Republic of the Philippines

IFUGAO STATE UNIVERSITY

Lagawe, Campus
Lagawe, Ifugao

DEPARTMENT OF TEACHER EDUCATION

A PORTFOLIO IN FIELD STUDY 2

“EXPERIENCING THE TEACHING-LEARNING
PROCESS”

SUBMITTED TO:
MS. CHARMAGNE ROLDAN
INSTRUCTRESS

SUBMITTED BY:
AGUSTINA K. ANANAYO
FIELD STUDY STUDENT

DATE SUBMITTED:
DECEMBER 16, 2016
Title Page i

Statement of Purpose ii
Acknowledgement iii

Dedication iv

Student Resume v

Teachers’ Prayer vi

Teaching Philosophy v ii

Introduction viii

Activity 1 MEANINGFUL 1-3

My Reflection 4

Activity 2 ENRICHING LEARNING 5-6

My Reflection 7

Activity 3 ASSITING 8

My Reflection 9

Activity 4 ASSISTING 10

My Reflection 11

Activity 5 12-13

My Reflection 14

Activity 6 HOME-SCHOOL LINK 15

My Reflection 16

Mentor’s Advice in a Successful Teaching Career 17

General Reflection/ Learning Insights 18

APPENDICES

Documentation 19-22

Quotation about Teacher 23

Comment of the Faculty 24

Rubrics for FS Portfolio 25

Self-rating Competency Checklist 26

Teacher’s Creed 27

ii1
 PURPOSE OF PORTFOLIO

Generally, portfolio is a systematic collection of a pertinent students work

products over a specified period of time and set of guidelines. It is a form of
assessment that serves as evidence used by the teacher to monitor the growth of
student’s knowledge, skills and attitudes in a specific area.

Specifically, this is to document, enrich and analyse the strategies of

teaching, appropriate instructional materials and assessment tools used by the
teacher. It also includes some pictures and reflections to support the learning
process observed by the field study student during her community outreach.

This served as evidence in fulfilling the tasks that I have done throughout
my field study journey. This is one of the things that I will value most because it
contains my experiences on the said goals of this subject. It also reminds me of the
memorable pains and success that I encountered during my field observation.
Hence, fulfilment is one of my goals that I wanted to experience that prepares me
to become a competitive future teacher.

iii

ACKNOWLEDGEMENT
 Making this portfolio was one of the challenging tasks she had ever faced as a field study
student. Without the support, help and guidance of the following people, this portfolio would not
have been completed. It is to them that she owes her deepest gratitude:

Mrs. Genevieve B. Cabbigat, the school Principal together with her staff and students in
Ifugao Academy for accepting and accommodating her to conduct her field study observation
their school.

Ms. Charmaigne Roldan, field study instructor for orienting her before she deploy to the
respective assigned school where she conducted her field study observation. Also for her
encouragement and suggestions in finishing this portfolio. Thank you very much.

His parents Mr. and Mrs. Ananayo, brothers Vic and Dell for their encouragement, sisters
Josie, Mary, Apol and Khate for their support and never stopped praying for her. To their
encouragement, financially support and advices to continue this piece of work no matter what.
Thank you

Above all, to Almighty God for the gift of life, wisdom, knowledge and for the blessings
she received. For without Him, nothing would be achieved.

iv

DEDICATION
I heartedly dedicate this piece of work to my beloved parents

Mr. and Mrs. Ananayo for their unceasing prayer,

love, challenges and their pieces of advices

that motivated me.

To my brothers, sisters, friends and relatives who were always

behind me to encourage when problems comes.

They gave moral and financial support

for me to finish this portfolio.

A.K.A

v
Name: Agustina K. Ananayo
Age: 26 years old
Gender: Female
Date of Birth: August 11, 1990 Place of Birth: Lingay, Kiangan, Ifugao
Height: 5’ Weight: 51 kg.
Civil Status: Single Citizenship: Filipino
Address: Lingay, Kiangan, Ifugao

Family Background:
Father’s Name: Oscar K. Ananayo (+) Mother’s Name: Duy-unon K. Ananayo
Occupation: Farming Occupation: Housewife

Educational Background:
College: Ifugao State University- Nayon Campus
*Course: Bachelor in Science in Information (2012-2013)
Diploma in Teaching (2016-2017)
Secondary: Ifugao Academy
*Year attended :( 2007-2008)
Elementary: Nungkigadan Elementary School
*Year attended: (2003-2004)

Teacher’s Prayer
vi
 Lord
Enable me to teach with WISDOM,
For I help to shape the mind,
Equip me to teach the TRUTH,
For I help to shape conscience.
Encourage me to teach with VISION,
For I help to shape the future.
Empower me to teach with LOVE,
For I help to shape the world.

AMEN!

vii
 I believe that education is an individual, exceptional experience for every student who
enters a classroom. In order for children to benefit from what schools offer, I think that I must
fully understand the importance of my role as a future teachers. Teachers must facilitate learning
and growth academically, personally, and ethically. By providing a quality education to each
individual in one's classroom, a teacher equips children with the tools necessary for success in
life.
     In order to accomplish these lofty goals, I think it is very important for me to establish
first a mutually respectful, honest empathy with students. To be a competent mentor to every
student, I must project positivity, exhibit flexibility and confidence, set high expectations for one
and demonstrate fairness. 
I believe that all children have the ability to learn and the right to a quality education.
Certainly, every child has different learning styles and aptitudes; however, by having a personal
relationship with every student, a teacher can give each an equal chance of success. By
recognizing every student's potential and having separate, individual goals for each, a teacher can
accommodate personal needs and abilities and encourage the pursuit of academic aspirations.
I think that teaching and learning are reciprocal processes. When teachers nurture
individual talents in each child, educators can build self-esteem and may encourage a lifelong
skill.
In choosing to become a teacher, I have made the commitment to myself and my future
students to be the best academic, personal, and ethical role model I can be. It is my goal to have a
mutually enriching teaching career by keeping an open mind and continually communicating
with my peers and students. I am prepared to rise to the challenges of teaching and I promise to
try to provide an honest, straightforward, well-rounded education to every student I may
encounter.

vii
 INTRODUCTION
Field study 2(The Teaching Learning Process) is 1-unit course offered to those who
enrolled in education course. It is one of the subject and a requirement under the Experiential
Learning Courses of the new teacher education curriculum which gives the prospective teachers
the chance to experience the life in actual learning environment. The opportunities and
experiences embedded in the course will enable him to meet challenges of real learning
environment. The varied requirements will help him cope with the demands of teaching
profession.

