field study 2

Field Study 2

Experiencing the Teaching – Learning Process

1

March 2015Preface

Setting new directions in education is one of the primary concerns of Teacher Education Institutions (TEI). This FS2 book aligns the learner’s experiences with the National Competency-Based Teacher Standards (NCBTS). The learning experiences embedded in every lesson were intended to create meaningful and rewarding encounters to ensure that the students will feel the joy of teaching and learning.

FS2 is focused on Principles of Learning, Lessons of Objectives as My Guiding Star, Organizing Content for Meaningful Learning, Guiding Principles on the Selection, and Use of Teaching Strategies, Teaching Approaches and Methods, Lesson Development, Effective Questioning and Reacting Techniques.

Features of this Book

This Book is divided into Learning Episodes. Each Learning Episode contains

the following component My Target

This specifies the goals, objective and purposes of the learners. The objectives were stated in a specific, measurable, attainable, realistic and time bound (SMART) manner.

My Performance

This makes use of an analytic scoring rubric that is processed-and product-oriented. It evaluates the quality of the process of observation-documentation, analysis, reflection and submission. It also evaluates the quality of product or output of the FS student portfolio. It is

primarily a tool intended for the Field Study teacher to rate the FA student upon completion of the episode. It can likewise be used by the FS student for self-rating purposes after completing the episode. It is placed immediately after My Target to give an idea to the FS student on what points will be evaluated at the end of the learning episode.

My MapThis presents the means /

directions, processes, ways which the learners need to undertake to attain

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My ToolsThis part gives the

learners the instruments that they have to use in activities to undertake in the Learning Episodes to sharpen their skills.

My ReflectionsThis empowers the FS student to get engaged in higher thinking process skills. This phase will help to improve metacognitive skills as engaged in solving problems, making judgments and formulating inferences

My PortfolioIt is the student’s learning in

capsule, an authentic form of assessment. A suitcase of the learner’s proofs and documents in various forms (photographs, illustrations, organizers, songs, rhymes, acronyms and the like).

My AnalysisThis phase highlights the

FS student’s ability to break the information learned and experiences undergone into parts for an in depth and incisive study of the same.

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Table of ContentsPreface ………………………………………………………………………………….2

Features of this Book ………………………………………………………………….2

Table of Contents …………………………………………………………………….. 4

Introduction ……………………………………………………………………………. 5

Field Study 2 – Experiencing the Teaching Learning Process

FS 2 – Episode 1 – Principles of Learning ……………………………..7

FS 2 – Episode 2 – Lesson Objective as My Guiding Star ……………16

FS 2 – Episode 3 – Organizing Content for Meaningful Learning …...25

FS 2 – Episode 4 – Guiding Principle in the Selection and

Use of teaching Strategies ……………………….35

FS 2 – Episode 5 – On Teaching Approaches and Methods …………42

FS 2 – Episode 6 – On Lesson Development ………………………….53

FS 2 – Episode 7 – Effective Questioning and Reacting

Technique …………………………………………..60

The contributors ………………………………………………………………………..69

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Introduction: As we observe students, we need to consider their goals. What Effects are

they trying to create? We observe their actions and listens to their comments to

determine the strategies they choose to attain their goal.

In order to have a meaningful conversation with a child we need to know what

the child think can be done in real situation (possible goals) and we need to know

the procedures that the child believes will make things happen (possible strategies).

Considering children’s theories requires more than a careful transcription of what

they say and do.

We have to dig, to abstract the meaning of elliptical sentences, aborted

movements, or confusing explanation, request or description. Children are

spontaneous, sometimes reserved; joyful now, sad later; friendly and reserved;

competent and naïve; talkative and quiet. To be childlike is to experience an almost

unpredictable array of discoveries, emotions, and levels of energy. Children are

unique and complex and thus often difficult to comprehend. And they do not readily

engage us in dialogue in order to explain the reasons for their caprice as they

explore the world that surrounds them. Yet, as teachers, it is important for us to

know our children deeply, to flow with their currents, and to extend their nascent

theories about how the world works.

Given the delightful yet often enigmatic characteristics of young children, We

learned that in order to comprehend children we must begin by observing them as

they play. But what do we see as we observe, and how we use our observation to

enhance our effectiveness as teachers?

Children are competent learners, but as teachers, we have to slow down, carefully observe and study our documented observation in order to understand the ideas that they are attending to convey. In addition to slowing down, observing children’s theories requires a general knowledge of child develop and a willingness to speculate.

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FS 2 Experiencing the Teaching - Learning

Process

Course Description

This Field Study course 2 is designed to provide FS students with

opportunities to connect teaching-learning theories and principles discussed

in Principles of Teaching 1 with actual room practice. It is intended to help the

FS student observe how these principles of teaching and learning are applied

by the Resource Teacher to make the teaching – learning process interactive,

meaningful, exciting and enjoyable.

General Objectives

1. Arrive at an experiential knowledge and understanding of the

principles.

2. Reflect on the application of the principles of teaching and learning for

meaningful and lasting learning.

