FS2

Learning

Experiencing the TeachingProcess

FIELD STUDY

Episode
1
PRINCIPLES
OF LEARNING
Name of FS Student
Course
Resource Teacher 1
Resource Teacher 2
Resource Teacher 3
Cooperating School

Year & Section

Signature
Signature
Signature

Date
Date
Date

My Target
While I observe three different classes, I will be able to identify
applications of the principles of learning in the teaching-learning process.

My Performance (How I Will Be Rated)

Field Study 2, Episode 1 Principles of Learning
Focused on: Application of the principles of the learning in the teaching-learning
process

Tasks

Observation/
Documentation:

My Analysis

Exemplary
4
All tasks were done
with outstanding
quality; work
exceeds expectations

Superior
3
All or nearly all
tasks were done with
high quality

Satisfactory
2
Nearly all tasks were
done with
acceptable quality

Unsatisfactory
1
Fewer than half of
tasks were done; or
most objectives met
but with poor quality

4
Analysis questions
were answered
completely; in depth
answers; thoroughly

3
Analysis questions
were answered
completely

2
Analysis questions
were not answered
completely.

1
Analysis questions
were not answered.
Grammar and

grounded on
theories

Clear connection
with theories

Vaguely related to
the theories

Exemplary grammar
and spelling.

Grammar and
spelling are superior.

Grammar and
spelling are
acceptable.
2

spelling
unsatisfactory.

My Reflection

My Portfolio

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

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

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

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

3
Portfolio is
complete, clear,
well-organized and
most supporting
documentation are
available and/or in
logical and clearly
marked locations.
3
On the deadline

2
Portfolio is
incomplete;
supporting
documentation is
organized but is
lacking.

4
Before deadline
Submission
4

2
A day after the
deadline
2

Reflection
statements are
unclear and shallow
and are .not
supported by
experiences from the
episode.
1
Portfolio has many
lacking components;
is unorganized and
unclear.

1
Two days or more
after the deadline
1

Sub Totals

Over-all Score

_________________________________________
Signature of FS Teacher above Printed Name

Rating:
(Based on transmutation)

____________________
Date

Transmutation of score to grade/rating

Score
20
18-19
17
16
15
14

Grade
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

Grade
2.50
2.75
3.00
3.5
5.00
-

81
78
75
72 and
below

My Map
I will observe at least 3 different classes. Pay close attention to what the
Resource Teacher does to teach and what the learners do to learn. To hit my
Target, I will work my way through these steps:
Step1. I will review the principles of learning on
pp. 21-25 of Principles of Teaching 1, 2007 by
Corpuz B. and G. Salandanan.
Step2. I will observe 3 different
classes.
Step3. I will identify evidence of applications of
the principles of learning. (You are given a sample
in # 1 principle.) I can cite more than one evidence
per principle of learning.
Step4. Guided by question/questions, I will
reflect on my experience, write down my
reflection.

My Tools
As I observe a class, I will use the Observation Sheet for a more
focused observation.
OBSERVATION SHEET
Name of the Resource Teacher Observed:
School Address
Date:
Grade/Year Level:
Subject Area:

Principles of Learning

1. Learning is an experience which

occurs inside the learner and is activated
by the learner.

2. Learning is the discovery of the

personal meaning and relevance of
ideas.

Teaching Behavior of the Teacher

/Learning Behavior of the Learner as
Proof of the Application of the
Principles of Learning.

Sample
1. Teacher lets the learners do he
learning activity. e.g. - Pupil writes
letter A instead of Teacher writing for
them.
2.

3. Learning is a consequence of
experience.

3.

4. Learning is a cooperative and

collaborative process.

4.

5. Learning is an evolutionary
process.

5.

6. Learning is sometimes a painful

process.

6.

7. One of the richest resources for

the learning is the learner himself.

7.

8. The process of learning is

emotional as well as intellectual.

8.

9. The process of problem solving

and learning are highly unique and
individual.

9.

My Analysis
1. What is the impact of the Resource Teachers observance of these
principles on the teaching-learning process and on the learners?

2. Which learning principle was applied most?

3. Which learning principle was applied least or not at all applied?

4. Do you agree with these principles of learning? Or have you discovered

that they are not always correct?

My Reflections
My reflections on my observations of my Resource Teachers observance
of these principles. Did my Resource Teachers adhere to these principles?

5. Lessons I have learned from my observation on the classroom application

of the principles of learning.

