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Field study 2

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Field study 2

  1. 1. 1 Field Study 2 Experiencing the Teaching – Learning Process March 2015
  2. 2. 2 Preface Setting new directions in education is one of the primary concerns of Teacher Education Institutions (TEI). This FS2 book aligns the learner’s experiences with the National Competency-Based Teacher Standards (NCBTS). The learning experiences embedded in every lesson were intended to create meaningful and rewarding encounters to ensure that the students will feel the joy of teaching and learning. FS2 is focused on Principles of Learning, Lessons of Objectives as My Guiding Star, Organizing Content for Meaningful Learning, Guiding Principles on the Selection, and Use of Teaching Strategies, Teaching Approaches and Methods, Lesson Development, Effective Questioning and Reacting Techniques. Features of this Book This Book is divided into Learning Episodes. Each Learning Episode contains the following component My Target This specifies the goals, objective and purposes of the learners. The objectives were stated in a specific, measurable, attainable, realistic and time bound (SMART) manner. My Performance This makes use of an analytic scoring rubric that is processed-and product- oriented. It evaluates the quality of the process of observation-documentation, analysis, reflection and submission. It also evaluates the quality of product or output of the FS student portfolio. It is primarily a tool intended for the Field Study teacher to rate the FA student upon completion of the episode. It can likewise be used by the FS student for self-rating purposes after completing the episode. It is placed immediately after My Target to give an idea to the FS student on what points will be evaluated at the end of the learning episode. My Map This presents the means / directions, processes, ways which the learners need to undertake to attain the target.
  3. 3. 3 My Tools This part gives the learners the instruments that they have to use in activities to undertake in the Learning Episodes to sharpen their skills. My Reflections This empowers the FS student to get engaged in higher thinking process skills. This phase will help to improve metacognitive skills as engaged in solving problems, making judgments and formulating inferences My Portfolio It is the student’s learning in capsule, an authentic form of assessment. A suitcase of the learner’s proofs and documents in various forms (photographs, illustrations, organizers, songs, rhymes, acronyms and the like). My Analysis This phase highlights the FS student’s ability to break the information learned and experiences undergone into parts for an in depth and incisive study of the same.
  4. 4. 4 Table of Contents Preface ………………………………………………………………………………….2 Features of this Book ………………………………………………………………….2 Table of Contents …………………………………………………………………….. 4 Introduction ……………………………………………………………………………. 5 Field Study 2 – Experiencing the Teaching Learning Process FS 2 – Episode 1 – Principles of Learning ……………………………..7 FS 2 – Episode 2 – Lesson Objective as My Guiding Star ……………16 FS 2 – Episode 3 – Organizing Content for Meaningful Learning …...25 FS 2 – Episode 4 – Guiding Principle in the Selection and Use of teaching Strategies ……………………….35 FS 2 – Episode 5 – On Teaching Approaches and Methods …………42 FS 2 – Episode 6 – On Lesson Development ………………………….53 FS 2 – Episode 7 – Effective Questioning and Reacting Technique …………………………………………..60 The contributors ………………………………………………………………………..69
  5. 5. 5 Introduction: As we observe students, we need to consider their goals. What Effects are they trying to create? We observe their actions and listens to their comments to determine the strategies they choose to attain their goal. In order to have a meaningful conversation with a child we need to know what the child think can be done in real situation (possible goals) and we need to know the procedures that the child believes will make things happen (possible strategies). Considering children’s theories requires more than a careful transcription of what they say and do. We have to dig, to abstract the meaning of elliptical sentences, aborted movements, or confusing explanation, request or description. Children are spontaneous, sometimes reserved; joyful now, sad later; friendly and reserved; competent and naïve; talkative and quiet. To be childlike is to experience an almost unpredictable array of discoveries, emotions, and levels of energy. Children are unique and complex and thus often difficult to comprehend. And they do not readily engage us in dialogue in order to explain the reasons for their caprice as they explore the world that surrounds them. Yet, as teachers, it is important for us to know our children deeply, to flow with their currents, and to extend their nascent theories about how the world works. Given the delightful yet often enigmatic characteristics of young children, We learned that in order to comprehend children we must begin by observing them as they play. But what do we see as we observe, and how we use our observation to enhance our effectiveness as teachers? Children are competent learners, but as teachers, we have to slow down, carefully observe and study our documented observation in order to understand the ideas that they are attending to convey. In addition to slowing down, observing children’s theories requires a general knowledge of child develop and a willingness to speculate.
  6. 6. 6 FS 2Experiencing the Teaching - Learning Process Course Description This Field Study course 2 is designed to provide FS students with opportunities to connect teaching-learning theories and principles discussed in Principles of Teaching 1 with actual room practice. It is intended to help the FS student observe how these principles of teaching and learning are applied by the Resource Teacher to make the teaching – learning process interactive, meaningful, exciting and enjoyable. General Objectives 1. Arrive at an experiential knowledge and understanding of the principles. 2. Reflect on the application of the principles of teaching and learning for meaningful and lasting learning. 3. Determine how the guiding principles in lesson objective formulation are applied in teaching-learning process 4. Acquire the skill in developing cognitive, skill and value lessons meaningfully and interestingly by an in depth treatment of the subject matter and by integrating thinking skills. 5. Apply the guiding principles in the selection of teaching strategies 6. Approach the teaching approach employed. 7. Trace the logical development of the lesson. 8. Identify effective questioning and reacting techniques. FS
  7. 7. 7 Episode 1 PRINCIPLES OF LEARNING
  8. 8. 8 Episode 1 PRINCIPLES OF LEARNING Name of the FS Student: Jenevie Butacan Resource Teacher: Mrs. Dawn Grace De Asis Cooperating School: UPHSD-LP 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 will I Be Rated) FIELD STUDYEpisode 1- The School As a Learning Environment Focused on: Determining a school environment that provides social, psychological, and physical Environment supportive of learning Tasks Exemplary 4 Superior 3 Satisfactory 2 Unsatisfactory 1 Observation/ Documentation: All tasks were done with outstanding quality; work exceeds expectation 4 All or nearly all tasks were done with high quality 3 Nearly all tasks were done with acceptable quality 2 Fewer than half of tasks were done; or most objectives met but with poor quality 1 My Analysis Analysis questions were answered completely; in depth answers; thoroughly grounded on theories. Exemplary grammar and Analysis questions were answered completely Clear connection with theories Grammar and spelling are Analysis questions were not answered completely. Vaguely related to the theories Grammar and spelling Analysis questions were not answered. Grammar and spelling unsatisfactory.
