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FS 3

FIELD STUDY

Learning
Episode

THE SCHOOLS
LEARNING
RESOURCE CENTER

My Learning Episode Overview


Episode I provide an opportunity for students to examine a Learning Resource Center
or Multi Media Center and learn about its collection, services, equipment and reflect on
how it supports the teaching learning process.

My Intended Learning Outcomes


In this Episode, I must be able to:
Describe the goals of a learning Resource/ Multi- Media Center.

Identify and classify resources that facilitate the teaching- learning processes.
Explain the services of the center that support learning.
My Performance Criteria

I will be rated along the following:


Quality of my observations and documentation,
Completeness and depth of analysis,
Depth and clarity of classroom observation- based reflection,
Completeness, organization, clarity of portfolio and
Time of submission of portfolio.

My Learning Essentials
1. A school usually sets up a center which will provide valuable support to the teaching- learning
process. Over the years the name of this center has evolved. Some of the names are Audio- Visual
Center, Media and Technology Resource Center, Teaching- Learning Technology Department, or
simply Learning Resource center.
2. With the very fast development and communications technology (ICT), the natural outcome
library and ICT both in terms of hardware and software systems and applications.
3. Schools may have different set-ups when it comes to a Learning Resource Center (LRC). Some
have replaced the term library with LRC. Some have a separate library, LRC and Audio Visual or
Media Center. Some just have the LRC both for teachers and students..
4. The common purpose among these centers is to provide print, audio- visual and ICT resources to
support the teaching- learning process.
5. The goals of the Center may include, orienting and training teachers in the use of audio visual
and ICT resources, working with teachers and administrators in producing instructional
materials, making available useful resources to the students, teachers and the school community.
1

6. In order to support the philosophy and aims of the school, the Center must fulfill the
following functions:

Center of resources

Laboratory of learning

Agent of teaching

Service agency

Coordinating agency

Recreational reading center

A link to other community resources

7. With the very fast development and communications technology (ICT), the natural outcome
library and ICT both in terms of hardware and software systems and applications.
8. Schools may have different set-ups when it comes to a Learning Resource Center (LRC). Some
have replaced the term library with LRC. Some have a separate library, LRC and Audio Visual or
Media Center. Some just have the LRC both for teachers and students..
9. The common purpose among these centers is to provide print, audio- visual and ICT resources to
support the teaching- learning process.
10.The goals of the Center may include, orienting and training teachers in the use of audio visual
and ICT resources, working with teachers and administrators in producing instructional
materials, making available useful resources to the students, teachers and the school community.
11.In order to support the philosophy and aims of the school, the Center must fulfill the following
functions:

Center of resources

Laboratory of learning

Agent of teaching

Service agency

Coordinating agency

Recreational reading center

A link to other community resources

My Map
______________________________________________________________________________

To realize my intended Learning Outcomes, I will work my ways through these steps:

4. Write down a brief reflection of

3.

Make

inventory

of

its

available

and

resources

and

classify

1. Visit a schools

an

Learning
Resource Center.
Look

them

around and see what

according to their

resources and

characteristics and

facilities

functions.

are available inside.

2.Ask

the

Learning

Resource

Center in-charge about how some


equipment or facilities are used.

My Tools
As you visit and observe the learning Resource Center, use activity forms provided
for you to document your observations. Ask the assistance of th one manning the center courteously.

An Observation Guide for a

LEARNING RESOURCE CENTER

Read the following statements carefully before you observe.


1. Go around the Learning Resource Center.
2. Find out what learning resources are present.
3. Examine and describe how the materials are arranged and how
they are classified. Are they free from dust and moisture? Are they
arranged for easy access?
4. Read the guidelines/procedures posted or available for the users to
refer to?
5. Familiarize yourself with the guidelines and procedures. You may
choose to take photos of the center (if allowed)

After you have observed, classify the resources available that you believe are most useful. Please
use the activity form provided for you.

Name of Center Observed: Library of Fatima National High School


Date of Observation: November 16, 2012
Name of Observer: Ruthchelle S. Miana
Course / Year / School: BSED Filipino / 4th year / Mindanao State University-GSC
List of Available Learning Resources
Available

Learning
Characteristics and Unique

Teaching Approaches where the

bullet form)
1.Print Resources

Capabilities
These learning resources in

Resource is Most Useful


Lectures,
resource

Books
Journals
Magazines
News Paper

these categories are the very

teaching

common however these are

which needs the used of the

the very useful and more

printed materials.

Resources

(Enumerate

in

and

other

based

approach

accessible.

2.Audio Resources

none

3.Non-electronic
Resources

Charts
Tables
Maps

none
Visual

none

These materials are unique

Problem solving, research and

in a sense that they provide a

resource-based teaching learning

concrete knowledge about a

process

topic as well as it encourage

teaching.

and

lecture

types

of

higher order thinking skills


of the students to grasp the
knowledge embedded in the

4. ICT Resources

Computers

materials.
These materials

are

more

Computer-based
process,

teaching,

interactive than the others,

learning

group

they are unique because it

reporting, problem solving, and

would the resources are wide

lectures.

ranged especially when using


the internet.
Impression about the LRC: The center is very useful in the teaching learning process and
provides substantial knowledge and skills to the students.
Name and Signature of Observer: Ruthchelle S. Miana
Name and Signature of the Learning Resource Center In-charge:

My Analysis
Were the learning resources/materials arranged properly according to their functions and
characteristics?
Yes, the learning resources/materials are arranged properly according to their functions
and characteristics. Books are properly arranged in bookshelves along with the non-electronic
resources.

Do the guidelines and procedures facilitate easy access to the materials by the teachers? Why? Why not?
The guidelines and procedures facilitate easy access to the materials by the teachers,
since there are printed notifications and procedures for handling and proper instruction of how
to use the resources.
What are the strengths of this Learning Resource Center?
The strengths of the learning resources are as follows: first is the environment, it is
conducive for learning because of its facilities like the ventilation, room which is free from
noise and destructions and clean as well and the next is the facilities that satisfactorily cater
the needs of the students.

What are its weaknesses?


The weakness of the learning center or the library of FNHS is that it has limited space
which impedes the learning of the students. It distracts the attention of the students. And also,
it is only limited for a section of students, hence, the time is limited for the students to learn
and use the facility.

What suggestions can you make?


I would like to suggest that the teachers should make the most of time or maximize the
allotted time for the students to use the center so that they will learn how to handle and use
the facilities and second, the teachers should incorporate the use of the resources to make the
students learning more meaningful. Lastly, I would like to suggest that the school should
provide more computers so that even not all, maybe some will be catered.

My Reflection/Insights

1. Which of the materials in the Learning Resource Center caught your interest the most? Why?

The material(s) in the learning resource center caught my interest the most are the
computers because we all know that computers nowadays are very useful in gathering
data or in educational purposes though their computers are very old.
2. Which gadgets/materials are you already confident to use/ operate?
Well, I guess I am very confident to use the computer because I can

used it to

gather data or information I needed for my reports or research.


3. Which ones do you feel you need to learn more about?
Even though I am confident enough to use the Computer and the LCD, I cannot deny
the fact that I still need to master it, discover some features, explore and study the total
package and what the computer can do.

Integrating Theory and Practice

Directions: Read the items given and encircle the correct answer.

1.

All

are

responsibilities

of

the

Learning

Resource/

Audio-

Visual/Educational Technology Center of a school EXCEPT________.


A. Make available technology equipment for use of teachers and
students
B. Conduct training for teachers on how to use technology tools
C. Work with teachers in producing instructional materials
D. Accomplish the students technology project for them
2.

The Learning Resource/ Audio- visual/ Educational Technology Center


regularly

provides

the

teachers

list

of

websites,

apps

and

instructional materials available in the city which are relevant to the


different subjects they teach. This fulfills which function?
A. Recreational reading center
B. A link to other community resources
C. Laboratory of learning
D. Center of resources
3.

The Learning Resource/ Audio- visual/ Educational Technology Center


sponsor a seminar- workshop for teachers and administrators on the
use of the latest presenter applications. This fulfills which function?
A. Center of resources
B. Agent of teaching
C. Coordinating agency
D. Recreational reading center

My Learning Portfolio
Paste an article about an example of technology gadget/material that you want to learn more
about. How can this gadget/material be useful in instruction/teaching?
Six years ago, the internet was limited both in what it could do and who used it. Many people had
heard the word but did not have the clue what it was. Today, most teachers have not only been exposed
8

to the internet but also have access at home or at school. In fact, a large number of schools are being
retrofitted to place an internet in every classroom. Even more exciting than this is the newest
technology: wireless. A School can purchase a portable classroom. This consists of laptops networked
together, allowing their students to work at their desks without wires. If laptops are networked to a
printer, students can print from their personal computer to the classroom printer. Imagine the
possibilities.
How to Integrate Technology
*Research
Research is the number one reason to use the internet in education. Students have a wealth of
information open to them. Often, when they are researching obscure topics, school libraries do not have
the needed books and magazines. The internet helps solve this problem. Heres an example of a great
research project: Using this site, Lecture Outline Series for the History of China, students can research
directly to this page and then present the information they found.
One concern which I will discuss in Part II of this article is the quality of the information that can be
found online. However, with some advance footwork of your own, along with stringent recording
requirements for sources, you can help the student determine whether their information is from a
reliable source. This is also an important lesson for them to learn for research in college and beyond.
The possibilities for assessment of research on the internet are endless, many of them involving
other forms of technology. Some ideas include essays, debates, panel discussions, role play, video
presentation of information, web page creation and power point presentations.
*Online Assessment
A newer area of the internet to explore is online assessment. You can create your own tests online
through your own website. These require knowledge of the internet; so many new users might not be
quite ready for this. This might be a great way to interact with Advanced Placement students over
vacations and the summer. If you are interested in this, see Free Home Pages for Educators for more
information. In the near future, there will be many companies who will offer not only online testing but
also instant grading of exams.