My Portfolio

Principles of Learning in My Own Words

FS2

Learning

Experiencing the TeachingProcess

FIELD STUDY

Episode
2
LESSON
OBJECTIVES AS MY GUIDING STAR
Name of FS Student
Course
Resource Teacher 1
Resource Teacher 2
Resource Teacher 3
Cooperating School

Year & Section

Signature
Signature
Signature

Date
Date
Date

My Target
In this Episode, I must be able to:
deduce the lesson objective/s after observing my Resource Teachers
teach.
see how the guiding principles in the formulation of lesson objectives
are applied.
realize the importance of a clearly defined lesson objective.

My Performance (How I Will Be Rated)

Field Study 2, Episode 1 Principles of Learning

Focused on: Application of the principles of the learning in the teaching-learning
process

Tasks

Observation/
Documentation:

My Analysis

Exemplary
4
All tasks were done
with outstanding
quality; work
exceeds expectations

Superior
3
All or nearly all
tasks were done with
high quality

Satisfactory
2
Nearly all tasks were
done with
acceptable quality

Unsatisfactory
1
Fewer than half of
tasks were done; or
most objectives met
but with poor quality

4
Analysis questions
were answered
completely; in depth
answers; thoroughly
grounded on
theories

3
Analysis questions
were answered
completely

2
Analysis questions
were not answered
completely.

1
Analysis questions
were not answered.

Clear connection
with theories

Vaguely related to
the theories

Exemplary grammar
and spelling.

Grammar and
spelling are superior.

Grammar and
spelling are
acceptable.
2

Grammar and
spelling
unsatisfactory.

My Reflection

My Portfolio

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

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

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

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

3
Portfolio is
complete, clear,
well-organized and
most supporting
documentation are
available and/or in
logical and clearly
marked locations.
3
On the deadline

2
Portfolio is
incomplete;
supporting
documentation is
organized but is
lacking.

4
Before deadline
Submission

2
A day after the
deadline

Reflection
statements are
unclear and shallow
and are .not
supported by
experiences from the
episode.
1
Portfolio has many
lacking components;
is unorganized and
unclear.

1
Two days or more
after the deadline

Sub Totals

Over-all Score

Rating:
(Based on transmutation)

_________________________________________
Signature of FS Teacher above Printed Name

____________________
Date

Transmutation of score to grade/rating

Score
20
18-19
17
16
15
14

Grade
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

Grade
2.50
2.75
3.00
3.5
5.00
-

81
78
75
72 and
below

My Map
I will observe two different classes and observe the Resource Teacher
teach. I will reflect on the guide questions given below. To hit my target, I will
follow these steps:
Step1. Review the Guiding Principles in Determining and
Formulating Learning Objectives found in Principles of
Teaching 1, 2007 by Corpuz and G. Salandanan, pp. 29-38.

Step2. Observe a class with a learning partner. My focus

this time is on lesson or learning objectives.

Step3. Discuss my observations/answer to the questions

with my partner.
Step4. Write down my answers to the
questions.

Step5. Reflect on my
observation.

My Tools
1. As I observe a class, I will use the Observation Sheet for a more
focused observation.
OBSERVATION SHEET
Name of the Resource Teacher Observed:
School Address
Date:
Grade/Year Level:
Subject Area:

Guiding Principles in Determining

and Formulating Learning
Objectives

Teaching Behavior/s which Prove/s

Observance of the Guiding Principle

1. Begin with end in mind.

1. e.g. The Resource Teacher began

her lesson by stating her objective.

2. Share lesson objective with

students.

2.

3. Lesson objectives must be in the 2

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

3.

4. Work on significant and relevant

lesson objectives.

4.

5. Lesson objectives must lead to the

development of critical and creative
thinking.

5.

2. After observing your Resource Teacher teach, write down what you think
was/ were her lesson objective.

3. Ask permission from Resource Teacher for you to copy her lesson objective
for the days lesson. Copy it here then compare it with your answer in # 2.
Are they the same?

My Analysis
1. If answer in #3 above is different, what is your conclusion regarding
written lesson objective and actual lesson development? Are lesson
objectives in the lesson plan always followed? Do they really serve as guiding
star?

2. Why did you find it easy/difficult to write down the Resource Teachers
lesson objective for the day? Did she mention it at the beginning of her/his
lesson?