During observation, the field study student are seen and experienced the rudiments of
teaching in a cyclical process of observing, and evaluating learning process used by the teacher
in the classroom setting. She provides with opportunities to examine the application of teaching
theories and principles in the real learning atmosphere. The field study student observed and
verified the behaivor of the learners in the actual environment. He shall provide a wide array of
opportunities and challenges for self-reflection that would prepare her to become a competitive
future mentor. It is here where she puts into actual practise the entire she learned in the
professional subjects.

ix
 Organization
Of
Port folio

Resource Teacher: Ms.Maricar Joy Binlayan and Jovie May G. Taguiling

School Address: Ifugao Academy Date: November 16-17, 2016
Year Level: Grade 9 and Grade 10 Subject Areas: Araling Panlipunan and ICT

ACTIVITY SHEET NO. 1

MEANINGFUL LEARNING EXPERIENCES
Target Competencies

At the end of this activity, the FS 2 student will be able to identify varied methods and
strategies, instructional materials and assessment tools in the learning environment.

Specific Tasks
1. Observe a class
2. List down the a) teaching methodologies and strategies
b.) instructional materials
c.) assessment tools used by the teacher
Teaching Methods & Instructional Materials Assessment Tools
Strategies

1.Classroom Discussion Classroom Handouts Group Report

GROUP ACTIVITY

Handouts and chalks were

the teaching materials she
used in delivering her lesson
to the students. After she explained the
topic, she grouped her
Ms.Maricar Joy Binlayan, a social students into three. Each
Studies teacher used classroom group was given hand outs
discussion as teaching method to with different topic to
discuss. Then they reported
discuss her topic on History of
their respective topic in
Palestine to the grade 10-Courage. front.

1
2. Discussion Method World Map and chalk Group Activity
Ms.Binlayan, a social studies
in grade 10-Courage discussed
the lesson about the Palestine.
I have seen that the students
were able to cooperate and
participate in the discussion by
raising their hands and saying
“ma’am, ma’am” to give their
answer. To test the understanding of
the learners, she gave an easy
To further understand by the
question as their quiz and to
students, she used world map
assess them if the understand
to show the place Palestine and
the lesson for that day.
its neighbour countries.
3. Lecture Method White Board and black Formative Assessment
Pentelpen The following day,
Ms.Taguiling assessed the
White Board and black
knowledge and understanding
pentelpen were the
of her learners by formative
instructional materials she used
assessment. Students checked
to facilitate the lesson. She
their answers using counter
used these teaching aids for the
clockwise method. As a result
students to listen well rather
4 students out of 27 got the
than to dictate.
perfect score.

One of the Computer teacher

in the name of Ms. Jovie
Taguiling lectured the steps on
how to open the computer. She
explained the steps detailed to
the students.

2
4. Demonstrative Method Computer, Screw Drive, Performance Based
cotton, clean toothbrush and
 small dust feather

These were the instructional

materials in cleaning a CPU. It
is better if you have a complete
set material while cleaning
them so that it will be easy to
clean. Aside from these you
“Practice makes perfect” said
need also a clean piece of cloth
by their Computer teacher
and a small amount of water.
The Grade 10-Achievers that’s why the students were

students listened very carefully instructed to do their activity

as Ms.Taguiling demonstrates by two’s. They will apply the

how to open the CPU (Central rules and guidelines they have

Processing Unit) to clean learned.

inside because the teacher told

that it has been a year since the
last time they cleaned up.

REFLECTIONS
 Being an effective and efficient teacher is not an easy task, it comes with great
responsibility which requires patience, passion and love.

As we conduct our classroom observation, we observed that the teacher used various
principles in teaching that caters not only the intellectual but also the emotional aspect of the
learners. We also observed that in every principle the teacher used, he relates it to the personal
experiences of the students and to their multiple intelligences and individual differences, so that
he will be able to catch their attention and interest, and at the same time he can give them
educational needs.

As we foresee our future teaching career, those principles of learning and teaching will
also be adapt. And for them to learn effectively, we must always consider their individual
differences and multiple intelligences. And of course, learning is a collaborative process, so
through the combine effort of the teacher and student, teaching-learning process will work
effectively.

4
Resource Teacher: Ms.Maricar Joy Binlayan and Jovie May G. Taguiling
School Address: Ifugao Academy Date: November 16-17, 2016
Year Level: Grade 9 and Grade 10 Subject Areas: Araling Panlipunan and ICT

ACTIVITY SHEET NO. 2a

ENRICHING LEARNING
Target Competencies
At the end of this activity, the FS 2 student will be able to:
1. Distinguish general learning processes as well as unique processes of individual
learners.
2. Explain the importance of using varied learning experiences.
3. State the significance of using materials that provide meaningful learning.
4. Describe the significance of using varied assessment tools in diverse situations.

Specific Tasks
1. Observe a class
2. List down the teaching methodologies and strategies, instructional materials,
assessment tools used by the teacher.
3. Reflect on how the items on the list, as well as the varied resources of learning,
facilitate cognitive, meta-cognitive, and positive motivational processes.

Teaching Methods & Instructional Assessment Tools

Strategies Materials
The teacher used  History book  Oral Recitation
deductive method. She
 Visual aids written  Exercises on the
grouped her class into
in the manila paper board
three groups and gave a
group activity. After  Seatwork
answering the given
 Group Activity
questions on their seats,
each one group member  Group Discussion
will go and write their
answer on the board.
After writing their
answers on the board the
teacher now called every
leader of each group to
explain/report their
answers.