  9. 9. 9 spelling 4 superior 3 acceptable 2 1 My Reflection Reflection statements are profound and clear, supported by experiences from the episode. 4 Reflection statements are clear, but not clearly supported by experiences from the episode 3 Reflection statements are shallow; supported by experiences from the episode 2 Reflection statements are unclear and shallow and are not supported by experiences from the episode. 1 My Portfolio Portfolio is complete, clear, well- organized and all supporting documentation are located in sections clearly designated 4 Portfolio is complete, clear, well- organized and most supporting documentation are available and/or in logical and clearly marked location 3 Portfolio is incomplete supporting documentation is organized but is lacking 2 Portfolio has many lacking components; is unorganized and unclear 1 Submission Before deadline 4 On the deadline 3 A day after the deadline 2 Two days or more after the deadline 1 Sub Totals Over-all Score Rating (Based on transmutation) Signature of FS Teacher above printed name
  10. 10. 10 My Map I will observe at least 3 different classes. Pay close attention to what the Resource Teacher does t teach and what the learners 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 Principlesof Teaching 1, 2007 by Corpuz, B. and G. Salandanan Step2: I will observethree classes Step 3: I will identify evidence of applications of principles of learning. I can cite more than one evidence per principle of learning Step4: Guided by a question/questions, i will reflect o my own experience, writedown my reflection
  11. 11. 11 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: Mrs. Dawn Grace De Asis School Address: UPHSD-LP Date: February 06, 2015 Grade/ Year Level: Kinder 1 Subject Area: Principles of Learning Teaching Behaviour of the Teacher/Learning Behaviour of the Learner as Proof of the Application of the Principle of Learning 1. Learning is an experience which occurs inside the learner and is activated by the learner. Sample: 1. Teacher lets the learner do the learning activity. e.g.- Pupil writes letter A instead of teacher writing it for them. 2. Learning is the discovery of the personal meaning and relevance of ideas. Teachers must relate the lesson to the learner’s needs, interests and problems 3. Learning is a consequence of experience Let the students learn from their mistakes. Let them do the activities and when they did something wrong they will know already what is wrong and what is right. Through their experience they will learn from their mistakes from the past. 4. Learning is a cooperative and collaborative process. Let he students have group activities. e.g group reporting Cooperative – as teacher gives them
  12. 12. 12 activities so that each child can cooperate and participate and they will learn to mingle or socialize with others. 5. Learning is an evolutionary process. The teacher will teach the students, then the students will apply what they have learned. Not only inside the school but also outside the school. 6. Learning is sometimes a painful process. Let the learners realize that learning requires sacrifices and hard work. 7. One of the richest resources for the learning is the learner himself. You, as a learner are the only one who can help yourself to learn. No one can help you but yourself. 8. The process of learning is emotional as well as intellectual. Learner’s can’t focus in their studies that much if they have something that is bothering their mind. Example, one of your students fails her quiz/exam and do not participate in class. Talk to the parents of the student if there’s a problem in their house 9. The process of problem solving and learning are highly unique and individual. Make use of different teaching strategies that can cater multiple intelligences and learning styles.
  13. 13. 13 My Analysis 1. What is the impact of the Resource Teacher’s observance of these principles on the teaching-learning process on the learners? Answer: To get more information from the teacher the resource teacher should be able to get more ideas in teaching and the learners will be able 2. Which learning principle was applied most? Answer: Learning is a cooperative and collaborative process. 3. Which learning principle was applied least or not at all applied? Answer: The principle that applied least was the process of problem solving & learning is highly unique as an individual. 4. Do you agree with these principles of learning? Or have you discovered that they are not always correct? Answer: Yes, because most of the principles of learning are really applied in teaching especially for those who are teaching for a long time.
  14. 14. 14 My Reflections My reflection on my observations of my Resource Teacher’s observance of these principles. Did my Resource Teachers adhere to these principles? Answer: Yes, the Resource Teachers adhere to these principles even though not all the principles are used, but most of them are used by the teacher. They take it into considerations the interests of the children 5. Lessons I have learned from my observations on the classroom application of the principles of learning. Answer: You should relate the lesson to the experiences of the students. Give them lessons and examples that will let them understand easily the lessons.
  15. 15. 15 My Portfolio Principles of Learning inMy OwnWords 1. The student should be mentally, physically and emotionally ready to learn. 2. Those things that are repeated are best remembered 3. You should give positive feedbacks to the children. 4. The student’s first experience should be positive, functional, and lay the foundation for all that is to follow. 5. Things that are recently learned are best remembered. 6. The students will learn more from the real thing than from a substitute. 7. The students will learn freely. 8. The things that the children need should always be prepared and available.
