4 ji ; ‘i vi every thi n (seuss pete lek Learner dicate Ve Meany ard relevance idea in| the tppic- the teacher should REFLECT try not only once tr jndude in the lecron pmper the Colaberarve learning, tt eve lore Sele management and oral Communica — From among the principles of learning, which one do Aion. ri on “QnA Px No A@_mo' ude n cerlertd rthack than other teaching, which hac eked on loi Saber Aiscunt onl ard lectures. With thi ye oF php fre sndent ob Wm Callaborate with “He feacker in The onstracten of Frew edge, avd the teachers wale tl Pailitae them. Ac a result encouragis chidentc ty per kia- foe in Phe Uonstracton OF | Haguste Coe FOE Criteal. lng ara He development o¢ problem ~soling okalls- Trani fated ¥repatng for Teaching ond leong Field Study 103' * GraderYear Lee! Subject Area, * Dates ) OBSERVE ere stated. Determine i¢ Observe a class, this time focusing on how the learning outcomes W the learning outcome/s was/were achieved or not. Give evidence. 1. Write the learning outcomes stated in the lesson. [SMART Objectives?) |__ Achieved t Learning Outcomes Yes No Yes [No ! * deovy ae ginal that Nive on bay, , v 2. Can Aassify the animals into aquaticl / of 0 rial. ‘ Disbogich ee boody parts oF avin, 7 A ‘+ Allow them te Tive_on _larc| 4. 6. | 2. Cite pieces of evidence that these learning outcomes were achieved. } 1, Suderts got a perfect sooe and Hey ae ade to i —‘Wentiey avimals” tay live om land water and cine 2, Sudents Can explain the body Parts OF anmals ait Gwe sone exams of it. They can @lso deccrbe the animale td o 5 hte habttate. eed 4 5. 104 Field Study SfOBSERVE T 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 p teacher lecture all the time? : » teacher lecture all He} Fine. The rowledye ard information Ghoula “Comes pom them because shidentc need. Heir Qwidance, Ard Support when + vomes fo thei” Sidi. They ane _pacili ato. Student-centered Were students involved in the teaching-learning process? How? Or were they mere passive recipients piizetuction? Nes, cents ave thal a nk thy Weaning: Tey Ae nerve ey Se participate aluays the actu ‘Was the emphasis on the mastery of the lesson oF on the test? Prove. On the leon, HK ecg ‘ i cr On, the teacher elaorakd what i Lauaeyee hae ie y ter must the students know tru bucd on their ¥eal lipe setuaton. On ackvity: / Was the emphasis on the students’ application of the lesson in real ife? Give proofs. ‘Was class atmosphere competitive? Why? Yes, teacher are have 4 Nol oF questions to shutent Far then +0 become eager to antl feachers gueshons- Alin, thay aie actively yar bei pating, ‘Was class atmosphere collaborative? Why? Ne, ait cudenty ae active) ana + erjage move in +h achwibeC They” alio share, trea eae oo with thei Did teacher focus only on one discipline subject? No, the ache “Weregraled Another Sulyect. Did teacher connect lesson to other disciplines! subjects? Yee, teacher conmect (even Bother disciplines | suboyects.(spat teaching learning practice shows that teaching approach was ; 2) consult comected to past experiences lamers lamer construc new lesson meanings bupae Aunee Age (ah Beyortusihy fo ihe deat Acbvely 1 a jou, Gat, AECUMIOM The Hacker ALD Encaurgges ‘tpl i inquiry-based » teacher had Q heir “idea ang though he ‘developmentally appropriate — learning activities fit the devel I stage of children. 9 acbwReS eh the Feachele replete OF the. docloymne nt rage OF children, 9 mE teacher j 7 2 Asked the srdents how thay would apply Hee Leartion’ “ig real lige getting. 4 yp inclusive — No learner was excluded; teacher taught everybody. . eu The feacher MM Fac fo all the students. Teacher Aes. indivi ua oy and ; ahead) dane, cre, will eee ‘ 1) collaborative — Students worked together. The students share their Enowle Hein Clascmates. ive — ‘was multidisciplinary - e.g. In S¢ ge, Math concepts were taught, 2 eae ye neg he Kase ape ny oer Areas OF speciali za¥on. rk om” ANALYZE 1. What are possible consequences of teaching purely subject matter for mastery and for the test? ard ideas with 2 If you were to reteach the classes you observed, would you be teacher-centered or student- centered? Why? abed “Ne Alden “44, feu, avections lout, the prc, tee heliete. ¥ REFLECT Reflect on [Priciples of teaching worth applying Qe eee cig electing res study 107,OBSERVE observations with the help of the guide questions. upjectarea: | Observe one class with the use of the observation