1

Field Study 1
Observation of Teaching–Learning
In Actual School Environment

MARK ANTHONY E. SILVANO

EDUC 12 FIELD STUDY 1
GROUP 7
TTH 3:30-5:00

DR CELIA D. ANDAS, LPT, EdD

FIELD STUDY PROFESSOR
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Name: Mark Anthony E. Silvano

Understanding the School
Field Study 1 Learning Episode
Curriculum
Close Encounter with the School
FS 1 8
Curriculum

OBSERVE, ANALYZE AND REFLECT

Activity 8.1 Curricula in the School Setting

It’s time to look around. Discover what curriculum is operating in the school
setting. Recall the types of curriculum mentioned earlier. Can you spot
where these are found? Let’s do a hunting game!

OBSERVE

Resource Teacher: Ester Evon Medrano

School: Surigao City National High School
Grade/Year Level: Grade 10
Subject: Science

1. Locate where you can find the following curriculum in the school setting.
Secure a copy, make observations of the process and record your
information in the matrix below. Describe your observation.
Type of Curriculum Where found Description
1. Recommended DepEd Website It is where you
Curriculum (K to can find the
12 Guidelines) most essential
competencies
and may be able
to use all
year-round and
indicates its
area per quarter.
It is where you
can find the
most essential
competencies
and may be able
to use all
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year-round and
indicates its
area per quarter.
It is where you
can find the
most essential
competencies
and may be able
to use all
year-round and
indicates its
area per quarter.
It is where you can
find the most
essential
competencies and
may be able to
use all year-round
and indicates its
area per quarter.
2. Written School School personnel
Curriculum hires a specialist a
(Teacher’s contract of service-to
Lesson Plan) develop a plan to
meet their set
goals/objectives
3. Taught Classroom It is the lecture
Curriculum gave by the teacher,
(Teaching initiating group
Learning activities. In short, the
Process) teacher demonstrates
guidance to the
learners.
4. Supported School These are the
Curriculum available resources in
(Subject textbook) the school. It can be
humans (teachers),
books such as
textbooks, workbooks,
teacher’s guide and
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etc. and it includes

laboratory equipment.
5. Assessed School It is the
Curriculum assessment of the
(Assessment learners whether
Process) formative or
summative to
determine their
level of learnings.
It is the
assessment of the
learners whether
formative or
summative to
determine their
level of learnings.
It is the
assessment of the
learners whether
formative or
summative to
determine their level
of learning.
6. Learned School These are the skills
Curriculum or expertise you may
(Achieved be able to see to the
Learning learners through
Outcomes) activities such as
trainings, seminars,
and etc
7. Hidden School This is the learning
Curriculum taught by the teacher
(Media) or it may not be
taught from the school.

ANALYZE
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Which of the seven types of curriculum in the school setting is easy

to find? Why?
Among the seven types of curriculums in the school setting, the
recommended curriculum is the easiest to find of them all. Since it can be
found on the DepEd website, it is easy to determine that it is the
recommended curriculum.
Which is difficult to observe? Why?
The hidden curriculum is hard to observe because you don’t have an idea
on what kind of expertise does the learner have.
Are these all found in the school setting? How do curricula relate to
one another?
Yes, all of these curriculums are referring to the learning of the learners.
School personnel hires a
specialist-a contract of
service-to develop a plan to
meet their set
goals/objectives
School personnel hires a
specialist-a contract of
service-to develop a plan to
meet their set
goals/objectives
School personnel hires a
specialist-a contract of
service-to develop a plan to
meet their set
goals/objectives
School personnel hires a
specialist-a contract of
service-to develop a plan to
meet their set
goals/objectives
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Draw a diagram to show the relationship of one curriculum to the other.

Recommended Supported Intentional

Curriculum Curriculum Curriculum

Written Taught Tested

Curriculum Curriculum Curriculum

Learned
Curriculum

Hidden
Curriculum
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REFLECT

Make a reflection on the diagram that you have drawn.

Among the seven curriculums, three have the same main goal and target
the same curriculum, which is the recommended curriculum. This
curriculum includes written curriculum, taught curriculum, and assessed
curriculum. They have a relationship with one another that deals with the
higher order thinking skills of each learner. They establish objectives to
help learners develop and meet the level of competencies required. They
had to assess themselves whether they were learning or not on the other
curriculum. Or what skills they lack and may be able to assess themselves
through various activities.
Activity 8.2: The Miniscule School Curriculum: The Lesson, A Closer
Look
Resource Teacher: Ester Evon Medrano
School: Surigao City National High School
Grade/Year Level: Grade 10
Subject: Science

OBSERVE

This activity requires a full lesson observation from Motivation to

Assessment.
Procedure:
1. Secure permit to observe one complete lesson in a particular subject,
in a particular grade/year level.
2. Keep a close watch on the different components of the miniscule
curriculum: the lesson
3. Follow the three major components of a curriculum (Planning,
Implementing and Evaluating/Assessing). Observe and record your
observation.

