Bicol University

COLLEGE OF INDUSTRIAL TECHNOLOGY

Experiential Learning Office
East Campus, Legazpi City

The
FS 2 – EXPERIENCING THE TEACHING-LEARNING teacher used different strategies and
PROCESS
Episode 1 - Principles of Teaching methodologies that will enable the students to
participate well during recitation and activities.
Dayro, Marife M. The teacher makes it sure that the topic she
Name of FS Student__________________________________________________________________________
BSIE-Drafting Technology
Course _________________________________________________ Year &was
discussed Section 4A
________________________
understood by the students.
Ms. Maravilla, Susan
Resource Teacher ________________________________ Signature _______________Date ________________
Homapon High School
Cooperating School ____________________________________________________________________________
[

The teacher asks for the student's prior

My Target knowledge/idea about the topic. And after that,
the teacher gives the main definition. She
While I observe three different classes, I started
will be to
able to identify
teach applications
the class gradually offrom
the
principles of learning in the teaching-learning process.
specific to general and/or simple to complex
My Tools form.

As I observe a class, I will use the observation sheet for a more focused observation.
The teacher gave a lot of homework/projects
OBSERVATION with corresponding deadlines which makes the
SHEET
students feel the pressure. These stress,
Ms. Maravilla
sacrifices Mrs.
andAsagra Mr. Asagra
difficulties __________________
of the students
Name of the Resource Teacher Observed: _________________ __________________
Homapon, legazpi City shaped them into responsible and attentive
School Address: _______________________________________ Date: __________________________________
Grade 10 learners.
Year Level: ___________________________________________ Filipino, Math, Physics
Subject Area: ____________________________

The teacher
Teaching gives of
Behavior time
thefor the learners to
Teacher/Learning
Principles of Learning discover something
Behavior on their
of the Learner asown, make
a proof of them
the
feel and understand
Application that this of
of the principles is Learning.
a student-
centered and their ideas and knowledge is the
Sample
most significant resource of their learning.
1. Learning is an experience which occurs inside 1. Teacher lets the learners do the learning
the learner and is activated by the learner. activity. e.g. – Student writes letter A instead
ofThe
teacher writing
teacher for them
should be able to show the love
2. Learning is the discovery of the personal 2.and care that the students need for them to
meaning and relevance of ideas. Teacher that
gavetheyanareactivity wherein every
realized all special. Favoritism
individual
should contributes
avert and
because it’s notshares
a goodtheir own
influence
perspective about the certain topic.
to the learners. Their emotions are one of the
factors that affect their learning, so I should
always be in its good condition.
3. Learning is a consequence of experience. 3.
The teacher asks her students to share their
struggles in life, what they have learned from it
and how it helps them for today's living.

The teacher should be able to use different

4. Learning is a cooperative and collaborative 4.
methods and approaches for his/her diverse
process.
students. They should consider the student's
individual differences and facilitates them
Page 1 of 28
towards better learning.
5. Learning is an evolution process. 5.

6. Learning is sometimes a painful process. 6.

7. One of the richest resources for the learning 7.

is the learner itself.

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

as intellectual.

9. The process of problem solving and learning 9.

are highly unique and individual.

MY ANALYSIS

What is the impact of the Resource teacher’s observance of these principles on the teaching-
learning process and on the learners?
___________________________________________________________________________________________________
The learning of the students will become more meaningful. Observance of these principles
___________________________________________________________________________________________________
on the teaching-learning process makes the students understand that learning is not just about
___________________________________________________________________________________________________
sitting, writing and listening, instead, learning takes everything. That it undergo different
processes, challenges and experiences along the way of learning. By these principlesPage of learning,
2 of 28
teacher will be able to efficiently impart and facilitates learning with the use of it as a guide.
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
_______________________________________________________________________________________________

Which learning principles was applied?

___________________________________________________________________________________________________
The learning principles that were applied was; Learning is an experience which occurs
___________________________________________________________________________________________________
inside the learner and is activated by the learner, learning is the discovery of the personal
___________________________________________________________________________________________________
meaning and relevance of ideas, Learning is a consequence of experience and learning is an
___________________________________________________________________________________________________
evolution process.
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________

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

___________________________________________________________________________________________________
The learning Principle that applied least are the; Learning is a cooperative and collaborative
___________________________________________________________________________________________________
process, Learning is sometimes a painful process and the process of learning is emotional as well
___________________________________________________________________________________________________
as intellectual.
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
_______________________________________________________________________________________________

Do you agree with these principles of learning? Or have you discovered that they are not always
correct?
___________________________________________________________________________________________________
Yes, I agree with these principles of learning. It is the useful tool that needs to be
___________________________________________________________________________________________________
observed by all teachers in order for them to help the students acquire knowledge that are
___________________________________________________________________________________________________
suitable for their age level and comprehension. It will be a good-for-nothing principle if the
___________________________________________________________________________________________________
teacher doesn’t even apply those principles even she/he knows all about it. Indeed, all of these
___________________________________________________________________________________________________
principles are correct and valuable.
___________________________________________________________________________________________________
_______________________________________________________________________________________________

MY REFLECTIONS

My reflections on my observations of my Resource Teacher’s observance of these principles: Did

my Resource Teachers adhere to these principles?
Yes. My resource teacher adheres to these principles of teaching-learning. She is efficient
___________________________________________________________________________________________________
and makes the learning process active and student-centered. She's not just imparting/teaching
___________________________________________________________________________________________________
the students, she also asks for the student’s ideas, cooperation and participation. Adhering to
___________________________________________________________________________________________________
these principles allows the students to learn well and have a meaningful learning experience
___________________________________________________________________________________________________
throughout the day.
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________

Lessons I have learned from my observations on the classroom application of the principles of
learning.
___________________________________________________________________________________________________
___________________________________________________________________________________________________
The lesson I have learned from my observations regarding the classroom application of the
___________________________________________________________________________________________________
principle of learning is that, everyone has their own ideas, understanding and opinion that are
___________________________________________________________________________________________________
meant to be shared and voiced out. The teacher will be the one to transform this written principle
___________________________________________________________________________________________________
of learning into an effective and meaningful process of learning and should always keep in mind
___________________________________________________________________________________________________
these principles so that the lesson and learning process of the students will flow smoothly and
___________________________________________________________________________________________________
attain the everyday's lesson objective.
___________________________________________________________________________________________________

Page 3 of 28
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
_______________________________________________________________________________________________

MY PORTFOLIO
Principles of Learning in My Own Words

1. Learning is an adventure.

2.Learning is an investment that would probably bring literacy.

