FS2

Experiencing the Teaching-

Learning Process
FIELD
STUDY

Episode
PRINCIPLES OF LEARNING

Name of FS Student
Course Year & Section
Resource Teacher 1 Signature Date
Resource Teacher 2 Signature Date
Resource Teacher 3 Signature Date
Cooperating School

My Target
While 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 I Will Be Rated)

Field Study 2, Episode 1 – Principles of Learning

Focused on: Application of the principles of the learning in the teaching-learning
process

Tasks Exemplary Superior Satisfactory Unsatisfactory

4 3 2 1
All tasks were done All or nearly all Nearly all tasks were Fewer than half of
Observation/ with outstanding tasks were done with done with tasks were done; or
Documentation: quality; work high quality acceptable quality most objectives met
exceeds expectations but with poor quality

4 3 2 1
Analysis questions Analysis questions Analysis questions Analysis questions
My Analysis were answered were answered were not answered were not answered.
completely; in depth completely completely.
answers; thoroughly Grammar and
 grounded on Clear connection Vaguely related spelling
theories with theories to the theories unsatisfactory.

Exemplary grammar Grammar and Grammar and

and spelling. spelling are superior. spelling are
acceptable.
3 2 1
4

Reflection Reflection Reflection Reflection

statements are statements are clear, statements are statements are
My Reflection profound and clear, but not clearly shallow; supported unclear and shallow
supported by supported by by experiences from and are .not
experiences from the experiences from the the episode. supported by
episode. episode. experiences from the
episode.
4 3 2 1
Portfolio is Portfolio is Portfolio is Portfolio has many
complete, clear, complete, clear, incomplete; lacking components;
well-organized and well-organized and supporting is unorganized and
My Portfolio all supporting most supporting documentation is unclear.
documentation are documentation are organized but is
located in sections available and/or in lacking.
clearly designated. logical and clearly
marked locations.
4 3 2 1
Before deadline On the deadline A day after the Two days or
Submission deadline more after the
deadline
4 3 2
1

Sub Totals

Over-all Score Rating:

(Based on transmutation)

Signature of FS Teacher above Printed Name Date

 Transmutation of score to grade/rating

Score Grade Score Grade

20 - 1.0 - 99 12-13 - 2.50 - 81
18-19 - 1.25 - 96 11 - 2.75 - 78
17 - 1.5 - 93 10 - 3.00 - 75
16 - 1.75 - 90 8-9 - 3.5 - 72 and
15 - 2.00 - 87 7-below - 5.00 - below
14 - 2.25 - 84

My Map
I will observe at least 3 different classes. Pay close attention to what the
Resource Teacher does to teach and what the learners do to learn. To hit my
Target, I will work my way through these steps:

Step1. I will review the principles of learning on

pp. 21-25 of Principles of Teaching 1, 2007 by
Corpuz B. and G. Salandanan.

Step2. I will observe 3 different

Step3. I will identify evidence of applications of the principles of learning. (You are given a sample in # 1 principle.) I c

Step4. Guided by question/questions, I will reflect on my experience, write down my

My Tools
As I observe a class, I will use the Observation Sheet for a more
focused observation.
OBSERVATION SHEET
Name of the Resource Teacher Observed: School Address
Grade/Year Level: Date:
Subject Area:
 Principles of Learning Teaching Behavior of the Teacher
/Learning Behavior of the Learner as
Proof of the Application of the
Principles of Learning.
Sample
1. Learning is an experience which 1. Teacher lets the learners do he
occurs inside the learner and is activated learning activity. e.g. - Pupil writes
by the learner. letter A instead of Teacher writing for
them.
2. Learning is the discovery of the 2.
personal meaning and relevance of
ideas.

3. Learning is a consequence of 3.
experience.

4. Learning is a cooperative and 4.

collaborative process.

5. Learning is an evolutionary 5.
process.

6. Learning is sometimes a 6.
painful process.

7. One of the richest resources for 7.

the learning is the learner
himself.
8. The process of learning is 8.
emotional as well as
intellectual.

9. The process of problem solving 9.

and learning are highly unique and
individual.

My Analysis
1. What is the impact of the Resource Teacher’s observance of these
principles on the teaching-learning process and on the learners?

