FS2 Teaching-Learning Principles

FS2 Experiencing the teaching- Learning Process
Field Study
EPISODE 1
PRINCIPLES OF LEARNING
Name of FS Student Zebb Hannalou A. Dadang_____________ _
Course Prof Ed ___________ Year & Section
Resource Teacher 1
Ms. Liezel Doriga Signature Date______
Resource Teacher 2
Mrs. Ma. Romila D. Uy Signature Date______
Resource Teacher 3
Mrs. Melanie M. Fabrea Signature Date______
Cooperating School The New El Salvador Colleges
Alubijid National Comprehensive High-School
My Target
While I observe three different classes, I will be able to identify
applications of learning in the teaching-learning process.

My Performance (How I Will Be Rated)
Field Study 2, Episode 1– Principles of Learning
Focused on: Application of the principles of learning in the teaching- learning
process
Task Exemplary
4
Superior
3
Satisfactorily
2
Unsatisfactorily
1
Observation/
Documentation
All tasks were
done with
outstanding
quality; work
exceeds
expectations
4
All or nearly all
task were done
with high
quality
3
Nearly all tasks
were done with
acceptable quality
2
Fewer than half of
tasks were done,
or most objectives
met but with poor
quality
1
My Analysis Analysis
questions
answered
completely, in
depth
answers;
thoroughly
grounded on
theories/
-Exemplary
grammar and
spelling
Analysis
questions were
answered
completely
Clear
connection with
theories
Grammar are
spelling
Analysis questions
were not
answered
completely.
Vaguely related to
the theories
Grammar and
spelling
acceptable
Analysis questions
were not
answered,
Grammar and
spelling
My Reflection Reflection
statements
are profound
and clear,
supported by
experiences
from the
episode
4
Reflection
statements are
clear, but not
clearly
supported by
the experiences
from the
episode
3
Reflection
statements are
shallow;
supported by
experiences from
the episode
2
Reflection
statements are
unclear and
shallow and are
not supported by
experiences from
the episode
1
My portfolio Portfolio is Portfolio is Portfolio is Portfolio has many

complete,
clear well
organized and
all supporting
documentatio
n are located
in sections
clearly
designated
4
complete,
clear, well
organized and
most
supporting
documentation
are available
and/or in
logical and
clearly marked
locations,
3
incomplete;
supporting
documentation is
organized but is
lacking
2
lacking
components is
unorganized and
unclear
1
Submission Before
deadline
4
On the deadline
3
A day after the
deadline
2
Two days or more
after the deadline
1
Sub Totals
Over-all score
Rating
(Based on
Transmutation)
Signature of FS Teacher Date_______________
Dr. Carmencita S. Cotapte
Transmutation of score to grade/rating
Score Grade Score Grade
20 - 1.0 - 99 12-13 - 2.50 - 81
18-19 - 1.25 - 96 11 - 2.75- 78
17 - 1.5 - 93 10 - 3.00- 75
16 - 1.75 - 90 8-9 - 3.5- 72 and
15 - 2.00 - 87 7-below - 5.00- below
14 - 2.25 - 84

My Map
I will observe at least 3 different classes. Pay close attention to what Resource Teacher
does to teach and what the learners do 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, 2007 by
Corpuz, B. and G. Salandan.
Step 2. I will observe 3 different classes.
Step 3. I will identify evidence of applications of
the principles of teaching. (You are given a
sample in #1 principle of learning.
Step 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: Liezel Doriga
School Address: El Salvador City Date:
Grade/Year Level: Grade 10 Subject Area: Araling Panlipunan
Principles of Learning Teaching Behavior of the teacher/
learning Behavior of the learner as Proof
of the Application of the Principle of
Learning
1. Learning is an experience which occurs
inside the learner and is activated by
the learner
1. Teacher lets the students draw
different types of Likas na yaman
2. Learning is the discovery of the
personal meaning and relevance of
ideas.
2. Teacher lets the students enumerate
the different types of Likas na yaman
and asked for its examples.
3. Learning is a consequence of
experience
3. Teacher asked the students how to
preserve those “LIKAS NA YAMAN”
4. Learning is a cooperative process 4. Teacher gave them time to draw and
collaborate their ideas about the
different types of “likas na yaman”
5. Learning is an evolutionary process. 5. Students gradually learned to
understand the different types of likas
na yaman including their characteristics
and its importance such yamang lupa
at yamang tubig .
6. Learning is sometimes a painful
process
6. Students need to learn how to draw
even though it seems so hard for
them.
7. One of the richest person resources for 7. Students have their own knowledge

the learning is the learner himself. and experiences in a certain topic that
they can state the different ways to
preserve the “Likas na Yaman”
8. The process of learning is emotional as
well as intellectual.
8. Teachers accepted those different
ideas coming from the students. There
will be right or wrong answers; either
they will be discouraged when their
answers are wrong or motivated to
study more when they got the correct
one. Most importantly, they learned
those things which are all part of
learning.
9. The process of problem solving and
learning is highly unique and individual.
9. Teachers presented beautiful pictures
of different types of “Likas na Yaman”.
And students will going to distinguish
which it belong in “yamang lupa,
yamang tubig,at yamang gubat”.
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?
 It helps the students understand the lesson very well. And the strategies that the
teacher used which is more on direct method is very effective to let the students
think about the different types of likas na yaman and its importance.
 On the learners, they can determine that our nature has different types which
are “yamang lupa, yamang tubig, at yamang gubat”. It will give them knowledge
that rivers, ocean, lake are one of example of “yamang tubig”. While mountains,
valleys and volcanoes are one of the example of “yamang Lupa”.

2. Which learning principle was applied most?
The learning principle that was applied most is # 7 that
“One of the richest resources for learning is the learner himself
3. Which learning principle was applied least or not all applied?
I think #6 learning is sometimes a painful process
4. Do you agree with these principles of learning? Or have you discovered that they are not
always correct?
My experienced
I agree with these principles of learning because I experienced it in the real
setting. We learned in different pace and it takes time for us to understand a
particular lesson. Good thing that teachers do have consultation hours for
entertaining the questions of their students who have difficulty in understanding
the lesson. And by taking time in explaining the topic will test our patient as a
teacher in order for them to understand it fully and more easily. So, I think
learning is really an evolutionary process.
As I observed that students feel discouragement and disappointments when they
got low scores during test and I also feel the same way when I am not doing
well in the classroom, I usually blame myself that I should done the right thing. I
prepared myself for my reports and I do a lot of practice but when I am in front
of my classmates, something makes me feel uncomfortable. There is fear so I
guess learning is sometimes a painful process. As teacher, we need to consider
those emotions through positive reinforcement.
Every time I took examination or simply quizzes, I have the feeling of butterflies
in my stomach as if I feel urinating and worst defecating. When I felt that way I
just assured myself that everything will be alright which helped lessen my
anxiety. I need to be in a good state in mind so that I could answers it right. As
teacher, we should have an eagled-eyed to handle those emotions which are

