Metro-Dagupan Colleges

Serafica Street, Mangaldan, Pangasinan

FIELD STUDY 2

MODULE 1
in
FIELD STUDY 2

Prepared by: MARIA RIZZA FERNANDINE R. DE ASIS

E-mail Address: nadine.deasis13@gmail.com
Contact No: 0930 01234 68
Facebook: TeacherNadine de Asis

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 Metro-Dagupan Colleges
Serafica Street, Mangaldan, Pangasinan
FIELD STUDY 2

Course Description:
This course is a continuation of Field Study 1. It is school-based and allows a
pre-service student to participate and assist in a limited actual teaching-learning
activities that relate to assessment of learning, preparation of instructional
materials, preparation of the bulletin boards, and other routines in the classroom. A
portfolio which will contain sample lesson or learning plans and demonstration of
teaching of at least one subject content area will be required.

Learning Outcomes:
The purpose of the course is to immerse the pre-service teachers in a learning
environment while applying and developing the concepts and skills needed.
Specifically, it aims to have the students be able to:
1. Apply all teaching and learning concepts in the classroom
2. Observe and Analyze classroom situations and justify activities
3. Conduct simple activities and lessons in a classroom
4. Develop lesson plans that are aligned to the teaching and learning concepts
5. Conduct teaching demonstrations

Class Requirements:
Module Outputs - 20%
Journal - 15%
TOS & Exam - 10%
Lesson Plans - 25%
Teaching Demonstration - 30%

General Instructions:
1. Answer ALL questions in the module using PARAGRAPH FORM. Use complete
sentences. All answers should be in ENGLISH.
2. Read carefully and follow instructions.
3. If you use internet sources or books for your answers, please cite the sources.
Points will be deducted for plagiarism or copied answers with no sources.
4. You will be graded accordingly depending on your answers.
5. Send a message to the MDC Page should you have any questions about this
module.

Outline of the Course:

Prelim Semi-Finals
- Bloom’s Taxonomy - Teaching Strategies
- ASSURE Model - Preparing the Media
- Lesson Plan introduction Finals
Midterms - Preparing their Final
- Developing Lesson Plans Teaching Demonstration
- Table of Specifications

Note: A Journal is required for this subject

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 Metro-Dagupan Colleges
Serafica Street, Mangaldan, Pangasinan
FIELD STUDY 2

LESSON 1: BLOOM’S TAXONOMY

General Objectives:
The general aims of the lesson are for the students to:
1. Identify and define each level of Bloom’s Taxonomy;
2. Develop Learning Objectives that are based on Bloom’s Taxonomy
3. Reconstruct lesson plans following Bloom’s Taxonomy

Thinking time!
Let’s try to review your knowledge of Bloom’s Taxonomy of Objectives. Identify
if the following activities belong to the levels of Knowledge, Comprehension,
Application, Analysis, Synthesis or Evaluation. Write your answers on a
separate sheet of paper.
1. Recite the preamble of the 1987 Constitution.
2. Add the following numbers.
3. Summarize the events in the story “The Necklace”
4. Assess if the statements are true or not
5. Relate how the different parts of the digestive system affect each other
6. Create a roleplay that shows the Muslim traditions
7. Differentiate the Properties of Addition
8. Find the area of a given shape
9. Develop a learning plan on Counting Numbers
10. Identify odd and even numbers

There are three main domains of learning that is first developed and described
between 1956 to 1972: The Cognitive Domain (developed by Benjamin Bloom),
the Affective Domain (Developed by David Krathwol) and the Psychomotor
Domain (Anita Harrow). For mathematics, we will focus on the Cognitive
Domain.
The Cognitive Domain
This was first developed by Bloom in 1956,
and revised by Krathwol and Anderson in 2001. In
the first version, it was all nouns, beginning from
(a) the Knowledge level, then (b) the Comprehension
Level, (c) Application Level, (d) Analysis Level, (e)
Synthesis Level, (f) and Evaluation level.
When it came to Krathwol and Anderson in 2001,
he used verbs to describe each level, and the
Synthesis level became the highest one instead of
Evaluation.

