FIELD STUDY ACTIVITY

FS2: LEARNING EPISODE 7

ACTIVITY 7.1: TYPES OF QUESTIONS USED BY A TEACHER IN THE CLASSROOM

Field Study Student: ________________________________________ Subject: __________________________

Resource Teacher: _________________________________________ Teacher’s signature: ________________

School: __________________________________________________ Date of Observation: _______________

Grade/Year level: __________________________________________ Section: __________________________

INSTRUCTIONS: In the class you are tasked to observed, take note of the questions posed by the teacher to the students
and tally them below.

Type of questions Frequency of use Description of questions used

1. Factual questions
Ten times The teacher asked WH-questions.
The learners will simply identify a
specific person or answer.
2. Higher order thinking skills The teacher started to asked critical
(HOTS) questions Six times questions.
In this time the students started to
think critically.
3. Affective questions Meaningful and understandable to
Ten times students. It challenge the students,
but not too difficult.
PROCESSING QUESTIONS AND ANALYSIS

1. Which type of questions was mostly used by the teacher? Does this style match the intended learning outcomes
set by the teacher for the lesson?

Factual and affective questions were mostly used by the teacher. It was aligned to the intended learning
outcomes.
2. Does the teacher’s way of questioning in the classroom encourage the student to participate? Explain.
Yes. In that way the students encouraged to participate, since they are thinking outside the box. Making
them feel that they are part of the class. Since those experience questions by teacher was very common to the
learners.
3. How does using different types of questions affect the teaching-learning process in the classroom?

Asking good questions is central to learning and sometimes can be more important than getting the
answers, particularly when the questions encourage students to think critically.

4. As a future teacher, what part of the questioning technique do you think will serve as a challenge for you?

For me, asking affective questions since in this type of questions you need to become sensitive with the
feelings of the students.
 FS2: LEARNING EPISODE 7
ACTIVITY 7.2: c
Field Study Student: ________________________________________ Subject: __________________________

Resource Teacher: _________________________________________ Teacher’s signature: ________________

School: __________________________________________________ Date of Observation: _______________

Grade/Year level: __________________________________________ Section: __________________________

INSTRUCTIONS: using the table below, assess whether the teacher you are tasked to observe uses the following
strategies related to questioning as presented by Caram and Davis (2005). Check whether such strategies are used by
the teacher, and comment on their execution and delivery in the classroom.

Questioning technique / Comments

1. Creates a classroom culture open to dialogue / The teacher asked a

culture diverse
environment
2. Uses both pre-planned and spontaneous questions / The teacher’s
question about how
they will do things
own their own.
3. Selects an appropriate level of questioning based on the students’ needs / It is important to
think and based the
questions that we will
ask to their level of
thinking.
4. Avoids tricky questions that require only a yes or no answer / We should avoid
those tricky questions
because the students
will only choose
between the two,
without further
explanation.
5. Phrases questions carefully, concisely, and clearly / It is essential to
rephrase the
questions until the
students get it.
6. Directs questions to the class or to individuals randomly / In that way they will
think about the
answers, right away.
7. Provides students sufficient time to respond / We should give them
enough time to think
since they are just
only grade schooler.
8. Respond to the answer provided by the students / We should everyone’s
answer by giving
them a feedback.
9. Deliberately frames questions to raise interest among students / Teacher should not
focus on one frame of
questions but with
 different in order to
touch the interest of
other students.
10. Uses questions to identify the learning objectives for follow-up self-study / We should have a set
of different questions
that will ask to the
learners but make
sure that questions
are based on the
intended learning
objectives.

PROVCESSING QUESTIONS AND ANALYSIS

1. Which of the strategies were commonly used by the teacher? How do they affect the teaching-learning process
in the classroom?

Cooperative Learning is the most commonly used strategy by the teacher. It stimulating student or
teacher discussions. Both approaches stress the importance of teacher and student involvement in the learning
process. Through verbally expressing their ideas and responding to others, students will develop their self-
confidence, as well as enhance their communication and critical thinking skills which are vital throughout life.

2. Does the teacher’s use of strategies related to questioning encourage the students to be participative? Explain.

Yes. She asked questions that based on the ages of the learners it was so easy them to understand the
questions that’s why they are very participative in the discussion.

3. As a future teacher, what strategies would you use to be able to deliver questions effectively in the classroom?

Implementing an effective behavior management strategy is crucial to gain your students respect and
ensure students have an equal chance of reaching their full potential.

RESPONDING…

By definition, responding means answering or reacting. However, psychology maintains that reacting and
responding are different. Reacting is considered an automatic response, whereas responding requires a thinking process
in order to produce an appropriate response.