  16. 16. 16 Episode 2 LESSON OBJECTIVES AS MY GUIDING STAR
  17. 17. 17 Episode 2 LEARNING OBJECTIVES AS MY GUIDING STAR Name of the FS Student: Namerah Basmala Resource Teacher: Mrs. Dawn Grace De Asis Cooperating School: UPHSD-LP 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 objectives My Performance (How will I Be Rated) FIELD STUDYEpisode 2- Lesson Objectives as My Guiding Star Focused on: Application of the guiding principles on the development of lesson Objectives. Tasks Exemplary 4 Superior 3 Satisfactory 2 Unsatisfactory 1 Observation/ Documentation: All tasks were done with outstanding quality; work exceeds expectation 4 All or nearly all tasks were done with high quality 3 Nearly all tasks were done with acceptable quality 2 Fewer than half of tasks were done; or most objectives met but with poor quality 1 My Analysis Analysis questions were answered completely; in depth answers; Analysis questions were answered completely Clear Analysis questions were not answered completely. Vaguely Analysis questions were not answered. Grammar and spelling unsatisfactory.
  18. 18. 18 thoroughly grounded on theories. Exemplary grammar and spelling 4 connection with theories Grammar and spelling are superior 3 related to the theories Grammar and spelling acceptable 2 1 My Reflection Reflection statements are profound and clear, supported by experiences from the episode. 4 Reflection statements are clear, but not clearly supported by experiences from the episode 3 Reflection statements are shallow; supported by experiences from the episode 2 Reflection statements are unclear and shallow and are not supported by experiences from the episode. 1 My Portfolio Portfolio is complete, clear, well- organized and all supporting documentation are located in sections clearly designated 4 Portfolio is complete, clear, well- organized and most supporting documentation are available and/or in logical and clearly marked location 3 Portfolio is incomplete supporting documentation is organized but is lacking 2 Portfolio has many lacking components; is unorganized and unclear 1 Submission Before deadline 4 On the deadline 3 A day after the deadline 2 Two days or more after the deadline 1 Sub Totals Over-all Score Rating (Based on transmutation)
  19. 19. 19 Signature of FS Teacher above printed name 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, B and G. Salandanan, pp 29-38 Step2: Observea class with a learning partner. My focus this time is on lesson or learning objectives Step3: Discuss my observations/answers to the questions with my partner Step4: Write down my answers to the questions. Step5: Reflect on my observation.
  20. 20. 20 My Tools 1. As I observe a class, I will use the Observation Sheet for more focused observation. Guiding Principles in Determining and Formulating Learning Objectives Teaching Behaviour/s which Prove/s Observance of the Guiding Principle 1. Begin with the end in mind 1. e.g. The Resource Teacher began her lesson by stating her objective. 2. Share lesson objective with students 2. Tell the students the objectives of the lesson; tell them the reason why they need to learn those things. 3. Lesson objectives must be in 2 or 3 domain – cognitive, skill and effective or cognitive and affective 3. Teacher should be applied the three domains so that the students can use their three domains for learning. OBSERVATION SHEET Name of the Resource Teacher Observed: Mrs. Dawn De Asis School Address: UPHSD-LP Date: March 09, 2015 Grade/ Year Level: Kinder 1 Subject Area:
  21. 21. 21 skill and or skill and affective 4. Work on significant and relevant lesson objectives. 4. When you are teaching, use words that are appropriate to your students so that they can understand the lesson easily. 5. Lesson objectives must lead to the development of critical and creative thinking 5. Give an activity to students that they can use their creative minds and their critical thinking skills. 2. After observing your Resource Teacher teaches, write down what you think was/were her lesson objective. Answer: The objective of the Resource Teacher’s lesson objective is learning more and understand the lesson in an easy way. 3. Ask permission from your Resource Teacher for you to copy her lesson objective for the day’s lesson. Copy it here then compare it with your answer in #2. Are they the same? Different? Answer:
  22. 22. 22 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 a guiding star? Answer: 2. Why did you find it easy/difficult to write down the Resource Teacher’s lesson objective for the? Did she mention it at the beginning of her/his lesson? Answer: It is easy because based on her strategies of teaching you can find it out it early. Because from them the start the teacher began to apply the domain. 3. Did you find the lesson objectives SMART? Why or why not? Answer: The teacher teaches the applying of three domains. So the students can use their cognitive, affective and psychomotor. 4. Was the lesson objective in the cognitive or psychomotor or affective domain? Or it was it in the two or three domains? Support your answer. Answer:
  23. 23. 23 Yes, because from the start and up to the end of the lesson, the three domains was applied. 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? Answer: I observed that the teacher really did a great job in terms of teaching. Her students are actively participating in her class. I think she really did her best and teach based on her lesson plan. The teacher used her lesson objectives to what her students needs to know, she used it as a guide to help her students reach their goals for today.
  24. 24. 24 My Portfolio My researched quotations that state the significance of goals and objectives (Don’t forget to state your source.) “First have a definite, clear practical ideal, a goal, an objective. Second, have a necessary means to achieve. To achieve your ends; wisdom, money, materials, and methods. Third, adjust all your means to end that” - Aristotle “If you want to reach your goal, you must see the reaching in your own mind before you actually arrive at your goal.” - Zig Ziglar “A dream written down with a date becomes a goal. A goal broken down into steps becomes a plan. A plan backed by action makes your dream come true”
  25. 25. 25 Episode 3 ORGANIZING CONTENT FOR MEANIGFUL LEARNING
  26. 26. 26 Episode 3 ORGANIZING TECHNIQUE FOR MEANINGFUL LEARNING Name of the FS Student: Shannon Joyce Barcelo Cooperating School: UPHSD-LP Resource Teacher: 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 will I Be Rated) FIELD STUDYEpisode 3- Organizing content for meaningful learning Focused on: The development or a cognitive or skill or a affective lesson. Tasks Exemplary 4 Superior 3 Satisfactory 2 Unsatisfactory 1 Observation/ Documentation: All tasks were done with outstanding quality; work exceeds expectation 4 All or nearly all tasks were done with high quality 3 Nearly all tasks were done with acceptable quality 2 Fewer than half of tasks were done; or most objectives met but with poor quality 1 My Analysis Analysis questions were answered completely; in depth answers; thoroughly grounded on Analysis questions were answered completely Clear connection with theories Analysis questions were not answered completely. Vaguely related to the theories Analysis questions were not answered. Grammar and spelling unsatisfactory.