3.Learning starts within you.

4.
Learning can be acquired after experiencing something

5.
Learning can be improved through time.

6.
Some Learning of new things comes from painful experience.

7.
Emotion and Intelligence must work hand-and-hand for learning.

8.
Learning is a continuous process.
9.
Learning is the most significant and relevant activity of man

FS 2 – EXPERIENCING THE TEACHING-LEARNING PROCESS

Episode 2 - Lesson Objectives as my Guiding Star

Dayro, Marife M.
Name of FS Student__________________________________________________________________________
BSIE-Drafting Technology 4A
Course _________________________________________________ Year & Section ________________________
Ms. Maravilla, Susan
Resource Teacher 1 _____________________________ Signature _______________Date _________________
Resource Teacher 2 _____________________________ Signature _______________Date ________________
Homapon High School
Cooperating School ___________________________________________________________________________

My Target

Page 4 of 28
In this episode, I must be able to:
 Deduce the lesson objectives 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 Tools

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

OBSERVATION SHEET

Name of the Resource Teachers Observed:Ms. Maravilla

_________________ __________________ __________________
Homapon, legazpi City
School Address: _______________________________________ Date: __________________________________
Grade 10
Year Level: ___________________________________________ Filipino
Subject Area: ____________________________

Guiding Principles in Determining and Teaching Behavior/s which Prove/s

Formulating Learning Objectives Observance of the Guiding Principles
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.

After stating the objective, the teacher told the
students that it must be able to attained and
achieved for the period of time.
3. Lesson objectives must be in the 2 or 3 3.
The resource teacher provides objectives with 2
domains – cognitive, skill and affective or
domains wherein it should anchored to their
cognitive and affective or skill and affective.
everyday life. By this way, students are not just
acquiring new information rather; they ought to
have a concern about something.

4. Work on significant and relevant lesson 4.The resource teacher assures that the most
objectives. significant and relevant to the lesson objective will
not be omitted, that the important information must
be clearly delivered to the class.

5. Lesson objectives must lead to the 5.The resource teacher does not only supply ideas
rather, she provides activities and seatwork that
development of critical and creative thinking.
helps them develops and balanced their critical and
creative thinking skills.

After observing your Resource Teacher teach, write down what you think was/were her lesson
objective.
___________________________________________________________________________________________________
Base on my observation, I think her lesson objective was:
___________________________________________________________________________________________________
- To be able to discuss the essence of the topic
___________________________________________________________________________________________________
- To determine the different types of "Talumpati"
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
_______________________________________________________________________________________________

Page 5 of 28
Ask permission from your Resource Teacher for you to copy her lesson objectives for the day’s
lesson. Copy it here then compare it with your answer in # 2. Are they the same? Different?
___________________________________________________________________________________________________
Layunin:
___________________________________________________________________________________________________
-nasasabi ang kahulugan ng Talumpati.
___________________________________________________________________________________________________
-naiisa-isa ang mga dahilan kung bakit dapat pag-aralan ang talumpati
___________________________________________________________________________________________________
-naipapaliwanag ang iba't ibang uri ng Talumpati
___________________________________________________________________________________________________
___________________________________________________________________________________________________
It is not exactly the same as what in the written objective, but the thoughts are somewhat related.
_______________________________________________________________________________________________

MY ANALYSIS

If answer in #3 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?
___________________________________________________________________________________________________
I don’t have any conclusion since as I have observed the written lesson objective have
___________________________________________________________________________________________________
been exactly demonstrated according to what is its content. The lesson objective serves as the
___________________________________________________________________________________________________
Guiding Star because it really helps the teacher to make their lesson SMART and has a sense of
___________________________________________________________________________________________________
direction.
___________________________________________________________________________________________________
___________________________________________________________________________________________________
_______________________________________________________________________________________________

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 to write down the resource teacher's lesson objective because everything is
___________________________________________________________________________________________________
fine. She then firstly mentions what will be the flow of their activity/lesson for the day.
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
_______________________________________________________________________________________________

Did you find the lesson objective SMART? Why or why not?
___________________________________________________________________________________________________
Yes, I find the lesson objective SMART. The teacher is efficient wherein she has able to
___________________________________________________________________________________________________
teach what is supposed to be teach and follows what is in the content of her written lesson
___________________________________________________________________________________________________
objective.
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
_______________________________________________________________________________________________

Was the lesson objective in the cognitive or psychomotor or affective domain? Or was it in the
two or three domain? Support your answer.
___________________________________________________________________________________________________
The lesson objective is in cognitive domain wherein it focuses on the definition and its part of
___________________________________________________________________________________________________
the topic. It is also affective domain because it connects to the student’s life experiences.
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
_______________________________________________________________________________________________MY

MY REFLECTIONS

Page 6 of 28
 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?

Lesson objective is truly the guiding star in the development of the lesson. It is the guide to the
___________________________________________________________________________________________________
___________________________________________________________________________________________________
teachers for them to evaluate and determine if their teaching is effective. Lesson objectives act as
___________________________________________________________________________________________________
a pattern for which it should be attain so that we can say that the lesson that have been taught is
___________________________________________________________________________________________________
well organized and effective.
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
_______________________________________________________________________________________________

You can never give up and never quit because if you really think about
it, there are multitude of other people who are relying on you to excel
and succeed in achieving your goals and objectives.
-www.seachquotes.com

“Your goals are the road maps that guide you and show you what is
possible for your life.”
- Les Brown

“Our goals can only be reached through a vehicle of plan, in which we

must fervently believe, and upon which we must vigorously act. There is
no other route to success.
– Stephen A. Brennan

Choosing goals that are important to you is one of the most essential
things you can do in order to live your dreams.
- Brown Les
MY PORTFOLIO

When we motivated by goals that have deep meaning; by dreams that

need completion,
My researched by pure
quotations that love
statethat
theneeds expressing,
significance thenand
of goals weobjectives
truly live
life. (Don’t forget to state your source.)
-Greg Anderson

The function of education is to teach one to think intensively and to

think critically. Intelligence plus Character – That is the goal of
Education
-Martin Luther king, Jr.