Efficient questions is manifested through how students respond and participate in the discussion in the
classroom. As such, teachers should make it a point to take note of the ways students respond and what makes them
respond in order to be able to craft more effective questions.

In facilitating learning in the classroom through questioning, the following are the idea attributes of a teacher
that are essential to the teaching –learning process in the classroom:
 a. Shows genuine warmth
b. Patient
c. Understanding
d. Tactful
e. Analytic
f. Interpretive
g. Judges situation accurately
h. Communicates well
i. Gently faces the students
j. nods head while listening to the teachers’ responses
k. adopts an open posture
l. practices verbal following
m. maintains eye contact
n. relatively relaxed
o. listens well
p. carefully crafts questions
q. makes students reflect
r. challenges students
s. paraphrases students’ responses
t. leads students to summarize

FS2: LEARNING EPISODE 7

ACTIVITY 7.3: TEACHER’S RESPONDING TECHNIQUES IN THE CLASSROOM

Field Study Student: ________________________________________ Subject: __________________________

Resource Teacher: _________________________________________ Teacher’s signature: ________________

School: __________________________________________________ Date of Observation: _______________

Grade/Year level: __________________________________________ Section: __________________________

INSTRUCTIONS: In the class you are tasked to observe, identify the responding techniques used by the teacher, and
write down comment on how they are used in the table below.

Responding Technique / Comments

1. listens well She listened very carefully when her
student is speaking.
2. shows genuine warmth She was very lovable to her students,
she even called them “anak” when
they are reciting or simply calling
them.
3. patient The teacher was very patient, she
tried to understand the answers of
her students even though it is very
far from the questions.
4. tactful She is showing her sensitivity to
every student to boost their
confidence.
5. analytic Keep routines and structures that
allow your child time to focus on
work without distraction.
6. interpretive The teacher is interpreting the
 answers of the students.
7. judges situation accurately She is accepting all the answers
based on the situation of the
students.
8. communicates well The questions delivered very clear to
the students.
9. gently faces the students When there is someone answering,
she faces the student with her gently
looks.
10. nods head while listening to students’ responses It shows that she listened very
carefully when someone is talking.
11. Adopts an open posture Posture is very helpful when you
want to encourage the students.
12. Practice verbal following She let the students finished what
they want say after she give her own
idea about their insights.
13. Maintains eye contact When someone’s speaking, she
always had an eye to eye contact.
14. Relatively relaxed She was calm and relaxed even
though there is someone that
destruct her lesson.
15. Carefully crafts questions
16. Makes students reflect She connects the lesson to the real
world situations and she let the
students to reflect on their own.
17. Challenge students She was challenging the students by
18. Paraphrases students’ responses Some of the students didn’t
elaborate well their answers that’s
why she need to elaborate the
response of the students.
19. Leads students to summarize After the discussion, she let three
students to summarize the lesson.

PROCESSING QUESTIONS AND ANALYSIS

1. Which of the responding technique were commonly used by the teacher? How do you they affect the teaching-
learning process in the classroom?

Communicate well, is the most commonly used by the teacher. The simplest and quickest strategy for
improving student behavior and improving their interest to the lesson is to talk them through effective
communication.

2. Do the teacher’s responding techniques encourage more participation from the students? Explain.

Yes, especially they are having different level of thinking. We must use different techniques to gain the
interest of the students to participate in the class.
 3. As a future teacher, what responding techniques do you deem to be the most effective in facilitating learning in
the classroom?

Having a good communication with the students, skills can help you in both your teacher and students.
Body language is also incredibly important. It is very much like a transmitter that is constantly pumping out
signals. You must be aware of these signals and understand their impact on the people around you.
Relationships eliminate the reinforcement available for making you upset. In fact, when you have a good
relationship, your mild disappointment has great potential to have a major impact on the student’s behavior.

INSIGHT AND REFLECTION

What insight and reflection can you derive from this specific field of study experience?

As an educator, teachers are constantly engaged with students in teaching and learning activities while teaching
a subject in the classroom. One of the most important sessions conducted by a teacher in the teaching and learning
process is the question-and-answer session. Questioning is an important activity in teaching. Questioning can be used to
test the knowledge of the past, with questions requiring factual answers by asking who, what, where, and when.
Designing is also aimed at stimulating student thinking.

One of the key components to creating effective teaching and learning processes is the method of questioning
or questioning techniques used by teachers. Questioning by teachers in the teaching and learning process is one of the
many interactions that occur in the classroom. Questioning techniques are one of the tools for achieving goals and
stimulating students’ mental activity.

CLOSING DISCUSSION

State (5) key learning points that you were able to capture in this field study experience.