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 Metro-Dagupan Colleges
Serafica Street, Mangaldan, Pangasinan
FIELD STUDY 2

Knowledge -> Remembering

Comprehension -> Understand
Application -> Apply
Analysis -> Analyze
Evaluation -> Evaluate
Synthesis -> Create

What does each level mean?

1. Knowledge/Remembering
This involves remembering or retrieving previously learned material. Only
the recognizing and recalling of information is required, as well as listing or
observing. Students are expected to retrieve information from memory, but
aren’t expected to change it in any way.
For example, students need to memorize a definition of an associative
property of addition. In this activity, one merely needs to remember the
definition word-per-word. This is the easiest one to do. Another example is to
list terms and objects or match a vocabulary word to its definition.
The following are some examples of verbs that relate to this function:
know, identify, relate, list, define, recall, memorize, repeat, record, name,
recognize, acquire, label.
2. Comprehension/Understanding
The ability to grasp or construct meaning from material. This involves
understanding and discussing the main idea that one has internalized from the
topic. Students are building new connections in their minds.
For example, students identify the key characteristics needed for an
organism to survive a particular ecosystem. This is not simply remembering,
because they have to understand the facts and concepts in order to identify
what is needed for the organism to survive in a specific ecosystem. Another
example is for them to classify objects according to a specific characteristics,
retell a story in their own words or rephrase a concept in their own
understanding.
The following words are some examples of verbs that relate to this
function: restate, locate, report, explain, express, identify, discuss, describe,
review, infer, illustrate, interpret, draw, represent, differentiate, compare and
contrast, and conclude.

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 Metro-Dagupan Colleges
Serafica Street, Mangaldan, Pangasinan
FIELD STUDY 2

3. Application/Apply
This is the ability to use learned material, or to implement material in
new and concrete situations. The students here aim to use and apply
knowledge through problem solving methods and manipulating variables.
Certain procedures or steps are expected to be followed in order to answer new
problems.
For example, students are asked to examine the information about a car
crash and determine which of Newton’s laws apply to the situation. This is now
at a higher level because one needs to remember and understand the concepts
which are applied to a concrete situation instead of just remaining as an
abstract idea. Other examples include solving mathematical problems by
applying the formula discussed, or to translate words into a different language.
The skills taught are translated into actions.
The following words are some examples of verbs that relate to this
function: apply, relate, develop, translate, use, operate, organize, employ,
restructure, demonstrate, practice, calculate, show, exhibit, and dramatize.
4. Analysis/Analyze
This pertains to the ability to break down or distinguish the parts of
material into its components so that its organizational structure may be better
understood. This involves identifying and analyzing patterns, organization of
ideas and recognizing trends. Students utilize lower-level thinking skills to
identify key elements and examine each part.
For example, students read a student laboratory report and identify the
evidence to support the findings through supporting statements for each
conclusion or finding. A student examines each component and sees how it
relates to the whole. Other examples include looking at how each part of the
digestive system plays a role In helping each other. It also includes examining
statements from various perspectives that could’ve contributed to a specific
result.
The following words are some examples of verbs that relate to this
function: analyze, compare, probe, inquire, examine, contrast, categorize,
differentiate, contrast, deduce, investigate, detect, survey, classify, experiment,
scrutinize, discover, inspect, dissect and separate.
5. Evaluation/Evaluate
This is the ability to put parts together to form a coherent or unique new
whole. This involves assessing theories, comparison of ideas, evaluating
outcomes, solving and judging values of statements, information or ideas.
Students examine informational sources to assess its quality and decisions
which are based on identified criteria.