3. Determine how the guiding principles in lesson objective formulation

are applied in teaching-learning process

4. Acquire the skill in developing cognitive, skill and value lessons

meaningfully and interestingly by an in depth treatment of the subject

matter and by integrating thinking skills.

5. Apply the guiding principles in the selection of teaching strategies

6. Approach the teaching approach employed.

7. Trace the logical development of the lesson.

8. Identify effective questioning and reacting techniques.

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FS

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Episode 1PRINCIPLES OF LEARNING

Episode 1PRINCIPLES OF LEARNINGName of the FS Student: Jenevie Butacan

Resource Teacher: Mrs. Dawn Grace De Asis

Cooperating School: UPHSD-LP

My TargetWhile I observe three different classes, I will be able to identify

applications of the principles of learning in the teaching-learning process.

My Performance (How will I Be Rated)FIELD STUDY Episode 1- The School As a Learning EnvironmentFocused on: Determining a school environment that provides social, psychological, and physical Environment supportive of learning

Tasks Exemplary4

Superior3

Satisfactory2

Unsatisfactory1

Observation/Documentation:

All tasks were done with outstanding quality; work exceeds expectation

4

All or nearly all tasks were done with high quality

3

Nearly all tasks were done with acceptable quality

2

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

1

My Analysis Analysis questions were answered completely; in depth answers; thoroughly grounded on theories. Exemplary grammar and spelling

Analysis questions were answered completely

Clear connection with theories

Grammar and spelling are superior

Analysis questions were not answered completely.

Vaguely related to the theories

Grammar and spelling acceptable

Analysis questions were not answered.

Grammar and spelling unsatisfactory.

9

4 3 2 1My Reflection Reflection

statements are profound and clear, supported by experiences from the episode.

4

Reflection statements are clear, but not clearly supported by experiences from the episode

3

Reflection statements are shallow; supported by experiences from the episode

2

Reflection statements are unclear and shallow and are not supported by experiences from the episode.

1

My Portfolio Portfolio is complete, clear, well- organized and all supporting documentation are located in sections clearly designated

4

Portfolio is complete, clear, well-organized and most supporting documentation are available and/or in logical and clearly marked location

3

Portfolio is incomplete supporting documentation is organized but is lacking

2

Portfolio has many lacking components; is unorganized and unclear

1

Submission Before deadline

4

On the deadline

3

A day after the deadline

2

Two days or more after the deadline

1Sub Totals

Over-all ScoreRating(Based on transmutation)

10

Signature of FS Teacherabove printed name

My MapI will observe at least 3 different classes. Pay close attention to

what the Resource Teacher does t teach and what the learners to learn.

To hit my Target, I will work my way through these steps:

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Step 1: I will review the principles of learning on pp. 21-25 of Principles of Teaching 1, 2007 by Corpuz, B. and G. SalandananStep 2: I will observe three classesStep 3: I will identify evidence of applications of principles of learning. I can cite more than one evidence per principle of learning Step 4: Guided by a question/questions, i will reflect o my own experience, write down my reflection

My ToolsAs I observe a class, I will use the Observation Sheet for a

more focused observation.

OBSERVATION SHEET

Name of the Resource Teacher Observed: Mrs. Dawn Grace De Asis

School Address: UPHSD-LP Date: February 06, 2015

Grade/ Year Level: Kinder 1 Subject Area:

Principles of LearningTeaching Behaviour of the

Teacher/Learning Behaviour of the Learner as Proof of the Application of

the Principle of Learning

1. Learning is an experience which occurs inside the learner and is activated by the learner.

Sample:

1. Teacher lets the learner do the learning activity. e.g.- Pupil writes letter A instead of teacher writing it for them.

2. Learning is the discovery of the personal meaning and relevance of ideas.

Teachers must relate the lesson to thelearner’s needs, interests and problems

3. Learning is a consequence of experience

Let the students learn from their mistakes. Let them do the activities and when they did something wrong they will know already what is wrong and what is right. Through their experience they will learn from their mistakes from the past.

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4. Learning is a cooperative and collaborative process.

Let he students have group activities.e.g group reportingCooperative – as teacher gives them activities so that each child can cooperate and participate and they will learn to mingle or socialize with others.

5. Learning is an evolutionary process.

The teacher will teach the students, then the students will apply what they have learned. Not only inside the school but also outside the school.

6. Learning is sometimes a painful process.

Let the learners realize that learning requires sacrifices and hard work.

7. One of the richest resources for the learning is the learner himself.

You, as a learner are the only one who can help yourself to learn. No one can help you but yourself.

8. The process of learning is emotional as well as intellectual.

Learner’s can’t focus in their studies that much if they have something that is bothering their mind. Example, one of your students fails her quiz/exam and do not participate in class. Talk to the parents of the student if there’s a problem in their house

9. The process of problem solving and learning are highly unique and individual.

Make use of different teaching strategies that can cater multiple intelligences and learning styles.

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My Analysis1. What is the impact of the Resource Teacher’s

observance of these principles on the teaching-learning process on the

learners?

