Field Study 2

Experiencing the Teaching – Learning Process

March 2015

1
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 self-rating purposes after completing the

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.
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 Performance My Map
This makes use of an analytic scoring This presents the means / directions,
rubric that is processed-and product- processes, ways which the learners need to
oriented. It evaluates the quality of the undertake to attain the target.
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

2
 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 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.

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).

3
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

4
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.

5
FS 2 Experiencing 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.

6
 Episode 1
PRINCIPLES OF LEARNING

7
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 STUDY Episode 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 Superior Satisfactory Unsatisfactory
4 3 2 1
Observation/ All tasks were All or nearly all Nearly all Fewer than half
Documentation: done with tasks were done tasks were of tasks were
outstanding with high done with done; or most
quality; work quality acceptable objectives met
exceeds quality but with poor
expectation quality
1
4 3
2
My Analysis Analysis Analysis Analysis Analysis
questions questions questions questions
were answered were were not were not
completely; in answered answered answered.
completely completely.
depth Grammar and
answers; Clear Vaguely spelling
thoroughly connection related to the unsatisfactory.
grounded on with theories theories
theories.
Exemplary Grammar and Grammar and
grammar and spelling are spelling

8
 spelling superior acceptable 1
4 3 2
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
supported by supported by experiences are not
experiences experiences from the supported by
from the from the episode experiences
episode. episode from the
episode.
4 3 2 1

My Portfolio Portfolio is Portfolio is Portfolio is Portfolio has

complete, clear, complete, clear, incomplete many lacking
well- organized well- organized supporting components;
and all and most documentation is unorganized
supporting supporting is organized but and unclear
documentation documentation is lacking
are located in are available
sections clearly and/or in
designated logical and
clearly marked
location

4 3 1
2
Submission Before On the A day after the Two days or
deadline deadline deadline more after the
deadline
4 3 2 1
Sub Totals

Rating (Based
Over-all Score on
transmutation)

Signature of FS Teacher
above printed name

9
 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:

Step 1: I will review the principles of learning on

pp. 21-25 of Principles of Teaching 1, 2007 by
Corpuz, B. and G. Salandanan

Step 2: I will observe three classes

Step 3: I will identify evidence of applications

of principles of learning. I can cite more than one evidence per principle of learnin

Step 4: Guided by a question/questions, i will

reflect o my own experience, write down my reflection

1
 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:

Teaching Behaviour of the

Principles of Learning Teacher/Learning Behaviour of the
Learner as Proof of the Application
of the Principle of Learning

Sample:

1. Learning is an experience which 1. Teacher lets the learner do the learning

occurs inside the learner and is activity. e.g.- Pupil writes letter A instead of
activated by the learner. teacher writing it for them.

2. Learning is the discovery of the Teachers must relate the lesson to the
personal meaning and relevance of learner’s needs, interests and problems
ideas.

3. Learning is a consequence of Let the students learn from their mistakes.

experience 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 Let he students have group activities.

collaborative process. e.g group reporting
Cooperative – as teacher gives them

1

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 process of problem solving
and
learning are highly unique and
individual.
activities so that each child can cooperate
and participate and they will learn to mingle
or socialize with others.
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.
Let the learners realize that learning
requires sacrifices and hard work.
You, as a learner are the only one who can
help yourself to learn. No one can help you
but yourself.
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
Make use of different teaching strategies
that can cater multiple intelligences and
learning styles.
1
 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.

1
 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.

1
 My Portfolio

Principles of Learning in My Own Words

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

1
 Episode 2
LESSON OBJECTIVES AS MY GUIDING STA

1
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 STUDY Episode 2- Lesson Objectives as My Guiding Star
Focused on: Application of the guiding principles on the development of lesson
Objectives.