  27. 27. 27 theories. Exemplary grammar and spelling 4 Grammar and spelling are superior 3 Grammar and spelling acceptable 2 1 My Reflection Reflection statements are profound and clear, supported by experiences from the episode. 4 Reflection statements are clear, but not clearly supported by experiences from the episode 3 Reflection statements are shallow; supported by experiences from the episode 2 Reflection statements are unclear and shallow and are not supported by experiences from the episode. 1 My Portfolio Portfolio is complete, clear, well- organized and all supporting documentation are located in sections clearly designated 4 Portfolio is complete, clear, well- organized and most supporting documentation are available and/or in logical and clearly marked location 3 Portfolio is incomplete supporting documentation is organized but is lacking 2 Portfolio has many lacking components; is unorganized and unclear 1 Submission Before deadline 4 On the deadline 3 A day after the deadline 2 Two days or more after the deadline 1 Sub Totals Over-all Score Rating (Based on transmutation)
  28. 28. 28 Signature of FS Teacher above printed name My Map I will observe three different lessons executed – cognitive, skill and affective lessons. (Cognitive-Sibika: Skill-Math: Affective- Literature/Edukasyong Pagpapahalaga) To reach my target, I will work my through these steps:
  29. 29. 29 My Tools A. For the Cognitive Lesson 1. What is the lesson all about? Answer: Reflection about their Field Trip last Friday (March 06, 2015) 2. What are the examples of facts mentioned in the lesson? Answer: The teacher asked about their field trip. For example, what animal did you see in Manila Ocean Park and Manila zoo? 3. Did the lesson end with the facts? Or did these facts leads to understanding of concepts? Prove your answer. Answer: OBSERVATION SHEET Name of the Resource Teacher Observed: School Address: UPHSD-LP Date: March 09, 2015 Grade/ Year Level: Grade 1-Helpfulness Subject Area: MAPEH
  30. 30. 30 The activity end with facts and also the facts lead to understanding the concepts because the students understand the instruction given by their teacher and they were able to draw the animals that they saw in Manila Ocean Park and Manila Zoo 4. Write down instances of treating the topic in depth (giving examples, examining cause-effect relationships, relating ideas or concepts to one another. Answer: The teacher relates the subject to what the students experienced. 5. Cite an instance/ instances when students were encourage to ask questions, to talk about and reflect on what they learned. Answer: The teacher asked the students if they had a chance to touch and take a picture with the animals, then she asked questions about the animals and the teacher asked the students to give also some examples. B. For the Skill Lesson 1. What was the skill lesson about? Which skills was/were target? Manipulative skill or thinking skill? Answer: The skill that was used was their thinking skills where in they can think fluent, they can construct ideas relevant to the certain topic and they can response easily because of their own insights and experiences .
  31. 31. 31 2. Write evidence of the teacher’s encouragement of divergent thinking by the students. Answer: Divergent thinking is fluent thinking, flexible thinking, original thinking and collaborative thinking. The teacher encouragement of divergent thinking by the student is that they can think fluent related to their field trip and to the lesson. 3. Which are proofs that the Resource Teacher promoted convergent thinking? Answer: Convergent thinking, it is narrowing down from many possible thoughts and to end up on a single best thought or an answer to a problem. The teacher asked the students of what are the animals that belong in the zoo. 4. If there was problem solving in the lesson, were the pupils taught to solve the problem using algorithm or heuristic strategy? Answer: Yes. Just by letting their students to reminisce and think about their field trip so that they can construct a lesson by their experiences 5. What are proofs that the students were encouraged to do critical thinking? Answer: The teacher asked the students to draw the animals. C. Value/ Affective Lesson 1. What was the value lesson about?
  32. 32. 32 Answer: The values lesson was all about following and obeying instructions. 2. Was the value taught alone or was it integrated with a cognitive or skill lesson? Answer: The value was taught integrated with a cognitive and skill lesson. 3. How was the value lesson developed? Answer: The teacher tested the memory of the students by asking them about the different animals that they saw in their field trip. Next, they draw the animals they saw. And lastly, they identify the different animals. 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? Answer: The students relate their experiences by drawing. They were asked to draw the animals they saw during the field trip.
