FIELD STUDIES 2-B BulLETS

Episode 1
1. Teacher Rose believes that students need not know the intended learning outcome of
her lesson. She proceeds to her learning activities at once without letting them know
what they are supposed to learn for the day. Teacher Rose negated the principle of
learning that states that EFFECTIVE LEARNING BEGINS WITH SETTING CLEAR EXPECTATIONS
AND LEARNING OUTCOMES

2. Teacher Emma noticed that in group work, students just leave the work to the leader
and so vowed never to give group work again. This against the principle of learning that
states that LEARNING IS A COOPERATIVE AND A COLLABORATIVE PROCESS

3. In her desire to finish the content of the course syllabus, Teacher Love just lectures while
students listen. The teacher violated the principle of learning that states that LEARNING
IS AN ACTIVE PROCESS

4. Teacher Arielle asks her students to see the connection of their new lesson to their own
personal experiences and share the same with the class. The teacher believes that
LEARNING IS THE DISCOVERY OF THE PERSONAL MEANING OF IDEAS

5. Teacher Lil avoids drills out of context. She gives real-world Math problems for students
to drill on. Teacher Lil is very much convinced that LEARNING IS THE DISCOVERY OF THE
PERSONAL MEANING OF IDEAS

Episode 2
1. For meaningful teaching and learning, it is best to connect the lesson to the life of
students by integrating a relevant value in the lesson. The principle applied is that
LESSON OBJECTIVES/INTENDED LEARNING OUTCOMES MUST INTEGRATE 2 OR 3 DOMAINS
- COGNITIVE, SKILL AND AFFECTIVE OR SKILL AND AFFECTIVE

2. Teacher Paz shared this lesson objective/learning outcome with her students: “Before
the period ends, all of you must be able to identify the topic sentence and supporting
sentences of a given paragraph.” Teacher Paz drilled them on subject-verb agreement
to ensure that they can write a good paragraph then gave a ten-sentence paragraph
for the students to determine subject-verb agreement before the class period ended.
Teacher Paz did NOT use the lesson objective/learning outcome as guide in the
development of her lesson

3. Here is a lesson objective: “At the end of the lesson, the students must be able to
develop a positive attitude towards work.” This is NOT AT ALL a SMART objective because
the word develop is a non-behavioral term
Episode 3

1. Teacher Mila taught the parts of a microscope, demonstrated how to focus it under the
low power objective, then asked 3 students to try to focus it with her guidance as the
class looked on. She asked the class if the 3 students did focus the microscope correctly
and ended her lesson citing the “don’ts” and explaining the “why’s” behind the
“don’ts” in focusing the microscope. Before she did all these, she asked the class if it is/is
not important for them to learn how to focus the microscope. Based on Kendall’s and
Marzano’s new taxonomy, the lesson was under the domain of INFORMATION, MENTAL
PRROCEDURES, AND PSYCHOMOTOR PROCEDURES.

2. I. Asking the class if the 3 students focused the microscope correctly; II. Explaining the
“why’s” behind the “don’ts”; III. Focusing the microscope. ASKING THE CLASS IF THE 3
STUDENTS FOCUSED THE MICROSCOPE CORRECTLY is the part of the lesson that consists
of mental procedure (procedural knowledge)

3. THE 3 PUPILS FOCUSING THE MICROSCOPE involves a part of the lesson in the
psychomotor domain

4. If Teacher Mila’s lesson objective/intended learning outcome is “to focus the

5. If explaining and demonstrating are necessary for Teacher Mila to realize her lesson
objective/intended learning outcome, this implies INTEGRATING THE DOMAINS OF
LEARNING ACTIVITIES on lesson planning and development for whole and meaningful
learning

6. ASKING THE STUDENTS IF LEARNING TO FOCUS THE MICROSCOPE IS IMPORTANT is the part
of the lesson that is in the affective domain

Episode 4
1. Teacher Ruben wanted his students to rate their own work using the scoring rubric which
he explained to the class before the students began with their task. This is under
EVALUATION.

2. You are required to formulate your own philosophy of education in the course, The
Teaching Profession. This is under CREATING

3. Teacher Danny requires his class to conduct research, write a research report and
defend the same before a panel of experts. The level of processing where the students
will be engaged include RETRIEVAL, COMPREHENSION, ANALYSIS, and KNOWLEDGE
UTILIZATION

4. Teacher Bing encourages her students to make the intended learning outcomes their
own and explained that she expected them to monitor now and then their own progress
toward the intended learning outcome and act accordingly. This is under
METACOGNITIVE SYSTEM

5. Teacher Ann sees to it that her class sees the importance of the grammar lessons in
English and so gets intrinsically motivated to learn. The class is expected to act on the
level of SELF-SYSTEM

Episode 5

1. Teacher Mylene talked all period. She taught the class the steps to undertake in the
conduct of an action research. She also showed a poorly done action research,
discussed why it is poorly done and finally showed a model action research. Which
teaching approach describes Teacher Mylene’s lesson development? The approach is
NOT learner-centered because she was more subject matter-centered and teacher-
centered

2. Teacher Dada’s lesson was on “what man can do to arrest climate change”. she made
students do the talking, the arguing, the synthesizing. She gave her lecture after students
have participated in the lively discussion. She employed LEARNER-CENTERED
APPROACH.