Observe and Record Observation on the Following Aspects

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Major Curriculum Key Guide for Observation (Carefully look

Components for the Indicators/behavior of the teacher
along the key points. Write your
observation and description in your
notebook.)
A. Planning 1. Borrow the teacher’s lesson plan for
the day. What major parts do you
see? Request a copy for your use.
Answer the following questions:
a. What are the lesson
objectives/learning outcomes?
b. What are included in the subject
matter?
c. What procedure or method will the
teacher use to implement the
plan?
d. Will the teacher assess or
evaluate the lesson? How will this
be done?
B. Implementing Now it’s time to observe how the teacher
implemented the prepared lesson plan.
Observe closely the procedure.
a. How did the teacher begin the
lesson?
b. What procedure or steps were
followed?
c. How did the teacher engage the
learners?
d. Was the teacher a guide at the side?
e. Were the learners on task? Or were
they participating in the class
activity?
f. Was the lesson finished within the
class period?
C. Evaluating/Assessing Did learning occur in the lesson taught?
Here you make observations to find
evidence of learning.
a. Were the objectives as learned
outcomes achieved?
b. How did the teacher assess/evaluate
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it?
c. What evidence was shown? Get
pieces of evidence.

ANALYZE

Write a paragraph based on the data you gathered using these key
questions?
1. How does the teacher whom you observed compare to the ideal
characteristics or competencies of global quality teachers?
The teacher is able to communicate and provide quality lesson to the
learners, and had maintain a uplifting and encouraging attitude. She
has had series of activities that relevantly contribute to the subject
matter. She also makes sure that each subtopic reflects the reality or
the diseases that an individual can acquire if health is disregarded.
She acknowledges the effort and participation of the students in the
discussion.

2. Was the lesson implemented as planned? Describe.

As observed, the lesson went as it was outlined. The teacher had
observed the preliminary activities prior to the formal discussion. She
also assures that the level of engagement of the student will not
decrease, so questions are thrown to the students to cultivate their
understanding and focus on the topic. She provided learning
materials as reference for the activities. Lastly, ended the class with
the homework and reminders.

3. Can you describe the disposition of the teacher after the lesson was
taught? Happy and eager? Satisfied and contented? Disappointed
and exhausted?
Noticeably, the teacher is happy and eager in teaching the lesson to
the learners. She had maintained an encouraging and open
atmosphere all throughout the period. Thus, having the students
engage more and enjoy the class.
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4. Can you describe the majority of student’s reactions after the lesson
was taught? Confused? Happy and eager? Contented? No reactions
at all.
Visibly, it can be seen and observe from the students how satisfied
and happy they are during, and after the class. It can be evident
through the level of the performance, because most of the students
are able to garnered a high score and is able to come up with
outstanding group performance.

REFLECT
Based on your observations and tasks in Activity 2 how will you
prepare your lesson plan? Make a short paragraph on the topic.
Making a lesson plan is extremely difficult. When you build, your
imagination is also at work. Pretend you're already in the class. But reality
is very different in the classroom. You fantasize, but reality sets in. This is a
fact when creating a lesson plan. This isn't just a lesson plan. So, while
preparing one, I should think about what we're going to do, even though the
competencies are already provided. Also, how am I going to meet the goals
I've set for myself? In planning, I should evaluate the lesson plan I prepared
to meet the goals.

Activity 8.3 Constructive Alignment of the Components of a Lesson

Plan
Resource Teacher: Ester Evon Medrano
School: Surigao City National High School
Grade/Year Level: Grade 10
Subject: Science

OBSERVE
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Using the diagram below fill up the component parts of a lesson plan
I. Title of the Lesson: Endocrine System
II. Subject area: Science 10
III. Grade Level: Grade 10

Outcomes Teaching Method Assessment

 The students  The teacher utilize  Health issues are

should be able to
Bhjvhh visualize and presented, and
determine the incorporate multi- allowing the
different parts of media in discussing students what are
the endocrine the lesson. the preventions in
system. Also, for  Discussing and order to avoid such
the students to mounting the topic complications.
learn its functions through group and  Group presentation,
in human body. individual letting the students
 The students activities. maximize their
should be able to  Maximizing and potential and skills.
realize the encouraging the
importance of multiple
taking care of each intelligences in the
part to avoid the activities.
health issues.
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ANALYZE

Answer the following questions based on the diagram.

