fs 2 (episodes 1,2,and 3)

Pampanga CollegesMACEBEBE, PAMPANGA

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1 | F i e l d S t u d y 2 - E x p e r i e n c i n g t h e T e a c h i n g - L e a r n i n g P r o c e s s

COURSE-YEAR: BSEd-II

SUBMITTED TO:

Ms. Marcelina T. Laxina

Instructress

(EXPERIENCING THE TEACHING-LEARNING PROCESS)

BY: GROUP 2

Irvin Kent Q. GuintuAlvin R. LimRaymon D. Masangcay Linart N. Tolentino

Niberato B. Tolentino

Diana Mae F. Cunanan Judy Anne O. Isip

Maricar B. TolentinoSarah Jane S. Tullao

ACKNOWLEDGEMENT

The group 2 of BSED-II (Bachelor of Secondary Education, second year)

taking up their Filed Study 2 subject, are sincerely appreciates and gratefully

acknowledge the cooperation and assistance of the following persons in our

observation in Sta. Maria High School (SMHS)

To Ms. Marcelina T. Laxina, our instructress, for her guidance, teachings,

and instructions accorded for;

To Mrs. Ruby Rosa C. Sagum, the principal of SMHS for permitting and

letting us to conduct our observation in their school;

To the faculty members and staff of our cooperating school, for their

cooperation and assistance;

To the students of Sta. Maria High School.

While the reporters have done their best to make this report a good one; they

do that this report is far from being a perfect so they welcome criticisms and

suggestions for the improvement of each study.

Finally, they would like to offer their labor or love to their beloved families,

instructors and instructresses, friends who served as their inspiration in all the tasks

that they do. Most of all to our Almighty God who bestowed their talents and

wisdom to make their report a reality.

TABLE OF CONTENTS


I.Q.G. A.R.L

R.D.M. L.N.T

N.B.T. D.F.C

J.O.I. M.B.T

S.S.T

INTRODUCTION ……………………………………………………… xi

Episode 1 Principles of Learning……………….

…………… 1

Episode 2 Lesson Objectives as my Guiding

Star…………. 4

Episode 3 Organizing Content for Meaningful

Learning ……………………………………………..

8

CONCLUSION …………………………………………………………... xiii

APPENDIX ………………………………………………………………. xiv


Principles of learning

INTRODUCTION

“To be teacher, in the right sense is to be a learner. Instruction begins when you, the teacher, learn from the learners”, one of the very nice saying and insights we’ve learned from our FS instructress. And this quotation means, that as a future teacher, we must practice to put ourselves in their places so that we may understand what they understand and the way the students understand it.

Last February 4,5, and 6 (Monday, Tuesday, and Wednesday), we had our observation in Sta. Maria High School (SMHS), as our cooperating school, with all the sophomores taking up Bachelor of Secondary Education (BSEd), as a part of the requirements in our subject Field Study (FS) 2.The classes of II-Prudence and III-Generosity was both assigned to us.

Our main concerns on that observation are all about:

a) Principles of Learningb) Lesson Objectives as My Guiding Starc) Organizing Content for Meaningful Learning

Within our report, we identified the significance of the study of the various learning principles which can truly helps on how will you deal and interact with student’s diversity. It includes also the essence and impact of objectives in implementing the teaching process and the different factors to be considered in selecting meaningful and useful learning materials or contents, as manifested in the actual classroom setting. We observed and reflected on the different approaches employed by the teachers in dealing with the learners in the different stages of development. And also, we analyzed how the teaching and learning process should be conducted.

And now it’s your turn to be a part of our report, as a reader and also as a judge. We hope that after you read and understand the essence of our work, you will acquire, you will gain and learn something. Thank you!

THE REPORTERS

Episode 14 | F i e l d S t u d y 2 - E x p e r i e n c i n g t h e T e a c h i n g - L e a r n i n g P r o c e s s

Our Tools

As we observe a class, we will use the Observation Sheet for a more focused observation.

OBSERVATION SHEET

Name of the Resource Teachers Observed: Mrs. Abelita F. Dizon, and Ms. Jillian Gonzales___

School Address: Sta. Maria, Macabebe, Pampanga Date: February 4, 2013 ___________

Year Level: 2 nd Year and 3 rd Year Subject Area: English II and English III_________________

Principles of Learning Teaching Behavior of the Teaching/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.

Mrs. Dizon lets the learners do the learning activity. Like for example, instead of writing the meaning of the adjectives in the board, what she did is that she made a group activity and let the learners find out what is meant by that.

2. Learning is the discovery of the personal meaning and relevance of ideas.

Instead of giving directly the meaning of adjectives, Mrs. Dizon showed some pictures and let the students to give their own interpretation.

