REPUBLIC OF THE PHILIPPINES

ZAMSULA EVERLASTING COLLEGE

POBLACION SALUG, ZAMBOANGA DEL NORTE

COLLEGE OF EDUCATION

FIELD STUDY 2

IN

BACONG CENTRAL SCHOOL

SY 2022-2023

Submitted To:

MRS. SETCHERY ESTEBAT

In Partial Fulfilment of the Requirements

For

Field Study 2

Submitted by:

PORFERIA P. MALACAT
BTVTED
 Republic of the Philippines
ZAMSULA EVERLASING COLLEGE
Salug, Zamboana del Norte
___________________

BACHELOR IN TECHNICAL VOCATIONAL TEACHER EDUCATION

(BTVTED)
___________________

A PORTFOLIO ON FIELD STUDY 2

EXPERIENCING THE TEACHING – LEARNING PROCESS
IN
BACONG CENTRAL SCHOOL
SALUG II DISTRICT
___________________

Submitted to:

SETCHERY T. ESTEBAT
College Instructor
___________________

In Partial Fulfillment
Of the Requirements for Field Study 2

Submitted by:

Porferia P. Malacat
BTVTED- STUDENT
December, 2022
 Field Study
2
Experiencing the Teaching – Learning Process

December 2022
 Preface
Setting new directions in education is one of the primary concerns of Teacher
Education Institutions (TEI). This FS2 book aligns the learner’s experiences with the
National Competency-Based Teacher Standards (NCBTS). The learning experiences
embedded in every lesson were intended to create meaningful and rewarding
encounters to ensure that the students will feel the joy of teaching and learning.

FS2 is focused on Principles of Learning, Lessons of Objectives as My Guiding

Star, Organizing Content for Meaningful Learning, Guiding Principles on the Selection,
and Use of Teaching Strategies, Teaching Approaches and Methods, Lesson
Development, Effective Questioning and Reacting Techniques.

Features of this Book

This Book is divided into Learning Episodes. Each Learning Episode
contains the following component

the FS student for self-rating purposes

after completing the episode.

My Target
This specifies the goals, objective
and purposes of the learners. The
objectives were stated in a It is placed immediately after My
specific, measurable, attainable, Target to give an idea to the FS
realistic and time bound (SMART) student on what points will be
manner. evaluated at the end of the learning
episode.
My
Performance
My Map
This makes use of an analytic
scoring rubric that is processed-and This presents the means /
product- oriented. It evaluates the directions, processes, ways which
quality of the process of observation- the learners need to undertake to
documentation, analysis, reflection attain the target.
and submission. It also evaluates
the quality of product or output of
the FS student portfolio. It is
primarily a tool intended for the
Field Study teacher to rate the FA
student upon completion of the
episode. It can likewise be used by
i
 My Tools
My Analysis
This part gives the learners the
instruments that they have to use in This phase highlights the FS
activities to undertake in the student’s ability to break the
Learning Episodes to sharpen their information learned and experiences
skills. undergone into parts for an in depth
and incisive study of the same.

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

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

ii
 Table of Contents

Preface…………………………………………………………………………………………..i

Features of this Book...................................................................................... ii

Table of Contents............................................................................................iii

Acknowledgement........................................................................................... iv

Introduction..................................................................................................... v

Field Study 2 – Experiencing the Teaching Learning Process

FS 2 – Episode 1 – Principles of Learning.......................................……2-9

FS 2 – Episode 2 – Lesson Objective as My Guiding Star....................10-17

FS 2 – Episode 3 – Organizing Content for Meaningful Learning.......18-27

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

Use of teaching Strategies...................................................................28-35

FS 2 – Episode 5 – On Teaching Approaches and Methods.................36-45

FS 2 – Episode 6 – On Lesson Development.......................................46-55

FS 2 – Episode 7 – Effective Questioning and Reacting…………………..56-64

iii
 ACKNOWLEDGEMENT

I proudly and greatly thanks to the following persons for helping and accompanying
me on finishing this field study 2 portfolio, entitled “Experiencing the Teaching –
Learning Process”. First and foremost, to our Lord God for giving me life, strength,
and wisdom in finishing this portfolio, and for keeping me safe on conducting my
observation, and to Ma’am Setchery T. Estebat who gave us the warmest welcome and
for imparting essential wisdoms which we can use as we go on to our chosen paths,
Instill in our minds that it is not a choice to educate, but a path to take.

To my son-in-law John A. Vibar who always render his time and patience for encoding
this field study 2 portfolio, and to Sir Gerry C. Brobo, who supported me always in this
requirements, and especially to Kindergarten Adviser where I’m assigned to observe
the class, Ma’am Victoria Lobetania Tapayan, who always render her time, patience
and support for my portfolio requirement.

Last but not the least, to my ever-loving family and the undying supports of my
classmates who are always at my side no matter what the situation is for motivating
me despite the pressure to finish this thing.

Thank you so much everyone.

iv
 INTRODUCTION

As we observe students, we need to consider their goals. What Effects are they
trying to create? We observe their actions and listens to their comments to
determine the strategies they choose to attain their goal.

In order to have a meaningful conversation with a child we need to know what the
child think can be done in real situation (possible goals) and we need to know
the procedures that the child believes will make things happen (Possible
Strategies). Considering children’s theories requires more than a careful
transcription of what they say and do.

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

movements, or confusing explanation, request or description. Children are
spontaneous, sometimes reserved; joyful now, sad later; friendly and reserved;
competent and naïve; talkative and quiet. To be childlike is to experience an
almost unpredictable array of discoveries, emotions, and levels of energy. Children
are unique and complex and thus often difficult to comprehend. And they do not
readily engage us in dialogue in order to explain the reasons for their caprice as
they explore the world that surrounds them. Yet, as teachers, it is important for
us to know our children deeply, to flow with their currents, and to extend their
nascent theories about how the world works.

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

learned that in order to comprehend children we must begin by observing them as
they play. But what do we see as we observe, and how we use our observation to
enhance our effectiveness as teachers?

Children are competent learners, but as teachers, we have to slow down, carefully
observe and study our documented observation in order to understand the ideas
that they are attending to convey. In addition to slowing down, observing
children’s theories requires a general knowledge of child develop and a
willingness to speculate.
v
FS 2 Experiencing the Teaching – Learning Process

Course Description
This Field Study course 2 is designed to provide FS students with
opportunities to connect teaching-learning theories and principles discussed
in Principles of Teaching 1 with actual room practice. It is intended to help the
FS student observe how these principles of teaching and learning are applied
by the Resource Teacher to make the teaching – learning process interactive,
meaningful, exciting and enjoyable.