A goal without a plan is just a Wish.

Page 7 of 28
FS 2 – EXPERIENCING THE TEACHING-LEARNING PROCESS
Episode 3 - Organizing Content for Meaningful Learning

Dayro, Marife M.
Name of FS Student___________________________________________________________________________
BSIE-Drafting Technology 4A
Course _________________________________________________ Year & Section ________________________
Resource Teacher 1 Ms. Maravilla, Susan
_____________________________ Signature _______________Date _________________
Mrs. Asagra, Diosa Marie
Resource Teacher 2 _____________________________ Signature _______________Date _________________
Cooperating School _____________________________________________________________________________
Homapon High School

My Target

In this episode, I must be able to:

 Observe the teaching of a dominantly cognitive or skill or affective lesson.
 Trace the development of a cognitive, skill and affective lesson.

My Tools

OBSERVATION SHEET
Ms. Maravilla Mrs. Asagra
Homapon, legazpi City Page 8 of 28
Grade 10 Filipino and Math
Name of the Resource Teachers Observed: _________________ __________________ __________________
School Address: _______________________________________ Date: _________________________________
Year Level: ___________________________________________ Subject Area: ___________________________

For the Cognitive Lesson

What is the lesson about?
___________________________________________________________________________________________________
The lesson is all about ''Talumpati'', Uri nag talumpati at kahalagahan ng pag-aaral ng
___________________________________________________________________________________________________
talumpati.
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
_______________________________________________________________________________________________

What are examples of facts mentioned in the lesson?

___________________________________________________________________________________________________
As I have observed some of the student doesn’t have an idea of the topic through which it
___________________________________________________________________________________________________
leads to a contribution of new facts. Ms. Susan teach and property explained o them the
___________________________________________________________________________________________________
distinctions of hose terms. One of the examples is the differences between extemporaneous
___________________________________________________________________________________________________
speaking and impromptu the teacher address these confusing words and give some examples
___________________________________________________________________________________________________
and famous names of these people whose know for being a good and effective speaker so as the
___________________________________________________________________________________________________
students will property comprehend.
_______________________________________________________________________________________________

Did the lesson end with facts? Or did these facts lead to understanding of concepts? Prove your
answer.
___________________________________________________________________________________________________
The lesson ended to understanding of the concepts. Students only knows the meaning of
___________________________________________________________________________________________________
the topic, but not familiar of its kind, but when the resources teacher gradually categorize and
___________________________________________________________________________________________________
specified these, the student become more knowledgeable and actively participate the topic
___________________________________________________________________________________________________
because also the teachers way that she always give an example for every major terms.
___________________________________________________________________________________________________
___________________________________________________________________________________________________
_______________________________________________________________________________________________

Cite instance/instances when students were encouraged to ask questions, to talk about and reflect
on what they learned.
___________________________________________________________________________________________________
During the discussion, the teacher assures that no one must be left behind. She know that not
___________________________________________________________________________________________________
all the student easily comprehend what she is talking about, but then she make it active by
___________________________________________________________________________________________________
encouraging/calling their names and tell what ever his/her idea about it. And by this way, the
___________________________________________________________________________________________________
students don’t feel afraid and still confident to say what is in their mind because of the teacher is
___________________________________________________________________________________________________
listening sincerely.
___________________________________________________________________________________________________
_______________________________________________________________________________________________

For the Skill Lesson

What was the skill lesson about? Which skills was/were target? Manipulative skill or thinking skill?
___________________________________________________________________________________________________
After she discussed everything, the resource teacher let the student group themselves
___________________________________________________________________________________________________
through which it is an activity that will test their recall and comprehension. Even the discussion is
___________________________________________________________________________________________________
more on cognitive and values and less on the skill lesson, it is then applied because of the
___________________________________________________________________________________________________
teachers conducted activity where the students/groups must answer the questions in 3min. and
___________________________________________________________________________________________________
immediately raise it for them to have a points. So, the skill that was target is the thinking skill.
___________________________________________________________________________________________________
_______________________________________________________________________________________________

Write evidence of the teacher’s encouragement of divergent thinking by the students.

Since divergent thinking includes fluent thinking, flexible thinking, original thinking and
___________________________________________________________________________________________________
elaborative thinking, the teacher’s way of encouragement to this different thinking is that she
entertains different opinions, ideas and answer of the students and she never considers
Page 9 ofan28
opinion/point of view as wrong answer.
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
_______________________________________________________________________________________________

Which are proofs that the Resource Teacher promoted convergent thinking?
___________________________________________________________________________________________________
The resource teacher raised questions which has something to do with what she
___________________________________________________________________________________________________
means/intends for the student to understand. She moves towards one point to achieve uniformity
___________________________________________________________________________________________________
of the ideas relevant to the topic. By this way, the students were able to connect the dots and
___________________________________________________________________________________________________
develop/end up on a best thought and answer to the teacher's question.
___________________________________________________________________________________________________
___________________________________________________________________________________________________
_______________________________________________________________________________________________

If there was problem solving in the lesson, were the students taught to solve the problem using
algorithm or heuristic strategy?
___________________________________________________________________________________________________
The students were able to teach by using both of this strategy. These two are essential to
___________________________________________________________________________________________________
which it makes the problem solving become easier to solve. By knowing this strategy, student may
___________________________________________________________________________________________________
solve problems in their own way whether by the use of algorithm which pertains to a step by step
___________________________________________________________________________________________________
instruction or by using heuristics which is sometimes done when there is no algorithm and
___________________________________________________________________________________________________
pertaining to the general problem solving strategy for a solution.
___________________________________________________________________________________________________
___________________________________________________________________________________________________

What are proofs that the students were encouraged to do critical thinking?
___________________________________________________________________________________________________
Critical thinking comes in varied forms which are the verbal reasoning argument analysis,
___________________________________________________________________________________________________
hypothesis testing and decision making. And the proof that the students were encouraged to do
___________________________________________________________________________________________________
this is that the teacher trains the student thinks critically and let them stand and say their own
___________________________________________________________________________________________________
perspective about the subject matter.
___________________________________________________________________________________________________
___________________________________________________________________________________________________
_______________________________________________________________________________________________

Value/Affective Lesson

What was the value lesson about?

