Subject: EDUC 400

Description: FIELD STUDY 1- OBSERVATION OF TEACHING-LEARNING ACTUAL SCHOOL ENVIRONMENT

Instructor: Prof. Maria Roze M. Salcedo

FIELD STUDY 1
OBSERVATION OF TEACHING – LEARNING
ACTUAL SCHOOL ENVIRONMENT
Course Description:
This is the first experiential course, which will immerse a future teacher to actual
classroom situation and learning environment where direct observation of teaching learning
episodes that focuses on the application of educational theories learned in content and
pedagogy courses will be made. Observation on learner’s behavior, motivation and teacher’s
strategies of teaching, classroom management and assessment in learning among others shall
be given emphasis. A portfolio shall be required in the course

This course is designed to help the field study students verify the behavior of the student
in the actual learning environment. It will require them to recognize feasible approaches to
facilitate learning considering the learner’s different phases of development and social
environment

Field Study 1 can be anchored on these Professional Education subjects:

 Child and Adolescent Development
 Facilitating Learning
 Social Dimension of Education
LEARNING OBJECTIVES
1. Identifying the stage of the physical, motor, linguistic, literacy, cognitive, social and emotional
development of the children or adolescent as manifested in the actual classroom setting
2. Observing and reflecting on the different approaches employed by the teacher in dealing with
learners in the different stages of development

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3. Analyzing how the teaching and learning process should be conducted considering the
different phases of child development.

EPISODE 1
FS1- THE LEARNER’S DEVELOPMENT
AND ENVIRONMENT
Introduction
Observation is to provide opportunity for the student teachers to relate theory to actual
practice. To help them do this, remember to: know and understand guides, jot down details
carefully separate facts from interpretation and accomplish the checklist/ forms as:

Learning Outcome:
At the end of this activity, student teacher should be able to:

1. Determine a school environment that provided social, physiological and physical environment of
learning.
2. Differentiate the characteristics and needs of learners from the different developmental levels

My Observation
An Observation Guide for the Classroom Visit
Be guided by this task as you do your observation. Then
accomplish the matrix data below.

1. Look at the walls of the classroom. What are the posted on the walls? What heroes, religious
figures, lessons, visual aids, and announcement you see posted?
2. Examine how the figure is arranged. Where the teacher’s table is located? How are the tables
chairs/desk arranged?
3. What are the learning materials / equipment are present?
4. Observe the students. How many students are occupying the room?
5. Is the room lighted and well ventilated?

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 My Tools
As you move around the campus, activity forms are provided for you to document your
observations. It is advised that you read the entire worksheet before proceeding to the school
site. A good understanding of the activities and tasks to be accomplished in the activity sheets
will yield better learning results
Be guided by these tasks as you do your observation. Then accomplish the matrix to
record your data

My Map
A general observation of the campus and the classroom is an exciting way to start my
observation.

My mission is to do the following tasks:

1. Visit a school. Look into facilities and support learning areas in the campus, the in the
classroom
2. Accomplish the checklist as you move around the school premises.
3. Based on your gathered data in the checklist, describe the school environment.
4. Make a reflection on the characteristics of a school environment that promotes learning
5. Present your idea of a good school environment through any of these:
6. Descriptive Paragraph
7. Photo Essay
8. Sketch or Drawing
My Target/Learning Objectives
1. Look at the walls of the classroom. What are the posted on the walls? What heroes, religious
figures, lessons, visual aids, and announcement you see posted?
2. Examine how the figure is arranged. Where the teacher’s table is located? How are the
tables chairs/desk arranged?
3. What are the learning materials / equipment are present?
4. Observe the students. How many students are occupying the room?
5. Is the room lighted and well ventilated?

Classroom Facilities Matrix

Facilities Description

Principal Office

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 Learning Resources
Center .

Shop Room/ Industrial

Workshop Area

Canteen/Cafeteria

Medical Clinic

Media Center

Reading Center

Computer Laboratory

Faculty Room

Research Room

Comfort Room

Library

HE Practical House

School Facilities Checklist

Familiarized your self with the different areas and facilities of the
school. Check the column that indicates their availability. Give a brief
description on it

Not
Facilities Available Available Description

Principal Office

Learning Resources Center

Shop Room/ Industrial

Workshop Area

Canteen/Cafeteria

Medical Clinic

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 Media Center

Reading Center

Computer Laboratory

Faculty Room

Research Room

Comfort Room

Library

HE Practical House

My Analysis:
1. How do the school and the laboratory rooms in particularly impact
on the learning of the students on going to school? What are your
conclusions?

