Field study 2 final

Experiencing the Teaching –
Learning Process
PRINCIPLESOF LEARNING
Name of FS Student: ________________________________ Course: _____________
Cooperating School: _________________________________________________________
At the end of this activity, you will able to identify be able to identify
applications of the principles of learning in the teaching-learning process.
Learning how to apply the teaching principles in a classroom
setting is something you aspire for. Initially, you would need to observe
and describe how it is manifested in the real classroom.
To hit the target, work your ways through the steps:
Step 1: observe at leastthree classes and describethe
principles of teachingand learningused by the teacher.
Step 2: observe the cognitive,metacognitive, and
motivational processes in theclassroom.
Step 3: listdown the instructional materials used by the
teacher to facilitatelearning.
Step 4: reflect on your experience.
Episode 1
YourTarget
Your Map
FieldStudy
FS2

As you visit a school and observe classes, use the activity forms to
document your observation and write your insights or reflections.
Principles of Learning
Teaching Behavior of the Teacher/ Learning
Behavior of the Learner as Proof of the
Application 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.
Tools
OBSERVATION SHEET
Name of the School Observed: ___________________________________________________
School Address: ________________________________________________________________
Resource Teacher 1______________________ Signature ______________Date______________
Resource Teacher 2______________________ Signature ______________Date______________
Resource Teacher 3______________________Signature______________ Date______________

3. Learning is a consequence of experience.
4. Learning is a cooperative and collaborative
process.
5. Learning is an evolutionary process.

6. Learning is sometimes a painful process.
7. One of the richest resources for the learning is
the learner himself.
8. The process of learning is emotional as well as
intellectual.
9. The processes of problem solving and learning
are highly unique and individual.
Analysis

1. What is the impact of the Resource Teacher’s observance of these principles on the teaching-
learning process and on the learner?
2. Which learning principle was applied most?
3. Which learning principles 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?
Reflection
My reflections on my observations of my Resource Teacher’s observance of these
principles. Did my Resource Teachers adhere to these principles?

Lessons I have learned from my observations on the classroom application of the
principles of learning.
My Portfolio
Principles of Learning in My Own Words

Your Rating for this Episode
Field Study 2-Experiencing the Teaching-Learning Process
Tasks
Exemplary
4
Superior
3
Satisfactory
2
Unsatisfactory
1
Observation/ All tasks were done All or nearly all tasks Nearly all tasks were Fewer than half of tasks

Documentation: with outstanding
quality;work
exceeds
expectations
4
were done with high
quality
3
done with acceptable
quality
2
were done; or most
objectives met but with
poor quality
1
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
spellingare
superior.
3
Analysis questionswere
not answered
completely
Vaguely related to the
theories
Grammar and spelling
acceptable
2
not answered.
unsatisfactory
1
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 shallowand
are not supported by
experiences from the
episode.
1
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
availableand/or
logical and clearly
marked locations.
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
Subtotals
Overall Score
Rating based on
transmutation:
______________________________ _________________
Signature of FS Teacher above printed name Date
EXPERIENCING THE TEACHING-
LEARNING PROCESS
FS 2FieldStudy

LESSON OBJECTIVES AS MY GUIDING STAR
At the end of this activity, the students will be able:
 Deduce the lesson objective/s after observing my Resource Teachers
teach
 See how the guiding principles in the formation of lesson objectives are
applied
 Realize the importance of a clearly defined lesson objective
Observe two different classes and observe how the Resource Teachers teach.
As you visit a school and observe the teaching-learning practices, use the
activity forms to document your observation and write your insights or
reflections.
OBSERVATION SHEET
Name of the Resource Teachers Observed:
1. ____________________________________ Signature _________________________
Year Level: __________________________ Subject Area: _____________________
2. ____________________________________ Signature _________________________
Year Level: __________________________ Subject Area: _____________________
School Address: ___________________________ Date: ___________________________
Episode 2
Your Target
Your Map

Guiding Principles in Determining and
Formulating Learning Objectives
Teaching Behavior/s which Prove/s
Observance of the Guiding Principle
1. Begin with the end of mind.
2. Share lesson objective with
students.
3. Lesson objectives must be in the 2
or 3 domains – cognitive, skill and
affective or cognitive and affective
or skill and affective.