Tasks Exemplary Superior Satisfactory Unsatisfactory

4 3 2 1
Observation/ All tasks were All or nearly all Nearly all Fewer than
Documentation: done with tasks were done tasks were half of tasks
outstanding with high done with were done; or
quality; work quality acceptable most
exceeds quality objectives met
expectation but with poor
quality
4 3 2 1
My Analysis Analysis Analysis Analysis Analysis
questions questions questions questions were
were were were not not answered.
answered answered answered
completely; in completely completely. Grammar and
depth spelling
answers; Clear Vaguely unsatisfactory.

1
 thoroughly connection related to the
grounded on with theories theories
theories.
Exemplary Grammar and Grammar and
grammar and spelling are spelling
spelling superior acceptable
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 not supported
experiences experiences from the by experiences
from the from the episode from the
episode. episode episode.
1
4 3 2
Portfolio is Portfolio is Portfolio is Portfolio has
My Portfolio complete, complete, incomplete many lacking
clear, well- clear, well- supporting components; is
organized and organized and documentation unorganized and
all supporting most is organized but unclear
documentation supporting is lacking
are located in documentation
sections are available
clearly and/or in
designated logical and
clearly marked
location
4 3 2 1
Submission Before On the A day after the Two days or
deadline deadline deadline more after the
deadline
4 3 2 1
Sub Totals

Rating (Based
Over-all Score on
transmutation)

1
 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:

Step 1: Review the “Guiding Principles in Determining and Formulating Learning Objecti
Step 2: Observe a class with a learning partner. My focus thi
Step 3: Discuss my observations/

Step 4: Write down my answers

Step to
5: Reflect
the questions.
on my
observation.

1
 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:

My Tools
1. As I observe a class, I will use the Observation Sheet for more focused
observation.

Guiding Principles in Determining Teaching Behaviour/s which Prove/s

and Formulating Learning Observance of the Guiding Principle
Objectives

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 2. Tell the students the objectives of the
students lesson; tell them the reason why they need to
learn those things.

3. Lesson objectives must be in 2 or 3 3. Teacher should be applied the three

domain – cognitive, skill and domains so that the students can use their
effective or cognitive and affective three domains for learning.

2
skill and or skill and affective

4. Work on significant and relevant 4. When you are teaching, use words that are
lesson objectives. appropriate to your students so that they
can understand the lesson easily.

5. Lesson objectives must lead to the 5. Give an activity to students that they can use
development of critical and creative their creative minds and their critical thinking
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:

2
 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:

2
 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.

2
 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
24
dream come true”
 Episode 3
ORGANIZING CONTENT
FOR MEANIGFUL
LEARNING

25
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 STUDY Episode 3- Organizing content for meaningful learning
Focused on: The development or a cognitive or skill or a affective lesson.

Tasks Exemplary Superior Satisfactory Unsatisfactory

4 3 2 1
Observation/ All tasks were All or nearly all Nearly all Fewer than half
Documentation: done with tasks were done tasks were of tasks were
outstanding with high done with done; or most
quality; work quality acceptable objectives met
exceeds quality but with poor
expectation quality

4 3 2 1
My Analysis Analysis Analysis Analysis Analysis
questions questions questions questions were
were were were not not answered.
answered answered answered
completely; in completely completely. Grammar and
depth answers; spelling
Clear Vaguely unsatisfactory.
thoroughly connection related to the
grounded on with theories theories

2
 theories.
Exemplary Grammar and Grammar and
grammar and spelling are spelling
spelling superior acceptable

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 not supported
experiences experiences from the by experiences
from the from the episode from the
episode. episode episode.
1
4 3 2

My Portfolio Portfolio is Portfolio is Portfolio is Portfolio has

complete, complete, incomplete many lacking
clear, well- clear, well- supporting components; is
organized and organized and documentation unorganized and
all supporting most is organized but unclear
documentation supporting is lacking
are located in documentation
sections are available
clearly and/or in
designated logical and
clearly marked
location
4 3 2 1
Submission Before On the A day after the Two days or
deadline deadline deadline more after the
deadline
4 3 2 1
Sub Totals

Rating
Over-all Score (Based on transmutation)

2
 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:

2
 OBSERVATION

Name of the Resource Teacher

Observed:
Date: March 09, 2015

Grade/ Year Level: Grade 1-Helpfulness Subject Area:

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:

2
 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 .