1. Are the three components constructively aligned? Explain.
Indeed, it started with the simple questions and highlighting the
importance of taking care our endocrine system. It aids to easily and
smoothly have the class discussion going.
2. Will the outcomes be achieved with the teaching methods used?
Why?
Obviously, it can be notice on the students performance all
throughout the period. Most of the students acquired high scores
which reflects the efficiency and effectiveness of the learning
outcomes.

3. What component would tell if the outcomes have been achieved?

That would definitely the learning output and performance of the
students.

REFLECT

What lessons have you learned in developing or writing a lesson

plan?
When developing or writing a lesson plan, I learned to consider the
classroom setup. It is important because it helps students focus on the
lesson. No matter how interesting your lesson is or how prepared you are,
if the classroom environment is not encouraging, students will not listen or
participate.
What value will it give to the teacher if the three components are
aligned?
 13

The value of success will be gained by teacher if the three

components are aligned together. Success in delivering they
lessons efficiently, and learning to the learners effectively.

SHOW Your Learning Artifacts.

Learning Artifacts for Activity
1-3
Present an artifact for Activity 1,2 and 3.
Activity 1 Artifact
1. Present an evidence for each kind of curriculum operating in the
school setting. This can be in pictures, realia, documents or others.
Teacher: Ma'am Ester Evon A. Medrano
School: Surigao City National High School
Year Level: Grade 10
Title of the Lesson: Endocrine System
Subject area: Science 10
Link: https://www.youtube.com/watch?v=sP9m4TfrC0c

Activity 2: Artifact
1. Present a sample curriculum in a form of a Lesson Plan.
SEMI-DETAILED LESSON PLAN
Topic: Homonyms
14
 15

Activity 3: Artifact
1. Present a matrix to show the constructive alignment of the three
components of a lesson plan.
a. Example:
Lesson Title:
Subject Area:
Grade Level:

Lessons Outcomes Teaching Methods Evaluation

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LINK Theory to Practice

Choose the correct answer from the options given.
1. When we say school curriculum it refers only to the K to 12
Curriculum.
A. This statement is true.
B. This statement is not true.
C. This statement is half true.
D. This statement is silly.
2. A professional teacher should possess the following skills to address
the need for a curricularist EXCEPT one. Which one is NOT?
A. Knower of the Curriculum
B. Believer of the Curriculum
C. Implement of the Curriculum
D. Writer of the Curriculum
3. The influence of multimedia, peers, community tradition,
advancement in technology, though not deliberately taught in the
lesson, will influence the curriculum. This is referred to as .
A. Written curriculum
B. Recommended Curriculum
C. Implemented curriculum
D. Hidden curriculum
4. Which two components of the lesson plan (as a miniscule curriculum)
should be aligned?
I. Outcomes and Assessment
II. Assessment and Teaching Methods
III. Outcomes and Teaching Methods
A. I only B. II only C. III only D. I, II and III
5. What is the most important reason why there should be constructive
alignment of the components of the curriculum?
A. For ease of correcting by the school principal.
B. To assure that each component contributes to the attainment of
the learning outcomes.
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C. As a required template when starting to write a lesson plan.

D. As a model of other lesson plan written and published.

EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 8 – Close Encounter
with the School Curriculum
Learning Outcomes: Identify the different curricula that prevail in the school
setting. Describe how the teacher manages the school curriculum by
planning, implementing lessons through different strategies and
assessment of learning outcomes. Analyze if the teacher aligns the
objectives to subject matter, to teaching strategies and assessment.

Name of FS Student: Mark Anthony Silvano Date Submitted:

Year & Section: 4th Year Abraham Course: BSED-English
Learning Excellent Very Satisfactory Needs
Episode 4 Satisfactory 2 Improvement
3 1
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Accomplished All One (1) to Three (3) Four (4) or