5
What do you think is the importance of using varied methods and strategies, instructional
materials, and assessment tools in teaching?
 Importance of varied Methods and Strategies
The importance of varied Methods and Strategies is to prevent the students in becoming bored,
trying to meet students various learning style, and is to interactive and engages the students. To
help the learners understand and learn the course content. The importance of varied Methods and
Strategies also is that the students were given the opportunity to widen his/her acquire
knowledge. It unlocks difficulties of comprehension and vocabulary.

Importance of varied Instructional Materials

The importance of varied instructional Materials are to engage learners other senses since there is
no limits in what aids can be used/utilized when supplementing a lesson and serve as a channel
between the teacher and the students in delivering the instruction they may also serve as the
motivation on the teaching-learning process, use to get the attention of the students in order for
them not to experience boredom. In using aids also helps the learners to improve reading
comprehension skills, illustrating or reinforcing a skill or concept, differentiating instruction and
relieving anxiety by presenting information in a new and exciting way. Through using instruction
materials also it will help the teacher to minimize time instead of writing on board.

Importance of varied Instructional Materials

The importance of varied assessment tools is to check understanding of the students
whether they understand the lesson or not. The teacher would know if learning has taken place or
not. Assessment can be carried out by test, exams, portfolios, coursework, and presentations.
If learning has not taken place, the teacher can redesign his/her teaching methods and
strategies to ensure that the students make the most out of lesson delivered.

6
Resource Teacher: Ms.Maricar Joy Binlayan and Jovie May G. Taguiling
School Address: Ifugao Academy Date: November 16-17, 2016
Year Level: Grade 9 and Grade 10 Subject Areas: Araling Panlipunan and ICT
 ACTIVITY SHEET NO. 2b

ENRICHING LEARNING
Target Competencies
At the end of this activity, the FS 2 students will be able to:
1. Obtain information on the learning styles, multiple intelligences, and needs of
learners.
2. Propose strategies to address the needs of differently-abled students.

Specific Tasks
1. Observe a class.
2. Focus on the lesson proper
3. Accomplish the attached matrix.

Teacher’s Activity Describe the Learning Theories Suggested activity

behaviors of the Learners Learning that would
Applied by promote better
the Teacher learning
 Checking of I have observed that some The theory of The teacher must
attendance students were very lazy to do strictly monitor
quiz, some also boys were learning other students
 Review the past roaming around the classroom especially those
applied by the seated at the back.
lesson by giving to cheat. Others listen very
It is because they
board activity carefully to the teacher, they teacher is were talking in
participated by answering the their own sit while
 Proceed to the questions being thrown by the cognitivism the discussion is
main lesson of teacher. They help one another going on. The
the day to their group work and the teacher should give
books so that the
leaders for each group were
 Asking learners have guide
active in reporting. I observed and it is easily for
questions to the also that boys who seated at the
them to follow the
students. back created noise and playing lesson. Also the
with their classmates that’s teacher must ensure
 After the why some of them transferred the attention of the
discussion the in front. My attention was learners.
teacher gave a caught by a student name Classroom
short quiz to Arjay Dulawan who sat at the management is
very important to
assess them if back sitting like he owns the
check by the
they understand school. He put his other foot at teacher because it
something. the desk and even answering is the foundation of
back the teacher. teaching- learning
 The teacher process.
The girls who were listening
assignment to Hence, some
got angry to their classmates
the students learners were very
because they were very noisy noisy yet is not
before the time
and uttered some undesirable commented by the
and also told
words. teacher.
them to read
their next topic.

REFLECTIONS
 Enriching is based on the lesson plan that was made and used by the teacher. Lesson Plan
is required because it is the guide of the teacher to present and teach the lesson to students.
Objectives must be stated and presented in class and these should be achieved at the end of the
lesson. It should be specific, measurable, attainable, realistic and time bounded. Subject matter
should complement with the objectives, vice versa. These are the topics and concepts to be
discussed by the teacher with meaningful and appropriate teaching methods and principles used.

In presenting topics, interactions between the teacher and students is important too. This
is to let the learners share their insights, opinion, feelings and reactions with regards to the topic
and to test if they are following the given lesson. It must be student-centered for them to develop
and shape their critical thinking, analysis and behaivors. Individual differences of the learners
should properly observe by the teacher to come up with discussion and interaction in the class.

Assessment or evaluation is given to learners to determine their knowledge and

understanding of the given topic. This is also the basis of the teacher whether to proceed for the
next subject or do remedial classes. It is also serves for future assessment purposes. Therefore,
achievement of learners lies with the appropriate and accurate lesson plans being used by the
teacher.

8
Resource Teacher: Ms.Maricar Joy Binlayan and Jovie May G. Taguiling
School Address: Ifugao Academy Date: November 16-17, 2016
Year Level: Grade 9 and Grade 10 Subject Areas: Araling Panlipunan and ICT
 ACTIVITY SHEET NO. 3a

ASSISTING THE TEACHER-GRADE 9-COURAGE

Target Competencies
At the end of this activity, you should be able to:
1. Determine, understand and accept the learner’s diverse background and experiences;
and
2. Identify and analyse the factors to be considered in the selection of learning
experiences, instructional materials, and assessment tools.

Specific Tasks
1. Observe a class.
2. Identify the lesson objectives, learning activities, instructional materials, and
assessment tools employed by the teacher.

Subject Lesson Objectives Learning Activities Assessment

Matter Tools
At the end of the period  The teacher called  Board
History of Activity
Palestine the students should be able in front one of the
to: student to show to
 Recitation
a. Show the map of his classmates the
Palestine to the map of Palestine
 Short Quiz
students. through a world
b. Identify the map.
characteristics of
 She also grouped
Palestine them to discuss
c. Identify their main about the life of the
people living in
products. Palestine.