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 Metro-Dagupan Colleges
Serafica Street, Mangaldan, Pangasinan
FIELD STUDY 2
For example, students are tasked to read an article about a famous
athlete and identify pieces of information in the article that fails to support the
author’s opinions. This involves combining all previous skills to assess the
opinions presented and evaluate the presentation of the article. Other examples
include convincing someone through argument and debate, assess a person’s
credibility based on his words, and predicting outcomes based on the present
situation.
The following words are some examples of verbs that relate to this
function: judge, assess, compare, evaluate, conclude, measure, deduce, argue,
decide, choose, rate, select, estimate, validate, consider, appraise, value,
criticize, infer.
6. Synthesis/Create
This is the highest level of thinking that one can achieve. This is the
ability to put parts together to form a coherent or unique new role. This
involves combining all previous levels to form a new product, as well as
designing, inventing, innovating, imagining, inferring, modifying, and
CREATING. Learners organize information in a new or different way.

For example, students can brainstorm for a business problem and

generate suggested solutions, and design and implement a campaign designed
to solve the identified problem. Students combined all concepts taught
beforehand and created a new product. Another example is building a product,
inventing a new project, developing new formulas and ways to solve a problem.

The following words are some examples of verbs that relate to this
function: compose, produce, design, assemble. prepare, predict, modify, tell,
plan, invent, formulate, collect, set up, generalize, document, combine, relate,
propose, develop, arrange, construct, organize, originate, derive, write, and
propose.

Practice Exercise:
Create 5 sample objectives for EACH LEVEL in Bloom’s Taxonomy
(Revised Version). Choose topics from the K-12 Curriculum based on your
major.

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 Metro-Dagupan Colleges
Serafica Street, Mangaldan, Pangasinan
FIELD STUDY 2
LESSON 2: ASSURE Model
General Objectives:
The general aims of the lesson are for the students to:
1. Define and be familiar with the concepts of the ASSURE Model
2. Develop lesson plans according to the Assure Model
Thinking time!
In developing or preparing for the lesson, what should be the FIRST
THING to consider? Why?

I. What is the ASSURE MODEL?

The ASSURE model is an instructional system or guideline that teachers
can use to develop lesson plans which integrate the use of technology
and media (Smaldino, Lowther & Russell, 2008). The ASSURE Model
places the focus on the learner and the overall outcome of
accomplishing learning objectives.

A - Analysis of Learners
S - State Objectives
S - Select Strategy,
Methods and Materials
U - Utilize Strategy,
Methods and Materials
R - Require Learner
Participation
E - Evaluate and Revise

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 Metro-Dagupan Colleges
Serafica Street, Mangaldan, Pangasinan
FIELD STUDY 2

1. Analysis of Learners. Before choosing any method or strategy for the

learners, one should always ask first on who the learners are. What are
their general characteristics? Are they active or passive? Do they prefer
hands-on activities or do they prefer mental challenges? How many
learners are there? This is to know the appropriate strategies and
methods you have to prepare, since your plan is modeled for the
learners and according to their learning style.
Aside from that, you need to ask what they can do and what they
already know. This is to ensure that your methods and strategies are
aligned with the level of skills and knowledge that the students have.
Try to imagine choosing a method that is not aligned with the
capabilities of your students. Do you think you will have a smooth
lesson in terms of learning flow and activities? It can still be possible, but
it will be more challenging because the method was not aligned to the
level of the students.
2. State Objectives. You have to know your objectives in selecting your
strategies and methods. What are your aims for the specific topic? Your
strategies and methods should be chosen to achieve your aims. For
example, you want your students to be familiar with the different kinds
of drugs (Health), you have the option to simple conduct a Lecture or
you could use a Round Table Conference Method wherein students can
act as if they are participants of a seminar and they can ask questions to
an “expert” that are related to the topic. Again, it depends on your goals
for what you want the students to achieve.
Your objectives should be “S.M.A.R.T.”. Specific, Measurable, Attainable,
Realistic, and Time-Bound. First, it should be specific in the sense that
you know what you want your students to achieve, and therefore you
should be able to use specific verbs like identify, define, differentiate,
demonstrate, enumerate, and solve. Try to avoid using verbs like know,
understand, and learn because it does not show specific skills that you
want your students to attain.
Second, your objectives should be measurable. Measurable objectives
can be assessed and evaluated at the end of the lesson. How can you
measure how much a student knows, understands, or learns? If he can
identify, define, differentiate, demonstrate, enumerate, and solve.
Therefore, try to use objectives that can be measured.

