A soft copy of FS 2

1. FIELD STUDY 2: EXPERIENCING THE TEACHING-LEARNING PROCESS
Episode 1: Principles of Learning
Name of FS student _________________________________________________________________
Course _________________________________ Year & Section ____________________________
Resource Teacher ______________________________ Signature ______________ Date _________
Resource Teacher ______________________________ Signature ______________ Date _________
Resource Teacher ______________________________ 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 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:
1. I will review the principles of learning on pp. 21-25 of Principles of Teaching 1, 2007 by
Corpuz, B. and G. Salandanan.
2. I will observe 3 different classes.
3. I will identify evidence of applications of the principles of learning. (You are given a sample
in # 1 principle.) I can cite more than one evidence per principle of learning.
4. Guided by a question/questions, I will reflect on my experience, write down my reflection.
My Tool: As I observe a class, I will use the Observation Sheet for a more focused observation.
OBSERVATION SHEET
Name of the Resource Teachers Observed: __________________________________________________
_____________________________________________________________________________________
School Address: __________________________________________ Date: ________________________
Grade/Year Level: ________________________________________ 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
1. Learning is an experience which occurs inside
the learner and is activated by the learner.
Sample:
1. Teacher lets the learners do the learning activity.
e.g. – Pupil writes letter A instead of Teacher
writing for them.
2. Learning is the discovery of the personal
meaning and relevance of ideas.
2.
3. Learning is a consequence of experience. 3.
4. Learning is a cooperative and collaborative
process.
4.
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2. 5. Learning is an evolutionary process. 5.
6. Learning is sometimes a painful process. 6.
7. One of the richest resources for the learning is
the learner himself.
7.
8. The process of learning is emotional as well as
intellectual.
8.
9. The process of problem solving and learning are
highly unique.
9.
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?
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2. Which learning principle was applied most?
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3. Which learning principle was applied least or not at all applied?
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3. ______________________________________________________________________________
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4. Do you agree with these principles of learning? Or have you discovered that they are not always
correct?
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5. Lessons I have learned from my observations on the classroom application of the principles of
learning.
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My Reflections
My reflections on my observations of my Resource Teacher’s observance of these principles. Did my
Resource Teachers adhere to these principles?
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My Portfolio
Principles of Learning in My Own Words
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4. Episode 2: Lesson Objectives as My Guiding Star
Name of FS student _________________________________________________________________
Course _________________________________ Year & Section ____________________________
Resource Teacher ______________________________ Signature ______________ Date _________
Resource Teacher ______________________________ Signature ______________ Date _________
Resource Teacher ______________________________ Signature ______________ Date _________
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5. Cooperating School __________________________________________________________________
My Target: In this episode, I must be able to:
a. deduce the lesson objective/s after observing my Resource Teachers teach;
b. see how the guiding principles in the formulation of lesson objectives are applied; and
c. realize the importance of a clearly defined lesson objective.
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:
1. Review the “Guiding Principles in Determining and Formulating Learning Objectives” found
in Principles of Teaching 1, by Corpuz, B. and G. Salandanan, pp. 29-38.
2. Observe a class with a learning partner. My focus this time is on lesson or learning
objectives.
3. Discuss my observations/answers to the questions with my partner.
4. Write down my answers to the questions.
5. Reflect on my observation.
My Tool:
1. As I observe a class, I will use the observation sheet for a more focused observation.
OBSERVATION SHEET
Name of the Resource Teachers Observed: __________________________________________________
_____________________________________________________________________________________
School Address: __________________________________________ Date: ________________________
Grade/Year Level: ________________________________________ Subject Area: _________________
Guiding Principles in Determining and
Formulating Learning Objectives
Teaching Behavior/s which Prove/s Observance
of the Guiding Principle
1. Begin with the end in mind.
Sample:
1. The resource teacher began her lesson by stating
her objective.
2. Share lesson objective with students. 2.
3. Lesson objectives must be in the 2 or 3 domains
– cognitive, skill and affective or cognitive and
affective or skill and affective.
3.
4. Work on significant and relevant lesson
objectives.
4.
5. Lesson objectives must lead to the development
of critical and creative thinking.
5.
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6. 2. After observing your resource teacher, write own what you think was/were her lesson objective.
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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?
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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?
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2. Why did you find it easy/difficult to write down the resource teacher’s lesson objective for the
say? Did she mention it at the beginning of her/his lesson?
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3. Did you find the lesson objective SMART? Why or why not?
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7. 4. Was the lesson objective in the cognitive or psychomotor or affective domain? Or was it in the
two or three domains? Support your answer.
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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 start in the development of a lesson? Or are
lesson objectives sometimes forgotten as the lesson develops?
My Portfolio
My researched qoutations that state the significance of goals and objectives.
(Don’t forget to state your source.)