Observation observation two (2) observation more
Sheet questions/tas observations questions/tasks observation
ks completely questions/ not answered/ questions/
answered/ tasks not accomplished tasks not
accomplished answered/ answered/
accomplished accomplished
Analysis All questions All questions Questions were Four (4) or
were were not answered more
answered answered completely; observation
completely; completely; answers are not questions were
answers are answers are clearly not answered;
with depth clearly connected to answers not
and are connected to theories; one (1) connected to
thoroughly theories; to three (3) theories; more
grounded on grammar and grammatical/ than four (4)
theories: spelling are grammatical /
spelling error
grammar and free from spelling error
spelling are errors.
free from
error
Reflection Profound and Clear but Not so clear and Unclear and
clear; lacks depth; shallow; shallow; rarely
supported by supported by somewhat supported by
what were what were supported by what were
observed and observed and what were observed and
analyzed analyzed observed and analyzed
analyzed
Learning Portfolio is Portfolio is Portfolio is not Portfolio is not
Artifacts reflected on in reflected on in reflected on in reflected on in
the context of the context of the context of the context of
the learning the learning the learning the learning
outcomes; outcomes. outcome. outcomes; not
Complete, Complete; Complete; not complete; not
well- well organize, organized; not
 19

organized, organized, relevant to the relevant

highly very relevant learning
relevant to to the outcome
the learning learning
outcome outcome
Submission Submitted Submitted on Submitted a day Submitted two
before the the Deadline after the (2) days or
deadline deadline more than after
the deadline
COMMENTS Over-all Score Rating (Based on
transmutation

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13- 11 10 9-8 7-below
12
Grade 1.0 1.25 1.5 1.75 2.0 2.25 2.50 2.75 3.00 3.5 5.00
0
99 96 93 90 87 84 81 78 75 72 71-below

Signature of FS Teacher above Printed Name Date

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Name: Mark Anthony E. Silvano

Field Study 1 Learning Episode Preparing for Teaching and
FS 1 9 Learning
OBSERVE, ANALYZE, REFLECT
Activity 9.1 Demonstrating an Understanding of Research-Based
Knowledge Principles of Teaching and Learning
Resource Teacher: Teacher’s Signature: School:
Grade/Year Level: Subject: Date:

OBSERVE
Observe a class with the use of the principles of learning given in
Revisit the Learning Essentials. I will identify evidence of
application/violations of the principles of learning. I can cite more than one
evidence per principle of learning.
 21

Principles of Learning What did the Resource Teacher do to

apply the principle of learning
1. Effective learning begins The resource teacher started the class
with the setting of clear emphasizing the rules and learning
and high expectations of objectives of the day. Also, what would
learning outcomes. be the expectations from the students to
develop within the period.
2. Learning is an active To apply this principle of learning, the
process. Resource Teacher let her students
participates in the class discussion. She
actively ask questions relevant to the
topic to stir the engagement of the class.
3. Learning is the discovery The resource teacher gives learners the
of personal meaning and opportunity to think about and express
relevance of idea. their thoughts on the topic, as well as
discuss it in front of the class.
4. Learning is a To apply this principle, resource teacher
cooperative and a grouped the students and assigned
collaborative process. certain students to interpret the
Learning is enhanced in importance of graphs and maps in real
an atmosphere of life situation by producing, brainstorming
cooperation and ideas with their peer groups, and
collaboration. debriefing their final thoughts in a group
work exercise.

ANALYZE

1. What principles of learning were most applied? Least applied?

Most applied
 Effective in setting the class precisely with the reminding the students
of the learning objectives and expectations of them to be.
 Maintaining an active class learning environment.
 Learning is a cooperative and a collaborative process. Learning is
enhanced in an atmosphere of cooperation and collaboration.
Least applied
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 Learning is the discovery of personal meaning and relevance of

idea.
Give instances where this/these principles/s could have been applied?
 Self realization and relevance of idea would have been applied/
emphasize every after discussion not just give the students a
homework. Basically, this would help the students reflect the
significance of the topic in real-life situation.

REFLECT

From among the principles of learning, which one do you think is the most
important?
 From a subjective perspective, starting the class right is the
most important learning principle. I just realize that if the
students are reminded of the things they are expected to be, they
will perform accordingly. It will aid them to be guided on what to do
and what should not.
Activity 9.2 Identifying Learning Outcomes that are Aligned with
Learning Competencies
Resource Teacher: Teacher’s Signature: School:
Grade/Year Level: Subject: Date:

OBSERVE

Observe a class, this time focusing on how the learning outcomes were
stated. Determine if the learning outcome/s was/were achieved or not. Give
evidence.
1. Write the learning outcomes stated in the lesson.
Learning Outcomes (SMART Objectives?) Achieved
Yes No Yes No
1. To be able differentiate
between advocacy and
 23

campaign.
2. To determine the validity of
the research.
3. To understand the
research.
4. To classify the credibility of
a research

2. Cite pieces of evidence that these learning outcomes were achieved.

1. Students are able to determine the difference of campaign and
advocacy through Venn diagram.
2. They are also successful in understanding the research through an
assessment.
3. They are also task to write a research with their own choice of
topic, in order to identify first hand the validity and credibility of a
research paper.