commonly happened during oral recitation. If we failed to manage it the result
more often than not will affect their performance. Learning is unlikely.
During group activities we do brainstorming. Our ideas were being raised in the
group. Students learned through collaboration and it allows the slow learners to
improve their own understanding about the lesson that the fast learners had
shared within the group. So, everyone is benefited. As teacher, we just act as
facilitator or guidance counselor.
And through everyday happenings in our life, we could reflect about the
following lesson that the teacher was taught in the classroom. Like for example
the teacher may ask about the importance of the new technology in our daily
life. From that question, students were able to share their own experiences in
using the new technologies such as Iphone, Ipad, tablets and lap top or
computers that are available in the schools. So no reason that student will not be
able to answer her questions. As teacher, we are bound to build those prior
knowledge and experiences in the classroom.
As a student we are all unique, not only with our physical appearance but also on
how we think. Hence, we react differently in a certain situations. We do have
unique ideas in teaching, reporting, and doing our projects. Aside of Mentioning
student’s differences, teacher should consider those diversities, like treating
them equally, no matter who they are.
We want to explore new things so we do some research like surfing in the
internet. It is one way that we could understand the terms or topic which we are
going to teach, report, or use in our teaching-learning process. Thus, student’s
interest is very important. Providing it in the classroom will surely catch their
attention which could also motivated them to learn.
And with my experiences and observations above, I do agree those
principles of learning. They are absolutely always correct.

My reflections on my observations of my Resource Teacher’s
observance of these principles. Did my Resource Teachers adhere to these principles?
Yes, based on my observation she has delivered her lesson to her
student’s very well. And I’m confident with that. The student responds actively in the
class. All the students are participating and raising their hands that they extremely
answer correctly. I have seen her interacting with the students and very satisfied about
their answer. All the principles are present and practice quietly. That could be seen from
the output of the students, how they used their creativity in drawing. On using colorful
crayons and how they presented it in the class
Teacher was able to show a good visual aid which is very artistic and colorful.
Giving them examples through using different pictures will let the student’s interest and
attention retained throughout the end of the period. I like the energy of the teacher and
her voice is well modulated. I can since that everybody is learning and all of them really
understand the lesson.
They were actively doing their activities. I could observe that every student want
to help each other by sharing their drawing materials and asked help for the image that
is hard for them.
And it is a good attitude that they are not competing but instead they are
working as a team.

5. Lessons I have learned from my observations on the classroom application of the
Principles of learning.
I learned that teachers have different styles of applying those principles of learning.
It usually varies. It might not all present in every meeting in the classroom but it is
very beneficial in both teachers and learners. If applying those everyday could
always resulted a good outcomes then it is highly implemented in the class.
I should take it as my gear in my life wherever I destined to teach. I will use it not
only for my own benefits but for the good of my students. It serves as my vehicle to
be a good teacher in the future.

My Portfolio
Principles of Learning in My Own Words
1. Learning is not always perfect so we need to exercise it.
2. Learning is love that is full of incandescence.
3. Learning is knowledge and epoch.
4. Learning is a powerful tool to success.
5. Learning is life and sonorous.
6. Like a deep ocean that learners should dive
7. A process of learning that learner develops flexibility.
8. Whole package of a person that suddenly opened in the peak of the
mountain
9. Triangular shape that represents the learner, teacher and classroom
contiguity.

Field Study
EPISODE 2
LESSON OBJECTIVES AS MY GUIDING STAR
Name of FS Student Zebb Hannalou A. Dadang
Course Prof . Ed Year & Section
Resource Teacher 1
Mrs.Romila Uy Signature Date__________
Resource Teacher 2
Ms. Liezel Doriga Signature ___ Date _________
Resource Teacher 3
Mrs. Melanie Fabrea Signature Date__________
Cooperating School The New Elsalvador Colleges
Alubijid National Comprehensive Highschool

My Target
In this Episode, I must be able to:
 Deduce the lesson objectives/s after observing my Resource Teachers teach.
 See how the guiding principles in the formulation of lesson objectives are applied
 Realize the importance of a clearly defined lesson objective
My Performance ( How I will Be Rated)
Field Study 2, Episode 2– Lesson Objectives as My Guiding Star
Focused on: application of the guiding principles on the development of lesson
objectives
Task Exemplary
4
Superior
3
Satisfactorily
2
Unsatisfactorily
1
Observation/
Documentation
All tasks were
done with
outstanding
quality; work
exceeds
expectations
4
All or nearly all
task were done
with high
quality
3
Nearly all tasks
were done with
acceptable quality
2
Fewer than half
of tasks were
done, or most
objectives met
but with poor
quality
1
questions
answered
completely, in
depth
answers;
thoroughly
grounded on
theories/
-Exemplary
grammar and
spelling
Analysis
questions were
answered
completely
Clear
connection with
theories
Grammar are
spelling
Analysis questions
were not
answered
completely.
Vaguely related to
the theories
Grammar and
spelling
acceptable
Analysis
questions were
not answered,
Grammar and
spelling

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

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

My Map
I will observe two different classes and observe the Resource Teacher teach, I will
reflect on the guide questions given below.
To hit my target, I will follow these steps:
Step 1. Review the “Guiding
Principles in Determining and
Formulating Learning Objectives”
found in Principle of Teaching 1, 2007
by Corpuz, B. and G. Salandanan, pp.
29-38
Step 2. Observe a class with
learning partner. My focus this
time is on lesson or learning
objectives.
Step 3. Discuss my
observations/answers to the
questions with my partner.
Step 4. Write down my
answers to the questions
Step 5. Reflect on my
observation

My tool
I. As I observe a class, I will use the Observation Sheet for a more focused
observation.
OBSERVATION SHEET
School Address: EL Salvador City Date:
Grade/Year Level: Grade 10 Subject Area: Araling Panlipunan
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 1. e.g., the resource teacher began her
lesson by stating her objective.
2. Share lesson objective with students. 2. Teacher asked the student to draw
the different types of natural resources
3. Lesson objectives must be in the 2 or 3
domains –cognitive, skill, and affective
or cognitive, skill and affective or
cognitive and affective or skill and
affective.
3. The teacher asked the students the
different types of natural resources and
how they will able to preserve them.
4. Work on significant and relevant lesson
objectives
4. Students draw the different types of
natural resources.
5. Lesson objectives must lead to the
development of critical and creative
thinking.
5. Teacher asked the students in what
way does the natural resources be
taking care of by human being.

2. After observing your Resource Teacher teach, write down what you think was/were her
lesson objective
First teacher, I think her lesson objective was students were expected to identify the
different types of likas na yaman and should be able to classified it accordingly.
Second teacher, I think her lesson objective was to identify organism.
Third teacher, I think her lesson objective was students are expected to write an
application letter.
3. Ask permission from your Resource teacher for your copy her lesson objective for the day’s
lesson. Copy it here then compare it with your answer in #2. Are they the same?
I. Objectives
At the end of one hour class period, 75-100% of the students should be able to:
1. Identify what is organism;
2. Identify the parts that make up an organism;
3. Describe the function of each part; and
4. Describe how these parts work together in an organism.
Yes, somewhat the same.

