wellorganized and
all supporting
documentation
are located in
sections
clearly
designated.

3
Portfolio is
complete,
clear, wellorganized and
most
supporting
documentation
are available
and/or logical
and clearly
marked
locations.

Portfolio is
incomplete;
supporting
documentation is
organized but is
lacking.

1
Portfolio has many
lacking
components; is
unorganized and
unclear.

2
1

Submission

4
Before
deadline.

3
On the
deadline.

A day after the

deadline.
2

Two days or more

after the deadline.
1

Subtotals
Rating based on
transmutation:

Overall Score

______________________________
_________________
Signature of FS Teacher above printed name
Date

Transmutation of Scores to Grades/ Ratings

Score

Grade

Rating

Score

Grade

Rating

20
18-19
17
16
15
14

1.0
1.25
1.5
1.75
2.00
2.25

99
96
93
90
87
84

12-13
11
10
8-9
7- below

2.50
2.75
3.00
3.5
5.00

81
78
75
72 and
below

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

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 the 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 answers.
___________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________
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/s 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 skill/s was/were target?
Manipulative skill or thinking skill?
__________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________
2. Write evidence of 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 the proofs that the students were encouraged to do
critical thinking? ____________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____
C. Value/ Affective Lesson
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
6. How did my Resource Teacher teach the cognitive content meaningfully
and interestingly?
_____________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

________________________________________________________________________
_____
________________________________________________________________________
________________________________________________________________________
__
B. For the Skill Lesson
1. 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.
_____________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_____
________________________________________________________________________
________________________________________________________________________
__
7. A cognitive or skill lesson is a vehicle for value education. Do you
agree? _____________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____

My Reflections
1. Someone said: There are dull teachers, dull textbooks, dull films, but no
dull
subjects.
Do
you
agree?
Write
youre
your
reflections
here__________________________________________
____________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_________
2. How should you organize subject matter (be of cognitive skill or value
lesson) so that 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/s. Paste it here! You may want to refer to Integrating
Values and Subject Matter, in the Principles of Teaching 2, 2006by
Copuz B., G. Salandanan and D. Rigor, pp. 91 92.) an outline of the
lesson development will do.

My Lesson Plan

Episode 4:
GUIDING PRINCIPLES
IN THE

SELECTION
AND USE OF
TEACHING STRATEGIES

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 application of some guiding principles in the
selection use of teaching strategies

My Performance (How I will be Rated)

Field Study 2, Episode 4- Guiding Principles in the Selection and Use of
Teaching Strategies
Focused on: The application of some guiding principles in the selection and
use of teaching strategies
Exemplary
Superior
Satisfactory
Unsatisfactory
Tasks
4
3
2
1
Observation/
Documentatio
n:

All tasks were

done with
outstanding
quality; work
exceeds
expectations
4

All or nearly all

tasks were
done with high
quality

Nearly all tasks

were done with
acceptable
quality

Fewer than half of

tasks were done; or
most objectives
met but with poor
quality

My Analysis

Analysis
questions were
answered
completely; in
depth
answers;
thoroughly
grounded on
theories
-Exemplary
grammar and
spelling.
4

Tasks
My reflection

3
Analysis
questions were
answered
completely
Clear
connection
with theories

Grammar and
spelling are
superior.
3

2
Analysis
questions were
not answered
completely
Vaguely related
to the theories

1
Analysis questions
were not answered.
Grammar and
spelling
unsatisfactory

Grammar and
spelling
acceptable
1
2

Exemplary
4

Superior
3

Satisfactory
2

Unsatisfactory
1

Reflection
statements are
profound and
clear,
supported by
experiences
from the
episode.

Reflection
statements are
clear but not
clearly
supported by
experiences
from the
episode.

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

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

4
Portfolio is
complete,
clear, wellorganized and
all supporting
documentation
are located in
sections
clearly
designated.

3
Portfolio is
complete,
clear, wellorganized and
most
supporting
documentation
are available
and/or logical
and clearly
marked
locations.

2
My portfolio

Portfolio is
incomplete;
supporting
documentation is
organized but is
lacking.

1
Portfolio has many
lacking
components; is
unorganized and
unclear.

2
1

4
Submission

Before
deadline.

3
On the
deadline.

A day after the

deadline.

Two days or more

after the deadline.