  33. 33. 33 C. For the Affective Lesson 1. Is it possible to teach a value lesson without any cognitive basis at all? Explain your answer. Answer: The thinking skill is what the teacher gave focus it is taught by drawing and describing the animals. 2. A cognitive or a skill lesson is a vehicle for value education. Do you agree? Answer: The animals are the one that has been mostly given attention. That is why the value lesson in delivered within the skill and cognitive lesson. 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! Answer: I agree because the subjects whom we are taking are all interesting the only thing that is making it dull is they are delivered to us. The dullness of subject is because of the teachers who don’t know how to deliver their lesson in an interesting way. 2. How should you recognize subject matter (be it cognitive skill or value lesson) so that your teaching will always be fresh and interesting? Answer:
  34. 34. 34 Always give activities to students. Do not give lectures every meeting. Students get bored easily and if you’re always giving them lectures they wouldn’t be interested anymore because you’re always using it as you’re teaching aid. Always try something new. 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
  35. 35. 35 Episode 4 GUIDING PRINCIPLES IN THE SELECTION AND USE OF TEACHING STRATEGIES
  36. 36. 36 Episode 4 GUIDING PRINCIPLES IN THE SELECTION AND USE OF TEACHING STRATEGIES Name of the FS Student: Shannon Joyce Barcelo Cooperating School: UPHSD-LP Resource Teacher: Ms. Thelma My Target In this Episode, I must be able to:  Write evidence of the application of some guiding principles in the selection and use of teaching strategies My Performance (How will I Be Rated) FIELD STUDYEpisode 4 – Guiding Principles on the Selection and Use of Teaching Strategies Focused on: The application of some guiding principles in the selection and use of teaching strategies Tasks Exemplary 4 Superior 3 Satisfactory 2 Unsatisfactory 1
  37. 37. 37 Observation/ Documentation: All tasks were done with outstanding quality; work exceeds expectation 4 All or nearly all tasks were done with high quality 3 Nearly all tasks were done with acceptable quality 2 Fewer than half of tasks were done; or most objectives met but with poor quality 1 My Analysis Analysis questions were answered completely; in depth answers; thoroughly grounded on theories. Exemplary grammar and spelling 4 Analysis questions were answered completely Clear connection with theories Grammar and spelling are superior 3 Analysis questions were not answered completely. Vaguely related to the theories Grammar and spelling acceptable 2 Analysis questions were not answered. Grammar and spelling unsatisfactory. 1 My Reflection Reflection statements are profound and clear, supported by experiences from the episode. 4 Reflection statements are clear, but not clearly supported by experiences from the episode 3 Reflection statements are shallow; supported by experiences from the episode 2 Reflection statements are unclear and shallow and are not supported by experiences from the episode. 1 My Portfolio Portfolio is complete, clear, well- organized and all supporting documentation are located in sections clearly designated Portfolio is complete, clear, well- organized and most supporting documentation are available and/or in logical and clearly marked Portfolio is incomplete supporting documentation is organized but is lacking Portfolio has many lacking components; is unorganized and unclear
  38. 38. 38 4 location 3 2 1 Submission Before deadline 4 On the deadline 3 A day after the deadline 2 Two days or more after the deadline 1 Sub Totals Over-all Score Rating (Based on transmutation) Signature of FS Teacher above printed name My Map
  39. 39. 39 I will observe at least 3 Resource Teachers, analyze and reflect on my observation. To reach my Target, I will follow the following steps: My Tools Steps Step 1. Review Selection and Use of Teaching Strategiesin Principlesof Teaching 1, 2007 by Corpuz,B. and G. Salandanan,pp.52-68. Step 2. Observe atleast 3 Resource Teachers. Step 3. Accomplish ObservationSheet. Step 4. Analyze my observation.
  40. 40. 40 Guiding Principles on the Selection and Use of Teaching Strategies Teaching Behaviour of the Resource Teacher that Applies the Principles 1. Learning is an active process The learners must be actively engage in some learning activities for them to learn what we intended to teach. 2. The more senses that are involved, the more and the better the learning. Most of the students nowadays are visual learners As teachers; we must always provide visual materials for them to understand more our lesson. 3. A non-threatening atmosphere enhances learning The atmosphere of the students is one of the most important and most influential because it enhances a student’s learning. So that means, the physical classroom condition must always be good. OBSERVATION SHEET Name of the Resource Teacher Observed: Shannon Joyce Barcelo School Address: UPHSD-LP Date: March 06, 2015 Grade/ Year Level: Grade 1 – Helpfulness Subject Area: Math
  41. 41. 41 4. Emotion has the power to increase retention and learning Teachers must bring out the student’s emotion into the classroom and recognize the power of emotion to increase retention. 5. Good teaching goes beyond recall of information. Teaching should reach the levels of application, analysis, synthesis and evaluation. 6. Learning is meaningful when it is connected to students’ everyday life Some students, school is the best part of their day because for them it’s a way to escape their life at home. As teachers, it’s important to understand that there is so much more to students. So teachers must always be available to their students. 7. An integrated teaching approach is far more effective than teaching isolated bits of information.
  42. 42. 42 My Analysis Are these principles in accordance with brain-based teaching and learning? Yes, because it involves students in real-life or authentic problem solving, the using of projects to increase meaning and motivation, simulations and role plays as meaning makers and classroom strategies using visual processing. My Reflections What is the best method of teaching? Is there such a thing? There is no such thing as best teaching method. The best method is the one that works, the one that yields results. Being a reflective teacher and striving for excellence in teaching means considering each aspect of your teaching approach to ensure that you are doing your best to facilitate student learning. My Portfolio Illustrate your reflection on the best method of teaching creatively on this page.
  43. 43. 43 Episode 5 ON TEACHING APPROACHES AND METHOD