My Learning Rubric (How did I perform in this episode?)

______________________________________________________________________
Field study 3, Episode 1 The Schools Learning Resource Center
________________

Focused on:
describing the goals of a learning resource/ multi-media center
identifying and classify resources that facilitate the teaching-learning processes
explaining the services of the Center that support learning
Name of Student: Ruthchelle S. Miana
Date Submitted: December 10, 2015

Course / Year / Section: BSED Filipino / 4th year


Learning

Exemplary

Superior

Satisfactory

Needs

Improvement

Episodes

1
all Fewer than half of

All episodes were All or nearly all Nearly


Learning

done

Activities

outstanding

with episodes

quality;

were episodes

were episodes

done with high done


work quality.

exceeds

with done;

or

most

acceptable

objectives

were

quality.

met

need

expectations.

were

but

improvement.
2

Analysis of
the Learning
Episode

All

Analysis

questions/episod

questions were questions were were

es

Analysis

were answered

answered

completely.

completely;
depth

not

Analysis questions

answered answered.

completely.

in

Grammar

answers; Clear

thoroughly

and

Vaguely related spelling

connection

grounded

not

to the theories

are

unsatisfactory

on with theories

theories.

Grammar

Exemplary

Grammar

grammar

and spelling

spelling

and spelling

and
are
1

are acceptable.
2

superior.
3

4
Reflection

Reflection

statements
Reflections/
Insights

Reflections

are statements are statements are statements

profound

and clear, but

not shallow;

clear; supported clearly


by

Reflection

supported

experience supported

from
learning

from

episodes

learning

unclear
by shallow

by experiences

the experiences

from

are
and

and

are

not supported by
the experiences

the learning

the

episodes

from

learning

episodes

episodes
3

4
Portfolio

is Portfolio

complete,

Portfolio

and

well-organized;
all most

were not answered

supporting

Grammar

documentation

spelling

supporting;

supporting

s are organized unsatisfactory

documentations

documentation

but are lacking

are

located

sections
designated

in s are available

clearly and logical and


clearly marked
locations

10

1
is Analysis questions

clear, complete, clear, incomplete;

well-organized
Learning

2
is Portfolio

and

Submitted before Submitted


the deadline

Submission
of

the deadline

Learning

on Submitted
day

after

a Submitted

the days or more after

deadline

the deadline

Episode
COMMENT/S

two

1
Rating:

Over-all Score

(Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING


191320
17
16
15
14
Score
18
12
1.0 1.25 1.5 1.75 2.00 2.25 2.50
Grade
99

96

93

90

87

84

81

_______________________________
Signature of FS Teacher
above Printed Name

FS 3

11

10

9-8

7-below

2.75

3.00

3.5

5.00

78

75

72

71-below

_________________________
Date

BULLETIN
BOARD
LEARNING EPISODE1 13

The Schools Learning Resource Center

FIELD STUDY

DISPLAYS

Learning Episode

My Learning Episode Overview


Episode 2 provides me with an opportunity to give a
more intent look at bulletin board displays and determine
the effectiveness of these displays in delivering in purpose
and message.

11

Intended
Learning
MyIdentify
MOOCs that
align with the NCBTS.
Outcomes
Choose
MOOCs I must
that be
willable
contribute
to ones
In this Episode,
to:
own professional development.
Explain how MOOCs can be a tool for lifelong
learning.

My Performance Criteria

I will be rated along, the following:


quality of my observation and documentation
completeness and depth of analysis,
depth and clarity of classroom observation-based reflection
completeness, organization, clarity of portfolio and
time of submission of portfolio

My Learning Essentials
1. Bulletin Boards have four general purposes:

Decorative- They offer visual stimulation and appeal to the aesthetics.

They set the social and psychological atmosphere of the school


Motivational- They encourage students to perform better and have greater
confidence. An example would be the display of students outputs that
show that each output is recognized and valued.

Informational They are used as a strategy to disseminate information.


Instructional- They invite students to respond and participate through
interactive displays.
2. The set of criteria for evaluating bulletin board displays includes effective
communication, attractiveness, balance, unity, interactivity, legibility,
correctness and durability.

My Map
Display board, or what we more commonly refer to as bulletin board, is one of
the most readily available and versatile learning resources.
To realize my Intended Learning Outcomes, I will work my way through these
steps:

Look

around

school
bulletin

a
for

board

displays

Pick

one

evaluate
display

and
the

Propose
enhancements to
make the display
more effective

As you look around and examine board displays, use the activity forms provided for you to
document your observations.
An Observation Guide for BOARD DISPLAYS
12

Read the following statements carefully before you observe.


1. Go around the school and examine the board displays. How many board displays do you
see?
2. Where are the display boards found? Are they in places where target viewers can see them?
3. What are the displays about? What images and colours do you see? How are pieces of
4.
5.
6.
7.

information arranged?
What materials were used in making the displays? Are borders used?
Do you notice some errors? (misspelled words, grammar inconsistencies and the like)
Are the messages clear and easily understood?
You may choose to take a photo of the display board (if allowed)
OBSERVATION REPORT

Name of School: Fatima National High School


Observed:
Location of the School: Brgy. Fatima, General Santos City
Date of visit: November 16, 2015

From among the board displays that you saw, pick the one that you got most interested in.
Evaluate it using evaluation from below.
BOARD DISPLAYS EVALUATION FORM
Topic of the Board Display Science Facts and Ideas and The Scientists
Location of the Board Display in School: Pathway of Fatima National High School
Check the column that indicates your ratings. Write comments to back up
your ratings.
4 Outstanding
3 Very Satisfactory
2 Satisfactory
1 Needs Improvement

Criteria
Effective Communication:
quickly and clearly.

NI
1
It

conveys

the

Balance: Objects are arranged so stability is perceived.

Unity: Repeated shapes or Colours or use of borders holds


display together.

VS
3
/

messages

Attractiveness: Colours and arrangement.

13

S
2

O
4

Comments
It appeals to
everyone and
the ideas are
coherent
It somehow
catches
attention
and
has
unique
arrangement
.
Objects are
not arranged
properly.
It
uses
different
colors
as
indicators of
different

Interactivity: The style and approach entice learners to be


involved.

Legibility: Letters and illustrations can be seen for good


distance.

Correctness: It is free grammar errors, misspelled words,


ambiguity.

Durability: It is well-constructed, items are securely


attached.

Ideas.
It is unique
when
it
comes
to
style, but not
much
of
being
interactive
Has
an
appropriate
dimension of
letters
and
neatly done
resulting of
its visibility.
The
grammar is
good and can
be
understood
easily.
It is not well
constructed.

An Evaluation Report of a Bulletin Board

Write your
notes here:

(Option 2)
Bulletin Board Evaluated by: Ruthchelle S. Miana
Location: Fatima National High School
Brief Description of the Bulletin Board: It is located in the pathway,

beside the new building of Grade 9. It has a wide space for posting
notifications and announcements. There are several posters being
displayed.
EVALUATION
Strengths
One
Description of
the Bulletin
Board lay-out

of

strengths

of

Weaknesses
the
the

boards is that it has


a

wide

space

for

posting and located


at the visible place
where

anyone

can

easily

see

and

access the following


posted information.

14

Displays

posted

not well constructed.

are

Evaluation
of educational
content and other
aspects

All contents of
the

posted

information

are

related

the

to

Some displays are


not well organized.

specific or a certain
topic only.
The Bulletin board should be kept clean and

Recommendations or
lively,
Suggestions for

conveys messages directly to viewers, visible,

improvement

organized and updated.

Signature of Evaluator over Printed Name: Ruthchelle S. Miana

My Analysis

_______________________________________________________
Did the board display design reflect the likes/interests of its target audience? Why? Why not?

The board display design reflects the likes/ interest of its target audience,
because it has a colorful design, visible and can easily understood. Displays are greatly
arranged and very organized, conveys messages effectively and concise of what they
intend to say and to whom it addressed.

