5.

COURSE CONTENT

A. Classroom Observation

Observation is an important technique employed in the monitoring of the teaching learning situation.
Observational activities are important means of gathering evidences that would be of help to you, as pre-service
teachers. These would serve as your guide in the actual team teaching you are going to conduct. For this, you
will use TASK 1a as your guide. The examples of teacher’s activities given will further serve as your guide in
completing this task.

TASK 1a: Classroom Observation of Teacher’s Activities

Name of Pre-service Teacher:RICHEL D.EJEDIO BEED-III-A

Observed: November 13, 2019 Subject Matter: ARALING PANLIPUNAN

Cooperating Teacher: CHERYL A. ZULUETA Cooperating School: Lower Baluran Elem. School

Direction: Observe the Lesson with attention to Teacher’s Activities

TEACHER’S ACTIVITIES OBSERVATION Questions/Comments

(Write your observation here) For later discussion with the
Cooperating Teacher and the
Practicum Supervisor
How does the teacher begin the The teacher presented a proper
learning activity? learning style by asking the current
For example: questioning issues in the community that the
* showing materials children have heard through the
* recalling prior experience news. Since the subject matter was
* others all about history, the teacher used
a problem-centered method in
order to connect and jive her lesson
towards the learners.
How is the learning activity The learning activity started to
developed? develop when the majority of the
For example: statements students were able to answer the
* using resources questions asked by the teacher.
* instructing children The teacher also let the learners
*giving examples heard their own perspectives over
* demonstrating the particular issues that have
* setting tasks been raised nowadays. She
* organizing groups articulated her instructions
* assisting properly leading to a participative
* questioning learning environment. She has set
* acknowledging her standard to manage her
* others classroom by giving scores to the
learners’ respective groups.

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 How is the learning activity
concluded?
For example: questioning
* facilitating reporting
* recapitulating
* stating future directions
* others
Nonetheless, the teacher manage
the independent practice of the
learners through giving them
activities that needs their
comprehension over the topic. She
made them report their group
works in front of the class which
enhances the learner’s courage to
speak in public.

Summary Content:
Nevertheless, after presenting the proper lesson, the teacher gave an evaluation to measure the learnings
of her students through hearing their individual point of view over the subject matter. She asked their reaction
over the certain topic to assess if there was a transfer of learning. However, the learners did answer her questions
to them.

TASK 1b: Classroom Observation of Teacher’s Activities

Name of Pre-service Teacher: RICHEL D. EJEDIO BEED-III-A

Observed: November 13, 2019 Subject Matter: ARALING PANLIPUNAN

Cooperating Teacher: CHERYL A. ZULUETA Cooperating School: Lower Baluran Elem. School

Direction: Observe the Lesson paying attention to pupil’s/students’ activities and interactions as your guide.

TEACHER’S ACTIVITIES OBSERVATION Questions/Comments

(Write your observation here) For later discussion with the
Cooperating Teacher and the
Practicum Supervisor
How do the students respond to The learners responded to the
the teacher in the beginning of teacher’s activities by delineating
the learning activity? their encounters and experiences
Example: statements in day to day living. They have
* actions related the current issues into real
* recalling events life situations in order to jive well
* experiences with subject matter. Learners
* information recalled the news they seen and
* others heard in TV and let them
described it by articulating the
particular issue.
What are the students doing Aside from participating actively
during the development of the from the task given to them,
lesson? students were be able to discuss
Examples: responding their own understandings within
* initiating their respective group. They
* questioning manage to gather their opinions
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 *discussing and make them into a whole idea
* working cooperatively before they have presented it.
* working independently Hence, the in-dependency was
* using materials vivid and evident according to
* researching their outputs.
* constructing
* others
How are the students After gathering their ideas, the
participating in the ending of the learners able to make an outline
lesson? for their final report in front of the
Examples: class. They have constructed their
* contributing information knowledge according to their
* reporting findings prior understandings.
* recalling
* raising further questions
* others
Summary Content: However, it’s important to
practice a problem-centered
curriculum design in order to
enlighten the learners’
imagination over expectation and
reality. After assessing the
learning's of the learners we
concluded that affective had
superseded.

B. Exploring Curriculum
A commonly held belief is that curriculum is known as the list of subjects. Others define it as a prospectus, a
guide for every course or program. However, curriculum includes the life that encompasses the school. It is
anchored on what the school envisions for learners how it achieves this and when.
An effective curriculum contains the following aspects:
a. a clear and specific path on what learning is to be achieved by the learners;
b. a clear and specific path on how learning is to be achieved. It provides and communicates clear
learning objectives suited and appropriate to the level of the learners;
c. a clear and specific path on what teaching methods and strategies to use, and how this is supported
by appropriate learning materials and learning activities.