ANALYZE

1. Do SMART objectives make the lesson more focused?

Yes, because it is both attainable and attainable for the students. It is also
applicable in our daily lives. Setting SMART goals allows you to clarify your
thoughts, focus your efforts, make better use of your time and resources,
and increase your chances of achieving your future career and life goals.

REFLECT

Reflect on the
Lessons learned in determining SMART learning outcomes.
 24

I've discovered that combining my objectives with daily assessment

mechanisms, and even using the process of designing such mechanisms
to clarify and evaluate these objectives, allows me to foster a more
"communicative" classroom experience; that is, one in which I receive
feedback from the students that I can use to create future objective-based
learning goals that are responsive to their needs. These learning
objectives will help me as an instructor in order to make my lessons more
engaging as students will have a clearer understanding of where they are
and where they need to be. Moreover, I will be able to present them for
each class and lesson so students will know what they're working towards.

Activity 9.3 Distinguishing Between Inductive and Deductive Methods

of Teaching
Resource Teacher: Teacher’s Signature: School:
Grade/Year Level: Subject: Date:

OBSERVE

I will observe one Resource Teacher with the use of this observation sheet.
Using the guide questions, I shall reflect on my observations and analysis.

Teacher-centered Student-centered
Did teacher lecture all the time? Were students involved in the
The resource teacher will introduce teaching-learning process? How?
 25

the lesson explain the fundamental Or were they mere passive

elements. recipients of instruction?
After the introduction of the topic
the teacher will asked questions on
the students.
Was the emphasis on the mastery Was the emphasis on the students’
of the lesson or on the test? Prove. application of the lesson in real life?
It can be noticed that the teacher Give proofs.
has the mastery on the lesson. Teacher will always emphasize the
When students asks she is able to importance of the topic in real-life
answer and that’s with examples. situation.
Was class atmosphere Was class atmosphere
competitive? Why? collaborative? Why?
As I observed, I did not notice that The class is active and joyful as the
the class has a competitive teacher start the class.
atmosphere but rather an exciting
and happy environment.
Did teacher focus only on one Did teacher connect lesson to other
discipline/subject? disciplines/subjects?
The teacher only focus on the This part is something the resource
English subject because this is her teacher is lacking connecting the
expertise. lesson to other learning areas.

What teaching-learning practice shows that teaching approach was:

a.) Constructivist – connected to past experiences of learners
constructed new lesson meanings
 Learners were relate a scene on their activity to real life situation
b.) Inquiry-based
 The learners, I believed, are inquisitive enough
c.) Developmentally appropriate – learning activities fit the
developmental stage of children.
 The activities set by the teacher reflects on the development
stage of children
d.) Reflective
 The learners, as I’ve said, learn to relate real life situation
e.) Inclusive – No learner was excluded, teacher taught everybody.
 The teacher gives an individual work and checks them one-by-
one
f.) Collaborative – students worked together
 The learners brainstorm to collate ideas
 26

g.) Integrative – Lesson was multidisciplinary – e.g. In Science, Math

concepts were taught.
 The learners try to integrate their lesson/topic into other area of
specialization.

ANALYZE

1. What are possible consequences of teaching purely subject

matter for mastery and for the test?
1. Some students may find it interesting especially to those who are
topping the class, but for
2. some learners may find it boring especially to slow learners. Low
achievers, I believed,
3. loves a twist in order for them to understand the lesson.
Some students, particularly those at the top of the class, may find it
interesting, but others, particularly slow learners, may find it boring. Low
achievers, I believe, enjoy a twist to help them understand the lesson.
2. If you were to reteach the classes you observed, would you be teacher-
centered or student-centered? Why?
Students today must not be bored by their teachers. Otherwise, they will
not listen, and even worse, they will sleep, demonstrating that you are
unworthy of teaching them. If I were to re-teach the class, I would focus on
engaging the students, enhancing their learning, and developing their
critical thinking skills.

REFLECT
Reflect on
Principles of teaching worth applying

Personally, if I am going to teach, I make certain that the classroom setting

creates a lovely atmosphere. Why? This is because this is where they can
capture their attention. The students may be able to give the teacher their
 27

undivided attention. Also, since it is an activity, I will ensure that they

receive positive reinforcement/feedback.