My Analysis
1. If answer in #3 above is different, what is your conclusion regarding written lesson
objective and actual lesson development? Are lesson objectives in the lesson plan
always followed? Do they really serve as guiding star?
Though I don’t see any difference from their lesson objectives, I will still going to
answer my insight as concerns in the written lesson objective and actual development. I
believe that lesson plan is not fixed, changes still possible during actual because we can
never tell how students will react about the topic. However, I’m just open-minded for
any possibilities.
It is totally followed even though there might some changes might
happen during classroom discussion. We cannot deny the fact that it’s
most likely happened. What I have observed in off campus the lesson
plan that day was about organisms. So we expect a teacher’s discussion
but since her lesson plan is about answering its module then you will
observed them answering by groups but still they should have their own
answers since it was the instruction of the teacher. It indeed that a
teacher is using discovery method. While they are busy answering their
module, they were also learning about organism. Exactly the same on her
lesson objectives.
In on campus, teacher used deductive method by stating her topic. Along
with it, she begun to classify the different types of “Likas na yaman”.
From the topic until in the sub topic which are yamang lupa, yamang
tubig at yamang gubat. So her lesson plan most likely implemented in the
classroom.
From other teacher in off campus, her lesson plan that day was executed
of what she had written. Her topic is about application letter. I was able
to observe that students are active in naming the different parts of the
application letter. That was her objective that reflects the 3 domains
which are cognitive, psychomotor and affective.
I think they really deserve as guiding star because they were very
congruent in their lesson objective. That greatly happened in the actual.
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?

I find it easy because their topics are understandable. Actually, all types of
learners will definitely learned since their topics talk about natural resources,
writing application letter and identifying organisms. Yes, it was being mention at
the beginning of their lesson. So, students could no longer think hardly because
it was stated earlier then there is no room for confusion anymore as long as they
had listened attentively.
3. Did you find the lesson objective SMART? Why or Why not?
Yes, it is SMART. Because students were able to perform it accordingly as what
was expected by the lesson objectives by the teachers. They were able to draw
the different types of natural resources, wrote an application letter and define
organism in their module.
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.
All the domains were applied in the teaching-learning process. As I could observe
students from the first resource teacher learned the different types of natural
resources. The proof that when teacher asked for other examples, she was given
correct answers of natural resources right away. She emphasizes how our
natural resources suddenly destroyed by illegal fishing like using dynamites. As a
student in what way, you could help to save our natural resources? It is a
question that will fall in the affective domain. Based on that, students confidently
answer that through planting more trees and proper waste segregation.
Therefore, students enhance their cognitive, psychomotor and affective
development.
In the second teacher, it’s more on affective domain, that the students were able
to appreciate the relevance in writing an application letter. She stated that you
are going to sell yourself when you write an application letter. You will write
down the skills and abilities you acquired. For you to be hired. She jokingly said
that if you lied that you know about computer software. Surely, it will find out
later as soon as you are having hands-on with computer. The company will
notice that you are computer illiterate. So, just tell the truth.
Affective domain was clearly developed here. The students learned the value of
honesty.

In the third teacher, it’s more on cognitive development because students
learned to develop their critical thinking skills by analyzing the following
questions in the module. Teacher also promoting a cooperative learning through
groupings.
Answering it individually also exercise the different levels of cognitive domain
such as remembering, understanding, applying, analyzing, evaluating and
creating. All in all, how much they have understood and learned. It will
determine if students are using higher order thinking skills or low order thinking
skills.

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?
I learned that lesson objectives must be congruent with desired learning outcomes of
the students. It is very effective when it is implemented in actual lesson development or class
proper. Students learning are vital in achieving quality education. Those 3 domains should
always keep in mind which is your cognitive, psychomotor and affective. If we considered it, we
are effective teacher in the future.
They are truly the guiding star in the development of the lesson. Without it, students
will no directions. They might be lost and learning becomes poor. Overlapping of the lesson,
could be a problem in teaching-learning process.
It would rarely happen that our lesson objectives forgotten unless you are not studying
your lesson or topics. When you teach, it comes from the heart. Your objectives must focus on
the learners. In that sense, you could never forget your lesson objectives
.

My Portfolio
My researched quotations that state the significant of goals and objectives
(Don’t forget to state your source.)
A dream written with a date becomes a goal.
A goal broken down into steps becomes a plan
A plan backed by action makes your
dreams come true
-Greg S. Reid

Field Study
Episode 3
ORGANIZING CONTENT FOR
MEANINGFUL LEARNING
Name of FS student Zebb Hannalou A. Dadang
Course Prof .Ed Year & Section
Resource Teacher 1
Mrs. Zaida Solidarios Signature Date_________
Resource Teacher 2
Ms. Riza mae Lorono Signature Date__________
Resource Teacher 3
Ms. Allona C. Atay Signature Date_________
Cooperating School The New Elsalvador Colleges
Alubijid National Comprehensive High School

My Target
In this Episode, I must be able to:
 Observe the teaching of a dominantly cognitive or skill or affective
Lesson (cognitive lesson –Sibika; skill-Math; affective –Values Education).
 Trace the development of a cognitive, skill and affective lesson
Field Study 2, Episode 3– Organizing content for meaningful learning
Focused on: The development of a cognitive or skill or affective lesson
Task Exemplary
4
Superior
3
Satisfactorily
2
Unsatisfactorily
1
Observation/
Documentati
on
All tasks were
done with
outstanding
quality; work
exceeds
expectations
4
All or nearly all
task were done
with high
quality
3
Nearly all tasks
were done with
acceptable
quality
2
Fewer than half
of tasks were
done, or most
objectives met
but with poor
quality
1
questions
answered
completely, in
depth answers;
thoroughly
grounded on
theories/
-Exemplary
grammar and
spelling
4
Analysis
questions were
answered
completely
Clear
connection with
theories
Grammar are
spelling
3
Analysis
questions were
not answered
completely.
Vaguely related
to the theories
Grammar and
spelling
acceptable
2
Analysis
questions were
not answered,
Grammar and
spelling
1

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

My Map
I will observe three different lessons executed –cognitive , skill and affective
lessons. (cognitive-sibika-math; affective-literature/Edukasyong Pagpapahalaga).
To reach my target, I will work my way through these steps:
Step 1. Review Selection and Organization of Content found in
Principles of Teaching 1 by Corpuz, B. and G. Salandan, 2007, pp.43-
51
Step 2. Observe one type 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 reflections

My Tools
OBSERVATION SHEET
Name of the Resource Teachers Observed: Lorono, Riza Mae
School Address: EL Salvador City Date: July 6, 2015
Grade/Year Level: Grade 7 Subject Area: English
A. For the Cognitive Lesson
1. What is the lesson about?
Folk song
2. What are examples of facts mentioned in the lesson?
Folk song is one of the oldest forms of Phil. Literature, passed on by word of
mouth through generations.
It expresses faith, joy, the varied hopes and oddities of life.
Examples of folk songs are kalusan from Batanes and Tabe nona in Jolo. One
is ouring song and the other is parting song.