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 Metro-Dagupan Colleges
Serafica Street, Mangaldan, Pangasinan
FIELD STUDY 2
Third, objectives should be attainable. This means that students are
able to do what you want them to do. You can’t expect them to perform
a musical piece by Beethoven in just one meeting, right? Assess what
students can do in the specific time frame that you have, and make sure
that they are able to achieve it. It’s useless in developing objectives that
cannot be attained.
Fourth, your objectives should be realistic. This means that one should
be able to develop authentic objectives, wherein the activities of the
students should be something that’s contextually applicable to them. In
other words, the methods and strategies to be used must be something
that they can use in their lives outside the classroom. For example,
instead of asking them to simply recite the different kinds of drugs, why
not ask them to conduct a Buzz Session and try to identify the source of
the drug problem and what can be done to lessen the drug war. Those
skills that you used are essential to life.
Finally, your objectives should be time-bound. You have a target to
reach, wherein at a specific date, one must be able to finish or attain the
objectives on time. Try avoiding activities that would take more than one
meeting, unless it’s extremely necessary. Having a time-bound objective
helps you narrow down on what skill you want to focus on for that
period.
3. Select Strategy, Methods and Materials. If you have already chosen
your objectives as aligned to your students, it’s now time to choose your
strategy, methods and materials. Although not included in the course
title, materials are included in the manner of choosing because your
strategies and methods might be limited according to available
materials. You need to explore different strategies, methods and
materials according to different formats and available resources.
Sometimes, to achieve what you want, you must be ready to use your
own personal resources because those that you need are not readily
available.
4. Utilize Strategy, Methods and Materials. Since you have already
chosen your strategy, methods and materials, you can utilize it in class.
Prepare all materials that you need, and prepare the environment. Take
care to make sure that the objectives are to be met. The learners should
be prepared mentally and physically to be able to internalize what you
want them to learn. At the end of this module, there will be a short
discussion on how to develop a brief plan for your chosen strategy or
method. It is important that your chosen strategy, method and material
should be relevant and related to the main content of the lesson for the
day.

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 Metro-Dagupan Colleges
Serafica Street, Mangaldan, Pangasinan
FIELD STUDY 2
5. Require Learner Participation. To ensure full quality results, as you
plan your strategy, method or material, include parts where students
are required to participate in the activity. Many students were not
listening or interested in a specific lesson because they have no role in
the classroom aside from listening. This does not encourage holistic
development, since only their ears and brain are the ones working. Most
students nowadays prefer to be included in the lesson, in the sense that
they can interact or do activities to learn better. Since most students
now learn better through experiential learning, it’s important to consider
including such strategies in a lesson.
6. Evaluate and Revise. After conducting or applying your strategies and
methods in the classroom, you should always remember to evaluate
whether the students achieved your objectives for that lesson. Your
strategy would somewhat be considered useless if your students did not
learn anything from it. How can students be evaluated? Through seat
works, quizzes, and assessment strategies that are aligned to your
chosen methods. Aside from that, you should evaluate the effectiveness
of yourself on whether you implemented your strategy or method
appropriately, or were you able to communicate with your students well.
Also, evaluate how effective your methods and materials were in terms
of reaching the students’ interests and knowledge. Finally, if you saw
areas for improvement in all available evaluations that you did, revise.
It’s not good if you saw areas for improvement and yet you did not do
anything to fix it.
Activity: Imagine you are a teacher developing a lesson plan using the
ASSURE Model. Narrate your thinking process in each part of the model.
What questions do you ask at each part?