LINK Theory to Practice

Direction: Encircle the letter of the correct answer.
1. Teacher Rose believes that students need to know the intended
learning outcome of her lesson. She proceeds to her learning
activities at once without letting them know what they are supposed
to learn for the day. Which principle of learning does Teacher Rose
negate?
A. Effective learning begins with setting clear setting expectations
and learning outcomes.
B. Learning is an active process.
C. Learning is the discovery of the personal meaning of ideas.
D. Learning is a cooperative and a collaborative process.
2. Teacher Lil avoids drills out of context. She gives real-world Math
problems for students to drill on. Teacher Lil is very much convinced
of which of learning?
A. Learning is an active process.
B. Learning is the discovery of the personal meaning of ideas.
C. Learning is a cooperative and a collaborative process.
D. Effective learning begins with setting clear expectations and
learning outcomes.
3. For meaningful teaching and learning. It is best to connect the lesson
to the life of students by integrating a relevant value in the lesson.
Which principle is applied?
A. Lesson objectives/intended learning outcomes must integrate 2 or
3 domains – cognitive, skill and affective or cognitive and affective
or skill and affective.
B. Begin with the end in mind.
C. Share lesson objectives/intended learning outcomes with students.
D. Write SMART lesson objectives/intended learning outcomes.
4. Teacher Ruben wanted his students to rate their own work using the
scoring rubric which he explained to the class before the students
 28

began with their task. Based on revised Bloom’s taxonomy, in which

level of cognitive processing are the students?
A. Evaluating
B. Synthesizing
C. Applying
D. Analyzing
5. You are required to formulate your own philosophy of education in the
course, The Teaching Profession. Based on Bloom’s revised
taxonomy, in which level of cognitive processing are you?
A. Analyzing
B. Applying
C. Creating
D. Evaluating

SHOW Your Learning Artifacts

Post proofs of learning able to gain in this Episode.
You may attach the lesson plan (s) used by your
Resource Teacher to show the intended learning
outcomes and the method used in class.
 29

EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 9 – Preparing for
Teaching and Learning
 30

Learning Outcomes: Identify the teaching-practices that apply or violate the

principles of teaching learning; Determine the guiding principles on lesson
objectives/learning outcomes applied in instruction; Judge if lesson
objectives/intended learning outcomes are SMART; Determine whether or
not the intended learning outcomes are achieved at the end of the lesson;
Observe the teaching methods used by the Resource Teacher, and
Differentiate the different methods of teaching.
Name of FS Student: Date Submitted:
Year & Section: Course:
Learning Excellent Very Satisfactory Needs
Episode 4 Satisfactory 2 Improvement
3 1
Accomplishe All One (1) to two Three (3) Four (4) or more
d observation (2) observation observation
Observation questions/tas observations questions/task questions/ tasks
Sheet ks completely questions/ s not not answered/
answered/ tasks not answered/ accomplished
answered/
accomplished accomplished
accomplished
Analysis All questions All questions Questions Four (4) or more
were were answered were not observation
answered completely; answered questions were
completely; answers are completely; not answered;
answers are clearly answers are answers not
with depth connected to not clearly connected to
and are theories; connected to theories; more
thoroughly grammar and theories; one than four (4)
grounded on spelling are (1) to three (3) grammatical /
theories: free from grammatical/ spelling error
grammar and errors.
spelling error
spelling are
free from
error
Reflection Profound and Clear but lacks Not so clear Unclear and
 31

clear; depth; and shallow; shallow; rarely

supported by supported by somewhat supported by
what were what were supported by what were
observed and observed and what were observed and
analyzed analyzed observed and analyzed
analyzed
Learning Portfolio is Portfolio is Portfolio is not Portfolio is not
Artifacts reflected on in reflected on in reflected on in reflected on in
the context of the context of the context of the context of
the learning the learning the learning the learning
outcomes; outcomes. outcome. outcomes; not
Complete, Complete; well Complete; not complete; not
well- organized, organize, organized; not
organized, very relevant relevant to the relevant
highly to the learning learning
relevant to outcome outcome
the learning
outcome
Submission Submitted Submitted on Submitted a Submitted two
before the the Deadline day after the (2) days or
deadline deadline more than after
the deadline

COMMENTS Over-all Score Rating (Based on

transmutation

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19 17 16 15 14 13- 11 10 9-8 7-below
- 12
18
Grade 1.0 1. 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
25
 32

99 96 93 90 87 84 81 78 75 72 71-below

Signature of FS Teacher above Printed Name Date

Name: Mark Anthony E. Silvano

Field Study 1 Learning Episode The Instructional Cycle
FS 1 10 OBSERVE, ANALYZE, REFLECT
 33