2. Write a brief reflection of your feelings and insights from your

observation experiences.

My Reflection
1. Would you like to teach in the school environment you just observed? Why?
2. What kind of school is conducive to learning?
3. What kind of classroom is conducive to learning?4
4. In the future, how you can accomplish your answer in number 3?
5. Write your additional learning insights here.
.
Episode 2:
PRINCIPLES OF LEARNING
My Learning Episode Overview
This Episode focus on principles of learning applied to effective
learning. Enable the student a teacher applies in the classroom.

My Learning Outcome

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 In this Episode, You must able to identify a classroom practice
that applies the principle of learning.

My Performance Criteria
I will be rated the following criteria:

1. Quality of my observations and documentations

2. Completeness and depth of my analysis
3. Depth and clarity of my classroom observation-based reflections,
4. Completeness, organization, clarity of my portfolio and
5. Time of submission of my portfolio

My Performance (How I Will Be Rated)

Very
Excellent Satisfactory Satisfactory Poor Very Poor
5 4 3 2 1
Tasks

Fewer than half

All done of tasks done; Never of the
outstanding Nearly all tasks or most task done, no
Observation/
quality; work All or nearly all done with objectives meet objectives
exceeds task done with acceptable but with poor meet and very
Documentation expectation high quality quality quality poor quality

Analysis of
All or nearly all
questions are
asks done with
answered
high quality.
completely; in
Analysis of Analysis Analysis of Analysis of
depth answers
questions are questions were questions are questions are
thoroughly
answered satisfactory by not all completely no
based on
completely. answered answered. answer.
theories/
Clear in completely. Grammar and Grammar and
connection with Vaguely related spelling spelling are
My Analysis exemplary theories to the theories unsatisfactory very poor

My Reflection Reflection Refection Reflection Reflection Reflection

statements are statement are statements are statement are statement are
profound and clear, but not shallows; unclear and not totally
clear, supported clearly supported by the shallows and cleared
by experiences supported by experiences are not
from the experiences from the supported

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 and shallows
are not
supported by
experiences
from the from the
episode episode. episode. episodes

Portfolio is
complete, clear
well- organized
Portfolio is and most
complete, clear; supporting
well-organized documentation Portfolio is Portfolio has
and all are available incomplete; Portfolio has completely
supporting and/or in logical supporting many lacking lacking
documentation and clearly documentation components; is component is
which located in marked on organized unorganized unorganized
My Portfolio sections clearly locations. but is lacking and unclear and very poor

Three days
Two days A day after the Two days after after the
Submission before deadline On the deadline deadline the deadline deadline

Total Score

My Map
 To realize my Learning Outcomes, I will work my way through these steps:
My Learning Activities/Tools
As I observe a class, I will use the Observation sheet as a
guide during the observation then analyze and reflect my observation
with the help of guide questions.

What did the Resource Teacher do which applies/contradicts the learning principle?

Principles of Learning Application of Non-application/ the

Principle Contradiction of the principle

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1. Effective learning
begins with the setting

of clear and high

expectations and
learning outcomes.

2. Learning is an active
process.
3. Learning is the discovery

of personal meaning and

relevance of ideas.
4. Learning is the cooperative

and collaborative process

5. Learning is enhanced in

an atmosphere of cooperation
and collaboration

My Analysis
1. Describe what are the principles of teaching applies by the cooperating during the
discussion?
2. Which learning principles is applied most?
3. Which learning principles applied least?
4. Do you agree with this principle of learning? Which principles of learning do you think needs
to go deeper?
My Reflections
1. My reflection based on the observation of Cooperating Teacher about most commonly use
teaching principles. Do my cooperating Teachers adhere to these principles?.
2. Lessons I have learned from my observations in the classroom align with the application of
the teaching-learning principles.