Developing Learning Plans With Media Integration

A learning plan is a description of how you intend to achieve your desired
outcomes in learning. The plan can be very helpful in showing clarity and
progress in your learning. It also can ensure that your learning activities will
be very efficient and orderly. A Learning Plan is a useful tool to plan and
manage Learning Goals as they relate to achieving work objectives and/or
competency development. This means that your learning plans are always
based on the competencies required for the learners to achieve. Where do we
get these competencies? From the K-12 Curriculum Guides (CGs). All subjects
offered by the Department of Education have easily accessible Curriculum
Guides, where there are various competencies required for each topic. It is

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 Metro-Dagupan Colleges
Serafica Street, Mangaldan, Pangasinan
FIELD STUDY 2
through these competencies that the teacher is guided on what to do in the
learning plan.
Aside from that, Learning plans assist you in mapping out the materials
and strategies that you need to integrate in your teaching, which are based on
your objectives. A learning plan is a description of how you intend to achieve
your desired outcomes in learning. The plan can be very helpful in showing
clarity and progress in your learning. It also can ensure that your learning
activities will be very efficient and orderly. A Learning Plan is a useful tool to
plan and manage Learning Goals as they relate to achieving work objectives
and/or competency development. As a summary and application of everything
you have learned, you will be tasked to develop your own Learning Plan with
Media Integration. Please note that there is no standard format of a Learning
Plan, but for this subject, we will be using the format below:
What are the basic components of a learning plan?
• Learning Objectives include the goals that the teacher has for the
students, and this is to ensure mastery of skill and knowledge
among pupils. These goals guide the teacher on how to design the
learning plan. In setting objectives, these must be aligned with the
Curriculum Guide. Aside from that, the teacher should ensure that
he/she must develop SMART Objectives. Specific, Measurable,
Attainable, Reliable or Realistic, and Time Bound. In making a
learning plan, one must develop at least 3 to 5 objectives.

• Subject Matter talks about the specific topic to be discussed on that

day. It also includes the resources and references used. For
younger students, and for specific subjects like Values, English or
Filipino, it can include the Value Focus of the lesson.

• Materials are the list of things that you need for your teaching. It is
important to list all materials needed for each part of the lesson to
make sure that nothing is overlooked. For example, if you need
pictures, make sure to include separate items on the list that
require pictures at different parts of the lesson. There have been
many instances when the teacher forgets a specific material
because only a general list was written. Be Careful with this.
• Lesson Proper focuses on how the lesson will be delivered. It is
divided into 3 general parts, the Preparatory Activities, the
Development of the Lesson, and the Post Activity.
• Preparatory Activities talks of the initial engagement that
you will be doing to your students. It includes the questions,
how will you prepare the students for learning? How will you
introduce the lesson? What activity will you do to MOTIVATE
the students? How will you inspire the interest of the
students in the lesson? This can be done through

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 Metro-Dagupan Colleges
Serafica Street, Mangaldan, Pangasinan
FIELD STUDY 2
thought-provoking questions or activities that can be used
as a springboard activity for the discussion.

• Development of the lesson speaks of how you will TEACH

your lesson. Identify the methods and strategies that you
will use per part of the lesson. Make sure that everything is
sequenced properly. Many teachers mistake this part for
placing all the content. But what is content if the methods
are not interesting? For students in the primary grades, the
proper methodology, strategy and materials to be used are
critical in the development of the learning plan.
• Post Activity consists of the practice activities that the
student can do for further development or mastery of the
knowledge or skills taught. It can be guided, wherein
examples include board work, seat work and recitation, and
the teacher’s presence is a huge part because the teacher
can answer questions that the student may have, and be
prepared to guide students who are too shy to ask
questions. It can also be independent, which focuses on
activities for students to practice the skill on their own. This
is usually a game
style activity, where students are grouped into teams to
practice the skill or knowledge taught.