Your personal interest in students also can be demonstrated by establishing and maintaining
rapport with them.

You can build relationships with students and establish a good learning environment by
helping them develop their self-esteem
MY KEY
LEARNING Acknowledging positive aspects of your students’ answer can promote self-esteem in
students, and strengthen the bond between you and your students

POINTS
Create a successful learning environment; indeed, having a positive impact on
students achievement.

A high incidence of classroom disciplinary problems has a significant negative impact on the
effectiveness of teaching and learning.
LEARNING EPISODE EVALUATION

Name of Student: ______________________________________________ Date: ___________________________

Specific Program: ______________________________________________ Year & Section: ___________________

INSTRUCTIONS (for the instructor): Rate the performance of the field study student in this learning episode in the rubric.
Compute the average performance, and write the description following the guide below.

Average Performance Description

3.70 - 4.00 Outstanding
2.80 – 3.69 Above average
1.90 - 2.79 Average
1.00 – 1.89 Needs improvement

Components Outstanding Above average Average Needs improvement Score

4 3 2 1
Field study  All tasked  Almost all  Half of the  Less than
activities were tasked were tasked were half of the
completed completed completed tasked were
efficiently efficiently efficiently completed
efficiently
Processing  All  Almost all  Half of the  Less than
questions and questions question questions half of the
analysis were were were question
answered answered answered were
comprehen comprehensi comprehensi answered
sively vely vely comprehens
 Concepts  Concepts  Able to ively
were highly were connect  Was not
and connected concepts able to
thoroughly and connect
connected analyzed concepts
Insight and  Reflection  Reflection is  Reflection  Reflection
Reflection is in-depth evident and shows does not
and insightful average show depth
insightful depth and or
insightfulness insightfulnes
s
Closing  Highly  Able to  Able to  Able to
Discussion captures all capture capture half capture less
essential more than of the than half of
points in half of the essential the essential
the essential points in the in the
learning points in learning learning
episode the learning episode episode
episode
Documentation  Portfolio  Portfolio has  Portfolio has  Portfolio has
Portfolio has a the the bare incomplete
comprehen necessary minimum documentati
 sive and documentati documentati on
well- on on
organized
documenta
tion
Submission  Submitted  Submitted  Submitted on  Submitted
before the on the the deadline late or
deadline deadline incomplete
Average Performance: Description:

Comments/suggestions:

____________________________________ _________________
Signature over Printed Name of Instructor Date
DOCUMENTATION/PORFOLIO

Name of Student: _________________________________________ Date: ________________________________

Specific Program: _________________________________________ Year & Section: ________________________

INSTRUCTIONS: Present any document that would further enhance your field study observation. You may attach photos
and/or transcriptions of interviews conducted.

(Note: this also depends on the specific output that is being required from you to produce as specified in each learning
episode)
 AS A FUTURE TEACHER

INSTRUCTIONS: Write in the boxes below the lessons you have learned that relate well to becoming a
teacher in the future based on the different experiences you have gained in the field study area.

1 2

3 4
 NEEDS SURFACED AND IDENTIFIED DURING THE FIELD
STUDY
INSTRUCTIONS: Ask any of the teacher you interviewed about at least four (4) major, pressing, or urgent
needs you may need to address as a future teacher

1 2

3 4
 FIELD STUDY AREA 2 ASSESSMENT

Name of Student: Date:

Specific Program: Year & section:

ASSESSMENT BACKGROUND
PART 1: Theory Application: input any learning theories that closely connect with your experience in the field. Briefly
discuss the theory, and explain its application and connection to your finding in the field.
Learning Episode Theory Application

Learning Episode 1

Learning Episode 2

Learning Episode 3

Learning Episode 4

Learning Episode 5

Learning Episode 6

Learning Episode 7

PART 2: Multiple Choice

_____ 1. It is a process that leads an individual to experience a relatively permanent change in his or her behaviour and
manner of thinking, feeling, and doing
A. Transformation B. Growth C. Learning D. Inner conviction
_____ 2. These are lesson objectives set to direct the course of a lesson
A. Intended learning outcomes B. General Objectives C. Educational Objectives D. Non-negotiable outcomes
_____ 3. It is a teaching approach that consider the individual difference of students.
A. Inclusive B. Research-based C. Culture-sensitive D. Learner-centered
_____ 4. It is a “particular rule” or “bottom-up approach” to teaching.
A. Inductive method B. Deductive method C. Processing method D. Participative method
_____ 5. This motivates student to share their answer, insight, opinion, or reflections about different topics.
A. Reacting B. Responding C. Questioning D. Attending
PART 3: Field study area 2 Snapshot: attach a picture that best captures your field study experience for this area.
Write a brief descriptions below