1. After observing your Resource Teacher teaches, write down what you think
was/were her lesson objective.
2. 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 same? Different?
4. Work on significant and relevant
lesson objectives.
5. Lesson objectives must lead to the
development of critical and
creative thinking.

1. Why did you find it easy/difficult to write down the Resource Teacher’s lesson
objective for the day? Did she mention it in the beginning of his/her lesson?
2. Did you find the lesson objective SMART? Why or why not?
Your Analysis

1. Any lessons learned or insights gained from your observation focused on
lesson objectives? Write them down here.
2. Are lesson objectives truly the guiding star in the development of a lesson? Or
are lesson objectives sometimes forgotten as the lesson develops?
Portfolio
My researched quotations that state the significant of goals and objectives
(don’t forget to mention your sources)
Your Reflection

Tasks
Exemplary
4
Superior
3
Satisfactory
2
Unsatisfactory
1
Observation/
Documentation:
All tasks were done
with outstanding
quality;work
exceeds
expectations
4
All or nearly all tasks
were done with high
quality
3
Nearly all tasks were
quality
2
Fewer than half of tasks
were done; or most
poor quality
1
were answered
answers;thoroughly
grounded on
theories
-Exemplary
grammar and
spelling.
4
Analysis questions
were answered
completely
Clear connection
with theories
Grammar and
spellingare
superior.
3
not answered
completely
theories
acceptable
2
not answered.
unsatisfactory
1
statements are
profound and clear,
supported by
experiences from
the episode.
4
Reflection
but not clearly
supported by
experiences from
the episode.
3
episode.
2
episode.
1
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
availableand/or
logical and clearly
marked locations.
3
supporting
documentation is
2
components; is
1
4
On the deadline.
3
A day after the
deadline.
2
the deadline.
1
Subtotals

Overall Score
Rating based on
transmutation:
______________________________ _________________
Experiencing the Teaching-
Learning Process
Organizing content for
meaningful learning
Resource Teacher: __________________________________ Signature: __________
At the end of this activity, the students will be able to identify the lesson
objectives, learning activities, instructional materials and assessment tools
used by the teacher and draw insights from the teacher as to the reasons of
their use in such learning activities.
Now work your way towards a closer look at the methods, strategies and approaches of
teaching and learning, as well as the instructional materials and assessment tools used.
FS 2
Episode 3
Your Target
Your Way
FieldStudy

Step 1:
• observe a class
and identify
the lesson
objectives, the
learning
activities,
instructional
materials and
assessment
tools used by
the teacher.
Step2:
• interview the
teacher on the
reason behind
the use of
observed
learning
activities and
instructional
materials.
Step 3:
• reflect on the
reasons given
by the teacher
reviewed.
To hit your target, work your way through these steps:
For the visit, document your observations and responses to the
interviews you conduct by using the activity forms provided for you.
A. For the Cognitive Lesson
1) What is the lesson about?
2) What are the examples of facts mentioned in the lesson
Your Tools

3) Did the lesson end with facts? Or did these facts lead to
misunderstanding 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 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 skill lesson about? Which skills was/were target?
Manipulative skill or thinking skill?
2) Write evidence of the teacher’s 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 lesson, were the pupils taught to
solve problem using algorithm or heuristic strategy?
5) What are proofs that the students were encouraged to do critical
thinking?
C. Value/Affective Lesson

1) What was the value lesson about?
2) Was the value taught alone or was it integrated with cognitive or skill
lesson?
3) How was the value lesson developed?
For the Cognitive Lesson
How did my Resource Teacher teach the cognitive content
meaningfully and interestingly?
Your Analysis

For the Skill Lesson
How was the skill taught meaningfully and interestingly?
For the Affective Lesson
1) Is it possible to teach a value lesson without any cognitive basis at
all? Explain your answer.
2) A cognitive or a skill lesson is a vehicle for value education. Do you
agree?