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

4. Was the lesson objective in the cognitive or psychomotor or affective

domain? Or it was in the two or three domains? Support your answer.

My Reflections
Any lessons learned or insights gained from your observation focused
on lesson objectives? Write them down here. Are lesson objectives truly the
guiding star in the development of a lesson? Or are lesson objectives
sometimes forgotten as the lesson develops?

My Portfolio
My researched quotations that state the significance of goals and objectives
(Dont forget to state your source)

FS2

Learning

Experiencing the TeachingProcess

FIELD STUDY

Episode
3
ORGANIZING
CONTENT FOR

MEANINGFUL LEARNING
Name of FS Student
Course
Resource Teacher 1
Resource Teacher 2
Resource Teacher 3
Cooperating School

Year & Section

Signature
Signature
Signature

Date
Date
Date

My Target
In this Episode, I must be able to:
observe the teaching of a dominantly cognitive or skill or affective
lesson (cognitive lesson-Sibika; Skill-Math; affective-Values Education).
trace the development of a cognitive, skill and affective lesson.

My Performance (How I Will Be Rated)

Field Study 2, Episode 1 Principles of Learning
Focused on: Application of the principles of the learning in the teaching-learning
process

Tasks

Observation/
Documentation:

Exemplary
4
All tasks were done
with outstanding
quality; work
exceeds expectations

Superior
3
All or nearly all
tasks were done with
high quality

Satisfactory
2
Nearly all tasks were
done with
acceptable quality

Unsatisfactory
1
Fewer than half of
tasks were done; or
most objectives met
but with poor quality

My Analysis

4
Analysis questions
were answered
completely; in depth
answers; thoroughly
grounded on
theories

3
Analysis questions
were answered
completely

2
Analysis questions
were not answered
completely.

Clear connection
with theories

Vaguely related to
the theories

Exemplary grammar
and spelling.

Grammar and
spelling are superior.

Grammar and
spelling are
acceptable.
2

1
Analysis questions
were not answered.
Grammar and
spelling
unsatisfactory.

My Reflection

My Portfolio

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

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

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

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

3
Portfolio is
complete, clear,
well-organized and
most supporting
documentation are
available and/or in
logical and clearly
marked locations.
3
On the deadline

2
Portfolio is
incomplete;
supporting
documentation is
organized but is
lacking.

4
Before deadline
Submission
4

2
A day after the
deadline
2

Reflection
statements are
unclear and shallow
and are .not
supported by
experiences from the
episode.
1
Portfolio has many
lacking components;
is unorganized and
unclear.

1
Two days or more
after the deadline
1

Sub Totals

Over-all Score

_________________________________________
Signature of FS Teacher above Printed Name

Rating:
(Based on transmutation)

____________________
Date

Score
20
18-19
17
16
15
14

Grade
1.0
1.25
1.5
1.75
2.00
2.25

99
96
93
90
87
84

Transmutation of score to grade/rating

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

Grade
2.50
2.75
3.00
3.5
5.00
-

81
78
75
72 and
below

My Map
I will observe three different lessons executed cognitive, skill and
affective lessons. (Cognitive-Sibika; Skill-Math; affectiveLiterature/Edukasyong Pagpapahalaga)
To reach my Target, I will work my way through these steps:
Step1. Review Selection and Organization of Content
found in
Principles of Teaching 1 by Corpuz B. and G.
Salandanan, 2007,
pp. 43-51.
Step2. Observe one type of class - cognitive, skill,
affective - at a time.
Step3. Accomplish the Observation Sheet.
Step4. Answer the questions for analysis.
Step5. Reflect on what I have done and write down my
reflections.

My Tools
As I observe a class, I will use the Observation Sheet for a more
focused observation.
OBSERVATION SHEET
Name of the Resource Teacher Observed:
School Address
Date:
Grade/Year Level:
Subject Area:

A. For the Cognitive Lesson

1. What is the lesson about?

2. What are examples of facts mentioned in the lesson?

3. Did the lesson end with facts? Or did facts lead to understanding of
concepts? Prove your answer.

4. Write down instances of treating the topic in depth (giving examples,

examining cause-effect relationships, relating ideas or concepts to one
another.

5. Cite an instance/instances when students were encouraged to ask

questions, to talk about and reflect on what they learned.

B. For the Skill Lesson

1. What was the lesson about? Which skills was/were target? Manipulate skill
or thinking skill?

2. Write evidence of the teachers encouragement of divergent thinking by

the students.

