1. Episode 3:
ORGANINZING 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 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 3- Organizing content for meaningful learning
Focused on: The development of a cognitive or skill or affective lesson
Exemplary Superior Satisfactory Unsatisfactory
Tasks
4 3 2 1
Observation/ All tasks were All or nearly all Nearly all tasks were Fewer than half of tasks
Documentation: done with tasks were done done with acceptable were done; or most
outstanding with high quality quality objectives met but with
quality; work poor quality
exceeds
expectations
4 3 2 1
My Analysis Analysis questions Analysis questions Analysis questions Analysis questions were
were answered were answered were not answered not answered.
completely; in completely completely
depth answers; Grammar and spelling
thoroughly Clear connection Vaguely related to unsatisfactory
grounded on with theories the theories
theories
-Exemplary Grammar and Grammar and spelling
grammar and spelling are acceptable
spelling. superior.
4 3 2 1

2. Exemplary Superior Satisfactory Unsatisfactory
Tasks
4 3 2 1
My reflection Reflection Reflection Reflection statements Reflection statements
statements are statements are are shallow; are unclear and shallow
profound and clear but not supported by and are not supported
clear, supported clearly supported experiences from the by experiences from the
by experiences by experiences episode. episode.
from the episode. from the episode.
4 3 2 1
My portfolio Portfolio is Portfolio is Portfolio is Portfolio has many
complete, clear, complete, clear, incomplete; lacking components; is
well-organized well-organized supporting unorganized and
and all supporting and most documentation is unclear.
documentation supporting organized but is
are located in documentation lacking.
sections clearly are available
designated. and/or logical and
clearly marked
locations.
4 3 2 1
Submission Before deadline. On the deadline. A day after the Two days or more after
deadline. the deadline.
4 3 2 1
Subtotals
Rating based on
Overall Score 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 3.5 72 and
15 2.00 87 7- below 5.00 below
14 2.25 84

3. My Map
I will observe the three different lessons executed – cognitive, skill and affective lessons.
(cognitive – Sibika; Skill – Math; Affective – Literature/Edukasyong Pagpapahalaga)
To hit my Target, I will work my way through these steps:
Step 1 : Review Selection and Oganization of
content found in the 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.
Step 3 : Accomplish the Observation Sheet
Step 4: Answer the questions for analysis
Step 5: Reflect on what I have done and write down
my relections.

4. My Tools
OBSERVATION SHEET
Name of the Resource Teachers Observed:________________,__________________,________________
School Address:_________________________________________________Date:___________________
Grade/ Year Level: _________________________________ Subject Area: _________________________
A. For the Cognitive Lesson
1. What is the lesson about? _______________________________________________________
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2. What are the examples of facts mentioned in the lesson? ______________________________
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3. Did the lesson end with facts? Or did these facts lead to understanding of concepts? Prove
your answers. ___________________________________________________________________
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5. _______________________________________________________________________________
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4. Write down instances of treating the topic in depth (giving examples, examining cause – effect
relationships, relating ideas or concepts to one another) ________________________________
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5. Cite an instance/s when students were encouraged to ask questions, to talk about and reflect
on what they learned._____________________________________________________________
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B. For the Skill Lesson
1. What was the skill lesson about? Which skill/s was/were target? Manipulative skill or thinking
skill? __________________________________________________________________________
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6. 2. Write evidence of teacher’s encouragement of divergent thinking by the students. _________
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3. Which are proofs that the Resource Teacher promoted convergent thinking? ______________
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4. If there was problem solving in the lesson, were the pupils taught to solve the problem using
algorithm or heuristic strategy? ____________________________________________________
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5. What are the proofs that the students were encouraged to do critical thinking? ____________
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7. C. Value/ Affective Lesson
1. What was the value lesson about? ________________________________________________
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2. Was the value taught alone or was it integrated with a cognitive or skill lesson?____________
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3. How was the value lesson developed? _____________________________________________
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8. My Analysis
A. For the Cognitive Lesson
1. How did my Resource Teacher teach the cognitive content meaningfully and
interestingly? _____________________________________________________________
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B. For the Skill Lesson
1. How was the skill taught meaningfully and interestingly? ___________________________
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C. For the Affective Lesson
1. Is it possible to teach a value lesson without any cognitive basis at all? Explain your
answer. _____________________________________________________________________
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2. A cognitive or skill lesson is a vehicle for value education. Do you agree? _____________
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9. My Reflections
1. Someone said: “There are dull teachers, dull textbooks, dull films, but no dull subjects”. Do you
agree? Write you’re your reflections here__________________________________________
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2. How should you organize subject matter (be of cognitive skill or value lesson) so that teaching
will always be fresh and interesting?______________________________________________
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10. My Portfolio
Research on/or come up with a lesson plan (cognitive or skill) that integrates a value/s.
Paste it here! You may want to refer to “Integrating Values and Subject Matter”, in the
Principles of Teaching 2, 2006by Copuz B., G. Salandanan and D. Rigor, pp. 91 – 92.) an
outline of the lesson development will do.
My Lesson Plan