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Experiencing The Teaching-Learning P R o C Ess: Principles of Learning Episode 1
Experiencing The Teaching-Learning P R o C Ess: Principles of Learning Episode 1
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My Tool
As I observer a class, I will use the Observation Sheet for a more focused observation.
2.
2. Learning is the discovery of the
personal meaning and relevance of
ideas.
3. Learning is a consequence of 3.
experience.
My Analysis
1. What is the impact of the Resource Teachers observance of these principles on the
teaching- learning process and on the learner?
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2. Which learning principle was applied most?
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My Reflection
My reflections on my observations of my Resource Teachers observance of these
principles. Did my Resource Teachers adhere to these principles?
5. Lessons I have learned from my observations on the classroom application of the
principles of learning.
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My Portfolio
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FS2 22 2S2 2 Experiencing the Teaching- Learning
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LESSON OBJECTIVES AS
Episode 2 MY GUIDING STAR
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Our 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 formation of lesson objectives are applied
Realize the importance of a clearly defined lesson objective
Our Map
I will observe two different classes and observe the Resource Teacher teach. I will
reflect on the guide questions given below.
Our Tools
As I observe a class, I will use the Observation Sheet for a more focused
observation.
OBSERVATION SHEET
Sample:
1. Begin with the end of mind. 1. The Resource Teacher began her
lesson by starting her objective.
3. Lesson objectives must be in the 2 3. The Resource teacher not only show
or 3 domains cognitive, skill and or state the definition of paraphrasing
affective or cognitive and affective or (cognitive) but also she encourage the
skill and affective. students to share their feelings by
choosing a line of the song that they
just sung (affective).
2. After observing your Resource Teacher teaches, write down what you think was/were
her lesson objective.
After observing the class, I think her lesson objectives are:
The students will know what is paraphrasing
The students will construct their own sentences by paraphrasing
Appreciate the importance of paraphrasing
3. Ask permission from your Resource Teacher for you to copy her lesson objective for
the days lesson. Copy it here then compare it with your answer in # 2. Are they the
same? Different?
At the end of the lesson, students are expected to:
Define paraphrasing
Restate the ideas covered by the text
Analyse the meaning of the original and paraphrased texts
My Analysis
1. If answer in # 3 above is different, what is your conclusion regarding written
lesson objective and actual lesson development? Are lesson objectives in the
lesson plan always followed? Do they really serve as guiding star?
2. Why did you find it easy/difficult to write down the Resource Teachers lesson
objective for the day? Did she mention it in the beginning of his/her lesson?
I find the lesson objective easy to guess because of the strategy she is using. She
let the students to choose one line from the song and interpret it using their own
understanding, so I immediately guessed that theyre lesson is all about
paraphrasing. Even though the teacher didnt mention the lesson objectives at the
beginning of their class, the way she discussed the topic make me know what her
lesson objectives are.
3. Did you find the lesson objective SMART? Why or why not?
Yes, her learning objectives were classified as SMART in such way that it can be
consumed in specific-time-allotment. Aside from that it can also be measured and
attained in a way that the student will know the meaning of paraphrasing and to
give samples of it.
The lesson is in the COGNITVE as well as AFFECTIVE domain because its not only
encouraging the students to think, to analyze or to restate the idea being
presented but also students are encouraged to relate some of the lines in the song
to their lives.
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?
I learned that lesson objectives must be in the 2 or 3 domains-knowledge;
the cognitive, affective and psychomotor.
Lesson objectives must be connected to the students life experiences.
I also learned that we can also share the lesson objectives with the
students.
The lesson objectives must be attained at the end of the lesson in order to
proceed to another topic.
Teachers must begin the lesson with a clearly defined lesson objective.
Lesson objectives are guide for us to determine/evaluate if our teaching is
effective, if the objectives are not attained, then theres something wrong
with your teaching.
My Portfolio
Goals are not only absolutely necessary to motivate us. They are essential to really keep us
alive. Robert H. Schuller
Man, with no objective, will soon possess nothing. Having an objective, even low, is better than
having none. Carlisle
Your goals are the road maps that guide you and show you what is possible for your life. - Les
Brown
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ASSISTING A TEACHER WITH A
Episode 3 TEACHERS TOOLBOX
- Draws an object.
- Word flashcards, charts, drawing materials and real objects are instructional
materials used by the teacher.
4. How does the teacher assess the learning in the lesson? Is she assessing the
process or the product?
- The teacher assessed both the process and product. During the process which was
the discussion, the teacher asked some questions to the learners this was her way in
assessing the process. After the discussion the teacher gave exam to the learners which
were the product.
5. What reasons dies the teacher give in having such learning activities?
- The teacher given such learning activities because she wants to improve
and develop the cognitive, affective, psychomotor skills as well as the
personality of the learners.