9
Resource Teacher: Ms.Maricar Joy Binlayan and Jovie May G. Taguiling
School Address: Ifugao Academy Date: November 16-17, 2016
Year Level: Grade 9 and Grade 10 Subject Areas: Araling Panlipunan and ICT
 ACTIVITY SHEET NO. 3b

ASSISTING THE TEACHER-GRADE 10-SUCCESS

Target Competencies
At the end of this activity, you should be able to:
1. Determine, understand and accept the learner’s diverse background and experiences;
and
2. Identify and analyse the factors to be considered in the selection of learning
experiences, instructional materials, and assessment tools.

Specific Tasks
1. Observe a class.
2. Identify the lesson objectives, learning activities, instructional materials, and
assessment tools employed by the teacher.

Subject Matter Lesson Objectives Learning Assessment Tools

Activities
How to clean the At the end of the
Central Processing lesson the students  The teacher  Oral
Unit (CPU) should be able to: Recitation
explained
a. Open the CPU  Check their
instructions
using the hands on
cleaning set. very detailed. activity

b. Clean the  Oral Activity

 She wrote the
Central
steps on how
Processing
Unit properly. to clean the
CPU in the
c. Write down the
whiteboard so
parts of the
CPU being that the
cleaned. students will
see clearly.

 She paired the

students for
their activity.

10

REFLECTIONS
 Teaching and molding students is the main goal of a teacher but then it takes a
procedures, steps and with the use of multi approaches and teaching strategies. You cannot just
put yourself in one aspect to solve a thing rather you must double your time and effort. Every
action needs mission and vision to attain just like the actual teaching in school. A teacher sets
his/her objectives in doing such things like presenting lesson inside the classroom. This is for the
benefit and success of the learners even the teacher as well because learning is a continuous
process. Applying different teaching methods and activities in delivering topics ensures a better
cooperation, participation and interaction among the learners. Use collaborative learning
strategies and peer teaching when appropriate because this is the opportunity to those slow and
silent learners to raise their thoughts and opinion with regards to the given topic and this is the
good time also for the teacher to address their problems and failures.

A teacher also makes use of instructional materials in accordance with the type of topic
presented. It gives a great help on the part of the teacher for him/her to easily present the topic.
On the other hand, it ensures a better understanding among learners. They have seen the
authentic things for them to really understand what the topics all about. Teacher should also
integrate technology where applicable into learning experiences.

Individual differences and needs of the learners should consider and properly observed by
the teacher. This is to address and give solutions for their benefits and success. Do not under
estimate the potentials of students because every person was born with unique talents, skills,
strength and weaknesses. Treat them equally with respect and dignity, remember, our mission is
to teach and transform education for them to become productive citizens in the future.

11
GENERAL REFLECTIONS/INSIGHTS
 As always, the guiding principle of a modern teacher is to facilitate learning. Gone are
the days where teachers are the sole source of knowledge and is the authority in the classroom.
However, facilitating learning means that you are still in-charge of the in the management of the
classroom.
A teacher is not a teacher if she could not manage an effective classroom. Being a teacher
for the day needs many preparations. First, you need to do your lesson plan. All of the flow of
the activities depends on how you plan. You should always anchor the instructions on your
objectives; plan the available resources and materials, the methods you are going to use and the
means of evaluating. I got my lesson plan revised once. Because of that I had the chance to
rebuild my plan for my demonstration teaching. I want to discover what part did I got wrong and
what part I have to improve. When my revised lesson plan was approved, I planned for my
instructional materials. I wanted it to become attractive and colorful. But, I realized that it is no
use when it is not when it is not utilized properly. Since at their age, they are visual learners, I
had to put all the necessary concepts on my materials. I learned that these materials play a big
part on your instruction.
When I was doing my actual demonstration, I realized the big difference of studying the
classroom in my course subject with the experience that you are indeed in the real classroom.
Being in the real classroom would test your effectiveness as a teacher. I realized that even though
you have mastered the lesson and you have good activities but you are poor in classroom
management, all your preparations will be ruined. Controlling their behavior in class is very
necessary. Neglecting their behavior would be a big problem because this might give a ripple
effect of class distractions. When you are teaching, show to the learners that you are the authority
in the classroom.
At the end of the day, I realized that teaching in the actual classroom is very difficult for
new and starting teachers. You have to establish rapport with your students, understand them,
then manage their behavior however, in teaching; I learned that the two factors to make you an
effective teacher in the preparation and classroom management.

12
Resource Teacher: Ms.Maricar Joy Binlayan and Jovie May G. Taguiling
School Address: Ifugao Academy Date: November 16-17, 2016
Year Level: Grade 9 and Grade 10 Subject Areas: Araling Panlipunan and ICT

OBSERVATION SHEET # 1
 What did the Resource Teacher do which applies/contradicts
Principles of Learning the learning principle?

Non-application/
Application of the Principle Contradiction of
Principle
1. Effective learning Teacher writes her/his intended
begins with the setting of learning outcome on the board.
clear and high
expectations and learning
outcomes.

2. Learning is an active Learners solve problems instead of

process. teacher solving for them.

3. Learning is the Teacher shows a picture while asking

discovery of personal students of what did they figure out on
meaning and relevance of the picture. Teacher gave task for
ideas. her/his learners without giving
explanation on that task..

4. Learning is a Learners will learn more if they are

cooperative process. given chances to work together and
Learning is enhanced in share ideas. Make use of group
an atmosphere of activities. The teacher grouped them
cooperation and into three (3) and after that she gave
collaboration. them a problem solving to solve.
The students are very cooperative in
their activity, they asked and shared
ideas that can see in their faces that
they’re really paying attention to their
tasks and with that learning happens.

My Analysis 13

1. Which principle/s of learning was/were most applied?

Learning is a “cooperative and collaborative process” where in both the teacher and the
students are involved in the discussion. Students are encouraged to share their experiences and
ideas in the class and they were also given a chance to do some group activity. But still “the
teacher really matters” to the effectiveness of the learning of the students because even though
they do collaborative works still they need their teachers guidance.
 2. Which principle of learning was least applied? Why was/were the principles not very
much applied? Give instances where this/these principle/s could have been applied?

