Activity 1 : Teacher’s Knowledge on

FIELD STUDY 1
Content and Pedagogy

Name of FS Student CABRERA, KYLE

Course, Year and Section BSED SCIENCE IV-1
Name of FS Mentor DR. RICO A. REYES
1
Date OCTOBER 18, 2022

Intended Learning Outcomes

At the end of this activity, the FS student must be able to achieve the following intended learning outcomes:

1. identify the strategies used by the teacher that promotes numeracy skills, literacy skills, higher order thinking
skill;
2. take an account on various strategies employed by the teacher; and
3. observe and categorize classroom communication strategies employed by the teacher that support learners’
maximum involvement and greater accomplishment.

LEARNING OVERVIEW:

Activity 1. focus on the pedagogical content knowledge that recognizes the importance of teachers’
mastery of content knowledge and its interconnectedness within and across curriculum areas, coupled with a
sound and critical understanding of the application of theories and principles of teaching and learning. This activity
further encompasses teachers’ ability to apply developmentally appropriate and meaningful pedagogy grounded
on content knowledge and pedagogy. It takes into account teachers’ proficiency in Mother Tongue, Filipino and
English in the teaching and learning process, as well as needed skills in the use of communication strategies,
teaching strategies, and technologies to promote high-quality learning outcomes.

Observation/View

Direction: Read the following items below before observing a class.

1. Ask permission from a teacher that you will observe his/her class.
2. Follow the minimum health protocol at all times.
3. Observe classroom etiquette on the whole duration of the activity.
4. Accomplish all the given task in the observation report below.

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 Activity 1 : Teacher’s Knowledge on
FIELD STUDY 1
Content and Pedagogy

2
Directions: Complete the table below. Indicate opposite each learning principle the part of the lesson
where it/they are employed/utilized.

Principles of Learning
1. Effective learning begins with the
setting of clear and high
expectations of learning outcomes.
2. Learning is an active process.
Part of the Lesson State evidence(s) that will prove your claim
Learning competency/Learning Mrs. Terrado provided an advance activity for students to have
objectives knowledge of what the topic is all about. After the students
present their works, Mrs. Terrado then introduced to them how
to determine the age of the stone using different methods.
Motivation The beginning of the discussion was merely a learner-centered
wherein Mrs. Terrado gave an experimental activity that is done
by group. The teacher acted as the facilitator while students
were exerting effort together with their groupmates.

3. Learning is the discovery of
personal meaning and relevance of
ideas.
4. Learning is a cooperative and a
collaborative process. Learning is
enhanced in an atmosphere of
cooperation and collaboration.
Explore Mrs. Terrado gave examples of rock formation and explained
how to determine the age of rocks through their layers and
through their color.
Engage As the discussion went on, Mrs. Terrado also asked her
students if they had an idea about different methods to discover
the age of rocks, and she also asked if they were familiar with
the law of superposition. As observed, there are students who
actively participate in the discussion. Moreover, Mrs. Terrado
also asked her students if they had seen a rock formation. This
practice involves student-teacher collaboration.

5. Learning involves creating Teaching and Learning Methods/ This principle of learning was observed during the presentation
supportive and responsive Strategies of the group activity outputs, wherein the results varied for each
environments that are tuned to group. Mrs. Terrado supported every result and assured her
stimulate a learner to become students that the differences in their findings were normal and
active. It is influenced by the total were not under their control. The teacher utilized an interactive
environment. or participative method in which students participate by
presenting their output while the teacher guides them in
formulating the right conclusions.

6. Learners master basic and Teaching and Learning Methods/ This was demonstrated when the students conducted the
component skills through practice. Strategies experiment in groups. They develop their communication and
critical thinking skills in order to finish the experiment. This
technique adopts a learner-centered approach.

7. Learning is stronger and more Assessment As the teacher finishes the topic, she ensures that each student
permanent in a positive emotional has obtained the necessary information and understanding of
climate. what is being discussed in order for the students to review and
earn high grades for the next day's quiz.