Was the language used clear and simple for the target audience to understand? Why? Why not?

Yes, it is easily to be understood, viewers grasp the messages easily and


appropriately, appropriately in a sense that viewers will not be doubtful of what is
written or displayed in the bulletin. Furthermore, the displays also incorporate
accessibility and visibility and anchor with unity so that everyone can understand and
see even in the distance location.

What do you think was the purpose of the board display? Was it effective? Why? Why not?

15

Its purpose is to convey information to the concern citizens of the particular


group or in the institution. It will also alert the viewers and inform them for the
following events, activities and programs to be held in the proceeding days. It will also
announce the achievement and the results of the past activities.

What suggestions can you make?

Bulletin board is indispensable. Every school, year level or even in the classroom
should have it. Its purpose is greatly a big help to the viewers as to inform them of
what is happening and what is going to happen. It is also a big help for the viewers to
prepare, manage and ready for the things that is being informed of the posted
information. Lastly, it should be put in a visible and more accessible area.

16

Based on your suggestions, propose an enhanced version of the display board. Use the form below.
My Proposed Board Display
Theme: PANITIKAN ng Pilipinas
Board Title: Mayamang Panitikan!

Rational (Purpose): The purpose of this display is to hand the students the
basic knowledge about the Philippine Literature or Panitikan ng Pilipinas.
This would encourage them to recognize and appreciate how abundant
Philippine has when it comes to literature.
Objectives: The objective of this display is to give the some thoughts or ideas
about the Philippine literature, encourage them to appreciate how abundant
Philippines is when it comes to literature.The students are the beneficiary of
this educational bulletin board display.
Best features of my proposed bulletin enhancement: My bulletin has composed of
different sections. First is for suggestion and comments, second is for
Filipino activities, third is for some literature of the Philippines, next is for
the achievements and results and the last would be the events to be
conducted in the present month.
Content Resources (Name each needed resource and give each a brief description):
Suggestions and Comments, these would help students to voice out of what they
want to do and what they plan to have.
Math Activities, the content of this section is the information about the upcoming
activities such as sabayang pagbigkas, sabayang pag-awit and etc.
Quotes and visual aids, in this section it will show some well-known literature
maybe a poem, short story or an essay. Quotes are those sayings of some writers or
authors that leave an important meaning.
Achievements and Results, in this section will show the results and achievement
done perfectly by the students or the institution.
Events, in this section it will inform or announce the upcoming events to be held and
conducted insidE or outside the institution.
Materials for aesthetic enhancement: Colored materials, artistic borders and
unique designs made of creative indigenous materials.

My Reflections/Insights

1. Name at least 5 skills that a teacher should have to be able to come up with
effective board displays. Elaborate on why each skill is needed.

17

The skills that a teacher must possess to come up with an effective board
display are the following:
Creativity. Instructional content can be dry and boring in a classroom setting.
Creative teachers should try to present concepts and content in most interesting
way.
Visual Skill. Teachers are somewhat like interior designers, they must be
able to visualize the presentation and impact they want to create then apply those to
the display.
Organizational Skills. This goes with number 2, but it includes comparing
and contrasting, grouping and arranging content in a meaningful way.
Communication.Teachers know what words can be combined with visual
content can often communicate more than words alone. Teacher should be a good
communicator, and,
Good teachers make visual displays as part of the lesson plan.
Displays or decorated bulletin boards are not just to make the room pretty. A good
teacher can use one display to help students build many different skills.
2. Which of the skills you named in #1 do you already have? Recall your past experiences in
making board displays. How do you practice these skills?

The skills I named that I already have, I guess, being creativity and
visual skill. I practice these skills when making outputs when I was still in
high school.
3. Which skills do you still need to develop? What concrete steps will you take on how you can
improve on or acquire these skills.

The skill that I still need to develop is the 5th one.

18

Integrating Theory and Practice


Directions: Read the items given below and encircle the correct answer.

1. Examine the bulletin board display. This bulletin board fulfils


which primary purpose?

A. Instructional-interactive
B. Informational
C. Motivational
D. Decorative

2. Examine the bulletin board display. This bulletin board fulfils


which primary purpose?

A. Instructional-interactive
B. Informational
C. Motivational
D. Decorative

3. Examine the bulletin board display. This bulletin board fulfils


which primary purpose?

A. Instructional-interactive
B. Informational, decorative
C. Motivational, decorative
D. Instructional, informational

19

My Learning Portfolio
Based on your suggestions, make your own board display lay-out. You may present your output through
any of these:

A hand-made drawing or layout

An electronic (computer) drawing/illustration or layout

A collage

My Board Display Lay-out

20

My Learning Rubric (How did I perform in this episode?)


Field Study 3,

Episode 2 Bulletin Board Displays

Focused on:

evaluating bulletin board displays using a set of criteria for quality


applying principles in designing an effective bulletin board display

Name of FS Student Ruthchelle S. Miana Date submitted December 10, 2015


Year & Section 4th Year Course BSED Filipino
Needs

Learning Episodes

Exemplary

Superior

Satisfactory

Improvem

ent
1
Fewer than

All

episodes

done

were

All or nearly all

Nearly

with

episodes

were

episodes

were

half

done

high

done

with

episodes

outstanding
quality;

work

with

quality

exceeds

Learning Activities

expectations

all

of

acceptable

were done;

quality.

or

most

objectives

were

met

but

need

improveme
nt.
Analysis questions

Analysis

questions/episodes

were

questions

were

completely.

not

Clear connections

completely.

answered.

with

Vaguely related to

Grammar

Theories.Gramma

the theories.

and

r and spelling are

Grammar

theories.

superior.

spelling

Exemplary

acceptable.

unsatisfact

ory.

Reflection

1
Reflection

answered

completely;
depth

Analysis

of

the

Learning Episode

1
Analysis

All

in

answers;

thoroughly
grounded

on

grammar

answered

and

were

answered

and
are

questions
were

not

spelling
are

spelling
4

Reflections/Insight

Reflection

Reflection

statements

are

statements

are

statements

profound and clear;

clear,

but

not

shallow;

supported

clearly

supported

by

experiences
the

from

learning

by

experiences

by

experiences
the

episodes.

episodes.

episodes.

statements
are

supported

from the learning

are

from

learning

unclear
and
shallow
and

are

not
2

supported
by
experience

21

s from the
learning
episodes.
Portfolio

is

complete,

clear,

is

complete,

clear,

well organized and

well

organized;

all

most

supporting

supporting;

documentations
are

Learning Portfolio

Portfolio

located

sections

documentations
in

are available and

clearly

logical and clearly

Portfolio

is

1
Analysis

incomplete;

questions

documentations

were

are organized but

answered.

are lacking.

Grammar

not

and
spelling

designated

marked locations.

are

unsatisfact
ory.

Submitted

before

the deadline

Submission

Submitted on the

Submitted a day

1
Submitted

deadline

after the deadline.

two

days

or

more

of
4

Learning Episode

after

the

deadline.
1
Rating:
(Based on

COMMENT/S

Transmuta

Over-all Score

tion)

TRANSMUTATION OF SCORE TO GRADE/RATING


7-

Score

20

19-18

17

16

15

14

13-12

11

10

9-8

belo
w

Grade

1.0

1.25

1.5

1.7
5

2.00

2.25

2.50

2.75

3.0
0

3.5

5.00
71-

99

96

93

90

87

84

81

78

75

72

Belo
w

_______________________________
Signature of FS Teacher
above Printed Name

FS 3
FIELD STUDY

Date

Learning Episode
22

__________

SLIDESHOW
(Slide Presentations)

My Learning Episode Overview


Episode 3 provides an opportunity for me to develop a teaching-learning resource for
a particular unit of study or lesson.

My Intended Learning Outcomes

In this Episode, I will be able to apply the principles in creating effective audiovisual presentations.

My Performance Criteria

I will be rated among the following:

quality of my observations and documentation,


completeness and depth of analysis,
depth and clarity of classroom observation-based reflection,
completeness, organization, clarity of portfolio and
time of submission of portfolio.