The learning principle that was applied least from all the principles is the, “Learning is
the discovery of personal meaning and relevance of ideas”. In this situation, teacher mostly
facilitates with the learning for the students and they are the one who gives some ideas about a
certain topic. In relation to the class that I did observed, this thing were least used. Mostly of the
class was being done by the teacher herself.

3. How did the application of these learning principles affect learning?

Based on my observation, the learner affect by those learning principles through the
guide of the teachers that they can learn more and explore their own ideas with a cooperative and
collaborative skill that he/she can bring it in the future.

4. How did the non-application of these learning principles affect learning?

The non-applicable learning principles affect the learning’s of the learner negatively,
maybe by using the wrong pattern of teaching. The learners would take hard to catch up the
lessons as well.

5. Do you agree with these principles of learning? Or have you discovered that they are not
always correct?

Yes, I do agree with these principles. A principle in a certain area of subject is a very
important factor that can be used in determining a certain facts. The status of how the teachers
and learners do can easily be determined. For the further advancement of a certain school, this
could be a basis of studying the area of learning should be changed or need some improvements
in terms of executing the subject to be tackled in every class.

14
My Reflections

Practices worth adopting

Being organized is one of the practices I like most, in teaching I need to be ready for my
lesson that I will teach to the students. I will prepare the things I need and organize them so that
when I enter the classroom everything will be prepared. I will also make sure that the lesson is
not too long or short so that the learners will not get bore and they will listen to the discussion. I
will adopt the practice which is having a clear expectation because without clear expectation you
will not teach well for you have no motivation.
Practices to avoid and to improve on

I avoid practices that are not helpful to my teaching process like you enter in the
classroom with anger and if the students are not listening you shout at them at top of your voice.
Avoid also giving long sermon to the students and threatening them with giving low grades
because they are naughty and noisy in the class.

Lesson Learned

The lesson I have learned from my observation on the classroom application of the
principles of learning is that for a teacher to be effective, one first thing to do is to get the
learners attention in order to have a better interaction between the learner and the teacher. Other
than that, make the students feel that learning is a must most especially on the part of the
learners. Always motivate them to learn and pursue their studies and never easily give-up until
they will reach whatever their goals in life.

15
Resource Teacher: Ms.Maricar Joy Binlayan and Jovie May G. Taguiling
School Address: Ifugao Academy Date: November 16-17, 2016
Year Level: Grade 9 and Grade 10 Subject Areas: Araling Panlipunan and ICT

OBSERVATION SHEET # 2
Guiding Principles Related to lesson Teaching Behaivor/s which prove/s
Objectives/Intended Learning Outcomes observance of the guiding principles

1.Begin with the end in mind The teacher began her lesson by asking
questions to their previous lesson.
She also began by reviewing their past lesson.

2. Share lesson objective with students. For this second guiding principle in
 determining and formulating learning
objectives, I noticed that Ms. Lineth Liwayan
imparts her lesson objectives including plans
and purpose of lesson for her students.

3.Lesson Objectives/Intended Learning Based on my observation, Ms. Lineth Liwayan,

Outcomes are Specific, Measurable,
Attainable,Result-oriented and Timebound
(SMART)
a Grade10-Achiever English teacher ensures
that her lesson objectives are SMART. Based
in my interview with her, she shared her
technique in planning objectives. She said that
excellent lesson objectives must be Specific,
Measurable, Attainable, Result Oriented and
Time-Bound.

16

My Analysis

1. Why is it sound teaching practice for a teacher to “begin with the end in mind” and to
share his/her lesson objectives or intended learning outcomes with his/her students?

The teacher started her teaching in smooth voice while telling the objectives to the
learners but if they do not cooperate she has to show a slight of anger for the discipline, while
ending it with friendly sounds.

2. Did you find the lesson objectives or intended learning outcome/s SMART?
 Yes, the objectives of the teacher are excellently SMART (Specific, Measurable,
Attainable, Result-oriented, and Time-bounded). Because it is quite easy to find out at the end of
the lesson if you attained the objectives. And there is a big chance to match our instruction and
assessment.
3. Do SMART objectives help the lesson become more focused?
Definitely yes, the SMART objectives help the lesson become more focused in a way that
this is your guiding principle in teaching.

4. Were the lesson objectives/intended learning outcomes in the cognitive, psychomotor and
affective domains?

Based on the totality of the lesson discussed, the lesson is holistic and complete because
it dwells on knowledge, skills, and values. The lesson for that day of Ms. Liwayan was about a
poem “Role Play”, throughout the lesson, they showed their skills in reading, as they read each
stanza of the poem with correct pronunciation considering their accents and pausing. After
reading literary piece. Questions are followed to check the student’s comprehension and
understanding about the poem and lastly, with the concern in the affective domain, there is also a
question that tested their reasoning skills in which afterwards they have to portray a role play.

5. It is necessary to have objectives always in the 3 domains-cognitive, psychomotor and

affective? Why or why not?

For me, it is not necessary to have objectives always in 3 domains because it depends on
the lesson. Some lessons do not have psychomotor domain it is pure lectured and writing.

17
My Reflections

1. For lesson Objectives/learning outcomes to serve as guiding star in lesson development,

will it help if they are SMART?

Learning objectives are of key importance when creating lesson plans. They provide
students with information about what they are going to be learning while giving them an
indication of how their learning will be measured. There are a few rules to writing excellent
learning objectives that should be followed. Unfortunately, many teachers do not spend the time
to create effective, measurable lesson objectives before they write their lesson plans. We know
that once you started making the objectives specific and measurable you will found that you
were able to use them like a blueprint to keep you on task as you teach your lessons in class.
2. Does integrating lesson objectives/intended learning outcomes in the three domains
(cognitive, psychomotor, and affective) or at least 2 (cognitive or psychomotor and
affective) make lessons more meaningful?
Yes, integrating objectives/intended learning outcome in the three domains or at least two
domains make lesson more meaningful for it is their basis in teaching. It became meaningful in a
way that teachers have a target in their teaching-process.