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8. Episode 3: Organizing Content for Meaningful Learning
Name of FS student _________________________________________________________________
Course _________________________________ Year & Section ____________________________
Resource Teacher ______________________________ Signature ______________ Date _________
Resource Teacher ______________________________ Signature ______________ Date _________
Resource Teacher ______________________________ Signature ______________ Date _________
Cooperating School __________________________________________________________________
My Target: In this episode, I must be able to:
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9. a. observe the teaching of a dominantly cognitive or skill or affective lesson (cognitive lesson –
Sibika; Skill – Math; affective – values Education)
b. trace the development of a cognitive, skill and affective lesson
My Map: I will observe three different lessons executed - cognitive, skill and affective lessons . To
reach my target, I will work my way through these steps:
1. Review “Selection and Organization” of content found in Principles of Teaching 1 by Corpuz,
B. and G. Salandanan, 2007, pp. 43-51.
2. Observe one type of class – cognitive, skills, affective at a time.
3. Accomplish the observation sheet.
4. Answer the questions for analysis.
5. Reflect on what I have done and write down my reflections.
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 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
answer.
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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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10. 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 skills was/were target? Manipulative skill or thinking
skill?
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2. Write evidence of the 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 proofs that the students were encouraged to do critical thinking?
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C. Value/Affective Lesson
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11. 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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My Analysis
A. For the Cognitive Lesson
How did my resource teacher teach the cognitive content meaningfully and interestingly?
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B. For the Skill Lesson
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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 a skill lesson is a vehicle for value education. Do you agree?
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12. ___________________________________________________________________________
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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.
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2. How should you organize subject matter (be it cognitive, skill or value lesson) so that your
teaching will always be fresh and interesting?
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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. (Attach another sheet is necessary.)
My Lesson Plan
Episode 4: Guiding Principles in the Selection and Use of Teaching Strategies
Name of FS student _________________________________________________________________
Course _________________________________ Year & Section ____________________________
Resource Teacher ______________________________ Signature ______________ Date _________
Resource Teacher ______________________________ Signature ______________ Date _________
Resource Teacher ______________________________ 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.
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13. 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:
1. Review Selection and Use of Teaching Strategies in Principles of Teaching 1, 2007 by Corpuz, B.
and G. Salandanan, pp. 52-68.
2. Observe at least 3 resource teachers.
3. Accomplish observation sheet.
4. Analyze my observations.
5. Reflect on my observations.
My Tools
OBSERVATION SHEET
Name of the Resource Teachers Observed: __________________________________________________
_____________________________________________________________________________________
School Address: __________________________________________ Date: ________________________
Grade/Year Level: ________________________________________ Subject Area: _________________
Guiding Principles in the Selection and Use of
Strategies
Teaching Behavior of the Resource Teacher that
Applied the Principle
1. Learning is an active process. 1.
2. The more senses that are involved, the more and
the better the learning.
2.
3. A non-threatening atmosphere enhances
learning.
3.
4. Emotion has the power to increase retention and
learning.
4.
5. Good teaching goes beyond recall of
information.
5.
6. Learning is meaningful when it is connected to
students’ everyday life.
6.
7. An integrated teaching approach is far more 7.
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14. 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?
Episode 5: On Teaching Approaches and Methods
Name of FS student _________________________________________________________________
Course _________________________________ Year & Section ____________________________
Resource Teacher ______________________________ Signature ______________ Date _________
Resource Teacher ______________________________ Signature ______________ Date _________
Resource Teacher ______________________________ 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 Map: I will observe at least 3 resource teachers, analyze and reflect on my observation. To realize my
target, I will follow the following steps:
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15. 1. Review “Different Approaches and Methods” in Principles of Teaching 1, 2007 by B. Corpuz and
G. Salandanan, pp. 69-100.
2. Observe two resource teachers.
3. Accomplish observation sheet.
4. Analyze my observations.
5. Reflect on my observations.
My Tools
OBSERVATION SHEET
Name of the Resource Teachers Observed: __________________________________________________
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School Address: __________________________________________ Date: ________________________
Grade/Year Level: ________________________________________ Subject Area: _________________
Approach/Method Description of Teaching Behavior that Proves Use
of the Teaching Approach/Method (What did my
resource teacher do as he/she used this
approach/method?)
1. Deductive method 1.
2. Inductive method 2.
3. Demonstration method 3.
4. Problem solving 4.
5. Discovery method 5.
6. Problem solving method 6.
7. Project method 7.
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16. 8. Constructivist method 8.
9. Metacognitive approach 9.
10. Integrative approach 10.
My Analysis
1. Which approaches/methods will be grouped together? Why?
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2. Which approaches/methods are more interactive? Less interactive?
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3. When should the direct method be used?
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4. When should the indirect method be used?
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5. Which approaches/methods promote “learning to live together”?
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17. My Reflections
If I decide on my teaching approach/method, I will consider ______________________ (Continue the
sentence. Begin writing NOW!)
My Portfolio
1. By means of graphic organizer, show the characteristics of a constructivists and a metacognitive
approach.
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18. 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 more within a given
period of time.
Time is limited; subject matter is
very difficult; learners don’t know
much about the lesson; teacher is
not yet skilled in facilitating skills
2. Inductive
3. Demonstration
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19. 4. Problem Solving
5. Discovery
6. Project
7.