My Learning Essentials

Presentation softwares are useful in organizing your lesson with a series of text and
graphics, often with audio and video to capture the interest of your learners. The
most popular one is Powerpoint but you can also explore so many other softwares or
apps like, Prezi, Powtoon, Keynote, Prezentit and Sliderocket.
When creating audio-visual presentations, remember the following:
1. Plan your presentation by drafting an outline. Ensure that information is organized in proper
headings and sub-headings based on how pieces of information relate with each other.
2. 2. Abide by the Rule of Six. Each slide should have a maximum of six lines and each line with six
words.
3. 3. Ensure that your font size is large enough to be seen by the learners at the back. Font size for
titles should not be less than 36-40 and 32 for the rest.
4. 4. Include more of keywords or phrases and less of whole sentence.
5. 5. Animation should have a clear purpose. It should only be used if it will help highlight
important points, strongly communicate an idea, and not at all distract the learners.
6. 6. Pictures speak a thousand words. Add pictures and even video clips to enrich your
presentation.
7. 7. Follow the 3 Cs for information. All information included should be correct, current and
complete.
8. 8. Proper citation should also be observed. Include a list of references at the end of the
presentation.
23

My Map

An effective teacher makes it her/his business to create slide presentations that really enhance
instruction.
To realize my Intended Learning Outcomes, I will work my way through these steps:

My Tools
As you prepare your slide presentations, use the activity form below.
Subject Matter/Topic: Learning with the Computer
Objectives: -define cooperative learning
-know the 5 elements of cooperative learning
Title of my Presentation: Cooperative Learning with the Computer

24

Enhancement (Check appropriate box):


Graphics

(/)

Animation

( )

Sound effects

( )

Music

( )

Hyperlink

Voice Narration ( )
Stylish fonts

( )

Embedded video ( )
Others,

( /)

please specify
_________________
Description of Appropriate Use:
The use of this presentation is for lectures especially I Algebra: Algebraic
Expressions. Also this is useful when developing the students Conceptual
Understanding.
Presentation Storyboard:
Slide 1
Slide 2
Surf the net. Just key in
the words like
Definition
of Use of cooperative
Slide
Cooperative
learning

Presentations
Learning
PowerPoint
Presentations
Slide 5
Slide 6
Clip arts
Fonts
PowerPoint tutorial
Defining what is
Advantages
of
andcooperative
enjoy choosing cooperative
learning
with the
learning with the
slide
backgrounds,
images,
fonts to computer
computer
download.
Just be sure, you
follow the principles
you learned in your
Educational
Technology class.

My

Slide 3

Slide 4

Knowing computer

Use

of

computer

when it comes to
learning
Slide 7

Slide 8

Enumerating the 5

Discussing the 1st

elements on how to

element

be

truly

called

cooperating
learning

Analysis

After working on your slide presentation, answer the following questions:


What are the good features of a slide presentation?
A good slide should have include transitions or effects to put
emphasis on some points of the lesson, but not too many. It must
have also one design or theme for whole slides to avoid confusion
or any misconception. The slides must not too long, nor too short
to avoid cluttering in the slides. A pictures speaks thousands
words, hence photos must be included in the slides if necessary to
let students know what I am talking about. The contents of the
slides are important points of the lesson and must not include the
whole words that I have to say for the whole discussion.
Which of these features are present in the slide presentation you made?
25

The features that are present in my slide presentation that I have


made are the transitions, effects, only one theme or design for the
whole slide. My slide presentation was not too long or too short
and I give emphasis on the contents because they are the
important points of my lesson.
Which features are not present in the slide presentation you made?
All those good features of slide presentations that I had cited are
present in my slide presentation. I did not include or mention the
sound effects and music, for me, it is not necessary to use it all
the time because it brings distraction to my discussion. There are
times that music and effects are highly needed especially in
presenting a video presentation.

My Learning Rubric

(How did I perform in this episode?)

Field Study 3 Slideshow (Slide Presentations)


Focused on: Applying the principles in creating effective audio-visual

presentations.

Name of FS student Ruthchelle S. Miana Date Submitted:December 10, 2015

ear & Section 4th Year Course: BSED Filipino

Learning Episodes

Exemplary

Superior

Satisfactory

Needs

Improvement
1

All

Learning

Activities

episodes

All or nearly all

Nearly

were done with

episodes

episodes

were

episodes

outstanding

done with high

done

with

done;

quality;

quality

acceptable

objectives were met

quality

but

work

exceeds

were

all

expectations
4

Fewer than half of


were
or

need

improvement
3

2
1

26

most

All

Analysis

Analysis

Analysis questions

questions/episo

questions were

questions were

were not answered

des

answered

not

completely

completely

were

answered
completely;

Analysis of the

Learning Episode

in
Vaguely related

thoroughly

connections

to the theories

grounded

on

Grammar
Grammar

and

spelling

are

unsatisfactory

with theories

theories.

grammar

and

spelling
Clear

Exemplary

spelling

and
are

spelling

and
are

acceptable

superior.

Insights

Grammar

depth answers;

the

Reflections/

answered

Reflection

Reflection

Reflection

Reflection

statements are

statements are

statements are

statements

profound

clearly

shallow;

unclear

and

clear;

supported

supported

by

experiences
from

experiences
from

the

learning

by

supported

by

experiences
the

from

are
and

shallow

and

are

not supported by
the

experiences

learning

learning

the

episodes

episodes

episodes

from

learning

episodes

4
Portfolio

Learning Portfolio

is

Portfolio

is

is

Analysis questions

complete, clear,

complete, clear,

incomplete;

well-organized

well-organized;

supporting

and

most

documentations

Grammar

supporting;

supporting

are

spelling

documentation

documentations

but are lacking

S are all located

are

in

and logical and

all

sections

organized

were not answered

unsatisfactory

available

clearly

clearly

marked

designated

locations

4
3

27

Portfolio

and

Submitted

Submissions

of

Learning Episodes

before

Submitted
the

on

the deadline

Submitted after

Submitted

the deadline

days or more after

deadline

two

the deadline

2
Rating:

Over-all Score

(Based on
transmutation)

COMMENT/S

TRANSMUTATION OF SCORE TO GRADE/RATING

Score

20

19-

17

16

15

14

18

Grade

13-

11

10

8-8

7-below

12

1.0

1.25

1.5

1.75

2.00

2.25

2.50

2.75

3.00

3.5

5.00

99

96

93

90

87

84

81

78

75

72

71-Bellow

Signature of FS Teacher
above Printed Name

FS 3

Date

MyLearning Episode Overview


FIELD
STUDYfor me to examine my own knowledge about how use technology
Episode 4 provides
an opportunity
My Intended Learning Outcomes
(Teaching Aids Bank)
In this Episode, I must be able to use myteachnology pedagogical content knowledge inchoosing app
My Performance Criteria
I willbe rated along the following:
quality of my observations and doucmentation,
completeness and depth of analysis,
depth and clarity of classroom observationbased reflection,
completeness, organization, clarity of portfolio and
time of submission of portfolio.
My Learning Essentials
The TPACK Framework
The TPACK Framework is a framework that shows the types of knowledge involved in the teache

Learning Episode

28

Tools of the Trade

1. Technological knowledge. This refers not only on whether you are computer literate but
also knowing what technology is best to use and how they should be utilized in teaching.
Technology here can be as simple as the chalk and the blackboard or as complicated as
augmented reality. As technology is everchanging, your technological knowledge is also
something that must be everdeveloping.
2. Pedagogical Knowledge. This refers to the principles and strategies of teaching. It
includes your knowledge of the learners, and in formulating objectives, designing
activities and assessing your learners.
3.
Content Knowledge. This refers to how well you know the subject area
or

topic that you will teach. It includes how wide and how deep you know
about what you will teach.
You can see from the diagram that the two circles overlap with each

other, while all three of them overlap as well. Each twocircle overlap indicates the
interaction or interfacing of technological and content knowledge (TCK), content and
pedagogical knowledge (CPK), and pedagogical and technological knowledge.
The middle most part of the diagram shows the interaction or interfacing of the
three, which is the technological pedagogical content knowledge (TPACK). This is what is
very important for you to be able to use technology effectively in teaching. You need to be
aware of your strengths and weakness in the three and reflect how you can grow in each
one and use them together as best as you can.
Have this framework in mind as you analyze and reflect in this episode about your
own knowledge in using technology in teaching.
Technological Pedagogical Content Knowledge (TPACK)

Technological Pedagogical Knowledge (TPK)


Technological Content Knowledge (TCK)
Technological
Knowledge (TK)

Pedagogical KnowledgeContent
(PK) Knowledge (CK)

Reproduced
Pedagogical Content Knowledge
(PCK) withpermission of the publisher, c. 2012 by tpack.org

29

My Map
To realize my Intended Learning Outcomes, I will work my way through
these steps.
Step 1. Decide on a specific content area and the level of learners technology.

Step 2. Find out the learning resources relevant to topic that are available.

Step 3. Develop a pile of teaching aids (flahcards, pictures, cutouts transparencies).

Step 4. Organize them in a box.