3
 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?

3
 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.

3
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:

3
 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

3
 Episode
4
GUIDING PRINCIPLES IN
THE SELECTION AND

35
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 STUDY Episode 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 Superior Satisfactory Unsatisfactory
4 3 2 1

3
Observation/ All tasks were All or nearly all Nearly all Fewer than half
Documentation: done with tasks were done tasks were of tasks were
outstanding with high done with done; or most
quality; work quality acceptable objectives met
exceeds quality but with poor
expectation quality
1
4 3 2

My Analysis Analysis Analysis Analysis Analysis

questions were questions questions questions were
answered were were not not answered.
completely; in answered answered
depth answers; completely completely. Grammar and
thoroughly spelling
grounded on Clear Vaguely unsatisfactory.
theories. connection related to the
Exemplary with theories theories
grammar and
spelling Grammar and Grammar and
spelling are spelling
4 superior acceptable
1
3 2
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 not supported by
experiences experiences from the experiences from
from the from the episode the episode.
episode. episode
1
4 3 2

My Portfolio Portfolio is Portfolio is Portfolio is Portfolio has

complete, clear, complete, clear, incomplete many lacking
well- organized well- organized supporting components; is
and all and most documentation unorganized and
supporting supporting is organized but unclear
documentation documentation is lacking
are located in are available
sections clearly and/or in
designated logical and
clearly marked

3
 location

4 3 2 1
Submission Before On the A day after the Two days or
deadline deadline deadline more after the
deadline
4 3 2 1
Sub Totals

Rating
Over-all Score (Based on transmutation)

Signature of FS Teacher
above printed name
My Map

3
I will observe at least 3 Resource Teachers, analyze and reflect on my observation.

To reach my Target, I will follow the following steps:

Step 1. Review Selection

and Use of Teaching
Strategies in Principles of
Teaching 1, 2007 by
Corpuz, B. and G.
Salandanan, pp. 52-68.

Step 4. Analyze my
observation. Steps Step 2. Observe at least
3 Resource Teachers.

Step 3. Accomplish
Observation Sheet.

My Tools

3
 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

Guiding Principles on the Teaching Behaviour of the
Selection and Use of Teaching Resource Teacher that Applies
Strategies 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 Most of the students nowadays are visual
more and the better the learning. learners As teachers; we must always
provide visual materials for
them to understand more our lesson.

3. A non-threatening atmosphere The atmosphere of the students is

enhances learning 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.

4
4. Emotion has the power to increase Teachers must bring out the student’s
retention and learning emotion into the classroom and recognize
the power of emotion to
increase retention.

5. Good teaching goes beyond recall of Teaching should reach the levels of
information. application, analysis, synthesis and
evaluation.

6. Learning is meaningful when it is Some students, school is the best part of

connected to students’ everyday their day because for them it’s a way to
life 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.

4
 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.

4
Episode 5
ON TEACHING
APPROACHES
AND METHOD

43
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 STUDY Episode 5- On Teaching Approaches and Methods
Focused on: Determining the teaching approach or method used by the Resource
Teacher
Tasks Exemplary Superior Satisfactory Unsatisfactory
4 3 2 1
Observation/ All tasks were All or nearly all Nearly all Fewer than half
Documentation: done with tasks were done tasks were of tasks were
outstanding with high done with done; or most
quality; work quality acceptable objectives met
exceeds quality but with poor
expectation quality

1
4 3 2
My Analysis Analysis Analysis Analysis Analysis
questions were questions questions questions
answered were were not were not
completely; in answered answered answered.
depth answers; completely completely.
thoroughly Grammar and
grounded on Clear Vaguely spelling
theories. connection related to the unsatisfactory.
Exemplary with theories theories
grammar and
spelling Grammar and Grammar and
4 spelling are spelling
superior acceptable
3 2 1
My Reflection Reflection Reflection Reflection Reflection