General Objectives

1. Arrive at an experiential knowledge and understanding of the

principles.
2. Reflect on the application of the principles of teaching and learning for
meaningful and lasting learning.
3. Determine how the guiding principles in lesson objective formulation
are applied in teaching-learning process.
4. Acquire the skill in developing cognitive, skill and value lessons
meaningfully and interestingly by an in depth treatment of the subject
matter and by integrating thinking skills.
5. Apply the guiding principles in the selection of teaching strategies.
6. Approach the teaching approach employed.
7. Trace the logical development of the lesson.
8. Identify effective questioning and reacting techniques.
1
 Episode 1
PRINCIPLES OF LEARNING

2
Episode 1
PRINCIPLES OF LEARNING
Name of the FS Student: Porferia P. Malacat

Resource Teacher: Mrs. Victoria L. Tapayan

Cooperating School: Bacong Central 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 will I Be Rated)

FIELD STUDY 2 Episode 1- The School As a Learning Environment

Focused on: Determining a school environment that provides social, psychological,
and physical
Environment supportive of learning
Exemplary Superior Satisfactory Unsatisfactory
Tasks
4 3 2 1
All tasks All or nearly Nearly all Fewer than
were done all tasks were tasks were half of tasks
with done with done with were done; or
outstanding high quality acceptable most objectives
Observation/ quality
quality; work met but with
Documentation
exceeds poor quality
expectation
3 2 1
4
Analysis Analysis Analysis Analysis
questions questions questions questions
were were were not were not
answered answered answered answered.
completely; completely completely.
in
depth Grammar and
My Analysis answers; Clear Vaguely spelling
thoroughly connection related to unsatisfactory.
grounded on with the
theories. theories theories
Exemplary Grammar and Grammar and
grammar and spelling are Spelling
spelling superior acceptable 1
4 3 2 3
 Reflection Reflection Reflection Reflection
statements statements statements statements
are profound are clear, are shallow; are unclear
and clear, but not supported and shallow
supported clearly by and are not
by supported experiences supported
My Reflection
experiences by from the by
from the experiences episode experiences
episode. from the from the
episode episode.
4 2
3 1
Portfolio is Portfolio is Portfolio is Portfolio has
complete, complete, incomplete many
clear, well- clear, well- supporting lacking
organized and organized and documentatio components;
all supporting most n is organized is
documentatio supporting but is lacking unorganized
n are located documentatio and unclear
in sections n are available
My Portfolio clearly and/or in
designated logical and
clearly
marked
location

4 3 2 1

Before On the A day after the Two days or

deadline deadline deadline more after
Submission
the deadline
4 3 2 1
Sub Totals

Rating (Based
Over-all Score on
transmutation)

Signature of FS Teacher
above printed name

Date

4
 My Map
I will observe at least 3 different classes. Pay close attention to what the
Resource Teacher does t teach and what the learners to learn.

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

Step 1:I will review the principles of learning on pp. 21-25 of Principles of Teaching 1, 200

Step 2: I will observe three classes

Step 3:I will identify evidence of applications of principles of learning. I can cite more than o

Step 4: Guided by a question/questions, i will reflect on my own experience, write d

5
 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: Mrs. Victoria L. Tapayan
School Address: Barangay Bacong, Salug, Date: October 26, 2022
Zamboanga del Norte

Grade/ Year Level: Kindergarten Subject Area: English

Teaching Behavior of the

Teacher/Learning Behavior of the
Principles of Learning
Learner as Proof of the Application
of the Principle of Learning

Ms. Victoria Tapayan lets the learners

1. Learning is an experience do the learning activity, what she did
which occurs inside the is that she made a group activity and
learner and is activated by the let the learners writes the alphabet in
learner. their notes or paper instead of teacher
writing for them.
2. Learning is the discovery of The teacher gives new ideas for more
the personal meaning and
important ways of learning.
relevance of ideas.
This no. 3 principle has something to
do with or is similar to “Learning is an
experience which occurs inside the
learner and is activated by the
learner.” This is based in my
3. Learning is a consequence of
observation because Ms. Tapayan let
experience
the learners to apply what they have
learned. Like for example, they
conducted an activity which involve
writing and drawing, through that
experience they’ve learned something.
The teacher needs to explain and
4. Learning is a cooperative and
elaborate the main ideas of the lesson
collaborative process.
for good performance of the learners.
The teacher needs to change her
5. Learning is an evolutionary strategy if some learners had
process. difficulties with the subjects.
6
 The teacher must need to identify the
6. Learning is sometimes a painful
different skills of the learners in terms
process.
of teaching.
7. One of the richest resources for The learners need to develop their
the learning is the learner
critical thinking.
himself.
8. The process of learning is Some learners are independent with
emotional as well as their emotions as their intellectual
intellectual. process.
Each student has their own special
9. The process of problem solving way in learning and solving a problem
and learning are highly unique and teacher must give the learners
and individual. some related topics about their
uniqueness or reasoning.

My Analysis
1. What is the impact of the Resource Teacher’s observance of these
principles on the teaching-learning process on the learners?
Answer:
In this teaching learning process the teacher needs to be aware of
every step of her teaching because now a day’s students are having a
lot of questions so as a teacher you need to think any aspects of
their thoughts and values that enhance their thinking skills.

2. Which learning principle was applied most?

Answer:
I think most applied principle is cooperative process, because most
of the students are able to perform their own skills in common tasks,
they are performing well as individual or a group.

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

Answer:
For me the least applied in principle of learning is that the learning
is sometimes a painful process, because some students they don’t
realize that learning is a difficult tasks. Learning is accompanied by
sacrifice, inconvenience and discomfort.

4. Do you agree with these principles of learning? Or have you discovered that
they are not always correct?

Answer:
Yes, I agree with those principles of learning because it is very
applicable to all difficult situations in the classroom.
7
 My Reflections

My reflection on my observations of my Resource

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

Answer:

During my observation I notice that my Resource Teacher

adhere to these principles, she is always prepared and
always motivated. The lesson I have learned from my
observation on the classroom application of the principles
of learning is that for a teacher to be effective, one first
thing to do is to get the learners attention in order to have a
better interaction between the learner and the teacher.
Other than that, make the students feel that learning is a
must most especially on the part of the learners. Always
motivate them to learn and pursue their studies and never
easily give-up until they reach whatever their goals in life.

Lessons I have learned from my observations on the

classroom application of the principles of learning.

Answer:
The lessons that I learned after my observation, as a
future teacher someday I need to enhance my abilities and
critical thinking because it can help me a lot with my teaching
profession that leads me to handle my future learners, this
observation helps me to be able to know the reality of being a
teacher someday, and we should be more patient to our students
and values and attitude because teachers are model of values
and commitments, because commitment is a solemn promises
that teacher should dedicate to his/her teaching job. That is the
true essence of professionalism.

8
 My Portfolio

Principles of Learning in My Own Words

 Learning must come from the heart and will.

 Learning is experiencing, seeing, feeling, and

applying your own ideas.

 Learning includes others.

 Learning is an observation of our surroundings.

 Learning is an evaluation of our actions.

 Learning is sharing of ideas.

 Learning comes from our curiosity.

 Learning is behavior of every people.

 Learning is best attained when the task is

reliable with the stages.