• Evaluation is the assessment of skills that a student has learned

from the lesson. The difference of this part from the other
assessment styles is that this is the formal assessment, specifically
that of a quiz or unit test. Testing Instruments are included for
development of the target skills.

MODULE QUESTIONS:
1. In developing a Learning Plan, why is it important to analyze the
learners first? How can you analyze the learners?
2. Practice writing objectives using the SMART Objectives. Write 3-5
objectives for the following topics:
1. Digestive System
2.Law of Supply and Demand
3.Adjectives
4.Pang-abay
5.Properties of Addition
3.Using the ASSURE MODEL, RECONSTRUCT the Lesson Plans of
the teacher of each class that you will be attending. You can
follow the format on the next pages.

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 Metro-Dagupan Colleges
Serafica Street, Mangaldan, Pangasinan
FIELD STUDY 2
*Note: If you are tasked to teach or conduct an activity, ask your critic
teacher to answer an evaluation form of your performance.
RECONSTRUCTED LESSON PLAN
Name of Teacher: ________________________________________________________
Subject: ____________________________ Grade Level: ______________________
Date and Time of Teaching: ______________________________________________
Main Topic: ______________________________________________________________
Lesson Objectives:
1.
2.
3.
Materials Used:

Part of the Lesson Objectives Description of Activity Why did the teacher do
(With Time Allotment) this?

Preparatory
Activity

Development of the
Lesson/Lesson
Proper

“Generalization”

Post-Activity

Evaluation

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 Metro-Dagupan Colleges
Serafica Street, Mangaldan, Pangasinan
FIELD STUDY 2

EVALUATION FORM
NAME: ________________________________________ School:______________________
Grade/Subject Observed: ______________________ Date of Teaching: _____________________
Please check the appropriate box to indicate which assessment is being completed.
Outstanding (4) Proficient (3) Adequate (2) Needs Improvement (2)
4 3 2 1
A. PERSONAL & PROFESSIONAL
* Demonstrate a friendly and professional manner
* Exhibits motivation and enthusiasm
* Responds positively to comment and advice
* Demonstrates dependability and punctuality
* Displays willingness to adapt and explore new ideas and strategies
* Exhibits discretions and demonstrates sound professional judgment
* Communicates in a professional manner
* Presents oneself in a professional appearance
B. INSTRUCTION
* Communicate to students the purpose and goal of the lesson
* Builds on students’ interests and experiences
* Speaks clearly , fluently and audibly
* Demonstrates active listening
* Provides effective and constructive feedback
* Encourages students’ participation in cooperative learning
* Shows mastery in the discussion of the content
C. PLANNING and PREPARATION
* Develops learning plans that are aligned to DepEd competencies
* Plans for follow-up activities
* Utilizes motivational strategies
* Displays lessons for learning outcomes
* Utilizes various appropriate teaching strategies
* Identifies and makes use of appropriate learning resources
* Consults with the cooperative teacher regarding the learning plans
* Prepares proper materials for the lesson
D. ASSESSMENT
* Monitors to ensure students are engaged in comprehending
* Uses appropriate assessment methods during class discussions
* Uses leading questions to assist students in reading the answer
* Provides opportunities for Higher Order Thinking Skills
* Meets the learning objectives
E. OVERALL APPEARANCE
* Presents the self in a respectful and professional manner
* Displays confidence
* Is professional and respectful in appearance.
TOTAL per column
Total * Weight
Overall Total [(Sum of Total * Weight)/124)*100]
Legend:
90-100 Outstanding 85-89 Satisfactory 80-84 Fair 75-79 Poor 74 below - Needs Improvement

Comments:
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

_______________________________

Name of Student Teacher

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