Task 2
Examining the Resources
Name: RICHEL D. EJEDIO BEED-III-A Date: November 13, 2019

Cooperating School: Lower Baluran Elem. School Cooperating Teacher: CHERYL A. ZULUETA
A. List the Books or other reference materials used by your cooperating teacher.
The learning materials used by the cooperating teacher were as follows:
 Learners’ Textbooks
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  Curriculum guide
 Technological tools
 Pictures
 Daily lesson log
B. Describes the instructional materials used (aligned to the objectives of the lesson) by your CT.
The instructional materials used by the cooperating teacher that aligns the objectives of the lesson were
the pictures. The pictures has its significance in order to reinforce the imaginations of the learners.
Second, the technological tools in presenting proper learning styles because it is part of history how the
teaching evolved and change into a more effective way of teaching.

C. What learning insights have you gained from these tasks?

The things that I have learned from these tasks were, as a future educator presenting proper learning
style was very important. It articulate more understanding towards the learners. Also, asking the prior
understandings of the learners was essential in order to know where and when will you going to jive
your lesson in their beings.

SIGNATURE OF CT: CHERYL A. ZULUETA DATE: November 21, 2019

C. The Art of Questioning

Effective questioning is basic to effective teaching. Instead of pointing out the significance of a particular bit of
knowledge, the teacher assist his/her learners by using his/her questions, to help them discover it for
themselves.

A pre-service teacher should devote a good deal of attention to develop this skill.

According to Arabit, et.al (1993), there are four dimensions in the way we ask our students some questions
and each of these develop some skills like:

1. First Dimension Questions – require literal understanding which usually begins with Who, What,
Where, and When.
Ex. Who was Ruben? What was he carrying?

2. Second Dimension Questions – interpret between lines because the facts are not directly or
literally mentioned but the idea is being inferred.
Ex. What good are meatless Fridays to people?

3. Third Dimension Questions – require understanding and grasping fully the author’s ideas including
supplementary meanings like asking How and Why.
Ex. Do you like the title of the story? Why?

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 4. Fourth Dimension Questions – require judging the worth of ideas and effectiveness of
presentation.
Ex. What would you consider as good qualities of the Filipino families? Explain.

Activity:

 Provide one example of each question dimension that relates to a topic in your class.

Dimension 1:
What are the news on TV? How was it happened?

Dimension 2:

How important the news is? What is the significance of it in our day to day living?

Dimension 3:

Why are there so many issues in the SEA games? How was the accommodation of the
host country?

Dimension 4:
Do you think the hotel management was at fault at the very beginning?

TASK 3: Observation Sheet on the Art of Questioning

Name: RICHEL D. EJEDIO BEED-III-A Date: November 27, 2019

Teacher Observed: CHERYL A. ZULUETA Time: 8:30-9:30 am

Subject: ARALING PANLIPUNAN Lesson: Pamumuhay sa Ikatlong Republika

Direction: Observe your CT. Note the questions that are asked.

Listen carefully to the teacher and answer the following as your guide.

1. What are the types of questions formulated in the lesson? Give example of each type.

The type of question that the cooperating teacher used was the interpretative one. It needs the
perspective of each student that surely develops their thinking skills. One of the examples that the
teacher had asked her students is, Magbigay na opinion/kuro-kuro kung ang pamamahala ni
Pangulong Manuel A. Roxas ay nagbigay ng kaginhawaan sa mga Pilipino.

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 2. List down at least five (5) questions asked by the teacher in the class that you observed. Then
group them using the four dimensions.

A. First Dimension (Literal Comprehension)

Ano-ano ang mga naiambag ni Pangulong Manuel A. Roxas sa Pilipinas bilang isang presidente
ng bansa?

B. Second Dimension (Interpretation)

Gaano kahalaga ang ginawa ni Manuel A. Roxas para sa mga Pilipino?

C. Third Dimension (Critical Evaluation)

Sa palagay ninyo ano ang ibig ikahulugan ng Pamumuhay sa Ikatlong Republika?

D. Fourth Dimension (Application/Integration)

Magbigay na opinion/kuro-kuro kung ang pamamahala ni Pangulong Manuel A. Roxas ay

nagbigay ng kaginhawaan sa mga Pilipino.