9
 Episode 2
LESSON OBJECTIVES AS MY GUIDING STA

10
Episode 2
LEARNING OBJECTIVES AS MY GUIDING STAR

Name of the FS Student: Porferia P. Malacat

Resource Teacher: Mrs. Victoria L. Tapayan
Cooperating School: Bacong Central 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 objectives

My Performance (How will I Be Rated)

FIELD STUDY 2 Episode 2- Lesson Objectives as My Guiding Star

Focused on: Application of the guiding principles on the development of lesson
Objectives.
Tasks Exemplary Superior Satisfactory Unsatisfactory
4 3 2 1
All tasks were All or nearly all Nearly all tasks Fewer than
done with tasks were were done half of tasks
outstanding done with high with acceptable were done; or
Observation/ quality; work quality quality most
Documentation: exceeds objectives met
expectation but with poor
4 3 2 quality
1
Analysis Analysis Analysis Analysis
questions questions questions questions
were were were not were
answered answered answered not answered.
completely; completely completely.
in depth Grammar
answers; Clear Vaguely and spelling
My Analysis thoroughly unsatisfactory.
connection related to the
grounded on with theories theories
theories.
Exemplary Grammar Grammar
grammar and spelling and spelling 1
and spelling are superior acceptable
4 3 2 11
 Reflection Reflection Reflection Reflection
statements statements statements statements
are profound are clear, are shallow; are unclear
and clear, but not supported and shallow
supported clearly by and are not
My Reflection by supported experiences supported by
experiences by from the experiences
from the experiences episode from the
episode. from the episode.
episode
4 3 2 1
Portfolio is Portfolio is Portfolio is Portfolio has
complete, complete, incomplete many lacking
clear, well- clear, well- supporting components;
organized organized and documentatio is
and all most n is organized unorganized
supporting supporting but is lacking and unclear
documentati documentation
My Portfolio on are are available
located in and/or in
sections logical and
clearly clearly
designated marked
location
3 2
4
1
Before On the A day after Two days or
deadline deadline the deadline more after
Submission the deadline
4 3 2 1

Sub Totals

Rating (Based
Over-all Score on
transmutation)

________________________________
Signature of FS Teacher
above printed name

___________________________
Date

12
 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:

OBSERVATION SHEET

Name of the Resource Teacher Observed: Mrs. Victoria L. Tapayan

School Address: Bacong, Salug, Zamboanga del Norte Date: Nov. 14,2022

Grade/ Year Level: Kindergarten Subject Area: Science

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

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

and Formulating Learning Objectives Observance of the Guiding Principle

13
1. Based on my observation, Ms.
1. Begin with the end in mind
Victoria L. Tapayan, a
 Kindergarten teacher ensures that
her lesson objectives are SMART.
Based in our interview with her,
she shared her technique in
planning objectives. She said that
excellent lesson objectives must be
Specific, Measurable, Attainable,
Result Oriented and Time-Bound.
2. For this second guiding principle
in determining and formulating
2. Share lesson objective with learning objectives, I noticed that
students Ms. Tapayan imparts her lesson
objectives including plans and
purpose of lesson for her students.
3. Lesson objectives must be in 2 3. Teacher should be applied the
or 3 domain – cognitive, skill and three domains should be connected
effective or cognitive and by your objectives so that the
affective skill and or skill and students can use their three
affective domains for learning.

4. The objective should be relevant with

4. Work on significant and relevant
your subject matter and it should be
lesson objectives.
understood.

5. Based on what I observed, Ms.

Tapayan gave a group activity to
5. Lesson objectives must lead to
perform in the classroom. She
the development of critical and
asked her students to observe and
creative thinking
list down the words that may
described about it.

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

you think was/were her lesson objective.

Answer:

The lesson objective of the Resource Teacher is that the student should
be able to analyze the ideas of the topic at the end of discussions, and
understand the subject matter after the discussion in an easy way, and
lastly recall their knowledge about the subject.

14

3. Ask permission from your Resource Teacher for you to copy her lesson
objective for the day’s lesson. Copy it here then compare it with your
 answer in #2. Are they the same? Different?

Answer:
 Identify and understand the different parts of the body.
 Recalling the subject after the discussion.
 The objectives in number two are the same lesson objectives of
my resource teacher.

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?

Answer:

Yes, the lesson objective in the lesson plan is always followed,

because my resource teacher is always target the learning centered of
the students using the three important domains and they serve as a
guiding star, because the teacher and most especially the learners
should be able to understand the subject matter because of lesson
objectives they must be guided before and after the discussions
started.

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?

Answer:
I found it easy to write the objective of our Resource Teacher’s lesson for
the day because she mentioned it at the beginning of her lesson and this
lesson objective when shared and possessed by our students will
become their personal target. When the students set their own personal
target, we are certain that they will become self- motivated.

15

3. Did you find the lesson objectives SMART? Why or why not?
 Answer:
Yes, because the lesson objectives are showing the specific knowledge
to the learners that is measurable that they achieve at the end of
class, and it’s relevant to them even the time for recalling information
and the students must be understand it in a different ways.

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

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

Answer:

Yes, in psychomotor and affective domain, because these two

domains help the learners and also the teacher to modify the
objectives of the lessons to provides higher creativity and values
through the learners.

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?

Answer:

I learned that lesson objectives must be in the 2 or 3 domains-

knowledge; the cognitive, affective and psychomotor. The lesson
objectives must be connected to the student’s life experiences. I also
learned that we can also share the lesson objectives with the
students. Those objectives must be attained at the end of the lesson
in order to proceed to another topic. Lesson objectives are guide for
us to determine if the lesson was delivered without missing any
important details. My resource teacher really did a great job in terms
of teaching, her students are actively participating in her class, and
she used her lesson objectives to what her students needs to know,
and lastly she used it as a guide to help her students reach their
goals.

16
 My Portfolio

My researched quotations that state the significance of goals and

objectives.

(Don’t forget to state your source.)

“Living life without goals can be frustrating as

shooting a gun without a target”.
(Source: wps.prenhall.com/chet_sukiennik)

“The function of education is to teach one to think

intensively and to think critically. Intelligence
plus character – that is the goal of true
education”.
- Martin Luther King, Jr.

“You perform at your best when you are working

continually on high-priority goals and objectives”.
- Brian Tracy

“A goal is not always meant to be reached, it often

serves simply as something to aim at”.
- Bruce Lee

“If you want a happy life, tie it to a goal, not to

people or objects”.
- Albert Einstein

17
 Episode 3
ORGANIZING CONTENT
FOR MEANIGFUL
LEARNING

18
Episode 3
ORGANIZING TECHNIQUE FOR MEANINGFUL
LEARNING

Name of the FS Student: Porferia P. Malacat

Cooperating School: Bacong Central School
Resource Teacher: Ms. Victoria L. Tapayan

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 will I Be Rated)

FIELD STUDY 2 Episode 3- Organizing content for meaningful learning

Focused on: The development or a cognitive or skill or a affective lesson.