Answer:To get more information from the teacher the resource teacher

should be able to get more ideas in teaching and the learners will be

able

2. Which learning principle was applied most?

Answer:Learning is a cooperative and collaborative process.

3. Which learning principle was applied least or not at all applied?

Answer:The principle that applied least was the process of problem

solving & learning is highly unique as an individual.

4. Do you agree with these principles of learning? Or have you

discovered that they are not always correct?

Answer:Yes, because most of the principles of learning are really

applied in teaching especially for those who are teaching for a long

time.

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My ReflectionsMy reflection on my observations of my Resource

Teacher’s observance of these principles. Did my Resource Teachers

adhere to these principles?

Answer:

Yes, the Resource Teachers adhere to these principles even

though not all the principles are used, but most of them are used by the

teacher. They take it into considerations the interests of the children

5. Lessons I have learned from my observations on the classroom

application of the principles of learning.

Answer:You should relate the lesson to the experiences of the students.

Give them lessons and examples that will let them understand easily

the lessons.

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My Portfolio

Principles of Learning in My Own Words

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1. The student should be mentally, physically and emotionally ready to

learn.

2. Those things that are repeated are best remembered

3. You should give positive feedbacks to the children.

4. The student’s first experience should be positive, functional, and lay

the foundation for all that is to follow.

5. Things that are recently learned are best remembered.

6. The students will learn more from the real thing than from a

substitute.

7. The students will learn freely.

8. The things that the children need should always be prepared and

available.

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Episode 2LESSON OBJECTIVES AS MY

GUIDING STAR

Episode 2LEARNING OBJECTIVES AS MY GUIDING STAR

Name of the FS Student: Namerah Basmala Resource Teacher: Mrs. Dawn Grace De Asis

Cooperating School: UPHSD-LP

My TargetIn this episode, I must be able to:

Deduce the lesson objective/s after observing my Resource Teachers teach.

See how the guiding principles in the formulation of lesson objectives are applied

Realize the importance of a clearly defined lesson objectives

My Performance (How will I Be Rated)

FIELD STUDY Episode 2- Lesson Objectives as My Guiding StarFocused on: Application of the guiding principles on the development of lesson Objectives.

Tasks Exemplary4

Superior3

Satisfactory2

Unsatisfactory1



4


3


2


1My Analysis Analysis

questions were answered completely; in depth answers;


Clear


Vaguely



18

thoroughly grounded on theories. Exemplary grammar and spelling

4

connection with theories


3

related to the theories


2 1My Reflection Reflection


4


3


2


1

My PortfolioPortfolio is complete, clear, well- organized and all supporting documentation are located in sections clearly designated

4


3


2


1Submission Before

deadline

4

On the deadline

3


2


1Sub Totals


19


My MapI will observe two different classes and observe the

Resource Teacher teach. I will reflect on the guide questions given

below. To hit my target, I will follow these steps:

My ToolsOBSERVATION SHEET

Name of the Resource Teacher Observed: Mrs. Dawn De Asis

School Address: UPHSD-LP Date: March 09, 2015


1. As I observe a class, I will use the Observation Sheet for more focused

observation.

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Step 1: Review the “Guiding Principles in Determining and Formulating Learning Objectives” found in Principles of Teaching 1, 2007 by Corpuz, B and G. Salandanan, pp 29-38

Guiding Principles in Determining and Formulating Learning

Objectives

Teaching Behaviour/s which Prove/s Observance of the Guiding Principle

1. Begin with the end in mind 1. e.g. The Resource Teacher began her

lesson by stating her objective.

2. Share lesson objective with

students

2. Tell the students the objectives of the

lesson; tell them the reason why they need

to learn those things.

3. Lesson objectives must be in 2 or 3

domain – cognitive, skill and

effective or cognitive and affective

skill and or skill and affective

3. Teacher should be applied the three

domains so that the students can use their

three domains for learning.

4. Work on significant and relevant

lesson objectives.

4. When you are teaching, use words that

are appropriate to your students so that they

can understand the lesson easily.

5. Lesson objectives must lead to the

development of critical and creative

thinking

5. Give an activity to students that they can

use their creative minds and their critical

thinking skills.

2. After observing your Resource Teacher teaches, write down what you

think was/were her lesson objective.

Answer:

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The objective of the Resource Teacher’s lesson objective is

learning more and understand the lesson in an easy way.

3. Ask permission from your Resource Teacher for you to copy her

lesson objective for the day’s lesson. Copy it here then compare it with

your answer in #2. Are they the same? Different?

Answer:

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 a guiding star?

Answer:

2. Why did you find it easy/difficult to write down the Resource Teacher’s

lesson objective for the? Did she mention it at the beginning of her/his

lesson?

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Answer:It is easy because based on her strategies of teaching you can

find it out it early. Because from them the start the teacher began to

apply the domain.

3. Did you find the lesson objectives SMART? Why or why not?

Answer:The teacher teaches the applying of three domains. So the

students can use their cognitive, affective and psychomotor.

4. Was the lesson objective in the cognitive or psychomotor or affective

domain? Or it was it in the two or three domains? Support your

answer.

Answer:Yes, because from the start and up to the end of the lesson, the

three domains was applied.