3. Learning is a consequence of This no. 3 principle has something


Name of FS Students: Irvin Kent Guintu; Alvin Lim; Raymon Masangcay; Linart Tolentino; Niberato Tolentino; Diana Mae Cunanan; Judy Anne Isip; Maricar Tolentino; & Sarah Jane TullaoCourse: ______BSEd_Major in English________________ Year: ____Second Year___________Resource Teacher: _Mrs. Abelita F. Dizon (ENGLISH II)__ Signature: _____________________Resource Teacher: _Ms. Jillian Gonzales (ENGLISH III)__ Signature: _____________________Cooperating School: Sta. Maria High School (SMHS), Macabebe, Pampanga _______________

experience.to do with or is similar to “Learning is an experience which occurs inside the learner and is activated by the learner.” This is based in my observation because Mrs. Dizon let the learners to apply what they have learned. Like for example, they conducted an activity which involve describing, through that experience they’ve learned something.

4. Learning is a cooperative and collaborative process. Learners will learn more if they are

given chances to work together and share ideas. Make use of group activities.

5. Learning is an evolutionary process. Learning especially if this means

a change in behavior does not happen in a click. This requires time and diligence. So as teachers and students, be patient.

6. Learning is sometimes a painful process. This means that learning requires

sacrifices, hard work and patient studies. For example, a great leader had many setbacks on the past. He learned from his mistakes. The process was very painful, yet he survived, yet he wants to learn they endure the pain consequently, leadership was developed.

7. One of the richest resources or the learning is the learner himself. This means that learning will not

take place unless the learner


him/herself allows, in totality, in his/her mind. It is not primarily controlled by the teacher, rather on the learner’s wants, interest and motives to learn.

8. The process of learning is an emotional as well as intellectual.

As a teacher, let us appeal to our student’s intellect as well as to their emotions.

9. The process o problem solving and the learning are highly unique and individual.

Each student has their own special way in learning and solving a problem.

Our AnalysisBased on our observation, learning is the discovery of the personal

meaning and relevance of ideas was the principle applied most. This is because before a teacher conducts another lesson he/she first makes a recall about their past lessons. And then, after that he/she didn’t directly give or explain what seems to be their topic on a particular day. Instead he/she might give either activity or a short poem which involves in a given topic. In that way, the learners found out that the learning is the discovery of personal meaning and relevance of ideas.

Our Reflection

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


Lesson objectives as my guiding star

Episode 2

Our Tools

As we observe a class, we will use the Observation Sheet for a more focused observation.

OBSERVATION SHEET


School Address: Sta. Maria, Macabebe, Pampanga Date: February 5, 2013____________


Guiding Principles in Determining and Formulating Learning Objectives

Teaching Behavior/s which Prove/s Observance of the Guiding Principle

1. Begin with the end of mind. Based on our observation, Ms. Jillian

Gonzales, a third year English teacher ensures that her lesson objectives are SMART. Based in our interview with her, she shared her technique in planning objectives. She said that excellent lesson objectives must be Specific, Measurable, Attainable, Result Oriented and Time-Bound.



2. Share lesson objective with students.

For this second guiding principle in determining and formulating learning objectives, I noticed that Ms. Gonzales imparts her lesson objectives including plans and purpose of lesson for her students.

3. Lesson objectives must be in the 2 or 3 domains – cognitive, skill and affective or cognitive and affective or skill and affective.

Based on the totality of the lesson discussed, the lesson is holistic and complete because it dwells on knowledge, skills, and values. The lesson for that day of Ms. Gonzales was about a poem entitled “when I was one and twenty”, throughout the lesson, they showed their skills in reading, as they read each stanza of the poem with correct pronunciation considering their accents and pausing. After reading literary piece. Questions are followed to check the student’s comprehension and understanding about the poem and lastly, with the concern in the affective domain, there is also a question that tested their reasoning skills in which afterwards they interpret the true meaning and essence of the poem that leads for the development to their values.

4. Work on significant and relevant lesson objectives. Ms. Gonzales present a poem

entitled “when I was one and twenty”. She asked her students on what they understand in the title and to the stanzas of the poem. And there is a line that comes from the poem where in Ms. Gonzales asked her students on what is their point of view about it. Some students raised their hands and gave their own thoughts, ideas, and comments and after that, she raised again a question and she asked her students if they already fall in love. Some of


them were too ashamed to answer.

5. Lesson objectives must lead to the development of critical and creative thinking.

Based on what I observed, Mrs. Dizon gave a group activity to perform outside the classroom. She asked her students to observe their school campus and list down the words that may described about it.

1. After observing your Resource Teacher teaches, write down what you think was/were her lesson objective.

To appreciate the meaning of a poem.

2. 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 same? Different?

“To deduce and appreciate the meaning of a poem”Yes ! They are the same.

Our Analysis1. Why did you find it easy/difficult to write down the Resource Teacher’s lesson

objeve for the day? Did she mention it in the beginning of his/her lesson?

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


2. Did you find the lesson objective SMART? Why or why not?

Yes, the objectives of the teacher are excellently SMART (Specific, Measurable, Attainable, Result-oriented, and Time-bounded). Because it is quite easy to find out the end of a lesson of you attained your objectives. And there is a big chance to match our instruction and assessment.

Our Reflection1. 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?