___________________________________________________________________________________________________
The value lesson is about on how does “speaking" is essential in the students life and how
___________________________________________________________________________________________________
does it help them in everyday life. It is more on student’s reflection that come up because of some
___________________________________________________________________________________________________
questions that needs to relate to their real life situation.
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
_______________________________________________________________________________________________

Was the value taught alone or was it integrated with a cognitive or skill lesson?
___________________________________________________________________________________________________
The value cannot be taught alone but rather, it can taught and also be caught values
___________________________________________________________________________________________________
integrated with a cognitive or skill lesson, they work hand-and-hand wherein every facts and
___________________________________________________________________________________________________
concepts given by the teacher, there must be a value lesson right away so that the students will
___________________________________________________________________________________________________
not only have a big head but also a big heart.
___________________________________________________________________________________________________

Page 10 of 28
___________________________________________________________________________________________________
_______________________________________________________________________________________________

How was the value lesson developed?

___________________________________________________________________________________________________
The value lesson developed through the discussion. The teacher asks the students, what is
___________________________________________________________________________________________________
meant by "Speaking"? And why do I need to study this? By these question, the students are able
___________________________________________________________________________________________________
to use the affective and behavioral dimension unintentionally which leads to a value lesson.
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
_______________________________________________________________________________________________

MY ANALYSIS

For the Cognitive Lesson

How did my Resource Teacher teach the cognitive content meaningfully and interesting?
___________________________________________________________________________________________________
She applied the principle of teaching and methods and strategies which made the lesson
___________________________________________________________________________________________________
interesting and meaningful. My resource teacher is passionately teach the student with the goal
___________________________________________________________________________________________________
that she must hit what the concern of cognitive component which are the facts, concepts,
___________________________________________________________________________________________________
principles, hypothesis, theories and laws.
___________________________________________________________________________________________________
___________________________________________________________________________________________________
_______________________________________________________________________________________________

For the Skill Lesson

How was the skill taught meaningfully and interestingly?

___________________________________________________________________________________________________
My resource teacher taught the skill lesson by means of asking questions that will practice
___________________________________________________________________________________________________
their thinking and manipulative skills. She make it meaningful and interesting by also providing
___________________________________________________________________________________________________
activity games that makes them more active and keep their thinking skill consistently work and
___________________________________________________________________________________________________
manage.
___________________________________________________________________________________________________
___________________________________________________________________________________________________
_______________________________________________________________________________________________

For the Affective Lesson

Is it possible to teach a value lesson without any cognitive basis at all? Explain your answer.
___________________________________________________________________________________________________
Yes, it is possible to teach a value lesson without any cognitive basis. But, it will only focus on
___________________________________________________________________________________________________
values without proper integration of cognitive faculties. What could possibly be the true essence of
___________________________________________________________________________________________________
learning? It is always a requirement to properly integrate value lessons with cognitive basis
___________________________________________________________________________________________________
because proper knowledge regarding value lessons would help learning become effective. The
___________________________________________________________________________________________________
cognitive and value lesson should be taught in balance so as to prevent the intellectual giants but
___________________________________________________________________________________________________
emotional dwarfs.
_______________________________________________________________________________________________

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

___________________________________________________________________________________________________
For me, Yes, I agree with these because once a student is equipped with proper knowledge
___________________________________________________________________________________________________
and adequate information, the learner will be able to adjust to different environment through the
___________________________________________________________________________________________________
use of proper knowledge and also by means of value education the learner would be able to know
___________________________________________________________________________________________________
how and what to do during instances where in a skill must be show cased especially when
___________________________________________________________________________________________________
applying for job. The value education which was earned through the years of learning will be
applied. So, through value education, we are able to stand where we are now.
Page 11 of 28
___________________________________________________________________________________________________
___________________________________________________________________________________________________

MY REFLECTIONS

Someone once said: “There are dull teachers, dull textbooks, dull films but no dull subjects”. Do
you agree? Write down your reflections here!
___________________________________________________________________________________________________
Yes, I absolutely agree with these. There’s no dull subjects because all subjects are
___________________________________________________________________________________________________
significant and interesting it only the teacher, textbook or films that makes the subjects looks like
___________________________________________________________________________________________________
boring. The learning condition of the learner may depend on how the teacher teach them and as I
___________________________________________________________________________________________________
have said, all subjects are interesting it only a matter of motivations and teacher’s way on how to
___________________________________________________________________________________________________
make the lesson flows actively and effectively.
___________________________________________________________________________________________________
___________________________________________________________________________________________________
LESSON PLAN IN MATH

How should you organize subject matter (be it cognitive, skill or value lesson) so that your
I. Objectives
teaching will always be fresh and interesting?
A. Multiply fractions with whole numbers
___________________________________________________________________________________________________
The whole discussion must be filled with cognitive approach, followed by skill approach in
B. Solve word problems involving multiplication of fractions and whole numbers
___________________________________________________________________________________________________
which the students would know how to apply it in their likes and lastly, let the students share the
C. Extend help to those in need
___________________________________________________________________________________________________
value lesson or importance of the subject matter to them. As much as possible, I will not make it
___________________________________________________________________________________________________
too formal because it may intimidate and make the discussion passive. It should be a teacher and
II. Subject Matter
___________________________________________________________________________________________________
learner interaction through which the learner will probably participate and will not hesitate to raise
A. Multiplication of fractions with whole numbers
___________________________________________________________________________________________________
their hand and tell/share their ideas.
___________________________________________________________________________________________________
B. BEC PELC II.I.3 – 3.1 ; Enjoying Mathematics Workbook p. 88; Soaring 21st Century Mathematics pp 85­88
C. pictures, chart, chalkboard, flashcard
D. Helpfulness/Charity
MY PORTFOLIO
III. Procedure
Research on/or come up with a lesson plan (cognitive or skill) that integrates a value or
A. Preparatory Activities
values. Paste it here. (You may want to refer to “Integrating Values with Subject Matter”, in
1. Review (Mini­Game)
Principles of Teaching 2, 2006 by Corpuz B., G. Salandan and D. Rigor, pp. 91-92.) An outline of
Give the products of the following:
the lesson development will do.
a. 1/2 x 1/3   b. 3/4 x 1/5   c. 6/8 x 2/3   d. 3/4 x 1/6   e. 5/6 x 1/3

2. Motivation
My Lesson Plan
Ask: Have you watch the news about typhoon Yolanda that hit our country just a week ago? How do you feel upon seeing the areas and 
people affected?
Show pictures of the aftermath of typhoon Yolanda.
Present images of people helping in relief operations.
Ask: What can we do to help the typhoon victims?

