Experiencing 292l38

THE TEACHINGFs 2EXPERIENCING LEARNING PROCESS FIELD STUDY

Episode 1

PRINCIPLES OF LEARNING Name of FS Student: Course:

Year & Section

Resource Teacher 1:

EMELITA AVE

Signature

Date

Resource Teacher 2:

WILSON LARA

Signature

Date

Resource Teacher 3:

HELEN DISCAYA

Signature

Date

While I observe three different classes, I will be able to identify applications of the principles of learning in the teaching – learning process.

Field Study 3, Episode 1 – Principles of Learning Focused on: Application of the principles of learning in the teaching-learning process

Task

Superior 3

Satisfactory 2

Unsatisfactory 1

All tasks were Observation/ with Documentation: done outstanding quality; work exceeds expectations

All or nearly all tasks were done with high quality

Nearly all tasks were done with acceptable quality

Fewer than half of tasks were done; or most objectives met but with poor quality

4 Analysis questions were answered completely; in

3 Analysis questions were answered completely

1 2 Analysis Analysis questions were questions were not answered not answered. completely.

My Analysis

Exemplary 4

My Reflection

My Portfolio

Submission

depth answers thoroughly grounded on theories/ -Exemplary grammar and spelling.

Grammar and Clear Vaguely related spelling connection to the theories unsatisfactory. with theories Grammar and Grammar and spelling spelling are acceptable. superior

4 Reflection statements are profound and clear, ed by experiences from the episode.

3 Reflection statements clear but, clearly ed experiences from episode.

4 Portfolio is complete, clear, well-organized and all ing documentation are located in sections clearly designated. 4 Before deadline

3 Portfolio is complete, clear, well-organized and most of documentation are available and/or in logical and clearly marked locations. 3 On the deadline

4

3

are not by the

2 1 Reflection Reflection statements are statements are shallow; unclear and ed by shallow and are experiences not ed by from the experiences from episode. the episode. 1 2 Portfolio is incomplete; ing documentation is organized but is lacking.

Portfolio has many lacking components; is unorganized and unclear.

2 1 A day after the Two days deadline more after deadline 2 1

Sub. Totals

Over-all Score

Signature of FS Teacher Above Printed Name

Rating: ( Based on transmutation)

Date

or the

Transmutation of score to grade/rating

Score 20 18-19 17 16 15

Grade -

-

1.0 1.25 1.5 1.75 2.00

-

99 96 - 93 - 90 - 87 -

Score 12 – 13 11 10 8-9 7-below

Grade -

2.50 2.75 3.00 3.5 5.00 -

81 78 75 72 and below

I WILL OBSERVE TWO DIFF. CLASSES AND OBSERVE THE RESOURCE TEACHER TEACH. I WILL REFLECT ON THE GUIDE QUESTIONS GIVE BELOW.

My Tool OBSERVATION SHEET Name of the Resource Teacher Observed: Emelita Ave Wilson Lara Helen Discaya School Address: Maniki, Kapalong, Davao del Norte Date: Grade/Year Level: Second Year High School Subject Area: Math, Science and English

A. For the Cognitive Lesson 1. What is the lesson all about? The lesson is all about the “Dye in Water”, the Japanese Story “Aged Mother”, and the Typhoon. 2. What are examples of fact mentioned in the lesson?  

The hotter the temperature the faster the scattering of the particles (Dye, Coffee, Juice Powder.) The typhoon gradually weakened or disappears as it falls on the land surfaces.

3. Did the lesson end with facts? Or did these facts lead to understanding of concepts? Prove your answer. Yes, the lesson end with facts and consequently these facts lead to understanding of the concepts in such a way the teacher gives an example and enable the students to present their different ideas. The resource teacher gives emphasis on the facts that typhoon gradually weaken it strength as it falls in the land due to the absence of its source energy – water vapor. The teacher gives a lesson which allows the learner to conduct an experiment on the “Dye in Water” and relates its reaction towards the water with different temp.