My ReflectionsAny 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?

Answer:

I observed that the teacher really did a great job in terms of

teaching. Her students are actively participating in her class. I think she

really did her best and teach based on her lesson plan. The teacher

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used her lesson objectives to what her students needs to know, she

used it as a guide to help her students reach their goals for today.

My PortfolioMy researched quotations that state the significance of goals and

objectives

(Don’t forget to state your source.)

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“First have a definite, clear practical ideal, a goal,

an objective. Second, have a necessary means to

achieve. To achieve your ends; wisdom, money,

materials, and methods. Third, adjust all your

means to end that”

- Aristotle

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“First have a definite, clear practical ideal, a goal,

an objective. Second, have a necessary means to

achieve. To achieve your ends; wisdom, money,

materials, and methods. Third, adjust all your

means to end that”

- Aristotle

Episode 3ORGANIZING CONTENT

FOR MEANIGFUL LEARNING

Episode 3ORGANIZING TECHNIQUE FOR MEANINGFUL LEARNINGName of the FS Student: Shannon Joyce BarceloCooperating School: UPHSD-LPResource Teacher:

My TargetWhile I observe three different classes, I will be able to identify

applications of the principles of learning in the teaching-learning process.

My Performance (How will I Be Rated)FIELD STUDY Episode 3- Organizing content for meaningful learningFocused on: The development or a cognitive or skill or a affective lesson.

26

Tasks Exemplary4

Superior3

Satisfactory2

Unsatisfactory1



4


3


2



questions were answered completely; in depth answers; thoroughly grounded on theories. Exemplary grammar and spelling

4




3




2



1My Reflection Reflection


4


3


2


1

My Portfolio Portfolio is complete, clear, well- organized and all supporting documentation are located

Portfolio is complete, clear, well-organized and most supporting documentatio



27

in sections clearly designated

4

n are available and/or in logical and clearly marked location

3

2 1


4

On the deadline

3


2


1Sub Totals



My MapI 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 through these steps:

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Name of the Resource Teacher Observed:


Grade/ Year Level: Grade 1-Helpfulness Subject Area: MAPEH

29

Step 1. Review Selection and Organization of Content found in Principles of Teaching 1 by Corpuz, B. and Salandanan, 2007, pp. 43-51Step 2. Observe one type of class – cognitive, skill, affective at a timeStep 3. Accomplish the Observation SheetStep 4. Answer the questions for analysis.Step 5. Reflect on what i have done and write down my reflections.

A. For the Cognitive Lesson

1. What is the lesson all about?

Answer:Reflection about their Field Trip last Friday (March 06, 2015)

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

Answer:The teacher asked about their field trip. For example, what

animal did you see in Manila Ocean Park and Manila zoo?

3. Did the lesson end with the facts? Or did these facts leads to

understanding of concepts? Prove your answer.

Answer:The activity end with facts and also the facts lead to

understanding the concepts because the students understand the

instruction given by their teacher and they were able to draw the

animals that they saw in Manila Ocean Park and Manila Zoo

4. Write down instances of treating the topic in depth (giving

examples, examining cause-effect relationships, relating ideas or

concepts to one another.

Answer:The teacher relates the subject to what the students

experienced.

5. Cite an instance/ instances when students were encourage to ask

questions, to talk about and reflect on what they learned.

Answer:The teacher asked the students if they had a chance to touch

and take a picture with the animals, then she asked questions

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about the animals and the teacher asked the students to give also

some examples.

B. For the Skill Lesson1. What was the skill lesson about? Which skills was/were target?

Manipulative skill or thinking skill?

Answer:The skill that was used was their thinking skills where in they

can think fluent, they can construct ideas relevant to the certain

topic and they can response easily because of their own insights

and experiences .

2. Write evidence of the teacher’s encouragement of divergent

thinking by the students.

Answer:Divergent thinking is fluent thinking, flexible thinking, original

thinking and collaborative thinking. The teacher encouragement of

divergent thinking by the student is that they can think fluent related

to their field trip and to the lesson.

3. Which are proofs that the Resource Teacher promoted convergent

thinking?

Answer:Convergent thinking, it is narrowing down from many possible

thoughts and to end up on a single best thought or an answer to a

problem. The teacher asked the students of what are the animals

that belong in the zoo.

4. If there was problem solving in the lesson, were the pupils taught to

solve the problem using algorithm or heuristic strategy?

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Answer:Yes. Just by letting their students to reminisce and think about

their field trip so that they can construct a lesson by their

experiences

5. What are proofs that the students were encouraged to do critical

thinking?

Answer:The teacher asked the students to draw the animals.

C. Value/ Affective Lesson1. What was the value lesson about?

Answer:The values lesson was all about following and obeying

instructions.2. Was the value taught alone or was it integrated with a cognitive or

skill lesson?

Answer:The value was taught integrated with a cognitive and skill

lesson.

3. How was the value lesson developed?

Answer:The teacher tested the memory of the students by asking them

about the different animals that they saw in their field trip. Next,

they draw the animals they saw. And lastly, they identify the

different animals.