4
 statements are statements are statements are statements are
profound and clear, but not shallow; unclear and
clear, clearly supported by shallow and
supported by supported by experiences are not
experiences experiences from the supported by
from the from the episode experiences
episode. episode from the
episode.
4 3 2 1

My Portfolio Portfolio is Portfolio is Portfolio is Portfolio has

complete, clear, complete, clear, incomplete many lacking
well- organized well- organized supporting components;
and all and most documentation is unorganized
supporting supporting is organized but and unclear
documentation documentation is lacking
are located in are available
sections clearly and/or in
designated logical and
clearly marked
location

4 3 1
2
Submission Before On the A day after the Two days or
deadline deadline deadline more after the
deadline
4 3 2 1
Sub Totals

Rating (Based
Over-all Score on
transmutation)

Signature of FS Teacher
above printed name

4
 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 “Different Approaches and Methods in Principles of Teaching 1,” 2007 b

Step 2: Observe 2 Resource Teachers

Step 3. Accomplish Observation Sheet

Step 4. Analyze my observations.

Step 5. Reflect on my observations

4
 My Tools

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

Description of Teaching Behavior that

Approach /Method 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

4
 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

4
 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.

4
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

5
 My Portfolio
1. By means of a graphic organizer show the characteristics of a
constructivist and a metacognitive approach.

COSNTRUCTIVIST APPROACH

METACOGNITIVE
APPROACH

5
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 Time is limited; subject
given period of time. 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 Time is not that much
students can clearly limited; subject matter is not
understand the lesson. 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 Indirect teaching so that Time is not so limited;
Method the students will have an idea subject matter is a bit hard;
of the lesson they are going to learners will know how to
tackle. do it; teacher is capable of
demonstrating
it to the class clearly
4. Problem Solving Indirect teaching that allows Need a long period subject;
the teacher to give problem to the subject matter is
solve ny the students complicated like
matematics; teacher master
the lesson very
well
5. Discovery Method Indirect teaching so that Time is a bit limited;

5
 my class will enjoy my subject is not that hard;
subject. learners will have a better
understanding if the teacher
gives an
example.

6. Problem solving Indirect method so that my Need a long period of

method students will develop their time; it is used mostly in
problem solving skills. mathematics;

7. Project Method Indirect method so because Time is limited; learners

the teacher will give them will know how to be
project based on creative
the topic
8. Constructivist Indirect method in which the Time is limited; learners
Method teacher will call some students have experience; the teacher
to recite or give should know how
examples to manage her/his class
9. Metacognitive Indirect method so that i can Time is not limited;
Approach distinguish who are the learners are critical
critical learners thinkers; the teacher
should know how

10. Integrative
Approach

5
Episode 6
ON LESSON
DEVELOPMENT

5
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 STUDY Episode 6 – On Lesson Development
Focused on: How my Resource Teacher develops his/her lesson.

Tasks Exemplary Superior Satisfactory Unsatisfactory

4 3 2 1
Observation/ All tasks were All or nearly all Nearly all Fewer than
Documentation: done with tasks were done tasks were half of tasks
outstanding with high done with were done; or
quality; work quality acceptable most objectives
exceeds quality met but with
expectation poor quality

1
4 3 2
My Analysis Analysis Analysis Analysis Analysis
questions were questions questions questions were
answered were were not not answered.
completely; in answered answered
depth answers; completely completely. Grammar and
thoroughly spelling
grounded on Clear Vaguely unsatisfactory.
theories. connection related to the
Exemplary with theories theories
grammar and
spelling Grammar and Grammar and
spelling are spelling
4 superior acceptable