30

My Tools
I should remember:
The Bank of varied Teaching Aids that I will create must contain wellorganized Teaching Aid m
An Observation/Survey
Grade/year
level, subject areaGuide
and subject matter for which the teaching aid is used.
Subject Area/ Topic:
Cooperative
Learning
withaid.
the Computer__
Procedures
in using
the teaching
Grade/Year Level:
Teaching
4th
Approach
theresources
teaching aid
could
beyour
usedtopic
best.
1. year
Are
there where
learning
useful
for

Big Ideas about the topic:


in the resource center you visited?
Cooperative or collaborative
learning
is learning
by small
groups of students who work to
2. Are the available
materials
appropriate
for your
target grade/year level?
Therefore not every group work is cooperative learning since students working on their work she
List down
those that can
be useful
your topic.that cooperative learning in
From several studies3.made
on cooperative
learning,
it isfor
manifested
4. Whatwhile
other motivating
materials can
you make? (like flash
Encourages active learning
students
cards, posters, cutouts, transparencies, etc.)?
Increases academic performance

Promotes literacy and language skills


Improves teacher effectiveness
OBSERVATION NOTES
In addition, there are studies which show that cooperative learning enhances personal and social
Name of the School Fatima Nationl High School

Objectives:

Location of the School Brgy. Fatima, General Santos


Define cooperative learning
Define computer
City
Know the 5 elements of cooperative learning
Date of Visited _ November 18, 2015

My Analysis

What skills did you have which helped you prepare the materials? What skills did you lack that made it difficul

The skill that helped me prepare the materials maybe , is the knowledge I have in making

How well do you know the topic you have chosen? (Content Knowledge) Discuss the big ideas of this topic tha

I could say that I know the topic I have chosen very well because I completely gave highl

31

My Reflections/Insights

1. Reflect on the technological knowledge (TK), pedagogical knowledge (PK) and content knowledge (CK)
worked together in fulfilling the tasks in this episode

It is important for the teacher to have these technological, pedagogical and


content knowledge because having these knowledge together leads to an effective
teaching for the teacher and learning for the students. It is not only enough for the
teacher to know what is computer and its uses but it is really important for her/him to
know how to utilize computer in teaching and with that, the teacher should also
masters the content of her/his subject matter so that he/she knows what strategy or
strategies he/shell be using.

2. What are some of the things you can do to enhance an enrich your technological, pedagogical content
knowledge (TPACK) to be able to facilitate an active, interesting, learning and funfilled learning
environment in the future?

To be able to enhance your TPACK or technological, pedagogical, content


knowledge first, the teacher should be motivated enough to do these all. He/she must be
willing to do this because if the teacher is willing and give his or her full heart then the
process will be so easy. The teacher should master first his or her subject matter or the
content of what he/shell be teaching and must know some strategies in teaching
because using strategies makes your teaching more effective. Nowadays, using
computer makes learning more interesting and fun but before using ICT in teachinglearning process, it is not only enough for the teacher to know what computer is and its
uses but it is necessary for her or him to know how to utilize computer in teachinglearning process.
32

33

Integrating Theory and Practice


Directions: Read the items given below and encircle the correct answer.
1. Miss Anyayahan is planning technology integration in her science
lessson on states of matter. She is applying her pedagogical
knowledge when she __________.
a. Looks into the characteristics and interests of the learners in order
to choose activities that would match them
b. Studies how to attach a video to her audio-visual presentation
c. Researches further on plasma as another state of matter
d. Learns how to scan pictures to include in her presentation
2. Mr. Taqueban is planning technology integration in his social studies
lesson on the EDSA Revolution. He is applying his content knowledge
when he ________.
a. Considers the learners multiple inteligence before preparing his
technology integration lesson plan
b. Includes information from EDSA revolution video documentaries
c. Uses Prezi as an option to using powerpoint in his presentation
d. Sets up a wikispaces account for his students to blog about the
EDSA Revolution lesson
3. Mrs. Gorres isimplementing a technologyactivity for4th graders to
work on multiplication of two digit numbers. Which of the following
illustrates the interaction of the teachers technological,
pedagogical,and content knowledge?
a. The teacher checks the math standards for 4th graders and based on
these standards,lets her students answer multification exercises on
the blackboard.
b. The teacher makes the children watch a videothat she downloaded
from You tube and asks the children to summarize it.
c. The teacher evaluates math apps on multiplication, matches them
with her students skill level, demonstrates how the apps are used,
and allow her students to explore and work on the apps.
d. The teacher makes the children play whatever math apps they find in
the internet and let them share in class about their experience.

34

My Learning Portfolio
Learning Resources on a Specific Content Area
Use this graphic organizer to present the learning resources relevant to
the topic chosen. On the line inside the box, indicate if the resource is
already AVAILABLE, MAY BE PURCHASED, OR WILL BE MADE 9by you, of
course!)
TOPIC: COOPERATIVE LEARNING WITH THE COMPUTER
Grade/year level 4TH YEAR

COMPUT
ER

BOOKS
(available)

COOPERATIVE LEARNING WITH THE COMPUTER


Specific Content Area

PROJECTO
R
( not
available/mayb

35

HANDOUTS
(will made and
purchased)

My Learning Rubric (How did I perform in this episode?)


Field Study 3, Episode 4 Tools of the Trade (Teaching Aids Bank)
Focused on:

Identifying MOOCs that align with the NCBTS

Choosing MOOCs that will contribute to ones own professional development

Explaining how MOOCs can be a tool for lifelong learning


Name of FS Student Ruthchelle S. Miana Date Submitted December 10, 2015
Year & Section4th year
CourseBSED Filipino

arning Episodes

arning Activities

Exemplary

Superior

Satisfactory

Needs Improvement

4
All episodes were done with

3
All or nearly all episodes

2
Nearly all episodes

1
Fewer

outstanding

were done with high quality.

were done with high

episodes were done; or

quality.

most

quality;

work

exceeds expectations

than

objectives

met
2

4
All questions/episodes were

Analysis

answered completely; in depth

answered completely.

answers;

Learning Episodes

grounded

on

Exemplary

grammar

but

of

were
need

improvement

Analysis of the

half

questions

were

Analysis
were

thoroughly

1
questions

Analysis questions were

not answered

not answered.

completely.

theories.

Clear

and

connection

with

theories.

Grammar and spelling


Vaguely

spelling.

related

to

are unsatisfactory.

the theories.
Grammar and spelling are
superior.

Grammar

and

spelling

are

acceptable.
4
Reflection

flection/Insights

statements

are

Reflection

profound and clear; supported

clear,

by

supported

experiences

from

the

learning episodes.

statements

but

not
by

are

clearly

experiences

from the learning episodes.

1
Reflection statement are

Reflection
statements
shallow;

are

unclear

and

shallow

supported

and are not supported

by experiences from

by experiences from the

the

learning episodes

learning

episodes

Portfolio is complete, clear,

Portfolio is complete, clear,

Portfolio

well-organized

well-organized;

most

incomplete;

documentations

supporting

arning Portfolio

supporting;

and

all

documentations

supporting

is

Analysis questions were


not answered.

are located in sections clearly

are available and logical and

documentations

are

Grammar and spelling

designated.

clearly marked locations

organized

but

are

unsatisfactory.

day

1
Submitted two days or

lacking.

2
Submitted before the deadline

Submitted on the deadline

Submitted

after the deadline

Submission of

more after the deadline

Learning Episode

1
3

2
Rating:

OMMENT/S
Over-all Score

(Based on
transmutation)

RANSMUTATION OF SCORE TO GRADE/RATING

ore
20

19-18

17

16

15

14

13-12

11

10

9-8

7-below

1.0

1.25

1.5

1.75

2.0

2.25

2.5

2.75

3.0

3.5

5.00

99

96

93

90

87

84

81

78

75

72

71-Below

ade

___________________________________________________

Signature of FS Teacher above Printed Name

36

___________________________

Date

My Learning Episode Overview


Episode 5 provides an opportunity for me to observe how a
teacher utilizes technology for instruction.

My Intended Learning Outcomes

FS 3

In this Episode, I must be able to:

Technology Integration

Describe ways in which technology is integrated in the


in the Classroom
classroom.
Analyze the level of technology integration used by the
teacher.

FIELD
STUDY

My Performance Criteria

Learning
Episode
I will be rated along the following:

Quality of my observations and documentation,


Completeness and depth analysis,
Depth and clarity of classroom observation-based
reflection,
Completeness, organization, clarity of portfolio and
Time of submission of portfolio.

My Learning Essentials
The Technology Integration Matrix provides a
comprehensive

framework

for

you

to

define

and

evaluate

technology integration. It will provide you direction and guide you


on the process of achieving effective teaching with technology. The
teachers integration of technology in instruction can be described
as progressing in 5 levels: entry, adoption, adaptation, infusion
and finally transformation. To make you understand how
37

integration is done in each of the levels and environment, explore


the TIM website and learn from the many interesting videos
showing technology integration. Go to

You will use this matrix to analyze and reflect in this episode.

Characteristics of the Learning Environment

Technology
Integration
Matrix

Active:
Students
are
actively
engaged in using
technology as a tool
rather
than
passively receiving
information
from
the technology.

Levels of Technology Integration into the Curriculum


Entry: The teacher
uses technology to
deliver curriculum
content
to
students.

Students
use
technology for drill
and practice and
computer
based
training.