B. Developmental Activities
1. Presentation
Present the following problem:
 15 pupils of Grade VI­ Aquino plans to donate relief goods to help those who were affected by typhoon Yolanda. 2/5 of these pupils will
donate noodles while the rest will give canned goods. How many pupils will donate noodles? How many will give canned goods?
Discuss the problem using guide questions (STAR Strategy)
 Search the Problem: What is asked in the problem? What are the given facts? What operations should be used?
 Translate the Problem: What is the mathematical sentence/equation?
 Answer the Problem: What is the answer/solution to the problem?
 Review the Solution: Does the answer make sense? Does it answer the problem? Explain the solution using block model and/or 
algorithm.

3. Generalization
How do we multiply fractions with a whole number?

C. Application (Group Activity) Page 12 of 28
Each group must have each member solve a problem:
a. There are 45 volunteers in relief operations. If 7/9 of them are boys, how many volunteers are boys?
b. Shelly has an allowance of P50. She gave 2/5 of it as hercontribution to typhoon victims. How much was Shelly’scontribution?
c. Youth for Christ donated 28 boxes of used clothing. 3/7 of these are men’s clothes while the rest are women’s clothes. How many 
FS 2 – EXPERIENCING THE TEACHING-LEARNING PROCESS
Episode 4 - Guiding Principles in the Selection and Use of Teaching Strategies
Dayro, Marife M.
Name of FS Student__________________________________________________________________________
BSIE-Drafting Technology 4A
Course _________________________________________________ Year & Section _________________________
Mrs. Asagra, Diosa Marie
Resource Teacher 1 _____________________________ Signature _______________Date _________________
Resource Teacher 2 _____________________________ Signature _______________Date _________________
Homapon High School
Cooperating School _____________________________________________________________________________

My Target
The teacher always assures that all of the students will
In this episode, I must be able to:
actively participate in the classroom activity and let the
 Write evidence of the application of some guiding
"learning by principles in the
doing" dominate theselection andWhenever
whole class. use of
teaching strategies. there are inquiries from the students regarding the
discussion, the teacher answers the students with all the
My Tools necessary information.
OBSERVATION SHEET
The teacher useMs. teaching
Maravillamethodology like visual aids,
Name of the Resource Teachers Observed:Mrs.Asagra
_________________ __________________
illustrations and __________________
other visual representation which enable
Homapon,
School Address: legazpi City
_______________________________________ Date:understand
__________________________________
the students better the flow of the discussion
Grade 7
Year Level: ___________________________________________
and the Subject Area:
importance Math, Filipino
of____________________________
the lesson.

Guiding Principles in the Selection and Teaching Behavior of the Resource Teacher
Use of Strategies that Applies the Principle
Learning is an active process. The teacher establish a healthy class atmosphere were
the students doesn’t feel that they are alone and where
in there is the allowance for mistakes. My resource
teacher also provides a conductive classroom filled with
good ambiance that makes the learning more interesting
and competitive.

The more senses that are involved, the more The teacher add an emotional touch to learning wherein
when she feels that her students are feeling a little
Page
bored or sleepy, she tends to injects some 13 of
funny 28
stories
or jokes which are related to the subject matter to
awaken her students.
and the better the learning.

A non-threatening atmosphere enhances

learning.

Emotion has the power to increase retention

and learning.

Good teaching goes beyond of The teacher has prior knowledge regarding the topic
recall
information. she's going to discuss. She has knowledge from her
previous encounter with the topic. In order to discuss
the lesson well, she incorporates her knowledge way
back when she was still a student and then she
introduces her topic very well with additional information
prior to the lesson.
Learning is meaningful when it is connected to
students’ everyday life. The teacher always makes it to the point that she will be
able to relate the lessons to the lives of the student to
make the topic more meaningful to the students.

An integrated teaching approach is far more The teacher provide an integrated teaching approach in
effective than teaching isolated bits of which the learning and knowledge acquired by the
information. students are continuous and improving, the learning of
the students will be inculcated in their minds as well as
their learning and knowledge broadens gradually.

MY ANALYSIS

Are these principles in accordance with brain-based teaching and learning?

___________________________________________________________________________________________________
Not all those principles are in accordance with brain-based teaching and learning. These
___________________________________________________________________________________________________
principles are also in accordance with the emotional development of the students in learning.
___________________________________________________________________________________________________
These principles involving brain-based teaching and emotional teaching can be beneficial to the
___________________________________________________________________________________________________
students because their cognitive and affective faculties are being involved. They are likely to learn
___________________________________________________________________________________________________
many things including the negative and positive situations which they have encountered and as
___________________________________________________________________________________________________
they continue with the journey of life, they learn some vital details in life that can possibly help
___________________________________________________________________________________________________
them learn and acquire the ability to handle things and use their own learning to some decisions in
___________________________________________________________________________________________________
___________________________________________________________________________________________________
life.
Page 14 of 28
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
________________________________________________________________________________________________

MY REFLECTIONS

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

___________________________________________________________________________________________________
No, I don't think that there is a best method of teaching because the method that should be
___________________________________________________________________________________________________
used varies from the group of students that you are teaching. In choosing the proper method that
___________________________________________________________________________________________________
should be used, the teacher must consider the individual differences of the students and their
___________________________________________________________________________________________________
learning capabilities. A method that should be used must be effective to all the students and it
___________________________________________________________________________________________________
should be able to enhance their listening ability and performance in class.
___________________________________________________________________________________________________
___________________________________________________________________________________________________

MY PORTFOLIO

Illustrate your reflection on the best method of teaching creatively on this page.

