Field Study 2 Episode 3 Organizing Content for Meaningful Learning

1. ORGANIZING CONTENT FOR MEANINGFUL LEARNING
Name of FS Student _Deliman, Jundel L.__________________________________________
Course _Bachelor of Secondary Education________________________ Year & Section _II__
Resource Teacher _Mary Juliet Doño __________ Signature ___________ Date _01-11-16__
Cooperating School _JH Cerilles State College______________________________________
My Performance (How I Will Be Rated)
Field Study 2 Episode 3 - Organizing Content for Meaningful Learning
Focused on: The development of a cognitive or skill or affective lesson
Tasks
Exemplary
4
Superior
3
Satisfactory
2
Unsatisfactory
1
Observation/Documentation 4 3 2 1
My Analysis 4 3 2 1
My Reflection 4 3 2 1
My Portfolio 4 3 2 1
Submission 4 3 2 1
Sub Totals
{
Over-all Score
Rating: (Based on
transmutation)
_______________________
Signature of FS Teacher
above Printed Name
_______________________
Date
Transmutation of score to grade/rating
Score Grade Score Grade
20 - 1.0 - 99 12-13 - 2.50 - 81
18-19 - 1.25 - 96 11 - 2.75 - 78
17 - 1.5 - 93 10 - 3.00 - 75
16 - 1.75 - 90 8-9 - 3.5 - 72 and
15 - 2.00 - 87 7-below - 5.00 - below
14 - 2.25 - 84

2. My Tools
Observation Sheet
Name of the Resource Teacher Observed: Mary Juliet Doño
School Address: Caridad, Dumingag, ZDS. Date: January 11, 2015
Grade/Year Level: 9 Subject Area: Mathematics
A. For the Cognitive Lesson
1. What is the lesson about?
On January 11, Grade 9 Math Intern discussed the students about the Inverse
Sine and Cosine Function together with the graphs of these functions.
2. What are examples of facts mentioned in the lesson?
During the discussion, the teacher discussed about the definitions of inverse
sine which is y = arcsin x if and only if x = sin y; -π/2 ≤ y ≤ π/2 and for Inverse Cosine
which is y = arcos x if and only if x = cos y; 0 ≤ y ≤ π. These are some of the
Mathematical facts mentioned.
3. Did the lesson end with facts? Or did these facts lead to understanding of concepts?
Prove your answer.
Based on my observation, facts led to the understanding of concepts. Concepts
in Mathematics like the inverse sine and cosine are very difficult to understand but
through the facts given by the teacher, understanding the concepts became relatively
easy.

3. 4. Write down instances of treating the topic in depth (giving examples, examining
cause-effect relationships, relating ideas or concepts to one another.
The teacher treated the topic in depth when during the discussion she gave
examples to elaborate the concept. It is when she relates the topic to real life. In Math,
giving graphs tosome trigonometric functions is treating the topic in depth. In this way,
students will understand more clearly because they really saw what was described in
the concept.
5. Cite an instance/instances when students are encouraged to ask questions, to talk
about and reflect on what they learned.
Usually, after the discussion students are asked to clarify things and ask some
questions. Sometimes they are told to share their reflections about the topic and what
they have learned. During our observation, the teacher asked the students which part
did they experience difficulties. She encouraged them to asked questions in order that
these will be clarified.
B. For the Skill Lesson
1. What was the skill lesson about? Which skills was were the target? Manipulative
skill or thinking skill?
The skill lesson is all about solving some inverse trigonometric functions. This
lesson targets on problem solving as well as critical thinking. These skills were under
thinking skills.
2. Write evidence of the teacher’s encouragement of divergent thinking by the
students.

4. Divergent thinking was employed during the Math class. As the class starts, the
teacher encouraged the students to generate their ideas about their topic. Fluent
thinking was used as the students shared their different ideas. Also, there is original
thinking because some students shared their own understanding.
3. Which are proof that the Resource Teacher promoted convergent thinking?
As the discussion surged onwards, answers from various ideas are narrowed
down toa more specific answer. It is due tothe discussion which madethe topic clearer.
Convergent thinking is shown at this time.
4. If there was problem solving in the lesson, were the pupils taught to solve the
problem using algorithm or heuristic strategy?
Based on my observation, the problem was solved in an algorithmic process.
The teacher taught the students how to arrive to the final answer in a step by step
process. This helped the students understand the concept as well as the process.
5. What are proofs that the students were encourage to do critical thinking?
During the class, critical thinking is employed. The teacher does not directly
tell the students to do it but the topic needs critical thinking. They need to analyze
whether to use sine or cosine. Decision making is also needed upon making the graph
of two distinct functions.
C. Value/Affective Lesson
1. What was the value lesson about?
The value lesson is all about patience and hard-work. It is not taught directly
but was imparted throughout the lesson. These twovalues are essential for a successful
learning especially in Mathematics.

5. 2. Was the value taught alone or was integrated with a cognitive or skill lesson?
Mathematics is difficult to be taught through values. The subject is more on
cognitive. As I observed, I see that the value lesson was integrated with cognitive one.
3. How was the value lesson developed?
The value lesson was developed through exposing the students to some Math-
related situations. This is referred to as the deuteron-learning.

6. My Analysis
A. For the Cognitive Lesson
How did my Resource Teacher teach the cognitive content meaningfully and
interestingly?
My Resource Teacher taught the cognitive content meaningfully and
interestingly through elaborating concepts by giving examples, giving facts, showing
trigonometric graphs and making the discussion as clear as possible.
B. For the Skill Lesson
How was the skill taught meaningfully and interestingly?
The skill lesson was already part of Mathematics. Through giving problems and
teaching the students how to solve them in a step by step process is how my Resource
Teacher taught skill content meaningfully and interestingly.
C. For the Affected Lesson
1. Is it possible to teach a value lesson without any cognitive basis at all? Explain your
answer.
For me, value lesson and cognitive lesson go together. Teaching values is like
teaching the students how to apply what they have learned (Cognitive) in real life.
Values can’t be taught without supplying facts (cognitive) because these are the basis
of the values to be formed by the learners.
2. A cognitive or a skill lesson is a vehicle for value education. Do you agree?
Yes, I do agree. Once cognitive and skill lesson are valued and applied to the
real life of the learners then we can say that value education is taking place.

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

8. My Portfolio
Research on / or come up with a lesson plan (cognitive or skill) that integrates the value
or values. Paste it here! (You may want to refer to “Integrating Values with Subject Matter”,
in Principles of Teaching 2, 2006 by Corpuz B., G. Salandanan and D. Rigor, pp. 91-92.) An
outline of the lesson development will do.
My Lesson Plan
A. Objectives: Given the activities, the Grade 9 students are expected to do the
following with at least 75% level of accuracy:
a. illustrate situations that involve direct variation; and
b. formulate mathematical equation that involves direct variation.
II. Subject Matter: Topic: Direct Variation Ref. MATHEMATICS GRADE 9
Learner’s Material First Edition, 2014 By: Merden L. Bryant, et. al., pp.
194-205
Materials: Markers, Manila Paper, Answer Sheets
Value Integration: Love of Nature
III. Procedure: Problem-Solving Method
A. Problem
B. Possible Answers and Solution
C. Processing the Answer
D. Practice Exercise
E. Generalization
IV. Evaluation
V. Assignment