sheet for greater focus then analyze my 1. The more senses that are involved, the more and the better the leaming. eg. Teacher used video on how digestion | takes place and a model of the human] | digestive system. | 2. Leaming is an active process. The Jeacher encourageaA learners portapate. actyely “by havitg Vaeas Aveng class diveusesn 3. Anon-threatening atmosphere enhances learning, he teacher ll the learnery Masten actively and attentively so) | thay thay can able bh anwer bv lher “quecton | 4, Emotion has the power to increase retenjion and learning. / The kacker uses veal Upe-ccenarph | ‘hb relaton with the Aiscumon Murai the rekon — ard engagears) Oe shudenks. i 5. Good teaching goes beyond information. recall of The Hacker shares her experent ard the \euon sche have tea Frm thot expenerds- 6. Leaming is meaningful when it is connected to students’ everyday life. The teacher velakes He fesewn| | bh kal Wipe setting, [7 An integrated teaching approach is far more effective than teaching isolated bits of information, The teacher Acked the tude Aout what they have knew te that discumion. 414° Field StudyGrade/Year Level: ¥ poe . Subject Area: Ca ) OBSERVE Observe a class activity, You shall focus on the questions that the Resource Teacher ask fentify the level of questioning. during the classroom discussion. Write the questions raised and id Types of Question Examples of Questions that the Resource Teacher ‘Asked 1. Factual / Convergent Closed / Low level 2. Divergent / Higher — order / Open-ended / lO What Ae the ends hi what ic the act a laine ft 1 take \oAO g °° age the warhote, cycle . comparison d. application Conceptual GY ww dow prod break “down 7 : i Can you identpy the Aippeent, 8 nestys a. evaluation ¢ oft fon Ae. wish ke F 46 b. inference Is ik hard’ 40 eae) About the different ‘Aypes (er istnquch +4 er mPa Aisdnguic he Aerergnce, between c uu (abel the Aigects 2 Complete ae tence See EY Gen. e. problem-solving 3. Affective Con You ‘idestiny the annwer ? why do you tink t 8 ‘Wnpordant angina the dgectve sydeln” wrt ty 4 4 116 Field Study Wa 3v Qin (Ayana 1, Neil Postman once said: “Chi, periods!” Does this have somet questioning and reacting techni Mdren go to school as question marks and leave school as hing to do with the type of questions that teachers ask and the iques that they employ? lo svith fhe ype op _quactone \‘ i a ds Fen cateitats thal mes)—apped_he_teanerd Children a them and the " g ve Masons, behind them. Furthermore, Ftachere ue anetoniny aid ty guide avd help children fo come UD with A Aniwer that Hey have been Searceing For. Reflect ow The importance of using various reacting techniquesgateearLever____-______‘Subjectareas_— Date \ OBSERVE {, observe what Teacher does or listen to what Teacher says to find out if the students understood the lesson while teaching-leaming is in progress. | What Teacher Said Tally Total what organ make up the PN me INI- TN] i" digevbye ~ syckm * What Are fhe use of the mourh, ssophagu. Stomach, | TN- TN - |i} 13 “mall intestine and large infeskne ? what dees the digeshyC | m-mY—I-t)| (8 Nuk ga? Lo Ib Wa pact oF digestye! iy 26 ~ TN -IN- IN -IN Mihm phat nas 22 geet lon] 1 Rs 72 ascsmeni for Loan ond Asesment ot earing (Fomotve Assessment) Field Study L147Total What Teacher Did Ty The teacher acked the learmerg ig they ‘trae arc leston. Do you underdand clas? THT I -N- 29 Be we clear? TH til 2. Did the teacher ask the class “Did you understand”? If she did, what was the class’ response? Aer. teacher ghwayg ask the class i and idea Aiscuse ed very wicil, the learner ¢itcpone is “Yes 3. Did the students make the teucher feel or sense they did not understand the lesson or a part of ‘i an How? nies. he. the learner as the teacher Censt_Hay | a cat a al carer fly. 4. If they did, how did the teacher respond? The _4¢ | teat Been pr +e Che _wwan't_«Fip ¢ 5. Were the students given the opportunity to ask question for clarification? How was this done? es, oper the _Auusstion Kacher acked the _learnce dg they, fant _queckonsar"clan-geat op. “Eurema bath deacher aed the leaks have _vonvercation regarding — the | kien Aesomsicd. | 6. If she found out that her‘his lesson was not clearly understood, what did teacher do? Did you observe any of these activities? Please check. | Peer tutoring (Tutors were assigned by teacher to teach one or two classmates | Each- one-teach-one (Students paired