OBSERVE, ANALYZE, REFLECT

Activity 10.1 Applying the Guiding Principles in the Selection and Use
of Strategies
Resource Teacher: Teacher’s Signature: School:
Grade/Year Level: Subject: Date:

OBSERVE
Observe one class with the use of the observation sheet for greater
focus then analyze my observations with the help of the guide questions.
1. The more senses that are e.g. Teacher used video on how
involved, the more and the digestion takes place and a model
better the learning. of the human digestive system.
2. Learning is an active process The teacher is asking the students
queries about the topic and also
grouped them for some group work.
3. A non-threatening The teacher always smile and allow
atmosphere enhances the students to able to voice out
learning. there and thoughts relevant tot the
lesson.
4. Emotion has the power to The teacher make sure that the
increase retention and student is are enjoying every period
learning. they have.
5. Good teaching goes beyond The teacher always require and
recall of information. check the students notes if they
really take note during the
discussion.
6. Learning is meaningful when The resource teacher will always
it is connected to students’ associate the lesson to a real life
everyday life. situation. Especially those situation
that a student can relate.
7. An integrated teaching Instead of learning computer class,
approach is far more effective teacher give activities and project
than teaching isolated bits for that involves technology.
information.
 34

ANALYZE

1. What is the best method of teaching? Is there such a thing?

There is no such thing as the best method of teaching. There are methods
that have been proven to be more effective than others. The method that a
teacher can use and even experiment with is determined by the nature of
the students, the subject matter, and the students' motivation.

REFLECT
Reflect on this question.
How do we select the appropriate strategy for our lesson?

Based on the subject matter, objective, and assessment, we choose the

best strategy for our lesson. When teaching strategies are designed to
align with the level of your objectives, they can help students learn to meet
those objectives. For example, in an introductory course, we may want
students to know the names and descriptions of specific topic.

Activity 10.2 Determining Outcome-Based Teaching and Learning

Resource Teacher: Teacher’s Signature: School:

Grade/Year Level: Subject: Date:

OBSERVE

Observe a class and answer the following questions.

1. Did the Teacher state the learning objectives/intended learning
outcomes (ILOs) at the beginning of the class? Did he/she share
them with the class? How?
Following a recap of the previous lesson, the teacher states the
learning objective/intended learning outcomes (ILOs). She distributes
it to them by having a student read it aloud from the board.
 35

2. What teaching-learning activities (TLAs) did he/she use? Did these

TLAs help him/her attain his/her lesson objectives/ILOs? Explain your
answer.
She used lecture, discussion, team learning activity, video
presentation, and group activity in her teaching-learning activities.
This activity assists her in meeting the objectives/ILOs of the lesson.

3. What assessment task/s did teacher employ? Is/are these aligned to

the lesson objectives/ILOs?
The teacher used group activities and written assessments to assess
students. Those evaluations are in line with the lesson's
objectives/ILOs.

ANALYZE

1. What are your thoughts about Outcome-Based Teaching and

Learning (OBTL)?
Outcome-Based Teaching and Learning (OBTL) is a student-
centered approach that new curriculums have adopted. OBTL
focuses on what the learner is supposed to learn rather than what the
teacher intended to teach.

REFLECT
Reflect on the use of OBTL.
Outcome-based teaching and learning (OBTL) assists the teacher and
students in achieving the outcomes or progress of the children. The OBTL
encourages students to take more responsibility for their own learning and
supports the transition to greater student engagement with the curriculum
and student-centered approaches. Furthermore, the learner will take
responsibility for their own learning, with the teacher only providing
feedback or affirmation of their worth. As a result, it is concerned with
curriculum design and ensuring that the contents, delivery, activities, and
assessment are all aligned to assist students in achieving specific intended
learning outcomes.

Activity 10.3 Applying Effective Questioning Techniques

 36

Resource Teacher: Teacher’s Signature: School:

Grade/Year Level: Subject: Date:

OBSERVE

Observe a class activity. You shall focus on the questions that the
Resource Teacher asks during the classroom discussion. Write the
questions raised and identify the level of questioning.

Types of Question Examples of Questions that the Resource

Teacher Asked
1. Factual/Convergent What is research?
Closed/Low level How do we determine the validity of the
research?
2. Divergent/Higher- What is the relevance of the research in real-
Order/Open-ended/ life situation?
Conceptual How do we used maps and graphs in real-life
situation?
a. Evaluation When can we say that it is a credible
research paper?
b. Inference What makes an effective campaign and
advocacy?
c. comparison What is the difference of advocacy and
campaign?
d. application Create advocacy and campaign that
promotes learning.
e. problem-solving How can we solve societal problem in a
micro effort?
3. Affective How does it feel learning the difference
between advocacy and campaign?