3. Did the lesson end with facts? Or did these facts lead to understanding of concepts?
Prove your answer.
Yes, the students were able to understand the meaning of folk songs that
they defined it by stating that it is a song that originates in traditional popular
culture or that is written in such a style.
4. Write down instances of treating the topic in depth( giving examples, examining
cause-effect relationships, relating ideas or concepts to one another.
 Teacher had explained the pre-colonial period that it is when before
colonization. She pointed out that it is the period of time before a region our
country became a colony. Then, she connected the topic by asking the class
of what Filipinos sang during that time. It is all about their hopes, aspirations
and lifestyle. It was called folk songs.
5. Cite an instance/ instances when students were encouraged to ask questions, to talk
about and reflect on what they learned.
Teacher asked the students about their ideas about pre-colonial period and
what the student’s think about their lives. She also asked what the examples
of folk songs are. They were able to learned and reflect the message of each
folk songs and the theme of that Phili. Folk songs. The ways are culture
reflected in folk songs and how this folk lerature be influenced by history and
people’s culture.

B. For the Skill Lesson
1. What was the skill about? Which skills was/ were target? Manipulative skill or
thinking skill?
Thinking skill because students need to think about the important facts of the
topic. They learned to appreciate the different folk songs. They were able to
enjoy by singing.
2. Write evidence of the teacher’s encouragement of divergent thinking by the
students.
Teacher asked the students to identify the songs today and how those songs
popular to people and let them think about the Filipinos who lived during the
pre-colonial period.
3. Which are proofs that the Resource Teacher promoted convergent thinking?
She asked the students about folk songs.
4. If there was problem solving the lesson, were the pupils taught to solve the problem
using algorithm or heuristic strategy?
In problem solving, I will introduce the easier steps to arrive a certain
solutions.
I will give the problem to let the pupils think critically, allowing them to
make their own discovery, aside from the guide that I have given to them
5. What are proofs that the students were encouraged to do critical thinking?
Use the discovery method. Students are encourage to find many ways using
their own analysis/interpretation.
Example : teacher asked the ff. questions.
How and why are folk songs passed down from generation to
generation?
In what ways is culture reflected in folk songs?
How can this folk literature be influenced by history and people’s
culture ?
Tell them that they will be given a reward of doing heartily
Example: the first one to perform will get a 5 pesos reward from me

C. Value /Affective Lesson
1. What was the value lesson about?
Students were able to appreciate the folk songs and its contributions in the ancient past.
2. Was the value taught alone or was it integrated with a cognitive or skill lesson?
It was integrated with a cognitive lesson because students were able to define and
classify the different types of songs like street songs, work songs, game songs, victory
songs, lullabies, love songs, ritual and religious songs and its purpose.
3. How was the value lesson developed?
When students were divided by group and they chose one folk song. They were able to
sing it in front and share their ideas about the message of each folk songs and the
theme of that Philippines Folk songs.

My Analysis
1. For the Cognitive Lesson
How did my Resource Teacher teach the cognitive content meaningfully and
interestingly?
Teacher plays popular songs in the class and she asked some questions about the title
of the first song, second song and third song. Then, she asked why questions that those
students were able to think and construct their own ideas base on their observation and
experiences that people sing today to release problems. They want to forget it.
By playing different songs students got interested and learned meaningfully.
2. For the Affective Lesson
1. Is it possible to teach value lesson without any cognitive basis at all?
Explain your answer. I think we should have our cognitive basis when we teach value
lesson because how will the student appreciate the lesson if they do not understand it.
The importance of the lesson should be explain by the teacher so that they will get
interested and attentive, in such a way it is easy for the teacher to teach the students
without forcing them to listen because student knows how important it is for their daily
life and they should not miss every detail about it.
2. A cognitive or a skill lesson is a vehicle for value education. Do you agree?
 Yes, I agree. Because we become educated person from the knowledge that
we have learned from school and we become skillful through the skill that we
also acquired in school by the help of our teachers. All those learning have
been value throughout our journey and it will always be useful for all
opportunities that will come to our life.

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!
Yes, I agree. We are teachers that should be teaching with energy and
enthusiasm. One of the good points is when we have a sense of humor. Students
will not feel bored and they become interested from the lessons. Subjects will be
appreciated when you know how to deliver it in the classroom. It will help the
students learn if they are enjoying the lesson. If teacher showed laziness in
teaching, students will not listen and they rather play around. But if you are
energetic and lively, student’s attention will retain until the end of the period
without noticing that it is time already. 
2. How should you organize subject matter (be it cognitive skill or value lesson) so that
your teaching will always be fresh and interesting?
I want my subject matter to be learned based from the three domains which are
cognitive, psychomotor and affective. We all know that student’s cognitive
development is most of the time develop than the later. So as a teacher, I want
a good equilibrium between the three domains. I see to it that all of those
domains are learned orderly from the student’s abilities and capabilities. I will be
going to achieve that one by starting my lesson through drills. It is one of the
strategies that student’s mastery from the lesson will be acquired. And I will let
them do some activities such as composing song and dance by using the lesson.
In that way, they were able to recall every word and terms that is hard to
memorize. But become easily remember by singing it and by doing its steps in
the class. So, they will not only enjoying their talents but also they learned to
appreciate the teacher’s lesson.

My Map
I will observe at least 3 Resource Teachers, analyze and reflect on to my observations.
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. 52-56
Step 2. Observe at least 3 Resource Person Teachers
Step 3. Accomplish Observation Sheet.
Step 4.Analyze my observation
Step 5. Reflect on my observation

My Tools
OBSERVATION SHEET
Name of the Resource Teachers Observed: Allona C. Atay
School Address: El Salvador City Date: July 6, 2015
Grade /Year Level: Grade 8 Subject Area: Values Education
Guiding Principles in the Selection and
Use
Of Strategies
Teaching Behavior or the Resource
Teacher that applies the Principle
1. Learning is an active process. The teacher used mixed letters in a
flashcards for the students in guessing
the words. Students’ involvement in
arranging the letters to guess the word
was an active process. They learned to
analyze the right word.
2. The more senses that are involved, the
more and the better the learning
Students were able to learn by actively
answering the words and also with the
use of their five senses.
3. A non-threatening atmosphere
enhances learning
The teacher was very kind in teaching
the students. She looked good and the
teaching environment was organized
and clean. A better place for the
students to understand more the
lesson.
4. Emotion has the power to increase
retention and learning
Students were able to understand the
lesson because they were in a good
state of mind. A good vibes helped
them to increase their retention of
learning.
5. Good teaching goes beyond recall of
information
The students were not only listening
but they were able to appreciate the
different ways of communication
6. Learning is meaningful when it is
connected to student’s everyday life.
 Students were able to understand the
lesson because they had experienced it
and the teacher connected it from a
real life situation like manipulating
technology tools such as computer,
cellular phones, etc.
7. An integrated teaching approach is far
more effective than teaching isolated
bits of information.
The teacher was teaching lesson from
the different sources and references

My Analysis
Are these principles in accordance with brain-based teaching and learning?
Yes, they are. The cognitive, psychomotor and affective were develop and students
were able to integrate ideas, reconceptualize context and use their knowledge and skills by
doing their task. The higher order thinking slkills were developed and their also creative
thinking skills.