8. Acquiring and applying habits of Assessment Mrs. Terrado let her students do the experimental activity and
mind improves learning asked how they'd come up with their own answers. In this
performance. practice, the social skills of the students are improved through
brainstorming and applying what they’ve planned on how to
solve the problem. This helps the learners improve their
learning performances.

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 Activity 1 : Teacher’s Knowledge on
FIELD STUDY 1
Content and Pedagogy

Questions:

1. Are there other principles not applied by the teacher nor listed in the table? If yes write them on the 3
space provided.
Based on what we have observed, there are no more principles that are not listed on the table. All
the principles listed were well executed by the teacher, wherein an effective teaching-learning process
begins.

2. What skills are developed/enhanced during the learning process?

During the learning process, as the students did their experiment, they developed their communication
skills as well as their critical thinking skill. On the other hand, the interaction between the students and the
teacher through recitation enhances their HOTS and LOTS by answering the question “How did scientists trace
the history of the earth?"

3. What did the teacher do to enhanced/developed the needed skills?

The teacher utilized inquiry-based approach, in which the questions required HOTS and LOTS, and
encouraged them to recite and explain their solutions in their face-to-face classroom, in order to build and
improve skills such as communication and critical thinking. Furthermore, the instructor delivered engaging
and student-centered exercises and activities, which resulted in passionate student engagement.

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 Activity 1 : Teacher’s Knowledge on
FIELD STUDY 1
Content and Pedagogy

4. What communication skills were utilized by the teacher during the teaching-learning
process? 4

During the teaching-learning process, we observed that the teacher employed the following
communication skills:

a. Creating a welcoming community and a safe learning environment. The teacher was friendly and
started class by asking about the students' activities. She also complimented and encouraged the
students as they finished their homework.

b. When giving feedback, the teacher always praises learners who properly recite the answer and
respectfully corrects those who get it incorrect. She also gave a quick explanation after the students'
recitation.

c. Pay close attention. The teacher focuses on the students' reactions or performances.

d.The teacher addresses the subject with passion, exhibiting her command of it.

5. Describe how the learners respond to the communication strategies of the teacher.

As according our observations, the majority of the students were attentive and participated throughout
the teaching-learning process. When the teacher addressed questions, the majority of the students
responded confidently. This illustrates that learning is evident even in children who are continually
expressing themselves. Furthermore, the majority of students are engaged, maybe as a result of the
friendly learning environment.

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 Activity 1 : Teacher’s Knowledge on
FIELD STUDY 1
Content and Pedagogy

Directions: Identify the strategy/technique used by the teacher throughout the learning process. Write
or attach proof/s below the column of either inductive method of teaching or deductive
method of teaching. 5
Procedure Strategies/Techniques
Motivation In the motivation part of the lesson, learner-centered strategies were used. The
teacher provides an activity that the students performed to be explained in front
of the class. This technique established the atmosphere for the students.

Presentation of the lesson To start up the lesson, the teacher asks the students "How did the scientist
trace the history of the Earth?" In this manner, the participative/interactive
approach was utilized. Moreover, it gives students a hint as to what the topic is
all about.

Development of the lesson To further deepen the discussion, the teacher employed inquiry-based learning,
wherein she asks questions of her students to determine if they are acquiring
the essential idea or concept.

Generalization/ Closure/ Drawing Due to limited time, the teacher wasn’t able to generalize the topic; instead,
insights they will continue discussing it the following day.

Enrichment/ Application/Fixing Skills The teacher instructed her students to plot the dot on the graph depending on
how many dots departed in relation to the number of trials. As each student got
different outcomes, the teacher explained to them what was expected as a result.
Moreover, she assured her students that the outcome was beyond their control.

Assessment/evaluation The teacher was unable to conduct an assessment due to time limitations;
instead, she utilizes a class recitation in which she asks students questions to
evaluate whether or not they achieved the learning objectives.