2
4

Subtotals
Rating based on
transmutation:

Overall Score

______________________________
_________________
Signature of FS Teacher above printed name
Date

Transmutation of Scores to Grades/ Ratings

Score

Grade

Rating

Score

Grade

Rating

20
18-19
17
16
15
14

1.0
1.25
1.5
1.75
2.00
2.25

99
96
93
90
87
84

12-13
11
10
8-9
7- below

2.50
2.75
3.00
3.5
5.00

81
78
75
72 and
below

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

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:_________________________________________________Date:___________________
Grade/ Year Level: _________________________________ Subject Area: _________________________

Guiding
Principles
in
the Teaching
Behavior/s
of
the
Selection and Use of Strategies
Resource Teacher that Applies
the Principles
1. Learning is an active process.

1.

2. The more senses are involve, the

more and the better the learning.

2.

3. A non threatening environment

enhances learning.

3.

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.

My Analysis
8. Are these principles in accordance with brain based teaching and
learning? __________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_____
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________

My Reflections
What is the best method of teaching? Is there such thing?
______________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________

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

Episode 5:
ON TEACHING
APPROACHES
AND
METHODS

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
Exemplary
Superior
Satisfactory
Unsatisfactory
Tasks
4
3
2
1
Observation/
Documentatio
n:

All tasks were

done with
outstanding
quality; work
exceeds
expectations

All or nearly all

tasks were
done with high
quality

Nearly all tasks

were done with
acceptable
quality

3
Analysis

Analysis

Fewer than half of

tasks were done; or
most objectives
met but with poor
quality

4
My Analysis

Analysis

1
Analysis questions

Tasks
My reflection

questions were
answered
completely; in
depth
answers;
thoroughly
grounded on
theories

questions were
answered
completely

questions were
not answered
completely

Clear
connection
with theories

Vaguely related
to the theories

-Exemplary
grammar and
spelling.
4

Grammar and
spelling are
superior.
3

were not answered.

Grammar and
spelling
unsatisfactory

Grammar and
spelling
acceptable
1
2

Exemplary
4

Superior
3

Satisfactory
2

Unsatisfactory
1

Reflection
statements are
profound and
clear,
supported by
experiences
from the
episode.

Reflection
statements are
clear but not
clearly
supported by
experiences
from the
episode.

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

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

4
Portfolio is
complete,
clear, wellorganized and
all supporting
documentation
are located in
sections
clearly
designated.

3
Portfolio is
complete,
clear, wellorganized and
most
supporting
documentation
are available
and/or logical
and clearly
marked
locations.

2
My portfolio

Portfolio is
incomplete;
supporting
documentation is
organized but is
lacking.

1
Portfolio has many
lacking
components; is
unorganized and
unclear.

2
1

4
Submission

Before
deadline.

3
On the
deadline.

A day after the

deadline.
2

Two days or more

after the deadline.
1

Subtotals
Rating based on
transmutation:

Overall Score

______________________________
_________________
Signature of FS Teacher above printed name
Date

Transmutation of Scores to Grades/ Ratings

Score

Grade

Rating

Score

Grade

Rating

20
18-19
17
16
15
14

1.0
1.25
1.5
1.75
2.00
2.25

99
96
93
90
87
84

12-13
11
10
8-9
7- below

2.50
2.75
3.00
3.5
5.00

81
78
75
72 and
below

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

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:_________________________________________________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.

4. Problem Solving

4.

5. Discovery Method

5.

6. Project Method

6.

7. Constructivist Approach

7.

8. Metacognitive Approach

8.

9. Integrative Approach

9.

My Analysis

I will answer the following questions:

9. Which approaches/methods will be grouped together? Why? e.g. direct
method
and
deductive
method
_________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_____
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____
10.
Which approaches/methods are more interactive? Less
interactive? _________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_____
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____
11.
When should be the direct method be used?
____________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_____
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____

12.
When should be the indirect method be used?
__________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_____
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____
13.
When approaches/methods promote learning to live together?
___________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_____
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____

My Reflections
If I decide on my teaching approach/method, I will consider, (Continue the
sentence.
Begin
writing
NOW!)
______________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________

My Portfolio
1. By means of a graphic organizer show the characteristics of a
constructivist and a metacognitive approach.

___
___
___
___
___
___
___
___

_
_
_
_
_
_
_
_

_
_
_
_
_
_
_
_

_
_
_
_
_
_
_
_

___
___
___
___
___
___
___
___

_
_
_
_
_
_
_
_

_
_
_
_
_
_
_
_

_
_
_
_
_
_
_
_

___
___
___
___

___
___
___
___

______
______
______
______
______
______
______
______
_
_
_
_

_
_
_
_

_
_
_
_

_
_
_
_

_
_
_
_

_
_
_
_

______
______
____C
_ _o n s t
_ _ _ _ r_ u
_ c t iv
is t
A p p ro
a ch

_
_
_
_

_
_
_
_

_
_
_
_

___
___
_M
_ _e t a
_ c_ o
_ g n i
t iv e
A p p r
o a ch

2. Do serious research and complete this Table on Methods. The first is done for
you.

Method
1. Deductive

2. Inductive Method

Advantage/s
Direct teaching so I can
accomplish more within a
given period of time.