My Analysis

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A. For the Cognitive Lesson

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?

Answer:The students relate their experiences by drawing. They were

asked to draw the animals they saw during the field trip.

C. For the Affective Lesson1. Is it possible to teach a value lesson without any cognitive basis at

all? Explain your answer.

Answer:The thinking skill is what the teacher gave focus it is taught by

drawing and describing the animals.

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

agree?

Answer:The animals are the one that has been mostly given attention.

That is why the value lesson in delivered within the skill and

cognitive lesson.

My Reflections

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1. Someone once said: “There are dull teachers, dull textbooks, dull

films but no dull subjects”. Do you agree? Write down your

reflections here!

Answer:I agree because the subjects whom we are taking are all

interesting the only thing that is making it dull is they are delivered

to us. The dullness of subject is because of the teachers who don’t

know how to deliver their lesson in an interesting way.

2. How should you recognize subject matter (be it cognitive skill or

value lesson) so that your teaching will always be fresh and

interesting?

Answer:Always give activities to students. Do not give lectures every

meeting. Students get bored easily and if you’re always giving them

lectures they wouldn’t be interested anymore because you’re

always using it as you’re teaching aid. Always try something new.

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

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Episode 4GUIDING PRINCIPLES IN

THE SELECTION AND USE OF TEACHING

Episode 4GUIDING PRINCIPLES IN THE SELECTION AND USE OF TEACHING STRATEGIESName of the FS Student: Shannon Joyce BarceloCooperating School: UPHSD-LPResource Teacher: Ms. Thelma

My TargetIn this Episode, I must be able to:

Write evidence of the application of some guiding principles in the selection and use of teaching strategies

36

Episode 4GUIDING PRINCIPLES IN

THE SELECTION AND USE OF TEACHING

My Performance (How will I Be Rated)FIELD STUDY Episode 4 – Guiding Principles on the Selection and Use of Teaching StrategiesFocused on: The application of some guiding principles in the selection and use of teaching strategies

Tasks Exemplary4

Superior3

Satisfactory2

Unsatisfactory1



4


3


2


1

My Analysis Analysis questions were answered completely; in depth answers; thoroughly grounded on theories. Exemplary grammar and spelling

4




3




2



1

My Reflection Reflection statements are profound and clear, supported by experiences from the episode.

4


3


2


1

My Portfolio Portfolio is complete, clear, well-

Portfolio is complete, clear, well-

Portfolio is incomplete supporting

Portfolio has many lacking components; is

37

organized and all supporting documentation are located in sections clearly designated

4

organized and most supporting documentation are available and/or in logical and clearly marked location

3

documentation is organized but is lacking

2

unorganized and unclear

1Submission Before

deadline

4

On the deadline

3


2


1Sub Totals

38


Signature of FS Teacher

above printed nameMy Map

I will observe at least 3 Resource Teachers, analyze and reflect on my observation.

To reach my Target, I will follow the following steps:

My Tools

OBSERVATION SHEET

Name of the Resource Teacher Observed: Shannon Joyce Barcelo


Grade/ Year Level: Grade 1 – Helpfulness Subject Area: Math

Guiding Principles on the Selection and Use of Teaching

Strategies

Teaching Behaviour of the Resource Teacher that Applies the

Principles

39

1. Learning is an active process The learners must be actively engage

in some learning activities for them to

learn what we intended to teach.

2. The more senses that are involved,

the more and the better the

learning.

Most of the students nowadays are

visual learners As teachers; we must

always provide visual materials for

them to understand more our lesson.

3. A non-threatening atmosphere

enhances learning

The atmosphere of the students is

one of the most important and most

influential because it enhances a

student’s learning. So that means, the

physical classroom condition must

always be good.

4. Emotion has the power to increase

retention and learning

Teachers must bring out the student’s

emotion into the classroom and

recognize the power of emotion to

increase retention.

5. Good teaching goes beyond recall

of

information.

Teaching should reach the levels of

application, analysis, synthesis and

evaluation.

6. Learning is meaningful when it is Some students, school is the best

40

connected to students’ everyday

life

part of their day because for them it’s

a way to escape their life at home. As

teachers, it’s important to understand

that there is so much more to

students. So teachers must always

be available to their students.

7. An integrated teaching approach is

far more effective than teaching

isolated bits of information.

My AnalysisAre these principles in accordance with brain-based teaching

and learning?

Yes, because it involves students in real-life or authentic

problem solving, the using of projects to increase meaning and

motivation, simulations and role plays as meaning makers and

classroom strategies using visual processing.

My ReflectionsWhat is the best method of teaching? Is there such a thing?

41

There is no such thing as best teaching method. The best

method is the one that works, the one that yields results. Being a

reflective teacher and striving for excellence in teaching means

considering each aspect of your teaching approach to ensure that you

are doing your best to facilitate student learning.

My PortfolioIllustrate your reflection on the best method of

teaching creatively on this page.