Adoption:
The
teacher
directs
students in the
conventional use of
tool-based
software. If such
software
is
available, this level
is
the
recommended
Students begin to

Adaptation:
The
teacher
encourages
adaptation of toolbased software by
allowing students to
select a tool and
modify its use to
accomplish the task
at hand.

utilize

opportunities

technology

Students

to create products,

select

for example using a

technology

word processor to

accomplish

create a report.

have

and

to
modify

tools

to

Infusion:
The
teacher creates a
learning
environment that
infuses
the
power
of
technology tools
throughout the
day and across
subject
areas. the
Throughout

Transformation: The
teacher creates a rich
learning environment
in which students
regularly engage in
activities that would
have been impossible
to achieve without
technology.

school

to

students

Constructive:
Students
use
technology tools to
build
understanding
rather than simply
receive
information.

Students primarily
work alone when
using technology.

Students

have

opportunities

to

are

select

topics

beyond

purposes, or example

appropriate

limitations of even the

using colored cells on

technology tools

best school library.

a spreadsheet to plan

and

a garden.

apply

have

opportunities

select

actively
them

to

tasks

at

hand.
Throughout

the

Students
receive
directions,
guidance,
and
feedback
from
technology tools to
set
goals,
plan
activities, monitor
progress, or self
evaluate

enables

students

subject

areas,

collaborate with peers

to

students

utilize

and

as

technology

in

facilitate collaborative

technology tools

irrespective

of

work.

to

zone

physical

tools

to

Students begin to

Students

utilize constructive

opportunities

tools

select

such

as

have

and

to
modify

facilitate

to

or

time

distances.

utilize

technology

to

Students

use

technology

to

make

construct, share, and

technology

connections and

publish knowledge to

to build upon prior

facilitate collaborative

construct

a worldwide audience.

knowledge

work.

understanding

and

tools

learning.
Students

experts

graphic organizers

construct meaning.

Goal
Directed:
Students
use
technology tools to
set
goals,
plan
activities, monitor
progress,
and
evaluate
results
rather than simply
completing
assignments
without reflection

Technology

day and across

collaborative

Students
use
technology
to
complete assigned
activities that are
generally unrelated
to
real-world
problems.

the

tools,

such

modify

pursue

and

conventional ways.

Authentic:
Students
use
technology tools to
solve real world
problems
meaningful to them
rather
than
working
on
artificial
assignments.

actively

utilize collaborative
email,

Technology is used
to
deliver
information
to
students.

online resources,

students
and

Students

to

Given ongoing access

select

specific

empowered

the
Collaborative:
Students
use
technology tools to
collaborate
with
others rather than
working
individually at all
times.

day,

Students

have

opportunities

to

across

Students

have

opportunities

to

disciplines

and

throughout

the

day.
Students

select

By

means

appropriate

technology

apply

technology

select and modify the

technology tools

students

tools

to

technology

to

in

some

tools

to

complete

participate

outside-of-school

content-specific

solve problems based

authentic

activities that are

on real-world issues.

across

solving activities that

disciplines.

have meaning for the

based on real world

tasks

of
tools,

projects and problem-

problems.

students

From time to time,

Students

community.
Students engage

students have the

opportunities

opportunity to use
technology to plan,
monitor,

or

evaluate

an

activity.

have

Students

use

the
in

technology to set

ongoing metacognitive

select and modify the

goals,

activities at a level

use

activities,

that

tools to facilitate goal-

monitor

unattainable without

setting,

progress,

of

technology

monitoring,
evaluating
activities.

to

and

planning,
and
specific

evaluate

plan

and
results

throughout

the

would
support

be
of

technology tools.

the

curriculum.

Reproduced with permission of the Florida Center for Instructional Technology College of Education,
University of South Florida, fcit.usf.edu

38

My Map
______________________________
To realize my Intended Learning Outcomes, I will work my way
Through these steps:

Step 1.Observe a class for three meetings. Videotape, if allowed.


Step 2. Describe how technology was integrated in the lessons
and how the students were involved.

Step 3. Use the technology Integration Matrix to analyze the


technology integration done by the teacher.

Step 4. Reflect on what you learned.

39

My Tools
As you observe the class, use the activity forms provided for you to document your observation.
Class Observation

Read the following statements carefully before you observe.


1. What is the lesson all about?
2. What visual aids/material/learning resources is the teacher using?
3. Observe and take notes on how the teacher presents/uses the learning resources.
4. Closely observe the learners response to the teachers use of learning resources.
Listen to their verbal responses. What do their responses indicate? Do their responses
show alternativeness, eagerness and understanding?
5. Focus on their non-verbal responses. Are they learning forward showing their
interest in the lesson and in the materials? Are they looking towards the direction of
the teacher and materials? Do their actions show attentiveness, eagerness, and
understanding?

OBSERVATION REPORT
Date of Observation NovembeR 18, 2015
School Fatima National High School
Subject Filipino _

Topic Epiko

Grade/Year Level Grade 9

Grade or Year level of class observed:

40

Grade 9

Date of observation:

Subject Matter:

November 18, 2015

Epiko

Brief description of teaching approach used by the teacher:

The teaching approach used by the teacher is silent way approach.


The teacher is only silent during the learning process of the students but
it doesnt mean that she is silent all the time, until the end of the subject
or time. She lets her students learn on their own. She only gives
instructions in what her students will do .
Teaching Aids used
(enumerate in

Strength

Weaknesses

bullet form)

Appropriatness of the
Teaching Aid used

- one
of
the - This approach of - Time consuming
teaching
aids
teaching helps
and some
used by the
the students
students would
teachers is
to interact
just depend on
cooperative
with their
the answer of
learning
classmates;
their
they share
classmates.

ideas; listen to
the answer of
their
classmates,
brainstorm
and
consensually
agree to a
certain answer
of the
problem.
MY ANALYSIS

In this approach
of teaching, the
topic will surely
be understood by
the students,
thus, cooperative
learning is and
effective way in
teaching
mathematics, to
easily grasp by the
students and
easily solves
problems.

UTILIZATION OF TEACHING AIDS FORM


My Analysis
Analysis can facilitate the
evaluative

process

by

focusing teachers attention


on

the

effectiveness,

efficiency, and/or appeal of


instructional materials and
41
events.

Use the technology Integration Matrix to analyze the

class

you

observed. In what level of technology integration do you think the


teacher operated? Why?

The

teachers

level

of

technology

integration

according to the matrix is ---Collaborative: Students


use technology tools to collaborate with others rather
than working individually at all times.

Over-all, were the learning resources used effectively? Why ?Why not? GiveOn
your
suggestions.
Reflection

The Materials were effectively used by the teachers, since it is the most accessible
and most common in the teaching and learning process. It will
also help
the teacher to
Effective
teachers
who are
save time instead of writing everything and tackle the whole topic
in a required time.
competent in
self-reflection are
able to adjust
their plans to
match the
changing
interests and
needs of their
learners. As an
important part of
your own
development as a
pre-service
teacher,
reflection will
help you, both in
yourselfevaluation and in
your selfimprovement.

My Reflections/Insights

Go ahead Make
Reflection

1. Put yourself in the place of the teacher. What would you do similarly
And what would you do differently if you would teach the same lesson
To the same group of students? Why?

42

habit!

If I put myself in the place of the teacher and teach the same
lesson to the same group, maybe I will do the same because using
powerpoint presentation in presenting my lecture which is Cooperative
Learning with the Computer is such an effective way but maybe Ill just
add something onto it, Ill group them and give activities which is
inclined to the topic. Ill give an activity using the computer I guess.

1. A Science teacher uses a powerpoint presentation to show the


classification in kingdom Animalia. The teacher then

teaches

themhow touse a software in making graphic organizeres. Students


thenuse this to create their own graphic organizers to classify
animals. This shows technology integration which is ____________.

a.
b.
c.
d.

entryconstructive
adoptionconstructive
infusionconstructive
transformationconstructive

2. Teacher A demonstrates how to work with a math app that provides


practice

in

adding

mixed

fractions.

The

students

then

work

independently with the app to provide in adding mixed fraction. This


shows technology integration which is __________.
a. entryactive
Integrating Theory and Practice
b. adoptionactive
c. infusionactive
Directions:
Read the items given below and encircle the correct answer.
d. transformationactive
3. A Grade 7 Social Studies teacher gave a project where her class in
Manila willwork together with other Grade 7 classes in their school
campuses inVisayas and Mindanao. They will create posters and a
video clip to communicate a message about peace. This project
involves technology integration which is _______.
43

a. entryactive
b. adoptionconstructive

My Learning Portfolio
Include here pictures/illustration of the materials used by the teacher. Put your
comments/annotations about what you observed.

44

My Learning Rubric (How did I perform in this episode?)


Field Study
Focused on:

3, Episode 5 Technology Integration in the Classroom


Identifying MOOCs that align with the NCBTS
Choosing MOOCs that will contribute to ones own professional development
Explaining how MOOCs can be a tool for lifelong learning

Name of FS Student Ruthchelle S. Miana


Date Submitted December 10, 2015
Year & Section4th year
Course BSED Filipino

arning Episodes

arning Activities

Exemplary

Superior

Satisfactory

Needs Improvement

4
All episodes were done with

3
All or nearly all episodes

2
Nearly all episodes

1
Fewer

outstanding

were done with high quality.

were done with high

episodes were done;

quality.

or

quality;

work

exceeds expectations

than

most

half

of

objectives

were met but need


improvement

3
2

4
All questions/episodes were

Analysis

answered completely; in depth

answered completely.

