fs2 Episode3 130115072344 Phpapp01
fs2 Episode3 130115072344 Phpapp01
fs2 Episode3 130115072344 Phpapp01
Name
of
Student______________________________________________________________
Course_______________________________________
_____________________
Year
&
FS
Section
Resource
Teacher
______________Date______________
1______________________
Signature
Resource
Teacher
______________Date______________
2______________________
Signature
Resource
Teacher
Date______________
3______________________Signature______________
Cooperating
School_______________________________________________________________
My Target
In this Episode, I must be able to:
Observe 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.
My Analysis
Analysis
questions were
answered
completely; in
depth answers;
thoroughly
grounded
on
theories
3
Analysis
questions were
answered
completely
2
Analysis
questions
were
not
answered
completely
Clear
connection
with theories
1
Analysis questions
were not answered.
Grammar
and
spelling
Vaguely related unsatisfactory
to the theories
-Exemplary
grammar and Grammar
spelling.
spelling
superior.
4
3
Grammar
and spelling
are acceptable
and
1
2
Tasks
My reflection
Exemplary
4
Superior
3
Satisfactory
2
Unsatisfactory
1
Reflection
statements are
profound and
clear,
supported by
experiences
from
the
episode.
Reflection
statements are
clear but not
clearly
supported by
experiences
from
the
episode.
Reflection
Reflection
statements
are statements
are
shallow;
unclear
and
supported
by shallow and are not
experiences from supported
by
the episode.
experiences
from
the episode.
4
Portfolio
is
complete,
clear,
wellorganized and
all supporting
documentation
are located in
sections
clearly
designated.
3
Portfolio
is
complete,
clear,
wellorganized and
most
supporting
documentation
are
available
and/or logical
and
clearly
marked
locations.
2
My portfolio
1
Portfolio
is Portfolio has many
incomplete;
lacking
supporting
components;
is
documentation is unorganized
and
organized but is unclear.
lacking.
2
1
Submission
4
Before
deadline.
3
On
deadline.
Subtotals
Rating based on
transmutation:
Overall Score
______________________________
_________________
Date
Signature
of
FS
Teacher
above
printed
name
Score
20
18-19
17
16
15
14
Grade
1.0
1.25
1.5
1.75
2.00
2.25
Rating
99
96
93
90
87
84
Score
12-13
11
10
8-9
7- below
Grade
2.50
2.75
3.00
3.5
5.00
RatinG
81
78
75
72 and
below
My Map
I will observe the three different lessons executed cognitive, skill and
affective lessons. (cognitive Sibika; Skill Math; Affective
Literature/Edukasyong Pagpapahalaga)
To hit my Target, I will work my way through these steps:
My Tools
OBSERVATION SHEET
Name of the Resource Teachers Observed: Mrs. Sonieta Caballero,
Jocelyn Moreno___
School Address:
January 28, 2015_____
Gina Laranjo,
Date:
Subject Area:
3. Did the lesson end with facts? Or did these facts lead to understanding of
concepts? Prove your answers.
The facts mentioned in the lesson lead to understanding of concepts
because the students relate those facts on their experiences and they also
shares their insights about those facts,
3. Which are proofs that the Resource Teacher promoted convergent thinking?
The teacher will ask everyone to cooperate and listen to the story they
will discussed. Whenever there are students who are not active, she calls
their attention so that those students can cope up with everyone. My
cooperating teacher always makes sure that all of her students are listening
and no one is left behind.
There are also times that she is giving group activities to give every
student a chance to share their ideas to their classmate so that they will have
excellent ideas to be share to other groups.
4. If there was problem solving in the lesson, were the pupils taught to solve
the problem using algorithm or heuristic strategy?
There was no problem solving in the lesson.
5. What are the proofs that the students were encouraged to do critical
thinking?
The teachers asked the students some HOTS questions that were
related to the story and by doing this the students were encouraged to do
critical thinking.
2. Was the value taught alone or was it integrated with a cognitive or skill
lesson?
The value taught was integrated with a cognitive lesson, through
knowing and understanding the story the students learned those values.
My Analysis
A. For the Cognitive Lesson
How did my Resource
meaningfully and interestingly?
Teacher
teach
the
cognitive
content
My Reflections
1. Someone said: There are dull teachers, dull textbooks, dull films, but no
dull subjects. Do you agree? Write youre your reflections here.
Maybe there are dull teachers but there are no dull textbooks,
films and subjects. The interest of the students to a textbooks, films
or subjects will always matter on how the teacher will impart it to
them. No matter how interesting the subject is but when the teacher
is dull, everything will be also dull to students. But when the teacher
delivers her/his lesson clearly, properly and interesting those dull
subject, films or textbook will become interesting to every students.
It will depend on the teacher on how she/he will motivate or
inspire her students to make her/his class alive and fruitful. She/he
can use various teaching method so that she/he can achieved her
goals in teaching her students.
2. How should you organize subject matter (be of cognitive skill or value
lesson) so that 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/s. Paste it here! an outline of the lesson development
will do.
My Lesson Plan
I. MGA LAYUNIN (Objective)
Sa katapusan ng aralin, ang mga mag-aaral ay inaasahang;
1. Nakikilala ang mga teorya ng pinagmulan ng wika gayon din ang mga
Teoryang pangwika
2. Natutukoy ang pagkakaiba-iba ng wika batay sa antas nito
3. Napag-uugnay ang pinagmulan ng wika sa tunay na kahulugan at gamit
nito
4. Nakapagbibigay ng sariling halimbawa sa bawat antas ng wika
II. NILALAMAN( content)
A. Teorya ng Wika
B. Antas ng Wika
III. NG INTEGRASYON AT ORGANISASYON PAGKATUTO ( ADIDAS)
A.GAWAIN (Activity)
Gamit ang pantomina ipapakita ang sinauna at modernong pamumuhay sa
lipunan na nakapokus sa kulturang Pilipino
Hal: pangangaso, binyag, pagtatanim, pagsamba
B. TALAKAYAN ( Discussion)
Tukuyin ang teoryang ginamit sa pagtatanghal at suriin ang antas ng wikang
ginamit
C. INPUT
Pagtukoy at pagkilala sa iba pang teoryang pangwika
D.PAGPAPALALIM (Deepening)
Sa tulong ng guro, ipapaliwanag ng mga mag-aaral ang ugnayan ng
pinagmulan ng wika sa tunay na kahulugan at gamit nito
E. PAGLALAPAT (Application)
Pagbibigay halimbawa ng sikat na pick-up lines na nakatuon sa antas ng wika
(balbal)
F. PAGLALAGOM (Synthesis)
Gamit ang Ven diagram, tukuyin ang pagkakaiba-iba at pagkakatulad ng teorya
ng wika
IV.PAGTATAYA (Synthesis)
Pagbibigay ng guro ng mga salitang igugrupo ng mga mag-aaral batay sa antas
na kinabibilangan nito.