My Reflections
What is the best method of teaching? Is there such a thing?
There is no best method of teaching. All of the methods are best when it was
used at its best. Teachers know that. And it is up to them of what method they
are going to use for students to learn best. There are 100 of methods of
teaching and so many to mention. If students learn effectively from the method
you are using then that method is good. It allows students enhance their
knowledge. I believe that all methods are best as long as it will serve its
purpose.

My Portfolio
Illustrate your reflection on the best method of teaching creatively on this
page.
Discovery Method 1
 It is also known as inquiry method. I believe that through
students’ activities their higher order thinking skills will
develop. It is one of the best methods that could help
learners to practice critical thinking skills and reasoning.
By manipulating objects and materials in the laboratories,
they can make their own hypothesis and generate
conclusion or generalization based on their observation.

Field Study
Episode 5
ON TEACHING APPROACHES AND METHODS
Course Prof.Ed Year & Section
Resource Teacher 1
Ms. Allona C. Atay_____________________ Signature_______Date__________
Resource Teacher 2
Ms. Riza Mae Lotono Signature_______Date__________
Resource Teacher 3
Mrs. Zaida Solidarios Signature_______Date__________
Cooperating School The New Elsvador Colleges

My Target
In this Episode, I must be able to determine the teaching approach or method used by
the Resource Teacher
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
Task Exemplary
4
Superior
3
Satisfactorily
2
Unsatisfactorily
1
Observation/
Documentation
All tasks were
done with
outstanding
quality; work
exceeds
expectations
4
All or nearly all
task were done
with high
quality
3
Nearly all tasks
were done with
acceptable quality
2
Fewer than half of
tasks were done,
or most objectives
met but with poor
quality
1
questions
answered
completely, in
depth
answers;
thoroughly
grounded on
theories/
-Exemplary
grammar and
spelling
4
Analysis
questions were
answered
completely
Clear
connection with
theories
Grammar are
spelling
3
Analysis questions
were not
answered
completely.
Vaguely related to
the theories
Grammar and
spelling
acceptable
2
Analysis questions
were not
answered,
Grammar and
spelling
1

statements
are profound
and clear,
supported by
experiences
from the
episode
4
Reflection
statements are
clear, but not
clearly
supported by
the experiences
from the
episode
3
Reflection
statements are
shallow;
supported by
experiences from
the episode
2
Reflection
statements are
unclear and
shallow and are
not supported by
experiences from
the episode
1
complete,
clear well
organized and
all supporting
documentatio
n are located
in sections
clearly
designated
4
Portfolio is
complete,
clear, well
organized and
most
supporting
documentation
are available
and/or in
logical and
clearly marked
locations,
3
Portfolio is
incomplete;
supporting
documentation is
organized but is
lacking
2
Portfolio has many
lacking
components is
unorganized and
unclear
1
Submission Before
deadline
4
On the deadline
3
A day after the
deadline
2
Two days or more
after the deadline
1
Sub Totals
Over-all score
Rating
(Based on
Transmutation)
Signature of FS Teacher Date________________

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
By Corpuz, B. and G.
Salandanan,
pp. 69-100
Step 2. Observe 2
Resource Teachers
Step 3. Accomplish
Observation Sheet
Step 4. Analyze
My observations.
Step 5.
Reflect on my
observations

My Tools
Approach/Method Description of Teaching Behavior that
proves Use of the Teaching
Approach/Method(what did my Resource
Teacher do as she used this
approach/method?)
1. Deductive method The teacher stated the rules about
multiplying integers that to multiply
two numbers with same sign the
product is positive. The 2nd
rule, when
you multiply two numbers with
different signs, the product is negative.
2. Inductive method The teacher asked the students to
identify whether it is rational numbers
or not a rational numbers using
flashcards. By doing that the students
were able to differentiate rational
numbers from not rational numbers.
3. Demonstration method The teacher explained why each
number is a rational number.
4. Problem solving The teacher group the class into two
and let them answered by expressing
each number as a quotient of two
integers.
OBSERVATION SHEET
Name of the Resource Teachers Observed: Allona C. Atay
School Address: El Salvador City Date: July 10, 2015
Grade/Year Level: Grade 7 Subject Area: Math

5. Discovery method The students discovered that rational
number that can be written in the form
𝑎
𝑏
where a & b are integers where b,
the integer in the denominator is not
equal to 0. The set of rational numbers
is represented by
{
𝑎
𝑏
} 𝑎 & 𝑏 𝑎𝑟𝑒 𝑖𝑛𝑡𝑒𝑔𝑒𝑟𝑠, 𝑏 ≠ 0 }
6. Problem solving method Teacher asked the students to answer
page 85 test II 11-20 and instructed
them to solve it to the board.
7. Project method The teacher decided to let the students
to make a poster and slogan about
ways on how to maintain good values
in the community.
8. Constructivist approach During teacher’s lesson in values
education, she showed a family picture
and she let the students share their
ideas about the picture. In that way,
students were able to construct their
own knowledge based on facts and
their own experienced.
9. Metacognitive approach Teacher asked the students to draw
their family picture and told them to
describe it with supporting answers.
This type of approach made the
students think beyond the family
picture. A.k.a“thinking beyond
thinking”. Example: why they think that
way?
10. Integrative approach The teacher was able to teach the
lesson about values education from the
different kinds of feelings and emotions
that could be learn in Psychology
subject and other discipline.

My Analysis
I will answer the following questions:
1. Which approaches/methods will be grouped together? Why?
Collaborative method because students are group together so that they could
have brainstorming. This is the common methods that the teacher usually used
in the classroom. All members should cooperate and entitle to share or raised
their own opinions within the group. It is effective way to make the slow learners
learned fast which all of their ideas is deliberately shared in the group.
e.g. Direct method and deductive method
2. Which approaches/methods are more interactive? Less interactive?
Deductive method is more interactive because students are being asked from the
lesson until they were able to generate their own generalization based on the
teacher’s discussion. Students become more active and higher order thinking
skills are highly develop while inductive method is less interactive because only
the teachers are talking. She has all the knowledge and ideas that required the
students only to listen.
3. When should the direct method be used?
Direct method should be use when teacher has a limited time and she does not
have the skills to facilitate question for letting the students come up with
conclusion, generalization and a definition from a certain topic.
4. Which approaches/methods promote “Learning to live together”
Cooperative learning like peer tutoring/peer teaching and partner learning. It
makes students to teach other in a “think, Pair, Share!”manner.
Partner learning is having a “study buddy”. study buddies become responsible
for each other’s learning. However, each student is held accountable for his/her
learning.