18
Resource Teacher: Ms.Maricar Joy Binlayan and Jovie May G. Taguiling
School Address: Ifugao Academy Date: November 16-17, 2016
Year Level: Grade 9 and Grade 10 Subject Areas: Araling Panlipunan and ICT

OBSERVATION SHEET # 3
Kendall’s and Marzano’s Domains of Knowledge

Concrete Example/s for each Domain

Domain of Knowledge of Knowledge from my Observation
(What did the Teacher teach? What
was the focus of the teacher’s

1.Cognitive Domain- Information
(Declarative Knowledge)-Vocabulary,
terms, facts, concepts, principle, hypothesis,
theory
lessons?)
The teacher delivered the lesson which was a
Role play in a way where students will relate
their experiences in giving examples. For
example in giving their example they were
asked to think a relate story about happy family
which they already read.

2. Mental Procedures (Procedural The teacher told the students to make a script
Knowledge) about the story what they read.

Domain of Learning Activities

3.Psychomotor – Skills They will now portray the script which
they made.

4.Affective – values, attitudes The teacher observed each student on how

they interact with their classmates.

19

My Analysis

1. Were the lessons focused in information / cognitive domain only or mental procedures
only or psychomotor procedures/physical skills only? Or were the lessons combinations of
two or three? Explain your answer.

Affective intended learning outcome every time the teacher did evaluate the learners,
they are always giving a feedback from the lesson and it is affective the way they express it
emotionally with matching action in every idea.
Cognitive- the learners are sometimes asking the teacher from the particular lesson that they
didn’t really understand. The teacher giving them a chance to express their opinions and they are
also cooperating with her.
 Psychomotor- the learners are actually net in classroom and some of them are slow learners but
still they are practicing to avoid particular problem. Practicing skills as well and in terms of
mentally, as I observed the learners are actives.

2. Were the lessons focused on cognitive content only or psychomotor content only or
affective content only? Or were the lessons combinations of two or three? Explain your
answer.

The lessons have three combinations because there were activities that support every
domain. The teacher gave the students some tasks that undergo the domain of learning activities.
The students did the tasks with something that focuses through the learning domains that they
needed to attain knowledge from the lessons.

3. What was the effect on learning when teaching was focused only one domain?

So that students will not get bored they will enjoy the lessons if it’s not focused in one
domain only. They will get rid of the monotonous ambience of the classroom. That means be
innovative and creative in doing ordinary things in a slightly different way which easily catches
the attention of the students.

4. Is it really possible to teach only in one domain like affective or cognitive only or
psychomotor only? Or based on Kendall’s and Marzano’s taxonomy, information only or
mental procedures or psychomotor procedures only? Explain your answer.

It is impossible to teach with only one domain, affective,cognitive and psychomotor must
go together in order for the students to understand the lesson well. The teaching-process will be
more enjoyable and interesting if these three domains are use.

5. Do Kendall’s and Marzano’s knowledge taxonomy and Bloom’s taxonomy of learning

activities contradict each other? Explain your answer.

Kendall’s and Marzano’s knowledge taxonomy and Bloom’s taxonomy of learning

activities contradict each other because Kendall’s and Marzano’s taxonomy reframe the three
domains of Bloom’s Taxonomy. They categorized the learning activity into six levels of
processing knowledge these are the self-system, met cognitive system, knowledge Utilization
(Cognitive), Analysis (Cognitive), Comprehension (cognitive) and Retrieval (cognitive) they do
not have Affective domain and psychomotor domain. Kendall’s and Marzano are purely on
Cognitive.

20
My Reflections

1. Based on your observations in class and on your understanding of the domains of

knowledge and learning activities from Bloom, Kendall and Marzano, how can you make
your teaching-learning activity more meaningful and more relevant? Is lesson more
relevant when you teach only in the cognitive or when you teach in the cognitive domain
combined with the affective or psychomotor combined with affective?

In my observation and on my own understanding, I can make my teaching-learning

activity more meaningful and relevant by teaching the students in a cognitive domain combined
with affective or psychomotor domain. I can also make teaching-learning activities more
meaningful by helping/guiding the students whenever they did not understand the topic well.
Make the lesson not too difficult, it will be simple but meaningful, not making it complicated. It
should be focus on the understanding of abstract concepts and processes, rather than memorizing
the whole lesson. I will also connect the lesson to the student’s everyday life. Make the teaching-
learning meaningful and relevant by giving some brainstorming and puzzles to answer.

21

Resource Teacher: Ms.Maricar Joy Binlayan and Jovie May G. Taguiling

School Address: Ifugao Academy Date: November 16-17, 2016
Year Level: Grade 9 and Grade 10 Subject Areas: Araling Panlipunan and ICT

OBSERVATION SHEET # 4

Bloom’s Levels of Processing Cognitive Activities

Bloom’s Levels of Processing What learning activity in the classroom did I observe in
Cognitive Activities each level?

1.Remembering The teacher let the students recall their lessons which they
discussed yesterday before she will proceed to the new
lesson.

2.Comprehending The students read about the life of Palestinians.

3.Applying The students answered the questions given by their
teacher.

4.Analyzing

5.Evaluating

6.Creating

22
Resource Teacher: Ms.Maricar Joy Binlayan and Jovie May G. Taguiling
School Address: Ifugao Academy Date: November 16-17, 2016
Year Level: Grade 9 and Grade 10 Subject Areas: Araling Panlipunan and ICT

OBSERVATION SHEET # 5
Teacher-centered Student-centered

Did teacher lecture all the time? Were students involved in the teaching-
The teacher did not lecture all the time learning process? How? Or were they mere
because she also has to give time for the passive recipients of instruction?
students to think like giving them tasks to do. The students participate in the class
discussion, they asked questions to the teacher
if they did not understand. They cooperate by
doing the tasks given to them.
Was the emphasis mastery for the lesson for
the test? Prove.
 The resource teacher give test to the
learner particularly in reading practice she did
know if how the students master reading.
Was class atmosphere competitive? Why?
In my observation the class atmosphere is
competitive because it has a nice chair for the
learners, a ceiling fan so that the students will
be comfortable in the class. The room was
decorated also with an educational post.
Was class atmosphere collaborative? Why?
The class atmosphere is compatible for
the students as I saw an inspirational saying in
the classroom. The black board is well
managed and even the chairs, tables and other
things inside the classroom.