3. In this FS course, FS students are required to observe, analyze and reflect on actual class
proceedings. REFLECTIVE is the description of the pedagogical approach of K to 12 as
cited in the K to 12 law is observed in the conduct of this FS course.

4. Teacher Beth avoids giving out-of-context drills. Instead she makes use of real-world
problems for her students to solve. Doing so makes Teacher Beth INQUIRY-BASED in
approach

5. The subject matter is the ASEAN Qualifications Framework (AQRF). The Asian History
teacher teams up with the Economics teacher, the Professional Education teacher for
a thorough discussion of AQRF from the perspective of other disciplines. This is
INTEGRATED pedagogical approach

6. The spiral progression approach in teaching Math in the K to 12 curriculum means that
you teach basic Math concepts from K to Grade 10 in increasing depth and breadth
across the grades. This means that Math teaching is DEVELOPMENTALLY-APPROPRIATE.

Episode 6
1. Teacher Ann demonstrated the deductive method of teaching in her English class.
Based in her teaching demo, she asked the class to outline the steps of a deductive
teaching method. The student’s outlines served as the starting point of the class
discussion on the steps of the deductive method. Teacher Ann did NOT go deductive
because SHE WENT INDUCTIVE.
2. Teacher Rodel said: “This is the rule on how to multiply fractions. To illustrate, let’s give
examples.” Then he gave fractions to the class for them to multiply. She proceeded
DEDUCTIVELY

3. It is less interactive and requires relative shorter period of time to cover content. This is
DEDUCTIVE teaching method

4. INDUCTIVE method is more interactive

5. When you begin teaching with the generalization then bring in details, DEDUCTIVE is
employed

6. When you begin teaching with concrete experience then come in with conclusion,
INDUCTIVE method is employed

Episode 7
1. Learning is an active process. One application of this principle is LETTING STUDENTS LEARN
THE STEPS IN OPENING A COMPUTER BY MAKING THEM FELLOW THE STEPS

2. The more senses that are involved, the more and the better the learning. EMPLOYING
COOPERATIVE LEARNING is aligned with this principle

3. A non-threatening atmosphere enhances learning. The NO BULLYING practice is an

4. Emotion has the power to increase retention and learning. To apply this principle,
teacher must TOUCH STUDENTS’ EMOTIONS WHEN HE/SHE TEACHES

5. Good teaching goes beyond recall of information. So the teacher must MAKE STUDENTS
CONNECT FACTS LEARNED TO FORM CONCEPTS AND ABSTRACTIONS

6. Learning is meaningful when it is connected to students’ everyday life. An application

7. An integrated teaching approach is far more effective than teaching isolated bits of
information. The teacher should avoid TEACHING TO THE TEST

Episode 8
1-4. Teacher Jing proceeded to her lesson without stating the intended learning outcomes for
the hour. She asked her students to work on Seatwork # 3 found in the Math Workbook, pp. 3-
4. After 40 minutes, the students corrected their own answers as Teacher Jing dictated the
answer.

1. The development of lesson is NOT in accordance with outcomes-based teaching and

Episode 9
1. I wasn’t satisfied with Student B’s yes as an answer and so I asked her to explain why. I
did PROBING

2. Teacher Leticia claims she can’t accept an “I don’t know” answer. So, she does
PROMPTING

3. To obtain well-though out answers, ALLOWING SUFFICIENT TIME helps

4. This is my questioning behavior: I ask the question, I pause for a while then call on a
student. This is INVOLVING AS MANY AS POSSIBLE

5. You get a partially correct answer. You say “yes but a part needs improvement”. You
handled the response by PROVIDING A CORRECTIVE FEEDBACK

6. A question is raised by one student. You don’t answer it but throw back the question to
the class. This is REDIRECTING QUESTIONS TO OTHER PUPILS

7. REJECTING STUDENT’S ANSWER OUTRIGHT doesn’t promote interaction

8. You want to develop students’ critical thinking skills. You should as DIVERGENT
QUESTIONS AND OPEN-ENDED QUESTIONS

9. CONVERGENT question will least promote interaction among students

ADDITIONAL QUESTIONS FROM NEW FS BOOKS

1. “If you are a plant, what will you tell humankind?” This is considered high order
thinking skills

2. GIVING THE MORAL LESSON OF THE STORY does not belong to the group of narrating,
rewriting, and drawing the events of the story

3. The Dale Cone of Experience can help a teacher be mindful of the choice of
resources or instructional materials in terms of EXTENT OF BEING CONCRETE OR
ABSTRACT

4. Miss Violo told the story of the Giving Tree in her toddler class. She used the book itself
to show the illustration to the two-year-olds and showed all thirty pages of the book.
Miss Violo struggles just to finish the book because the toddlers were not focusing.
Some lay on the floor stretching; other ran around the room. She failed to consider
STUDENT INTEREST AND ENGAGEMENT in choosing a material

5. For a theme on Careers, Mr. Menggay let his students watch interview clips of
successful people in business who were all males. The clips seemed to send a
message that only men succeed in the business field. Mr. Menggay did have any
follow-up discussion on the clips. She should have considered INCLUSIVE AND FREE
OF CULTURAL BIAS

6. WATCHING A THEATER PLAY ON THE DEATH MARCH gives the learners the most
concrete experience

7. A teacher should consider all these criteria for choosing a resource or material,
except IS THE MOST EXPENSIVE THEREFORE THE MOST DURABLE