2. Which learning principle was applied most?

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

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

discovered that they are not always correct?
 My Reflections
My reflections on my observations of my Resource Teacher’s
observance of these principles. Did my Resource Teacher’s adhere to these
principles?

5. Lessons I have learned from my observation on the classroom application

of the principles of learning.

My Portfolio
Principles of Learning in My Own Words
 FS2
Experiencing the Teaching-
Learning Process
FIELD
STUDY

Episode
LESSON OBJECTIVES AS MY GUIDING STAR

Name of FS Student
Course Year & Section
Resource Teacher 1 Signature Date
Resource Teacher 2 Signature Date
Resource Teacher 3 Signature Date
Cooperating School

My Target
In 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 objective.

My Performance (How I Will Be Rated)

Field Study 2, Episode 1 – Principles of Learning
Focused on: Application of the principles of the learning in the teaching-learning
process

Tasks Exemplary Superior Satisfactory Unsatisfactory

4 3 2 1
All tasks were done All or nearly all Nearly all tasks were Fewer than half of
Observation/ with outstanding tasks were done with done with tasks were done; or
Documentation: quality; work high quality acceptable quality most objectives met
exceeds expectations but with poor quality

4 3 2 1
Analysis questions Analysis questions Analysis questions Analysis questions
My Analysis were answered were answered were not answered were not answered.
completely; in depth completely completely.
answers; thoroughly Grammar and
grounded on Clear connection Vaguely related spelling
theories with theories to the theories unsatisfactory.

Exemplary grammar Grammar and Grammar and

and spelling. spelling are superior. spelling are
acceptable.
3 2 1
4

Reflection Reflection Reflection Reflection

statements are statements are clear, statements are statements are
My Reflection profound and clear, but not clearly shallow; supported unclear and shallow
supported by supported by by experiences from and are .not
experiences from the experiences from the the episode. supported by
episode. episode. experiences from the
episode.
4 3 2 1
Portfolio is Portfolio is Portfolio is Portfolio has many
complete, clear, complete, clear, incomplete; lacking components;
well-organized and well-organized and supporting is unorganized and
My Portfolio all supporting most supporting documentation is unclear.
documentation are documentation are organized but is
located in sections available and/or in lacking.
clearly designated. logical and clearly
marked locations.
4 3 2 1
Before deadline On the deadline A day after the Two days or
Submission deadline more after the
deadline
 4 3 2 1

Sub Totals

Over-all Score Rating:

(Based on transmutation)

Signature of FS Teacher above Printed Name Date

Transmutation of score to grade/rating

Score Grade Score Grade

20 - 1.0 - 99 12-13 - 2.50 - 81
18-19 - 1.25 - 96 11 - 2.75 - 78
17 - 1.5 - 93 10 - 3.00 - 75
16 - 1.75 - 90 8-9 - 3.5 - 72 and
15 - 2.00 - 87 7-below - 5.00 - below
14 - 2.25 - 84

My Map
I 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:

Step1. Review the “Guiding Principles in Determining and

Formulating Learning Objectives” found in Principles of
Teaching 1, 2007 by Corpuz and G. Salandanan, pp. 29-38.

Step2. Observe a class with a learning partner. My focus

this time is on lesson or learning objectives.

Step3. Discuss my observations/answer to the questions

with my partner.

Step4. Write down my answers to the

 Step5. Reflect on my
observation.

My Tools
1. As I observe a class, I will use the Observation Sheet for a
more focused observation.
OBSERVATION SHEET
Name of the Resource Teacher Observed: School Address
Grade/Year Level: Date:
Subject Area:

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

and Formulating Learning Observance of the Guiding Principle
Objectives
1. Begin with end in mind. 1. e.g. The Resource Teacher began
her lesson by stating her objective.

2. Share lesson objective with 2.

students.

3. Lesson objectives must be in the 2 3.

or 3 domains – cognitive, skill and
affective or cognitive and affective or
skill and affective.

4. Work on significant and relevant 4.

lesson objectives.

5. Lesson objectives must lead to the 5.

development of critical and creative
thinking.
2. After observing your Resource Teacher teach, write down what you think
was/ were her lesson objective.

3. Ask permission from 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?

My Analysis
1. If answer in #3 above is different, what is your conclusion regarding
written lesson objective and actual lesson development? Are lesson
objectives in the lesson plan always followed? Do they really serve as
guiding star?