Page 15 of 28
FS 2 – EXPERIENCING THE TEACHING-LEARNING PROCESS
Episode 5 - On Teaching Approaches and Methods

Dayro, Marife M.
Name of FS Student___________________________________________________________________________
BSIE-Drafting Technology 4A
Course _________________________________________________ Year & Section _________________________
Mr. Asagra, Charles
Resource Teacher 1 _____________________________ Signature _______________Date _________________
Resource Teacher 2 _____________________________ Signature _______________Date _________________
Homapon High School
Cooperating School _____________________________________________________________________________

My Target

In this episode, I must be able to determine the teaching approach or method used by the
Resource Teacher.

My Tools

OBSERVATION SHEET

Name of the Resource Teachers Observed:Mr. Asagra

_________________ __________________ __________________
Homapon, legazpi City
School Address: _______________________________________ Date: __________________________________
Grade 10 The teacher gives
Year Level: ___________________________________________ Subject Physics
the generalization at the beginning of the
Area: ____________________________
lesson. Introduce / reduce its different parts and after which
she let the student gives an idea and example.
Description of Teaching Behavior that Proves Use of
the Teaching Approach/Method (What did my
Approach/Method
Resource Teacher do as she used this
approach/method?)
By the facilitating skill of the teacher, he let the learners
formulate the generalization or rule. He gives some
Deductive method examples which the student was able to examine/analyze
and sum it up why it arrives to the certain answer.

The resource teacher properly demonstrates what

Inductive method should/will need to do. He then firstly imparts the do's and
don’ts before starting the proper activity to prevent some
possible accidents.

Page 16 of 28
Demonstration method

The resource teacher let the students find partners for the
problem solving activity. He gives answer sheet for every
partner and give time to find the solution to the problem, he
guide them and visit every partner to take a look about their
solving matters and try to assist them giving hints and
asking if why they arrived to that answer.

Problem solving method

The students are allowed by the teacher to discover
something on their own through the use of the learning aids
and materials such as books, almanacs, encyclopedias
and internet so that they would be able to answer and
expand their ideas about the certain topic.

Discovery method

The teacher gave a task where the students are required to

present their learned concept of principles in a concrete
form. Students will be able to apply their creativity and
develops their ability to present and come up with their own
output.

Project method

The teacher gives time for the students to connect their

prior knowledge to the present learning activity by means
of reflecting and evaluating. By this way, the students are
able to construct new ideas base on their past experiences.

Constructivist approach

The teacher allows the students to think aloud. He let the

student share/describe what is going on in their mind and
what is their point of view about the certain topic.

Metacognitive approach
The teacher uses previous knowledge which are related to
the topic he discussing and integrate new set of
information.
Page 17 of 28
 Integrative approach

MY ANALYSIS

I will answer the following questions.

Which approaches/methods will be grouped together? Why?

-Problem solving and discovery method because this will help the students develop their critical
and analytical thinking skills.

-Metacognitive approach and integrative approach.

Which approaches/methods are more interactive? Less interactive?

Indirect method and integrative approach are more interactive because it involves the
students in ensuring questions in which the teacher asks of them. The students may also have
questions or inquires to the teacher using this approach/method. Demonstrative method is less
interactive.

When should the direct method be used?

Direct method should be used when the lesson or discussion requires the appropriate
knowledge/adequate and sufficient knowledge of the teacher especially when it includes lots of
facts. It can also be used to maximize the time and avoid waste stage of time.

When should the indirect method be used?

Indirect method is used when the teacher raised a question to everybody and that
question has something to do with what the teacher wanted the students to know. It is used when
the teacher wanted his/her students to be able to answer initiatively to the question.

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

For me, it is Project Method wherein it requires the student to be grouped and work
together. It can also be Problem Solving Method wherein the students must also worked together
to find the answer.

Page 18 of 28
MY REFLECTIONS
Integrative Approach
If I decide on my teaching approach/method, I will consider _____________________________________-
(Continue the sentence. Begin writing NOW!)

because it uses problem solving and questioning to the process of

acquiring knowledge and skills. Learning through an integrated studies
approach is enhanced when students are actively engaged in meaningful
and relative topics. Learners construct and produce knowledge by solving
problems, conducting inquiry, engaging in reflection and building a
repertoire of effective strategies. An integrated study helps students to
become lifelong learners and allows efficient coverage and delivery of
curriculum in terms of expertise, resources and time. It helps the students
gain knowledge that has something to do with past lesson/relevant to the
past lessons/discussion that was discussed already. It brings together past
knowledge that helps presents discussion to become meaningful and
purposeful. It provides greater knowledge that can be obtained by
observing the proper way of presenting this approach. This can also help in
providing a meaningful context for learning.

My Portfolio

Page 19 of 28
 By means of a graphic organizer show the characteristics of a constructivist and a metacognitive
approach.

Lesson Encourag
s are e
activit New learners
y- learning to Explore
Center depends predict learner’s
ed on current the prior
understan outcome knowled
Learning ding ge
Analyze
is Constructivist effective Metacognitive
facilitate Approach strategies Approach
by social
interactio
n Learners
construct
Monitor
understandi
the
Learning ng
Select learning
through strategie process
problem s to carry
solving out
research

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

Method Advantage/s When to use

Deductive Direct teaching so I can Time is limited; subject matter is very
accomplish more within a given difficult; learners don’t know much about
period of time. the lesson; teacher is not yet skilled in
facilitating skills.
Inductive Method Learning becomes more interesting atUse in developing perceptual and
the outset and it helps to theobservational skills and also in data
development of learner’s higher orderGathering.
thinking skills.
Discovery Method Supports an active engagement of theUse during problem solving exercises and
learner in the learning process, fosters educational programs. Also in terms of
curiosity, enables the development of answering controversial and tricky questions,
lifelong learning skills and highlyasking people what they think, and generally
motivational. discussing things.
Demonstration Method It’s serves as model laboratoryWhen there is enough time. when getting the
Instruction. It also permits the teachingstudents to “learn by doing” and when
theory along w/ practice. teacher shows how to operate and
manipulate an equipment.
Problem Solving Method Students are actively involved. Use alsoIn formulating solutions and developing skills
to develop the HOTS. in employing the science processes.
Project Method It demands a work from the pupils. Use also
It helps in developing social norms & when the students require presenting in
social values among the learners. It isconcrete form the learning concept or
also learning by doing. principle.