ANALYZE
 37

1. Neil Postman once said: “Children go to school as question marks

and leave school as periods!” Does this have something to do with
the type of questions that teachers ask and the questioning and
reacting techniques that they employ?

It has something to do with the type of questions that the teacher

asks, as well as the questioning and reacting technique. The teacher
will help students improve their critical thinking skills. The teacher
must always keep in mind that the knowledge and skills used in
asking various types of questions in a classroom are one important
but critical aspect of the teaching and learning process.

REFLECT
Reflect on
The importance of using various reacting techniques

Using reacting techniques has a significant impact on children's learning by

providing feedback, giving them appropriate praise for their high-quality
responses, following up on a student's response, and explaining the
question. Rephrasing the seemingly unclear question while using the least
commonly used words are encouraging and motivating.

SHOW Your Learning Artifacts

Show proofs of learning that you were able to gain in this Episode by
interviewing at least two teachers on their thoughts on OBTL.
 38

LINK Theory to Practice

Direction: Encircle the letter of the correct answer. Episode 1
1. Learning is an active process. Which one is an application of this
principle?
A. Avoid drills which are out of context.
B. Teach your content form a multidisciplinary perspective.
C. Group students for work or project, that way project becomes less
expensive
D. Let students learn the steps in opening a computer by making
them follow the steps.
2. The ore senses that are involved, the more and the better the
learning. Which practice is aligned with this principle?
A. Employ cooperative learning.
B. Teach using mostly verbal symbol.
C. Invite parents as resource speakers in class.
D. Bring students to field trips with consent of school and parents.
3. In OBTL, upon which should my assessment be based?
A. Content C. Scope of subject matter
B. Intended Learning Outcome D. Teaching and Learning activity
4. Which type of question will least promote interaction among
students?
A. Divergent C. Convergent
B. Conceptual D. Inference
5. To obtain well-thought out answers, which questioning behavior
helps?
A. Allowing sufficient time
B. Asking open-ended questions
C. Asking non-directed question
D. Involving as many as possible
 39

EVALUATE Performance Task

Evaluate Your Work Task Field study 1, Episode 10 – The Instructional
Cycle
Learning Outcomes: Identify the application of some guiding principles in
the selection and use of teaching strategies; Determine whether or not the
lesson development was in accordance with outcome-based teaching and
learning; Identify the Resource Teacher’s questioning and reacting
techniques; Outline a lesson in accordance with outcome-based teaching-
learning.
Name of FS Student: Date Submitted:
Year & Section: Course:
Learning Very Needs
Episode Excellent Satisfactory Satisfactory Improvement
4 3 2 1
Accomplis All observation One (1) to two Three (3) Four (4) or
hed questions/tasks (2) observation more
Observatio completely observations questions/task observation
n Sheet answered/ questions/ s not questions/
tasks not answered/ tasks not
accomplished
answered/ answered/
accomplished
accomplished
accomplished

Analysis All questions All questions Questions Four (4) or

were answered were were not more
completely; answered answered observation
answers are completely; completely; questions
with depth and answers are answers are were not
are thoroughly clearly not clearly answered;
grounded on connected to connected to answers not
theories: theories; theories; one connected to
grammar and grammar and (1) to three (3) theories; more
spelling are spelling are than four (4)
 40

free from error free from grammatical/ grammatical /

errors. spelling error
spelling error

Reflection Profound and Clear but lacks Not so clear Unclear and
clear; depth; and shallow; shallow; rarely
supported by supported by somewhat supported by
what were what were supported by what were
observed and observed and what were observed and
analyzed analyzed observed and analyzed
analyzed
Learning Portfolio is Portfolio is Portfolio is not Portfolio is not
Artifacts reflected on in reflected on in reflected on in reflected on in
the context of the context of the context of the context of
the learning the learning the learning the learning
outcomes; outcomes. outcome. outcomes; not
Complete, well- Complete; well Complete; not complete; not
organized, organized, organize, organized; not
highly relevant very relevant relevant to the relevant
to the learning to the learning learning
outcome outcome outcome
Submissio Submitted Submitted on Submitted a Submitted two
n before the the Deadline day after the (2) days or
deadline deadline more than
after the
deadline
COMMENTS Over-all Score Rating (Based on
transmutation

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13- 11 10 9-8 7-
12 below
 41

Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below

Signature of FS Teacher above Printed Name Date