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Episode 5ON TEACHING

APPROACHES AND METHOD

Episode 5ON TEACHING APPROACHES AND METHODName of the FS Student: Geniva TimbangCooperating School: Vergonville Elementary SchoolResource Teacher: Mrs. Marlyn Barrozo

My TargetIn this Episode, I must be able to determine the teaching approach or

method used by the Resource Teacher

My Performance (How will I Be Rated)

FIELD STUDY Episode 5- On Teaching Approaches and MethodsFocused on: Determining the teaching approach or method used by the

43

Resource TeacherTasks Exemplary

4Superior

3Satisfactory

2Unsatisfactory

1Observation/Documentation:


4


3


2




4




3




2





4


3


2


1

My Portfolio Portfolio is complete, clear, well- organized and all supporting documentation are located in sections

Portfolio is complete, clear, well-organized and most supporting documentation are



44

clearly designated

4

available and/or in logical and clearly marked location

3

2 1


4

On the deadline

3


2


1Sub Totals



My MapI will observe at least 3 Resource Teachers, analyze and reflect

on my observations.

To realize my Target, I will follow the following steps:

45


46

Step 1. Review “Different Approaches and Methods in Principles of Teaching 1,” 2007 by Corpuz, B. and G. Salandanan, pp. 69-100Step 2: Observe 2 Resource TeachersStep 3. Accomplish Observation SheetStep 4. Analyze my observations.Step 5. Reflect on my observations

Name of the Resource Teacher Observed: Mrs. Marlyn Barrozo

School Address: Vergonville Elementary School Date: February 06, 2015

Grade/ Year Level: Grade 2 Subject Area: Filipino

Approach /MethodDescription of Teaching Behavior that

Proves Use of the Teaching Approach/Method (What did my

Resource Teacher do as she used this approach/method)

1. Deductive Method The teacher used this method by showing

her lesson by posting her lesson in front

using manila paper or cartolina

2. Inductive Method The teacher give an example. Since the

subject is Filipino, it’s easier for the

students to understand the instructions.

Example, the teacher will give a sentence

and she will give the answer as well so

that the students can understand.

3. Demonstration Method Mrs. Marlyn used this method as she

gives an example to the students.

4. Problem solving She used this method by letting the

students really think of the right answer.

The teacher will call a student as a part of

their recitation.

47

5. Discovery Method The teacher gives a situation and the

students should be able to

6. Problem solving Method Just like the answer in number 4, but this

is a step by step method. That is the only

difference.

7. Project Method Project method is that, you will give your

students a project. The purpose of the

project is to give clue to the students what

topic are they going to discuss next

meeting

8. Constructivist approach Constructivist approach is learning

experience so the teacher asks the

students to give an example sentence.

9. Metacognitive approach Metacognitive is all about thinking about

thinking. The teacher asks the students to

make an example sentence right? So the

teacher will ask some other student to

check their classmates work.

10. Integrative approach

My Analysis

1. Which approaches/methods will be grouped together?

Why?

Answer:

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For me, problem solving, dicovery and problem solving method

should be grouped as one because in own understanding, I think the

method has the same approach. What I mean is discovery method is

just like problem solving method because when you solve a problem,

you discover things.

2. Which approaches/methods are more interactive? Less attractive?

Answer:The most interactive approach is demontration method because

they can have fun while learning. The less interactive for me is project

method simply because the child will do the task alone. There’s no

interaction with other students except if it’s a group project.

3. When should the direct method be used?

Answer:Direct method should be used when you know that your

students are good enough to understand the lesson without introducing

it and just go directly to the lesson itself.

4. When should the indirect method be used?

Answer:It depends on the subject matter. If youre teaching in a science

or a mathematics class, you should use indirect method because in a

science class and you have an experiment you should be able to

demonstrate fisrt what they are going to do before proceding to the

lesson proper. And if youre teaching mathematics, you have togive an

example first on how to solve the problem.

5. Which approaches/methods promote “learning to live together”?

Answer:

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The methods/approaches that promotes “learning to live

together” are discovery and demonstration method because these two

methods includes social interaction between the students.

My ReflectionsIf I decide on my teaching approach/method, I will

consider (Continue the sentence. Begin writing now)

If I decide on my teaching approach/method, I will consider

demonstration method since I’ll be teaching special kids in the future.

Demonstration method because studetnts will have an idea on how to

do certain things such as tying their shoe lace or whatsoever.

Demonstration method will makes it easier for them to learn a thing

My Portfolio1. By means of a graphic organizer show the characteristics of a

constructivist and a metacognitive approach.

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2. Do serious reserch and complete this Table on Methods. The first is done for you.

Method Advantage/s When to use

51

COSNTRUCTIVISTAPPROACHMETACOGNITIVEAPPROACH

1. Deductive Method Direct teaching so I can

accomplish more within the

given period of time.

Time is limited; subject

matter is very difficult;

learners don’t know much

about the lesson; teacher

is not yet skilled in

facilitating skills.

2. Inductive Method Indirect teaching so that

the students can clearly

understand the lesson.

Time is not that much

limited; subject matter is

not so difficult; learners

have a clue what was the

lesson for the day were

all about; teacher has

experience/skills in

facilitating learning

3. Demonstration

Method

Indirect teaching so that

the students will have an

idea of the lesson they are

going to tackle.