3. Which are proofs that the Resource Teacher promoted convergent

thinking?

4. If there was problem solving in the lesson, were the pupils taught to solve
the problem using algorithm or heuristic strategy?

5. What are proof that the students were encouraged to do critical thinking?

C. Values/Affective Lessons
1. What was the value lesson about?

2. Was the value taught alone or was it integrated with a cognitive or skill
lesson?

3. How was the value lesson developed?

My Analysis
A. For the Cognitive Lesson
How did my Resource Teacher teach the cognitive content meaningfully
and interestingly?

B. For the Skill Lesson

How was the skill taught meaningfully and interestingly?

C. For the Affective Lesson

1. Is it possible to teach a value lesson without any cognitive basis at all?

2. A cognitive or a skill lesson is a vehicle for values education. Do you

agree?

My Reflections
1. Someone once said: There are dull teachers, dull textbooks, dull films but
no dull subjects. Do you agree? Write down your reflections here!

2. How should you organize subject matter (be it cognitive skill or value
lesson) so that your teaching will always be fresh and interesting?

My Portfolio
Research on/or come up with a lesson plan (cognitive or skill) that
integrates a value or values. Paste it here! (You may want to refer to
Integrating Values with 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

FS2

Learning

Experiencing the TeachingProcess

FIELD STUDY

Episode
4
GUIDING
PRINCIPLES IN THE SELECTION

AND USE OF TEACHING STRATEGIES

Name of FS Student
Course
Resource Teacher 1
Resource Teacher 2
Resource Teacher 3
Cooperating School

Year & Section

Signature
Signature
Signature

My Target
In this Episode, I must be able to:

Date
Date
Date

write evidence of the application of some guiding principles in the

selection and use of teaching strategies

My Performance (How I Will Be Rated)

Field Study 2, Episode 1 Principles of Learning
Focused on: Application of the principles of the learning in the teaching-learning
process

Tasks

Observation/
Documentation:

My Analysis

Exemplary
4
All tasks were done
with outstanding
quality; work
exceeds expectations

Superior
3
All or nearly all
tasks were done with
high quality

Satisfactory
2
Nearly all tasks were
done with
acceptable quality

Unsatisfactory
1
Fewer than half of
tasks were done; or
most objectives met
but with poor quality

4
Analysis questions
were answered
completely; in depth
answers; thoroughly
grounded on
theories

3
Analysis questions
were answered
completely

2
Analysis questions
were not answered
completely.

1
Analysis questions
were not answered.

Clear connection
with theories

Vaguely related to
the theories

Exemplary grammar
and spelling.

Grammar and
spelling are superior.

Grammar and
spelling are
acceptable.
2

Grammar and
spelling
unsatisfactory.

My Reflection

My Portfolio

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

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

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

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

3
Portfolio is
complete, clear,
well-organized and
most supporting
documentation are
available and/or in
logical and clearly

2
Portfolio is
incomplete;
supporting
documentation is
organized but is
lacking.

Reflection
statements are
unclear and shallow
and are .not
supported by
experiences from the
episode.
1
Portfolio has many
lacking components;
is unorganized and
unclear.

4
Before deadline

marked locations.
3
On the deadline

Submission
4

2
A day after the
deadline

1
Two days or more
after the deadline

Sub Totals

Over-all Score

Rating:
(Based on transmutation)

_________________________________________
Signature of FS Teacher above Printed Name

____________________
Date

Transmutation of score to grade/rating

Score
20
18-19
17
16
15
14

Grade
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

Grade
2.50
2.75
3.00
3.5
5.00
-

81
78
75
72 and
below

My Map
I will observe at least 3 Resource Teachers, analyze and reflect on my
observations.
To reach my Target, I will follow the following steps:
Step1. Review Selection and Use of Teaching Strategies in
Principles of Teaching 1, 2007 by Copuz B. and
G. Salandanan, pp. 52-68
Step2. Observe at least 3 Resource Teachers.
Step3. Accomplish Observation Sheet.
Step4. Analyze my observation.
Step5. Reflect on my observations.

My Tools
OBSERVATION SHEET
Name of the Resource Teacher Observed:
School Address
Grade/Year Level:
Guiding Principles in the Selection
and Use of Strategies
1. Learning is an active process.

2. The more sense that are involved,

the more and the better the learning.