Signature of Pre-service Teacher: RICHEL D. EJEDIO BEED-III-A

Signature of Cooperating Teacher: CHERYL A. ZULUETA

TASK 4

Observation Guide on the use of Instructional Materials

Name: RICHEL D. EJEDIO BEED-III-A

Class Observed: Grade-3

Subject: ENGLISH Lesson: Kinds of Sentences

Date: November 28, 2019 Time: 10:30-11:30 am

1. What is meant by instructional materials? Give 4 examples of those commonly used.

Instructional materials refers to the strategic materials used in presenting proper learning styles. These
could be written in a traditional way or in technological way.

 Incentive charts
 Rubrics
 Picture clues

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  Multimedia presentation

2. What are the values of audio-visual aids? Name three. How can aids like TV, movies or computers
assist the teacher? Justify your answer.

The significance of using audio-visual aids is to suit or align the learning presentation into the learning
style of the learners. By using this kind of various strategies is to celebrate the diversity of the learners
inside the classroom because they possess different intelligence's and strategies to adopt knowledge.

3. What teaching aids did the teacher use in the class you observed? What purpose did each of them
serve?

The teaching aid that the cooperating used in class was multimedia presentation. She used it for the
students can easily get access to the information because it was more clear and easy to read. Aside
from the visibility of it, it made the both teacher and learners can transfer knowledge in one another.

4. What multi-sensory materials does the classroom have?

As we have observed there are two sensory materials that the classroom has. The visual materials
presenting in multimedia and the second was the audio materials through videos.

5. What are three (3) key things that you should consider when preparing instructional materials?

The things that I considered as the key in preparing instructional materials is that it should be
appropriate into their capacities and capabilities. Instructional material should be accessible to the
learners and suitable into their ways of learning. Aside from that all, instructional materials should be
as interesting as you are, in order to persuade them into learning and most importantly you could be
able to jive lesson well into them without struggling on what method you are going use. Hence,
instructional materials should possess creativity in order to have a creative product of learning.

Signature of PST: RICHEL D. EJEDIO BEED-III-A

Signature of Practicum Supervisor: DENNER KEITH P. SILVA

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 E.Lesson Planning
Teachers need to plan to integrate what is to be taught and how to carry it out effectively.
Teaching is not a haphazard process. The highly interactive and demanding nature of the
classroom requires that a teacher plans thoroughly to maximize student learning. The goal
planning should always be student-learning.

Types of Daily Lesson Plan

1. Detailed Lesson Plan – presents both the teacher’s activity and the learners’ activity
under procedure or strategies.
2. Semi-Detailed Lesson Plan – includes only the teacher’s activity under procedure or
strategies.
3. Brief-Lesson Plan – shows only the main parts of the lesson plan minus the actual
questions that you intend to ask.

Format of the Lesson Plan

Different authors suggest different components or format of a lesson plan. However most
agree that it should contain the following essential parts:

1. Purposes or Objectives or Targets

2. Subject Matter
3. References and Materials
4. Procedures or Strategies
5. Evaluation Techniques
6. Assignment or Agreement

Task 5:

a. Use the following lesson plan to guide you in preparing a lesson plan that you will teach.
b. Use the Lesson Plan Rubric (appendix B) with your CT, to evaluate your lesson plan.

Task 5a: Sample Lesson Plan

Lesson Title:

Grade/year level: No. of pupils/students:

I. Objectives:

II. Subject Matter:

Concept:
Values:
BEC:
Competency:

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 III. Learning Procedures
A. Routine:

Drill

Review

B. New Lesson

Motivation

Presentation

Learning Activities/Tasks

C. Generalization:

D. Application

E. Evaluation

IV. Assignment:

V. Materials
A. Teacher reference materials:

B. Instructional Materials:

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 F.TEAM TEACHING
Task 6a:
At this point, you are now ready to conduct Team Teaching with your co-Pre-service teacher. Ask for
the lesson subject matter from your Cooperating Teacher. Plan the lesson with your buddy and the CT
and have it checked by your cooperating teacher. Once it checked, prepare the visual materials
appropriate for your subject matter.
Activity: teach the lesson in collaboration with your CT and your buddy.
(discuss who will do first)

Evaluation of Learning Activities

Evaluation is the process of determining the effectiveness of a learning activity or a unit of work which
includes many learning activities. The aim of evaluation is to make informed decisions in your
subsequent planning so that you increase students’ learning and develop the effectiveness of your
teaching.

Task 6b:

Evaluation should be undertaken by you and also by your Cooperating Teacher/TEI. Practicum,
Supervisor. Following the learning activity, and as soon as you can manage it, review the experience
and write your evaluation.

Activity: Use the evaluation sheet (8b) with your CT, to evaluate your lesson.