4. Write down instances of treating the topic in depth (giving examples, examining cause-effect relationships, relating ideas or concepts to one another. When the teacher illustrate the application of “dye” – we can apply it’s characteristics like the coffee and juice powder. The story of the “Aged Mother” which foster the unending despites the mischief of his son. 5. Cite instance/instances when students were encouraged to ask questions, to talk about and reflect on what they learned. When the students get confused on the formation of typhoon and on the experiment “dye in water”. The teacher ask the class kinsay maka-explain kung unsa ug unsay hinungadan sa reaction sa dye after pouring it on water? In English subject “who among of you can explain what is the main thought of the story?” B. For the Skill Lesson

1. What was the skill lesson about? Which skills was/were target? Manipulative skill or thinking skill? The lesson were both Manipulative & Thinking Skill- manipulative in the sense that it allow the students to conduct the experiment manually, on the other way it is Thinking- the lesson need sharp observation, reorganizing group ideas from divergent to convergent which is to be presented on the front of the class. 2. Write evidence of the teacher’s encouragement of divergent thinking by the students. One evidences was when the teacher asked the learners” what is the importance in reading and /or undergoing these lesson and does not only focus on one answer of the learners. Ex. Teacher: what is the reaction of dye after pouring it on the water? Students: the dye easily scattered on hot water than in contrast temperature. Teacher: what is the main idea of the story “ Aged mother”? Students 1: The love of parents Students 2: The unconditional of the family-mother.

3. Which are proofs that the Resource Teacher promoted convergent thinking? Resource Teacher promoted convergent thinking- she concluded all the data given by the students on the report “ Maam Ave Stated – ok class, therefore, Dye dissolved or scattered faster in hot water temperature than in moderate or cold water temperature. 4. If there was problem solving in the lesson, were the pupils taught to solve the problem using algorithm or heuristics strategy? There were no problem solving. 5. What are proofs that the students were encouraged to do critical thinking? The proof that the students critically think on the situation was they were given the task observed sharply on the experiment “ Dye in Water” to be able to answer the question on the learner’s module and be able to present their ideas on front of the class.

C. Value / Affective Lesson 1. What was the value lesson about? As the discussion goes on, the value lesson was all about giving importance to our parents for the unconditional love and unending . To give the opportunities to learn more. “learning by doing” as it presented on the experiment. 2. Was the value taught alone or was it integrated with a cognitive or skill lesson? The value was integrated with a cognitive and skill lesson in a way that in needs recalling of facts data, analysis of the situation and it needs a coordination to the easily understand the situation. 3. How was the value lesson developed? The value was developed after

My Analysis A. For the Cognitive Lesson How did my Resource Teacher teach the cognitive content meaningfully and interestingly? The teacher teach the cognitive content meaningfully and interestingly in a way that the teacher demonstrated it in an enjoyable manner and by having such experiment which gives the learner’s experienced. By proper discussion and getting the learner’s attention help everyone to easily understand the lesson which in turn helped learner and teachers to be more productive. B. For the Skill Lesson How was the skill taught meaningfully and interestingly? The teacher teach the cognitive content meaningfully and interestingly in a way that the teacher demonstrated it in an enjoyable manner and by having such experiment which gives the learner’s experienced. By proper discussion and getting the learner’s attention help everyone to easily understand the lesson which in turn helped learner and teachers to be more productive.

C. For the Affective Lesson 1. Is it possible to teach a value lesson without any cognitive basis at all? Explain your answer.

2. A cognitive or a skill lesson is a vehicle for value education. Do you agree?

My Reflections

1. Someone once said: “There are dull teachers, dull textbooks, dull films but no dull subjects”. Do you agree? Write down your reflections here!

2. How should you organize subject matter (be it cognitive skill or value lesson) so that your teaching will always be fresh and interesting?

My Portfolio Research on / or come up with a lesson plan (cognitive or skill) that integrates a value or values. Paste it here! (You may want to refer to “Integrating Values with Subjects Matter” , in Principles of Teaching 2, 2006 by Corpuz B., G. Salandanan and D> Rigor, pp. 91-92.) An outline of the lesson development will do.