My Reflection
1) Someone once said: “There are dull teachers, dull textbooks, dull films
but no dull subjects”. Do you agree? Write down your reflections he
2) How should you organize subject matter (be it cognitive skill or value
lesson) so that your teaching will always be fresh and interesting?
Your Portfolio
Research on/or come up with a lesson plan (cognitive or skill) that
integrates a value or values. Paste it here! (You 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

Tasks
Exemplary
4
Superior
3
Satisfactory
2
Unsatisfactory
1
Observation/
Documentation:
All tasks were done
with outstanding
quality;work
exceeds
expectations
4
were done with high
quality
3
quality
2
were done; or most
poor quality
1
were answered
answers;thoroughly
grounded on
theories
-Exemplary
grammar and
Analysis questions
were answered
completely
Clear connection
with theories
Grammar and
not answered
completely
theories
not answered.
unsatisfactory

spelling.
4
spellingare
superior.
3
acceptable
2 1
statements are
profound and clear,
supported by
experiences from
the episode.
4
Reflection
but not clearly
supported by
experiences from
the episode.
3
episode.
2
episode.
1
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
availableand/or
logical and clearly
marked locations.
3
supporting
documentation is
2
components; is
1
4
On the deadline.
3
A day after the
deadline.
2
the deadline.
1
Subtotals
Overall Score
Rating based on
transmutation:
______________________________ _________________
Learning Process
GUIDING PRINCIPLES IN THE SELECTION AND USE
OF TEACHING STRATEGIES
Name of FS Student______________________________________________________________
Resource Teacher 1______________________ Signature______________Date______________
Cooperating School______________________________________________________________
FS 2FieldStudy
EPISODE 4
Episode 4:

Step 1 : Review Selection and Use of Teaching
Strategies inthe Principles of Teaching 1, 2007 by
Corpuz, B. and G. Salandalan, pp. 52 - 68.
Step2 : Observe at least 3 Resource Teachers.
Step 3 Accomplish Observation Sheet.
Step 4: Analyze your observations.
Step 5: Reflect onyour observations.
Target
In this Episode, students must be able to:
 Write evidence of application of some guiding principles in the selection use of teaching
strategies
Observe at least three Resource Teachers, analyze and reflect on your observations.
To hit my Target, follow the subsequent steps:
Target
Map

Asyou observe aclass, use the ObservationSheetfor a more focusedobservation.
OBSERVATION SHEET
Name of the Resource Teachers Observed:_________________________,________________________,___________________
School Address:_________________________________________________Date:___________________
Grade/Year Level:_________________________________ SubjectArea:_________________________
Guiding Principles in the Selection and Use
of Strategies
Teaching Behavior/s of the Resource Teacher
that Applies the Principles
1. Learning is an active process. 1.
2. The more senses are involved, the more and
the better the learning.
2.
3. A non – threatening environment enhances
learning.
3.
Tool

4. Emotion has the power to increase retention
and learning.
4.
5. Good teaching goes beyond recall of
information.
5.
6. Learningis meaningful when it is connected to
the students’ everyday life.
7. An integrated teaching approach is far more
effective than teaching isolated bits of
information.

Are these principles in accordance with brain – based teaching and learning?
Reflections
What is the best method of teaching? Is there such thing?
Analysis

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

Step 1 : Review "Different Approaches and Methods" in Principles of
Teaching 1, 2007 byCorpuz, B. and G. Salandalan, pp. 52 - 68.
Step2 : Observe at least 3 Resource Teacher.
Step 3 Accomplish ObservationSheet.
Step 4: Analyze myobservations.
Step 5: Reflect onmyobservations.
Overall Score
Rating based on
transmutation:
______________________________ _________________
Learning Process
ON TEACHING APPROACHES AND METHODS
In this Episode, students must be able to determine the teaching approach or method used by
the Resource Teacher.
Observe at least three Resource Teachers, analyze and reflect on your observations.
To hit your Target, follow the following steps:
Target
FS 2FieldStudy
EPISODE 5
Episode 4:
Map

As you observe a class, use the Observation Sheet for a more focused observation.
OBSERVATION SHEET
Name of the Resource Teachers
Observed:__________________________,___________________________,_______________________
Approach/ Method Description of Teaching Behavior that Proves Use of Teaching
Approach/Method (What did my Resource Teacher do as she
used this approach/method? )
1. Deductive Method 1.
2. Inductive Method 2.
3. Demonstration Method 3.
Tools

4. Problem Solving 4.
5. Discovery Method 5.
6. Project Method 6.
7. Constructivist Approach 7.

8. Metacognitive Approach 8.
9. Integrative Approach 9.
Analysis
Answer the following questions:

1. Which approaches/methods will be grouped together? Why? e.g. direct method and
deductive method
2. Which approaches/methods are more interactive? Less interactive?
3. When should be the direct method be used?
4. When should be the indirect method be used?