TASK 6b

Guidelines for Evaluating Learning Activities

Name of Pre-service Teacher:RICHEL D. EJEDIO BEED-III-A

Activity: Date: December 04, 2019

Cooperating Teacher: CHERYL A. ZULUETA

Cooperating School: Lower Baluran Elem. School

EVALUATION OF THE PLANNED ACTIVITY AND STUDENTS’ LEARNING

To what extent did the students/pupils achieve the specific learning outcomes?
How do I know? What did I observe in students’/pupils’ responses?

What modifications would I make this activity if I did it again?

(Task? Teaching strategies? Grouping? Organization? Resources?)

EVALUATION AND REFLECTION ON MY OWN TEACHING AND LEARNING

How effective were my teaching and management skills?

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 What goals should I set for improvement in my next planned activity?

What else did I learn about my teaching?

ASPECTS FOR DISCUSSION

Things I want to discuss with my cooperating teacher or TEI practicum supervisor are

Task 9 – Self Appraisal

Practicum should offer opportunities for self-appraisal of the teaching learning experiences of a pre-
service teacher. To become a responsible teacher, the pre-service teacher should be able to self-
evaluate objectively, to diagnose strengths and weaknesses, and to plan for improvements. The PST’s
should be able to reflect on their ability to be self-aware, self-evaluate, and self-correcting (Beltran,
1992).

Direction: Reflect on one of the lessons you have taught. Record your self-evaluation on each item by
placing a circle around the appropriate number. If, upon evaluating yourself, you are dissatisfied with
your performance in any area, think about how you could improve your practice. Re-evaluate yourself
frequently.

A Pre-Service Teacher’s Self-Appraisal Checklist

Name: RICHEL D. EJEDIO BEED-III-A Sem/School/Year: First Semester- WMSU-2019

Grade/Year & Section Observed: Grade-3 Date: December 11, 2019

Cooperating School: Lower Baluran Elem. School

Lesson Taught: ENGLISH

ITEMS TO RATE High Low

5 4 3 2 1
I. Instructional Preparations
1. Was I aware of the latest research and professional trends
in my field?
2. Had I mastered the subject matter of each unit?
3. Had I organized each lesson and each unit of study?
4. Had I clearly defined instructional objective for each unit
and lesson?
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 5. Had I prepared and/or selected appropriate instructional
materials for each lesson and unit?
6. Was I able to show a relationship between subject areas?
II. Instructional Materials
7. Did I individualize instruction as much as possible?
8. Was I aware of the abilities of each pupil/student?
9. Did I briefly review the previews day’s work with class?
10. Did I attempt to make the classroom attractive and
comfortable?
11. Did I create a relaxed atmosphere conducive to learning?
12. Did I frequently use questions that encourage
comprehension, analysis, synthesis, and evaluation?
13. Did I often involve pupils/students in learning activities?
14. Did I use a variety of teaching methods and techniques?
15. Did I use a variety of teaching materials?
16. Did I praise pupils/student’s when they show progress?
17. Did I increase the pupil’s/student’s interest learning?
18. Did I use appropriate audio-visual aids?
19. Did I make clear explanations?
20. Did I utilize community resources?
21. Did I relate what is being studied to some part of life?
22. Was I able to hold the interest of the class?
23. Did I give clear assignments?
24. Did I know and use pupils/student’s names?
25. Did I encourage independent study?
26. Was my word choice on an appropriate level?
27. Was I available for pupil conference?
III. Human Relations
28. Did I avoid embarrassing pupils?
29. Did I allow all pupils to be heard?
30. Did I respect confidentiality?
31. Did avoid engaging in gossip about colleagues?
32. Did I praise colleagues about their accomplishments?
33. Did I avoid criticizing a colleague?
34. Did I follow the “chain of command”?
35. Was I tactful when correcting the pupil/student?
36. Was I fair to everyone?
37. Did I respect the views of all persons?
38. Did I refrain from holding grudges?
IV. Personal Qualities
39. Was I honest?
40. Was I reliable?
41. Did I forgive?
42. Did I dress neatly?
43. Did I dress appropriately?
44. Was I cooperative?
45. Was I courteous?
46. Did I cultivate my voice to be pleasant, clear and forceful?
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 47. Did I care for my health?
48. Was I poised and at ease when teaching?
49. Was I enthusiastic?
50. Was I self-directing?
51. Did I have a sense of humor?
52. Was I willing to accept corrective, objective suggestions?
53. Was I model citizen?
54. Did I support worthy community activities?
55. Is my judgment sound?
56. Was I punctual?
57. Was I independent in my thinking?

Rating:

Signature of Pre-Service Teacher: RICHEL D. EJEDIO BEED-III-A

Date: December 11, 2019

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