Tasks Exemplary Superior Satisfactory Unsatisfactory

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

Analysis Analysis Analysis Analysis

questions were questions questions questions
answered were answered were not were not
completely; in completely answered answered.
depth completely.
answers; Clear Grammar and
thoroughly Connection Vaguely spelling
My Analysis grounded on with theories. related to the unsatisfactory.
theories. theories.
Exemplary Grammar and
grammar and spelling are Grammar
spelling superior and spelling
acceptable 1
3 2
4
19
 Reflection Reflection Reflection Reflection
statements statements statements statements
are profound are clear, are shallow; are unclear
and clear, but not supported and shallow
supported clearly by and are not
by supported experiences supported by
My Reflection
experiences by from the experiences
from the experiences episode from the
episode. from the episode.
episode

4 3 2 1
Portfolio is Portfolio is Portfolio is Portfolio has
complete, complete, incomplete many lacking
clear, well clear, well- supporting components;
organized and organized and documentation is
all supporting most is organized unorganized
documentation supporting but is lacking and unclear
are located in documentation
My Portfolio sections are available
clearly and/or in
designated logical and
clearly
marked
location
4 3 2 1
Before On the A day after Two days or
deadline deadline the deadline more after the
Submission deadline
4 3 2 1

Sub Totals

Over-all Score Rating (Based on

Transmutation)

_________________________
Signature of FS Teacher
above printed name

________________
Date

20
 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 through these steps:

21
 OBSERVATION SHEET

Name of the Resource Teacher Observed: Mrs. Victoria L. Tapayan

School Address: Bacong, Salug, Zamboanga del Norte Date: Nov. 14, 2022

Grade/ Year Level: Kindergarten Subject Area: Science

My Tools

A. For the Cognitive Lesson

1. What is the lesson all about?

Answer:
The lesson is all about to identify the different parts of the body;
and appreciate the importance of each part, and the function of
different parts of the body..

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

Answer:
The teacher asked about, what is the importance of each part of
the body and its functions.

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

Answer:

The activity end with facts and also the facts lead to understanding
of the concepts because the students understand the instruction
given by their teacher and they were able to differentiate or
identified the various parts of the body including its functions.

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

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

Answer:
The teacher relates the subject to what the students experienced.

22
 5. Cite an instance/ instances when students were encourage to ask
questions, to talk about and reflect on what they learned.

Answer:
The instances, like for example when the students is relatable
about the topic, when they have more ideas about it, some
students asked question related to the topic and some of them
asking what is it called (topic), why I need to learn something
about that, and the instances also when the student is curious
in some ideas in the topic they are encourage to ask more
questions.

B. For the Skill Lesson

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

Answer:

The skill lesson is all about the development of their thinking

skill in terms of identifying the different parts of the subject
topic, the target skill is to enhance their critical thinking about
how they can answer.

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

by the students.

Answer:
Evidence like, the student should be able to share their ideas
even some of them are passive learners, the teacher encourage
the students in a way of asking easy question that is related.

3. Which are proofs that the Resource Teacher promoted convergent

thinking?

Answer:
Convergent thinking, it is narrowing down from many possible
thoughts and to end up on a single best thought or an answer to
a problem. When the teacher recalls some important ideas that
are already tackled, she is asking questions in past lessons that
are related to the new lesson.

23
 4. If there was problem solving in the lesson, were the pupils taught
to solve the problem using algorithm or heuristic strategy?

Answer:
Yes. Because algorithm or heuristic strategy helps the student to
think of the problems easily and logically.

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

thinking?

Answer:
When the teacher implement an encouraging activity that shows
their critical thinking like for example, when the teacher asked
the students to identify the different parts of the body.

C. Value/ Affective Lesson

1. What was the value lesson about?

Answer:
The values lesson was all about following and obeying
instructions, and encouraging everyone to learn about the
message of the topic.

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

cognitive or skill lesson?

Answer:
Yes, the value was taught integrated with a cognitive and skill
lesson because value can influence the reality of life most
especially the learners must be able to relate it, to skill lesson
they are doing good in something enjoyable.

3. How was the value lesson developed?

Answer:
The teacher tested the memory of the students by asking them
about the function and the different parts of the body, and the
importance of each part.
24
 My Analysis

A. For the Cognitive Lesson

How did my Resource Teacher teach the cognitive content

m eaningfully and interestingly?
Answer:
My resource teacher teach the cognitive in a way of asking many
questions about the main ideas, recalling ideas related to the
past and future lessons, exploring the concepts of the topic, and
it is should be interesting and actively performs.

B. For the Skill Lesson

How was the skill taught meaningfully and interestingly?

Answer:
The lesson skill is meaningfully taught in a way that my
resource teacher is doing much motivational activity that also
enhance and to develop the skills of the learners.

C. For the Affective Lesson

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

at all? Explain your answer.

Answer:
No, because when you teach a value lesson you need also to
implement cognitive that helps the students to understand the
value, with the basis of cognitive the student should be able to
recognize, analyze or explain the ideas in value lesson.

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

you agree?

Answer:

Yes, I agree because cognitive is a centered of learning, to

identify the value of different subject matter, it is the way of
providing comprehensions.

25
 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!

Answer:

I agree to the phrases written above. When we say dull

teachers, it means that teachers are just a human being who’s
not perfect. They are teachers whom sometimes have lack of
skills or abilities that needs an improvement. Teachers also
sometimes make mistakes. Just like teacher, textbooks and
films are the same. We can say ha these educational tools and
materials can be useful for the learning of the students but
knowing that nothing in the world stays longer or forever, these
things that we used today will slowly reduce its value as time
passes by. Teacher teaches lessons and books and films are
made of topics. Lessons and topics are subject based on the
ideas or thoughts what world can brings us. No dull subjects. It
depend on us how we will broaden it or use it creatively to
share with everyone and increase their knowledge.

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

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

Answer:

I should recognize the subject matter to be a cognitive skill

because when the topic starts with the cognitive, the students
should be able to understand first the topic and after that
followed by knowing the value of the lesson. In this kind of
subject matter your discussion is always interesting by using
the three domains in terms of teaching.

26
 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

Parts of the Tree

Given different types of activities using media and
other types of assessment tools, with 70% of accuracy
the students will be able to:
Objectives  To identify the parts of the tree.
 To create a creative presentation about the parts
of the tree.
 To illustrate their own idea about the trees.
 To identify the basic parts of the tree.
Targeted Competencies  Describe the basic parts of the tree.
 Define each parts of the tree.
 What are the basic parts of the tree?
 What are their main purposes/ functions?
Essential Questions
 Why it is important to study the basic parts of the
tree?
At the end of the unit, the students will learn more
Unit Summary about the different parts of the tree and know its
purposes/ functions.
The students have a little knowledge about the basic
Assumption parts of the tree. After our discussion, they will be able
to understand more about the parts of the tree.
Area of Integration Elementary Education in Science.
Duration 20 minutes.
Application to be used Microsoft PowerPoint, Chrome, and Mozilla Firefox.
Materials Laptop, Flat Screen TV and VGA, HDMI.
• The teacher will give some motivations to get the
attention of the student (e.g. dancing, singing or
others)
• The teacher will show pictures of different kinds of
tree before introducing the topic.
Procedures • The teacher let the students to describe and
identify the parts of the tree.
• The teacher gives a seatwork about the basic
parts of the tree.
• The teacher gives an assignment, drawing,
coloring and identifying the basic parts of the tree.
Output Assignment: Drawing, Coloring and Identifying.
References Internet sources.
Assessment Paper Pencil Test, Assignment and seatwork