8.
9.
10.
Episode 6: On Lesson Development
Name of FS student _________________________________________________________________
Course _________________________________ Year & Section ____________________________
Resource Teacher ______________________________ Signature ______________ Date _________
Resource Teacher ______________________________ Signature ______________ Date _________
Resource Teacher ______________________________ Signature ______________ Date _________
Cooperating School __________________________________________________________________
My Target: In this episode, I must be able to trace how my resource teacher develops his/her lesson.
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:
1. Review “Appropriate Learning Activities in the Difference Phases of the Lesson” in Principles
of Teaching 1, 2007 by B. Corpuz and G. Salandanan, pp. 95-99 and “Instruction” in
Educational Technology 1, 2007 by B. Corpuz and I. Lucido, pp. 36-43 – and Principles of
Teaching 2, 2006 by B. Corpuz, et al. pp. 51-90.
2. Observe two resource teachers on how they go through their lessons.
3. Accomplish observation sheet.
4. Analyze my observations.
5. Reflect on my observations.
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20. My Tools
OBSERVATION SHEET
Name of the Resource Teachers Observed: __________________________________________________
_____________________________________________________________________________________
School Address: __________________________________________ Date: ________________________
Grade/Year Level: ________________________________________ Subject Area: _________________
1. Describe how the teacher began his/her lesson. Why do you think did she/he do that?
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2. What activity/ies did the resource teacher ask the learners to do after she/he introduced the
lesson? Why do you think he/she did such?
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3. How did she end his/her lesson? Why do you think he/she did that?
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4. Did you notice an assessment of learning in the process of teaching? If yes, how was it done?
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5. Did you observe if resource teacher checked learning at the end of her lesson?
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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.
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21. 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
1. How should a lesson begin and end?
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2. Did you observe any part of the lesson development to have been out of place? Explain your
answer.
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My Reflections
“Tell them what you want to tell them; tell them, tell them what you told them.” Relate this statement to
lesson development.
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22. My Portfolio
Reconstruct 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. (Attach another sheet if
necessary.)
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23. Episode 7: Effective Questioning and Reacting Techniques
Name of FS student _________________________________________________________________
Course _________________________________ Year & Section ____________________________
Resource Teacher ______________________________ Signature ______________ Date _________
Resource Teacher ______________________________ Signature ______________ Date _________
Resource Teacher ______________________________ Signature ______________ Date _________
Cooperating School __________________________________________________________________
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 Map: I shall observe three (3) 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. Review “Effective Questioning and Reacting Techniques” on pp. 161-171 of Principles of
Teaching 1, 2007 by B. Corpuz and G. Salandanan.
2. Observe my resource teacher as she teacher with the use an observation sheet.
3. Analyze my answers with the aid of questions.
4. Reflect on my observations.
My Tools: Score the resource teacher every time he/she demonstrates any of the following questioning
behaviors. Sample is shown in item #1.
Questioning Behavior Tally of Use Frequency
1. Varying types of questions e.g. |||| 5
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24. 2. Asking non-directed questions
3. Calling on non-volunteers
4. Rephrasing
5. Sequencing logically
6. Requiring abstract thinking
7. Asking open-ended questions
8. Allowing sufficient wait time
9. Involving as many as possible
My Tools
OBSERVATION SHEET
Name of the Resource Teachers Observed: __________________________________________________
_____________________________________________________________________________________
School Address: __________________________________________ Date: ________________________
Grade/Year Level: ________________________________________ Subject Area: _________________
Write samples of questions asked under each type.
Type of Question Sample Questions Asked
1. Convergent Question
2. Divergent Question
3. Low-Level Question
4. High-Level Question
OBSERVATION SHEET
Name of the Resource Teachers Observed: __________________________________________________
_____________________________________________________________________________________
School Address: __________________________________________ Date: ________________________
Grade/Year Level: ________________________________________ Subject Area: _________________
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25. Reacting Techniques
Score the resource teacher every time he/she makes use of any of the techniques.
Questioning Behavior Tally of Use Frequency
1. Providing acceptance feedback e.g. |||| 5
2. Providing corrective feedback
3. Giving appropriate praise
4. Repeating the answer
5. Explaining the answer
6. Rephrasing the question
7. Asking follow up questions
8. Redirecting questions to other
pupils
9. Soliciting student questions
10. Encouraging through non-verbal
behavior
11. Criticizing responding student for
his/her answer
12. Scolding for misbehavior or not
listening
13. Overusing expressions such as
“Okay”, “Right”, etc.
My Analysis
1. Which questioning and reacting techniques encouraged teacher-student interaction? Which ones
did not?
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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?
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My Reflections
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26. What do I resolve to do and NOT do in my questioning and reacting techniques so as to encourage
teacher-student interaction?
My Portfolio
I promote higher-order-thinking skills (HOTS) and interaction for learning by the kind of
questions that I ask.
Write your divergent questions here!
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.
1. “You are on the right track!”
2.
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27. 3.
4.
5.
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