with one another ) Teacher gave a Module for more exercises for lesson mastery 5 + _Y Teacher aid re-teaching Others, please specify oo ollshe engaged himse] Wherself in re-teaching, iew did she do it? Did he/she use the same * acing strategy? Describe, No, sh oft yi mo =e eon ure, the sane _theateay tine wie eat aM bth a He leamnene “atknban ana that Ke “ai learn 0 He lesion thie Sime. hile Fe-teachi ; aW we re-teaching by himself/herself and /or with other students-tumed tutors, did teacher check gemmeeie ours! ~Decowrsesfes,_teacher cheek _shudent_prageest- Ifyes, how? The te gcher wl Ge. f_aaksanend ota bral ; peakon. +—she. dies ee | seally eaene — Pr —unders kan nd the 1, Why should a teacher find out if students understand a lesson while teaching is in progress? 1 It it not better to do a once-and-for- all assessment at the completion of the entire lesson? ; The teacher should ind out ie 4 ee ee the lecion because at He end ot te_ackieve the lescnieg— OYE MEG _Cén_ ne tek” avoided: 2. Why is not enough for a teacher to ask “Did you understand, class?” when he/she intends to check oe a progress? —_ _ — you teally \y_awaint ty check on _ledeners— ton and oc other. Ah fou a acbag =f al Aner, — qui eae i = Pg you. undercana” Some tines ahen " , rare i elt aba oh Nat Nh Sen! ee not? ee tbe 4 ado mabye asstssment ic not intended ee wpe bbe than. thal pematine,_ascecment tat ‘ealout anteas abere_stdent sents ore in her and Ging em fecAleack: __ 4. Base + observations, what formative assessment practice worked? _ . Based on your oberon, mie aaa au adda Any The ea or GN en agi — and. — ri OF asst AEN.4. 5: For formative assessment, why is pesr tutoring in class sometimes see” {0 bbe more effective than teacher himself/herself doing the re-teaching °F wom agate eva : lau, | ‘Leaeners can ere tly = Sprite cir ie te hse | Tat pte hough hele their ales. Tho nd Hoe feces 6. Could an unreasonable number of failures at the end of the term/gr to the non-application of formative assessment? Why ot why no¥? oe te ee _achivest leaning _ Failed achieve the \uan cutamcs HH omean your fearnere Avenit learned SA ou a A | pa- them teacher will wkach the | ‘in order QR iste wedentond pully what are being taught - | fading period be attributes +. Formative assessment is tasting the soup while cooking. Reflect on this and write your reflections. + Should you record results of formative assessment? Why ot why not? 150 Field Study dfes * |. The primary purpose of assessment is to ensure learning. Which assessments are referred to? 1. Assessment as leaming UL Assessment for learning UL. Assessment of learning A.I, I and IL and It B. | and I D. Wand Mt 2. Research shows that when students help develop questions for an assessment, and have a deeper understanding of what they are expected to learn before they take the assessment, they take g greater responsibility oftheir own learning. Which assessment is referred to? @ Assessment as Leaming C. Assessment for Learning B, Assessment of Learning D. Assessment in Learning . DepEd Order No. 8, s. 2013 states, “Assessment is a process that is used to keep track of leaiers’ progress in relation to learning standards..., to promote self-reflection and personal accountability among students about their own learning... ‘Which assessments are referred to by the DepEd memo? 1. Assesment as learning TL. Assessment for learning IIL, Assessment of leaming A.Tonly Ohana tt B il and IIT D. I, 1 and 1m 4. You check for understanding in the midst of your lesson. In which form /s of assessment are you engaged? A. Assessment as learning @prssessment, for learning 5. Assessment FOR learning is ongoing assessment that allows teachers to monitor students on a day-to-day basis and modify their teaching based on what the students need to be successful. Is this statement TRUE? @ Yes C. Somewhat B.No D. TRUE except the clause after and C. Assessment of learning D, Assessment of and for leaning 6. It develops and supports students’ metacognitive skills. Which is referred to? Q@assessment as learning C. Assessment of learning }. Assessment for learning D, Assessment in learning eo1. Which form of assessment is crucial in helping students become lifelong learners? A. Assessment of leaming assessment as learning B. Assessment for leaming . Assessment in learning 8, Which is characterized by students reflecting on their own leaming and making adjustments so that they achieve deeper understanding? A. Assessment of learning ©arssessment as learning B, Assessment for leaning D. Assessment in learning 9. Which practices are required for assessment as learning to be effective? 