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Field Study 2

Episode 3
Organizing Content for Meaningful Learning
Name: Elmer P. Belarmino Year and Section: 3rd year / OLA19
Course: BSED - English
Professor: Mr. Michael Chan
School Observed: Quirino High School

I. My Map

I will observe three different lessons executed – cognitive, skill, and affective lessons.
(Cognitive-Araling Panlipunan: Skill-Math: Affective-Literature/Edukasyong
Pagpapahalaga) To reach my target,

I will work me through these steps:

Step 1: Review Selection and Organization of Content found in Principles of Teaching


1 by B. Corpuz and Salandanan

Step 2: Observe one type of class cognitive, skill, affective at a time

Step 3: Accomplish the observation sheet

Step 4: Answer the question for analysis

Step 5: Reflect on what I have done and written down my reflections


II. My tools

As I observe a class, I will use the Observation Sheet for a more focused observation.

OBSERVATION SHEET

Name of the Research Teacher


Date: November 23, 2020
Observed: Mrs. Emilia Perez

School Address: Subject: Music And Arts Appreciation For


Molave Street, Project 3, Quezon City Young Filipino

Grade / Year Level: Grade 10

A. For Cognitive Lesson

1. What is the lesson all about?


The Lesson is all about art and history's significance in our society.

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


Teacher Perez taught the class about the impact of arts in society before just like
the Spoliarium that Juan Luna painted that describes the cruelty of the Spaniard
before.

3. Did the lesson end with the fact? Or did these facts lead to an understanding

of concepts? Prove your answer.

The class is ended on this topic. That art before signifies a lot of meaning that can
also affect the heart of its viewers. The students seem to understand the meaning and
importance of arts because it resonates with the past that tells the efforts of Filipino
heroes to tell their cry and tell the enemy to free their country.

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4. Write down instances of treating the topic in-depth (giving examples,
examining cause-effect relationships, relating ideas or concepts to one another.

Mrs. Perez prepares an activity that will need to answer by the students and collab
Ideas to synthesize the best slogan that they can make that tells the importance of arts
in our society. By the use of the learning that they have while listening to Mrs. Perez,
some students are able to focus and create a slogan that speaks to the viewers.
Students in that group extend their knowledge to the topic and apply it to their activity.
They use that same art style of the Spoliarium but integrate the style of caricature that
makes their image funkier yet powerful.

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


to talk about, and reflect on what they learned.

When Mrs. Perez opens the discussion to the students and let them analyze and
expand the topic by using the art of questioning, one of the students stand up and
throw a question that can trigger a debate inside the class. She asks if art is so
powerful and it can change the heart of a nation, Is it possible today to make art with a
significant meaning that deals with the problem of corruption and over the use of
excessive power in the government of the Philippines. Some students say that the form
of freedom of speech today is not the same that the Filipino might have before. Some
just imitating the sounds of a protest that normally happening in the Philippines.

B. For the Skill Lesson

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

During the discussion, the most abundant skill that I notice is the thinking skill,
thinking skills that usually appear in the class when a lot of students are engaging and

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participate in an open discussion. Different views and thoughts are made by different
students that make the whole to be active and assess every answer that their
classmates give.

2. Write evidence of the teacher’s encouragement of divergent thinking by the


students.

Mrs. Perez let the class be the one who critic every artwork that she shows that
make by a Filipino artist and they give an explanation of what is the meaning behind
that artwork. Many statements and suggestions of what should be the meaning of the
specific artwork. During this time, the students are the one who actively engages in the
discussion and she just asks some questions of why do they think that it is indeed the
meaning of it.

3. Which are proofs that the Resource Teacher promoted convergent thinking?

On the next day, Mrs. Perez gives a recall of what is the topic they have yesterday.
She asks for what is the terminologies that been during their discussion on that day.
This shows the ability of the student to memories and able to recall the words and
some give the meaning of the specific words.

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

The resource Mrs. Perez teaches the students to find the answers by the use of
questioning. When the students are explaining the meaning of art in society. Mrs.
Perez expands the capability of the student by just asking them a bunch of questions
that are related to the text that they talking to.

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

By just letting them be the one who interprets an artwork is clear evidence of
valuing the critical thinking skills that a student have. Mrs. Perez encourages her
students to participate in their lesson and help them better understand the subject by
letting be the one who explores it.
C. Value/ Affective Lesson

1. What was the value lesson about?

The lesson deals with the importance of art in a society, the value lesson that the
student have after this subject is to appreciate and admire the meaning behind the
creation of a specific art.

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

When Mrs. Perez let the students be the center of the discussion. The values
behind the topic is mostly reveal to the students by stretching the lesson and
answering questions.

3. How was the value lesson developed?

By the series of arguments and the expanding and creating a much deeper
questions the class see the value of the lesson.

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III. My Analysis

A. For the Cognitive Lesson

How did my Resource Teacher teach the cognitive content meaningfully and
interestingly?

The resource teacher takes the students in a cognitive way to explore the topic
and by giving a lot of facts and information that the student may use to understand the
importance of their topic. She also accomplishes this task by giving examples and
pictures that are related to the topic.

B. For the Skill Lesson

How was the skill taught meaningfully and interestingly?

The lesson is taught by using a series of questioning, this strategy of Mrs. Perez
really work out because the students are being encouraged to analyze and expect every
information they gathered to the answers of their classmates. In this way, the skills of
students to interpret a specific artwork is learned.

C. For the Affective Lesson

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

I think value lessons are gathered by the use of a cognitive basis. In order to
really grasp the understanding of a specific topic, you need to ask a lot of things that are
related to the text that you're talking about. You need to think and analyze situations
that will encourage you to see the importance of the topic to your life.

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2. A cognitive or a skill lesson is a vehicle for value education. Do you agree?

Cognitive is the central meaning of how we learned things, this is the skill that we
used in reading, memorizing, reasoning in order to gather correct and meaningful data
that can support our learning. So yes, the application of cognitive skill is important inside
the class, especially that the routines or system we use nowadays is letting the student
be the one to explore and analyze the topic we gave to them. By this the relevancy of
the topic can apply is areal life scenario that can understand by the students.

IV. 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!

Being creative is the key to a better understanding of a lesson, a creative


teacher can make every lesson meaningful lessons. Textbooks are just a tool, if it
didn’t use it properly and in an organized way, it is really not that a big help for
learning. The subject has a specific genre of learning, some students might be bored
in a subject of Math but really excel in English, So it juts in the interest of the learner
to grasp learning in a specific subject, but with use of the creativity of the teacher to
teach the subject, every student can enjoy and appreciate the value of the subject.

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

The passion of a teacher to teach and the determination of the students to


learn is the central breakdown of education. So being a future education, I must
pursue and learn every different technique and strategy for a specific subject in

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order to apply learning to the student to that matter. Every subject is unique and
every students are also a unique way to learn. I must see my class as unified learners
that need different types of materials and strategy of teaching in order to learn. I
must be versatile and creative for this thing to happen.

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