Learning objectives are of key importance when creating lesson plans. They provide students with information about what they are going to be learning while giving them an indication of how their learning will be measured. There are a few rules to writing excellent learning objectives that should be followed. Unfortunately, many teachers do not spend the time to create effective, measurable lesson objectives before they write their lesson plans. We know that once you started making the objectives specific and measurable you will found that you were able to use them like a blueprint to keep you on task as you teach your lessons in class.


http://712educators.about.com/od/curriculumandlessonplans/a/Writing-Excellent-Lesson-Objectives.htm

http://712educators.about.com/od/curriculumandlessonplans/a/Writing-Excellent-Lesson-Objectives.htm

Organizing content for meaningful learning

Episode 3

Our Tools

OBSERVATION SHEET


School Address: Sta. Maria, Macabebe, Pampanga Date: February 6, 2013_____________


A.) FOR THE COGNITIVE LESSON1. What is the lesson about?

Class I: AdjectivesClass II: Poem “When I was one and twenty”

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

Class I: There were picture presented and the students are asked to describe this picture.Class II: The students were asked on how they handle the advices of their guardian or other elder people.



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

Class I: In the First lesson the students have learned the use of adjective.

Class II: The students understand the importance of listening to their parents’ advice.

4. Write down instances of treating the topic in depth (giving examples, examining cause – effect relationships, relating ideas or concepts to one another)

Class I: The teacher presented pictures where in, in describing these pictures they gained their examples of adjectives.

Class II: The students were asked about the advices they were given by their parents and on how they act upon this advices.

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

Class I: The students were curious about the uses and significance of adjectives that’s why they raise a lot of questions.

Class II: The students were aware of the fact that parents have greater experience that’s why there were only few questions raised.

B.) FOR THE SKILL LESSON1. What was the skill lesson about? Which skill/s was/were target? Manipulative

skill or thinking skill?

The lesson more focused on the thinking skills of the student where in they can think fluent, they can construct ideas relevant to the certain topic and they can response easily because of their own insights and own experiences by reminiscing their past.Ex. Love… places…


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

So, when we say divergent thinking, it includes fluent thinking, flexible thinking, original thinking and collaborative thinking.

The teacher encouragement of divergent thinking by the students is that they can think fluent related to that particular lesson. The English lesson that we’ve observed was all about the poem “When I was one and twenty” where in the teacher relate her students to explain it because it’s all about love, we all know that students nowadays are teenagers who are very aware when the topic all about is LOVE. So, the teacher let them to relate their experiences to this poem. They construct ideas through their experiences.

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

When we say convergent thinking, it is narrowing down from many possible thoughts to end up on a single best thought or an answer to a problem.

The other English lesson we’ve observed was promoting adjectives. The teacher motivation was she presented a picture of different tourist spots or different beautiful places in the Philippines. The teacher let the students to recognize these pictures. So, students were willing to answer and answer. Say for instance, “The Luneta Park.” A student answered “It placed in Manila.” The other student answered “Where Jose Rizal Died” by answering possible thoughts; the teacher can modify a thing or describe particular things using adjectives.

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

Yes! Just by letting the students to reminisce their past so that they can construct a lesson by their experiences.

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


When we say critical thinking, it involves evaluating information or arguments in terms of their accuracy and worth. Students use their critical thinking ability through their activities not only in the common interaction in the class but also analyzing their observation. Isn’t they had an observation outside? So, discover approach takes place by the teacher without guiding them; the teacher let the students to find adjectives or modifier through observing outside and describing the surroundings. After that, their observation leads them to group competition where in the group who construct more sentences will won the activity.

C.) Value/ Affective Lesson

1. What was the value lesson about?

The values lesson was all about “Following and Obeying Instructions and Advices of Elders.”

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

The value was taught integrated with a cognitive and skill lesson.

3. How was the value lesson developed?

The value lesson developed in this way: first, the teacher tested the reading skills of the students by reading the said poem considering correct pronunciation of words and correct accents and stresses. Next, they analyzed the facts and concepts within the literary work from the cognitive follow-up questions. And lastly, there are also questions that tested their affective domains, including giving their insights about the poem and the moral lesson which can be deduces from the poem.

Our Analysis


A. For the Cognitive Lesson

The teacher delivered the lesson which is adjectives in way where students will relate their experiences in giving examples. For example in giving their example they were asked to describe the beautiful places they have already visited.

B. For the Skill Lesson

In the lesson the thinking skill is what the teacher gave focus it is taught by giving examples by describing pictures. While in the manipulative skill the students were ask to list all of the things that they have observed in their school in the blackboard.

C. For the Affective Lesson

The value lesson is taught or delivered without giving emphasis on it for example in the second class big where they have discussed about the poem the value lesson is not given attention or is not a big deal the poem “When I was One and Twenty” is the one that has been mostly given attention. That is why the value lesson is delivered within the skill and cognitive lessons.

Our Reflection

Someone said: “There are dull teachers, dull textbooks, dull films, but no dull subjects”. Do you agree? Write you’re your reflections here.

I agree with this statement because the subjects which we are taking are all interesting the only thing that is making it dull is the way they are delivered to us. The dullness of subjects are because of teachers who don’t know how to deliver their lessons in an interesting way. Dull films also are the reason why some subjects become uninteresting. So in sum I can say that there are no dull subjects in fact it is the way that these subjects are delivered that will show or become that reason whether the subject is delivered interestingly or uninteresting.