2. Why did you find it easy/difficult to write down the Resource Teacher’s
lesson objective for the day? Did she mention it at the beginning of her/his
lesson?

3. Did you find the lesson objective SMART? Why or why not?
4. Was the lesson objective in the cognitive or psychomotor or affective
domain? Or it was in the two or three domains? Support your answer.

My Reflections
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?

My Portfolio
My researched quotations that state the significance of goals and objectives
(Don’t forget to state your source)
 FS2
Experiencing the Teaching-
Learning Process
FIELD
STUDY

Episode
ORGANIZING CONTENT FOR
MEANINGFUL LEARNING
Name of FS Student
Course Year & Section
Resource Teacher 1 Signature Date
Resource Teacher 2 Signature Date
Resource Teacher 3 Signature Date
Cooperating School

My Target
In this Episode, I must be able to:
 observe the teaching of a dominantly cognitive or skill or affective
lesson (cognitive lesson-Sibika; Skill-Math; affective-Values Education).
 trace the development of a cognitive, skill and affective lesson.

My Performance (How I Will Be Rated)

Field Study 2, Episode 1 – Principles of Learning

Focused on: Application of the principles of the learning in the teaching-learning
process

Tasks Exemplary Superior Satisfactory Unsatisfactory

4 3 2 1
All tasks were done All or nearly all Nearly all tasks were Fewer than half of
Observation/ with outstanding tasks were done with done with tasks were done; or
Documentation: quality; work high quality acceptable quality most objectives met
exceeds expectations but with poor quality
 4 3 2 1
Analysis questions Analysis questions Analysis questions Analysis questions
My Analysis were answered were answered were not answered were not answered.
completely; in depth completely completely.
answers; thoroughly Grammar and
grounded on Clear connection Vaguely related spelling
theories with theories to the theories unsatisfactory.

Exemplary grammar Grammar and Grammar and

and spelling. spelling are superior. spelling are
acceptable.
3 2 1
4

Reflection Reflection Reflection Reflection

statements are statements are clear, statements are statements are
My Reflection profound and clear, but not clearly shallow; supported unclear and shallow
supported by supported by by experiences from and are .not
experiences from the experiences from the the episode. supported by
episode. episode. experiences from the
episode.
4 3 2 1
Portfolio is Portfolio is Portfolio is Portfolio has many
complete, clear, complete, clear, incomplete; lacking components;
well-organized and well-organized and supporting is unorganized and
My Portfolio all supporting most supporting documentation is unclear.
documentation are documentation are organized but is
located in sections available and/or in lacking.
clearly designated. logical and clearly
marked locations.
4 3 2 1
Before deadline On the deadline A day after the Two days or
Submission deadline more after the
deadline
4 3 2
1

Sub Totals

Over-all Score Rating:

(Based on transmutation)

Signature of FS Teacher above Printed Name Date

 Transmutation of score to grade/rating
Score Grade Score Grade
20 - 1.0 - 99 12-13 - 2.50 - 81
18-19 - 1.25 - 96 11 - 2.75 - 78
17 - 1.5 - 93 10 - 3.00 - 75
16 - 1.75 - 90 8-9 - 3.5 - 72 and
15 - 2.00 - 87 7-below - 5.00 - below
14 - 2.25 - 84

My Map
I will observe three different lessons executed – cognitive, skill and
affective lessons. (Cognitive-Sibika; Skill-Math; affective-
Literature/Edukasyong Pagpapahalaga)
To reach my Target, I will work my way through these steps:

Step1. Review Selection and Organization of Content

found in
Principles of Teaching 1 by Corpuz B. and G.
Salandanan, 2007,
pp. 43-51.
Step2. Observe one type of class - cognitive, skill,
affective - at a time.
Step3. Accomplish the Observation Sheet.
Step4. Answer the questions for analysis.
Step5. Reflect on what I have done and write down my
reflections.

My Tools
As I observe a class, I will use the Observation Sheet for a more
focused observation.
OBSERVATION SHEET
Name of the Resource Teacher Observed: School Address
Grade/Year Level: Date:
Subject Area:
A. For the Cognitive Lesson
1. What is the lesson about?

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

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

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

examining cause-effect relationships, relating ideas or concepts to one
another.