3. A non-threatening atmosphere
enhances learning.

4. Emotion has the power to increase

retention and learning.

5. Good teaching goes beyond recall

of information.

Date:
Subject Area:

Teaching Behavior of the Resource

Teacher that Applies the Principle

6. Learning is meaningful when it is

connected to students everyday life.

7. An integrated teaching approach is

far more effective than teaching
isolated bits of information.

My Analysis
Are these principles in accordance with brain-based teaching and
learning?

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

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

FS2

Learning

Experiencing the TeachingProcess

FIELD STUDY

Episode
5 TEACHING APPROACHES AND METHODS
ON
Name of FS Student
Course
Resource Teacher 1
Resource Teacher 2

Year & Section

Signature
Signature

Date
Date

Resource Teacher 3
Cooperating School

Signature

Date

My Target
In this Episode, I must be able to determine the teaching approach or
method used by the Resource Teacher.

My Performance (How I Will Be Rated)

Field Study 2, Episode 1 Principles of Learning
Focused on: Application of the principles of the learning in the teaching-learning
process

Tasks

Observation/
Documentation:

My Analysis

Exemplary
4
All tasks were done
with outstanding
quality; work
exceeds expectations

Superior
3
All or nearly all
tasks were done with
high quality

Satisfactory
2
Nearly all tasks were
done with
acceptable quality

Unsatisfactory
1
Fewer than half of
tasks were done; or
most objectives met
but with poor quality

4
Analysis questions
were answered
completely; in depth
answers; thoroughly
grounded on
theories

3
Analysis questions
were answered
completely

2
Analysis questions
were not answered
completely.

1
Analysis questions
were not answered.

Clear connection
with theories

Vaguely related to
the theories

Exemplary grammar
and spelling.

Grammar and
spelling are superior.

Grammar and
spelling are
acceptable.
2

Grammar and
spelling
unsatisfactory.

My Reflection

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

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

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

4
Portfolio is

3
Portfolio is

2
Portfolio is

Reflection
statements are
unclear and shallow
and are .not
supported by
experiences from the
episode.
1
Portfolio has many

My Portfolio

complete, clear,
well-organized and
all supporting
documentation are
located in sections
clearly designated.
4
Before deadline

complete, clear,
well-organized and
most supporting
documentation are
available and/or in
logical and clearly
marked locations.
3
On the deadline

Submission
4

incomplete;
supporting
documentation is
organized but is
lacking.

lacking components;
is unorganized and
unclear.

2
A day after the
deadline

1
Two days or more
after the deadline

Sub Totals

Over-all Score

Rating:
(Based on transmutation)

_________________________________________
Signature of FS Teacher above Printed Name

____________________
Date

Transmutation of score to grade/rating

Score
20
18-19
17
16
15
14

Grade
1.0
1.25
1.5
1.75
2.00
2.25

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

99
96
93
90
87
84

Grade
2.50
2.75
3.00
3.5
5.00
-

81
78
75
72 and
below

My Map
I will observe at least 3 Resource Teachers, analyze and reflect on my
observations.
Step1. Review
Step2. Observe 2
Step3. Accomplish
To realize my Target, I will follow
the following steps:
Different
Approaches and
Methods in Principle
of Teaching 1, 2007
by Corpuz, B. and G.
Salandanan, pp. 69100.

Resource Teachers.

Observation Sheet.

Step4. Analyze my
observations.

Step5. Reflect on
my observations.

My Tools
OBSERVATION SHEET
Name of the Resource Teacher Observed:
School Address
Grade/Year Level:

Approach/Method

1. Deductive method

Date:
Subject Area:

Description of Teaching Behavior

that Proves Use of the Teaching
Approach/Method (What did my
Resource Teacher do as she used
this approach/method?)

2. Inductive method

3. Demonstration method

4. Problem Solving

5. Discovery method

6. Problem solving method

7. Project method

8. Constructivist method

9. Metacognitive approach

10. Integrative approach

My Analysis
I will answer the following questions:
1. Which approaches/methods will be grouped together? Why?
e.g. Direct method and Deductive method

2. Which approach/methods are more interactive? Less interactive?

3. When should the direct method be used?

4. When should the indirect method be used?

5. Which approaches/methods promote learning to live together?

My Reflections
If I decide on my teaching approach/method, I will consider

_______________________ (Continue the sentences. Begin writing NOW!)

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

CONSTRUCTIVIST
APPROACH

METACOGNITIVE
APPROACH

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

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

When to Use
Time is limited; subject
matter is very difficult;
learners dont know much

about the lesson; teacher

is not yet skilled in
facilitating skills
2. Deductive method

FS2

Learning

Experiencing the TeachingProcess

FIELD STUDY

Episode
6 LESSON DEVELOPMENT
ON
Name of FS Student
Course
Resource Teacher 1
Resource Teacher 2
Resource Teacher 3
Cooperating School

Year & Section

Signature
Signature
Signature

Date
Date
Date

My Target
In this Episode, I must be able to trace how many Resource Teacher develops
her/his lesson.