Time is not so limited;

subject matter is a bit

hard; learners will know

how to do it; teacher is

capable of demonstrating

it to the class clearly

4. Problem Solving Indirect teaching that

allows the teacher to give

problem to solve ny the

students

Need a long period

subject; the subject

matter is complicated like

matematics; teacher

master the lesson very

well

5. Discovery Method Indirect teaching so that

my class will enjoy my

subject.

Time is a bit limited;

subject is not that hard;

learners will have a better

understanding if the

52

teacher gives an

example.

6. Problem solving

method

Indirect method so that my

students will develop their

problem solving skills.

Need a long period of

time; it is used mostly in

mathematics;

7. Project Method Indirect method so

because the teacher will

give them project based on

the topic

Time is limited; learners

will know how to be

creative

8. Constructivist

Method

Indirect method in which

the teacher will call some

students to recite or give

examples

Time is limited; learners

have experience; the

teacher should know how

to manage her/his class

9. Metacognitive

Approach

Indirect method so that i

can distinguish who are the

critical learners

Time is not limited;

learners are critical

thinkers; the teacher

should know how

10. Integrative

Approach

53

Episode 6ON LESSON DEVELOPMENT


54


Name of the FS Student: Geniva TimbangCooperating School: Vergonville Elementary SchoolResource Teacher: Mrs. Marlyn Barrozo

My TargetIn this Episode, I must be able to trace how my Resource Teacher

develops her/his lesson.

My Performance (How will I Be Rated)FIELD STUDY Episode 6 – On Lesson DevelopmentFocused on: How my Resource Teacher develops his/her lesson.

Tasks Exemplary4

Superior3

Satisfactory2

Unsatisfactory1



4


3


2




4




3




2




statements are profound and clear, supported by

Reflection statements are clear, but not clearly supported by

Reflection statements are shallow; supported by experiences

Reflection statements are unclear and shallow and are not

55

experiences from the episode.

4

experiences from the episode

3

from the episode

2

supported by experiences from the episode.

1


4


3


2


1Submission Before

deadline

4

On the deadline

3


2


1Sub Totals



My Map

56

I will observe at least 2 Resource Teachers, analyze and reflect on my observations.

To realize my Target, I will follow the following steps:

My Tools

57

OBSERVATION SHEET

Name of the Resource Teacher Observed: Mrs. Marlyn Barrozo

School Address: Vergonville Elementary School Date: February 06, 2015

Grade/ Year Level: Grade 2 Subject Area: Filipino1. Describe how the teacher began his/her lesson. Why do you think

she/he do that?

Answer:The teacher began by recalling her past lesson and she

connected it to her lesson for that day. It’s important to connect the

past lesson from the previous lesson so that the students will know

what is the significance and relevance of their lesson every time.

2. What activity/ies did the Resource Teacher ask the learners to do after

she/he introduced the lesson? Why do you think she/he did that?

Answer: She asked her students to give an example based o their lesson

for the day.

3. How did she/he end his lesson? Why do you think she/he did that?

Answer: She ended her lesson by asking the students what is the lesson

for today again. She also asked the students if there’s something they

didn’t understand in the lesson. I think she did that t test if her students

mastered their lesson and also to retain what they have been

discussed for that day.

4. Did you notice an assessment of learning in the process of teaching? If

yes, how was it done?

Answer:She told her students to answer some activity o their books

based on the lesson

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5. Did you observe if Resource Teacher checked learning at the end of

her lesson?

Answer:Yes. She always asks like “Did you understand?” or “Did you

get it class”

6. Checklist – Of the following, which did you observe? Please check if

you observe the item.

Teaching Behavior Check here!1. Connecting lesson to past lesson

2. Introducing the lesson for the day.

3. Sharing the lesson objective for the day.4. Motivating the students

5. Students doing learning activity

6. Teacher giving lecturette.

7. Teacher checking for understanding.

8. Teacher/students summarizing

My Analysis1. How should a lesson begin and end?

Answer:For me it’s better to start a lesson with something students can

really enjoy. Example, start your motivation like singing a song related

59

to the topic, and before your lesson is about to end give them acitivities

such as games, tasks, etc.

2. Did you observe any part of the lesso development to have been out of

place? Explan your answer.Answer:

NothinG

My Reflections“Tell them what you want to tell them; tell them, tell

them what you told them.”

Relate this statement to lesson development.

This statement simply means that teach them what they need to

know, not you wanted to teach.

My Portfolio1. Re-construct your Resource Teacher’s lesson. Your lesson plan must

have the parts of a lesson plan. A lesson plan outline may do, provide

all the parts of a lesson are covered.

60Episode 7EFFECTIVE QUESTIONING

Episode 7EFFECTIVE QUESTIONING AND REACTING TECHNIQUESName of the FS Student: Geniva TimbangCooperating School: Vergonville Elementary SchoolResource Teacher: Mrs. Marlyn Barrozo

61

Episode 7EFFECTIVE QUESTIONING

My TargetIn this Episode, I expect myself to be able to determine my Resource

Teacher’s questioning and reacting techniques and identify those that

promote interaction.