1. Discuss the learning outcomes with the students. Il, Create criteria with the students for the various tasks that need to be completed and/or skills that need to be leamed or mastered, IIL. Provide feedback to students as they leam and ask them guiding questions to help them monitor their own leaming, IV. Help them set goals to extend or support.their learning as needed in order to meet or fully meet the expectations. V. Provide reference points and examples for the learning outcomes. A. 1, Hand Ill TIL, TV and V B. 111, IV and V o UL, IH, TV and V 10. In which type of assessment are students expected to go beyond completing the tasks assigned to them by their teacher and so students move from the passive learners to active owners of their own leaming? @Asssessment as leaning C. Assessment of leaming B. Assessment for learning D, Assessment in learning UI. Which assessment is likened to tasting the soup while in the process of cooking the soup? C. Assessment in learning A, Assessment of learning @) ssessment for learning D. Assessment as learningpe ‘Social Science. Literature/Panitikan. ESP PhysicalBiological ‘ScienceyMath! English/Filipino Ea 1, Arealll the assessment tasks aligned to the leaning ‘outcome? resource teach geospatial Gnd _olyectve 2. What are possible consequences if teacher's assessment tasks are not aligned to learning ‘outcome/s? Does this affect assessment results? How? appect the _asse soment_¥ result tease e_—kacherc ascetoment Are ng aligned te_eacning outta “tk meanc that the (igective— Aida —“meet fue ie “itn, A Achie él DE Cannot be eased, what The learners Tear remn the, 3. Why should assessment tasks be aligned to the learning outcomes? a F teaser A fo et ee EAE au —plaective ope+ Reflect on past assessments you have been .d with what your teacher taught (with leaming outcomes? through. Were they all aligne + How dis this affect your performance? As a future teacher, what lesson do you aoe this past experience and from this observation? Dasea on the past assessment that | have been awougrs ali of te yecment given fo ui ae aligned in Fee earning outames. Th 4 i No. because TOL server as g Feretence par ccatin Kat queshons. Ip thee il a TOC Ven He vbstanie % He Qutshens nay) nor be belevant — or Wcepal par fe Heaton Frat hee been Fiseus, Gnd the Question Cater te giveerog el organized. Woocu peop ype Mb, ia Good teachers are role models. whether in school, at home or in the community. From the teachers that you had from elementary to college, did the personal qualities that they possess, help you learn better as a student? Identify one personal characteristic of your model teacher that has made a great impact in your life as a leamer. Reflect and describe how this quality influenced you. ——A_go0d teacher can cach an ethin, will —a-day act a geal ing a you. saci tL you Sa remand a) the. a os your_lipe._ back suring eleme fetboo ee! a peas Yo reat _tinpact ‘emp lipe aca eacner aa . ‘Preradnd \ it reer ma r or eee ai Si al Mow. in am Aa. + ca Achey + ect behve hat helped we improved Othe Han be, re ‘tt fe Work had a =a he is ‘or AY an feck ihe Teacher believes in “ i ut work even harder, which port lead x ae Hat through che ved oF ma ie } car dkemonctrate Gme reat? Quaites that | Find ‘tn her- Is the Teacher a Professional Teacher? Resource Teacher: Teacher's Signature Schoot GradefYear Level Subject Area:_ Date: (@) OBSERVE o Procedure: 1. Secure a permit to observe and conduct a survey. 2. Request the following information from the teacher: a. Name b. LET License No ¢. Evidence of Professional Growth (Masters or Doctorate, Seminars attended, €¢) 3. Request a co-teachor or the head (only one of the 2) to answer the checklist rating scale about your sample teacher. ‘Answer the same survey instrument yourself. Compare the answer of the co- that of the head with your answer on the survey. In what items do you have the same answer? Show the results ina summary table. we 210 Field Study HPhilosophies of Education Which expressed nee el ‘Which philosophies are , Misoestytt DepEd Vision, | expats inthe Kto 12 vate mtatoments,Core | Curculum Framework and Give proot. | Guide and Sec 5 of RA 105337 Give