5. When approaches/methods promote “learning to live together”?
YourReflections
If I decide on my teaching approach/method, I will consider, (Continue the sentence.
Begin writing NOW!)

YourPortfolio
1. By means of a graphic organizer show the characteristics of a constructivist and a
metacognitive approach.
Constructivist
Approach
________
________
________
________
________
________
________
________
________
________
________
________
________
________
________
Metacognitive
Approach
________
________
________
________
________
________
________
________
________
________
________
________
________
________
________

2. Do seriousresearchondifferentteachingstrategiesandcomplete this Table on Methods. The first is
done for you.
Method Advantage/s When to Use
1. Deductive Directteachingso I can accomplish
more withinagivenperiodof time.
Time islimited;subjectmatteris
verydifficult;learnersdon’t
know much aboutthe lesson;
teacherisnot yetskilledinthe
facilitatinglearningskills.

Tasks
Exemplary
4
Superior
3
Satisfactory
2
Unsatisfactory
1
Observation/
Documentation:
All tasks were done
with outstanding
quality;work
exceeds
expectations
4
were done with high
quality
3
quality
2
were done; or most
poor quality
1
were answered
answers;thoroughly
grounded on
theories
-Exemplary
grammar and
spelling.
4
Analysis questions
were answered
completely
Clear connection
with theories
Grammar and
spellingare
superior.
3
not answered
completely
theories
acceptable
2
not answered.
unsatisfactory
1
statements are
profound and clear,
supported by
experiences from
the episode.
4
Reflection
but not clearly
supported by
experiences from
the episode.
3
episode.
2
episode.
1
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
availableand/or
logical and clearly
marked locations.
3
supporting
documentation is
2
components; is
1
4
On the deadline.
3
A day after the
deadline.
2
the deadline.
1
Subtotals
Overall Score
Rating based on
transmutation:
______________________________ _________________

Step 1: Review "Appropriate LearningActivitiesinthe different Phases of the
Lesson" in Principles of Teaching 1, 2007 by Corpuz, B. and G. Salandalan,
pp. 95 - 99and instruction in Educational Technology 1, 2007 by Corpuz, B. P.
I. Lucido pp. 36 - 43 and Principles of Teaching2, by Corpuz,B. et al pp. 51 - 90.
Step2 : Observe 1 Resource Teacher onhowhe/she go through lesson
development and infer their reasons.
Step 3 Accomplish Observation Sheet.
Step 4: Analyze your observations.
Step 5: Reflect onyour observations.
Learning Process
ON LESSON DEVELOPMENT
Target
In this Episode, students must be able to trace how their Resource Teacher develops
his/her lesson.
Map
Observe one Resource Teachers, analyze and reflect on your observations.
To realize your Target, follow the following steps:
FS 2EPISODE 6
Episode 4:
FieldStudy

Tool
OBSERVATION SHEET
Name of the Resource TeachersObserved:_________________________________________________
1) Describe how the teacherbeganhis/herlesson.Whydoyouthinkdidshe/he dothat?
2) What activity/esdidthe Resource Teacheraskthe learnerstodoaftershe/he introducedthe
lesson?Whydoyou thinkshe/he didsuch?
3) How didshe endhis/herlesson?Whydoyouthinkshe/he didthat?

4) Didyou notice anassessmentof learninginthe processof teaching?If yes,how wasitdone?
5) Didyou observe if Resource Teachercheckedlearningatthe endof herlesson?
6) Checklist-Of the following,whichdidyouobserve?Please checkif youobservedthe item.
Analysis
1) How should a lesson begin and end?
Teaching Behavior Check here!
1) Connectinglessontopastlesson
2) Introducingthe lessonforthe day
3) Sharingthe lessonobjective forthe day
4) Motivatingthe students
5) Studentsdoinglearningactivity
6) TeachergivingLecture
7) Teachercheckingforunderstanding
8) Teacher/StudentsSummarizing

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.

Portfolio
Re-construct your Resource Teacher’s Lesson Plan. Your lesson plan must have the
parts of a lesson plan. A lesson plan outline may do, provided all parts of a lesson are
covered.