Analysis of the

answers;

Learning Episodes

grounded

on

Exemplary

grammar

questions

were

thoroughly

Analysis

questions

Analysis

were

answered

were not answered.

not

questions

completely.

theories.

Clear

and

connection

with

theories.

Grammar and spelling


Vaguely

spelling.

related

to

are unsatisfactory.

the theories.
Grammar and spelling are
superior.

Grammar

and

spelling

are

acceptable.
4
Reflection

flection/Insights

statements

are

Reflection

profound and clear; supported

clear,

by

supported

experiences

from

the

learning episodes.

statements

but

not
by

are

clearly

experiences

from the learning episodes.

Reflection

Reflection

statements
shallow;

are

are

supported

statement

unclear

and

shallow and are not

by experiences from

supported

by

the learning episodes

experiences from the


learning episodes

arning Portfolio

4
Portfolio is complete, clear,

3
Portfolio is complete, clear,

Portfolio

well-organized

well-organized;

most

incomplete;

documentations

supporting

supporting;

and

all

documentations

supporting

2
is

Analysis

questions

were not answered.

are located in sections clearly

are available and logical and

documentations

are

Grammar and spelling

designated.

clearly marked locations

organized

but

are

unsatisfactory.

day

1
Submitted two days or

lacking.

2
Submitted before the deadline

Submitted on the deadline

Submitted

after the deadline

Submission of

more

after

the

deadline

Learning Episode

2
Rating:

OMMENT/S
Over-all Score

(Based on
transmutation)

RANSMUTATION OF SCORE TO GRADE/RATING

ore
20

19-18

17

16

15

14

13-12

11

10

9-8

7-below

1.0

1.25

1.5

1.75

2.0

2.25

2.5

2.75

3.0

3.5

5.00

99

96

93

90

87

84

81

78

75

72

71-Below

ade

___________________________________________________

Signature of FS Teacher above Printed Name

45

___________________________

Date

My Learning Episode Overview

Episode 6 provides opportunities for me to

explore the electronic resources for instructional use.

FS 3

My Intended Learning Outcomes

In this Episode, I must be able to evaluate electronic

FIELD STUDY

resources for appropriate instructional use.


My Performance Criteria

Learning Episode
I will be rated along the following:

Quality of my observations and documentation,

Completeness and depth of analysis,

Depth and clarity of classroom observation-based


reflection,

Completeness, organization, clarity of portfolio and

Time of submission of portfolio.

My Learning Essentials
The World Wide Web is like an endless network of
information, ever expanding and almost limitless. Electronic
resources come in different forms like websites, web quests,
blogs, social network sites, on-line courses, a wide range of
tools, and so many forms of apps.
46

As a future teacher, one of the skills that will be most


useful for you is the ability not only to search for information

MY E-WORLD

The best resources that will help you attain your teaching learning objectives.
Below is a set of criteria which you can use to evaluate resources:

Accuracy. The resource comes from a reliable source and is accurate, free from error and is up-

to-date.
Appropriateness. The resource of grade/level-appropriate. The content matches what is needed

by the teacher.
Clarity. The resource clearly addresses the instructionalgoals is mind
Completeness. The content is complete. It has all theinformation needed to be able to use them.
Motivation. The resource is engaging and rewardingto learners. It will encourage active

participation of the learners.


Organization. The resource is logically sequenced.It clearly indicate what steps should be taken.
Theprocedures or processes flow smoothly.
(Based on the work of Fitzgerald, Mary Ann, Lovin,Vicki, & Branch, Robert Maribe(2003). A
Gateway toEducational Materials: An Evaluation of an Online Resourcefor Teacher and an
Exploration Of User Behaviors.Journal ofTechnology and Teacher Education. 11(1),21-51).

47

My Map

5. Reflect on your FS experience


For this process, explore the world through these steps:

4. Evaluate the Material or Program

3. List and describe at least 5 sites/ intera

48

MY TOOLS
Please use the Class Observation Guide provided for you.
Class Observation Guide
Read the following Statements carefully before you observe.
1. What is the lesson about? What are the teachers objectives?
The lesson is about pang-uri or adjective. The teachers
objectives is to know what is pang-uri or adjective and to be able to
use these words into sentence.

2. Note the important concept that the teacher is emphasizing.

The important concept that the teacher is emphasizing:


-Make her students participate in class without any hesitation.
-Make her students interact with his/her classmates.
-Make her students enjoy the entire discussion.
-And lastly, which is the most important, make sure that the students
learn from the discussion.

3. Note the skills that the teacher is developing in the learners.


-Speaking skills (Articulation)
-Critical Thinking Skills

49

MY ANALYSIS
Using the information you got from observing the class, surf the internet for electronic

sources that will be useful in teaching the same lesson. Evaluate the resources you found.

ll out the form below.


Electronic Resources Evaluation Form
Grade/yea
r
level
Subject

Grade 9
Pang-uri

matter/
Topic
(based on
the

class

you
observe
objectives

To know what is pang-uri.

To be able to use pang-uri in a sentence.


Name and Describe the

Descri

type

be how

of electronic

Put a check if the resource satisfies the criterion.

electronic

resources

you

resources

(include

can

author/publi

use

sher/source).

if

it
you

were to
teach
in the
class
you
observ
ed.

Lapel
Microphon
e

50

Accurat

Appropria

te

Clear

Complet

Motivatin

Organiz

ed

MY REFLECTION/ INSIGHTS
1 .Describe your experience in surfing the internet for appropriate electronic resources for the
class? Did you find it difficult or easy?
Yes, because I learned that theres an appropriate electronic resources you can
use for the class for a specific topic and teaching approach. You just cant use an
electronic resource in presenting a lesson for granted.

2. How did you choose which electronic resources to include here? What did you consider?
Explain.
I chose Microphone lapel as the electronic resource in presenting the lesson since
the classroom is too wide and the environment is too

loud. It is important that the

students can hear what you are teaching especially for those students who are sitting
at the back of the classroom. To be able not to hear what you are teaching will make
the students feel they are not part or belong to the group or even in the discussion.

3. Reflect on your technology skills. What skills do you already have and what skills would you
continue to work onto be better at utilizing electronic resources?
As what I had study in my other subject, I had learn a lot from the technological
materials. In operating the projector, using the office or word processor and making
presentation like powerpoint. But there are also a lot of things that I would like to
learn more about editing video and audio and pictures for an extra knowledge.

INTEGRATING THEORY AND PRACTICE


51

Directions; Read the items given below and encircle the correct word
1. Mrs. Inton is evaluating a website for her literature class. She is making sure that factual
pieces of information found on the site are well documented and pictures and diagrams are
properly labeled. She is also checking that there are no misspelled words nor grammar errors.
Which criterion is she focusing?
A. Appropriateness
B. Clarity
C. Motivation
D. Accuracy

2. Miss Castro is evaluating an early literacy app for her kindergartens. She is making sure the
app is uncluttered in appearance, is arranged in some order of difficulty, and that icons
represent what they were intended to represent. Which criterion is she focusing on?
A. Organization
B. Accuracy
C. Motivation
D. Appropriateness

3. Miss Tanada is evaluating an app for her Grade Science class. She is finding out whether the
app taps the skills found in the grade standards to ensure that this app will be helpful in
meeting her objectives. She wants to make sure it is not too easy nor too difficult for her
students. Which criterion is she focusing on?
A. Organization
B. Accuracy
C. Currency
D. Appropriateness

52

My Learning Portfolio
For your portfolio, do at least one of the three suggested activities below.

1. Visit www.teachnology.com or other teacher resource websites. Print useful instructional


materials (worksheets, visual aids, flash cards, rubrics, etc.) and include them here. Indicate how
they might be useful considering your major or area of specialization.

2. Visit www.edudemic.com/50-educationtechnology-tools-every-teacher-should-know-about/
Explore and enjoy the fantastic education tools. Try them out. Describe what you discovered and
share hoe these tools can be helpful to you as a teacher.

3. Visit edtechteacher.org. This is a treasure box for you. Explore and share what you learned.

53

My Learning Rubric (How did I perform in this episode?)

_________________________________________________________________
Field study 3, Episode 6 My E-word
Focused on:

describing the goals of a learning resource/ multi-media center


identifying and classify resources that facilitate the teaching-learning processes
explaining the services of the Center that support learning

Name of Student
Year & Section:

Ruthchelle S. Miana

4th year

Course

Date Submitted:

December 10, 2015

BSED Filipino

Exemplary

Superior

Satisfactory

Needs Improvement

All episodes were done with

All or nearly all episodes

Nearly all episodes were

Fewer

Learning

outstanding quality; work

were

done

episodes were done; or

Activities

exceeds expectations.

quality.