My Reflections
If I decide on my teaching approach/method,
I will consider the metacognitive approach because I will know how the students
think in particular problems. This is part of learning that students should not only
express their own ideas, opinions, insights, point of views but also practicing
their abilities to think beyond thinking. You could assess their level of
understanding about the lesson that you teach to them. I will be able to identify
them as a person. They are unique individuals that have creative minds who
think not only on simple things but also in complex things. Student’s have their
unique ways in solving different problems in a certain situation. I should be
open-minded for any different suggestions and corrections that I could get from
them. As a teacher, we are not only relying in our own self and knowledge but
we also encourage students to address their concerns about the lesson.
Especially, now that we are already adapting the 21st
century based teaching and
learning process. The student’s cognitive development is developing through the
new technologies like computers and new models of cellular phone. They can
access the lesson that you teach to them. It will give them more knowledge
about the topic.
Students are searching for answers and they could use their gadgets to
surf those terms and vocabularies which are unknown to them. As a teacher, we
are just guiding and helping them. If students know, then teachers should accept
the fact that there is knowledge that they need to learn from their students.
Some teachers felt outsmarted from the students when they are
expecting that there students are not following the proper procedures or ways
but they don’t know that students are just exploring something better than it. It
only proves that metacognitive approach is effective for the students. But if not,
then students will stick for what teacher’s taught for them.

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

CONSTRUCTIVIST
APPROACH
bring past
experiences and
cultural factors
to a situation
and new
information is
constructed
from prior
knowledge
learners
construct their
own
understanding
& knowledge
of the world
through
experiencing
information must
be mentally
acted on,
manipulated &
transformed of
learners in order
to have meaning
learning is an
active,
contextualized
process of
constructing
knowledge rather
than acquiring it
students must
construct their
own
understandings
of the world in
which they live

METACOGNITIVE
APPROACH
learners think
about their
learning
knowing what
we know and
what we don't
know
planning,
monitoring &
evaluating
thinking
process
more complex
and
complicated
forms of
learning
thinking about
thinking

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 will
finish my lesson on time
Teacher doesn’t have
enough time; learner has
no idea about the lesson;
teacher is not skillful in
asking questions to lead
the learners for a
conclusion.
2. Inductive Method Indirect teaching so I can
assess the level of
understanding of my
students
When learners are active
in the class; teacher is
knowledgeable and
skillful in questioning the
students to lead them for
conclusion or
generalization.
3. Problem solving
method
Problem solving method
is effective in developing
skill in employing the
science processes.
When there is situational
problem that needed to
be solved in the class
4. Project method Project method because
it emphasizes “ learning
by doing"
It can be employed
among students who are
weak in oral
communications. The
finished product can
serve as evidence of
learning achieved.
5. Inquiry method Teacher provides
students with
opportunities to explore
inquire and discover new
learning.
When teachers had no
enough idea about the
topic and students were
self-directed.

Field Study
Episode 6
ON LESSON DEVELOPMENT
Course Prof.Ed Year & Section
Resource Teacher 1 Ms.Liezel Doriga Signature Date__________
Resource Teacher 2 Ms.Riza Mae Lorono Signature Date__________
Resource Teacher 3 Ms. Allona Atay Signature Date__________

My Target
In this Episode, I must be able to trace how my Resource Teacher develops
her/his lesson.
Field Study 2, Episode 6– On Lesson Development
Focused on: How my Resource Teacher develops her/his lesson
Task Exemplary
4
Superior
3
Satisfactorily
2
Unsatisfactorily
1
Observation/
Documentation
All tasks were
done with
outstanding
quality; work
exceeds
expectations
4
All or nearly all
task were done
with high
quality
3
Nearly all tasks
were done with
acceptable quality
2
Fewer than half of
tasks were done,
or most objectives
met but with poor
quality
1
questions
answered
completely, in
depth
answers;
thoroughly
grounded on
theories/
-Exemplary
grammar and
spelling
Analysis
questions were
answered
completely
Clear
connection with
theories
Grammar are
spelling
Analysis questions
were not
answered
completely.
Vaguely related to
the theories
Grammar and
spelling
acceptable
Analysis questions
were not
answered,
Grammar and
spelling
statements
are profound
Reflection
statements are
clear, but not
Reflection
statements are
shallow;
Reflection
statements are
unclear and

and clear,
supported by
experiences
from the
episode
4
clearly
supported by
the experiences
from the
episode
3
supported by
experiences from
the episode
2
shallow and are
not supported by
experiences from
the episode
1
complete,
clear well
organized and
all supporting
documentatio
n are located
in sections
clearly
designated
4
Portfolio is
complete,
clear, well
organized and
most
supporting
documentation
are available
and/or in
logical and
clearly marked
locations,
3
Portfolio is
incomplete;
supporting
documentation is
organized but is
lacking
2
Portfolio has many
lacking
components is
unorganized and
unclear
1
Submission Before
deadline
4
On the deadline
3
A day after the
deadline
2
Two days or more
after the deadline
1
Sub Totals
Over-all score
Rating
(Based on
Transmutation)
Signature of FS Teacher Date _____________

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:
Step 1. Review “ Appropriate Learning Activities in the different Phases of the Lesson in
Principles of Teaching 1, 2007 by Corpuz, B. and G. Salandanan, pp. 95-99 and instruction
in Educational Technology 1, 2007 by Corpuz, B. et al pp. 51-90.
Step 2. Observe 2 Resource Teachers on how they go through their lessons.
Step 3. Accomplish Observation Sheet
Step 4. Analyze my observations.
Step 5. Reflect on my observations

My Tools
OBSERVATION SHEET
School Address: El Salvador City Date:
Grade/Year Level: Grade 10 Subject Area:
1. Describe how the teacher began his/her lesson. Why do you think did she/ he do that?
 She began her lesson deductively. I think she do that because it’s more effective
when it generalization of the lesson will come first and follows its sub topics. The
student will understand it better.
2. What activity/es did the Resource Teacher ask the learners do after she/he introduced
the lesson? Why do you think she/he did such?
 She let the students participated in oral by asking them to cite any examples
from the sub topics. I think she does that to measure the stock knowledge of the
students and how they were able to connect the lesson from the real world
context.
3. How did she end her/his lesson? Why do you think she/he did that?
 She ends her lesson by showing them more pictures and asked the students to
determine it. She asked if which of the following pictures they belong. I think
she did that to evaluate the student’s understanding based on her lesson. If the
students were really attentive and could still identified the following pictures
based on her lesson.
4. Did you notice an assessment of learning in the process of teaching? If yes, how was it
done?
 Yes, I notice an assessment of learning in the process of teaching. It was done
by using good visual aids. She prepared her lesson with very creative
presentation. She was able to compare the difference from the different sub-
topics. Through that student’s attention sustain until the end of the period. All
students were able to give good answers based on her lesson. She is indeed a
very good teacher.
5. Did you observe if Resource Teacher checked learning at the end of her lesson?
Yes, I observe it.