27
 Episode
4
GUIDING PRINCIPLES IN
THE SELECTION AND

28
Episode 4
GUIDING PRINCIPLES IN THE SELECTION AND USE
OF TEACHING STRATEGIES

Name of the FS Student: Porferia P. Malacat

Cooperating School: Bacong Central School

Resource Teacher: Ms. Victoria L. Tapayan

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 will I Be Rated)

FIELD STUDY 2 Episode 4 – Guiding Principles on the Selection and Use

of Teaching Strategies.
Focused on: The application of some guiding principles in the selection
and use of teaching strategies
Exemplary Superior Satisfactory Unsatisfactory
Tasks
4 3 2 1
All tasks All or nearly all Nearly all Fewer than half
were done tasks were tasks were of tasks were
with done with high done with done; or most
outstanding quality acceptable objectives met
Observation/ quality
quality; work but with poor
Documentation:
exceeds quality
expectation

4 3 2 1
Analysis Analysis Analysis Analysis
questions questions questions questions were
were were were not not answered.
answered answered answered
completely; completely. completely. Grammar and
in depth Clear spelling
answers; connection Vaguely unsatisfactory.
My Analysis thoroughly with related to
grounded theories. the theories.
on theories.
Exemplary Grammar Grammar
grammar and spelling and spelling 1
and are superior acceptable
spelling 3 2
29
4
 Reflection Reflection Reflection Reflection
statements statements statements statements are
are are clear, but are shallow; unclear and
profound not clearly supported by shallow and are
and clear, supported by experiences not supported by
My Reflection supported experiences from the experiences from
by from the episode the episode.
experiences episode
from the
episode.

4 3 2 1

Portfolio is Portfolio is Portfolio is Portfolio has

complete, complete, incomplete many lacking
clear, well- clear, well- supporting components; is
organized and organized and documentation unorganized and
all supporting most is organized unclear.
documentatio supporting but is lacking.
My Portfolio n are located documentation
in sections are available
clearly and/or in
designated logical and
clearly marked
location
1
4 3 2
Before On the A day after Two days or
deadline deadline the deadline more after the
Submission deadline
4 3 2 1

Sub Totals
Rating
Over-all Score (Based on
Transmutation)

______________________________
Signature of FS Teacher
above printed name

_____________________
Date

Transmutation of Scores to Grades/Ratings

Score Grade Rating Score Grade Rating

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 3.50 72 and
15 2.00 87 7-below 5.00 below
14 2.25 84

30
My Map
I will observe at least 3 Resource Teachers, analyze and reflect on
my observation.

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

Step 1. Review
Selection and Use of
Teaching Strategies in
Principles of
Teaching 1, 2007 by
Corpuz, B. and G.
Salandanan, pp. 52-
68.

31
 My Tools

OBSERVATION SHEET

Name of the Resource Teacher Observed: Victoria L. Tapayan

School Address: Bacong, Salug, ZDN Date: Nov. 18, 2022
Grade/ Year Level: Kindergarten Subject Area: Mathematics

Guiding Principles on the Teaching Behavior of the

Selection and Use of Teaching Resource Teacher that Applies
Strategies the Principles

Learning does not take place

without actually engaging in the
actual learning process. This
principle was greatly shown in
the class that I observed. The
1. Learning is an active process
learners actively engaging in
learning activities in order for
them to learn what we intended
to teach.

Based on my observation, two

senses are used during the
discussion. First is sight. The
teacher used illustrations and
examples are written in order to
2. The more senses that are make the discussion clear. Also,
involved, the more and the better
the sense of hearing is used
the learning.
because as she discussed,
students listened to catch the
new information from the
teacher. With these, better
learning is achieved.

32
 Learning atmosphere/context
not only includes the physical
but also the social well-being of
the learners. Threats to it
include: noise, bullying, etc.,
but the teacher had minimized
or even eliminate those threats
through giving rules before
3. A non-threatening atmosphere
starting the class. These rules
enhances learning
maintained the peace and order
of the class, thus creating a non-
threatening atmosphere.
Furthermore, the teacher
portrayed the necessary attitude
towards her students which
ensures better understanding
and learning.

A good classroom emotion can

lead to better understanding of
students. It is not only shown
when the mentor reprimanded
the students for their mistakes.
4. Emotion has the power to It is also being happy
increase retention and learning throughout the class. A smile
that never fades from the teacher
will surely motivate students to
participate in the discussion.
Also, giving praises like “Very
Good” will surely touch the
hearts of the learners.
This principle is best illustrated
when the teacher called a
student to answer a particular
problem in connection with their
topic. The learner answer based
on his analysis he applied it to
5. Good teaching goes beyond recall the problem. After that, the
of information. teacher asked the learners
whether their classmate’s
answer was correct, thus
evaluating his work. All of this
process involves application,
analysis and evaluation which is
beyond recall of information.
33
 During the discussion, the
teacher relates their topic to real
life situations which are-Math-
6. Learning is meaningful when it is related. She said that through
connected to students’ everyday life their topic, it would be easier for
the learners to build objects in
shape because they examined
every properties of the shape.

Knowing the right strategies to

use for the students are very
7. An integrated teaching approach
important. It is really good to
is far more effective than teaching
keep the class discussion a lively
isolated bits of information.
one, interesting, and have
student-centered learning.

My Analysis

Are these principles in accordance with brain-based teaching and

learning?

Answer:

Yes, because these principles are briefly explained the goal of learning’s
in terms of different approaches and strategies, these principles must
be able to connect with capabilities of all learners to learn intellectual
or either emotional.

My Reflections

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

Answer:

For me, all methods of teaching are best in their own way. They all
have their own purposes and uses that can be shown and appreciated
depending on how it will be use as a tool for learning. For me, a good
method of teaching are those which responds to and take student’s
abilities, skill, interests, and need into consideration. A method that
doesn’t pressure and force learners to improve but in way that they
progress as well as they’re enjoying and encouraging.
34
 My Portfolio
Illustrate your reflection on the best method of teaching creatively on this
page.

The teacher acts as the shepherd that guides and lead

students to learning.

35
Episode 5
ON TEACHING
APPROACHES
AND METHOD

36
Episode 5
ON TEACHING APPROACHES AND METHOD

Name of the FS Student: Porferia P. Malacat

Cooperating School: Bacong Central School

Resource Teacher: Mrs. Victoria L. Tapayan

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

My Performance (How will I Be Rated)

FIELD STUDY 2 Episode 5- On Teaching Approaches and Methods

Focused on: Determining the teaching approach or method used by the
Resource Teacher
Tasks Exemplary Superior Satisfactory Unsatisfactory
4 3 2 1
All tasks were All or nearly all Nearly all Fewer than half
done with tasks were done tasks were of tasks were
outstanding with high done with done; or most
Observation/ quality; work quality acceptable objectives met
Documentation: exceeds quality but with poor
expectation quality

4 3 2 1

Analysis Analysis Analysis Analysis

questions questions were questions questions were
were answered were not not answered.
answered completely answered
completely; in completely. Grammar and
depth Clear spelling
answers; connection Vaguely unsatisfactory.
My Analysis thoroughly with theories related to the
grounded on theories
theories. Grammar and
Exemplary spelling are Grammar
grammar and superior and spelling
spelling acceptable