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 EPISODE 3:
ORGANIZING CONTENT FOR
MEANINGFUL LEARNING
My Learning Episode Overview
Benjamin Bloom cited three (3) domains of knowledge-
cognitive, psychomotor and affective. Kendall and Marzano also gave
three (3) groups of learning – information (declarative knowledge),
metacognitive procedures (procedural knowledge) and psychomotor
procedures (motor or physical skills). This episode will focus on these
domains and learning.

My Learning Outcome
In this episode, I must able to:
1. Classify the lesson/s under Bloom’s Taxonomy of knowledge and Kendall’s and Marzano’s
domain of learning activities.
2. Reflect on what lesson is more meaningful and relevant based on the domains of knowledge
and learning activities.
My Performance Criteria
I will be rated along the following:
1. Quality of my observations and documentations
2. Completeness and depth of my analysis
3. Depth and clarity of my classroom observation – based reflections,
4. Completeness, organization, clarity of mt portfolio and
5. Time of submission of my portfolio.

My Performance (How I Will Be Rated)

Very
Excellent Satisfactory Satisfactory Poor Very Poor
5 4 3 2 1
Tasks

Fewer than half

All done of tasks done; Never of the
outstanding Nearly all tasks or most task done, no
Observation/
quality; work All or nearly all done with objectives meet objectives
exceeds task done with acceptable but with poor meet and very
Documentation expectation high quality quality quality poor quality

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 Analysis of
All or nearly all
questions are
asks done with
answered
high quality.
completely; in
Analysis of Analysis Analysis of Analysis of
depth answers
questions are questions were questions are questions are
thoroughly
answered satisfactory by not all completely no
based on
completely. answered answered. answer.
theories/
Clear in completely. Grammar and Grammar and
connection with Vaguely related spelling spelling are
My Analysis exemplary theories to the theories unsatisfactory very poor

Reflection
statement are
not totally
cleared
Refection
Reflection statement are Reflection
statements are clear, but not statements are Reflection and shallows
profound and clearly shallows; statement are are not
clear, supported supported by supported by the unclear and supported by
by experiences experiences experiences shallows and experiences
from the from the from the are not from the
My Reflection episode episode. episode. supported episodes

Portfolio is
complete, clear
well- organized
Portfolio is and most
complete, clear; supporting
well-organized documentation Portfolio is Portfolio has
and all are available incomplete; Portfolio has completely
supporting and/or in logical supporting many lacking lacking
documentation and clearly documentation components; is component is
which located in marked on organized unorganized unorganized
My Portfolio sections clearly locations. but is lacking and unclear and very poor

Three days
Two days A day after the Two days after after the
Submission before deadline On the deadline deadline the deadline deadline

Total Score

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My Map
Observe at least 3 different classes. Focuses on the information of
what cooperating teacher teaches the lesson. Do the student learn
from the lesson. Cite any proof of evidence.

EPISODE 4:
ORGANIZING CONTENT FOR
MEANINGFUL LEARNING
For the Cognitive Lesson
1. What is the lesson all about?
2. What are the facts/information mentions in the lesson?
3. Do the lessons end with learning? Or do it lead to understanding of concepts? Prove your
answer.
4. Describe instances how the cooperating teacher discuss the lesson (giving examples,
examining cause-effect relationships, relating ideas or concept to one another)
5. Cite what part of the lesson that students encourage to ask question, recite and reflect on
what they have learn.

For the motor Skill/Psychomotor Lesson

1. What is the lesson all about? Identify the skill that focuses target/learning?
2. Write evidences of the teacher’s encouragement of divergent thinking of the learners?
3. What are the proofs of evidences that the cooperating teacher promote?
4. Describe how students learn about problem solving? What are the strategies apply by
cooperating during the discussion?
5. What are the proofs that the student encouraged to do critical thinking?

Values/Affective Lessons
1. What are the values of the lessons learn by students?
2. Is the value integrated in the lesson
3. How is the values develop in the lesson?

Kendall and Marzano’s Domain of Knowledge

Domain Knowledge
1. Cognitive Domain – information (declarative knowledge) – Vocabulary, terms facts,
concepts, principle, hypothesis, theory
2. Mental Procedures (Procedural Knowledge) e.g. mental skills such as writing a paragraph
Concrete Example/s for each Domain of Knowledge from my Observation (what did your
Cooperating Teacher teach? What is the focus of the lessons?)