Step 1: Review "Effective Questioning and eacting
Techniques" on pp. 161 - 171 in Principles of
Teaching 1, 2007 by Corpuz, B. and G. Salandalan.
Step2 : Observe one Resource Teacher as she/he
teaches with the use of an Observation Sheet.
Step 4: Analyze your answers with the aid of
questions.
Step 5: Reflect on my observations.
Learning Process
EFFECTIVE QUESTIONING AND REACTING
TECHNIQUES
Target
In this Episode, students are expected to determine their Resource Teacher’s questioning and
reacting techniques and identify those that promote interaction.
Map
Observe your Resource Teachers’ questioning and reacting techniques based
on your past lesson on “Effective Questioning and Reacting Techniques”.
To realize your Target, do the following steps:
FS 2FieldStudy
EPISODE 7
Episode 4:

Tools
Score the Resource teachereverytime she/he demonstratesanyof the followingquestioningbehaviors.
Questioning Behavior Tally of Use Frequency
1) Varyingtypesof questions
2) Askingnon-directed
questions
3) Callingonnon-volunteers
4) Rephrasing
5) SequencingLogically
6) Requiringabstractthinking
7) Askingopen-ended
questions
8) Allowingsufficientwait
time
9) Involvingasmany as
possible
Write samplesof questionedaskedundereach type.
Types of question Sample questions Asked
1) ConvergentQuestion
2) DivergentQuestion
3) Low-Level Question
4) High-Level Question

Reacting Techniques
Score the Resource teachereverytime he/she makesuse of anyof the techniques.
Reacting Behavior Tally of Use Frequency
1) Providingacceptance
feed-back
2) Providingcorrective
feed-back
3) Givingappropriate
praise
4) Repeatingthe answer
5) Explainingthe answer
6) Rephrasingthe question
7) Askingfollow up
questions
8) Redirectingquestionsto
otherpupils
9) Solicitingstudents
questions
10) Encouragingthrough
non-verbal behavior
11) Criticizingresponding
studentforhis/her
answer
12) Scoldingformisbehavior
or not listening
13) Overusingexpressions
such as “Okay”,“Right”,
etc.?
My Analysis
1) Whichquestioningandreactingtechniquesencouragedteacher-studentinteraction?Which
onesdidnot?
2) What didNeil Postmanmeanwhenhe said:“Childrengotoschool as questionmarks andleave
school as periods”?Doesthishave somethingtodowitha teacher’squestioningandreacting
techniques?

Reflections
What do I resolve todoand NOTdo in myquestioningandreactingtechniquessoasto
encourage teacher-studentinteraction?
My Portfolio
I promote higher-order-thinking skills(HOTS) and interaction for learning by the
kind of questions that I ask.
Here are learning objectives.Formulate at least two examples of questions that
promote divergent thinking and HOTS.
Junior High School
1) At the end of the lesson, the pupil is able to identify the functions of the organs of
the digestive system.
Write you two divergent questions here!
I promote class interaction by my favorite remarks. Here are five examples of
expressionsI must use (Product of my research) to inspire my students to be involved
in class interaction. e.g. “You are on the right track!”

Tasks
Exemplary
4
Superior
3
Satisfactory
2
Unsatisfactory
1
Observation/
Documentation:
All tasks were done
with outstanding
quality;work
exceeds
expectations
4
were done with high
quality
3
quality
2
were done; or most
poor quality
1
were answered
answers;thoroughly
grounded on
theories
-Exemplary
grammar and
spelling.
4
Analysis questions
were answered
completely
Clear connection
with theories
Grammar and
spellingare
superior.
3
not answered
completely
theories
acceptable
2
not answered.
unsatisfactory
1
statements are
profound and clear,
supported by
experiences from
the episode.
4
Reflection
but not clearly
supported by
experiences from
the episode.
3
episode.
2
episode.
1
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
availableand/or
logical and clearly
marked locations.
3
supporting
documentation is
2
components; is
1
4
On the deadline.
3
A day after the
deadline.
2
the deadline.
1
Subtotals
Overall Score
Rating based on
transmutation:
______________________________ _________________

Transmutation of Scores to Grades/ Ratings
Score
20
18-19
17
16
15
14
Grade
1.0
1.25
1.5
1.75
2.00
2.25
Rating
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
Rating
81
78
75
72 and
below

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