4 3 2 1

37
 Reflection Reflection Reflection Reflection
statements statements statements statements
are profound are clear, but are shallow; are unclear
and clear, not clearly supported by and shallow
supported by supported by experiences and are not
My Reflection supported by
experiences experiences from the
from the from the episode experiences
episode. episode from the
episode.
4 3 2 1

Portfolio is Portfolio is Portfolio is Portfolio has

complete, clear, complete, clear, incomplete many lacking
well- organized well- organized supporting components;
and all and most documentation is
supporting supporting is organized unorganized
documentation documentation but is lacking and unclear
My Portfolio are located in are available
sections clearly and/or in
designated logical and
clearly marked
location

4 3 2 1

Before deadline On the A day after the Two days or

Submission deadline deadline more after the
deadline
4 3 2 1

Sub Totals
Rating
Over-all Score (Based on
Transmutation)

______________________________
Signature of FS Teacher
above printed name

_____________________
Date

Transmutation of Scores to Grades/Ratings

Score Grade Rating Score Grade Rating

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 3.50 72 and
15 2.00 87 7-below 5.00 below
14 2.25 84

38
 My Map

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

my observations.

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

Step 1. Review “Different Approaches and Methods in Principles of Teaching 1,” 2007

Step 2: Observe 2 Resource Teachers

Step 3. Accomplish Observation Sheet

Step 4. Analyze my observations.

Step 5. Reflect on my observations

39
 My Tools

OBSERVATION SHEET

Name of the Resource Teacher Observed: Ms. Victoria L. Tapayan

School Address: Bacong, Salug, ZDN Date: December 12, 2022

Grade/ Year Level: Kindergarten Subject Area: Mathematics

Description of Teaching Behavior that

Proves Use of the Teaching
Approach /Method Approach/Method (What did my
Resource Teacher do as she used this
approach/method)

My resource teacher taught her

learners the numbers count by
directly counting picture numbers
1. Deductive Method and how the process is done. She
then gave examples afterwards. A
quiz followed after the discussion.
This is a deductive way of teaching.

On the contrary, on her follow-up

discussion which is all about
numbers count my resource teacher
gave her students a drawing of
2. Inductive Method
picture shape and allow them to
answer she will give the answer as
well, so that the students can
understand.

From the word itself, demonstration

is teaching learners how to perform a
3. Demonstration Method thing. My resource teacher used this
method as she gives an example to
the students.

40
 Problem solving is best employed and
shown when my resource teacher
used this method by letting the
4. Problem solving students really think of the right
answer. The teacher will call a
student as a part of their recitation.

My resource teacher gives a

problem situation and let the
5. Discovery Method students find the connection in
it. This is a discovery method
of teaching.

Project method is that, you will give

your students a project. The purpose
of the project is to give clue to the
students what topic are they going
to discuss next meeting. Although
my resource teacher did not gave a
6. Project Method
project. I’m sure that the
Kindergarten had projects because it
is a prerequisite in their studies. On
the other hand, she gave them
assignment of home task to practice
on their lesson.

Knowing that her students had prior

knowledge on shape counting, my
resource teacher presented a sample
of it and let the students form insight,
7. Constructivist Approach
and she discussed it. In this way,
learners construct new learning from
their prior knowledge. This is the
focused of constructivist approach.

41
 Meta-cognitive approach is thinking
about thinking. It is beyond cognition.
An example of this is that my
8. Meta-cognitive approach resource teacher let the students
reflect on the topic discussed and
how would it be applicable in the new
situation she presented on the board.

From the word itself, integrated

approach means teaching more
subject matter at once. It is relating
other subjects to Mathematics.
9. Integrative approach Although it is greatly shown by my
resource teacher. I can say that she
can teach interactively through
touching Science, etc. while teaching
Mathematics.

My Analysis

1. Which approaches/methods will be grouped together? Why?

Answer:
For me, project method and problem solving method should be
grouped as one because in my own understanding, this method has
the same approach. This method can be used to improve the
cooperative and collaborating learning of the students in a way of
giving task like group project and solving problem, with kind of
method the students should be able to work together in a common
task.

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

Answer:
The most interactive approach in teaching is demonstration method,
like for example when the teacher, demonstrate the situation on the
story in a way of asking question, in this case the students are more
interactive unlike in problem solving method, students are less
interactive because of some difficulties on the process of answering.

42

3. When should the direct method be used?

 Answer:
Direct method should be used in meta-cognitive method because
direct method can develop in every step by doing task like
explanation, summarizing, and also reflecting the lesson with their
lives.

4. When should the indirect method be used?

Answer:

It depends on the subject matter. It can be used in assessing some

test questions that had no determinants. The Indirect Method, it can
also use in problem solving, if you’re teaching mathematics, you have
to give an example first on how to solve the problem.

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

Answer:
The methods/approaches that promotes “learning to live together” is
project method, because usually the students can learn in one
common task like doing group projects, in this method the students
should be able to learn by each other, giving or sharing their own
ideas, opinion and thoughts together for having a better output.

My Reflections

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

(Continue the sentence. Begin writing now)

Answer:

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

deliberation method, because it can help the students to enhance
their critical thinking and it also helps to improve their vocabularies,
speaking and reasoning, so if I decide on my teaching approach I
think these one can be helpful, like for debate, reporting, recitation
and group speech.

43

My Portfolio
1. By means of a graphic organizer show the characteristics of a
constructivist and a meta-cognitive approach.

Learning is a
social activity

Learning is
It takes time to contextual
learn

One needs
Motivation is a key knowledge to
component in learn.
learning

Analyze
effective
strategies

Explore learner’s
Monitor the
prior knowledge
learning process

Encourage learners Select strategies to

to predict the carry out research
outcome

44
2. D o serious research and complete this Table on Methods. The first
is done for you.

Method Advantage/s When to use

It takes time to Time is limited; subject

Direct teaching
learn matter is very difficult;
so I can
learners don’t know much
1. Deductive Method accomplish more
about the lesson; teacher
within the given
is not yet skilled in
period of time.
facilitating skills.

More centered In extensive learning

learning, so the during the discussion. It
2. Inductive Method
lesson can follow accommodates the
the ideas behind. important ideas.

3. Demonstration It can be realistic

When it need to explain
by using
Method the lesson well.
materials.

When the problem is very

Abilities to resolve difficult, the students are
4. Problem Solving
problems. miserable to find the
answer.

Learning by When the students need to

situational find a better answer in the
5. Discovery Method
questions and question, during exploration
answer. of subjects.

When to engage the

A common goal in
abilities of the students to
6. Project method one learning
work thru their classmates.

7. Constructivist More on When the subject must be

Approach constructing ideas. idealistic one.

Improving social
8. Meta-cognitive When using dept. questions
skills with in
Approach related in the topic.
understanding
When using in feed
Combining ideas or
9. Integrative backing some important
recalling
Approach key points in the past
information.
lesson.