FS 2 – EXPERIENCING THE TEACHING-LEARNING PROCESS

Page 20 of 28
Episode 6 - On Lesson Development
Dayro, Marife M.
Name of FS Student__________________________________________________________________________
BSIE-Drafting Technology 4A
Course _________________________________________________ Year & Section ________________________
Ms. Maravilla, Susan
Resource Teacher 1 _____________________________ Signature _______________Date ________________
Mrs. Asagra, Diosa Marie
Resource Teacher 2 _____________________________ Signature _______________Date ________________
Homapon High School
Cooperating School ____________________________________________________________________________

My Target

In this episode, I must be able to trace how my Resource Teacher develops her/his lesson.

My Tools

OBSERVATION SHEET

Name of the Resource Teachers Observed:Ms. Maravilla

_________________ Mrs. Asagra
__________________ __________________
Homapon, legazpi City
School Address: _______________________________________ Date: __________________________________
Grade 10 and Grade 7
Year Level: ___________________________________________ Filipino
Subject Area: , Math
____________________________

Describe how the teacher begins her/his lesson. Why do you think did she/he do that?
___________________________________________________________________________________________________
The teacher began her lesson through the recapitulation of the previous topic she
___________________________________________________________________________________________________
discussed and after that she continues with the introduction/defining the new topic to be
___________________________________________________________________________________________________
discussed.
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________

What activity/es did the Resource Teacher ask the learners to do after he/she introduced the
lesson? Why do you think he/she did such?
___________________________________________________________________________________________________
After she introduced the lesson, she give a group activity where attest their assimilation
___________________________________________________________________________________________________
and comprehension of the topic.
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________

How did she end his/her lesson? Why do you think she/he did that?
___________________________________________________________________________________________________
She ended the lesson by asking some students what they have learned on what she
___________________________________________________________________________________________________
discussed and if they fully understand the topic. I think she does these so that if there are things
___________________________________________________________________________________________________
___________________________________________________________________________________________________
that students don’t understand, then she can repeat it again and give the summary of the topic.
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________

Did you notice an assessment of learning in the process of teaching? If yes, how was it done?
___________________________________________________________________________________________________
No, it was given orally.
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________

Page 21 of 28
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________

Did you observe if Resource Teacher checked learning at the end of her lesson?
___________________________________________________________________________________________________
Yes, it was done through reflections and inquires of the students. Of course the teacher
___________________________________________________________________________________________________
entertained the questions of the student and she discussed the significance of the lesson to their
___________________________________________________________________________________________________
lives of being a student. The teacher also checked whether the students were able to digest
___________________________________________________________________________________________________
everything she has discussed.
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________

Checklist – Of the following, which did you observed? Please check if you observed the item.

Teaching Behavior Check here

Connecting lesson to past lesson

Introducing the lesson for the day

Sharing the lesson objective for the day 

Motivating the students 
Students doing learning activity

Teacher giving lecturette

Teacher checking for understanding

Teacher/students summarizing


MY ANALYSIS

How should a lesson begin and end?

___________________________________________________________________________________________________
The lesson should begin by starting the lesson objectives of the teacher for that day so that
___________________________________________________________________________________________________
he/she will be sure that what she aims to be accomplished that day will be achieved and of course
___________________________________________________________________________________________________
for the benefit of the students to learn. On the other hand a lesson should end by
___________________________________________________________________________________________________
inquires/questions from students in order to clarify what they have in their minds and basically for
___________________________________________________________________________________________________
deeper and broad understanding of the discussion.
___________________________________________________________________________________________________
___________________________________________________________________________________________________

Did you observe any part of the lesson development to have been out of place? Explain your
answer. No, the teacher was on the right track and did not discuss any topic which was out of the
___________________________________________________________________________________________________
box. She cracks a joke but then it part of her technique to make the learners active and prevent
___________________________________________________________________________________________________
the strike of boredom she then check from time-to-time if the students are still all-ears and
___________________________________________________________________________________________________
comprehend/understand what she is discussing.
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
Page 22 of 28
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 is related to the lesson development because a teacher should

share or state first his/her objective for the day or for the given time. The teacher as the
main source of information in LESSON PLAN
the classroom or given the factual information in the
MATH GRADE 7
classroom should impart knowledge to29,the
(September students willingly and should share
2015)

important information that is relevant to the topic. As a teacher (future teacher), we

I. OBJECTIVES
Atshould
the end of the
also knowlesson,
how tothe students
share, whatare expected
to share and to:
why do we need to share because in
1. Identify the Exponent and Base
the end, what matters is the meaning and purpose of the lesson to the child's life and
2. Participate actively in the class discussion
3.how
Expand
can expression
it be used with exponents.
in everyday live. As the lesson develops, it must not ends on
sharing/telling what should need to impart, rather inculcating what you told to them will
II. SUBJECT MATTER
A.have
Topic: Law of Exponents
a significant and be useful someday or in other words it is about on making them
B. Materials: Visual Aids
understand the reason behind why you are telling it to them. And eventually, what the
C. Reference: Teaching Guide
D.teacher
Skills: shared
Expanding expressions
to his/her withwill
students exponents
serve as a useful tool to prepare them for their
future.
III. PROCEDURE
A. Introduction

In the term X , what is the base? exponent?

How do you define base and exponent?

B. Lesson Proper

Exponent – the number which indicates how many times a certain number is used as a
factor.
Base – the repeated factor in a power.

Therefore in x , x is the base and 4 is the exponent.