My Lesson Plan

My Analysis

1. If answer in #3 above is different, what is your conclusion regarding written lesson objective and actual lesson development? Are lesson objectives in the lesson plan always followed? Do they really serve as guiding star? If it is in the other way, its means that lesson plan was not always followed because of the learner’s capacity to grasp and understand the lesson being discussed by the teacher. It is all about on the leaner’s environments which are not favorable for learning process. Since my answer was the same it means that lesson objectives serve as the guiding star in the teaching-learning process it allows both parties to exhibit a favorable and sound learning. And allow the teacher to eliminate waste of time. Moreover, it helps the teacher to attain a good strategy on how they can impart their knowledge base on the lesson. 2. Why did you find it easy/difficult to write down the Resource Teacher’s lesson objective for the day? Did she mention it at the beginning of her/his lesson? I find it easy not only because it was stated prior on the discussion but because the Resource Teacher and the Students cooperate and enjoy the lesson respectively. They allow gaining new knowledge and skill in discussing and presenting their different ideas. I realized that having such an activities gives a sense of kind of happiness and most of all gives an experiences which being reinforce by their individual behavior- cognitive, affective and psychomotor development.

3. Di you find the lesson objectives SMART? Why or Why not? I found it SMART because it enables the students participate well and allow the teachers to catch their attention and impart her knowledge very well. As the reporting goes on, Ma’am Ave immediately correct and recognized the students output “where is your reading on the water temperature and group 2 presented well their ideas” :” sunod gani class kung magreport mo ibutang na ninyo ang reading sa temp and other important details of your observation.”

4. Was the lesson objective in the cognitive or psychomotor or affective domain? Or was it in the two or three domains? you answer.

The lesson objectives is in the three domain because Ma’am Ave allow the student to observe keenly, present their different ideas and follow the correct procedure in conducting the experiment. And allow the students to defend their answers.

My Reflection

Any lessons learned or insights gained from your observation focused on lesson objectives? Write them down here. Are lesson objectives truly the guiding star in the development of a lesson? Or are lesson objectives sometimes forgotten as the lesson develops?

I learned that lesson objectives as the fundamental element in the success of the teaching-learning process. It is a guiding star which enables the teacher to be on the right track and eliminate waste of time. I realized that learning objectives sometimes not followed because of the teacher are not good in imparting their lesson to the class and are not committed to their workteaching, moreover it is also because on the learner’s capacity to pay attention on the class and grasp and understand the lessons being discussed. It is important to know that lesson objective serves a scaffold on the teaching-learning process. Teacher who has a dedication and commitment in teaching brings an unusual relationship to the student which in turns makes the teaching-learning process not only a task but a pleasure.

My Researched quotations that state the significance of goals and objectives “Obstacles are things a person sees when he takes his eyes off his goal.” ― E. Joseph Cossman

“know what you want, work to get it, then value it once you have it.” ― Nora Roberts, Morrigan's Cross

“If you have a dream, don’t just sit there. Gather courage to believe that you can succeed and leave no stone unturned to make it a reality.” ― Roopleen “Not all dreamers are winners, but all winners are dreamers. Your dream is the key to your future. The Bible says that, "without a vision (dream), a people perish." You need a dream, if you're going to succeed in anything you do.” ― Mark Gorman

“Courage is the most important of all the virtues because without courage, you can't practice any other virtue consistently.” ― Maya Angelou

“The things you do for yourself are gone when you are gone, but the things you do for others remain as your legacy.” ― Kalu Ndukwe Kalu

The above notion means that all of us need to know what was our goals and purposed in life, we should never give up on every difficult situation we may be undergo.

THE TEACHINGFs 2EXPERIENCING LEARNING PROCESS FIELD STUDY

Episode 2

ORGANIZING CONTENT FOR MEANINGFUL LEARNING Name of FS Student: Course:

JOY GALES MAMADO

BSED

Year & Section

EARNER – C

Resource Teacher 1:

EMELITA AVE

Signature

Date

Resource Teacher 2:

WILSON LARA

Signature

Date

Resource Teacher 3:

HELEN DISCAYA

Signature

Date

In this Episode, I must be able to:  

Observe the teaching of a dominantly cognitive or skill or affective lesson (cognitive lesson-Sibika; Skill-Math; affective-Values Education). Trace the development of a cognitive, skill, and affective lesson.