45
Episode 6
ON LESSON
DEVELOPMENT

46
Episode 6
ON LESSON DEVELOPMENT
Name of the FS Student: Porferia P. Malacat

Cooperating School: Bacong Central School

Resource Teacher: Ms. Victoria L. Tapayan

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

My Performance (How will I Be Rated)

FIELD STUDY 2 Episode 6 – On Lesson Development

Focused on: How my Resource Teacher develops his/her lesson.
Exemplary Superior Satisfactory Unsatisfactory
Tasks
4 3 2 1
All tasks were All or nearly all Nearly all Fewer than
done with tasks were tasks were done half of tasks
outstanding done with high with acceptable were done; or
Observation/ quality; work quality quality most objectives
Documentation: exceeds met but with
expectation poor quality

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

3 2 1
4

47
 Reflection Reflection Reflection Reflection
statements statements statements statements are
are profound are clear, but are shallow; unclear and
and clear, not clearly supported by shallow and
supported by supported by experiences are not
My Reflection experiences experiences from the supported by
from the from the episode experiences
episode. episode from the
episode.
4 3 2 1

Portfolio is Portfolio is Portfolio is Portfolio has

complete, clear, complete, clear, incomplete many lacking
well- organized well- organized supporting components; is
and all and most documentation unorganized
supporting supporting is organized and unclear
documentation documentation but is lacking
are located in are available
My Portfolio sections clearly and/or in
designated logical and
clearly marked
location
4 3 2 1

Submission Before On the A day after the Two days or

deadline deadline deadline more after the
deadline
4 3 2 1

Sub Totals

Rating
Over-all Score (Based on
transmutation)

_______________________ __________________
Signature of FS Teacher Date
above printed name

Transmutation of Scores to Grades/Ratings

Score Grade Rating Score Grade Rating

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 3.50 72 and
15 2.00 87 7-below 5.00 below
14 2.25 84

48
 My Map

I will observe the Resource Teachers, analyze and reflect on my

observations.

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

49
 My Tools

OBSERVATION SHEET

Name of the Resource Teacher Observed: Mrs. Victoria L. Tapayan

School Address: Bacong, Salug, Zambo. del Norte Date: Dec. 14, 2022
Grade/ Year Level: Kindergarten Subject Area:

1. Describe how the teacher began his/her lesson. Why do you think
she/he do that?

Answer:

During my observation my resource teacher began by recalling her

past lesson and she connected it to her lesson for that day. It’s
important to connect the past lesson from the latest lesson so that
the students will know what is the significance and relevance of
their lesson.

2. What activity/ies did the Resource Teacher ask the learners to do after
she/he introduced the lesson? Why do you think she/he did that?

Answer:

Based on my observation my resource teacher asks the learners to

do activity like dancing and singing for energizer of the student. I
think she did such activities for a better learning about the subject
matter or lesson.

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

She ended her lesson in a way of asking her students if there

have any question about the discussion or about their homework
and she always end the lesson by reminding and finalizing all
given activities and requirement.

50
4. Did you notice an assessment of learning in the process of teaching?
If yes, how was it done?

Answer:

Yes, like she told her students to answer some activity on their
paper based on the lesson.

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

of his/her lesson?

Answer:

Yes, at the end of time the teacher always asks like “Did you
understand?” or “Did you get it class”

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

you observe the item.

Teaching Behavior Check here!

1. Connecting lesson to past lesson

2. Introducing the lesson for the day.

3. Sharing the lesson objective for the day.

4. Motivating the students

5. Students doing learning activity

6. Teacher giving lecture.

7. Teacher checking for understanding.

8. Teacher/students summarizing

51

My Analysis
1. How should a lesson begin and end?
Answer:

For me, before the lesson begin the teacher must checked the
environment of the classroom, if it is good to use during discussion
and activities, and if it’s not crowded for everyone, the chairs, tables,
and all learning materials, after that the teacher start a lesson with a
prayer, and it also ends with a prayer but usually during end times
the teacher must focus on the learning of the students, and start
your motivation like singing a song related to the topic, and before
your lesson is about to end give them activities such as games,
tasks, etc.

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

Answer:

None, because the teacher are always motivated and energetic to

teach during discussion and it cause being active participants of the
students in answering many questions asked by the teacher that
helps the lesson development of learners.

My Reflections

“Tell them what you want to tell them; tell them, tell them what
you told them.” Relate this statement to lesson development.

For me, the statement is all about the whole lesson development
process. It portrays the beginning and the end of the lesson. The line
“Tell them what you want to tell them” is the beginning of the lesson.
It is the giving of motivation and letting the learners know the
objectives of the day. It is introducing the lesson or the topic. The
other line “Tell them” refers to the discussion. It is when the teacher
deliberates his/her topic to the class. It is where comparison and
abstraction is done in order that students will learn the needed
information and of course, to achieve the objective of the day. The
last line “Tell them what you told them” is giving generalization to
the topic. It is restating what you have discussed in a more
simplified and generalized idea. It is the giving of summary to the
topic discussed.
52

My Portfolio
1. Re-construct your Resource Teacher’s lesson. Your lesson plan must
have the parts of a lesson plan. A lesson plan outline may do, provide
all the parts of a lesson are covered.

LESSON PLAN IN KINDERGARTEN

Teacher Demonstrator: Victoria L. Tapayan

School: Bacong Central School
Date: December 6, 2022

Content Focus: Mga Bagay sa Loob ng Silid-Aralan

I. Layunin: Nakikilala ang mga gamit sa loob ng Silid-Aralan.

Halimbawa Gunting, aklat, upuan at iba pa.

II. Paksa:

Message: Mga Bagay na Makikita sa loob ng Silid-Aralan

Reference: MELC Kindergarten
Materials: Pictures, visual aids
Numeracy and Literacy Integration

Procedure:

Meeting Time 1

A. Preliminary Activity

Preparation
Prayer
Attendance Check
Calendar check
Weather check

1. Pagganyak
Mga larawan ng mga bagay na makikikta sa loob ng silid-paaralan.

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Mga bata handa na ba kayong makinig.

Ngunit bago tayo tumungo sa ating aralin ay anu-ano ang dapat nating
isa alang-alang sa pakikinig?
WORK PERIOD 1

B. Panlinang na Gawain

1. Paglalahad

Ngayon ay ating alamin ang mga bagay na makikita natin sa

loob ng ating silid-paaralan.

2. Pagtatalakay

Ano ang tawag sa bagay na ito?

Saan natin gagamitin ito?

Ano ang tawag sa bagay na ito?

Ano ang ating ilalagay sa bagay na ito?

Ano ang tawag sa bagay na ito?

Para saan ang bagay na ito?

Ano ang tawag sa bagay na ito?

Saan natin ito gagamitin?

Ano ang tawag sa bagay na ito?

Paano natin ito gagamitin?

Ano ang tawag sa bagay na ito?

Paano natin ito gagamitin?

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Mga bata anu-ano pa ang bagay na makikita ninyo sa loob ng ating silid-
aralan?
Pangwakas na Gawain:

1. Paglalahat: Ngayon, mga bata banggitin nga muli ang mga bagay na
makikita sa loob ng ating silid- paaralan.

2. Magkaroon tayo ng laro. Magkaroon tayo ng apat (4) na grupo. Ang

bawat grupo ay may isang lider. Ngayon, magbigay ako ng mga
larawan.
Ang inyong gagawin ay itaas ang larawang babanggitin ko.