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

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

B. For the Skill Lesson

1. What was the lesson about? Which skills was/were target? Manipulate skill
or thinking skill?

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

the students.
3. Which are proofs that the Resource Teacher promoted convergent
thinking?

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

5. What are proof that the students were encouraged to do critical thinking?

C. Values/Affective Lessons
1. What was the value lesson about?

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

3. How was the value lesson developed?

 My Analysis
A. For the Cognitive 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?

C. For the Affective Lesson

1. Is it possible to teach a value lesson without any cognitive basis at all?

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

agree?

My Reflections
1. Someone once said: “There are dull teachers, dull textbooks, dull films but
no dull subjects”. Do you agree? Write down your reflections here!
2. How should you organize subject matter (be it cognitive skill or value
lesson) so that your teaching will always be fresh and interesting?

My Portfolio
Research on/or come up with a lesson plan (cognitive or skill) that
integrates a value or values. Paste it here! (You may want to refer to
“Integrating Values with 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
 FS2
Experiencing the Teaching-
Learning Process
FIELD
STUDY

Episode
GUIDING PRINCIPLES IN THE SELECTION
AND USE OF TEACHING STRATEGIES
Name of FS Student
Course Year & Section
Resource Teacher 1 Signature Date
Resource Teacher 2 Signature Date
Resource Teacher 3 Signature Date
Cooperating School

My Target
In this Episode, I must be able to:
  write evidence of the application of some guiding principles in the
selection and use of teaching strategies

My Performance (How I Will Be Rated)

Field Study 2, Episode 1 – Principles of Learning

Focused on: Application of the principles of the learning in the teaching-learning
process

Tasks Exemplary Superior Satisfactory Unsatisfactory

4 3 2 1
All tasks were done All or nearly all Nearly all tasks were Fewer than half of
Observation/ with outstanding tasks were done with done with tasks were done; or
Documentation: quality; work high quality acceptable quality most objectives met
exceeds expectations but with poor quality

4 3 2 1
Analysis questions Analysis questions Analysis questions Analysis questions
My Analysis were answered were answered were not answered were not answered.
completely; in depth completely completely.
answers; thoroughly Grammar and
grounded on Clear connection Vaguely related spelling
theories with theories to the theories unsatisfactory.

Exemplary grammar Grammar and Grammar and

and spelling. spelling are superior. spelling are
acceptable.
3 2 1
4

Reflection Reflection Reflection Reflection

statements are statements are clear, statements are statements are
My Reflection profound and clear, but not clearly shallow; supported unclear and shallow
supported by supported by by experiences from and are .not
experiences from the experiences from the the episode. supported by
episode. episode. experiences from the
episode.
4 3 2 1
Portfolio is Portfolio is Portfolio is Portfolio has many
complete, clear, complete, clear, incomplete; lacking components;
well-organized and well-organized and supporting is unorganized and
My Portfolio all supporting most supporting documentation is unclear.
documentation are documentation are organized but is
located in sections available and/or in lacking.
clearly designated. logical and clearly
 marked locations.
4 3 2 1
Before deadline On the deadline A day after the Two days or
Submission deadline more after the
deadline
4 3 2
1

Sub Totals

Over-all Score Rating:

(Based on transmutation)

Signature of FS Teacher above Printed Name Date

Transmutation of score to grade/rating

Score Grade Score Grade

20 - 1.0 - 99 12-13 - 2.50 - 81
18-19 - 1.25 - 96 11 - 2.75 - 78
17 - 1.5 - 93 10 - 3.00 - 75
16 - 1.75 - 90 8-9 - 3.5 - 72 and
15 - 2.00 - 87 7-below - 5.00 - below
14 - 2.25 - 84

My Map
I will observe at least 3 Resource Teachers, analyze and reflect on my
observations.
To reach my Target, I will follow the following steps:

Step1. Review Selection and Use of Teaching Strategies in

Principles of Teaching 1, 2007 by Copuz B. and
G. Salandanan, pp. 52-68
Step2. Observe at least 3 Resource Teachers.
Step3. Accomplish Observation Sheet.
Step4. Analyze my observation.
Step5. Reflect on my
observations.
 My Tools
OBSERVATION SHEET
Name of the Resource Teacher Observed: School Address
Grade/Year Level: Date:
Subject Area:

Guiding Principles in the Selection Teaching Behavior of the Resource

and Use of Strategies Teacher that Applies the Principle
1. Learning is an active process.