  44. 44. 44 Episode 5 ON TEACHING APPROACHES AND METHOD Name of the FS Student: Geniva Timbang Cooperating School: Vergonville Elementary School Resource Teacher: Mrs. Marlyn Barrozo My Target In this Episode, I must be able to determine the teaching approach or method used by the Resource Teacher My Performance (How will I Be Rated) FIELD STUDYEpisode 5- On Teaching Approaches and Methods Focused on: Determining the teaching approach or method used by the Resource Teacher Tasks Exemplary 4 Superior 3 Satisfactory 2 Unsatisfactory 1 Observation/ Documentation: All tasks were done with outstanding quality; work exceeds expectation 4 All or nearly all tasks were done with high quality 3 Nearly all tasks were done with acceptable quality 2 Fewer than half of tasks were done; or most objectives met but with poor quality 1 My Analysis Analysis questions were answered completely; in depth answers; thoroughly grounded on theories. Exemplary grammar and spelling 4 Analysis questions were answered completely Clear connection with theories Grammar and spelling are superior 3 Analysis questions were not answered completely. Vaguely related to the theories Grammar and spelling acceptable 2 Analysis questions were not answered. Grammar and spelling unsatisfactory. 1 My Reflection Reflection Reflection Reflection Reflection
  45. 45. 45 statements are profound and clear, supported by experiences from the episode. 4 statements are clear, but not clearly supported by experiences from the episode 3 statements are shallow; supported by experiences from the episode 2 statements are unclear and shallow and are not supported by experiences from the episode. 1 My Portfolio Portfolio is complete, clear, well- organized and all supporting documentation are located in sections clearly designated 4 Portfolio is complete, clear, well- organized and most supporting documentation are available and/or in logical and clearly marked location 3 Portfolio is incomplete supporting documentation is organized but is lacking 2 Portfolio has many lacking components; is unorganized and unclear 1 Submission Before deadline 4 On the deadline 3 A day after the deadline 2 Two days or more after the deadline 1 Sub Totals Over-all Score Rating (Based on transmutation) Signature of FS Teacher above printed name
  46. 46. 46 My Map I will observe at least 3 Resource Teachers, analyze and reflect on my observations. To realize my Target, I will follow the following steps: Step 1. Review “DifferentApproachesand Methods in Principles of Teaching 1,” 2007 by Corpuz, B. and G. Salandanan, pp. 69- 100 Step 2: Observe 2 Resource Teachers Step 3. AccomplishObservationSheet Step 4. Analyze my observations. Step 5. Reflecton my observations
  47. 47. 47 My Tools Approach /Method Description of Teaching Behavior that Proves Use of the Teaching Approach/Method (What did my Resource Teacher do as she used this approach/method) 1. Deductive Method The teacher used this method by showing her lesson by posting her lesson in front using manila paper or cartolina 2. Inductive Method The teacher give an example. Since the subject is Filipino, it’s easier for the students to understand the instructions. Example, the teacher will give a sentence and she will give the answer as well so that the students can understand. 3. Demonstration Method Mrs. Marlyn used this method as she gives an example to the students. 4. Problem solving She used this method by letting the OBSERVATION SHEET Name of the Resource Teacher Observed: Mrs. Marlyn Barrozo School Address: Vergonville Elementary School Date: February 06, 2015 Grade/ Year Level: Grade 2 Subject Area: Filipino
  48. 48. 48 students really think of the right answer. The teacher will call a student as a part of their recitation. 5. Discovery Method The teacher gives a situation and the students should be able to 6. Problem solving Method Just like the answer in number 4, but this is a step by step method. That is the only difference. 7. Project Method Project method is that, you will give your students a project. The purpose of the project is to give clue to the students what topic are they going to discuss next meeting 8. Constructivist approach Constructivist approach is learning experience so the teacher asks the students to give an example sentence. 9. Metacognitive approach Metacognitive is all about thinking about thinking. The teacher asks the students to make an example sentence right? So the teacher will ask some other student to check their classmates work. 10. Integrative approach
  49. 49. 49 My Analysis 1. Which approaches/methods will be grouped together? Why? Answer: For me, problem solving, dicovery and problem solving method should be grouped as one because in own understanding, I think the method has the same approach. What I mean is discovery method is just like problem solving method because when you solve a problem, you discover things. 2. Which approaches/methods are more interactive? Less attractive? Answer: The most interactive approach is demontration method because they can have fun while learning. The less interactive for me is project method simply because the child will do the task alone. There’s no interaction with other students except if it’s a group project. 3. When should the direct method be used? Answer: Direct method should be used when you know that your students are good enough to understand the lesson without introducing it and just go directly to the lesson itself. 4. When should the indirect method be used? Answer: It depends on the subject matter. If youre teaching in a science or a mathematics class, you should use indirect method because in a science class and you have an experiment you should be able to demonstrate fisrt what they are going to do before proceding to the lesson proper. And if youre teaching mathematics, you have togive an example first on how to solve the problem.
  50. 50. 50 5. Which approaches/methods promote “learning to live together”? Answer: The methods/approaches that promotes “learning to live together” are discovery and demonstration method because these two methods includes social interaction between the students. My Reflections If I decide on my teaching approach/method, I will consider (Continue the sentence. Begin writing now) If I decide on my teaching approach/method, I will consider demonstration method since I’ll be teaching special kids in the future. Demonstration method because studetnts will have an idea on how to do certain things such as tying their shoe lace or whatsoever. Demonstration method will makes it easier for them to learn a thing
  51. 51. 51 My Portfolio 1. By means of a graphic organizer show the characteristics of a constructivist and a metacognitive approach. COSNTRUCTIVIST APPROACH METACOGNITIVE APPROACH