Did teacher focus only on one Did teacher connect lesson to other
discipline/subject? disciplines/subjects?
The teacher focused on one subject As I observed, it depends on the lesson
for the day if it is connected to the other
disciplines/subjects then the teacher will
connect it maybe by giving examples.
What teaching-learning practice that teaching approach was:
a. Constructivist
The teacher connected the new topic to their past lesson to maintain the sequence of the
lesson. She added new ideas which did not explain before.

b. Inquiry-based
The teacher made the lesson interesting by giving some joke related to the topic. She also
accepted clarifications and questions coming from the students.

c.Developmentally appropriate
The teacher used visual aids in lecturing the topic so that it will be quite interesting and to
catch the attention of the learners.

d.Reflective
Show happiness while teaching the lesson and also showed the values so that learners
will participating in every tasks that is given to them.

e. Inclusive
The teacher has a very loud and clear voice that even at the back can heard. She let
students do the tasks given to them and everybody was answering it.
.
f.Collaborative
Learners were very participative in doing their group activity. They help one another to
finish their work before the time.

23
My Analysis

1. Based on your observations, as a whole was instruction teacher-centered or student-

centered?

On my observation the instruction being used was the student-centered. The teacher
always uses question and answer activities. Wherein he asked question to each learner and let
him/her answer it after a second. If the given answer is wrong he provided reinforcement and if
the answer is correct he then give praises to that particular student.

2. Were there instances when the students could have involved in class proceedings but
were not? Give examples.

Yes, there were instances when the students could have involved in a class proceedings.

3. What are possible consequences of teaching purely matter for mastery and for the test?
 There are some possible consequences of teaching purely mastery because sometime if
the students are very noisy you might forget what have you master and if you are nervous the
tendency is you forget some topic.

4. If you were to reteach the class, would you be teacher-centered or student-centered?

Why?

If given the chance to reteach the class I would be a student-centered because I want that
my students will participate in the class discussion and so that they will not get bored. Another
reason why student-centered is that I want my students to be cooperative.

5. If you abide by the pedagogical approaches that the K to 12 Law states, will you be more
teacher-centered or student-centered in approach? Explain your answer.

I will be more on student-centered approach because I believed that students are also a
important resource because they too know something and they are capable of sharing something
which the teacher do not know/have. Students are given the opportunity to interact with the
teacher and with other students.

24

Resource Teacher: Ms.Maricar Joy Binlayan and Jovie May G. Taguiling

School Address: Ifugao Academy Date: November 16-17, 2016
Year Level: Grade 9 and Grade 10 Subject Areas: Araling Panlipunan and ICT

OBSERVATION SHEET # 6
Observe how the Resource Teacher began, developed and ended her/his lesson.

Start of the lesson

The teacher start the lesson by reviewing their past lessons, she recap the previous lesson and
connect it to the topic for that day. She also let the learners think.

Development of her lesson

The teacher develops her lesson by mentioning the objectives of their lesson/topic. She let the
students read the objectives written in the board. She calls the attention of everybody to listen
carefully and take note in the discussion because after that she will give a short quiz. She also
develops her lesson by asking a question to the students in order to get their attention.

Ending of her lesson

Ms. Binlayan, a social studies teacher of Grade 9-Courage ended her lesson by giving some
examples related to their topic. She asked if they did not understand something. Gave a short
quiz to the learner. She also told to them that they will read the next topic.

25

My Analysis

1. Did the Teachers use the deductive or inductive method? Prove your answer.

The teacher used deductive method. She grouped her class into three groups and gave a
group activity to answer, after answering the given questions on their seats, each group member
will go and write their answer on the board. After writing their answers on the board the teacher
now called every leader of each group to explain/report their answers.

2. In which teaching were students more involved in the teaching-learning process?

The students are more involved in the teaching-learning process when Learning is a
collaboration and cooperation because learners will cooperate and participate in the discussion.
They asked questions when the explanation of the teacher is not clear enough.

3. Which method had greater demand from the teacher in terms of questioning and
organizing?
 The method that had greater demand from the teacher in terms of questioning and
organizing

4. Was there an instance when the teacher taught the lesson deductively/inductively when it
could have been better if she taught it inductively/deductively? Explain your answer.

No, I did not see this in my observation.

26
Resource Teacher: Ms.Maricar Joy Binlayan and Jovie May G. Taguiling
School Address: Ifugao Academy Date: November 16-17, 2016
Year Level: Grade 9 and Grade 10 Subject Areas: Araling Panlipunan and ICT

OBSERVATION SHEET # 7
Guiding Principles in the Selection and use Teaching Behaivor of the Resource Teacher
of Strategies that Applies the Principle

1. The more senses that are involved, the more Teacher used story to catch the attention of the
and better the learning. learners into the particular story.

2. Learning is an active process. The teacher teaches them a value to respect

elders and exercises maintain the learner’s
health.
3. A non-threatening atmosphere enhances Teaching learners a basic lesson again and
learning. again every school day to master the particular
lesson without threatening.

4. Emotion has the power to increase retention Teacher will show a little anger to get the
 and learning. attention of learners afterwards motivating
them.

5. Good teaching goes beyond recall of Teacher always recalling the lesson in the
information. previous day for brief words before they
proceed in a new topic.

6. Learning is meaningful when it is connected Teacher connected the lesson into their
to students’ everyday life. experiences to become meaningful.

7. An integrated teaching approach is far more . The teacher teach the general term of the
effective than teaching isolated bits of lesson just for the students to have an idea to
information. the lesson, it’s better to broad than specific
which much easy to forget.

OBSERVATION SHEET # 8
1. Did the Teacher state the learning objectives/intended learning outcomes (ILOs) at the
beginning of the class? Did she share them with the class? How?

No, the teacher did not state the learning objectives/intended learning outcomes at the
beginning of the class. She just proceeded with the lesson.