Agreement/Assignment As per the agreement, the class will take a quiz the next day after the
discussion continues. In addition, the teacher informs the student of the
pointers to review.

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 Activity 1 : Teacher’s Knowledge on
FIELD STUDY 1
Content and Pedagogy

Analyze 6

Answer the following questions:

Are the learning principles applied by the teacher appropriate with the nature of the learners and learning
conditions? Why or why not?

With the two different classes, our group had observed in the past weeks, both teachers had applied the
appropriate learning principles for both the nature of the learners and the learning conditions. Mrs. Terrado had her
discussion while Mrs. Sevilla only facilitated a quiz. During the discussion with Mrs. Terrado, she used a PowerPoint
presentation to serve as her visual aids and the learners also had their own hand-outs which is helpful as it serves as
their guide to follow through the discussion. In that specific lecture, almost all types of learners are catered to as there
are multiple teaching strategies utilized. Although the lecture was mostly teacher-centered, the students are still given
adequate time and opportunity to share their ideas and ask for clarifications. The approach was also appropriate for
the learning condition whereas the teacher both utilized traditional and ICT-related materials. Students used Manila
papers in writing their answers for the presentation of their previous experiment which is very practical and handy
during those times. The teacher, on the other hand, used a PowerPoint presentation which was projected on a smart
TV, and also opted to use chalk and blackboard. Using the smart TV to project the presentation from her laptop is
beneficial because it allows the students to see her presentation better. The only problem I noticed was that the TV
screen was not very visible in some areas of the classroom particularly the side in the front part of the classroom and
the back portion due to the light coming from the windows and doors. This was solved through the handouts provided
before the discussion. The teacher also used chalk and blackboard to write more examples and show comparisons
to further elaborate the discussion.
In the second class we observed, Mrs. Sevilla did not really teach during that day, but a quiz was given. She
opted to print her questions on bond paper, so each student could have their own copies. The students were instructed
not to write anything on the questionnaires and use a different sheet of paper for their answers. Providing a copy for
every student is advantageous as students have their own paces when it comes to answering and this is also saving
more time because they could just skip the items they don’t know or can’t remember the answer which they could just
then revisit after answering other items. However, while the students are taking their quiz there are some students
who are talking and asking for answers from their classmates and scanning through their notes, unfortunately, the
teacher did not manage to overlook everyone resulting in some student managing to successfully cheat. On that same
day, they checked their papers as well and the teacher called a student to answer each item. As each answer was
given, the teacher would later explain how or why is that the correct answer. Some students are reluctant to answer,
some even pointed their classmates to answer instead of themselves. The teacher did force reluctant students to
answer and called somebody else, but she still tried to encourage her students to volunteer and answer. That action
was justified as her students are younger and not yet mature, some are still really shy, and considering having the
presence of two groups of observers added to the students’ uneasiness to answer as they are worrying that their
answers may be incorrect. The strategies of the teacher were appropriate considering the differences between her
students and the availability and practicality of the materials she used. Also, the method of giving explanations on the
answers is beneficial as this will correct the misconception the students had.

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 Activity 1 : Teacher’s Knowledge on
FIELD STUDY 1
Content and Pedagogy

Did you observe passive learners? If yes, what might be their reasons why they are passive/silent?

Yes, we observed several passive learners. Some of the probable reasons for their passiveness or silence are 7
being naturally shy/introverted, uneasiness because of our presence, low level of confidence, and being unfamiliar with the
lesson being discussed. There are a variety of students in class and they all had their preferences whereas students who
are shy/ introverted tend to be more silent in class as they sometimes prefer to write rather than to talk which is why they
are less likely to participate in verbal discussions. I can also say that our presence may have contributed to their uneasiness
as I noticed some students are distracted and seemed uncomfortable speaking, there is even a student who was stuttering
during her presentation but as they go through the discussion she was no longer stuttering. Also, some students seemed to
be not that confident while sharing or discussing that’s why they would rather prefer to stay silent. In addition to their lack of
confidence was their unfamiliarity with the lesson. By having less knowledge or idea of what is being discussed, students
would rather opt to remain silent in order to avoid embarrassment from the people present in the classroom.