Let us try to expand the following expressions:

1. 5 = 5.5 2.  = .. 3. X = x.x.x.x.x
MY PORTFOLIO
IV. EVALUATION
Reconstruct your Resource Teacher’s lesson plan. Your lesson plan must have the parts of a lesson
Activity:
plan. A lesson plan outline may do, provided all the parts of a lesson are covered.
Expand the following algebraic expressions.
1. 19b 6. 15abc
2. xyz 7. 45c y
3.  b 8. 16x y
4. –abc 9. 32xy
5. 25 ab 10. -50a b
Page 23 of 28
V. ASSIGNMENT
Expand the following expression.
1. 7x 2. -15xy 3. 12a 4. 8y 5. 28x y
 4
4

2 3 5

2
2 2 2 2
3
2

2 2 2 5

FS 2 – EXPERIENCING THE TEACHING-LEARNING PROCESS

Episode 7 - Effective Questioning and Reacting Techniques
Dayro, Marife M.
Name of FS Student___________________________________________________________________________
BSIE-Drafting Technology 4A
Course _________________________________________________ Year & Section _________________________
Ms. Maravilla, Susan
Resource Teacher 1 _____________________________ Signature _______________Date _________________
Resource Teacher 2 _____________________________ Signature _______________Date _________________
Homapon High School
Cooperating School _____________________________________________________________________________

My Target

Page 24 of 28
 In this episode, I expect myself to be able to determine my Resource Teacher’s questioning
and reacting techniques and identify them that promote interaction.

My Tools

Score the Resource Teacher every time he/she demonstrates any of the following
questioning behavior. Sample is shown in item # 1.

Questioning behavior Tally of Use Frequency

Varying types of questions e.g. IIII 5
Asking non-directed questions IIII-III 8
Calling on non-volunteers IIII-I 6
Rephrasing IIII 5
Sequencing logically IIII-I 6
Requiring abstract thinking III
3
Asking open ended questions IIII-II
7
Allowing sufficient wait time IIII
4
Involving as many as possible IIII
5

OBSERVATION SHEET

Name of the Resource Teachers Observed:Ms. Maravilla

_________________ __________________ __________________
Homapon, legazpi City
School Address: _______________________________________ Date: __________________________________
Grade 7
Year Level: ___________________________________________ Filipino
Subject Area: ____________________________

Write samples of questions asked under each type.

Type of Questions Sample of Questions Asked
Convergent Question How does “effective speaking” encourage the
listeners?
Divergent Question What predictions can you make regarding the
speaking of those people that are not prepared??
IIII-II 7
Low-Level Question Do you know what is extemporaneous speaking?
III 3
High-Level Question What are the differences b/w extemporaneous
speakingIIII-IIII-I
and impromptu? 11

IIII-I 6

IIII-IIII-III 13
OBSERVATION SHEET
IIII 5
Name of the Resource Teachers Observed:Ms. Maravilla
_________________ __________________ __________________
Homapon, legazpi City
School Address: _______________________________________ Date: 3
III________________________________
Grade 7
Year Level: ___________________________________________ Filipino
Subject Area: __________________________
IIII-II 7

Reacting Techniques IIII-IIII 9

Score the Resource Teacher every time he/she makes use of any of the techniques;

Reacting Behavior Tally of Use Frequency

Providing acceptance feedback
Page 25 of 28

II 2
 Providing Corrective feedback

Giving appropriate praise

Repeating the answer

Explaining the answer

Rephrasing the question

Asking follow up questions

Redirecting questions to other students

Soliciting student questions

Encouraging through non-verbal behavior

Criticizing responding student for his/her

answer
Scolding for misbehavior or not listening

Over using expressions such as “Okay”,

“Right”, etc.?

MY ANALYSIS

Which questioning and reacting techniques encouraged teacher-student interactions? Which ones
did not?
___________________________________________________________________________________________________
For me, all of these reacting techniques encouraged teacher-student interactions except the
___________________________________________________________________________________________________
scolding for misbehavior of not listening wherein it deduces the interest/focus of the students to learned
___________________________________________________________________________________________________
and pay attention to the lesson. Moreover these reacting techniques may work if the learners are
___________________________________________________________________________________________________
actively participating and if the teacher keeps these interactions.
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________

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?
___________________________________________________________________________________________________
Base on my own understanding about this, all children have their own curiosity that triggers
___________________________________________________________________________________________________
them to listen, ask and learn new things that lead them to leave the school as a period. Some
___________________________________________________________________________________________________
child knows nothing, sometimes has no ideas and has their own questions in life when they are
___________________________________________________________________________________________________
going in school but, as they engaged to the learning and discovery process accompanied by the
___________________________________________________________________________________________________
teacher-student collaboration/interaction, the students are able to learned in consonance to what
___________________________________________________________________________________________________
is their questions on a certain topic. It has something to do with the teacher’s questioning and
___________________________________________________________________________________________________
reacting techniques in shaping the child’s developing knowledge.

MY REFLECTIONS

Page 26 of 28
 What do I resolve to do and NOT do in my questioning and reacting techniques so as to
encourage teacher-student interaction?

I should make my questioning and reacting techniques in a way that my students will
probably make them think and share their ideas to the class. I should not make my questioning
intimidates my students. It will just cause a passive environment for the students. My questioning
should flow not so formal and it should looks like I encouraging all of them to impart their ideas
even they are not yet familiar to the topic. In reacting technique, I should react not so obvious and
not so subtler, it should be exact. My hand gesture, body gesture, the way I talked and the way I
response/ask question to my students must be able to reflect as an effective and professional
teachers in and out of the classroom.

MY PORTFOLIO

I promote higher-order-thinking skills (HOTS) and interactions for learning by the kind of
questions that I ask.
Here are learning objectives. Formulate at least two examples of questions that promote
divergent thinking and HOTS.

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!

___________________________________________________________________________________________________
___________________________________________________________________________________________________
What is your stand on the controversial issue regarding reproductive health? Do you classify it
___________________________________________________________________________________________________
as advantageous or disadvantageous? Why?
___________________________________________________________________________________________________
___________________________________________________________________________________________________
What do you think is the main reason why the government implemented reproductive health?
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________

I promote class interactions by my favorable remarks. Here are 5 examples of expressions

I must use (produce of my research) to inspire my students to be involved in class interactions.

Page 27 of 28
e.g. “You are in the right track!”
"Very Good! That's a great idea"
_________________________________________
"Wow! What a brilliant deduction!"
_________________________________________
"That's correct! Keep it up!"
_________________________________________
''Wonderful guess! Very Good!''
_________________________________________

Page 28 of 28