When to Use
Time is limited; subject
matter is very difficult;
learners dont know much
about the lesson; teacher
is not yet skilled in the
facilitating learning skills.

Episode 6:
ON
LESSON DEVELOPMENT

Episode 6:

ON LESSON DEVELOPMENT
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 trace how my Resource Teacher
develops his/her lesson.

My Performance (How I will be Rated)

Field Study 2, Episode 6- On Lesson Development
Focused on: How many Resource Teacher develops his/her Lesson
Exemplary
Superior
Satisfactory
Unsatisfactory
Tasks
4
3
2
1
Observation/
Documentatio
n:

All tasks were

done with
outstanding
quality; work
exceeds
expectations

All or nearly all

tasks were
done with high
quality

Nearly all tasks

were done with
acceptable
quality

Fewer than half of

tasks were done; or
most objectives
met but with poor
quality

3
Analysis
questions were

2
Analysis
questions were

1
Analysis questions
were not answered.

4
My Analysis

Analysis
questions were

answered
completely; in
depth
answers;
thoroughly
grounded on
theories
-Exemplary
grammar and
spelling.
4

Tasks
My reflection

answered
completely

not answered
completely

Clear
connection
with theories

Vaguely related
to the theories

Grammar and
spelling are
superior.
3

Grammar and
spelling
unsatisfactory

Grammar and
spelling
acceptable
1
2

Exemplary
4

Superior
3

Satisfactory
2

Unsatisfactory
1

Reflection
statements are
profound and
clear,
supported by
experiences
from the
episode.

Reflection
statements are
clear but not
clearly
supported by
experiences
from the
episode.

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

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

2
My portfolio

4
Portfolio is
complete,
clear, wellorganized and
all supporting
documentation
are located in
sections
clearly
designated.

3
Portfolio is
complete,
clear, wellorganized and
most
supporting
documentation
are available
and/or logical
and clearly
marked
locations.

Portfolio is
incomplete;
supporting
documentation is
organized but is
lacking.

1
Portfolio has many
lacking
components; is
unorganized and
unclear.

2
1

Submission

4
Before
deadline.

3
On the
deadline.

A day after the

deadline.
2

Subtotals

Two days or more

after the deadline.
1

Rating based on transmutation:

Overall Score

______________________________
_________________
Signature of FS Teacher above printed name
Date

Transmutation of Scores to Grades/ Ratings

Score

Grade

Rating

Score

Grade

Rating

20
18-19
17
16
15
14

1.0
1.25
1.5
1.75
2.00
2.25

99
96
93
90
87
84

12-13
11
10
8-9
7- below

2.50
2.75
3.00
3.5
5.00

81
78
75
72 and
below

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

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:_________________________________________________Date:___________________
Grade/ Year Level: _________________________________ Subject Area:
_________________________

14.
Describe how the teacher began his/her lesson. Why do you think
he/she do that? _____
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_____
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____
15.
What activity/activities did the Resource Teacher ask the learners
to do after he/she introduced the lesson? Why do you think he/she did
such? ________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_____
________________________________________________________________________
________________________________________________________________________

________________________________________________________________________
________________________________________________________________________
____
16.
How did he/she end his/her lesson? Why do you think he/she did
that? ______________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_____
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____
17.
Did you notice an assessment of learning in the process of
teaching?
If
yes,
how
was
it
done?
___________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_____
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____
18.
Did you observe if Resource Teacher checked learning at the end
of his/her lesson? ____
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_____
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

________________________________________________________________________
____
19.
Checklist Of the following which did you observe? Please check
if you observed the item.
Teaching Behavior

Check Here

1.Connecting lesson to past lesson

2. Introducing the lesson for the day
3. Sharing the lesson for the day
4. Motivating the students
5. Students doing learning activity
6. Teacher giving lecturette
7. Teacher checking for understanding
8. Teacher/students Summarizing

My Analysis
I will answer the following questions:
1. How should the lesson begin and end?
_________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_____
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____
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, tell them what you told
them.
Relate
this
statement
to
lesson
development________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________

My Portfolio
1. Reconstruct your Resource Teachers lesson plan. Your lesson plan must
have the parts of a lesson plan. A lesson plan outline may do, provided all
the parts of a lesson are covered.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
______________________________________

Episode 7:

EFFECTIVE
QUESTIONING
AND
REACTING TECHNIQUES

Episode 7:

EFFECTIVE QUESTIONING AND REACTING

TECHNIQUES
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 expect myself to be able to determine my Resource
Teachers questioning and reacting techniques and identify those that
promote interaction.