Are the communication strategies used by the teacher appropriate to the level of the learners? Justify your answer.
Yes, both teachers managed to maximize and encourage their students to speak up. Although passive learners
are evident, I can still say that the teachers managed to effectively communicate with their respective students. Mrs.
Terrado was very clear throughout her discussion which allowed her students to understand their lesson very well. In
addition to that, she was open to queries that further clarified what is unclear to her students. She was also very
understanding and calm while speaking to her students which prevented tension from arising. This also made the student
more comfortable with their teacher thus they seemed more comfortable engaging in the discussion. Mrs. Sevilla, on the
other hand, was lively during her class and was encouraging her students to share their answers. There is a student who
was reluctant to share his answer and even pointed other students to answer instead of him which Mrs. Sevilla tried to
encourage but then decided not to force him as he did not want to answer and call another student instead. She was also
understanding and considerate as she even reminded her students regarding their missed quizzes and gave them the
schedule on when they could take them. Overall, both teachers manifested kindness to their students but they made sure
that their role as a teacher was established. Therefore, there is a clear boundary between them and their students thus,
the students demonstrated respect for both teachers throughout their classes.

4 If you are the teacher, what possible learning principle(s) and strategy(ies) would you apply to elicit meaningful
learning?
From my perspective, I think we could elicit meaningful learning by focusing on higher-order thinking skills.
Because through that way we could not only make sure that they have the knowledge but rather they knew how to connect
and apply this knowledge. Also, this will be more challenging for the learners contrary to rote learning. By challenging the
learners their knowledge and skills will then improve. Another way is to guide them as they explore new topics by providing
personalized learning. Every student is unique, therefore, they will also have different strengths and weaknesses to be
considered as well as what type of instruction is most effective for them. Although personalized learning seems to be
challenging for the part of the teacher, it was more effective and may save us more time from teaching everything.
Through personalized learning, we could cater different types of learners and focus more on the most relevant and
necessary topics the students don’t have a piece of knowledge yet.

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 Activity 1 : Teacher’s Knowledge on
FIELD STUDY 1
Content and Pedagogy

Reflect 8

1. Among the principles of learning, which one is the most important for you? Substantiate your answer.

As a pre-service teacher, the most important principle of learning is that learning involves creating
supportive and responsive environments that are tuned to stimulate a learner to become active. It is
influenced by the total environment. Students tend to participate actively in class when they feel that they are
supported by the teacher. Meaningful learning occurs in environments that encourage creativity, awareness,
exploration, and critical thinking. Responsive learning environments respond to each student's particular
requirements and promote learning by encouraging cooperation rather than isolation of learners. Classrooms,
schools, and other learning spaces should be designed to facilitate active teaching and learning.

2. What insight did you learn from the class activities that you have observed?

An interactive teaching-learning method will arise from creating a friendly learning environment. It is
evident that an interactive classroom setting promotes healthy competition among students as they learn.
Since students are motivated to share their perspectives on the subject, additional ideas will develop and
the teacher may get new insights from the students. When a teacher makes a connection between a
subject and a real-world scenario, students tend to learn more. Therefore, we should think about using this
kind of instruction to help the students understand and internalize the subject. Additionally, teachers should
have expertise in all of the subject areas.

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 Activity 1 : Teacher’s Knowledge on
FIELD STUDY 1
Content and Pedagogy

Evidence/Documents 9

The following documentation are the evidences of utilizing learner-

centered approach, teacher-centered approach, and
interactive/participative approach.

Self Peer FS Over-all

Rating 4.5 Rating Mentor’s Rating
Rating

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