  52. 52. 52 2. Do serious reserch and complete this Table on Methods. The first is done for you. Method Advantage/s When to use 1. Deductive Method Direct teaching so I can accomplish more within the given period of time. Time is limited; subject matter is very difficult; learners don’t know much about the lesson; teacher is not yet skilled in facilitating skills. 2. Inductive Method Indirect teaching so that the students can clearly understand the lesson. Time is not that much limited; subject matter is not so difficult; learners have a clue what was the lesson for the day were all about; teacher has experience/skills in facilitating learning 3. Demonstration Method Indirect teaching so that the students will have an idea of the lesson they are going to tackle. Time is not so limited; subject matter is a bit hard; learners will know how to do it; teacher is capable of demonstrating it to the class clearly 4. Problem Solving Indirect teaching that allows the teacher to give problem to solve ny the students Need a long period subject; the subject matter is complicated like matematics; teacher master the lesson very well 5. Discovery Method Indirect teaching so that Time is a bit limited;
  53. 53. 53 my class will enjoy my subject. subject is not that hard; learners will have a better understanding if the teacher gives an example. 6. Problem solving method Indirect method so that my students will develop their problem solving skills. Need a long period of time; it is used mostly in mathematics; 7. Project Method Indirect method so because the teacher will give them project based on the topic Time is limited; learners will know how to be creative 8. Constructivist Method Indirect method in which the teacher will call some students to recite or give examples Time is limited; learners have experience; the teacher should know how to manage her/his class 9. Metacognitive Approach Indirect method so that i can distinguish who are the critical learners Time is not limited; learners are critical thinkers; the teacher should know how 10. Integrative Approach
  54. 54. 54 Episode 6 ON LESSON DEVELOPMENT
  55. 55. 55 Episode 6 ON LESSON DEVELOPMENT Name of the FS Student: Geniva Timbang Cooperating School: Vergonville Elementary School Resource Teacher: Mrs. Marlyn Barrozo My Target In this Episode, I must be able to trace how my Resource Teacher develops her/his lesson. My Performance (How will I Be Rated) FIELD STUDYEpisode 6 – On Lesson Development Focused on: How my Resource Teacher develops his/her lesson. Tasks Exemplary 4 Superior 3 Satisfactory 2 Unsatisfactory 1 Observation/ Documentation: All tasks were done with outstanding quality; work exceeds expectation 4 All or nearly all tasks were done with high quality 3 Nearly all tasks were done with acceptable quality 2 Fewer than half of tasks were done; or most objectives met but with poor quality 1 My Analysis Analysis questions were answered completely; in depth answers; thoroughly grounded on theories. Exemplary grammar and spelling 4 Analysis questions were answered completely Clear connection with theories Grammar and spelling are superior 3 Analysis questions were not answered completely. Vaguely related to the theories Grammar and spelling acceptable 2 Analysis questions were not answered. Grammar and spelling unsatisfactory. 1 My Reflection Reflection Reflection Reflection Reflection
  56. 56. 56 statements are profound and clear, supported by experiences from the episode. 4 statements are clear, but not clearly supported by experiences from the episode 3 statements are shallow; supported by experiences from the episode 2 statements are unclear and shallow and are not supported by experiences from the episode. 1 My Portfolio Portfolio is complete, clear, well- organized and all supporting documentation are located in sections clearly designated 4 Portfolio is complete, clear, well- organized and most supporting documentation are available and/or in logical and clearly marked location 3 Portfolio is incomplete supporting documentation is organized but is lacking 2 Portfolio has many lacking components; is unorganized and unclear 1 Submission Before deadline 4 On the deadline 3 A day after the deadline 2 Two days or more after the deadline 1 Sub Totals Over-all Score Rating (Based on transmutation) Signature of FS Teacher above printed name
  57. 57. 57 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: Step 5. Reflect on my Observation. Step 4. Analze my Observation. Step 3. AccomplishObservation Sheet Step 2. Observe 2 Resource Teacherson how they go through their lessons. Step 1. Review "Appropriate Lerning Activities i the Different Phases of the Lessonin Principles of Teaching1, 2007 by Corpuz, B. and G. Salandanan, pp. 95-99 and Instruction in EducationalTechnology1,2007 by Corpuz, B. P. I Lucido pp.36- 43 - and Principlesof Teaching 2,2006 by Corpuz, B. et al pp. 51-90
  58. 58. 58 My Tools 1. Describe how the teacher began his/her lesson. Why do you think she/he do that? Answer: The teacher began by recalling her past lesson and she connected it to her lesson for that day. It’s important to connect the past lesson from the previous lesson so that the students will know what is the significance and relevance of their lesson every time. 2. What activity/ies did the Resource Teacher ask the learners to do after she/he introduced the lesson? Why do you think she/he did that? Answer: She asked her students to give an example based o their lesson for the day. 3. How did she/he end his lesson? Why do you think she/he did that? Answer: She ended her lesson by asking the students what is the lesson for today again. She also asked the students if there’s something they didn’t understand in the lesson. I think she did that t test if her students mastered their lesson and also to retain what they have been discussed for that day. OBSERVATION SHEET Name of the Resource Teacher Observed: Mrs. Marlyn Barrozo School Address: Vergonville Elementary School Date: February 06, 2015 Grade/ Year Level: Grade 2 Subject Area: Filipino
  59. 59. 59 4. Did you notice an assessment of learning in the process of teaching? If yes, how was it done? Answer: She told her students to answer some activity o their books based on the lesson 5. Did you observe if Resource Teacher checked learning at the end of her lesson? Answer: Yes. She always asks like “Did you understand?” or “Did you get it class” 6. Checklist – Of the following, which did you observe? Please check if you observe 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 
  60. 60. 60 My Analysis 1. How should a lesson begin and end? Answer: For me it’s better to start a lesson with something students can really enjoy. Example, start your motivation like singing a song related to the topic, and before your lesson is about to end give them acitivities such as games, tasks, etc. 2. Did you observe any part of the lesso development to have been out of place? Explan your answer. Answer: NothinG My Reflections “Tell them what you want to tell them; tell them, tell them what you told them.” Relate this statement to lesson development. This statement simply means that teach them what they need to know, not you wanted to teach. My Portfolio 1. Re-construct your Resource Teacher’s lesson. Your lesson plan must have the parts of a lesson plan. A lesson plan outline may do, provide all the parts of a lesson are covered.