2. The more sense that are involved,

the more and the better the learning.

3. A non-threatening atmosphere
enhances learning.

4. Emotion has the power to increase

retention and learning.

5. Good teaching goes beyond

recall of information.
6. Learning is meaningful when it is
connected to student’s everyday life.

7. An integrated teaching approach is

far more effective than teaching
isolated bits of information.

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

My Reflections
What is the best method of teaching? Is there such a thing?
 My Portfolio
Illustrate your reflection on the best method of teaching creatively.

FS2
Experiencing the Teaching-
Learning Process
FIELD
STUDY

Episode
ON TEACHING APPROACHES AND METHODS

Name of FS Student
Course Year & Section
Resource Teacher 1 Signature Date
Resource Teacher 2 Signature Date
Resource Teacher 3 Signature Date
Cooperating School

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

My Performance (How I Will Be Rated)

Field Study 2, Episode 1 – Principles of Learning

Focused on: Application of the principles of the learning in the teaching-learning
process

Tasks Exemplary Superior Satisfactory Unsatisfactory

4 3 2 1
All tasks were done All or nearly all Nearly all tasks were Fewer than half of
Observation/ with outstanding tasks were done with done with tasks were done; or
Documentation: quality; work high quality acceptable quality most objectives met
exceeds expectations but with poor quality

4 3 2 1
Analysis questions Analysis questions Analysis questions Analysis questions
My Analysis were answered were answered were not answered were not answered.
completely; in depth completely completely.
answers; thoroughly Grammar and
grounded on Clear connection Vaguely related spelling
theories with theories to the theories unsatisfactory.

Exemplary grammar Grammar and Grammar and

and spelling. spelling are superior. spelling are
acceptable.
3 2 1
4

Reflection Reflection Reflection Reflection

statements are statements are clear, statements are statements are
My Reflection profound and clear, but not clearly shallow; supported unclear and shallow
supported by supported by by experiences from and are .not
experiences from the experiences from the the episode. supported by
episode. episode. experiences from the
episode.
4 3 2 1
Portfolio is Portfolio is Portfolio is Portfolio has many
 complete, clear, complete, clear, incomplete; lacking components;
well-organized and well-organized and supporting is unorganized and
My Portfolio all supporting most supporting documentation is unclear.
documentation are documentation are organized but is
located in sections available and/or in lacking.
clearly designated. logical and clearly
marked locations.
4 3 2 1
Before deadline On the deadline A day after the Two days or
Submission deadline more after the
deadline
4 3 2
1

Sub Totals

Over-all Score Rating:

(Based on transmutation)

Signature of FS Teacher above Printed Name Date

Transmutation of score to grade/rating

Score Grade Score Grade

20 - 1.0 - 99 12-13 - 2.50 - 81
18-19 - 1.25 - 96 11 - 2.75 - 78
17 - 1.5 - 93 10 - 3.00 - 75
16 - 1.75 - 90 8-9 - 3.5 - 72 and
15 - 2.00 - 87 7-below - 5.00 - below
14 - 2.25 - 84

My Map
I will observe at least 3 Resource Teachers, analyze and reflect on my

observations.
Step1. Review 100.
To realize my
“Different et, I will
Targ
Approaches and
Methods in Principle
of Teaching 1,” 2007
by Corpuz, B. and G.
Salandanan, pp. 69-
 Step2. Observe 2 Step3. Accomplish
teps: follow the following
s Resource Teachers. Observation Sheet.
 Step4. Analyze Step5. Reflect on
my observations. my observations.

My Tools
OBSERVATION SHEET
Name of the Resource Teacher Observed: School Address
Grade/Year Level: Date:
Subject Area:

Approach/Method Description 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
2. Inductive method

3. Demonstration method

4. Problem Solving

5. Discovery method

6. Problem solving method

7. Project method

8. Constructivist method

9. Metacognitive approach

10. Integrative approach

 My Analysis
I will answer the following questions:
1. Which approaches/methods will be grouped together? Why?
e.g. Direct method and Deductive method

2. Which approach/methods are more interactive? Less interactive?

3. When should the direct method be used?

4. When should the indirect method be used?

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

My Reflections
If I decide on my teaching approach/method, I will consider
 (Continue the sentences. Begin writing NOW!)