Learning
Episodes

done

with

high

acceptable

half

Learning Episode

most objectives were met

4
All questions/episodes were

Analysis questions were

Analysis questions were

Analysis questions were

answered

answered completely.

not

not answered.

completely;

in

depth answers; thoroughly


grounded

on

Exemplary

grammar

theories.

Clear

and

connection

with

Grammar

theories

Vaguely related to the


and

Grammar and spelling


are acceptable.

Reflection

statements

profound

and

supported

by

are

clear;

experience

from the learning episodes

Reflection statements are

Reflections

statements

Reflection statements are

clear, but

not clearly

are shallow; supported

unclear and shallow and

supported by experiences

by experiences from the

are

from

learning episodes

experiences

the

learning

episodes

Portfolio

Portfolio is complete, clear,

Portfolio

is

well-organized

and

well-organized;

most

supporting

documentations are located

documentations

in

available and logical and

Submitted
of

complete,

clear,

clearly

designated
4
before

are

Submitted

1
Analysis questions were

supporting

not answered

documentations

are

Grammar

organized

are

unsatisfactory

but

and

on

spelling

the

deadline

2
Submitted a day after

Submitted two days or

the deadline

more after the deadline

1
Rating:

COMMENT/S
Over-all Score

(Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING


Score

20

19-18

17

16

15

14

13-12

11

10

9-8

7-below

Grade

1.0

1.25

1.5

1.75

2.00

2.25

2.50

2.75

3.00

3.5

5.00

99

96

93

90

87

84

81

78

75

72

71-below

_________________________________________
Signature of FS Teacher above Printed Name

by
the

lacking

3
the

from

Portfolio is incomplete;

clearly marked locations

deadline

Learning Episode

supported

supporting;
sections

all

not

learning episodes
3

Learning

spelling

spelling

are superior.
4

Insights

and

are unsatisfactory

theories
Grammar

Reflections/

answered

completely.

spelling

54

of

but need improvement.

Analysis of the

Submission

with

quality.

than

_________________________
Date

FS 3
FIELD STUDY

Learning Episode
55

ON-LINE LEARNING
THROUGH MOOCS

My Learning Episode Overview


Episode 7 provides an opportunity for me to use my computer
skills to explore online learning through MOOCs.
My Intended Learning Outcomes

In this Episode, I must be able to:


Identify MOOCs that align with the NCBTS.
Choose MOOCs that will contribute to

professional development.
Explain how MOOCs can be a tool for lifelong learning.

ones

own

My Performance Criteria
I will be rated along, the following:

quality of my observation and documentation


completeness and depth of analysis,
depth and clarity of classroom observation-based

reflection
completeness, organization, clarity of portfolio and
time of submission of portfolio
My Learning Essentials
Massive Open On-line Course (MOOCs) are online courses
open to big group of people. Below are the basic information about
MOOCS. Let us focus on each word:
Massive

MOOCs are on-line courses designed for large number of


participants, usually larger than the number of students that
can fit a regular classroom. There can be hundreds or even be
thousand students or more.

56

Open

There is mostly freedom of place, pace, time.


Courses can be accessed by anyone anywhere as long as they

have internet connection.


Courses are open to everyone without entry qualifications.
Some courses are for free.

Online
All aspects of the course are delivered online.
Course
The MOOC course offers a full course experience including:

Educational content. May include video, audio, text, games,

simulations, social media and animation


Facilitation interaction among peers. Builds a learning

community through opportunities to interact.


Some interaction with the teacher or academic staff
Activities/task, tests, including feedback. Participants are
provided with some feedback mechanism. Can be automatically

generated like quizzes, feedback from peers or teacher.


Some kind of (non-formal) recognition like badges or certificate
of completion. A formal certificate is optional and most likely

has to be paid for.


A study guide/syllabus. This includes instructions as to how
you may learn from the materials and interactions presented.

Based on Definition Massive Open Online Courses v1.1 licensed

under Creative Commons Attribution4.0


There are many MOOC providers like Edx, Coursera, Udacity, Udemy,
Iversity. You will have a chance to explore them as you go through this
episode.

57

My Map

To realize my Intended Learning Outcomes, I will work my way through these steps.

Step 1

Review the seven


domains of NCBTS and
identify competencies I
like to develop more.

Visit sites of MOOC


provider and explore the
courses offer that are
are relevant to NCBTS domains
I want to work on.

Reflect on how I can


continue developing my
skills through MOOCS.

58

My Tools
1. Get a copy of the NCBTS and go over the competencies.
2. On the second column, write the competencies you like to work on.
3. Search for MOOCS in the internet which are relevant to the competencies you identified. You may
try these sites:
http://www.teachthought.com/technology/list-75-moocs-teachers-students/
http://www.educationalworld.com/a_cur/moocs-best-teachers-free-online-courses.shtml
http://www.forbes.com/sites.skollworldforum/2013/06/10/moocs-for-teachers-theyre-learnerstoo/
https://www.mooc-list.com/categories/teacher-professional-development
http://ww2.kqed.org/mindshift/2013/04/30/new-online-teacher-training-program-joins-moocmadness/
4. Indicate the MOOC provider. You might need to create an account in the different MOOC providers
to explore their MOOCs.
NCBTS Domain
Competencies I MOOCs related to the
MOOC Provider

1. Social Regard for


Learning
2. The Learning
Environment
3. Diversity of
Learners
4. Curriculum
5. Planning,
Assessing and
Reporting
6. Community
Linkages
7. Personal Growth
and Professional
Development

59

want to work

competency/ies (include a

on

short description)

My Analysis
From among the MOOCs you explored, pick at least three which you believe are the most
appropriate for you. Describe the MOOCs below.

1. MOOC Title
Provider:
Objectives of the MOOC:

Content Outline

Why did you pick this MOOC?

2. MOOC Title
Provider:
Objectives of the MOOC:

Content Outline

60

Why did you pick this MOOC?

3. MOOC Title
Provider:
Objectives of the MOOC:

Content Outline

Why did you pick this MOOC?

My Learning Portfolio
Make a listing of MOOC providers (like Coursera, Edx, Udemy, Udacity, etc). Under each one, include the
most relevant MOOCs they offer for teachers. You may print their icons and course listings. Highlight
61

the ones you want to enroll in the future. Or if it is already possible, enroll in one MOOC and document
here what you learned and maybe paste your certificate of completion here.

Learning Episodes

Exemplary

Superior

Satisfactory

Needs

Improvement
1

62

Learning Activities

All episodes were done with

All or nearly all episodes

Nearly

episodes

Fewer than half of

outstanding

were done with high quality.

were done with high

episodes were done;

quality.

or most objectives

quality;

work

exceeds expectations

all

were met but need


improvement

Analysis of the
Learning Episodes

4
All questions/episodes were

Analysis

answered completely; in depth

answered completely.

questions

were

answers; thoroughly grounded


on

theories.

Exemplary

grammar and spelling.

Analysis

questions

Analysis

were

answered

were not answered.

not

questions

completely.
Clear

connection

with

theories.

Grammar
Vaguely

related

to

and

spelling

the theories.

are

unsatisfactory.

Grammar and spelling are


superior.

Grammar

and

spelling
4
3
Reflection
Reflection/Insights

statements

are

Reflection

profound and clear; supported

clear,

by

supported

experiences

are

acceptable.

from

the

learning episodes.

statements

but

not
by

are

clearly

experiences

from the learning episodes.

1
Reflection

Reflection
statements
shallow;

are

statement

supported

are

unclear and shallow

by experiences from

and

the learning episodes

supported

are

not
by

experiences

Learning Portfolio

Portfolio is complete, clear,

Portfolio is complete, clear,

Portfolio

well-organized

well-organized;

most

incomplete;

documentations

supporting

supporting;

and

all

documentations

supporting

the

learning

episodes
is

Analysis

1
questions

were not answered.

are located in sections clearly

are available and logical and

documentations

are

Grammar

designated.

clearly marked locations

organized

are

spelling

but

lacking.

from

and

unsatisfactory.
2

Submitted before the deadline

Submitted on the deadline

Submitted

1
Submitted two days

day

after the deadline

Submission of

or more after the


deadline

Learning Episode

2
Rating:

COMMENT/S
Over-all Score

(Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING


Score
20

19-18

17

16

15

14

13-12

11

10

9-8

7-below

1.0

1.25

1.5

1.75

2.0

2.25

2.5

2.75

3.0

3.5

5.00

99

96

93

90

87

84

81

78

75

72

71-Below

Grade

63

My Learning Rubric (How did I perform in this episode?)


Field Study 3, Episode 7 On-line Learning through MOOCs
Focused on:

Identifying MOOCs that align with the NCBTS

Choosing MOOCs that will contribute to ones own professional development

Explaining how MOOCs can be a tool for lifelong learning


Name of FS Student Ruthchelle S. Miana Date Submitted_____________
Year & Section
Course________________________________

___________________________________________________

Signature of FS Teacher above Printed Name

64

___________________________

Date