Field Study 2, Episode 3 – Organizing content for meaningful learning Focused on: The development of a cognitive or skill or affective lesson

Task

Exemplary 4

All tasks were Observation/ with Documentation: done outstanding quality; work exceeds expectations My Analysis

Superior 3

Satisfactory 2

Unsatisfactory 1

All or nearly all tasks were done with high quality

Nearly all tasks were done with acceptable quality

Fewer than half of tasks were done; or most objectives met but with poor quality

1 4 3 2 Analysis Analysis Analysis Analysis questions were questions were questions were questions

were

My Reflection

My Portfolio

Submission

answered completely; in depth answers thoroughly grounded on theories/ -Exemplary grammar and spelling.

answered completely

not answered not answered. completely. Grammar and Clear Vaguely related spelling connection to the theories unsatisfactory. with theories Grammar and Grammar and spelling spelling are acceptable. superior

4 Reflection statements are profound and clear, ed by experiences from the episode.

3 Reflection statements clear but, clearly ed experiences from episode.

4 Portfolio is complete, clear, well-organized and all ing documentation are located in sections clearly designated. 4 Before deadline

3 Portfolio is complete, clear, well-organized and most of documentation are available and/or in logical and clearly marked locations. 3 On the deadline

4

3

are not by the

2 1 Reflection Reflection statements are statements are shallow; unclear and ed by shallow and are experiences not ed by from the experiences from episode. the episode. 1 2 Portfolio is incomplete; ing documentation is organized but is lacking.

Portfolio has many lacking components; is unorganized and unclear.

2 1 A day after the Two days deadline more after deadline 2 1

Sub. Totals

Over-all Score

Signature of FS Teacher Above Printed Name

Rating: ( Based on transmutation)

Date

or the

Transmutation of score to grade/rating

Score 20 18-19 17 16 15

Grade -

-

1.0 1.25 1.5 1.75 2.00

-

99 96 - 93 - 90 - 87 -

Score 12 – 13 11 10 8-9 7-below

Grade -

2.50 2.75 3.00 3.5 5.00 -

81 78 75 72 and below

I WILL OBSERVE THREE DIFFERENT LESSONS EXECUTED – COGNITIVE, SKILL AND AFFECTIVE LESSONS. (COGNITIVE – SIBIKA; SKILL – MATH; AFFECTIVE – LITERATURE/EDUKASYONG PAGPAPAHALAGA) TO REACH MY TARGET, I WILL WORK MY WAY THROUGH THESE STEPS:

My Tools OBSERVATION SHEET Name of the Resource Teacher Observed: Emelita Ave Wilson Lara Helen Discaya School Address: Maniki, Kapalong, Davao del Norte Date: Grade/Year Level: Second Year High School Subject Area: Math, Science and English

A. For the Cognitive Lesson 1. What is the lesson about?

2. What are examples of facts mentioned in the lesson?

3. Write down instances of treating the topic in depth (giving examples, examining cause-effect relationships, relating ideas or concepts to one another.)

4. Cite an instance (s) when students were encouraged to ask questions, to talk about and reflect on what they learned.

3. Did the lesson end with facts? Or did these facts lead to understanding of concepts? Prove your answer.

B. For the Skill Lesson 1. What was the skill lesson about? Which skills was/were target? Manipulative skill or thinking skill?

2. Write evidence of the teacher’s encouragement of divergent thinking by the students. 3. Which are proofs that the Resource Teacher promoted convergent thinking?

4. If there was problem solving in the lesson, were the pupils taught to solve the problem using algorithm or heuristic strategy?

5. What are proofs that the students were encourage doing critical thinking?

C. Value/Affective lesson

1. What was the value lesson about? Was the value taught alone or was it integrated with a cognitive or skill lesson?

3. How was the value lesson developed?

My analysis

A. For the cognitive lessons How did my Resource Teacher teach the cognitive content meaningfully and interestingly?

B. For the Skill Lesson How was the skill taught meaningfully and interestingly?

C. Value/Affective lesson 1. Is it possible to teach a value lesson without any cognitive basis at all? Explain your answer.

2. A cognitive or a skill lesson is vehicle for value education. Do you agree?

My Reflection 1. Someone once said; “There are dull teachers, dull textbooks, dull films, but no dull subjects”. Do you agree?

2. How should you organize subject matter (be it cognitive skill or value lesson) so that your teaching will always be fresh and interesting?

My Portfolio

Research on/ or come up with a lesson plan (cognitive or skill) that integrates a value or values. Paste it here! (you may want to refer to “Integrating Values with subject Matter”, in Principles of Teaching 2, 2006 by Corpuz B., G. salandanan and d. rigor, pp 91-92) an outline of the lesson development will do. My Lesson Plan