My Portfolio
1. By means of a graphic organizer show the characteristics of a
constructivist and a metacognitive approach.
 CONSTRUCTIVIST APPROACH

METACOGNITIVE APPROACH

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

Method Advantage/s When to Use

1. Deductive Direct teaching so I can accomplish
Timemore
is limited;
within subject
a matter is very diffic
given period of time. learners don’t know much
 about the lesson; teacher
is not yet skilled in
facilitating skills
2. Deductive method

FS2
Experiencing the Teaching-
Learning Process
 FIELD STUDY

Episode
ON LESSON DEVELOPMENT

Name of FS Student
Course Year & Section
Resource Teacher 1 Signature Date
Resource Teacher 2 Signature Date
Resource Teacher 3 Signature Date
Cooperating School

My Target
In this Episode, I must be able to trace how many Resource Teacher develops
her/his lesson.

My Performance (How I Will Be Rated)

Field Study 2, Episode 1 – Principles of Learning

Focused on: Application of the principles of the learning in the teaching-learning
process

Tasks Exemplary Superior Satisfactory Unsatisfactory

4 3 2 1
All tasks were done All or nearly all Nearly all tasks were Fewer than half of
Observation/ with outstanding tasks were done with done with tasks were done; or
Documentation: quality; work high quality acceptable quality most objectives met
exceeds expectations but with poor quality

4 3 2 1
Analysis questions Analysis questions Analysis questions Analysis questions
My Analysis were answered were answered were not answered were not answered.
completely; in depth completely completely.
answers; thoroughly Grammar and
grounded on Clear connection Vaguely related spelling
theories with theories to the theories unsatisfactory.

Exemplary grammar Grammar and Grammar and

 and spelling. spelling are superior. spelling are
acceptable.
3 2 1
4

Reflection Reflection Reflection Reflection

statements are statements are clear, statements are statements are
My Reflection profound and clear, but not clearly shallow; supported unclear and shallow
supported by supported by by experiences from and are .not
experiences from the experiences from the the episode. supported by
episode. episode. experiences from the
episode.
4 3 2 1
Portfolio is Portfolio is Portfolio is Portfolio has many
complete, clear, complete, clear, incomplete; lacking components;
well-organized and well-organized and supporting is unorganized and
My Portfolio all supporting most supporting documentation is unclear.
documentation are documentation are organized but is
located in sections available and/or in lacking.
clearly designated. logical and clearly
marked locations.
4 3 2 1
Before deadline On the deadline A day after the Two days or
Submission deadline more after the
deadline
4 3 2
1

Sub Totals

Over-all Score Rating:

(Based on transmutation)

Signature of FS Teacher above Printed Name Date

Transmutation of score to grade/rating

Score Grade Score Grade

20 - 1.0 - 99 12-13 - 2.50 - 81
18-19 - 1.25 - 96 11 - 2.75 - 78
17 - 1.5 - 93 10 - 3.00 - 75
16 - 1.75 - 90 8-9 - 3.5 - 72 and
15 - 2.00 - 87 7-below - 5.00 - below
 14 - 2.25 - 84

My Map
I will observe at least 2 Resource Teachers, analyze and reflect on my observations.
To realize my Target, I will follow the following steps:

Step1. Review “Appropriate Learning Activities in the Different Phases of the Lesson in Principles of Teach

Step2. Observe 2 Resource Teachers on how they go through their lessons.

Step3. Accomplish Observation Sheet.

Step4. Analyze my
observations.

Step5. Reflect on my
observations.

My Tools
OBSERVATION SHEET
Name of the Resource Teacher Observed: School Address
Grade/Year Level: Date:
Subject Area:
1. Describe how the teacher began his/her lesson. Why do you think did
she/he do that?

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

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

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

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

yes, how was it done?

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

6. Checklist – Of the following, which did you observe? Please check if you
observed 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 Analysis
I will answer the following questions:
1. How should a lesson begin and end?

2. Did you observe any part of the lesson development to have been out of
place? Explain your answer.

My Reflections
“Tell them what you want to tell them; tell them what you told them.”
Relate this statement to lesson development.
 My Portfolio
1. Re-construct your Resource Teacher’s lesson plan. Your lesson plan must
have the parts of a lesson plan. A lesson plan outline may do, provided all
the parts of a lesson are covered.