III. Ebalwasyon:

Panuto : Kulayan ang bagay na makikita sa loob ng ating silid-

aralan.

IV. Takdang Aralin:

Bilogin ang mga bagay na larawan na makikita sa silid-aralan.

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 Episode 7
EFFECTIVE
QUESTIONING AND
REACTING TECHNIQUES

56
Episode 7
EFFECTIVE QUESTIONING AND REACTING
TECHNIQUES
Name of the FS Student: Porferia P. Malacat

Cooperating School: Bacong Central School

Resource Teacher: Mrs. Victoria L. Tapayan

My Target
In this Episode, I expect myself to be able to determine my Resource Teacher’s
questioning and reacting techniques and identify those that promote
interaction.

My Performance (How will I Be Rated)

FIELD STUDY Episode 7- Effective questioning and Reacting

Focused on: Questioning and reacting techniques
Exemplary Superior Satisfactory Unsatisfactory
Tasks
4 3 2 1
All tasks were All or nearly Nearly all Fewer than
done with all tasks were half of tasks
outstanding tasks were done with were done; or
Observation/ quality; work done with acceptable most objectives
Documentation: exceeds high quality quality met but with
expectation poor quality

4 3 2 1
Analysis Analysis Analysis Analysis
questions were questions questions were questions were
answered were not answered not answered.
completely; in answered completely.
depth answers; completely Grammar and
thoroughly Vaguely related spelling
grounded on Clear to the theories unsatisfactory.
My Analysis
theories. connection
with theories Grammar and
Exemplary spelling
grammar and Grammar acceptable
spelling and spelling
are superior
4 3 2 1
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 Reflection Reflection Reflection Reflection
statements statements statements statements
are profound are clear, but are shallow; are unclear
and clear, not clearly supported by and shallow
supported by supported by experiences and are not
My Reflection
experiences experiences from the supported by
from the from the episode experiences
episode. episode from the
episode.
4 3 2 1

Portfolio is Portfolio is Portfolio is Portfolio has

complete, clear, complete, clear, incomplete many lacking
well- organized well- organized supporting components;
and all and most documentation is
supporting supporting is organized unorganized
documentation documentation but is lacking and unclear
My Portfolio
are located in are available
sections clearly and/or in
designated logical and
clearly marked
location
4 3 2 1

Before deadline On the A day after the Two days or

Submission deadline deadline more after the
deadline
4 3 2 1

Sub Totals

Rating (Based
Over-all Score on
transmutation)

Signature of FS Teacher
above printed name

____________________
Date

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 My Map

I shall observe my Resource Teacher’s questioning and reacting

techniques based on my past lesson on “Effective Questioning and
Reacting Techniques”.

To realize my target, I will do the following:

1. Reflect on my observations.

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 My Tools

Score the Resource Teacher every time she/he demonstrates any of

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

OBSERVATION SHEET
Name of the Resource Teacher Observed: Mrs. Victoria L. Tapayan
School Address: Bacong, Salug, ZDN Date: December 16, 2022
Grade/ Year Level: Kindergarten Subject Area: English

Tally of
Questioning Behavior Frequency
Use

1. Varying types of questions IIIII 5

2. Asking non-directed questions I 1

3. Calling non-volunteers IIIII 5

4. Rephrasing III 3

5. Sequencing logically III 3

6. Requiring abstract thinking I 1

7. Asking open-ended questions III 3

8. Allowing students wait time II 2

9. Involving as many as possible IIIII 5

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 My Tools

OBSERVATION SHEET
Name of the Resource Teacher Observed: Mrs. Victoria L. Tapayan
School Address: Bacong, Salug, ZDN Date: December 16, 2022
Grade/ Year Level: Kindergarten Subject Area: English

Write samples of questions asked under each type.

Type of Question Sample Questions Asked

1. Convergent Question What is the first letter of the

alphabet?

2. Divergent Question How many letters are there in the

alphabet?

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

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

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Reacting Techniques

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

Reacting Behavior Tally of Use Frequency

1. Providing acceptance feedback IIIII 5

2. Providing corrective feedback IIIII 5

3. Giving appropriate praise IIIII 5

4. Repeating the answer IIIII 5

5. Explaining the answer IIIII 5

6. Rephrasing the question II 2

7. Asking follow up questions IIIII 5

8. Redirecting questions to other
III 3
Pupils

9. Soliciting student questions III 3

10. Encouraging through non-verbal

IIIII 5
Behavior
11. Criticizing responding students for
I 1
his/her answer

12. Scolding for misbehavior or not listening I 1

13. Overusing expressions such as

IIIII 5
“Okay”, “Right”, etc.?

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My Analysis
1. Which questioning and reacting techniques encourage teacher-
student interaction? Which ones did not?

Answer:

Asking follow-up questions this encourage students interaction

they react in most important ideas with an easy explanation, but
soliciting students question did not because after the discussion
when the teacher asking if the student have question, the student
response is none.

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

question marks and leave school as periods”? Does this have something
to do with a teacher’s questioning and reacting techniques?

Answer:

What Neil Postman trying to imply is that children are learners who
carry more questions in their mind. It’s in our human nature also
to show curiosity towards other things that catches our interest.
Children go to school in order to learn. Sometimes they tend to ask
questions to resolve some parts of their journey of seeking answers.
But for me, yes, we learn and educate ourselves through school yet
school was not only the place to acquire learning. If you explore the
world outside, how much learning can you might get? Not all the
time answers can be find inside the school. What we learn from
school were only a few percent of what the reality in life awaits us.

My Reflections
What do I resolve to do and NOT to do in my questioning and reacting
techniques so as to encourage teacher-student interaction?
Answer:

I resolve to focus on the learning of my students always I will do my

best techniques in terms of teaching to be able to connect in must
questions that I ask. In reacting, I need to be aware of their answer
and to know the possibility of interacting and interdependence which
one of the reason why students became active in a possible ways.

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 My Portfolio
I promote higher-order-thinking skills (HOSTS) and interaction for
learning by the kind of question that I ask.

Here are learning objectives. Formulate at least two examples of

questions that promote divergent thinking and HOTS.

Elementary (For the BEED Student)

1. At the end of the lesson, the pupil is able to identify the

functions of the organs of the digestive system.

Secondary (For the BSEd Student)

1. After having been presented the pros and cons of teaching

reproductive health in schools, the student must be able to take a
stand on the controversial issue and give reasons for such stand.

Write your two divergent questions here!

1. Elementary

 What are the different parts of the body?

 What are the five senses?

2. Secondary
 Are you in favor or not in favor of reproductive health? Why or
Why not?
 Is the use of contraceptives helpful or harmful to us? In what
way?

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

of expressions I must use (products of my research) to inspire my
students to be involved in class interaction.

 “You’re on the right track!”

 “Very Good!”
 “Nice Answer!”
 “Wonderful!”
 “Keep it up!”

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