3 2 1
My Reflection Reflection Reflection Reflection Reflection

5
 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 not supported
experiences experiences from the by experiences
from the from the episode from the
episode. episode episode.
1
4 3 2

My Portfolio Portfolio is Portfolio is Portfolio is Portfolio has

complete, clear, complete, clear, incomplete many lacking
well- organized well- organized supporting components; is
and all and most documentation unorganized and
supporting supporting is organized but unclear
documentation documentation is lacking
are located in are available
sections clearly and/or in
designated logical and
clearly marked
location
4 3
2 1
Submission Before On the A day after the Two days or
deadline deadline deadline more after the
deadline
4 3 2 1
Sub Totals

Rating (Based
Over-all Score on
transmutation)

Signature of FS Teacher
above printed name

5
 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 1. Review "Appropriate Lerning Activities i the Different Phases

of the Lesson in Principles of Teaching 1, 2007 by Corpuz, B. and
G. Salandanan, pp. 95-99 and Instruction in Educational Technology
1,2007 by Corpuz, B. P. I Lucido pp.36- 43 - and Principles of
Teaching 2, 2006 by Corpuz, B. et al pp. 51-90

Step 2. Observe 2 Resource Teachers on how they go through their

lessons.

Step 3. Accomplish Observation Sheet

Step 4. Analze my Observation.

Step 5. Reflect on my Observation.

5
 My Tools

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

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.

5
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 

5
 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.

6
 Episode 7
EFFECTIVE
QUESTIONING AND
REACTING TECHNIQUES

6
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 STUDY Episode 7- Effective questioning and Reacting
Focused on: Questioning and reacting techniques
Tasks Exemplary Superior Satisfactory Unsatisfactory
4 3 2 1
Observation/ All tasks were All or nearly all Nearly all Fewer than
Documentation: done with tasks were done tasks were half of tasks
outstanding with high done with were done; or
quality; work quality acceptable most objectives
exceeds quality met but with
expectation poor quality

1
4 3 2
My Analysis Analysis Analysis Analysis Analysis
questions were questions questions questions
answered were were not were not
completely; in answered answered answered.
depth answers; completely completely.
thoroughly Grammar and
grounded on Clear Vaguely spelling
theories. connection related to the unsatisfactory.
Exemplary with theories theories
grammar and
spelling Grammar and Grammar and
spelling are spelling
superior acceptable
3 2 1

6
 4
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
supported by supported by experiences are not
experiences experiences from the supported by
from the from the episode experiences
episode. episode from the
episode.
4 3 2 1

My Portfolio Portfolio is Portfolio is Portfolio is Portfolio has

complete, clear, complete, clear, incomplete many lacking
well- organized well- organized supporting components;
and all and most documentation is unorganized
supporting supporting is organized but and unclear
documentation documentation is lacking
are located in are available
sections clearly and/or in
designated logical and
clearly marked
location
4 3 1
2
Submission Before On the A day after the Two days or
deadline deadline deadline more after the
deadline
4 3 2 1
Sub Totals

Rating (Based
Over-all Score on
transmutation)

Signature of FS Teacher
above printed name

6
 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 2. Observe my Resource
Teachniques” on pp. 161-171 Teacher as she teaches with
of Principles of Teaching 1, the use of an Observation
2007 by Corpuz, B. Sheet.
and G. Salandanan.

STEPS

3. Analyze my answers with 4. Reflect on my

the aid of questions. observations.

6
 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

6
 My Tools

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:

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?

6
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 IIIII 5
pupils
9. Soliciting student questions III 3

10. Encouraging through non-verbal IIIII 5

behavior
11. Criticizing responding students for I 1
his
/her answer
12. Scolding for misbehavior or not IIIII 5
listening
13. Overusing expresions such as IIIII 5
“Okay”,
“Right”, etc.?

6
 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.

6
 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!

6
 The Contributors

Jenevie Butacan
“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

Geniva Timbang
“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

7
“Teach what is right to the eyes of the people and most of

all to the eyes of God”.