6. Checklist – of the following, which did you observe? Please check if you
observed the item.
Teaching Behavior Check
here!
1. Connecting lesson to past lesson √
2. Introducing the lesson for the day √
3. Sharing the lesson objective for the day √
4. Motivating the students √
5. Students doing learning activity √
6. Teacher giving lecturette √
7. Teacher checking for understanding √
8. Teacher/students summarizing √

My Reflections
“Tell them what you want to tell them; tell them what you told them.”
Relate this statement to lesson development
Do not just be limited of the knowledge that you want to teach them, give them the
knowledge that you have in you. Let them learned those things and check if they were able to
absorb and understand it fully by asking them back of what you have taught. In that way, you
will know how much they learned from you and how they were able to understand it. It will
check students own interpretation and understanding, if there is learning occur. This will prove
that you are using effective teaching strategies or methods for your learners. You are full in
knowledge that students have learned a lot of things from you. They have not contented of the
limited knowledge but they are eager to learn more from you. They keep asking questions and
as a teacher, you are responsible to filled those empty minds and provide them the knowledge
that the student’s needed to learn. And it will not end there because the learning and teaching
process is continuous. It is like a life cycle of a butterfly, you are introducing knowledge and
they learned by the result of your assessment/evaluation and again you will teach another new
topic. That is teaching and learning process both teacher and learners are learning from each
other. You will be able to know if students were able to recall or recite it with an understanding.
Then, it was a good indicator that you are effective teacher for your students.

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

I. Objective:
At the end of the one hour class, the students should be able to:
a) Define Likas na Yaman
b) Differentiate types of likas na yaman
c) Appreciate the importance of likas na yaman
II. Subject matter:
Topic: Likas na Yaman
Text: Student’s textbook
Materials: Visual Aids( pictures)
Strategies: deductive ,collaborative
III. Procedure
Teacher’s Activity Student’s Activity
A. Preparatory Activity
1. Prayer
Good morning!
2. Checking of attendance
Who are absent today?
Well, that’s great! Keep it up!
B. Drill
Teacher presented pictures of natural resources
C. Review
Class very good. Alam ba ninyu na lahat ng mga
binanggit ninyu ay isa sa mga halimbawa ng Likas
na Yaman. Ano nga pala ang ating tinalakay
kahapon?
 Mabuti at naalala niyo pa dahil lalo pa natin pag
aaralan mabuti ang mga likas na yaman.
D. Lesson Proper
Discussion
Ano ba ang likas na yaman?
Ang likas na yaman (tinutukoy
sa ekonomika bilang yamang
lupa, lupain o hilaw na materyal) ay
likas na nagkakaroon sa loob ng mga
kapaligiran na hindi gaanong
ginagambala ng tao, sa isang likas na
anyo. Kadalasang binibigyan ng
katangian ang likas na yaman sa laki ng
kaibahan ng biyolohika na mayroon sa
Good morning, ma’am
(one student will lead the
prayer)
None,ma’am
Students named those
pictures
bundok
kagubatan
karagatan
talampas
Minerals
Mga magagandang
tanawin sa Pilipinas
(nakikiinig ang mga
estudyante)

iba't ibang mga ekosistema.
Mga halimbawa ng likas na yaman
Yamang gubat
Agronomiya
Hayop-gubat
Uling at panggatong ng kusilba
(fossil fuel)
Yamang lupa
Yamang tubig
Yamang tao
Sino ang makapagbibigay ng halimbawa ng isang
yamang tubig?
Ano pa?
Ok, very good class
Ang mga karagatan, mga lawa at mga ilog ay mga
halimbawa ng likas na yamang tubig. Paano ba
natin pangangalagaan ang ating yamang tubig?
Magaling! Tama iwasan natin ang pagtapon ng mga
basura sa mga karagatan at ilog upang
mapanatiling malinis ang ating likas na yaman.
Huwag din tayo gumamit ng mga dynamite sa
pangingisda.
Yes, tama kayo class.
Paano naman natin pangalagaan ang ating yaman
gubat?
Oo, tama. Kailangan tayong magtanim ng mga puno
upang maiwasan ang pag baha sa ating lugar.
IV. EVALUATION
Cge ,kunin ninyo ang inyong mga bond paper at
gumuhit kayo ng gusto ninyo na likas na yaman at
ipasa ninyo sa akin pagkatapos.
V. Assignment/Agreement
 Mag picture kayo sa inyong mga sarili na mayroong
likas na yaman. Mga tatlong pictures.
 Ma’am, mga
karagatan
 Mga lawa
 Hindi magtapon ng
basura sa
karagatan at ilog
 Opo,ma’am kasi
makakasira po
iyon sa mga coral
reefs
 Iwasan po natin
ang magputol ng
puno dahil
magkakaroon po
ng baha.
 Opo,ma’am
(Gumuhit ng
kanilang mga
napiling likas na
yaman)

FS2Experiencing the teaching- Learning Process
Field Study
Episode 7
EFFECTIVE QUESTIONING AND REACTING
TECHNIQUES
Course Prof. Ed Year & Section
Resource Teacher 1
Mrs. Romila Uy Signature Date____________
Resource Teacher 2
Ms. Riza Mae Lorono Signature_____ Date_____________
Resource Teacher 3
Mrs. Zaida Solidarios Signature________ _Date_____________

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.
Field Study 2, Episode 7– Effective Questoning and Reacting Techniques
Focused on: Questoning and reacting techniques
Task Exemplary
4
Superior
3
Satisfactorily
2
Unsatisfactorily
1
Observation/
Documentation
All tasks were
done with
outstanding
quality; work
exceeds
expectations
4
All or nearly all
task were done
with high quality
3
Nearly all tasks
were done with
acceptable
quality
2
Fewer than half
of tasks were
done, or most
objectives met
but with poor
quality
1
questions
answered
completely, in
depth answers;
thoroughly
grounded on
theories/
-Exemplary
grammar and
spelling
4
Analysis
questions were
answered
completely
Clear connection
with theories
Grammar are
spelling
3
Analysis
questions were
not answered
completely.
Vaguely related
to the theories
Grammar and
spelling
acceptable
2
Analysis
questions were
not answered,
Grammar and
spelling
1
statements are
Reflection
statements are
Reflection
statements are
Reflection
statements are

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

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 Corpuz, B. and G. Salandanan.
2. Observe my Resource Teacher as she teaches 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 she/he demonstrates any of the
following questioning behaviors. Sample is shown in item #1.
Questioning Behavior Tally of Use Frequency
1. Varying types of
questions
5
2. Asking non-directed
questions
3
3. Calling on non-
volunteers
3
4. Rephrasing 3
5. Sequencing
logically
3
6. Requiring abstract
thinking
4
7. Asking open-ended
questions
4
8. Allowing sufficient
wait time.
2
9. Involving as many
as possible.
3