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GUIDING PRINCIPLES IN THE SELECTION
Episode 4 AND USE OF TEACHING STRATEGIES
My Target
In this Episode, I must be able to:
Focused on: The application of some guiding principles in the selection and
use of teaching strategies
Unsatisfact
Exemplary Superior Satisfactory
Tasks ory
4 3 2
1
All tasks were All or nearly all Nearly all tasks Fewer than
done with tasks were were done with half of tasks
outstanding done with high acceptable were done;
quality; work quality quality or most
Observation/
exceeds objectives
Documentation
expectations. met but with
poor quality
1
4 3 2
Analysis question Analysis Analysis Analysis
were answered questions were questions were questions
completely; in answered not answered were not
depth answers; completely completely. answered.
thoroughly
grounded on Clear Vaguely related Grammar
My Analysis theories connection with to the theories and spelling
Exemplary theories Unsatisfactor
grammar and Grammar and y
spelling Grammar and spelling
spelling are acceptable.
superior. 2
4 3 1
3 2
Portfolio is
Portfolio has
complete, clear Portfolio is
Portfolio is many lacking
well-organized complete, clear
incomplete; components;
and all well - organized
supporting is
supporting and most
documentation unorganized
documentation supporting
is organized but and unclear.
are located in documentation
My Portfolio is lacking.
sections clearly are available
designated and/or in logical
and clearly
marked
locations.
2 1
3
4
Before deadline On the deadline A day after the Two days or
deadline more after
Submission the deadline
4 3 2 1
Sub Totals
Rating :
Over-all Score (Based on Transmutation)
My Tool
As I observe a class, I will use the Observation Sheet for a more focused observation.
OBSERVATION SHEET
Name of the Resource Teacher Observed: Sir Glen Samudio
Cooperating School: Saint Francis of Assisi College Date:
September 10, 2014
Grade/ Year Level: Grade 7 Subject
Area: English
3 A non-threatening atmosphere.
My Analysis
My Reflections
My Portfolio
Illustrate your reflection on the best method of teaching creative on this page.
My Target
In this Episode, I must be able to determine the teaching approach or method used by the
Resource Teacher.
4
3 2 1
My Analysis Analysis Analysis Analysis Analysis questions
questions were questions were questions were were not
answered answered not answered answered.
completely; in completely completely
depth Grammar and
answers; Clear Vaguely related spelling
thoroughly connection to the theories unsatisfactory
grounded on with theories
theories
Grammar and
-Exemplary Grammar and spelling
grammar and spelling are acceptable
spelling. superior.
4 3 2 1
Exemplary Superior Satisfactory Unsatisfactory
Tasks
4 3 2 1
My reflection Reflection Reflection Reflection Reflection
statements are statements are statements are statements are
profound and clear but not shallow; unclear and
clear, clearly supported by shallow and are
supported by supported by experiences from not supported by
experiences experiences the episode. experiences from
from the from the the episode.
episode. episode.
2
4 3 1
My portfolio Portfolio is Portfolio is Portfolio is Portfolio has many
complete, complete, incomplete; lacking
clear, well- clear, well- supporting components; is
organized and organized and documentation is unorganized and
all supporting most organized but is unclear.
documentation supporting lacking.
are located in documentation
sections are available
clearly and/or logical
designated. and clearly
marked
locations. 2
1
4 3
Submission Before On the A day after the Two days or more
deadline. deadline. deadline. after the deadline.
2 1
4 3
Subtotals
Rating based on
Overall Score transmutation:
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Signature of FS Teacher above printed name
Date
I will observe at least three Resource Teachers, analyze and reflect on my observations.
To hit my Target, I will follow the following steps:
As I observe a class, I will use the Observation Sheet for a more focused observation.
OBSERVATION SHEET
School Address:_________________________________________________Date:___________________
1. Deductive Method 1.
2. Inductive Method 2.
3. demonstration Method 3.
4. Problem Solving 4.
5. Discovery Method 5.
6. Project Method 6.
7. Constructivist Approach 7.
FS2 22 2S2 2 Experiencing the Teaching- Learning
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EFFECTIVE QUESTIONING AND REACTING
Episode 6 TECHNIQUES
My Target
In this Episode, I must be able to trace how my Resource Teacher develops her/ his
lesson.
Tasks Unsatisfact
Exemplary Superior Satisfactory
ory
4 3 2
1
All tasks were done All or nearly all Nearly all tasks Fewer than
with outstanding tasks were done were done with half of tasks
quality; work with high quality acceptable quality were done; or
Observation/
exceeds most
Documentatio
expectations. objectives met
n
but with poor
quality
4 3 2 1
Analysis question Analysis Analysis questions Analysis
were answered questions were were not questions were
completely; in answered answered not answered.
depth answers; completely completely.
thoroughly Grammar and
grounded on Clear connection Vaguely related to spelling
My Analysis
theories with theories the theories Unsatisfactory
Exemplary grammar
and spelling Grammar and Grammar and
spelling are spelling
superior. acceptable. 1
4 3 2
4 3 2 1
Sub Totals
Rating :
Over-all Score (Based on Transmutation)
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. Sherla Perea
Cooperating School: Taguig National High School Date:
Grade/ Year Level: Grade 7 Subject Area:
English
1 Describe how the teacher began his/ her lesson. Why do you think did she/ he do
that?
2 What activity/es did the Resource Teacher ask the learners to do after she/ he
introduced the lesson? Why do you think she/ he did such?
3 How did she end her/ his lesson? Why do you think she/ he did that?
4 Did you notice an assessment of learning in the process of teaching? If yes, how
was it done?
5 Did you observe if Resource Teacher checked learning at the end of her lesson?
6 Checklist- Of the following, which did you observe? Please check if you observe the
item.
My Analysis
I will answer the following questions:
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, tell them what you told
them.
My Portfolio
Re-construct your Resource Teachers lesson plan. Your lesson plan must have the parts of
a lesson plan. A lesson plan outline may do, provided all parts of a lesson are covered.