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 Bloom’s Domain of Learning Activities
3. Psychomotor – Skills
 Creativity in doing a design
 The proper use of colours depending on the season.
 The proper instruction how to do on this lesson
4. Affective – values, attitudes
 Appreciation by giving simple gift.
 Being personalized through letters
 Reminding the receiver that someone remembering them.
 To feel someone that there are special.

EPISODE 4
GUIDING PRINCIPLES IN THE SELECTION
AND USE OF TEACHING METHODS
My Learning Episode Overview
This Learning Episode is about the guiding principles in the
selection and use of teaching method. It comes after the FS student
has been introduced to methods of teaching.

My Learning Outcome
In this Episode, I must able to identify the application of
some guiding principles the selection and use of teaching strategies

My Performance Criteria
I will be rated along the following:

1. Quality of my observations and documentations

2. Completeness and depth of my analysis
3. Depth and clarity of my classroom observation – based reflections,
4. Completeness, organization, clarity of mt portfolio and
5. Time of submission of my portfolio.

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 EPISODE 5:
TEACHING APPROACHES AND
THE K TO 12 CURRICULUM
My Learning Episode Overview
The K to 12 Law made explicit the pedagogical approach for the
K to 12 Curriculum. This episode revolves around this pedagogical
approach

My Learning Outcome
In this Episode, I must able:

1. Determine the teaching approach used by the Cooperating Teachers

2. Identify instances where the pedagogical approaches of the K to 12 Curriculum contained in
the law are observed.

My Performance Criteria
I will be rated along the following:

1. Quality of my observations and documentations

2. Completeness and depth of my analysis
3. Depth and clarity of my classroom observation – based reflections,
4. Completeness, organization, clarity of mt portfolio and
5. Time of submission of my portfolio.

My Map
I will observe at least one cooperating teacher on his
actual teaching, analyze and reflect on my observation.

To realize my Target/Learning Outcomes, I will follow the

steps

My Learning Activities
I will observe my Cooperating Teacher with the use of an
Observation sheet for greater focus. I will analyze my observation with
the help of guide questions then reflect on my observation and
analysis.

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My Learning Activities/Tools
Teacher – Centered
1. Does the teacher lecture all the time?
2. Is the class atmosphere competitive? Why?
3. Does the teacher focus only on one discipline/subject?

Student– Centered
1. Are the students involved in the teaching – learning process? How will you describe? Are
they more passive recipient of instruction?
2. Is the emphasis the student’s application of the lesson in real life? Cite evidences.
3. Is the class atmosphere collaborative? Why?
4. Does the teacher connect lesson to other discipline/subjects? |
5. What teaching – learning practices show that teaching approach is:

 Constructivist – connected to past experiences of learners; learners constructed new

lesson meanings.
 Inquiry – Based
 Developmentally Appropriate – learning activities for the developmental stage of
children
 Reflective
 Inclusive – no learner was excluded; teacher taught everybody.
 Collaborative – Student work together
 Integrative – Lesson was multidisciplinary

My Learning Insight
As a future teacher we need to know the different
practices on how to approach our students.

1. Constructivist – connected to past experiences of learners; learners constructed new lesson

meanings.
2. Inquiry – Based – Developmentally Appropriate – learning activities for the developmental
stage of children
3. Reflective:

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4. Inclusive – no learner was excluded; teacher taught everybody. (no body left aside teacher
should have birds eye to see if everyone is participating.
5. Collaborative – Student work together. Group work is example for create a good
participation to each students.
6. Integrative – Lesson was multidisciplinary. Lesson should be attractive to student so they
can rely on every topic.
My Reflection

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EPISODE 6:
TEACHING APPROACHES AND
METHODS OF TEACHING
(DEDUCTIVE AND INDUCTIVE METHODS)

My Learning Episode Overview

After a Learning Episode on Teaching – Learning Approach, the
student teacher gets acquainted with methods of teaching. A teaching
method is a practical realization or application of an approach.

My Intended Learning Outcome

1. In this Episode, I must able:
 Identify the teaching method used by my Resource Teacher
 Distinguish between deductive (direct) and inductive (indirect) method of teaching
My Performance Criteria
1. I will be rated along the following:
 Quality of my observations and documentations
 Completeness and depth of my analysis
 Depth and clarity of my classroom observation – based reflections,
 Completeness, organization, clarity of mt portfolio and
 Time of submission of my portfolio.