2. What teaching-learning activities (TLAs) did she/he use? Did these TLAs help him/her
attain his/her lesson objectives/ ILOs? Explain your answer.

The teaching-learning activity which the teacher used was the class discussion and board
activities. It helped her in attaining her lesson objectives and the students participated in the class
discussion and board activities.

3. What assessment task/s did Teacher employ? Is/ Are these aligned to the lesson
objectives/ILOs?

The assessment tasks that the teacher employed was after her discussion she gave a short
quiz to the students for her test the understanding of the learners.
27
My Analysis

1. If the Intended Learning Outcomes (ILO) and Teaching-Learning Activities (TLA) and
Assessment Tasks (Ats) were/were not aligned, what would the effect on the performance of
students?

If these were not aligned, the effect of the performance of students is that the learners
maybe do not understand what the teacher is trying to implant to the students and maybe the
learners do not listen.

2. Are there teaching Learning Activities (TLAs) which are more appropriate than what
Teacher used?

3. Are there more appropriate assessment tasks that the teacher should have used? If yes,
give example/s.

Doing quizzes, assignments, test and recitation were some teachers used to assess the
learner’s understanding on a particular topic. These were the assessment tasks which help the
students actively participate in class discussion.
4. Many teachers set the intended learning outcomes/lesson objective but test another
outcome on lesson objective after thus confusing students. Do you agree?

Many teachers set the intended learning outcomes/lesson objective but test another
outcome on lesson objective made confusing to the learners. Most teachers set their lesson
objectives but when they are in the classroom they sometimes test another outcome on lesson
objectives especially when many of the learners are absent or they have many questions.

5. What lesson do you learn from # 4?

The lesson I learned from the question # 4 was teachers will be very careful in what
teaching methods and strategies will he/she use. He/she sets the lesson objectives to avoid
confusing the learners and so that they will easily understand the lesson.

28

DOCUMENTATION
The Grade 9-Courage having their discussion with Ms.Binlayan in the subject
Araling Panlipunan

The Grade 10-Succes in the Computer room for their hands on

activity with Ms.Taguiling as their teacher.

Before the students come in to the computer

room, they need to log in first.

29
The Main gate of Ifugao Academy

30
The field study students pose in front of the
school
The Metzger Hall of Ifugao Academy. The name Metzger came from the
last name of the founder of the school.

31
 32

This is the School Bulletin board, it contains the Organizational Structure, the
Teachers and staff’s profile and the Performance Indicators.
 33

The bulletin board of Grade 9-Courage

 This is Myrtle M. Metzger

She was the founder of Ifugao

Academy.

34

Quotation about Teachers

Comment of the Faculty

36
 RUBRICS FOR FS PORTFOLIO

Criteria 100% 95% 90% 85% 80%

1.Contents of Has 100% of Has 95% the Has 90% of Has Has 80%
the portfolio needed needed the needed 85% of the of the needed
content content content needed content content

1. 2.Objectives of Objective are Objectives are Objectives are Some of the Most
the portfolio SMART and SMART but SMART but objectives are objective are
cover the cover only a cover only SMART and not SMART
whole course minimum of less than 80% do not cover & cover only
80% of the of the course the whole a minimum of
course course the course

3. Quality of Entries one of Entries are of Entries are of Some entries Few entries
Entries quality and better quality acceptable are of are of
substantial many are well quality, some acceptable acceptable
selected & are well quality limited quality, not
substantial selected & selection & well selected
substantial substantial & very
minimal
substance
4.Presentation Creative neat Creative neat Creative neat Minimal No creativity
& has very & strong & average creativity neat in disarray no
strong impact/Appeal impact/appeal minimal/impact impact/appeal
impact/appeal /appeal

5.promptness Submitted Submitted on Submitted Submitted 2 Submitted 3

ahead of schedule week after the weeks weeks or
schedule schedule after the more after the
schedule schedule

37
Self-Rating Competency Checklist
Directions: Check the appropriate column that best describes your current level of mastery of
each listed competency.

I can do
Competency I cannot I am this A can do
do learning but I need this very
this yet. how to do to learn well.
this more and
improve.
1. Determines an environment that
provides social, psychological, and 
physical environment supportive of *
learning.
2. Differentiates learners of varied
learning characteristics and needs. 
*
3. Manages time, space and
resources to provide an environment 
conducive to learning. *
4. Recognizes multi-cultural
background of learners when 
providing learning opportunities. *
5. Determines teaching approaches
and techniques appropriate to the 
learners. *
6. Determines, understands and
accepts the learner’s diverse 
background. *
7. Relates the learners’ background
to their performance in the 
classroom. *
8. Reflects on the impact of home
and family life to learning. 
*
9. Expounds on one’s understanding
of the learning processes and the 
role of the teacher in facilitating *
these processes in their students.
10. Accepts personal accountability
to learners’ achievement and 
performance. *

( ) Pre- Assessment

( / ) Post-assessment

Evaluated and Checked by:

AGUSTINA K. ANANAYO
Field Study Student
 38

TEACHER’S CREED

I AM A TEACHER
I ACCEPT THE CHALLENGE TO BE SAGARIOUS AND
TENACIOUS IN TEACHING EVERY STUDENT,
BECAUSEI BELIEVE EVERY STUDENT CAN
LEARN. I ACCEPT THE RESPONSIBILITY
TO CREATE A LEARNING ENVIRONMENT
CONDUCIVE TO OPTIMUN ACHIEVE-
MENT ACADEMICALLY, SOCIALLY,
AND EMOTIONALLY.

I ACTIVELY PURSUE
EXCELLENCE FOR MY STUDENTS
AND MYSELF. I PROVIDE A MODEL OF
DECORUM AND RESPECT THAT FUIDES
MY STUDENTS AS WELL AS HONORS THEM.
I AFFIRM SUPERLATIVE EXPECTATIONS FOR MY
STUDENTS AND MYSELF. I CHERISH EVERY STUDENT.
I AM A TEACHER. I CHANGE THE WORLD ONE STUDENT
AT A TIME.

39