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# Episode 3

## ORGANIZING CONTENT FOR MEANINGFUL LEARNING

Name
of
FS
Student
_Deliman,
Jundel
L.__________________________________________
Course _Bachelor of Secondary Education________________________ Year & Section _II__
Resource Teacher _Mary Juliet Doo __________ Signature ___________ Date _01-1116__
Cooperating
School
_JH
Cerilles
State
College______________________________________

## 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
4

Superior
3

Satisfactory
2

Unsatisfactory
1

Observation/Documentation

My Analysis

My Reflection

My Portfolio

Submission

Sub Totals
{

Rating: (Based on
transmutation)

Over-all Score

_______________________
Signature of FS Teacher
above Printed Name

_______________________
Date

## Transmutation of score to grade/rating

Score
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

Score
12-13
11
10
8-9
7-below

My Tools
Observation Sheet

2.50
2.75
3.00
3.5
5.00

81
78
75
72 and
below

## A. For the Cognitive Lesson

1. What is the lesson about?
On January 11, Grade 9 Math Intern discussed the students about the Inverse
Sine and Cosine Function together with the graphs of these functions.
2. What are examples of facts mentioned in the lesson?
During the discussion, the teacher discussed about the definitions of inverse

/2 and for

. These

## are some of the Mathematical facts mentioned.

3. Did the lesson end with facts? Or did these facts lead to understanding of
Based on my observation, facts led to the understanding of concepts.
Concepts in Mathematics like the inverse sine and cosine are very difficult to
understand but through the facts given by the teacher, understanding the concepts
became relatively easy.
4. Write down instances of treating the topic in depth (giving examples, examining
cause-effect relationships, relating ideas or concepts to one another.
The teacher treated the topic in depth when during the discussion she gave
examples to elaborate the concept. It is when she relates the topic to real life. In
Math, giving graphs to some trigonometric functions is treating the topic in depth. In
this way, students will understand more clearly because they really saw what was
described in the concept.

## 5. Cite an instance/instances when students are encouraged to ask questions, to talk

about and reflect on what they learned.
Usually, after the discussion students are asked to clarify things and ask some
questions. Sometimes they are told to share their reflections about the topic and what
they have learned. During our observation, the teacher asked the students which part
did they experience difficulties. She encouraged them to asked questions in order that
these will be clarified.
B. For the Skill Lesson
1. What was the skill lesson about? Which skills was were the target? Manipulative
skill or thinking skill?
The skill lesson is all about solving some inverse trigonometric functions. This
lesson targets on problem solving as well as critical thinking. These skills were under
thinking skills.
2. Write evidence of the teachers encouragement of divergent thinking by the
students.
Divergent thinking was employed during the Math class. As the class starts,
the teacher encouraged the students to generate their ideas about their topic. Fluent
thinking was used as the students shared their different ideas. Also, there is original
thinking because some students shared their own understanding.
3. Which are proof that the Resource Teacher promoted convergent thinking?
As the discussion surged onwards, answers from various ideas are narrowed
down to a more specific answer. It is due to the discussion which made the topic
clearer. Convergent thinking is shown at this time.
4. If there was problem solving in the lesson, were the pupils taught to solve the
problem using algorithm or heuristic strategy?
Based on my observation, the problem was solved in an algorithmic process.
The teacher taught the students how to arrive to the final answer in a step by step
process. This helped the students understand the concept as well as the process.
5. What are proofs that the students were encourage to do critical thinking?

During the class, critical thinking is employed. The teacher does not directly
tell the students to do it but the topic needs critical thinking. They need to analyze
whether to use sine or cosine. Decision making is also needed upon making the graph
of two distinct functions.
C. Value/Affective Lesson
1. What was the value lesson about?
The value lesson is all about patience and hard-work. It is not taught directly
but was imparted throughout the lesson. These two values are essential for a
successful learning especially in Mathematics.
2. Was the value taught alone or was integrated with a cognitive or skill lesson?
Mathematics is difficult to be taught through values. The subject is more on
cognitive. As I observed, I see that the value lesson was integrated with cognitive one.
3. How was the value lesson developed?
The value lesson was developed through exposing the students to some Mathrelated situations. This is referred to as the deuteron-learning.

My Analysis
A. For the Cognitive Lesson
How did my Resource Teacher teach the cognitive content meaningfully and
interestingly?
My Resource Teacher taught the cognitive content meaningfully and
interestingly through elaborating concepts by giving examples, giving facts, showing
trigonometric graphs and making the discussion as clear as possible.
B. For the Skill Lesson
How was the skill taught meaningfully and interestingly?
The skill lesson was already part of Mathematics. Through giving problems
and teaching the students how to solve them in a step by step process is how my
Resource Teacher taught skill content meaningfully and interestingly.
C. For the Affected Lesson
1. Is it possible to teach a value lesson without any cognitive basis at all? Explain
For me, value lesson and cognitive lesson go together. Teaching values is like
teaching the students how to apply what they have learned (Cognitive) in real life.
Values cant be taught without supplying facts (cognitive) because these are the basis
of the values to be formed by the learners.
2. A cognitive or a skill lesson is a vehicle for value education. Do you agree?
Yes, I do agree. Once cognitive and skill lesson are valued and applied to the
real life of the learners then we can say that value education is taking place.

My Reflections
1. Someone once said: There are dull teachers, dull textbooks, dull films but no dull
subjects. Do you agree? Write down your reflections here!
For me, the dullness of anything depends upon our perspective. Some things
could be dull for you but not for me and vice versa. Subjects could be dull or not.
However, it is dull when it does not lead to the development of the learners. what Im
saying is that, I dont totally agree on the saying.
2. How should you organize subject matter (be it cognitive skill or value lesson) so that
your teaching will always be fresh and interesting?
In order that teaching will always be fresh and interesting, a well-organized
subject matter is necessary. For me, to do this is to integrate the three domains
because it pertains to the mind, heart and hands of learning. Example, in Math, while
teaching the concept, problem solving is employed as an application of the subject as
well as the values essential to do it, like patience.

My Portfolio
Research on / or come up with a lesson plan (cognitive or skill) that integrates the
value or values. Paste it here! (You may want to refer to Integrating Values with Subject
Matter, in Principles of Teaching 2, 2006 by Corpuz B., G. Salandanan and D. Rigor, pp.
91-92.) An outline of the lesson development will do.
My Lesson Plan
A. Objectives: Given the activities, the Grade 9 students are expected to do the
following with at least 75% level of accuracy:
a. illustrate situations that involve direct variation; and
b. formulate mathematical equation that involves direct variation.
II.

## Subject Matter: Topic: Direct Variation Ref. MATHEMATICS GRADE 9

Learners Material First Edition, 2014 By: Merden L. Bryant, et. al.,
pp.

194-205
Materials: Markers, Manila Paper, Answer Sheets
Value Integration: Love of Nature

III.

## Procedure: Problem-Solving Method

A.
B.
C.
D.
E.

Problem
Practice Exercise
Generalization

IV.

Evaluation

V.

Assignment