My Performance (How I will be Rated)

Field Study 2, Episode 7- Effective Questioning and Reacting Techniques
Focused on: Questioning and Reacting Techniques
Exemplary
Superior
Satisfactory
Unsatisfactory
Tasks
4
3
2
1
Observation/
Documentatio
n:

All tasks were

done with
outstanding
quality; work
exceeds
expectations
4

All or nearly all

tasks were
done with high
quality

Nearly all tasks

were done with
acceptable
quality

Fewer than half of

tasks were done; or
most objectives
met but with poor
quality

My Analysis

Analysis
questions were
answered
completely; in
depth
answers;
thoroughly
grounded on
theories
-Exemplary
grammar and
spelling.
4

Tasks
My reflection

3
Analysis
questions were
answered
completely
Clear
connection
with theories

Grammar and
spelling are
superior.
3

2
Analysis
questions were
not answered
completely
Vaguely related
to the theories

1
Analysis questions
were not answered.
Grammar and
spelling
unsatisfactory

Grammar and
spelling
acceptable
1
2

Exemplary
4

Superior
3

Satisfactory
2

Unsatisfactory
1

Reflection
statements are
profound and
clear,
supported by
experiences
from the
episode.

Reflection
statements are
clear but not
clearly
supported by
experiences
from the
episode.

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

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

4
Portfolio is
complete,
clear, wellorganized and
all supporting
documentation
are located in
sections
clearly
designated.

3
Portfolio is
complete,
clear, wellorganized and
most
supporting
documentation
are available
and/or logical
and clearly
marked
locations.

2
My portfolio

Portfolio is
incomplete;
supporting
documentation is
organized but is
lacking.

1
Portfolio has many
lacking
components; is
unorganized and
unclear.

2
1

4
Submission

Before
deadline.

3
On the
deadline.

A day after the

deadline.

Two days or more

after the deadline.

2
4

Subtotals
Rating based on
transmutation:

Overall Score

______________________________
_________________
Signature of FS Teacher above printed name
Date

Transmutation of Scores to Grades/ Ratings

Score

Grade

Rating

Score

Grade

Rating

20
18-19
17
16
15
14

1.0
1.25
1.5
1.75
2.00
2.25

99
96
93
90
87
84

12-13
11
10
8-9
7- below

2.50
2.75
3.00
3.5
5.00

81
78
75
72 and
below

My Map
I will observe three Resource Teachers questioning and reacting
techniques based on my past lesson on Effective Questioning and Reacting
Techniques.
To realize my Target, I will dothe following steps:

My Tools
Score the Resource Teacher every time he/she demonstrates any of the
following questioning behaviors. Sample is shown in item #1.
Questioning Behavior

Tally of Use

1. Varying types of questions

e.g.

IIII

Frequency
5

2. Asking non directive

questions
3. Calling non volunteers
4. Rephrasing
5.Sequencing logically
6.Requiring abstract thinking
7. Asking open ended
questions
8. Allowing sufficient wait time
9.Involving as many as
possible

OBSERVATION SHEET
Name of the Resource Teachers
Observed:________________,__________________,________________
School
Address:_________________________________________________Date:___________________
Grade/ Year Level: _________________________________ Subject Area:
_________________________

Write samples of questions asked under each type.

Type of Question

Sample Questions Asked

1. Convergent Question

Type of Question

Sample Questions Asked

2. Divergent Question

3. Low level Question

4. High level Question

OBSERVATION SHEET
Name of the Resource Teachers
Observed:________________,__________________,________________
School
Address:_________________________________________________Date:___________________
Grade/ Year Level: _________________________________ Subject Area:
_________________________

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
feedback
2. Providing corrective feedback
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
pupil
9. Soliciting student question
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 schools as periods? Does this have
something to do with teachers questioning and reacting techniques?
____________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_____
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____

My Reflections
What do I resolve to do and NOT to 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.
Elementary (For BEEd Student)
1. At the end of the lesson, the pupil is able to identify the functions of
the organs of the digestive system.
Secondary (For BSEd Student)
1. After having been presented the pros and cons of teaching
reproductive health in schools, the student must be able to take a stand on
the controversial issue and give
reasons for such stand.
Write your two divergent questions here!

1. Elementary
_________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________2. Secondary
__________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________
I promote class interaction by my favorable remarks. Here are 5 examples of
expressions I must use (products of my research) to inspire my students to be
involved in class interaction.

1. e.g. You are on the right track!

2.

3.

4.

5.