My Performance (How will I Be Rated)FIELD STUDY Episode 7- Effective questioning and ReactingFocused on: Questioning and reacting techniques

Tasks Exemplary4

Superior3

Satisfactory2

Unsatisfactory1



4


3


2




4




3




2







Reflection statements are unclear and shallow and are not supported by experiences from the

62

4 3 2episode.

1


4


3


2


1


4

On the deadline

3


2


1Sub Totals



63

My MapI shall observe three (3) Resource Teacher’s questioning and

reacting techniques based on my past lesson on “Effective Questioning and

Reacting Teachniques”.

To realize my target, I will do the following:

1. Reflect on my observations.

64

1. Review “Effective Questioning and Reacting Teachniques” on pp. 161-171 of Principles of Teaching 1, 2007 by Corpuz, B. and G. Salandanan.STEPS

My Tools

Score the Resource Teacher every timeshe/he demonstrate any

of the following questioning behaviors. Sample is shown in item # 1.

OBSERVATION SHEET

Name of the Resource Teacher Observed: Dawn Grace De Asis



Questioning Behavior Tally of Use Frequency

1. Varying types of questions e.g. IIII 4

2. Asking non-directed questions II 2

3. Calling non-volunteers IIIII 5

4. Rephrasing III 3

5. Sequencinng logically II 2

6. Requiring abstract thinking I 1

7. Asking open-ended questions IIII 4

8. Allowing students wait time III 3

9. Invovling as many as possible IIIII 5

My Tools

65

OBSERVATION SHEET

Name of the Resource Teacher Observed: Dawn Grace De Asis



Write samples of questions asked under each type.

Type of Question Sample Questions Asked

1. Convergent Question What is the first day of the week?

A. Friday

B. Monday

C. Saturday

2. Divergent Question How many months are there in a year?

3. Low-level Question What is the color of an apple?

4. High-level Question Why do we go to school everyday?

Reacting Teachniques

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Score the Resource Teacher every time she/he makes use of anyof

the techniques.

Reacting Behavior Tally of Use Frequency1. Providing acceptance feedback IIIII 5

2. Providing corrective feedback IIIII 5

3. Giving appropriate praise IIIII 5

4. Repeating the answer IIIII 5

5. Explaining the answer IIIII 5

6. Rephrasing the question II 2

7. Asking follow up questions IIIII 5

8. Redirecting questions to other pupils

IIIII 5

9. Soliciting student questions III 3

10. Encouraging through non-verbal behavior

IIIII 5

11. Criticizing responding students for his /her answer

I 1

12. Scolding for misbehavior or not listening

IIIII 5

13. Overusing expresions such as “Okay”, “Right”, etc.?

IIIII 5

My Analysis

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1. Which questioning and reacting techniques encourage teacher-student

interaction? Which ones did not?

Answer:

2. What did Neil Postman mean when he said: “Children go to school as

question marks and leave school as periods”? Does this have

something to do with a teacher’s questioning and reacting techniques?

Answer:Yes, it means that children have this their question in mind like

“What am I going to learn to school today?”. And after school, their

questionns in mind have already answered.

My Reflections

What do I resolve to do and NOT to do in my questioning and

reacting techniques so as to encourage teacher-student interaction?

The teacher should resolve a question when he student’s can

answer it, the teacher can give a clue for that the students can think

about the correct answer.

My PortfolioI promote higher-order-thinking skills (HOSTS) and interaction for

learning by the kind of question that I ask.

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Here are learning objectives. Formulate at least two examples of questions that promote divergent thinking and HOTS.

Elementary (For the BEED Student)

1. At the end of the lesson, the pupil is able to identify the functions of the organs of the digestive system.

Secondary (For the BSEd Student)

1. After having been presented the pros and cons of teaching reproductive health in schools, the student must be able to take a stand on the controversial issue and give reasons for such stand.

Write your two divergent questions here!

1. Elementary

What are the different parts of the body? What are the five senses?

2. Secondary ● What are the seven continents?

● Who are the siblings of Jose Rizal?

I promote class interaction by my favorable remarks. Here are 5

examples of expressions I must use (products of my research) to inspire my

students to be involved in class interaction.

1. e.g. “You’re on the right track!”2. Great job!3. You did well today!4. Excellent!5. Give yoursleves a round of applause!

The ContributorsJenevie Butacan

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“A creative teacher is not limited to his/her textbooks, but rather has a clear understanding the learner’s level of grasp & undertanding, and thus provide mere avenues of growth learning by maximazing and maintaining the stimuli affeting the learning skills.”

Namerah Basmala“Education is not the learning of facts, but the training of the mind to think”.

- Albert Einstein

Geniva Timbang“Teaching is not just a profession it’s a passion”. Means as teacher we must love what we are doing. If we will teach just for sake of saying it’s our job we won’t be an effective teacher. We must teach by heart not just by book.

SHANNON JOYCE BARCELO

“Teach what is right to the eyes of the people and most of all to the eyes of God”.

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