My Map
1. I will observe two (2) different classes.
2. I will reflect the guide questions given below

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3. To hit my target, I will follow these steps:
STEP 1: Reflect the Learning Essentials given.
Step 2: Observe at least two (2) classes with a learning partner.
Choose major classes

My Learning Activities
I will observe 2 major classes by using Observation sheet for
greater focus then analyze my observation with the help of guide
questions. I will write down my reflection on my observation and
experiences.

Observation Sheet 1
A. Observe how the Cooperating Teacher begin, develop and end
his/her lesson
Start of the Lesson

B. Ending of his/her Lesson

Observation Sheet 2
A. Observe how the Cooperating Teacher begin, develop and end
his/her lesson
Start of the Lesson

B. Development of his/her Lesson

C. Ending of his/her Lesson

My Analysis / Insight
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

My Reflection

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______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

EPISODE 7:
EFFECTIVE QUESTIONING
AND REACTING TECHNIQUES
My Learning Episode Overview
This Episode dwells on types of questions; questioning and
reacting techniques that teacher make use of. The type of questions
that teacher asked and their manner of questioning and reacting to
student’s responses has a bearing on class interaction.

My Learning Outcome
 In this Episode, I must able:
 Identify my cooperating Teacher’s questioning and reacting techniques
 Select type of questions, questioning and reacting techniques that promote/discourage
interaction
My Performance Criteria
 I will be rated along the following:
 Quality of my observations and documentations
 Completeness and depth of my analysis
 Depth and clarity of my classroom observation – based reflections,
 Completeness, organization, clarity of mt portfolio and
 Time of submission of my portfolio.
My Map
 I will observe at least three (3) Resource Teachers, analyze and reflect on my observations.
To reach my Target, I will follow the following:
My Learning Activities
I observe 3 classes by using Observation Sheets for greater focus then
analyze my observations with the help of guiding questions. I will write
down my reflections on my observation and experiences.

Types of Questions
1. Factual/Convergent/Closed/Low Level

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2. Divergent/Higher – Order/ Open – Ended /Conceptual
3. Evaluation
4. Comparison
5. Application
6. Problem – solving
7. Effective
Examples of Questions that the Resource Teacher Asked
1. What type of classroom management structure would you implement if you were hired?
2. How have you used, or how will you use, technology in the classroom?
3. What approach or strategy do you use to learn new information?
4. What continuing education classes, workshops, training, etc. have you attended?
5. Would you be interested in leading any after-school activities? How would you deal with a
student who is habitually late?
6. How would you engage a reluctant student?
7. What would you say to an angry parent about their child’s grade?
8. What would you do if you suspected neglect or abuse in the home of one of your students?
9. If you noticed a child being bullied in your class, how would you deal with the situation?

Observation of the
Cooperating Teaching
Questioning Behavior (using Hots and art of questioning)

Varying types of questions

Asking non- directed questions (ask the

question first before calling a student to
answer)

Calling on non – volunteers

Prompting by rephrasing or by
providing partial answer

Probing (to seek more details for

clarification)

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 Requiring abstract thinking (not just
simple recall but require HOTS)

Asking open – ended questions

(divergent)

Allowing sufficient time

Involving as many as possible

Observation of the
Reacting Behavior/Reciting Cooperating Teaching

Provide acceptance feedback

Provide corrective feedback

Giving appropriate and sincere praise

Repeating the answer

Explaining the answer/ expounding

the answer

Rephrasing the question

Asking follow-up question

Redirecting the questions to other

students

Soliciting student questions

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 Encouraging through non – verbal
behavior

Criticizing respondent for his/her

answer

Scolding for misbehavior or for not

listening

Over using expressions such as

“okay” or ”right” and other
mannerisms

My Analysis
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
My Reflection
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Type of Question Write your Observation

1. Convergent Open for Questioning
2. Divergent To Develop
3. Evaluation Analyzing
4. Inference Conclusion with evidence
5. Affective To touch the feelings
6. Comparison To compare Cite at least five (5) praises which
you can use to motivate your students to be actively participate the discussion

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