  61. 61. 61 Episode 7 EFFECTIVE QUESTIONING AND REACTING TECHNIQUES
  62. 62. 62 Episode 7 EFFECTIVE QUESTIONING AND REACTING TECHNIQUES Name of the FS Student: Geniva Timbang Cooperating School: Vergonville Elementary School Resource Teacher: Mrs. Marlyn Barrozo My Target In this Episode, I expect myself to be able to determine my Resource Teacher’s questioning and reacting techniques and identify those that promote interaction. My Performance (How will I Be Rated) FIELD STUDYEpisode 7- Effective questioning and Reacting Focused on: Questioning and reacting techniques Tasks Exemplary 4 Superior 3 Satisfactory 2 Unsatisfactory 1 Observation/ Documentation: All tasks were done with outstanding quality; work exceeds expectation 4 All or nearly all tasks were done with high quality 3 Nearly all tasks were done with acceptable quality 2 Fewer than half of tasks were done; or most objectives met but with poor quality 1 My Analysis Analysis questions were answered completely; in depth answers; thoroughly grounded on theories. Exemplary grammar and spelling Analysis questions were answered completely Clear connection with theories Grammar and spelling are superior 3 Analysis questions were not answered completely. Vaguely related to the theories Grammar and spelling acceptable 2 Analysis questions were not answered. Grammar and spelling unsatisfactory. 1
  63. 63. 63 4 My Reflection Reflection statements are profound and clear, supported by experiences from the episode. 4 Reflection statements are clear, but not clearly supported by experiences from the episode 3 Reflection statements are shallow; supported by experiences from the episode 2 Reflection statements are unclear and shallow and are not supported by experiences from the episode. 1 My Portfolio Portfolio is complete, clear, well- organized and all supporting documentation are located in sections clearly designated 4 Portfolio is complete, clear, well- organized and most supporting documentation are available and/or in logical and clearly marked location 3 Portfolio is incomplete supporting documentation is organized but is lacking 2 Portfolio has many lacking components; is unorganized and unclear 1 Submission Before deadline 4 On the deadline 3 A day after the deadline 2 Two days or more after the deadline 1 Sub Totals Over-all Score Rating (Based on transmutation) Signature of FS Teacher above printed name
  64. 64. 64 My Map I shall observe three (3) Resource Teacher’s questioning and reacting techniques based on my past lesson on “Effective Questioning and Reacting Teachniques”. To realize my target, I will do the following: 1. Reflect on my observations. 1. Review “Effective Questioning and Reacting Teachniques” on pp. 161-171of Principles of Teaching 1, 2007 by Corpuz, B. and G. Salandanan. 2. Observe my Resource Teacher as she teaches with the use of an Observation Sheet. 3. Analyze my answers with the aid of questions. 4.Reflect on my observations. STEPS
  65. 65. 65 My Tools Score the Resource Teacher every timeshe/he demonstrate any of the following questioning behaviors. Sample is shown in item # 1. OBSERVATION SHEET Name of the Resource Teacher Observed: Dawn Grace De Asis School Address: UPHSD-LP Date: March 06, 2015 Grade/ Year Level: Kinder 1 Subject Area: Questioning Behavior Tally of Use Frequency 1. Varying types of questions e.g. IIII 4 2. Asking non-directed questions II 2 3. Calling non-volunteers IIIII 5 4. Rephrasing III 3 5. Sequencinng logically II 2 6. Requiring abstract thinking I 1 7. Asking open-ended questions IIII 4 8. Allowing students wait time III 3 9. Invovling as many as possible IIIII 5
  66. 66. 66 My Tools Write samples of questions asked under each type. Type of Question Sample Questions Asked 1. Convergent Question What is the first day of the week? A. Friday B. Monday C. Saturday 2. Divergent Question How many months are there in a year? 3. Low-level Question What is the color of an apple? 4. High-level Question Why do we go to school everyday? OBSERVATION SHEET Name of the Resource Teacher Observed: Dawn Grace De Asis School Address: UPHSD-LP Date: March 06, 2015 Grade/ Year Level: Kinder 1 Subject Area:
  67. 67. 67 Reacting Teachniques Score the Resource Teacher every time she/he makes use of anyof the techniques. Reacting Behavior Tally of Use Frequency 1. Providing acceptance feedback IIIII 5 2. Providing corrective feedback IIIII 5 3. Giving appropriate praise IIIII 5 4. Repeating the answer IIIII 5 5. Explaining the answer IIIII 5 6. Rephrasing the question II 2 7. Asking follow up questions IIIII 5 8. Redirecting questions to other pupils IIIII 5 9. Soliciting student questions III 3 10. Encouraging through non-verbal behavior IIIII 5 11. Criticizing responding students for his /her answer I 1 12. Scolding for misbehavior or not listening IIIII 5 13. Overusing expresions such as “Okay”, “Right”, etc.? IIIII 5
  68. 68. 68 My Analysis 1. Which questioning and reacting techniques encourage teacher-student interaction? Which ones did not? Answer: 2. What did Neil Postman mean when he said: “Children go to school as question marks and leave school as periods”? Does this have something to do with a teacher’s questioning and reacting techniques? Answer: Yes, it means that children have this their question in mind like “What am I going to learn to school today?”. And after school, their questionns in mind have already answered. My Reflections What do I resolve to do and NOT to do in my questioning and reacting techniques so as to encourage teacher-student interaction? The teacher should resolve a question when he student’s can answer it, the teacher can give a clue for that the students can think about the correct answer.
  69. 69. 69 My Portfolio I promote higher-order-thinking skills (HOSTS) and interaction for learning by the kind of question that I ask. Here are learning objectives. Formulate at least two examples of questions that promote divergent thinking and HOTS. Elementary (For the BEED Student) 1. At the end of the lesson, the pupil is able to identify the functions of the organs of the digestive system. Secondary (For the BSEd Student) 1. After having been presented the pros and cons of teaching reproductive health in schools, the student must be able to take a stand on the controversial issue and give reasons for such stand. Write your two divergent questions here! 1. Elementary  What are the different parts of the body?  What are the five senses? 2. Secondary ● What are the seven continents? ● Who are the siblings of Jose Rizal? I promote class interaction by my favorable remarks. Here are 5 examples of expressions I must use (products of my research) to inspire my students to be involved in class interaction. 1. e.g. “You’re on the right track!” 2. Great job! 3. You did well today! 4. Excellent! 5. Give yoursleves a round of applause!
  70. 70. 70 TheContributors JenevieButacan “A creative teacher is not limited to his/her textbooks, but rather has a clear understanding the learner’s level of grasp & undertanding, and thus provide mere avenues of growth learning by maximazing and maintaining the stimuli affeting the learning skills.” Namerah Basmala “Education is not the learning of facts, but the training of the mind to think”. - Albert Einstein GenivaTimbang “Teaching is not just a profession it’s a passion”. Means as teacher we must love what we are doing. If we will teach just for sake of saying it’s our job we won’t be an effective teacher. We must teach by heart not just by book. SHANNON JOYCE BARCELO
  71. 71. 71 “Teach what is right to the eyes of the people and most of all to the eyes of God”.

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