proot Easentalism ~ teach mastery of the basics; curriculum is prescribed; subject matter ~centered there are universal, objective values; inculcate values in subject matter Essontalam-The cov of maka-Diyos, maka ao ‘maka-kalikasan and maka- bansa show that DepEe essentalist Doped belovs in Unchanging vais tat ned to be ineueated Essentialom - List of standards and competencies that learners are expected 10 alain is the subject matter that students are expected to learn ~ Essentialst Perennialism — teach those that fast, the classics; there are universal values: inculcate these universal, objective values The ure valutc of maka The cyrniculun hall be, Diyos, Hal lath, the onrscuan int . culiure - seesitive: Saderts Mice there "ore wale Pravin a Progressivism - very child-centered, teach those that interest the child; cone learns by experience: learners lear by doing so teacher teacher's teaching is experiential; values are subjective; no inculcation of values since they are subjective: instead teachers help students clarify their values trakakguvaa ond Sepge jan och privtrga Vauees Mate ee roan ic 7 TRE SBlalian, Mia Unbeally and Conse Dept entirely mgr The carecvlam mat ber vee Hielp te Belk learner -Centortd » itclur Nerve iM Shekel. ive avd develop Teachers facilitate learn meotally appr grade Reconstructionism - school is agent ‘of change: schociing is preparing students for the social changes: teaching is involving the students in discussions of moral dilemmas and wandantly mCbRs” ay atald In A even, learnere Deptd oe Peles “pal dents" 1 Sect S Hearn best when Ae OK achively ere Deped maion Tks 4 1 Depkd ~bal formulate & Deped Mnc wampeerUce the Acign and debsils Vascle teem ealize oF the eohana d adc, education cunculue, Sa yer iy ‘ oe ‘a Ae saetieh o Lior Foenulatg», On One aun, Ferm Mechs par the gitbal compet) Heir pol pok nhl ana sith nace Enistentialism - Teachers teach learners to make a choice. to make decisions and not merely 10 follon the crowd; one who does not make © Ghoice and so simply fliow others dO not leave meaningful life 6 ymatism - That which is useful, oe is practical ‘and that which Marks is wht is good: that which Shoent and effective is that wine” fs good. e.g. showing # video es ipars is more efficient and MOS effective and therefore more prac . than teacher coming up wi 3 Terre aid by drawing mistosis 0" # orillustration board es . saeg in wc are cueriaal un thatl be, Beye ite tegeving), Flezble enough ty KA actaeaiy urn, © erable, ad Allow DepEd Coe Values The cursculum Awl be cy. development of the learners’ albus We learners THRE SCACHUE , Heaseniy: fe reasoning powers; knowledge comes - cs WES, Knowledge an though reason; teacher musi develop £2, ae jg Hrrowgh raion, Leda the reasoning power ftheleamer” 8A Yer much Agvelop te pewe Akers FG Donawers. ay power be tre leone [8. Utitaraniem -what is good is that dre cormctum chal be. Stich la most usa (hal which Teachers FaUli ute \eacner ~ Cenoreh , Wwelustive rings happiness) to the greatest edecea Peng, Oe URAL ed dep wei Wurturt eveq) (eater 4 Wop 4 The io * Nai ree PeLeUant 14 Pans [S- Empiriciam - source of knowledge fede wa involve the senses in teaching : “tenet ake Kee al sein yes, wound Tot ate oe rae a * Wop thee chile: ] 10. Benaviorem - behaviors shaped oa (um \ sete oyfacennieenron, AN IA A otc ee ment and that the type of person and Friendly , gence rat J). actions desired can be the product Jemikye , Sdge ancl 14 @ wehavionsn 3.4 | + ofdesian: behavioris determined mrokyating eovivennont which the ChrvculuM CP ree facet eect, te NANCE that hall oe learner Unler i *|* Shape desirabie behavior ails are DEE WEA Beeaviorsm, Alior teachers Mncourd ‘commonly used to enhance leaming. 1" whic She Feaher ” Gtudeat¢ to. Perpte «+ rewards reinforce tearning. prides | pase Hn esied behav or It Breese Oenarde owerding gua gore | 71. Consvusiivem -Leamers are Fars umousiyy on n / ‘ capable of constructing knowledge Et) “rae A, ThE curraylum dail ‘and meaning: teaching —learning a ‘es eed Vedagugiaal apprackes therefore is constructing knowledge N ’ tr vr ‘meaning; teacher does not just. ~S deo ae Fat are, primes, “tal” orgictate but asks learners i ‘nga ce eee, | Anclon 8 eee mi bese \ plete, meaning of lesson 4H sialic BE Alldboratye awd freemen an tenance. oF ‘wk haydb ye» . 12. Other Philosophies * Yomplele, dhe quate * ord tp . a. ‘nlegtakd” aiken ‘oF — a