My Tools
Write samples of questions asked under each type.
Type of Question Sample Questions Asked
1. Convergent question  What is application letter?
 What are the key points to remember
in writing an application letter?
2. Divergent question  How will you write an application
letter?
 What is the nature and purpose of a
letter of application?
3. Low-level question  What are the different parts of an
application letter?
 Give an example in writing the body of
the letter.
4. High-level question  How will you develop and produce your
own letter of application?
 How will you sale yourself in writing
application letter?
 Can you write your strength and
weaknesses? Or strength only?
OBSERVATION SHEET
Name of the Resource Teachers Observed: Romila Uy
School Address: Pob. Alubijid Mis. Or. Date:
Grade/Year Level: Grade 8 Subject Area: ENGLISH

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
5
2. Providing corrective
feedback
3
3. Giving appropriate
praise
5
4. Repeating the
answer
4
5. Explaining the
answer
5
6. Rephrasing the
question
4
7. Asking follow up
question
4
8. Redirecting
questions to other
pupils
3
9. Soliciting student
questions
1
10.Encouraging
through non-verbal
behavior
1
11.Criticizing
responding student
for his/her answer
0
12.Scolding for
misbehavior or not
listening
1
13.Overusing
expressions such as
“Okay”, “Right”,,
etc.?
0
OBSERVATION SHEET
Name of the Resource Teachers Observed: Lorono, Riza Mae
School Address: El Salvador Mis. Or. Date: July 6, 2015
Grade/Year Level: Grade 7 Subject Area: ENGLISH

My Analysis
1. Which questioning and reacting techniques encouraged teacher-student
interaction? Which ones did not?
 Encouraged teacher-student interaction are the following:
Providing acceptance feedback, providing corrective feedback, giving
appropriate praise, repeating the answer, explaining the answer, rephrasing the
question, asking follow-up questions, redirecting questions to other pupils,
soliciting student questions, encouraging through non-verbal behavior.
 Did not encouraged teacher-student interaction
criticizing responding student for his/her answer, scolding for misbehavior or not
listening
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?
 Children go to school with many questions on their mind. And when they are in
the classroom, teacher should going to guide them for the answers. And when
they go home, it is no longer a questions but a new learning for themselves.
 Yes, because through questioning and reacting techniques students could ask
questions to the teacher. It also means that students understand when they
were satisfied from the teacher’s explanation.

My Reflections
What do I resolve to do and NOT do in my questioning and reacting
techniques so as to encourage teacher-student interaction?
 A good praise is very important as reacting techniques for the teacher. Students are
motivated to study and learn more if they are recognize by the teacher. It promotes
teacher-student interaction. When you ask questions then students were able to answer
it, a nice way to praise him is “very good”.. “Wow, excellent”.. “Awesome”. Hearing
those praises will give them a good feeling that they are good in the class. The more the
teacher will find their interest and attentiveness during the discussion. It is not just
about the teacher but also the learners.
 How will you know, if they are learning if you don’t ask them? So questioning and
reacting techniques are essential in teaching-learning process. Students go to school
because they want to learn. If teachers don’t know how to entertain questions then
students in going to school is useless. Classroom is a place for learning and not for
irrelevant purposes. We encourage student interaction if we know how to meet their
needs. If they will commit wrong answers then give them a praise like “nice try, what
about the others?” It is way of appreciating them although their answer is not right. But
still they were able to participate during the teacher’s lecture.
 Criticizing students’ answer will inhibit learning. So, as long as you could avoid it just let
them express their own ideas, opinions and point of views about the lesson. Because
listening to them is very important. We could somehow learn and know them much
better from the way they answer our questions. So, just be sensitive about their
feelings.

My Portfolio
I promote higher-order-thinking skills (HOTS) and interaction for learning by
the kind of questions that I ask.
Here are learning objectives. Formulate at least two examples of question
that promote divergent thinking and HOTS.
Secondary (BSEd)
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.
Secondary (BSEd)
2 DIVERGENT QUESTIONS
1. Why is it important that we need to educate students about reproductive health?
2. How sex education change the attitude of the students?

 favorable remarks
 What a nice job
 I really like the way you are
answering my questions
 You are being a good listener
 Very well done
 You’re the best
 Great!
 Very good indeed
 Marvelous!
 Brilliant!
 Superb!
 Magnificent!
 Fabulous!
 Awesome
 That’s fantastic
 You’re absolutely right
 Great improvement

Students were solving problems on the board

Students were participating in the lesson

Students were divided by group

Grade 7 –Gold classroom’s Bulletin boards

Students greeted their teacher

Teacher gave instructions on their module

Teacher wrote their assignment and project on the board

Student’s individual drawing tasks about natural resources

Teacher was showing different pictures of natural resources

Students were attentively listening with the teacher

Students were sharing their ideas during the lesson

Students helped their teacher in posting the instructional materials

Student’s Resume
PERSONAL BACKGROUND
Name: Zebb Hannalou A. Dadang
Address: Pob. Alubijid Misamis Oriental
Date of Birth: January 5, 1991
Status: Single
Height: 4’10
Weight: 60 kg
Contact #: 09351978579
FAMILY BACKGROUND
Father’s name: Bienvenuto M. Dadang Jr.
Occupation: Policeman
Mother’s name: Luzviminda A. Dadang
Occupation: OFW

EDUCATIONAL BACKGROUND
Elementary: Alubijid Central School
Secondary: Alubijid Comprehensive High-School
College:
1st
course: BSN
School: Capitol University
2nd
Course: Prof. Education
School: The New El Salvador Colleges
Teaching Philosophy: to acquire knowledge
one must study;
But to acquire wisdom
one must observe – Marilyn vos Savant

STATEMENT OF PURPOSE
This field study will help me to understand the different strategies of teaching-
learning process. As a future teacher, I will be able to apply what I have
observed here in every episode. I should study, reflect and critique what my
resource teachers used during their classroom activities. How they teach and
impart their knowledge with their students in TNESC and my cooperating school
in Alubijid National Comprehensive High-School. All this observations will serve
as my guide and contributions in my teaching journey. I could improve myself
and share what I have learned throughout this field study.

I would like to thank the Father God in heaven who had helped me in doing this
portfolio and for the financial support of my family. This portfolio will not be successful if not
because of them. They gave me the courage and strength to continue what I have started.
Thank you for my Grandmother for being so understanding in making this portfolio and to all
my friends and classmates in TNESC for their concerned. I am glad and grateful in the school of
the New El Salvador Colleges for a very warm welcome and also with my cooperating School in
Alubijid National Comprehensive High-School together with their energetic School Principal III
Dr. Reynaldo S. Cabillan for his precious time.
And for all my resource teachers that are part of making this portfolio to become
possible, I extend my heartfelt thanks to you all and most especially to Ma’am Ma. Emma
Saguing for being so approachable and kind.
Finally, my big thanks to Dr. Carmencita S. Cotapte, our Dean of college of Education for
her patience and guidance. This field Study really helped me to realize the essence of becoming
a successful teacher in the future.
More power and God bless us all

FS2 Teaching-Learning Principles

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