My Performance (How I Will Be Rated)

Field Study 2, Episode 1 Principles of Learning
Focused on: Application of the principles of the learning in the teaching-learning
process

Tasks

Observation/
Documentation:

My Analysis

Exemplary
4
All tasks were done
with outstanding
quality; work
exceeds expectations

Superior
3
All or nearly all
tasks were done with
high quality

Satisfactory
2
Nearly all tasks were
done with
acceptable quality

Unsatisfactory
1
Fewer than half of
tasks were done; or
most objectives met
but with poor quality

4
Analysis questions
were answered
completely; in depth
answers; thoroughly
grounded on
theories

3
Analysis questions
were answered
completely

2
Analysis questions
were not answered
completely.

1
Analysis questions
were not answered.

Clear connection
with theories

Vaguely related to
the theories

Exemplary grammar

Grammar and

Grammar and

Grammar and
spelling
unsatisfactory.

and spelling.

spelling are superior.

3

spelling are
acceptable.
2

My Reflection

My Portfolio

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

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

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

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

3
Portfolio is
complete, clear,
well-organized and
most supporting
documentation are
available and/or in
logical and clearly
marked locations.
3
On the deadline

2
Portfolio is
incomplete;
supporting
documentation is
organized but is
lacking.

4
Before deadline
Submission
4

2
A day after the
deadline

Reflection
statements are
unclear and shallow
and are .not
supported by
experiences from the
episode.
1
Portfolio has many
lacking components;
is unorganized and
unclear.

1
Two days or more
after the deadline

Sub Totals

Over-all Score

Rating:
(Based on transmutation)

_________________________________________
Signature of FS Teacher above Printed Name

____________________
Date

Transmutation of score to grade/rating

Score
20
18-19
17
16
15

Grade
1.0
1.25
1.5
1.75
2.00

99
96
93
90
87

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

Grade
2.50
2.75
3.00
3.5
5.00
-

81
78
75
72 and
below

14

2.25

84

My Map
I will observe at least 2 Resource Teachers, analyze and reflect on my observations.
To realize my Target, I will follow the following steps:

Step1. Review Appropriate Learning Activities in the Different Phases of the

Lesson in Principles of Teaching 1, 2007 by Corpuz, B. and G. Salandanan,
pp. 36-43 and Principles of Teaching 2, 2006 by Corpuz, B. et al pp. 5190.

Step2. Observe 2 Resource Teachers on how they go through their lessons.

Step3. Accomplish Observation Sheet.

Step4. Analyze my observations.

Step5. Reflect on my observations.

My Tools
OBSERVATION SHEET
Name of the Resource Teacher Observed:
School Address
Grade/Year Level:

Date:
Subject Area:

1. Describe how the teacher began his/her lesson. Why do you think did
she/he do that?

2. What activity/es did the Resource Teacher ask the learners to do after
she/he introduced the lesson? Why do you think she/he did such?

3. How did she end her/his lesson? Why do you think she/he did that?

4. Did you notice an assessment of learning in the process of teaching? If

yes, how was it done?

5. Did you observe if Resource Teacher checked learning at the end of her
lesson?

6. Checklist Of the following, which did you observe? Please check if you
observed the item.
Teaching Behavior

Check

here!
1. Connecting lesson to past lesson
2. Introducing the lesson for the day
3. Sharing the lesson objective for
the day
4. Motivating the students
5. Students doing learning activity
6. Teacher giving lecturette
7. Teacher checking for
understanding
8.Teacher/students summarizing

My Analysis
I will answer the following questions:
1. How should a lesson begin and end?

2. Did you observe any part of the lesson development to have been out of
place? Explain your answer.

My Reflections
Tell them what you want to tell them; tell them what you told them.
Relate this statement to lesson development.

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